Tag Archives: twitter

Independence: Taught? Or Not?


Who is doing the work?

Students?

Teachers?

How do we know?

Does it matter?

This flow chart from an October 7, 2018 tweet by Daniel Willingham caught my eye this week out in the Twittersphere!

I have studied it on my phone, my iPad, and on my Chromebook. I continue to revisit the subheading “(doing laundry, making lunches, doing dishes, etc.)”

Does this chart apply to routines in the classroom? 

Does this chart apply to instruction in the classroom?

Should it?

Where does my “curious” mind go?  I “celebrate” the opportunities for formative assessment.  Observation and completion of tasks quickly come to mind. Fairly straight forward. Items that I can check off. Routines.

How much of the school day should be “routinized” to this level? 

What’s the end goal?

Previous posts have discussed the fact that many times students do not have enough practice in their work in order to really KNOW and DO the task at high levels of cognitive effort.  Is that a flaw in the curricular design, the instructional design, or in the instructional delivery system? Or a symptom of other issues?

And then Wednesday night’s Twitter chat with Alicia Luick and Taliah Carter was about the Independent Use of Mentor Texts to Promote Independence in the Writers’ Workshop. Serendipity and another celebration as topics aligned!!!

It helped me when Alicia explained the difference between mentor texts, demonstration texts, and exemplar texts.  All have many uses as we think about a “progression to independence”.

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How do we teach independence?

How do we provide practice time so students can develop confidence, competency and independence?

I love these ideas from Ryan Scala. Students can quickly be “upping their game” so they are ready to lead demonstrations, small groups or seminars!

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So many ways for teachers to scaffold and support students at their current level in order to “reach” for the next level and continue to stretch and grow.  Sounds easy but supporting all students in a classroom is hard work.

And who is doing the most work?

Do we “teach for independence”?  

Do we provide enough practice time and get out of the way in order to increase independence?

 

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#NCTE18: Digging Deeper #3


Professional Learning:  My Right and My Responsibility

#NCTE has fueled my learning for the last five years.  I found folks that stirred my learning heart and soul.  Hearing those words straight from the authors who wrote them was transformational. Their passion and excitement extends long past a panel, a roundtable, or a presentation.

And yes, it comes with a cost.  The cost of attending a national conference. #NCTE asks attendees about the source of the expenses in their conference surveys.  The likelihood of a school paying for every expense incurred may make the cost prohibitive but there are many of us who attend on a regular basis (five consecutive years) who are quite “picky” about our sessions because we are there for the learning and attend on our own dime..

After hearing Tom Newkirk at my first #NCTE conference loudly proclaim that a hamburger graphic organizer was an insult not only to a paragraph but a bigger insult to a hamburger, I have read his books, been in a twitter chat with him, and watched for authors that mention his name.  He is Ellin Keene’s editor and Ellin has so many words of praise for him. This year at #NCTE it was truly a pleasure to listen to:  4 Battles Literacy Educators have to Fight

  1. Economy – Curriculum as Hoarding (add, add , add & nothing is deleted)
  2. Louise Rosenblatt – Model of Reading – Literacy as Transaction
  3. The battle for writing. Writing should not be colonized by reading. 795,000 fanfiction pieces about Harry Potter
  4. Battle for choice- Carnegie – “public library”  Teachers will need to make it free!

Since returning home, I have reread his essay in this collection.

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I have also read these two books since #NCTE18.

And I am returning to some sections of these two books for more work with Responsive Teaching because I know that teachers have to “say less so readers can do more”!

I now have some reading and writing plans to consider that involve my own thinking and application. Some will appear in my own professional development, some may show up in this blog, and much will continue in future conversations with friends as well as Twitter thinking.

For those who did attend #NCTE18, how will you extend your learning?

Here are some possibilities:

  1. Read a book by an author you heard.
  2. Listen to a podcast by an author you heard.
  3. Participate in a Twitter chat by an author you heard.
  4. Write a blog post or two about your learning.

An investment of time is required for any of the four items listed. You can borrow the book on interlibrary loan at no cost or check and see if a friend has it in their professional library.  Check online. A free chapter may be available on the publisher’s website. Additional follow up ideas may come from the publisher’s website or a facebook page for the “group”.

So if attending a national conference is “on your list”, start planning now.  How can you begin “saving” for that dream?

  1. Read the twitter stream from #NCTE18.
  2. Read some blogs from #NCTE18.
  3. Plan for a roommate NOW.
  4. Make a plan to re-allocate some personal discretionary funds so you can attend.

Where will you begin? 

What is your plan?  

 

#NCTE18 Bound: #G2Great


Today’s the day!

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#NCTE18 begins!

Have you chosen your sessions?

This sign will be greeting you in Houston!

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If it’s your first time to attend, check out the “First Timer’s Breakfast” Thursday morning to make some new friends, meet a group of people at your table, and hear Donalyn Miller and Ernest Morrell.

Add your twitter name to your name tag.

Look for those folks you have seen on #NCTE chats.

Look for those folks you have seen on #G2Great chats.

Make these days be about your learning.

What do you need to learn?

Be kind.

Enjoy!

Say hello to at least three new people every day!

Welcome to Houston!

Welcome to #NCTE18!




Time Warp

5 years ago

My first NCTE

#NCTE14:  First Timer’s Report

IRL:  #G2Great at #NCTE15

Anticipating #NCTE16

Saturday Learning at NCTE17

#SOL17: Wondering


Do you believe this?  What’s the evidence of your belief?

every.PNG

Doug Fisher, SDSU, August

Just Wondering . . .

How much “LEARNING” do you engage in during a year?

I learn daily as I read and write.

No one says “I have to”.

No one pays me for my time.

I learn weekly in Twitter chats.

No one says “I have to”.

No one pays me for my time.

I learn weekly as I blog.

No one says “I have to”.

No one pays me for my time.

I learn weekly in my Voxer groups.

No one says “I have to”.

No one pays me for my time.

I learn monthly, semi-annually and even annually from some major events.

Last week led me to learning in Davenport, IA on Monday with Dr. Mary Howard and

in Des Moines, IA on Thursday with Lucy Calkins.

Passionate speakers sharing research-based ideas.

Tirelessly

Leading

Encouraging

Thoughtful

Implementation of Best Practices in Literacy Instruction and

Assessment.

In three weeks I will be at #NCTE17.

No one says “I have to”.

No one pays me for my time.

I’m “retired” from a full-time job and yet since retirement, I have engaged in

15 days

of professional learning of my choice!

No one says “I have to”.

No one pays me for my time.

That does not include book clubs (6 this year).

That does not include Twitter chats (often 2 per week).

That does not include reading . . .

That does not include writing . . .

WHY?

Learning is growing.

Learning is addictive.

Learning is necessary . . . breathe in, breathe out, read, write!

Living a learning life!

What does your learning life look like?




slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 




What is the Bill of Rights for Writers according to Lucy Calkins?

Link

#SOL17: #TCRWP Writing – New Friends – Day 1


It began with a DM:

Coaching institute or writing institute?

And of course, there was no easy answer.

It depends!

Knowledge, background, willingness and ability to THINK

and apply.

Such a pleasure to meet that coach this week at the #TCRWP August Writing Institute and to sit in the front row together,

listening to Lucy Calkins together,

tweeting together,

nourishing our social media connections and

our face to face interactions.

NOT on Twitter?  

Then you are missing out on PD opportunities from your home like:

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And I don’t say that lightly!  What a great morning!  More in another post! (Shana Frazin)

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What was your story of Monday?  What did you read or write?

I know 140 characters doesn’t cut it for some folks.  Being concise is an art.  But check out this blog post by my friend Sally Donnelly who I also met via Twitter and TWT for a beautiful summary of Lucy’s keynote with some staggeringly wonderful organization!  I just have a glorious collection of stories!

Keynote – “Fun with Reading and Writing Blog”

Homework caused this post to be quick and light.  More later!




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                      

AND YES, My Craft Moves is now autographed by the Author!  Thanks, Stacey!

#DigiLitSunday: Better


better

Today’s call for slices from Margaret Simon at Reflections on the Teche immediately makes me think of HOW one gets better.  Previous posts about professional development are here, here, and here. I love learning.  I love learning with friends.  Therefore, one of the best tools that I use for professional development is Twitter because it truly is exemplified by this graphic.

good better best

What?

Learning.  Identifying a topic. Identifying a need.  Finding experts. Reading. Writing. Talking. Learning Together.  There are many ways to “Better Oneself” and one of the fastest routes is through TWITTER!

Start the Challenge

If you’re on Facebook, go to this post of Mary C Howard’s (author of Good to Great) for her Twitter 5-3-1 Challenge.

“TWITTER 5-3-1 CHALLENGE:
So I’m posing a summer challenge that will take very little time.

5: FOLLOW
Follow five people you admire. Just find them on Twitter and click the follow button on the far top right of their page.

3: RETWEET/LIKE
Retweet or like three comments that inspired you. Just click on the comment and then the up/down arrows at the bottom middle and hit retweet (or like with the heart at the bottom).

1: Reply
Make one comment to a tweet every day (even “Thank you.”) Just click on the left arrow at the bottom right and type.

I promise you that my 5-3-1 challenge will enrich you beyond measure this summer. Twitter is a treasure chest of inspiration, ideas, articles, posts, and dedication. If you’re not using it even to a small degree, you’re cheating yourself. This summer is a great time to dip your toe in the Twitter pool. I promise you that you’ll be grateful you did!”

My only addition is to make it the 5 -3 – 1 – 1 Challenge.

The final 1 – Find a chat

Weekly chats might be #TCRWP on Wednesdays or #G2Great on Thursdays.  Monthly chats might be #TitleTalk on the last Sunday of the month.  Additional chats like #TWTBlog may be scheduled after a series of blog posts.

Why a Twitter Chat?

A Twitter Chat will give you an opportunity to “rub elbows” with the experts and grow your own knowledge base as well as your PLN.  You will be amazed at the authors who are available to learn from as well as the inspiration, ideas, articles, and posts that Mary refers to above.

You are at the crossroad.  You must make the decision.

How will you better yourself?

good better

#DigiLitSunday: Mentors


digilit-button

Join Margaret Simon at Reflections on the Teche for additional #DigiLitSunday posts here

mentor-four

Mentors . . .

I’ve had a few . . .

Where do I begin

To tell the story

Of how mentors have been my guide?

Mentors . . .

Trusted

Experienced

Advisors or

Guides

Mentors . . .

Teachers. . .

Authors . . .

Speakers . . .

Bloggers . . .

Technology wizards . . .

Mentors . . .

All with a digital presence

via

Twitter

Facebook

Voxer

Blogs

Google docs

and

(gasp)

even old-fashioned

emails.

How do you connect with your mentors?

mentor

Teacher Mentors

Allison

Julieanne

Jenny

 Mary Lee

Ryan

Sally

Sandy

Steve

Tara

Those lengthy conversations as we learned, laughed and studied together.  Asking questions, checking for understanding, and seeking new information . . . on our learning quests!

mentor-one

Online Book Study Groups

What Readers Really Do:  Teaching the Process of Meaning Making by Dorothy Barnhouse and Vicki Vinton – It was a Twitter book study with Ryan, Allison, Julieanne, Sandy and many more included a grand finale with Vicki Vinton.

Good to Great Teaching:  Focusing on the Literacy Work that Matters by Dr. Mary Howard – This continues to be a weekly chat #G2Great on Thursday evenings at 8:30 EST.

Who’s Doing the Work?  How to Say Less So Readers Van Do More by Jan Burkins and Kim Yaris  – This book study involved a combination of GoogleDocs and weekly Voxer responses.

A Mindset for Learning:  Teaching the Traits of Joyful, Independent Growth! by Christine Hertz and Kristi Mraz – Book study and Twitter Chat

The Journey is Everything:  Teaching Essays that Students Want to Write for People who Want to Read Them by Katherine Bomer – A book study that resulted in several “essay slices” that included GoogleDocs and a twitter chat.

The Book Love Foundation Podcast Summer Study Session with Penny Kittle – a Facebook group with video, readings, and responses each week.

Craft Moves:  Lesson Sets for Teaching Writing with Mentor Texts by Stacey Shubitz – This book study involved a combination of Facebook responses and conversations with authors of the mentor texts from Stacey’s book.

mentor-three

Professional Development Facilitators who serve as mentors

  • Lester Laminack
  • Nell Duke
  • Clare Landrigan and Tammy Mulligan
  • Jan Burkins and Kim Yaris
  • Vicki Vinton
  • Jennifer Serravallo
  • Melissa Stewart
  • Linda Hoyt
  • Seymour Simon
  • Dana Johansen and Sonja Cherry-Paul
  • Lucy Calkins
  • Chris Lehman
  • Kate Roberts
  • Maggie Roberts
  • Cornelius Minor
  • Colleen Cruz
  • Mary Ehrenworth
  • Kathleen Tolan
  • Amanda Hartman
  • Celina Larkey
  • Katie Clements
  • Shana Frazin
  • Katy Wischow
  • Brook Geller
  • Liz Dunford Franco
  • Brianna Parlitsis
  • Meghan Hargrave
  • Kristi Mraz
  • Marjorie Martinelli

mentor-two

Bloggers

Many may be a part of the Two Writing Teachers “Slicer” group or this “DigiLitSunday group or just may be bloggers who I have learned from:

  • Vicki Vinton
  • Two Writing Teachers –  Current bloggers Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey (as well as Tara and Anna)
  • Mary, Amy and Jenn at Literacy Lenses
  • Julieanne
  • Dayna
  • Margaret
  • Mary Lee
  • Steve
  • Sally
  • Kathy
  • Erika
  • Leigh Anne
  • Ramona
  • Rose
  • Lynne
  • Linda
  • Elsie
  • Catherine
  • Shana and Katy
  • Clare and Tammy
  • Burkins and Yaris
  • Christina
  • Kari
  • Jennifer
  • Donna
  • Phyllis
  • Justin
  • Susie
  • Michelle

laptop

Technology Mentors

  • Cornelius
  • Maggie
  • Kate
  • Chris
  • Katie and Kristin

Authors of Books about Mentor Texts

  • Ralph
  • Penny
  • Ruth
  • Kelly
  • Stacey
  • Rose
  • Lynne
  • Lisa

(If you need last names for those authors of books about mentor texts, you can check them out in this post!)

So I’m apologizing to those literacy mentors who I left out in error – one of the disadvantages of making lists – but the point of my post is that these mentors, many of whom are in MORE than one list are all people that I know in the digital world as well as the physical world.

Through Twitter, Voxer, #TCRWP, ILA and NCTE, my horizons have expanded exponentially.  Now my mentors come from many, many states across this country.  All delightful folks that I have had the priviledge of learning with and beside .  .  . Mentors and Friends!

How do we know the impact that your mentors have had?

These pictures reflect my most recent thinking with some of my mentors! Can you name them?

#SOL16 + #OLW = JOYFUL


If you’ve studied the background in my blog, you have seen that my #OneLittleWord “Joy” has been with me for quite awhile.

joyful

Where is that joy?

Yesterday, I was cocooned in joyful.

Joyful was in Voxer Posts.

Joyful was in Facebook Posts.

Joyful was in tweets.

There are days when the Alpha and Omega of joyful seems to reside in social media.  Sadly that means that the Joyful is not easily visible in some of my work days.  Sometimes the day to day trivia is wearing – mentally and physically.  It’s hard to summon laughter and truly celebrate “JOY”! But yesterday JOY surrounded me everywhere.

Joy is here in these videos  . . .

What is your hope? via #ParkwaySchools (3:14)

Who will be in your classroom this year? via Four O’Clock Faculty (2:04)

If you feel like you need a new life via Power of Positivity (0:51)

and in both versions of “The Hospital Window” here (4:20) or here (2:59).

Are you planning a “Global Welcome Back to School” this year?

Or what about “Making Joy a Reading Standard”?

How will you spread JOY this year?

How will you be Joyful?

What will it look like?  

What will it sound like?

slice of life 2016

Thank you, Betsy, Beth, Dana, Deb, Kathleen, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

What is your #OLW? Are you serving it well?

#TCRWP Reading: Takeaways Day 4


Writing about Day 4,

Anticipating how Day 5 will go,

Downloaded Nine, Ten.

Opened Nine, Ten.

Everyone will mention the same thing, and if they don’t, when you ask them, they will remember. It was a perfect day.”

Rush, Rush, Rush.

Pack, Toss, Go.

Downloaded Raymie Nightingale.

Opened Raymie Nightingale.

“There were three of them, three girls.”

Revise, Plan, Revise – Finish that homework.

Worry just a bit about the weight of the carry on suitcase.

Tweet about need for book 3 for flight.

Boarding pass screenshot saved in gallery.

Repack day/work bag.

What do I REALLY need for today?

Checking to see if there’s a long-lost “un-read” book on my kindle.

Procrastinating

Something about writing Day 4 post that seems too rushed . . .

Not ready for Day 5

It’s too soon . . .

The beginning of the end!

Enough!  What about Day 4?

Amanda Hartman

Rev Up Your Teaching Muscles to Make Your Whole Group Instruction as Potent as Possible (Mini-lessons, Shared Reading, Read Aloud) (K-2)

We brainstormed a list of all the things that could go wrong in shared reading and then came up with some solutions.  What fabulous work for a grade level PLC or vertical PLC?  How many different ways can we solve those recurring issues?   If we don’t have the solution, we can reach out and pose the question on Twitter or check into the topics of the weekly #TCRWP Twitter Chats!

Pace . . . speeding up our instruction, and adding a bit more enthusiasm and excitement did help meet the “Engaging and Engaged” criteria.  It’s not about being a “mini-Amanda”(which would be amazing!),  but it is about considering exactly which behaviors contribute to the success of a lesson.  So many ways to check in on students – thumbs up, turn and talk, act out, share outs – without slowing down to wait for 100% of the students!

Takeaways:

  1. Teaching students how to self-evaluate  is so important ~ Even on Day One in kindergarten!
  2. Lean teaching – less teacher talk and more student talk and work is critical – I already know it!
  3. Shared Reading – Use a story telling voice; not a point to every word boring voice!
  4. Not every Read Aloud book has a book introduction.  Don’t kill your Read Alouds. Know your purpose!
  5. Do you know Houndsley and Catina?  Such great characters with so many problems!

 

Kathleen Tolan

Beyond Guided Reading: Expanding Your Repertoire of Small Group Work in Nonfiction (3-8)

Today we saw some different options for note taking for small groups.  The key is to record the information that is vital for continuing on.  Did you check in on Joey? Ok? Not?  Quick notes – no complete sentences needed – that will keep the groups and you moving forward.

We also presented our series of three lessons and had some superb coaching that led to our revision assignment for tomorrow!  YAY, Revision!  Fixing and making stronger YET leaner! What a challenge. Not more words  . . . but more precise words! Clarity in the Teaching Point and Link!

But the amazing part was watching Kathleen, quite masterfully, run three different groups in the room at the same time in 12 minutes.  Simply amazing.  All three groups were working on different goals.  All three groups had some group and individual time with the teacher.  It did NOT seem rushed.  But yet there was a sense of urgency and a need to get busy and accomplish the work!

Takeaways:

  1. Written Teaching Points keep you focused!
  2. Try 2 simultaneous groups.  Assign locations and then get all students working on reading first!
  3. Know what your end goal is!
  4. Have your tools and texts organized with extras handy!
  5. Give it a go!  Nothing ventured; nothing gained!

Choice Session

Katie Clements

The Intersection of Guided Reading, Strategy Lessons and Book Clubs

Key Principles of Small Group Work:

  1. Kids do the heavy lifting.
  2. Small group work is flexible.
  3. Small group work is assessment – based. 
  4. Small group work is for EVERYONE. (so is independent work)
  5. Small group work empowers kids.  (set goals, work with partners, or lead own group)
  6. Small group work builds skills over time. (cannot master in 10 min.  – or expect transfer)

I loved creating this chart  (putting Katie’s info into the boxes) to compare the three types of small group instruction that we typically see in classrooms.  How are they alike?  How are they different?

Guided Reading Strategy Lessons Book Clubs
Who? Kids reading at or close to same reading level Kids who need help with the same skill, goal, or reading habit

Not level dependent

Kids who read at or near the same reading level
What? Teacher – selected texts

Slightly above independent reading level

Usually kids’ independent reading books Kids have limited choice over the books

Multiple copies of the same title

Why? Move kids up levels Help kids strengthen reading skills, goals, habits

Support transference

Deepen engagement

Deepen reading, writing, talk about books

Provide authentic reading experiences

How it goes? Book introduction

Kids read/teacher coaches responsively

Ends with conversation and a teaching point

Begins with a teaching point and brief teach

Kids try to do the work with teacher coaching

Ends with a link

Kids develop agendas for reading, thinking, jotting

Teachers coach in to support skill work and talk

Takeaways:

  1. Book clubs provide so much student choice and need to be used more frequently.
  2. Book introductions can definitely go more than one way – so helpful to SEE two different ones for the same book.
  3. Scaffold student work – figurative language can be found on this page that I have pre-posted for you. (Student finds word -Teacher has narrowed down to this page, and this one, and this one! – So smart!)
  4. All students reading before teacher starts coaching tends to lead to lean coaching. (Not answering task questions)
  5.  Think as you read.  When do you wish for a tool? Something to help you through a tricky part?  That’s what students need!

How important is community to adult readers?  To our novice readers?  

How do teachers practice enough to be “skilled” at their teaching/coaching craft?

 

 

#TCRWP Writing: Takeaways Day 4


New York City

NYC

This rural Iowa dweller says thanks for all the opportunities:

for face to face meet ups with friends from Twitter, Twitter chats, and Voxer,

to be able to chat excitedly with fellow Slicers, bloggers and authors,

to dine in all sorts of fabulous places,

and in such great company.

Attending the musical “Fun Home”in the Round was magical.

Ahh, the bookstores

Jazz at Smoke

So much to see and do

While in NYC

For #TCRWP’s Writing Institute

Because the learning does NOT stop when the sessions end!

The conversations, the questions, the talk about “What are you reading?” and “What are you writing?” continues into the night!

A glorious week long adventure!

Thanks to you, my friends

And Lucy and ALL at the Teachers College Reading and Writing Project.

 

And what about the learning on Day 4?

I begin, again, at the end,

the eloquence of Pam Nunoz Ryan

who brought us to tears with her harmonica rendition of “America the Beautiful”.

Thanks to  Fiona Liddell and Twitter for this picture.

pam

What an eloquent author and so nice to hear the backstory, see the grids of characters and plot, as well as the research that went into Echo – a MUST READ book for your #TBR (To Be Read) list.

Takeaways:

  1. Find your passion.
  2. Thank those who help you find your passion.
  3. Writing a novel is hard but rewarding work.
  4. Stories matter, stories matter, stories matter!
  5. Rereading stories is important!

Have you read Echo?

Please reserve it at your local public library NOW!

 

Choice Workshop – Colleen Cruz

Editing Does Matter:  Spelling, Grammar, and Vocabulary in a Writing Workshop

To think about when teaching Spelling, Grammar, and Vocabulary:

  1. Development

      Teach into developmental level so it will stick.  What do they know? What are they trying to approximate? We looked at a student piece of work.  What can this student do?

  1. Curriculum and standards                                                                                                              What should we teach?

    What do my standards say that the students need to learn by the end of the year?

  1. Process

           Just as revision is not taught only once in the writing process; editing is taught more than once in writing process.   First time – teach in editing (comma in clause) in order to lessen the cognitive load for the students.  Then the second time teach comma in clause during revision.  And for the third time, the student can focus on the comma when generating ideas in his/her notebook.  The repetition will be helpful for students!

  1. Methods 

Each time we revisit the skill, our methods may vary – or not!  The typical methods are:

a. Demonstration

b. Apprenticeship – Mentor author – Example

c. Inquiry- let’s see what we find in the world and then find patterns (bio, /er/ was/were)

  1. Tools 

        The tools can either be Teacher created or Student created.  For grammar it may be a series of books to cover the variations in journalism grammar, grammar for fiction writer, or  grammar for academic writing.  It may be fun grammar books,  vocabulary picture books, mentor texts, or student examples.  Or it may be editing pens, gel pens, or other irresistible editing tools. Quite literally, physical tools like Mini editing checklists with 2 or 3 things they are checking for!  Whatever they are into!  Students can make their own reminder sheets!   Work with grammar, spelling and vocabulary should be in the spirit of FUN and Exploration.  NO RULES for number of spaces after a period.  Talk about conventional understandings.  How do people expect it to go?

Takeaways:

  1. Perfection in writing is not the goal for 9 year old students.  The New York Times allows four errors per page with page writers and paid copyeditors.  No published piece of writing in the world has ever been 100% perfect.
  2. If you are writing with passion and focusing on content, writing will slip  when you are“letting it rip”.  Errors are a good sign because they indicate risk-taking. 
  3. Post “not perfect” student work on the hallway bulletin board.  Make a huge label and Celebrate – “Check out our capital letters and end punctuation.  We’ve been working hard on them and ALMOST have them!”
  4. Kids fall into automatic, manual, wrong – if kids aren’t automatic, it does not mean they are lazy , not trying, or don’t care.  It just means they haven’t mastered that skill YET.
  5. Conventions, spelling, grammar, and vocabulary work should be FUN and PLAYFUL!

How does your instruction in Spelling, Grammar and Vocabulary match up?

What’s one change that you would consider?

 

 

 

 

 

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