On the first page—the title page, if you will—of my new Moleskin journal, a pre-printed, practical suggestion beckons to me: I can't get started writing in this journal, because I am stuck in fascination on this otherwise pristine French vanilla page. I've owned other Moleskin notebooks—though admittedly this is my first 8"x10" one—yet I don't … Continue reading What writers do: Obsess, recall, wonder, question, and record (an example)
Over on the "Real Teaching, Real Learning" blog this week, I share a revision strategy that I frequently teach in elementary and middle schools, and explain why I'm now calling the exclamation point an excavation point. Check it out
On the third anniversary of my mom's death, I was visited by more than a dozen red cardinals in five days. I otherwise hadn't seen one since Christmas, a full six months earlier. I looked up the meaning of cardinal sightings, though I had a vague memory that my mom had told me once that … Continue reading One way of looking at 13 cardinals
Originally published in April 2015 and updated this month, teacher/consultant Mary Roderique and I offer five quick reminders and how-tos for conferring in writing workshop.
What do you do at the end of unit of study? Your students have spent weeks cultivating their texts through a complete unit of study— from noticing ideas in their everyday lives to noodling on thoughts in their notebooks, then drafting, intentionally applying craft strategies, revising, revising again, and editing. What do you do to … Continue reading Ways to celebrate, publish student writing
With Katherine Bomer's book Hidden Gems in mind, I take a close look at a text by an upper grade student and offer my analysis of what's going well, what I'd teach next. Read more