In the first post in this series, I was thinking about the feedback I give student writers. That leads me to another big observation: sometimes I mess up, perhaps even bad enough to set a kid back a little. Learn more about two conversations with students that I’d like to redo.
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.
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.
Get a step-by-step tour of how you might teach a poetry unit. Sample mini-lessons, noticing charts, conferring videos, conferring notes and more are included. Also includes “Teacher Try-Its” to help you fill your own writer’s notebook with material that you can teach from!
When I first read stories with students and ask them to identify the climax, they tend to point to a small amount of text, often two sentences or less. This is one of a handful of common phenomena that still baffles me — where did so many of us get the idea that climaxes are small?
More accurately, the climax is often the most important part of the story, and, consequently, it gets the most space.
The story below is one of my favorites from our 2011 anthology, probably because I envy the author […]