Hear what happened when I looked closely at poems with a handful of middle grade elementary teachers and facilitated a discussion about the use of dialogue in one.
What I learned from visiting consultant Matt Glover that completely changed my thinking about conferring in writing workshop.
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.
This semester, I teach writing in pre-K on Wednesdays, and writing to college students on Fridays. I’m quickly discovering that the only real difference is the texts I use.
Good narrative writers don’t rely on punctuation to convey emotion. Good writers know that characters convey emotion. Their body language, their actions, and their speech reveal what they feel.
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…What do you do to reward their efforts and emulate “publishing” for an audience beyond the teacher?
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.