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.
I was everything in those stories that I thought I couldn’t be in real life: a sassy smart aleck with an uncanny ability to insult and/or shame all those who wronged me in any way. I also wrote letters to my mom (my frequent antagonist) and then tore them into tiny undetectable pieces and threw them away. I suppose it was always about the process of writing for me, about how I felt after writing, not about publishing my end products.
I am honored to be a contributor to a blog that I love, Sharing Our Notebooks curated by children’s author and teacher Amy Ludwig VanDerwater. I have given writing teachers a quick peek inside my notebooks in the past, but with Amy’s blog as inspiration, this time I am baring entries that fed the works closest to my heart.
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.
Here are five notebook strategies that can support your poetry unit. They also fit or could be adapted to other units of study. In fact, it’s not a bad idea to teach the same notebook strategy in multiple units—that demonstrates how valuable the strategy is across genres, subject matter, audiences, purposes, etc.
To me, endings are all about the take-away. What do you want readers to know, feel, do, think or wonder about after they finish reading your story? You can’t write an ending until you decide that.
After my post about “Beginnings, Middles and Ends” a few weeks ago, a teacher-friend reached out to me. “When I
I recently helped judge a story writing contest, and one of the criteria on the assessment form I was provided was: Does the story have a beginning, middle and end? As I began reading the entries, I quickly discovered that this was not useful assessment criteria.