Students Want You to Read What they Write

Why do we write?  If you reflect for a moment, what are some reasons you write?  What form does your writing come in?  Do you write letters, emails, notes, texts, poetry, short stories, novels, or IOU's? If you answered yes to all the above, then you must be really busy. But, I do tip my hat to you.

More often than not, we write for the following reasons: to inform, to entertain, persuade, and to heal. Most of our writing fits into one of these categories.  If your students are writing each, and every single day, then they will more than likely touch on all of these reasons.

Students want you to read what they write.  There is never a day when a student doesn’t ask me to read something he/she wrote.  They want to see your reaction.  They will get excited!  Yes, they will be open to feedback because we have created that safe environment to share, therefore; students are more open to reading a piece, or a portion of their piece, with the class.

Have you experienced this?   I am guessing you have.  I know there aren't enough minutes in a school day to read every single thing students write.  Try to skim just one piece of writing.  If you can't offer feedback on each and every piece, then a smile, or nod, will do wonders.  

If you show excitement in what they write, then they will likely continue to share! 

I'm on Amazon!

It's finally here!  A Yearlong Guide to Figurative Language covers eight figurative language concepts.  It's user friendly, with easy to follow activities to enhance figurative language instruction. This book is a great product to use on its own or as a supplement to current instruction.

If you are interested in purchasing my book you can check it out here: A Yearlong Guide to Figurative Language.  Thanks for all your support!  It means a lot to to me.

Sentence Variation

I was offering a student feedback on her descriptive writing recently and something dawned on me. I always offer a compliment, as well as one comment, with my students, because you don’t want to bombard them with too many critiques. (More often than not…they’ll go back and rewrite the same thing they just submitted.)

I noticed this particular student started several sentences with “The” throughout the written piece.  I complimented her on her use of figurative language and I asked for a little sentence variation. It doesn’t mean she can’t use the word “The” to start her sentences; I just wanted her to see how differently the piece might look if she made any changes.  Maybe you already do this!

I always ask my students to read the passage out loud.  This, alone, will help catch many mistakes.  

I want to point out that this is her first draft with zero revisions or edits. This is exactly how the student wrote the original copy:

The sunrise in the sky

The sunrise in the sky shocked me with beauty. The pink cotton candy clouds floated across the sky.  The horizon was endless with excellent colors.  The big skies turned bright orange and the glittery waterfall reflected a great big rainbow.  Huge shadows came from a gigantic mountain. I froze with delite.  The sun smiled a mile wide and I headed for home.

After Revision:

The sunrise in the sky shocked me with beauty. Pink cotton candy clouds floated across the sky.  The horizon was endless with excellent colors. Big skies turned bright orange and the glittery waterfall reflected a great big rainbow.  Huge shadows came from a gigantic mountain. I froze with delite.  The sun smiled a mile wide and I headed for home.

I know changing the first word isn’t going to make or break a written piece, but I do want my students to think like authors.  In addition, it’s important for students to receive applicable feedback.

Additional Suggestions:

• Embed transitional or temporal words at the beginning of each sentence
• Start each sentence with a different letter
• You can always refer to my newsletter on 17 sentence starters

Fun Revision Strategy

I had a quick bout of insomnia a few weeks back and I was thinking about how I wish I could fall back to sleep.  Has this ever happened to you?  You stare at the walls and ceiling for what seems like hours on end.  This isn’t common for me, but something positive did come from my reflections that evening. 

I must have heard “Viva Las Vegas” earlier in the day because the word “dice” came to mind.  My next thought faded into writing.  I put one and one together and I came up with an idea. What happens when you put dice and writing together?  Nothing. Usually.  However…you can combine rolling dice with revision and I’m going to show you how. 

I put my plan into action the next day.  I asked my class to do a quick write, from a picture I took, while vacationing in New Hampshire. I gave them about 15 minutes to finish their written piece. I’ll list the steps in this process:

• Ask students to read their passage out loud to themselves or a seat partner
• Take out the dice from the math toolkits and place the pair on desks 
• Roll one (die) or two (dice)
• Add the dice together and make any necessary corrections/deletions/additions to that sentence
• Repeat at least two times
• The class rolled the dice numerous times and the revisions were endless

This lesson went over really well and they were engaged throughout the process. I shared my ROLES revisions with you in a previous post and now you have “Roll of The Dice Revision” as another way to revise.

17 Sentence Starters

Opening sentences have many labels such as topic, thesis, lead, hook, introduction, or the beginning.  Whatever we call them, we want our students to be exposed to a variety of sentence starters.  Using different starters can engage the audience and make them want to continue reading.

These are some suggestions from other educators as well as myself to vary sentence beginnings:

1. Ask an interesting question.
2. Start with a location.
3. Use an appositive.
4. Embed figurative language (simile, metaphor, etc.).
5. Begin with a prepositional phrase.
6. Start with an interesting thought.
7. Capture your surroundings.
8. Begin with a riddle.
9. Start with a strong statement.
10. Describe a sound.
11. State a belief.
12. Use a single word.
13. Start with a fact.
14. Use a string of adjectives.
15. Start with a 4 or 5 word sentence.
16. Combine two sentences.
17. Start with an emotion.

Click here for a freebie that can be turned into posters for your classroom.

8 Ways to Incorporate Management Strategies During Writing Instruction

I don’t know what to write!    By this point in the year, you will have prior knowledge of your students’ interests and you may pull from those experiences.

The Class Wanderer: Sometimes we get students who like, or possibly need, to wander around the class.  Through no fault of their own, maybe they get a little antsy.  You may praise, or set up a reward system, with the student when he/she is seated for a period of time.  Another solution is to give the student two seats. He/She must be on his/her way from seat A to seat B, or from seat B to seat A, only.  Giving students wiggle cushions or alternate seating that rocks/wiggles can decrease the amount of time wandering.  The goal is to give students appropriate outlets for a very real problem.

Working standing up:  I have no problem with students who choose to stand during writing time.  If standing works for the student, then it works for me.

Sharing Out/Risk Taking: Give students an opportunity to share out written pieces, or segments from an entry.  Students want others to hear what they write.  They will learn “writerly moves” from each other.  I never put anybody on the spot and this is strictly optional in my class.  Remember…when you take risks by sharing your own written work with students...they will also take risks and share out.

“Is this good?”  Students are never allowed to ask me if their work is good.  I want my students to reach for the stars.  I encourage students to ask questions such as:  “What can I do to make this writing even better than it is now?”  “How can I improve this section?”  “How can I make this narrative more amazing?”

“If better is possible, then good isn’t enough.” -Benjamin Franklin

How do you spell _______?  We practice dictionary skills early in the year.  I want my class to know how to use the dictionary independently.  If students want to know how to spell a word, then they need to use their dictionary or ask a neighbor.  You don’t want students leaving their seat to ask how to spell a word.  Students can also place their hand under their chin.   Every time their jaw drops while saying a word indicates a syllable and vowel. (Ar-i-zon-a) four drops…four syllables…four vowels

I can’t find a pencil!  I always have a group of sharpened pencils in the same spot all year long.  Students exchange their dull pencil for a sharp one.  Also, I have a suggestion for the students who always lose their pencils.  Tie one end of a string to the bottom side of the desk and the opposite end to the eraser tip of a pencil.  The pencil will always be waiting for use.

I’m done:  "When you are done, then you have just begun."  A student said that one-day and I loved the idea.  I don’t know where she heard this, but it was genius.  Students have to go back and self-regulate, edit, revise, or make any other changes to their writing when they “think” they are done.

Unlocking imaginations one lesson at a time!

7 Tips to Organize Writing Resources

I recently received a question from Katie in California: How do you organize your writing resources, so students can easily access them? 

Katie, this is a great question and asked quite regularly. 

# 1 Class Synonym Word Wall

I select eight words my students use on a consistent basis. I boldface the word I no longer want students to use and I write five or six synonyms below that term.  I’ll post kind, nice, boring, funny, great, sad, thankful, and walked.  Students are not allowed to use the bolded word. I want to raise the bar and challenge them to expand their vocabulary.  Sheets are posted at the front of the class.

# 2 Double Pocket Writing Folders

Students are given a four pocket writing folder.  The folder stores important documents and students reference this information routinely throughout the year. Folders are created by attaching two double pocket-writing folders together.  Turn one folder inside out and attach it to the brads of the other folder.  See pictures below for details.  Click the links below for free labels for the double pocket writing folder.

Author at work- Cover label
My writing ideas label
Work in progress label
Ready for the author's chair label

# 3 Commonly Misspelled Words

I place an enlarged poster of commonly misspelled words at the front of the room. 

# 4 Reference Materials on Desks

 Students have a dictionary, atlas, and thesaurus on their desks at all times.  Each desk seats two students.  They work together by sharing these valuable resources and researching information collaboratively.

# 5 Mini-Offices

I display main writing concepts, which will enhance student writing, on folders, in a color-coded manner. Students will have instant access to figurative language, compare and contrast words, transitional phrases, descriptive terms, show me examples, parts of speech, writing time rules, and exemplary writing samples. Students open their mini-offices during writing time and have an abundance of references to view within an arm’s reach.

# 6 Writing Notebooks

Every student should keep his/her writing in one notebook.  Rough drafts, brainstorms, and quick writes are all stored in the notebook. This will reduce missing papers along their writing journey. Final copies are completed on white lined paper.

# 7 Books

Books are one of the most amazing mentor texts available.  Students must have at least one chapter/reading book at their seat at all times. They benefit from the ability to read when assignments are completed.  Students choose which book(s) they want at their desks.

Unlocking imaginations one lesson at a time!

Please send any questions or concerns my way.  I’d love to hear from you.

Free Newsletter

I wanted to let you know I have an educational website that is up and running.  In addition, I am offering weekly writing tips, lessons, strategies, and useful resources in my free weekly newsletter.  Please stop by and give my website a look.  As always, I appreciate your support!

Thank you!

Write In to The Day

I attended a district writing study last week and I got some really good ideas. There was one concept that stood out to me.  It is called Write In to the Day. Students write in to the day about an open topic.  If you would like to guide the class with prompts, ideas, or other topics, then feel free to do so.  For example, students write to quotes, lyrics to a song, a piece of information about a subject they are studying or anything else. 

It’s a quick way to get your students writing early in the morning.  I’m looking forward to using this strategy with my class!

Be Their Compass

Be Their Compass

Who are the best writers in our classes?  How did they become great?  Who showed them the way?  Are they prodigies?  Did they have a mentor, parent, teacher, peer, or author to encourage them?  Why do they have such positive attitudes?

Who are the struggling writers?  Why are they having trouble?  Did they have a mentor, favorite author, teacher, peer, or parent to emulate?  Why are they possessing poor attitudes?  How did they go from telling stories, smiling, and exploration in the younger years to shut down?  What causes this close-mindedness?  I can't!  I'm done!

Curing writing indifference isn't easy to do, but if you create a safe, caring, and nurturing environment, they will shine too!  If you show passion, guidance, and vulnerability, by then end of the year, you might not know the difference between the two groups in your class.  That's my favorite part of the job.  Give students direction by being their compass on this journey.

Three Quick Ways to Get Your Students To Write

Hello,

Many of us are still on summer vacation, but the school year is fast approaching for others.  I have three suggestions for getting your students to write during the first few days of school.  I know you will have to get your class management and routine started, but you can still use these practices.

# 1  On the first day, hand every student an index card.  Ask the students to write three things about themselves.  It can be things they like, dislike, places they visited, family events, etc.  It can be anything they want to share. On the back of the card, ask them to write down three songs they like.

# 2  Incorporate music into your morning routine.  Maybe you can have a song playing as they enter the class.

# 3 Students fill out the topic sheet listed below.  The topics stretch across a wide range of ideas. Additional topics may be written on the back.  Click here for your free copy.

You might be wondering why I do these activities.  The index cards will give you immediate feedback about your students. You have a starting point.  In addition, you might want to look up the lyrics to unfamiliar songs to ensure appropriate language and consider playing them for the class in the morning.  That student will beam when she/he hears her/his song. Many of the students will have the songs on CD.

We have a morning greet where the entire class walks around saying good morning to each other.  Playing music starts our day off in a positive manner.  As I walk the room, students tell me about things they like, pets, family events, sports, vacations, awards, rehearsals, and several other events in their lives.  I store this information in my head.  I follow up by asking questions in return as we are roaming the class.  I am validating that I care and I listen to what's important to them.  When it comes to writing, and they are having struggling with ideas, I can verbally bring up things they shared.  "Didn't you tell me you hit a home run?"  "I can't believe your grandmother visited? " Once you give them personal references, they have a starting point.

The topic charts will allow for several writing opportunities.  You can make copies for yourself to reference and hand the original copy to the students to store in their writing folders.  Students may reference the chart all year long for inspirational ideas.

These ideas/suggestions always come in handy at some point during the year.  When you read through their topic charts and index cards, you may write anecdotal notes, if needed.  Within the first few days of school, you will have a plethora of information and more importantly, you are validating your interest in each and every student.

I hope these suggestions help you!

Young Writers

I am piloting a writing club at my school for third grade students.  This is a creative writing group that will meet once a week for the rest of the school year.  We will write narratives, short stories and learn about other writing genres. 

We had our inaugural meeting a few weeks ago and it couldn't have gone any better!  The students were really excited for the group to begin. We went over introductions, expectations and questions. Composition books, folders, pens and pencils were handed out and the smiles continued to grow.

The students did a quick write on all things writing.  Next, we went over the aspects of Show Me Writing.  I used some student work examples as references for the Show Me and the Young Writers grasped the concept immediately. Also, we talked about figurative language and its importance in writing.  Finally, I fielded a few more questions and then the bell sounded.

I'm looking forward to our next workshop!

Editing and Revising

How do you teach your class about editing and revision?  I like to give my class options throughout the school year with editing and revising.  I teach them how to self-regulate by editing/revising on the fly.  Instead of waiting until the final copy is due, students make corrections, deletions, edits and revisions along the way.  The students are making adjustments as the write.  For example, if a student started a narrative, he/she might go back and check for a an eye catching hook, or, a student might monitor sentence variation.  Another student might check for figurative language or adding detail. Somebody else might check for the overall flow of their writing piece. The student decides what needs to be changed but you can always offer assistance and guidance.

Another editing and revising option for the class is to edit/revise when the rough draft is completed. I use ROLES (read out loud, edit and then switch their work with a partner) during this process.  As a class, we look for capitals, organizing, punctuation, flow and spelling in a writing sample. Then, the class practices this strategy with a partner.   Sure, they will miss some errors, but as the year progresses, they will make fewer mistakes.

Using ROLES, in conjunction with editing on the fly, leads to polished pieces that makes students proud.

ROLES Poster Freebie

Guest Post From the Mrs.

Hi all!  It's Christy!  It has been a long time since I have done a guest post on Sean's blog.  A lot has changed since my last post.  I am now a TOSA (teacher on special assignment) for our school district. I feel like that job description warrants a cape; don't you?

I am working as a Language Arts Resource Teacher.  The irony is not lost on me that I am the one in this position when my husband is such an amazing teacher!  Let's just say that I talk to him constantly about the job, use him as a sounding board, and run all my crazy ideas by him.

I have learned so much in my short time in this new position.  My favorite thing to do is plan and brainstorm with my fellow teachers and co-workers.  I thought I would share a few of the gems I have learned.  I am so excited to take this knowledge back to my classroom.  These tips might not be the usual teacher tips that we all seek out; however, I feel that they are truly transformative.

1. Purpose- As teachers, we often get distracted by all of the cute "stuff" that is out there.  It is so easy to get lost in the time of year, Pinterest, and our co-workers file cabinets that we forget what our real focus should be.  Only two things should drive our purpose in our classroom- our students and our standards.  If we start with our students' needs and the standards we are charged with teaching then our path will become much clearer.  We will be able to wade through all the good ideas out there with much more ease.
2. Product- What do I want my students to know and be able to do at the end of my unit of study?  I like to have my final product be some sort of writing piece.  Yes, writing!  It does not matter to me if my content area is science, social studies, math, etc.  I like to challenge my students to synthesize their thinking in writing.  
3. Reflection- Reflecting on your practice as a teacher is crucial!  I am a reflective person by nature and I have come to realize that this process comes more naturally to me than it does to others; however, I feel it is so valuable to student success!  If I want my students to look at their mistakes, misunderstandings, and areas of weakness, I have to be willing to do the same.
4. Collaboration-  The days of closing the door and doing everything by myself are long gone!  This job is way too hard and far too important to ignore the benefits of consulting my colleagues and learning from multiple sources.
5. Fun- Placing fun last on the list does not mean that I value it least!  Our goal, as educators, should be to get our students to love learning.  I taught Kindergarten for 12 years for just this reason!  I wanted to be a kindergarten teacher so I could make students' first school experience positive. My recent K-5 experience has taught me that you don't need to be the first school interaction that students have.  You don't even need to have a whole year with them!  Sometimes, just one meaningful and impactful experience is enough.

https://www.teacherspayteachers.com/FreeDownload/Teacher-Inspiration-Posters-Whats-Your-Superpower-024035400-1372211400

Effective Conferencing With Young Writers

One of my favorite parts about teaching writing is the conference time with my students.  You can learn so much about a child's thinking, direction, motivation, path, or vision during this crucial time. 

A simple glance over a student’s shoulder, alongside a few inquiring questions, can make for a successful conference. You will start to read the students’ entries quickly and skim the writing. You may meet with students individually or in small groups.  

You may ask the writer/s some overarching questions:
Do you have any questions?
Please explain this...
Where are you going with the next step in your writing?
Compliment positive observations!

I have had one-minute conferences with major success. I scan the writing sample and I give necessary feedback. If a student is struggling with detail, I ask her/him to add a few adjectives. If the writing contains simple words, I ask the students to use more synonyms. I don’t ask the students to change too many things at once because they will return to their desks confused.

During this time, you don’t need to break out a red pen and correct every single mistake. Giving students a post-it note with one word, question, or comment that inspires them to revise, is truly effective.  Try to narrow the focus.

Example:

"What are you going to do when you return to your seat?"

"I am going to a write a more interesting hook and a add few more adjectives to my writing."

Remember, writing is a process, and most corrections can be made during editing and revision time. I don’t allow my students to make too many simple spelling, grammar, punctuation, or organization errors when the final copy is due. Try to keep the purpose of the lesson as a focal point.

I know it isn't easy finding the time in the day to meet with students, but I have some suggestions for you.    

Several teachers have asked how I manage to meet with all my students. I always let them know it is not easy, but these are my suggestions:

Once you teach your lesson, give the students a few minutes to get started. Remember to make a game of this. “Class, you wrote for 15 minutes yesterday, let’s go for 17 minutes today.” Believe me, there will be a student who will keep track of time unsolicited. Start walking the room after a few minutes. 

Additional Conference Time Suggestions:

• Silent reading time (Pull a Group)
• During Morning Work (Pull a group)
• When students finish assignments (One on one time)
• During the actual writing activity (Walk the room)
• When a transition is going on and a student is clearly ready, pull him or her aside and have a quick conference.

I understand you may not have much free planning time. I noted some possible time-slots above, but you still may find it difficult to make time. This is why I conference in my own classroom throughout the day, whenever there is a spare moment. By the end of the day, I will have an idea what most students are working on as a writer. 

You don’t have to conference with every student every day; you only need to have a conference when you feel it is necessary.

Use the knowledge you gain about your students’ writing to help drive your instruction.  If the class seems to misunderstand a concept, make that your next writing lesson. 

Show Me Follow Up in Google Docs

The class has been using the Chrome Books every week.   They are getting used to fonts, spacing, shift keys, spell check, deleting, using the tool bar, sharing documents and building stamina.  My students seem to enjoy their Chrome Book time.

These are some student Show Me writing examples that they transferred from their rough drafts into Google Docs. I posted some other Show Me rough drafts a few days ago.

Do you use Show Me writing in your class?  I'd like to hear how you teach descriptive writing.

Show Me Writing

I was introduced to Show Me writing several years ago and I have been hooked ever since that day. Who was the clever person to come up with this idea?  I use Show Me writing in my class every year.

Show Me writing is a way to incorporate the five senses into writing.   We add feeling/emotion as well.  The students start with descriptive sentences and gradually move onto paragraphs.

The anchor chart shows what should be added into the writing.  Students do not have to use everything from the chart.  They have the option to pick and choose which concepts will be used in their writing such as hooks, figurative language, detail and that "showing" feeling.

New skills are added to the anchor chart as concepts are taught.

Show Me Writing Anchor Chart

Today, I am going to share some rough drafts of their writing.

I will share student examples written in Google Docs in my next post.

Student A

Student B

Student C 

Student D- Part 1

Student D- Part 2

If you have made it to the bottom of this post, I thank you!  Here is a freebie for you!

My Writing Curriculum

Hello out there,

One of my favorites parts of the day is writing time.  Personally, I teach writing as a systematic approach.  In fact, I enjoy writing so much that I created my own writing curriculum which I use every day.

My curriculum is an up-to-date, comprehensive writing manual designed to help elementary school teachers implement effective writing in grades three through five.  The book contains a ten-month pacing plan (optional) for a 180-day school calendar.  The beginning of this book shares my own writing theory and gives an explanation of why I do the things I do.  The main purpose is to assist you in teaching your students to write well using a step-by-step process, beginning in September and ending in June.  (Alternate schedule if you are year-round).  I'll share some anonymous writing samples throughout the year as well.

This book teaches various areas of writing, independent of each other, and educates students to synthesize information and create writing pieces with style and flare.  Nonfiction and fiction can both be addressed in several of the topics that are covered in this manual.

Students will be writing for the rest of their lives.  If you build a strong writing foundation early on, students can only improve year after year.  In today's technological society, communication via email may be the norm, but good writing is still crucial.

Please be sure to follow my blog, as I will introduce sections of my book.  In addition, I'll post free resources as well.

Thank you,

Sean