Hi—Julie from NY, but weighing in from CA. Excited to join this important conversation about supporting Ss as they grow their writing muscles! #G2Great
I am REAL Mary until my flight boards in 20 min & then I trade in the glass slipper for a boarding pass to Spokane. Then I become ROBO “pretweet” Mary. I’ll try to get back on IF they have wifi gu5 wo happy to have even 20 min with our amazing guests. TY friend! #G2Great
Hi—Julie from NY, but weighing in from CA. Excited to join this important conversation about supporting Ss as they grow their writing muscles! #G2Great
#G2Great 👋 Kasey Literacy Coach From Keller ISD in TX. Our district used From Striving to Thriving Readers last summer for a book study and it was transforming 🙌
Paul W. Hankins. Southern Indiana. I've been looking forward to this all week. Excited to be a part of #G2Great with: @Stephharvey49 (BOOM), @saraholbrook (BOOM), and @michaelsalinger (BOOM). What would you pay to sit in a room like this? Tonight, it's our living rooms. And FREE!
A1 Writing is real-world and this means that we will be expected to engage in many forms of writing. That makes it our responsibility to give them instructionally relevant life experiences IN SCHOOL. #G2Great#FromStrivingToThrivingWriters
Paul W. Hankins. Southern Indiana. I've been looking forward to this all week. Excited to be a part of #G2Great with: @Stephharvey49 (BOOM), @saraholbrook (BOOM), and @michaelsalinger (BOOM). What would you pay to sit in a room like this? Tonight, it's our living rooms. And FREE!
From Striving to Thriving Writers supports writers by scaffolding them through a series of versions. These frameworks are not formulas but rather structures that gradually release the writing process to build confident, capable writers. #g2great
A1 All text types (genres) share common essential elements: visual language, sentence variety, figurative language, the ability to craft a story. We tell ss that we need to practice these elements like foul shots so that we can use them naturally in our writing. #G2Great#fsttw
A1 Because we really don't know what kind of writing students will be doing in the future (nor do they), they need to be competent and confident in their own expertise in ALL forms of writing. Competence & confidence comes from practice!
#G2Great
A1: Writing = power. Our students need to feel comfortable in a breadth of areas so their mssgs. can be heard. Sometimes they need to persuade, other times they need to express the powerful feelings inside through poetry. We need to equip ss for their life in the world. #G2Great
A1 Across the board we want our students to be successful communicators no matter what they aspire to do. We believe that the essential elements of precise and concise writing travel across genres and discipline. #G2Great#fsttw
A1 From Striving to Thriving Writers: Strategies to Jump-start Writing contains 27 frameworks to help students learn and practice essential elements of good writing, from varied sentence structure to prepositional phrases to figurative language. #G2Great#fsttw
A1: If we want Ss to write across their lives, we have to give them plenty of dress rehearsals while they are in school. The real world is full of different types of writing so NOW is the time to give Ss opportunities to practice. #G2Great
From Striving to Thriving Writers supports writers by scaffolding them through a series of versions. These frameworks are not formulas but rather structures that gradually release the writing process to build confident, capable writers. #g2great
A1: Because as Ts it's our job to expose Ss to the kinds of writing they will need to do in life, as well as show them how powerful of a skill it can be. The best way to do that is give them as many opportunities to write in as many ways as possible. #g2great
A1 From Striving to Thriving Writers: Strategies to Jump-start Writing contains 27 frameworks to help students learn and practice essential elements of good writing, from varied sentence structure to prepositional phrases to figurative language. #G2Great#fsttw
A1. Flexibility as a writer is important. And we can often transfer what we learn from one genre to another. Some writers enter this world through a love of story, another through a love of nonfiction, still others through opinion or poetry. #G2Great
A1 Essential Elements of writing encourage strong communication skills whether they are used in poetry or technical writing. Understanding the difference between subjective and objective evidence, for example, matters in fiction as well as an inter-office memo. #G2Great#fsttw
A1 I know many writers and each of them have particular writing they treasure their lives that reflect all genres. Honestly, we never know when one of those will connect to a child in a powerful life-altering way. #G2Great#FromStrivingToThrivingWriters
A1: writing components pop up across all genres. They are intertwined within each other. Offering the time for students to develop their craft across all genres is critical. #G2Great
A1: Writers of all ages need to learn, explore and discover all forms of writing to find their own voice, grow themselves, and know their stories matter. #G2great
A1 From Striving to Thriving Writers: Strategies to Jump-start Writing contains 27 frameworks to help students learn and practice essential elements of good writing, from varied sentence structure to prepositional phrases to figurative language. #G2Great#fsttw
A1: Students will discover that there are certain elements of writing that apply across genres, and other genre-specific writing characteristics. #G2Great
A1: Oh gosh because writing is a life skill? My 7 graders asked to never have to write another story because of a year of nothing but narrative writing. "Mr.Gilson I don't want to be an author why would I spend all my time this way" We need balance. #g2great
#G2Great A1 Writing is multipurpose, one way to communicate a variety of ideas for a number of reasons, the power of the written word knows no bounds it transcends boundaries/barriers/structures
A1 - purposeful writing across genre, discipline & form provides accessibility for all Ss to share ideas in written form. It provides multiple entry points for all students. #G2Great
A1 As adult writers, we write for a variety of reasons. Kids need exposure in a low-stress environment so they can practice and explore to move toward comfort with different ways to create through writing. #g2great
A1: One informs the other. Even in poetry, we can work within the technical forms in order to get to the piece we might have been trying to get to. Kooser suggests that we want readers to see through the form to our poem. #g2great
A1 Writing is a critical aspect of my life. The key is to broaden exposure to varied genres while leave room for choice writing for the sheer joy of it. We can’t afford to lose sight of that regardless of demands. #G2Great#FromStrivingToThrivingWriters
A1 All forms of writing exist in order to communicate ideas. Having a basic understanding of many forms helps our students to be receptive for understanding new ideas. #G2Great#fsttwhttps://t.co/ngPlKK4yAl
A1: Writing in different genres stretches us in different ways, to new depths (analysis), clarity (technical), or structures (poetry). Students may also discover a type of writing that "clicks" for them, which leads them to a better attitude towards writing in general. #G2Great
Want to say hi to all my friends at #mschat#G2Great right now!
Love lurking and hoping to connect with any of you. It's all about understanding students and improving their emotional competency https://t.co/WqE5UJQtgm
A1 - I’m currently onsessed with the ways writing is affected by discipline. When writing about something like ‘leeches’ the way the writing goes will be vastly different depending on if it’s written from an artist, historian, scientist, mathematician’s perspective #G2Great
You cant write about nothing. so important for writers to have something to write about. Writing to teach and writing to learn is at the heart of content area writing. #G2Great
A1: To mimic the real world which is what we are preparing our students for. Our job is not to teach them how to write just for a unit but for life #G2Great
A1. PS - Writing in all genres helps students accomplish what they want to accomplish in life. Our daughter @gigivanderwater just wrote me a letter to convince me to let her take a trip I was questioning. Guess what...she's going. #G2Great
A2 Frameworks offer a template for writing and temporary scaffold. These will also allow us to provide mental models for writing that kids can use as they are beginning to internalize the writing process. #G2Great#FromStrivingToThrivingWriters
A2 Frameworks are a means to an end. They help guide our ss through the acquisition of a writing element. Ss practice this element and become comfortable with its use and can employ it in all forms of writing. #G2Great#fsttw
A2 All writings are afterthoughts - hopefully. Writing frameworks engage students as they read, discuss, and write about content area learning while simultaneously practicing the elements of effective writing. #G2Great#fsttw
A2 Frameworks can provide
"Possibilities" to jumpstart thinking.
They are great entry points. Frameworks can help students achieve success & meet the expectations of teachers without playing "guess what the teacher wants!"
#G2Great
Agreed! When I share with them all the different types of writing I do in a week and talk about the variety of purposes, they see real life applications for the types of writing we are doing. They can’t wait to start blogging! 1st graders!
While we all know that there are many different forms, genres and reasons for writing - the essential elements remain the same. That is why our approach to instruction teaches the elements as primary building blocks to be used in constructing text. #G2Great
A1Students need to practice all forms of writing because it mirrors life. We navigate through many forms of writing daily and experiencing this in a safe practice arena helps grow a life habit and communication strength #G2Great
Peeking in to #G2Great from Connecticut. Parent, editor for an education agency, and longtime editor/communicator who obviously thinks writing is important!
A1 Learning different kinds of writing helps students to play with voice, tone and explore how different genres impact presentation of ideas. But I think we should also honor favorite genres so kids can engage with their passions regularly. #G2Great
A2 First of all, all writing is creative. the word creative sometimes intimidates striving writers who think they are not creative enough to write something clever. But any writing they do involves creating something out of their ideas #g2great
#same! When my daughter was in 6th grade she wrote me a letter attempting to convince me to let her attend a dance (her first) Guess what? She went #G2Great
A2: The way the frameworks are presented in the book invite moments of discussion and reflection. This is time where we are not grinding lead to paper. Pulling back and listening/processing can be most generative. Waiting for that moment to go back to the line again. #g2great
A2. I just read yesterday (will now try to find) about Robert Frost. He said that having something "to push against" helped him. Sometimes frameworks can do this for writers. Frameworks can help and must be seen as possibilities to play with...not the only way to go. #G2Great
A2- frameworks area great place to start, especially with unconfident writers. When we remind Ss that they are the writer, they get to make choices about what they write and how they write it. #G2Great
A2: I think for my Ss, sometimes working to discover what frameworks our favorite mentors may have used helps Ss see that there is structure to creativity b/c creativity comes from the writer. What do we think this writer did? #G2great
A2 I love the idea of ‘stimulating thinking,” Levine said that writing is the hardest orchestra the brain has to play so this offers a musical song sheet for writing as we begin to merge each part of the ‘orchestra’. #G2Great#FromStrivingToThrivingWriters
A2 A framework is not any more a constraint than a sentence is. Just as a sentence may be simple or complex it still contains fundamental parts. Frameworks help to teach these basics which can then be built upon. #G2Great#fsttw
A2 We all know the benefits of a good outline and that outlines can take a variety of forms. Our frameworks hit hard on the development of a strong pre-write so writers know what they have to work with when they begin to craft their text. #G2Great#fsttw
A2: Exemplars, models, sentence frames, etc. do restrict Ss, but in that restriction Ss gain the necessary practice to gain mastery. Also there can be creativity within restriction. I wrote about that here: https://t.co/ZJ76VyXGkl#g2great
A2: If thoughts are vines -- trailing and rambling and reaching -- then frameworks can be the trellis they need to take a shape, to turn into written expression and be more beautiful. #G2Great
#G2Great A2 freedom within fences, much like bumpers in bowling they help guide Ss how to work within a given genre in order to replicate defining quality but the bowler’s technique much like the writers is their own 🎳
A2: Providing a framework gives students a path. It is like the breadcrumbs out of the forest until students can see past the trees. We don't all need it but having them helps. #G2Great
A2: Thinking about the frameworks and I see what it might look like if we kept pushing on unfinished cake batter. Mess. Never moving toward "done." The frameworks let us see how a piece could be better. From batter to better via mentor/modeling/making (writing). #g2great
A2 Writers gather and examine facts before applying their creative talents. Writing frameworks provide ss with a variety of ways to express and build understanding. #G2Great#fsttw
A2 Frameworks act as a guide to lead students in the right direction and allow them to veer onto their own path once the language lesson is understood. #G2Great#fsttw
A2 It’s important that we offer supportive frameworks and yet still leave ample room for those frameworks to remain flexible enough so that they can meet the needs of each unique individual writer. #G2Great#FromStrivingToThrivingWriters
A2: If thoughts are vines -- trailing and rambling and reaching -- then frameworks can be the trellis they need to take a shape, to turn into written expression and be more beautiful. #G2Great
A2: A framework is a jumping off point for explorations, questions, and discussions about writing. These things can help guide writers to find their own voice #G2Great
A2: Providing a framework gives students a path. It is like the breadcrumbs out of the forest until students can see past the trees. We don't all need it but having them helps. #G2Great
A2: Providing a framework gives students a path. It is like the breadcrumbs out of the forest until students can see past the trees. We don't all need it but having them helps. #G2Great
A2: If thoughts are vines -- trailing and rambling and reaching -- then frameworks can be the trellis they need to take a shape, to turn into written expression and be more beautiful. #G2Great
A2 I do think frameworks can help with writing. On the other hand, sometimes it is nice to step away from a framework and write freely and boldly from the heart to see where it can take you. Sometimes it is a surprise. #g2great
A2: If thoughts are vines -- trailing and rambling and reaching -- then frameworks can be the trellis they need to take a shape, to turn into written expression and be more beautiful. #G2Great
I like this idea. "Write" now, the idea looks like this. And I can work at it until it is just "right." But, in the formative process, we can always see our ideas as "write" as they show us their shape and their share. #g2great
A2: When the framework comes with requirements, compliance, or stipulation, I think that's when we are missing the point. Scaffolds have to come down at some point, when writers are ready, but we are hopefully slowly taking them piece by piece. #G2great
A2 - Ss find safety in boundaries and frameworks and tend to take greater risks when given clear frameworks. Risk taking is amplified when expectations are known. #G2Great
A2: If thoughts are vines -- trailing and rambling and reaching -- then frameworks can be the trellis they need to take a shape, to turn into written expression and be more beautiful. #G2Great
A3 The leap from "first draft" to "final" is too big for https://t.co/p5fRaejSdF help them thrive, we add challenges like this: add a quote in Version 2, or add a fact with a citation in Version 3, or add a simile or sensory observation in the next version.#G2Great#fsttw
A3 Color-coding is a powerful visual when I’m writing as it allows me to actually SEE the changes as I am making them. I often use a new color pen when I’m playing with ideas to show how my writing grows. #G2Great#FromStrivingToThrivingWriters
A3 Love labeling Version 1. Expect flaws. Just like software and games. Always adding newer & better versions. Include partner work or small writing club for different versions!
#G2Great
A3 We encourage revision by labelling our pieces versions rather than rough and final draft. Our criteria for labeling a version is that the piece has been improved. One needn't do a complete re-write. One simply improves a portion. #G2Great#fsttw
A2: When the framework comes with requirements, compliance, or stipulation, I think that's when we are missing the point. Scaffolds have to come down at some point, when writers are ready, but we are hopefully slowly taking them piece by piece. #G2great
A3 First of all, using the term version rather than draft gives kids motivation, Often they simply think of another draft as editing the first one for punctuation etc but Sara and Michael teach this version process which really scaffolds kids and leads to motivation, #G2Great
A3: Going into each new draft with a specific purpose in mind--e.g. experimenting with a new introduction, or incorporating more details, etc... #G2Great
A3: Love the idea of Version 1...to signify that there WILL be more versions. If students are writing for authentic reasons, the more they want to make their writing the best it can be. Reminds me of @pranikoff 2nd grade ss writing the @Eagles about an unfair ref call! #G2Great
A3: HA! reminds me of a convo we had today in Ww. The many definitions of "I'm done." If two said it I figured more might, so share time today was "what does it mean?" Done=done with first draft, done rereading...Done=ready. #G2great
Yes so important George. I have written more of those than I could possibly count so why would we think that student writing should be any different than adult writing. (but crappy can turn into AHHH if we allow it - and that times time and thought #G2great
@franmcveigh#G2Great A3 Working thru ur own piece of writing and showing Ss how you stay motivated, revise, think thru your own writing. Letting them imitate yours if they’re stuck , sharing aloud daily so they have an audience.
A3 First of all, using the term version rather than draft gives kids motivation, Often they simply think of another draft as editing the first one for punctuation etc but Sara and Michael teach this version process which really scaffolds kids and leads to motivation, #G2Great
#g2great It is really inspiring to share and see early drafts of famous writers. I recall reading an early bit of something Kate DiCamillo wrote and it was fascinating to see. Students can learn that in the end, with hard work, something beautiful is created.
In reply to
@franmcveigh, @Stephharvey49, @michaelsalinger, @saraholbrook, @Scholastic, @DrMaryHoward, @hayhurst3, @brennanamy
A3: Unlike reading, I feel like I CAN look at multiple drafts of other pieces I am working on in any given moment. The ability to return to working drafts. Or even the list (genesis) of ideas is freeing. Works in the hopper. Ready to return. #g2great
A3: Celebrate every step! This week I have sat and conferenced about writing so much it has been joyful. No eye rolls or excuses just excitement that they are on the right track and that they can have as many versions as they need getting where they need to be. #g2great
A3: I have always found that my Ss are far more motivated to stick with a piece and work through versions when they have an authentic audience #G2Great
A3 Since a version only requires a small improvement they accumulate quickly. Students become proud of how high their version level becomes. Students internalize that no piece is ever really finished - it's just in its latest version. #G2Great
A3 I love the idea of naming the versions and I often do that in my computer. It shows that writing changes and grows as we meander with our thinking. My best writing happens when I revisit thinking over time. #G2Great#FromStrivingToThrivingWriters
We continue to help students explore the ideas that - Our first thinking isn't always our best thinking. Students need to see how ideas and learning grow #g2great
Yes so important George. I have written more of those than I could possibly count so why would we think that student writing should be any different than adult writing. (but crappy can turn into AHHH if we allow it - and that times time and thought #G2great
Right, we strive to work on one thing at a time when we are acquiring new strategies so that they can be combined as the strategies become skills. #G2Great
A3 Let students generate several first drafts and choose the one they want to work on. Choice and a passion for the piece and topic help students sustain revising and editing. Writers have to care about their work to stick with it. #G2Great
https://t.co/l4tvXDydoC helps to share our writing in its messy glory.I also love reading quotes from authors about their many drafts (we are not alone.) Another thing: we can't let disappointment creep into our teaching voices. "I need my bad poems." - William Stafford #G2Great
There’s something so exciting when a new book builds so much excitement & inspiration that ultimately makes its way to kids. What an incredible gift. We are so proud to spotlight From Striving to Thriving on #G2great because it means it will make its way to even more kids.
John from STL MO 3rd grade teacher.... missing out on too many #g2great chats so stopping in for a few moments... A3: Love the idea of version... rough draft doesn't mean much to new writers but version sets up the intention more will follow.
A3: Introducing fresh approaches to revision throughout the year can be helpful. Giving class time to work at a pace that allows some days to be more productive than others. But how to motivate S to revise is an area I am always working on. #G2Great
A3 I love Ralph Fletcher’s words: “I’m not a great writer but I AM a great reviser.” I love sharing this with kids as a reminder that writing takes time, patience and trust that our best will emerge with repeated effort. #G2Great#FromStrivingToThrivingWriters
John from STL MO 3rd grade teacher.... missing out on too many #g2great chats so stopping in for a few moments... A3: Love the idea of version... rough draft doesn't mean much to new writers but version sets up the intention more will follow.
A3. It helps to share our writing in its messy glory.I also love reading quotes from authors about their many drafts (we are not alone.) Another thing: we can't let disappointment creep into our teaching voices. "I need my bad poems." - William Stafford #G2Great
A3 Another thing about this process of versions is that it shows kids how you can get better and that no one really writers anything perfectly the first time, so it fits a growth mindset. that we keep growing as writers as we work harder. #G2Great
#g2great It is really inspiring to share and see early drafts of famous writers. I recall reading an early bit of something Kate DiCamillo wrote and it was fascinating to see. Students can learn that in the end, with hard work, something beautiful is created.
In reply to
@franmcveigh, @Stephharvey49, @michaelsalinger, @saraholbrook, @Scholastic, @DrMaryHoward, @hayhurst3, @brennanamy
A3 Let students generate several first drafts and choose the one they want to work on. Choice and a passion for the piece and topic help students sustain revising and editing. Writers have to care about their work to stick with it. #G2Great
A3: Although it sometimes seems counterintuitive, the less productive writers usually learn the most by writing the most number of pieces, focusing on process and not product. #g2great
#g2great A3 And yet sometimes jewels can sparkle in early versions. I recall a children’s author once saying think of first drafts as “organ donors” to later drafts. You can save a “heart” from one story that is a better “heart” for another story.
A3: I think I like, too, how closely-related (to the eye) the words "version" and "vision" are. See them there? Like half-rhymes. Slant rhymes pointing a piece of writing toward forward progress. Perhaps this is almost true of "draft" and "done." Only not so positive. #g2great
A3 I love the idea of naming the versions and I often do that in my computer. It shows that writing changes and grows as we meander with our thinking. My best writing happens when I revisit thinking over time. #G2Great#FromStrivingToThrivingWriters
#g2great It is really inspiring to share and see early drafts of famous writers. I recall reading an early bit of something Kate DiCamillo wrote and it was fascinating to see. Students can learn that in the end, with hard work, something beautiful is created.
In reply to
@franmcveigh, @Stephharvey49, @michaelsalinger, @saraholbrook, @Scholastic, @DrMaryHoward, @hayhurst3, @brennanamy
Thank you @DrMaryHoward Love this group and how open/excepting they are of people and ideas... the chat has grown me in many ways... hate missing so often :) #g2great
A3 Let students generate several first drafts and choose the one they want to work on. Choice and a passion for the piece and topic help students sustain revising and editing. Writers have to care about their work to stick with it. #G2Great
A3 Let students generate several first drafts and choose the one they want to work on. Choice and a passion for the piece and topic help students sustain revising and editing. Writers have to care about their work to stick with it. #G2Great
Yes! I think version mimics the idea of level for students used to video games and online apps (What version of ____ do you have on your phone?). It speaks more to their known world than draft likely does. #G2Great
A4 Our ultimate goal is for our students to be productive citizens. Peer to peer sharing provides opportunity to practice social skills, constructive criticism and build empathy. #G2Great#fsttw
A4. Partner expectations,
feedback, and advice is more powerful on a social level than teacher input. Harness peer power to help strengthen writing in all aspects but especially in planning, drafting, revising, and editing!
#G2Great
A4 The quote “Two brains are better than one” is so true when it comes to writing. Sharing writing in progress allows us to have a second set of eyes and ears so that we can see it through a new lens of thinking. #G2Great#FromStrivingToThrivingWriters
I think it was the author of the is it Zelda and Ivy books? She said to think of old drafts as organ donors to future drafts. (I added the heart bit.) #g2great
A2Writing frameworks are helpful if they are foundational footprints to help students capture their thinking and provide a way for them to understand how their unique thinking connects to new learning, the world, and/or makes a difference #G2Great
Sometimes even finding a specific living author who is willing to share multiple drafts that led up to the published version is great for Ss . . . I've had the opportunity to do this a few times. #G2Great
#g2great It is really inspiring to share and see early drafts of famous writers. I recall reading an early bit of something Kate DiCamillo wrote and it was fascinating to see. Students can learn that in the end, with hard work, something beautiful is created.
In reply to
@franmcveigh, @Stephharvey49, @michaelsalinger, @saraholbrook, @Scholastic, @DrMaryHoward, @hayhurst3, @brennanamy
A4: I want to say seeing that we all struggle like @KellyGToGo and @pennykittle would say about our students seeing our writing process but I have a hard time getting kids to share still. #G2Great
A4: I'll tell you this - Ss have unique perspectives on things, and when you crowd source feedback it makes your writing so much better than if it was only done by the T. #G2Great
A4 talking with another person about our thoughts and ideas always expands our thinking. Although powerful for all writers, this is particularly important for ELLs since talking gives them time to rehearse with one person before they share out with a larger group, #G2great
A4 Authentic audience. And the benefit of everyone's voice getting out in the room instead of having to wait for their "author's chair" moment. #g2great
A4: While published mentor texts are great... Ss sharing allows them to see a work that may be just a bit ahead or behind what they are currently doing with their writing. More realistic #G2Great
A4: Today I was in @laurenebrown19 class and heard 2 ss discussing, "no, those are just facts!" "no the thesis is there!" The ardent discussions between ss @ writing build community and help push the level of writing. #G2Great#LitBankStreet
A4 - learning how to give feedback is a skill and an art that peer-to-peer sharing can development. Also, sharing your work requires vulnerability, out of which evolves deeper empathy and understanding of each other. #G2Great
A4. On a very simple level, many of our students are not doing much face-to-face communication in their daily lives as so many families are glued to devices. Listening to another human, looking in his or her eyes, going back and forth... These things deeply matter. #G2Great
A4 I often talk to myself when I’m stuck in my writing or share it with someone to bring in some new thinking. This is such a helpful way to support my writing in the moment while gently nudging new ideas. #G2Great#FromStrivingToThrivingWriters
A4 One on one or small group sharing is a lot less scary than presenting to the whole class, it gives our ss the chance to try out ideas with a smaller audience before unleashing them on the world. #G2Great#fsttw
A4: Flipgrid is a fun way for writers to share their work digitally. As students read their writing aloud, they learn. As peers hear their stories, they notice the writing strategies the writer used. #g2great
Agreed... even with partners and built in sharing, I'm not certain they share at a level that does enough in too many cases... need to make this a goal to be more explicit in how/what to share on my end #G2Great
A4: The reading I am doing for my grad class this week presents the idea that the student gets more of responding to and making suggestion of the writing of their peers than they might draw from receiving feedback from others. Active role in the pushing on other pieces. #g2great
So true! If we want ss to see writing as a living document, we can help keep it alive through conversation. It lets kids know they are being heard. #G2Great
Q4: The classroom community is strengthened - ideas are shared and valued. We intentionally slow down and allow students to pause and listen to one another. Ss help develop themselves and others #G2Great
A4 - learning how to give feedback is a skill and an art that peer-to-peer sharing can development. Also, sharing your work requires vulnerability, out of which evolves deeper empathy and understanding of each other. #G2Great
A4: some of the best conversations I hear about writing are the ones that occur during sacred writing time. I love listening. Their own projects, so important to them. #G2Great
A4: Teaching partnerships is really important as it's not as intuitive as we think it should be. There's a lot of waiting to talk instead of listening to respond. #g2great
A4 Strivers benefit from discussing ideas before they write, particularly ELLs. We work to develop a culture of conversation throughout the writing process, sharing learning and building understanding. #G2Great#fsttw
A4 It’s so important to model the peer sharing process since many students don’t know what it looks like, sounds like or feels like (from BOTH sides). Fishbowl models or conferring are great ways to do that. #G2Great#FromStrivingToThrivingWriters
A4 These small sharing sessions encourage peer review and listening amongst the participants in a setting that is lower stakes than in front of the whole class or even with the teacher. #G2Great#fsttw
A4 sometimes just talking about it makes the writer realize something- maybe add, change, or clarify. Kids build ideas through conversations. Any oral rehearsal is beneficial! #G2Great
A4. On a very simple level, many of our students are not doing much face-to-face communication in their daily lives as so many families are glued to devices. Listening to another human, looking in his or her eyes, going back and forth... These things deeply matter. #G2Great
This absolutely makes sense. I never thought of it that way before. It's like having students help teach a skill to another student in math. They learn, think, self-correct and solidify their knowledge by doing so. #g2great
A4: one of my favorite resources for creating structured conversation around writing are from @GeorgiaHeard1 Toolbox, looking at writing with a lens #g2great
A4: some of the best conversations I hear about writing are the ones that occur during sacred writing time. I love listening. Their own projects, so important to them. #G2Great
A5 I hated writing as a child because it was always to someone else’s agenda and with a grade in mind after the first draft. If our voices reside within then we have to dig deeper than that and nurture those voices. #G2Great#FromStrivingToThrivingWriters
A5 We must all learn to speak for ourselves, no one else is going to take a job interview or ask for a raise for any one of us. Writing is not only a communication skill, it is a means to organize and prioritize thought so we can clearly express ourselves. #G2Great#fsttw
A5 We want Ss to communicate clearly & effectively. Following their passions (and allowing choice) is the best way for Ss to find their voice in writing.
Their topic.
Their format.
Their decisions.
Let Ss decide how to meet the standards!
#G2Great
A5: Ss deserve MANY opportunities to use their voices. They have to practice using their voice so that they can find their voice. Equally important is learning to listen to other’s voices. #G2Great
A4: Peer to peer sharing helps students share and talk about their writing in personal ways. It can invite even more introverted students a space to share more comfortably. It also teaches how to give and receive thoughtful feedback #G2Great
A5 #g2great I think when we access our true selves in writing, it helps us write with confidence. The trick is being true. In some ways that is actually easier for little ones.
In reply to
@franmcveigh, @Stephharvey49, @michaelsalinger, @saraholbrook, @Scholastic, @DrMaryHoward, @hayhurst3, @brennanamy
This is true in @Skyline_WC. Our tutors have said that reading other students' writing + giving them feedback is the most formative experience in their writing lives. Their classmates' work becomes a model + the feedback they give has them rethinking their own work. #G2Great
And we also have to teach them the different possibilities and give them plenty of opportunities to practice, have feedback, reflect, and revise. #g2great
A5 Anything we do with a purpose is more effective and powerful that anything we do without purpose and this of course holds true in writing, Kids are far more motivated to write if they see a rationale for it, so writing with purpose is key. #g2great
A5. “I write because I don't know what I think until I read what I say.” - Flannery O'Connor
“I don't know what I think until I write it down.” - Joan Didion
Writing helps us learn or deepen what we think...and revising helps us shape it. #G2Great
A5: Two 2nd grade ss in @pranikoff class wrote a letter to principal about the unfair practice of separating teams into girls and boys during recess games. Their message changed the structure of the games at recess; it had impact; it created change. Writing = power. #G2Great
A5 Helping students find their writing voice means really knowing kids & respecting writing that beckons them to the writing table. It’s is only in recent years that I’ve found my voice. We can’t allow that to happen. #G2Great#FromStrivingToThrivingWriters
A5: Finding their voices involves experimenting and approximating. We are all more willing to revise and take risks when we're not just in a one and done situation. Volume matters. #g2great
A5: Writing is a way to help improve the world and fight against injustice. Once kids realize the power and responsibility of their written words, engagement will soar #G2Great
A5 Helping students find their writing voice means really knowing kids & respecting writing that beckons them to the writing table. It’s is only in recent years that I’ve found my voice. We can’t allow that to happen. #G2Great#FromStrivingToThrivingWriters
A5 I agree with this, young kids are less intimidated by writing than most adults. We have to be brave enough to model our own purposeful writing in front of kids, showing our own vulnerability. #G2great
A5 #g2great I think when we access our true selves in writing, it helps us write with confidence. The trick is being true. In some ways that is actually easier for little ones.
In reply to
@franmcveigh, @Stephharvey49, @michaelsalinger, @saraholbrook, @Scholastic, @DrMaryHoward, @hayhurst3, @brennanamy
A5: Everything we ask students to do should be worthy of them. Should serve a purpose. When they discover their writing purpose the rest comes. #G2Great
A4Peer to peer sharing is a powerful tool for students to celebrate successes together, build classroom community, and extends the expertise in the classroom. #G2Great
One of my favorite things to hear in the classroom is when two students are working together and one says, "Let's just get it down - it's only version one."
#G2Great
A5 I Massive doses of read aloud, shared reading & independent reading! When we bathe kids in books, they begin to connect to authors they love as their unique voices will begin to emerge. #G2Great#FromStrivingToThrivingWriters
A5 By focusing on writing elements, frameworks help every writer, striver to thriver -- the future computer engineer, doctor, welder, poet or novelist. #G2Great#fsttw
A5: More than anything, writing allows anyone to process information, understandings, and thoughts. Being able to put words on a page creates a permanence to an idea and that is powerful. Showing Ss the power of words? That's never going away. #G2great
A5 I Massive doses of read aloud, shared reading & independent reading! When we bathe kids in books, they begin to connect to authors they love as their unique voices will begin to emerge. #G2Great#FromStrivingToThrivingWriters
A5- we need to know who we are as humans. We need to know ourselves and our beliefs to help curate our society. Helping students in their self discovery and channeling their greatness through writing is the best! #G2Great
A5. it's 100% a life skill! In this noisy world we live in, it's important to be able to hear yourself think. If our Ss don't know how to find their voice and develop thoughts of their own, the world will be happy to tell them what to think. Everyone's voice matters. #G2Great
A5 - I am thinking of little ones that don't have access to writing YET. We can be their written voice by scribing their ideas and allowing for different versions of these ideas. #G2Great
A5: For older students. . .the ones with whom I work each day. . .the grade at the top of their writing has served as their "conviction." Sentencing. When the gavel of a grade drops, so do our voices. It's hard to speak up or to #SpeakLoudly when looking at the ground. #g2great
A6 Managed choice - choose 1 from 2 different ideas.
Roll dice for topics.
Begin writing first paragraph same and then let Ss use own evidence in remainder of writing piece. Love dictated writing where T provides a topic sentence and S adds in the supporting details.
#G2Great
A6 Managed choice sets our ss up for success. We know choice is important in getting kids to be readers - but, it still has to be books that the ss can comprehend. #G2Great#fsttw
A6 I think there’s real power in controlled choice since it doesn’t have to be one of the other. Offering a list of ideas to choose from based on conferring can be a great way to bring both together. #G2Great#FromStrivingToThrivingWriters
A5 - I am thinking of little ones that don't have access to writing YET. We can be their written voice by scribing their ideas and allowing for different versions of these ideas. #G2Great
A 5 I’ve always believed that to develop your writer’s voice, you need to write about what you care about and are passionate about. And choice of topic, audience, genre or form increase the passion and investment in the work. #G2Great
A5: For older students. . .the ones with whom I work each day. . .the grade at the top of their writing has served as their "conviction." Sentencing. When the gavel of a grade drops, so do our voices. It's hard to speak up or to #SpeakLoudly when looking at the ground. #g2great
A6: I am working to introduce the writing types in Write Like This. Each type the students learn and then I want them to freely work in the area they are most comfortable with chances to branch out. #G2Great
A6. "Let's try this strategy in our notebooks for a few minutes. If you like what you get, stay with it. If not, you have a new strategy to try another time. After this few minutes, go ahead and take a few minutes to write on your own topic if you prefer." #G2Great#Notebooks
#G2Great One of my greatest hopes is that Ss grasp the power of words! What better gift than to empower & equip students with words! “You all have a story to tell and the ability to tell it!”
A6: When students access mentor texts they have guidance and choice. We want our students to know that when they are unsure of what to do next, they can look at the books they love to notice what other writers have tried. We need to get the mentor texts in Ss hands. #g2great
A5: @TaylorMali's "Totally Like Whatever You Know" works well in response to this question. If you don't know this piece from WHAT LEARNING LEAVES, here you go, #g2great friends: https://t.co/izG2RcIIVR "Where are the limbs out on which we once walked?"
A6 Managed choice - choose 1 from 2 different ideas.
Roll dice for topics.
Begin writing first paragraph same and then let Ss use own evidence in remainder of writing piece. Love dictated writing where T provides a topic sentence and S adds in the supporting details.
#G2Great
A6: There are many opportunities for choice built into the writing process. We can teach those choices as part of our daily instruction, then help students make the best decisions for themselves. #g2great
A6. I recall @KatieWoodRay once saying something like, "Learning to choose topics is part of the curriculum." Once we open up the world of HOW to choose topics, we no longer need LISTS of topics. Study the process of authors we love... #G2Great
A6 Thinking out loud & capturing it on paper helps. If someone asks me to write I need time to share possibilities but then narrow those possibilities down. It’s normal to feel overwhelmed with too many choices. #G2Great#FromStrivingToThrivingWriters
A6 Asking ss to write from the outside in - to practice essential elements of writing while using current studies as the subject matter does double duty teaching content area and writing at the same time. #G2Great#fsttw
@DrMaryHoward We trust teachers to guide the choices based on the area of study. If we are going to write, why not write about our science or social studies lessons?
A6. Also, when we share our OWN writing process (need not be polished, need not be published), we can honestly model how a real person here in this room finds topics. We can learn together and from each other. #G2Great
A6: One of the approaches we have used in #Room407 is Sondra Perl's classic, generative exercise, FELT SENSE. The process really begins with listing and then moves toward a sense of choice in the exercise. Later, the students still have that first listing of subjects. #g2great
A6- so many choices when it comes to writing. Recently, we’ve been imitating poets like @janetwongauthor to see if we can come up with something new to write. Today we imitated “The Way You Sound” and Ss wrote about all the things adults tell them not to do. #G2Great
A5 - For our ELLs, their voice in English may not be as 'loud' as their first language, so allowing for writing in their first language as the first version may allow for greater, louder voices. #G2Great
A6 Let's get over this idea that all of our students are future novelists or that fiction is the only way for us to express our creativity. Let's practice creativity by writing about content area learning. #G2Great#fsttw
A6 For our strivers who find learning the essential elements might be challenging enough - having to think of a topic as well can start a downward spiral. #G2Great#fsttw
A6 Writing conferences focused on brainstorming ideas is so important. It allows us to get to know the unique writer and explore possibilities together. This means respectful listening. #G2Great#FromStrivingToThrivingWriters
Love this Amy! Let's ss get their feet wet in another strategy, but the direction of their writing is still in their control. Beautifully said. @amylvpoemfarm#G2Great
A6. "Let's try this strategy in our notebooks for a few minutes. If you like what you get, stay with it. If not, you have a new strategy to try another time. After this few minutes, go ahead and take a few minutes to write on your own topic if you prefer." #G2Great#Notebooks
A7 Writing volume increases.
Writing stamina increases.
S becomes more independent.
Writing transfers to other content areas.
S volunteers to share writing!
(S may still ask how many pages? how long?)
#G2Great
Often when I'm writing on the board a student might notice a mistake and try to get me to immediately correct it. I'll tell them that I can go back and fix it after I've completed my thought. The only type of writing that can't be improved is that which isn't written. #G2Great
A5: @TaylorMali's "Totally Like Whatever You Know" works well in response to this question. If you don't know this piece from WHAT LEARNING LEAVES, here you go, #g2great friends: https://t.co/izG2RcIIVR "Where are the limbs out on which we once walked?"
Experimenting with strategies and exercises helps me as a writer...but knowing I have freedom to choose also matters greatly. I like to offer this same structure - with windows - to students too. #G2Great
A6 I think we can also teach kids to always be on the lookout for ideas. They often come ready, instead of having to think of one when it's writing time. #g2great
A7 Thriving readers & writers show us the same signs. When they can’t wait to put an idea into action and don't want to stop… well then you now that you’ve reached the pinnacle of kids who truly lead writerly lives. #G2Great#FromStrivingToThrivingWriters
I like the idea of imitation. It's a framework. We use it when teaching students about art in elementary grades, we imitate the artist to try out a technique or style. It's very effective. #g2great
A6- so many choices when it comes to writing. Recently, we’ve been imitating poets like @janetwongauthor to see if we can come up with something new to write. Today we imitated “The Way You Sound” and Ss wrote about all the things adults tell them not to do. #G2Great
Such important words! Students need to know that topic generating strategies are not assignments - they are ways writers find topics. If students have a topic, they should write about it. If they don't have a topic, they should try a strategy. #g2great
Love this Amy! Let's ss get their feet wet in another strategy, but the direction of their writing is still in their control. Beautifully said. @amylvpoemfarm#G2Great
A6. "Let's try this strategy in our notebooks for a few minutes. If you like what you get, stay with it. If not, you have a new strategy to try another time. After this few minutes, go ahead and take a few minutes to write on your own topic if you prefer." #G2Great#Notebooks
A6 Asking ss to write from the outside in - to practice essential elements of writing while using current studies as the subject matter does double duty teaching content area and writing at the same time. #G2Great#fsttw
And imitating style and technique over topic is also important. "What does this author DO as a writer that I might also try...with any topic of my choosing?" #G2Great
Funny how what we like to do is so similar to what kids like to do. This idea needs to guide our curricular choices no? If we wouldn't like to do it why would they? #G2Great
Experimenting with strategies and exercises helps me as a writer...but knowing I have freedom to choose also matters greatly. I like to offer this same structure - with windows - to students too. #G2Great
A4 asking to write, not wanting to stop writing, writing at recess(yes I’ve witnessed this), writing at home, writing when they aren’t asked to or expected to #G2Great
A7: A thriving writer believes in the power of writing. They believe their message is important and should be heard. A thriving writer is engaged and passionate about their message. WE need to be thriving writers alongside our students! #G2Great#LitBankStreet
A 6 Choice of topic has to be a given & we can pair Ss & confer with them to help them find topics. I also do shared writing with striving writers so they experience the entire process in a scaffolded way. I find this helps develop a visual model of what writers do. #G2Great
A7 I think thriving writers read a lot. Its not unusual to find that striving writers are often striving readers as well, So surrounding them in text they can and want to read builds reading confidence which can transfer to writing confidence, #G2great
A7 The critical factor is for teachers to allocate daily time for kids to bring what they care about to life on paper. We can’t help every child becoming a thriving writing if an agenda takes priority over the child.. #G2Great#FromStrivingToThrivingWriters
LOVE shared writing, even with older students. They can feel like they've produced something quickly and completely. Sometimes is a powerful jumpstart to their writing lives. #g2great
A7: The thriving writer is able to shift his, her, or their thinking from "What do I do when I am done, teacher?" to "Is what I am choosing and creating "write" now moving me closer toward conveying my message to a reader?" #g2great
A7 I love it when I see my young Ss writing stories whenever they can on scraps of paper, little notebooks, sneaking them in pockets and chubby little hands at recess! #G2Great
A7- moans when it’s time to move on throughout the day, sneaking their writer’s notebook out during other subjects 👀, creating their own writing at home/on their own time. Writing can bring such joy, especially when Ss are thriving! #G2Great
A7 The critical factor is for teachers to allocate daily time for kids to bring what they care about to life on paper. We can’t help every child becoming a thriving writing if an agenda takes priority over the child.. #G2Great#FromStrivingToThrivingWriters
A7 I think the most important sign of striving writers is not only that they are writing a LOT but that this writing is visibly joyful and that children experience success. That’s the best pathway I now to BECOMING! #G2Great#FromStrivingToThrivingWriters
A7: The thriving writer steps away now and then to read a little more. To ask the essential questions: "Who else is doing similar work? What might I draw from their ideas and their approaches? How do my ideas fit into an ongoing conversation already taking place?" #g2great
A7 I also think writing about stuff they are interested in gives writers a much better shot at improving writing. The real world is rich, fascinating and compelling and writing about the real world and all it has to offer draws kids in. #G2great
A7 I think thriving writers read a lot. Its not unusual to find that striving writers are often striving readers as well, So surrounding them in text they can and want to read builds reading confidence which can transfer to writing confidence, #G2great
A7: I have the pleasure of watching my six year old daughter transform before my eyes. Tonight she wrote out the steps to a dance she made up in her notebook and wanted to share it with everyone #G2Great
A7. A thriving writer understands that there are bad writing days...and that these will pass. The work carries thriving writers through. They have faith. Sometimes I'm one...sometimes I'm not. #G2Great
It is! And we need not be writing fiction to be creative. We can even be selling insurance, or coral reefs, or writing a recipe for a revolution. #G2Great
