So excited to welcome everyone to tonight's chat with Colleen Cruz
@colleen_cruz and a privilege to announce that her new book
Writers Read Better (and Readers Write Better) is just exquisite.
TY, Corwin!
#g2great
Welcome #G2Great friends. We ware so delighted to have Colleen Cruz back on #G2Great for the second time. Her new book was unveiled at ILA and it sold out. Love how Colleen is celebrating the reciprocal nature of reading and writing!
#g2great Hello, friends! Mindi from the Chicago Suburbs here. Excited to be a part of this chat. I was lucky to see Colleen at the Illinois Reading Council conference back in October. So inspiring!
#g2great Hello, friends! Mindi from the Chicago Suburbs here. Excited to be a part of this chat. I was lucky to see Colleen at the Illinois Reading Council conference back in October. So inspiring!
Yeah we spent the afternoon supporting a student as he played in the final Round Robin round of his Baseball tourney haha so not school work productive but well worth the time. #g2great
A1. Pairing writing and reading lessons on the same skill allows additional practice for both the reader and the writer as well as literally seeing how they work together - reciprocity!
#G2Great
A1: Any time we couple reading and writing experiences, we are creating connected tissue and common ground for Ss to lean on as they process and learn. #g2great
A1 We have long known that there is significant research support for the reading/writing merger and yet we continue to treat it as completely distinct and separate. The time has come to acknowledge and apply this research. #G2Great
A1 Paired instruction across reading and writing makes explicit the connection between the two and transparent the ways words work. It helps the writer/reader say, "I can do that!" #G2Great@BurkinsandYaris
A1: Any time we couple reading and writing experiences, we are creating connected tissue and common ground for Ss to lean on as they process and learn. #g2great
#g2great A1. My dist has been working for 2 years on making paired lessons. As a teacher, it helps me to be more intentional about the books I share and how I model. For the kids, seeing these connections explicitly presented brings on more of those “a-ha” moments. It just clicks
A1 Gladwell's research shows it takes 10,000 hours to learn something. If kids can explore, play, and come to understand skills and strategies in both reading and writing they are more likely to find those hours! #g2great
A1: As an avid Food Network viewer, I think it's helpful to remember that when we make something ourselves (such as chefs and writers do) we are better positioned to understand, appreciate and be critical of that thing (such as cupcakes or texts) #g2great
A1: It keeps learning authentic. Writers make choices with their readers in mind and readers must think about what choices authors made and why. #g2great
#g2great In fact, we no longer have separate reading and writing workshops. Our work with @EllinKeene has helped us develop what she calls a literacy studio. Reading and writing together all the time.
A1 Many students come to construct understanding more easily in either encoding or decoding. When we pair goals we provide opportunities for them to begin with their strengths and make connections #g2great
A1 Readers who write are stronger readers and writers who read are stronger writers. When we view them as a mutually supportive partnership the benefits are two-fold (reading and writing) #G2Great
A1 Pairing reading and writing lessons for related skills highlights the reciprocal relationship between reading and writing. Readers appreciate writers' craft choices and writers craft with readers' experiences in mind. #G2Great
A1 Writers who read are afforded mentor models that illuminate the writing process with authentic moves writers use. Readers who write use those mentor models to apply what they learn alongside a supportive author AND teacher. #G2Great
Wow, what an honor that you’re joining us after a long (but oh so joyful day). Shows how committed you are to your own learning. So glad you’re here Theresa! What grade do you teach? #G2Great
Theresa here after a full day PD with 10 Things Every Writer Needs to Know @writeguyjeff I think these two books both connect with the importance of increasing capacity in both readers and writers
A1: Paired lessons seem to reinforce the ideas that we have to practice what we see. Mentor texts and write likes are, paradoxically how we build voice. #G2Great
A1 Pairing instruction makes students aware that there are no accidents there are a series of intentional choices that authors make that we can too. #g2great
A1: Also, just in practical terms, it is so efficient. We spend less time making those connections as one thing flows into the next. And which teacher doesn't need more time? #g2great
A 2. The think aloud portion of instruction/ or reread can emphasize the craft that a wrter notices when reader or that a reader notices when writing. Connect to specific authors, topics, or genre for more practice.
#G2Great
I love that #G2Great trends every week (already up there). It shows how dedicated each of you are. The greatest gift we give our kids is to show up and learn in the company of others. Thank you for your dedication friends ❤️ #G2Great
Jen joining from steamy Charleston SC, jumping in late but excited to talk about reading and writing connections and @colleen_cruz amazing new book! #g2great
A2 Writers/readers write/read better means we MUST make room in the day to celebrate this in practice rather than creating separate blocks where reading & writing never even cross paths! #G2Great
A1: Reading & writing compliment & inform each other...teaching them in reciprocal ways allows Ss to experience this early on & enjoy the benefits #G2great
A1: It is so powerful when readers see themselves as writers... the reciprocal and symbiotic nature of reading and writing should be made transparent and accessible to our students! #g2great
#g2great A2: For me, it means that I have to make sure my students are getting a balance. Because they get to choose when/how long they read and/or write each day, I have to watch for those who would rather ALWAYS read or ALWAYS write (less common). Kids need to practice both.
You’re so right. We have to help them to make that link and we do this by the choices we make to merge reading and writing in practice - not just theory! #G2Great
A2: Reinforces what I discovered for my own teaching years ago, my strongest writers always were my strongest readers and the opposite was always true. Increased the reading time and the writing product came along better. #g2great
A2 It means we have to plan better and tighter connections! It means we have to commit to both authentic reading AND authentic writing! It means we can treat either/both as a gateway to the other! #G2great@BurkinsandYaris
Jen joining from steamy Charleston SC, jumping in late but excited to talk about reading and writing connections and @colleen_cruz amazing new book! #g2great
A 2 When you read and have a writing background, you are better able to admire the artistry of the written word. And when you write, as an avid reader you have the inspiration of all those words that you’ve read whispering in your ear to inform your writing. #g2great
A2 We think there should be more of an open flow in our workshops. Some days students may need to read in order to write and other days they may need to write. They should have choice. #g2great
A2: Gosh, this is a tough question and will probably need to be threaded. Each year, I try to balance both reading and writing instruction, but I find I inevitably do one better than the other. Then I beat myself up. #G2Great
A2: Reading and writing cannot be kept in their own boxes. The connections between both need to be explicitly taught, modeled, and discussed to help learners grow in both areas #g2great
Faige in Los Angeles joining in a bit late. Reading and writing go hand in hand. One supports the other in agency for our Sts. Big one for me is learning who our learners are before we start. #g2great
A2: Reading and writing should be taught together. Ss should be writing about what they are reading and reading theirs and others writing. They can't be taught in isolation.
#G2Great
#g2great This was a HUGE shift for me, though I shifted from saying I was and English teacher (middle school) to literacy teacher. It encompasses so many things.
A2: I’m lucky to have back to back reading workshop/writing workshop in my morning schedule...with additional time dedicated to Read Aloud, Shared Reading & Shared Writing...I see and experience the direct benefits of this w my young readers & writers #G2great
And when we know something that powerful, we want more and more of it don’t we. It’s a lovely thing to see that connection come alive in very real ways! #G2Great
A2: Reinforces what I discovered for my own teaching years ago, my strongest writers always were my strongest readers and the opposite was always true. Increased the reading time and the writing product came along better. #g2great
A2 Planning intentionally to link reading and writing- are students reading high quality mentors, are students reading the kind of texts they are writing, do the texts students read and write exist in the world outside school? #G2Great
A2.2, If it is recursive, then maybe I can let my breath out and not worry so much? In truth though, I think I need my writers to write and read like writers -- more active and interactive rather than just passive info consumption?#G2Great
A2: There are some reading skills that are tricky for kids to grasp. Sometimes we exhaust our bag of tricks. But, if we're lucky enough to teach writing too, we can use another area of experience to reach kids. Here's an excerpt from a chart in the book that illustrates #g2great
A2 The beauty of Colleen’s book is that she offers paired lessons that accomplish the reading/writing merger. The challenge is that Ts aren’t sure how to do this so in a sense Colleen is OUR authentic mentor model for this teaching. #G2Great
#G2Great A2 You begin to better understand what living a Writerly Life means. Every word is chosen intentionally, formed to carry a meaningful message. Understanding craft and the power of words and experiencing how words move us inspires us to craft our own powerful messages.
A2 When my (Clare) mom passed away, I truly could not read for pleasure for almost a year. I needed to write and I was able to do that. I hope kids who need to either spend more time reading or writing are given that space. I found my way back to reading. #g2great
A2 #g2great The importance and benefit of the reading/writing link for planning is undeniable, and with our middle school model it requires extra planning as our reading teachers are not our writing language arts teachers.
A2 We think there should be more of an open flow in our workshops. Some days students may need to read in order to write and other days they may need to write. They should have choice. #g2great
A2: the experience & exposure to a wide variety of choice reading mentors writing...just as exposure to a wide variety of choice writing by others mentors further growth in reading #G2great
This is so true! It's exciting to see students discover why they like specific authors and can name the writing moves and transfer them to their own writing. #g2great
A2 It means we create an invisible thread across the day that invites reading/writing as a merger. This isn’t an “activity” we put in the schedule but how we create a spirit of reciprocity. #G2Great
A 2 When you read and have a writing background, you are better able to admire the artistry of the written word. And when you write, as an avid reader you have the inspiration of all those words that you’ve read whispering in your ear to inform your writing. #g2great
And that not only maximizes their writing life but even makes them more intentional readers. We begin to LOOK for those writerly moves that add to our understanding. Such a beautiful marriage of meaning from both sides! #G2Great
#G2Great A2 You begin to better understand what living a Writerly Life means. Every word is chosen intentionally, formed to carry a meaningful message. Understanding craft and the power of words and experiencing how words move us inspires us to craft our own powerful messages.
A2 I think consistently weaving wrtg. & rdg. together is key for students to see how they relate to each other along with using strong mentor texts #G2great
A2 It means we create an invisible thread across the day that invites reading/writing as a merger. This isn’t an “activity” we put in the schedule but how we create a spirit of reciprocity. #G2Great
A2 Knowing that reading and writing go together helps remind me that I can look at their reading and their writing behaviors side by side and really pinpoint what they need to move them to the next place, and what successes to celebrate along the way. #g2great
A2 Ss gain insight into writers’ craft as we read for meaning/comp; they notice that writers’ choices @ style helped to build meaning...in conferences I ask about their choices as writers and poss connection to meaning/purpose #G2Great
A2: Sharing the author's craft, having meaningful think-alouds, and having strong mentor texts to do this, will help students use similar approaches in their own writing, and also notice those qualities in other books we are reading. #g2great
A2 When my (Clare) mom passed away, I truly could not read for pleasure for almost a year. I needed to write and I was able to do that. I hope kids who need to either spend more time reading or writing are given that space. I found my way back to reading. #g2great
A3. Time efficient to build connections.
More deliberate, purposeful instruction is likely to stick.
Additional practice/volume.
More likely to transfer when can recognize those writing moves when reading or reading moves when writing.
#G2Great
What I find fascinating is how many of us feel VERY comfortable teaching reading to lift writing, but less so look to writing to lift reading... 🤔#g2great
This is so true! It's exciting to see students discover why they like specific authors and can name the writing moves and transfer them to their own writing. #g2great
A2: It also helps make both meaningful. It reminds students we write for our readers. And helps readers connect to the author’s choices to help make meaning. #g2great
A3 FIRST we make a commitment to time + practice. Then we ensure that we view reading & writing as mutually supportive. Finally we make room for this merger in practice. #G2Great
A3 Celebrating involves 1) noticing and 2) taking time, which means we have to be both aware and present, which means we have to resist the urge to rush past the amazing in the name or the "urgent." #G2Great@BurkinandYaris
Some of my biggest reading instruction break-throughs are when studying writing to see what the student uses and what they are approximating (and how they are approximating) #G2great
A2 Knowing that reading and writing go together helps remind me that I can look at their reading and their writing behaviors side by side and really pinpoint what they need to move them to the next place, and what successes to celebrate along the way. #g2great
A2: There are some reading skills that are tricky for kids to grasp. Sometimes we exhaust our bag of tricks. But, if we're lucky enough to teach writing too, we can use another area of experience to reach kids. Here's an excerpt from a chart in the book that illustrates #g2great
A2: I saw the connection so powerfully whe a kindergartner wrote a self-sponsored book about a caterpillar she found. She’d been studying the Seedlings books all year. She closed her book: “Goodbye, Caterpillar,” mirroring the books she’d read.#G2Great
A2: There are some reading skills that are tricky for kids to grasp. Sometimes we exhaust our bag of tricks. But, if we're lucky enough to teach writing too, we can use another area of experience to reach kids. Here's an excerpt from a chart in the book that illustrates #g2great
A3 I think it’s so important to celebrate the fact that we do reading and writing in our own life as teachers and to be transparent to the Ss illuminating our own frailties and strengths so they see us as still learning too. We aren’t just Ts but Ss as well. #g2great
A3: My go-to research when writing this book was Graham & Hebert's study for the Carnegie Foundation "Writing to Read" which shows the ways that strong writing instruction supports stronger readers. https://t.co/Wuj5i18y4B#g2great
A1: As an avid Food Network viewer, I think it's helpful to remember that when we make something ourselves (such as chefs and writers do) we are better positioned to understand, appreciate and be critical of that thing (such as cupcakes or texts) #g2great
A3: When I read aloud with purpose, I’ll pause & mention how something in the book has given me an idea for writing...I’ll take my writing folder out and jot a note for myself...having the Ss witness this in real time is so helpful #G2great
A3 The reciprocal role of reading/writing must part of our professional dialogue across grades/contexts. To understand the reading/writing interrelationship, it must be a universal priority and collective conversation. #G2Great
A3: make it a priority by living it. Be a reader, be a writer, share your work, your success, your struggle...always share with kids...they know when we share and “teach” from a place of knowing #G2great
I don't have the book yet but I can't wait to read it. I LOVE this...no time to segment all the minutia. It's time for Comprehensive Language Arts Instruction. It is all connected. #G2great
A3: The reciprocal nature of reading & writing is like having jumper cables. If Ss are creating infographics, reading a bunch of infographics sure helps jump start their writing. #g2great
A1: As an avid Food Network viewer, I think it's helpful to remember that when we make something ourselves (such as chefs and writers do) we are better positioned to understand, appreciate and be critical of that thing (such as cupcakes or texts) #g2great
A3 Reciprocity of reading/writing requires a time commitment across the learning day. It takes time and effort to celebrate reading and writing as a integrated instructional process. #G2Great
A3 Colleen says: Sometimes try the writing skill first (write a topic sentence), then try it as a reader (find a main idea in a paragraph). Different kids may need different pathways to practice a skill. #g2great
A 3 Because it helps students develop as readers and writers and when they read they see the writer’s craft that draws them to reading. If same teacher leads reading-writing workshop, then highlighting reciprocal nature happens daily. #g2great
A3 We include student writing in our classroom libraries. When kids see themselves in a basket - they feel like writers. They write with audience & purpose. Student LOVE reading each other's books! Love how this teacher included students' series in the series section #g2great
Yup, @JSerravallo... ❤️📚📝🙂 ...The author Avi said, "In a literate life, reading is the inhale, writing is the exhale." These things go together. #g2great
A2: There are some reading skills that are tricky for kids to grasp. Sometimes we exhaust our bag of tricks. But, if we're lucky enough to teach writing too, we can use another area of experience to reach kids. Here's an excerpt from a chart in the book that illustrates #g2great
A3 Reading and writing not quite there for my then 7year old. when he left me a note with “invented spelling, and could read it back, that connection always stayed with me. We may have separated it, but kids find the way they need it. #g2great
A3: By making explicit connections for students. Not only by discussing writing moves, craft, and author’s choice while reading, but discussing how their choices as writers can help them dig deeper into the texts they read #g2great
A3 We include student writing in our classroom libraries. When kids see themselves in a basket - they feel like writers. They write with audience & purpose. Student LOVE reading each other's books! Love how this teacher included students' series in the series section #g2great
A3: When I write I surround myself with the words of our community. All writers stand on the shoulders of those they read. Writing is the generative in that way. So thanks to all of you. #G2Great
A3: I find myself drawing connections while I confer with Ss...this year while researching the deepest parts of the ocean, one S wrote about some of the fish that living in the Mariana Trench...right away I found myself saying, “James, I need to read more about this!” #G2great
A 3 Because it helps students develop as readers and writers and when they read they see the writer’s craft that draws them to reading. If same teacher leads reading-writing workshop, then highlighting reciprocal nature happens daily. #g2great
A4.Ideas - Ss often want magic / perfect idea to appear!
Drafting - getting past 1 and done. Redrafting with different approach is hard.
Revising - "Why? I like it the way it is!" (Hard)
Pub - "It's good enough."
#G2Great
#G2Great I have witnessed the magic of a striving reader who transforms when they write their own books, sometimes hearing ones own voice, own story through writing turns a striver to Thriver
A 3 Because it helps students develop as readers and writers and when they read they see the writer’s craft that draws them to reading. If same teacher leads reading-writing workshop, then highlighting reciprocal nature happens daily. #g2great
A3: I think, especially in secondary classrooms, there has to be less lipservice to writing across the curriculum or "we are all reading teachers" and a greater focus on what does a reader and writer do in your content? #G2Great
A4 A big challenge is that many Sts don’t see themselves as writers because Ts don’t model their active engagement as writers. We MUST be models for student writers, not in lip service but ACTIONS. Writing teachers write. And writing teachers read! #G2Great
A3: When I write, I surround myself with the words of wisdom of our community. All writers stand on the shoulders of those they read. Writing is generative in that way. So thanks to all of you. #G2Great
A3: Continue to model the reading/writing reciprocity throughout the school day and across the content areas- not just in small blocks of scheduled time- making it purposeful through PBL helps to bolster this connection. #G2Great
IOW, How do professional scientists write? What do they write? What do they read? And I don't mean textbooks at all. Looking to what it looks with experts of various fields really matters. #G2Great
A2: It means I need to be a reader and a writer, too. It also means that we have a literacy workshop, rather than reading and writing workshops. #g2great
A4 I think all writers, children and adults, stress over getting it down on paper and the constant search for “perfection.” It’s great to infuse with a feeling of freedom- Writing is messy- not perfect. Creating that climate helps all. #g2great
I completely agree with you. I think this is powerful for our kids to see, and also keeps us connected to what it feels like to be a reader and a writer. I think it is hard to teach something deeply if you don't do it yourself. #g2great
A3: make it a priority by living it. Be a reader, be a writer, share your work, your success, your struggle...always share with kids...they know when we share and “teach” from a place of knowing #G2great
A4: revision tends to be challenging for many writers...that’s where the mini lessons & Shared Writing experiences come in...they provide areas of focus when revising...keeping a T’s writing folder is key too...my Ss love seeing me productively struggle through this step #G2great
A4 I find that teachers want a rigid and inflexible lesson sequence that will lock all students into the same point in the process. That isn’t at all what the writing process is about! #G2Great
A4: The shift to more on-screen drafting (typing, word-processing) can give all of us (and especially young writers) the notion that what they/we see on the screen and off the printer now is the "neat sheet." This used to go through multiple revisits and revisions. #g2great
A4: I think immersion in reading the kind of writing they’ll do helps writers. I think deciding how to shape or organize writing is always a challenge for writers. #G2Great
One of our district goals this year is to use PLN time to look more closely at student work. Bringing samples from reading and writing would make the benefits visible to the whole team once their instruction starts to get more targeted because of it. #g2great@JonPokorabsd100
A4: Students struggle with revision as many focus on editing for correctness and not on growing ideas or trying different craft strategies. This is where the reading and writing connection is crucial to help writers push themselves and grow #g2great
A4 When in my kinder class: Am done yet. Do I have to do more? Is this good enough? When we write in front of them in a mini lesson and don’t go back to add, revise etc. How do they know that’s what writers do? #g2great
A3: My go-to research when writing this book was Graham & Hebert's study for the Carnegie Foundation "Writing to Read" which shows the ways that strong writing instruction supports stronger readers. https://t.co/Wuj5i18y4B#g2great
A4: As a secondary teacher, my students are pretty solid at generating ideas, but they aren't great at coming up with questions. This is my big challenge for the upcoming year. What makes a compelling question? #G2Great
A4 Revision. My 4th graders have a hard time slowing down and really taking the time to think of useful revisions that make their paper bettter. our age of immediate feedback doesn’t help bc when forced to think deeper they struggle bc it takes time. #G2great
Absolutely! I work with adult writers who think this.
They say, "I'd love to write a book but I'm not talented enough."
Me: Of course you are.
Them: But it's hard!
Me: If you think it's hard you are officially a writer!
#G2great
#G2Great A4 Revision seems to be the most challenging, I think when students lack a sense of audience or choice this becomes a challenge. If I’m writing to satisfy a checklist vs remember my words drive my reader, revision can lose it purpose and direction
a4: I'd also love a chance to have more authentic publishing. It's exciting to see your work hit a larger audience (I turned in an article to a journal yesterday so it's fresh for me right now). #G2Great
A3: My go-to research when writing this book was Graham & Hebert's study for the Carnegie Foundation "Writing to Read" which shows the ways that strong writing instruction supports stronger readers. https://t.co/Wuj5i18y4B#g2great
A4 Definitely one big challenge is to ensure that all students have access to the support they need, regardless of where they may be in this process. Models and feedback are essential. #G2Great
A3: Celebration is vital. We lift learners up through celebration. Find time every day to celebrate the reciprocity you see happening among the readers and writers in your room/school. Lift up their examples in minilessons, small groups, share, etc. #g2great
A3: My go-to research when writing this book was Graham & Hebert's study for the Carnegie Foundation "Writing to Read" which shows the ways that strong writing instruction supports stronger readers. https://t.co/Wuj5i18y4B#g2great
A4 Many young writers get lost in the process itself. They often don't see how each step connects to the other. The authentic flow of writing takes time to truly understand. #G2Great
Completely agree! The writing process by nature is messy...with many stops, starts, revisits, back to the drawing board, etc. It is far from linear! #G2Great
A4 I find that teachers want a rigid and inflexible lesson sequence that will lock all students into the same point in the process. That isn’t at all what the writing process is about! #G2Great
A4 I'm still surprised by the # in elem. that want prewriting to be Monday, drafting to be Tuesday & Wed., revising to be Thursday, and editing & publishing on Friday.
Secondary - minimum page #s and so much red ink for editing.
#G2Great
A4 I find that teachers want a rigid and inflexible lesson sequence that will lock all students into the same point in the process. That isn’t at all what the writing process is about! #G2Great
A5. Books, Books, Books.
Public library.
School Library.
Classroom library.
Personal Library
Use ideas from @ClareandTammy It's All About the Books!
Share. Rotate. Borrow.
#g2great
A4 I think all writers, children and adults, stress over getting it down on paper and the constant search for “perfection.” It’s great to infuse with a feeling of freedom- Writing is messy- not perfect. Creating that climate helps all. #g2great
A4: I have heard from many an author that revision is a skill that is very difficult for students to really understand and internalize. Looking for ways for them to truly get into that open mindset. #g2great
Yes. And this is what makes flexible approach (or even extended projects) a little bit more fun for teacher and group alike. The ability to move from writer to writer and step to step. This is workshop vs. workroom. It keeps me "up" knowing I'm not going to see the same. #g2great
A4 I find that teachers want a rigid and inflexible lesson sequence that will lock all students into the same point in the process. That isn’t at all what the writing process is about! #G2Great
A4: I think immersion in reading the kind of writing they’ll do helps writers. I think deciding how to shape or organize writing is always a challenge for writers. #G2Great
A4 Students often easily come up with a topic but struggle to decide what they want to do with the topic. Thinking through purpose and choosing a genre/structure takes time to truly conceptualize #G2Great
A5 Our top 3 text-selection criteria: 1) accessibility (ease/difficulty), 2) opportunities 2 think, 3) engagement/relevance--finding books that do all 3 (plus other things) takes dedication & is 60-75% of the work of lesson dev #G2great@BurkinsandYaris
A5 Time. Space. Opportunity. Support. This means we must explicitly teach choice as well as ensure that we have ample worthy resources to choose from. We shouldn’t have to reiterate this point, but we obviously do! #G2Great
And that’s what I love most about this work Paul. If we aren’t finding ourselves pleasantly surprised by kids no matter where they are, we’re missing the best part! #G2Great
Yes. And this is what makes flexible approach (or even extended projects) a little bit more fun for teacher and group alike. The ability to move from writer to writer and step to step. This is workshop vs. workroom. It keeps me "up" knowing I'm not going to see the same. #g2great
A4 I find that teachers want a rigid and inflexible lesson sequence that will lock all students into the same point in the process. That isn’t at all what the writing process is about! #G2Great
It's all about the feedback. When I am feeling most insecure as a writer, I need to know if I'm on the right track, or not. And I am an adult with published books. Imagine if you're 9! #G2great
A4 Definitely one big challenge is to ensure that all students have access to the support they need, regardless of where they may be in this process. Models and feedback are essential. #G2Great
A5: Here's how I'm starting class next Tuesday. Books on the table with a lot of book talks. Having my students choose one and starting to read. I love choice in reading and I'm passionate about making it work. #G2Great
A4: Revising is a challenge. By middle school, Ss often come with the misconception that revising and editing are the same thing. They are hesitant to get curious and re-envision. Lots of modeling and sharing and celebrating from published work and their work helps. #g2great
A4 My 2nd graders struggled most with generating a topic and revising-they always thought their writing was good the way it was. In hindsight I don't think I did enough modeling and guided practice. #G2Great
I think it varies from writer to writer too. I struggle getting my thoughts down on paper but I come alive in the revision process. I love watching it go from POOP to POSSIBILITIES… that’s what writing for me is all about #G2Great
A4: I have heard from many an author that revision is a skill that is very difficult for students to really understand and internalize. Looking for ways for them to truly get into that open mindset. #g2great
A5.1 When I tell my AP friends that I don't require a single text, I get a lot of weird looks. But people want to read what they love and I want students, especially high school, to remember that they love to read. #G2Great
A5: independent reading time is daily in my room & 100% CHOICE...books come from a wide variety of sources...the only time leveled texts come into play is during GR #G2Great
A5 As we celebrate the reciprocal role of reading/writing, we must acknowledge choice in both areas. We can and should use texts students love as mentors for writing w/in exploratory experiences. #G2Great
A5: There’s nothing like a great, well curated classroom library to support readers and serve as a resource to writers. One of my favorite times with kids is to simply offer them the opportunity to talk about...Don’t you just love the way (author) says that. #G2Great
Yes! And it really does take A LOT of time and an open mind - leaving our own tastes and interests behind to make sure we fill our shelves with books kids are dying to read. #g2great
A5 Our top 3 text-selection criteria: 1) accessibility (ease/difficulty), 2) opportunities 2 think, 3) engagement/relevance--finding books that do all 3 (plus other things) takes dedication & is 60-75% of the work of lesson dev #G2great@BurkinsandYaris
A5 we teach our units by genre, not by topic. This gives choice to students. I also embed rich mentor texts both long & short. Mini lessons consist most days with a text that we study for author moves. #G2great
A4: I find that students who lack life experiences sometimes lack the ability to generate ideas or purpose for writing... we can support them in the classroom by providing rich experiences and meaningful contexts for writing to happen! #G2Great
A4 Revision. My 4th graders have a hard time slowing down and really taking the time to think of useful revisions that make their paper bettter. our age of immediate feedback doesn’t help bc when forced to think deeper they struggle bc it takes time. #G2great
A5.2 Outside of AP Lit, I don't see the point in whole class novels. I fake read for class and instead read trashy romances all through 12th grade. It kept my love of books alive. I'd rather kids love to read. #G2Great
A5 Access to books is a real issue. We believe it books need to be in the budget every year. We also find that when we plan to share as a school we get more bang for our books. Every child, every classroom, every year deserves equal access to books #G2Great
A5 The more we inspire our readers, the more that we can use texts they love to inspire writing. These texts become the models that students want to emulate and THAT is a wonderful thing to celebrate. #G2Great
A5. My biggest access realization came from listening to @DickAllington talk about what kids most want to read: pop culture biographies (!), nonfiction on topics from school (!), series and genre (like fantasy). I realized I needed to expand my nonfiction a lot. #g2great
A5: Get to know your students, their interests and needs and find books, magazines, blogs, and other texts to match. Book talk and allow time for students to share and discuss what they are reading. Collaborate with the school librarian! #g2great
A4: I find that students who lack life experiences sometimes lack the ability to generate ideas or purpose for writing... we can support them in the classroom by providing rich experiences and meaningful contexts for writing to happen! #G2Great
A5: This is a small part of what we did today in #Room407 to get ready for next Wednesday (when the students return). This new shelving space and area is going to provide new access for many of our classroom library titles. It was greatly needed. @DonorsChoose project. #g2great
YES
and stop isolated grammar drills!
LOL
#g2great
Many want to die on the hill of graphic organizers from his research & it should only be 1 tool!
@colleen_cruz
A3: My go-to research when writing this book was Graham & Hebert's study for the Carnegie Foundation "Writing to Read" which shows the ways that strong writing instruction supports stronger readers. https://t.co/Wuj5i18y4B#g2great
Important point @donohoe_kitty! Writing is messy and requires lots of revisions! Need to help children set revision priorities appropriate to their development as writers. #g2great
This is great! I think this piece is often missing. I see a lot of assessing writing for a score but not looking carefully at writing to see where to take students next. #G2Great
A6. Flexible lessons will meet the needs of Ss. Can also be used for small groups or 1:1 conferences. Not a rigid process. Fits better in the writing process to meet students' needs
#g2great
A5: I’m moderating a book chat from 8/1-8/15 on @Ready4rigor book CRT & the Brain...I’m focused on making sure I really know my readers’ cultures and diverse experiences while setting up this year’s library...CHOICE needs to provide relevance for all readers in the room #G2Great
We also help kids see that their life is worth writing about...kids sometimes don't realize that the little every day things in their lives are rich experiences worth writing about #g2great
Rich classroom experiences are important. But I also wonder if kids don't feel as if their home experiences aren't as important as the ones schools tend to value. Spending time highlighting topics like laundry and people watching and chores and arguments can help #g2great
A6 Oh, my goodness! Responsive teaching doesn't happen with scripts! Ts need to know students and know pedagogy, and modify so that the latter fits the former (not the other way around!) #G2great@BurkinsandYaris
A6 Flexibility makes room for the living breathing children who bring unique strengths and challenges to the learning table. The minute we forget that, we reduce teaching to a paint by number proposition. #G2Great
Yes, Laura. I always feel best when I teach with open hands and allow for the messiness. As a person who likes things organized, this is a constant #g2great learning process for me. 😊
As someone who has lived it, it’s hard to separate confidence and competence as a writer. Confidence can set up a roadblock for sure and we have to help kids find how to break those down. It’s a humbling thought how much our words & actions matter to our writers! #G2Great
The blank picture frames on the cabinets will be filled with images of students doing work in the room over the course of the year. I want to do more than SAY you are a reader and writer. I want the students to SEE this for/of themselves coming into and leaving #Room407. #g2great
#G2Great A5 immerse and entice, provide variety of genre and form, let them read for enjoyment and get lost in a book...where did you go today? Who did you meet? What adventures did you have?
A4: One of the challenges Ss face is understanding that writing is not a linear process. Writers can generate ideas, draft, revise, edit, and publish simultaneously. It is important for this to be modeled and emphasized by the T! #G2Great
A6 Teachers matter and kids count! We cannot read from a script in our laps - we must look into the eyes of our students, listen to what they are saying and authentically respond. We have goals in mind, but we must be responsive to the needs in front of us #G2Great
A5 I think that we need to find creative ways to fund new books on a continuous basis, but we also need to be a reader of some of those books, too. Being a teacher who models reading and a love for reading can be a strong literacy heartbeat for their students. #g2great
A5: Kids deserve agency, just like we do. They should get to read for joy & interest, just like we do...to be seen as individuals with passions, just like we do... to be empowered with the skills to pick a book based on interest, topic, mood, challenge...just like we do. #g2great
The earlier we plant writer seeds the better That’s why it saddens me to see schools where we have to teach phonics before we can immerse them in reading and writing. POPPYCOCK to that! #G2Great
A6: Just as we must be flexible in our grouping of learners...needs based, interest based, strategy based...we must also be flexible in our thinking...curriculum is a guide not a script...it’s our job to respond to the readers & writers in front of us #G2Great
A6 Responsive teaching is key to success. I find myself starting with a lesson that is accessible to my whole class, then narrowing down to specific needs as a class or strategy group. Demonstration notebooks are great for that! #G2great
A6: UDL was a big guiding framework when I wrote the book. Once it became my mindset I couldn't help but always consider access. P.S. CAST recently updated the UDL guidelines if you haven't checked recently https://t.co/8GXwp2yLyg#g2great
That’s why I think it’s so important to get to know our kids. Then find books to bring their “life” into the classroom. Everyone has life experiences, just that many are different and kids don’t always think theirs are worth talking, reading or writing about . #g2great
Rich classroom experiences are important. But I also wonder if kids don't feel as if their home experiences aren't as important as the ones schools tend to value. Spending time highlighting topics like laundry and people watching and chores and arguments can help #g2great
A6 Scripts will never meet the needs of all learners because they lose sight of the needs of THAT child in THAT moment. We must be flexible enough to adjust and modify accordingly or we lose and kids lose. #G2Great
A6: A scripted lesson takes little skill or effort to follow. Flexible teaching (or just teaching) means keeping students at the center of all choices: what to teach, how to teach it, for how long, and what materials to use. It’s not the same for all children #g2great
A6 When we ourselves are writers, we recognize that writing is an act of risk-taking and vulnerability. This allows us to be more responsive and empathetic toward students in writing workshop. We can have writer-to-writer conversations. #G2Great
This is a little area to collect papers to return. The poster's signed by young adult author and #Room407 friend, @gaepol. All of this little area is anchored by an old sewing board (I think this is right) I found at Goodwill. The two little cabinets were resale as well. #g2great
I couldn’t love this more if I tried!! Until we figure this one thing out, I’m not sure how we move beyond the boxes that are weighing us down - not lifting us and our kids UP! #G2Great
A6 Teachers matter and kids count! We cannot read from a script in our laps - we must look into the eyes of our students, listen to what they are saying and authentically respond. We have goals in mind, but we must be responsive to the needs in front of us #G2Great
As a writer myself I can't imagine sticking to that schedule! I'm the type of writer that doesn't need much prewriting and I often revise as I go. I think we cheat Ss from getting to know themselves as writers when we work in this inflexible way. #g2great
A6) When we really know our S’s we know what resources to use. I love creating lessons using various resources from different people like @JSerravallo, @AlvaroMeredith, @LucyCalkins and others #G2Great
Yes @LRobbTeacher! We did a great deal of work with our Pre-K and K Ss last year. Telling their stories through drawings has been a powerful tool to help build their Writing Identities! #G2Great
A6 Open-ended lessons leave room to meet the inevitable individual needs. Scripts put the lesson before the child and alleviate so many teachable moments that rise from intentional planning and on the spot adjustments. #G2Great
A6: We are teaching learners, not units/lessons. We must always be responsive to the beautiful learners in our room; they are why we are there. Teaching is not a mindless march through lessons. #g2great
A3: Yes, Mary! Love this discussion tonight. And oral language connects reading and writing. Clay's research helped me think of this learning relationship as a triangulation of reading, writing, and oral language. #G2Great
A3 The reciprocal role of reading/writing must part of our professional dialogue across grades/contexts. To understand the reading/writing interrelationship, it must be a universal priority and collective conversation. #G2Great
Or the belief that it IS lockstop -- one step must follow the other. My process is a mess of reading, tweeting, writing, re-reading, searching for a poem, deleting, re-reading and re-writing.
A7. Information writing across the day and all content areas will 1) help Ss better understand the texts they are asked to read and 2) practice/ use the kind of writing they may be doing the rest of their lives - at work, at home . . .
#g2great
A3: Yes, Mary! Love this discussion tonight. And oral language connects reading and writing. Clay's research helped me think of this learning relationship as a triangulation of reading, writing, and oral language. #G2Great
A3 The reciprocal role of reading/writing must part of our professional dialogue across grades/contexts. To understand the reading/writing interrelationship, it must be a universal priority and collective conversation. #G2Great
This is such a good point. I just wrote & shared my first blog post with @mjjohnson1216#BookCampPD and nervously sat back waiting for the world of twitter to offer feedback & respond...vulnerable is right #G2Great
A7 Transfer is the gold standard of good teaching as it ensures students understand in the moment AND can apply that learning across other experiences. It’s what teaching/learning is all about! #G2Great
A7: If we want kiddos to read and write the world around them - now and 10 years from now - we have to give them every opportunity possible in school to do the same. #g2great
A6: Scripts are set in stone. Their very presence is as good as they are ever going to get. But, the moment that we--the lead scribe--settle in with a student with a writing question or need, we're both going to get a little bit better. #g2great
Adapting to kids is about so many things: background, interests, abilities, etc. I think sometimes it's easy to put a kid in a bucket and give them a label, rather than to look at our teaching and see if we can remove any of the instructional obstacles that we control #g2great
A6: Scripts are set in stone. Their very presence is as good as they are ever going to get. But, the moment that we--the lead scribe--settle in with a student with a writing question or need, we're both going to get a little bit better. #g2great
A7: Have we truly learned something if we are unable to transfer and apply it in new/different situations? We empower our learners when we give them opportunities to think critically and creatively and connect things in new ways. #g2great
A7: Writing across content areas will help students speak the language of the individual disciplines-- "talking the talk" of biology, civics, economics, algebra, and so on as they progress on their learning journey... in short, it's essential! :) #g2great
A7: Much like the process of writing is non linear, so too is the process of research...when you connect informational reading and writing, Ss see the authentic tie btwn...”the more you know, the more you want to know” #G2Great
A6 I think the key words are "meets the needs". Script lessons are often blindly followed to keep up with the pacing guide. Flexibility in what lessons you might follow and when along with the ability to adapt lessons means the lessons are more likely to match the Ss. #G2Great
A7: Content areas are sort of weird false designations. Readers read across areas because they are interested in topics that don't have neat boxes. Writers across areas follow what tickles their interest. Information is fungible. #G2Great
A7 S should be flexible with their learning by applying it to all subjects. When S can’t transfer that’s where we have a break down in learning. Sometimes this is just bc the student is confused & hasn’t been exposed to transferring skills #G2great
A7 Lockstep teaching alleviates opportunities for Sts to dig deeper and leads to short term learning. If we teach for kids to pass a test but don’t allow them to take ownership of their own learning – well then we have gone astray. #G2Great
A7: I am OBSESSED with kids taking their literacy skills on the road. So often we teach our hearts out, only to have a kid not realize those exact same reading and writing skills apply to science (social studies, math, art, video games, social media...) #g2great
So true. That scripted program doesn’t have or know child A or Child B. Just the product. We lose so much when we forget who’s in front of us. #G2Great
A7 Writing helps us engage with ideas more deeply in all content areas. Also, writing is not the same in all disciplines. We can support students in writing like mathematicians, historians, scientists, designers, etc. #G2great
A7 Important because this helps young writers/readers to learn how to be flexible. This kind of instruction reveals reasoning for choices made. #g2great
a7: Students can WRITE, TALK, WRITE to learn about a content area. This both increases engagement in the content and knowledge of writing. ALL GOOD. #g2great
A7: We need to help our learners see that the type of work we do as readers and writers is used in all areas, not just in a designated reading or writing block. #g2great
A7 Reading and writing isn’t a discrete goal we can simply put into the daily calendar. It’s the glue that binds our day across grades, contexts, settings, & content areas. #G2Great
My obsession with transference beyond writing -> reading happened when I began to staff develop school where @grantwiggins was also a staff developer (big shoes to follow). They kept me honest, always asking about how the skills I taught in one area transferred to others #g2great
A7: True, Jan; we write to remember and reflect. We can recognize and provide time for this need to communicate with ourselves; it can take so many forms including sketching and using technology tools. We write for so many reasons. All of them are real and valid. #g2great
A7: A new 3Rs of composition: Reason, Risk, and Revision. have a reason to write, have enough tools to be able to take informed risks. Revision reconciles the first two Rs. And then. . .we get the fourth R: Reflection. Student, "I wrote this because. . .and here's how." #g2great
A7: I believe that all genres of writing are interconnected across all content areas. Who wouldn’t want to read an informational or opinion piece of writing that is rich in detail, and colorful figurative language that you use in a narrative? The genres all overlap! #G2Great
Exactly this! How I often do I truly learn something after I've written about it? And, the ability to transfer skills that are the same, but also see the difference between disciplines (style, voice, length, etc.) is monumental #G2great
A7 Writing helps us engage with ideas more deeply in all content areas. Also, writing is not the same in all disciplines. We can support students in writing like mathematicians, historians, scientists, designers, etc. #G2great
A7: I am OBSESSED with kids taking their literacy skills on the road. So often we teach our hearts out, only to have a kid not realize those exact same reading and writing skills apply to science (social studies, math, art, video games, social media...) #g2great
A7 #g2great Reading/writing provide perfect transfer opportunities across the curricular areas. For example in SS students read Roanoke: The Lost Colony by Yolen, Blue Birds by Caroline Starr Rose, other texts, then write opinion pieces to support a theory of the disappearance.
