#3rdchat I'm the author of the #FenwayAndHattie series! I live in Boston, MA & I spent Thanksgiving in my hometown which is right across the bay from Plymouth!
A1: I hope my Ss really thrive after our conferences! Feeling confident to write about different things and to understand the mechanics we discuss #3rdchat
A1: I want my students to be more passionate writers by offering more choice. I also want to expend their audience beyond the classroom walls. #3rdchat
A2 I think the best inspiration comes from knowing you will be sharing your writing with a real, supportive audience. It feels good for someone to be interested in what you have to say! #3rdchat
A1 I hope my students can share information with peers and other audiences in meaningful ways including reports and google slides. Researching is a main component of my program. #3rdchat
For ex. teaching them how to look for the verbs they've used and then reflect if their verb choice helps the reader visualize what they're describing. Modeling w/ my own writing is key. #3rdchat
A2 When I write to the same prompt as they do, I find Ss effort skyrockets. Ss love to respond to my writing & they are more engaged...eager to write, share, reflect. I can model easily. #3rdchat
A2: I echo @MrsEGrade3 about mentor texts. Also showing them my own attempt at doing what I'm going to ask them to do. Then they want to be part of that process too and they absorb some of my excitement. #3rdchat
A2: Later this year, we will create a Google Site and publish a classroom magazine. We will invite their second grade teachers and future 4th grade teachers to read it. #3rdchat
If your school has the budget, we've published our class magazine on @magcloud and my students LOVE seeing their work in a glossy publication. For free, you can also see the magazine digitally on their app. Still "fancy" looking w/o printing. #3rdchat
A2 I mix it up. Posters, google slides, mini reports, posts on Seesaw, partner writing, book responses, poetry, reflections, research notes, stories and most recently we've added #sketchnotes to our Work On Writing in #dailyfive#3rdchat
A2. Trying to find authentic audiences. Choice in topics. We also recorded personal narratives to @Flipgrid to share out... if I ever get to posting them! All excited S writers #3rdchat
We create a Classroom Magazine on Google Sites. We invite 2nd grade and 4th grade teachers to read it. My grade level partners also created a 3rd grade Google Classroom so all 3rd grade students can read each other's work. #3rdchat
If your school has the budget, we've published our class magazine on @magcloud and my students LOVE seeing their work in a glossy publication. For free, you can also see the magazine digitally on their app. Still "fancy" looking w/o printing. #3rdchat
A3. Depressed reading ability can hinder writers. Trying to help Ss see how their successes in reading translates into their writing (hopefully ) is something I focus on when conferencing. #3rdchat
A3: They can't relate to the topic, timeline of what must be "written" is stressful, spelling difficult words. To help: I broaden topics, let kids choose whatever way helps plan a story (graphic organizer may or may not be included) #3rdchat
A4: conferring with them while they're writing and using a checklist or rubric to keep track of which strategies they're able to implement independently, w/ support or not at all. That includes a self-check the students can do with a small list. and Peer check too. #3rdchat
A1: Honestly, we are still trying to write complete sentences and work on paragraph structure. At this point, I just want my students to enjoy writing and understand how to revise and make it better. #3rdchat
A3: There is a huge jump in expectations from 2nd grade. It really takes some time for students to grow into writers. Keep the struggle productive and moving forward. Provide qualitative feedback. #3rdchat
A2: Finding topics that Ss relate to or can connect with is important. Showing that i am excited about the topic usually gets them interested as well. Coming up with a good hook! #3rdchat
A3 Reasons writing can be tough in school #3rdchat
* the topic sucks š³
* the topic isn't relatable š
* focus is on spelling and grammar rather than content first, editing second š
* it's not modelled in a meaningful way šš
* lack of descriptive feedback while writing šš¬
A4: Conferring using rubrics with specific targets and goal setting that students also refer to as they write. Working on improving one or two parts of writing is easier for S to see changes and for T to monitor. #3rdchat
Celebrate their growth - no matter where they are in their process. It is important that they get past the fear many have of writing and just get their thoughts down. #3rdchat
I so agree about the jump. 1;1 conferencing helps so much, but the struggle is real about always finding time. Something I love about @Seesaw is ability to record comments. I have been setting up a rotation of Seesaw feedback, small group, and 1;1 #3rdchat
Something like this... I've made this into a booklet so they only see one section at a time and don't get overwhelmed. They can do for themselves or do for their writing partner (often easier for them to analyze another's work) #3rdchat
A4: Not sure if this is correct or not, but I think the writing Ss bring to conferences is a HUGE assessment piece. Are they learning from mini lessons, peers, mentor texts, conferencing? Then the final piece, did they carry over everything talked about? #3rdchat
I almost NEVER focus on editing, either in my own work or when critiquing others. The big picture is what matters. Editing happens at the very end. #3rdchat
A3: In my opinion, there are two hurdles for Ss. One being Ss struggle with spelling which becomes a mind "roadblock". Secondly, getting Ss to understand that their rough draft will need to go through the editing process. It's hard for them to make changes. #3rdchat
I suggest choosing one thing that you wish they would do to revise... e.g. show, don't tell. Then model with your own writing, and have them try to find at least one place they can revise with that strategy. #3rdchat
In reply to
@lesahaney, @victoriajcoe, @azurehenwood
Something like this... I've made this into a booklet so they only see one section at a time and don't get overwhelmed. They can do for themselves or do for their writing partner (often easier for them to analyze another's work) #3rdchat
Just a not to smart user (Me) and the dishwasher clashed. I had a great learning opportunity and now have a clean floor. (Mopping counts as cardio, right?) #3rdchat
But easier to make changes if they don't worry about things like spelling in the first draft. The first draft is just for getting the thoughts flowing. It's called "first" for a reason! (And you can tell them I said that.) #3rdchat
A5: Share any bits and pieces of Ss writing. Sentence. Paragraph. Whole thing. Celebrate all things! Create a classroom environment where everyone's writing mattersā¤ļø #3rdchat
Yes! Relaying to them what was challenging for me when I did the writing myself and sharing strategies that helped me work through them is really useful for the kiddos. #3rdchat
A4: This is an area of weakness for me. I think I am too lenient on their writing. I grade on conventions, but I am looking looking for specific things like sequence, content, details, etc. based on the purpose of the writing. #3rdchat
A6: putting up student writing on the smartboard and having class share "what went well" and "even better if" based on the strategies we've been working on. (w/ student permission to share the writing of course.) Then have Ss reflect which tips apply to their writing too #3rdchat
A6: I love using the comment tool in Google Docs. I can highlight specific parts of their writing. The comment thread allows me to communicate with the students and document challenges and strengths. #3rdchat
A6 Feedback needs to be specific. I try to have the children find the area for improvement, we make adjustments together and note the improvements. I don't meet about and mark every written piece. That'll suck the joy right out of it. Peer conferences also work well. #3rdchat
A6. Students add what parts of writing they feel strong in to a flipgrid so other Ss can reach out to peer experts. I also try to highlight/showcase each writer doing something well so others will seek them out too #3rdchat
totally. At first it can be distracting b/c they're so into the "magic" of it. We usually do a practice day so when they're into serious writing, they aren't as distracted by it and they know what to do with the comments. #3rdchat
A5: Students have recorded their writings on @seesaw a few times. This helps them listen for errors, see errors, and figure out some changes to create. Plus, it gives parents an opportunity to provide feedback. #3rdchat
I love sharing students work on the Smartboard. It is a very affective tool. Students learn they are not the only ones who make mistakes and that everyone can meet our goals. #3rdchat
A6: putting up student writing on the smartboard and having class share "what went well" and "even better if" based on the strategies we've been working on. (w/ student permission to share the writing of course.) Then have Ss reflect which tips apply to their writing too #3rdchat
Oh yes! Agreed. This one takes practice and I tend to keep it simple: read it aloud to your partner, the partner uses one or two of my sentence starters for descriptive feedback and that one component is worked on. #3rdchat
I agree and they will do their best and focus on the skill being practiced so they can "show off" if I put theirs up. It is motivating for my class because we have a growth mindset about writing. Everyone has different strengths. #3rdchat
A6: I saw something recently on @Pinterest where teachers used @Flipgrid to give students an opportunity to provide feedback on writing. I've only scratched the surface on this, but it looked interesting and gives ALL students an chance to participate. #3rdchat
Student A can also have Student B read Student A's work out loud... hearing how a reader reads your work can also really help. "No that's not how it's supposed to sound!" and then they revise then and there. #3rdchat
In reply to
@victoriajcoe, @MrsEGrade3, @nimesys, @lesahaney, @azurehenwood
Loved our descriptive quick write lesson today...even prompted a teachable moment about similes when a st described a pole being as white as a ghost- other sts the. Wanted to add similes to their writing and share again #3rdchat
#3rdchat Yes, it was great. Took extra unplanned time but was totally worth it bc sts were inspired and interested in improving their own writing by listening to their peers
A8: a smartboard, document camera or something of the sort is essential to let the students in on your own writing models, process and their models and process , too #3rdchat
Almost forgot to mention that I'm creating a series of short writing videos for kids! Exclusive SECRET ACCESS for teachers who preorder my next Fenway & Hattie book. Details here: https://t.co/YDfZEBwQlB#3rdchat
A6: Shared documents allow for the exchange of ideas and feedback. I also like cooperative writing assignments. This way, the students provide feedback to each other during the process rather than after the drafts are completed. #3rdchat
Almost forgot to mention that I'm creating a series of short writing videos for kids! Exclusive SECRET ACCESS for teachers who preorder my next Fenway & Hattie book. Details here: https://t.co/YDfZEBwQlB#3rdchat
