- Think about the ways you want your students to encounter and interact with text, writing opportunities, media, and engage in discourse (a.k.a. conversation: dialogue and discussion).
- Design lessons that build in a way that will support your growing readers in thinking about ALL types of text.
- Offer opportunities for students to hone there skills to summarize or retell a text you read as a class (to build your classroom community, or a mentor you will return to later in the year), make predictions before and within a video you are showing, consider the most important point of the text or story, ponder the author’s main points of a nonfiction text or video clip, play around with the author’s message, make connections to things in their life.
- Throughout the day or over the course of the week, have kids write in a variety of modes (We are beyond the days of ONLY writing our personal stories at the start of the year. Some of our students thrive when they can write about their passion for parrots or offer opinions on interesting topics.)
- Introduce mentor texts so students can hear the great writing BEFORE they analyze the text they will encounter later in the year as a reader and writer.
- Establish shared discussions (turn and talk, table talk, share square, etc.) throughout the day.
- Develop a sense of quality writing by reading a variety of examples and non examples and having them talk about the writing to decide how it “measures” up to the standards they wish to write up to as a writer. This will pave the way for rubrics.
- Reintroduce Stoplight (Step Up to Writing) in your language and in theirs by encouraging students to "slow down and tell (reason, detail, fact)" and "stop and tell more (explain or give an example)" as they share orally about a topic.
- Consider courteous writing and the impact of expecting it right from the start in ANYTHING they write. From Kindergarten forward, students have been expected to capitalize the first letter of a sentence, use ending punctuation, and spell word wall words correctly (for goodness sake, they are up on the wall!). The expectations extend from there. The responses you accept showcase the rigor in your room- how do you measure up?
|Handwriting should be neat, but|
writing can be messy. There is no formal
way to "do" the writing process.