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Check it out!

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4 Really Cool Ways Teachers Use Post-it Notes in the Classroom

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Yup, I love Post-it notes! I don't think a day goes by in the office when I don't write on one. Since S&S now carries office supplies like my beloved post-

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Brag Bracelets {Behavior Management, Goal Setting, Academics}

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Brag bracelets are a great motivation strategy and classroom management idea! I would love these for back to school time! The print, cut, and go feature is so nice! Great for parent communication too!

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Best of Teacher HELPLINE: How Can I Use Selfies in the Classroom?

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Using Podcasts in the ELA Classroom (The Secondary English Coffee Shop)

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Teaching today’s teens necessitates that we integrate technology into our practice. We get that. This is not new. But how? Sure, it does mean going digital, and

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Blog Post - Decorating an English classroom for middle and high school doesn't have to be overwhelming. Get ideas from Secondary Sara & Presto Plan… | Education | Pinterest | English classroom, High school and Middle

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Blog Post - Decorating an English classroom for middle and high school doesn't have to be overwhelming. Get ideas from Secondary Sara & Presto Plans for your classroom makeover.

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Grading Writing: My philosophy to help students become better writers

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If there are two things my students know, it is that I assign paragraphs often, and that I grade them rather harshly -especially in the second semester. It’s no

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How to Easily Incorporate Informational Text in Your ELA Classroom

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An easy way to incorporate informational text into your middle school ELA curriculum!

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My Favorite Activities From the School Year

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Now that the 2017-2018 school year has come to a close, I am spending some time reflecting on my practice as an educator. While there were some lows of the scho

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When I think back to the beginning of my teaching career, which began in August of 1998, while I was an enthusiastic college-grad, fresh from an enriching stude

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It's no surprise that Instagram is an amazing place to get a peek into some incredible classrooms. Every year I get new ideas from some of my favorite teachers' classrooms that I know I have to try out! These past two years, it was a reading graffiti wall. (This idea originally came from Donalyn Miller in her book, Reading in the Wild.)

What is a Reading Graffiti Wall

A reading graffiti wall is a place on the wall in your classroom where students can write powerful quotes that they find in the books they are reading. A lot of them are chalkboard style - black with white writing, but they don't have to be! Having a white wall with lots of different colors or with colors that coordinate with your classroom colors would look great too! The most important thing is that it is a place for students to share inspirational quotes from the books they are reading with the classroom reading community!

Materials for Creating a Reading Graffiti Wall

Selecting "Reading Graffiti Wall" Quotes from Books

I introduced our reading graffiti wall in conjunction with our first read aloud of the year, Fish in a Tree by Lynda Mullaly Hunt. We talked about how our Reading Graffiti Wall was a place for us to write quotes from books that inspire us. These are the powerful quotes, spoken through the characters from books, that motivate us to be better people and help make our society a better place. Then as I am reading aloud, when I come across a good quote I will stop after reading it and we will discuss in.

Why did the character say that? Can we apply that to our lives? Does the quote make sense out of context? (This is huge... sometimes there are good quotes, but they don't really make a lot of sense if you aren't reading the book. We want the quotes on our Reading Graffiti Wall to make sense to anyone who looks at them).

Then I will choose a student to write our first quote on our Reading Graffiti Wall! As I continue reading, I remind students to listen carefully for other quotes that meet the criteria for our wall! There will be some lines that they think may be good, but then after discussing the criteria with the class, we may decide that it doesn't work for our wall. Other times, they find great lines from the book that I didn't even think of!

Fostering a Classroom Reading Community

After students have had some practice with picking out great quotes from our read aloud book, I tell them they are ready to be on the lookout for great quotes from the books they are reading independently! When they find a quote they think may be a good fit, they write it down on a post-it note. Then when I am available they will come and discuss it with me, and if we think it is a good quote for our wall I give them a chalk marker to go write it!

When students find a great quote, I always make sure to give them time to share the quote with the class, along with the book it came from and why the quote stood out to them. It is a great way for students to share the books they are reading with their classmates, and students are always excited to read books that have quotes on our Reading Graffiti Wall!

Have you tried a Reading Graffiti Wall in your classroom? I always love looking at other classrooms' reading graffiti walls to get ideas for new books with powerful quotes!

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Reading Graffiti Wall: Fostering a Classroom Reading Community - Lessons With Laughter

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It's no surprise that Instagram is an amazing place to get a peek into some incredible classrooms. Every year I get new ideas from some of my favorite teachers' classrooms that I know I have to try out! These past two years, it was a reading graffiti wall.

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Very Short Stories for Middle & High School Students

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Very Short Stories for Middle & High School Students

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We always need short stories! Here are several.

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Very Short Stories for Middle and High School Students to Read Online

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Here are some free short stories to read online. These very short stories are perfect for high school or middle school students or anyone who loves reading.

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9 Tricks that Help Students Finish that Book!

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9 Tricks that Help Students Finish that Book!

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This battle of wills is perhaps the most epic, universal, and notorious problem that English teachers face, even more than grading struggles: getting students to ACTUALLY read that book, short story, article, or poem.

Whether it's an assigned text or choice reading, students have a variety of obstacles that make reading at home difficult. The struggle ranges from the innocent (forgetting to read) to the sympathetic (struggling to read) to the frustrating (too busy to read) to the malicious (choosing not to read, with no excuse). With an ever-increasing number of websites that make cheating easier, how can a teacher increase reading skills (and preferably a love of reading) if the student just won't do it?

Since students' reasons for not reading vary, we teachers can't only keep students accountable through assessment (although that's important); we have to hack their motivation and ruffle their curiosity. Teaming up with me to tackle this question is fellow ELA teacher Kristy from 2 Peas and a Dog .

1. Start reading in class.

Sara : I have always found that if we start reading in class (either read-aloud or independently), they're more likely to go home and continue doing it. If we have built momentum, gotten the students hooked on the storyline, and talked through any immediate obstacles, then students are prepared to go it alone. For example, I personally hate the first chapter of To Kill A Mockingbird (even though I love the book overall), and I can't imagine teaching that novel without me doing an interrupted read-aloud to get students PAST that brutal opening faster.

Kristy : When we read whole class novels, I do almost all of the reading during class time. Then when I need the students to complete some reading at home, they are more inclined because I do not assign it nightly.

2. Keep parents in the loop.

Kristy : I remind parents through online portals and during in person meetings that it is a requirement of my English program for students to read at least 20 minutes nightly. Many parents thank me for this requirement as it gives them a reason to enforce reading at home.

Sara : In the past, I have sometimes sent a mass email to parents letting them know what book we are reading, when it has to be done by, and any other relevant information (such as project info or why we are reading this novel). Some parents appreciate being kept in the loop and will help remind their child to read at home.

3. Help students learn pacing skills.

Sara : Some students aren't reading because they truly don't know how to fit it into their lives (and other homework). I like to teach them that even a little reading every day is better than none; showing them the cumulative payoff of reading is easier with these Students calculate a page goal per day and make a calendar to try to stick to their page goals.

Kristy : I explicitly teach my students how to select novels that are the right fit for them. This starts the first week of school. We set goals together and use sticky notes to mark places in their novels and write dates on each sticky notes. These visual reminders help students see their weekly reading goals. Not all students need a visual reminder; some students also do well with informal reading check ins. I regularly walk around my classroom during independent reading time and ask students questions about their reading materials. I also greet my students at the door almost every day - they have to show me their novel as they enter. This quick visual scan allows me to track their reading.
Sara: You might also like to read Kristy's blog post about Why Classroom Libraries are Essential and my post with Tips for Independent Reading Programs.

4. Ask questions that internet summaries can't answer.

Sara : Pick the questions on your quizzes or checkpoints very carefully. It's fine to ask about summary, theme, symbolism, or characters, but just know that this information could be in an online summary somewhere. In addition to questions like "Which of these events did NOT happen?", throw in a few questions that ask for opinions, author's writing style, predicting what's next, and inference.

Kristy : I use daily warm ups to check for comprehension when reading whole class novels. This only counts for a very small portion of a student's overall grade for that unit. I plan assignments where students must demonstrate deep critical thinking, and not just repeat general comprehension information. During the assignment creation process, I try to create choice boards so students have several options to demonstrate their learning, but must complete one per column. This helps me differentiate, but also assess curriculum.
Sara: In addition, Kristy has great genre-specific book reports that students can't possibly fake!

Sara : It's hard for students to fake that they read the chapter when they have to quickly flip through the text to find a quote or moment you're asking for. Ask students to show (or paraphrase) text evidence to back up their answer.

Kristy : It is important to explicitly teach students about finding and use quotations from the novel. I start this process using the gradual release model - lots of teacher directed, then slowly moving towards student directed and independent learning. Picture books, song lyrics and short stories are a great place to start when teaching students to analyze song lyrics.

6. Model enthusiasm for the text, not just obligation and accountability.

Kristy : Students come to me frequently and ask for book recommendations from the classroom library. I start by asking them what genres they like and pull engaging books from those areas. Then before I leave the stack of books with a student to look through, I pull my top three novels and explain why I think those would be a great fit.

Sara : If you don't like the text or aren't passionate about the unit, students will pick up on it, and they won't want to read it, either. If you hype up the book, act like you can't WAIT for them to read what happens next, drool over beautiful sentences, defend its modern-day relevance, and put some excitement into it, then comparatively more students will give it a try.

7. Make social incentives.

Sara : I never advocate for shaming students, BUT if there is a peer or social reason to read, that motivates some students. For example, if there's a group project and people are relying on a student to do his or her part, that helps. Or, if I tell students that they are allowed to , then suddenly no one wants to be unprepared. publicly quiz each other on a chapter

Kristy : Students love to read what other students have recommended. Build time into your classes just a few minutes for students to share their likes and dislikes. Eventually it will become an organic process not needing teacher involvement.

8. Use assessments that force reading.

Kristy : When I assess reading, students know they cannot Google the answers and that they MUST have completed their reading. Creative assignments in lieu of essays can be a great way to ensure students have completed their reading. It is quite evident to the teacher and to a student's peers who has read the novel when presenting creating assignments.

Sara : Even if the student didn't come to class prepared, can your activity or assessment MAKE them get caught up? Can you get students to act out a chapter, look for evidence of a claim, or illustrate a paragraph?

9. Ask a question they WANT to answer.

Sara : I love using reverse psychology or a hook to frame their thinking. For example, for the short story "The Most Dangerous Game", I tell students that I think Suzanne Collins copied this short story when creating The Hunger Games . That makes students want to read it to compare. (No, I don't ACTUALLY think Ms. Collins would plagiarize, but that's not the point!)

Kristy : When we read the first chapter of The Outsiders by S.E. Hinton - students want to give up on the book due to the names of the characters, but as soon as Ponyboy gets jumped outside of the movie theatre they want to know more. As the students become more invested in the novel, they answer reading questions and start to speculate about the plot of the novel.
You might also like...

Do you have more ideas? Tell us in the comments!

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9 Tricks to Help Students FINISH That Book

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This battle of wills is perhaps the most epic, universal, and notorious problem that English teachers face, even more than grading struggles: getting students to ACTUALLY read that book, short story, article, or poem. Whether it's an assigned text or choice reading, students have a variety of obstacles that make reading at home difficult.

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Quote Quilt Book Novel Study Report Response Graphic Organizer Lit Circles

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Quote Quilt ELA Book Reading Response to Literature Novel Book Study Citing Cite Text Evidence Reading Connections Critical Thinking Character Study Important Theme TPT Elementary Middle School ELA Stanford's Stellar Studies

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I recently was talking to a family friend, a teacher of 5th grade, about Interactive Student Notebooks. She said that while she loves looking at all the great pins on Pinterest regarding ISNs, she just knows that they are not her "thing" and never will be. "They are just too much of a commitment!" she said.

This isn't the first time I've heard this. I know lots of teachers that are intrigued by the concept of ISNs and enticed by all the fun pins on Pinterest, but just know that committing to using one isn't for their classroom. All the cutting and gluing, keeping track of the table of contents, collecting them and grading them! I can see how it comes off as an overwhelming process!!

I suggested to my friend that she try creating a lapbook for her next novel study. Lapbooks are a great way to sample life with ISNs, but without the commitment of using one full time. And novel studies make perfect fodder for lapbooks!!

Check out how we put this one together for the novel, Tuck Everlasting. All the foldable organizers come from my Tuck Everlasting Novel Study for Interactive Notebooks.

Start with a plain file folder and fold each side in toward the middle.

It will look like this after you fold both sides. This is the cover of our lapbook.

Next, we will make the pages for the inside of the lapbook. Take several large (12x18) pieces of construction paper (we used white) and fold in half.

Then, take one of the pieces of folded construction paper & place several dots of glue all over the top.

Take another piece of your folded construction paper and lay it on top of the glue.

Press them together firmly.

Now, put glue dots on top of the second piece of construction paper and place a third piece of folded construction paper on top of that.

Continue gluing and stacking your paper until you have the desired number of pages for your lapbook. We used eight pieces of construction paper. Constructing the book this way makes each page two papers thick, making for nice sturdy pages!!

Next, open up your lapbook cover and place several glue dots inside.

Lay the construction paper book you just made directly on top of the glue dots. Now your book is constructed... all that's left is decorating and filling it up with lots of fun foldable organizers!

Typically, I will leave the decorating of the outside up to the student. They can get as creative as they wish!! Here, we covered the back of the lapbook with glue...

... and covered the back with a piece of scrapbook paper that looks like an old book!

We did the same with the front.

This is a cover that I made on the computer for students to use. If students wanted one, I printed it out on a piece of card stock.

You could also put a cover on the inside on top of the construction paper book.

The next thing I have the students do is glue a piece of notebook paper to the front of the construction paper book to serve as the Table of Contents for the lapbook.

Then, you get to fill your book with pictures, writings, and foldable organizers!!

One of my favorite Pinterest finds was a teacher who prints Literary Analysis Questions on address labels.

Students can glue a piece of notebook paper into their book next to the appropriate foldable organizer and I can stick the label right on the notebook paper. Then, students answer the question using the organizer they just completed!

So, the lapbook gives you all the great benefits of using the ISN without a long-term commitment!

Can you see yourself making one of these lapbooks for your next novel study? If you try it, I'd love to hear about it!!

**P.S. The cover that you see for my lapbook is not included in this package, so I'm posting a copy here:

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Tuck Everlasting Novel Study... in a Lapbook!!

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I recently was talking to a family friend, a teacher of 5th grade, about Interactive Student Notebooks. She said that while she loves looking at all the great pins on Pinterest regarding ISNs, she just knows that they are not her "thing" and never will be. "They are just too much of a commitment!"

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Any words you want your kids to stop using all the time, try this! I was inspired by the Q & U wedding I had when I was in kindergarten and I made made a "funeral" for words I didn't want to be used anymore. Morbid maybe, but it worked!

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Hey Everyone!

I've got another video for you about how to create this BINGO! anchor activity board for ELA.

This board is easy to make (and super cute, in my humble opinion :) and will be a perfect addition to your ELA classroom.

If you give this a try, I'd love to hear about it!! Also, I'd love to hear your thoughts on the videos I've been making... do you like the format? Do you find them helpful? Cheesy? So, please leave me a comment! It would be great to hear from some of my readers :)

UPDATE: I've had many teachers ask for the "directions" that you see on this bulletin board. Here is a JPEG that you can print and hang up if you'd like (just click on the image and you should be able to print!)...

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Hey Everyone! I've got another video for you about how to create this BINGO! anchor activity board for ELA. This board is easy to make (and super cute, in my humble opinion :) and will be a perfect addition to your ELA classroom. If you give this a try, I'd love to hear about it!!

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I've done this exact project in my classroom. Thoroughly enjoyed working on them ALL BOOK LONG. WE did this for Where the Red Fern Grows as well.

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Here's a super simple and fun project that you can have your students complete during your next novel study. I call them "Matchbook Summaries," for lack of a better term, and they require little prep and materials. The look really cool when they are completed and make a perfect piece to add to your open house displays.

Each student will need one file folder; I used the legal size when we did these for Where the Red Fern Grows. Then you will need hundreds of "matchbook papers," which are essentially 3.5 by 6 inches pieces of white construction paper; 3.5 by 6 inches is an approximate size and can vary depending on your novel and the number of chapters in it. Cutting your construction paper is really the most labor-intensive part of this whole project (well for you, anyway:-).

After completing each chapter, each student gets a "matchbook paper." They fold the bottom "tab" up about 1/2 inch. The top side then gets folded down until it lines up with the crease from the tab.

One the outside of the matchbook, students draw and color their favorite scene from that chapter. On the inside of the matchbook, students write a summary of the chapter. I require my students to write a 5-7 sentence summary; no more, no less. This really forces them to pick and choose the most important events to include in their summaries.

I give each student a small ziplock bag to store all of their matchbooks for the duration of the novel study. We don't glue them into the file folder until the very end when all matchbooks are complete. This allows them to arrange and fit them into the file folder appropriately. They look so nice when they are all complete, and they come in handy when students need to refer back to the text, but aren't exactly sure where a particular event occurred in the book.

Students then add the finishing touches by decorating the cover of the file folder.
I use the rubric below to grade these. If you click on the image, you can download a free copy to use! Check out these engaging resources that can be used with any novel!!!

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Matchbook Chapter Summaries for Novel Studies * Teacher Thrive

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Here's a super simple and fun project that you can have your students complete during your next novel study. I call them "Matchbook Summaries," for lack of a better term, and they require little prep and materials. The look really cool when they are completed and make a perfect piece to add to your open house displays.

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Mrs. James' Acronym for teaching an ARGUMENATATIVE MULTI-PARAGRAPH ESSAY

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Mrs. James' Acronym for teaching an ARGUMENATATIVE MULTI-PARAGRAPH ESSAY

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I like the idea of giving students an article to read and write about each week as a bell ringer. I also use templates and graphic organizers for my students a lot.

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Strategies for Teaching Argument Writing

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Three simple ways a ninth-grade teacher scaffolds argument writing for students.

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How to Differentiate in Writing Workshop | The Literacy Loft

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Welcome to the final week of the Summer Writing Series. But don’t fret, we’ll have plenty of writing topics to cover all year long. We have only touched on the basics of getting Writing Workshop up and running in your classroom. Today we are diving into the topic of differentiation. It is inev…

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How to Differentiate in Writing Workshop

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Most can be modified to support a broad range of learners.

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Argumentative Writing Supports for Middle Schoo1.4

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Very interesting. It can provide some template guidance and general information as we develop our unit.

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Opinion-Argument Writing Resource Brmghm C.S.

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We take each college and career readiness standard and create specific and measurable learning goals aligned to the standard. We presume competence and write the first goal at a grade level expectation.

Breadth of Content

We take each state and Common Core standard, identify its "Essential" - or "Core Purpose" - and create IEP goals, resources, and strategies. Our repository includes content for Pre-K to Grade 12 in Reading, Writing, Math, and Speech, in addition to Behavior, Social and Emotional Learning, Autism, Occupational Therapy, Alternate Academic and Life Skills, and Transition.

Multiple Levels of Support

We use strategies and supports aligned to the UDL framework to develop scaffolded instruction at mild, moderate and intense levels of support. Every standard has adapted goals so that teachers can start at the most appropriate level for students.

Instructional Strategies

Aligned instructional strategies and resources aid teachers as they plan instruction. We place strategies at the fingertips of teachers to maximize access to the standards for every student.

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We take each college and career readiness standard and create specific and measurable learning goals aligned to the standard. We presume competence and write the first goal at a grade level expectation. We take each state and Common Core standard, identify its "Essential" - or "Core Purpose" - and create IEP goals, resources, and strategies.

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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Writing Differentiation Continued   M. Wyatt

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Writing Differentiation Continued   M. Wyatt

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Teaching writing is tough and differentiating writing instruction is tougher! Student writers have so many varying needs. What do you do when Steven can crank out a well organized, thoughtful literary essay in twenty minutes and John can barely write a paragraph? What do you do when Cindy says she is confused about how to develop a claim and Sarah says she needs help organizing her essay?

This situation can be super overwhelming when 30 plus students are demanding your help or maybe five students are and the other thirty are just displaying avoidance behaviors such as distracting others or maybe reading when they should be writing?

In this article I will give you some simple strategies to remediate these issues and meet the needs of ALL your students!

Many secondary teachers believe that writing workshop is for elementary classrooms or that they just don't have enough time to make writing workshop happen. Well, I'm here to tell you it can be done and you should try it if you really want to differentiate writing instruction.

Why? The reason I love writing workshop so much is because you can teach students in the moment, meaning you can provide exactly what they need while they work. This is exactly what differentiation is!

How? Do three things:

1. Follow the schedule to the left.

2. Make sure to keep your mini lessons short (ten minutes max).

3. Make sure to work in writing behavior mini lessons as well as writing skill lessons.

You must teach writing behavior mini lessons because students need to exhibit tremendous independence during "practice" time. They need to be independent so that you can do the very best job conferring with individuals and groups and so that you can differentiate your instruction. Here are some essential behavior mini lessons to teach:

1. How do I live a writerly life?

2. What do I do when I'm done writing?

3. What do I do when I get stuck?

4. How do I get ideas to write about?

Carl Anderson, author of How's It Going? discusses how conferences are really just short conversations with students. It is quite simple really.

1. Approach a student and ask "How's it going?".

2. Allow the student to tell you what they are working on, ask probing questions if necessary.

3. Decide on ONE and only one teaching point based on what you see the student doing and hear them saying.

4. Teach the skill as simply as you can, use a mentor text to show the skill/concept in action.

5. Tell the student you want them to practice the skill then and there and you'll be back to check up on how their doing in ten minutes or so.

6. Make a few notes using your preferred data collect form (sign up at the end of this post to receive forms already done for you).

7. Move on to the next student and repeat.

To read more about conferring click here. Show your students this video, to teach them how conferences work.

I create charts based on observations of students during work time and after surveying them by show of hands during mini lessons. I ask questions like, "Raise your hand if you know multiple ways to write a lead that will make the reader want to keep reading?" or "Raise your hand if you feel like your article is well organized?" or "Who can name five nonfiction text features?". If very few students raise their hand then I know I need to make a chart. Students are usually pretty honest about what they know and don't know. This is especially true if you've done an excellent job building an open, accepting classroom community. Click here for a whole lot of writing charts!

There are so many techy writing tools to differentiate your writing instruction out there! I definitely urge you to let students use computers to type if they struggle with handwriting or motivation. Below you'll find a list of some awesome websites/apps that get students excited about writing based on the need of the student...

Students who need help getting ideas:

Story Shack
This fun app is for generating fictional story ideas. It provides: word count, genre, character type, a prop to use, a starting sentence and a a bonus assignment

Scholastic Story Starters
Students love this cool little tool. There an exorbitant number of crazy fictional stories students can write with this fun generator. This is also just a fun tool to use if you want to have a fun Friday with your students.

30 Informational Writing Prompts
This website has lots of ideas for informational writing articles if individual students are having a hard time coming up with ideas.

Students who have handwriting issues:

Notepad [Free]
This website allows students to type lists/drafts directly on notebook paper and then save it to their computer.

Google Docs [Free]
I love Google Docs because students can share their writing with the teacher and other students. Then, the teacher and peers can comment with feedback.

iPad Note apps [Cost Varies]
There are tons of note apps for iPad. Students LOVE using iPads and ADORE using the Apple Pencil to write notes and drafts! I obtained an iPad and Apple Pencil by writing a Donors Choose grant!

Students who think they are done and could revise:

Hemmingway App [Free]This is a neat app that highlights super lengthy sentences red and semi lengthy sentences yellow. Green highlights indicate passive voice. All you have to do is paste your text below the directions.

Turnitin.com [Paid]
This tool is not free. It allows teachers to assign writing tasks and to provide instant feedback with the click of a button. There are pre-designed/written comments for everything you can think of and you can add your own comments too! This tool allows students to read the feedback and revise all within the same document.

Sporkforge [Free]
This website is awesome. It analyzes word and sentence count and looks for repetitive words. if you use this tool, you'll definitely want to teach students how it can supplement the revision process.

One of the best ways to advance student writing independence is by allowing students to form writing partnerships. When students have partners they seek the support of their partner before seeking support from the teacher. This frees you to conference with specific students of your choosing and to be strategic in your choices based on individual needs of students.

Many people wonder if you should choose partners or let students choose. It really depends on what you are comfortable with and what your students need. I usually allow students to choose their partner with one caveat, they must be on task or I will choose for them. I find that allowing students to choose their partner has two major benefits: students are more comfortable getting help from someone they like and they are are more motivated to be on task with their friend. Below you'll find a couple of videos that can help you in forming writing partnership in your classroom.

Meeting the needs of your students is challenging. The truth is it will always be challenging! If you try the five strategies I've mentioned here, I believe it will get easier. The more conversations you have the more confident you can be that you are doing everything you can to meet your writers' needs and differentiate writing instruction.

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5 Simple Ways to Differentiate Writing Instruction in a Middle School Class

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Teaching writing is tough and differentiating writing instruction is tougher! Student writers have so many varying needs. What do you do when Steven can crank out a well organized, thoughtful literary essay in twenty minutes and John can barely write a paragraph?

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Many of my strong writers are ready for a challenge. One way I've had success with quenching talented writers' desire to improve is by teaching transition sentences. I show them how they can move from one-word transitions to phrases or dependent clauses. From there, they can begin to use an entire sentence to transition between paragraphs.

I've scaffolded this lesson for my struggling writers before, and sometimes it works, but I don't push it on them. However, I do push my enriched and advanced students to begin using this technique by modeling it for them and providing examples.

Because this lesson is relatively simple, they catch on quickly. It is such a powerful skill that once they can wield a transition sentence with ease, they grow in their own confidence as writers.

I wouldn't say that I run a formal writer's workshop in my classroom. I love the model, but it doesn't always work for my specific situation. Still, I try to incorporate elements of writer's workshop whenever possible because it is such an amazing differentiation tool.

Sometimes, I give students an exit or entrance slip and ask them what they'd like to work on that day (or the next day) to improve their writing when we are in the middle of an essay. I've provided them with options, like: Would you like to work with the teacher to write a paragraph together ... OR ... Would you like to analyze and evaluate an example paragraph with a small group?

This same concept can be applied to many different situations. Would you like to work with a partner to revise your introduction ... OR ... Would you like to improve the word choice in your rough draft?

Entrance and exit slips (even informal ones like lists on the board or a Google Form) can provide teachers with data for future instruction and students with the choice they need to make class time meaningful.

If you want to give students an easy way to remember what information needs to be included in each paragraph of an essay, try creating some memorable acronyms. This approach is great for struggling writers. Some students honestly don't know how to make an introduction paragraph more than one sentence. They need structure.

I created these acronyms for argumentative writing, but they would also work for other genres as well. Teachers can ask students who need enrichment to analyze example essays and come up with acronyms to share with their classmates.

And those are six ideas for differentiating writing instruction with pretty much any genre. Differentiating teaching approaches will result in less frustration and more positive attitudes toward writing, which is a win-win for everyone involved.

RELATED POSTS:

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6 Ways to Differentiate Writing Instruction - TeachWriting.org

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Many of my strong writers are ready for a challenge. One way I've had success with quenching talented writers' desire to improve is by teaching transition sentences. I show them how they can move from one-word transitions to phrases or dependent clauses. From there, they can begin to use an entire sentence to transition between paragraphs.

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Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.

# data[].attributes.attachment_link.readable_text
Teaching writing is tough and differentiating writing instruction is tougher! Student writers have so many varying needs. What do you do when Steven can crank out a well organized, thoughtful literary essay in twenty minutes and John can barely write a paragraph? What do you do when Cindy says she is confused about how to develop a claim and Sarah says she needs help organizing her essay?

This situation can be super overwhelming when 30 plus students are demanding your help or maybe five students are and the other thirty are just displaying avoidance behaviors such as distracting others or maybe reading when they should be writing?

In this article I will give you some simple strategies to remediate these issues and meet the needs of ALL your students!

Many secondary teachers believe that writing workshop is for elementary classrooms or that they just don't have enough time to make writing workshop happen. Well, I'm here to tell you it can be done and you should try it if you really want to differentiate writing instruction.

Why? The reason I love writing workshop so much is because you can teach students in the moment, meaning you can provide exactly what they need while they work. This is exactly what differentiation is!

How? Do three things:

1. Follow the schedule to the left.

2. Make sure to keep your mini lessons short (ten minutes max).

3. Make sure to work in writing behavior mini lessons as well as writing skill lessons.

You must teach writing behavior mini lessons because students need to exhibit tremendous independence during "practice" time. They need to be independent so that you can do the very best job conferring with individuals and groups and so that you can differentiate your instruction. Here are some essential behavior mini lessons to teach:

1. How do I live a writerly life?

2. What do I do when I'm done writing?

3. What do I do when I get stuck?

4. How do I get ideas to write about?

Carl Anderson, author of How's It Going? discusses how conferences are really just short conversations with students. It is quite simple really.

1. Approach a student and ask "How's it going?".

2. Allow the student to tell you what they are working on, ask probing questions if necessary.

3. Decide on ONE and only one teaching point based on what you see the student doing and hear them saying.

4. Teach the skill as simply as you can, use a mentor text to show the skill/concept in action.

5. Tell the student you want them to practice the skill then and there and you'll be back to check up on how their doing in ten minutes or so.

6. Make a few notes using your preferred data collect form (sign up at the end of this post to receive forms already done for you).

7. Move on to the next student and repeat.

To read more about conferring click here. Show your students this video, to teach them how conferences work.

I create charts based on observations of students during work time and after surveying them by show of hands during mini lessons. I ask questions like, "Raise your hand if you know multiple ways to write a lead that will make the reader want to keep reading?" or "Raise your hand if you feel like your article is well organized?" or "Who can name five nonfiction text features?". If very few students raise their hand then I know I need to make a chart. Students are usually pretty honest about what they know and don't know. This is especially true if you've done an excellent job building an open, accepting classroom community. Click here for a whole lot of writing charts!

There are so many techy writing tools to differentiate your writing instruction out there! I definitely urge you to let students use computers to type if they struggle with handwriting or motivation. Below you'll find a list of some awesome websites/apps that get students excited about writing based on the need of the student...

Students who need help getting ideas:

Story Shack
This fun app is for generating fictional story ideas. It provides: word count, genre, character type, a prop to use, a starting sentence and a a bonus assignment

Scholastic Story Starters
Students love this cool little tool. There an exorbitant number of crazy fictional stories students can write with this fun generator. This is also just a fun tool to use if you want to have a fun Friday with your students.

30 Informational Writing Prompts
This website has lots of ideas for informational writing articles if individual students are having a hard time coming up with ideas.

Students who have handwriting issues:

Notepad [Free]
This website allows students to type lists/drafts directly on notebook paper and then save it to their computer.

Google Docs [Free]
I love Google Docs because students can share their writing with the teacher and other students. Then, the teacher and peers can comment with feedback.

iPad Note apps [Cost Varies]
There are tons of note apps for iPad. Students LOVE using iPads and ADORE using the Apple Pencil to write notes and drafts! I obtained an iPad and Apple Pencil by writing a Donors Choose grant!

Students who think they are done and could revise:

Hemmingway App [Free]This is a neat app that highlights super lengthy sentences red and semi lengthy sentences yellow. Green highlights indicate passive voice. All you have to do is paste your text below the directions.

Turnitin.com [Paid]
This tool is not free. It allows teachers to assign writing tasks and to provide instant feedback with the click of a button. There are pre-designed/written comments for everything you can think of and you can add your own comments too! This tool allows students to read the feedback and revise all within the same document.

Sporkforge [Free]
This website is awesome. It analyzes word and sentence count and looks for repetitive words. if you use this tool, you'll definitely want to teach students how it can supplement the revision process.

One of the best ways to advance student writing independence is by allowing students to form writing partnerships. When students have partners they seek the support of their partner before seeking support from the teacher. This frees you to conference with specific students of your choosing and to be strategic in your choices based on individual needs of students.

Many people wonder if you should choose partners or let students choose. It really depends on what you are comfortable with and what your students need. I usually allow students to choose their partner with one caveat, they must be on task or I will choose for them. I find that allowing students to choose their partner has two major benefits: students are more comfortable getting help from someone they like and they are are more motivated to be on task with their friend. Below you'll find a couple of videos that can help you in forming writing partnership in your classroom.

Meeting the needs of your students is challenging. The truth is it will always be challenging! If you try the five strategies I've mentioned here, I believe it will get easier. The more conversations you have the more confident you can be that you are doing everything you can to meet your writers' needs and differentiate writing instruction.

# data[].attributes.attachment_link.title
5 Simple Ways to Differentiate Writing Instruction in a Middle School Class

# data[].attributes.attachment_link.description
Teaching writing is tough and differentiating writing instruction is tougher! Student writers have so many varying needs. What do you do when Steven can crank out a well organized, thoughtful literary essay in twenty minutes and John can barely write a paragraph?

# data[].attributes.attachment_link.readable_text
Would you like to make your classroom a stimulating community of writers and learners? Set up a writing workshop! This instructional approach truly engages students by letting them write, read, interact, mentor, and take risks-all at their own pace. Follow these simple steps to create a writing workshop in your classroom.

Step 1: Set up a writing workshop framework.

A typical writing workshop session has four parts.

Writing Minilesson

(10 minutes as needed)

Introduce a new concept or skill to the class in a 10-minute lesson and ask students to apply it in their writing. ( See sample minilessons.)

Work Check

(2 minutes)

Find out what students will work on for the day.

Spend a few minutes tracking the work each student will do that day. (Download weekly work check example and weekly work check template.)

Student Work

(30 minutes)

Writing, Revising, Editing, Conferencing, or Publishing

Provide students with 30 minutes to work on their projects. Meanwhile, you can conference with individual writers or small groups as needed.

Whole-Class Sharing

(5 minutes)

Leave 5 minutes at the end of class for students to share portions of their work and/or ask questions.

Step 2: Be a writer!

Teach by example, showing not only how you write, but also how to collaborate, respond to other writers, and make improvements based on responses.

Step 3: Create a writing community.

Help your students work side by side, learning from each other in much the same way that artists do in studios or cooks do in the kitchen. Provide spaces for individual work and spaces for small-group work.

Step 4: Provide many models and topic choices.

Models help students see how other writers have shaped their ideas in essays and stories. They also serve as springboards for minilessons and class discussions about specific writing strategies. ( See student models.)

Your students need to write about topics that interest them. When students have strong feelings about their topics, they stay with their writing longer and do their best work. ( See writing topics.)

Step 5: Let students work at their own pace.

On any given day, some students may be researching a topic; others may be drafting or revising; and still others may have finished one piece of work and started on another. As workshop manager, your job is to make sure that everyone is gainfully working on a project.

Step 6: Invite peer responses.

Your students need the feedback of their peers to develop strong writing and feel part of the writing community. Help them carry out peer response groups. ( See the peer response minilesson.)

Step 7: Offer your support.

Hold brief (2- to 3-minute) conferences with students as needed during independent writing time. During these conferences, don't act as a fixer but rather as someone who listens and suggests and offers next steps.

Final Thoughts:

Effective classroom management is the key to implementing a successful writing workshop. You need to establish specific goals (such as the number of pieces to be completed per quarter), keep students on task (via the work check), and look for teachable moments to introduce specific minilessons.
Writing Workshop Resources
Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi

About the Authors: Writing Workshop with Our Youngest Writers by Katie Wood Ray

In the Middle: New Understandings About Writing, Reading, and Learning by Nancie Atwell

The 9 Rights of Every Writer by Vicki Spandel

The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill

www.writingproject.org (National Writing Project)

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Blog post: 7 Steps to a Great Writing Workshop

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Would you like to make your classroom a stimulating community of writers and learners? Set up a writing workshop! This instructional approach truly engages students by letting them write, read, interact, mentor, and take risks-all at their own pace. Follow these simple steps to create a writing workshop in your classroom.