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Three things that they have learned from this lesson or from this text.

Two questions that they still have.

One aspect of class or the text that they enjoyed.

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Three things that they have learned from this lesson or from this text.

Two questions that they still have.

One aspect of class or the text that they enjoyed.

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Got ideas/examples, safe place to take risks and scaffolding, a sense of community with real world applications

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Got ideas/examples, safe place to take risks and scaffolding, a sense of community with real world applications

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It is ok to let it go they way it does, which can sometimes be hard

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It is ok to let it go they way it does, which can sometimes be hard

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timing, teacher talk, introducing writing, keeping kids attention is key

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P. 37 ways to respond to literature and across the day.

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P. 37 ways to respond to literature and across the day.

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We discussed the time flexibility in interactive writing allows.

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We discussed the time flexibility in interactive writing allows.

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3 - We learned that correct spelling isn't always necessary when creating interactive writing texts with the earliest sound-spellers. It depends upon the audience and purpose.; We learned that student writing can be the decor of the room and serves an authentic purpose. ; More child interaction in writing such as Morning Message makes the experience more meaningful and engaging. 2 - We wonder how much emphasis should be placed on formal handwriting instruction.; We wonder about time management of interactive writing and the logistics of what a full lesson looks like. 1 - We appreciated lots of student examples shown and an easy-to-read format.

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3 Things We Learned:

Interactive writing can be cross-curriculum

Teaching the kids to think about their audience

It doesn't have to be the whole chart written by students-it's a partnership with the teacher.

2 Things Questions:

How does someone with an organized personality work towards releasing ownership to the students to help decorate the classroom?

Is there a way to ensure you're including all students and meeting all needs daily/weekly?

1 Aspect We Enjoyed:

The examples he provided and the broke down thinking.

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We liked the discussion in the text about what the other kids are doing.

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We liked the discussion in the text about what the other kids are doing.

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importance of procedures, routines and expectations; keeping it bite size keeps them engaged; importance of having an audience and purpose (authenticity), modeling editing

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3 - Developmental vs. Conventional spelling progression was beneficial; We found value in the mention of risk-taking; Telling students all the answers hinders their confidence. 2 - How does interactive writing transfer over into independent writing?; Where might we start if we're looking to get our feet wet? 1- The bright, colorful pictures are appreciated!

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Three things we learned: 1. The key difference between shared writing and interactive writing is something major that most of us learned. For us it seemed that our definitions were the same for both and that we thought they were the same honestly. 2. All the examples and ideas were so amazing and helpful for our learning. 3. Having a safe space for risk taking, and allowing the children to be where they are at and helping them learn from where they are starting/at.

Two questions: 1. Is there a better time to bring the focus back and be less flexible, especially when it can be so easy for children (and adults) to get off track? 2. How exactly can we fit this into the curriculum/classroom instruction we're working with, the limitations we have, people who are not flexible thinking, etc.?

We love the visuals in the book overall! It doesn't read like a boring textbook, and it makes reading it more fun and enjoyable. We also really liked the focus on developmental stages within interactive writing, like on page 49.

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3 Things We Learned:

Ways to include interactive writing in all aspects of the writing process.

It can be unpredictable and powerful because of that.

2 Things Questions:

How to teach students to edit "neatly"?

How to get neuro-divergent learners involved in the process?

1 Aspect We Enjoyed:

The video resources.