# data[].attributes.attachment_link.title
Chengdu Meishi Jamboard - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.attachment_link.title
Chengdu Meishi IS G1-5 Intro to WW in the PYP (Mar 2023) (1)

# data[].attributes.attachment_link.title
Chengdu Meishi IS G1-5 Intro to WW in the PYP (Mar 2023) (2)

# data[].attributes.attachment_link.readable_text
Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

# data[].attributes.attachment_link.title
Writing Strategies Book by Jennifer Serravallo.

# data[].attributes.attachment_link.description
Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

# data[].attributes.attachment_link.title
Chengdu Meishi IS G1-5 Intro to WW in the PYP (Mar 2023)

# data[].attributes.body
justine@erinkentconsulting.com
https://www.linkedin.com/in/justine-otte/

# data[].attributes.attachment_link.description
Strategies and lessons for teaching writing in Kindergarten through elementary to seventh grade with differentiation and inquiry. Complete guide with ideas for small group guided, shared, and interactive writing. Improve engagement and independence though social support and teacher feedback.

# data[].attributes.attachment_link.title
Beacon Brazil KG-G2 WW Feedback - Conferring and Small Groups (Jan 2023) (2)

# data[].attributes.attachment_link.title
Beacon School Brazil K-5 Amplify the PYP - Inquiry, Agency and Responsive Teaching (Jan 2023)

# data[].attributes.body
Connect with educators around the world!

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.attachment_link.readable_text
Teaching Tools for Differentiation, Rigor, and Independence

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"We have never seen teachers work harder than we do now. These tools inspire kids to work as hard as we are."
-Kate Roberts and Maggie Beattie Roberts

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

"Teaching tools create an impact on students' learning," write Kate Roberts and Maggie Beattie Roberts. "They help students hold onto our teaching and become changed by the work in the classroom." Of course, you and your students need the right tools for the job, so first Kate and Maggie share four simple, visual tools that you can make. Then they show how to maximize your instructional know-how with suggestions for using the tools to:

make your reading and writing strategies stick

motivate students to reach for their next learning goal

differentiate instruction simply and quickly.

Kate and Maggie are like a friendly, handy neighbor. They offer experience-honed advice for using the four tools for assessment, small-group instruction, conferring, setting learning goals, and, most important, helping students learn to apply strategies and make progress without prompting from you. In other words, to do it themselves.

"It is our greatest hope," write Kate and Maggie, "that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach." Try DIY Literacy and help your readers and writers take learning into their own hands.

(click any section below to continue reading)

In Depth

As literacy consultants, we have never seen teachers work harder than we do now. And we have watched teaching tools help them feel as though all of their hard work is worth it. In part, the tools help get traction going with teaching and learning. In larger part, the tools inspire kids to work as hard as we are. These tangible, colorful, personalized offerings of our teaching are individual gifts to students. They communicate the message of I see you. I see your next steps. Let me help you. Here is this. These teaching tools invite kids in on the work of the class in a way that is tailored to them, allowing students to take control of their learning and do it themselves.

When we take on DIY projects, from remodeling a bathroom to making a new teaching chart, we know that part of the joy in this project is going to come from our own efforts. And while many times the hallmark of a DIY project is it's imperfections, these flaws often become marks of character, points of pride, and evidence of learning.

One key to experiencing joy is working hard and seeing that hard work pay off. When mathematicians solve a problem they've been grappling with for months, when a musician perfects a performance of a complicated piece, when a learner masters a difficult concept, joy arrives.

It is our greatest hope that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach.

Onward to joy!

- From Chapter 1

Companion Resources

Reviews

"After reading DIY Literacy, I felt like I had been given a superhero cape. I felt armed and ready to teach writing. I knew I could use my newly created demonstration notebook or a micro-progression or a chart to help me teach my students. Really, I felt empowered."
- Dana Murphy, at Two Writing Teachers
Read the entire review
" DIY Literacy is not only a "how-to" book on designing visual tools but a source of advice on implementation in the classroom. Students' learning is changed by concrete ideas that push them forward into independent problem solving."
-Sandy Wisneski, at MiddleWeb
Read the entire review

# data[].attributes.attachment_link.title
DIY Literacy by Kate Roberts & Maggie Beattie Roberts.

# data[].attributes.attachment_link.description
Make visual teaching tools instead of buying them. Use your teaching smarts to get the most from those tools. And help kids think strategically so they can be DIY learners. Get the traction going with teaching and learning to inspire kids to work as hard as we do.

# data[].attributes.body
Videos, assessment and curricular resources

# data[].attributes.attachment_link.title
Resources | Teachers College Reading and Writing Project

# data[].attributes.attachment_link.title
Copy of Chengdu Meishi IS Session 3 Teaching Writing (May 2023) (1)

# data[].attributes.attachment_link.title
Chengdu Meishi IS G1-5 Intro to WW in the PYP (Mar 2023) (3)

# data[].attributes.body
Gots - The framework of a writing unit having 3 phases.  The writing workshop frameworks in some ways seem very similar to aspects of the Daily 5 system, especially with the use of mini lessons.  The environment of both examples having a shared gather space (carpet) with a working space that can be moved, written on, hold anchor charts, or example pieces; that can be kept visible and available.
Wants- A question regarding workshop frameworks and their timings.  What suggestions would you make for the selection of a framework (classic or WE do) for different ages, behaviors, abilities, academic levels, etc?  How would you suggest beginning the training for teachers and students to use the writing workshop?

# data[].attributes.body
I enjoyed practical examples of how a writing workshop can be implemented in a classroom

Want:
A few more appropriate resources at grade level to guide students better

# data[].attributes.body
From the session today I have learned that writing can be used as a tool to build knowledge, although it is something I knew from experience, it was interesting to see practical examples of how to teach writing to students in an exciting (and for me) new way. Justine made a wonderful point about students being able to transfer their skills to their personal lives; it's a great way to learn and a great way to motivate students because not everyone loves to write but it gives students the opportunity to connect their writing skills to something personal. If I may borrow Justine's analogy, writing is like learning to play the piano or learning to play tennis, you have to start from the bottom and move your way up. You won't be able to hit an ace without learning to hit the ball first. Looking forward to the upcoming workshop.

# data[].attributes.body
Gots:
From this session I learned it's very useful to build writing routines and set up structures to let students have their voice choice and ownership.

Wants:  For English language beginner learners , in what reading level is it appropriate  to start to teach writing?

are there writing process resources for teaching beginner writers

# data[].attributes.body
Dr.Kedir
Learned
- the structure of writing I am following to
guide students conform with the recommendation.
* Foundation
* Collaborative experience
* Purposeful independent time
* Motivation
* Feedback
- how to organize writers' workshop
- recognized the importance of each element
Wants
- How to motivate individuals with varied
personalities and let them reach their height.
- How to use the independent time effectively with some students who do not have ownership.

# data[].attributes.headline
Wants: The majority of my students whether they're in grade 1 or 2 have a very low English level so I'd like to see examples and/or learn how to teach writing specifically to lower level students. 

# data[].attributes.subject
Wants: The majority of my students whether they're in grade 1 or 2 have a very low English level so I'd like to see examples and/or learn how to teach writing specifically to lower level students. 

# data[].attributes.body
Anja

# data[].attributes.body
Ivy
GOTS: the session we did today gave me a lot of self reflection. During the writing class, it is indeed to support the students by giving mental texts and sharing out. I enjoyed to see how a full writing class look like.

WANTS: I would like to know how the writing lessons structured in a clear version. And how to differentiated for writing while the students' language ability is varied.

# data[].attributes.body
Gots- The most impressive words  for me  is that reading as a writer.  I think of being as a writer, the most important  factor is that students need  to have very basic and  solid foundation  of  phonics,  phonemic awareness, fluency and sentence level.  The more words students master, the easier they  do a lot of  reading which can enhance their wrting.When students master the skill of decoding words and spelling , they can express their ideas and minds  freely on paper.  Now  I’m teaching G2 students who aren’t native speakers and I'm spending most time on drilling their phonics and spelling. I do learn that I need to create a good environment of collaborative experience, expecially let students talk more and share their writing so that students can feel a sense of successful writing .

Wants: Would you like to share more abut collabrative writing ? thanks

# data[].attributes.body
Gots

The example lessons presented in this workshop helped how to structure the lesson for day. The teacher focused only on  one learning goal and she provided enough time to have conversation and giving feedback with the students.

The writing framework presented by Justine showed how to align inquiry practices in teaching as well as how to support student agency.

Wants -

How to motivate students to write?
Where and how to select mentor texts?
How to align the weekly plan with the Common Core Standards?

# data[].attributes.body
Gots:

I learned a lot from the ideas of writing workshop and writing routine, and really want to try in my class.

Wants:

For beginners, they have limited vocabulary to express themselves. How to motivate this group of students in writing?

# data[].attributes.headline
How might we build clarity on the learning across teams and grades?

# data[].attributes.subject
How might we build clarity on the learning across teams and grades?

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023)

# data[].attributes.body
In breakout rooms, study the samples in your grade and plus/minus a year. Discuss your findings as they correlate to the CCSS.

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023) (1)

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023) (2)

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023) (3)

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023) (4)

# data[].attributes.body
In the coming week, make a plan to try out collaborative writing with your students. Decide on the target outcome/skill that will be supported and plan collaborative 'We Do' style lessons. Share ideas, plans, reflections and notes in this column.

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023) (5)

# data[].attributes.attachment_link.title
Copy of Chengdu Meishi IS Session 3 Teaching Writing (May 2023)

# data[].attributes.headline
A writers workshop we attempted in first grade

# data[].attributes.subject
A writers workshop we attempted in first grade

# data[].attributes.body
Outcome: By the end of the this writers' workshop, students will be able to write a descriptive paragraph about their favorite season.

Introduction: We Do
I introduce the concept of descriptive writing to students by sharing  mentor examples of descriptive paragraphs from an online source. I Explained that descriptive writing uses sensory details to help the reader imagine what something looks, feels, smells, tastes, or sounds like.

We Do:
Guide students through a brainstorming activity where they think about their favorite season. I encouraged them to use all five senses to describe the season in detail. For example, if their favorite season is summer, they might describe the place they love to play or the sound of children playing, the, the taste of ice cream from the nearby vendor, and the sight of colorful flowers in the garden.

I then taught students how to organize their ideas into a paragraph with a clear topic sentence, some supporting details, and a concluding sentence. I modeled this process by writing a paragraph about my own favorite season.

Finally, I provided time for students to write their own descriptive paragraphs about their favorite season. We then circulated around the room to provide support and feedback as needed.

The conclusion
i asked students to share their paragraphs with the class. I then encouraged classmates to guess which season each student is describing based on their sensory details. We then Celebratde the students' hard work and progress in descriptive writing!

# data[].attributes.body
Goal: At the end of the writer's workshop the second graders will be able to write a narrative story with story elements:(character, setting, problem, resolution) and use transition words to create a good flow of the story.

Introduction:
I introduce the concept first by asking the students what they see in the picture and how the words relate to it so they can get an idea and imagination on what the story will look like. Then, I introduced what narrative writing is and what it looks like by giving them an example from an online source. Then, I asked them what are the elements that we can see in narrative texts. We then discussed the elements of a story: characters, setting, problem and resolution by answering Who, Where, What, When and How questions.

Brainstorming Part (Day 1)
The students started to brainstorm and discuss with their partners about making a story using the words in the word bank. Then they wrote their ideas on their whiteboards. Then, I asked three groups to share their story with the class. Last, I asked the students to give ideas and we created a story as a whole class! Everyone shared and gave amazing ideas.

To practice what they learned, I gave them a similar activity to their homework.

Continuation (Application: Day 2)
On the second day of the workshop, we reviewed the elements of a story and gave another example to them. I asked them to read a sample story without good transition words. Then, we learned about story sequence puts things in order. The students learned the keywords First, Next, Then, and Last, and then I told them to write the keywords on their whiteboards. I then showed them another picture to spark their curiosity. The students identified the elements of the story after brainstorming.

Last, all of them wrote their story with transition words on their whiteboard. Then, 4 students shared their stories to the class. Once they finished sharing, they transferred their writing onto a lined paper

# data[].attributes.body
Expectations: During this week's UOI we explored interesting facts about certain animals and how their body functions differently depending on the animal and their environment (land, water and air). I only see my students 2/3 times a week and I only teach the UOI at this point so finding time for a writer's workshop usually comes at the end or midway through a unit. The students from my building (their language of instruction is Chinese) have only just started writing full sentences without just copying from the teacher so this WE DO lesson was more about sentence building, understanding the grammar in Chinese and English, and being able to read/understand what they wrote.

Outcome: The students practiced "opinion writing" beforehand and during each and every lesson whilst learning about all the body parts. They were able to write a short descriptive story/paragraph about their chosen animal. One of the ways to motivate my students (the majority of them have only been studying English for 7/8 months) is to ask them to draw a picture and then write about it using words or sentences that we've learned prior to the actual writing activity. I'm very proud of the grade 1's because after we finished I asked them to present their work and read it to the class. They were very happy and proud of themselves too because I used less scaffolding in this lesson; they felt like they achieved their goal - writing properly, using correct grammar, and most importantly understanding what they wrote.

WE DO lesson specifics -

I do - I taught them opinion writing during our previous classes "I like the ... because it is...", so we started with this sentence as an opening line. The children chose their own adjectives.

We do - I asked the students what they know about this animal in terms of body parts. We learned the meaning and structure "It has ... to ...". Most of the students struggle with spelling big words for example "breathe" so we helped them with that but they could write the sentence patterns on their own (*we practiced a lot).

You both do: We used small whiteboard sheets to practice writing our sentences neatly and within the margins (some students struggle with their handwriting so they enjoy using whiteboards to practice because they can quickly fix their mistakes).

You do: In the second mini-lesson, we watched a short video about a story of a baby shark growing up as a tune-in lesson. I then asked the students how would they like to end their paragraph; most of them responded with "I like it very much. I like it a lot. It is very cool. It can swim very fast."

# data[].attributes.headline
Sentence transfer onto whiteboard sheets. 

# data[].attributes.subject
Sentence transfer onto whiteboard sheets. 

# data[].attributes.body
In breakout rooms, study the samples in your grade and plus/minus a year. Discuss your findings as they correlate to the CCSS.

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 2 Teaching Writing (April 2023) (1)

# data[].attributes.body
In break out rooms discuss what you would compliment this early Grade 1 writer on. What would you teach? Look at the CMIS examples next... what would you compliment? What would you teach?

# data[].attributes.attachment_link.title
Chengdu Meishi IS Session 4 WW Expert Feedback (May 2023)

# data[].attributes.attachment_link.title
A Writing Conference: Teaching a Student to Write for Audience (3-5)

# data[].attributes.attachment_link.title
Writing Research Decide Compliment Teach Conference

# data[].attributes.attachment_link.title
Writing Conference in Nonfiction in First Grade

# data[].attributes.body
Notice the 'art' of conferring and the RDT approach.

# data[].attributes.attachment_link.title
Writing Conferences - Narrative Writing - Viri Confers with Victoria

# data[].attributes.body
Article summarizing feedback study. (Original Study embedded)

# data[].attributes.attachment_link.readable_text
Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

# data[].attributes.attachment_link.title
The Simple Phrase that Increases Effort 40% - Daniel Coyle

# data[].attributes.attachment_link.description
Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Multiple conferring videos (various ages) are embedded in this blog post from Heinemann...

# data[].attributes.attachment_link.readable_text
From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

# data[].attributes.attachment_link.description
The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

# data[].attributes.headline
Longer Conference - Goals Setting and Feedback

# data[].attributes.subject
Longer Conference - Goals Setting and Feedback

# data[].attributes.attachment_link.title
Precision Teaching: Writing Conferences Student and Teacher

# data[].attributes.body
Carl Anderson

# data[].attributes.body
Make a copy of the document and use to guide strategy group and we-do group planning.

# data[].attributes.attachment_link.title
Beacon Brazil KG-G2 WW Feedback - Conferring and Small Groups (Jan 2023) (1)

# data[].attributes.attachment_link.title
Beacon Brazil G3-G5 WW Feedback - Conferring and Small Groups (Jan 2023) (2)

# data[].attributes.attachment_link.title
Beacon Brazil G3-G5 WW Feedback - Conferring and Small Groups (Jan 2023) (3)

# data[].attributes.body
In our current UOI, students are learning about different energy sources, renewable and nonrenewable energy, and sustainability.

I started with a mentor text I obtained online titled, Should Snakes Be Pets? From that text, I outline for the student the topic sentence, three main reasons why not to have it as a pet, supporting details to support reasons, and the conclusion paragraph that reintroduces the topic sentence.

I asked the students to write an opinion piece on what they think is the most reliable and efficient energy source. Students brainstormed and took notes on a graphic organizer I had printed. I then asked the students to write a rough draft using their completed graphic organizers.

In the next step, I had the students rewrite their drafts on lined paper and delete any unnecessary information that didn't support their reasons.

I then used the exact mentor text to model the transition words used throughout the text. After they had completed the final written draft, I had the students type their papers using transition words from a list I had oriented and given to them.

In the next class, students brought in their typed papers and were assigned to groups of five. I modeled giving feedback using one student's work and used an opinion writing checklist to evaluate the student's work. After demonstrating for 20 minutes, I asked students to peer-review five other students' work in their respective groups. Once this was completed for all students, I had enough time in the class to hand students back their papers. They read them and got immediate feedback on how to improve their papers.

# data[].attributes.body
Grade 3  Ms. Nancy Jones Ms. Ivy Zhan

We Do ‘Mini’ Lesson

Make-Believe Biography

Teaching Point:

Biographies follow a sequence of time.  This timeline is the person’s life, so it will start with their birth, early years, then education, work life and accomplishments, ending with when they die.  Many of these events in a person’s life have a date.

Teach and Active Engagement:

I DO - YOU HELP

Read a biography as a class.  Then re-read and find the key information, use the dates to help find details.  Students have a copy of the biography and underline or highlight the details and dates.  (This activity is completed 3 times)

YOU DO - I HELP

Students are given another biography (leveled).  They work with leveled partners or independently to read, identify and highlight details and dates.

LINK

Students select a picture from a magazine and using the structure from previous biography work, make up key details for their picture.

# data[].attributes.body
Another example

# data[].attributes.body
Collaborative Writing Plan

Grade 3 Ms. Nancy Jones Ms. Ivy Zhan

We Do ‘Mini’ Lesson

Chinese Astronaut Biography

Teaching Point:

Biographies follow a sequence of time.  This timeline is the person’s life, so it will start with their birth, early years, then education, work life and accomplishments, ending with when they die.  Many of these events in a person’s life have a date.

We can find out information about a person.  This information can be organized into categories as above.  Students find information about a Chinese astronaut and record it (either in Chinese or English).

Teach and Active Engagement:

I DO - YOU HELP

Using a students information, start with a question; Who are we talking about? (Name) Where does their biography start? (With their birthday and birth place)  Write the example sentence on the board.  Q - What comes next? (School or Education) How could that sentence look? Write on the board.  Q - What is next in their timeline?

YOU DO - I HELP

Ms. Ivy - Small group work with EAL learners.  Ms. Nancy - Rest of the class.

LINK

Students order and write sentences with their information using previous biography work as a guideline.

# data[].attributes.body
Another example

# data[].attributes.body
In this version, teachers decide ahead of the unit what key learning they will 'look for' and coach into during the unit. A bulleted list is made and then notes are kept on conferences with each student.