# data[].attributes.headline
Post your thoughts below and respond to others.

# data[].attributes.subject
Post your thoughts below and respond to others.

# data[].attributes.headline
Post your thoughts below and respond to others.

# data[].attributes.subject
Post your thoughts below and respond to others.

# data[].attributes.headline
Post your thoughts below and respond to others.

# data[].attributes.subject
Post your thoughts below and respond to others.

# data[].attributes.body
What do you need to implement the strategies you’d like to include in your future instruction? What obstacles might get in your way?

# data[].attributes.body
The types of spelling errors (P, O and M) is very helpful to consider when planning instruction. Also, considering more sound to spelling mapping for small groups.

# data[].attributes.body
The importance of a strong foundation in phonological awareness, hand writing, and sound/grapheme connection before expecting Kinders to begin spelling words. If a student is lacking one of those skills, spelling will be more difficult and potentially frustrating. If a student is able to segment and blend words, recall letter formation automatically, and know which letters to write after they hear the sound, writing and spelling will come more easily.

# data[].attributes.body
The types of spelling errors (P, O and M) is very helpful to consider when planning instruction. Also, considering more sound to spelling mapping for small groups.

# data[].attributes.body
Being aware of cognitive overload is so important and feels like it is something that can be easily forgotten/overlooked with all the demands that are on students in all the programs that we have. The importance of instructional responses based on the error type (phonological, orthographic, morphological) is one of the things that stuck out most to me. It got me thinking about ways in which we can implement more time to reflect on these error types and how to differentiate instruction for students as needed. The spelling inventory would be an interesting tool to use to drive our instruction specifically during our WIN or Skills block times during the day and easily shows their learning progression in spelling.

# data[].attributes.body
The importance of handwriting with paper and pencil. To help in the orthographic process, it is necessary to "prime the brain" for learning using as many senses possible.

With technology everywhere for children, it is so valuable to have children work on the writing process with paper and pencil and learn cursive! I know cursive is not being taught in many schools as the need for it has disappeared - but the value in it still is present. In order to optimize learning for children we need to create "more hooks to hang the memories on".

# data[].attributes.body
Handwriting activates a unique reading circuit in the brain. Handwriting may facilitate language acquisition in younger students.

# data[].attributes.body
The importance of writing formation! Cognitive overload is so apparent with kids that do not know where to start their pencil on the paper. For some 2nd graders, it still takes a lot of thinking time and brain power to decide where their pencil should start to form a letter. When we get into paragraph writing, and even book writing, this foundational piece becomes a giant road block for many students. In the article "Helping Students Who Struggle to Write," they mention keyboarding. This could be interesting to implement in my classroom (for even 5 minutes) to break up and soften the working memory piece, as well as build confidence/motor skills! In addition, it makes me think of other parts in our day where I can strategically teach letter formation/handwriting with a variety of tools and approaches.

# data[].attributes.body
I found the side my side comparison of reading development and spelling development interesting. In the article "How Spelling Effects Reading and Writing" It really stuck out that students should only be spelling words that correlate with their skill level in phonics, phonological awareness, orthography etc. It is important to consider differentiation when the curriculum is above some students developmental level of learning which then also impacts the cognitive load others have written about. Writing is a complex subject, one that correlated direclty with reading and I worry we are not giving it enough time in our schedule to deliver explicit instruction but rather it is integrated in reading curriculum.

# data[].attributes.body
There are four types of sentences: statement, question, exclamation and command. Students need to practice using a common focus or keyword with all four types of sentences. In the younger grades, this will be done orally.

# data[].attributes.body
Practice, practice, practice! Especially in Kindergarten, it is important for students to understand what a sentence is, how to write one, and how to organize their thoughts into a complete sentence. I really liked the subject and predicate cards to teach the concepts of a complete sentence and the different parts of a sentence. Scaffolding and modeling sentence writing until students are comfortable composing one on their own is important so they feel successful and have the necessary writing skills in their toolbox.

# data[].attributes.body
The importance of teaching and practicing how to form letter correctly will help when it comes to spelling words. This practice would allow for students to focus on the sounds they hear in the word, rather than how to form the letter.

# data[].attributes.body
In sequencing instruction at the sentence level - I feel using EL does not follow the sequence described in this training. Children enter first grade with the expectation of writing the 4 different types of sentences with appositives and this is simply not the case. These children are 6 years old and they (for the majority) are simply not ready in kindergarten or first grade to meet the EL writing expectations. I appreciate the ways/methods/steps described in this training for students to learn how to write a complete sentence.

# data[].attributes.body
Students will only be able to write what they can say, so focusing on producing sentences orally, even at the pre-K level. I'm thinking about ways to incorporate using question words to expand sentences during EL writing tasks.

# data[].attributes.body
"We need to make sure students can write a sentence before they can write a paragraph." Agree! But when? In 2nd grade our curriculum jumps right into paragraph writing, and knowing how to write a sentence takes some time. Many incoming students do not know how to write a complete sentence. How can we track this to ensure student understanding?

# data[].attributes.body
Students need to begin orally. They can not read a sentence that they can not produce orally first. Students need to understand what a sentence is before they can practice producing one. It is helpful to start with building a sentence before writing one. These skills can begin with breaking down the naming and action parts of the sentence make a complete sentence verses a fragment. This concept and cards to teach the concept is an important foundational skill when moving on from word spelling to complete sentences. I also like building off of the questions who, how, why, what, when for students to begin having a foundations of nouns, verbs, adverbs etc.

# data[].attributes.body
Asking students to write paragraphs before they are even ready to write a sentence really stuck out to me especially when thinking about what EL is asking us to do in 2nd grade. I am going to make sure that I am being more deliberate in having students orally responding to me in complete sentences in all areas of our day. I am interested in exploring the resource https://thinksrsd.com/free-resources-to-share/ more that you shared with us. My mind is still rather stuck on cognitive overload and how we can work to manage that better for our students.

# data[].attributes.attachment_link.provider_name
think SRSD (self-regulated strategy development)

# data[].attributes.attachment_link.readable_text
Enjoy these free 'Science of Writing' resources that form the core of Releasing Writers. We ask that copyright be respected, that they not be used for commercial gain, but be used directly with students you teach.
These materials were created by Dr. Leslie Laud. They are registered in her name at the U.S. Copyright Office. TIDE is a derivation of TDC which Dr. Laud created in March, 2012 and was thrilled to see researchers then adapt to TIDE and study extensively. POWER comes from Dr. Carol Sue Englert, adapted to POWRE then POWeR by Dr. Laud.

# data[].attributes.attachment_link.title
Free SRSD Resources for Teachers: Share & Implement | Think SRSD

# data[].attributes.attachment_link.description
Access free SRSD resources created by experts. Ideal for classroom use and sharing with colleagues. Subscribe for instant access and stay updated.

# data[].attributes.body
My next steps are to consider student need in the developmental stage. I will also try the boxes and chips with two students who may be ready.

# data[].attributes.body
A phrase you used to that started my thinking about spelling and handwriting was that writing is expressive, whereas reading is receptive and "if you can't think it, you can't write it.

When thinking about the difficulty, frustration and complexity of writing for children, it is important to also consider the non-motor processes of writing including working memory, naming letters, planning to form letters, incoming visual and touch sensory info and the orthographic loop.

Handwriting trains the orthographic loop, facilitates perception of letters and train serial organization.

# data[].attributes.body
I have found the Words Their Way Assessment to be a really helpful assessment and have used it over the past 3 decades. It is very useful and good at determining what spelling patterns students know.

# data[].attributes.body
Looking at what type of errors the kids' make can help with differentiation when planning. Loved this.

# data[].attributes.body
I thought about the explicit teaching of root words, prefixes and suffixes. It was also an important teaching in the Mindplay training. I am also considering more tactile learning.

# data[].attributes.body
I went on a deep dive into the handwriting resources -

Developing correct motor pathways for letter formation is so important! How do we convey this to students so they buy in?

I am very interested in learning more about the Write-Start Handwriting intervention program. Wondering if anyone has used it - or knows anyone who has...

# data[].attributes.body
Explicit teaching of what makes a complete sentence is very important before you ask students to write anything. Then move on to asking them to tell you a sentence about a topic. Thinking is it a complete sentence or is something missing. Use activities where they build sentences with the parts of sentences. Finally, it is time to practice a we do- create sentences together about a topic. After creating sentences about a topic. Now you can show students how to put these sentences in an order that makes sentence. Time for them to write their thoughts down.

# data[].attributes.body
The importance of hand writing for reading

Muilti-sensory activities are important for developing early foundational skills

Vocabulary acquisition requires both sound form (promouncation) and the meaning of the world (helps kids make connections to origins of words and root words

Inventive spelling is awesome for kids

Spelling errors guide our instruction

# data[].attributes.body
I want to include more self-talk and self-reinforcement in my instruction. Self-reinforcement My students need more time to practice writing and in turn practice more self-talk and self-reinforcement. I do not believe we have enough time in our schedule for the amount of writing needed to attempt to master these strategies

# data[].attributes.body
I will incorporate more self-review and peer-review into our writing process to increase self-awareness and goal setting.

# data[].attributes.body
Having students talk out their ideas for story or report before they start writing.

I think peer review after a student has written it down. The student listening to what was written can ask clarifying questions to help the writer go back and add more details to their work.

# data[].attributes.body
Loved this-having specific activities to help students construct a complete sentence is going to be so helpful! Love the subject and predicate cards! They can construct sentences even before they write-awesome.

# data[].attributes.body
Def. going to incorporate more of this into my instruction. I also Like the idea of gradually removing achor charts and not keeping them up forever.

# data[].attributes.body
I like the note about student self-efficacy & having students reflect on their successes and challenges. This also ties into the critical thinking piece, which can be a big challenge! The anchor charts was also a great reminder. I am going to remove/change out some that I have had up for quite a while!

# data[].attributes.body
Going through the stages, at stage 5 to "support it" and scaffold the learning while starting to fade the support as needed. I always struggle with the need to let students "grapple" and not wanting to overwhelm them while learning this writing process. Especially while having the anchor charts and supports coming down as additional support.

# data[].attributes.body
Critical thinking is the first step to writing

When teaching writing begin with oral language first, then they write

In teaching writing connect anything you can to the world around them

We must explicitly teach how to compare and contrast for kids

I plan to build on the Fundations lessons with the sentence strips I do, we do and you do

Kids need frequent practice in "writing"

# data[].attributes.body
I like the idea of dating the anchor charts for when to take them down as "looking doesn't meaning learning".

# data[].attributes.body
Every two weeks, I will set a day/time for goal setting. Both self-review and peer-review. We do writing reflections during our student led conferences, however, I feel it would be more impactful/meaningful is it was apart of our weekly routines and expectations.

# data[].attributes.body
I keep going back to "if they can't say it, they can't write it".

I have always struggled with kids orally sharing what they are going to write and then having all students parrot what the first person said. I want them to have their own thoughts for their writing but also want to have students orally provide their sentence first. There are some protocols in EL that allow for them to hear buddy share before they write, etc. But I want to ensure they are doing their own thinking but also that I am allowing the Opportunity for them to orally state their writing first.

# data[].attributes.body
I am interested in using the subject and predicate cards with a WIN group. I will continue to explore how to use sentence scrambles in a meaning way (maybe as a literacy center).

# data[].attributes.body
To utilize SRSD successfully, we need a daily dedicated time to teach and model these concepts, skills, and strategies. Our current programs and schedule do not give us the time and flexibility we need to do this. When students take control of their learning process, set goals, monitor their progress, and make adjustments based on feedback, they will become more invested in their learning and be able to answer the “why” of the purpose of this learning.

# data[].attributes.body
I plan on incorporating more time dedicated to self and peer review of writing pieces and goal setting.

# data[].attributes.body
Making sure to not allow students to over rely on the anchor charts was a great reminder in this webinar and I am going to be even more intentional about what I leave hanging up in the classroom. Towards the end of the webinar it was mentioned that 5 choices should be built into every lesson so intrinsic motivation is increased. Taking time to intentionally teach "self-soothing strategies" and "positive self-talk" is so important as well. I want to work to find more ways that I can adjust some of our required program teaching to allow for more choice in the students learning while still meeting the intended learning targets.

# data[].attributes.body
I want to work to teach the students more self talk strategies that are directly related to their writing development and to allow for more time to self-review as well as peer-review.

# data[].attributes.body
In order to master these writing skills and move to independence we need significant practice in each stage and particularly the model it stage. I really like the idea of self-monitoring and self-reinforcement and being able to take on the various challenges in the writing process. It is an important reminder to "take down" the anchor charts as they work towards mastery. I think of goal setting as a motivation for the task but also an understanding of the "why" students are working on writing and to put in perspective their learning.

# data[].attributes.body
Executive functioning plays a huge part in reading and writing

Self-regulation is important in tackling the writing process

Help students to have a strong perception of themselves as writers

"Success breeds motivation" give all student an opportunity to succeed

The goal is independence

Create buy- in for students

Model self-talk

Vary the practice

Don't leave anchor charts up all year

Learning is social

# data[].attributes.body
I will work on modeling a positive attitude towards writing and model more self talk.

# data[].attributes.body
I really thought about the step by step formation of a sentence. Subject and Predicate, then elaborating on the subject, elaborating on the predicate, and adding phrases. The understanding of noun, verb, adjective and adverb. Really understanding the foundation of a sentence.

# data[].attributes.body
Collaboration as a part of learning comes up many times.

# data[].attributes.body
I thought a lot about the anchor charts, speicifically for fundations. I understand the idea behind planning for generalization and maintenance, but worry about pulling resources away from some kids when they still really need them. I think it puts one more stressor on the, during the writing process, to feel like they can't find it if they need it.

I like the idea of self talk as well as modeling enthusiasm.

# data[].attributes.body
While I feel fairly stuck with our time constraints and current programs, I want to find the time to take a step backwards with scaffolding the writing process.

# data[].attributes.body
Intentional planning for generalization and maintenance by not leaving anchor charts up indefinitely is something that struck me. I keep 8.5x11 resources in trays at their tables and some students access them regularly and some students never take them out. Some resources are in the tray all year (a list of all the first grade "trick words") and other resources change based on the current focus.

# data[].attributes.body
I'd like to incorporate more self-talk and student led goal setting.

# data[].attributes.body
What stuck out to me most was the importance of following a students spelling developmental following the Stage and Development Alignment. I found the importance of inventive spelling to be the most interesting as it has an important advantage for beginning readers. We want students to express themselves in writing without excessive focus on spelling initially. It does not stop their eventual learning or correct spelling in the future by utilizing guidance, feedback, and repeated practice.

# data[].attributes.body
Model more learning/writing goals. Incorporate more student goal setting.