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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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EKC

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Setting up for Success: Environment and Routines

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Setting up for Success: Environment and Routines

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EKC

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter H. Johnston

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In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.

Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.

This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Words shows how teachers accomplish this using their most powerful teaching tool:

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EKC

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EKC

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Dr. Katie Egan Cunningham

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Children come to school to become better readers, writers, and thinkers, but they also walk into classrooms hoping to be happy. Katie Cunningham argues that happiness must be as much of a priority in teaching as proficiency or achievement. When teachers intentionally design curriculum with joy at it…

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Jennifer Serravallo

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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.

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Writing Strategies Book by Jennifer Serravallo.

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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.

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A Teacher's Guide to Writing Conferences

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A Teacher's Guide to Writing Conferences

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Carl Anderson

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The Classroom Essentials Series

Writing conferences are a way to help both you and your students find joy in the writing process. And too, conferences can help you provide one-on-one instruction that covers a wide range of writing skills and strategies.

How can I get started with conferring or improve my conferences?
How can I fit conferences into my busy writing workshop schedule?
How can conferences help me meet the diverse needs of student writers?

Helping students become better writers is what writing conferences are all about.In A Teacher's Guide to Writing Conferences, Carl Anderson explains the underlying principles and reasons for conferring with students, and how to make writing conferences a part of your daily routine. With clear and accessible language, Carl guides you through the three main parts of a writing conference, and shows you the teaching moves and intentional language that can be used in each one. He helps you understand:
* how to get started with conferring, or improve your existing conferences
* how to use conferences to meet the diverse needs of your student writers
* how to fit conferences into your busy writing workshop schedule.
More than 25 videos bring the content to life, while Teacher Tips, Q&A's, and Recommended Reading lists provide everything you need to help you become a better writing teacher.

(click any section below to continue reading)

Contents

Part One: What Is a Writing Conference?
My First Writing Conference Was a Disaster
Writing Conferences Happen in Writing Workshop
What Is a Writing Conference?
Why Confer?
Part Two: Start by Discovering What the Student is Doing as a Writer
Invite Students to Talk About Their Writing
What Will Students Talk About?
Five Scenarios That Happen After You Ask, "How's It Going?"
Try It Yourself: Studying Your Conferring
Part Three: Assess and Decide What to Teach
Recognizing Patterns Is the Key to Good Decision-Making
Writing Patterns and Teaching Points
Try It Yourself: Building Your Knowledge of Writing Patterns and Teaching Points
Part Four: Then Teach Powerfully
Move One: Give Feedback
Move Two: Deliver a Teaching Point
Move Three: Coach
Move Four: Link to Independent Work
Studying the Four Teaching Moves in a Transcript of a Conference
Try It Yourself: Improving Your Conference Teaching

Companion Resources

Reviews

"With the videos included in this book, learning does not stop on the last page of the book. The art of teaching is taking something and creating a wonderful lesson that brings the learning to life. This is what the videos do for the book."-Lesley Miller, Director of Title I and Literacy, Frankfort, IN

"Carl does an excellent job of showing all the possibilities when conferring with writers. His teaching point library is probably the highlight of this book for veteran teachers. Excellent!"-Jill Hatcher, Literacy Coach

"This would have been invaluable to me in my first years of teaching. Not just the text, but as a way that teachers can talk to students, in ways that move the learning forward."-Tia Frahm, Assistant Professor

"I struggle with writing conferences, and this book was filled with helpful problem solvers. The many strategies offered quick and useful tools to support my teaching and the young writers in my classroom."-- Tiffany Jewell, Montessori Teacher

Related PD Services

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A Teacher's Guide to Writing Conferences

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Writing conferences are a way to help both you and your students find joy in the writing process. And too, conferences can help you provide one-on-one

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Kelly Boswell

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Sometimes the hardest part about teaching writing is getting students to write at all. Kelly Boswell reminds us that every writer is reluctant to write

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What's the place of praise/positive judgements within feedback on the writing or writer and the dangers of using it as psychological candy? Is certain praise counter productive? What kind of feedback motivates a writer?

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To promote agency and self-direction would posing mediating questions be the best form of feedback?

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...how to not make it feel like a chore?

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I wonder how students can be involved in the conferencing data! Visual and collaborative learning -

Can it be open in classroom for all to see? #growthmindset

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In a more digital world, is it fine to also give the feedback within a document? Aka word document online.

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In a more digital world, is it fine to also give the feedback within a document? Aka word document online.

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Got: variety of conferring sheets via the gallery walk
Want: work toward thinking about needs for groups and tracking groups over multiple sessions, not just one, keeping non-writers engaged

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Got: Feed- Up Feedback, feedforward- helpful tool for conferring

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Got: Feed- Up Feedback, feedforward- helpful tool for conferring

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Want- ways to make it more efficient in recording, perhaps digitally

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Got:
The three steps: Feed UP, BACK, FORWARD.

Visual for organizing conferences (list of names, dates, brief description)

Want:
How to apply these strategies when writing pieces are less cyclical? ie larger writing pieces attached to units with less iteration/repetition.

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- The set up and routine of workshop
- Different ways to organize notes
WANT:
- timing of conferring and small groups
- how to helps students track their own goals, not just how do I track their goals

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Gots- I really liked the students reflecting and setting goals for where they want to go in their writing . 

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Gots- I really liked the students reflecting and setting goals for where they want to go in their writing . 

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Wants- Sharing examples of what conferring works for you.

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I got some helpful thinking shifts/reminders: not an assignment and don't OVER scaffold.

Want: I want a reference sheet type of tool like the if then curriculum for in the moment decisions. Strategies for streamlining the student conferences so they don't take so long. I know they're supposed to be 5 minutes or so and mine are always so long.

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The anecdotal note-keeping strategies were very insightful. There is so much that I can put into practice to ensure that I make the most of my time with students.

Wants
As an upper elementary teacher, and as a teacher that has all of my students connected through individual laptops, what grammar and spelling feedback strategies can I employ with students that write using MS Word. Where, grammar and spelling is checked right within their document as they write.

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Tools/exemplars for anecdotal notes

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I liked examples of anecdotal notes

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I want to think of an interesting way to let students know when I am available and when I should not be interrupted ... hat, flag, sign, sound ...

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I want to explore the content of what to say when giving feedback. Look at examples and analyze their effectiveness. And how can we measure this effectiveness of this feedback?

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Got - some affirmation about how I'm collecting data and using it to form groups

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Got - some affirmation about how I'm collecting data and using it to form groups

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Want - a way to assess my feedback to make sure it's teaching the writer and not the writing

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EKC

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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EKC

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EKC

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EKC

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Hammond (2015) based on Kleinfeld (1975)

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Any suggestions for fun, user friendly apps for capturing data - during small group meetings and conferences? Would be ideal if it includes tools to share data / running notes with students in a colorful way?

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Got: a good reminder of how a successful conference goes, and the motivation to keep myself accountable for quality conferences
Want: I have a great way to keep track of my conferring notes, but I just wonder how often I should be accessing those notes (there's a lot!) for planning

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GOT:
3 Part Compliment:
What-How-Why

Want:
How to know what to prioritize for feedback?
I have several writers whose writing is kind of all over the place. Not focused, need support with the prewriting stage.

How can we teach writer to give each other effective feedback as partners?
What system could we use for partners to be more on the spot for students who need one at different stages of independent writing time?

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Got: I really liked the forever stance. 

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Got: I really liked the forever stance. 

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Want - ways to manage noise levels during conferences

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Wants: any specific information about students with special learning needs

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Wants: any specific information about students with special learning needs

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An actionable answer to my wonder from last week about editing and revising... thank you!

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Want: Conference note organization gallery walk (notes that are already taken)

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Some other ideas about mentor texts (besides TC, past students)

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I was really inspired by the confirming to amplify inquiry questions. Utilizing effective questioning strategies during writing is something that I would like to implement as early as tomorrow.

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EKC

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EKC

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EKC

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Lanny Ball

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Allison Marchetti & Rebekah O’Dell

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Matt Glover

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Students can learn about an author's craft by studying a stack of texts. An author's process can feel hidden since it isn't spelled out on the page. On this site I've collected links to video clips of authors talking about their process. These clips can be used as a part of any writing workshop unit of study, but they will be particularly helpful in supporting certain process studies. You'll find clips here related to five units: Finding Ideas, Using a Writer's Notebook, Planning, Peer Conferring and Revision. You'll notice that some of the clips can be used in more than one unit. For example, in the clip of Will Hillenbrand in the Peer Conferring section, he mentions how he finds ideas and uses his notebook as well as who he talks to about his writing.

I'll be adding links periodically- some already available online, and some from interviews I'm conducting, so check back often. Find me on Twitter @mattglover123 for updates. I've started with these units but hope to expand to include links related to additional units.

You can help add to the collection as well. If you know of a link/clip that could be added to this site, click on the link on the right under Want To Help. Also, if you are having an author or illustrator visit your school and would be willing to interview them and share the video (with their permission of course), click on the link on the right for possible interview questions. You might even have students interview the author (see the Nicola Davies clips.)

This site was sparked by my interest in the role of choice in increasing student engagement. My hope is that these clips help your students strengthen their identities as authors.

Matt
This website was created by Matt Glover with the support of Erik Wallace. You can see the services Erik provides

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Students can learn about an author's craft by studying a stack of texts. An author's process can feel hidden since it isn't spelled out on the page. On this site I've collected links to video clips of authors talking about their process. These clips can be used as a part of any writing workshop unit [...]

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Please add, but don't edit the work of others. 

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Please add, but don't edit the work of others. 

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International educators are growing ideas together! Please add and share yours, but please do not change the ideas shared by others. Instead, you can duplicate a slide, and then tweak it. :)

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Information Writing Digital Toolkit 2022

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M. Colleen Cruz

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Real Strategies for the Real Classroom

Veteran teacher and author Colleen Cruz has seen it all and done it all in the writing classroom-and she's got something to admit: this is hard work. Real hard. In The Unstoppable Writing Teacher she takes on the common concerns, struggles, and roadblocks that we all face in writing instruction and helps us engage in the process of problem solving each one.

From dealing with writing workshop skeptics to working with students both gifted and challenged, and of course combating that eternal barrier-lack of time-Colleen offers tried-and-true strategies to address and overcome obstacles.

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

Veteran teacher and author Colleen Cruz has seen it all and done it all in the writing classroom-and she's got something to admit: this is hard work. Real hard. In The Unstoppable Writing Teacher she takes on the common concerns, struggles, and roadblocks that we all face in writing instruction and helps us engage in the process of problem solving each one.

From dealing with writing workshop skeptics to working with students both gifted and challenged, and of course combating that eternal barrier-lack of time-Colleen offers tried-and-true strategies to address and overcome obstacles.

For the struggles unique to you, she includes a " Name Your Monster " section that helps you identify your own individual roadblocks and even offers sustainable support through her blog, colleencruz.com. "We can't solve all the problems we're faced with in writing instruction," Colleen promises, "but we can choose how to respond to them. And our responses will make all the difference."

What makes you unstoppable, or what's stopping you? Connect with Colleen on her blog at www.colleencruz.com/blog.htm or on Twitter, #unstoppablewritingteacher.

(click any section below to continue reading)

Contents

1. A Teaching Mindset

2. "I don't know what to teach this student. He's a much better writer than I am."

3. "I can't seem to get my students to stay writing unless I'm sitting beside them."

4. "I'm not sure how to work with students who are new to English."

5. "I'm finding some student writing repetitive and boring."

6. "I don't feel prepared to work with a student with such great challenges."

7. "I never have enough time."

8. "I need more resources."

9. "I teach grammar but my kids don't learn it."

10. "I feel alone in my work. No one else I know teaches using the writing workshop model."

11. "I have trouble getting families to understand writing workshop."

12. "I want students to write about what they care about, but so much of what they care about seems brainless and artificial to me."

13. Name Your Monster

14. Five Shockingly Easy Ways to Constantly Outgrow Yourself as a Teacher of Writing

Companion Resources

Reviews

"Writing is struggle. If we want our students to become strong writers, then they have to become brave ones. We have to model that bravery in how we teach writing by naming the monsters that challenge us and facing them. Once you finish this book, you'll be well-prepared. You'll know more about the teaching of writing. You'll be braver. You'll be unstoppable. &ldquo from the Foreword by Lucy Calkins

"Hold the phone! Colleen Cruz has given us much more than a writing book here. The Unstoppable Writing Teacher descends into the proverbial trenches and shines a realistic light on the daily life of teachers everywhere. Each chapter addresses universal questions that teachers ponder every day. In the end, teaching writing is rocket science. Read this book and you will learn a great deal about teaching writing, and even more about kids, teachers and life in general." Stephanie Harvey

"The beauty of Colleen Cruz's The Unstoppable Writing Teacher is that it anticipates and addresses the many barriers that writing teachers face and, in doing so, offers smart and practical steps to building strong, independent writers. I love Cruz's notion that good writing teachers are both scientists and artists. It is her mix of science and art that makes this an important book for anyone who teaches writing. I highly recommend it. Kelly Gallagher

Would you benefit from having a literacy coach on-call to help you solve pressing writing workshop-related problems? Colleen Cruz tackles teachers' most predictable workshop-related issues in The Unstoppable Writing Teacher. It's a must-read this summer so that you'll be the unstoppable writing teacher you want to be when school starts this fall. Stacey Shubitz for Two Writing Teachers

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Veteran teacher and author Colleen Cruz has seen it all and done it all in the writing classroom-and she's got something to admit: this is hard work. Real hard. In The Unstoppable Writing Teacher she takes on the common concerns, struggles, and roadblocks that we all face in writing instruction and helps us engage in the process of problem solving each one.

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Excerpt from The Unstoppable Writing Teacher by M. Colleen Cruz

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A treasure trove of ideas!

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Goodnotes | Notes Reimagined | Note-Taking App

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Note down, shape, and share your ideas with the world’s best-loved digital paper. Your first three notebooks are free.