# data[].attributes.body
Twitter: @mccbooklove
Email: megan.mccormick@apsva.us
Experience: 9 years - secondary English and literacy & secondary Montessori English and Reading

# data[].attributes.body
This was the sheet we used when conferencing with students while they did the writing sort. See Writing Identity Sort attachment in the Writing Identity column.

# data[].attributes.body
We used this page for students to document what they needed to do each day as well as share what they were able to accomplish. This helped us keep track of what individual students were working on.

# data[].attributes.body
Twitter: @ELAPizzoStyle

Email: jpizzo@brockport.edu

Experience: 16 years - secondary English, secondary literacy and teacher educator
ISTE Certified Educator

# data[].attributes.body
This is for an ELA 6/7 Montessori class. We will follow the Virginia Standards of Learning, English 7 for the upcoming school year.

# data[].attributes.headline
GHWW 2.0 - BOY Writing Conference Questions including Teacher Copy of Conference Notes

# data[].attributes.subject
GHWW 2.0 - BOY Writing Conference Questions including Teacher Copy of Conference Notes

# data[].attributes.body
I provide the questions to students ahead of time for those who like to peruse before meeting with me. While I meet with the the student, I quickly type while they talk.

# data[].attributes.headline
GHWW 2.0 - BOY Writing Conference Google Form

# data[].attributes.subject
GHWW 2.0 - BOY Writing Conference Google Form

# data[].attributes.body
Students will fill out the Google Form first.

# data[].attributes.attachment_link.description
Google Forms - create and analyze surveys, for free.

# data[].attributes.body
for educators

# data[].attributes.body
This paper was used as a way to have students pause their thinking, connect back to their writing goals, and reflect on their progress and intentionality with their writing.

# data[].attributes.body
When we first got started, we mapped out the different phases we anticipated students would work through.

# data[].attributes.body
for educators

# data[].attributes.body
This is a hyperdoc we created using questions and processes from Genius Hour.

# data[].attributes.attachment_link.title
Personal  Writing Project - Hyperdoc.pptx

# data[].attributes.body
To make this process more kinesthetic, we used a sorting strategy to engage them in a writing-identity conversation.

# data[].attributes.body
Helping students articulate what makes writing difficult is an important formative assessment. To engage students in this work, we used another sort.

# data[].attributes.headline
Feedback that Moves Writers Forward - McGee, Patty

# data[].attributes.subject
Feedback that Moves Writers Forward - McGee, Patty

# data[].attributes.body
https://us.corwin.com/en-us/nam/feedback-that-moves-writers-forward/book251633

# data[].attributes.body
These were cards we had stapled together like a booklet. The week leading up to the introduction of the hyperdoc, students reviewed their writing portfolios and reflected on their writing and work.

# data[].attributes.body
for educators

# data[].attributes.headline
Montessori Work Plan (aka learning menu) for Genre Focus- Narrative-Memoir

# data[].attributes.subject
Montessori Work Plan (aka learning menu) for Genre Focus- Narrative-Memoir

# data[].attributes.body
Students will independently work through this work plan during class time while I confer with students.

# data[].attributes.body
After students celebrated their writing, they completed this reflection. Students are so used to turning stuff in without reflecting, we thought this was an important step in this process.

# data[].attributes.body
We broke our classes into two halves and during each half we had students either reading their Book Love book or their GHWW writing piece. We used this organizer to plan who we were meeting with and when. We were able to post this schedule on the board when students arrived for class so they could get right to work in their starting station.

# data[].attributes.body
We either created or found videos to support student writing throughout this process. Students were empowered to access these resources at any time throughout this project.

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.body
Students were used to using mentor texts throughout the year. Megan found examples of the various choices for writing and linked them within these slides. Students were able to access these as resources throughout this experience.

# data[].attributes.attachment_link.title
Personal Writing Project Choices with Mentor Texts.pptx

# data[].attributes.body
for educators

# data[].attributes.headline
Video: Using Mentor Texts to Support Your Writing

# data[].attributes.subject
Video: Using Mentor Texts to Support Your Writing

# data[].attributes.body
This is the digital notes page students used to engage with their mentor texts. Students can't just simply stare at their mentor text, they need to identify what a particular author is doing in the mentor piece and identify if it is something that should be mimicked in the GHWW piece.

# data[].attributes.body
This is a revised version of the mentor text notes page. Students responded better to chart than to a whole document with the same questions.

# data[].attributes.body
Students were paired with each other and asked to collaborate and provide feedback. They held a pre-reading conference with each other to share goals and vision for the final product. Then students read the piece and completed this feedback guide.

# data[].attributes.body
This image highlights some of the archetypes found in short stories.

# data[].attributes.attachment_link.title
Memoir Student Brainstorm Chart (1).docx.pdf

# data[].attributes.body
Included are three, linked mentor texts with features outlined for students to identify and use

# data[].attributes.attachment_link.readable_text
100 Mentor Texts to Jumpstart Your Students' Thinking and Writing

In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking successful writing.

"Quickwrites-writing to find writing-are a powerful teaching tool that help students find ideas, discover their voices, and build their confidence as they discover they have important things to say."

Helping students put words on a page can be hard enough. "I don't have anything to write about!" they say. And when writing does happen, how do you help them develop these ideas into more effective pieces?

A powerful tool to jumpstart writing

In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking successful writing. Each mentor text includes "Try this" suggestions for inviting students to get started. You'll also find "Interludes" woven throughout: examples of quickwrites that students crafted into more fully developed pieces.

These mentor texts are curated in four categories:

Seeing Inward: How do students view themselves?

Leaning Outward: What do students consider when they step outside of themselves?

Beyond Self: What do students notice and wonder about the world at large?

Looking Back: How does reflection help students grow into more articulate, thoughtful citizens of the world?

Quickwrites go beyond writing prompts

The pages of this book champion Linda's wise words: "Quickwrites-writing to find writing-are a powerful teaching tool that help students find ideas, discover their voices, and build their confidence as they discover they have important things to say."
Quickwrites are more than a set of formulaic prompts. They are opportunities for students to use another writer's words to stimulate their thinking and-through writing themselves-to discover a voice they didn't know they had.

(click any section below to continue reading)

Reviews

"This book will move your writing, your student writers, and your teaching to new places."

-Sara K. Ahmed, author of Being the Change and coauthor of Upstanders
"Linda Rief models the essential moves a teacher must make to increase engagement and joy in writing in The Quickwrite Handbook. You simply must have this book."
-Penny Kittle, English teacher, coauthor of 180 Days and author of Book Love
"In this valuable resource, Linda Rief shares the models from literature that inspire her students and exactly how she uses them. The mentor texts in this book are jumping-off places. They build vision for what strong writing looks and feels and tastes like. They provide the necessary scaffolding that will allow young writers to outgrow themselves and create something they (and we) can be proud of."
-Ralph Fletcher, author of Joy Write and coauthor of Writing Workshop
"Linda offers each of us a clear and concise guide to understanding why quickwrites work and how to give them power in our daily practice."
-Lester Laminack, coauthor of Writers ARE Readers and Bullying Hurts

Related PD Services

# data[].attributes.attachment_link.description
In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking

# data[].attributes.body
These quick writes will be completed in the beginning of class, all-together, but I always provide students with a running list.

# data[].attributes.headline
180 Days - Gallagher, Kelly & Kittle, Penny 

# data[].attributes.subject
180 Days - Gallagher, Kelly & Kittle, Penny 

# data[].attributes.attachment_link.readable_text
Section One: Planning Decisions

1. Start with Beliefs

2. Establish Daily Practices

3. Map a Year of Reading

4. Map a Year of Writing

5. Balance Feedback and Evaluation

Section Two: Teaching Essential Discourses

1. Narrative

2. Informational

3. Argument

4. Multigenre Research Projects

This book is divided into two sections. Section 1, "Planning Decisions," takes you through the process we used-and you might consider-to plan a year of teaching. The section includes five chapters:

1. Start with Beliefs

2. Establish Daily Practices

3. Map a Year of Reading

4. Map a Year of Writing

5. Balance Feedback and Evaluation

Section 2, "Teaching Essential Discourses," begins with an introduction that explains the general framework for planning a unit of study in a specific writing discourse. Then, in the four chapters that follow, we detail the decisions we made in four discourse studies: narrative, informational, argument, and multigenre. Our hope is that by reading about the decisions we made as we planned together, you will be inspired to reimagine the beautiful possibilities for your teaching.
- Introduction

This book is a brilliant work of architecture-the making of an English course. How do you shape the movement of the 180 days, balancing open space and structure, individuality and assessment, breadth and depth (not to mention managing the damn thing). Two of our country's most innovative teachers, Penny Kittle and Kelly Gallagher take on this challenge in a cross-country collaboration, exploring the art of the possible. This book-and its amazing video accompaniment-illustrates not so much the fixed course everyone should teach (even they don't totally agree on that), but how to think through the making, and the principles that should be its foundation.-Thomas Newkirk

Spending 180 days on the job and in the world with Penny Kittle and Kelly Gallagher is like apprenticing yourself to a year in the kitchen with two master chefs who speak honestly and passionately about the challenges we face and the choices we must make every day in our own classrooms. I learned something new on every page, verbally annotating just about every suggestion with a mental "Yes!" or "Try this!" At every turn, they acknowledge and address the constraints, especially of time, we all face in our classes-then show us how they manage to teach their students so much and so well despite those constraints.-Jim Burke, author of The English Teacher's Companion

"This book is everything. I mean this whole-heartedly and without exaggeration - this book is everything. It is everything I needed when I began teaching, and it is exactly what I need now to reflect on my practices, my curriculum, and my kids. The depth of knowledge and experience here, living alongside the breadth of thinking across the time and space of a school year, takes my breath away. Thank you, Penny and Kelly. May my children have teachers who have read and used this book."--Kate Roberts, author of A Novel Idea

Who among us hasn't wished to be a fly on the wall of Penny's and Kelly's classrooms? In 180 Days, we aren't just flies-we are invited into their brains, their plan books, and their friendship as they answer the question that plagues every teacher: how to do it all in one year? This book is not about how to find time where time doesn't exist. It's not about turning 180 days into 200 days so you can fit everything in. This book is about making decisions about what really matters enough and how to make the most of the time we are given with our students. It honors teachers as decision-makers and reminds us of the power of professional collaboration to change not only our students' learning but also our own professional lives.-Allison Marchetti and Rebekah O'Dell, coauthors of Writing With Mentors and Beyond Literary Analysis

# data[].attributes.attachment_link.description
180 Days represents the collaboration of two master teachers-Kelly Gallagher and Penny Kittle-over an entire school year: planning, teaching, and reflecting

# data[].attributes.body
Fill in this Google Form so we know to look for you on August 9!

# data[].attributes.headline
GHWW 2.0- Student Feedback Tracker- Q1 Narrative

# data[].attributes.subject
GHWW 2.0- Student Feedback Tracker- Q1 Narrative

# data[].attributes.body
Students fill this out after meeting with me or another student about their writing.

# data[].attributes.body
for educators

# data[].attributes.headline
Monthly Zoom Meetings to Connect with Each Other Year Round

# data[].attributes.subject
Monthly Zoom Meetings to Connect with Each Other Year Round

# data[].attributes.body
Topic: Writers Revelling
Time: 2nd Monday of Every Month 05:00 PM EST
Dates:

Aug 9, 2021 05:00 PM

Sep 13, 2021 05:00 PM

Oct 11, 2021 05:00 PM

Nov 8, 2021 05:00 PM

Dec 13, 2021 05:00 PM

Jan 10, 2022 05:00 PM

Join Zoom Meeting
https://brockport-edu.zoom.us/j/99390842118?pwd=RStoVy9hTDhmZ213TU9pUCswU0h1QT09

Meeting ID: 993 9084 2118
Passcode: writers

One tap mobile
+19292056099,,99390842118#,,,,*9006238# US (New York)
+13017158592,,99390842118#,,,,*9006238# US (Washington DC)

Dial by your location
+1 929 205 6099 US (New York)
+1 301 715 8592 US (DC)
+1 312 626 6799 US (Chicago)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 6833 US (San Jose)
Meeting ID: 993 9084 2118
Passcode: 9006238

Find your local number: https://brockport-edu.zoom.us/u/ahTgAMh1N

# data[].attributes.body
for educators

# data[].attributes.body
for educators

# data[].attributes.body
for educators

# data[].attributes.body
for educators

# data[].attributes.body
Refer to this guide to aid you in navigating this Padlet.

# data[].attributes.headline
GHWW 2.0- Mentor Texts- Narrative-Memoir

# data[].attributes.subject
GHWW 2.0- Mentor Texts- Narrative-Memoir

# data[].attributes.body
These are the mentor texts I am providing for students in our first unit as well as a group-work graphic organizer.

# data[].attributes.headline
GHWW 2.0- Student Created Memoir Mentor Texts Digital Anchor Chart

# data[].attributes.subject
GHWW 2.0- Student Created Memoir Mentor Texts Digital Anchor Chart

# data[].attributes.body
During the mentor text investigation and analysis, students will work in their groups and add to this class Jamboard as they find strong examples.

# data[].attributes.headline
GHWW 2.0- BOY Writing Identity Google Form

# data[].attributes.subject
GHWW 2.0- BOY Writing Identity Google Form

# data[].attributes.body
I will ask students to take this form before I conference with them. This allows them to process their writing ahead of time as well as preview some of the language we will be using when we discuss writing.

# data[].attributes.body
This document contains the questions asked during our session and our answers.