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1 long 2 page flash draft from the beginning. Set expectation high.

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Be a reader and writer with the students. Be a model and share your thinking process.

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Gather entries in WNB
Choose one to draft and revise
Write second piece to process independently

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Find real audiences

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8 min mini lessons

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Teacher led...make sure students jot notes down during the lesson.  Keep mini-lesson short.

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Time
Choice
Response

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What does it look like for kids who process slower, lower stamina, lower writing skills? Less bends? How do we move the kids forward? Right amount of pushing.

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Not editors

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On demand pre/post assessment. Writing multiple pieces in 1 unit

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Going through the writing process multiple times
On demand first then self assess with checklist to set goals
On demand language: show off what you jnow

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How do we make that happen in ELA and other classes?
Answer: shorter minilessons, setting teaching point for day, then longer independent writing time for students to apply. Puts assessment in their hands. Use of partners.

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as they move through the program, they become great writing partners

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Tools (revision/editing checklists)

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Teaching how to be. Realizing that writing may get worse at first.
Outgrow us as their writing mentors

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Collaboration (writing/study partners)

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Learned skill: to write at home to prepare for high school

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digital
"notebooks"

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-Single place to keep their writing
-Homework
-Collabortive work (writing partners)
-Checklists and mentor texts
-Mitigate choice by limiting genre
-Units of Study represent single type of writing
-More writing volume

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Gallagher's Research on Real-World Writing Purposes

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Gallagher's Research on Real-World Writing Purposes

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Align with Our Thinking & Best Practices

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Align with Our Thinking & Best Practices