WJA3 by Abby Lou https://padlet.com/achoate1342/3epxi2s9jwij Multimodal Assemblage Composition Part 3 en-us 2016-11-02 14:37:47 UTC 2016-11-30 01:59:19 UTC hello@padlet.com GREATEST SUCCESSES as a WRITER achoate1342 https://padlet.com/achoate1342/3epxi2s9jwij/wish/134795735 -Grad School at PSU/Professional Writing
-Written Letters to friends and family
-Keeping in touch with friends and family on facebook and email
-Using lists to help with organization]]> 2016-11-02 14:42:07 UTC https://padlet.com/achoate1342/3epxi2s9jwij/wish/134795735 GREATEST SUCCESSES as a TEACHER OF WRITING achoate1342 https://padlet.com/achoate1342/3epxi2s9jwij/wish/134798459 -Building a community of writers that love to tell  their stories, take risks, and are not afraid to share their writing at all stages of the process
-Using thematic units and author studies to build interest in reading and writing
-Using mentor texts and think alouds to model writing
-Making the connections between reading and writing for students
-Using mini lessons and sound walls to aid in writing]]> 2016-11-02 14:48:14 UTC https://padlet.com/achoate1342/3epxi2s9jwij/wish/134798459 CHALLENGES as a WRITER achoate1342 https://padlet.com/achoate1342/3epxi2s9jwij/wish/134801105 -FOCUS
-Word Choice for Audience
-Strong Beginning and Ending

]]> 2016-11-02 14:54:23 UTC https://padlet.com/achoate1342/3epxi2s9jwij/wish/134801105 CHALLENGES as a TEACHER OF WRITING achoate1342 https://padlet.com/achoate1342/3epxi2s9jwij/wish/134802056 -Lack of time 
-Moving through the WHOLE process of writing and students lacking stamina
-Lack of emphasis put on writing across the district
-Lack of training in teaching writing to multiple levels while maintaining a love for writing and choice in writing topics as well as in more structured writing
-Early childhood students needing more support with big class sizes and little to no extra help

]]> 2016-11-02 14:56:39 UTC https://padlet.com/achoate1342/3epxi2s9jwij/wish/134802056 TEACHING AND LEARNING STRATEGIES achoate1342 https://padlet.com/achoate1342/3epxi2s9jwij/wish/134811883 -Modeling all parts writing of the writing process including sharing as well as using think alouds  have been so important for me in building a community of writers and teaching different writing concepts. I am also able to model growth mindset and promote taking risks instead to fearing correctnessThe students are able to see me as a writer which builds interest and communities and I am also able to provide an example to follow.
-Mini Lessons and a sound wall have been crucial for my writing instruction. This saves on time and allows me to quickly differentiate instruction and have a visual scaffold around the classroom for students to access when writing independently.
-Mentor texts, thematic units, and author studies help to guide students and build excitement about writing through examining different types of writing, structure, vocabulary, voice, and other elements of writing. These also help me to drive home the connection between reading and writing which I also explicitly teach.
-With the lack of time, I find mini lessons and a sound wall helpful, as I already mentioned, as well as having flexible writing small groups that I meet with on a cycle so that I am able to conference with all of my students.
-Teaching students what stamina is has been helpful. Also starting small and building the amount of time students have to write has aided with 

]]> 2016-11-02 15:18:08 UTC https://padlet.com/achoate1342/3epxi2s9jwij/wish/134811883 CONNECTIONS to CLASS READINGS achoate1342 https://padlet.com/achoate1342/3epxi2s9jwij/wish/134840356 -“Much of their growth will come through independent work: writing a great deal, reading widely and deeply, discovering useful writing strategies borrowed from professional writers,” (Fletcher, 2013).
I chose this quote because I need to allow my students to have adequate time for independent work. I need to allow them to work through problems and give them a variety of tools to solve them independently. In addition students should be exposed to mentor texts so that they are reading widely and deeply which will greatly influence their writing.

-“This is the perfect excuse for not writing: no time. But the real writer refuses to fall for it. Writers write. In notebooks, on napkins, at the kitchen table surrounded by dirty plates,” (Fletcher, 2013, p.128).
Again, with time. There are excuses I can come up with as to why I do not have enough time for writing instruction, but there ARE numerous opportunities throughout the day to write. I just have to be intentional and look for teachable moments and opportunities to insert mini lessons. That can be in transition, in math, in science, etc. The possibilities are endless!

-“I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal”, (Ginott, Haim).

This is so important when building a community of writers. Students need to buy in and they need to be excited. It starts with me. I need to be a model of enthusiasm as well as for how writing is done. I need to show that it is alright to make mistakes and they are what catapult writers to be better and improve. I have the ability to make or break writing and the way it is viewed by my students.

Fletcher, R. (2013). What a writer needs, (2nd ed.). Portsmouth, NH: Heinemann


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