EDUC 345 Language Arts Development 2025 by

Dyan Fast

dyanfast — 2025-03-18 02:09:31 UTC

Dyan Fast

dyanfast — 2025-04-15 22:15:28 UTC

2nd Grade WW Sharing Video

dyanfast — 2025-04-22 16:37:52 UTC

Article - A Variety of Share Sessions

dyanfast — 2025-04-22 16:39:07 UTC

4th Grade Writer's Workshop Mini-Lesson

dyanfast — 2025-04-22 16:42:06 UTC

Video (Kinder) Building Stamina

dyanfast — 2025-04-22 16:46:30 UTC

Independence Images

dyanfast — 2025-04-22 16:48:17 UTC

Article - Teaching Writers About Writing Workshop

dyanfast — 2025-04-22 16:50:04 UTC

Podcast & Article Reflection

kayleepagnotta — 2025-04-24 00:11:17 UTC

“When students know what to expect during the minilesson, they become less dependent on teacher reminders”

I like this quote from the Routines and Structures of Writing Workshop article. Consistency and routine are very important in the classroom, especially when it comes to workshops.

Week 3 Article Reflection.

2025-04-24 05:58:22 UTC

Teachers can often be over-burdened by having to care for every question in their class! One of the good things about establishing partners, especially for writing workshops, is it gives students the option to ask their partner for help before going to the teacher. Additionally, the partners will already be helping each other out, so less questions will come up as is! I know this article was specifically talking about partners for writing workshops, but I think that partnerships could be great for many things! I love the idea of students helping each other out before they come to the teacher for help.

I made a connection from this concept to my own time in running start, here at college. In geology, we all had partners! And, the same partner the whole quarter which meant we got pretty comfortable with each other. Because we would discuss the content with each other, we would both end up having way less questions for the teacher!

Podcast and Article Reflection

2025-04-26 19:17:12 UTC

“Keeping students with the same partner for a period of time helps them develop a working relationship annd trust.” I really liked this quote from the article, Routines and Structures of Writing Workshop. I think it is a great idea to keep students with the same partners instead of randomly pairing students together for every activity. Keeping the same partners everytime allows students to get to know each other and build that relationship. This way sharing will not seem like a burden or have students nervous and dreading the writing portion of the day.

Podcast and Article Reflection

annakesting22 — 2025-04-27 00:46:18 UTC

'Predictability and consistency make it possible for students to stop worrying about what might happen next, so they can concentrate on more important things–like what to write about today and how to bring their stories to life. Consistency also allows students to operate independently in writing workshop, rather than waiting for the teacher to oversee every step." I really like this quote from the Routine and Structures of Writing Workshop article. It emphasizes the importance of both routine and consistency in the classroom and how it can help the students. This being said I think that kids should have consistent partners and not have them re-picked all the time. This will allow students to feel safe and more willing to share. It would allow them to be more independent and build their confidence.

Podcast and Article Reflection

navaangelw4 — 2025-04-27 21:00:03 UTC

At about minute twenty-one during the podcast, they begin discussing the importance of uninterrupted time while writing and support from administration for instructional blocks. They shared the analogy of having students begin their writing assignment, then leave for fifteen minutes to run around at recess, and then come back and resume their writing. Oftentimes, students are going to return disengaged or having completely forgotten the rhythm of their writing. I work at an elementary school, and we had to re-do our master schedule three months into the school year because the instruction blocks in the master schedule did not work for most of the students and teachers. At a lower level (ie, paras, support staff, sometimes teachers), we often discussed how the schedule did not meet the needs of our students and teachers. We had kindergarteners going to specialist in the morning and trying to learn how to write in the afternoons. It was not until we were able to get admin support that the schedule was collaboratively changed to better fit the needs of our school. We prioritized uninterrupted blocks for instruction and plugged in support staff in their stronger subject areas. If it wasn't for the constant nagging at our principal to alter the schedule, the needs of our school would still be unmet. This is a great reminder to advocate for student learning in all forms. I thought of this similar to a conversation. I'm the type of person who, if I start a story or conversation and get interrupted, I completely lose what I was saying. This is reflected in teaching. If we start reading a passage before music and then try and finish it after, I can guarantee that not many will recall what was read before music. It's the same reason why we try to urge students to use the restroom before or after an activity. If they leave during the instructional block, their learning tends to get lost in the bathroom with them. With that being said, having a proper amount of allocated time for each subject is paramount to the success of students in the class. That will be where I start as a new teacher, ensuring that students have an adequate amount of uninterrupted time to learn, practice their learning, and reflect.

2025-04-27 23:11:04 UTC

In the article it talks about creating predictable routines within the Writer's Workshop. The article also highlighted how establishing clear structures frees students from worrying about what to do next and allows them to focus on the actual writing process. One quote that stood out to me from the article is when it said, “Consistency is key. Think about how nervous you feel sometimes about sharing your writing–especially if it is somebody you don’t know very well. Keeping students with the same partner for a period of time helps them develop a working relationship and some trust so that they can think less about “who is this person” and more about “how can I improve my writing.” I plan to implement partnerships during writing workshops in my classroom.

Watermelon to Seed Graphic Organizer

dyanfast — 2025-04-28 17:53:49 UTC

Article - Benefits of Student Created Graphic Novels

dyanfast — 2025-04-28 17:54:39 UTC

Article- Tapping Into the Power of Mentor Texts

dyanfast — 2025-04-28 17:55:37 UTC

Video - A Room of Writers (Writer's Workshop example with Mentor Text)

dyanfast — 2025-04-28 18:00:59 UTC

Article - 4 Steps to Use Mentor Texts

dyanfast — 2025-04-28 18:08:21 UTC

Article - Micro Mentor Texts

dyanfast — 2025-04-28 18:09:19 UTC

Mentor Text List Resource 1

dyanfast — 2025-04-28 18:10:12 UTC

Article/Podcast - Middle School Mentor Texts

dyanfast — 2025-04-28 18:13:51 UTC

Article - Read like a Writer

dyanfast — 2025-04-28 20:23:36 UTC

Article- Teaching Writers ABOUT Writer's Workshop

dyanfast — 2025-04-28 20:27:55 UTC

Podcast & Article Reflection - Freya

2025-04-29 01:57:15 UTC

There were a lot of really good ideas in the both the article and the podcast. An idea that I kept coming back to as I read the article was about writing partnerships. They write, "Think about how nervous you feel sometimes about sharing your writing–especially if it is somebody you don’t know very well. Keeping students with the same partner for a period of time helps them develop a working relationship and some trust" (para. 11). As someone who's had to share their writing before - this trust and familiarity can make the difference between honest, good writing, and milquetoast writing. I understand that in the beginning as the class is getting to know each other it would be helpful to have partners shift around until you as the teacher can decide who the more permanent partnerships consist of. Definitely something I will consider how to implement during writing units!

Podcast and Article Reflection

2025-04-29 04:44:38 UTC

From the article I made a connection when the author stated “You might also simply pose a question about writing and give students space to have a whole class conversation to brainstorm ideas and strategies.” When I was in elementary one of my teachers would do this frequently and I liked how while the class was sharing they had similar ideas to mine, this made me feel less alone and feel like i'm on the right track with the assignments. I hope to do this myself in my future classroom and hear every student's creative ideas.

The podcast was very interesting but what stood out to me the most was when they mentioned students should have access to a writing center (Shubitz 11:15). I couldn’t agree more with this statement, I will ensure that my future students have access to a writing center. This way they will be able to reinforce their writing skills with the necessary tools available in the writing center.

Podcast & Article Reflection

robertslexi10 — 2025-04-29 05:30:46 UTC

One thing that I took away and would like to build on in my future classroom is the community. Listening to the podcast having the teacher explain the importance of community in the classroom can really make a difference in the students' writing. I feel that this is so important for students. Making sure the students feel safe and supported by their peers helps make the writer’s workshop run smoothly. Having students check each other’s work, giving honest feedback and brainstorming ideas is huge for a writer's workshop. You want to feel comfortable with your peers to make sure you feel valued and supported for your writing. Having respect is so important because no kid should feel less or not good enough as a writer. As the teacher you need to build that classroom to have a good community.

2025-04-29 05:47:10 UTC

Establishing partnerships can help students work together and ask questions; if the teacher is unavailable at the time they may need help. Building a relationship with other students can help them in their learning. Another takeaway is how we set up the environment for students to thrive, being able to work together, communicate together, and ask for help will set them up. This was a quote from the article, and I think it says a lot in a classroom setting. "Some say consistency & predictability are at the heart of fostering trust & independence."

Podcast & Article Reflection

nataliekhumphrey — 2025-04-29 06:51:12 UTC

I really enjoyed and felt like I related to the article quite a bit. Especially in the beginning, where the author talked about how it is challenging to focus on writing when there is so many other things to think or worry about. I liked how the author explains that students need to know what is going to happen so that they can focus on what they are doing. Predictability. Even as a college student, I am constantly thinking about everything rather than focusing on what I am supposed to be writing. For example, in class on Tuesday, when we were creating our writing idea lists, I spent most of our three minutes thinking about things other than writing ideas. I ended our writing time with only one topic on my list. So, reading that in the article really showed me and allowed for me to relate to the fact that students need to know what is next and they need predictability to be able to get work done.

Podcast/Article Reflection

2025-04-29 15:34:40 UTC

My biggest takeaway is that I'm not the only one who has crazy thoughts run through my head when trying to concentrate and write. In the article, it talks about how it is not just six or seven year olds who are challenged to stay on track and focus on writing in the moment. It's basically college aged and older adults who have the same issue and I'm one of them. Whenever I'm told to read a specific page or an article in class and then write it down. My brain at times can go from trying to focus on what I'm gonna write to a play that happened in the 1998 Super Bowl. I liked how she mentions that consistency is a key to help students and others alike to stay on task. It also allows for the students to start to take more responsibility and operate independently. As a future teacher I plan to use a couple of her suggestions and those being consistency, mini-lessons and prioritizing independent writing time.

Podcast & Article Reflection

erinjensen3 — 2025-04-29 17:49:00 UTC

My biggest takeaway from the article is that having clear & consistent routines in a writing workshop really help students become more independent. When kids know what to expect each day, they can focus more on their actual writing instead of worrying about what's going to happen next. The author states "Consistency also allows students to operate independently in writing workshop, rather than waiting for the teacher to oversee every step." Consistency is going to allow for smoother and more effective writing workshops!

MJarman: Podcast and Article Reflection

masonjarman7 — 2025-04-29 19:45:10 UTC

There were plenty of takeaways from this week's materials. However, I think the one that stuck with me the most was the importance of the student-teacher relationship in the workshop. For example, in the podcast, they were speaking about asking students what they are writing/doing. This provides teachers with an insight into what their students are creating and how their student writes/what they like writing about. It is an inside ticket to that writer's mind and their voice. There was also mention of the importance of community, which stuck out to me. By building a community in the classroom, writers begin to feel important, valued, and heard. Their voices are expressed in one of the most creative ways: writing!

Article and Podcast

2025-04-30 02:55:45 UTC

My main takeaway was that writing workshop isn’t all students doing the same thing at the same time. They shouldn’t all be doing the exact same writing assignment, nor should they be in the same part of the process as everyone else. Different students have different needs, and may spend more or less time on certain areas. For example, some students might take a long time to plan, and some students may take more time on their draft. Students should be supported in their different writing needs.

2025-04-30 05:21:08 UTC

“Predictability and consistency make it possible for students to stop worrying about what might happen next, so they can concentrate on more important things–like what to write about today and how to bring their stories to life.” I really love how the article Routines and Structures of Writing Workshop: Nurturing Independence from the Start highlighted this crucial piece of learning. Much like we have discussed in other courses, consistency is vital in the classroom, and significant to all students for a variety of reasons. As we have discussed Maslow before Bloom, students need to feel safe and have their needs met in an environment before they can be fully engaged and accessing their higher levels of cognitive function. Consistency provides safety, and is often in stark contrast to students who come from environments that feel unsafe. Providing consistency not only allows for better learning, but trust, building relationships, and student comfort in the classroom. Consistency is also a valuable tool in working with students with disabilities or learning difficulties, students with autism often benefit from following consistent schedules and routines, and allows for greater self regulation through transitions.

Podcast & Article Reflection JQ

quinbyelissa — 2025-04-30 05:22:02 UTC

At the very beginning of the article, the author mentions how important "predictability and consistency" is. I cannnot overstate how true this is; after all, it’s a big part of the workshop model. Students who have focus issues (or just average students who don't have focus issues) will ultimately benefit from having a schedule/routine. This is especially important to students who have Attention Deficit Disorder; so, reading someone else say it has really brought it to the forefront of my mind and solidified the overarching benefits of the workshop model.

Norberg- Reflection Thoughts

2025-04-30 06:54:14 UTC

I found the article both relatable and insightful, particularly at the beginning when the author described the difficulty of focusing on writing amid so many competing thoughts and concerns. I appreciated the way the author emphasized the importance of predictability- how students are better able to concentrate when they have a clear understanding of what to expect. As a college student, I often find my mind wandering to everything except the task in front of me. Especially in the season of life I’m in right now, I am constantly trying to navigate a schedule of many commitments and not truly able to hone in on one particular task. Reading the article helped me recognize that this lack of focus often stems from uncertainty, and that having structure and predictability can make a real difference in a student’s ability to stay present and productive.

2025-05-02 05:52:07 UTC

Something that stood out to me from the article Do Read Like a Writer? is when it said, “a teacher of writing must be a teacher who writes.”(Shubitz, 2024)This quote suggests the idea of teachers who teach writing, must also actively engage in this craftsmanship. Meaning that students would be more engage and learn from a teacher who actually writes.

Article about Strategies for Language Development

dyanfast — 2025-05-02 16:41:53 UTC

Podcast: Strive for Five Conversations (strategy for promoting oral language development)

dyanfast — 2025-05-02 16:43:58 UTC

Podcast: The nuts and bolts of building Oral Language in the classroom

dyanfast — 2025-05-02 16:45:04 UTC

Article: Oral Language- the Foundation for Reading and Writing

dyanfast — 2025-05-02 16:48:16 UTC

Article: Classroom-Based Oral Storytelling: Reading, Writing and Social Benefits

dyanfast — 2025-05-02 16:51:52 UTC

GLAD Strategies List & Descriptions

dyanfast — 2025-05-02 16:53:32 UTC

Project GLAD Study Resource

dyanfast — 2025-05-02 17:36:12 UTC

Common Core State Standards for ELA

dyanfast — 2025-05-02 17:37:09 UTC

Scholarly Article: Promoting Oral Language Development in the Primary School

dyanfast — 2025-05-02 17:38:48 UTC

Blog Post: Oral Language Matters

dyanfast — 2025-05-02 18:06:22 UTC

Blog: How to Support MLs in Writer's Workshop

dyanfast — 2025-05-02 18:08:15 UTC

Blog Post: A Crash Course in Oral StoryTelling

dyanfast — 2025-05-02 18:08:43 UTC

Week 4 Assignment

2025-05-02 19:18:27 UTC

After reading, Benefits of Student Created Graphic Novels, a couple of things stood out to me. The author states that a benefit of graphic novels is that students can easily connect with and put themselves in their shoes of the less realistic characters. The style of graphic novels allows students to feel less vulnerable when sharing personal stories. I think allowing students to write graphic novels is a great addition to the classroom. Students love to read graphic novels and will enjoy writing them. This can allow them to open up with their writing skills and pull great stories out of them.

A Room of Writers!

2025-05-03 05:57:34 UTC

I watched the video called, "A Room of Writers!" I was very impressed by this video, especially, when the teacher went up front to share, with the class, what she had been writing in her writers' notebook! The video showed students sharing their writing up front, then it showed how the teacher also got a turn sharing her work. I love this idea because it shows the students that their teacher is truly invested and passionate about what she is teaching! Also, the teacher can use this as a strategy of showing kids a good example of writing! Furthermore, as the teacher vulnerably goes through her journal, she can assure students that even teachers can make mistakes and need to revise their writing!

That was my biggest takeaway, and something I definitely want to do in my future classroom.

2025-05-04 00:08:20 UTC

I chose the article Do you read like a write

What I plan to use is to allow students to see my process. It is ok to mess up and make mistakes. Show step by step the edits, struggles, and revisions that this is all normal, and you should not get discouraged by it. That we need to read like a writer, grow like a writer, is within us all. There are things we can take from all of our writing and put it aside, it can help us grow in our writing skills.

Week 4 - Benefits of Student Created Graphic Novels

2025-05-04 05:35:03 UTC

One thing that really stood out to me from this podcast was the different ways that people can relate to graphic novels versus prose. There are so many elements to a graphic novel that creates a unique conversation between author and reader that other forms of storytelling don't have. One of those is the cartoon pictures. By writing a graphic novel, students can tell personal stories and feel safer for sharing it because of the removal from self that the cartoon illustrations create. This is important not only for the student, who has a chance to tell a story they may not have been able to otherwise, but also for the class and the teacher who can learn something new about the student. Other elements of the graphic novel, like the gutter, mean that difficult parts of the story (like transitions) that may be barriers for writers in a prose form, are passed in a way that lends itself to the telling. Teaching students not only to read but to write graphic novels seems like a good way to connect with students and get them writing!

Jesse:

2025-05-04 18:16:26 UTC

Something that stood out to me in the blog “Four Steps to Using Mentor Texts to Teach Writing” included the use of mentor texts. When we use mentor texts we have a lot of resources easily accessible to us. This can mean using different sorts of examples like craft techniques and conventions that enable us to use from our mini-lessons. Others can also include small group lessons and writing conferences. We as teachers can use these and help show the students exactly what we want them to write. Lastly, you can show them exactly what you want through these concepts.

Do your read like a writer?

annakesting22 — 2025-05-04 20:07:48 UTC

I liked the quote, "a teacher of writing must be a teacher who writes." To me this means as a teacher who is teaching kids to write we need to show them the entire process and model what that might look like. Show them the mistakes and the re-writes. We need to show our students that this is normal and that it is how we get really good pieces of writing. We have to show students that those mistakes are okay and the editing process is something all writers have to go through.

Mentor Texts & The Writer's Workshop

robertslexi10 — 2025-05-05 02:03:58 UTC

One key takeaway from the article “Four Steps to Using Mentor to Teach Writing” is how mentor texts are incredible tools for teachers to use because it provides examples of how real authors use craft techniques and conventions. Being able to allow students to see the fun in writing will grow their love for writing instead of being told. It can also help them envision their writing which I think is huge when writing. If the author can't envision it then how are the readers supposed to vision it while reading.

Using Micro Mentor Texts

navaangelw4 — 2025-05-05 02:14:34 UTC

While reading the article Teaching the Writer's Craft With Micro Mentor Texts by Penny Kittle, I was introduced to a few effective ways to use small sections of text to teach writer's craft. First was using micro mentor texts by creating your own, as it's simple and allows for infinite variations. Teachers can fill short passages with high-skill practice to provide more direct skill building to their students. This also allows teachers to replicate similar situations in struggling writers' work to help give students more exact examples. I also liked their use of micro-mentor texts in the form of short passages that the students choose from their book club books. This gives students freedom in applying strategies to text that they understand, rather than struggling to learn the skill because the sentence structure is beyond their understanding. I'll be sure to keep this in mind as it's a great way to keep everyone engaged in learning the skill.

Expert Learning Group Resource

dyanfast — 2025-05-05 18:51:25 UTC

5 Finger Retell

dyanfast — 2025-05-05 20:31:41 UTC

Four Steps to Using Mentor Texts

2025-05-05 20:37:03 UTC

Some key details I wanted to note from the article was that mentor texts are powerful tools that help students see what good writing looks like. By studying real examples, students can learn how authors add details, organize their ideas, and use rich, expressive language. This allows young writers to model their own stories after strong examples, improving their ability to write with voice, structure, and purpose. Teachers can use mentor texts to introduce specific craft moves, like writing strong leads or showing feelings through actions and dialogue, making abstract skills more concrete and accessible for early learners.

Teaching Writers about Writing Workshop - Padlet Resource Comment

kayleepagnotta — 2025-05-05 21:54:47 UTC

Something that stood out to me in this article was the anchor chart at the end of the article. I believe it is a nice and easy way to remind students how the writers workshop works and it also works as a reminder if a student is not following what they are supposed to be doing you can just remind them to look at that anchor chart and hopefully the student will go back to what they are supposed to be doing.

Article: Teaching Writers ABOUT Writer's Workshop

2025-05-06 00:52:36 UTC

What I took away from this article, is that in the first week or two of school, it is really important and helpful to teach your students WHAT writer's workshop is and how it will be structured. Once students understand the routine, it will save so much time later. IN the beginning, you shouldn't even teach writing strategies. You should JUST teach how writing workshop works, and what students will be doing during it. You can even practice having students transition to where they will be sitting during the different parts of writer's workshop, so that no time is wasted.

Video: A Room of Writers

2025-05-06 03:39:07 UTC

During the video A Room of Writers I really liked how the teacher integrated writing in her class, she had her students write every day in their own writers notebook. Students having their own writers notebook is a great way for students to share their thoughts through writing. She also had them share their writing if they feel comfortable. The teacher allowing the students opportunities to share helps them socialize and realize how great it feels to share and have the rest of the students listen attentively.

Reflection: Podcast - TwoWritingTeachers: Extending the Power of Mentor Texts: A Digging Deeper Dialogue.

masonjarman7 — 2025-05-06 04:45:18 UTC

In this podcast, I learned the difference between mentor texts and when to use them. For example, there are Exemplar Texts (6:20), student-written mentor texts showing parts of a standard. These help students have a physical example of the standard, while also showcasing that they can complete what the standard asks them. There are also Demonstration Texts, which are teacher-written mentor texts meant to lift the student's level of writing (7:20). They are strategic and usually implemented as practice. They meet the student where they are and help them improve.

Week 4 Resource Comment: Teaching Writers about Writing Workshop

2025-05-06 05:59:39 UTC

I read the article, "Teaching Writers about Writing Workshop." The main thing that stood out to me was the author talking about how much she enjoys having an agenda. I related to this because I love having a list of things to do and specifically making those items in order of when to do them. Reading through the article made me realize how much I love the repetitiveness of a schedule and an agenda helps with unpredictability as well as knowing where we are at in that schedule. I find it important for students to feel that control as well. It can be so helpful to some students that struggle with unpredictability or transition times but also can help classroom management as a whole. This works the same in a writing workshop model, it follows the same model everyday for the writing block of class. The beginning part of the article made me realize how helpful agendas and preplanned subject blocks can be to not only students but teachers as well.

Micro Mentor Texts

erinjensen3 — 2025-05-06 06:12:05 UTC

The article by Penny Kittle highlights how powerful short mentor texts are and that they can change how students see themselves as writers. Micro mentor texts are small paragraphs or a few sentences that show students how authors use craft intentionally. What stood out to me is that this method helps students find joy and confidence in writing. I also like how it ties in reading and writing together.

Tapping Into the Power of Some New Mentor Texts

nataliekhumphrey — 2025-05-06 06:37:45 UTC

After reading "Tapping Into the Power of Some New Mentor Texts," I was inspired by all of the different mentor texts. I really liked how the beginning of the article talks about how you can use anything as a mentor text, and it does not just have to be children's literature. That related to what we talked about in class. Like the author said, they were inspired by a cookbook. This really made me think about how I need to take advantage of mentor texts because they are all around in everyday things. This article will be a great resource to help find mentor texts in the future.

W4 Resource Comment

quinbyelissa — 2025-05-06 07:29:37 UTC

In this resource, I found that the idea that graphic novels were a good way to tell complex stories as I feel I would have a hard time doing so. Although, I do agree it’s a great way to get students to write stories, especially young students who don't have a strong grasp on English and older students who have gotten bored by conventional writing. I appreciate how this not only serves as teaching material for the students, but it also serves as teaching material for the teacher themself; this unit allows teachers to learn about their students due to the depersonalisation that graphic novels inherently posess.

Conferring with Writers (Two Writing Teachers Blog)

dyanfast — 2025-05-19 20:56:02 UTC

Beyond the Fundamentals of Writing Workshop: Conferring

dyanfast — 2025-05-19 20:56:39 UTC

Printable Forms for Conferring Notebook

dyanfast — 2025-05-19 20:57:08 UTC

Engaging Quick Writes for Grades 3-8

dyanfast — 2025-05-19 20:57:59 UTC

Engaging Quick Writes (Grades K-2)

dyanfast — 2025-05-19 20:58:41 UTC

We Will Write

dyanfast — 2025-05-19 21:02:39 UTC

If you want a fun resource for students to engage in writing fluency (typing fluency) with some engaging topics that gamify writing and help students be reflective and evaluative - look no further!

Thinking tools

2025-05-20 15:14:55 UTC

CCSS Aligned Rubrics & Assessment Tools per Grade Level

dyanfast — 2025-05-22 16:37:24 UTC

Seravallo - Teaching Writing in Small Groups

dyanfast — 2025-05-22 16:38:28 UTC

Skill Progression Note Taking Forms

dyanfast — 2025-05-22 16:40:12 UTC

Teaching Writing in Small Groups - lesson Table Tents

dyanfast — 2025-05-22 16:41:55 UTC

Writing Goals & Look Fors

dyanfast — 2025-05-22 16:43:09 UTC

Class Note Taking for Goal Setting

dyanfast — 2025-05-22 16:43:29 UTC

Class Goals Checklist

dyanfast — 2025-05-22 16:43:53 UTC

What Can I Work On As A Writer?

Dyan_Fast — 2025-05-22 17:52:17 UTC

StoryJumper - Create Online Books

dyanfast — 2025-06-02 16:54:13 UTC

StoryCorps.org

dyanfast — 2025-06-02 16:59:41 UTC

Flocabulary.com

dyanfast — 2025-06-02 17:06:30 UTC

Mentimeter.com Seminars

dyanfast — 2025-06-02 17:08:32 UTC

Verbal Exit Tickets

dyanfast — 2025-06-02 17:29:59 UTC

Student Podcasts

dyanfast — 2025-06-02 17:30:31 UTC

Voki - Student Avatars for Speaking

dyanfast — 2025-06-02 17:33:05 UTC

Voice Thread

dyanfast — 2025-06-02 17:35:08 UTC

Word Mover - Create Found Poetry

dyanfast — 2025-06-02 17:45:31 UTC

Smash Boom Best Debate Show for Kids

dyanfast — 2025-06-02 17:47:24 UTC

Kagan Structures for Student Talk

dyanfast — 2025-06-02 17:48:45 UTC

Socratic Seminar Video for Young Students

dyanfast — 2025-06-02 17:49:35 UTC

Article: Enhancing Speaking & Listening Skills

dyanfast — 2025-06-02 17:53:23 UTC

Student Structured Talk Routines

dyanfast — 2025-06-02 17:56:38 UTC

Read Like A Writer

2025-06-09 01:15:50 UTC

After reading "Read Like A Writer" I was pleasantly surprised that this article encourages us as educators ourselves to go out and find our own mentor text to glean inspiration from, where it's in every day like a simple newspaper article, or getting back into reading after a long drought. I loved how Shubitz prioritizes teacher writing skills in order to better understand the teaching the implementation of such skills are levels large, and small!

Podcast and Article Reflection

2025-06-13 01:15:59 UTC

I really enjoyed the very beginning of the podcast where it explained how the writing workshop being integrated into classrooms can promote independence within students. The comment about teaching students to read like a writer opened my eyes to being able to see how we can really integrate any subjects with each other to create a more well rounded curriculum that has your students practicing all day long.