SOL 17: “Making Notebooks Live Everyday in Writing Workshop”

Eric Hand began his session “Making Notebooks Live Everyday in Writing Workshop,” at Teachers College Saturday Reunion last weekend by sharing this quote from friend and fellow slicer, Michelle Haseltine:

Yes, a notebook is all of that, and more. Eric’s presentation focused on the “place to take risks” portion of Michelle’s quote. How, he wondered, “can we make our writing notebooks more than just a place for generating ideas?”

Eric structured his session to reflect the stages of the writing process to uncover opportunities where we, and our students, can return to our writing notebooks to take those risks.

We all have some tried and true techniques for generating ideas, and Eric shared a few of his favorites. For narrative pieces, he suggested this: “What do you do every Saturday?” A small moment might be hiding in the resulting list. You could substitute Saturday for any day of the week, or any month, season, or holiday. This is a prompt that has endless variations and possibilities.

For the rehearsal and planning stage of writing, Eric suggested trying out different formats or organizational structures. Another idea is to “write the blurb for your story using the “somebody/wanted/but/so” summary structure. This can be added to by including details about the main character’s feelings, the setting, and so on. This allows writers to think more deeply about their stories and will help as they begin drafting.

When working on informational pieces, Eric provided these “Prompts to Write Long.” Thinking about these sections of informational essays can help kids ensure they know enough about a topic before they begin writing. This process could also be used to try out different topics.

The drafting phase is done outside of the writing notebook for many reasons, including

  • helping students understand the concrete steps of the writing process
  • creating a sense of momentum
  • helping writers stay focused on one piece
  • making revision easier
  • helping kids stay organized and find the piece they’re working on

Notebooks are a valuable tool during the revision process. Eric outlined four levels of revision and explained the role of the notebook at each level.

Small revisions include adding a word or phrase. This can be done right on the draft with the  use of a carat.

Medium revisions might entail adding a sentence or two to clarify or elaborate. Spider legs are an easy way to accomplish this. (see photo below)

Large revisions may involve rewriting the opening, whole scenes, or the ending. Notebooks are the perfect place to play with different options until the writer is happy with the result. When large revisions are needed, flaps can be attached to the original draft. This allows the writer to hang onto the original version and gives her flexibility with her choices.

MEGA revision is redrafting the whole piece. The notebook is ideal for this type of revision. Again, writers can approach their piece in a completely different style or format.

 Each of these revision options “helps kids be purposeful…and gives them control over decisions” about their writing.

Eric also suggested using mentor texts to support revision. To demonstrate, he displayed the opening scene in Cynthia Lord’s Half  A Chance (Scholastic, 2014). After studying Lord’s craft moves in this scene, Eric shared a piece of student writing and had us revise the piece trying out one or more of the techniques from Half  A Chance. Again, this is exactly the kind of work the notebook is for: a risk-free space to play with new ideas.

When revising informational pieces, Eric suggested using the notebook as a place to sketch layout options. He also noted that students can try different types of text features in their notebooks. This will help them be more purposeful with their use of text features. “Effective use of text features is a craft move,” Eric reminded us.

Audience is a major focus in opinion writing, and can be the focus of revision also. Asking students to consider different audiences, then think about how their writing would change based on a specific audience, is authentic revision at its best.

Editing for conventions and spelling is usually done on the draft itself. But this could be an opportunity to “lift the level of language” used in a piece. There is a fine line here between editing and revision; the point is that the writer is polishing his piece to the best of his ability. The notebook offers a place to try out different possibilities, such as adding figurative language, without committing to major changes.

Writing notebooks can play a role in publishing also. Students could write an author bio in their notebook, or revise the blurb they wrote in the planning stage to match their finished piece. Brainstorming places to publish their writing is another possibility.

I left this session excited to share these options with my colleagues and students. Bravo, Eric, for packing so many ideas and suggestions into one hour!

Thank you to StaceyBetsyBeth, KathleenDeb, MelanieLisa and Lanny for creating this community and providing this space for teachers and others to share their stories every day in March and on Tuesdays throughout the year. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

SOL 17: A Literary Feast: TCRWP’s Saturday Reunion

Today I was immersed in words. Powerful words. Poignant words. Inspiring words. This is what happens when you attend a Teachers College Reading and Writing Project Saturday Reunion.

This day-long celebration of literacy is a veritable feast of learning and professional development. Educators travel from around the world to be part of this amazing experience. As I have for more than ten years, I left my house before dawn this morning to join them. By the end of the day, my head was spinning with all I had learned. I need time to process by notes and clarify my thoughts. In the meantime, here is a peek into my day.

Made it to the station in time!

 

This thought-provoking interview in the current issue of the Horn Book kept me company on the train.

 

“Subway” by Billy Collins was the Poetry in Motion poster on the shuttle from Grand Central.

 

Alfred Tatum urged us to ensure that meaningful literacy exchanges that move our humanity and that of our students forward are always part of our literacy instruction.

 

Eric Hand opened his session on writers notebooks with the wise words of friend and fellow Slicer, Michelle Haseltine.

 

Emily Butler Smith shared these quotes as an option for using literacy skills to support work in social studies.

 

Annie Taranto shared ideas for making writing goals public.

 

I met Slicer and TWT co-author Lanny Ball at Mike Ochs’s session on grammar and vocabulary instruction. (The bottom line? Read. Read more.)

By the end of this session, my cold was getting the best of me and I reluctantly decided to miss Lucy’s closing keynote. Thanks to the wonder of Twitter, I was able to tune in to Lucy’s moving words as she remembered Kathleen Tolan: “It is an enormous act of love to see potential.”

My thanks to everyone at TCRWP who makes these Saturday Reunions possible. Your words of guidance, support, and encouragement help me see my students with new eyes. Your words help me see their potential.

A fitting view from the train as I headed home.

Thank you to StaceyBetsyBeth, KathleenDeb, MelanieLisa and Lanny for creating this community and providing this space for teachers and others to share their stories every day in March and on Tuesdays throughout the year. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Slice of Life: Turn Up the Volume!

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“Reading became my rocket ship out of the second-floor apartment in the projects. I traveled the world through books.”
~ Sonia Sotomayor ~

“Reading became my rocket ship out of the second-floor apartment in the projects. I traveled the world through books.” Sonia Sotomayor
Space Station Expedition 17 crew holding Jules Verne book and manuscript inside ATV Jules Verne. Credits: NASA

There’s a welcome chill in the air this morning, and in just a week, students will be streaming into my school. They’ll be eager to see their friends and meet their teachers. I’m eager to greet them. My summer has been filled with reading and attending conferences that have given me a plethora of ideas about ways to help my students learn and grow as readers, as writers, as people.

As I reflected on all of the professional development I’ve participated in the past few months, one work kept coming up: volume.

Kelly Gallagher talked about the importance of reading volume at ILA in Boston: “If the volume doesn’t happen, it doesn’t matter what standards we cover.”

At TCRWP’s August Reading Institute, Kylene Beers shared that research shows that “reading volume is the single best predictor of how good a reader is.”

She also shared Richard Allington’s finding that “the more minutes of high-success reading completed each day is the best predictor of reading growth.”

How will I translate this into classroom practice? By keeping my minilessons truly MINI. This is a huge challenge for me, but I know it’s critical. It’s critical because the less time spent on a minilesson means more time for students to read and write independently. It means more time for me to confer with individuals and small groups, where powerful learning is more likely to happen.

Kids also need this space to practice the skills they’re learning. Because, as Kathleen Tolan recently reminded teachers, “it’s in the over and over again of trying that you get better at something.” She also pointed out that “it’s not always about moving them higher, but for them to get better at it.” And, according to Mark Overmeyer, in order to be effective and lasting, “practice must be done in context.”

This means that kids are practicing reading in books that they choose. I might guide this choice, but the child should have the final say. In his decades of research, Richard Allington has found that “the best intervention is a good book that a child can and wants to read.”

How will I ensure that kids have books they can and want to read? I’ve read more books this summer than I’ve ever read in a single summer. I’ve done this because I want to be able to say to a student, “I thought of you when I read this book.” In his Newbery Medal Acceptance speech, Matt de la Peña told listeners that he didn’t identify himself as a reader until college, when a professor gave him a copy of Alice Walker’s The Color Purple. “When I finally fell for literature, I fell hard.”

He went on to say, “But what if I can nudge a few…kids toward the magic of books at a younger age?” That is my mission. To know my students well enough that I can read a book and know that it’s a book they might love. A book with a character they can look at and say, “I know how she feels.” Or, “That’s me. I’m not alone.” A book that nudges them toward the magic.

Stephanie Harvey says that when we give them the access, the choice, and the time, the volume will follow naturally. Because when students find that magic, they read more. 

And when they know they’re not alone, that we’re there to cheer them on, to lend a hand, an ear, a shoulder, that is when they do their best learning. That is how we, in the words of Kylene Beers, “change tomorrow, each and every day.”

Thank you to StaceyDanaBetsyBeth, KathleenDeb, Melanie, and Lisa for creating this community and providing this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Poetry Friday: “The Young Poets of Winnipeg”

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For the past week, I’ve been at the Teachers College Reading and Writing Project August Reading Institute. Every educator deserves to spend a week learning from the passionate, brilliant people here. Each day, keynote speakers share their latest thinking about reading and reading instruction.

The message this week has been loud and clear: WE ARE WHAT WE READ

Matt de la Peña told us on Tuesday that he believes the job of a young person is to “discover the different possibilities that are in front of you.” If a young person is a nonreader those possibilities are very limited.

Stephanie Harvey implored us to “table the labels.” A student is not a number or a letter. A student is a human being with hopes and dreams and desires. When we label them and allow them to read only books that match that label, we are limiting the possibilities they see for themselves. That is unconscionable.

Design by Su Blackwell
Design by Su Blackwell

With all this in mind, this poem, by Naomi Shihab Nye, seemed especially appropriate to share and keep in our minds and hearts as we head back to our classrooms.

“The Young Poets of Winnipeg”
by Naomi Shihab Nye

scurried around a classroom papered with poems.
Even the ceiling, pink and orange quilts of phrase…
They introduced one another, perched on a tiny stage
to read their work, blessed their teacher who
encouraged them to stretch, wouldn’t let their parents
attend the reading because parents might criticize,
believed in the third and fourth eyes, the eyes in
the underside of leaves, the polar bears a thousand miles north,
and sprouts of grass under the snow. They knew their poems
were glorious, that second-graders could write better
that third or fourth…

Read the rest of the poem here.

Wishing you all a wonderful school year! Please be sure to visit Julieanne at To Read To Write To Be for the Poetry Friday Roundup.

Slice of Life: Grattitude

Billboard by Peter Tunney
Billboard by Peter Tunney

I saw a sign similar to this from my seat on the train as it rumbled into New York City on Sunday afternoon. It went by so quickly I didn’t process the spelling, just the word. Yes, I thought. That is the perfect word for today.

More than twenty-four hours later, it’s still the perfect word. I am full of gratitude to have the opportunity to attend the Teachers College Reading and Writing Project’s August Reading Institute. After just one day, Lucy Calkins has inspired me to do everything I can to “make reading the best thing it can be” for my students.

In her opening keynote in the soaring nave of Riverside Church, Lucy encouraged the 1300 teachers and administrators present to create classroom and school communities where this can happen. Communities were students feel safe to take risks, where they know their voice will be heard and counted. Communities where they feel connected to something bigger than themselves. These communities are critical, Lucy explained, because “learning to read involves more risk than we often acknowledge.” 

“Embrace the “F” word,” she admonished. We have to be willing to “fail early and fail often.” For it is only through our failures that we grow. “Sharing our work in progress can give us strength.” Lucy continued with Brené Brown‘s wise words: “vulnerability is the birthplace of joy, of creativity, of belonging, of love.” (Which, coincidentally, I wrote about here.)

Lucy went on to share findings that David Brooks reported on his his column in the New York Times a few years ago. Brooks stated that studies done by Google have found the use of words such as patience and compassion in books published over the past fifty years has fallen dramatically. The implications of this are frightening, but sadly are playing out daily on the front pages of newspapers from around the country.

We have the power to change this trend in our classroom communities. Lucy urged us to make our students feel included in this mission by inviting them to “co-create” their classroom. These spaces will be places where students will feel safe “to do their best work” and “role-play their way into being the readers (and people) they want to be.”

Books are tools that help us envision what these communities can look like, Lucy reminded us. Books like The Big Orange Splot, by Daniel Pinkwater and The Hundred Dresses, by Eleanor Estes can help us “teach kids how to empathize and make others feel good.” Books like this year’s Newbery Award winner, Last Stop on Market Street, by Matt de la Peña that help kids sense a “… feeling of magic” in the world around them and gratitude for the communities that nurture them. Books have the power to help us all “grow into the people we want to be.” What a gift. 

I am always grateful to StaceyDanaBetsyBeth, KathleenDeb, Melanie, and Lisa for this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Slice of Life: Cultivating a Passion for Writing

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A few weeks ago, on her superb blog, Vicki Vinton asked “What are you doing to cultivate passion in readers and writers in your rooms?”

One way I try to cultivate passion is to wear my love for reading and writing on my sleeve. Another is to hold Family Writing Nights. Last winter, inspired by Dana Murphy’s presentation at NCTE, I organized our first writing night, which you can read about here. It was a big success, and many people asked if we could have another FWN. I’d hoped to squeeze it in last spring, but the schedule filled up quickly and there were too many conflicts. So this year I decided to hold our first writing night in the fall, followed by another in February.

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The turnout wasn’t quite as high as last year’s event, but we still had an enthusiastic crowd.

Ralph Fletcher says that “memories are like a fountain no writer can live without.” Hoping to spark some summer memories, I began the evening by reading Marla Frazee’s exciting Roller Coaster (HMH Books for Young Readers, 2006). This gem of a small moment story recalls a child’s first time on that amusement park ride that everyone loves or loves to hate. Either perspective makes a good story!

I also shared a tip I learned recently from Shanna Schwartz shared at a TCRWP Writing Units of Study workshop. She suggested encouraging writers to use their body as a kind of memory map. Shanna said to have kids (or adults) start at the top of their head and ask if they have a story about their hair. I know I have my share of  disastrous hairstyles! Maybe they have a story about a time they cut their hair, or a time they cut someone else’s hair. Moving down, is there a story about a loose tooth? What about that broken arm? Are they wearing a t-shirt they got on vacation or with the name of their favorite sport team? Once you start asking these questions, the list of possible stories is endless!

At the end of the evening, one dad came up to me to say how much he had enjoyed the evening. He told me he’d had a pretty stressful day, and that sitting down to write had relaxed him and relieved some of his stress. The next day, several students brought their notebooks to school to share what they’d written after they got home.

That’s the kind of enthusiasm we hope for in all of our students. It’s incredibly gratifying to help others find their voice as a writer. That’s why I’ll continue to organize Family Writing Nights, doing everything I can to encourage writers of all ages.

Thank you to StaceyTaraDanaBetsyAnnaBeth, Kathleen, and Deb for this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Slice of Life: A Day at Teachers College

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Four days of conferences in three different locations in one week sounds like too much, doesn’t it? But I did it, and survived! From a day at Teachers College with six colleagues for a day-long immersion into the Writing Units of Study to the Connecticut Reading Conference with Peter Johnston, Lester Laminack, Christine Hertz, Mary Howard, and Linda Hoyt, my brain felt like it was ready to explode as I drove home Friday afternoon. But in a good way!

Our day at Teachers College was a huge success. I spent the day with my two first grade colleagues learning more about writing workshop in K-2 from the amazing Shanna Schwartz, while four teachers from our school spent the day learning about 3-5 writing workshop with Lucy Calkins. Needless to say, we had plenty to talk about on the drive home.

3-5 teachers loved meeting Lucy Calkins.
3-5 teachers loved meeting Lucy Calkins.

I took nine (!) pages of notes, so I’m not going to attempt to distill them all into one post. Rather, here are a few of my key takeaways.

“Writing Workshop Bill of Writers”
“We apprentice children in the life of a writer”

All children have the right to…

Time to write
Units based in authentic genres
Knowledge of conventions
Skills and strategies for writing
Understanding of the writing process
Collaboration

In other words, our students deserve nothing less than to do “what real writers do in a writing life.”

Shanna stressed the importance of collaboration and feedback, and I love this idea: “Our best writing is the writing we work on on our own and with feedback from others. Feedback is a gift.”

On revision, Shanna had this to say: “Revision is a complement we give our best work.” Isn’t that a wonderful idea?

The importance of read alouds and mentor texts was also emphasized: “A writer can’t write what they haven’t heard or read.” and “Read alouds help readers/writers think about what writing can sound like.”

Shanna also talked about the importance of beginning the year with narrative writing. She explained that narrative is the “first way we exist in the world” and that “when we meet people, we tell them our story.” Shanna reminded us that “story is the first kind of reading we do.” Finally, she pointed out that “story is the building block of every other kind of writing…small stories are often included in informational and opinion writing.”

When conferring with children, Shanna suggested we begin by saying, “Tell me about what your working on in this story.” After listening to the writer’s response, “think about what will make this writer stronger and more independent.” She also urged us to “give compliments that are productive by noticing a behavior and tell them the effect that behavior” has on their writing. This type of praise will “encourage them to do it again,” and thus help them become more independent. Independence is the goal, after all.

If there was any common thread to all I learned last week, the idea of independent learners is it. As Lucy Calkins wrote in A Guide to the Reading Workshop: Primary Grades (Heinemann, 2015), “the goal…is not only to teach kids to read [and write], but to help them grow up to be people who value reading [and writing].

By the way, look who got a shout-out:

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Pretty good company, don’t you think?

Thank you to StaceyTaraDanaBetsyAnnaBeth, Kathleen, and Deb for this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Poetry Friday: Keith Urban & Where I’m From

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In August I was lucky to attend a Reading Institute at Teachers College Reading and Writing Project. This week-long institute is reinvigorating and energizing, and my brain is always bursting with ideas when I leave.

The staff developers at TCRWP do a terrific job of incorporating songs, videos, and other digital texts into their lessons to both engage students and broaden their horizons. I don’t watch much TV or listen to popular music on a regular basis, so I’m often out of the loop on what kids are watching and listening to. But after leaving New York, I was inspired to change the station on my way to work and listen to a country music radio station. Keith Urban’s new song, “John Cougar, John Deere, John 3:16” (written by Shane McAnally, Ross Copperman, and Josh Osborne) was playing. I was drawn in by the melody right away, and the lyrics really intrigued me.

I’m a 45 spinning on an old Victrola
I’m a two strike swinger, I’m a Pepsi cola
I’m a blue jean quarterback saying “I love you” to the prom queen in a Chevy…

Read the rest of the lyrics here.

Then my teacher brain kicked in and all sorts of possibilities for sharing this song with older students started swirling in my brain. The song evokes a bygone era and offers endless opportunities for building knowledge about the culture of mid-twentieth century America.

I was also reminded of George Ella Lyon’s poem, “Where I’m From.” Popular in writing workshops as a mentor poem, many teachers begin the school year with this poem as a way to learn about their students and build community. Pairing Urban’s rendition of “John Cougar, John Deere, John 3:16” with Lyon’s poem is a sure way to inspire young poets to pen their own poetic memoir.

“Where I’m From”
by George Ella Lyon

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.

Read the rest of the poem here.

Be sure to visit Robyn Hood Black at Life on the Deckle Edge for the Poetry Friday Round Up.

Slice of Life: Summer Reading Plans

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Summer. The very word conjures images of long afternoons with a book. Whether at the beach or stretched out in hammock under a tree, I’m looking forward to reading. A lot. Except for Pam Muñoz Ryan’s Echo, my stack of middle-grade novels is embarrassingly out of date. I’ll be making regular trips to the library to find more recent titles, including The War that Saved My Life by Kimberly Brubaker Bradley and picture books like Yard Sale by Eve Bunting and Julia Sarcone Roach’s The Bear Ate Your Sandwich.

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A small portion of my TBR stack. This was taken last week, and I finished Hattie Ever After over the weekend. I loved it!

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I also have a pile of professional books that includes Colleen Cruz’s The Unstoppable Writing Teacher and Vocabulary Is Comprehension, by Laura Robb. I’m looking forward to having the new Units of Study for Teaching Reading, by Lucy Calkins and her colleagues at the Teachers College Reading and Writing Project sometime in early July.

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Finally, there are several poetry books I’m looking forward to reading, including Jane Hirshfield’s Ten Windows: How Great Poems Transform the World and The Death of the Hat: A Brief History of Poetry in 50 Objects, selected by Paul B. Janeczko.

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This list may change over the weeks ahead. Another joy of summer reading is having time to browse the library stacks or tables at the bookstore and find an undiscovered gem. What will you be reading?

Thank you to StaceyTaraDanaBetsyAnna, and Beth for this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

SOL: Interactive Writing with Natalie Louis

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I have been attending Saturday Reunions for almost ten years and I am always amazed at how much information and inspiration Lucy Calkins and her team of staff developers manage to pack into six short hours. Natalie Louis is now a Lead Staff Developer, but when I first heard her present, she was fairly new at the project. Her passion, intelligence, and practicality was apparent immediately, though, and I have attended as many of her sessions as possible over the years. I am a much better teacher because of what I have learned from Natalie.

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So on Saturday morning, I made my way to the 10th floor of Riverside Church for her session, “Tap the Power of Interactive Writing to Help Readers Surge Forward.” One thing you should know about Natalie Louis. She could have had a career in stand up comedy. She has a terrific sense of humor, but when it comes to doing what best for children, she’s absolutely serious.

Natalie began her session acknowledging the reality of first grade: we have students with a wide range of abilities and background knowledge, and sadly, many who have little experience with books and little motivation to read them. But they love to write. She encouraged us to get in there and “make stuff” with our students. “What kids doesn’t want to make stuff?” Louis wanted to know.

Interactive writing was on the schedule every day in Louis’s classroom because writing is a natural way to teach reading. Writing with first graders (or Kindergarteners or second graders) is developmentally appropriate because kids at this age love to tell stories about themselves. It’s also appropriate because there is an entry point for every child, regardless of their skill level. If they can only draw pictures, then they draw. If they know initial consonants, that’s what they write, and so on.

“The beginning of literacy is all about talk and finding meaning in our lives,” Louis reminded us. We have to help students find “stuff in their life that worth writing down.” This may mean creating a shared experience to talk and then write about. This helps kids learn that “when we do things in our lives, we have to remember them, we have to tell the story about what we did.”

Once you and your students have a shared experience, tell the story orally, for “talk is the basis of all writing.” Natalie assured us that at first “only the talkers will talk,” but that’s okay. By listening to the talkers, the “ummers” are internalizing the structure and language of the story.

After the kids have told the story many times, maybe as long as a month, write the story down. Louis urged us to “talk a rich picture book, but write it more like a leveled text.” This will ensure that students will be able to read it on their own. Say the sentence and reinforce the idea that “here’s our message.” Then count the words together.

Because this is interactive writing, share the pen with children, but only when the word is in their zone of proximal development. If a word is too hard, you should write it, and if a word is too easy, such as a word wall word, direct their attention to the word wall to find the word.

Louis had a great list of suggestions of how to keep the kids who aren’t writing engaged. You can lead them in skywriting the word or lip syncing the letters in the word. Other options include writing the word on their hand, on the rug, or whispering to a partner. Natalie said she only used white boards on Friday because it takes time to distribute and collect them, and they can be  distracting. She assured us not to worry about the child with the pen, they will probably make a mistake, but then you’ll help them fix it.

Corrections can be made after each word is written down. Louis suggested that “amazing intellectual work” is done when we give kids a chance to analyze their mistakes. She recommended that we say “Can I show you all the things you did right?” This is especially helpful if other children are laughing and an error. Rereading the sentence after each word is written is excellent reinforcement and practice.

Natalie’s realism about teaching our youngest readers and writers was clear when she advised us not to “be obsessed with levels. Level growth is not the only measure of growth; we have to look at the skills within the levels.”

Thank you, Natalie Louise, for sharing your wisdom with us last Saturday. I can’t wait to get back into the classroom to “do stuff, tell stuff, write stuff,” with kids.

Thank you also to StaceyTaraDanaBetsyAnna, and Beth for this space for teachers and others to share their stories each day during the month of March and on Tuesdays throughout the year. Be sure to visit Two Writing Teachers to read more Slice of Life posts.