Albert Einstein once said, “Intellectual growth should commence at birth and should cease only at death.” In no profession is this commitment to lifelong learning more important and more apparent than in teaching. Teachers know we are never finished learning. We spend our time not in the classroom studying, observing, discussing, and collaborating in order to become the best teachers we can be.
Welcome to a new year of content and conversation in Heinemann's PLC Series. This month we focus on the craft of teaching writers—not the writing.
When we provide time and space for our students to be writers, they can immerse themselves in creating something of incredible value: a writing identity.
In this clip from Introduction to Writing Workshop by Stephanie Parsons, we have the pleasure of hearing from a few students about what it means to them to be a writer. There are few things more enjoyable than hearing children share their voice so please enjoy this short clip from her On Demand Course!
Jennifer Serravallo's Writing Strategies Book, available mid-February, is the much-anticipated follow-up to The Reading Strategies Book, which made the New York Times Best Seller List by making it simpler to match students’ needs to high-quality instruction. Now, in The Writing Strategies Book, Jen Serravallo does the same, collecting 300 of the most effective strategies to share with writers, and grouping them beneath 10 crucial writing goals. In the following video, Jen walks us through the new book, its structure and the ways to use it as a tool in any classroom.
In the classic novel To Kill a Mockingbird by Harper Lee, Atticus Finch teaches his children, “You never really understand a person until you consider things from his point of view … until you climb inside of his skin and walk around in it.” Empathy is the ability to understand the feelings, plight, or situation of another. It is recognizing and valuing perspectives that are different from one’s own. It is the basis for relationships and, some would even argue, is vital to survival.
Welcome to a new year of content and conversation in our PLC Series. This month we focus on the craft of teaching writers—not the writing.
One of the most overwhelming pieces for teachers in a reading and writing workshop model is managing all of the moving parts. If writing workshop is new for you, it is likely that fears swirl into questions in your mind: Can they write on their own? How do I release control? How do coach my writers as individuals when there are so many of them?
Teacher and blogger Betsy Hubbard (@Betsy_Writes) shares her wisdom in this article, available for download below, from the Heinemann Digital Library. She describes the roles of monitoring and conferring with writers, as well explains how these practices support each other. Reflecting on the notes that emerge from monitoring and conferring provide valuable information that inform both you as the teacher and the students as they work to build independence.
Looking for more PD on this topic?
Online: This article is one of many available to you with a Digital Library Subscription. Find out more here!
Off-Site: Which authors are coming to your area for one day workshops? Click here to browsethe list by region, author, or state.
On-Site: Take a look at school-based seminars, and consulting authors and speakers available to you by clicking here.
Betsy Hubbard (@BetsyWrites) Betsy Hubbard is a kindergarten and first grade teacher. She is a co-author at the blog Two Writing Teachers and also blogs at I Think in Poems, Teaching Young Writers, and I’m Living My Words.
By: Thomas P. Carpenter, Megan L. Franke, Nicholas C. Johnson, Angela Chan Turrou, and Anita A. Wager
Capturing a child’s understanding of the cardinal principle while they are counting can be challenging, as children don't necessarily end the process of counting by explicitly stating the total amount that they have in their collection. A child may know that counting objects involves reciting a sequence of numbers, but not that the outcome of this process is a number that represents the total quantity. A child may say “1,2,3,4” as they count a collection of four, but this does not necessarily mean that the child understands that there is a quantity of four objects. Applying the cardinal principle requires that children name the set according to the last number used in their count. In this case, that last number used was four, so there are four objects in the collection. Because the process of counting and what the count tells you are not necessarily the same thing, figuring out what a child knows about the cardinal principle often requires waiting for a child to complete their count and then asking a question like, “So, how many do you have in your collection?” Other ways to get at the cardinal principle could include saying to the child: “Here are some blocks. How many are there?” Or “Do you have enough to give me 4?” Asking children to make a group of counters of a given size rather than counting a given collection also can focus them on the cardinal principle.