I used to work a very structured private school. It was a school for students with ADHD and learning disabilities. The structure was part of the programming there that served to support these students as learners, not just at that school, but if they returned to public school classrooms. Though I teach much differently now […]
Writing alongside our students is one of the most important instructional moves we can make – both for our students and for ourselves.
A post exploring two Twitter accounts that provide a wealth of interesting visual material for your classroom writers!
There aren’t any cheat sheets or formulas to help students do well on the SAT essay. But as it turns out, that might actually be a good thing.
If our voice in writing is made up of a combination of our personality, our experiences, and our culture, we must let it inform our tone as we approach a subject.
In recent years, I’ve moved further away from assigned writing prompts to a more open workshop model. It’s been a hard shift, though, and it’s messy. Really messy. Like many teachers, my planning for writing often goes one of two ways: 1) read mentor texts and then develop a writing prompt, or 2) develop a […]
This piece explores ways to let your below-grade-level learners imagine and envision a pathway to their career aspirations all through the use of research writing.
Can you picture the student who has just said this in a writing conference? He smoothes the pages of his notebook to reveal countless scribbles and doodles that he has spent the past few days getting down. He has generated multiple ideas for his next writing project. He has done his homework. But he sits […]
One of the books that my AP Lang students read is Austin Kleon’s Steal Like an Artist (the other is 1984; they make an interesting pair). I actually had the opportunity to meet Kleon briefly and hear him speak when he came to my school district as the keynote speaker for our in-service day earlier this month. […]
When my PLC revisited our Hot Take writing unit this year, we decided we needed to help students find a balance between voice, style, and evidence.