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Beyond "And Then": Assessing a Narrative and Planning the Next Step
Fresh off my deep dive into the 6+1 Traits, I had a chance to apply this diagnostic lens to a new piece of student writing: titled "T...
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As a teacher in training, I am always learning new things about how children grow and how they learn. Recently, I had the chance to explore ... -
Dear Younger Me, I still remember you standing in front of your first classroom, red pen in hand, determined to turn every paper into pe... -
Have you ever stop to contemplate how writing is more than just words on paper? Initially, I thought writing was simply putting sentences to...
I really enjoyed reading your reflection. I like how you emphasized meeting each writer where they are and focusing on growth rather than just correctness. It made me think: how can we give enough individual support in a classroom where students are at very different stages? Also, when you see a student like Jonathan in the developing stage, what strategies do you find most effective to help them move toward fluent writing without discouraging their creativity?
ReplyDeleteThank you so much for your thoughtful response! You've pinpointed the core challenge of differentiated writing instruction! That’s something I’ve been reflecting on a lot too. It can definitely feel challenging to give enough individual support when students are all at different stages.
ReplyDeleteWhat’s been helping me is using small group check-ins. I’ve found that a few minutes with each student can make a big difference. During those moments, I try to celebrate what’s working in their writing first before offering one small, manageable goal to help them grow. That way, they leave feeling motivated, not overwhelmed.
For my students like Jonathan, I love using shared writing. When they see examples of how real writers expand ideas or revise sentences, it makes the process less intimidating. I also encourage them to keep their voice and creativity alive by letting them write about topics they like. Once they’re excited to express themselves, it becomes easier to guide them toward improving structure and grammar.
I guess the key is remembering that progress doesn’t have to mean perfection, just consistent growth and confidence in their own voice.
You did a magnificent job of illustrating how the writing process progresses through different stages. I particularly liked how you emphasized that writing is about progress, confidence, and expression rather than getting it right straight away.
ReplyDeleteFurthermore, your reflection on Jonathan's draft captured how teachers may foster young writers by prioritizing their voice over mechanics. Lucy Calkins' comment thus served as a reminder that we teach the writer in addition to the writing. This piece has made me realize how important it is to meet each student at their writing stage.
What strategies do you find most effective for helping emergent writers gain confidence in expressing their ideas?