Teachers Write 2017 - The End

Oh, my Teachers Write friends! It's here. The end is here. It's been a great four weeks but I'm still always sad to say goodbye to the end of Teachers Write. 

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The good thing is that we get to keep writing with students when school starts again! And that's what Teachers Write is all about. We come together as a supportive community to learn from amazing people in the industry and work on our own craft. But the real magic of Teachers Write is that we get to take our experiences and share them with students.

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My Teachers Write posts this summer were about sharing Tales From The Classroom and I hope they gave you some ideas for how you might keep Teachers Write with you all year. Here's a recap of my Teachers Write Tales From The Classroom posts. 

Tales From The Classroom #1
Tales From The Classroom #2

Tales From The Classroom #3

I hope you keep writing. I hope you invite your students to write with you. I hope you share some of the exercises or the quick writes with them. But more than anything, I hope you remember the love shared in this community. 

Writing is a process. And so much of the process is encouragement from others, positive feedback from others, cheerleading from others (someone to say Go! Go! Go!), solidarity from others, a gentle nudge from others, celebration with others. 

The community is what it's all about. Community comes first and it keeps us going.

Thank you for stopping in for Sunday Check-Ins! A big, giant hug from me to you. I'm so glad you are here. Knowing you are out there, writing along with me, spending your summer to work on your craft, inspires me. 

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Now I have some awesome news to share! I hit 50,000 words! At the beginning of Teachers Write, I set out to draft a YA novel. My plan was to take our four weeks together and crank out as many words as possible but I had 50,000 words in mind. Last week, I was at 31,000 words and I thought there was no way I was going to make it to 50,000 but I did. If I had free time, I was writing and I stayed up late a few nights. But I'm excited to say I did it. I still have a few more scenes to write and then I'll have my first draft. I already know it's going to need lots of revision but it's great to know I have a first draft done. 

Here's my Pacemaker chart. This motivated me soooo much. It was awesome to be able to type in my word count and see how much progress I had made (and how far I still had to go!). 

In 2012, I drafted my very first young adult novel ever and now I've written my third. I have never ever written so fast. I'm not sure I like it, my brain has been on writing overdrive and I'm happy to put this draft away and to come back to it in six weeks. But overall, I'm thrilled that I got as much writing done as I did. Thank you so much for being here to cheer me on along the way! It means a lot!

This is it!
I hope you take a few minutes to reflect on these last four weeks.
However you made Teachers Write your own, 
be proud of yourself for being here. 
Let's celebrate! 


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Today, in the comments:

How did you do this week? Did you meet your weekly goal(s)?

What was the pit of your week? (The hardest part, the not-so-fun part?)

What was the peak of your week? (The best part, the most-totally-fun part?)
How was your overall Teachers Write experience?
What are you looking forward to and planning for 
as you get ready for another school year?

A reminder of my rules for Teachers Write Sunday Check-Ins:

1. We respect each other and the type of writing we do.

2. We only offer constructive criticism.

3. We are positive and encourage each other at all times.

4. We recognize and maintain this as a safe environment.

P. S. Thank you for replying to each other's comments! 

While I read them all and do my best to reply and 

reply as soon as possible it doesn't always happen.

I so appreciate you cheering each other on through Teachers Write! You r-o-c-k!

Psst! Yes, you! One more thing...

Don't forget to sign up for my newsletter here!

Teachers Write 2017 - Tales from the Classroom #3

Hi! Hi! Hi! 

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Week three is complete! This upcoming week is my last full week of summer so I'm excited to make the most of the last week of Teachers Write. And I hope you are too! I'm excited to hear about your plans for the last week but first I have my own tale from the classroom to share this week!

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Yup! Me!

Okay, so as I'm prepping to write this I'm realizing I probably could have shared this tale from the classroom at the beginning of Teachers Write...but hopefully it's still something that might be helpful as you continue writing for yourself and as you head back into school and into writing with your students!

I wholeheartedly believe that the more we write, the more we think like writers. If anyone is going to improve their writing, then they first have to write. And again, the more we write, the more practice we have but also the more we have to work with as we go through the process. This quote from Don Graves himself captures exactly what I mean: 

I learned about free writing in high school when I was lucky enough that my high school English teacher taught with reading and writing workshop. We did free writing a lot. Since then, I free write to get started, when I'm drafting AND I especially free write to get unstuck. It's a useful tool to know how to use in different parts of the writing process and a place I like to start with students. 

Just like we reserve time for independent silent reading everyday, we can reserve time for writing everyday. Since I don't have my own classroom these days, I'm always excited to go into friends' classroom to introduce free writing. In the last two years, I've done free writing with second graders all the way through eighth graders. Below are the slides I use. I show a clip from Big Hero Six and talk about just because we want ideas to come...it doesn't mean it's going to happen. Then I show pictures I took as examples of how I pay attention to things I notice around me that give me ideas for something I could write about. 

And then we get to free writing! I share the rules: keep your hand moving, focus on ideas, let your ideas flow, and be brave. That be brave rule is super important because no matter how old you are, there could be a little voice in your head telling you you're writing isn't good enough. I model for the students. Together we shout out, "Bring it on, blank page!" And then I free write my heart out...as sloppy and illegible as it comes out, as rambly as it comes out, leaving spelling errors on the page so they know - truly - this is about IDEAS and not about perfect spelling and grammar and punctuation. (That comes later! I promise. That's what revising and editing is for.) And when the time is up, we all say, "I can write. I am a writer. The proof is on the page!" Finally, the students get to do it. Don't forget to cheese it up and make sure you get a hearty, "Bring it on, blank page!" One of my friends had a student who was so good at belting it out, he led the class every time! Feel free to use my slides. I have other resources up on here on my website too.

Free Write - Writer's Notebooks - Created with Haiku Deck, presentation software that inspires

Here are some eighth graders free writing with their teacher. It's important for students to be able to choose whether they want to free write in a notebook or free write on their computers. Some teachers I work with choose to start all students with paper and pencil or all in a Google Doc and others give them a choice. It's up to you but I do think there is value in choice and in recognizing that ultimately we probably want kids to compose digitally. I vote for not limiting them to one mode or another but to helping them make a choice for themselves.

And at the end of the year I was invited to a Poetry Slam that one of our second grade classes hosted as a year-end celebration. If you look super closely, you'll see that their signs say, "We are poets, the proof is on the page!" You can believe my heart melted into a little cup of love when I saw this! 

 

If you haven't done a free write yourself in a while, I invite you to give it a try! Set a timer for a few minutes, it doesn't have to be long and get your fingers moving. Don't stop and think, just let the words come. And be sure to get your students writing the first day of school. Get them used to taking a blank page and making something out of nothing. Set the tone. If you really want them to believe they are writers, invite them to write. Teachers Write is all about walking the walk instead of talking the talk. Well, let's do the same in our classrooms. If we really want to help our students become better writers, let's walk the walk and make sure they write everyday. Because when we write everyday, we can become better at writing a whole lot easier than if we don't. I mean, it makes sense, right!?

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What can I say? I love writing. 
And I love hearing how YOUR writing is going!

My goal for this week was to add hit 38,000 words....but I got stuck. I added a lot of words but I got to a point where I hit a wall and decided I needed a break. I'm volunteering for 826CHI this week so I got to write all week with middle schools and it was awesome. My own writing has gotten better for sure and I did get to 31,000 words. I'm celebrating even though I didn't officially meet my goal. I'd like to get 40,000 by next week. I was hoping I could get to 50,000 by the end of Teachers Write but I think 40,000 is more realistic. We'll see how I do!

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I hope you enjoy our last week of camp! 
I'm so glad you are still here and plugging along! 

Today, in the comments:

How did you do this week? Did you meet your weekly goal(s)?

What was the pit of your week? (The hardest part, the not-so-fun part?)

What was the peak of your week? (The best part, the most-totally-fun part?)
What are you looking forward to and planning for the week ahead?

A reminder of my rules for Teachers Write Sunday Check-Ins:

1. We respect each other and the type of writing we do.

2. We only offer constructive criticism.

3. We are positive and encourage each other at all times.

4. We recognize and maintain this as a safe environment.

Happy writing all!

P. S. Thank you for replying to each other's comments! 

While I read them all and do my best to reply and 

reply as soon as possible it doesn't always happen.

I so appreciate you cheering each other on through Teachers Write! You r-o-c-k!

Psst! Yes, you! One more thing...

Don't forget to sign up for my newsletter here!

Teachers Write 2017 - Tales from the Classroom #2

Hello there, friends! Can you believe we're halfway through Teachers Write already!

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I know, I feel you. It's going way too fast! Time flies when you're having fun, right? I'm super excited to hear about all the fun you've been having but first, I have a special guest post today from one of our Teachers Write participants, Jennifer Laffin. Ever since she told me about this project she worked on with her students, I've been telling everyone about it. I'm sure you're going to think it's cool too!

Excitement was in the air. You could feel it. You could hear it.  Best of all, you could see it.  The hallways were lined with student-made cardboard books called cartoneras. Every student had written one. Now, it was time to share them.

It was early May and the students at my school, Star Center Elementary in Lake Geneva, Wisconsin, were enjoying an hour of celebrating the publication of their cartonera in our annual Cartonera Project Celebration. They buzzed around the hallways, bouncing from book to book -- carefully reading and considerately leaving a “Raves From Readers” comment in each one they read:

“I did not know there were that many different kinds of owls. I learned a lot from your book.”

“I like how you added a picture of Walt Disney’s first cartoon. It was cool!”

“I can tell you love Italian greyhounds from all the details you wrote in your book.”

“I laughed out loud when the dog stole the grandpa’s fishing pole!”

For the past seven months, students worked on developing their writing skills, writing every day in their classrooms with the help and support of their teachers and peers. After spring break, every student (yes, every) in our kindergarten through 5th grade school choose a favorite piece of their writing to revise, edit and publish in the form of a cartonera, a cardboard book.

Then on this afternoon in May, our Cartonera Celebration Day, our student-authors put their book on display outside their classrooms and spent the hour reading and responding to each other’s cartoneras. Younger students met up with their older buddies and read cartoneras together. Teachers snuck in some reading and raving while supervising the hallways. School board members, principals, janitors, parents, and other community visitors roamed, read and raved too. At the end of the hour when our authors returned to their classrooms, grabbed their cartonera, and read over their Raves, it was simply magical:

“Your brother read my book! He liked my joke at the beginning!”

“I can’t believe Mr. Steele read my cartonera!”

“Juan told me I should write a sequel to this book! He wants to know what happens next!”

The school was buzzing -- all because of writing! (More information on what cartoneras are and a video of our Cartonera Project and Cartonera Celebration can be found in a link at the end of this post.)

But the Cartonera Project Celebration is more than just a celebration of writing, just as the cartoneras are more than just another published piece of writing. I think what elevates the Cartonera Project to the next level is actually quite simple: It is writing for an authentic audience.

When you or I write, we write in different ways depending on who our audience will be. When I am writing in my journal and I know only my eyes will see the page, I write in a more stream-of-consciousness manner, often not paying much attention to paragraphing and other conventions. When I write for children, I pay special attention to the words I choose, the lessons I want to convey, and sentence structure. When I write on one of my blogs, Teach Write or Sweet Writing Life, I know I am writing for other teachers so I choose topics that would be of interest to them, give lots of examples, and be sure that I have communicated my thoughts clearly and concisely.  

When students write and publish a cartonera, they are writing for a real audience, just as an author does. They are invested in their topic because they know many people will read it and they want their reader to feel something from their words. They choose their words carefully, add illustrations to enrich the story or topic, choose catchy titles and attention-getting grabbers, and make sure that all of the conventions are cared for in order to make the reader’s job easier and more enjoyable. It is not an “assignment.” Heck, it’s not even graded! But I would argue that our student writers get more out of this project to grow their writing identities than any other assignment they do in the entire year. Why? It all comes down to audience.

Why is writing for an authentic audience important?

1. It gives the writer a sense of purpose. They are writing beyond themselves, beyond the teacher and beyond a grade. There is a goal in sight. It is probably unlike any writing goal they’ve had all year.
2. When the reader responds to the writing, in our case on the Raves From Readers page, the author gains an understanding of the effect their writing had on their reader. Were their jokes funny? Was the setting clear? Did they teach the reader what they intended? Was anything confusing? This feedback is invaluable for growing a writing identity and engagement with writing.
3. There is importance in their writing because someone will read it. (Someone beyond the teacher or their writing partner.)
4. This writing is formative, not summative. It will not receive a grade. It does not have to be over with the placement of the final period. It can continue to live on with the audience and the interaction with the reader.
5. It is real-world writing. It’s what real authors do. It’s what you and I do when WE write. (I’m not planning on turning this post into a teacher for a grade, after all…)

Being a teacher who writes has helped me gain a clearer understanding of the need for an authentic audience when my students write. It has helped me experience the interaction between the reader and the text from a different point-of-view. Knowing that someone else will be reading my writing has raised the bar for me to make sure I put my best work out there for you.

It’s similar to the writing we do here every day for Teachers Write. When we write and leave a comment on the daily post, we know others will see it. This shapes the words we use, the ideas we develop, and how we go about communicating our thoughts. It is a powerful motivator.

In preparing this post for you, the Teachers Write participants, I wanted to convey how a project at my school helped to elevate the level of writing our students did and how it was affected by being a teacher who writes myself. As you return to the classroom in the coming weeks, I challenge you to think of ways you can include an authentic audience in your writing classroom. I promise you -- it will make a world of difference!

If you think you would like to bring The Cartonera Project to your school, I can help with that too! The following resources may help.

Video of The Star Center Cartonera Project

Cartonera Project Templates & Directions

You can also contact me directly for more information or to ask any questions through email at jennifer@teachwrite.org or on Twitter @laffinteach and @TeachWriteEDU.

Here's more about me: I am a former 4th and 5th grade teacher who found my passion for teaching writing and being a teacher who writes when I participated in the National Writing Project’s Summer Institute six years ago. I am now the owner of Teach Write LLC, an educational consulting company that specializes in helping teachers become stronger teachers of writers as well as develop writing habits themselves. I live in southeastern Wisconsin with my husband, two kids, two dogs, and too many notebooks and pens to count.

Thank you, thank you to Jennifer for sharing her cartoneras project. I'm obsessed with trying to figure out how to do this in my district. Jennifer and I met with a couple of other Teachers Write friends, Joy Olenick and Greg Armamentos, this week to talk about writing. Just one more example of why I absolutely love Teachers Write - fab friends in our online community have become real life friends.

And now! I can't wait to hear how week two went!

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My goal for this week was to add another 5,000 words to my draft and I was actually a drafting machine! I've been tracking my progress with Pacemaker and seeing my word count move up along the graph really motivated me. Believe it or not, I hit 22,000 words last night. Woo hoo! I have to add a disclaimer here that I've NEVER written this fast in my life! Drafting has gotten easier with practice...please know that I've had many days when trying to get 500 words out was torture and don't think that I write like this all the time. Based on how I did last week, my goal for this week is to hit 38,000 words. Wish me luck! 

Today, in the comments:

How did you do this week? Did you meet your weekly goal(s)?

What was the pit of your week? (The hardest part, the not-so-fun part?)

What was the peak of your week? (The best part, the most-totally-fun part?)
What are you looking forward to and planning for the week ahead?

A reminder of my rules for Teachers Write Sunday Check-Ins:

1. We respect each other and the type of writing we do.

2. We only offer constructive criticism.

3. We are positive and encourage each other at all times.

4. We recognize and maintain this as a safe environment.

Happy writing all!

P. S. Thank you for replying to each other's comments! 

While I read them all and do my best to reply and 

reply as soon as possible it doesn't always happen.

I so appreciate you cheering each other on through Teachers Write! You r-o-c-k!

Psst! Yes, you! One more thing...

Don't forget to sign up for my newsletter here!

Teachers Write 2017 - Tale #1 From the Classroom

Welcome to our first official Sunday Check-In of the summer! How is everyone feeling?! I can't wait to read about your reflections in the comments. I've been doing the exercises, got going with my first draft of the YA contemporary I'm working on this summer, and jumped in on Friday Feedback. Woo hoo!

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I'm super excited that Andy Starowicz is here to talk about how he took his experiences from Teachers Write into his classroom with a special poetry project he did with his students and the art teacher at his school. Andy has been a Teachers Write participant from the very beginning and I'm so glad he's here to share his tale from the classroom. 

What a fantastic start to Teachers Write! It is without a doubt the highlight of my summer, and each summer, I learn so many writing strategies (and activities that I need to modify a bit – remember, I teach sixth graders) that I can take back to my classroom in September. Because of Teachers Write, I now have a writer’s notebook (actually, a few notebooks) that is dedicated to just lesson/unit plans and project ideas (see below). These experiences within the Teachers Write community have had a major impact on my ELA lessons and units, including the poetry/art project that I am posting about today.

After years of teaching poetry to sixth graders (figurative language skills, alliteration, imagery, personification, onomatopoeia, repetition, tone, mode, simile, metaphor, rhyme scheme, and stanza) and accessing them with quizzes and tests (identifying the aspects in poetry; mostly multiple-choice questions), I needed something different. While researching to find how other teachers assess poetry skills, I found an interesting poetry project in which the students write the poems and the advanced art students create the art that brings the poetry to life. The problem was that most of these projects were done by high school and college students, so I had to do some major tweaking in order to create a fair assessment for my sixth grade students (and the art students that did the artwork).  

 

The key aspect to making this an effective project is that I needed the art teacher to help me with the creation of the assignment and the rubric with which we will assess the student poets and artists. The art teacher was more than willing to help me, and the fact that she was a writer (I did not know this before working with her on this project) was even better. We talked how important it was that the student poems were rich with descriptive details so that the artist could visualize the poem and then produce an image that represents the poem.  

 

The most powerful part of the project was that my sixth grade students would write the poems, but eighth grade advanced art students would bring the poem to life visually. The sixth graders would have three class periods (each period is forty minutes) to write their poems. They would use all of the skills that they learned during the three-week unit (I sprinkle in poetry during the entire school year, but the poetry unit is in January). The art students then had two weeks to create the art piece that accompanied the poem. Each sixth grade student worked with an eighth grade student, and they met four times (each session was twenty-five minutes) to work together on the project (including many revisions – they even met during free periods to tweak their poetry and art). During this time, the art teacher and I did mini-lessons on visualization and using sensory details.  

 

The finale of the project was the poetry/art show in the school library from 3:30 -5:15 for family and friends to see the final poems and pieces. The show was very well attended (especially by friends of the sixth and eighth grade students - close to 75 students came to the show). The students were assessed separately. The art students had a rubric and the poets had a rubric that was similar but focused more on the writing skills. The project was a great success (although, I am already looking at tweaking the directions and rubric for next year). Please feel free to offer any comments or suggestions that would make the project an even more effective learning experience in the future.

 

This summer with Teachers Write, my focus is on revising and assessing. As I provide positive feedback to my writing peers, I have been creating a list (in my school dedicated writer’s notebook) of writing skills and different aspects that I will be assessing this coming school year (for example, focusing on sentence/paragraph flow with strong transitions). As always, I am carefully reading each day’s lesson and the feedback that I’m receiving from all of you with the hopes that an activity or project idea will surface that I can use in the coming year. I hope that you will give me some feedback about the poetry/art project. I also hope that you have a productive summer of writing and learning with Teachers Write. Thank you, Jen, Kate, Gae, and Jo, for organizing this wonderful opportunity for all of us.

A big giant high five to Andy for sharing how he has been able to take Teachers Write into his classroom. If you'd like to hear more about Andy's poetry project or see the directions and the rubric he used, feel free to email him at starowiczandrew@gmail.com. 

And now, I've been waiting and waiting and waiting to hear...

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How awesome was week one!?!?

I eased my way into Teachers Write after Nerdcamp Michigan at the beginning of the week. I did all the exercises Kate posted on her blog, started a shiny brand new draft of a young adult contemporary novel, and shared a snippet on Friday Feedback. I have a little over 1,000 words and even though it's not that much...it's a start. I'm hoping to add at least 5,000 more by the end of the week two (hopefully more!). 

Hanging out with Gae at Nerdcamp Michigan earlier this week!

Today, in the comments:

How did you do this week? Did you meet your weekly goal(s)?

What was the pit of your week? (The hardest part, the not-so-fun part?)

What was the peak of your week? (The best part, the most-totally-fun part?)
What are you looking forward to and planning for the week ahead?

A reminder of my rules for Teachers Write Sunday Check-Ins:

1. We respect each other and the type of writing we do.

2. We only offer constructive criticism.

3. We are positive and encourage each other at all times.

4. We recognize and maintain this as a safe environment.

Happy writing all!

P. S. Thank you for replying to each other's comments! 

While I read them all and do my best to reply and 

reply as soon as possible it doesn't always happen.

I so appreciate you cheering each other on through Teachers Write! You r-o-c-k!

Psst! Yes, you! One more thing...

Don't forget to sign up for my newsletter here!

Teachers Write 2017 - Stepping Into the Arena

Hello writers!

Welcome (or welcome back) to Teachers Write!

I'm sooooooo excited!

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Please give yourself a big round of applause just for being here. I’ve had many conversations about teaching writing and every one comes back to the importance of a teacher who writes. 

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A teacher who writes can better create an authentic writing workshop for students, better confer with students, better empathize with students as they navigate the not-so-linear process of writing. 

In her book Rising Strong, Brené Brown talks about people who she’s willing to take feedback from. She says, “For me, if you’re not in the arena getting your ass kicked, I’m not interested in your feedback.” 

It applies so perfectly to writing. If we hope to inspire student writers, shouldn’t be we be in the arena with them? 

Writing seemed easy to me until I started to really focus on writing regularly. Honestly, it still gets harder every time I do it…but that’s why it so important for us to be in the arena. 

Writers in the arena might say:

I don’t know what to write about. 

No one wants to read what I have to say.

I’m too afraid to start.

I want it to be perfect so I don’t get anywhere.

I’m overthinking everything. 

I don’t know, am I a plotter or a pantser? Can I be both?

I think I’m making this better…but I’m not sure.

I’m scared to share my writing.

None of these words are good.

None of these words are good at all. 

This is all junk. It doesn't even make sense.

I give up.

If I have to revise this one more time I’ll poke my eyes out.

I might as well scrap this whole thing and start over.

*weeps*

Why did I think I could do this?

Did I really think writing was easy?!?!

It sometimes it might feel like this...

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Guess what? That’s what it means to be in the arena. Ruth Ayres, in her book Celebrating Writers, shares how important it is to celebrate every step in the process. I’m so glad you are here for Teachers Write and I’d like to ask you to celebrate being a teacher who cares enough to get in the arena. I’m in the arena with you and our Sunday Check-Ins are a way to celebrate the fact that we are in the arena together....even when it means getting our asses kicked.

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I wish I could say it’ll be easy…the truth is, it will be work. But if you come to Teachers Write with the mindset that it’s going to be work, that it might kick your ass, and you’re ready for it, then it can be fun. I promise it’ll be worth it. You’ll learn from the experience. And then you’ll be able to take your knowledge back to students and that's when the real magic happens.

Speaking of taking our experience with Teachers Write to our students, I'll have two guest bloggers sharing just how Teachers Write impacted their teaching and along with my own experience. The focus here this year is Teachers Write: Tales From the Classroom. I think you'll love hearing from Andy Starowicz and Jennifer Laffin and I'm so glad to have them here!

If you are new to Teachers Write or need a refresher, Kate has all the information about what happens each day of the week. Sunday is the day that Teachers Write comes to Teach Mentor Texts where I host the weekly check-in. This means you can stop in to reflect, celebrate, and plan for the next week. 

Don't forget! Teachers Write is all about you. Participate as much or as little as you want, join in everyday, catch up over the weekend. No matter what, we are happy you are here! Don’t stress, just do what works for you and know we - meaning the whole Teachers Write community - are here for you. 

Next week we’ll start the official Teachers Write check-in but today, I invite you to introduce yourself, share what you are most excited about, what you are most nervous about, and what you hope to get out of Teachers Write. 

Just to be clear, 

here are my rules for Teachers Write Sunday Check-Ins:

1. We respect each other and the type of writing we do.

2. We only offer constructive criticism.

3. We are positive and encourage each other at all times.

4. We recognize and maintain this as a safe environment.

Today, in the comments:

 Introduce yourself!

What you are most excited about?

What you are most nervous about?

What do you hope to get out of Teachers Write?

How the heck does it feel to step into the arena!

Look at you stepping into the arena! 

I can tell you mean business. 

I'm with you!

*high five*

Let's do this!

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P. S. Thank you for replying to each other's comments! 

While I read them all and do my best to reply and 

reply as soon as possible it doesn't always happen.

I so appreciate you cheering each other on through Teachers Write! You r-o-c-k!

Psst! Yes, you! One more thing...

Don't forget to sign up for my newsletter here!