During the summer, I share thematic articles gathering answers on similar topics from the last 10 years. You can see all of these collections from the first nine years here.
Here are the ones I’ve posted so far:
The 11 Most Popular Classroom Q&A Posts of the Year
Race and racism in schools
School closures and the coronavirus crisis
Classroom management tips
Best ways to start the school year
The best ways to end the school year
Student motivation and socio-emotional learning
Implement the common core
Challenging normative gender culture in education
Social science education
Cooperative and collaborative learning
Using technology with students
Parent engagement in schools
Teaching English Language Learners
Today’s theme is teaching writing. You can see the list of messages following this snippet of one of them:
* Teaching writing requires leaving students with an “I can do this!” ” Spirit
Three educators share suggestions for teaching writing, including a visual thinking strategy.
* Four strategies for effective writing instruction
Three educators share their best ideas on teaching K-12 writing, including writing frames and graphic organizers.
* Seven strategies for teaching grammar
Five educators share instructional strategies for engaging and effective grammar instruction.
* 17 approaches to encourage students to revise their writing
Five educators offer instructional strategies to use in teaching handwriting review, including the power of an authentic audience.
* Ways to help ignite students’ intrinsic desire for writing review
Five educators make suggestions that might help students want to revise their writing, including using “editing stations”.
* ‘I’m no longer giving grades on student writing assignments, and that’s the best thing ever!’
Five educators talk about how they helped motivate students to review their writing.
* Make writing revision a “collaborative process”
Six educators discuss strategies they used to encourage students to review their writing, such as demonstrating their own practice.
* 12 strategies to encourage students to want to revise their writing
Four educators share suggestions for creating the classroom conditions in which students want to revise their writing.
* Spreading the “love of poetry” in the classroom
Nine educators share instructional strategies they use to teach poetry, including reading aloud and studying and writing odes.
* Teach poetry in a “fun” way
Four educators share multiple ways of teaching poetry, including modeling and imitating writing, so that students can appreciate and appreciate the literary form.
* Six ways to teach poetry
Five teachers share strategies for teaching poetry, including using a “Poem of the Week” to promote social justice and using photos to engage students.
* Students feel more motivated when writing for an “authentic audience”
Shanna Peeples, Mary K. Tedrow, Amy Sandvold, and Laverne Bowers “wrap up” this five-part series on students writing for “genuine audiences”.
* ‘Invite students to write real arguments’
Rita Platt, Alexis Wiggins, Jenny Grant Rankin, Kristen Koppers, and Mara Lee Grayson share their ideas on how and why students can write for audiences other than the teacher.
* ‘Design writing tasks that bridge the gap between the classroom and the outside world’
Martha Sevetson Rush, Donna L. Shrum, Heather Wolpert-Gawron, Michael Fisher, Tamara Letter, and Keisha Rembert share their thoughts on authentic audiences for student writers.
* Ways students can write for “authentic audiences”
Jayne Marlink, Cheryl Mizerny, Erin Starkey, Nicole Brown, Dawn Mitchell and John Larmer share their suggestions on how to encourage students to write for an “authentic audience”.
* “When students send their work to the world, it changes everything”
Katherine Schulten, Kelly Love, Tatiana Esteban, Kimiko Shibata, Alycia Owen, and Jennifer Orr offer suggestions on how students can write for an “authentic audience”.
* Teaching Reading and Writing in the Age of Coronavirus
Keeping it simple, staying flexible, and keeping the routine familiar are among the suggestions three educators give for assigning work to students while learning at a distance.
* Connecting reading and writing “is a highly leveraged movement”
Five educators recommend strategies for using reading instruction as a tool to improve students’ writing skills, including the use of informal writing and sections of reading texts that students can use as role models. their writing.
* Ways in which reading can support the teaching of writing
Five educators share ideas on how teaching reading can help students become more effective writers, including through the use of mentoring texts and through a guided step-by-step process.
* “Writing helps develop readers”
Asking students to write about what they read and asking them to compose in a variety of formats is part of the advice seven educators offer as they discuss the role of writing in teaching reading.
* “Writing directly benefits students’ reading skills”
Five senior educators discuss how teaching writing can support the development of reading skills for K-12 students and provide tips for doing this important work.
* “We should embrace writing in the social sciences”
Martha Sevetson Rush, Andrew Miller, Melissa Miles, Donna L. Shrum, and Richard Byrne share their thoughts on writing in social studies class.
* Ways to Incorporate Writing into Social Studies Classes
Stan Pesick, Ben Alvord, Dawn Mitchell, Rachel Johnson, and Rebecca Testa-Ryan share their suggestions on incorporating writing into social studies classes.
* “All comments are not equal”
The final article in this series on student writing comments includes responses from Stacey Shubitz, Carol Pelletier Radford, Melanie Ward, Tasha Thomas, Dawn Mitchell, Jen Schwanke, and Donna L. Shrum. I also share readers’ comments.
* “Sometimes the best feedback from students is encouragement to continue”
Regie Routman, Paul Solarz, David Hochheiser, Kathy T. Glass, Catherine Beck, and Keith McCarroll offer their wisdom to provide advice to student writers.
* Ways to give effective feedback on student writing
Susan M. Brookhart, Ph.D., Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos and Kathleen Fad share their comments on how best to provide feedback on student writing.
* Provide writing comments that “help students tell their story”
Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus and Leah Wilson begin a four-part series on student writing feedback.
* “Writing frames help students organize their thinking”
Matthew Perini, David Campos, Kathleen Fad, Jocelyn A. Chadwick and Diane Mora complete a three-part series on writing frames.
* “Writing frames are the recipes of writing”
Patty McGee, Jules Csillag, Sara Holbrook, Michael Salinger and Kathy Glass share their ideas on pedagogical strategies for teaching writing.
* Strategies for using writing “frames” and “structures”
Beth Rimer, Linda Denstaedt, Gretchen Bernabei, Nancy Boyles, Mary Shea, Nancy Roberts, and Eileen Depka contribute ideas on how to use writing frames and writing structures in the classroom.
* How to “weave writing throughout science lessons”
Anne Vilen, Sheila Wagoner, ReLeah Cossett Lent, Jason Wirtz, Amy Benjamin, Jennifer L. Altieri and Fred Ende provide their suggestions on incorporating writing into science lessons.
* Ways to integrate writing into science lessons
Mary K. Tedrow, Amy Roediger, Maria Grant, Diane Lapp, Ed.D., Mandi White, Tara Dale, and Becky Bone share their suggestions on how to incorporate writing into science class.
* Mistakes made in writing instructions and what to do instead
Lisa Eickholdt, Kathleen Neagle Sokolowski, Mary Ann Zehr, Nancy Frey, and Valentina Gonzalez share their thoughts on teaching writing.
* Avoid “missed opportunities” in teaching writing
Eugenia Mora-Flores, Julia G. Thompson, Karen Sher, Bret Gosselin, Vicky Giouroukakis and Emily Geltz provide their suggestions on teaching writing.
* ‘Don’t write down every piece of writing a student creates’
Tan Huynh, Lynell Powell, Rebecca Alber, Cheryl Mizerny, Mitchell Nobis, and Kai Marks write about mistakes made in teaching writing.
* We need to “slow down” when teaching writing
We end this series on teaching writing with answers from Alan Sitomer, Sean Ruday, Jen Schwanke, Heather Wolpert-Gawron, Kathy Glass, Meghan Everette and Brian Kissel.
* “Writing in math class is a win-win solution for students and teachers”
Linda Dacey, Sandy Atkins, Andrea Clark, Mike Flynn, ReLeah Cossett Lent and Shannon Jones share their ideas on how to integrate writing into math education.
* Teaching of writing and common core – Third part
This article contains comments from Amy Benjamin, Alice Mercer, and many readers.
* Preparing students to write is “about our own collaboration”
Heather Wolpert-Gawron, Kathy Glass and Carol Jago share their ideas.
* Develop student writers by letting them speak …
This article shares comments from educators Mary Tedrow, Ray Salazar, and Tanya Baker.
* Many Ways English Teachers Can Improve Their Art
Authors / educators Penny Kittle and Carol Jago provide their answers.
* “Ten Elements of Effective Teaching”
This article includes plays by Jim Burke and David B. Cohen, as well as reader commentary.
* Many ways to help students develop academic vocabulary
Several educators / authors — Marilee Sprenger, Jane Hill and Kirsten Miller, and Maria Gonzalez — provide guest responses.
* Celebrate the good writing of our students
This article shares guest responses from three educators: Mary Tedrow, Doug Fisher, and Nancy Frey.
* Helping Our Students Become Better Writers, Part 2
Three educators, Aimee Buckner, Carolyn Coman and Tanya Baker bring their ideas here.
* Helping boys become stronger writers
Educator and author Ralph Fletcher shares his insights on how we can specifically help boys become stronger writers.
* A “towel curriculum for writing”
Author and teacher Barry Lane provides his perspective in this article.
* Teach writing while respecting students’ ideas
Professors Renee Moore and Ray Salazar share their contributions, and I add my suggestions.