When Third-Grade Writers Do Case Studies

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Author: Janet Kiddoo

Summary: Bilingual third grade students acted as helpers to first graders in a collaborative writing workshop. The third grade teacher guided her students through a process similar to teacher inquiry–to reflect on their own experiences as writers in order to help the younger writers, to take notes on their experiences as teacher/tutors, and to carefully think through the problems encountered and results obtained in order to improve their practice. This article models three useful practices in a writing context: 1) students as researchers; 2) older students as tutors to younger; and 3) reflective practice in writing and teaching.

Youth Writing Contests: How Sites Inspire Writers and Increase Visibility of NWP Work

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Summary: Are you looking to grow the youth programming and visibility at your site? If so, this collection highlighting seven NWP sites’ creative, and often revenue generating, programs and opportunities for youth could provide the spark and inspiration you need. Several unique partnerships with the Scholastic Arts & Writing contest are shared, as well as out of school work with refugee students, a Saturday showcase, and publication day for teens.


Youth Writing Camp – Manuscript Day

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Author: Janet Neyer

Summary: Thinking of developing a youth program? Looking for creative ideas to recruit more young writers to your summer camp offerings? If so, then this blog post describing an exciting one-day free youth event the Chippewa River Writing Project (CRWP) hosted could be the spark you need. This collaboration between the CRWP and the NCTE student affiliate at Central Michigan University is a model for 1) creatively engaging young writers K-8,  2) partnering with like minded campus partners,  3) providing outreach and opportunities with short, yet meaningful programming, and 4) how an outreach efforts can also serve as a great marketing tool/opportunity.

School Partnerships: A Year of Professional Development

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Author: Mark Dziedzic

Summary: Is your site currently working in or working to develop a school partnership? If so this rich resource offers a year-long calendar of events for one in-school partnership project, with links to materials used for each session. In addition to the year-long calendar, program leaders will find examples of daily agendas; writing prompts; protocols for analyzing writing processes, student writing and writing across the curriculum; and links to readings/videos.

On the Verge of Understanding: A District-Wide Look at Student Writing

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Author: Kathleen Reddy-Butkovich

Summary: This article offers an account of how to look at student writing using a simple but effective protocol, asking what students have accomplished and what they are “on the verge of” accomplishing. Although the article features elementary teachers collaborating, the protocol will be a useful framework for educators at all levels.

Interest-based Learning and Passion Projects

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Guests: Laura Bradley, Kim Douillard, Elyse Eidman-Aadahl, Paul Oh, Jo Paraiso

Summary: In celebration of October’s Connected Educator Month, this webinar focuses on creating opportunities, space, and time for all youth to be agents in their own learning. The participating educators draw inspiration from the Maker Movement and the Connected Learning principles as they share ideas and strategies related to the notion of youth agency. Links to numerous additional resources are provided via the original source page.

Narrative Writing Works Magic with Children Learning English

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Author: Lisa Ummel-Ingram

Summary: Lisa Ummel-Ingram tells the story of engaging her third graders in creating books that honored their lives, language and cultures through storyboarding, sharing, conferencing, gathering information, and illustrating. Student ownership, confidence and language development extended into subsequent years as students saw themselves as authors and learners. This piece provides many details and examples of what worked as well as challenges along the way. It could be a valuable resource for elementary teachers or workshop leaders looking for specific ideas and support for implementing workshop approaches and culturally responsive teaching with language learners.

Site-Based Leadership Reforms the Writing Curriculum on the Other Side of the Tracks

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Author: Nancy Remington and Robert McGinty

Summary: Leaders from the Great Basin Writing Project in Nevada describe a long-term school partnership that gave teachers at Southside Elementary the opportunity to redesign curriculum and reshape the writing culture of their school. This inquiry-centered approach to professional development, designed and led by teachers with the support of the writing project’s teacher consultants, could serve as a model for any school engaged in similar work.

Reflective Journaling for Deeper Student Learning

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Author: Anna Collins Trest

Summary: Are you struggling to get students to write during journaling time? Are the responses you get cursory or less than you had hoped? If so (and even if not), then read how one elementary teacher transformed the depth of students’ writing responses by transitioning from top-down writing prompts to reflective writing. By writing with the students on the prompts they generated, by having extended discussions about the writing, and by tapping into the students’ prior knowledge and interests to ensure relevance, this teacher’s journey to finding paths toward powerful student writing was successful. This resource may be useful in working with new teachers, or for anyone looking to invite more student input into writing assignments.

The Evolution of a Model Writing Teacher and a Model Writing School

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Author: Art Peterson

Summary: How does a Writing Project teacher become a leader? This brief portrait describes how award-winning elementary teacher Julie Johnson evolved into an exemplary teacher of writing and collaborated with colleagues to develop a model writing school. This resource can fulfill multiple needs for site leaders and leaders of advanced institutes or teacher inquiry groups if they are looking for examples of effective early-grade writing classrooms, evidence of content-based writing in elementary grades, or schoolwide efforts to find effective approaches to writing.