Category Archives: Literacy

Writers Write — and So Do Teachers of Writers

My writing/reading spot.

In the past couple of weeks, I’ve been working on six different writing projects in my professional life — two blog posts, two chapter proposals with a colleague, and two proposals for presentations for the 2017 NCTE Annual Convention with different collaborators. The process of writing for various audiences, purposes, and situations has reminded me not only that I enjoy writing, but that I am a better teacher of writing when I regularly write — whether for personal or professional circumstances.  I know I am probably preaching to the converts here, but being a reflective writer makes me a better writing teacher in some very concrete ways.

Recognizing the Struggle. Writing is hard. When I am writing myself, I remember what is challenging about the process, and I recognize the places where I want to quit. I am also reminded of the strategies I use to overcome difficult portions or writer’s block. For instance, I remember that I need time for an idea to germinate. Taking breaks, going for walks, and talking with others are essential parts of my process, but often, they get squelched in my classroom. I remember, too, that sometimes I just have to write through the challenges – trying to get what I can down on paper and knowing that I can improve it later. Most importantly, though, I remember that I don’t have to be alone as a writer — that I can reach out to others for collaboration and feedback during the process not just when I complete the first draft. Transferring what I know about my process into my classroom means committing to an environment that values thought, conversation, and collaboration along the way. It also means sharing my strategies more explicitly with students with my own real rough drafts.

Classroom Tools That Work: Research Tools

The apps and extensions that help power our Google Apps for Education paperless classroom

This is the third in a five-part series about favorite apps and extensions for Google Chrome and Google Drive.

In the first post in this series, I covered some essential tools for managing the new apps and extensions that you’ll want to add to your Chrome browser. In the second, I shared tools that help writers be better writers.  Fair warning up front, though, it’s the research add-ons, apps and extensions that I really love! I am old enough to remember research pre-Internet. I recall sitting in the stacks with the Reader’s Guide, thumbing through microfiche to find articles, writing out copious notes on index cards and legal pads.  Not anymore! Since research is such an important part of the ELA curriculum, this third post will be dedicated to those game-changers that help students conduct research, capture source information, organize ideas, and cite within a research paper or project.

Read, Write, Repeat

After a summer off, I am returning to blogging with a new, and I hope, lasting, enthusiasm.  This summer when I wasn’t adding anything to my blog, I dedicated time to reading the blogs of other educators and thinkers whom I admire.  I guess I would say that I went looking for other mentor texts to explore a greater variety of topics, styles and techniques.  Here’s what I learned.  

Becoming Authentic Writers, Part 2

Image by Anasuarezrivero (Own work) [CC-BY-SA-3.0], via Wikimedia Commons
How the paperless classroom goes beyond teacher convenience

This is the second in a series of posts about the impact of a paperless approach on the writing process and product.

In the first post in this series, I talked about using technology to improve my feedback to high school students.  My earliest experiment involved using my smart phone and using an iPad app called Explain Everything to provide audiovisual feedback for students.  My paperless classroom, though, has evolved quickly, and this year, we went Google.

Becoming Authentic Writers, Part 1

How the paperless classroom goes beyond teacher convenience

This post was featured on the Chippewa River Writing Project’s Teachers as Writers Blog this week. Check out the blog for other great posts from CRWP teachers.

This is the first in a series of posts about the impact of a paperless approach on the writing process and product.

"Stack of Papers" by Flickr user Jenni C
“Stack of Papers” by Flickr user Jenni C

When it comes to technology, I am a geek.  My students and my colleagues will not be surprised that I spend countless hours playing with technology and dreaming of ways to adapt it for the classroom.  My friends and family are not shocked when we go shopping and they lose me in the Apple Store or the Best Buy (if the local bookstore does not claim me first).

Why Read? Ten Reasons by Kelly Gallagher

In his book, Deeper Reading, Kelly Gallagher lays out ten reasons that students should read.  His ten statements resonated with me, and as I read, I envisioned them as a poster that I could use in my classroom to keep the conversation going about reading.  I proposed the idea of creating an infographic to Kelly Gallagher last year, and he gave his permission to use his ten reasons.  We agreed that a Creative Commons license would be attached so that the graphic may be shared, used, or printed by anyone, but not sold.  Below is an image of the infographic.

To download the pdf version, click here.

To download a jpg version, click here:

Why Read by Kelly Gallagher: An Infographic
Why Read by Kelly Gallagher: An Infographic

 

Evolving Literacy

Literacy has been on my mind again lately. It should be. I’m an English teacher, after all. What I have really been thinking about, though, is the rapid change in what it means to be literate for the future. Some people wonder whether books will die in an era of e-readers or whether cursive will become extinct. The real question, though,