Educational resources for elementary students. Helping teachers, parents, and students become active thinkers and future leaders. We encourage giggles, grins, hugs, & high fives!
CCSS.ELA-LITERACY.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. WOW!  A lot for firsties who are learning  to read AND write. We “JUMP” in! 🙂
Much easier to write about yourself, than others.
My kiddos are just beginning to understand LANGUAGE.
Sytnax…grammar…structure…????
A LOT FOR A 7 year old!
HOW? HOW? HOW? Breathe… We TALK… A LOT! Â
We share our ideas.  We draw. We draw some more.  We chart ideas. We sound out words ( the best we can ).Â
We share. We edit. We write more. And we FIX IT!
Is it perfect? NO!
Is it OK?
YES! Writing is a process. It takes TIME! And practice.  And MORE practice!
I want my kiddos to WANT to write. Not for ME…for themselves!
The LOVE of writing is a GIFT! Give them a GIFT!
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Need HELP with resources, ideas, & planning?
Here are some helpful ideas:
When Irish eyes are smiling,
Sure, 'tis like the morn in Spring.
In the lilt of Irish laughter
You can hear the angels sing.
When Irish hearts are happy,
All the world seems bright and gay.
And when Irish eyes are smiling,
Sure, they steal your heart away.
And a FREE BALANCED LITERACY Resource to get you started!
Let’s talk Word Work. You know. Word Families, spelling, rhyming words, etc.Â
And a FREE BALANCED LITERACY Resource to get you started!
2023 is the Year of LITERACY!
Because 2022 was so BAD….we get DO-OVER!
We get a “LITERACY ” do-Over”!
Rethinking Literacy in 2023
Keep reading to the bottom of this post for a
FUN FREEBIE
Freebie for Followers
Ready to UPDATE your literacy block?Â
Balanced Literacy: Here is your NEW YEAR’s PLAN!
*DISCLAIMER…Â I know the Science of Reading is the NEW “go-to” for teaching Reading.
I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYSÂ LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022).Â
The Why? The What? and The How?
This Week:Â Word Work
Balanced literacy has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaboration.
A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
Sight Words, High-Frequency Words, Word Families, Spelling, Phonics, etc…
Before we start…
WHAT IS WORD WORK?
During Word Work, students experiment with spelling patterns, memorize high-frequency words, and develop a genuine curiosity for and interest in new and unique words. As a result of playing with words, word patterns, word families, prefixes, suffixes, and so on, students hone their knowledge of words and increase their speaking and writing skills.
Word work is a hands-on time to explore the spellings and/or meanings of words (vocabulary). Making time for word work is vital because it helps patterns and words move into long-term memory. Word work can help our learners become better readers, spellers, and writers. Depending on our learners’ developmental stages, they might use this time to focus on letters and their sounds, read and spell words, or work on word meanings. At the same time, learners have time to explore sight words.
1. Before a Small Group Reading Lesson – Before small group reading lessons, I review a previous word study, based on my learners’ word work needs. Beginning sounds, short vowels, ending sounds, etc. The key to these is that they should be quick and easy.
2. Spelling word practice. During our guided reading lesson, I might focus on our spelling words for the week or the word families we have reviewed in previous lessons. I always start with what the kids know…and then add new information.
3. A Small Group Lesson – Frequently I have strategy lessons just to focus on a particular phonics or spelling strategy, especially if we notice several learners struggling with the same thing.
4. Whole Group Instruction – I recommend a simple phonics lesson for all learners in the classroom each day. This isn’t a long lesson (10-15 at most) and covers phonics material that is on grade level. I have a district required curriculum. I use the curriculum phonics as my MORNING MEETING lesson. I can expand on it during my small group time.
I incorporate word work mini-lessons into my writing lessons, when appropriate. If we are working on multi-syllabic words, we will edit our writing for those words, also. Â
Always be on the lookout for opportunities to support your students! When we are doing interactive writing, we incorporate MANY literacy practices!Â
Balanced Literacy does NOT isolate skills and strategies.
Best practices are integrated throughout the entire school day.
And a FREE BALANCED LITERACY Resource to get you started!
2023 is the Year of LITERACY!
Because 2022 was so BAD….we get DO-OVER!
We get a “LITERACY ” do-Over”!
Rethinking Literacy in 2023
Keep Reading to the bottom for aÂ
FUN FREEBIE
Freebie for Followers
Ready to UPDATE your literacy block?Â
Balanced Literacy: Here is your NEW YEAR’s PLAN!
*DISCLAIMER…Â I know the Science of Reading is the NEW “go-to” for teaching Reading.
I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYSÂ LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022).Â
Why? What? and How?
The elementary classroom Balanced literacy model has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
As a result, It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaboration.
A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
Before we write, we read, discuss, preview new vocabulary, and make connections about our thoughts and ideas.
Shared writing is an instructional approach to teach writing to students by writing with them. The idea is to teach writing through writing. The process of writing is demonstrated by the teacher through a ‘write aloud’ process. The teacher acts as a scribe while the students contribute ideas.
Effective literacy teachers present the demonstration, explanation, and models needed by naïve writers in order for them to understand how and why to incorporate genre and text structures (and such transcription skills as punctuation and spelling) into their own writing behavior. ReadWriteThink.org
First, we will discuss Shared Writing. The teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.
Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
Plan lessons for types of writing that present particular challenges to your students.
First, develop and extend children’s background and language knowledge on a topic or experience of interest.
Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning.
Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise.
Stop for a moment and VISUALIZE what you have read.
During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them.
Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next or to monitor whether or not the text conveys information clearly.
Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
Read the completed text to students.
Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.
I use large paper that looks just like the paper the children use during writing workshop. I write on chart paper or perhaps a SmartBoard so the whole group can easily read it.
The children are engaged and involved in telling the story (or essay, song, poem, or other kinds of text).
I restate/scaffold children’s language by modeling rich language and coach them when they are the storyteller.
Over time, children see each step of the writing process modeled:
Coming up with ideas
Planning across the pages, rehearsing how the text will go
Drafting words and sentences
Revising
Editing
Publishing
Over time, children see qualities of good writing modeled:
And a FREE BALANCED LITERACY Resource to get you started!
2023 is the Year of LITERACY!
Because 2022 was so BAD….we get DO-OVER!
We get a “LITERACY ” do-Over”!
Rethinking Literacy in 2023
Read to the bottom
for a FUN FREEBIE
Freebie for Followers
Ready to UPDATE your literacy block?Â
Balanced Literacy: Here is your NEW YEAR’s PLAN!
*DISCLAIMER…Â I know the Science of Reading is the NEW “go-to” for teaching Reading.
I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYSÂ LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022).Â
The Why? The What? and The How?
This Week:Â Writer’s Workshop
Balanced literacy has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
During the writing workshop, students are invited to live, work and learn as writers. They observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in a minilesson, during which the teacher explicitly names a skill proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students then have time to write, applying the repertoire of skills and strategies they’ve learned, while receiving feedback through one-to-one conferences and small group instruction designed to move them along trajectories of development.
 The mini-lessons are short, focused, direct. They typically fall into the categories of classroom procedures, the writer’s process, the qualities of good writing, and editing skills. The lesson is 5-10 minutes of directed instruction. Start off your writing lessons by brainstorming ideas. This lesson will help set the stage for a year of writing by giving students a place to find ideas to put in their future writing pieces. If you use interactive notebooks or writing folders, each student needs a place to put ideas, writing pieces in process, and finished works.
In my first grade classroom, my students have a folder, a journal, and a Pictionary ( pictures and words ). At the beginning of the school year, we practice writing.
Our routines include:
 First, they draw a picture with your PENCIL. ( No crayons, yet )
Next, they write the words. After one month of school, we are now beginning to write 2-3 sentences. NO— THEY ARE NOT PERFECT—-Â We are just beginning the process.
Last, they may color their picture …unless they would like to ADD MORE. And then they can ADD MORE words to match the picture!
I like to play classical music while my students are writing. I FEEL it helps them focus on their writing and gives them a quiet, calm atmosphere to create.
Right now our writing stamina is at about 10-15 minutes. As we become better writer’s, our stamina will increase to about 30-40 minutes.
My students are placed into 4 groups. 10-15 minutes before we dismiss, we ask the 6 team members if they would like to READ or PASS. If they choose to READ, they get their journal and come to the big “TEACHER CHAIR”. They choose 1 story to share with us. Our emergent readers can tell us the story and then they show us their picture.
Later in the year, we will give one compliment and ask one question to the “AUTHOR”. They LOVE this! It is important to discuss “beginning writer’s” and “advanced writers”, ahead of time.
No hurt feelings and EVERYONE’S work is appreciated!Â
Writer’s Workshop is a planned time during the day when students can create writing of their own.
During this time, guided writing small groups may be meeting with the teacher or individual conferences may be happening. Whatever your choice, embrace the attempts. The successes and the failures will make them better readers and writers. We learn from our mistakes. Hold them accountable. Quality work is always our goal.
These literacy posts may help in YOUR Balanced Literacy journey.
*DISCLAIMER…Â I know the Science of Reading is the NEW “go-to” for teaching Reading.
I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYSÂ LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022).Â
The Why? The What? and The How?
This Week:Â Shared / Interactive Writing
Balanced literacy has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaboration.
A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
This week we jump into Shared & Interactive Writing!
You can’t THINK of Writing without thinking …
LUCYÂ CALKINS and others.
Shared Writing
During shared writing, the teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.
Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
First, develop and extend children’s background and language knowledge on a topic or experience of interest.
Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning. Students might write a letter to a local newspaper or write directions for a new game they have developed.
Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise.
Think about what you have just read.
Ready to expand? Here you go!
During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them.Â
Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next to or to monitor whether or not the text conveys information clearly.
Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
Read the completed text to students.
Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.
Shared writing is a process teachers use to help children to understand how to write a particular kind of text and to provide them with a model piece of writing to emulate. It involves a teacher producing some text on the board with input from the class. The students ” discuss and collaborate” while the teacher is the scribe.
The main difference between shared and interactive writing is who is holding the pen. In shared writing, the teacher holds the pen and serves as the scribe. The teacher also serves the roles of… summarizer of ideas, questioner, and prompting for quick decisions on spelling and print concepts.
Interactive Writing
Interactive writing is a cooperative event in which teachers and children jointly compose and write text. Not only do they share the decision about what they are going to write, they also share the duties of the scribe. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.
Through questioning and direct instruction, the teacher focuses the children’s attention on the conventions of print such as spaces between words, left-to-right and top-to-bottom directionality, capital letters, and punctuation. Clay (1979)
