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Archive for September, 2018

Grow to Write, Write to Grow

Writing Instruction can be extremely difficult to teach, but as future educators it is crucial to learn how to do this now. Writing is a skill that takes practice and skill development. You should keep in mind that to teach writing you must address audience, purpose, brainstorming, application, reflection, and revision, to name a few. Before anything else, we need to provide various opportunities for our students to choose what they want to write about as well as pieces that will relate in real world instances for them. When we let students choose they have agency and enjoy the process more. Once they discover what they like writing about they will learn to consider purpose and audience. From there, they will plan and begin to write. Students will use what they know or will research to apply it to their writing. Revision is a major aspect in writing instruction because that is how students primarily learn and grow. Ownership is another characteristic that students need to understand. Taking pride in what they write will only make them stronger writers. This process is ongoing and still as educators we are learning.





(trying to figure out how to get the flower to show up on this page)

I have used as an example of how students could get started on the writing process by picking a person in history, investigating them, and then composing a story about this person. Here you will see a flower diagram that shows the main idea in the middle then examples of five details students could use in their story. Down below you will see how this relates to the Wax Museum assignment I will further explain.


As a alternative project instead of a research paper, you could have students do a Wax Museum assignment that incorporates good writing instruction. Have the students pick a famous person and then research that said person. Students will form their thoughts and ideas through a graphic organizer like the one above or by using this comic strip to the right. Students will use these tools to plan and begin writing. They will make it their own story and then act like that person. The students will perform this for their peers and parents. They will also help one another by listening to them as they present and giving constructive feedback before they present it in front of their parents or anyone else.


Letter to future self:

Dear Sadie,

I know starting out as a brand new teacher in a brand new school system can be difficult and challenges are bound to arise, but by remembering these few things about writing instruction you WILL be successful in the classroom. First, don’t be afraid to give your students options, not everything you teach has to be the same! Second, notice I said teach instead of assign because that word is a bit derogatory to me. We should be teaching our students to write instead of assigning what we think is required of us. Third, teach students how to dig deep and look beyond the surface level of what they write about. Quality is way more important than quantity. Four, encourage students to think outside the box and come up with creative alternatives for assignments. And lastly five, don’t be afraid to challenge those teachers who have been there for years doing the same boring research paper year after year. Good luck this year and remember I am always here if you need anything.

(trying to upload audio I did for this piece)




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Identity Blog 1st Draft


  • Fill out a questionnaire/survey about past experiences as a writer
  • Write a journal entry about the positive and negative experiences you have witnessed with writing instruction
  • Name poem
  • Letter to future self when teaching writing instruction (List top 10 things to do and not to do)
  • Compose tweets
  • List words in circle maps then have descriptive details around them


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