Do you have students who forget punctuation? Or those who use one period at the end of an entire piece of writing? If so, try this…

Ask the student to read the work out loud to you. (This is most effective if it occurs shortly after the piece was written.)

Surprisingly, the student will likely stop or pause at the end of the sentences (even with no punctuation present). After the student has read the writing through once (or part of the work for older students), say something like… “I noticed that something is missing in your writing. Do you know what it is?”

“You’re right! There is no punctuation. But I also noticed that you often know where it goes. As you read to me, your voice stopped in the right places. Start reading at the beginning again and let’s see if you can add punctuation.”

On the second read-through, support the student when he or she pauses at the end of a sentence by adding the appropriate punctuation together. (Capital letters may need to be added, too.) After working together for the first few sentences, challenge the student to continue reading the work quietly out loud and add punctuation for the rest of the writing.

Be sure to return a few minutes later to compliment the efforts or provide more support if needed.

Last week, I had the pleasure of teaching a fantastic grade two class. The day before I was with them, their teacher read How the Grinch Stole Christmas. Then, I read The Invisible Boy giving them two jobs as I read: 1) pay close attention to the pictures in The Invisible Boy and 2) think about some similarities between the two books.

As we talked through the two stories afterwards, the students noticed that both stories involved a significant change in the main character and they easily grasped the concept of a transformation story.

After completing the transformation story graphic organizer about the Grinch, the students excitedly planned their own stories using the same graphic organizer. That was enough for day one!

Thankfully, I was welcomed back into their classroom the following day. To scaffold the writing of their stories, I used a three-page approach which directly correlates to the graphic organizer. On page one, I first encouraged the students to draw the opening scene of their stories clearly showing the situation and the emotion of the character at the beginning. I referred back to our mentor texts before they began writing and whenever necessary during their writing. Enough for day two!

The students completed the transforming event on page two, and the end of the story on page three, each on subsequent days, again referring back to the mentor texts as necessary.

Eventually, they’ll add a blank page to the front where they can draw the cover of their books and put their own names as author and illustrator: voila, their very only transformation stories.

When our instruction scaffolds the writing process in this way, all students find success. Perhaps most importantly, their confidence increases and they begin to believe in themselves as writers. Go slow to go far!

My year looks different than usual: less time in schools and more time writing.

As I am writing in different genres, I am taking opportunities to learn: from others and from the books on my shelves. I am a student once again. What I have realized is that these mentors and mentor texts are as important for me as they are for our students.

I have also noticed that what I read directly influences what I write. Each morning, before my fingers reunite with my keyboard, I spend fifteen or twenty minutes reading poetry or the words of writers I admire such Eudora Welty.

Regie Routman has said, “…riveting literature influences the quality of writing that students of all ages do, especially when we teach them to notice and apply what effective authors do…”.

She’s right: students of all ages. Myself included. The more I learn, the more effective my writing. The more I learn, the better equipped I am to teach students to write. Looking forward to being back in a classroom on Tuesday!

Friday night in Edmonton, Kevin Lowe’s jersey was retired at Rogers Place. Many of the old Oiler greats spoke at the ceremony or on the Oiler broadcast. Besides the expected, deserving tributes to Kevin Lowe, I noticed something else: many alluded to the leadership of Glen Sather during the Oilers 80s dynasty.

Not only did Sather motivate the players to do their best on the ice each night, he inspired them to be better people. Off the ice. To treat each other like family. To be loyal and devoted. To think beyond themselves. To get involved in the community. To use their position, power, and privilege to help others.

It seems Sather was wise enough not to micromanage his players, to allow them to take risks and make mistakes, but he was even wiser in knowing when more direct leadership and guidance was needed.

When I think about outstanding teachers in the classroom, the same is true for their leadership. Yes, they teach the curriculum to their students. Yes, they support and motivate students to do their best academically. But more than that, they inspire their students to be better people.

Could we as teachers use the same philosophy that Glen Sather used with his players?

Yes, I’d say so.

During my first years of teaching, I didn’t teach art. When I looked at the bulletin board after our art class, all of the students’ work was the same. Even the students couldn’t tell whose was whose! Eventually I realized that I was leading my students in making crafts instead of teaching art techniques and allowing imagination and innovation to inspire their creations. What a disservice to those students!

Last night we saw a play at our local theatre. I was swept up by the visuals and captivated by the language. At some point though, I realized that even as I was enjoying the performance, I was also thinking about my own current projects. Art inspiring art.

Why not inspire one form of art with another in our classrooms? What might be inspired by classical music… beautifully written mentor texts… paintings by the masters… spoken word poetry… short films… books on fashion or architecture…? What might your students write, draw, or create?

I believe it is essential that we teach our students to live and learn within a growth mindset. But really, it’s essential for all of us.

This year, perhaps more than any other, I have heard teachers talk about feeling exhausted, overwhelmed, and at times, defeated. For me, living with a growth mindset includes treating ourselves with gentleness and patience. We should not try something new and expect to be immediately successful. We should not expect ourselves to be experts in everything. We should not expect to have the same results this year as in other years with so many factors (beyond our control) influencing each day.

If you heard your students being hard on themselves, what would you say? Treat yourself with the same compassion.

For what it’s worth, I believe in you. You can do this… one day at a time!

A few days ago, our five-year-old grandson requested a FaceTime call with us. This is unusual: typically when we call the family, he is the least talkative.

This time though, as soon as I saw his face on my phone, I could tell he was excited to talk. “Nonna… Nonna… today I wrote a chapter book!”

He showed it to me as best he could and then told me that his book is 49 pages and that he used every letter of the alphabet!

When I asked him to read it to me, he said, “I can’t read!”

Priceless. At once a writer and non-reader.

This is my favourite age within children’s development: on the verge of both reading and writing. The desire to enter the literate world is palpable. Before long, our grandson will enter the literate world. For now, he is a budding writer with a book soon to be added to our bookshelf. It is sure to be my new favourite!

I recently finished presenting a three-part professional learning series. At the end, we took the time to reflect: “What will you start, stop, and continue doing in your classroom?”

Certainly, it is important to step out of our comfort zones and try something new. But in doing so, we must recognize what we can give up. We can’t do it all: there’s not enough time in the day.

When reflecting on your current practices, consider: ‘Why do I do what I do?’ Is it because it engages your students, because you recognize how it affects student learning, or simply because you’ve always done it that way?

Start, Stop, Continue is an excellent framework for reflection. As you go about your week with students, keep this idea back of mind… What is worth starting in your classroom? What can you stop because it’s not having the impact it once was? And what will you continue: what’s working?

When our curriculum refers to text, it is often interpreted as print and only print. In its broader definition though, text includes oral media, visual media, and digital literacy too.

Stretch your own definition of text to include oral storytelling, spoken word poetry, songs, short films, photographs, paintings, video games, album covers…

A few favourite sites to get you started:

• The Literacy Shed
• National Film Board of Canada
• kidsloveshortfilms
• National Gallery of Canada – virtual
• MetKids
• Umbrella
• The Power of Words – spoken word poem
• Simon Mole

Before you share anything with students, be sure to read or view everything through to the end to ensure that it is appropriate for your class.

What can you do with these diverse texts? Consider the opportunities for:

• making comparisons
• exploring the creator/illustrator/artist’s purpose and craft
• discussing elements of text: beginning, middle, end; character; emotion; theme; the role of music…
• writing dialogue or description
• examining the creation of mood and tone
• reader response writing

The possibilities are endless!

Inspired by the election, there was a recent radio call-in show discussing the experiences people had running for office. At any level. Made me think back to high school and an interaction that forever changed me.

One of my teachers, Mr. Parrotta, approached me about running for Senior Class President. He explained that my leadership qualities and organizational skills would make me a great fit for this position. I was surprised. More than surprised actually. I had never considered running for any position, let alone president. Besides, I didn’t consider myself a leader.

I decided to run and eventually I became Senior Class President. But it wasn’t that experience that changed me. It was Mr. Parrotta’s words. He helped me recognize certain qualities in myself and he instilled a confidence that I hadn’t felt before.

As teachers, we spend considerable time with our students. Our words, our interactions, and our belief in our students, might have more of an impact than we ever realize.

Mr. Jensen had the same effect on Clint as Mr. Parrotta had on me. Watch this: