Depending on where you teach, summer vacation may have already started. For the rest of you, it’s just around the corner! Really…

You likely have plans to unwind and perhaps some plans to travel and explore. Whatever the case, invest in yourself by carving out time to read. Escape with a novel or some poetry, or pick up that memoir or non-fiction book you’ve had sitting on your bedside table the last few months. And don’t forget to read the books from your classroom library so you can give recommendations to your students!

• If you haven’t yet read Hidden Potential: The Science of Achieving Greater Things by Adam Grant, put that on the top of your non-fiction list.
• If you’re looking for a bit of an escape, I just finished Watch Out for Her by Canadian author Samantha M. Bailey.
• I’m currently reading the award-winning memoir Jennie’s Boy: A Newfoundland Childhood by Wayne Johnston and For the Love of a Son by Scott Oake.
• Don’t forget about audiobooks! I’m listening to Girl, Forgotten by Karin Slaughter.
• I’m on a waiting list at the library for the very-well-reviewed My Friends by Fredrik Backman.
• If you haven’t read a graphic novel, why not pick up the latest by Jerry Craft or start with his first, New Kid?
• For a quick read, check out the Camp Average middle grade series by Craig Battle, another Canadian author.

Do tell… what’s on your to-read list this summer?

Are you looking for a creative way for students to reflect on the school year?

Decide on five or six questions that you want students (and yourself) to reflect on. Print each question on a different colour of paper. (Depending on how many students in your class, you may have 3 or 4 of each colour–enough for every student to begin with one page.)

1. Give each student (and yourself) one of the pages with a reflection question. Everyone reads the question on their page and writes a short reflection. (There is no need to sign names.)
2. Once everyone has responded to the first question, they crumple their page and throw it across the room.
3. Then everyone finds a ‘snowball’ of a different colour than their first. They read the question and the first person’s response, before adding their own.
4. Again, everyone crumples the page and throws it across the room.
5. Each person finds a ‘snowball’ of another colour and adds their reflection to the page. (Repeat the process until everyone has written a response on each of the colours.)
6. Once everyone has reflected on every question, take the time to discuss observations and surprises about their peers’ responses.

Note: Be sure to save the ‘snowballs’ so you can read them all yourself afterwards. Answers are often quite candid because the process is anonymous.

Possible reflection questions:

• What did you learn about yourself as a learner?
• What did you accomplish this year that you are most proud of?
• How did you surprise yourself this year?
• Which memory from our class do you think you will remember forever?
• What was the nicest thing someone in our class did for you this year?
• What advice would you give someone entering grade _____ next year?
• What was your favourite part of the day in our class? Why?
• Of the books you read this year, which was your favourite? Why?
• What did you do this year that you’ve never done before?
• What will you miss most about grade ____ ? Why?

…and chewed my gardening glove and the tea towel and the bathmat and the baseboards…

He frequently steals shoes and socks. Yes, Charlie has been busy!

How about a fun June writing challenge? Let Charlie (a.k.a Trouble) be the inspiration! Invite your students to write about a puppy who eats, chews, and steals! Let your students choose the form: story, article, wanted poster, or poem.

I’d love to see the finished creations. 🙂

Last week I promised more on revision and editing. These terms are often used interchangeably in our classrooms and yet there are important distinctions between the two processes.

When we teach our students to revise, we want them to make significant changes to their writing such as adjusting the order of their ideas, adding/deleting words or sentences. If we ask students to revise, many of them don’t know what we are asking them to do. I teach students to revise within my mini-lessons where I target a particular skill. In this way, I am able to model and scaffold the revision process by connecting it directly to the skill I am teaching: organization, sentence fluency, or word choice, for example. Over time, they learn the various ways in which they can revise their writing, and by focusing on one skill at a time, we make it manageable.

And what about editing? I’m sure you agree that we want our students to learn to write with proper conventions. Think of editing as the final touches: punctuation, capital letters, and conventional spelling. We can’t (and shouldn’t) expect our students to write with proper conventions as they put words to paper. As I wrote last week, this will only serve to stifle our writers, and will often deter them from writing at all.

I train students to read over and edit anything they are handing in–a narrative story, a persuasive piece, their social studies test. But I don’t ask them to edit every piece of writing they do. If they have written a reader response or a freewrite that no one else is going to read, I don’t ask them to spend time editing their piece. This encourages students to write more freely and creatively, take risks when writing, and even to write more.

Whatever grade level we teach, by separating the actual writing from the processes of revision and editing, each process–including the writing itself–becomes much more effective.

Many of our students are reluctant writers. Their reluctance is often a result of high expectations, a belief that their writing–ideas, organization, and for many, spelling–should be perfect as they put pen to paper. In her book Bird by Bird, writer Anne Lamott says, “Perfectionism is the voice of the oppressor….” We have to find ways to shift our students’ mindset and lower the expectations they put on themselves. This may seem counterintuitive but it is essential if we are going to develop enthusiastic, willing writers.

I often show students E.B. White’s many drafts of Charlotte’s Web from Some Writer! The Story of E.B. White. I explain that looking at these drafts make me feel better as a writer. There is no need to write something perfectly the first time. We put our words on paper, knowing we can make changes later.

The mindset of perfectionism is stifling, fear-inducing. Sometimes, we as parents and teachers inadvertently contribute to the mindset of perfectionism, especially when there is a heavy focus on conventional spelling. Do we want young writers to spell things correctly? Of course! But, conventional spelling cannot be the expectation for everything they write, especially as they are learning.

They will learn conventional spelling as they learn the rules of phonics and morphology. But we can’t expect our young writers to generate new content and implement everything they’ve learned about the rules of language. Let them write. Let them experiment with language. Let them make mistakes.

Writing is a process. Remove the need for perfectionism and let the process unfold. The processes of revision and editing can follow. Sometimes. (More on this next week!)

I have written about word walls here before. And in fact, a few of my teacher resources have substantial sections on them. Why? Because they’re highly effective tools in our classrooms when used intentionally! And yet, I’m genuinely surprised by how many classrooms don’t have them.

When I ask students what is difficult about writing–no matter the grade level–someone always says “spelling.” We can’t afford to let spelling interfere with our students’ writing. We can’t afford to let the question “How do I spell…?” stop us from giving our students daily opportunities to write. (If they incessantly ask us this question, we haven’t yet empowered them to take risks and use their phonetic knowledge.) Word walls are a powerful tool that we can use to lessen the worry and increase confidence in our student writers.

Let’s be clear: it’s not just that the words are posted. It’s what we do to get them there. By adding words three at a time every week throughout the year, we have the opportunity to talk about the patterns in words, specific graphemes that represent sounds, the meaning of words, the differences between (and when to use) homophones, and on and on and on.

The intentional teaching surrounding the words that go on our word wall is what makes them effective. Then, once the words are on the wall, the students know they are there and can use this visual reference on a daily basis. When we refer to the word wall often, our students will remember to check it. My word wall, no matter the grade, was playfully called my “no-excuse-word-wall”. “Once it’s on the word wall, there’s no excuse for spelling it wrong!” And when you hold students accountable for those words on the word wall, they form good habits: checking the spelling if needed, or simply taking the time to look for those no-excuse-words in their writing.

Do I expect students to spell every word they write correctly? Not at all. They can use the strategies they’ve learned (i.e. those patterns we teach) to take risks when trying to spell unfamiliar words. But those word wall words, you bet I’ll ask them to correct the spelling of those.

If you haven’t used a word wall before, consider it for next year. A little bit of planning and ten minutes of instruction each week, will make your job considerably easier throughout the year, and even more importantly, provide students with an incredibly empowering tool.

I love when I say something like this to a class–“What two letters say /ā/ in the middle of a word?” or “What three letters say /ing/?”–and they can answer with confidence! In classes like this, students are less likely to ask “How do you spell…?”, more likely to take risks and try on their own, and even more likely to be close or correct in their spelling.

In his book Reading in the Brain: The New Science of How We Read, Stanislas Dehaene (2010) states:

…all children regardless of their socioeconomic backgrounds benefit from explicit and early teaching of the correspondence between letters and speech sounds. This is a well-established fact, corroborated by a great many classroom experiments. Furthermore, it is coherent with our present understanding of how the reader’s brain works. (326-327)

Although Dehaene speaks here of reading, explicit and systematic phonics instruction empowers student writers as well. This is especially true when we provide students with regular opportunities to write and apply their phonics knowledge.

Give them the building blocks and the opportunities to create… then let them soar!

I’m in the middle of a writing residency and this school has good vibes! The staff have fun together, and most importantly, the students are valued. These good vibes are essential in our schools, especially for students who find learning challenging.

When you think about it, students are asked to take risks day in and day out. Some students have both the confidence and competence which make risk-taking relatively easy. For others though, sharing an answer in front of their peers or writing something to submit to a teacher may be intimidating.

Our schools, and in particular our classrooms, must create an environment of psychological safety: a place where every person feels valued, where it’s okay to make mistakes, ask questions, and express opinions.

Although we work hard to create this environment at the beginning of the year, it is essential that we don’t let fatigue take over during the busy months of May and June. A flippant comment or rushed remark might weigh heavy on a student and impact them more than we realize.

Let those good vibes run deep, leading to psychological safety for each and every student you teach!

Our pup just turned five months old. His favourite thing to chew? Paper. Or anything that resembles paper: Kleenex, napkins, notepads, leaves, bark, books, printed drafts of my in-progress manuscripts…

In the words of a friend: “Doesn’t he know he lives with a writer?”

Perhaps he chews books in solidarity with me: devouring them as I do. I figure that perspective–and his cuteness–may help ease the exasperation of the moment.

And by the way, if a student ever says–the dog ate my homework–don’t immediately discount it as a falsehood. It might very well be true.

Yes, it is National Poetry Month. And yes, we’re reading poems to our students, and hopefully novels in verse, too!

But if you’re looking to inspire your students to write their own poems, it’s fun to experiment. Look to these books for a fun twist on your regular approach:

Do you have any unique favourites to share?