Artwork for podcast Getting Students to Write- Helping Elementary and Middle School teachers improve student writing.
Ep 99 But We Don't Have Enough Time!
Episode 99 • 11th March 2025 • Getting Students to Write- Helping Elementary and Middle School teachers improve student writing. • Melissa Morrison, Elementary, Middle School Writing Consultant, Literacy Coach
00:00:00 00:27:19

Share Episode

Shownotes

Time just does not seem to be on a teacher's side! There are so many things requiring or affecting your time-some you can control, some you cannot. Some you are invested in, some you are not.

More often than not, writing is the part of literacy that gets pushed aside for other areas.

But writing is an ESSENTIAL part of our students' day and life and needs to be given what it is due!

This episode will provide tips and ideas for getting the most out of your day and including writing practices that are effective for your writers.

Mentioned in the Episode:

Integrating Reading and Writing- Michelle Ruhe Coach from the Coach

Mini-lesson Episodes 19, 21 and 22

**Teachers! We want to hear from you! We want to hear your story, experience, aha moment or insights related to Getting Students to Write! The more we share, the more we learn together, the more we can accomplish for our writers!

Click the link below and record a voicemail. Your story may be featured on the podcast:)

Send a voice message to GettingStudentstoWrite

About Melissa:

Melissa is an enthusiastic educator and continuous learner with over 19 years' experience in education.  Her passion and expertise is transforming writing programs so that teachers are confident in writing instruction and student writers thrive! She strongly believes teachers are the key to effective instruction and their writers are their best resources.

Melissa knows that too often, explicit writing instruction is pushed aside in elementary education, and she feels it is her calling to help schools make it front and center, providing teachers with the knowledge and support necessary to implement effective and engaging writing instruction. 

Teaching to Transform, LLC was founded by Melissa in 2018 and partners with school districts to provide professional development in writing instruction.

If you would like to learn more or refer Melissa to your district, check out her website below!

Website and Blog Read the latest blog posts and find out more about services provided by Melissa

Instagram Follow Melissa for tips and support with writing instruction!

YouTube Find out more about teaching writing as you watch webinars and model lessons taught by Melissa

LinkedIn Connect with Melissa!

Transcripts

Speaker:

Microphone Array (Realtek High Definition Audio(SST))-10:

If you have a leadership, but that

2

:

is not aware of that, or just,

aren't realizing that there isn't

3

:

time, enough time for writing.

4

:

Then they need to know about it.

5

:

You need to advocate for it.

6

:

You need to tell them.

7

:

Hey there, teacher.

8

:

If you want to feel more confident as a

teacher of writing and you want writing

9

:

time to be an effective and engaging and

enjoyable time for your students and for

10

:

you, then you are in the right place.

11

:

I am Melissa Morrison and I have

a passion for helping teachers to

12

:

feel stronger about their writing

instruction to really enjoy writing time.

13

:

I don't promise a quick fix, but I do

promise to provide you with the ideas and

14

:

practical strategies that will transform

writing for you and your students.

15

:

Microphone Array (Realtek High Definition Audio(SST)):

Hello.

16

:

Hello and welcome.

17

:

This is episode 99 of

getting students to rate.

18

:

Which means we only have one

more week until the 100 episode.

19

:

So I am also excited about this

episode and every episode, but to

20

:

get to 100 is just always exciting.

21

:

Well, I say always as if that's

happened for me before it has

22

:

not, but I am very excited.

23

:

And I'm excited for you

because the 100th episode,

24

:

which actually will be two

episodes published at a time.

25

:

Microphone Array (Realtek High Definition Audio(SST))-1:

Is a conversation with

26

:

two highly respected.

27

:

Experts in writing instruction,

you have probably read.

28

:

One of their books or perhaps

29

:

Microphone Array (Realtek High Definition Audio(SST))-2:

I heard them speak on another podcast..

30

:

Microphone Array (Realtek High Definition Audio(SST))-1:

I have learned so much from both

31

:

of them, so I can't wait for you

to hear that episode next week.

32

:

Microphone Array (Realtek High Definition Audio(SST))-4:

And then one more thing before we go into

33

:

what this episode is all about today.

34

:

I just wanted to ask that if you

would help me celebrate the 100th

35

:

episode of by perhaps considering.

36

:

Giving me a rating or

a rating and a review.

37

:

Microphone Array (Realtek High Definition Audio(SST))-5:

Over another option to help me celebrate

38

:

that I would be ever so grateful for.

39

:

It would be if you would click on in

the show notes where it says, send a

40

:

message to getting students to write

where you share with me something

41

:

that has been a value to you from the

podcast or a story about something

42

:

happening in your writing instruction.

43

:

I would love to hear it, and I know

others would love to hear it as well.

44

:

So.

45

:

That.

46

:

would be fabulous if you would be

able to do either one of those things.

47

:

Microphone Array (Realtek High Definition Audio(SST))-6:

Time.

48

:

Time is not on our side when

it comes to being a teacher.

49

:

Right.

50

:

I felt it years ago that there was

so much to do and not enough time.

51

:

And it's not just because of the things

that are planned during your day.

52

:

It's also all the things that aren't

planned during your day, that you

53

:

don't always have control over.

54

:

Could be the.

55

:

The assembly.

56

:

The fire drill the lockdown drill,

the three calls from the office

57

:

you got because kids are leaving.

58

:

Or the nurse wanted to talk to

you, you know, on and on and on.

59

:

But nowadays, I feel like even

the things that are planned.

60

:

Or not.

61

:

Given enough time.

62

:

And then if you add in any new things

that you have going on, that you're

63

:

trying to get used to, that are

taking more time and that could be.

64

:

You're grading system.

65

:

New, some kind of new technology.

66

:

They want you to integrate.

67

:

Or a new series that you're using,

especially I think a lot of teachers.

68

:

May having you phonics program

that they're using and all of

69

:

those things are going to take

time and more time than they will.

70

:

Once you get used to it and figure out

exactly how you want to implement it.

71

:

Microphone Array (Realtek High Definition Audio(SST))-7:

And unfortunately for many years

72

:

and still now all the time I

see when I go into schools.

73

:

The time is not planned

for writing instruction.

74

:

Most often now I definitely

have some teachers.

75

:

In school, in the same school as other

teachers who don't feel like they have

76

:

time for writing who have worked out

their schedule so that they do what

77

:

I find is that they see it and know

it and have felt it as a priority.

78

:

Writing is something they know

that they need and it's helpful.

79

:

And so it's just.

80

:

Given for them that they're

going to work that out.

81

:

But even other teachers who do

want it to be something they do.

82

:

It's not, it's not happening.

83

:

And I think that one of the reasons is.

84

:

That there is no outside source,

no leadership that saying.

85

:

We need to see writing.

86

:

There might not be a specific program

that has been implemented for writing.

87

:

Maybe it's just.

88

:

Part of your reading program

and it might not be so great.

89

:

We were it just haven't hasn't gotten

at a time to be implemented because.

90

:

Any training that you might've

gotten was all about the reading

91

:

part, not about the writing part.

92

:

So there are so many

reasons, but mostly I see.

93

:

That writing is not at the forefront.

94

:

Writing is not seen as important

or so many other reasons that, you

95

:

know, the training isn't there.

96

:

Teachers aren't sure what to teach.

97

:

They, you know, there's so many reasons.

98

:

But the, but that's just

happens to be the case.

99

:

That writing is the thing

that's getting pushed aside.

100

:

And not spend as much time with one.

101

:

So it's thrown in.

102

:

Or it's there, but it's

only done in one way.

103

:

So it's only writing about

reading or it's only.

104

:

A notebook they have, for some

reason, or, you know, it's done

105

:

during the free time that they might

have, or it's only in a center.

106

:

So it's just not prominent.

107

:

Microphone Array (Realtek High Definition Audio(SST))-8:

And I know that what happens is.

108

:

Oftentimes for teachers, even when

there's something you really wanted to do.

109

:

A change.

110

:

You want to make something

you want to invest time in.

111

:

You just don't know how to do it.

112

:

You just aren't sure what to do.

113

:

And you feel like you can't even take

the time to think about it, right?

114

:

It's like, I'm just doing what I'm doing.

115

:

And I have a few things here and

here, and then I'm working out, but

116

:

there's like so many things too.

117

:

To plan for, to worry

about, to fix, to change.

118

:

You know, I could say there's

five things that are so important.

119

:

And sometimes writing might be

the thing you think about it.

120

:

And you know, other times it's not.

121

:

So it's difficult and I'm in

one school now where they do

122

:

have a new phonics program.

123

:

And to me, the time that it's taking

to implement it on a daily basis is.

124

:

Way more than it should be.

125

:

But it's something to figure out.

126

:

And then on top of that, And

a couple of classrooms, their

127

:

schedules just aren't great.

128

:

They're very broken up.

129

:

Maybe there's something else.

130

:

I think there's something else new

going on with what they have to do

131

:

with some kind of online program

that they have and the amount of

132

:

time they're supposed to use it.

133

:

And it's just, it's rough and.

134

:

When they have things

that they are made to do.

135

:

And even though I am there to help

them with writing instruction,

136

:

unfortunately at has not been

made a priority in their schedule.

137

:

And so it's something that they have

to handle right now on their own.

138

:

I, you know, I say on their own.

139

:

but it's something that they just,

they kind of have to figure out

140

:

with what they have, you know,

their schedule is not changing.

141

:

They are still learning the new vernix

phonics program and have to figure

142

:

out how the timing of it is going

to work that it's, it's taking time.

143

:

Microphone Array (Realtek High Definition Audio(SST))-9:

So that means that part of my job is to

144

:

figure out exactly what are the things

that should be happening that are going

145

:

to be the most impactful with the amount

of time that teachers have for writing.

146

:

Now, I will say.

147

:

That as with anything else.

148

:

It's only going to be as successful

as the time that it is given.

149

:

And so.

150

:

And not that this is your fault.

151

:

Not always the teacher's fault,

but it's just, it is what it is.

152

:

And if you don't spend time teaching,

learning and having children, right.

153

:

It's it can only go so far.

154

:

Right.

155

:

But we have to see what we can do

with what we have while also trying

156

:

our best to think about how we can

improve and get that time back.

157

:

So whether it's working with your

admin about the schedule or little

158

:

things that can happen in your, in

your daily schedule that you can

159

:

handle or you have control over.

160

:

So we'll talk about some of those things.

161

:

But so my job is to come in and say,

okay, so what can we do for writing

162

:

and how can we make it happen?

163

:

That can be as effective as possible.

164

:

Microphone Array (Realtek High Definition Audio(SST))-10:

I realize it is just a fact that

165

:

sometimes the way things are set

up are not conducive to giving

166

:

the time necessary to everything.

167

:

And it just so happens that

sometimes writing is the thing that

168

:

it's not, that's not getting it.

169

:

However, We do need to continually strive.

170

:

To have writing.

171

:

In our daily time.

172

:

And so that's going to take

a lot of different things.

173

:

So I'm just going to share some

things today that hopefully will

174

:

help you now, or in the future.

175

:

It's certainly not going to be a

comprehensive list, but hopefully

176

:

it will be very helpful to you.

177

:

So, first of all, I'm going

to say you have to advocate.

178

:

You know, what's best for your students.

179

:

And now, you know, that one of

those things is writing instruction.

180

:

And.

181

:

If you have a leadership, but that

is not aware of that, or just,

182

:

aren't realizing that there isn't

time, enough time for writing.

183

:

Then they need to know about it.

184

:

You need to advocate for it.

185

:

You need to tell them.

186

:

Microphone Array (Realtek High Definition Audio(SST))-11:

You can share a research that talks about

187

:

writing instruction and its effectiveness.

188

:

And the necessity of it

in the literacy program.

189

:

I would be happy to share

some things with you.

190

:

If you reach out to me, send

me an email, I would be happy

191

:

to share some things with you.

192

:

But that's number one.

193

:

We got to talk about it.

194

:

We have to advocate for it.

195

:

We have to make sure that our school

is aware and try to continually

196

:

push forward and then see if

there's any way you can help.

197

:

With ideas of how to.

198

:

get more writing instruction in your day.

199

:

And it might be some of the

things that you hear today.

200

:

Microphone Array (Realtek High Definition Audio(SST))-12:

Now, just to clarify, when I'm talking

201

:

about having more time for writing,

I'm mostly speaking of having a.

202

:

One specific time that is set aside

for the teaching of writing and

203

:

then the practicing of writing where

students can write independently

204

:

and you can meet with them.

205

:

And that time shouldn't be significant.

206

:

Meaning.

207

:

It shouldn't be.

208

:

10 to 15 minutes every day.

209

:

It would, you would want it

to be at least 30 minutes.

210

:

Let's say for a whole time of writing

instruction in independent writing.

211

:

So if we say like the workshop

framework, at least 30 minutes

212

:

starting in kindergarten.

213

:

And really you want more than that?

214

:

I did hear from Lucy Calkins,

I believe in the fall for the

215

:

Saturday reunion, from Los flower.

216

:

And she talked about the issue of time

that teachers are having and just,

217

:

you know, kind of share that it is

better as I was just kind of saying,

218

:

which is what I learned from her.

219

:

To have those time set aside that

are substantial so that students

220

:

really do have time to get into

their writing and spend time writing.

221

:

It's better to do that three

times a week than to only have

222

:

15 minutes, five days a week.

223

:

To spend doing that

kind of process writing.

224

:

And so I'm just, you know, having the

assumption that everyone has ties, where

225

:

students are writing, they're writing a

response to something they're answering a

226

:

question, then they have to write it out.

227

:

They're writing down something

for like an exit ticket.

228

:

Or I know there are times

that students are writing.

229

:

But this is the more substantial

time where they are taking time

230

:

to go through the writing process.

231

:

But then with that, I just want to say

that I know that it is important that

232

:

students write all types of writing and

that not every piece of writing should

233

:

go through the writing process, even

if it's meant to, and not every type

234

:

of writing needs to you don't mean to

revise and edit every kind of writing.

235

:

It could be something short, it could be a

new, it could be an answer to a question.

236

:

So there's all different types of

writing tasks, and we want students who

237

:

have experienced with a lot of them.

238

:

But when I think about setting aside time

for writing, I mean like a portion of

239

:

your literacy block that is dedicated to

writing instruction and time for writing.

240

:

Hey there teacher.

241

:

As I said before, our 100th

episode is coming up and I really

242

:

want to celebrate and I want to

celebrate all of our listeners.

243

:

I know from teachers that one of their

favorite things is hearing from other

244

:

teachers, hearing what's going on in

their classroom, hearing about the

245

:

struggles and the wins that they have.

246

:

So I want to hear yours.

247

:

I want to hear your story, your

experience, or your insight related

248

:

to getting students to I would

love to feature it on the show.

249

:

What you share will be so

valuable and very likely

250

:

extremely helpful for listeners.

251

:

So, when you look at the show notes,

you will see there is a link from

252

:

SpeakPipe and it will say SpeakPipe.

253

:

com slash getting students to write and

you click on it and leave us a message.

254

:

I hope you will take this

opportunity to build more connection

255

:

amongst our podcast community.

256

:

Microphone Array (Realtek High Definition Audio(SST))-13:

Okay.

257

:

So I have quite a few things I

want to share, and they are in no

258

:

specific order of significance.

259

:

If I tried to do that, I would go crazy.

260

:

I would be spending all my time

planning, which one should be first.

261

:

To figure out which one is more

important or more helpful for you?

262

:

I can't do that.

263

:

So I'm just going to share them.

264

:

So one thing is that I want

you to think about when you are

265

:

teaching and doing your lesson.

266

:

That it is specific and to the point.

267

:

So I do have episodes where

I talk about the mini lesson.

268

:

So, if you haven't listened to them,

please go back and I'll try to remember

269

:

to put it in the show notes, but you

do want your listeners to be very

270

:

explicit and they don't have fluff.

271

:

There's no fluff.

272

:

Students don't need to hear you talking.

273

:

For 15 minutes.

274

:

And you shouldn't be able to,

because you should be teaching

275

:

them one thing at a time.

276

:

That you want to demonstrate for

them, have them practice a little

277

:

bit before they go and write.

278

:

And so thinking about

your teacher talk time.

279

:

and that's really throughout the

day, not just writing, because if you

280

:

talk too much in other sections of

the day, you're taking up valuable

281

:

time where students could be working.

282

:

So that's one of the, that's the

first tip there is to make sure

283

:

your lessons are explicit and

there's not too much teacher talk.

284

:

Microphone Array (Realtek High Definition Audio(SST))-14:

Another idea that I think is

285

:

extremely helpful is to consider

the purpose of everything that

286

:

you are asking students to do.

287

:

So this is throughout the day, not

just for writing time, every activity

288

:

you have them doing, consider the why

and whether or not it is effective

289

:

and helpful for the students.

290

:

It's not busy work.

291

:

It's not something that you

think is helpful, but when you

292

:

really think about it, it's not.

293

:

And then when it comes to this

idea in writing instruction, and

294

:

one of the things that I see.

295

:

Happen a lot.

296

:

Is that students have

this writing journal.

297

:

Where, like, for example, in a classroom

for when I say it was second or third

298

:

grade might've been third grade.

299

:

They had a writing journal.

300

:

Because the teacher wanted them

to have more time to write.

301

:

And it was just completely.

302

:

It was choice at times.

303

:

And then other times she

would give them a question.

304

:

To answer.

305

:

And it wasn't necessarily

connected to reading.

306

:

It was just, it was just

something for them to write.

307

:

But during writing time.

308

:

This teacher.

309

:

Was having students write what she

was telling them to ready or at the

310

:

piece that she wanted them to write.

311

:

And then the writing journal was where

they could write whatever they wanted.

312

:

And so 10 me.

313

:

Those need to combine.

314

:

We want them to be able to write

about what they would like.

315

:

Now you might have a genre specific unit.

316

:

It might be a little more tailored,

but at least they have choice.

317

:

And so if you have choice somewhere.

318

:

Yeah.

319

:

I mean, I guess there could be

this, this journal where sometimes

320

:

they can use it to really have.

321

:

Choice of any genre, whatever

type of writing they want to do.

322

:

But maybe that could be an

option for another time.

323

:

Where they have extra time or

free time, or maybe when may, if

324

:

they've finished something that

you guys are working on in writing.

325

:

Like if they publish it before

everyone else has finished, but.

326

:

I don't think that that needs

to be something that takes up

327

:

a significant amount of time.

328

:

So really thinking about what it's

used for, and if you can combine this

329

:

other kind of writing this journal

that doesn't really have this.

330

:

Significant purpose.

331

:

Can you combine that to the

writing that you are doing?

332

:

Or just really thinking about why

you're having them use that and

333

:

if it's effective and if it's not

effective, I say, get rid of it.

334

:

Even if you don't know what else to do.

335

:

Like just use up that time for anything

else that you think needs done.

336

:

Microphone Array (Realtek High Definition Audio(SST))-15:

Another tip is something I'm sure you've

337

:

heard before, but I think everyone can

always benefit from just taking a little

338

:

look, see over how things are going

when it comes to a couple of things.

339

:

One, your transitions.

340

:

And two procedures.

341

:

And how students are

moving through their day.

342

:

Because if you were writing time,

especially is not planned out, or they

343

:

have to take five minutes to wait to get

a piece of paper or whatever it might be.

344

:

Those things add up, you know

you think about transition times.

345

:

Those things add up.

346

:

And so anything you can do to clean up

things like that, to me, procedures,

347

:

more efficient to clean up transitions.

348

:

Just all these little

things can be helpful.

349

:

And I know it can take, sometimes

that's a big change or it'd be, you

350

:

really have to think about what to do.

351

:

But it can be helpful.

352

:

So when you're ready, To look at it and

to think about what else you can do.

353

:

Things like that are very important.

354

:

So I didn't want to leave that out.

355

:

And then another beaker one,

and this is really something

356

:

to do some investigating into.

357

:

I'm not going to spend a lot of

time talking about it, but I'm going

358

:

to give you a wonderful resource.

359

:

And this has to do with really

trying to connect, reading and

360

:

writing as much as possible.

361

:

This is not something

you can do all the time.

362

:

But it can happen and it

can be very effective.

363

:

Microphone Array (Realtek High Definition Audio(SST))-17:

This can be done in small ways and

364

:

it can be done in really big ways.

365

:

One small way would be something you

may already do, which would be to

366

:

utilize a previous read aloud as.

367

:

you're writing mentor text.

368

:

Microphone Array (Realtek High Definition Audio(SST))-18:

We're using the text or a portion of

369

:

a text that's been done during your

reading lesson, or it is in your

370

:

reading program as something that you

can also use for writing as a mentor

371

:

texts or something you're looking at

as an inquiry writing or something too.

372

:

Just use as a basis for you to write off

of, in order to have a mentor, text, or a.

373

:

modeled piece of writing.

374

:

Microphone Array (Realtek High Definition Audio(SST))-20:

Something else that's not

375

:

only helpful time-wise but

also just much more authentic.

376

:

Is if, instead of assessing

students' spelling with.

377

:

Just a spelling test.

378

:

If you use their writing pieces.

379

:

And I see this happening really well

in the lower grades and kindergarten

380

:

and first grade where they're

really just learning to encode.

381

:

Can you use their writing pieces as long

as they are authentic and they are writing

382

:

at their own level on their inability.

383

:

If you use it them as an

assessment for phonics now.

384

:

What they can say is going to be a

little ahead of what they can write,

385

:

but it is a way to see what sounds are

they hearing, because if a student is

386

:

trying to write the word table and they

write a T and a B you know, that's the

387

:

sounds that they heard, you also know

that they know those letters, right?

388

:

So, and there's so much

to, to look into about.

389

:

Utilizing writing for phonics and.

390

:

And first spelling, but when

you look at it and then you say,

391

:

okay, this is what they are doing.

392

:

This is what they're not doing.

393

:

That can inform your small

group instruction when it

394

:

comes to . Phonics instruction.

395

:

Microphone Array (Realtek High Definition Audio(SST))-21:

And then something that's more along

396

:

the lines of a big way to integrate

reading and writing is to really

397

:

plan out your literacy unit as one.

398

:

I want to say things and that's

not the best word, but instead of

399

:

thinking about reading and writing,

you think about them together.

400

:

Again, this can't happen all the time.

401

:

But when you think about it as a unit

together, reading and writing and you

402

:

choose texts that are going to be the

venture texts for reading and for writing.

403

:

And if you can line up the

skills that you're teaching.

404

:

To be not only reading and writing.

405

:

If you do that, you now have one

lesson that talks about how our

406

:

reader uses this skills as a reader.

407

:

And then our writer uses a skill.

408

:

As a writer.

409

:

You can use one text, you can use one

demonstration and it's one lesson.

410

:

So now we've eliminated transition time.

411

:

We've eliminated one lesson, basically.

412

:

And although this lesson

may be a little bit longer.

413

:

And.

414

:

You now have these things together

that you're looking for instead

415

:

of two, totally separate skills.

416

:

One for reading, one for writing.

417

:

This again, as I said before is not

something that I'm going to be able

418

:

to go into depth in on this episode.

419

:

And perhaps another episode, I will have

my colleague and friends, Michelle Ruby,

420

:

come back to talk about it, but she is who

I'm going to refer you to because if you

421

:

go to her website, coach from the couch

and I will link her in the show notes.

422

:

You will be able to find A few

different resources and blog posts

423

:

that will help, but one of them is too

many curriculum demands, integrated

424

:

literacy lessons is the answer.

425

:

And you will find more about

what I'm talking about.

426

:

But she has done a lot of work around

this and it's been extremely successful.

427

:

Microphone Array (Realtek High Definition Audio(SST))-22:

And then the last suggestion

428

:

that I have for you.

429

:

It's not necessarily going to give you

any more time than it is going to make

430

:

your time more efficient and effective.

431

:

And that would be making sure.

432

:

Microphone Array (Realtek High Definition Audio(SST))-23:

That you know, your binders.

433

:

And that your instruction is targeted

to the needs of your writers.

434

:

Because when we don't know our

writers, I talked about this.

435

:

If you've listened to any of my episodes,

you've probably heard this before, but

436

:

if you don't know your writers, then you

don't know what you need to teach them.

437

:

You don't know where they are as writers.

438

:

You don't know how to help them.

439

:

When you do know you're not going

to waste your time, trying to teach

440

:

them skills that they're not ready

for or skills that they don't need.

441

:

And so that's the first thing

to help you make it targeted.

442

:

I have several podcast episodes

that can help with this.

443

:

And then.

444

:

Making sure that what you choose

to work line say for one unit.

445

:

Is going to be worthwhile.

446

:

It's going to be things that are going

to move your writers along in their

447

:

progression, in their ability as writers.

448

:

Microphone Array (Realtek High Definition Audio(SST))-24:

And.

449

:

when you choose, let's say three goals for

a writing unit, and these are classicals.

450

:

Okay.

451

:

So I'm not getting into specific students.

452

:

Or individual students, but when you think

about class goals and you say, okay, as a

453

:

class, this is where we are for this unit.

454

:

You know, whatever the skills

are that you want to teach.

455

:

This is where we are.

456

:

And so this is where I think we

can get, you know, or these are the

457

:

skills I think we need to work on.

458

:

And when you are targeted on those and the

lessons that you teach, especially when

459

:

you're limited in the number of lessons

you're going to be able to get done.

460

:

You make sure they're ones that they

need, they're going to be helpful, and

461

:

that are focused around those things

that you're trying to help them improve.

462

:

And so when you take a little time to

get them to get to know the students

463

:

and make those plans ahead of time,

your unit will go so much better

464

:

because not only will you have chosen

things that are effective and then

465

:

therefore are going to be helpful.

466

:

But you also know what you are looking

for when you are working with them

467

:

because you're working on these

few things to try to improve upon.

468

:

Microphone Array (Realtek High Definition Audio(SST))-25:

And then what will help you even

469

:

more is if you take some notes, Take

notes when you go around and look at

470

:

pieces of writing and even if you're

not conferring yet You can still go

471

:

around as they're working and take

notes about what they're doing.

472

:

Take notes about how much writing

they have done take notes about a

473

:

specific goal that you're working on

and what you see them doing, or collect

474

:

pieces of writing every so often.

475

:

And, you know, whatever's

is more effective for you,

476

:

or it feels better for you.

477

:

You might collect their folders or collect

their notebooks and, you know, have them

478

:

mark their most recent piece of writing.

479

:

And then go through one day.

480

:

And check for the one, one of

the goals that you're working on.

481

:

And take notes.

482

:

And see how everyone's doing, because

it's going to make you one more

483

:

aware of what is truly happening.

484

:

And then to having that over

written down just helps you.

485

:

Choose what it is that you

really need to work on, what you.

486

:

need to help your students with.

487

:

Microphone Array (Realtek High Definition Audio(SST))-26:

Okay.

488

:

So just to recap with the tips that I

was speaking of one advocate for time.

489

:

To make sure that the time you

are spending on rising is writing.

490

:

Is about quantity and quality.

491

:

Because the quantity is

going to give it the quality.

492

:

Make sure that you are checking your

why and thinking about the different

493

:

activities students are doing throughout

the day and in writing and make sure

494

:

there is a purpose for them, and

that they're going to be effective.

495

:

Another tip is to think about the

transitions and procedures that you

496

:

have that might be able to be cleaned

up to save a few minutes here and there.

497

:

And another is to consider how you

can integrate reading and writing.

498

:

And finally to ensure that

your instruction is targeted.

499

:

To what your students need.

500

:

And focused.

501

:

Microphone Array (Realtek High Definition Audio(SST))-27:

I forgot one, check your teacher talk,

502

:

make sure that your lessons are explicit,

that you're focusing on exactly what

503

:

you want to show them, teach them about.

504

:

And don't talk too much.

505

:

That's what I'm going to say.

506

:

Don't talk too much.

507

:

I've done it before, but I

know it is a time stealer.

508

:

Microphone Array (Realtek High Definition Audio(SST))-28:

Okay, wonderful teacher.

509

:

Thanks for joining me today.

510

:

I am glad to have you.

511

:

I hope you gained something from it and

I will be here next week for episode 100.

512

:

Hello again, it's me, Melissa, and I

am just back to say how appreciative

513

:

I am that you have hit play to listen

to this episode and to any other

514

:

episodes that you've listened to.

515

:

I would be ever so grateful if you

would be willing to take a moment to

516

:

hit that five star rating to let other

teachers know how much you've enjoyed the

517

:

podcast and that they should listen to.

518

:

I'd love to be able to get this out to as

many teachers as possible to help them in

519

:

transforming their writing instruction.

520

:

Thanks so much.

Links

Chapters

Video

More from YouTube