Artwork for podcast Getting Students to Write! Helping Elementary and Middle School teachers transform writing time
Episode 73 Beginning of Year Writing: Setting the Stage
Episode 73 • 6th August 2024 • Getting Students to Write! Helping Elementary and Middle School teachers transform writing time • Melissa C Morrison, Elementary, Middle School Writing Consultant, Literacy Coach
00:00:00 00:15:22

Share Episode

Shownotes

In this episode, I invite you to consider how you are setting the stage for writing in your elementary or middle school classroom in the first few days of school.

Do you want your writers to be excited, confident and ready to engage in writing? How you begin writing time-the words you say and the activities you ask your students to do-needs to support those goals.

This means your "go-to" writing prompt may not be the right choice for the first day of school.

Listen in to hear how to start off your writing time on the right foot!

About Melissa:

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 started by Melissa in 2018 and partners with school districts to provide professional development in writing instruction.

If you would like to 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:

Hey there, teacher.

2

:

So I'm just taking a quick

break to ask you a favor.

3

:

If you're enjoying the show, could

you please share it with a colleague?

4

:

I would love to get this podcast out to

as many teachers of writing as possible.

5

:

So send it in a text, just tell

them about it, let them know

6

:

what you like, and then send

7

:

Hey there, fabulous teacher.

8

:

I have a feeling your writing time

isn't going quite like you hoped.

9

:

Well, this podcast is for you.

10

:

If you are looking to turn writing time

into the best part of your day for you

11

:

and your students, I am Melissa Morrison,

and I have a passion for helping teachers

12

:

feel confident in teaching writing.

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

:

Let's go.

16

:

Hey there and thanks for joining me.

17

:

on this beautiful August day.

18

:

I hope it's a beautiful

day for you as well.

19

:

You know, sometimes I record episodes

and it's quite a bit in advance.

20

:

I'm not always too far in advance,

but I have been in advance.

21

:

And then other times I record the

night before it's published and that's

22

:

exactly what's happening right now.

23

:

And so it is August 5th and

tomorrow it will, this will,

24

:

you'll be with me on August 6th.

25

:

So I've been thinking about, I have all

these different topics that I want to talk

26

:

about and recently though, I was looking

through different Facebook groups and.

27

:

I was seeing some things about

writing that made me choose the

28

:

topic today, and it's just talking

about the beginning of the year.

29

:

So for example, I've seen posts about,

you know, what are your first day

30

:

or first week writing activities?

31

:

And then I've also seen a lot of

questions about different writing programs

32

:

sometimes referred to as curriculum.

33

:

And people answering with the things that

they use and, you know, some people are

34

:

asking because they have the program.

35

:

in their school and that's

what they have to use.

36

:

And then others are asking because

they don't have anything to use and

37

:

they're asking for different resources

or what people like I guess to see

38

:

whether or not they would order on their

own or talk to their school about it.

39

:

And you know, a lot of the activities

that are being shared and quite a few

40

:

of the programs that are being shared

and ideas that are being shared are

41

:

To me very focused on the product

itself, you know So I talk a lot

42

:

about the teaching the writing versus

teaching the writer So a lot of them

43

:

are about the product itself Like what

are you getting the students to do?

44

:

but what I really also see is that many of

these ideas are just Very much lacking in

45

:

agency for students and in authenticity.

46

:

And so I thought I would talk a

little bit today about why I think

47

:

that for some of those activities

and then give you some ideas of what

48

:

you might be able to think about.

49

:

doing in the beginning of your

school year when it comes to writing.

50

:

One of the the ones that stuck out to

me in particular was about a, I think

51

:

it was a fifth grade teacher who was

teaching social studies and writing, and

52

:

they only have this one 50 minute block

where both of them were being taught.

53

:

And so she was asking for ideas

about how to make that work.

54

:

She had,

55

:

And I'm sure she had an idea of sometimes

incorporating the two or combining the

56

:

two in some way, but almost every one of

the answers was about combining the two.

57

:

Actually, every answer was

about combining the two.

58

:

No, that's not true.

59

:

I'm sorry.

60

:

One of them did say to alternate.

61

:

And that was all.

62

:

They didn't provide a lot

of explanation about it.

63

:

But everything else was about

having their writing be connected

64

:

to the social studies topic or unit.

65

:

You know, however it might be, might

not just be one topic, but I don't know,

66

:

I guess that could be the right word.

67

:

And so if that is the case, if that is

the only way that writing is being done,

68

:

it's always connected to social studies.

69

:

Now that could be narrative writing

and it could be opinion and it could be

70

:

informational, obviously, but if that's

the only way, then That is limiting

71

:

the choice that students have, not

only in genre, if you're doing a genre

72

:

unit, but in this topic, you know,

even if you take the general topic of

73

:

the unit and somehow, you know, give

them different choices or allow them to

74

:

pick something that has to do with it.

75

:

It's still, that's, that's all it ever is.

76

:

Like there's nothing that they're able

to come up with completely on their own.

77

:

And it also just can't always be.

78

:

the most authentic type of writing for

students in a fifth grade classroom.

79

:

And so that was one that really

just got me thinking about what we

80

:

want to do with writing overall.

81

:

But then I also, there was one

that asked about, I think it was

82

:

first grade and they talked about

the first day writing activities.

83

:

What do you do?

84

:

Or for maybe it was more like

a back to school writing.

85

:

And I know that sometimes we want

to have something that's a little

86

:

bit of a memory keeper, you know,

or something that is, you know, this

87

:

was what I did on the first day of

school and then here's the last day.

88

:

And someone talked about them

writing a letter to themselves.

89

:

And I think that's great.

90

:

It's adorable.

91

:

But it also just made me think like, how

much is that going to be similar to the

92

:

types of writing that they're going to

do in their classroom for the rest of the

93

:

year and the type of writing I would want

them to be doing for the rest of the year.

94

:

So.

95

:

When I think, when we think about.

96

:

And you think about your

writing time and how you want

97

:

writing to be in your classroom.

98

:

One of the most important things to think

about and consider and plan really is your

99

:

environment, the classroom environment.

100

:

And this is important for every single

part of your day, not just writing, but

101

:

it's especially important for writing.

102

:

And as I've talked about before,

writing is such a vulnerable action,

103

:

you know, thing for students to do.

104

:

And so the environment

is really important.

105

:

So I, I want you to think about your

grade level and the things that are

106

:

important for that student in your

grade level when they come in the

107

:

first day of school or the second

day of school and it's time to write

108

:

what is important for those students.

109

:

So yes, we want them to feel safe and even

the kindergartens need to feel that way.

110

:

However, there's a little bit of

a difference, I think, between

111

:

kindergarten and eighth grade.

112

:

Right?

113

:

They come in the classroom differently.

114

:

Their energy is so different.

115

:

And so I want you to think about your

classroom and what would happen if your

116

:

first day of school or just the first

time you did something for writing was.

117

:

You providing them a prompt,

118

:

and obviously the prompt would be

different for everyone, but even if it

119

:

was a letter to yourself on the first day

of school, like, how might that go over?

120

:

And does that fit in with the type

of writing that you would want to do?

121

:

for the remainder of the year.

122

:

But even if you're just thinking like one

of them said something I definitely didn't

123

:

do this summer, which I thought was kind

of difficult for students to do, but they

124

:

were trying to make sure they didn't do

a typical, like, you know, tell me about

125

:

your summer because some students really

might not have done much of anything.

126

:

They might have been home and Didn't

go many places or or didn't have

127

:

any adult at home and so they really

couldn't go anywhere at all during

128

:

the day So trying to be aware of

that, but when you think about a

129

:

prompt being given on the first day

130

:

a How well do you think it will go over?

131

:

How?

132

:

Engaged do you think the students would be

how much would they enjoy it and then P?

133

:

What is it?

134

:

What are you doing to the environment

that you want to create, or has that

135

:

environment been created enough for you

to ask them to be doing this writing?

136

:

Hey there, teacher.

137

:

I'm just taking a quick

break to ask you for a favor.

138

:

If you're enjoying the show, could

you share it with a colleague?

139

:

I would love to help as many

teachers as possible with writing.

140

:

And so the more we share,

the more that we'll hear it.

141

:

I appreciate it so much.

142

:

Thank you.

143

:

So I do think this is going to be pretty

different in the different grade levels.

144

:

I imagine that in kindergarten,

first, second grade, even, the

145

:

type of environment I want to

establish in the classroom for

146

:

those grade levels is excitement.

147

:

And I do want that to happen in the

older grades as well, but I also

148

:

know that I mean, I kind of think

that it doesn't happen as quickly.

149

:

I think that in the upper grades, it's

more about an environment of safety and

150

:

confidence building and letting them know

what it's going to be like for them and

151

:

what they really have to look forward to.

152

:

And not to say they can't write right

away, but I just think it's a different

153

:

energy and a different type of environment

building for those different grade levels.

154

:

So when I think about kindergarten

and first grade and second grade

155

:

too, I also want to make sure

that they know that I believe that

156

:

right now they are writers already.

157

:

And so I don't want to wait.

158

:

I want writing to happen

for them authentically.

159

:

The first day of school in some way.

160

:

I want them to know like, we're

gonna, you guys are gonna make a book.

161

:

I can't wait to see the book you're gonna

make today and without any teaching.

162

:

And just, here you go.

163

:

We, here are books that we read.

164

:

I want you to make a book.

165

:

Have fun.

166

:

Go at it.

167

:

Here's the markers.

168

:

And so I don't think, I actually

think that that is creating, starting

169

:

to create the environment that

you want because it's letting them

170

:

know like you're, you're doing it.

171

:

This is it.

172

:

I know you can do it and it's fun

and we're just going to get started.

173

:

And I think that when we then turn Or

when the first activity for those lower

174

:

grades is a prompt and something that

everyone has to do the same, it kind of

175

:

inhibits the idea of that excitement.

176

:

Because what if they're

not excited about it?

177

:

What if it's not

something they want to do?

178

:

And so not that this more memorable

activity can't be done, but maybe it just

179

:

shouldn't be the first thing that you do.

180

:

And so then let's shift it

over to the 6th, graders.

181

:

Because I feel like third, fourth, fifth,

we're kind of really in between, but

182

:

wherever you think you need to go, but

I'm just going to shift it in my head

183

:

to sixth, seventh and eighth grade.

184

:

And I know eighth grade is way different

than sixth and sixth grade, but when

185

:

you think about them first coming in,

what do you think you're going to need

186

:

to do for them to let them know that

you value them as writers and that

187

:

they are safe to write in the classroom

and that it is going to be exciting.

188

:

And so I imagine.

189

:

That before they write anything on the

first couple of days, and this doesn't

190

:

have to happen because I have a couple

ideas here, but I imagine setting the

191

:

groundwork for letting them know what

it's like, what you think about writing,

192

:

you know, what, how it's going to work

and also getting to know them as writers.

193

:

And so when, if you have a survey, or if

you go around and ask them questions about

194

:

it when they're reading, or if they want

to choose between reading and writing.

195

:

independently while you talk to

them the first couple days of school

196

:

something that is going to just get them

started maybe a little bit slowly, but

197

:

taking that time to get to know them.

198

:

And then if you have journals for them

or they're going to have notebooks, maybe

199

:

providing them with a few options or ideas

of what they could start writing about.

200

:

So.

201

:

As you're sitting here,

what are you thinking?

202

:

like, oh no, I'm not

gonna like this class.

203

:

And just, but a variety of things

maybe for them to choose, but maybe

204

:

that wouldn't be the first day.

205

:

Maybe it would be after you

kind of get to know them.

206

:

So my point is that I think it's really

important to think about that first

207

:

activity compared to how you want the

environment to be and how you want writing

208

:

time to be for the rest of the year,

because it really is gonna set the stage.

209

:

And whatever it is that you choose

to have them do for the first time

210

:

they're writing, it doesn't have

to be eventually a finished piece.

211

:

You know, if you're in the upper grades,

you tell them, just write, do some writing

212

:

and it doesn't have to be finished.

213

:

It doesn't even have to go

through the whole process.

214

:

of writing, but it can just

be there in their notebook.

215

:

It could be something that they share with

you or don't, and you can let them know

216

:

that as well to keep it very low stakes.

217

:

I think that's incredibly important

in, you know, third through eighth

218

:

grade at the beginning of the year.

219

:

And just also, So when you have

this piece, and I'm thinking more

220

:

now that kindergarten, first grade,

maybe even second grade, whether it's

221

:

finished or not, it can be considered

this baseline piece of writing.

222

:

And so I would find a way to

either take it, you know collect

223

:

it, even if you're going to give

it back or record it in some way.

224

:

So if you want to take pictures of it,

or if you want to make copies for the

225

:

little ones, if you make a book, put the

date on the front of the backs and then

226

:

that way, You're, you know, in the, in

the crazy chaos ness that you'll, you'll

227

:

know what it was from and what it is.

228

:

But that could be a baseline.

229

:

And your school might have a more

formal baseline writing that you

230

:

want to do, but if not, this is

something that you can use as well.

231

:

So I think as I close, I just want to

say that I think what's more important

232

:

than having some special or specific

beginning of the year writing activity or

233

:

product that you have students complete.

234

:

I think what's more important than

that is how you're making your students

235

:

feel as writers at the beginning

of the year and how you're going

236

:

to set them up to be successful.

237

:

So how they feel and the environment

you're creating is so much more important

238

:

than What it is you have them right?

239

:

All right, best of luck

240

:

Hey again, I am so happy to have

had you listen in again today.

241

:

I would like to ask a little favor.

242

:

If you're enjoying the podcast, could

you take a moment to go wherever

243

:

it is that you listen and write

a review and tell others what you

244

:

find so great about these episodes?

245

:

I would love to be able to share

it with more teachers to help them

246

:

in their writing instruction just

as hopefully I've been helping you.

247

:

Thank you so much.

Links

Chapters

Video

More from YouTube