100 Minutes...Chapter 5

I have loved this book, 100 Minutes: Making Every Minute Count in the Literacy Block, so much.  It has validated much of what I already do and has given me some ideas and things to think about as well.  I hope you have been reading along with us as well.  If you missed chapter 4, you can read about it here.  If you need to start at the beginning, start here: 

I wanted to host this chapter because honestly, writing instruction is one of my personal weakest areas.  So, I signed up for Chapter 5: Writing Around the Literacy Block to selfishly help myself.

There's so much within the scope of teaching writing that it can be overwhelming.  Where to start? What to teach? How to teach it? How to grade it? When?

I realized as I read that I need to start with the basics. For me, the basics are good, thought-out, direct instruction lessons on writing topics.  This is where the heart and base of students' writing improvement lies.  Although often the more a student writes, the better he/she gets, it is not always true.  And, with instruction based on what students need, improvement is nearly guaranteed.

I love the quote from Nancie Atwell on page 74 about needing to ask ourselves how we get students to take charge of their own thinking and writing.  Her answer is through direct lessons.  Donohue mentions her frustrations with students asking about low grades and not taking responsibility for their learning.  She says the solution to that problem is "beginning with the end in mind."  During lessons, the teacher demonstrates and instructs on expectations for a particular style or assignment.  Students work together and individually on writing that, through revision, meets the criteria that has been set together.  I think most of us have been taught to always give students the expectations for any assignment or behavior, but this goes a step further to show and work with students to set that expectation and example.  Then, students slowly move to independence.

My goals for writing instruction next year include the following:
1. Become familiar with many mentor texts and their best uses in teaching students and acting as exemplars.
2. Plan keystone lessons that students will need throughout the school year based on our scope and sequence.
3. Plan lessons that correspond to difficulties I see in students most years.
4. Review student writing throughout the year as we work together and plan lessons based on student need.
5. Stick to planning and teaching direct writing lessons, don't set them aside for other lessons. (That means a commitment to being prepared.)

This is where I think I need to start to help me be a more successful writing teacher.  What are your thoughts on this chapter?  What is your next step in being a better writing teacher?  I'd love any of your advice and tips for me as well.  Feel free to leave a comment or link up your own post on Chapter 5 below.  You can also ask questions directly to Lisa Donohue, just add them to this form. 

On June 13th, be sure to visit 


For thoughts on Chapter 6. 

Journaling and Open Writing Amidst Common Core

Jeannie over at Kindergarten Lifestyle has been gracious to let me be her guest today on her blog.  I shared a post about some of the tips I've learned about journaling in the classroom.  Along with my ideas, I shared a freebie to get you started.  Head over to Kindergarten Lifestyle to get some ideas brewing for next school year.  You can grab your freebie journal cover / divider pages here.  Over the next few weeks, look for more posts about fitting writing in your teaching day and teaching to meet the Common Core in Writing.  Check back on Thursday for the next poetry pack freebie here on Dilly Dabbles.

Common Core K-3 Done and Available

Yeah!!  I now have the Common Core Packs done for K-3 (4-6 coming soon).  As promised, each time I finish a grade, all my Common Core Packs go on sale in my TeachersNotebook shop for 20% off for 3 days.  The sale starts now and will end at the end of Wednesday.  In celebration of Presidents Day, all other items in my TeachersNotebook shop are 15% off.  You can download previews of the packs under my free items in TeachersNotebook and with the Preview button on TeachersPayTeachers.  I'll be adding several new items tomorrow (my kids are begging me to play Guess Who with them right now), so be sure to check back tomorrow for more items.  If you prefer TeachersPayTeachers, my Common Core packs are available and on sale there too, however not all of my other items are there just yet nor are the multi-user common core packs. (maybe by tomorrow ;0) )

Narrative Stories Published

My grade level focused on writing narrative stories during our second quarter.  At the end of each unit, we go through the editing, revising and publishing process.  I've found it difficult to do the more traditional writers workshop approach, but have found this method very useful and doable for my first grade students.  Throughout the term we wrote several narrative stories.  I use Lucy Caulkins' lessons.  The last two weeks or so of the term, we start by choosing the story each child wants to publish.  Then we go through the revising and editing to end with publication.  For the most part, the writing is usually student published.  I don't think that having myself or a parent type up the child's story is helpful to such young students.  So, students do the writing for their published books.  You can get the cards I used this last go around to guide students in revising and editing their stories here.  Also, here is the paper I used for the inside of the books.  I used scrapbook paper cut to 5.5 x 8.5 inches for the covers.  Below are some pictures of our finished stories.  We used the Japanese Stab Binding method of binding the books.  I used a single hand hole punch to punch the holes and we used yarn.  (A hint on sewing with yarn, dip the end in melted candle wax and let dry.  Then you have a stiff tip and don't need to mess with needles or wrapping the end in tape.)  Ribbon and embrodery thread work well too.  Be sure to have an odd number of holes.

Here's a tutorial from Youtube:

And here's the pictures of our books: 

I love this shelf.  We display our published works and the students love to read each other's books.

My dog bit me

We are still working on capitalization. ; )