Every Educator Counts: Science + Joy = Impact: The Writing Process
This webinar, Science + Joy = Impact: The Writing Process, features Jennifer Jump of Teacher Created Materials exploring writing as a flexible, joyful, and recursive process rather than a rigid sequence. Grounded in research and classroom practice, the session offers high-impact strategies and fresh ideas to help educators teach writing in ways that are both structured and empowering for every student voice.
About Jennifer Jump:
Jennifer A. Jump is the Senior Academic Officer at Teacher Created Materials, where she leads professional development and training to support educators and improve student achievement. With more than 20 years of experience, including serving as Literacy Director for Washington, D.C. Public Schools, she has led the development of content-rich K–5 ELA curricula and large-scale educator coaching initiatives.
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Karly O'Brien: I'm super excited to welcome Ms. Jennifer Jump.00:00:03.637 --> 00:00:07.667
She is the sen senior academic officer at Teacher Created Materials.00:00:07.977 --> 00:00:12.177
She's a former classroom teacher, instructional coach, school administrator.00:00:12.667 --> 00:00:17.077
My favorite fun fact because I live in DC and worked in DC public schools myself.00:00:17.107 --> 00:00:29.837
She's a form the former literacy director at DC Public Schools, and you'll hear a little bit about her work, but she's also an author of several publications that bridge the Science of Reading with Practical Classroom Implication and Application.00:00:29.837 --> 00:00:32.107
And tonight we will talk all about that with writing.00:00:32.107 --> 00:00:33.187
So I'm super excited to.00:00:33.767 --> 00:00:40.617
Not take any more time and turn it over to Ms. Jennifer, and thank you so much for your time and sharing your expertise with our community tonight.00:00:40.617 --> 00:00:41.187
So thank you.00:00:41.187 --> 00:00:41.247
You00:00:41.808 --> 00:00:44.268
Jennifer Jump: Well, thank you so much for the opportunity.00:00:44.268 --> 00:00:51.528
I am so excited to just talk about the science and the joy behind writing instruction.00:00:51.528 --> 00:00:55.248
And I know what you're looking at right now is not what you want to be looking at, but we'll get there.00:00:55.488 --> 00:00:56.358
Don't you fret?00:00:56.468 --> 00:00:57.898
The joys of of.00:00:58.493 --> 00:01:03.713
The, of the work that we do on Zoom I wish that I could say I was a professional now, but I'm not.00:01:03.713 --> 00:01:06.478
I'm just, I'm still figuring it out day by day.00:01:06.478 --> 00:01:06.488
Well,00:01:06.698 --> 00:01:14.528
Karly O'Brien: It's funny you say this, Jen, because before you go I had notes in my intro to introduce you better, but my screen wasn't working, so I just wung that.00:01:14.558 --> 00:01:17.408
And so I feel your technical struggles.00:01:17.408 --> 00:01:18.308
So, all right,00:01:18.398 --> 00:01:19.268
Jennifer Jump: so we've all been there.00:01:19.268 --> 00:01:20.263
So yeah, we're talking about this.00:01:20.598 --> 00:01:23.628
The science and joy all about the writing process.00:01:23.748 --> 00:01:29.148
And before I get started, it makes the most sense for me to tell you a little bit about who I am and where I'm coming from.00:01:29.448 --> 00:01:44.618
So I do work with teacher creative materials and I'm imagining that not everybody in the room are watching this later and has heard of TCM
Teacher Creative Materials is this amazing family owned supplemental curriculum resource company out of Huntington Beach, California started.00:01:44.988 --> 00:01:52.478
Just about 50 years ago now and our founder, Rochelle Carlo believed in this vision of creating a world in which children love to learn.00:01:52.478 --> 00:01:59.158
And now her two daughter children Kareen, our president on the right and Deanne on the left, continue to lead that charge.00:01:59.158 --> 00:02:05.758
And we support schools and districts across this nation, but also across the world, and we are just really honored to get to do that.00:02:05.788 --> 00:02:07.138
With that said, I'm Jen.00:02:07.878 --> 00:02:12.028
And I think she did a pretty good job telling you a little bit about me, but I'm also a mom.00:02:12.028 --> 00:02:13.708
I think that's an important thing to note.00:02:13.708 --> 00:02:15.838
I'm a mom to a teacher as well.00:02:16.178 --> 00:02:20.048
I try to tell people I'm 29 and then I have to admit that I have a daughter who's a teacher.00:02:20.048 --> 00:02:23.138
So that doesn't really pan itself out very well, but I try.00:02:23.598 --> 00:02:29.868
And yes, I've served as a literacy director in two different districts, and I'm truly passionate about this work of literacy.00:02:29.868 --> 00:02:32.268
And so I wanna start us off by asking, Hey.00:02:32.848 --> 00:02:34.438
What's the purpose of writing?00:02:34.438 --> 00:02:36.448
And you should have access to your chat feature.00:02:36.728 --> 00:02:43.618
I have a lot of made up answers in my head if you if we have a quiet group this evening, but what is the ultimate purpose of writing?00:02:43.618 --> 00:02:47.918
Like, why do we ask kids to write or why do we write?00:02:47.948 --> 00:02:50.498
What is the ultimate reason for writing?00:02:51.298 --> 00:02:56.578
I'll like watch that chat and see if anybody's brave enough to get us going.00:02:56.788 --> 00:03:02.038
But one of the things I hear almost every time I ask this question is to communicate.00:03:02.969 --> 00:03:07.769
And I'm like, it's writing is a form of communication.00:03:07.769 --> 00:03:10.859
It is one way that the wor the world.00:03:11.849 --> 00:03:13.379
Interacts and engages.00:03:13.699 --> 00:03:14.599
Oh yes.00:03:14.719 --> 00:03:16.039
Share your ideas.00:03:16.099 --> 00:03:16.759
Exactly.00:03:16.759 --> 00:03:18.469
That's another one just to share.00:03:18.469 --> 00:03:20.449
It's a form of communication.00:03:20.449 --> 00:03:21.439
Indeed, it is.00:03:21.529 --> 00:03:23.629
And that is exactly the ideas.00:03:23.629 --> 00:03:27.169
When we're talking about writing, we're talking about something that is in imperative.00:03:27.574 --> 00:03:29.584
It's not something that's a nice to have.00:03:29.794 --> 00:03:33.274
It is something that is truly part of who we are as humans.00:03:33.274 --> 00:03:38.734
It's the way we communicate it is one way that we share and communicate our ideas and our feelings.00:03:38.734 --> 00:03:39.244
Chantel.00:03:39.244 --> 00:03:40.144
Exactly.00:03:40.504 --> 00:03:41.194
Indeed.00:03:41.344 --> 00:03:50.914
And so it's interesting that when we started this movement around the science of reading, which now it's been about five, six years now, and we leaned back into.00:03:50.944 --> 00:04:01.354
Dr. Scarborough's reading rope from 2001, and we leaned in here big time and we looked at all of the different strands of the rope weaving together to make for a skilled reader.00:04:01.654 --> 00:04:05.884
But then I have to ask this question like wait a minute, but what about writing?00:04:06.609 --> 00:04:08.379
Is there logical crossover?00:04:08.379 --> 00:04:12.519
When you look just at this reading rope, do you see the logical crossover?00:04:12.789 --> 00:04:14.709
And the answer ought to be yes.00:04:15.099 --> 00:04:18.309
In fact, it should be a, a, like a very loud yes.00:04:18.669 --> 00:04:25.959
So if we start at the bottom and look at those bottom strands of the rope, we've got decoding, well decoding and the opposite.00:04:25.959 --> 00:04:30.564
Encoding creates for the ability to be the writer who puts pencil to paper.00:04:30.909 --> 00:04:31.359
Right.00:04:31.629 --> 00:04:34.659
So there is definitely a crossover with that writing.00:04:34.959 --> 00:04:37.689
If we look up at the top strands, we could pick any one of them.00:04:37.689 --> 00:04:39.969
I'm gonna choose vocabulary.00:04:40.269 --> 00:04:51.519
Well, precise vocabulary does make a difference in writing and being able to choose the right word for the right space at the right time in the right moment is all about what makes for a writer.00:04:51.729 --> 00:04:54.249
So there is, without a doubt, logical, crossover.00:04:54.249 --> 00:04:58.149
And yet, interestingly enough, we talk about this as the reading rope.00:04:58.879 --> 00:04:59.989
Now fun enough.00:05:00.109 --> 00:05:04.519
An amazing colleague out there in the educational universe has said, wait a minute.00:05:04.549 --> 00:05:07.459
We don't wanna just have a reading rope.00:05:07.459 --> 00:05:08.449
We want a writing rope.00:05:08.449 --> 00:05:21.019
And that's Joan Sida and her amazing work around the writing rope has really helped us structure that same type of thinking and has allowed for us to think about the implications for instruction for writing.00:05:21.949 --> 00:05:27.439
So the reading rope allowed us to think about the instructional implications for reading, but what about those for writing?00:05:27.469 --> 00:05:37.549
And if we look down the, down this this writing rope from Joan Sina, we find all of these things from critical thinking, which is that metacognitive piece.00:05:37.549 --> 00:05:40.579
Like what are we doing inside of our brains to the syntax?00:05:41.434 --> 00:05:50.464
Which is that sentence work, the structure of text, the craft of writing, which by the way would include that word choice that we just mentioned from a moment ago.00:05:50.854 --> 00:05:55.624
And transcription, which is all of the handwriting and spelling, and keep all of the that stuff.00:05:56.284 --> 00:05:59.404
So, wow, there's a lot of implications here for writing.00:05:59.584 --> 00:06:08.434
And so now we know, oh wait, there are some really good models for us to think and con converse about what's the research behind writing?00:06:08.434 --> 00:06:10.894
And quite frankly, writing matters.00:06:10.924 --> 00:06:12.064
And here's what we know.00:06:12.064 --> 00:06:16.444
Writing strengthens vocabulary syntax, comprehension, and builds knowledge.00:06:16.684 --> 00:06:17.014
So.00:06:17.324 --> 00:06:18.104
Oh, wait a minute.00:06:18.194 --> 00:06:20.744
Those are all things that everyone in this room is like.00:06:20.744 --> 00:06:22.094
We need those things, right?00:06:22.364 --> 00:06:25.304
We need our students to have stronger background knowledge and vocabulary.00:06:25.514 --> 00:06:28.484
We want them to have the structures of language the right way.00:06:28.664 --> 00:06:31.934
We want them to understand what they're reading and be able to write about it.00:06:31.964 --> 00:06:33.764
This is important work.00:06:34.364 --> 00:06:39.164
So important that Joan Adida said this, writing is not just a way to share what we know.00:06:39.464 --> 00:06:41.894
It's a way to grow what we know.00:06:41.894 --> 00:06:41.984
Huh?00:06:43.324 --> 00:06:49.384
What, so writing isn't just a method to communicate, but it's also a method to continue to grow and learn.00:06:49.504 --> 00:06:57.759
And so I, when I read that, and I guess in the back of my brain, I've always known that writing is one way we can continue to become smarter.00:06:58.149 --> 00:07:03.789
But I, when I read it in that quote, I was like, yes, because that's so true and so real.00:07:04.168 --> 00:07:10.138
And when we really look like, if we lay down everything we have and we are like, okay, what does the research say?00:07:10.408 --> 00:07:13.768
We ought to be looking towards really smart and strong places.00:07:13.798 --> 00:07:21.418
And one of those places for me is always the education practice guides from the What Works Clearinghouse or the IES Institute of Ed Science.00:07:21.658 --> 00:07:27.318
And this this particular one is teaching elementary school students to be effective writers.00:07:27.318 --> 00:07:30.078
Now, I know if you're like, I, but I teach middle school, or I teach adults.00:07:30.093 --> 00:07:30.753
That's okay.00:07:30.753 --> 00:07:31.473
It's all right.00:07:31.743 --> 00:07:35.373
These are structures for teaching writers.00:07:35.883 --> 00:07:47.763
So while it says elementary writers, elementary school, we're talking about writers, so beginning writers, and they have four recommendations and they are straightforward and very easy to read.00:07:47.763 --> 00:07:49.533
And we're gonna, I'm gonna share those four with you.00:07:49.533 --> 00:07:50.973
We're not talking about all four today.00:07:50.973 --> 00:07:53.973
We don't have time, but we are gonna hone in on a few here they are.00:07:54.303 --> 00:07:55.353
The first recommendation.00:07:55.353 --> 00:07:55.953
Super simple.00:07:56.643 --> 00:07:59.733
Provide time for kids to write every single day.00:08:00.153 --> 00:08:05.073
Number two, teach them to use, teach students to use the writing process for a wide range of purposes.00:08:05.877 --> 00:08:09.417
Three, teach students to become fluent with all of these things.00:08:09.597 --> 00:08:14.607
Handwriting, spelling, sentence construction, typing in word processing.00:08:14.937 --> 00:08:18.867
And recommendation four is to create an engaged community of writers.00:08:19.197 --> 00:08:20.967
So let's start with a recommendation.00:08:20.967 --> 00:08:21.537
Number four.00:08:21.717 --> 00:08:33.807
We have the distinct like requirement, ability, responsibility, that's probably the best word, responsibility to create spaces for our young people where they feel safe to be writers.00:08:34.752 --> 00:08:41.592
And I always joke and say, we accidentally, inadvertently not on purpose, kill young writers with the red pen.00:08:42.402 --> 00:08:45.492
And with the expectation that writing should be perfect.00:08:45.732 --> 00:08:47.382
Well, writing isn't perfect.00:08:47.382 --> 00:08:58.872
In fact, if you looked at my desk right now, I could tell 1, 2, 3, 4, 5, 6, 7 different pieces of paper that I could easily count that have writing all over them, and not a single one of them is publication worthy.00:08:59.502 --> 00:09:01.782
But I've written a lot because I'm an engaged.00:09:02.772 --> 00:09:04.902
Like I write all the time for all of the things.00:09:04.902 --> 00:09:08.232
So number four, we're not talking about it today because it's there.00:09:08.292 --> 00:09:09.312
Like we know that one.00:09:09.612 --> 00:09:14.742
And it is like, it is heavy on our shoulders as educators to always do that work.00:09:15.562 --> 00:09:18.172
Alright, we'll keep going and let's talk about number two.00:09:18.172 --> 00:09:23.902
Recommendation to you says this, teach students to use the writing process for a variety of purposes.00:09:24.202 --> 00:09:30.112
This is one, one view of the writing process, and we'll start in red at the top.00:09:30.497 --> 00:09:34.747
And we'll say pre-writing, to drafting, to revision, to editing, to publication.00:09:34.747 --> 00:09:38.307
And this is one of the ways we could call the writing process.00:09:38.307 --> 00:09:39.657
This is Donald Graves model.00:09:39.897 --> 00:09:47.967
But you know, we, instead of pre-writing, sometimes you might use the term brainstorming but you, but everyone has seen something like this, right?00:09:48.717 --> 00:09:51.177
And sometimes I like to say, let's keep it simple.00:09:51.297 --> 00:09:51.782
This is what it is.00:09:52.442 --> 00:09:52.832
Right.00:09:53.042 --> 00:09:57.092
It's write, rethink, rewrite, repeat, write, rethink, rewrite, repeat.00:09:57.302 --> 00:09:59.042
I thought that was such a fun way to look at it.00:09:59.072 --> 00:10:07.852
And in theory, we look at the writing cycle like this, read, rethink, rewrite, repeat over and over again.00:10:07.852 --> 00:10:08.512
Well.00:10:08.946 --> 00:10:10.536
Friends, ha.00:10:10.896 --> 00:10:14.136
We are gonna take some scenic doer detours when we write.00:10:14.136 --> 00:10:18.146
We're gonna avoid things like potholes and yet we're still gonna get to our destination.00:10:18.146 --> 00:10:20.006
Sometimes we've gotta drive through a tunnel.00:10:20.276 --> 00:10:22.166
It isn't always perfect.00:10:22.466 --> 00:10:23.936
It's nonlinear.00:10:24.716 --> 00:10:26.816
It is not a perfect cycle.00:10:26.966 --> 00:10:29.966
It looks a little bit more like this.00:10:30.782 --> 00:10:33.632
There isn't a process that is perfect.00:10:34.409 --> 00:10:46.439
Sometimes you're going to start with a pre-write and then do a draft, but then go immediately to publication because we're not going to spend the time, we're going to allow an imperfect piece to be published.00:10:46.919 --> 00:10:48.629
Maybe we never publish it at all.00:10:48.689 --> 00:10:51.539
Maybe we never edit it, but we do a lot of revising.00:10:51.970 --> 00:10:59.200
Maybe we start in a space where we've got the sentences and we start with the space where we revise first because we have the sentences we need.00:10:59.350 --> 00:11:09.020
There are so many ways we can get into this process and do this, and I, this graphic was my favorite graphic of the week because that's the process.00:11:09.905 --> 00:11:14.675
And so then if I look at the process to the writing rope, we can start to see the comparisons, right?00:11:15.275 --> 00:11:25.265
Like there is a lot of thinking involved in that pre-writing space, but if you look at things like in writing craft, that's where you're looking for word choice.00:11:25.535 --> 00:11:28.715
Well, word choice is gonna fit in right into revision.00:11:29.273 --> 00:11:29.783
Interesting.00:11:29.783 --> 00:11:30.983
I made those the same color.00:11:30.983 --> 00:11:31.973
That was an accident.00:11:32.183 --> 00:11:35.123
Not on purpose, but it worked out perfectly.00:11:35.123 --> 00:11:39.503
So let's talk a little bit more about the process of writing.00:11:39.593 --> 00:11:41.633
And so we're gonna start with that pre-writing piece.00:11:41.633 --> 00:11:52.073
We're gonna go through all of those different parts of writing and be thoughtful about what they look, feel, and act like when we think about both the science and the joy of this work.00:11:52.103 --> 00:11:53.363
But the science is important.00:11:53.393 --> 00:11:56.573
All the stuff that we've learned from the Institute of Ed Science or what work.00:11:56.678 --> 00:11:59.648
Clearinghouse we ought to be bringing to everyday's instruction.00:12:00.008 --> 00:12:01.388
So the first one is pre-writing.00:12:01.478 --> 00:12:04.868
And pre-writing is designed to generate ideas for writing.00:12:05.318 --> 00:12:09.493
It's around a topic or discovering a wide range of different topics.00:12:09.493 --> 00:12:10.933
And here's what I want you to know.00:12:11.653 --> 00:12:13.423
Not all pre-writing looks the same.00:12:13.728 --> 00:12:18.318
What pre-writing looks like this week might be different than next week, might be different than next week.00:12:18.618 --> 00:12:23.718
Then this is the one that I think we can rest our, like we can hang a coat up on it.00:12:23.838 --> 00:12:25.038
It's so important to me.00:12:25.368 --> 00:12:27.168
Not all pre-writing leads somewhere.00:12:27.618 --> 00:12:31.428
Sometimes the only thing you're going to do with your students is the pre-write.00:12:32.233 --> 00:12:35.233
And then instead of it being a cycle, it's a pre-write done.00:12:35.323 --> 00:12:36.223
Like we're done now.00:12:36.253 --> 00:12:37.723
Yes, we got some work done.00:12:37.933 --> 00:12:39.133
We showcased our learning.00:12:39.133 --> 00:12:43.093
We show, we, we were able to show what we know and how we get to move on.00:12:43.643 --> 00:12:45.683
Not all pre-writing works for every reader.00:12:45.683 --> 00:12:47.813
In fact, I'll tell you a funny story.00:12:48.743 --> 00:12:54.863
When I was in seventh grade, the thing our teacher wanted us to do all the time was to brainstorm lists.00:12:55.658 --> 00:12:56.768
I don't like lists.00:12:56.768 --> 00:12:57.788
Lists stress me out.00:12:57.788 --> 00:12:59.198
Lists make my heart palpitate.00:12:59.198 --> 00:13:00.368
They make my armpit sweaty.00:13:00.368 --> 00:13:01.388
I didn't wanna write lists.00:13:01.418 --> 00:13:03.458
Even in seventh grade, I didn't wanna write a list.00:13:03.458 --> 00:13:10.808
And finally I was like, excuse me, my teacher, who I adore with every ounce of my being, may I please not write a list.00:13:10.808 --> 00:13:12.368
May I please draw it in a web?00:13:12.878 --> 00:13:14.378
But I called it bubbles at the time.00:13:14.378 --> 00:13:15.368
Can I draw it in bubbles?00:13:15.368 --> 00:13:16.688
And she was like, sure.00:13:16.868 --> 00:13:17.708
Draw in bubbles.00:13:17.738 --> 00:13:20.438
And then all of a sudden I was able to get the work done.00:13:21.127 --> 00:13:30.727
But the reality is that pre-writing, one of the most important things the research indicates about pre-writing is that oral rehearsal improves quality.00:13:31.177 --> 00:13:36.547
So anytime we can get our students yaking talking about their writing, it's a good thing.00:13:36.907 --> 00:13:42.427
Any time we can get our kids talking about their writing, it's a good thing because we know the research is very clear.00:13:42.427 --> 00:13:44.077
Oral rehearsal improves quality.00:13:44.257 --> 00:13:45.667
So get kids talking.00:13:46.297 --> 00:13:46.567
So.00:13:47.452 --> 00:13:49.972
What are some pre-writing strategies that you've used?00:13:49.972 --> 00:13:54.142
Here's a few that I have, and if you wanna put some additional in the chat, that's awesome.00:13:54.772 --> 00:13:59.822
So the things like creating lists, group mapping what I know and what I wonder.00:13:59.822 --> 00:14:05.552
That beautiful beginnings of A-K-W-L-K-W-L chart, a talk first, write next.00:14:06.102 --> 00:14:15.322
Just the bubbles work or the my, my friend calls it the sad spider where students put their topic in the middle and then they branch it out with all of the information that they might want to write about.00:14:15.592 --> 00:14:18.142
But all of those are different pre-writing strategy.00:14:18.192 --> 00:14:22.032
So that very quick, simple pre-writing strategy is one of my favorites.00:14:22.032 --> 00:14:23.172
It's easy think, draw list.00:14:23.302 --> 00:14:25.462
It's so fast and so easy, and00:14:25.512 --> 00:14:29.322
You could even give them a list of ideas of places that they love.00:14:29.322 --> 00:14:32.412
There's lots of things you can do to scaffold this, but you've got it.00:14:32.462 --> 00:14:32.732
Okay.00:14:32.732 --> 00:14:38.642
Now we moved into the next step of that writing process, keeping in mind that it doesn't have to go in this perfect order every time.00:14:38.702 --> 00:14:40.562
And that's when we get into drafting.00:14:40.892 --> 00:14:44.882
Drafting is when we're going to move from these ideas to sentences.00:14:44.942 --> 00:14:46.772
But it doesn't have to be perfect.00:14:47.402 --> 00:14:51.602
There's no like, there's no, oh, it goes from a to.00:14:52.217 --> 00:14:52.727
Perfect.00:14:52.757 --> 00:14:53.057
Nope.00:14:53.057 --> 00:14:54.347
It doesn't have to be like that.00:14:54.677 --> 00:15:04.297
Drafting is the act of putting all of these ideas onto the page and being able to move from bullet points or notes from that, and two sentences into paragraphs.00:15:05.242 --> 00:15:06.922
And drafting can take different forms.00:15:07.102 --> 00:15:08.932
Drafting can be full paragraphs.00:15:08.932 --> 00:15:09.292
It can't.00:15:09.352 --> 00:15:10.222
It's messy.00:15:10.612 --> 00:15:12.052
We should embrace errors.00:15:12.052 --> 00:15:17.812
We should be excited about things and not be afraid for it to look different than our neighbor.00:15:18.142 --> 00:15:21.262
And mistakes, quite bluntly, should be part of the process.00:15:21.262 --> 00:15:23.812
In fact, they should just exist.00:15:24.022 --> 00:15:27.382
And so when we think about drafting, I love this slide.00:15:27.382 --> 00:15:32.152
This is just a myriad of different ways that we can draft.00:15:32.917 --> 00:15:36.847
Like if I were the, like, if I were the queen of the world, I would want all of these.00:15:37.087 --> 00:15:42.837
We should do all of these different things like an oral rehearsal, draft a picture, first draft, a comic script.00:15:43.752 --> 00:15:45.162
You know what I'm trying to say, right?00:15:45.552 --> 00:15:49.872
Draft dictation, paragraph frames, quick writes, sticking out sentences.00:15:49.872 --> 00:15:55.932
Think pair, write checklist sentences, micro writing, looping sentence, artist foursquare, graphic organizers, bullet to sentences.00:15:56.142 --> 00:15:58.482
But think about this as a drafting opportunity.00:15:58.692 --> 00:16:12.527
It is just one way to get students to write and without the like, pressure of having to create a perfect paragraph or to start sentences differently or we do is give students Some opportunity to become fluent in their sentence writing.00:16:12.587 --> 00:16:16.727
And I know one of the sessions that you're going to get to hear about is the power of sentence writing.00:16:16.727 --> 00:16:20.447
And quite honestly, that's in one of those four recommendations.00:16:20.447 --> 00:16:22.757
So we should be getting good at writing sentences.00:16:22.757 --> 00:16:24.467
So now we've got some sentences.00:16:24.557 --> 00:16:27.737
And so now we've drafted, we've done some drafting work.00:16:27.737 --> 00:16:34.427
So the next step in theory, if it was a perfectly cyclical process every time would be revising and editing.00:16:35.302 --> 00:16:42.592
And revision means we're refining the meaning or the structure and it's truly changing a draft at the structural level.00:16:42.832 --> 00:16:49.992
It's doing things like adding information, taking away information that's not pertinent, rearranging to help make things clear.00:16:50.322 --> 00:16:54.642
It's really about finding the meaning and refining the meaning.00:16:55.692 --> 00:16:58.752
Okay, so that's revision makes perfect sense to me.00:16:58.992 --> 00:17:01.272
So what on earth can we do to revise?00:17:01.422 --> 00:17:04.032
So revising isn't the red pen business.00:17:04.542 --> 00:17:11.952
And so here's what I love about revising is if we take a step back and remember for a moment, so here's a strategy for revising.00:17:11.952 --> 00:17:13.422
It's one that most people have heard of.00:17:13.422 --> 00:17:17.562
It's called Cares change, add rearrange, eliminate, standardize.00:17:17.622 --> 00:17:18.522
And here's what we could do.00:17:18.522 --> 00:17:20.532
We could say to kids, okay, do these things.00:17:20.592 --> 00:17:21.342
Go revise.00:17:21.372 --> 00:17:22.182
Go revise your work.00:17:22.332 --> 00:17:30.102
And then what happens is that the shoulders that were once up and solid and begin to slump, because what does that mean?00:17:30.102 --> 00:17:34.932
Go, revise, go change and add and rearrange and eliminate what does that mean exactly?00:17:35.052 --> 00:17:37.992
And do I start with change and then go to add and then rearrange?00:17:37.992 --> 00:17:41.892
Like is, do I follow this order and well.00:17:42.555 --> 00:17:43.665
Let's be real.00:17:43.995 --> 00:17:46.245
It's exactly like the process.00:17:46.275 --> 00:17:47.475
It's not perfect.00:17:47.745 --> 00:17:51.915
There isn't one place to start, and then you move on to the next and you move on to the next.00:17:52.255 --> 00:17:53.065
Let's be real.00:17:53.305 --> 00:17:57.955
Sometimes with cares, maybe the easiest thing is just to eliminate everything.00:17:57.985 --> 00:17:58.975
I'm teasing don't do that.00:17:59.965 --> 00:18:04.605
So instead of saying, oh, let's go revise and do everything let's like narrow it down.00:18:04.785 --> 00:18:06.285
What do we want to do?00:18:06.495 --> 00:18:06.945
You know what?00:18:06.945 --> 00:18:10.305
I'm looking over the shoulders of my class and I notice something.00:18:11.145 --> 00:18:26.985
I noticed that in this process of writing during our sentence Sprint, my friends wrote some very basic sentences, like most of their sentences began with, I like, or I am, I wanna go with a with add.00:18:26.985 --> 00:18:31.005
I want to use the revising strategy of add.00:18:31.645 --> 00:18:35.845
And so here's my sentence that we're going to use as the exemplar.00:18:36.115 --> 00:18:49.915
I found the sentence that was on one of my students' papers and I pulled it because I think we can use this to add, and when we think about adding to a sentence to make it stronger, we could add things like when, where, why, and a description.00:18:50.365 --> 00:18:54.295
We don't have to add all of those things, but we can certainly think about it.00:18:54.655 --> 00:18:58.225
So when I look at the sentence, you know what I think we need to know right away?00:18:58.885 --> 00:19:00.505
I think we need to know right away.00:19:01.030 --> 00:19:02.830
Where was this castle?00:19:03.700 --> 00:19:04.690
Now here's the funny part.00:19:04.690 --> 00:19:12.010
If you know me and you're gonna know right away that it's going to be I gen jump like the castle and where?00:19:12.070 --> 00:19:13.060
At Disney World.00:19:13.510 --> 00:19:16.270
So now look, I've just do done something very simple.00:19:16.270 --> 00:19:18.100
I've revised, and here's the best part.00:19:18.220 --> 00:19:19.660
This is sentence level work.00:19:20.245 --> 00:19:24.175
This is actually grammatical language, sentence level work.00:19:24.815 --> 00:19:29.435
This is good work for kids and if we use their work, it's even better.00:19:30.020 --> 00:19:33.650
So now I wanna keep building, I wanna keep showing that I can continue to add.00:19:33.650 --> 00:19:35.000
So let's add a description.00:19:35.210 --> 00:19:36.800
So how might I describe the castle?00:19:36.800 --> 00:19:42.650
Well, for me, the reason I like the one at Disney World more than the one at Disneyland is because it's more colorful and frankly it's just bigger.00:19:42.650 --> 00:19:44.480
But I, we could add this.00:19:45.050 --> 00:19:48.320
I like the colorful castle at Disney World.00:19:49.177 --> 00:20:02.347
And since we start so very clearly, like you can see how very simply this strategy of add for cares in that reactivity of revising makes a lot of sense and it's so very easy.00:20:02.557 --> 00:20:08.917
And we keep rolling through our process, that's not linear process, but we're gonna pretend it's linear for today.00:20:09.637 --> 00:20:11.167
We then move into editing.00:20:11.932 --> 00:20:17.032
Editing is the space where well, we're polishing for clarity and conventions.00:20:17.362 --> 00:20:21.922
This is where that it's preparing it to be read by other people.00:20:22.132 --> 00:20:28.192
It's making sure that we have all of the things like capitalization, punctuation, and spelling is correct.00:20:28.702 --> 00:20:30.412
It's like polishing up your glasses.00:20:30.412 --> 00:20:31.702
You're, you wanna be able to see it.00:20:31.702 --> 00:20:34.942
You don't want to have anything like anything.00:20:35.260 --> 00:20:36.100
Terribly wrong.00:20:36.100 --> 00:20:38.170
Any glaring errors, if you will.00:20:38.860 --> 00:20:51.690
The focus on editing is helping the readers to be able to understand it better, and the way that works, the only way that works is when a student really understands like what the purpose is.00:20:51.810 --> 00:20:53.490
So this is such a powerful thing.00:20:53.834 --> 00:20:57.224
In editing, I think I thought about like, oh, should we pray?00:20:57.554 --> 00:20:58.604
Try a strategy here.00:20:58.604 --> 00:20:59.124
And I was like no.00:20:59.304 --> 00:21:11.064
I want us to go back to this recommendation because if we don't ground our thinking about why this science and joy is so important for our kids, like we forget that we, there's research behind this.00:21:11.214 --> 00:21:12.984
And so recommendation three says this.00:21:13.864 --> 00:21:21.514
Teach students to become fluent, and these are the things, handwriting, spelling, sentence, construction typing, and word processing.00:21:21.694 --> 00:21:26.134
Now I'm about to sound like I'm standing on a soapbox, but newsflash, I'm sitting in my chair, so it's okay.00:21:26.884 --> 00:21:42.664
But the reality is this, when are young people are stuck in things like handwriting and spelling and sentence construction, and even just putting the words on the paper, it steals all of their time and space.00:21:43.454 --> 00:21:50.804
And this statement this right here was like the moment I realized how very important this work is.00:21:51.559 --> 00:21:54.139
So when handwriting is automatic, guess what?00:21:54.169 --> 00:21:59.603
There's more space for the, in the memory to compose, edit, and revise when spelling is.00:22:00.028 --> 00:22:01.048
Is automatic.00:22:01.168 --> 00:22:02.728
There's more space to do the work.00:22:03.208 --> 00:22:08.278
When capitalization and punctuation are automatic, there's more space to do the work.00:22:08.458 --> 00:22:12.718
When sentence construction is more automatic, hey, there's more space to do the work.00:22:12.898 --> 00:22:14.428
Now here's the most interesting part.00:22:14.638 --> 00:22:16.378
I've got a senior in high school kid.00:22:16.648 --> 00:22:24.868
My senior in high school kid is a writer and this kid writes and writes and has done really well, in fact their, the a CT score for writing was.00:22:24.878 --> 00:22:25.988
Like shockingly good.00:22:25.988 --> 00:22:27.188
I was like, okay, cool.00:22:27.428 --> 00:22:28.178
You are a writer.00:22:28.448 --> 00:22:36.518
But interestingly enough, handwriting, spelling, capitalization, and never came, automatic messiest, hand writer I've ever met.00:22:36.518 --> 00:22:39.588
And for a senior in high school and spelling is atrocious.00:22:40.338 --> 00:22:41.568
But here's what happened.00:22:42.018 --> 00:22:45.048
This human stopped caring and just became a writer.00:22:46.028 --> 00:22:54.278
And so all of their space is still there and they've learned how to backend and figure out how to like fix it at the end, but that's so hard.00:22:54.578 --> 00:23:01.808
Instead, what we have, the responsibility is to provide our kids with enough space to do these things.00:23:02.797 --> 00:23:17.077
We want to give our young people enough space to get good at handwriting, good at spelling, good at capitalization and punctuation, and good at sentence in instruction so that we don't have the dis, like we don't have that burden.00:23:17.557 --> 00:23:22.927
In fact, we can then focus on the fun part of being a writer.00:23:23.465 --> 00:23:39.243
And so I ask the silly question, like, what implications does this have into our editing instruction, not just our instruction in general, but specifically around editing, if we know this is true, that automaticity is more space.00:23:39.483 --> 00:23:42.117
So what do we know about editing Well.00:23:42.859 --> 00:23:48.634
What we learn is that the things that we should be editing for are the things that make the biggest difference.00:23:49.639 --> 00:23:52.669
So let's edit for spelling and capitalization and punctuation.00:23:52.669 --> 00:23:55.039
Let's host expectations that's the case.00:23:55.339 --> 00:24:00.419
When you get to learn about creating fluent sentence constructors, do that.00:24:00.419 --> 00:24:04.199
Find ways to allow for your students to become sentence constructors.00:24:04.469 --> 00:24:10.119
Give students multiple opportunities to put their pa pencil to paper so that they work on their handwriting.00:24:10.149 --> 00:24:13.629
Expect spelling so that students don't fret about it.00:24:14.029 --> 00:24:17.179
And the real reality here is this, when student.00:24:17.394 --> 00:24:20.254
S their writing skills are effortless.00:24:21.214 --> 00:24:24.004
They can focus on the work of writing.00:24:24.900 --> 00:24:26.310
It's a beautiful thing.00:24:26.310 --> 00:24:28.710
It's like shocking and real.00:24:28.830 --> 00:24:40.140
And so that's, I wanted just to make that really interesting point around editing specifically, is that we can look at editing as a door into being a successful writer, bigger picture.00:24:40.725 --> 00:24:49.875
Like we can give students access to being able to do the stuff, being able to hand write and be able to spell and be able to use good punctuation.00:24:49.905 --> 00:24:55.345
We want, if we can give students access to that, it becomes easier for them to be writers.00:24:55.845 --> 00:25:01.305
And then, if you will, if we were looking at this process, we are at the last piece, and that is publishing.00:25:01.605 --> 00:25:04.695
And publishing is designed to share with an authentic, real audience.00:25:05.775 --> 00:25:13.425
It's any time we're sharing, writing with any type of audience, and the reality is this is that humans need audience.00:25:14.265 --> 00:25:15.855
It's the red carpet moment.00:25:15.855 --> 00:25:19.275
Every writer, every human, every child deserves this.00:25:20.550 --> 00:25:20.970
Right.00:25:21.480 --> 00:25:23.760
Publication can take many different forms.00:25:23.760 --> 00:25:26.370
I mean, there isn't one form to publish work.00:25:26.370 --> 00:25:34.290
There are a myriad of ways to publish works and then sometimes people will say, but Jen, some kids don't find the way that kids love it.00:25:35.185 --> 00:25:38.390
And here's a listing of all of the different publishing strategies.00:25:38.390 --> 00:25:43.710
But I'm gonna, I'm gonna read these to you 'cause they're worth it, So there's an author's chair creating a class anthology.00:25:44.615 --> 00:25:50.525
Partners sharing audio recordings, hallway displays, portfolios, digital storybooks, a podcast.00:25:50.525 --> 00:25:52.745
I mean, there haven't been any famous ones of those lately.00:25:53.105 --> 00:25:56.585
Newspapers, community partnerships, library sharing.00:25:56.615 --> 00:25:58.085
I, Erin Bailey.00:25:58.085 --> 00:26:00.455
I am in love with a good class book too.00:26:00.455 --> 00:26:02.075
In fact, here's a funny story.00:26:02.075 --> 00:26:08.225
I remember the first time I created a class book and my students drew their pictures in clip art.00:26:08.930 --> 00:26:12.320
On like the oldest Macintosh computers on the planet.00:26:12.320 --> 00:26:17.867
And then we printed them out and it was ridiculous and I was so proud and it was so embarrassing.00:26:18.722 --> 00:26:23.672
I love a good class book and the author's chair can be so powerful, right?00:26:23.942 --> 00:26:25.712
Just to give kids that place.00:26:26.012 --> 00:26:35.148
One of the other things that I didn't even put on this list, now that I'm kind of mad at myself, is I wa was thinking about yes, a poetry slam, a spoken word event.00:26:35.148 --> 00:26:36.048
Why those aren't on my list.00:26:36.783 --> 00:26:41.823
Is just inviting a guest in and allowing students to share with a guest.00:26:42.043 --> 00:26:52.423
Our principal was always someone, and as a former literacy director, I got invited to classrooms all the time to go to be a panel of humans listening to different published pieces.00:26:53.208 --> 00:27:01.368
And I think the one last thing I wanna say about publishing specifically is that, wait a minute, remember, publishing doesn't have to mean perfection.00:27:01.548 --> 00:27:06.438
And this is where I wanna just like step back for a moment and say, I'm joking.00:27:06.498 --> 00:27:09.978
Like, yes, there is a structure to the process, but it's not perfect.00:27:10.218 --> 00:27:19.668
And sometimes we can allow for something to go on a wall in a hallway that isn't perfect, that showcases the hard work of the process.00:27:20.208 --> 00:27:22.458
And doesn't have to be the perfect writing.00:27:22.818 --> 00:27:32.208
In fact, you know, I've published a few books and I'm really proud of our editing team, but it went through multiple people before it got put in, you know, went to the printer.00:27:32.778 --> 00:27:36.888
We're not asking our young people to go through multiple editors before they put it to print.00:27:37.278 --> 00:27:45.408
We're asking them to put forth their greatest works and their greatest works will look different, and they'll look different from the beginning of the year to the mid of the year to the end of the year.00:27:46.383 --> 00:27:58.683
So I thought I'd do something fun and I wanted to see how it went, and I thought we could do a little bit of writing process inspiration, because here's the thing, writing is something that teachers say all the time, I don't have time for writing.00:27:58.683 --> 00:27:59.223
Yes, we do.00:27:59.223 --> 00:28:01.473
We have to make time for writing.00:28:01.503 --> 00:28:06.153
And when we realize that the process doesn't have to be perfect, we don't have to publish every piece.00:28:06.273 --> 00:28:07.983
We don't have to go through the whole process.00:28:08.013 --> 00:28:11.943
Every time we put pencil to paper, then we start to realize that writing is doable.00:28:11.943 --> 00:28:24.946
So I'm gonna tell you, I'm gonna put mine in the chat feature first and the gifted person the gifted coach at our school used to say this to us all the time, write all day, every day, just write, just put, just write all day, every day.00:28:24.946 --> 00:28:27.736
And she said all the time, and it used to drive me bananas.00:28:27.766 --> 00:28:28.936
I was like, why are you saying that?00:28:28.936 --> 00:28:32.776
Why do you why do you insist on saying it over and over again?00:28:32.776 --> 00:28:39.376
And what I realized is that when that was the part that, when that was in my head, I was doing it more often on purpose.00:28:39.391 --> 00:28:40.621
And that was so powerful.00:28:40.781 --> 00:28:42.851
This is a quiet group and I'm okay with that.00:28:42.851 --> 00:28:43.391
I get it.00:28:43.391 --> 00:28:44.561
It's the end of the day.00:28:44.621 --> 00:28:45.161
I hear you.00:28:45.581 --> 00:28:48.366
And we'll keep going, but I do wanna remind you of something.00:28:49.006 --> 00:28:50.146
Really important.00:28:50.206 --> 00:29:05.776
That flexibility is the secret sauce that while, yes, this is an order, Donald Graves put this order together, but the reality is that this is going to be different, and we're going to use this as a toolkit, not a checklist.00:29:06.616 --> 00:29:09.646
So this writing process isn't a checklist.00:29:09.646 --> 00:29:14.056
It isn't pre-writing check, drafting, check, revision, check, editing, check, publishing, check.00:29:14.056 --> 00:29:14.386
Nope.00:29:14.686 --> 00:29:15.856
It is not a checklist.00:29:15.856 --> 00:29:16.666
It's a toolkit.00:29:16.876 --> 00:29:19.306
And we should have lots of different things in our toolkit.00:29:19.306 --> 00:29:24.826
And so when we talk about the writing process, we should have things in our toolbox for each of these spaces.00:29:24.826 --> 00:29:28.726
That's why we did a pre-writing strategy where we tried a drafting strategy.00:29:29.116 --> 00:29:34.140
All of those we've looked at those different pieces, and then I'll say this.00:29:34.889 --> 00:29:51.319
One of the most important things we can do is more writing and more often, and not because Jen Jump said so not because like, there's a, I have a thought out there of something, but the first recommendation is this provide daily time for students to write.00:29:51.349 --> 00:29:55.279
And I really wish it said, provide students time to write all day, every day.00:29:55.669 --> 00:29:57.829
Just give kids more time to write.00:29:58.637 --> 00:30:02.117
And so there's this reality that we have to give children lots.00:30:02.492 --> 00:30:15.572
Of things to write and lots of time, and so I say, Hey, let's do it more writing more often, more writing more often, more writing more often, and I say it all the time to teachers that I work with and how do we do that?00:30:15.572 --> 00:30:19.262
There are five things that I think we have to consider every time we're thinking about.00:30:19.262 --> 00:30:22.202
We want our students to engage in the process of writing more.00:30:22.232 --> 00:30:23.132
We have to do these things.00:30:23.132 --> 00:30:24.272
We have to schedule for it.00:30:25.127 --> 00:30:31.427
We have to provide students with routines so that it's very clear kids understand what they, what is expected.00:30:31.667 --> 00:30:34.397
We have to provide students opportunities for quick wins.00:30:34.577 --> 00:30:43.157
One of my favorite things that my colleague, Kim Carlton has taught me all along the last eight years we've worked together is that quick wins and writing are so important.00:30:43.217 --> 00:30:47.717
Provide quick wins, like be proud of the sentence that was written.00:30:48.137 --> 00:30:53.357
Be proud of the work that was done during sentence sprint or the work that was done during a pre-writing activity.00:30:53.722 --> 00:30:55.762
Allow for quick wins.00:30:56.422 --> 00:30:58.702
And number four, this one's gonna make you mad at me.00:30:58.702 --> 00:30:59.632
And I'm okay.00:31:00.622 --> 00:31:01.822
Slow down, baby.00:31:01.942 --> 00:31:03.442
Just slow down.00:31:03.892 --> 00:31:07.612
There's this reality that we think, okay, we have to get through the publishing process.00:31:07.612 --> 00:31:09.202
We've gotta get to publish, we gotta get to publish.00:31:09.202 --> 00:31:11.212
We gotta PI have to publish every week.00:31:11.362 --> 00:31:12.262
I have to publish a P.00:31:12.292 --> 00:31:12.442
No.00:31:12.442 --> 00:31:13.282
Slow down.00:31:14.263 --> 00:31:15.943
You don't have to publish every week.00:31:16.303 --> 00:31:19.003
You don't have to revise and edit every single piece of paper.00:31:19.183 --> 00:31:22.333
Sometimes you're going to start with a draft and finish with a draft.00:31:22.393 --> 00:31:23.353
It's okay.00:31:24.488 --> 00:31:26.468
The more students write, the better they are.00:31:26.468 --> 00:31:31.178
So let's provide them choices, give them chances to do things.00:31:31.928 --> 00:31:37.778
We want to build in ample opportunities for students to practice and practice.00:31:38.258 --> 00:31:44.468
Some of the little stuff that makes so much difference in the process of writing is by giving simple, silly choices.00:31:44.918 --> 00:31:46.508
Can it be a mechanical pencil?00:31:46.538 --> 00:31:46.958
Sure.00:31:46.958 --> 00:31:47.978
Can I write with a pen?00:31:48.008 --> 00:31:48.548
Okay.00:31:48.728 --> 00:31:50.318
Can I write this time on sticky notes?00:31:50.318 --> 00:31:50.708
Yes.00:31:50.828 --> 00:31:52.118
Can I have unlined paper?00:31:52.118 --> 00:31:52.388
Sure.00:31:52.698 --> 00:31:54.078
Those are choices.00:31:54.318 --> 00:31:56.398
Can I use the computer this time?00:31:56.488 --> 00:31:58.378
Can I use this type of graphic organizer?00:31:58.378 --> 00:32:13.158
Those are choices that we're giving students, and this is a powerful way to ensure that our students are writing more and writing often, and
that the other thing we can do in that writing more and writing often is to ensure that we're integrating writing all throughout the day.00:32:13.928 --> 00:32:20.528
So we have opportunities to engage students with science lab writeups, or social studies, quick writes or math explanations.00:32:20.528 --> 00:32:23.048
And so I just like to give an example of what I what?00:32:23.108 --> 00:32:24.668
What really do you mean by that?00:32:24.998 --> 00:32:26.258
Well, here's an example.00:32:26.448 --> 00:32:34.218
And what students have to do then is use their writing skills to demonstrate their understanding of mathematics.00:32:34.338 --> 00:32:38.208
And so this can happen in mathematics, it could happen in science, it can happen in social studies.00:32:38.208 --> 00:32:49.968
And what this does is give students different ways to access their skills of writing, and they're going to be building their fluency while they're writing in mathematics and in science and in social studies.00:32:50.178 --> 00:32:53.658
And they're going to be building those skills that they need to be successful writers.00:32:54.393 --> 00:32:55.863
So how do we put it all together?00:32:55.863 --> 00:33:00.393
So now we know, okay, there's this writing process, but now you've told us, Jen, that it's not a perfect process.00:33:00.393 --> 00:33:01.353
It's like this.00:33:01.923 --> 00:33:02.433
Okay.00:33:02.493 --> 00:33:11.043
And you've also made sure we are very clear that we've got to make sure kids write more and write often, and we have to have a bulk of strategies to support their learning.00:33:11.043 --> 00:33:12.843
So how do we put it all together?00:33:13.556 --> 00:33:15.746
Well, here's the thing.00:33:16.053 --> 00:33:23.493
Putting it all together means that we have to ensure that our students have ample times to write throughout a day.00:33:24.363 --> 00:33:34.893
It is the beauty of writing throughout the day is that these little moments of writing opportunities are going to eventually create this ripple that create writers.00:33:35.868 --> 00:33:45.678
That was really our hope today is we were thinking about both Graves' process, but we were also thinking about Joan Adidas writing rope and the What Works, clearinghouse recommendations.00:33:45.738 --> 00:33:49.128
And quite honestly, all of these things tied together.00:33:49.128 --> 00:33:54.168
They weave together to make this beautiful tapestry, which will make for writers.00:33:55.068 --> 00:33:56.388
And what do we mean by that?00:33:56.418 --> 00:34:01.008
Well, we have to think about graves and that, that structure being the pattern, we've gotta have a pattern.00:34:01.008 --> 00:34:02.718
We gotta know something to follow.00:34:02.868 --> 00:34:04.248
Do we have to follow it perfectly?00:34:04.278 --> 00:34:05.568
No, because we're creative.00:34:05.568 --> 00:34:06.828
Writing is a process.00:34:06.858 --> 00:34:08.058
It's a creative process.00:34:08.688 --> 00:34:10.248
Sida is all of the threads.00:34:10.248 --> 00:34:14.748
We need all of those pieces in that writing rope to put it all together.00:34:14.748 --> 00:34:16.818
This tapestry doesn't happen without those threads.00:34:16.818 --> 00:34:17.748
Thank you, Joan Aida.00:34:17.748 --> 00:34:18.108
Right.00:34:18.768 --> 00:34:21.708
And then the IES, that's the directions.00:34:21.708 --> 00:34:26.268
They're saying, Hey, here are the things you have to do to be successful, period.00:34:26.958 --> 00:34:27.918
It's very clear.00:34:28.428 --> 00:34:31.218
And finally, the science of reading is the foundation.00:34:31.218 --> 00:34:32.748
It's like the loom, if you will.00:34:32.988 --> 00:34:33.228
Okay.00:34:33.228 --> 00:34:39.458
I don't really know what that means, but I think it's the thing that's like the frame thing, that you put the thing and then you sew the things.00:34:39.788 --> 00:34:43.618
It's the frame, it's the background, it's the reason.00:34:44.423 --> 00:34:54.443
And so when we bring it all together, we know we have all of these different things that we're bringing together to create for a space where children love writing.00:34:55.163 --> 00:35:02.333
And so as we kind of get to the end of our time together and open it up to make sure there aren't any questions or comments or conversations to be hosted.00:35:02.733 --> 00:35:14.583
for me, as I looked at this, I had some pretty, like, as I was bringing this, I thought back in the classroom, one of the things I know I needed to do was diversify the different ways I ask students to draft.00:35:15.073 --> 00:35:16.543
Usually drafting looked the same.00:35:16.543 --> 00:35:21.763
I handed out the same kind of drafting paper and it was like, now we're gonna do the draft of the piece we're going to write.00:35:21.763 --> 00:35:26.893
I didn't recognize that drafting could be so many different things for young people.00:35:27.043 --> 00:35:32.443
The sentence Sprint was not in my repertoire when I was in the classroom as a third grade teacher my first few years.00:35:32.623 --> 00:35:34.153
So that would be my first commitment.00:35:34.183 --> 00:35:38.763
I would first commit to giving my students different ways to access this.00:35:39.823 --> 00:35:49.863
So it would be silly for me not to say thank you so much, But I am excited for you to go write something wonderful and get your students engaged in writing as well.00:35:50.283 --> 00:35:53.073
So any questions can come to the chat feature.00:35:53.483 --> 00:35:56.453
Carly, have you seen any questions come in on the secret chat?00:35:56.783 --> 00:35:57.743
Karly O'Brien: I do actually.00:35:57.743 --> 00:36:00.023
I see you on the q and a feature.00:36:00.053 --> 00:36:05.963
There's a question that says what's the best approach if students struggle with spelling and get stuck?00:36:06.368 --> 00:36:07.868
Jennifer Jump: Oh, that's such a great question.00:36:08.348 --> 00:36:12.158
So there are it, first and foremost, it depends on a few things.00:36:12.528 --> 00:36:17.028
Number one, do they have the skillset to attack that word in the encoding world?00:36:17.218 --> 00:36:20.188
Is it a word that is, that they have the skillset to spell?00:36:20.188 --> 00:36:28.048
If so, we wanna give them the clues that make the most amount of sense if they're stuck, and it is going to prevent them from being a writer.00:36:28.198 --> 00:36:29.878
Do you want to know my honest thought?00:36:30.358 --> 00:36:31.408
Tell them the word.00:36:31.558 --> 00:36:34.078
Write it on a piece of paper and hand it to them.00:36:35.004 --> 00:36:40.104
Because if writing the word is going to stop the process, it's not worth it.00:36:40.704 --> 00:36:45.954
Now, when we're working on encoding and decoding and phonics practice, whole nother story, but that's what we're talking about.00:36:46.134 --> 00:36:47.694
We're talking about writing in the moment.00:36:47.694 --> 00:36:52.404
Kids are writing, they just did some work and they've learned all about plants, yay plants.00:36:52.434 --> 00:36:57.774
And now you've said, can you please draw and write about the plant life cycle?00:36:57.774 --> 00:37:01.164
And so they started to write and they're like, but I don't remember how to spell root.00:37:02.064 --> 00:37:03.354
Okay, here it is.00:37:03.354 --> 00:37:04.434
ROOT.00:37:04.734 --> 00:37:07.224
First of all, they may not have the skills to know that.00:37:07.374 --> 00:37:08.454
Double O in the middle.00:37:08.484 --> 00:37:09.444
Ooh, fine.00:37:09.474 --> 00:37:15.774
I'm just gonna tell because who at this moment, that's not the purpose I want 'em to write, so I'm gonna tell 'em.00:37:15.954 --> 00:37:18.234
And sometimes that makes people really mad at me.00:37:18.264 --> 00:37:21.861
But I'm okay with that because I want kids to write.00:37:21.951 --> 00:37:23.151
I don't want kids to cry.00:37:24.021 --> 00:37:26.001
So that's, that was a great question.00:37:26.001 --> 00:37:27.141
I'm so glad it was asked.00:37:27.891 --> 00:37:33.321
Karly O'Brien: I was, and honestly, I, it validates me back in the day 'cause that's what I used to do as a teacher.00:37:33.321 --> 00:37:35.691
'cause I taught fifth grade for the majority of my teaching.00:37:35.691 --> 00:37:42.081
And that is, as we all can imagine, the time when they're supposed to be expected to write a lot.00:37:42.411 --> 00:37:47.781
And I was teaching students who could not decode basic CVC words.00:37:47.781 --> 00:37:48.381
So.00:37:49.176 --> 00:37:52.896
I used to do the same thing and I was always afraid I'm not even gonna lie.00:37:52.896 --> 00:38:00.246
So that's super validating that you just shared that because even out of the classroom, I'm still learning things from these types of webinars.00:38:00.246 --> 00:38:01.836
So thanks for validating that.00:38:02.256 --> 00:38:02.886
Jennifer Jump: You bet.00:38:02.886 --> 00:38:10.986
I think it's an important spelling is a funny thing and spelling is under fire a little bit right now because we know about what good spelling instruction should look like.00:38:10.986 --> 00:38:14.346
So, and it should be related directly to phonics instruction.00:38:14.346 --> 00:38:14.796
So.00:38:15.666 --> 00:38:17.196
Just tell kids how to spell a word.00:38:17.196 --> 00:38:19.741
Don't let 'em get stuck when they're working in writing.00:38:20.629 --> 00:38:23.954
They're working on spelling, they gotta work on their spelling, but you know.00:38:24.601 --> 00:38:25.051
Karly O'Brien: Well, thank you.00:38:25.051 --> 00:38:25.061
Yeah.00:38:25.111 --> 00:38:34.211
What you said before, Jen, really quickly about your daughter being like loving writing and being a fabulous writer, but not such a good speller or sentence, like forming her sentences.00:38:34.211 --> 00:38:38.021
I thought that was really powerful and I actually texted Erin on the side and I was like.00:38:38.446 --> 00:38:45.286
I wish I had someone, like when I was in, in my childhood, 'cause I didn't like to read and I didn't like to write if I'm being honest, back when I was a kid.00:38:45.286 --> 00:38:49.336
So like I really wish that I would've had someone like that telling me those types of things.00:38:49.336 --> 00:38:52.516
'cause I think it would've just changed my perspective in learning.00:38:52.546 --> 00:38:55.786
'cause I, I would've, I was so scared all the time.00:38:55.786 --> 00:39:00.766
So it's really, you know, validating to hear that you have those thoughts and I'm sure other, hopefully others do too.00:39:00.766 --> 00:39:00.946
So.00:39:01.796 --> 00:39:02.096
Jennifer Jump: Harley.00:39:02.096 --> 00:39:10.616
One of the scariest things to me is that I always tell folks, like when we look at kindergartners who come into kindergarten, most of them are excited to be writers, most of00:39:10.616 --> 00:39:10.886
Karly O'Brien: them.00:39:10.941 --> 00:39:16.251
Jennifer Jump: And what happens by the time we send them to first grade is most of them are no longer excited to be writers.00:39:16.521 --> 00:39:16.641
Yeah.00:39:16.641 --> 00:39:17.796
And the only thing that has changed.00:39:18.816 --> 00:39:21.829
Us, we inserted ourselves into their lives.00:39:21.859 --> 00:39:28.939
And so we as educators have such a responsibility to continue the joy in writing.00:39:28.939 --> 00:39:34.459
And the way to do that is by finding the ways that kids like to write, which means it's not going to be the same every time.00:39:34.459 --> 00:39:34.999
And it's okay.00:39:34.999 --> 00:39:41.089
Sometimes it's okay to write an entire five sentences on an index card just because it's different.00:39:41.119 --> 00:39:42.409
It's okay.00:39:43.068 --> 00:39:44.058
Yeah, but it's hard.00:39:44.058 --> 00:39:48.438
And I like the reality is that we as educators are under so much pressure, of course.00:39:48.438 --> 00:39:56.698
And so we just, sometimes we find the little things to, to get excited about, but teachers and educators across the nation thank you for being here.00:39:56.728 --> 00:39:59.128
And like sticking with us this afternoon, evening.00:39:59.408 --> 00:40:06.218
It was truly an honor for me to be with you and I look forward to sending out a few books from my garage.00:40:06.788 --> 00:40:16.508
Karly O'Brien: I know I am really envious of the, I'm not gonna take it from anybody who's here, but good for those of you that are here live because you'll get the first opportunity to snag these books.00:40:16.508 --> 00:40:17.408
So thanks.00:40:17.438 --> 00:40:18.548
That's a really cool opportunity.00:40:18.548 --> 00:40:19.898
So thanks Jen, for offering that.00:40:20.043 --> 00:40:20.463
Matt's.00:40:21.293 --> 00:40:21.683
Lemme see.00:40:21.713 --> 00:40:21.953
Okay.00:40:21.953 --> 00:40:22.973
No, I think we're good.00:40:22.973 --> 00:40:25.803
So, yes, thank you Jen for everything.00:40:25.833 --> 00:40:28.563
This was, oh my honor, I really can't thank you enough.00:40:28.593 --> 00:40:36.153
And those of you that were on the call, thank you so much for your time and feel free to share the recording once you get your follow up email.00:40:36.183 --> 00:40:36.543
And.00:40:36.588 --> 00:40:38.838
I encourage you to share the resources as well.00:40:39.168 --> 00:40:43.428
And please sign up for our next webinar that is happening at the end of September.00:40:43.428 --> 00:40:47.088
So we're gonna be doing at least one a month, maybe even two for educators.00:40:47.238 --> 00:40:49.458
And then we're also gonna have some family webinars coming up.00:40:49.458 --> 00:40:51.278
So feel free to look for those too.00:40:51.338 --> 00:40:55.943
And thanks Jen for everything and we bet we'll definitely be in touch and thanks everyone for logging in.00:40:56.473 --> 00:40:57.023
Jennifer Jump: Thank you so00:40:57.023 --> 00:40:57.103
Karly O'Brien: much.00:40:57.103 --> 00:40:58.023
Have a great night everyone.00:40:58.483 --> 00:40:58.703
Bye.00:40:58.703 --> 00:40:59.223
Care everyone.00:40:59.373 --> 00:40:59.863
Jennifer Jump: Bye-bye.
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