Conferring Notes 101 LITE

My son Jay L.O.V.E.S. football. He is a hardcore football player. We love this about Jay, because he spent more than 7 years of his childhood bumping around the foster care system. So many kids from hard places don’t know how to follow their passions. Not Jay, though -- he has football.

Last summer Jay went to football camp for the first time. At football camp, Jay participated in many drills. In fact, most of the time at camp was spent in drills. Jay came home with a series of drills to practice. (He still practices them, in fact.)

I’ve never seen Jay run a drill during a game. The drills aren’t part of the game plan, but they are essential to becoming a better football player.

I’ve been putting together a course to help teachers lift the level of their conferences. It is called Conferring Notes 101. I am so excited about this course, that I wanted to share it. So I’m taking some of the best content and putting together a three session Conferring Notes 101 LITE version.

What does this have to do about Jay's football drills?

You can think of Conferring Notes 101 LITE as an intense camp to lift the level of your conferring. Just like Jay ran lots of drills at football camp, we’re going to set up a simple paper system so we can “run some practice drills” as teachers of writers.  I offer a step-by-step guide to setting up a trusty go-to conferring note system.

Will you do two things?

1. Sign up for the CONFERRING NOTES 101 LITE course. It is free and some of my best work in supporting teachers to lift the level of their conferring. Just fill out the form above.
2. Tell a friend! Share this with the teachers across the hall or in your department or in your school. Or post about it on social media -- Facebook, Twitter, Instagram, SnapChat (whatever your preference). Here is the link: http://bit.ly/con101LITE and the hashtag is #conferringnotes101. Feel free to tag me, just get the R before the E in my last name! [@ruth_ayres]
   
   

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Once you sign up, you’ll be on the list to get the Conferring Notes 101 LITE sessions as they release. You don’t want to  wait too long, though, because they are only available for a short amount of time. I’d hate for you to miss it!

what to do when students have nothing to write

We hear it all too often, usually from the same students, and almost always said with all caps.

I DON'T KNOW WHAT TO WRITE!

As writing teachers, we know the importance of choice, so we don't want to tell them what to write, but on some days we don't know what else to do.

I've come to realize that the young writers who lament I have nothing to write about really don't need a strategy to figure out a topic. They don't need one more list or another notebook entry or a magical graphic organizer.

They need validation.

Writing takes guts and perhaps the bravest decision is topic choice. More than anything else, students need us to validate their topics. This helps build confidence in young writers.

Many writers (kids and adults) put a lot of pressure on themselves to find the perfect topic. It is a myth to believe that if we just find a grand topic, we will produce grand writing. It doesn't work this way. In fact the most mundane topics often lead to mighty writing.

When students can learn that small and ordinary is worthy, then there's less pressure to determine the perfect topic. Our students need to know that a trip to Walmart is just as worthy a topic for a narrative as a trip to Greece. They need to know that a story from a secret hideout is just as valid as a story from Disney World. Students need to know that an opinion about kindness in the lunchroom is as important as a call to action about fighting homelessness.

As teachers, we can help students understand this truth by affirming their topic choices.

I think the best way to do this is to find ordinary topics ourselves, as teachers who write. When we use ordinary topics to model in writing workshop, we send the message that small is worthy.

In order to help you find ordinary topics, in a variety of types of writing (narrative, informational, opinion, and poetry), I've created Finding Topics: A Guide for Teachers. It will take you through questions to discover topics that are small, but mighty. You can get the free guide by signing up below. I also share a few video minilessons that use ordinary topics as mentors for students.

How to Make Student Stories FUN to Read [+ FREE Video Training]

Books to teach students that stories have struggles.
Check out the special video below to see how to use
these books to help students understand:
No Struggle = No Story.

I am enamored by any person (whether 4 or 44 or 94) who is willing to unfold a story word by word. I know the epic battle it takes to write our stories and share them with others. Because of this, I consider each story I read to be a gift from the writer to me.

I tend to love reading student stories. I’m good at finding the glimmers of writing within each story. I like to celebrate alongside young writers (and grown up writers too) about the powerful parts of their stories. I’ve read more than my share of student stories. As a former 7th grade language arts teacher (with 100 + students each year) and a district instructional writing coach, student stories are as much a part of my day as breathing air.

To say I’ve read a lot of student stories is an understatement.

So this next line is brutal truth.

There are some days when I don’t love reading student stories.

Please tell me I’m not alone. It’s not because I don’t love young writers. Rather, it’s because too often student stories are not very much fun to read. They can be boring, confusing, and frustrating.

Rather than dreading student stories, I think it’s important to learn to embrace student writing by giving kids the knowledge they need to write strong stories.

Here is the best game changer for turning student stories from boring to brilliant.

No Struggle. No Story.

This one rule has a remarkable positive effect on student stories. It is a truth of all strong narratives. Every story has a struggle. It’s true for life and it’s true for the stories we write.

No Struggle. No Story.

If every story a student writes (whether it is a true life story or a fiction story) has a struggle and at the end the struggle is overcome, then the story becomes more enjoyable to read.

This is true for most stories. They have struggles. Think about your favorite narrative books. They have struggles. Consider the stories you read to your class today. I bet they had struggles.

It’s a concept our youngest writers can understand. Ask them.

Hold up a book you’ve just read aloud and ask them, “What’s the struggle?” They’ll know.

Then teach them that all stories have a struggle. If there’s no struggle, then there’s no story. They’ll be able to remember this concept. I often make it a chant. The teacher says “No struggle,” and students respond with “No story!”

It’s a concept we can expand and deepen for older students. There are different kinds of struggles. There are external struggles. (Man vs. Man and Man vs. Nature for secondary students.) These are struggles that are happening outside the character. There are also internal struggles. (Man vs. Self for secondary students.) These are struggles that characters face within their own hearts. Often characters face more than one struggle in a story. As students recognize this, they can begin applying different struggles to the stories they are writing.

It’s time to  add this key lesson to your writing instruction. The enjoyment student have for writing skyrockets when they know this. This makes the stories more fun to read, too!

No Struggle. No Story.

Trust me, you will see instant improvement in student stories. If you'd like to know a little bit more about teaching students that all stories have struggle, I created a little video training for you. Just fill out the form below and you'll get access to the video + links to 3 minilesson videos that help students develop craft strategies to improve their story writing.

How to stop hearing I CAN'T WRITE from your students

“I can’t write!”

“I don’t know how!”

“I’ll never be able do this!”

These aren’t the usual quotes to inspire teaching students to write. I could share adorable student writing samples. I could tell stories of successful writing experiences with kids. We could celebrate the small gains of less experienced writers.

None of that changes the fact that more than likely, you still encounter I CAN’T writers.

They might be lurking in the corner of your writing workshop. Maybe they’ve been putting on a good show, but their stamina is waning and they refuse to write sometimes. Sometimes the I CAN’T writer is loud and is looking for others to join the protest.

No matter their modus operandi, all I CAN’T writers need the same thing.

Confidence.

When students refuse to write, it is because they lack confidence in themselves as writers. It is easy to pinpoint students who need confidence as writers, however, it isn’t always an easy need to fill.

We build confidence in students as writers when we build on their strengths. Sometimes this is a tall task, because most I CAN’T writers are a hot mess when it comes to writing. How do we build on strengths when the strengths are non-existent?

Tweet: "We build confidence in students as writers when we build on their strengths." Ways to boost student writers. http://bit.ly/2fwtyTp

Shift Your Mindset

Look for what students are almost doing as writers. Does the I CAN’T writer have some supplies out and ready to use? Is the I CAN’T writer sitting in a good writing spot? Does the I CAN’T writer make it easy for other students to work as writers? Has the I CAN’T writer written a handful (or one or two) words?

When we begin acknowledging the small steps of student writers, we build their confidence. Rather than seeing how far they are from grade level, begin to train yourself to see the things they are doing to position themselves to learn to write.

Take Off the Pressure of Words on the Page

In today’s world, writing is more than words on the page. With more multi-modal messages, students must learn to write using words, images, and sound. Sometimes I CAN’T writers struggle writing words, but they are able to articulate their stories or articles orally. Many I CAN’T writers are willing to sketch an idea and get their thoughts in order. When a student tells me “I can’t write!” I often ask them to talk or sketch their ideas instead. It is always easier to help a student write words when we’re working off of something concrete than when the idea is floating around brain space.

Instead of seeing I CAN’T writers, let’s start seeing NEED A BOOST writers and do things to build confidence. The more confident students become as writers, the more they are willing to write.

I’d love to hear what you do to boost confidence in your student writers. Join the conversation here!

Enjoy the BEST YEAR EVER with a Mantra

For years I've claimed a OLW (One Little Word), but mantras also seem to attach themselves to me. (You can see some of my past mantras here...and long, long ago here, here, here, and here.) 

Lately it's been this:

{Be faithful in small things}

As the school year speeds to a close, I'd like to invite you to pause and claim a small mantra. I do my best thinking in my notebook. If you do too, then grab your notebook and jot down a few wisps that come to mind.

1. What are some of the important things about the work you do?
2. How do you wish you felt at the end of most days?
3. If you had a magic wand, what is one thing you would change?
4. What is virtue would you like more of in your life?

I'm a firm believer in never extending a writing assignment to another that I haven't done myself. So here are my answers...

1. ​Making connections; empowering others to write; making others smile; lifting stress; breaking down big processes into manageable steps
2. Peaceful; joyful; relaxed
3. Feeling like I don't get enough done
4. Peace; contentment

It's not surprising how my current mantra found me. When we slow down and jot a few reflective thoughts on paper, we make space for positive changes in our lives. You are not too busy to reflect. You are not too busy to claim a mantra. In fact, this might just be the thing that makes the end of this school year the best one yet!​

Take time to choose the path you will walk these final weeks of the school year. I'd love for you to share your mantra with me and others. Just leave a comment below.

I've fancied up my Why I Write mantra (inspired by Jeff Goins). I shared it with all of my Email Pals (I love to share goodies like this). If we aren't Email Pals yet, today is a good time to sign up. Just fill out the form below and I'll send you the printable version of the Why I Write mantra.

Don't forget to share your mantra in the comments. I can't wait to read them!

Start Planning for an End-of-the-Year Writing Celebration

(Note: This is similar to a previous note that went out to my Email Pals.)

It's not too soon to begin planning for your final writing celebration of the school year. Writing celebrations offer positive energy for student writers, so it is worthwhile to end the year with one. This way students will carry self-confidence and good memories of writing with them throughout the summer and into the following school year.

Primary Writing Celebrations

For the youngest writers, I prefer to have a BEST BOOK EVER celebration! It just so happens that I enjoy launching writing workshop with an invitation to write the BEST BOOK EVER. Check it out...I'm sure you can use it as a springboard for planning an end-of-the-year BEST BOOK EVER celebration. 

If you would like a Celebration Prep Guide, click here to receive a lesson list and timeline to prepare for a Best Book Ever celebration or complete the form below.

Intermediate Writing Celebrations

For older writers, I invite them to complete an end of the year writing reflection and create an anthology.  Students consider four categories and select a project from the school year that meets the following categories.

• My Favorite...
• I Learned the Most by Writing...
• Most Meaningful...
• I Wish I Had More Time...

Students may select a different piece for each category, or the same piece might fit more than one category. For example, "My Favorite" and "Most Meaningful" might be the same writing project.

If you would like the Year-End Reflection, just complete the form below.

Students can collect their final projects (or print fresh copies if they have their work on a device) to compile an anthology. The reflection will serve as the opening pages to the anthology.

This isn't a project to rush. Plan to spend 5-7 days for students to complete a thoughtful reflection and a meaningful anthology. Depending on time and the students, you may invite them to add different parts to make their anthologies complete. Consider including:

• A fancy cover
• Table of Contents
• Dedication
• Introduction
• Back cover with an author bio

The Formal Celebration

During the formal celebration, I prefer to give students an opportunity to share what they have learned as writers throughout the year. Primary students share the BEST BOOK EVER. Older students share the title of the project they selected for one category, their rationale for selection, and the writing project.

With a little forethought, you will put together a stellar final writing celebration. As always, I love to hear from you. Leave a comment and let me know:

• When will you start preparing for your end of the year writing celebration?
• What questions or thoughts do you have about an end of the year writing celebration?

Please share pics and comments from your writing celebrations with me on Twitter. Just tag @ruth_ayres.