writers working

teddy at work

We finally got to Gettysburg. I’m going to start with action.” I watch and listen as Ozzy works on a brand new small moment story.

“Oh, wait, period here.” I turn left and watch Ted add a period after rereading his own work.

This is how my Friday morning began. I work with Ted and Ozzy in reading support. The focus of their work all through first grade was on acquiring the necessary phonics skills and reading strategies to be readers. It was clear to me at the onset of second grade that both these children had become readers. Various assessments and simply engaging in second grade texts was all the evidence I needed to know that, yes, they were readers. However, our work over the past few years as literacy team, we’ve made it a goal to be sure children, like Ted and Oliver, also could had all the necessary phonics skills and strategies as writers.

So, that is how we came have come to spend our Friday mornings writing. It’s an opportunity for them to bring their writing folders and their book bags down. It’s a an opportunity to for me to watch them work and immediately teach into what they are doing as well as what they need to do based on the targeted work we have already done.

I watched as Ozzy touched each page and orally rehearsed the scene. “Ready for quick sketches?” I asked. Ozzy nodded, I flipped the sand timer and he began to sketch. Across settings, Ozzy is working on independence and quick sketches. We are finding simple sand timers work as visual reminders for writers to sketch quickly. I watched as Ozzy flipped back to the beginning, remembered his first scene and began to write. Beside him, Ted was writing away. I watched him as he reread, erased uppercase letters where they didn’t belong. I watched as he added words he had omitted in his initial write. “What vowel team makes that long a sound?” I prompted as Ozzy paused to write the word rain. He looked up, thought, remembered, and continued writing.

The work Ted and Ozzy were doing with me Friday. morning happens almost every day in their classroom under the watch and guidance of Carolyn, their teacher. The ultimate goal of our collective work, always, is to have readers and writers working independently in their classrooms. It’s up to us to teach directly into what children need and create opportunities for them to demonstrate and build independence. Children using skills, strategies, and common language across settings is how we grow writers together.

ozzy at work

3 thoughts on “writers working”

  1. I love the seamless connection from the work you do in your room and the work these writers do in their classroom. That says a lot about the work happening across the school. Also, the connection between the reading and the writing…we’ve learned so much. I loved being a fly in the wall and seeing this in action- but to read the intentionality behind it all…an art for sure!


  2. I love that their writing is a way that you can tell what they need and what they can do as readers. This makes so much sense. I also love the timed sketches. I should get some hour glasses for myself.


  3. “The ultimate goal of our collective work, always, is to have readers and writers working independently in their classrooms. ” THIS. Yes! This is truly at the heart of what we do, and I want to shout it from the rooftops!

    Ted and Ozzy are LUCKY to have you on their side. =))


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