Enticing Hard

to Reach
Writers
Grace Oliveto
Sced647
April 28, 2020
● Social Studies background
● School literacy goals
● Differentiation levels
○ Feels overwhelming
- English Teacher and Writer
- Help students to discover the power
of writing their own stories
- Offers up numerous writing
strategies
- Shares personal experiences
Part 1: HOLDING ON IN THE HARD: UNDERSTANDING KIDS WHO
NEED TO BE ENTICED

1 Stories Save --- 2 Altered Brains --- 3 Take Time --- 4 Healing Happens --- 5 See their
Stories --- 6 Getting the Heart Right

Part 2: SETTING THE STAGE TO ENTICE STUDENTS TO WRITE

7 What Writing has to do with Teaching Writers --- 8 Writing always gives more than
it takes --- 9 Everyone Hates Writing --- 10 Is Writing Essential? --- 11 Writing Workshop
is Essential --- 12 Developing Faithful and Fearless Writers

Part 3: MOVES TO ENTICE STUDENTS TO WRITE

13 Leaps of Faith --- 14 Cultivate a Celebration Mindset --- 15 Individualizing the Writing Process
--- 16 Writing Projects that make you want to write --- 17 Stretch Mentors to Meet Needs --- 18
Simplify Conferring --- 19 Expand Feedback Beyond the Teacher --- 20 Tap Technology
Chapter 2: Altered Brains

Trauma No Pencil Circular Process

- Learn how to cope “Doing their best with - Bad days and good days
- Control what they have”
Fear - Some days more needs
- brain development ● Meet their needs have to be met
- Amygdalae ○ System for
- Mask with other pencils -Healing
behaviors ○ Take excuses
- protect themselves away
Quick write: What stage of
teaching do you feel you’re at?
(Fantasy, Survival, Mastery, or Impact)
Chapter 7: What Writing has to do with
Teaching Writers

Stages of Teaching Beginner’s Luck

Fantasy, Survival, Mastery, and Impact
- Survival
- Incomplete assignments, failures,
sleeping students, fights
- “Hate writing”
- PD: Writing Workshop
- Skeptical
- She wanted to be a writer
- 125 Notebooks
- Decorate them
- Mystery Stories
- Show them examples
- Showed them what she wrote
- Modeling it
- Write the same kinds of things you
expect your students to write
- Creates a common ground
 - I don’t know what to write

Discussion: Which of - The assignment doesn’t make sense

to me
the following statements -
-
I’m not good at this
I don’t have time
have you used to put off a - I’m tired

writing assignment?
- I’d rather do ____
- I don’t want others to read or see it
- I’m not sure what I’m doing
Chapter 9: Everyone Hates Writing
- Everyone hates to write
- Writer and Non-writer myth
- Have to overcome it
- Write more than any young people in history
- Creativity & literacy
- “creativity is now as important in education as literacy”
- Social Media, Technology
- Writing isn’t essential for a well-lived life but story is
- Everything is held together by story and compassion
- ” Teaching all students to write well is about enticing them to use their
words to affect others.”
- “If we trace the roots of the word entice back to its Latin origins, we
find it meant “firebrand,” which then became an Old French word
meaning “to set on fire.””
Writing Workshop
 *Easy Glossary to use

Leap No. Move to make Kids it Helps

Chapter 14: 1 Notice what students are Students who

Cultivating a almost doing as writers have low
Celebration confidence in
Mindset themselves as
writers
Chapter 15: Individualizing the
writing process
- Process vs. Product approach
- Focus on both
- Writing process should flexible
- It is not lockstep
- Diversity of writers in the workplace
- Collecting instead of Prewriting
- “Writers collect. They collect random
inspiration—things they notice and
conversations they overhear. They
collect around a single idea when
beginning a project.”
- Notebook is a junk drawer
Chapter 15: Individualizing the
writing process
- Planning
- Notebook becomes a game
plan
- Storyboards and Hand
- Drafting
- Outside of notebook
- Not a sloppy copy, best
version
- Flexible (paper, google slides,
sketches, voice recorder)
- No I’m done (circular chart)
-
Chapter 15:
Individualizing the
writing process
 Chapter 15: Individualizing the writing process
- Selection Day
- Choose from their best drafts
- Revision
- Writers discover meaning
- Tools - spider legs, sticky note, colored pens, track
changes
- Delete, add, move or replace
- Editing
- Grade level appropriate
- Peer editors
- Partners writer reads it out aloud
- Only the writer makes changes
- Can be someone outside of class if the student
has trouble getting along with peers
- Going public (Celebration)
- Toast, Silent Celebration, Writers helping writers,
Bulletin board, Campfire
Chapter 18: Simply Conferring
“Don’t make it more complicated than
it needs to be. Teaching is complex.
Kids are complex. Writing is complex.
Teaching kids to write is complex.”
- Ruth Ayres
Chapter 18: Simply Conferring
- Name strengths
- Basic levels: punctuation, word choice,
using evidence etc.
- Be intentional about one main point
- Measurable Challenges
- Lines on a page
- Highlight a specific craft move
- Plan to report
- Increase energy for writing
- Listening
- Ask Questions
- Empathy
- Students should be leading the conversation