What do you think?
Rate this book
No More "How Long Does it Have to Be?": Fostering Independent Writers in Grades 3-8
In this eagerly awaited sequel to No More “I’m Done!” grade 3-8 teachers will find the inspiration and tools to shift from a teacher-directed writing program to a student-propelled workshop model. Drawing on a wealth of Writer’s Workshop experience in upper elementary and middle school classrooms, Jennifer Jacobson provides strategies to help you engage and support writers as they discover their voices and take charge of their own learning. Jacobson shares tips on how to establish the spaces, routines, and tone to run a highly productive writing Building classroom spaces conducive to practicing thoughtful, engaging writingRolling out a streamlined sequence of varied writing activitiesLeading creative explorations of mentor textsIntegrating the riches of mini-lessons, conferring, sharing, and publishingBuilding a workshop curriculum that aligns with your goals and rubrics As she clarifies misconceptions about writing and workshops, she serves up an immensely readable blend of activities, anecdotes, and advice that will energize and inspire your students.
161 pages, Kindle Edition
Published February 15, 2019
2 people are currently reading
8 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 2 of 2 reviews
March 14, 2019
As a middle school teacher for 20 years, I worked with a lot of student writers. As the director of a Writing Project for 9 years, I worked with countless teachers on strategies for teaching writing. Through both positions, I own and am familiar with a great number of resources for teaching writing. I have used some ideas from one source; some strategies from others.
But in Jennifer Richard Jacobson’s new book I have found one resource that contains all that is needed for a successful writing year—in a very succinct 120 pages. As I read through, the pages became loaded with sticky notes, marking what I want to share. But instead of repeated the entire manuscript, I will share what I loved most:
• A great idea was to “hit each of the genres [narrative, informative, persuasive] twice” because to do so once (and this is the best order to teach) doesn’t allow for growth over the year in each genre. I also agree with scattering poetry throughout the year instead of as a unit (there is narrative informative, and persuasive poetry texts).
• recommendations on how to use mentor texts
• new to me, “Quiet 5” – playing quiet music without lyrics while students silently settle into writing, but only as they settle
• pointing out what’s working well (which, it appears, also applies to successful marriages)
• peer conferences, which I personally found very effective in my classroom, but as she cautions, not peer editing which is much less so (only the writer knows how the text is to be read and punctuation ascertains how it is read)
• effectively working test writing as a genre into the writing year, and
• an appendix that shares conferencing techniques
If I were to recommend one book for teachers of writers, this book will see them through the year. Simply written it will serve as a guide for new teachers and will share new strategies and ideas for veteran teachers.
But in Jennifer Richard Jacobson’s new book I have found one resource that contains all that is needed for a successful writing year—in a very succinct 120 pages. As I read through, the pages became loaded with sticky notes, marking what I want to share. But instead of repeated the entire manuscript, I will share what I loved most:
• A great idea was to “hit each of the genres [narrative, informative, persuasive] twice” because to do so once (and this is the best order to teach) doesn’t allow for growth over the year in each genre. I also agree with scattering poetry throughout the year instead of as a unit (there is narrative informative, and persuasive poetry texts).
• recommendations on how to use mentor texts
• new to me, “Quiet 5” – playing quiet music without lyrics while students silently settle into writing, but only as they settle
• pointing out what’s working well (which, it appears, also applies to successful marriages)
• peer conferences, which I personally found very effective in my classroom, but as she cautions, not peer editing which is much less so (only the writer knows how the text is to be read and punctuation ascertains how it is read)
• effectively working test writing as a genre into the writing year, and
• an appendix that shares conferencing techniques
If I were to recommend one book for teachers of writers, this book will see them through the year. Simply written it will serve as a guide for new teachers and will share new strategies and ideas for veteran teachers.
May 3, 2019
Inspiring and practical.
I found the book to be an inspiring recourse. Of thousands of education books today that spell out teaching tactics that might stir the mind enough to try them out, this book leads you through an exciting process of with great ideas and sound methods for teaching writing. Brava!
I found the book to be an inspiring recourse. Of thousands of education books today that spell out teaching tactics that might stir the mind enough to try them out, this book leads you through an exciting process of with great ideas and sound methods for teaching writing. Brava!
Displaying 1 - 2 of 2 reviews