Category Archives: #3TTWorkshop

When Your Teaching Life Throws You a Curve…

Hit a home run.

Or at least make contact, get on base, and rely on your teammates and experience to get you across home plate.

This new year, the new decade, reminds me that teachers often face new challenges and situations. Think about that student who transfers into your school nine days before the semester ends or the joy and then horror that flashes through your mind when you see that new copiers have been installed.

Sometimes though, we face new adventures that even vast swaths of experience cannot prepare us to handle the way we parry and deflect most of what’s throw at us. For me, a move away from athletics pushed me toward new classes that revealed just how comfortable I had become in my almost decade working with seniors. Last year freshman English and freshman Pre-AP English classes taught me about patience and pacing. This year sophomores and AP juniors force me to flex muscles I never knew I had and push me to explore the boundaries of my workshop pedagogy.

For those of us who face the anxiety of teaching a totally new class, a new unit of study, or even a new lesson, consider this advice:

  1. Lean on the pillars of experience around you.
  2. Trust the reading and writing workshop process.
  3. Build a team.
  4. Explore your literacy.

I’ve been blessed to leap into these last two years, and the change they promised, with groups of teachers who had been there before and knew what to expect.  Their knowledge and willingness to support me allowed for less time learning new content and more time planning effective lesson delivery.  While I have many questions, they seem to always have an answer that guides me back on the pathway to success.

Lean into the workshop that supports reading and writing because it invites literacy learners to feel safe within the routines and community that literacy learners need. New learning happens much easier then the teacher and the students feel comfortable and safe with each other.

Growing your support system beyond your teaching team is important. Living on front street with your students about your inexperience can be a scary proposition, but it can also invite them into the type of relationship where they understand that you will all grow together and that they are not the only ones being asked to shoulder a growth mindset. As for the adults in the building, instructional coaches are there to help you and support you, looking for clues to the type of help you need, listening when you struggle, celebrating your successes because they own a piece of your potential. Lastly, but no less importantly, build relationships with your administration. Extend the invitation for them to be in your room and learn about the students that pass through your life on a daily basis.  Admin isn’t there solely to handle disruptions or crisis. Rather, they, like every other educator in the building, have a vested interest in the success of your students and deserve the opportunity to experience your greatness.

Never forget the value of reading and writing beside your students. When you aren’t sure how to fairly and authentically assess the writing tasks you ask your students to perform, write your own response.  When you ask them to revise their writing, invite them into your process to help you explore your ideas.  They will jump at the chance to support your writing the way you support theirs. Share your reading life too.  Your reading life will engage them just as deeply, and as they learn more about what you like to read, they will learn more about you and, perhaps, about their own compassion.

Most importantly, trust the process. Believe in yourself in the face of new experiences. You owe it to the students and to yourself.


Charles Moore recently returned from a 2025 mile road trip vacation where he learned about new people and places and loved every minute of it. He encourages everyone to try to visit the Martin Luther King Jr. Historical Park and The King Center. Bring some tissues just in case a high school band spontaneously shows up to play for Dr. King.

Will You Write With Us?

Six years ago, Amy Rasmussen looked at me and said, “I’d love for you to write for our blog.” 

It wasn’t a casual offer–it was said with levity, marking me as a Writer, a Teacher With Things to Say. At first, I wanted to shake my head and demur, as so many teachers are taught to do: fade into the background and let our students shine.

But something in me made me say yes. I felt honored, nervous, and purposeful as I worked in my classroom that year, beginning to think about my instruction through a new lens: how I might write about what I was doing, what pedagogy was informing my instructional design, what artifacts of learning my students were producing. I had to start thinking more critically about why I made the instructional decisions I was making, and exactly how they impacted students. Then, I wrote about my thinking, which led to new critical reflection, new thinking, more writing…and the cycle continues.

In six years, I’ve written over 200 posts at Three Teachers Talk. That’s 200 think-critique-write cycles. And I know that every one of them has made me a better, more reflective, more thoughtful educator. 

If being a better, more reflective, more thoughtful educator sounds like someone you’d like to be, then we extend that same invitation to you, with the same sense of levity: write with us. Find your voice. Hone it. Amplify it.

We invite you to join us as a regular contributor if you —

  • Are a high school teacher, instructional or literacy coach, or administrator who advocates for choice via readers-writers workshop practices, including self-selected reading and authentic writing instruction
  • Your thinking is guided by our mentors, namely, Penny Kittle, Thomas Newkirk, Donalyn Miller, Kelly Gallagher, Cornelius Minor, Tom Romano, and the tenets of National Writing Project 
  • Can commit to sharing writing that highlights details from your instructional practices, your personal and/or professional reading, and everyday teaching experiences

If you are interested in growing your own thinking around readers-writers workshop, strengthening your writing through authenticity, reflection, and publication, and amplifying the voices in our conversation about workshop, please fill out this Google Form. I hope you’ll join us in contributing writing around student-centered literacy practices. As someone who has enjoyed the benefits of this practice for more than half of my teaching career, I can say with confidence that becoming a teacher-writer is one of the best professional decisions you can ever make. I know that you, your students, and our readers will benefit from your leap of faith.

Please consider joining our writing team and spreading the word to your trusted colleagues and professional learning communities. We hope to have a diverse representation of voices sharing and growing thinking about readers-writers workshop best practices in schools and communities everywhere.

Q & A: How do you grade the writer’s notebook?

Questions Answered

For all the years of my teaching career, my students have always kept writer’s notebooks. We personalize our covers and create our own book lists and dictionaries, practice writing, sketching, and glue-ins to make every writer feel at home, and then go about the work of filling those empty pages with ideas, practice, drafts, and beauty throughout our time together. I do this work beside my students, and we inspire each other–the same way I see my teacher mentors do this.

Because of this framing, students are invested in their individual writer’s notebooks, and they are carefully and creatively cultivated. As a result, when I collect the notebooks, it’s not for the purpose of accountability: it’s for the purpose of students sharing something they’ve chosen with me, and for me to gather some information about where my students might need more instruction.

Just as students have their choice reading books lying open on their desks when we talk about their reading lives, they have their own writer’s notebooks lying open when we confer about their writing lives. I can see, and guide, students’ work in the notebook on a daily basis, so when I collect notebooks, most of what I’m seeing isn’t new to me.

Students select two pieces of writing they would like feedback on and flag them with post-it notes, then turn in their notebook every two weeks. I browse through their writing, have a look at their TBR lists and personal dictionaries, and write back on the pieces they’ve noted.

Once per quarter, I ask students to do a “journal harvest,” in which they revisit their writing from that quarter, assess their growth as a writer, set new goals going forward, and choose one piece they may have abandoned to harvest, revise, and polish.

If my classroom were gradeless, that would be that: daily conferences, biweekly turn-ins, quarterly harvests. That gives students a variety of feedback types and times, and gives me, the teacher, enough information to help move individual writers and the class as a whole in their writing growth. Because I have always been required to enter grades weekly into an online gradebook, I make turn-ins worth 20 points and quarterly harvests worth 60 points.

Students who do the work with fidelity and demonstrate growth earn the full points possible. Daily conferences are filled with self-assessment, which informs my “grading”–it’s easier to help award points to students when they’ve already set their own goals and assessed their progress during our conversations during the week.

As always, I treat the notebook as “workshop, playground, repository,” via the guidance of Tom Romano in Write What Matters. It is a place for students to “think, ruminate, speculate with the pressure off and the stakes low” (16), and as such, our grading should reflect that.


Note:  This post is a part of a series. It’s based primarily on the most frequent questions about readers-writers workshop asked at our workshop trainings. For more see here.

Shana Karnes lives in Wisconsin and teaches writers, educators, and her own small children how to improve their lives with literacy. As a new resident to the Dairy State, she’d love your recommendations about things to do. Connect with Shana on Twitter at @litreader.

Q & A: What are the essentials to making Readers-Writers Workshop work? #3TTWorkshop

Questions Answered

It can be overwhelming. We attend training sessions and conferences, read professional books and journal articles, search online and join Facebook groups, and try to figure out this thing called Readers-Writers Workshop. I did all of that for years. I still do. I suppose that’s one of the things I love best about this blog:  I get to share all my trial-and-error-years-of-learning-and-ongoing-ideas with all of you.

If I said I’ve got it all figured out, I’d be lying.

I think that’s the beauty of this model of instruction. While the routines might be the same: independent self-selected reading, quickwrites, craft study, time to talk and write, conferring… the texts we use to meet the needs of our students and the amount of time we spend on those routines vary, depending on the individuals learning with us in our classrooms.

So I’ve been giving a lot of thought to this question:  What are the essentials to making readers-writers workshop work? and while my answer might be different tomorrow or next week, here’s what I think the essentials are today:

  • We have to build and nurture a community of readers and writers who identify as such and who respect one another’s right to explore, express, and develop in their literacy skills.
  • We have to believe that it’s more important to teach readers and writers, speaking to them as such, than it is to teach books — even if they are books we love.
  • We have to push back at standardized tests that crush authenticity in reading and writing tasks — and give our students choice. Lots of choice!
  • We must be confident in our skills as literacy teachers. We need to walk our talk and continually work to grow our expertise. If we don’t know YA books and other literature our students will want to read, we need to read more. If we don’t know how to teach writers, instead of assigning writing, we need to learn what writers do to craft meaning — and model those things for our students.
  • And perhaps more than anything, we have to dedicate the precious time we have with students to the things that help them grow confident in their own literacy skills. Time to think, read, write, talk, listen, and celebrate. Everyday!

There is no one way to do all this. However, if we’ll keep these essentials in our focus, we will find the one way that works for us — and for our students.

 

Note:  This post is a part of a series. It’s based primarily on the most frequent questions about readers-writers workshop asked at our workshop trainings. For more see here.

Amy Rasmussen loves to learn. She reads a lot and writes a lot to figure things out. She loves her husband of 34 years and adores her kids and grandkids. Amy will be teaching senior English when school starts in just a few short days. Follow her @amyrass

Q & A: What are some good poems to write beside? #3TTWorkshop

Questions Answered (1)

I think I’ve mentioned before that I used to avoid poetry. Now, I’m really not pointing fingers at anyone — okay, yeah I am — but I blame it on my teachers. Not one of them shared poetry just for the love of poetry — of rhythm and words and images often cloaked in color and emotion. Not one. Not one used poetry as inspiration for other writing. It was always analyze this and write a paper on it. Bleh. My least favorite kind of writing.

Good poems have the potential to be great teaching tools. Sure, analysis but so much more. If we want students to love language or even play with it in their writing, we have to expose them to language worth loving — and encourage them to make paper swords and sequin-shiny shoes with it. Inviting students to write beside poems with us is one good starting place.

This month Shana and I attended the Poetry Foundation Conference for teachers in Chicago. We read, talked, listened to, and explored poems for a week. (And slept on the worst dorm beds possible.)

The thing about immersing yourself in poetry for a week is this:  You start seeing poetry

GiordanoPizza

Giordano’s Pizza — so good!

everywhere. Billboards, names on shops, menus in restaurants, bikers on the path along Lake Michigan, ceramic swans cuddling on the other side of a pane glass window, and pizza!!

Poetry is like an English teacher with a brand new set of 36 Flair pens. Color everywhere!

In my workshop classroom, we share a lot of poetry. Sometimes just for the love of it. Sometimes to talk about. Sometimes to inspire us to write.

PoetryFoundationpresHere’s a few poems (and a lesson plan) my group and I collected for our project at the poetry conference. We titled our presentation Boundaries & Borders:  Exploring Poetry Beyond our Front Yard (That’s a shout out to Gwendolyn Brook’s “a song in the front yard.”) I’ll tell ya, we hashed around a topic for a long time and finally decided that reading poems that help us explore our personal and societal boundaries might make an interesting backdoor into exploring identity, which is a topic many of us develop out thematically using a variety of other texts in our courses. If nothing else, the images we collected (all found at Unsplash) might be interesting to use to prompt student thinking.

If you’re looking for other topics, take a look at the Poetry Foundation. There’s so much there! And if you like podcasts, you might like this one:  the Slowdown with Tracy K. Smith. It’s my first-ever podcast listen, and I’m hooked.

So, what are some good poems to write beside? You decide. And please share some of the poems you love in the comments!

 

Note:  This post is a part of a series. It’s based primarily on the most frequent questions about readers-writers workshop asked at our workshop trainings. For more see here.

Amy Rasmussen is a teacher, writer, artist, and house-plant enthusiast. She lives near Dallas, TX and is a believer in all things that make us better humans. Follow her @amyrass

 

Q & A: How do I know what mini-lessons to teach? #3TTWorkshop

Questions Answered

When I first started trying to implement readers-writers workshop, I was the master of the quickwrite and pretty much nothing else. It wasn’t until after a lot of volume writing that didn’t go far in helping students improve in style or structure that I knew my instruction was missing something. I had to teach into these quickwrites. Ohhh.

Over time, I’ve learned how to develop lesson plans that not only engage students in the non-negotiables of workshop instruction, but to actually feel confident that I am teaching the ELAR standards.

We all have standards, right? These might be Common Core —  or determined by whichever state we teach. Texas has their own standards (Of course, it does).

The beauty of workshop instruction is that we can practice independent reading and writing — and teach into students’ skills development independently. We just have to plan accordingly. . . and leave space, knowing we will do more on the fly.

Take a look at this —

Minlessons

So how do we know what mini-lessons to teach?

When planning, I start with my state standards. In Texas we have Student Expectations, SE’s. Each one of those can be a mini-lesson. I introduce the SE to students, model what it looks like in a text or task. We discuss, question, and practice it by applying it to our own independent reading or writing.

Then, I pay attention. Sometimes, based on formative assessment or conferring, I may need to teach the mini-lesson again to the whole class, or sometimes small student groups or specific individuals.

These are the mini-lessons I plan in advance. However– and this is a big however — just because I know I must “teach” the standards, does not mean readers and writers must “master” them. (Don’t even get me started on standardized testing.) When it comes to writing, especially, student writers may choose not to apply specific moves in their own writing. That’s the beauty of teaching writers instead of teaching to rubrics or a specific format (Ugh, five-paragraph essay). Real writers makes choices depending on their intent for meaning and their audience. I love how Linda Rief explains more about this here.

So what do responsive mini-lessons look like?

These are the pop ups — the ones I know I’ll need to teach on the fly — based on what I see in students’ learning and growth. Maybe students are struggling with strong thesis statements or putting punctuation in places that actually aid the meaning of their sentences. I respond to their needs, and I teach specific mini-lessons, using mentor texts, to help students see how language works to craft meaning.

There is no list of mini-lessons we may teach in any given year. Your students’ needs are different than mine, and probably different than the teacher next door. Lean in, listen, identify their needs as readers and writers, that’s the best way I know how to know what mini-lessons my students need me to teach them.

 

Amy Rasmussen has taught all levels of high school English, except AP Lit, which is still on her teaching bucket list. She lives in North Texas and will be at a new-to-her high school in the fall. Alas, all gap years must come to an end. Follow Amy on Twitter @amyrass — and if you have questions about Secondary Readers-Writers Workshop, shoot her an email amy@threeteacherstalk.com. While she doesn’t claim to be an expert, Amy’s been imperfectly practicing the routines of workshop for a long time. Maybe she can help.

Q & A: How do I do this on my own without other colleagues teaching this way? #3TTWorkshop

Questions Answered (1)

Believe me when I say I understand. Completely. I think many other teachers who took off the old shoes of making all the choices in their English classes and tiptoed, stomped, or danced into workshop instruction understand, too. Sometimes we are the only one hearing the music.

This was me most of the time.

Of course, working with colleagues in highly functioning PLC’s is advantageous. If we’re lucky, we’ve been in a few grade level teams, or even full departments with colleagues who embrace the choice and challenge readers-writers workshop offers and collaborate well. Other times we have to stick with our knowledge of what works best for growing readers and writers and make our own instructional choices, based on what we know is best for the students relying us in our own classrooms. It’s always our own students who matter most.

So how do I do workshop on my own without other colleagues teaching this way?

Here’s the advice I got when I asked a similar question to someone with a whole lot more experience than me in all things authentic reading and writing instruction:   Nod your head a lot, and then close your door.

That’s pretty much what I did for the first eight years when I was figuring out how to manage a classroom library, give students choice in the books they read, hold them accountable in some way for their reading, get them writing more (and better), using mentor texts, conferring semi-regularly, and trying not to lose my mind when I’d go to team meetings and hear “I’m teaching ________ (insert title from the canon) and making students do study questions, along with these specific annotations. Do you want a copy of my test over the book?” Thanks by no thanks.

We teach readers, not books. And maybe it’s just me, but when I hear teachers say “I make my students do ____”, I kind of cringe. Study questions, annotations for all (done with a teacher’s specific rules for notes instead of the reader’s own rules), and tests over books:  Sandpaper on teeth.

When I shifted my instruction to include choice, student engagement soared. I was converted, and I hungered for more ways to fully move into workshop instruction. But at the time, I was the only convert on my campus. I was lonely there.

However, I had company outside my school. Everyone who determines to make this shift does. You may just have to find it.

First off, there’s this blog. I started it with two brilliant teachers, Heather and Molly, I met at a summer institute of the North Star of TX National Writing Project, a site of National Writing Project. We wanted a place to write about how we applied our learning from our institute with our students, and we wanted a space that helped us stay connected. I was teaching at a Title I high school in a district just north of Dallas; Molly had just moved to a high school with a focus on project-based learning in Longview; Heather taught middle school in a district east of Ft. Worth. (If you know north TX, you know we spanned a distance geographically.) I tell you this history for a few reasons:

The National Writing Project advocates for authentic writing instruction, and it is one of the best networks of educators, willing to collaborate and share, I know. If you can link to a site near you, you will never do this work alone.

Three Teachers Talk has grown as my learning about workshop instruction has. Heather and Molly moved in exciting career directions different than mine, and at times this blog has really been one teacher talking as I tried to figure things out. (Note: Writing helps us figure things out.) Then, when I attended the University of New Hampshire Literacy Institute and took a two week class taught by Penny Kittle, and learned with Shana, Erica, and Emily, a similar blog-writing collaboration happened.

We started writing regular posts here called Our Compass Shifts because we were all working to shift our thinking about instruction and apply the learning from Penny’s class with our own readers and writers. Our teaching souls clicked. The Modern PLC. Emily and Erica wrote with us for awhile, but like Heather and Molly they moved on to other good things. We remain friends, but Shana — Shana remains as Diana exclaims of Anne in Anne of Green Gables, my “bossom friend. A bosom friend—an intimate friend, you know—a really kindred spirit to whom I can confide my innermost soul.”

To continue improving, growing, striving to do right by our students, I think we all need at least one bossom friend. I’ve got two in Shana and Lisa, two of the other admins on this blog. (Angela, you’re up-and-coming.)

I had to find them though. I couldn’t keep my classroom door shut and not step in to learning opportunities that helped me grow. Growing takes action.

So how do I do workshop on my own without other colleagues teaching this way?

Seek out connections with others who are making workshop work. All of the contributors on this blog have been where you are. Read their posts. Leave comments. Ask questions. Email me directly if you can’t find answers amy@threeteacherstalk.com. Like everyone else in the teaching world, I’m busy, but I will do my best to help. (And your questions may turn into blog posts. That’s how I met the amazing Lisa Dennis.)

Join a network of passionate educators on Twitter. There’s chats for you. #TeachWrite #DistruptTexts #buildyourstack #3TTworkshop #titletalk #NerdyBookClub #APLitchat #teachlivingpoets all come to mind. So many teachers moving the work of choice and challenge — and equity — forward. If you are new to Twitter and don’t know who to follow, follow us @3TeachersTalk; then, check out who we follow — educators like you.

Read books by those who’ve built a movement, and join in on discussions. Some of our favorite teacher-writers are active on Twitter, and they share brilliant ideas regularly. Thomas Newkirk, Tom Romano, Penny Kittle, Kelly Gallagher, Linda Rief, Cornelius Minor to name a few.

Also, Shana put together a fabulous resource page here. It’s not exhaustive, but it’s a good start.

I know joining chats, reading books, and connecting online does not replace collaboration on a campus, but it does work to help us grow in our practice.

Just like my daughter has online friends who are in the #houseplantclub, and my sister has online friends who play Pokemon Go, teachers — eager to make workshop work for their students — can find the support they need to make this ever-important pedagogy of engaging students as they grow in their identity as readers and writers work.

Press on, my friends, we are here for you.

Amy Rasmussen calls herself a literacy evangelist –among other things. Wife to a lovely man, and blessed to be the mother of six and grandmother of seven (five of which are boys), she loves to read and teach and share ideas that just might make the world a little brighter — for everyone! Follow her @amyrass — and join the conversation around workshop instruction on the Three Teachers Talk Facebook page. Go here see other Q & A posts about Secondary Readers-Writers Workshop.

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