Publishing Student Work

Last week Jodee wrote: “ I have just read your book and am so excited to use your ideas in my classroom. I have been trying to find a way to do writing workshop that fit me and this is it!” She also had a number of specific questions about publishing student work.  I suspect that others might have similar questions, so I’ll post my answers.  To read more about publishing go here.  You can also  preview the entire text of No More I’m Done online.

First, how do the students choose which stories to publish?
I usually suggest a student publish a piece that demonstrates growth and I try to be as specific as possible when giving my reasons for publishing: “Thomas, your piece has so many quality details. When you wrote that you “love the clunk, clunk, clunk sound of the dryer,” and that you “hold the warm clothes up to your cheek,” I felt as if I were at the Laundromat with you. Let’s publish this piece!”
There are always a few eager students who wish to publish every piece they write. When these students ask, I respond with my own question: “With this new piece, how did you grow as a writer? What did you do differently this time?” Students come to understand that I am looking for ways in which they have stretched.
Of course, I work hard to ensure that each and every student publishes on a regular basis.
Do they publish every story that they write or only favorite ones?
No. With writer’s workshop students understand that we do many, many practice pieces and only some of the written work will be published.
 Also, do only published stories go into the monthly “Best Writing Book”?
No. In fact, I don’t include published pieces — although you certainly could. In an evaluative conference, I have students choose one piece that represents their best work for that month (it might be the draft of something they published) and I glue it into the book. I suggest sharing the book during parent-teacher conferences and prefer to have the students’ uncorrected written work.
When they do publish is it only one page or do you do a separate page for the beginning, middle, and end?
I don’t separate beginning, middle, and end, but publish it as one flowing piece. Sometimes the piece is one page long, at other times it is published as a book and there is some text on many pages.
Do you let the students illustrate their published work?
Absolutely! If it is published on a single page (to go in the class binder) I have students draw images around the borders (as you might see with a magazine story). If it’s published as a book, students illustrate every page. Often students have done some wonderful drawings as part of their prewriting and we choose to cut these out and use them as the final illustrations.
Do students only share completed work at the author’s chair?
No. I want students to listen to the feedback they receive during Author’s Chair and make changes to their work when appropriate. Often students think they’re done, but discover that the audience has many questions about the clarity of the piece.
Do they sign up to share?
Yes. Three students sign up to share each day.
If they do sign up, what do you do for the students who will never share?
I look for something positive the student has demonstrated in her writing, and then I ask her to co-teach a mini-lesson with me.   Together, the student and I share. I find that once a student has had a supportive, rewarding time in front of her classmates, she is apt to sign up for author’s chair.
Once you’ve set the supportive tone in your classroom, you’ll find that no one wants to be left out of this enthusiastic, helpful community of writers.
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List of Mentor Texts

I recently spent a week in Omaha, Nebraska conducting writing workshop inservices.   The Omaha teachers were fabulous and had so much to offer!  It was a high-energy, roll-up-our-sleeves week in which I was definitely both the teacher and the learner.  

I was reminded of what a gift a two-day inservices can be.  (I worked with teachers in grades 4-6 at the beginning of the week, primary teachers at the end.)  One day of six traits or writer’s workshop is an introduction. By the end of two days, however, I’m fairly convinced that teachers have the information and practice they need to make significant changes in their teaching. (Big thanks to Christina Warner for arranging the perfect schedule.)

With both groups, we took some time to examine our favorite picture books and identify ways in which they could be used as mentor texts.  Fourth Grade teacher Holly Sobota offered to compile a list and she’s given me permission to share this list with all of you.  Thanks, Holly!

 
Mentor Text
Ideas for how to use the text
Raising Mr. Yoder’s Barn
By Jan Yolen
Word Choice, voice
Dinosaur Days
By Liza Baker
Organization, sentence fluency, voice (artistic voice)
The Hello, Goodbye Window
By Norton Juster
Voice, beginnings, endings
The Adventures of Spider
By Joyce Cooper Arkhurst
Word Choice, beginnings
Froggy Goes to School
By Jonathan London
Beginning, vivid verbs, onomatopoeia
Is There Really a Human Race?
By Jamie Lee Curtis
Endings, fluency, conventions
Queen of the Class
By Mary Engelbreit
Word Choice
That’s Good, That’s Bad
By Margery Cuyler
Organization-patterning Word Choice onomatopoeia, adjectives
Fortunately
By Remy Charlip
Organization-text and pictures (black/white) word choice, adverbs, prediction
Falling for Rapunzel
By Leah Wilcox
Word Choice, organization
Amelia Bedelia
By Peggy Parish
Organization: Order (first, then, next)
Word Choice: idioms
Once I Ate a Pie
By Katy Schneider
Personification
Earth: Feeling the Heat
By Brenda Z. Guiberson
Organization, vivid verbs, onomatopoeias
Beardream
By Will Hobbs
 Voice, rule of 3, Native American-multicultural, beginning
Hooway for Wodney Wat
By Helen Lester
Word Choice (synonyms for talk), alliteration, strong verbs, pattern of 3
The Relatives Came
By Cynthia Rylant
Organization, “bookend” circular organization beginning and ending, symbolism, growing, ripening grapes represent the passage of time, descriptive writing, values, importance of the extended family
We’re Going on a Bear Hunt
By Michael Rasen
Voice, onomatopoeia, Organization-circular writing
Woolbur by Leslie Helakoski
Voice, circular writing, word choice
Duck and Goose by Tad Hills
Conventions-dialogue, Point of View
Stand Tall Molly Melon
By Patty Lovell
Organization-Repetition, circular, word choice, voice
Moosetache by Margie Palatine
Word Choice, Voice
Foodle by Patricia Pavelka
Voice, Word Choice, Conventions
Purple Hair? I Don’t Care! By Dianne Young/Barbara Hartman
Organization-surprise ending, word choice, voice, quality details
The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Grummel
Word Choice
Big Smelly Bear by Britta Teckentrup
Organization-Voice
The Crayon Box that Talked by Shane DeRolk
Voice, Conventions, Free Verse Organization: Problem Solving
You are Special by Max Lucado
Organization-Rule of 3 Voice-character development
The Tortoise and the Hare by Janet Stevens
Organization-Rule of 3, Word Choice
It’s Disgusting and We Ate It! By James Solheim
Word Choice, Voice
Take Me Out of the Bathtub
By Alan Katz
Voice, Word Choice, Sentence Fluency
Wiil Waal: A Somali Folktale by Kathleen Moriarty
Ideas, Organization
A Camping Spree with Mr. Magee By Chris Van Dusen
Word Choice, Sentence Fluency
The Velveteen Rabbit by Margery Williams
Organization-Time Order
Lighthouse Family Series: The Whale by Cynthia Relliant
Voice
 

 

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Writing Center

I am posting my article about Writing Centers from my weekly primary newsletter  in hopes that you will share your list! What works well for you?  (scroll down)

Dear Colleague, 

 

When considering what to post this week, I stumbled upon a wonderful article by Gayle…

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The Murky Middle

 

As promised, I want to share another lesson I presented at High Bridge Elementary.  Lynn H.  requested a lesson  that would help her fourth graders write the middle of their stories or personal narratives.  There are oodles of lessons for teaching beginnings…
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The Power of the Mentor Text

Last month I was back in High Bridge, NJ, one of my very favorite places to be, demonstrating writing lessons and student conferences in the classroom.  Now here is a school (dedicated principal,  talented and highly committed teachers, engaged students) that can’t help but make me…

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The Complete History of Why I Hate Her

Next week, my second young adult novel will be out.  I don’t think there was any intention on my publisher’s part to release this book during National Poetry Month, but it’s apropro just the same.  You see, Nola and her younger…

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Warm Welcome, Writing Principal, and New Contest for Students

I’m recently back from presenting a school inservice and an author day at the Kateri School in the Kahnawake Mohawk Reservation in Quebec.  Second graders in Ms Fran’s class created a stunning welcome banner  — my first in the Mohawk language.  I just…

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Happy Pub Date!

Tomorrow is the publication date of  No More "I’m Done!" and I couldn’t be more excited.  Thank you to all of who’ve written to express your anticipation.

This book explores the ways in which we teachers, with the very best of intentions,…

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Decalogue

I just learned the meaning of this word, decalogue, this week.  First I stumbled across the website of NNWP Teacher Consultant, Corbett Harrison who provides wonderful mini-lessons to use with mentor texts.  He recommends reading chapter four of Kate DiCamillo’s Because of Winn Dixie, which contains a…

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Spelling

 I received an email from a teacher this week who wrote:

I work with a great group of 2nd grade students who love to write. However, their spelling needs improvement. Do you have any suggestions?
 
Formal programs help students to see…
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Never underestimate the power . . .

 Oh, how we embraced publishing students’ work in the early years of writer’s workshop! Many schools had a “publishing center” where parent volunteers came to type and bind student work. Covers were cardboard, decorated with wallpaper samples, held together with duct tape.  Although…

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New Year's Resolutions

I have always loved January.  I love the calmness after the holidays. I love that there are almost four solid weeks of non-interrupted teaching. I love that the month is all about setting and reaching personal goals. 

Perhaps one of your…
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I'm back!

 

It’s been eight months since my last blog post. What happened?
Actually quite a bit.   I wrote two books. One was a middle grade novel: Small as an Elephant, about an eleven-year-old boy who is abandoned in Acadia National Park and attempts to…
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Andy Shane is out on audio!

Those who have heard me speak know that I’m a huge proponent of audiobooks for children. So it is with enormous pleasure that I announce that the first two Andy Shane books are now out on audio by Live Oak…

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Voice: A hard trait to define

 “Teaching voice is easier than I thought,” a fourth grade teacher recently said after watching a modeled lesson. I knew exactly what he meant. Voice is the hardest trait to define, but even very young writers recognize it when they…

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Publishing Student Work

Why do we write? To communicate, and communication requires audience.    Without audience our desire to write and to improve our writing diminishes.

There are a number of ways we can offer audience in the classroom. We can invite students to participate in author’s…
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Show your love

On Saturday, I participated in a "Kids Heart Authors" book signing at Children’s Book Cellar in Waterville, Maine. Also present was Maria Padian signing her first YA novel, Brett McCarthy: Work in Progress, and author/illustrator Kevin Hawkes who read from…

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Organization: Pattern of 3 (Part 4)

So once you’ve introduced students to the pattern of three in literature, and they come to you regularly pointing out the pattern in the books they’re reading, how do you help them to use this pattern in their own writing?

I…

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Reflective Endings

Perhaps you think of it as a circular ending, but one favorite technique for ending pieces – particularly short pieces – is by having the ending reflect the beginning. Here are three of my favorite examples.

Wilfrid Gordon McDonald Partridge by…

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Organization -- Pattern of Three (Part 3: Endings)

So, we’ve arrived at the topic of conclusions. Endings are hard. Let me say that again: ENDINGS ARE HARD! 
 

Last week I wrote the ending of my newest middle grade novel.  Observe the writer at work: she’s fidgety, she’s irritable, her brain feels incapable of functioning. She paces, she…

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