Shawna Coppola is a K-6 literacy specialist and the author of Renew! Become a Better–and More Authentic–Writing Teacher from Stenhouse Publishers (2017). When she is not teaching, presenting, or consulting with colleagues, she writes comics and posts for her blog, My So-Called Literacy Life. You can connect with her on Twitter (@shawnacoppola) or Voxer (ShawnaCoppola) to talk books, education, or The Bachelor.
- In RENEW!, I ask readers to rethink & revise five common practices in the teaching of writing: 1) how we teach writing process, 2) what it means to “write,” 3) the tools we use to teach student writers, 4) how we assess and evaluate writing, and 5) our role as teachers of writers. Which of these do you think most needs to be renewed, and why?
- Tonight, let’s rethink the holistic scoring of writing. What “story” does this practice tell our student writers about writing–and/or about themselves as writers?
- Our most pervasive practices almost always have merit. In the case of this particular practice–the holistic scoring of writing–What merit does it have? How does it fit in with what we know about children and/or learning?
- Let’s look to revise & renew this practice. How can we tell a more engaging or authentic story about writing–and about our students as writers–through our evaluation practices?
- Using the framework we engaged with tonight, what other literacy teaching practices might we (hypothetically) want to rethink, revise, and renew?