Self Reflection Checklist Take a few minutes to fill out the Self Reflection Checklist below. Reflect on your answers. This will determine the skills and procedures that need to be taught before formal writing instruction begins in Unit 2. By pro-actively teaching the skills below, you begin to create a well-managed, successful writing class. Statements to consider before starting Unit 1 lessons This has been covered I need to Ongoing teaching or cover this in work is needed Unit 1 Instruction I have established how often and for how long I should teach writing. It is suggested that students write daily and in all content areas. Plan to teach at least 3 WritingCity lessons a week in K-1st grade and 4 lessons a week In 2nd-5th grade. I have scheduled a regular writing block. It is clear to the students that writing is a valued subject when it is scheduled and not skipped when the day gets too busy. Also, students are more likely to become proficient when a subject is taught on a regular basis. I have considered the options I have for delivering lesson content. The lessons can be delivered the same way each day, or by using a variety of approaches: Lesson Steps (traditional), Engagers (interactive whiteboard), and Captivators (videos available in grades 2-5). In grades 2-5, if the technology is available, students may utilize the student writing platform. I have talked to my students about the creative opportunity that free choice writing offers. It is important to provide free choice writing opportunities for your students. It encourages creativity and gives them the confidence to communicate their own thoughts and feelings. Consider keeping a running list of writing topics for those students who have difficulty generating them on their own. I have explained to my students that I will not see everyone’s writing every day. Students might be accustomed to having all of their writing checked by the teacher. Roving conferences, looking over a student’s shoulder, and giving praise and/or guidance is a common procedure. Teachers who use the WritingCity student platform will have easy access to digital versions of student writing. Explain your assessment procedures to your students so they know what to expect. I have discussed what it means to be a good digital citizen with my students (including, but not limited to, avoiding plagiarism). Because many students will have the option to write digitally, it’s important that are reminded to write safely, responsibly, and ethically. Classroom Management I have established an appropriate noise level for writing time. It is critical to establish and enforce a productive noise level in Unit 1. I have taught my students what to do when they are done. Some suggestions are: reread the day’s writing, go back to work on an old writing piece, and/or write in a personal journal. Many 3rd-5th grade teachers want their students to continue writing. Usually these teachers have students go back and add onto an old piece or start a new piece. I have taught my students what to do when they need help during independent writing time. Students should not line up at the teacher’s desk when they need help. Because the teacher’s role is to help the students with whom they’re conferring, it is important for students to become selfreliant by using resources to work through problems they encounter. I have talked to my students about doing their personal best. WritingCity lessons encourage personal best by giving students the opportunity to celebrate their achievement and share their work frequently. I have “Writer’s Notebooks”, folders, red and blue pens/pencils available for my students when they are not writing digitally. If your students are not writing digitally, then it is helpful to have them use spiral bound notebooks, composition books, and/or binders to keep their writing and resources organized, and red and blue pens or pencils for revising and editing.
