Fostering Independent Writers
For Primary Students
No More “I’m Done!” demonstrates how to create a more productive, engaging, and rewarding writer’s workshop. Jennifer guides teachers from creating a supportive classroom environment through establishing effective routines; shows teachers how to set up a writer’s workshop; and provides an entire year of developmentally appropriate mini-lessons that build confidence and, ultimately, independence. Through her years of teaching and consulting, Jennifer has heard all the tough questions about working with primary writers: How do I get my students to sustain for a full writing period? What do I do about the student who can’’t choose a topic? What about the student who writes about the same thing every day? She answers these questions and many more in the final chapter of the book.
Study Guide
For Students 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 time:
Building classroom spaces conducive to practicing thoughtful, engaging writing
Rolling out a streamlined sequence of varied writing activities
Leading creative explorations of mentor texts
Integrating the riches of mini-lessons, conferring, sharing, and publishing
Building 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.
Study Guide
Video on No More “I’m Done”: Fostering Independent Writers in the Primary Grades
