Best Collaborative Activities for Hallway Displays

 

Every once in a while, I will have a sort of epiphany and I end up with a stunning hallway display. The students work in small groups to create a masterpiece that demonstrates teamwork, artistry, and a particular set of skills. Keep reading to see some of my most favorite hallway displays the past few years.

PUMPKING GLYPHS

These came about during a team planning session. We get together as a grade level and plan once a week. We also get the fourth grade all together (as a whole group) bi-monthly. During these Morning Meetings we like to mix the students up and have them complete a task. Sometimes they work with just one partner and other times they work in a small group.

Each year my team and I have students complete a pumpkin glyph. This past fall we decided to go big…really big. We decided to have small groups complete just one glyph for their group!

Time:

• 45 Minutes

Materials:

• Chart Paper
• Glyph Key
• Pencils/Erasers
• Crayons/Colored Pencils

Procedure:

• Break students into small groups (3-5).
• Students vote/discuss the key.
• Students sketch and color their pumpkins.
• Display!

Tips for Success:

• Have students raise their hand for the parts of the glyph which apply to them, majority rules! If you keep the groups to an odd number, there won’t be any ties. Students should circle the symbol (on their glyph key) they will be drawing on their pumpkin.
• Set a timer for each section of the glyph (planning/voting, sketching, coloring) so students stay on pace.
• Use colored pencils and crayons for coloring. They aren’t as bright as markers, but they last longer and will blend better as more than one student colors in the same space. The orange for the pumpkin will be the most challenging area to cover.

 

CHRISTMAS TREE PUZZLES

These student-made puzzles make for an amazing holiday display! I recommend planning these lessons for the days just before or after Thanksgiving. They will be done and ready for the hallway just as the holiday season gets into full swing.

I love to make them BIG, BIG, BIG! In fact, I use butcher paper instead of chart paper so I can go even bigger! (Check with your art teacher for paper.) If you don’t have access to butcher paper, you can always tape chart paper together to create large sheets for the students to work on.

Time:

• 2 Hours

Materials for Students:

• Butcher/Chart Paper
• Pencils/Erasers
• Markers

Materials for Teachers:

• Scissors

Procedure Day 1:

• Break student into groups of 3-4.
• Students design and draw/color a Christmas Tree.
• Teacher collects trees. Cut out the tree while leaving a white border around the perimeter. Then, cut the trees into puzzle pieces.

Procedure Day 2:

• Students get with their group.
• Teacher gives the group a tree from a different group.
• The group works collaboratively to piece the tree together. (Students do not glue down pieces until the teacher checks the tree.)
• Students glue the pieces into place.

Tips for Success:

• When the teacher cuts the trees out (after Day 1), leave a white line around the perimeter of the tree.
• Do not allow groups to glue down the pieces until the placement and arrangement has been checked by you.
• Use markers for bold bright colors.
• Use black background paper to make the colors pop.

EARLY EXPLORERS UGLY SWEATERS

This idea came about from a few different things converging all at once. Basically, I wanted a way for my students to display what they learned about the Early Explorers while having some fun and working collaboratively; and a holiday theme was an added bonus!

This project is an excellent culminating activity. I assign it toward the end of our Early Explorers Unit (but it can be used for other topics and units). Students have had time to learn about the explorers and can now channel their energies into displaying what they have learned. The cognitive load shifts from learning the material to presenting the material.

Time:

• One Week

Materials:

• Research Notes
• Chart Paper
• Pencils/Erasers
• Markers

Procedure:

• Break students into small groups (3-4).
• Students research their assigned explorer.
• Students plan their sweater.
• Students color their sweater.
• Students present their sweaters to the class.

Tips for Success:

• Do not give the groups the chart paper until they have a completed notes packet and have sketched a draft of the full-sized sweater.
• Prep the chart paper with an outline of the sweater- this will ensure the sweaters are a consistent size when they are done and that the students will use the whole page to display their knowledge.
• If you have completed a unit of instruction that included note-taking, have the students use those notes to organize and plan their sweater. Encourage students to avoid using Google search. Google search is very broad and may not lead them to the answers they seek. Students can become stuck into a worm-hole of clicking and will quickly lose track of time.
• Offer students a model. For Early Explorers I will model using Christopher Columbus. Some students need to see an example and can use that as a springboard for their own ideas.

 

ART WITH JENNY K COLLABORATIVE ACTIVITIES

Jenny K is the Queen of Collaborative Posters. You can find all her amazing-ness HERE. Collaborative posters are only one part of what she offers. I use other creations as well and have been using her stuff in my class for years.

Her collaboratve posters are always a hit. The students love to create them and the building loves to see them displayed. Some of my favorites:

Black History Month Collaborative Poster

Women of History Collaborative Poster

I love to print this one on pink paper. It gives a pop of color and switches out the background of the poster. 

"BEE KIND" Collaborative Tessellation Project

This is a great beginning of the year activity. I love the variety of choices. If you’re looking for an activity that offers collaboration and differentiation- this is it! Students can complete a section that involves writing, or choose a section that only requires coloring. Many of my students chose to complete more than one section.

Infinity Kindness Coloring Pages/Collaborative Poster

This is a perfect activity around Valentine's Day or Kindness Day. Grab it here for free! 

We did this one at the end of each day. It was a great way to wind down the day while waiting for the bus. As students completed more than one block, they would ask for another, and they were getting more and more creative. For instance, students would use only the primary colors, or be completely monochromatic. The results were stunning. At first, we did prepare the perimeter pieces, but once we had them up, we decided against them.

Collaboration posters and activities are a great way to get students working together, engage a different part of the brain, and create some beautiful hallway displays. They are well-worth the time it takes to create them and they will have your students (and staff) taking about them for years to come!

Reading Response Journals

Research has proven over and over again the importance of sustained silent reading. We have all seen the Read 20 Minutes a Day Chart; and some of us have handed them out to families each fall at Meet the Teacher Nights, Fall Parent/Teacher Conferences, and many other times of year. The reality is that very few students will read 20 minutes a night. They aren’t getting huge chunks of time to silently read. They aren’t getting huge chunks of time to imagine the settings and characters. They aren’t getting huge chunks of time to truly dive in and immerse themselves into a novel. So, what can we do?

Most of the educators I’ve talked to simply do not have 20 minutes of time to allocate toward silent reading. The schedule is so jammed-packed with required curriculum, we have very few minutes left to build unique learning opportunities. And even if we do find a few minutes a day to squeeze in an independent read, how can we make sure the students are held accountable for that time? What can we do to make sure we have “real readers” and not “fake readers” sitting at the desks?

I use Reading Response Journals.

Students will need the following:

• Composition Notebook (one per student)
• Pencil
• Novel

Teachers will need the following:

• Colored Pen (I use red)
• Date Stamp (optional but a fun way to make your response “official”)
• Stamp Pad
• A storage container for the journals (You can have students keep them in their desks…but that’s not a risk I’m willing to take.)

To keep my students accountable for their individual reading, I ask them to write to me about their text. Each response requires:

• Friendly Letter Format
• Date
• Greeting
• Thinking Code Response (at least 2)
• Closing
• Signature

After the first few days of reading response, I noticed that the students required a bit more modeling and support with what a reading response should look like. I modeled a reading response on the front board as I referenced the new anchor chart on the wall. I noticed a big improvement right away; and the students have been getting better and better each response.

Why Composition Notebooks?

As part of their school supplies, I ask students to bring in a composition notebook. They are just the right size for reading response and store beautifully. They are compact, and won’t tangle while in storage. (If you have ever tried to store a set of spiral notebooks the students take in and out of a bin throughout the year, you know what I’m talking about.)

What are Thinking Codes?

Thinking Codes are a system of codes written on sticky notes that students place in their novels as they read. These codes become a brainstorming for later on when they write about their novels. It helps students to know what to write about and helps to combat the, “I don’t know what to write” issue that some students run into when responding about text.

I use thinking codes with all kinds of texts and lessons. Students are expected to code text during regular classroom instruction as well as independent reading. During classroom instruction, students will code directly on the page within the text. For novels (and other text they cannot write on, they will use sticky notes). There is always a stack of Thinking Code Bookmarks ready and waiting when students need a new one.

Why Red Pen?

I use a Red Pen. This generation doesn’t seem as scarred by a red pen as previous ones. In truth, I use a red pen for a couple different reasons. The first is that my stamp pad (which I use to stamp the date) is in red ink. So, I want my writing to match the stamp color. Second, using red helps the students to see where I have responded. Although the majority of my responses are simply a continuation of the conversation, I sometimes (rarely) go back into the students’ responses and make notes or comment.

How Do I Keep Reading Response Organized?

To start, I post anchor charts that help my students understand the expectations. One chart is the actual schedule. My building runs a letter day schedule (A-F). Yours may use something different. Whatever the interval, plan out the days and assign one set of students per day. It’s important to keep the schedule “light” so that you only have a handful of responses to read and respond to each day.

I have another chart that explains the different between a Real Reader and a Fake Reader. At the start of the year, I go over each bullet point of the chart and discuss how it’s important to be a Real Reader. When I first heard about this strategy to get students to actually read, I scoffed at it. But, i gave it a shot and was surprised at the positive reaction and response. It did help the "fake" readers turn a corner to real reading.

Troubleshooting

It’s important that students are choosing their own novels for Reading Response. One great way to expose them to a lot of different genres and authors is to host a book tasting. Book Tastings are the best! I love to host them 2-3 times a year. The students have an opportunity to sample different books and they walk away with a pamphlet of ideas they can refer back to when they are choosing their next text. 

See how I run a Book Tasting by clicking here.

One trend I have noticed the past couple of years is the drastic increase in graphic novels. They are visually appealing and tell a story faster. With that said, they leave little work on the part of the student. Readers do not have to imagine the look of the characters or the settings. The comic book style dialogue also means that the sustained silent reading we are reaching for is “cheated”. That translates to students who can lose interest and give up when they encounter text that is denser and more challenging. 

If you have a student that has not selected a classic chapter book, I highly encourage you to highly encourage them to do so. This is the deal in my classroom: one graphic novel, then one chapter book, then one graphic novel, then one chapter book. We keep it balanced, yet fun. 

Have students choose a response and re-work it into a book talk. Reading responses offer a framework for students to build upon. If the students have been putting in the work and following the format of reading response, there won’t be much more to shifting the responses to a book talk. Try to designate a few minutes (maybe once a week) for students to book talk with one another about the novels they are reading.

To get the students truly invested in this process, you need to be as well. Respond back. Ask questions that challenge the student to thinker deeper about the text. You don’t need to know the novel to be able to respond in an engaging way. Some of the questions that are my “go to” if the student isn’t giving me much to work with:

• Who is your favorite character? Why?
• Which character reminds you of someone you know in real life? Why?
• What do you predict will happen with _____________?
• Why do you think _________ decided to___________?
• How does this book compare to (another book by the same author)?
• What has been your favorite part of the book so far?

One of the best!

Reading response journals are a unique way for students to engage with text they like. As a teacher, I love to read the responses. It gives me insight to what they like to read, the characters they are drawn to, and the authors/genre they prefer. Reading response journals also give me a chance to have a 1-to-1 conversation about books with individual students. Sometimes the student and I chat about the same book for a couple of weeks, other times, it’s a one and done. But, regardless of the length, the friendly letter format and constant read and respond make for some wonderful opportunities to connect.

Other Blog Posts You May Be Interested In:

How to Host a Book Tasting in an Elementary Classroom

Friendly Letter Writing in an Elementary Classroom: Friday Family Letters

Best Picture Books for Women's Suffrage and Women's History

Women's Suffrage! Every March (Women's History Month) I gather my goodies and get ready to bring various lessons and activities to my students that give them a glimpse of life before women could legally vote. I never do the same thing two years in a row. I have a handful activities that I make certain to include; but I also like to try something new each year as well. You can see some of my past planning for Women's History Month HERE.

The past couple of years I have been reading picture books to my class and choosing specific activities to go along with the books which coincide with the standards we are working on.

These are a few of those picture books:

Around America to Win the Vote 

This book chronicles the true story of two suffragists who made their way around 1916 America to spread the word about women's suffrage. Join them (and their cat!) on an unforgettable journey that gives readers a look at travel and social norms during early 20th century America.

My students love this story. They love tracking the path Nell and Alcie take. They love the parties and parades. They especially love the cat! The endearing illustrations heavily infused with yellow keep the tale upbeat and fun during the most challenging parts of the journey.

One way I like to "read" picture books to my class is through videos I find online. I will oftentimes play the video while holding the book, following along, and moving throughout the classroom. It gives students an opportunity to see the illustrations up close while keeping them engaged.

I love the presentation of Around America to Win the Vote by the Pueblo Heritage Museum because it includes a brief overview of some of the vocabulary the students will see and hear in the story. Don't be too surprised if some of your students have no idea what a typewriter is!

The "can't miss" activities for teaching this book include the Evidence Charts and the Challenges Chart. Both activities ask students to use text evidence to support their answers. They are a great way to have students dive back into the text, make connections, and defend their positions.

Click here to see more of Around America to Win the Vote Print and Go Literature Study

Heart on Fire

This text chronicles the true story of when Susan B. Anthony tested the 14th Amendment and voted during the 1872 presidential election. It gives reader's an in-depth look at Anthony's arguements on why it was lawful for her to vote, as well as her subsequent trial at which she was found guilty and fined.

This text draws students in because it describes the events surrounding Susan B. Anthony's voting, arrest, and trial. Each time I read this book, students are flabergasted at the idea it was illegal for women to vote and more so that Anthony was arrested for it!

The "can't miss" activities for teaching this book include the Literary Devices (love the hyperboles!), the Summary, and the Timeline of Events.

Click here to see more of Heart on Fire Print and Go Literature Study.

Two Friends

This story offers an intimate look at what a visit between Susan B. Anthony and Frederick Douglass might have looked like. Beautifully crafted using their words within the illustrations, readers get a glimpse into each person's past and how it shaped their goals in life.

I love the simplicity of this picture book. The illustrations and words give the reader an opportunity to examine both Susan B. Anthony and Frederick Douglass; two individuals that appear to be polar opposites yet used their life to fight for the same things.

The "can't miss" activities for teaching this book include the written responses. Two short responses; one that ask students to consider the impact Douglass' publications in The North Star and Anthony's yearly visits to Congress had on the future in America and one that challenges students to think about the excerpts "The right to be free" and "The right to vote". The extended respond includes a graphic organizer where stduents compare and contrast Anthony and Douglass.

Click here to see more of Two Friends Print and Go Literature Study.

With so many amazing choices for Women's Suffrage and Women's History, it can be overwhelming to know where to start or which to choose. I say, they are all correct! If your goal is to bring a little insight to your students about the people and events that have shaped America into the nation it is today, you have met the goal.

Pick a book that appeals to you, choose an activity (or two) that complements the standards you are currently working on, and teach! 

If you are looking for a no/low prep resource to prepare reading response activities, check out my Reading Response Worksheets (Any Text | Editable | Digital | Printable). Use them to create the perfect worksheet for ANY TEXT you use! This resource contains everything you need to run your guided reading groups, literature circles, or whole class book study in your upper elementary classroom using classic paper/pencil response or a digital platform! These templates will fit all your reading response needs.

Other Blog Posts You May Be Interested In:

• Ways to Use Reading Response Graphic Organizers in Your Classroom (includes a free set of organizers)
• Easy Back to School with Picture Books
• Best Character Analysis Strategies for Your Elementary Classroom
• Best Vocabulary Strategies for Your Elementary Classroom
• Best Comprehension Strategies for Your Elementary Classroom

Christmas in an Elementary Classroom

The post-Thanksgiving time is upon us. If you are just starting to plan for the Christmas season, this blog may help you organize your thoughts and help you plan for the most structured (yet still rigorous, yet still fun) holiday season ever!

PLAN FOR MORE THAN YOU'LL NEED

I often advise teachers to plan for more than they'll need. It's always better to have something ready to go for those short chunks of time than to have a room full of students with "nothing to do". That is a recipe for chaos! 

Have a mix of short (10-15 minutes) and long (30+ minutes) activities ready-to-go. That way you will be prepared for whatever comes your way. 

It is common for me to have a couple stacks of copies that I don't get to before we leave for the break. In that case, I hand out the copies to the students as optional fun while they are at home for the break. Or, the copies make their way to the "recycling" basket; a place where students can grab unused papers as scrap or to craft and create during their recess.

BALANCE PHYSICAL AND MENTAL ACTIVITIES

We often think of physical activities as those which happen in the gymnasium or on the playground. However, you can sneak in some time for students to be out of their seats and moving around. 

I love to use QR Code Scavenger Hunts to get students not only up and moving, but working in pairs or triads too! It gives the students an opportunity to move and work with their peers while learning the content.

There are two hunts that I will use this month:

Christmas Vocabulary QR Code Scavenger Hunt

Christmas Synonyms QR Code Scavenger Hunt

See all my QR Code Scavenger Hunts HERE.

I've also been using GoNoodle as part of our daily routine when tranistioning from one block of instruciton to another. For less than 5 minutes a day, you can give your students an opportunity to get the wiggles out and re-focus for the next block of instruction.

MIX UP TECH AND PENCIL/PAPER

I always make an effort to balance tech with classic paper/pencil. It is even more important during hectic times of the year. Just as I plan to switch up mental and physical activities, the same applies to tech and paper/pencil.

I like to balance out the day. If I start with paper/pencil, I will end with tech; and vice versa. You can also plan by days (one tech day, one paper day). However you plan, try to keep switching it up. The students will be engaging different parts of their brain and better able to focus on content as the cognitive load "moves around".

If you are really adventurous, you can present that same task but give the students an option of paper or digital!

PLAN AN AWESOME READ ALOUD

It's no secret that I love the novel The Best Christmas Pageant Ever. I teach it every year. I highly advise you get your hands on a copy of this amazing novel. If you are unable to fit in a full literature study, read it aloud!

If you would rather read aloud something shorter, find some awesome picture books that fit your needs. You can't go wrong with a classic:

• A Visit from St. Nicholas: Twas the Night Before Christmas
• The Polar Express
• How the Grinch Stole Christmas
• The Nutcracker

You can find resources to support a literature study for The Best Christmas Pageant as well as a study for the poem A Visit From St. Nicholas in my TpT Store.

DO SOME HANDS-ON ACTIVITIES & CRAFTING

For many of my students, they need repeated practice with their fine-motor skills. We often use pencil and paper to give student's an opportunity to work on their fine motor skills. But, there are many opportunities to work on those skills that don't involve a pencil at all!

What better time of the year to get your students slowing down a bit with some intricate coloring, cutting, and glueing? It can be frustrating for students who need to work on their fine-motor skill. But that's the point, right? Hands-on activities (especially paper crafting) will give students a chance to practice fine motor skills.

Ideas to work fine motor skills into holiday crafting:

• fine line glue with glitter
• glueing tiny pom-poms or sequins
• trace and cut
• paper snowflakes
• pipe cleaner crafts
• threading crafts (boondoggles)
• fingerprint crafts
• coloring! (neatly, inside the lines)
• paint (with brushes or cotton swabs)

As an added incentive, when students know the craft they are working on will be gifted to a person they love, they have a more vested interest in doing their very best work. 

Click to read about some of the best holiday crafts I've done with my students:

Christmas Tree Craft and Bulletin Board

Easy Candy Cane Christmas Ornaments

Easy Holiday Cards and Bags

Holiday Crafts and Projects in the Classroom

The Christmas season doesn't have to be exhausting or chaotic. With just a bit of planning on your part, you and your students can make it to the Christmas break without feeling like you've just run a gauntlet. Merry Christmas!

Parent Teacher Conference Top Tips

Parent/Teacher conferences can be nerve-racking; but they don't have to be. Trying to cover academics and behavior in the short bursts of time we have with each family can leave you feeling frustrated and overwhelmed. But with a few items in place and a set formula for the flow of the conversation, you will be prepared to have the best conferences ever! 

Make Your First Contact a Positive One

I make it a goal to contact every student's family with a positive message before the first month of school is complete. I use an app to keep in constant contact and often drop a picture or line using the direct messaging to establish a positive relationship with each family. 

It's never too late to reach out in a positive way. If the only time you contact a parent is to complain or point out something negative, it's going to be a long year for them (and you)! Sometimes a negative conversation is unavoidable and required. When that happens, be sure to discuss strategies for success moving forward. Within the next few days, I would encourage you to find something positive and reach out to the family to share it. You can keep it simple: Johnny had a great day today. Suzie stayed focus the entire math block! Joey helped a student find a pencil. Find something to share that's positive. It will make a world of difference as you work with the family throughout the year.

Ask Them For Their Thoughts First

Before you get into the nuts and bolts of what you have prepared, give the parents an opportunity to ask their questions or discuss their concerns. This will guarantee they will have their voice heard before time runs out. Sometimes when parents share their questions or concerns the conversation will go in a direction that you may not have anticipated; and that's ok. You are meeting the needs of that family and the concerns they have. The academic discussion can "wait". 

Have Your Data Ready

I always prepare for conferences with a two-prong approach: Academics and Behavior. For some students the conversation will be focused more on one than the other. You will know ahead of time which students will need more focus in certain areas: prepare for it.

The week before conference I prepare a chart filled out with academic and behavioral data points for each student. I put all the data together and then organize the data charts based on the conference schedule. My district offers families a variety of dates and times so I arrange the data charts in the order families have signed up for conferences.

If you have academic concerns, bring the data to demonstrate why. Parents are more willing to listen and share your concerns when you have data points that show your concerns. Aside from whichever benchmark assessment(s) your district requires, have some of your own curriculum based measurees to share. Discuss how the child is progressing compared to peers. And, most importantly, share with the family your plan to help the child bridge the gap. If you have progess monitoring data to demonstrate how the interventions are working, even better! It's going to be a much smoother conversation if you are able to show the gap closing.

Sandwich the Bad Between the Good

If you are going to be sharing some tough numbers and large gaps, be sure to start with something positive, then share the negative, and then share something positive again. For example, I might start with academic strengths and traits such as excellent attendance, staying focused during instruction, working carefully, or participating well. Then, discuss the academic gaps and concerns and how the interventions are working for the student. Finally, I would share the positive character traits the student demonstrates: Leadership, Creativity, Fairness, Self-Control, Humor, Kindness, etc...

If you know you're going to be having a tough conversation with a family, and suspect that it might be a challenge, invite staff members to attend that can help. This may be a special educator, an intervention provider, the school psychologist, or a building administrator. 

Take Notes

Before I begin conferences, I print out the schedule. I have a set template I use that includes the following information: Date/Time, Student Name, Parent Name. As I meet with each parent I "check off" the name. If a parent "no-shows" I highlight the row so I can follow up later. 

Have paper/pencil ready. Occassionally, a parent will have a question or concern that you are unable to answer or solve in the few minutes you conference. Make a note so you won't forget. 

If you put together data charts, you can make a copy (one to share and one to keep). On the chart you can put in a "comment" section and take your notes there. 

Follow Up

When conferences have ended there will be a follow up. Some years the follow up is putting the notes into the system for next year's teacher. Other years the follow up may be tracking down information and contacting the parent with what you have learned. 

Once conferences have concluded I try to get my notes into the system ASAP. But the reality is I don't always get to it quickly. When I do get around to putting my notes into the system, I use the schedule and data charts to recall the details of the date/time, who was part of the conversation, and the major points discussed. 

Don't drop the ball on the follow up. A lack of notes in the system leaves teachers who come after you without important information. Turning a blind eye to the questions or concerns of a family leaves them feeling frustrated and ignored. Both scenarios are unprofessional.

At the end of the day, it's important to keep your focus on a singular thought: both you and the student's family want what is best for the student. So, if the conversation gets tough, take a breath, remind yourself of this goal, and proceed ahead.

For some additional ideas for organization, planning, and routines check out these blog posts!

Morning Routine in an Elementary Classroom

Easy Lesson Plans

How to Create the Best Home/School Connection with Just One App

Using Reward Tags to Increase the Home/School Connection

Friendly Letter Writing in an Elementary Classroom; Friday Family Letters

For a while now my collegues and I have been frustrated by the lack of writing being done at the elementary level. That's not to say it isn't valued. I don't imagine there is an educator on the planet that doesn't value writing. However, there have been some fundamental shifts in what our days look like and the requirements expected within a classroom schedule. Gone are the days when we intentionally planned various writing units: compare and contrast, opinion writing, expository writing, creative writing... we weave it in and out of the content we teach as an additional part; not the main component of the unit. Through no fault of its own, writing has become the redheaded step-child. 

To be fair, there are some excellent curricula that incorporate writing into their daily lessons. I have seen (and taught) some beautifully scaffolded lessons that engage students to write poignant paragraphs and engaging essays. But, still, there seems to be a lack of basic writing skills. For example, how many times must I remind students that sentences start with a capital and end with punctuation? Proper names must be capitalized. Indenting is a "thing".

For all the scaffolding and differentiation we deliver through writing curriculum, it's mind-boggling that I still need to go over these very basic components of writing. Some blame text messaging. Others will say it's "just how this generation is". But, I tend to think not. I've been in the trenches for over 25 years (at least one generation...right?) and these writing woes have been in existence since I first stepped into a fourth grade room.

So, what is the answer? What can we do to help these young people hard-wire the basics of writing that will stick with them throughout their educational careers and into adulthood?

Friday Family Letters!

I saw this idea in another classroom (in another district) that I was visiting. The teacher showed me the progression in writing from the start of the school year up to that week; I was visiting during the winter. The transformation was staggering! There wasn't one aspect of the letters that did not improve: the format, the length, the details, the grammar, and punctuation. Everything! 

Although we were already deep into the school year, I immediately started assigning Friday Family Letters.

I love this concept! It gets students working on their writing skills and helps keep families informed about what's been going on in school. It's a win-win!

The whole process looks like this:

1. Students arrive and immediately get a lined piece of paper and a pencil. 

• The first few weeks will require reviewing how to orient the paper (holes on the left, big white space on the top). You may also need to explain to students what the red/pink lines are for. I demonstrate to students they should move to the next line as soon as a word comes close to/crosses the pink margin line.
• I highly encourage students to skip lines.
• Review the friendly-letter format. Post an achor chart somewhere in the room that students can reference in later weeks.

2. Brainstorm as a whole group what has happened the past week. I keep the discussion limited to what has happened in the building. 

• As we brainstorm, I write their ideas on the board in front of the classroom. It helps students with generating ideas as well as how to spell some of the challenging words or names that come up. Ex: Haudenosaunee. I also make sure to write the date on the top of the board so students have a reference for their own letter.

3. Students write! As they complete their letters, they bring them to me for a final review. I have certain criteria that must be met. 

• Students must use a friendly-letter format with all of the components that are on the anchor chart posted in the room. 
• Students cannot spell any words wrong that are included on the brainstormed list. 
• All proper names must be capitalized.
• All sentences must start with capitals and end with punctuation.
• No lower case "I"s allowed. 

If a student does not meet one of the criteria, I hand their letter back to them, they correct it, and then resubmit it. As the year progresses, the number of details (or paragraphs) that I require will increase. In September I expect a topic sentence, 3 details, and a conclusion. By mid-year, they are writing 5 paragraphs. It is important to model the expectation every few weeks; especially as the requirements increase.

4. I collect all the letters and make a copy of each one.

• Be sure to check the backs of the letters. Sometimes students will need to go to the back of the paper to finish their letter. At the start of the year there will be a student or 2. By mid-year, there will be several. By the spring, it will be a majority!

5. I send the orginial home and I place the copy into a file system/folder for each student. 

• I keep a file system in a filing cabinet with the students organized alphabetically. I place the current week's letter in the back of each student file. When I give them back to the students at the end of the year, they will already be stacked chronologically.

6. Students will get the stored/copied pile back in June. Ideally, I will put the letters in a 3-prong folder. Students love to see their progression as well as "re-live" their fourth grade year.

Morning Surprise!
Students came in the last week of school to a binder filled with
their letters and a Start to Summer Sweet Treat.

Personalization!
I ran copies to make a cover for each binder and personalized each one.
Students then added their own colors.

Friday Family Letter in September.

Friday Family Letter in June.

Writing Friday Family Letters is a genuine and engaging way to get your students practicing their writing skills. They have a vested interest in the content and will do their best to make sure their message is being conveyed clearly. Friday Family Letters are one of the most powerful routines (academically, socially, home/school connection) you can implement in your classroom.

To read about other writing strategies click below!

Color-Coded Paragraphs Writing Strategy

Single Point Rubrics for Writing

Reclaiming Writer's Workshop Part 1

Reclaiming Writer's Workshop Part 2

Written Response for Social Studies Inquiries (2-point versus 4-point)