During the summer, I will be sharing thematic posts bringing together responses on similar topics from the past eight years. You can see all those collections from the first seven years here.
Here are the ones I’ve posted so far:
Today’s theme is on Writing Instruction. You can see the list following this excerpt from one of them:
Martha Sevetson Rush, Andrew Miller, Melissa Miles, Donna L. Shrum, and Richard Byrne contribute their thoughts on writing in social studies classes.
Stan Pesick, Ben Alvord, Dawn Mitchell, Rachel Johnson, and Rebecca Testa-Ryan share their suggestions on integrating writing into social studies classes.
The final post in this series on student-writing feedback includes answers from Stacey Shubitz, Carol Pelletier Radford, Melanie Ward, Tasha Thomas, Dawn Mitchell, Jen Schwanke, and Donna L. Shrum. I also share comments from readers.
Regie Routman, Paul Solarz, David Hochheiser, Kathy T. Glass, Catherine Beck, and Keith McCarroll offer their wisdom on giving feedback to student writers.
Susan M. Brookhart, Ph.D, Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos, and Kathleen Fad share their commentaries on the best way to provide feedback on student writing.
Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus, and Leah Wilson begin a four-part series on providing feedback on student writing.
Matthew Perini, David Campos, Kathleen Fad, Jocelyn A. Chadwick, and Diane Mora finish up a three-part series on writing frames.
Patty McGee, Jules Csillag, Sara Holbrook, Michael Salinger, and Kathy Glass share their ideas on instructional strategies for teaching writing.
Beth Rimer, Linda Denstaedt, Gretchen Bernabei, Nancy Boyles, Mary Shea, Nancy Roberts, and Eileen Depka contribute ideas on how to use writing frames and writing structures in the classroom.
Anne Vilen, Sheila Waggoner, ReLeah Cossett Lent, Jason Wirtz, Amy Benjamin, Jennifer L. Altieri, and Fred Ende contribute their suggestions on incorporating writing into science classes.
Mary K. Tedrow, Amy Roediger, Dr. Maria Grant,Diane Lapp,Ed.D., Mandi White, Tara Dale, and Becky Bone share their suggestions for how to integrate writing into science classes.
Lisa Eickholdt, Kathleen Neagle Sokolowski, Mary Ann Zehr, Nancy Frey, and Valentina Gonzalez share their commentaries on writing instruction.
Eugenia Mora-Flores, Julia G. Thompson, Karen Sher, Bret Gosselin, Dr. Vicky Giouroukakis, and Emily Geltz contribute their suggestions about writing instruction.
Tan Huynh, Dr. Lynell Powell, Dr. Rebecca Alber, Cheryl Mizerny, Mitchell Nobis, and Kai Marks write about mistakes made in writing instruction.
We finish up this series on teaching writing with responses from Alan Sitomer, Sean Ruday, Jen Schwanke, Heather Wolpert-Gawron, Kathy Glass, Meghan Everette, and Brian Kissel.
Dr. Linda Dacey, Sandy Atkins, Andrea Clark, Mike Flynn, ReLeah Cossett Lent, and Shannon Jones share their ideas on how to incorporate writing into math instruction.
This piece features commentaries from Amy Benjamin, Alice Mercer, and from many readers.
Heather Wolpert-Gawron, Kathy Glass, and Carol Jago share their ideas.
This post shares commentaries from educators Mary Tedrow, Ray Salazar, and Tanya Baker.
Author/educators Penny Kittle and Carol Jago contribute their responses.
This post includes pieces from Jim Burke and David B. Cohen, as well as comments from readers.
Several educator/authors—Marilee Sprenger; Jane Hill and Kirsten Miller; and Maria Gonzalez—provide guest responses.
This post shares guest responses from three educators: Mary Tedrow, Doug Fisher, and Nancy Frey.
Three educators—Aimee Buckner, Carolyn Coman, and Tanya Baker—contribute their ideas here.
Educator and author Ralph Fletcher shares his ideas on how we can specifically help boys become stronger writers.
Author and teacher Barry Lane provides his perspective in this post.
Teachers Renee Moore and Ray Salazar share their contributions, and I add in my suggestions.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.