Dana Murphy has been an educator for 17 years in Illinois. She was an elementary teacher for eight years and coached for nine. Dana is now in a fifth-grade classroom. Dana wrote for the Two Writing Teachers blog for many years.
Dana Murphy leads a reading minilesson on theme in fifth grade, explaining how students might think more deeply about themes through characters’ problems.
Balancing small groups and conferences is essential for transferring learning from lessons and units, and it’s one of the trickiest tasks for teachers. Dana Murphy explains how she works toward balance in her classroom, weighing everything from the timeline of the unit to the intensity of the minilesson.
Dana Murphy confers with Krisha over her reading, talking about the value of using a book’s back cover for previewing.
Dana Murphy meets with a group of fifth graders to explore character development in their reading.
Dana Murphy leads a minilesson in fifth grade on revising narrative writing.
Dana Murphy meets with a group of fifth graders to work on strategies for understanding unknown words.
Partner work is an essential component of many literacy workshops. Dana Murphy explains how she is intentional in building thoughtful routines and expectations for partner work in her fifth-grade classroom.
Fifth graders use a visual tool to help them build on each other’s ideas in book clubs. They are applying a strategy demonstrated in an earlier minilesson.
Dana Murphy leads a minilesson on book club conversations, using a fishbowl strategy and building blocks to support more sophisticated conversations.
A classic anchor text for many teachers is Charlotte’s Web. In this week’s video, Dana Murphy seamlessly integrates a brief excerpt from it into a writing minilesson on endings in her fifth-grade classroom.
In this quick video, Dana Murphy shows how she leads her fifth graders with a kinesthetic reminder of workshop norms before beginning independent work.
Dana Murphy meets with a group of fifth graders to help students develop paragraphing skills, using a peer’s mentor text.
Dana Murphy finds it is best to teach conventions in small, targeted groups in her fifth-grade classroom. She explains how she designs and leads these groups.
Here are some excerpts from a writing share circle in Dana Murphy’s fifth-grade classroom. Each student shares a one- to two-sentence excerpt from the writing they completed during the day’s workshop.
Sometimes those times when we “wing it” because we don’t have plans can lead to the most profound learning. Dana Murphy dreams up a quick circle share, and what follows is magic.
Dana Murphy explains why a system for minimizing interruptions is essential in her fifth-grade classroom, and how she keeps the process of creating and using it as simple as possible.
Dana Murphy develops a love-hate relationship with the faded anchor charts peeling away from her classroom walls. She finds a move to anchor charts in a sketchbook and a website for chart images improves the quality of her charts and their usefulness.
Dana Murphy finds that adding numbers of pages to her status-of-the-class list for reading makes all the difference in assessing students’ growth and needs as readers.
Class promises, rules, and norms—most teachers set them at the start of the year. But how can we make sure students live them? Dana Murphy shares some tips from her fifth-grade classroom.
Dana Murphy looks at homework from the twin perspectives of mom and teacher, and finds she hates it from both views.
So many needs for groups, and so little time. Dana Murphy finds that a strategy notebook is invaluable as a teaching aid in her fifth-grade small groups.
Dana Murphy discovers that what works for one student doesn’t work for another when it comes to note-taking. She provides options and then hosts a gallery walk so everyone can discover what works best for them.
Dana Murphy is dismayed by the ways graphic organizers can sometimes limit student creativity. She uses writing notebooks and a few other strategies to begin to wean her fourth graders from depending too much on organizers.
One way to keep your instruction fresh in a required writing unit is to take on the tasks and topics yourself. Dana Murphy finds completing the assignments herself is well worth her time, and gives her a treasure trove of notebook entries to use in her conferring.
Dana Murphy considers how teachers can make writing workshop routines more cozy and like writing at home.
When it comes to conferring notes, form needs to follow function. Dana Murphy quit looking for the perfect template, and started focusing on what kinds of notes are most helpful.
Dana Murphy realizes the best way to introduce students to reading in kindergarten is to apply the principles that work at home with her own children.
Early January is a great time for relationship resets in classroom communities. Dana Murphy finds community building activities may be more helpful than just a review of classroom rules and norms.
Dana Murphy explains why teachers can have true empathy with student writers only if they write themselves, and chronicles the difference between a typical and an empathetic response in a writing conference.
Dana Murphy tries sketchnoting during professional development, and soon finds herself sharing the fun technique with students. They hone their skills during read alouds and while annotating texts.
Dana Murphy concludes her series on getting to know writers with an activity on responding to quotes. This activity is a great baseline for gauging attitudes and previous experiences early in the year.
Dana Murphy continues her series on getting to know writers early in the year. In this installment, she explains how to use a simple six-question survey to help teachers and students explore differences in writing routines and habits.
Dana Murphy writes about the litmus tests we give writing teachers to analyze whether or not they are teaching the "right" way, when we might better serve students by focusing on the six truths of writing.
Dana Murphy considers the differences between authentic writing processes and what we teach in schools.
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