Make Cycles

Our course is organized by “make cycles,” a term I borrow from Connected Learning. You can find the tasks for each cycle in the drop down menu above.

Google+ Community

We will share most of our work in a Google+ Community. We will upload images, respond to each other’s ideas, and share links and “makes” here.

Month: May 2018

Featured Curators Make Cycle 6: Janette, Dana, Rebecca, Veronica, Karen, Raenni, & Nancy

Featured Curators Make Cycle 6: Janette, Dana, Rebecca, Veronica, Karen, Raenni, & Nancy

Janette Herrera

Assessments, assessments, assessments, we hear so much about assessments! Before reading chapter 7 in Ray and Cleveland’s About the Authors: Writing Workshop with Our Youngest Writers, all I thought of when I thought about assessments were tests, more specifically state tests. After reading this chapter I think of so much more. My biggest take away from this chapter was the purpose of assessments. There are three main purposes shared throughout this chapter including: to direct our teaching, to help us work with parents who may not be familiar with the king of writing instruction their children are experiencing, and to help maintain a celebratory attitude about our teaching.  Looking at assessments for these reasons was mind-blowing to me; it makes perfect sense that these should be the focus of doing assessments in our classrooms, not to give grades, or to see how our students measure up on the state tests against other students. With focusing on these three goals for assessments the other things will naturally fall into place.

The next take away I got from this chapter was the way they did their assessments. There was no mention of writing tests, spelling tests, or grammar tests. There are three ways to assess students writing through a variety of observations. The first type discussed is to look at a piece of finished writing. Based on what you know about the student and what has been taught you can gauge what the students knows about writing and if they are using the different writing techniques that you would expect them to be using. The next form of assessment discussed, referred to as, “catching them in the act” is my favorite form of assessment. This really consists of being in the classroom as the kids work and paying attention to what they are working on, how they are working on it, and why. This is where you see things that you have taught clicking and happening. This is my favorite part of being in a classroom with the kids. The third form of assessment that this chapter touches on is looking at a child’s work throughout the course of a period of time. This is an important assessment because you can see the growth and development that has happened in the students writing.

Throughout this make-cycle we focused on creating a writing assignment using a mentor text of our choice for a partner to assess and complete for us. Although I had a difficult time getting started with this make-cycle it ended up being my favorite one from this semester. I enjoyed seeing what my partner came up with using my prompts along with getting her feedback on how she felt the delivery of my assignment went for her. Thanks Sandra Nyland, you did a great job! This make-cycle was also one of my favorites because I really had a good time looking at what all of my class-mates came up with.

One of my favorite makes from this cycle was done by Lisa Valdez and Chad Lafenhagen. Lisa used the mentor text, Tadpole’s Promise by Jeanne Willis, and asked Chad to create a story of two unlikely characters with a surprise ending as shown in the mentor text. She was clear about the instructions and gave a clear expectation of what she was looking for out of the assignment. He did a great job with his feedback and created an amazing book using storyjumper, which Lisa is actually planning to buy and use with this assignment in her future classroom. How cool is that!

The next make that really caught my eye during this make cycle was by Hannah Hughes. Originally it caught my eye because she gave a choice of focusing on the text or illustration to be the focus of the assignment for the student. I love this idea because it enforces the idea that books and writing is about more than just words and gives students who maybe thing they are not the best writers or maybe do not enjoy it as much as others an opportunity to approach writing in a way that hey may find more enjoyable. They may even find that by creating illustrations first it helps guide their writing. Hannah was partnered with Ruben Mendoza who did an awesome job creating an assignment to match what Hannah was looking for. He hit all the points that Hannah had asked for and made it personal and relative to life by incorporating his Instagram which I thought was brilliant!

Another writing assignment that I found interesting this week was created by Chelsea Paterson. I was first intrigued by her assignment because it taught me a new word, onomatopoeia, but then as I continued to watch her presentation could see this being used as a mini-lesson as described in our mentor text by Katie Wood Ray and Lisa B. Cleveland. Chelsea did a great job of outlining what to look for when reading the mentor text offered and gave guidelines for the assignment she wanted created. I thought the post reading discussion was great to include and could see this being very beneficial in the classroom when doing this lesson. Chelsea’s partner Rebecca Spears did a great job of creating a fun book using the guidelines within the assignment. I can see this assignment being used in a kinder or 1st grade classroom and it being a huge success.

All of this week’s makes were fun to assess. I was exposed to several authors that I was unfamiliar with and got to enjoy many books that I had never heard of before as well (one of my favorite parts about this class, is sharing these new books with my daughters). Everyone did a great job and I can see anyone of these being used in a classroom. It is great to see that everyone was supportive of one another and receptive to the feedback given by their partners. All of these assignments could be done in so many ways it will be fun to see what my future students come up with using some of these prompts and mentor texts down the road.

Author Bio: Janette Herrera is the mother of four children, ranging in age from 5 years old to 18 years old. She is currently a Director at a ski resort but has always dreamed of being an educator. A few years ago, she did not like some of the things she saw happening in her sons’ school system and with the support of her loving husband decided to start school with a goal of becoming educated in order make a change. She is currently a senior at CSU Chico. The next steps for her will be to enter a credential program as well as obtain a master’s degree. Janette plans to teach for several years before moving on to an administration role to try to make those needed changes that motivated her to follow her dream of pursuing a career in education.

Dana Curiel

The readings for this week were very interesting and many classmates made insightful posts about them. During this Make Cycle we learned about assessment and this may have very well been one of the most important chapters in the book. Chapter 7 made sure we, as future educators, gained knowledge and learned different ways we could help our students out. While I was reading this chapter I realized that there is a lot of observing that is involved. There is so much more than just to read something and move on. We have to assess the students’ writing abilities by checking their spelling, illustrations, the kinds of writing they use, and many other aspects as well. Sometimes we just need to take a step back and learn from our students. Jillian Pearson mentioned, “I honestly want to try out and borrow all the advice given and use it on my future students. I want to take the time and closely observe their writings, watch and listen to them throughout the process, ask them to articulate what exactly they’re doing, and look over each students’ work over time.” I really enjoyed how excited and motivated she was to try all of the ideas given with her future students. I relate to her because I feel just as excited to learn and grow from the readings and use these tips and tricks in the future. Rebecca Barragan pointed out, “As teachers we need to understand that not everyone is going to understand or get something right away sometimes it takes other students more time to process the information. We need to be patient and realize that if we seeing a child slowly improving then we are doing something right.” Patience is definitely key when it comes to our students succeeding. There were many good observations throughout our discussion!

The second part of our Make Cycle had to do with looking at common core standards. I have never been familiarized with these, so it was all pretty new to me. Looking at the standards and incorporating them into parts of Chapter 7 was interesting as well. Jennifer Barajas-Goodwin had a good example of how to incorporate her common core standard in the classroom, “Have your students use their animal, with their list of things they know about the animals and construct what they think a day in the life of that animal would entail.” This gets the students thinking and writing informational texts, but having fun with the assignment.

In the end, we had to create our “makes.” That meant we had to create our own writing activity for a partner and then they had to actually do the writing activity then reflect on the make. Although Sean was my partner for this I am choosing his as an example because I really enjoyed it and had fun with it. Sean made a really neat presentation for his activity and everything was well instructed. If you would like to check it out, here is the linkSean had me think about a few things before actually going through with the activity. I liked that he did that because it was almost as if he was intending to get me thinking right off the bat. A way to start getting ideas of what I could do for my writing activity. He also used an example which was very helpful and could be helpful for his future students as well.

Another make that sparked my interest was Karen Fawns. She started off with a few discussion questions as well, but her activity included writing a narrative with illustrations. Her partner could either write this in paragraph form or as a short story. I thought it was a really fun idea to include illustrations. Often times students get bored of just constantly writing, so letting them express their work in illustrations is always a great idea. Here is her activity

Lastly, Josue Java had a captivating make as well. I liked the fact that he was intending to use this activity to get his students prepared for standardized testing. His fourth grade students were to write a narrative and explain what they would do if they were president.  This gets their minds going and coming up with several ideas to use in their writing. Children have great little minds, so it would be a great experience to learn about everything they would do as president.

Overall, I enjoyed this make cycle. Learning about assessing our students and knowing when to take some time to step back and just observe is something I hope to use in the future. One thing I found extremely interesting was learning about common core standards. There are several standards and each grade level differentiates between standards. My favorite part was the make itself. Creating our own writing activity and looking over everyone else’s activities was so much fun. I won’t lie, it was kind of difficult to get started and think about a writing activity for my partner. I do wish I could have come up with something better, but for a first time, I feel confident about it and definitely learned from this experience.

Author Bio: I graduated from Yuba College in 2016 and pursued my dream to attend ASU. Moved back from Arizona and now attending Chico State and majoring in Liberal Studies. I would love to teach first grade or the elementary grade level in general. I also hope/plan to get my Master’s at ASU after completing my Bachelor’s here at Chico. I am excited to be completing my first semester here at Chico and hope to catch many Giants games this summer!

Rebecca Spears

Make Cycle 6 was definitely a fun one! We were able to explore the processes of creating effective writing assignments. In this make cycle, we were partnered up with our classmates and assigned to make a writing activity/lesson for our partner to try out while we tried our partner’s activity out. Going into this assignment, I didn’t think that I was going to have as much fun as I did and learn as much from the work of others than I did. One of the makes that really stood out to me was the writing activity and reflection written by Kellie Cabico. She based her writing activity for her partner on the mentor text called, How this Book was Made by Mac Barnett and Adam Rex. I enjoyed the book that Kellie chose because of the creativity and purpose behind it and how much we can relate it to our own writing. I also really like how Kellie’s activity turned out, “Write something that explains how you go about making your books.  You can use expository, narrative, or opinion types of writing.  It be a poem, comic, song, or a story like we just listened to by Mac Barnett.  Show us how you do what you do the way you like to do it. Have fun!” Kellie’s reflection opened my eyes to the many possibilities of ways our students can surprise us teachers. In her reflection, I also really liked how Kellie pointed out that actually being the teacher is much different than being in the shoes of the student always. I really like how personal Kellie makes this assignment because I know that children love to create their own personal stories about themselves. Nicely done Kellie! Link to Kellie’s Writing Activity

Another writing activity and reflection that stood out to me was one by our classmate, Hannah Hughes! She chose to create her writing assignment on the mentor text by Brendan Wenzel titled, They All Saw A Cat. This text was a great example of how the use of illustrations can influence the storyline. This writing activity stood out to me because it focused so much on rhythm and perspective. In life, everyone does not see the same thing all of the time because we all are unique with our own perspectives. I think this is an important ideal for children to learn because many children thing there is only one way of doing things whether it be in art or writing, when really, there are many ways of doing things because each of us is an individual who can choose to write or even draw let’s say a cat however they want. Hannah describes her activity when she states, “Focus on ways you can show perspective as your creature ventures along in it’s story. You may use illustrations to convey perspective (like the author), or use a dialogued descriptions of actions, thoughts, and feelings to develop experiences and events, or show  responses of characters to meeting your creature.” I really like how Hannah brings in the illustrations as part of her activity and how she provides a good example for her students to branch off of as they so please. In Hannah’s reflection, I like how she first thanks her student Ruben and how she gives him good feedback. Stepping into the teacher shoes isn’t always easy, but Hannah proves that she knows what she is doing! Overall, Hannah’s writing activity and her reflection express the true meaning of teaching and how perspectives can alter the way that someone might view something in writing like shown in her mentor text. Great job Hannah! Link to Hannah’s Writing Activity

Finally, the writing activity and reflection that Samone Burge shared with our class definitely stood out to me! First of all, Samone chose to create her writing activity off of the text There was an Old Lady who Swallowed a Fly by Simms Taback, which is actually the mentor text that I chose, so I can relate more to this assignment than any other. Samone starts off by explaining what a cumulative tale is, which is important for the reader so that they can understand the activity more clearly. In Samone’s actual assignment, she tells her students to “create your own cumulative tale using There was an Old Lady who Swallowed a Fly as your mentor text.” I like this method of a writing assignment because after reading the book, students can’t help but already create a story with themselves in the actual story with the old lady. Therefore, this is a great way to get the creative juices of students flowing! Samone did a great job interpreting the common core standards of second grade into her writing activity because one of her standards is to have the students write in relation to a mentor text. Furthermore, I enjoyed reading Samone’s reflection. I like how she pointed out the struggles of actually starting this activity since we are so used to being in the student’s shoes at this point in the semester. Also, I noticed that she even included her process as she described, “Once I got the bones of the lesson plan in place, the biggest challenge for me was deciding how to assess the lesson after it was taught. In fact I was so troubled by creating the assessment, I saved it for last and almost forgot to complete the assessment portion of the lesson altogether.” In the end, I really learned a lot from Samone’s writing assignment and all of the details that go into writing an assignment like this one. Awesome job Samone! Link to Samone’s Writing Activity

This make cycle 6 has definitely been interesting these past two weeks. As a class, we put on our teaching helmets and we practiced creating writing assignments for our peers. It has been interesting since most of us are so used to being comfortable in the student perspective, so it was a little bit more difficult to step into the shoes of the teacher. However, as you can tell from the work of my classmates, we are no joke when it comes to creating our writing assignments, so I believe that we have nothing to worry about when it comes to teaching and creating writing assignments. There are so many lessons that we learned from this make cycle, and some of them include: we need to be able to be ready to come up with good writing assignments/plans for our students, we need to be open to diverse learners in our classroom, and we need to make sure that our students see the positive attributes of writing. Overall, this make cycle and rather this class has improved my knowledge completely on the topics of creating effective writing assignments and in general, teaching students.

Author Bio: I am currently studying at Chico State and hope to be a teacher. Some of my interests include: sports, cleaning (lol), eating, spending time with my family, going to the snow, and working out. I am very curious about astronomy. I love star gazing and thinking about what is out there in the mysterious sky. Also, I am very curious about the past. I love finding out what happen many years ago or even just what happened in the fifties.

Veronica Oregel

As we are nearing our the last month of the Spring 2018 semester, I realized how this course has helped me overcome my fear of teaching writing. I wasn’t sure of myself at first because I am not the best writer, but I quickly learned how to subside my fear and to not be afraid to write. Learning to write, and write well, is a crucial life skill. Not only does it help one succeed in school, its vital to success in the “real” world too. I also believe that writing helps student achieve more in education.

I think chapter 7 was a fun chapter to learn. By the end of the chapter, I now believe that teaching should be assessed by observing the success of the learners. This means seeing how much students participate in projects and how much above and beyond the scope of assignments do students go in order to learn on their own. This is where the educator can ignite the students passion for the subject. This was an “aha” moment for me as a future teacher.

Chapter seven reminded us to look and see how much students participate. The authors recommend assessment techniques versus standardize tests: looking closely at individual pieces of writing, watching and listening as children are engaged in the process, asking children to be articulate, and looking across the work of a single child over time.

“In addition to this, catching children in the act of trying things on their own is our only true way of knowing whether they are getting it – the it being all the writing curriculum we are offering up as possibilities in our teaching” (120).

I love the idea of using activities during learning as a form of quality check. The teacher uses the activities and processes in class to make a determination on a students growth and progress. I prefer to use About The Authors assessment techniques versus a standard test which would be given after the lesson to judge a students progress and then assign a grade. Honestly, I never knew teachers could do this.

Last week we were partnered up with a classmate and had to create a writing assignment for our partner based on a book our choice. The assignment had to reflect on one or more of the Common Core Standards. I am not going to lie, I was nervous. I believe we are our own worst critiques because we worry too much about what other people will think about us and our work. Overall I think the class did an amazing job with the project.

Jennifer Barajas-Goodwin said: “I really enjoyed doing this make cycle. I think its my most favorite one by far. It made me feel like I was a teacher already where I was putting together lesson plans for my students to be doing.”

Sandra Nyland mentioned, “this activity was so enjoyable and confidence building! Also, one idea that was reinforced for me was that it is important to continue to build a resource library of texts.”

The majority of the class enjoyed the assignment and had fun with it. Some of us had different results than they expected but I believe overall this was good practice.

At the end of Make 6, the readings, creating the activity based on a children’s book, doing the partners activity and reflecting on it, I realized that having the students doing the work is more effective than having them listening. But not doing rote things or busy work. Actual doing. Let them know what they are doing and why it matters. How does it effect their learning and their goals to do this thing you have. Writing can be difficult for some because it is not as active as Math or Science, but we use writing as a tool to organize our thoughts.

My classmates Kellie Cabico and Julie Lafreniere definitely had the most fun with this assignment and were the team that interacted the most. Kellie designed her assignment from How This Book Was Made by Marc Barnett and gave Julie very good directions and explanations of the book and the purpose of her assignment. Julie on the other hand did not give Kellie as much instructions and she was worried that she did not give enough direction on the assignment. However in the end, both of them were able to get creative and deliver. I chose them because while one person decided to go above and beyond on her lesson plan, the other person did not give as good directions as the other. No it wasn’t perfect, but it worked! Julie made an awesome video where she shared her wisdom and explained how important it is to reassess our lessons plans.

Kellie Cabico mentioned, “I was initially a little apprehensive about this assignment.  It’s one thing to be completely enamored of how another teacher, our authors and our teacher, plans, formats and teaches a curriculum that your also completely besotted with.  It’s completely another thing to try it yourself and put it out there for one of your peers to do. But I have to say, that once I started rolling on it, it felt good. I loved the choices for mentor authors, I loved who I was partnered with and I am really proud of what we accomplished together.”

Julie Lafreniere said, “my focus on explaining what I wanted from her, was a video that did NOT HAVE MUCH DIRECTION.  The words I used should have been purposeful. I will say videotaping an assignment can be a good way of evaluating the lesson delivered and see what you are missing.”  “My biggest hurdle is separating the love of teaching students to learn, with the idea of my own hate towards personal learning (when I just don’t “get it”). I mean why would anyone teach and watch others constantly cope with the same struggles.  People don’t usually do that. Right?”

Author Bio: My name is Veronica Oregel. I am the first generation in my family to go to college and I am the oldest of three. I have been married for three years and have a one year old German Sheppard. I knew I wanted to be teacher when I was nine years old and used to teach my little brother how to read. On my free time I enjoy hiking, running with the dog, or getting pedicures.

Karen Fawns

Chapter 7 is a great chapter to round out the reasoning on why and how the Writing Workshop Works.  In this chapter, it discusses how the assessment process works in the Writing Workshop. Now this assessment, to me, is like no other, it is a continuous walk around, assessing and conferring with individuals students while they are working.  According to Wood Ray and Cleaveland:

“to assess the writing work of young children, we’ve got to be right out there in the messy, real, wonderful middle of all their work” (119).

They discuss that there is no checklist that should be used because each child is different and touches upon different techniques.  I do think this is where I would need to walk around with a clipboard that has reminders of techniques to look, and blank paper to jot down specific notes.  Notes could be things to talk about in the one on one conferences, like mechanics, notes to remind me fabulous things for share time, and new techniques that I see students trying out. There are four main forms of assessment: looking closely at individual pieces of writing, watching and listening to children working on pieces, asking children to be articulate, and looking at the history of a students writing.

When assessing it is a great reminder to remember what is developmentally appropriate for the student, what growth have you seen from the student, and what techniques have they used that you have reviewed or not.  When having little conferences it is always good to start them off with a question of what they are doing and why they are doing it. This can help them to articulate what it is that they are trying and give you some insight into what they are thinking. It is going to remind students of little inconsistencies that you have noticed from them so they can correct it.  It is also good to show praise for the great things you have seen the students try or touched upon. It is good when assessing while walking around and seeing the process first hand because it helps you understand some techniques you need to remind them of our work on. The history of a student’s writing is key to understand the growth of that child and all of the strategies or techniques that they have worked on.

When assessing it is key to try and keep track of all the little notes taken on the students.  This will help to show to the parents, other teachers, and for report card purposes the evidence of what they have learned and the individual student’s growth base and knowledge.  This will also help you as a teacher know what you need to teach in depth more or what you nailed because of the evidence is shown in their work. “Assessment can make the teaching that happens during share time each day much richer as well” (137).  I would hope to plan out a Writing Workshop right before a recess so I can let the kids out and then get down all of my assessment thoughts down on paper before switching to a new subject.

We also read Appendix G that talks about creating peer conferences with the students to help benefit each other is and should be seen as a positive thing.  This could be one of the mini-lessons within a unit to help the students understand it. Show the students examples of what this might look like and then ask what they learned from it.  This will create for a chatty writing workshop, but those are where the ideas begin and never end.

We were asked to pick a grade level from the list of Common Core Standards and review that grades standards. As I went through looking at all of our Common Core Standards I seemed to notice a theme so I did the math and here’s the facts.  Out of 30 students who did the C.C.S. activity 20 students picked reviewing first or second grade standards, while only 6 students picked fourth thru sixth grade.

For our Make Cycle 6 we were put into pairs and asked to create a writing activity based on specific grade level of our choice and how it targets the Common Core Standards for that grade level. We were provided a list of mentor texts to base our writing activity on, so there would be no problem finding one.  

Rayn Buford’s 3rd grade writing activity for her partner Salina is a creative concept that involves creating an invention and persuading everyone to buy it.

Lisa Valdez’s writing activity for 2nd graders is to choose two different characters (living or non-living)  and use the natural course of their “life” to make a story in which they meet and make friends with each other. Her partner Chad Lafenhagen created a surprising and California relevant book.

Shelby Baccala has a very creative writing assignment that I did not expect: you are to think of your least favorite fairy tale and then write a different ending that adds elements to the story that you like. Her partner Samone Burge had a great spin on the Sleeping Beauty fairy tale that any mother can relate to.

Author Bio: Hello all, my name is Karen Fawns and I am a Senior at Chico State.  I took about a decade off from college, created a family of four, and now I am back to the grind.  I am a concurrent major in Multiple Subject and Education Specialist Level 1. I have been working at a local high school as a Special Education Paraprofessional for twelve years and an Elementary After School Program for fifteen. I am excited to be back in college and cannot wait to work with students in a little different capacity than now.  

Raenni Pilgrim

I feel this Make went well and really let the creators express how they believe standards should be taught. In this make we needed to create an activity tied to a book that will fulfill the core standards for elementary.

In previous makes we were required to flex our creative idea muscles and follow the standards laid out by the teacher, examples being writing stories or creating poems. This make was different because we were not just creating a make, someone else had to actually do the activity that was created. This intensified the necessity to write clearly and have a well thought out process.

One example of our work is Salina’s assignment: “For your Writing assignment I want you to try and create a short story, like Mo Willems.  Try to make fun cartoons, and bubble style writing to make the book relatable for a young students.  Have fun with this writing, it does not need to be hard, rather enjoyable!”

 Her assignment was coupled with a book about a pigeon wanting a puppy. The book was enjoyable and had a fun twist because it was read by a child. The standard 1.1 that is referenced is meant for a first grade class and in my experience they tend to need a lot of direction when given writing assignments. The book is great for the grade level and the activity has a strong basis.

Another example is Ryan’s assignment: “Related Activity: Buy Me! Think of an invention. It could be a pencil with wheels? Or a hat that squirts water? When you have a final idea, begin to draw your invention. On a blank sheet of paper color your invention. Then, on a blank piece of binder paper write down why we should buy it. Make sure to introduce your invention, describe the invention with as much detail as you can, explain exactly how it works, a problem it could potentially solve, and a conclusion. This is your chance to persuade everyone to buy your invention!”

In this make the directions are very clear and several standards are used and learned in the process of this piece. The format is creative and easy to follow. The book is fun and age appropriate for the third grade classroom.  The goal of the assignment is to create a persuasive writing piece and the book chosen is about a child trying to get a new pet. Ryan underlines the main ideas in the topic and what is expected of the students.

The most important takeaway from this week was learning what the standards are and seeing what creative ways you could teach them. The creators got to take their assignments for a test run and allow other students to attempt the activity. The majority of people received positive feedback, but some found constructive criticism and let themselves grow from it. Salina says in her reflection: “If I were to change something I would take Rayn’s advice on narrowing down the subject being that this project would be done early on in the year and a sense of direction might be more comforting for a younger group.” Even though her activity was not perfect she allowed herself to learn from what she had done. That is the purpose of this make, to learn from what we do and receive feedback from our fellow teachers in training. We are in this class to expand our knowledge of teaching and to better understand the common mistakes that can be made and how to avoid them. We now have to think about why we are assigning writing projects and what do we really want students to learn. We also need to think about what are different ways to get students to learn each standard, and how to modify lessons to fit each individual students learning abilities and styles.

Author Bio: I am currently enrolled in the online bachelor program at CSU Chico because I wanted to get my Bachelor degree while still working with children. My mother is a preschool teacher so I have been around children my whole life and this is what sparked my passion to teach. I want to inspire students to love learning by using new and creative teaching techniques that they can connect to.

Nancy Diezmo

Make 6 had several great projects, and in my opinion, one of the makes that most reflected our experience as teachers since we came up with a large picture idea for a lesson plan including all the necessary details. This make exposed us to researching our state standards for our preferred grade level, which will be important to become accustomed to doing and this make also held us accountable towards our partner for peer reviewing/opinions just as our students will and even our colleagues!

Kellie Cabico’s use of How Do You Make Books? was superb! The presentation of how to execute the activity as well as the mentor text she connected to the assignment was a great presentation of the literal process of writing. My take away from Kellie would be the organized format, read aloud book, and great assessment tools (even an ‘just for fun’ extra video!)

Erin Russo’s make about The Red Book touched me because I work in special education and see how sometimes a book with illustrations is just as powerful for many students! I really appreciated that Erin highlighted ways for writers to emerge in communication without words so this activity appeals in many inclusive ways. Additionally, I loved that this activity encourages the creative aspect students have, by promoting illustrations. I liked the options of adding words to retell or making a parallel concept story.

Rayn Buford’s Make was amazing! I have a small bias because I truly enjoyed Karen Kaufman Orloff’s book I Wanna Iguana 😊 the idea of writing various avenues for that book plus having students make their own arguments to convince an audience to “buy” the idea was really fun! This Make embodied grasping the mentor text, great writing prompts as well as creative activity for our future students!

Author Bio: I graduate this spring as part of Liberal Studies (online) program, have worked in both special and general education for several years and hope to continue to do so! Looking forward to hikes with my rescue doggie, leisure reading and cooking this summer.