 Welcome, bienvenidos, bienvenidas. Buenas tardes. I'm Flia Belpoliti. I'm Associate Professor of Spanish at Texas A&M and Commerce. And with Jocelyn Maynard, my colleague, who is also here connected, we co-directed the Texas Coalition for Heritage Spanish here at Coral. We've been working together for about five years, and this webinar is part of our project to try to support and help with any initiative has to do with Heritage Spanish. We work with teachers, with researchers, with students, and our community keeps growing and we're very, very glad that this project is going to continue in the near future. And just this week, we have a very nice announcement to make. We're planning to have our next summer workshop on June 23, 24, 2022, next year in person in Austin. And we're planning to have as well some online components. So hopefully we will be able to see each other in person again and resume our summer meetings. So that's a great news. Please save the day and keep the information. We'll post new information every month next year. So try to stay tuned. And well, for today, I mean, it's really my pleasure to introduce Adrián. Adrián Bredberg teaches high school Spanish in Colorado and she worked with second language learners and heritage learners as well. She present regularly at the state level and also national level conferences with her, her work on topics related with heritage language teaching and literacy in particular. She's currently serves as a chair of the Spanish Heritage Learners Special Interest Group in actual and Adrián is truly passionate about working with teachers and with the students of Heritage Spanish. And she's committed to a lifelong work of recognizing and dismantling system of operations in herself in her classroom and in her community. And today, she's going to share with us her ideas for high leverage strategies for teaching writing to heritage learners. So please, let's welcome her. We're very happy to have Adrián with us today. Thank you for having me. Well, thanks for being here. And thank you for inviting me. I'm going to share my slides, and I put the link to the slides in the chat so you should be able to find them there. Um, could I just put someone not before me that you can see the like round book slides. Everyone see my screen that I shared. Oh, good. Okay. Yes. Everything is here. Great. Great. Okay. My contact information is here. I'm pretty reachable on Twitter. That's my Twitter needle. And my email address is there as well. And my pronouns are she her anywhere. Welcome to go ahead and put your questions in the chat as I share during and then hopefully we'll have time for discussion and also a question answer hopefully time at the very end. So, let me get started. I have been teaching heritage classes since 2013 I live about an hour north of Denver, two little boys they are seven and eight right now. I have a blog shared you mentioned the actual state chair. If you are interested in anything I share today for you to check out my blog and my favorite professional learning development is Twitter. So that's just a little bit about me. I wanted to just take a second and share just kind of name some of my privileges it's always kind of strange to walk into a space. As a white woman and a non like Latina, not that next person and talk about heritage teaching so I just want to acknowledge that those are privileges that this is kind of my lens this is how I come into this work. This is gender, heterosexual able bodied woman, I'm a US citizen. And although I'm a Spanish speaker English in my first language. And so that that is a lens that I continue to try to understand how that impacts my work, especially as I do PD for heritage teachers and what that might look like. And some other privileges that kind of affect my perspective with the world is growing up with a middle class family, I'm actually independent adult, I am. I have postgraduate degrees. My parents are still married and I live in working what most people would call a desirable city and school district. I just like to just kind of name that and stay out loud that those are things that I am aware of and working on and trying to understand the impact of that as I share with you today. And the other thing I'd like to share is a land acknowledgement. Again, I'm in northern Colorado so, and as we start this presentation, I want to acknowledge that we are on the unceded ancestral lands of the Arapaho, she's just as an ocean. We recognize that many indigenous members of these other nations reside here despite settler colonialism and with supremacy. I want to thank them for being ongoing good stewards of billions, and I want to commit to advocating for the sovereignty of these tribal nations and foreign indigenous teachers, students, members of our community in our own work. I vouch for both recognize and seek out their contributions center and amplify their voices and intentionally work against systems that seek to erase and exclude them in their histories. I just wanted to say I'm going to be sharing in English. Yeah, I will speak more in that later if we have time but I hope you can bear with me today it's just faster for me to speak in English, and I was going to try to reach through as many of these strategies as I can for you. So my goal isn't going to spend hopefully about 25 minutes maybe 30 minutes sharing some of these ideas from my classroom. And like I said well hopefully do a breakout room at the end and then have some time for questions at the end. And I know you might have seen in the, in the description but I use the workshop model. So you're going to hear me respond or refer to that a lot. If you're not familiar with the workshop model if you think about kind of like a lab class like a P class or an art class where you kind of gather around the teacher and the teacher shows you like a new technique like this is how you throw free throws at basketball, and they kind of show you the steps, and then you kind of go off to go practice and the teacher comes around to coach. It looks kind of like that. So, so what I'm sharing comes from a classroom structured around that but like I said in the description I think a lot of the things I'm going to share today are things that would work in any classroom. And in any structure I think you can make them make them work for you. So I'm hopeful that you could take some with you. So the first thing I'm going to talk about is teaching writing explicitly. So, deemus defined writing having a specific point that you're teaching so if you're going to teach your students how to write a story. You're going to be like go write a story you have to actually think about what makes a story good or what makes an informative text good or what makes an argument text good you have to think about what are the things the ingredients. And then the idea would be would teach each of those ingredients separately each day you're going to teach a different skill. So what you're seeing here these are anchor charts from my classroom the one on the left is personal narrative. I believe from my 10th grade heritage class. And the one on the right is from my 11th grade argument writing unit, but each line that you see on here represents a day in the classroom so one day, we would do just one of these bullet points so I would literally say today I'm going to teach you this, and I would show them how to do it in my own writing and then they would practice it. So instead of having just like a big nebulous writing assignment. So the idea would be to sort of break it down into little into little pieces so this is an example, because it has several things but pretend this day I was teaching how my students could, could emphasize the big idea in your narrative piece don't just tell me story tell me why the story matters. And I was giving them a strategy to do that and the strategy was include a flashback of another time in your life where you learned that same lesson or that same thing. So if your story is about the importance of family. Go put a flashback in there of another time when you remember that family was important. Okay, so I'm giving them explicit strategies. So, a couple of things to think about. So, if you want whatever teacher you're going to have them write a personal narrative or you can have them write an informative piece. Think about what they need, and then teach each one of those things. And then, in just a second we're going to talk about this but show them what those things look like in real writing, show them what they look like in student right and show them what they look like in your own writing. So the subject to this is, so teach writing explicitly but don't do it too much limit your direct instruction time. So your students are probably a lot like mine where, as soon as you like they have limited attention span. So, they can't listen for that long so that lap that huddle that time when I'm teaching you free throws my max is like 10 or 15 minutes. So all I'm going to do is I'm going to use that 10 or 15 minutes. Then I'm going to let you go try it. I'm going to change the structure I'm going to let you go by it and I'll check in with you in a little bit so trying to really hone in on like, what do I really have to teach you and how can I do that quickly and So this, and this is just a pie chart of what workshop kind of looks like so in my classroom is not perfect. But in my classroom, first thing read at the beginning of class we have blocked so long periods but the idea is you have a mini lesson that's that huddle that that explicit direction instruction time, and most of the class is spent writing and while the writing I'm checking in with them and then at the end we do a share teacher adding explicitly teach the skills the pieces the ingredients teach each one separately and then don't teach. Don't hold them for too long in a large group instruction. So think about what systems or structures you could put into place that you that would make it possible for you to do small doses of explicit literacy instruction. That's kind of a big thing for me that mini lesson has been really a game changer for me. Another thing it's so this thing so basic to me but it has made all the difference model everything, everything, everything, everything, and by model I mean do it with them, but also show them a complete example. And I couldn't believe how long it took me to produce what I was asking them to produce. So if I want you to produce a personal narrative that's an important moment in your life and I want it to be about something more than just losing the soccer game if I want it to be like, why that day mattered to me what I learned about life that day. I had to write it first and it took forever, and it gave me a ton of sympathy for how the students felt when I was asking them to do it. So these are just some examples. As the longer I do this this one in the middle that's my handwriting so I would show them okay this is my first draft of my story, and I would just run copies. You also could you know make digital however you want to do it, but these other two are student examples that I thought were really good. And I think I have a picture. Let's see. Also, as you read books, you can say, hey, I, this is a great example of, you know, this strategy like look there's a flashback, I want to show my kids that flashback so I can market and make a copy of it. And I can keep it to show kids when kids are like what is it supposed to look like. I want them to see an example. I've never had a kid copy one of my examples never because they know that I just handed that out. So the cool thing is when you're teaching students to become better writers, when you're not teaching like a cookie cutter essay, and all the essays look the same, when you're teaching when you're really meeting the needs of the of the student as a writer and not just producing cookie cutter writing. It's okay to give them an example of the exact same thing they have to produce because their writing will be different. So this is an example in my 10th grade class, they did a character analysis and theme analysis. And the first thing they had to write was an analysis of the three little of the third pig in the three little pigs, and we did it as a class that they had to write their own well here's mine. And you can see we hadn't done intros and conclusions yet so those are pretty basic but they're like what does it look like what should it look like how long should it be. What evidence should there be. So it's just I think it's important to show them examples of what it should look like. The other thing is if you're going to teach them to try something. For example, this is a strategy I wanted them to try so I was trying to give them strategies to think of ideas for their personal narratives because that's usually very hard for them to say, think about an important time in your life they're like, I don't have any important times in my life. And so I was like, okay, instead think of an important person in your life and then think of some times you spent with that person. Okay, so what did I do I shared with them my example, here's mine. I'm thinking of my son, and the times I'm thinking of him was the day he got out of that make you and we watched the Superbowl at a friend's house, you know I'm thinking. I'm demoing it and you can see it's in two colors because the green they copy down, but then the pencil is my writing and they're going to do their own writing there, but I'm still modeling. So lots of examples for them. So how many times have we have signed writing where we didn't have, we didn't have a final piece. We didn't know how long it would take and we didn't appreciate how hard it is. So if you get published examples if I want to show you a poem, do I have examples of poems. If I want to show you imagery where can I get imagery one recommendation is common lit if you're familiar there's common lit in Espanol. You actually if you're looking for like a literary device, you can say show me good examples of imagery and all the ones will pop up. It's kind of cool. One thing I really learned is, am I a reader, am I reading a bunch do I do I look like and while I'm reading can I pick out things from what I'm reading to use with my students and is it stuff that's relevant to them that they would be interested in. Who's writing and my amplifying as a mentor text so you know I don't I don't really want to show my kids kikote as an example of fantasy writing you know I want to show or whatever realistic fiction. You know who's writing am I using who is the author what is their background and what do they have in common with my kids and how am I kind of not. I'm making access to good writing for my kids and how am I cultivating an appreciation for writing that is not just the classics so some things to think about sure. I'm looking for examples. Okay, a couple more. And while they're writing. I'm practicing this with reading while they read at the beginning class if I read at the beginning of class it seems to go better. But it's really hard it's really hard to sit there and write while they write what has been really helpful this year, especially last year with the online classes is I would write under the document camera. So they could just see me up there writing and they could see how much I was writing. I do think it's important to actually share your writing like read your writing. So if they're working on personal narrative, a personal story. I'm going to have a finished personal show story that I wrote to share with them and use as kind of the mentor text the example. I'm also going to be working on a new one. I'm going to show them stuff I'm going to show them my new mentor. I'm going to show them my new story that I'm working on and talk through them, talk through the strategy in my new piece. And what does that mean. If I'm teaching them to write a personal story here I am sharing like really vulnerable personal moments of my own life. For a while that was that was pretty scary. This was a different strategy to think of important things in your life and it was like draw a map of somewhere in your past, and then write notes about small moments that happened so this is my coldest that growing up. I'm sharing with the students things that happened in my coldest act growing up and each of these represents a story so I'm sharing the story and then writing you know as I demonstrate it. You know, and that's stuff that in a way before I started teaching this way I wouldn't. That's a lot of a lot more vulnerable than things that I used to share. So I think if we're asking students to be vulnerable and think of themselves as writers and share their writing and a lot of their identity and that writing that you want to be sharing back. This is just another example of how I was, I'm giving examples from from my life like when I was in college and got accused of cheating on my organic chemistry final, and how awful that felt you know and the students were like horrified but I think you know when they see you as a person they want to share some of their they feel more comfortable sharing their stories with you. So things to think about do you know if you want to teach writing, if you want your students to become writers I think the first question for me was like, am I a writer. I'm a person who writes, but am I a writer. And so, you know, it's the same with reading if I want my students to be readers and my reader, and that was something I really had to work on in my life and I think it's the same for writing. How vulnerable am I allowing myself to be with them and how can I model that stuff that I want them to have in myself so growth mindset this is just my first draft I know it's going to get better. How can I model the vulnerability, how can I model what stamina looks like and you know how can I model things like writer's block like how can I, you know, well I got stuck where I thought about this but I wasn't sure how to, you know, how to go forward and then this helped it or wasn't sure how to start the story these were my two options and this is the one I thought I would pick. And again that that consistent students always want to know kind of what it looks like. Okay, we're going to get on time. Okay, another recommendation would be give them a chance to try it out in a low risk situation. So if you're teaching writing like for example, if I'm teaching them strategies to think about a story like think about an important time in your life. I'm going to give them the strategies and then I'm going to let them share their strategies with their friends share their ideas and pick one before they go right. So this is an example. I can't remember what I don't know what they're sharing here to remember this kind of old picture but you can see them when we get to the point where I'm asking them to start sharing the writing sharing it with the least number of people is the safest for them. And so they're only sharing it with one person the other thing that's less scary for them is just trading their books it's very scary for them to hear their own voice reading their own writing. So before we could do that we traded notebooks and just let the other person read so you're just looking for ways for them to feel engaged without feeling like there's a lot tied to it. So what structures do you have in place that allows students to try and ideas for practice the strategies in low stakes situations, before they have to share out loud or before they're held accountable. Sometimes my students are writing stories and I tell them I'm not going to read any of them I'm just checking that you wrote something. And then when I do start to read them I say which one do you want me to read. So I'm giving them lots of choice and voice in how that information is shared. I'm giving them a concrete way to start I can't just say write a story about an important time in your life I have to give them some of those, those strategies and that's why this is the same screenshot but I wanted to remember just the idea of teaching them like when you're stuck what you do. What can be as showing them you know the concrete breaking down the writing assignment into different parts, you know, and I that's not rocket science, but that has really changed the game for me so here are some other ideas, let's see. So here's the narrative ideas. There is something from the believe it's called right beside them, the book right beside them, where she does a quick right and so she shows some sort of video, or like a poetry slam something engaging like a hook for students, and has them react to it for five minutes so they write it's called a quick right and it's stream of consciousness so just write whatever comes to your mind don't let your pen stop moving right for five minutes. After they're done. They revise for two minutes so she says take a different color pen and revise your quick right for two minutes where could you change a word where would you like to add something where would you like to take something out, and then she would have them share so giving them just concrete directions. This is a little bit more confusing but if you say today, you need to pick from these three options like today you can revise your introduction to follow what we talked about today you can go back and work on your analysis after every quote, or today you can listen for, for example inconsistent which one is your plan. So giving them kind of a menu and saying which is your plan writers make their own plan on how they get better so pick your plan tell your partner your plan and go to it. The other one that's really fun is if you have kids come up or like get to a side of the room for your huddle when you're going to demonstrate something. And you can say okay I want you to get started now and once I see that you're ready. Once I see that you've got a good start I'm going to send you back to your seat. So you have the kids around you as they get going you send them off back to their desk and then at the end you kind of have the stragglers that need a little more support, and you can either teach in, or you can say why don't you just stay here with me and I'll make sure that we all get started or you can coach kids individually so it's kind of a, it's motivating for the students who maybe wouldn't be working so quickly but also it gives you a good feel for who really needs some extra support. I don't feel like a lot of these are rocket science that they have made a world of difference in my class. I used to teach writing for the sake of writing I used to say like you need to learn how to do a five paragraph essay because that's what you're going to be expected to do. So I picked random topics that I thought were interesting. I never gave students a chance to kind of share on what they would like to write about, and it showed they just produced, you know, bland cookie cutter writing. So what you might think about is whatever kind of writing you're going to teach. I'm going to talk about how you could invite student voice and choice and center student interest in that so I'm going to go through each type of writing narrative writing is really easy to get student buy-in. The idea is that they have they're going to share their story their way. But I think for me that was how are we going to publish this how are we going to share this and giving students some some say into like where it was going to get published and for whom. And for what so we've I've had this this picture right here was like a party where I invited important adults to the students in the school to come see the writing. And some students translated so like this teacher in French she doesn't speak Spanish I'll look at Spanish. So he's translating his story into English for her because he wanted her to read his, his story. I've had kids published for the literary magazine. And we have done here if I have another we have done like a medium, like a kind of like a website class website or published through a blog, where all the students can post their stories. So we're thinking about how can I center student voice in argument writing, how can you, how can you, how can you center student voice and ownership if you're doing literary essays, you know, there's a whole blog post I did on this but you know that you can see the student is working on a tool I think a lot of independence was a big deal for them teaching them kind of the steps and letting them synthesize their own analysis that was like a game changer. So instead of me saying I need you to write a paper and blah blah blah, I let them come up with their what they were going to analyze. I also let them pick their story so we read several stories some of them rough AP literature list, and whatever made their brains, like what I you know once they had ownership of the of the story they really wanted to kind of take it take a stand. And again persuasive writing you know isn't it isn't a topic that they care about, and are we publishing in a format that matters to them. I just started an information writing unit with my 10 graders, and we're doing use activism so like what use at what topics and use activism matter to well to a lot of my students dot com matters to a lot of my students and gun control stuff matters. So those are the activists that they want to focus on so giving them a voice and choice so thinking about how am I centering my students in the topic and content, like by the theme and then also the format genre or context time making that genre important to them why why do they care. And I'm looking for ways where they feel empowered where they feel like they want to get better because they're proud of their work and they have the tools they know where to go. They know where to go look at examples they know how to make it better they have the tools they know like I need to do this is miss. So where can I get the resources to do that. So working on making them advocates for their own learning and not all of it on me all the time. I'm practicing volume and stamina. So if writing is important if I think writing is important then how much am I dedicating to actually writing in class. If you'd say what's the most important things in my class and then does how much time I spend on those lineup. In my old classes that wasn't happening you know I'd say writing is important but the way the amount of time they were actually spending writing wasn't that much. That's what the research says about improving your writing skills. What writing skills increase the achievement for most students and in case you're not a familiar which I was not. If we give instruction and hat in elaboration, which is kind of like, these are called like authors craft. So if you can teach students to elaborate in the writing and teach authors crafts what moves is the author using. That is what pushes the needle for students we know that's what moves them up grade levels in writing instruction. And so how can I spend most of my time doing those two things I don't want to talk about spelling and access I don't want to talk about organization I want to talk about elaboration graph. And then what is my plan. So how much of my students going to write every day my students write at least two pages a day every day, all year. And so they're right you know am I going to assign homework. I don't assign homework but if you assign homework and they write for homework they will get better that much faster. Okay, follow a predictable routine. So it's much easier to find time for writing when you have a routine. So I'm not saying you need my routine I'm just saying, you know if writing is just one little unit that you do. What is the routine for the students is there a way you could build writing into like every week we do two days of writing or every Monday I have this or in every unit we do these three pieces. You know what what is the way where you could build around where your students know what to expect for your students know okay I'm going to get a dose of and then I'm going to practice and she's going to check in with me and coach me. So we make time for what we care about so I already showed us how much time I dedicated to writing right we're almost done. Demystify writing by giving a step by step, or a concrete strategy so I was thinking about like, when you give back a piece of writing, and it's like a be students are like, Okay, I don't really know why it's a be like why isn't it a day. I know it's gotten better with rubrics but even with rubrics I'd be like, Okay, you have a hook, great. You know, and then what is the alternative you try to hook is a be, and then you don't have a hook is like a seat like I didn't really understand what a good hook meant. And so I had to kind of go, I had to get some resources and be like, Okay, how can I teach you to do this better. So does it have a decent hook, what is a good hook, and that's empowering for students. So when I hand it back when students know like I have to do each of these things. So this, this is copyrighted but this is just a screenshot to give you an idea. So these rubrics I believe this is narrative writing. And so this, what I said, a lab operation and craft offers crap this is worth double. And the students know so each day, I'm teaching one of these these are kind of like the same things as those checklists. So they know each day those have to get each day we work on those and those are what they're working on putting in their paper. And they know they have to do all that to get an a and today they got to be they're going to go to their rubric and be like yep, you're right I'm still working on that bigger meaning like that's still my thing, or the flashback on here not yet. Okay, or I'm still working on the internal story. So when you can tell students, you're not quite there but here is what you need to do to get there in terms of writing and not just putting something in that super empowering for students. And feeling like we are responsible if your students don't like writing. In many ways it's similar to reading they don't like reading it's my job to fix that it's my job to repair the relationship between my students and writing. And my students and school and academic spaces so how am I doing that, how am I empowering my students. Okay, meeting with students. So again in this. So I don't have to write anything on the writing all I do is meet with them and talk about their writing. So they're in charge of noting stuff down they're in charge of everything that I do give feedback, it's just spoken feedback. But I'm able to do that because for 40 minutes were a huge block of time every day I'm meeting with students I call students up and we just go when I get to the alphabet I start again, you could do small groups you could do pairs. And I also helps to move around the room and give feedback because the kids around you around the kid you're talking to our list. So you get kind of like developing your. So what the individual feedback is really important because we know that pushes the need offer students so what structures can you put in place where you can still give the individualized feedback. So I differentiate this is how I push the students that are ready for more. And this is how I meet the students who are not quite hitting grade level standards. And what kind of structures do I have in place so I don't get burned out. It's because I'm not reading all that writing, right, I'm only when I sit with them I say which one you want me to read and give you feedback. So that is completion, are you putting in the time. And then what what how am I giving students the tools they need so it's not all dependent on me how am I teaching them to independently improve their writing. Okay, I'm going to wrap this up. And the last one is published for real purposes so this was that this is an example of that blog that I explained. These are the realistic fiction pieces that were fantastic. This is last year for argument writing my class investigated the benefits of homework because my school was thinking about getting rid of it. And then they did a presentation for my. Celebrating their progress so I won't bore you but so that's kind of all I have to share as far as strategies that have worked for me. So I thought what we would do is just I know that was a lot of me talking but I thought I'd give you at least 10 minutes maybe 15. I was going to put you in break out runs and give you some time to just digest what to do here what to do live what do you have questions about. And I'm not sure we'll have time to share out because I'm anticipating a lot of groups. So what I thought was there's a note catcher here. I'll drop it in the chat if you don't have it open. But if someone in your group could just record kind of what you talked about then the other people in the other groups can come back and see also good feedback for me to see it so if someone could set up some breakout rooms maybe like ish breakout rooms and the questions are at the top of these. Let's see. I'm going to drop that so there's the breakout. Or the documents of everyone just wants to head over there so the top just has some of the questions and then whatever breakout room you're in if you just want to put the first names of whoever was there and then whatever you talked about. And then I'll see you back here in about 10 minutes 10 15 minutes does that sound good. So sorry friends if you got pulled out and you're still in mid conversation. It's really nice to just hear other people's experiences and stories. If you're still on that. I'll drop it in the chat again the collaborative document you might just scroll down and see kind of what some of the other groups talked about I'll put it in the chat real quick. But we had kind of left a few minutes here at the end. I'm sorry put pressing questions and so didn't seem like there were any questions in the chat so I if you want to unmute and ask the question or just put it in the chat. We can take a few minutes and anything you really want to ask about or curious about. Yeah so Melinda has in the chat some titles or resources it's funny right as I was finishing. I was like oh crap I forgot a whole resource slide. And so I can add that I would. I use Heinemann's materials so what you saw was from Teachers College at Columbia, their units of study for writing I also use them for reading. I have a book called writing classes. Look up on Amazon. It's also first out by Heinemann. But you can get it for K let's see you can get it just for middle school that's like it. I use it in high school so I don't I think that I think the grade levels are misleading. You can just get the middle school one which would be fine. If you have younger learners they have a K8 ones yep it's Lucy Cochens, but they have the progression. And that's what's been really helpful for me so you can look and say okay, what are the ingredients of a good narrative writing at, you know, at the lower levels, and how does it progress to become a better piece of narrative writing so that was some of the information that I didn't know. I don't think you have to buy the whole curriculum I think if you could just look at that list of ingredients and say yeah I could teach my kids that I can find good examples and I can show them how to do that. I'll give you a good place to start somebody. So those that's, I mean, you're looking for what makes a good informative piece a good informative piece like that that's what you're looking for. And that has been the most helpful for me. So if you have any other questions, you can unmute or you can put it in the chat. And I was going to look there it looks like there were some questions. So Adrienne I have a question can you expand more in the chairing at the end of the class so you pair them they just choose a partner, and they just read them. That's a really good question I try to do a different every day and actually what's worked better this year. I used to never do it and then once I started doing it I realized how powerful it was and I'm trying harder not to skip it. But actually what's been easier for me is when students finish the work of the day I let them put it away and work on something else. So the next day when we come back and we need in a circle and check in with everyone. We have our writing from yesterday and so I'll do something to share so if it might say pick your favorite line and read your favorite line and we're going to go all the way around. It might be read your introduction to your partner and see if your partner can guess what technique you use you know it could be different every day. It might be get with a partner and read them your whole story but that would take forever. The idea is to foster community and also build buy in that like they want to read what that students writing and that they can learn from each other and not just for me so. And then someone asked what my grade book looks like we do like formative summative if you if you're familiar. So most of our grade book it's like it's kind of like 75% tests quote unquote like important stuff. So that would be and then 25% practice is what it looks like and so all the daily stuff is goes into that little category right and it's usually completion like did you do session one did you do session to do session three. And it builds up to a final piece and the final piece would be in the big category, and then I usually balance the final piece with a test. So like you wrote you we worked on a narrative piece together, but you also have to write a new narrative in one sitting. It's the same rubric. And so can you transfer the skills to a new piece and then those kind of balance each other out and those were the big category and then the little categories just are you here every day are you keeping up are you working on stuff. I don't actually. Okay, thanks. I was like I don't actually get into that question looks like the recording will be posted on the website and then also send to you all soon. I'm going to turn it back over to not sure who's closing. Thanks again for spending some time in community here today it's really fun to be with you all and for having me, and for being such a captive audience and you might want to just take a look at the breakout room document just see kind of what the other takeaways were like being encouraged by what the other groups kind of shared so. Thank you so much Adrian, and I am posting here on the chat right now the link to our website and specifically the page where we have video recordings and materials from previous webinars and workshops. And that's where we will post this one when it's ready but also Sarah just said we're going to send it out by email. Well, I want to thank Adrian again for sharing all her strategies and useful tips for teaching writing. Thank you so much for preparing this for us and sharing with everyone. And also thank you everyone for coming today and joining us I know it's after work and people are tired, but it says a lot that you're here. I know we really care about our students and that's why we why we do what we do right. Entonces muchas gracias a todos por venir y sólo uno algunos anuncios antes de irnos primero les queremos pedir que por favor, completen un survey que voy a poner aquí en el chat. Here's the link to the survey. And it would be real Sarah just posted it as well it'd be really helpful. Oh, and I think I didn't send this to everyone. So I'm here I'm sending it again. It'd be really helpful for us if you fill out the survey and let us know what you thought of today and how we can improve. And also, it's always great to hear about what other topics are you would be interested in. En que más otros anuncios que tenía para hoy es que bueno intentamos hacer uno o dos de estos hangouts webinars cada semestre. Así que en el en la primavera esperamos tener mínimo uno pero tal vez dos de estos hangouts. So please make sure to look out for announcements and advertising for at least one or maybe two more hangouts. Y la noticia que nos dio Flavia al principio también es que escogimos una fecha para nuestro workshop del verano cada verano tenemos un workshop de dos días completos de información útil para instructores de Spanish as a heritage language y entonces normalmente lo hacemos aquí en Austin, Texas en persona los últimos dos años ha sido virtual en línea por razones obvias. Pero esperamos que este próximo junio 23 y 24 de junio estaremos en persona de nuevo en Austin. Si algo cambia claro les estaremos diciendo pero nos da muchísima ilusión recibirlos a todos de nuevo aquí en Austin. Creo que eso son todos mis anuncios. Flavia no se si querías agregar otra cosa. No I think that we cover everything for this session and thank you Adriana again it was a fantastic presentation. I thought we needed more time for discussion. I mean my group was really really into it but I mean thank you for all the ideas and we will keep keep talking about it. Thanks. Thank you everyone. Thank you for coming. Have a good evening.