Welcome to Read – Write – Connect, Inc.

the Internet home of Leah Mermelstein.

Best Writing consultant 002 copyLeah is an internationally recognized literacy consultant who specializes in K-5 Reading and Writing Workshop. She is the President and CEO of Read-Write-Connect, INC. She is also the author of Reading/​​Writing Connections in the K-2 Classroom, (Allyn & Bacon), Don’t Forget to Share (Heinemann) and the co-author of Launching the Writing Workshop (with Lucy Calkins) (Heinemann).

Selected Works


Quality Writing Instruction
This brand new DVD will assist teachers with high quality writing instruction.


Don’t Forget to Share: The Crucial Last Step in the Writing Workshop
This brand new book will show you how to make your share sessions more instructional.


Reading/Writing Connections in the K-2 Classroom: Find the Clarity and Then Blur the Lines
This book demonstrates how through careful, explicit assessing, planning, and teaching every student can understand and use the reading/writing connection to become stronger readers and writers at the same time.

Units of Study for Primary Writing: A Yearlong Curriculum: Launching the Writing Workshop
This book shows teachers how to launch a joyful and rigorous Writing Workshop in their classrooms.


E-mail the author

Authors Guild

Leah Mermelstein
536 Grand Street, Ste. 501,
Hoboken, NJ 07030
(917) 503-1947


1Leah best writing consultant 1.4 copy

Blog Posts are Below:


Teaching Honesty in the Writing Workshop

Chances are if you’re reading this blog, Writing Workshop happens in your classroom or in your school.  You probably know and follow the structure of Writing Workshop (mini-lesson, work time, share) and strive to ensure that your teaching during Writing Workshop  is focused and clear each day.  You probably teach different qualities of writing in your classroom and then assess your students to see if they use these qualities while writing.


While it’s important to follow the structure of Writing Workshop and to teach qualities of writing within that structure, it’s also important to not become robotic and know when you need to take a detour from your typical Writing Workshop. Sometimes it’s not the structure of Writing Workshop or one particular quality of writing that a student needs in order to reach their writing potential.


I was reminded of this when I was visiting Paige Elementary School in Schenectady, New York. I was working with a wonderful team of third grade teachers. Together we were looking at the students’ poems before we went into the classroom to teach Writing Workshop. These children clearly had worked hard on their poems and the teacher had clearly been teaching them how to write well.  Their poems were filled with similes, metaphors description language and repeating lines. You name it. They had it, but something still wasn’t right. The only word that kept circling in my mind was that the poems weren’t honest.  They were so busy trying to make their writing sound good that they weren’t writing what was honestly in their hearts and minds.


It reminded me of a day a few years back when I was conferring with a 5th grade girl in Edison, New Jersey. She had written a personal story about a time when she went to an amusement park and wasn’t sure if she was going to be allowed on the ride because of her small size. Alas, when they measured her she was tall enough and they allowed her to go on the ride. In her story she wrote well about her excitement to go on this ride and indeed her story was filled with the qualities of a good narrative but something still didn’t feel right.  In my conference I asked her if excitement was the only emotion she had that day. She paused and then said that although she was in fact excited, she was also nervous because she had just made the size requirement for the ride and was worried that she would get hurt on the ride. It’s harder she admitted to try and show both of those feelings in her story. After she said that we had a conversation about writing honestly even when it’s hard. I challenged her to try and write that story describing the mixed emotions that she felt that day.  The end result was a much higher quality piece of writing.


These kids in Schenectady were having the same issues that this 5th grade girl had. These third grade students in Schenectady were in fact using what they had learned about qualities of writing to write poems but they weren’t writing honestly so their poems sounded a bit like someone trying too hard.  I knew I wanted to talk to the students about honesty in their writing, but teaching kids to be honest in their writing didn’t fit neatly into the structure of a focused minilesson. I knew that in order to teach them this we needed to have an honest, heartfelt conversation.


So I gathered these 3rd grade kids together. We talked about what the word honesty meant and I read them a few poems that I thought were really honest and the kids agreed. I talked to the kids about the importance of trying to write honestly and not worrying as much as about how many qualities of writing they had used.  I looked at their faces and wondered if they were taking this in. I then sent them off to write.


What they came back with was simply amazing!  One little girl wrote a poem about going to Central Park when she was three.  She remembered how at that early age she thought the clouds were people and she talked to the clouds inside her head.  Another little girl wrote about the sadness she felt when she set her pet turtle free in a river.  Originally, she had thought she no longer wanted a pet turtle, but the moment she saw her turtle swimming away she regretted her decision.



The kids gathered back together at the end for a share. There were a lot of quiet moments of awe as kids read their poems aloud. I didn’t try and teach too much into them. I just kept saying to them, “Wow, what an honest poem!”




The teachers and I met again at the end of the day and we marveled at the students’ writing and what an improvement it was from their previous poems. We also noted the slightly unconventional nature of Writing Workshop that day. My minilesson was longer than usual and my share didn’t have a tangible teaching point but I know they learned!  Honesty in writing, we decided, was hard to teach within the official structure of Writing Workshop. I had to let go and trust that the students would learn about honesty by hearing beautifully written poems and engaging in a heartfelt conversation.

Do I think it’s important to have a structured Writing Workshop? Of course I do and on most days my teaching fits into that structure. Should we teach students the qualities of writing? Of course and I am often teaching these qualities in my minilessons and conferences.  We must be careful though that we don’t get so caught up in what Writing Workshop is supposed to look and sound like that we don’t look at student writing and talk honestly about wise ways to address their strengths and needs.  Sometimes these ways will fit in with how you normally teach, but sometimes they won’t. Be brave and unconventional and I’m sure you’ll be blown away by what your students produce.

Copyright, 2011

9 Responses to Teaching Honesty in the Writing Workshop
  1. Janet
    April 25, 2011 | 11:38 pm

    Leah—What a thoughtful, beautiful piece. It encourages reflection as an educator and writer. The best things we read and write convey TRUE emotions, thoughts, insights. We need to inspire our students to trust their honest selves. Thank you!

    • Leah Mermelstein
      April 25, 2011 | 11:43 pm

      Thanks, Janet for responding. It is so true. We can teach every quality of writing until we’re blue in the face, but if students are not writing from their hearts they will not produce strong pieces of writing.

      • Janet
        April 26, 2011 | 12:03 am

        The turtle story was so poignant and just your retelling of it touched me!

  2. Sheila Meade
    April 26, 2011 | 12:39 am

    I love the concept of “honesty”! It’s just so real. When we tell kids to write about what’s important to them we really mean, write honestly about what’s important. How often, when we write ourselves, do we strive more for “elegance and sophistication” rather than “honesty?” Helping kids understand that in the end, when we write what we really feel… simply and honestly, our pieces are so much stronger than when we try for something “pretty or perfect”…. Thanks, Leah. I know that I learned an important lesson myself from those 3rd graders at Paige Elementary.

    • Leah Mermelstein
      April 26, 2011 | 12:44 am

      Hi Sheila! Thanks for responding. Wasn’t it amazing how all of us adults learned from the kids that day? It was a joy to be in your district and the work that you all have done is simply spectacular. I hope we get to work together again.

      • Amy Ludwig VanDerwater
        April 26, 2011 | 2:43 am

        I really appreciate this post, Leah. It rings true for me as a writer too. Sometimes we can get all caught up in the trappings of things, and the soul gets lost. Thank you for the reminder. A.

        • Leah Mermelstein
          April 26, 2011 | 9:23 am

          Thanks, Amy! It was a good reminder for me as well when it happened. ;)

  3. Sharon Davison
    May 9, 2011 | 7:38 pm


    This is really wonderful! I am having a celebration of learning tomorrow and will post on blog later w/kids. I started using kidblog this year! Yes! Every Kindergarten child has their own individual blog. Amazing writing, podcasting and pictures! Another great reading/writing connection while also boosting relationships too!

    Still working hard on my share session! Loved reading about what you posted!

    • Leah Mermelstein
      May 9, 2011 | 10:41 pm

      Thanks, Sharon! I’m glad that you liked it. I didn’t realize that EVERY kid has his/her own individual blog. That’s amazing. I’m going to have to check that out. :) It’s so great to be in touch this way.

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