ASSIGNMENT TWO: WRITTEN REFLECTION–Section One- The Essential Writing Life Chapters 1-3
Reflect on the following comments written below from Chapters 1-3 and any additional thoughts that you have after reading these chapters.
Chapter 1: Simplify the Teaching of Writing
• Simplify our teaching
• Becoming more knowledgeable about teaching writing
• Examine your beliefs
Regie gets to the heart of her book Writing Essentials with this quote on the final page of Chapter One: “By reducing the clutter in our teaching lives-the overplanning, the unnecessary activities, the paper load, all the ‘stuff’ that takes our time and energy and does little to improve teaching and learning-we bring joy back into our work and the world of our students.” Many of us work very hard and spend many hours complicating our teaching lives. In this book Regie will help you simplify your teaching life for your benefit and that of your students.
One of the frustrations that teachers encounter regularly is the ever changing “latest and best” writing programs that districts or states force on them and their students. With this revolving cycle of programs, teachers are spending too much time learning how to use the program rather than becoming better writing teachers. Regie explains that in the districts where students are the best writers, they are writing for real purposes and audiences and publishing their writing; teachers are not using prescribed writing programs.
Look at Appendix A (page A-2.) Examine your beliefs about writing by reading the statements about the writing process and marking true or false in your book. (Go ahead and write in your book, it’s OK! You can even use a pencil and mark very lightly if you want to.) We found this activity very enlightening. Let us know what you think after you complete the activity.
In your reflection for Section One, please include your thoughts about the following questions or statements:
• Regie demonstrates how to use the Optimal Learning Model (shown on the front cover and page 11) throughout the book. Consider how the Optimal Learning Model fits into your own instruction.
• As you think about how to teach writing so that all students can become successful, effective and joyful writers, reflect on how you presently teach the “12 Writing Essentials” (as described on pages 13-14 in the text) during your daily writing instruction. As we continue to read through Regie’s book, hopefully you will begin to see how you might make changes in your instruction to better incorporate these “12 Writing Essentials.”
Chapter 2: Start With Celebration
• Make sure writing is meaningful not just correct
• Use stories as springboards and ensure that ALL students hear stories
• Write in front of your students and connect home and school
The title of Chapter Two simply states, “Start with Celebration,” and that’s exactly what we need to do for our students. The celebration of all students’ writing needs to be put into the forefront and be made our first teaching goal. Celebrations should happen school-wide, within our classrooms and with students individually. As children begin to see themselves as successful writers, they will take more risks in their writing and in turn will become better writers who enjoy the writing process.
Another key point that Regie highlights in this chapter is to “make sure writing is meaningful, not just correct!” Students need to understand that writing is “enjoyable and for a real purpose and audience.” She also reminds us “that teaching skills in isolation does not make student writers; neither does teaching to the test. And breaking writing into bits and pieces robs children of the joy of writing.”
Regie suggests using stories as a springboard for teaching and learning. Hearing and telling stories builds our students’ oral language skills and these stories are “an entryway into reading and writing.” Only when students are reading and writing real stories can they connect the “skills” based learning to their reading and writing!
Please include your thoughts about the following questions or statements in your written reflection of Section One:
• Regie explains how important celebrating student writing is. How do you celebrate student writing in your classroom? How might you add more celebration of student writing to your day/year?
• Consider what changes you could make in your writing instruction to make writing more meaningful and purposeful for your students.
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Assignment #2 Chapter 1-3
ReplyDeleteChapter 1
I feel much more confident that I am incorporating the Optimal Learning Model in my teaching of reading than I do writing. I do not have the children writing consistently for enjoyment or for teaching strategies at this point in the year outside of their Optimize reading/writing time. That is not to say that we don’t do writing, it just looks different in kindergarten at times and I need to prioritize it at a higher level (journal-writing). Right now our writing looks like: writing sounds the letters make, attempting to segment words into sounds, writing high-frequency words and color words, copying words that we’ve written together (such as in a class note or another assignment), illustrating passages we’ve read together, some journal writing, etc. I do have a higher level group who is writing more consistently in their journals but I haven’t consistently conferenced in this area as Regie suggests. I’ve provided scaffolding and encouragement for the whole class, but not too much pressure. I think in past years of teaching I modeled journal entries more and this is a great reminder to do so (I model so much in class and definitely consider the Optimal Learning Model in SO much of my teaching, but journal writing is lacking.) We have brainstormed possible ideas for entries (a writing essential).
I have integrated some class books (books that children write by contributing a page each) and mini-books (books that children write based on literature we’ve read or topics we’re studying) to bring purpose to their writing. We do like to celebrate students’ writing by having them read their selections, posting it in the room or in the hallway, etc. We’ve also written get well notes, holiday cards, and thank you notes (specific purpose, a writing essential) which the children are excited about. I would say that most of this type of writing is more structured, but I give the children (high and low level the option to write what they want if they want to try).
It is the time of year where will be doing more independent work, more reading strategies, and more word work, sentence-building and literacy whole group. Earlier this year we had a guest teacher Mrs. Hines (my Cooperating Teacher from my MAT program who is now a district-wide reading support teacher) come in to do a writing baseline and some lessons associated with the science unit of that time. Some kids were slightly worried at that time that they couldn’t write but once they were assured of their abilities and our expectations, they weren’t as hesitant. I want them to “see writing as doable” (p. 7). Much of the creative writing that encompasses the 12 writing essentials is not something we’ve explored as much, especially since much of that writing would need to be dictated.
Assignment #2 Chapter 1-3
ReplyDeleteChapter 2
I love Regie’s Reader’s Theater reminder (p. 23). I completely agree that oral language increases fluency, ideas, and illuminates the necessities of story-writing. I see our ELL use media to help those learning with their oral language development. They record little songs and plays. I could do that more in class too! I want to continue to expose my children to rich literature (p. 24), but also model writing at the level I expect of them. I definitely like to include personalization in our classroom (showing them the books I read, classes I take, including my husband in examples, etc. and also inviting them to do the same—although it is hard to do in a classroom with so little time). I don’t want them overwhelmed with writing rules so I encourage parents to see invented spelling (phonetic spelling) as valuable and something that can be more accurately done at a later time (depending on what level they’re at currently). I share the fact that English has many tricky sounds and I praise them for what they do. I do share the necessities (finger spaces, punctuation, etc.) meaningfully, but it doesn’t always automatically carry over into their writing nor do I expect it every time.
Many of my students do write at home. When they bring it in to share I like to read it with kids (especially if it relates to something we’ve done in class), then ask the student if we can put it on our bookshelf for a few days (letting kids promise to carefully take care of it). Even if it is just a great example of coloring I use that as part of my expectations.
Chapter 3
ReplyDeleteI was reminded of my feelings of writing in this chapter. I don’t believe I was taught writing mechanics and parts of a sentence in school (or maybe I was and I was consumed with family life at that time—my parents divorced when I was young and I remember little of my teachers, etc.!). I also wonder if there were gaps between grades and certain elements in my education were skipped (I realize as a teacher now how very important it is for consistency, communication, and continuity in an elementary building—however, not at the expense of creativity of a teacher). Anyway, I say that to mean that I believe I learned how to write by reading; I learned what sounded correct. I believed that I liked to write during certain times of my life more than others. In school I ALWAYS remember feeling pressured and BLANK when we had free writes. I did not like to read aloud (even though I was a good reader) let alone read something I wrote. I could never figure out how to read aloud and think about the content at the same time—I am too reflective and therefore have to take time in reading. Plus reading aloud meant that I focused on pronouncing the words and fluctuation my voice, etc. so that I sounded okay to others. I want to remember this in my teaching: I want to give children more flexibility, options, and less pressure (although a certain amount of pressure is needed at times).
A few things I will take away from this chapter are: 1) I want to have more conversations about writing and reading 2) I want to focus on content (although independent writing at this stage often means kids don’t write as much—maybe they write more words they THINK they can spell and get their thoughts down without elaborating) 3) I would like to get Debbie Millers idea (from Reading With Meaning) in place which includes a “I recommend” and “why” chart so students can reflect on books and encourage others to try them (putting more worth and purpose in reading) 4) show them what I am reading (not just tell) as I did when I took the Reading Essentials class.
I don’t know what it’s like to teach to a state test as Julie talked about, but I do know that there could be more “meat” to our writing ☺
Julie Payton said...
ReplyDelete(I just moved it to the correct assignment - Jackie)
Written Reflection-Section 1 (chapters 1-3):
The Optimal Learning Model that Regie teaches in her book is similar to what I have been trying to do. However, I do notice that I move through the stages too quickly. I start out by modeling, but am shifting the focus onto students before they are truly ready. What I have been missing is the middle section “with learners.” That is what I need to focus on. Makes sense, just haven’t been doing it!
I am happy to say that the 12 Writing Essentials are mostly implemented in my classroom. However, the number one essential on Regie’s list, is severely lacking in my instruction. The audience and purpose are not always clear. I am the audience too often, and the purpose is MUCH too focused on passing the Oregon State Writing Assessment. They need to have a better purpose for writing. Until I have that in place, the other items will not come together.
Here are a few ways that I celebrate student writing in my classroom. At the conclusion of a project/essay, we form small groups around the classroom. I give an opportunity for all students who want to share their stories a chance to do so. We also type up our stories in the computer lab, and illustrate them. Once they are finished, the “books” are put on our classroom bulletin board. During other parts of the day, students can read these stories from their peers. Once a year, each student publishes their own hard bound book too! There is a company that we have located at our school that publishes a book free of charge for every student in a participating classroom. (Of course, they hope we buy more copies!) Finally, our principal will read stories/poems/essays at our school-wide assemblies. I am open to learning new ways to celebrate writing, but at the moment, I’m not sure what it would be.
I have been thinking a lot this past week about how I can make writing more meaningful and purposeful for my students. The most obvious thing I can do is stop teaching to the test so much. I need to let the students pick their topics more often as well as the type/form of writing they want to do. I would like to find a classroom in another state that could be pen-pals with my students. That would provide them with a real purpose for letter writing. One more thing I can do is have more discussion with the read aloud books. We can talk about what makes these book good writing examples.
Here’s my final reflection for the week. I have already begun to make some changes to my writing block of time. The students are currently working on a narrative, but they had complete control over the topic! They were also allowed to pre-write with pictures, lists, or whatever they thought would be most helpful. And, the transformation this week is tangible. They are excited to write and have stopped asking me how long their story needs to be. I am very excited to see how they do.
Hi Julie and Lauren…thanks for sharing your thinking! Lauren, I think it’s completely appropriate that you spend a good amount of your writing time using both interactive and shared writing experiences in Kindergarten (as well as the more structured writing you discussed). As you stated, it is so important that the kids see writing as “doable”, and these instructional strategies provide a wonderful scaffold. It is also developmentally appropriate if kids are just “writing” with pictures, possibly using labels, or even squiggles until they are ready to make the transfer to writing letters in words and sentences. Julie – It is so hard to feel that it’s OK to slow down and take the time to teach using all phases of the OLM…all teachers constantly feel the stress and pressure of the curriculum…especially with the high stakes testing…and always feel they need to just move forward rather than be able to listen to what their kids’ needs are. COULD YOU PLEASE GIVE ME THE INFORMATION TO CONTACT THE COMPANY THAT PUBLISHES YOUR STUDETN PIECES??? I think Pen Pals provide a true audience for letter writing! Does your district provide any sort of units of study? For example, persuasive writing, personal narrative?...
ReplyDeleteRegie Routman’s 12 Essentials for writing really strikes a chord in my beliefs about teaching writing. I believe that writing can not be separated form the whole of language arts. The connection between reading, writing and speaking must be taught otherwise the student suffers. I believe it is my job as an educator to “drill into” my students the undeniable fact that each of them arrive in this world writers and that they all have important unique stories, thoughts and beliefs to share through their writing.
ReplyDeleteSadly, I admit that the pressure of tests has really changed the way I have approached teaching writing this year and I think my students have suffered from it. Last year only 50% of my fourth graders passed their writing test and I really took it to heart. Of course my principal sitting down with me and pointing out the high number of IEP’s and ELL students didn’t sink in. I really felt like I failed as a writing teacher. This year I was determined to improve my student’s scores especially in conventions. But this determined effort has taken the heart out of my writing instruction and left my writer’s with convention skills but without the freedom or experience to put soul into their writing. It’s time to set worries and anxiety over test scores to the back burner and focus on teaching authentic writing that matters to the students.
In chapter two, “Start with Celebration,” felt like opening the window to a stuffy room. It is time to return to my core beliefs about writing instruction – writing is joyful, words are fascinating, and each child is a writer with or without perfect paragraph form. On page 31 there is a section about a fourth grader named Marquita and sadly I feel like I could be her teacher this year. I feel that this year, in response to last year’s scores I have spent less time in one to one writing conferences with my kids and more time scoring their papers with out adequate discussions about the heart of their papers. It is time to make some serious changes. I feel like I can give myself permission to go back to the way I KNOW teaching writing should be.
Virginia – thanks for your response! Isn’t it sad how the pressure of high stakes testing drives our instruction. I’m not sure about Oregon’s test, but CT’s writing assessment is divided into two sections: a prompt (40% of writing score) and editing and revision (60% of writing score). Our students manage the prompt portion but bomb out on the edit and revision portion. We’ve found that after giving them a solid writing instruction and practice on how to take the edit and revise portion which is multiple choice, they’ve increased in score. Is the Oregon writing assessment purely prompt writing? Just curious as to where their deficit really is….???
ReplyDeleteOur writing test in Oregon was orginally designed for 5th grade. A few years ago the state felt 5th grade was being overwhelmed with tests, so they moved the 5th grade writing test to fourth grade- without changing the requirements for passing the test. As a result classroom teachers often see 50% passing as a positive.
ReplyDeleteStudents are given a prompt for a narritive piece, and imaginiative (narrative) piece, or an expository piece of writing. They select the prompt and write in the mode that fits their prompt. The papers need to be between one and two pages long. Students go throught he entire writing process but then write the final copy into a state worksheet-folder. It is a shame that the expectations were not leveled to a fourth grade level.
It's a lot of pressure for teachers and students. It's hard to prepare students without scaring them. It is interesting to read the suggestions the state gives to help prepare students from day one of school to take the ....writing test. I honestly do not feel that average fourth graders are mature enough to select a idea that can carry them through a two page paper.
I feel that I am fighting constantly what I feel is appropriate, fun, and creative writing instruction with the state requirements and state scoring guide.
Chapters 1,2 and 3
ReplyDeleteRegie Routman’s description of the writing experience at many schools was all too familiar to me. I especially chuckled at the acknowledgement of rotating writing programs. While my teaching career is new enough that I have not experienced this personally, it has been a very common gripe among my more veteran colleagues. It seems that the search for a quick fix to low writing scores seems to be this march of writing programs. And this laborious grind to improve writing is not fun.
I enjoy teaching writing, but I can empathize with many of the examples in this book. I like to teach writing because I enjoy seeing the end product and the gains and improvements that students make. Unfortunately, I do also recognize that, at least in my experience, these gains come from what feels like a slog through a formulaic swamp rather than the joyous act of teaching. As teachers we have probably all noticed that when teaching (and student-learning) is at its best, it feels fun, relaxed, and cooperative. I’m not saying that this never occurs when I teach writing, but it regularly feels more tense and frantic than artful. With that said, when I look back at the more efficient and effective writing lessons I’ve taught, I do see elements of the optimal learning model. As a novice teacher of writing I made the mistake of not providing enough modeling for students. I foolishly thought that by modeling a piece of writing I might inadvertently encourage them to copy me and wedge them into a narrow framework. Over time, though, I have learned that the opposite is true. When writing is not modeled for students, it seems overwhelming and the expectations are like a secret code that a student either knows or does not know, and the only way for them to decode it is to ask the questions they know. “How many paragraphs does it have to be?” “Is this enough sentences?” But when students do have the opportunity to see the process modeled, they don’t get pigeon-holed into copying me, instead they generally gain confidence and eagerness to try out their own ideas and style. I remember one recent lesson I taught where I initially tried to get my students to complete a piece of writing just from a prompt. The early results mostly consisted of confusion and aversion. But after modeling my process, most students quickly put pencil to paper and cranked out some lengthy and creative work that they were eager to share with other students.
This brings us to the 12 Writing Essentials. Like the optimal learning model, I do already see these essentials in my teaching and instruction. However, I’d like to increase the frequency with which I apply these essentials. I’m particularly curious about how Routman advises reading with a writer’s purpose. I also look forward to guidance on how to help students choose their own topic without overly limiting or overwhelming them.
I agree with Regie Routman in chapter 2 that it “takes little to turn a student into a writer” (page 21) as all students have many ideas and individualities that they are eager to share. The problem is that even when we have released the writer in a student, that student may not know realize the change because of our over concern with correctness and our lack of celebration. In my classroom I try to celebrate my students’ writing by offering forums for it to be shared and positively reflected on. Throughout a writing assignment I offer students the opportunity to share their writing in front of the class to show a part that they like or a skill that we’ve been working on. Most students are eager to have their piece of writing displayed and talked about to the class, even though it takes quite a bit of courage. With that said, I would like to diversify the manner in which our writing is celebrated. I would like to do more “publishing” of student writing, even if it is just being published for other students or teachers in the building. I think my students would greatly enjoy knowing that their piece of writing will be seen by one of their favorite teachers or best friends, or shown off to a 6th grader. I’m one of those teachers that “carts-it” around, and I don’t have my own classroom, but I’m sure some of my hosts would allow me some wall space for student examples. Students do keep (or rather I should say that I keep) portfolios of their writing, but I could do a better job of celebrating their contents. And lastly, there should be times when student writing is able to be seen outside of school. Footnote: I remember when an 8th grade teacher of mine, who was one of the most rigorous and best teachers I’ve had, had us write letters to public figures. A couple of days after I sent my letter, my mom handed me the phone because the state representative I had written to was on the other end. Through this experience I learned that writing has purpose and importance. (That councilman is now the Oregon Senate President Peter Courtney. I just had to throw that in there).
ReplyDeleteAnother key part of releasing the writer in our students is, as Routman focuses on in this chapter, to focus on content more than correctness. With this in mind, I thought of a number of shortfalls in my approach to teaching writing. For one, when I provide student feedback, most of the verbal feedback I give to students when I am conferencing with them one-on-one does focus on their writing content and ideas. However, most of the written marks and statements I make on their writing focus on “correctness”. Second, I honestly don’t provide my students with enough opportunities for journaling and free-writing, or even enough student choice of their topics. There are a number of reasons for this, and I know some of this will be discussed in later chapters. But Routman is correct to point out that these are the chances to develop a love of writing, rather than a dislike.
Derek
Assignment 2 chapters 1-3
ReplyDeleteIn regards to the belief statements (pg A-2) I found it interesting that I answered “false” more than I did “true” to many of the statements. Yet I have to honestly say I probably do not implement those beliefs in my daily teaching! I often find myself so caught up in “programs” that I forget to take a step back and teach in terms which make most sense for students.
We use The Daily 5 method for teaching reading at the primary grades. I love the lay out of the program – several rotations of “mini lessons” with each one followed by student engagement sessions. I am always excited to plan and teach reading. This is not the case with writing
Writing is an area in which I struggle, specifically getting kids excited about the process. We are using the 6+1 Writing Traits book as a guide this year. There are some lesson plan ideas for each trait, some are better than others. But it is not always easy to motivate my students. I was please to see that I am implementing most of the 12 Writing Essentials (pg 13) in my classroom. However, I do not feel that I am providing the tools at the depth my students need to become great writers. I try to make my writing block look like the OLM but I am not quite there; some days are better than others. It is my professional goal this year to improve my writing instruction. I am excited to see how Regie is going to help me get there!
One area I know for certain needs improvement is celebrating writing orally. I am in complete agreement on how important it is for students to share what they have written with their classmates. I am good at displaying writing, but not so good at scheduling time to “present” writing. There just never seems to be enough time, and when I do block it out the time seems to get absorbed by the proceeding lesson. My question is this: How do you handle the sharing process for those students who a) put very little effort into their stories, b) struggle with reading their own writing, or c) their stories make no sense at all? Last week I tried sharing in groups. That seemed to work well and I was able to move around to observe. Would it be appropriate to then pick the “top” stories (or the best examples) to share whole class? I always feel bad for the students who never seem to be picked, but I suppose this would encourage them to put forth that extra effort.
Modeling writing is easier then it seems. Chapter 3: Tell Student Why You Write (pgs 42-43) simplifies this step into everyday occurrences. How much easier can it be to model the ways I write in my daily life: letters, emails, papers, notes, lists, jottings, journals, meeting agenda/notes, reflection notebooks … are just a few samples of how I put my thoughts into words everyday! My students do not see this because I myself do not see this as an essential part of the writing process, but of course it is. Every time I write on my Smartboard I model writing without realizing it.
Chapter 3 reminded me of how I use to model writing with my 2nd graders. It motivated me use this style with my 3rd graders as well.
Regardless of the grade level you are teaching, students need motivation (and so do teachers). I am excited to apply these strategies in my instruction.
Thanks for your comments Derek and Clara. Derek – as Virginia was acknowledging, unfortunately, so much of the stress and tension we get as teachers is due to high stakes testing…and in the end, the worst part is the enjoyment that gets sucked out of the curriculum for the students. It’s refreshing to hear from a middle school teacher who values the importance of modeling….also, I completely agree with how important it is that students see the purpose and relevance of writing outside of school! How lucky for you to have gotten that phone call to validate your work! Clara – I also LOVE the Daily 5…but especially their CAFÉ! As far as your concerns with sharing, I would not have someone waste our time with a share that I feel they really did not put forth the effort. I would encourage more effort during a conference with the reward of being able to share (maybe even elsewhere in building if it mattered more???). As far a both struggling with reading their own writing and stories that don’t make sense…one of the best ways to address this is to discuss what small part of the writing to “share” during the share during a conference with the child. This can help focus the share as well as clarify the writing. I also usually try to have the share reflect what was taught in the minilesson.
ReplyDeleteJackie & Mary ... Thank you for the insite on sharing; for giving me "permission" to be selective without feeling guilty!!
ReplyDeleteI first would like to say that a world with less clutter and stress is a world I would love to live in! I often feel, in my first year of teaching, that I am in over planning mode. There are so many great and engaging lessons that I would love to incorporate into my curriculum, that I become overwhelmed and need to remember that "less is sometimes more". Focusing on the basics, and making learning fun and enjoyable should also be in the recipe.
ReplyDeleteAs far as the optimal learning I believe I truly try to model writing and show students how it is done. I also have student contribute to a class writing project, share ideas, and develop finished whole class writing projects. I do then have students try it on their own, but have focused less on their content than on their form (grammar, punctuation, etc). I do believe celebrating group and individual success is key. I also have not done much individual conferencing and students conferencing with each other - a definite mistake in helping students help each other and celebrate their hard work.
The 12 writing essentials were eye opening to me. It makes such perfect sense to have students write for a specific reader or purpose. The activities that I have been doing on introductions and pre-writing have been good demonstration pieces for the students, but have had little meaning to them (I now realize). I think as far as the 12 essentials go, I am helping them to determine a topic (appropriate or not) and then moving right to conventions and form - skipping all the craft, language, endings, idea elaboration, and clear, flowing presentation of ideas! What an eye opener that was - this class has already payed off!
I currently celebrate students writing by showcasing their work on the bulletin board in the hallway and in our writing area of our classroom. I have also created student made books that we make and share with other classes. We have written a book on idioms, poetry, on sentences that grow, and on vocabulary. The students decorate these books, and love to look at them and share their work with others. I also celebrate individual writing projects with the students - and congratulate them on their writing success. I might celebrate even more with having students create writing portfolios and materials that are more meaningful to them - not just assignments to do for a grade or as whole class projects. I admit that I do mark student's work for editing which could be discouraging to them. I need to spend the time to focus better on the content, what they are really trying to say, instead of the misspelled words, forgotten punctuation, and grammar mistakes. I will also work to expand journal writing and writing projects to topics that allow students to choose what is meaningful to them to write about - including letting them journal by expanding on a topic that they enjoy.
Well, i just spent two hours writing, and I previewed it before I posted it, then I hit ""post comment", and it disappeared. The yellow "your comment was published" box shows, but my entry does not. So, here I go again!
ReplyDeleteThis may be a shorter version, but that would be in keeping with Regie's less-clutter approach anyway.
Assignment #2
When I first started teaching, I worked for a principal who emphasized heavy drill and practice on grammar, and regular, very structured paragraphs on teacher-directed topics. I bought into this approach for awhile, mainly because this is how I was educated throughout my elementary and high school years in private schools. I was often complimented my freshman year in college for my writing ability, and honestly, I was quite shocked by what other students didn't know abot grammar and writing.
But after a few years of being bored and uninspired by students' writing and my lessons, I began to listen to my instincts. As i met more teachers, read more books, and took more classes, I began to simplify. I quit using the English book for writing, added writing workshop, and began integrating lots of writing into social studies.
I can't totally shake my past, however. I agree with Regie that students' work shoukld reflect concern for the reader and our language. Published pieces should be free of distracting errors in spelling, grammar. and form. I encourage students to type final versions of work. Sometimes, the only way to get students using things like apostrophes correctly is with a little drill and practice. It doesn't improve their writing, but it does improve their use of apostrophes.
I love the title of chapter two. I try to celebrate writing. We share our favorite parts, we make class books, we hang everything everywhere! Our science teacher just showed me an online site called blabberize where students can choose an image of a person or animal, record a story, and the person or animal will tell the story back to them , moving mouth and all! The students just used this with fables that they wrote. They loved it! Time constraints keep me from celebrating as much as I should. This should be a priority.
I don't love the Optimal Learning Model. For some reason, charts like that are difficult for me to grasp. What I do like are the lists of verbs that will help remind me how to best guide my students and affirm their successes.
I agree with every one of the twelve writng essentials. My favorite is "Embrace language" and I am glad for the reminder to "fool with words". I plan to photocopy this page, enlarge it, and stick it in my planbook.
As I looked at the statements in the Appendix, I decided to find the three I agree with most and the three I disagree with most. I agree that having kids talk about what they are going to write about improves writing. I agree that students who read more are better writers. I believe that for students to take writing seriously, they need to write every day. I disagree that if students write every day, their writing will automatically improve. I disagree that young children cannot edit their own work, and I don't think that revising and editing are the same thing.
The first statement that I agree with is one that I have not always practiced. i am trying to do more of it. Regie says she always tells the story first before she writes it. I know that this helps, especially with non-fiction writing, where i have often struggled with how to help students (sixth and eighth graders) explain themselves more clearly. I just added this step to our current writing project about the ancient Greeks. In this same section, Regie reminds us to ""use the details that fascinate". This is another way to make sure even non-fiction remains something to celebrate.
I am sure that I left out some really great ideas that were in my first draft. Let's hope this one works.
What a connection I have with "Terry", I too long for change in my style of teaching writing. I feel this pressure to help prepare my 3rd graders to be successful on the writing test and focus on prompt writing. I use practice sheets and spend forever on long writing projects. This is not what I had in mind as a writing teacher, but I can never get out of that routine. I love The one school's shared beliefs on writing (pp.9). These are all of the things I aspire to do and how to teach, but seem to fall victim to test preparation. I much prefer a list like this or the 12 Writing Essentials as apposed to the Optimal Learning Model. The optimal model makes sense and I use in reading, but I too do better with verbs and lists.
ReplyDeleteI try to celebrate writing and allow students to fell good about themselves as writers always. We have a time where students can share the piece during authors chair and final copies are displayed in the room and hallway. However, I find Regie's ideas much more meaningful. I love the questions she asks and how they encourage students to take chances. How I was celebrating writing made it seem like you could only get praise if you were finished with a journal entry.
The questions that Regie uses (pp.19) can put implemented immediately, I love it!
I am really hoping that I will learn how teach my students to just write. Anytime I allow them free journaling they all get this blank stare. I need to give more stories and examples of free writing and celebrate their ideas not conventions.
So, I so dreaded chapter 3. I am not a good speller and my class knows it too. I associated writing and spelling together. I would write sentences using words I could spell. At staff meetings I hated those silent write activities. I journal at home and when I am on vacation, but I fear my work having to be shared. I guess I see how my kids feel. I am looking forward to my instruction evolving after this book!
Wow! It really felt great to reread this section. It is amazing to me how helpful it is to continue to read and reflect on how I teach writing in my classroom. As far as the Optimal Learning Model, I feel like I am very conscious of it, however I do not practice the shared writing enough. I know how important it is, yet, I still forget to give it the time and attention it deserves. I find it really hard to have enough time in the day to be able to fit it all in. I find myself often spending a great deal of time modeling, thinking aloud, and then giving my students a chance to discuss their thoughts and ideas but then I jump right into letting them go independently. I think that is why conferencing is so challenging. The majority of the class may not be ready to be independent, so for me to focus on a few students when a lot of students need “help”, is almost impossible. This is especially the case when it is one teacher per 26-30 students. I think that if I take more time upfront spending time on shared writing, then maybe, more students will be ready to write independently so that I can break away and focus on a few students at a time.
ReplyDeleteI completely agree with Regie Routman that there is not a boxed program that can do any justice to the teaching of writing. The 12 Essentials of Writing are a great guide for all grades. I think I am going to copy them and bring them up at our next staff meeting. I think we get really stuck in teaching the traits, but need to remember that we don’t need to teaching them in isolation but rather, they should be a guide as to what we are teaching throughout the year.
Celebration is what motivates kids. In the past we have celebrated writing very successfully. We have an authors’ chair that is frequently used, we have book launch parties for published work, we share often with partners, we have a school wide authors tea. However, this year I came in late and my class if very difficult. They often complain and want things done for them. I think that I have jumped back into things, and felt personally rushed to maybe make up for being away, as well as, frustrated with a lot of what is going on. Instead realizing that these kids need more celebrations to get their confidence back, we have done less celebrating because it takes so much more time to do even basic things. Therefore, we have taken the fun out of a lot of things. I know that is sad, and it is hard to admit. Just because this class is difficult, probably means that I need try even more to have them buy back into school. I am really feeling a time crunch, and I guess I don’t even know where to begin at this point in the year, but I think we need a fresh start. Next week, is the perfect time.
Assignment 2 (Chapter 1-3)
ReplyDeleteI think the Optimal Learning Model has always intuitively been in my head as a teacher of writing. I have always been a “whole-to-part-to-whole” person, but still the bureaucracy of running a classroom always gets in my way a bit.
In my days in the English classroom, I would always begin an essay or writing unit with modeling and brainstorming. I have always taken my students through drafts that included writing in the classroom, peer editing and teacher input, all this before the final draft came in. What I haven’t done much of myself is modeling writing using my own writing. I usually have several examples, one by an author and one by a student, that I take my students through to help them see what their final result should look like.
I’m a decent writer, but don’t think quickly on my feet. Yeah, I know, clearly a weakness in a teacher. I fear freezing up in front of my students if I had to write something on the spot.
As for the “12 Writing Essentials,” I intuitively use some more than others.
I recently had students write an op/ed for The Oregonian. I have been somewhat discouraged by student writing on the opinion page of our paper, The Crusader, and I wanted the students to have an authentic experience with writing opinion pieces.
Of course, we began with modeling—from the Oregonian and a Catlin Gabel student’s piece that recently appeared in The New York Times. Then the students wrote. They had unlimited choice, and obviously, they wrote about something they were passionate about. Because there was the potential for publication, they were very invested in doing a good job. However, guess what I had to go back and reteach once the rough drafts came in. Audience. It was funny, really. And kind of sad, too. Some of my students didn’t consider how they might come across to the average reader of The Oregonian.
As a teacher of journalism, I get to facilitate the celebration of student writing monthly. We spend a part of every period after the paper comes out talking about what we liked about the issue. It is really nice to hear students complimenting each other on their story ideas and writing. That being said, on a daily basis, I do way too much editing without celebrating. Yes, I mark up drafts, circling spelling and drawing arrows all over the place for organization. I don’t want my writers to become discouraged, and I know that some do.
Hillary Currier
Thanks for your comments Jennifer, Katie, Nicole, and Jenni. Jenni – I’d love to join your world with less clutter…that’s something I’m ALWAYS working on. As you move through this course, I would ask you to set one big goal…find time to confer with your writers, keeping in mind that you need to stick with one teaching point each time you meet…it takes practice, but is so valuable. Katy – I’m so sorry you lost your work; I’m not sure what happened. Just a suggestion – I type my comments in a word document before copying and pasting them into the blog. That way, I do not lose any work. Once in a while I get a comment saying it could not post (in red) and then I just hit post again and it always goes. ??? I love to hear a middle school teacher’s story of evolution into a writing workshop. Thanks for sharing the site for Blabberize…I will share it with my teachers on Monday :) Jennifer – unfortunately, I think we all fall victim to high stakes testing at times…it’s the reality of the education system we are all a part of. I hope that after working our way through Regie’s text, you find ways to adapt your instruction to fall more in line with the 12 Writing Essentials. Nicole – it is hard to find ways to make it all fit in…and I think the secret is to just rotate what doesn’t fit in so it’s not always the same part of the day getting bumped.??? I do think that taking the time to scaffold some of the learning during shared writing would lesson your frustrations during conferring time. I think it’s a great idea to share the 12 Essentials at a faculty meeting…what a great launch for discussion on building beliefs and goals…good luck with that! Hillary – I do think that even your high school students would benefit from some modeling (I wouldn’t want to model writing in front of high schoolers)….but I’m sure you’re a much better writer if you’re teaching at the H.S. level :). Writing can be tough and I think it’s important to actually see you go through the process and what strategies you use throughout. Keep some notes on an index card to prevent the “freeze ups”.
ReplyDeleteHello Mary and Jackie,
ReplyDeleteThanks for your understanding.....now on with the blogging (new learning for me!)Regie "has me" when she says (on page 4)...."I want to bring sanity, common sense, and joy back into writing classrooms." (Yes!!!) A breath of fresh air: with the complexities and difficulties that my students approach writing with, my main desire is to have them experience writing not so much as an exercise, but find a way to make it useful and a wonderful part of their lives. Challenges abound, but if we (all teachers) continue to focus on the individual writer (student), and what their individual skills and needs are, I think we're off to a good, if not better, start. I still encounter challenging attitudes from (some) general education teachers who complain to me about my student's writing. I think these teachers are expecting that all students will perform at the same level.....or else the teacher is indicating that I'm Not doing my job, I'm not sure. I DO know that when looking at student's writing abilities/products in a "sane" or common sense way, it's important to consider what's realistic for each individual student to produce, based on their skills and needs.
I LOVE that Regie is focused on getting rid of clutter, literally and figuratively, both in our classrooms and the rest of our lives. As I get older, I too am focused on doing this. It helps my mind function more clearly, and I think it does exactly what Regie describes as giving us more time and energy to enjoy our lives more...isn't that what it's really all about?
The Optimal Learning Model has some great components. I use the "gradual handover of responsibility" with my students, and of course each individual student at a different "stage" of development, which of course can change daily, depending on the assignment expectations. Since I work with some students requiring a great deal of support through the writing process, I utilize visual examples, scribe their words for them, utilize graphic organizers,etc, to assist them toward more independence and confidence in writing. I think it is a helpful strategy for ALL learners to see others engaged in the writing process: through writing demonstration, guided practice, and independent practice.
The 12 writing essentials for all grade levels is chock full of some really useful information. I especially like these:
*Embrace language- I love playing with words, helping kids experience the richness of words and language through literature and writing. What a wonderful gift to impart!
*Craft authentic voice-I often think that we don't do enough of this with students. Perhaps it has to do with the testing/curriculum and other aspects we are "told" to adhere to. Either way, this is imperative to helping students write in a way that touches their lives and others around them.
*Reread,rethink, and revise while composing- I LOVE THIS! Writng can be such an organic (authentic) process when we work with the different elements where they come up as we go along the writing path...
* Take responsibility for producing effective writing-overall importance: a reminder to ALL who teach students to raise the bar high and always work toward helping the individual student toward independence.
Off to make dinner....I'll be back later
Erin
Hello!
ReplyDeleteWays to celebrate writing: primarily we try to display the student's writing: all shapes, sizes and differences! We (I actually share the Learning Center with another teacher) use pretty border papers for those that are interested and we try to encourage authentic writing whenever possible (writing about what the student's know). I love to encourage kids to included their own art work to accompany their written work. Sometimes I encourage students to draw a picture before they begin their writing, to help their creative juices flow.... If I would make changes to make writing more meaningful, I would COMPLETELY outlaw the use of "worksheets" to practice writing skills. It really is so much more organic to have the student's use their own writing as a way to support skill growth. Chapter 3 offers this great tip: "Plan and organize before I write, as I go along, and after I write". Excellent!!!
Erin
Erin – thanks for your response. I love your approach for teaching writing “a way to make it useful and a part of their lives”….that I think is the key. They need to understand that there is a purpose for writing, and that it is a skill that they will use throughout their entire lives. I agree with your point about there often not being enough voice in students’ writing…I do think this would change as students begin to see the purpose in writing and take ownership of their piece.
ReplyDeleteIt may be easier for me to respond to the success or lack thereof, of a specific writing program when I have never used one, and my school does not currently have one in place. As a young teacher, I am still working through my own ideas of how to implement “consistent” writing values into my curriculum. It seems like common sense: “I teach English/Language Arts, so I must also be automatically teaching writing, right?” But I’ve found myself answering this question with a “no.”
ReplyDeleteOf course my students are constantly writing, but I have fallen into a rut that defines writing only as the 5-paragraph essay. My student are not only NOT at this level, but are far enough behind in either skill or grade level, that I don’t feel experienced enough in teaching basic sentence and paragraph structure to help them at an independent level. (This also occurred to me as I looked at the Optimal Learning Model, and decided my teaching/learning in the classroom seems to stay very closely to the left side).
So what speaks loudest to me in this first chapter is Regie’s explanation that good writers come from the idea that “students are excellent writers who write for real purposes and audiences—and publish their writing…” (7). I have been experimenting with a unit I’m calling “Business English” with my 9th-12th class. By using teacher-modeled assignments, along with visual examples, and outlines they have completed, students produce memos, letters, reports, proposals, and emails as part of the products of the course. They love it! Students, who have struggled to put together paragraphs for a standard essay, have completed these assignments with far more independence than I could have anticipated. They are even using their own letterhead!
So I am slowly coming to the conclusion, that for struggling writers, small, real-world, real-audience pieces which they feel are published on their own letterhead, they take a sense of pride in their work and feel that it is justified in writing for a purpose aside from just turning in. Especially when they email the assignments to me and I respond back via email. It feels real to them. Some assignments have been for the students to email other peers or their other teachers, requesting grades and missing work. This feels like a celebration of their writing because they are giving it to real people for a real purpose. And when the teachers respond back, students see how their teachers write and being to model some of the same techniques/skills.
Thanks for your response Lindsay ! It sounds as though you’ve done an amazing job making writing become “real” for your students. They are very fortunate. As with reading, the more practice they have with writing, and there’s purpose…they will become better writers. You can infuse work on sentences and editing during conferences with individual students, focuses on one point at a time.
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