This is it everyone!!! Welcome to the last assignment for the course! All coursework is due 3/12!!!
It's been great reading what you all have to share! Take a look at the last section in Regie's text, Writing Essentials, it's chock full of great resources!!!
Teaching in Action: Lesson Essentials
5 Day Lesson Plans & Appendices
• Secrets of Second Graders
• Heart Poems
• Procedural writing
• Hero writing
• Persuasive writing
• Appendix survey
Be sure to look through this section. If you haven’t already done so, look at Appendix A (page A-2.) Re-examine your beliefs about writing by re-reading the statements about the writing process and marking true or false in your book. Did you change any of your previous answers? Would you consider bringing this page to your team or even to your entire school to jumpstart discussions about writing?
Take some time to look through the appendices. There are several useful examples included. One we’d like to point out to you is Appendix L- The Genre Characteristics Excerpt on page A-13. Look to the Writing Essentials companion website at www.heinemann.com/writingessentials for the entire chart as well as directions to assist you playing the DVD.
ASSIGNMENT NINE: Final Course Reflection - Critically examine your current literacy program and develop realistic goals to improve your instruction. Also reflect on the balance between your home and school life. If our students are to become happy, literate people, they need happy, balanced teachers. BRIEFLY, share several of your goals with the class by posting them to the blog for this final assignment.
We would appreciate any feedback you might be able to give us about the course! Please email us comments and thank-you for participating in our course!!!! Jackie & Mary!
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Examining Beliefs About Writing: In reviewing this page, I think the biggest "hit" for me has to do with letting students choose their own writing topics. I've always been a proponent of this, but have not utilized it as often as I could. Now I feel like Regie's information has reinforced the importance and effectiveness of this method of teaching writing. In addition,the issue of "teacher usually corrects students' spelling errors" has broadened my thinking to the myriad ways of addressing spelling difficulties with students. I feel that Regie has given me new ways to approach teaching this skill so that that students can learn more effectively, and be stronger spellers as a result. YES, I could see myself sharing this with my fellow teachers. It would be a fabulous way to start some (I'm sure) great conversations among teachers.
ReplyDeleteMore importantly, I take away from this course how important it is to have the students write EVERYDAY! I've been much more intentional about this process as of late, and I am seeing some great results from students and their work.
The old "balance" between work and home is on-going, of course....let's see, I've been working on this one for going on 25+ years. Let me say it ebbs and flows (depending on circumstance), but is always foremost in my mind. It is crucial to find this balance in order to be effective as a teacher, definitely!
Goals: 1) Have students write everyday 2)Be mindful toward supporting students to be more independent. 3)Reinforce the successes, and continue to support the learning of new skills.
Thanks to you Mary and Jackie! I have so enjoyed the course and the course content has been wonderful food for thought, as well as being professionally stimulating. I'm "armed" with new ideas and a clearer sense of how to teach writing more effectively.
Erin – Thanks for your final response! I think you’re walking away from this course with two of the most key ideas….give children choice in their writing and write everyday!!! It was great reading your responses – best of luck succeeding in your goals…your grade has been handed in with an “A” grade!
ReplyDeleteIt has been very easy for me to develop some goals, both big and small, after reading this book!
ReplyDeleteGoal #1 Put Regie’s lesson framework from p.293 in to my plan book and use it.
#2 Add talking out the story as part of every writing experience.
#3 Celebrate the writing.
More specific goals:
Persuasive writing – for a real audience. Show students examples – written for a real audience – not examples out of the English text. Write a letter as a class. If a reason doesn’t come up during the year, survey the students for ideas. Then set them loose to talk out their own ideas for persuasion, celebrating on the way.
Make some changes to the way I run writing (formerly writing workshop):
Revise the paperwork. What do I really want the students to get from writing? The more I simplify the better for me and them. Ask “So what?’ about each form I am tempted to use. Definitely students need to keep notes about what happens in the conferences. They should keep a running log of what they need to work on, and a daily writing log including what they worked on, how it went, and their plans for the next writing session. I hope having to think ahead about their next writing time will give them motivation and keep them on track.
I looked at Regie’s form on p. A-6 and decided to add audience to the form I already use, too, as a great way for students to keep this important issue at the front of their thinking.
I like the editing expectations worksheet A-11. I will obviously revise this to include the grammar concepts we have worked on at the sixth grade level and also a requirement that they must have someone read their work out loud to them so they can hear how it sounds from someone who doesn’t already know what it is supposed to say.
I feel renewed! When you have taught as long as I have, feeling renewed is important! Kids deserve teachers who work at seeing things with new eyes. Thanks for bringing this book to us!
Katy Smith
My goals for my literacy program include- deliberately bringing back the joy of words and stories. There is no time for this unless I decide it is valuable above test preparation. If students are always hurried to finish and complete and publish everything they touch (as far as writing assignments go) they will loose sight of the true meaning of reading and writing.
ReplyDeleteThis course has allowed me time to ponder what my true goals are for my students. I want students to feel able to communicate and enjoy the language around them. There is no greater solace in life than a well loved book to return to, a thoughtful letter received in a time of need, a conversation rich in meaning. I will not reach this goal, for students to live in language – written, read, spoken- by drilling isolated skills, constantly emphasizing conventions over ideas and content and voice in my daily lesson plans. It’s time to slow down the testing train and refocus on the whole student.
I think bringing more shared writing as well as modeling how I struggle through the writing process is a new priority and goal for my literacy program. The time spent to work together on writing is enriched by the feeling of writing as a community. I loved watching my students come together as a team to help me.
I want to continue to bring as much great literature into the lives of my students as I can. By watching Regie in action on the DVD I realized that to share and emphasis the writing of students within my classroom is very valuable. How powerful is that moment for a student to have their teacher recognize great writing in their work.
As far as balancing my personal life with my work life – I feel that walking away from this course with a fresh perspective on writing- not as a tested subject, but an act of human communication helps me feel more relaxed as a teacher which carries over to my home life. I think focusing on the joy of life is a goal that can be carried in and out of the classroom.
Assignment Nine: Final Course Reflection:
ReplyDeleteThe goals I now have for writing are significantly different than they were at the beginning of the year.
My first goal is to allow the children a lot more choice not only in what they write, but in how they write it. This seems so simple, but it is not something I have done very much of over the years.
The second is to make time to write every day. I have always had a “writing” time in my lesson plans, but when I really examined how much writing had been taking place, I was surprised to learn how little it amounted to be.
Third, I will devote a lot more time to individual conferencing, and to whole class conferencing. This has already had a huge impact on how my students are doing with their writing.
Next, I will spend less time scoring papers on my own without the students. If I want them to truly know how they are doing, I must examine their writing with them, not at home writing comments that they will most likely never read.
Another goal is to connect writing to other subject areas including reading, science, and social studies. Again, this seems logical, but I tend to teach writing as a more isolated subject, and after reading this book, I am reminded of the value of connecting all subject areas better.
My final goal is to strive to make writing fun once again. I will spend less time focusing on the high stakes test. Instead, I will do my best to focus on quality instruction, and let the students benefit from all of the goals above.
Sincerely,
Julie Payton
Assignment #9 Final Course Reflection
ReplyDeleteMy goals for improving instruction include maintaining healthy behavior and attention expectations, balancing instruction using the Optimal Learning Model (direct instruction, guided practice, and then independent practice), and prioritizing whole group language activities, read alouds, literacy and writing across the curriculum. I do NOT know how to fit it all in, but this profession is a growing, learning, ever-changing one. There is no all-encompassing right answer; students change, resources change, schedules change, staff changes, programs change (although we can really help with that process), etc. I just have to know that I am doing the best I can. I strive to balance between not being hard on myself and motivating myself to be all I can be.
The balance of my home life and school life seems to be okay! Although, I am tired this year—working on health changes, being a wife, being a friend, taking care of our home, all while trying to live a relaxed life with healthy stress. For some reason this year I have had strep throat two times in two months! I’ve never had it before this. I am naturally a geared up person—I think, too much! I stress—I want things to be organized, purposeful, and good. What I know about myself is that I cannot handle too many things going on at once (which is funny because that’s what my whole day consists of!). But if I am overbooked, I crash. I really want to take Regie’s words to heart and live a life that I can share, motivate with, and write about. I want to build on my interests or explore new ones. That is easier to do in the summer ☺ I need “me” time, good sleep, home group time, dates with my husband, give time, and allow myself to receive. My family HAS to be first, and as much as my work goals are important, my family goals have to be first.
To help myself, I would like to accept help from others (parents, teachers, my spouse, co-workers, co-leaders on committees, etc.). I want to accept that not everything will get done, nor should it (maybe some things are not necessary!). I am thankful for this class and the ideas it has spurred. Maybe not everything will come to fruition, but I know that it has already changed my teaching for the better.
In reviewing Appendix A: Examining Beliefs About Writing some of my answers changed from when I first read it. Two beliefs that now make sense and have a deeper meaning:
ReplyDelete1. Students need to see their teachers as writers - TRUE
• As a teacher it important to model writing and even more so for students so see us struggle with the thought process, word choice, organization, and even spelling. We need to model to students that writing comes in many forms from stories, to letters, to a To-Do list, and even a grocery list. How about a wish list for Christmas … Our thoughts and ideas are important and so are theirs.
2. Revising and editing are really the same thing - FALSE
• I used to combine these to steps into one. I can certainly see where I probably overwhelmed some (many) students all at once. They come to me with a draft of writing and the first thing I do is edit and make changes and before they knew it the story they ended up with wasn’t anything close to be called “theirs.” Revising and editing are two distinctly different steps in writing and should be spaced far apart. Revising is changing and rearranging, and making the story richer and livelier. Edit is cleaning up ... vacuuming or dust as I now tell my student. Make it clean and ready for company.
I would definitely share some of the beliefs from this book with my grade level team and with other staff members. As I look more carefully at student work hanging in the hallways I am now more critical as to what is considered “worthy.” Students should be honored to have their work displayed in such a public manner. Therefore they should be expected to put forth their best effort. I see this in many pieces but not in all. Regardless of what level a child is working at, they can always strive for reaching their best effort.
My goal is to 1) put more of an importance on my writing block, 2) keep my writing time sacred and not let other things chisel away at it (students cannot be expected to write well when their time has been taken away from them), 3) change my strategy for teaching spelling in writing, and 4) make writing FUN … oh yes, and keep this book nearby for easy reference!
I have so enjoyed participating in this course. It has opened my eyes up to the opportunities for teaching my students about the wonderful world of writing, without the concern of having to use curriculum that neither I nor the students enjoy (goodbye 'out of context' worksheets, DOL, and nonsense writing prompts)! I feel a bit liberated, and find writing time is the most enjoyable time for me now - every day!
ReplyDeleteI have several goals for the rest of this year and carrying forward to next year (if I loop with this class):
1. Write every day - and have students write with the purpose of the reader in mind!
2. Conference with students individually, as a group, and as a class - every time we can to improve our editing and writing process.
3. Celebrate our writing through sharing and support of teacher and classmates. This includes having a place where excellent writing is displayed and celebrated by others. 'A Writers Corner' in the classroom.
4. Along with goal 1 - keep writing purposeful. Write with purpose and create writing assignments where the content is the focus. Work on writing conventions within the content to make the editing real and valued by the student.
5. Work on spelling for writers (why I love Sitton Spelling program). Have students work on the most common words used in writing and the rules behind the spelling of those words. Practice in using writing words will improve spelling on a daily basis.
6. Eliminate the paperwork - keep it simple. Make the writing work we do a progress, not just for a grade. Students will get more value in the process and it will mean more to all of us.
I will definitely by trying the 5 day writing lesson plans provided by Regie in the Appendix, (we will do poems for April Poetry month) and sharing the goals and ideas with my colleagues. There is a lot to be done, but I am excited by the challenge and by what I have seen my students produce so far. Our class has made a beautiful "Welcome to our School" brochure, and will be creating small group brochures on our class, and school rules next. We are excited, and the product of their hard work is so great for them to see. They love showing off their great writing work! I could not be happier about their enthusiasm.
Thank you - I have lost a lot of the fear of teaching writing! Happy writing to you all! I will recommend this forum and book to all teachers of writing at my school.
Assignment 9
ReplyDeleteBecause I teach in a journalism classroom, I was already doing many of the pieces of the writing puzzle. For example, my students write, every day. Journalism class is their time to write. Sometimes they write for the entire period. Sometimes we have other tasks to accomplish as well. But never does a day go by when they aren’t dealing with their own writing in some form or another. Also, my students have conferences with me two to three times a month already.
There are several new ideas that I have already incorporated into my curriculum. First of all, I have already started talking much more about audience. This is so obvious with a school paper, but suddenly I’m struck with how students don’t always get it, especially as they write opinion pieces. At the beginning of the year, I will do more modeling as we go through the different types of articles student write for the paper. And then after I gather drafts of stories each month, I will be doing more group conferences. I will try to do about three of these with each set of drafts that come in. I’m excited about this and think it will have real value for the writers.
Finally, I have already changed the way I go about conferences with individual students. It isn’t a wholesale change; it’s more like several smaller tweaks. I have always complimented students on what they do well, but now I’m doing it in a much more conscious way—beginning and ending with something really nice about their piece. I am working with a draft of the students work while they have it up on the computer screen. I’m still marking the draft itself, but rather than having the student look at my marks, I am directing them to a place on the screen. We read it together first and I see if they can find the mistakes that need to be changed.
My new conference process takes probably four or five minutes longer per student. That’s a TON of time in the world of the 45 minute period; however, where I’m hoping to get back the time is during the final edits on late night. Nothing makes me crazier than to correct changes I’ve already made on a draft on the final edit. But if I just toss a marked paper down on a student’s desk with a few brief comments, what do I expect? They probably only make 50% of the changes and don’t understand the other 50%.
As for work/life balance, again, I’m really lucky to be able to teach 3/5 time. I get to be home almost every afternoon to pick up my son from 1st grade. That being said, I still have some really crazy working mom moments, like when I try to drop my kids off and still make it to work across town by 7:45 or when I have to stay late at school and I have to find someone for my kids to go home with. Now at this very moment, I’m overscheduled. I’m trying to teach, take two classes, and volunteer at my son’s school. If I can just make it through the next month, I’m sure I can once again be a happy, balanced teacher.
Let me begin by saying that I believe this class has already helped me to be a better teacher of writing. It has given me some tools and suggestions that I can implement right away into my writing program, such as suggestions with shared writing and conferences. There are, of course, other elements that will likely take some time for me to acclimate to and to make my own, but I believe my students are already better off.
ReplyDeleteThe overarching lesson that I can take from this class and Regie’s books is that writing should be done often, and writing should be celebrated. I’ve always enjoyed teaching writing because I like seeing students’ growth, but for me there has also been that element of it being a chore; a slog. Writing should be engaging for students though. We as teachers can expect a lot from our students while giving them choice, sharing our own writing, and celebrating theirs.
With that said, my goals for the future: I want my students to write every day, and to look forward to sharing their writing. I want to do a better job of teaching writing skills within the context of student writing, rather than as individual lessons that they are to remotely apply to their writing. I’d like to vary the audiences of my student writing more, and give students choice in this. And I would like to increase the number of individual conferences that I have with my students while reducing the number of elements or skills that are addressed within those conferences (and keep track of goals and progress of those conferences).
I actually think the balance between my school life and home life is pretty good. I, like most teachers, put in plenty of time beyond contract hours, but I do not really feel overworked (my first two years teaching were a different story, however). However, if I am able to use Regie’s suggestions successfully, it will change my perspective about teaching writing for the better, as it will feel less forced and more enjoyable.
Thank you for your guidance. I have enjoyed the class.
Derek
Every time I read this book or any others by Regie I come away with a renewed energy and some great ideas. This class has allowed me to take time out of my very busy life and reexamine my beliefs and practices on writing.
ReplyDeleteOur second grade team has made sure to block out a space for writing each day this year. It has made writing a priority for sure. However, some days we only have a 20-30 minute slot to write, and I realize that we just can’t do much in that time. So next year, I want to try and figure out a schedule that ensures that I have at least 45 minutes a day for writing. If we can block off 60 for math and 90 for reading, there is no reason that writing doesn’t deserve at least 45 minutes too!
Using my writing time more efficiently is going to be important this year with my schedule already made. The following are some goals that I have already begun to strive for:
My first goal is to at very least thumb through a book by Regie every August in preparation for the new school year. If I can start out the year with not only a clear goal but also a renewed excitement for writing, maybe my kids will too. My second goal is already in the process of being completed-I am using the lesson plans for Secrets of Second Graders in my current classroom. So far it is a lot of fun. My third goal is that I have decided to focus on writing for my professional growth plan over the next three years. My fourth goal is to celebrate writing more often-not just when they have finished a piece but throughout the process. My fifth goal is to do more whole group conferences, I tried this with our Secrets of 2nd Graders piece, and the kids ate it up. My next goal is to do more shared writing, as well as model my own writing process in front of my kids more often. My final goal is to remember the importance of defining the audience for kids before they begin. These seem like a lot of goals but they are things that I already do to some extent, however remembering the importance of them and doing the more often is my goal.
Revisiting my beliefs about writing has reminded me of my beliefs in literacy as a whole. Thus making me more motivated to nudge along my staff in making changes in our reading instruction as well. Loving what I teach is SO important to my happiness as a teacher and effects how much my students love learning as well. If I don’t like how something is going, I am sure that they don’t either.
As far as balancing my life to ensure that I am a happy, healthy person and teacher is always a work in progress. I have been approved to be half time again next year, which will help tremendously. I try to work hard when I am at work, then put it away and play hard while I am at home with my girls. Being efficient and effective is my new moto! The more I can do during the school day to ensure that I have less to bring home at night, the more I enjoy my job.
Thank you for a great class. I really enjoyed it!
Katy – Thanks for your final assignment! I loved your three goals especially adding the “talking/oral language” piece…I think that in the upper grades especially, this often gets left out for many different reasons. Setting a group of 6-8th graders loose in a persuasive writing unit can be dangerous…but probably one of the most enjoyable units for them to work on…is there a more argumentative age group?....but just think about the purpose they could find for their pieces . I’m glad you’ve found a sense of renewal - best of luck in the future – I sent an “A” in as your grade! :)
ReplyDeleteVirginia – What better goal than “bringing back the joy of words and stories”? It is valuable above test prep!!! We just need to teach the children to be elaborative, organized and fluent writers (who have stamina)…..and they will do well on any state writing test. Best of luck as you continued with shared writing, modeling, and build your writing community in the future with your students…as well as live a more balanced personal life :) It’s been great reading all of your thoughts…and your grade has been submitted as an “A”…hopefully we’ll meet again in a future course!
ReplyDeleteJulie – Thanks so much for all of your course participation. Regie would be proud of each your goals…but I think starting with choice, more writing time, and conferring are three huge goals to start with (not even including the other three you mentioned). Go slowly as to not begin to feel as though you are drowning or took on too much. Hopefully you have a colleague to share your journey with? Writing CAN be FUN again….have fun in the process:) Great Job! Your grade was submitted with an “A”. Thanks for taking our course!!!!
ReplyDeleteLauren – It’s been a pleasure reading all of your insightful comments each week. I feel your stress (especially in ½ day K) trying to “fit it all in”. It’s never going to be possible…so it becomes how you choose to manage the time you have with these little guys…reading, writing, (and yes – some sort of math ) everyday. As you stated for your goal..using the Optimal Learning Model, this also look different each day. I know you are doing the best you can with the time you have with these little ones. Enjoy more of that “ME” time…and your more free summers..they are our rewards for working so hard over the school year :) Your grade was also submitted with an “A” for the course. Thanks so much for participating!
ReplyDeleteThank you for a great course discussion. Regie's text has been helpful in re-examining and finding a "re-purpose" for my writing curriculum and expectations for my students. It had been awhile since I've engaged in a professional conversation about writing and it came at the perfect time--when I needed a new look at my writing program, or really, developing a new one.
ReplyDeleteMy short-term goals:
1. Write more with and in front of my students
2. Use a whole-part-whole approach
3. Use less formulaic/structured handouts to guide their writing
4. Have students create their own work to practice DOL-type editing/revising on
Have students create their own scoring rubric based on the State Scoring Guide so it makes sense for them
Focus less on conventions and more on voice and organization. Show them their voice!
I am also hopeful that as a school, we will be putting more focus on having our students do more writing and helping them feel good about it. Whereas now the students feel it is a chore because they have very low self-esteem about their own writing. The challenge will be to make the time to conference with them regularly enough to show them how important their writing is and how much they’re improving. I have learned a lot from the “technical writing” unit we’re just finishing; the students feel empowered by their writing because they could accomplish so much without it looking like a typical 5-paragraph essay. This is a success for them and a great segue into doing some more creative writing--reminding them how well they wrote even when it looked like a memo or a letter.
I want to practice more writing assignments that look less like formal essays in order to bring confidence back to the students, instead of cramming formatting rules down their throat to the point where they are afraid to write. By the end of the school year, my #1 goal would be to have some of my most reluctant writers (those paralyzed by the task of completing one paragraph) feeling confidence enough to write several paragraphs and be able to go back and do self-revising because they WANT to improve their writing.
Thank you!
Clara – Thanks for sharing how your writing beliefs have changed...I loved your analogies for revising and editing – I hope you shared with your colleagues! I completely agree that many teachers should set higher standards as to what gets to be “published” and displayed. It is helpful to have a building-wide conversation about this. Best of luck in reaching your goals for your future writing instruction, it’s been enjoyable reading all of your comments. Thanks for participating - I submitted an “A” grade for the course for you!
ReplyDeleteJenni – I am glad that the course was such a success for you – I hope that you get the support you need in your building to continue to feel “liberated” :) I absolutely loved your ideas of creating brochures about the school for visitors. What great purpose you provided your students with! Best of luck as you work towards each of your goals for your writing instruction. You are very lucky if you get to establish guidelines and routines…and then get to loop with the group next year. Thanks for all of your great comments, I did submit an “A” for the course.
ReplyDeleteHillary – I’m glad that you were able to include some new ideas into the writing instruction of your journalism course. I agree that audience is so powerful. I think that when I encouraged audience to play a bigger role in my students’ writing, it’s when I saw the biggest difference in their work. I think your new “editing” process sounds like a great idea…I hope it does cut down on our late nights. Best of luck as you continue to find that balance in your life. Thanks for participating, I did send your grade in with an “A”.
ReplyDeleteDerek – It’s been great reading all of your comments, I love that we have so many middle school and high school teachers this session who use a workshop approach in their writing instruction. Your goals of more time for writing, consider audience and more time for conferring are perfect. As you stated, you’re better off taking one step at a time as to not get frustrated. Kudos to you for being able to find the balance :) Your grade of an “A” has been submitted.
ReplyDeleteNicole – Regie is a great one for restoring enthusiasm and energy back into your instruction. You are very lucky to have a team that all value writing instruction enough to have block time set aside! Scheduling it all in is probably one of the biggest nightmares that teachers face! Have you read Reading Essentials?...and her poetry books for free verse poetry are great also! Best of luck in succeeding in your goals remember to take them “one step at a time” like I said to Derek, as to not get frustrated or burned out. I agree…the key to having balance is leaving your work at school…even if that means putting in overtime at school. Thanks for participating in the course and sharing your comments. I submitted an “A” grade for you!
ReplyDeleteLindsay – I’m glad that the course has been able to support you in some of your own “revisions” to your writing instruction. You also set some great goals for yourself. You mentioned wanting to get kids to “want” to improve their writing. I think that go along with the idea of the writing community or culture that you establish in your classroom. If students see you and their peers passionate about writing, it will catch on….although there will be some who take longer :) Thanks so much for participating in our course, I hope to work with you again in a future course – I submitted an “A” grade for you.
ReplyDelete