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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I found these first three chapters quite powerful and I already am reconsidering how I teach writing. This subject has always been difficult for me to teach for I didn't really learn to write until I was in college. Regie's comments on districts using prescribed writing programs is encouraging. Using the latest and greatest has misguided my instruction. Teaching skills in isolation also has never worked. While students can do them, and some do them quite well, they rarely transfer them into their daily writing. A few of the statements listed in the appendix has made me reexamine my beliefs and I am looking forward to bringing up some these ideas to my colleagues during our next grade level meeting.
ReplyDeleteHaving taken the Reading Essentials class, I now use the optimal learning model in all of my instruction. A few years ago, when we had a literacy coach, we focused on guided release of responisibility, which is basically the same thing. However, the model is at the forefront of my mind when I teach math, reading, writing, social studies, art, etc.
Looking at the twelve writing essentials on p. 12-13, I find two of my weakest areas while reflecting on how I teach. For years, I have focused on the writing process: prewrite, first draft, revise, second draft, etc. While I reread, rethink and revise while composing in my everyday writing, I have not taught that with my students. I also forget to have students write for a particular audience in mind. Frankly, the audience is usually me. This takes a lot of fun and authenticity out of their writing. Since reading the first three chapters of this text before spring break, I thought a lot about this. On the very first day back, I wrote in front of my student using our document camera. I focused on the fact that there are only twelve weeks of school left and there is much I want to accomplish before the end of the year. I wrote a journal entry describing my goals as their teacher, and how I planned on accomplishing them. I explained my thinking as I wrote, I would stop after a few sentences and reread what I had written, and occasionally I would make changes or clarify my ideas. I kept this within ten minutes, based on Ruth's advice, and then sent my students to the same task in their journals. It was amazing! In just this first day, I saw my students writing details in their goals without more prompting from me. It was great!
The next day, I did the same thing, only I explained that I wanted to write about what I did on spring break. Basically I went to Idaho to visit relatives and came home. What I focused on was the seven hour drive with my two young children while my husband stayed here to work. For ten minutes I started my story with how I woke up, packed, and got the car ready before waking my children. My students loved it. When I would reread parts, students were calling out ideas to make my language more powerful and funny. I explained that I was going to continue my story about the drive, because that is the funniest part, and I wanted them to choose one small things they did. I continued to write in my journal while students wrote in theirs. For the next 25 minutes, students' pencils were flying! My most reluctant writers were staying on task. It was amazing to see such a difference in their attitudes and behaviors towards writing by doing something so small, such as modeling my own story.
Honestly, the only way I have celebrated student writing is by posting published pieces in the hallway or on bulletin boards in class. Occassionally, students could share their writing in class, but rarely did we have time. I'm thinking that we need to make time to do this way more often.
I am anxious to continue reading so that I can determine how to make writing more meaningful and purposeful for my students, beyond modeling.
Last term I took the class Reading Essentials by Regie Routman. I learned about the Optimal Learning Model and have challenged myself to use this model as a substitute teacher whenever I can. I have found this model to be very effective in teaching a variety of subjects where I have not written the lesson plans.
ReplyDeleteAs a substitute I teach a variety of grade levels in many different elementary schools. During writing instruction there is a common observation that I see across the board. Most kids think of writing as a "chore". Large blocks of time are devoted to journaling without any collaborative instruction or modeling. The most often heard comment is "I don't know what to write about". I look forward to incorporating the 12 Writing Essentials for All Grade Levels into my writing instruction to help bring some enthusiasm and joy to writing to those students who think it is a "chore".
I also believe this framework will help me be more effective and comfortalble while teaching writing. The writing program that I used as a first year teacher was too scripted and didn't work for me. This framework gives me more flexibility and creativity in how I develop my lessons to teach writing.
In my first grade class we celebrated reading in the following ways: published individual and class authored books, author chair, and author's dislay board. One of the teachers I know would organize a chance for her students to read their writing to an audience of parents at a local coffee shop. When I get a class of my own this might be something I would like to try.
Hi Jennifer and Colleen!
ReplyDeleteYeah! Reading your assignments was great! As you have both taken Essentials of Reading you are already familiar with how Regie's style is so easy to work with. And you both noted how well the OML works with all subjects. Jennifer, it is quite powerful to see what small changes can do for the students and excite them in their writing. Having an audience in mind will improve your students writing. Perhaps it could even turn into a service learning project where the older kids write a book for the younger classes or for children in refugee camps? The possiblities are endless.
I have heard of the optimal learning model also called gradual release. I try and use that as much as possible in writing and other subjects as well. I think the only difference in the way that I teach writing is that I probably spend way too much time teaching to the skills and not enough modeling. I'm really excited to start that process with my class.
ReplyDeleteI like the 12 writing essentials as a way to drive instruction. They are great ideas to always keep in mind. The one that I really started to work on this year is embracing language. I started a "Gift of Words" wall where kids can write interesting words or phrases in books or in their/others writing. I think that I can do more with this in celebrating writing. Right now it's just a focus board. Another way that I can celebrate writing is during our read aloud commenting on what I like and maybe don't like in the book. Talk about the language that is used and who it is focused towards. The biggest aha for me in these first three chapters was basically the simple idea of talking to kids about writing. Analyzing it, questioning it, reconginzing, enjoying. I think sometimes writing for me becomes this laborous task of skills that need to be taught, when it really doesn't need to be like that.
Now that we are approaching the end of the school year, Regie's quote about too much clutter has definitely struck a chord. Being a fifth grade teacher and preparing students for middle school has been great. I've been with the same students for 2 years and have loved watching them grow as writers. However, these last few weeks have been painful with the amount of "stuff" going on. Since the beginning of this month I have planned a field trip, collected fund raising money for the 5th grade send off party, written a good luck speech to the students, built a garden for a class project, signed up for two committees, and graded countless worksheets and writing prompts. As I was reading Regie's quote, I immediately knew it was time to get back to what's important; great instrution.
ReplyDeleteMy main focus last summer was to improve my writing instruction, and for the first six months of this year I was very successful. I had the students talking about their writing, smiling when I asked them to take out their writing journals, hanging on with anticipation about what they could write about. For some reason that excitement has faded; most likely due to what I noted earlier. This actually became very apparent this week when a few students asked me why I don't do fun writing lessons anymore. They keep reminding of the "peanut butter and jelly" lesson I did with them and how that was the best moment of fifth grade. I have to admit it was pretty funny when they had to write instructions for making a sandwich. I followed their instructions exactly, even if it meant putting the jar of peanut butter between two pieces of bread and taking a bite. They quickly learned the importance of detailed writing.
If there's one thing I'm taking away from this chapter, it's the need to put joy back into our writing. I already have some ideas for my students' current writing project that I'll start tomorrow.
After reading these Chapters I am starting to feel that there is hope to bring enjoyment back to writing in my school. I found the 12 essentials to be extremely useful and I’m excited to take them on.
ReplyDeleteBeing a part time Spanish teacher and part time substitute I do a lot of writing activities with students. I was shocked to realize that I am one of those teachers that focus too much on mechanics. I am always warning my students about grammar and sentence structure. I am realizing that it is most likely my fault that they lack the confidence to write. I want to change, and I think that this book will guide me in the right direction.
Last week I was subbing for kindergarten and I taught a writing lesson. Believe it or not I was nervous about teaching writing with children that were six years old. I am sure that I was nervous because of a lack of confidence in my writing skills. I like to be super prepared and have everything ready to go. In this lesson prepared by their teacher I had to let the students tell me what to write. I was not able to have it all mapped out ahead of time. It was great having the students write with me, but I was nervous the entire time. I also kept eliciting questions about capitalization and spacing. I am guessing that is not helping the flow of writing.
I guess a question that still arises from me is about the topic. How can I always chose a topic that the students will find interesting and have motivation to write on? Every student is different and what one student finds interesting, the next finds boring. I am hoping to find more information on this in the following chapters.
I have been looking for the right way to teach writing ever since I started teaching. As an ELD teacher, I haven’t been trained in the writing curriculum that is the current flavor-of-the-month in our district, nor have I ever really taught the 6 traits. I’ve read many books and asked many people, “How do you teach writing?” Most teachers seem as confused as I, yet they keep on teaching the writing curriculum that the district has adopted. And they continue to say that they feel the kids aren’t learning how to write. Most of the books I’ve read address the 6 traits, and I thought that was what I was supposed to teach. Yet I could never figure out how to do it while at the same time give the kids the love of writing. I’ve tried to teach them different traits, different kinds of sentences, different organizing techniques, and I’ve let them free write. But I’ve never felt like I was teaching them how to improve their writing. I wanted to let their ideas come out and just flow. But I couldn’t figure out how to do it.
ReplyDeleteIt’s no wonder the other teachers couldn’t help me. They weren’t getting the kids to do it either!
I was reading chapter two last night about making sure writing is meaningful, not just correct, and it felt good to read that. I’ve never felt that DOL type lessons work. Yet I would do it, thinking that’s what is supposed to work. I found that you can teach the kids what not to do in isolation, and then it doesn’t transfer to their writing. So I started thinking how I need to let the kids be more free in their writing. But then I took a workshop the other day where they were talking about teaching the mechanics. So I thought that maybe I DO need to teach the mechanics. Then I came back to this book tonight and re-read the part about making sure writing is meaningful again. Every time I read more of this book, it validates what I’ve always felt. Teaching how to write using the pre-packaged writing curriculums isn’t the answer. If it was, then why are the students still struggling on the state tests?
When I got my reading endorsement several years ago, I had a great college professor who said to just let the kids write and write and write, and read and read and read. That was before NCLB, and we weren’t so concerned about mastering state tests. I followed his advice, and my students’ reading levels soared, and they also enjoyed writing.
The first three chapters in this book have made ME feel free again. I can stop looking for that perfect writing curriculum and just let them be free. I’m nervous, but excited about modeling my writing for them. I think I feel like they must feel. How do I get started? What do I write about? But reading that “writing is recursive, not linear” makes so much sense, and I want to show that to my students.
I’m looking forward to approaching writing with a new attitude; I’m looking forward to reading the rest of this book; and I’m looking forward to reading Regie Routman’s reading book. I’m hoping this is the end of my search, and that this is the perfect way to teach reading and writing!
Assignment #2:
ReplyDeleteChapter 1
Having a medical background, I am constantly amazed at the concept that people of diverse backgrounds and experiences should learn in the exact same way. Clearly we are all different and learn in different ways.
It is for this reason that I strongly agree with the author's comments in the first chapter. Learning through established writing programs may work for some students, but is certainly cannot be capable of reaching all students.
I believe that a great teacher is separated from a good teacher by the scope of the teacher's knowledge of teaching concepts and by the teacher's ability to utilize the best method for each individual learner.
A teacher must be knowledgeable of all teaching theories. I believe that utilization of these theories must be deterimined on an individual basis. The teacher must be able to adapt their teaching method depending on the individual student.
The Optimal Learning Model is a fine concept. I do not use this method often. I model writing on the white board at the front of the class, but do not often work one on one with students on writing. Students do have an opportunity for independent practice through classwork and homework assignments.
I use the first 6 writing essentials in my instruction. It is more difficult for me to use some of the more creative concepts because of the scientific curriculum that I teach. I am beginning to see some creative ways to integrate engaging leads and satisfying endings to my lessons.
Chapter 2
Teaching in health sciences, writing is not the direct focus of the learning. However, I believe that I encourage writing on a regular basis. This is often in the form of creative writing at the beginning of each class when students have a small warm-up writing assignment to complete. Students are also given assignments on a regular basis in which they are asked to explain medical concepts in their own words.
Just the other day I had several groups explain the circulatory system through the production of a children's book. The students came up with the concept on their own. They asked all their classmates to sit on the floor and had 'reading-time'. What great recognition by their peers to sit and enjoy their story!
I very much agree with teaching writing skills as part of the whole writing process. How can a student get the whole picture if they are working in fragments rather than complete writing? I suppose this is a reflection of the fact that I do not teach writing directly, but a still demand a high quality of writing from my students. I can easily see what students are having difficulty in their writing based on the work I assign. Their understanding of writing theory becomes abundantly clear in their writing.
I celebrate students' writing through presentations to the class, presentations to lower classes (they particularly like reading their work to the younger students), and displaying students' work in the classroom and in the hallways.
I think increasing the presentations to the class would be a good strategy to reward students for good writing. I also think that giving students assignments that directly reflect what they would be doing in a health care career would give their writing greater purpose and meaning.
Chapter 3
ReplyDeleteReading chapter 3 makes me want to write! I just want to let the creative juices flow, and write articles about topics I love. I have been writing for publication for many years ( nothing fancy, just automotive related articles about italian cars that I enjoy restoring). I feel like taking that creative energy and use it to introduce myself to my students, and energize them about writing. This will make me more 'human' in their eyes, and hopefully it will inspire them to write about things they love. My first article was published when I was 18 years old in a notional car club magazine. I can still remember the thrill of seeing my name in a magazine that reached over 2500 people! I think I am going to find that first article and bring it to class. I am curious about my student's reaction to it.
Thanks for your comments Tracey, Derek, Lisa, Diane, and Patrick.
ReplyDeleteTracey – I’m psyched you’re ready to do some more modeling as part of the “gradual release” or as Regie calls it, the OLM. I think you will quickly notice how effective it will be when you model your own writing process for your students. Unfortunately with the “crunch” of curriculum…we all so often feel we just don’t have enough time for this very important step.
Derek – how lucky you are to have your students (or most of them anyway) for two years :) Yeah for putting the joy back into writing…and isn’t it awesome that one of their favorite 5th grade memories is about writing!!! Good Luck…you still have a bit more time before the end of the year. Persuasive writing is always great for 5th graders.
Lisa – I’m glad that this chapter will help you grow as a writing teacher…not just a Spanish teacher :) I think that in your role as a Spanish teacher, you probably do have to worry about structure a bit more with the language piece. The one thing I always try to keep in mind when working with children of all ages is to try to keep with one teaching point during a conference…whether it is spacing or adding more detail…especially little ones.
Diane – You and I (Jackie) had a chance to talk about this for a little bit last week. I am hoping that our conversation gave you some sort of guidance as to how you can more effectively teach your ELD classes. It is definitely a struggle and I hope to hear from you on your process....Don’t forget to look into The Sister also, and their work with Daily Five and CAFÉ!
Patrick – Loved this “a great teacher is separated from a good teacher by the scope of the teacher's knowledge of teaching concepts and by the teacher's ability to utilize the best method for each individual learner” How true this is…and that’s why as with the medical field as well as so many other important fields that come with responsibility…teachers need to continually professionally develop themselves and be prepared to teach our diverse student population! I think that it is great that you have your students write at the beginning of your health sciences…I wish more teachers of content would do the same! I think that all content truly requires reading and writing!
Chapter 1
ReplyDeleteThe Optimal Learning Model is a well articulated scaffolding model. Intuitively I use this model daily. Whenever I introduce a new writing assignment for my students, I act as if I'm the one doing the assignment on the overhead. This way the students can begin to imagine how they're going to complete the assignment differently. As I journey through my teaching demo I start to ask for student ideas to add to my assignment. At this point it is clear to me whether or not they are ready to go into guided practice. If yes, I hand out the assignment and we do the first part together. Then, if most everyone is on the same page, I have students tackle the assignment on their own.
As a social studies/health teacher I do not use the 12 writing essential enough. Until now, I've never seen or considered them. In my classes I ask that students write for a specific reader (generally me) and a meaningful purpose in terms of synthesizing content is meaningful enough. My mind is now reeling on how I can present these essential ideas to my students.
Chapter 2
In all honesty, I've never thought of celebration as a literal teaching tool. In my 8th grade U.S. History class I could celebrate their writing by coaching them to write their own quiz questions and, later, use them on the chapter quiz. In my high school health class I could celebrate their writing by having them write solutions to health related problems experienced by people in different communities. This way students could see their writing for a purpose that certainly deserves to be celebrated.
Writing, for the purpose of synthesizing content, is a focus in my classroom. There are many adjustments I need to make in order for students to feel that their writing for a meaningful purpose. The biggest change I need to focus on is seeing writing as meaningful, not just correct. I can see myself doing this if I start to integrate more case studies and “mock” events in my classroom. If students are interacting with real stories and being asked to respond to them, I can start to shift the focus of writing.
Chapter 3
As a staff, we don’t write together. I constantly am relaying the message to my students that writing is integral and necessary for effective communication. From this message, I derive my own writing practices. Both in my professional and personal life, my purpose is always to effectively communicate what it is I’m trying to say.
Writing Essentials
ReplyDeleteAssignment 2
Over the years I have learned that the Optimal Learning Model (commonly referred to as scaffolding) illustrated in the book definitely works. With every writing assignment except free writes I use this model. I can remember when I first started teaching many years ago, I taught writing the way I had been taught. Give the students the writing prompt, tell them how many words or paragraphs I wanted, and the due date. Because as the book said, still to this day colleges are not teaching teachers how to teach writing, and this is probably one of the most difficult areas to teach well. Needless to say I hated teaching writing and my students hated writing. Then after taking some writing classes and workshops where this model was being emphasized to one degree or another and I started to experiment with it, I realized how much better this type of teaching was. Suddenly my students were able to connect with me at a whole new level. I didn’t have kids sitting and staring off into space (which I used to do) because by the time I had demonstrated and shared and helped them get started with ideas, they were more than willing to write.
The 12 Writing Essentials is a great reminder of what I need to focus on continually. I think I am going to make a copy of this and keep it with each of my writing lessons. What I would really like to work on is getting kids to think beyond me as the reader. What I really need to do is be able to get more staff, parents, and other students involved (outside the classroom) in the process so my students don’t just view me as their only audience. We do a lot of sharing of writing and celebrating writing but I still think kids see me as the primary reader.
I also like the idea of reread, rethink, and revise while composing. Often we have been so brainwashed into teaching the brainstorm, rough draft, edit and revise, final copy method that students don’t realize they should be doing this continually as they write.
I love using stories as springboards especially funny ones from where I grew up (small town Iowa). What a grab bag of characters I can count on for good stories. My students always beg me to tell them one more story, so I know that this absolutely works for motivating kids to write and motivating me to write.
Emily,
ReplyDeleteIt's exciting for us when teacher who don't normally "teach" writing are able to implement ideas and ways to improve their instruction. Your ideas sound great! I'm sure your students will enjoy writing more meaningful assignments and having their work celebrated.
Vickie,
I agree, trying to get the children to consider a larger audience should help to improve their writing. I think you have hit on such an important part of writing instruction. We need to get kids to realize that they need to be constantly rereading, rethinking and revising! I think the more we can model for our kids and show them our thinking and process, the easier this piece will become.
Ah the clutter…as I sit here at my computer I am looking at a six inch stack of paper to grade. Some of these are ‘daily’ work about a novel we are reading, some are the recent test and the largest amount are the research papers I assigned as an anchor project throughout the unit. I have been questioning how I teach of late. Are the worksheets I do truly worth it? I always am ant a yes/no on this. Some students gravely need this reinforcement and others do not need it at all. Does this daily work take away from the time I could have my students writing? I assign paper for the novels we read. Some directly relate to the novel others relate on a subject matter basis. I try to give the students as much freedom to write what they wish but how do we separate what they want to write about, what gives them joy and still have integrity when it comes to the assignments? I do spend a lot of time with the mechanics of writing a paper. Not just grammar but the ‘how’s’ of writing a paper; the opening paragraph, transitions and details and facts. Does this type of instruction take away from the writing process? I am not sure it does. I have many students who once they understand the technicalities of writing feel more relaxed to take on larger, more detailed assignments because they now understand the format. Yet I know other that feel the format is so overwhelming they will not even begin to write. I struggle everyday with this issue. I have been making changes in the audience aspect of my teaching. Most papers are written for me. I have been trying to give them audiences to write to, maybe their parents or a friend or their grandparent. I have also had them write from another point of view. I was amazed at how this opened up creativity and joy. Just having them write as a bystander in a novel or as the antagonist was such an eye opener. My goals for next year are reducing clutter…not sure as of yet the how of this. I want to engage in the writing process more, writing everyday, with abandon.
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