ASSIGNMENT TWO: WRITTEN REFLECTION–Section One- The Essential Writing Life Chapters 1-3
Briefly 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 Two- Alana Ollerenshaw
ReplyDeleteI really enjoyed reading the first three chapters and have many ideas to try/bring back into my class. I currently teach parts of The Optimal Learning Model. When I teach a writing lesson, I model writing in front of the class while talking out loud my thought process, then students talk to each other about what they will write, and finally they’re sent back to their tables to start writing. I need to do more of the shared demonstration and be asking for their input as I write. Guided practice I give to students who ask for help or whom I know will need assistance. I do not conference in my classroom, I wish that I did. When I tried conferencing in the past, I felt that I only got to see what two-three students did in a writing session, instead of rotating around the classroom keeping an eye on everybody. I am anxious to hear how Regie suggests setting up student conferences.
I teach first grade and have been giving my students prompts to write about. Then they’re given a four square tool and asked to write a sentence in each box, including an ending sentence in the last box. It seems like I am doing too much of the work for the kids, instead of allowing students to choose a topic, create engaging leads, etc. After the children write, they come get checked by me and I mark up their paper with pen (-I am going to reconsider this practice). We look to see if the sentences make sense, have appropriate spacing, start with a capital and end with an ending mark and use appropriate spelling. I am leaving out in my instruction “embrace language”, “craft authentic voice” and “reread, rethink and revise while composing”. While I do model these three in my writing, I do not ask the kids to try them in their own writing. I thought they weren’t ready. So, this is something I will look in to trying.
I celebrate writing individually with students. In the past, I had an author’s chair, but in the scant amount of time in my school day, this tradition went by the way side. However, students loved sharing their writing with the class and receiving compliments from their peers (after a student read their writing, they would choose three people with their hands raised to give them a compliment/something they liked). It also gave ideas to students who were struggling about what to write. When the author’s chair was gone, I started showing student work on the ELMO and it was less engaging for the class, so I stopped doing that as well. After reading chapter two, I REALLY want to get out my author’s chair again and MAKE time for whole class celebration too.
In my class, I choose the writing prompts, so the student’s don’t necessarily have ownership over their writing. I would like to give students more opportunities to choose their own topics and I’m excited to see what kind of writing samples I get from the children when it is purposeful and meaningful to them! I’ll keep you posted!
Essentials of Writing: Assignment Two, Deanna Kronsup
ReplyDeleteThe first chapter….wow I feel like I might actually be able to come out at the end of this course with what I hoped; a way to effectively and confidently teach writing with consistency in spite of the crazy schedule, to all my students so that we all feel successful in the end, with the added benefits of less stress and more enjoyment for all of us. Regie is straight forward, her writing is easy to read and comprehend, and really does push aside much of what clutters the ability to teach writing and just brings us back to what good teaching is.
The optimal learning model is how I teach reading and math; so not how I teach writing. I had to laugh when I read:
I have never:
Written two short sentences and thought,
now I need a long one.
And the rest of her bullets on pg 15. I could hear myself saying, “OK, now we just practiced using adjectives in our grammar book. When you are writing today, I want three idea sentences, each with a detail sentence about your topic (which they have written inside the box in the middle of the four square) and I want you to use at least one adjective in each sentence.” UGH!!! I cannot wait to toss the four square I have planned for this week into the recycling!
As for the 12 Writing Essentials, I say a lot of these things, but with the part – whole – part approach. Not a lot of success…When my students (the ones that do not get pulled out for ELD) get to go to the author’s chair they are excited. They love it, but wow…how they get there right now is grueling and I while I always say something positive about their work, their progress has been slow. As for my ELD kids, when they get the chance to write, it is always four square, getting their ideas off a chart….not much fun.
Chapters Two and Three:
In spite of my rather haphazard, program approach to teaching writing to date, I have always believed in celebrating my students writing. I have done this with the author’s chair. Getting there for the students has been tough because to get there they have had make sure their writing included whatever our focus has been. Detailed picture and best guess spelling in kindergarten; capitalization, punctuation and whatever grammar skill has been our focus in first grade. Going forward everyone will have a chance to share however much they have gotten done. The first year I taught kindergarten I had what we called our travelling book. Twice that year I made our writing into a book and the students got to take it home and share with their families. There was a place in the back for parents to write comments. I do not know if we will get that far at this point this year, but it can be a goal for next year. I think it will be especially powerful if they are stories they children are writing about themselves and their families.
Changes to my writing program: Read more stories and talk about the writing and what makes them good! Talk about writing for a purpose, an audience and explore what that really means. Tell more of my own stories and MODEL writing more often, especially my thought process and my own struggles. When I model writing, I have usually pre-written it; I know exactly how I want it to come out, so I don’t “mess up” in front of the kids. Have students always tell their stories, at least to a partner before they begin writing. Give general guidelines for topics, but let the students take it from there. I love the idea of saying “play around with the words”.
I will be starting a Teacher Reflection Notebook. I keep lists and jot things down, but like the idea of a more organized approach, plus room for reflection in writing.
Thanks Alana and Deanna for your comments on the first section.
ReplyDeleteAlana – That great that you already have a good handle on using the Optimal Learning Model with your students. It’s the perfect transition to now include some shared writing experiences into the mix. Our hardest job as teachers is making the constant decisions as to when you teach what, how much of it are you teaching, and what would be the most effective way to deliver instruction. I do think that by the end of the course, you will figure out some great ways to give children ownership over their own writing as well as helpful ways to manage writing conferences. I can’t wait to see how the writing goes when you allow them choice in their writing….definitely let me know how it goes! Celebrations for writing are so important, even if you can only do this on a monthly basis.
Deanna – Yeah! I’m glad you are feeling hopeful about the learning in this course, and even more so, I hope it delivers! Please let me know if you need any additional support as we move into the semester. You synthesized Regie perfectly when you said, “she really does push aside much of what clutters the ability to teach writing and just brings us back to what good teaching is.” I wish that I could uncomplicated the teaching lives of the majority of the teachers I work with and allow them to see how mucked up we’ve become in our instruction. I love the idea of the “travelling” book. Kids love the opportunity to write about their families, and I think parents appreciate the opportunity to be involved. You’ve started thinking about some great goals for your writing instruction!
Dee-
ReplyDeleteI am lucky to have observed you celebrate your student's writing using the author's chair. The children are so excited and anxious to hear each others writing. I hope to implement the author's chair again myself. Well done! Alana
Joyce, Writing Essentials assignment #2, Chapter 1
ReplyDeleteI agree with Regie's comment that teachers need to learn how to teach writing. I also strongly agree with her comments about ‘teaching clutter’. In the past 5 years, I have watched teachers give parents many things kids would benefit from, give crafts that have no creativity... When I taught Kindergarten, I avoided clutter. I beieve kids learn by doing and being creative. I don’t remember writing a story about myself in front of the children. When I wrote, I did few corrections in front of them. I understand now that 'clutter' applies to writing.
During the ‘Appendix A Examining’ I realized my beliefs are changing quickly. I’ve learned many things: 1. Prewriting is not separate from writing. 2. Students need to see the teacher write her own stories while thinking out loud. 3. Revision takes place during writing. 4. Writers need time to think and talk before writing. 5. It is okay for a student to keep writing along the same topic.
I have learned from Regie’s Optimal Learning Model . I modeled a lot of writing, but not to those I tutored. As a teacher/tutor, I now would. The Kindergartner’s loved writing stories together; we did that several times. I never did formal conferencing. Instead, I filtered around the room and talked with children as they worked. When I tutored, I was continually conferencing. Now, I have a better idea how to conference. I hope Regie writes more about conferencing.
“12 Writing Essentials”: I did not teach or tutor the children to have a specific reader or meaningful purpose in mind. This would motivate writers. We discussed appropriate topics, an organized flow, elaborating on ideas, correct conventions and form, and satisfying endings. I love the concept of ‘fooling with the words’. I did not teach ‘engaging leads’, but certainly would now. I did not teach voice in writing. I hope to understand this more. I would teach ‘reread, rethink, and revise while composing’. We read widely and deeply, but not from a writer’s perspective. I would now!
Chapter 2,
For Celebrating Kindergartnen writings, I would have an ‘author’s chair'! I displayed writing around the classroom on a regular basis. I also published books the children wrote. I would love to do Deanna’s ‘traveling’ book.
Tutoring: “You got it done, let’s move to the next writing assignment". I know I never said that, but the students probably felt that. Like Regie, I hated the negative red markings on pieces I wrote. While tutoring, I tried to have positive comments on student's writings. I would write some celebration statements when the piece was complete.
I’m still trying to grasp the idea of whole, part, whole and yet reread, rethink, revise at the same time. When I helped in my son’s class this week, I caught myself correcting his spelling instead of celebrating what he was writing about. Yet, Regie writes to make corrections along the way as a writer. I think I should have celebrated his writing and come to the spelling correction later.
When I taught Kindergarten and when I tutored, I never taught students to write for a real purpose. I usually let students choose their own topics, so it would be enjoyable. The things I remember writing as a child are the topics I was interested in. The Kindergartners wrote in conjunction with stories we read. I would teach and tutor all writing to a specific audience in mind and with a purpose. This would give meaning to the author.
In Writing instruction with Kindergarteners, I would add writing in front of the children, an author’s chair, reading with an ‘author’s eye’ with the students, and add the ‘traveling book’. In tutoring writing, I would write in front of the students if time alloted, have a celebration page at the end of the writing piece, and possibly have a page for parents to write positive encouragements about the piece.
That's awesome that you guys are able to collaborate and work together on your teaching!!!
ReplyDeleteJoyce, Chapter 1
ReplyDeleteI agree with Regie's comment that teachers need to learn how to teach writing. I also strongly agree with her comments about teaching clutter. In the past 5 years, I have watched teachers give parents many things kids would benefit from, give crafts without learning or creativity involved...I avoided clutter as a teacher. I believe kids learn by doing and being creative. I understand now that 'clutter' applies to writing also.
During the 'appendix A examining' I realized my beliefs are changing quickly. I've learned many things: 1. Prewriting is not separate from writing. 2. Students need to see the teacher write her own stores while thinking out loud. 3. Revision takes place during writing. 4. Writers need time to think and talk before writing. 5. It is okay for a student to keep writing along the same topic.
The Optimal Learning Model: I modeled a lot of writing, but not when I tutored. I would now. The Kindergartners told stories together while I wrote them down. I never did formal conferencing. I filtered around the room and 'briefly conferenced'. When tutoring, I was continually conferencing, but now I have a better idea how that should look.
12 writing essentials: I did not teach or tutor the children to have a specific reader or meaningful purpose in mind. I would now. We discussed appropriate topics, organized flow, elaborating on ideas, correct conventions and form, and satisfying endings. I love the 'fooling with words' idea. I did not teach 'engaging leads', but would now. I hope to learn more about teaching voice in writing. I would teach 'reread, rethink, and revise while composing. We read widely and deeply, but now I would from a writer's perspective.
Chapter 2
Celebrating Kindergarten writings: I displayed student's writings and published collaborative books. Now I would have an author's chair and would love to try Deanna's 'traveling book'.
Celebrating tutored writings: I don't believe that existed. It was one writing, then the next. Like Regie, I hated red markings, so I tried to write positive comments. Now, I would write a celebration statement page after student's work is done and possibly a page for parent's positive remarks.
I'm still trying to grasp the idea of whole, part, whole, and yet reread, rethink, revise at the same time. When I helped in my son's class this week I caught myself correcting his spelling instead of celebrating what he was writing about.
When I taught Kindergarten and when I tutored, I never taught students to write for a real purpose. I usually let students choose their own topics, so it would be enjoyable. The things I remember writing as a child are the topics I was interested in. I would teach and tutor all writing to a specific audience and with a purpose.
In Kindergarten, I would add personal/unrehearsed writing in front of the class, an author's chair, reading with an authors eye, and the traveling book. For tutoring, I would also write in front of the students if time permitted and have a celebration page for me and parents.
Joyce, Writing Essentials assignment #2, Chapter 1
ReplyDeleteI agree with Regie’s comment that teachers need to learn how to teach writing and about ‘teaching clutter’. I have watched teachers for 5 years give parents things to do that the students would benefit from and give mindless, uncreative crafts… I avoided clutter as a teacher. I believe students learn from doing. Now I realize it applies to writing also.
During the ‘Appendix A Examining’ I realized my beliefs are changing quickly. I’ve learned many things. 1. Prewriting does not need to be separate from writing. 2. Students need to see the teacher write her own stories while thinking out loud. 3. Revision takes place during writing. 4. Writers need time to think and talk about what they are going to write. 5. It is okay for a student to keep writing along the same topic.
Optimal Learning Model: I modeled a lot of writing, but not when I tutored. Now I would. I would also let all students hear my thought processes as I write. I never did formal conferencing, but casually filtered. When I tutored, I was continually conferencing. Now, I have a better idea how conferencing should look.
The “12 Writing Essentials”: I did not teach or tutor the children to have a specific reader or meaningful purpose in mind. We discussed appropriate topics, an organized flow, elaborating on ideas, correct conventions and form, and satisfying endings. I would use the term ‘fooling with the words’. I did not teach ‘engaging leads’, but would now. I did not teach using your own voice in writing. I hope to understand this more in this class. I would teach ‘reread, rethink, and revise while composing’. I always knew to read widely and deeply, but would add reading from a writer’s perspective.
Chapter 2,
Celebrating Kindergarten writing: I displayed writings around the classroom and published books the class wrote. I would have an ‘author’s chair’ and use Deanna’s ‘traveling book’ idea (if that’s okay).
Celebrating tutored writing: I don’t remember any formal celebrating. I was like Regie, hating the red markings so I wrote positive comments on writings as I tutored. Now, I would encourage the content more and write a celebration statement page when the piece was complete. I would also add a celebration page for parents.
I’m still trying to grasp the idea of whole, part, whole and yet reread, rethink, revise at the same time. When I helped in my son’s class this week, I caught myself correcting his spelling instead of celebrating what he was writing about.
When I taught Kindergarten and when I tutored, I never taught students to write for a real purpose. I usually let students choose their own topics, so that it would be enjoyable for them. The things I remember writing as a child are the topics I was interested in. I would now teach and tutor all writing to a specific audience in mind and with a purpose. This would give meaning to the students’ writings.
Joyce, Writing Essentials assignment #2, Chapter 1
ReplyDeleteI agree with Regie’s comment that teachers need to learn how to teach writing and about ‘teaching clutter’. I have watched teachers for 5 years give parents things to do that the students would benefit from and give mindless, uncreative crafts… I avoided clutter as a teacher. I believe students learn from doing. Now I realize it applies to writing also.
During the ‘Appendix A Examining’ I realized my beliefs are changing quickly. I’ve learned many things. 1. Prewriting does not need to be separate from writing. 2. Students need to see the teacher write her own stories while thinking out loud. 3. Revision takes place during writing. 4. Writers need time to think and talk about what they are going to write. 5. It is okay for a student to keep writing along the same topic.
Optimal Learning Model: I modeled a lot of writing, but not when I tutored. Now I would. I would also let all students hear my thought processes as I write. I never did formal conferencing, but casually filtered. When I tutored, I was continually conferencing. Now, I have a better idea how conferencing should look.
The “12 Writing Essentials”: I did not teach or tutor the children to have a specific reader or meaningful purpose in mind. We discussed appropriate topics, an organized flow, elaborating on ideas, correct conventions and form, and satisfying endings. I would use the term ‘fooling with the words’. I did not teach ‘engaging leads’, but would now. I did not teach using your own voice in writing. I hope to understand this more in this class. I would teach ‘reread, rethink, and revise while composing’. I always knew to read widely and deeply, but would add reading from a writer’s perspective.
Chapter 2,
Celebrating Kindergarten writing: I displayed writings around the classroom and published books the class wrote. I would have an ‘author’s chair’ and use Deanna’s ‘traveling book’ idea (if that’s okay).
Celebrating tutored writing: I don’t remember any formal celebrating. I was like Regie, hating the red markings so I wrote positive comments on writings as I tutored. Now, I would encourage the content more and write a celebration statement page when the piece was complete. I would also add a celebration page for parents.
I’m still trying to grasp the idea of whole, part, whole and yet reread, rethink, revise at the same time. When I helped in my son’s class this week, I caught myself correcting his spelling instead of celebrating what he was writing about.
When I taught Kindergarten and when I tutored, I never taught students to write for a real purpose. I usually let students choose their own topics, so that it would be enjoyable for them. The things I remember writing as a child are the topics I was interested in. I would now teach and tutor all writing to a specific audience in mind and with a purpose. This would give meaning to the students’ writings.
Joyce, Writing Essentials assignment #2, Chapter 1
ReplyDeleteI agree with Regie’s comment that teachers need to learn how to teach writing and about ‘teaching clutter’. I have watched teachers for 5 years give parents things to do that the students would benefit from and give mindless, uncreative crafts… I avoided clutter as a teacher. I believe students learn from doing. Now I realize it applies to writing also.
During the ‘Appendix A Examining’ I realized my beliefs are changing quickly. I’ve learned many things. 1. Prewriting does not need to be separate from writing. 2. Students need to see the teacher write her own stories while thinking out loud. 3. Revision takes place during writing. 4. Writers need time to think and talk about what they are going to write. 5. It is okay for a student to keep writing along the same topic.
Optimal Learning Model: I modeled a lot of writing, but not when I tutored. Now I would. I would also let all students hear my thought processes as I write. I never did formal conferencing, but casually filtered. When I tutored, I was continually conferencing. Now, I have a better idea how conferencing should look.
The “12 Writing Essentials”: I did not teach or tutor the children to have a specific reader or meaningful purpose in mind. We discussed appropriate topics, an organized flow, elaborating on ideas, correct conventions and form, and satisfying endings. I would use the term ‘fooling with the words’. I did not teach ‘engaging leads’, but would now. I did not teach using your own voice in writing. I hope to understand this more in this class. I would teach ‘reread, rethink, and revise while composing’. I always knew to read widely and deeply, but would add reading from a writer’s perspective.
Chapter 2,
Celebrating Kindergarten writing: I displayed writings around the classroom and published books the class wrote. I would have an ‘author’s chair’ and use Deanna’s ‘traveling book’ idea (if that’s okay).
Celebrating tutored writing: I don’t remember any formal celebrating. I was like Regie, hating the red markings so I wrote positive comments on writings as I tutored. Now, I would encourage the content more and write a celebration statement page when the piece was complete. I would also add a celebration page for parents.
I’m still trying to grasp the idea of whole, part, whole and yet reread, rethink, revise at the same time. When I helped in my son’s class this week, I caught myself correcting his spelling instead of celebrating what he was writing about.
When I taught Kindergarten and when I tutored, I never taught students to write for a real purpose. I usually let students choose their own topics, so that it would be enjoyable for them. The things I remember writing as a child are the topics I was interested in. I would now teach and tutor all writing to a specific audience in mind and with a purpose. This would give meaning to the students’ writings.
Joyce, Writing Essentials assignment #2, Chapter 1
ReplyDeleteI agree with Regie’s comment that teachers need to learn how to teach writing and about ‘teaching clutter’. I have watched teachers for 5 years give parents things to do that the students would benefit from and give mindless, uncreative crafts… I avoided clutter as a teacher. I believe students learn from doing. Now I realize it applies to writing also.
During the ‘Appendix A Examining’ I realized my beliefs are changing quickly. I’ve learned many things. 1. Prewriting does not need to be separate from writing. 2. Students need to see the teacher write her own stories while thinking out loud. 3. Revision takes place during writing. 4. Writers need time to think and talk about what they are going to write. 5. It is okay for a student to keep writing along the same topic.
Optimal Learning Model: I modeled a lot of writing, but not when I tutored. Now I would. I would also let all students hear my thought processes as I write. I never did formal conferencing, but casually filtered. When I tutored, I was continually conferencing. Now, I have a better idea how conferencing should look.
The “12 Writing Essentials”: I did not teach or tutor the children to have a specific reader or meaningful purpose in mind. We discussed appropriate topics, an organized flow, elaborating on ideas, correct conventions and form, and satisfying endings. I would use the term ‘fooling with the words’. I did not teach ‘engaging leads’, but would now. I did not teach using your own voice in writing. I hope to understand this more in this class. I would teach ‘reread, rethink, and revise while composing’. I always knew to read widely and deeply, but would add reading from a writer’s perspective.
Chapter 2,
Celebrating Kindergarten writing: I displayed writings around the classroom and published books the class wrote. I would have an ‘author’s chair’ and use Deanna’s ‘traveling book’ idea (if that’s okay).
Celebrating tutored writing: I don’t remember any formal celebrating. I was like Regie, hating the red markings so I wrote positive comments on writings as I tutored. Now, I would encourage the content more and write a celebration statement page when the piece was complete. I would also add a celebration page for parents.
I’m still trying to grasp the idea of whole, part, whole and yet reread, rethink, revise at the same time. When I helped in my son’s class this week, I caught myself correcting his spelling instead of celebrating what he was writing about.
When I taught Kindergarten and when I tutored, I never taught students to write for a real purpose. I usually let students choose their own topics, so that it would be enjoyable for them. The things I remember writing as a child are the topics I was interested in. I would now teach and tutor all writing to a specific audience in mind and with a purpose. This would give meaning to the students’ writings.
I first have to say I envy both Alana and Deanna, to be able to give your kids a topic and let them create the words and then share them with you is awesome. Even at the primary grades. I wish my students had that type of independence.
ReplyDeleteLike I stated in my intro. my students work mostly on the mechanics of writing, therefore, the Optimal Learning Model is very teacher driven. Many ideas come from the students but I tend to put their ideas in complete thoughts and sentences. I can see now, that when I do write in front of the kids I can really talk them through the process and explain what is happening. Like the other ladies, I tend to give the students a writing prompt and or topic, limiting their ability to access and write about life experiences and or interests. I would like to start spending more time finding ways for students to express themselves without limits. Using a 1:1 model is possible and motivating for students. Reviewing the list of 12 writing essential, I become very overwhelmed. However, I see where I can focus my time and teaching strategies. Embracing language and elaborate on ideas were the two biggest area that my students need to improve their skills and I need to improve my instruction. Word list or picture cues that would be an easy way to have students substitute over used words or ideas. Looking at the list also showed me what little areas I cover in a weeks worth of lessons. Most if not all my emphasis is on applying correct conventions and form, stressing being right rather than being creative or expressive.
While reading chapter one I was struck by Regie dislike for structured writing curriculum. I have to say in an age where there are tests and standards to which students and teachers are held to, that its important that all first graders are learning the same thing and all fifth graders are learning the same time, and so on. With common used curriculum districts can be assured that all students are getting the same education and teachers who aren't great a writing have the same tools to deliver good instruction to students.
Chapter 2 and 3 have given me some inspiration to try some new things in my classroom. My students don't share their ideas enough and because writing prompts are the same they all tend to write about the same thing. If given the chance to expand topics I think sharing would be more enjoyable and would create greater community within the classroom and primary grades. As Regie put it "make sure writing is meaningful not just correct" is something I would agree with and want to promote in my classroom. As a way to fill time one day while I waited for a few students to return to class I started a fairy tale story with the rest of the class. I gave them "once upon a time there was..." and they went with it. Student shouted out ideas and we together turned them into complete sentences. Students praised others for their ideas and in the end everyone was really happy with our funny, slightly odd story of a dragon and Robin Hood. I think students, especially low achievers or low cognitively should share more and encourage students to cheer on their peers. The first school I worked at in my district had writing celebrations once a trimester. At first the idea seemed a bit overwhelming, but in the end I looked forward to that day. Students were mixed across grades and with a variety of staff (SLP, resource room teachers, literacy coach, etc) leading, groups were smaller, which allowed for every student to share and other to respond. Which all schools had this type of set up.
In both chapters the try it and apply sections gave me the most focus and simplified how I can make changes in my classroom, even this late in the school year. I look forward to trying them soon. I especially likes the sharing of emails, faxes, and letters with students. In a world driven by technology there are millions of applications to demonstrate writing in the 21st century.
Thanks for sharing your comments Joyce & Lindsay.
ReplyDeleteJoyce – I think that one of the best qualities a teacher could have is the ability to reflect and change your beliefs as you learn in the classroom alongside your students or in a professional situation. It’s also great to see how the OLM can transfer to all learning situation throughout life (including tutoring )...it really is where the heart of the teaching come in. You’ve done some great reflection with Section One, I think one of the most important points to sift out would be understanding how important it is incorporate both PURPOSE & AUDIENCE in your writing workshop!
Lindsay – Are you able to make some of the changes that you are suggesting in your writing program? For example, more opportunities to use the OLM and choice in writing. Don’t let the entirety of the 12 writing essentials be over-whelming, pick 1 you’d like to work on and start there. Otherwise you will feel burnt out and unsuccessful! It sounds as though your students (and you) really enjoyed the shared writing experience of writing a fairy tale…great idea!
Gary Hancock Comments-
ReplyDeleteChapter 1
The Optimal Learning Model is already being used in my class/school. We call it To/With/By. As I reflect on this year's teaching of writing, I know that I have covered the To, have done some With(one-on-ones but no student to student) and the By. It's obvious to me that the With needs to be my focus.
Of the 12 Writing Essentials, I have really focused on the reread, the apply correct conventions, and take responsibility parts of the list. I feel like I somehow lost control of writing this year and missed out on all the other parts. I think next year I might post this list on the wall to make sure that I include more of the twelve in my writing.
Chapter 2
I have celebrated writing this year by having mini-writing contests. I assign a mini-topic, they write on the topic and then all of the stories get shared. The students vote on their favorites and the winners get small prizes. I still need to work on a way to celebrate the work on my lower writers.
I like the idea of year round poetry. I think that my students would enjoy this and it would be a stress free/non graded activity. I was thinking that a at-home writing journal might also be a great idea. Again, no stress and not graded.
Gary - Thanks for assignment two. You’re right, the OLM is the same exact idea as to/with/by (Margaret Mooney). You mentioned that the “with” is something you would like to focus on as a personal writing goal...maybe you could consider adding more shared writing time with your students. I know there’s a major “time crunch” in all of our schedules, but in 5th grade, shared writing can be a very powerful piece that gets left out. It sounds like you have some great ideas to make writing more enjoyable for your students.
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