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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Regie is right: we need to simplify our lives: complicated and convoluted is not better, especially in education! Amid the chaos of standardized testing, anxious educators have forgotten the simplicity with which writing can be taught. We clutter our lives with superfluous things, and often forget that at the heart of all those gimmicky writing programs, there lies a simple set of rules essential for teaching writing. In her book, Regie outlines these rules as the “12 writing essentials.” These essentials provide the foundation for all writing programs.
ReplyDeleteWe want our students to becomes independent writers. It is important that we remember how the learning process works (which is what the “Optimal Learning Model” illustrates.). We can guide our students toward independence, which becomes easier the as we realize that this can be done quite simply, and in less confusing ways.
Writing also takes on many forms. From a quick note on a sticky pad, to a researched report, we write for a myriad of reasons, and contemporary writing has taken on new forms. Mediums such as comics and graphic novels might be a fun avenue for many new writers to explore (What fun it would be for a student to create their own comic!).
Celebrating student writing can, and should happen daily. One of the best ways I have seen this done is to have an “Author's Chair.” This is a time for students to share their writing with their peers, listen to feedback and praise, and for those students listening to formulate new writing ideas.
To empower our students, though, we first must empower ourselves! Just as we are readers, we are also writers. We write to communicate with others, to learn, and to grow. Once we rediscover the joy that comes from the written word, we can share that passion with our students. We can proudly give examples of our own writing and encourage young writers to experiment on their own. Showing students how we use writing everyday makes it more meaningful. I like the idea of writing in front of my students. The demonstration of the writing process makes it less intimidating and allows students to witness and hear the internal dialogue that goes along with writing.
Overall, my beliefs about writing emphasize the exploration and practice of writing. Creativity should be encouraged, and as students become more confident in their writing abilities, complex writing skills can be taught. Writing is scary because we are presenting ourselves, our souls, to the world. When we celebrate our students' writing, we are validating them. We are letting them know that their ideas and lives matter.
Mariah- isn't it great that Regie gives us the permission to make things less complicated and cluttered? And allows us to teach based on what we know our kids need using the gradual release model, or as Regie coins it, The Optimal Learning Model. Due to high stakes testing, teachers across the country are getting bogged down and are drowning in lock step programs that tell you (word for word) how to teach kids that they do not have in their classrooms in front of them. As you stated, one of the biggest jobs we have as teachers of writing is to cultivate a love of writing as they begin to understand the purpose that writing has and will continue to have throughout their lives.
ReplyDeleteAs an educator I am constantly trying to figure out how to reduce the clutter in my teaching and get rid of unnecessary activities, the “stuff” that doesn’t help my teaching or my students. I love the joy of teaching and of the students learning. When the light bulb goes off for them it is an amazing feeling.
ReplyDeleteMy goal as a teacher is for my first graders to become independent writers. Although I didn’t know it had a name, Regie’s Optimal Learning Model is the process (simpler) for students to get there. It makes sense.
Focusing on the 12 Writing Essentials gives students their toolkit for becoming good, independent writers.
Celebrations are an important part of my writing program. We practice being good listeners. The children tell the writer of their story what they liked about it. The looks on my students face are wonderful. Even my very shy students are beaming when they are done celebrating. Sometimes we celebrate with other classes. Students are able to hear what other writers have done. Everyone is learning from everyone else.
In the beginning of the year I start my writing out with read alouds. We talk about what we liked about the story and the illustrations. Often I will write in front of the class about something from the book. Something I will do different this year is talk aloud about what I am thinking. Also, read the words as I am writing. I didn’t realize how important this is.
Last year my students were pen pals with another class. They loved it. They also wrote recipes. I want my students to find joy in this process. I will be adding on note cards, list making and poetry to name a few. The goal is for students to write.
I am really looking forward to bringing joy back to my teaching, especially in writing. I appreciate that Regie is suggesting we simplify our lives. How refreshing!
ReplyDeleteI really love her Optimal Learning Model. I feel that it generally outlines the way that I teach writing but it is more descriptive. I think that it will help me stay on track. I have always tried to demonstrate then move to Guided Practice then to Independent practice. I know that my teaching can be more explicit during the Demonstration phase. I need to do more thinking out loud like Leah mentioned. I am a little unclear at this point about the differences between Shared Demonstration and Guided Practice. Hopefully that will be explained a bit more as we read on. Also, our current principal feels that we need to be using a cycle of instruction (that includes the areas on the Optimal Learning Model), especially Guided Practice, during each lesson. I have always felt that on some days it is okay to just give students time to write independently. It has always helped me to see how they are applying what they have learned especially during the last few months of school. I feel like there is less of the other 3 areas going on and more independent practice. I would love to hear thoughts about this.
Wow! The 12 Writing Essentials really made me think – I need to be doing better! I think that we are always working so hard on conventions and form that we often forget the other things. I have had my class write for specific readers with a purpose. Leah’s class and my class were pen pals this year. The kids really do enjoy writing letters. We also determine our topics and attempt to present ideas clearly. One of the 12 Writing Essentials I really want to work on including is “Embrace language.” I think that could be really fun as well as useful to my students, especially the English Language Learners. I would also like to see/hear more of my students’ voices shine through in their writing. The writing that has an authentic voice attached is always so much more exciting to read.
Another goal of mine is to do more read alouds. I spent 1 year as our Library teacher and absolutely loved reading stories to the kids. I enjoy playing with language, dramatic pauses and creating voices for the characters. I tried to read at least 3 times a week to my class this year but often didn’t meet that goal. It is so important for kids to hear good literature and be inspired. I REALLY need to make time for this important learning experience.
I did 2 different things in my class this last year to celebrate writing. Each day I would have 5 students share their writing with the class. It could be what they worked on that day, a previous day or days, whatever they chose. I rotated through the class so each student got a turn during the week. In years past I would have the listening students give compliments or ask questions about the writing. I think I need to go back to doing that. I also had my kids share their writing with their peers in other classes. They really enjoyed that time to shine and show off.
ReplyDeleteI need to work on doing authentic (and interesting) writing when I am demonstrating in front of the class. I feel that I personally struggle as a writer and I am sure that comes through. It is hard to inspire kids if I am feeling that way. I do need to remember that I am only trying to impress 6 and 7 year olds! I am not trying to win a Newbery Medal. I need to write what is important and authentic for me as a good model for my students. I agree with Mariah that “showing students how we use writing everyday makes it more meaningful.” I do plenty of writing throughout the day and need to share that with students whether it is my grocery list, an email, or a card to a friend.
It is going to be difficult to let go of conventions since that it so engrained in my teaching. Our report cards reflect this, as well. We have been discussing amongst the team about the difference between writing that is mechanical and technically correct versus writing that is interesting and has authentic voice. It is really difficult, especially because of our rubrics and report cards. Any advice here?
I have shied away from poetry because it lacks conventions. I was afraid that kids would get confused and forget how to punctuate correctly. I will have to give it a try.
I am excited to get deeper into Regie’s thoughts and ideas!!!
Thanks Leah and Allison for your reflections on Section One.
ReplyDeleteLeah – It’s always great to have confirmation in your teaching. You’ve been successful because you’ve been using the OLM (although you just didn’t have a name for it ). I love the idea of having writing buddies with other classrooms, I’ve always had reading buddies. I love that you are setting the goal of sharing your writing process out loud with your students, the next assignment focuses on this a little bit more. It’s so important for your students to understand how you (as well as others) process writing…it’s a great goal to do this more in the future!
Allison – My goal, not just in teaching, but in my LIFE, is to try and simplify things. I see shared writing work as still working whole group together on the rug, but they are “sharing” the pen with you and you are working together on the piece. You still have the majority of control over the writing. Guided writing shifts the majority of the writing work over to the students, but still with some guidance from you. I typically do guided writing in the same small group format as guided reading. They still have that scaffolded support from you prior to independent practice. I don’t believe that you need to go through the entire OLM within one lesson. One of the biggest reasons is all of the different time constraints that we all deal with. Some of the guided practice may happen at the same time others are working independently. I would be better able to offer a suggestion about your report card dilemma if I knew what exactly they were assessed on. If you could give me a bit more info, that would be helpful!
Looking at the Optimal Learning Model, I realize that I use this method not just in writing, but throughout my curriculum. The “I do it, we do it, you do it” gradual model is the way I have phrased it before. At times I struggle with the teacher demonstration aspect because I want to get kids writing or doing the activity, not simply watching me do it. If I am looking for a product that meets specific guidelines, I must show the students exactly what I want by doing it. It’s also important to think out loud when modeling to help the students get a better sense of the process. At times model hitting a roadblock, and show students methods for breaking through these roadblocks, as well as showing them it is normal to hit these. It’s okay to give direct instruction.
ReplyDeleteOne change I am looking forward to making next year is not using as many specific prompts as I have in the past. Writing should be fun, and as educators, we should let students write about things they are interested in and knowledgeable about. With the state writing test being suspended for at least this upcoming year, I am not going to need to teach how to answer to specific prompts. Many state writing prompts are not general, and narrow the students’ choices. I have seen many of my students in the past write a story they are not proud of because their couldn’t think of a good idea. I have seen students drawn to tears during the writing assessment more than once. Because the test has specific/narrow prompts, I have had to prepare my students for these types of prompts, which “cramps” their writing. This year I am going to make a conscious effort to help students create a plethora of story ideas before choosing one, and give them prompts that allow them to explore their own lives and interests without being limited to a topic. I want the process to be more free and liberating.
I agree with what Mariah said, “we need to simplify our lives: complicated and convoluted is not better, especially in education! Amid the chaos of standardized testing, anxious educators have forgotten the simplicity with which writing can be taught.” As a teacher, I need to be conscious of keeping things simple. At times I catch myself trying to do too much, or asking too much of the students. I’ll spread them or myself too thin, and as result their work and mine suffers. I am learning that starting simple, but striving for students to go deeper in their thinking, as well as helping them master a concept is better than trying to get them to do a variety of different things. For example, I’d like to start the year by asking students to write about a setting. The two objectives being that 1) they try to show the setting, and not tell the setting (ex: it was hot (telling), the sun stood still in the sky without a cloud in sight (showing)) 2) and make sure they are writing in the correct tense (present or past). Maybe this is even asking too much, and I should just focus on one. Overall, I’d like to really keep things simple this year, and maybe not cover as much, but help students master certain aspects of writing. I have a feeling that when students master certain concepts, these skill will bleed into other concepts. Much like mastering place value in math will help students with fractions, multiplication, algebra, etc.
Everything I read in this section is very validating. Again, I only teach writing, so I don’t have to worry about how to incorporate it into a cross-curricular classroom. It’s all I do. In the margin of my book are constant stars, smiley faces, and the occasional, “Haha.” I really like how she focuses simplifying teaching and making writing enjoyable. Although “enjoyable writing” seems like an oxymoron, it doesn’t have to be, I agree. She has some really good suggestions on how to facilitate this shift. Parents are always saying to me, “My kid is not very good at writing…he can’t spell.” I always respond by explaining how that is only one piece of the puzzle and encouraging them (the parents) to consider the other aspects of writing—which Routman illustrates in her “12 Essentials. I also really like her “Top 5” on page 8. The Optimal Learning Model is a nice illustration of what I consider best practice, and is also familiar—this lays out how I like to structure my units. Some students still get pretty stuck on the independent practice portion, though.
ReplyDeleteA few years ago, the Literacy Team at my school came up with all kinds of great ideas about how to celebrating writing in our school, but we never really followed through. One was to create a book, which she suggests in chapter three. Students love publishing—I always have such better work completion, and pride in work when they know they get to make a little book cover, give their writing as a gift, or bind their paper with ribbon. It’s funny. I would definitely like to expand writing celebrations to something more school-wide. We have all kinds of display cases where we could hang papers. Last year, students who exceeded on the state writing test (all six of them—out of 160) got their names read on the announcements. While this was a nice thing, I would like to have smaller scale opportunities for celebration or acknowledgement that encourage struggling writers, but doesn’t embarrass them. This is always a tricky line to walk with 7th graders. Routman is right on with the story telling thing—they do love my stories. I also think she makes a really good point not to out-write students. I try to only model what I expect from them, but with enough sophistication that they are pushed. After all, children learn to write by imitation. Lastly, I often find myself defending how I do daily journals in my class, and now I have a new line—that it validates students’ lives. Thanks, Regie!
Bonding as a staff by writing. Hmmmmm. My first reaction to this was that it didn’t sound enjoyable at all! Then I remembered a staff presentation I gave a while ago, introducing the idea of a RAFT (Role, Audience, Format, Topic) as a good cross-curricular writing tool. The staff really had fun with it and enjoyed listening to each other. Again, I really connected with the rest of this chapter. I always try to write with my students, and I always do the assignments they do. They love to hear that I am working on a book—they think it’s really cool. And they love catching my mistakes.
Thanks Phil and Ashley for your comments on Section One.
ReplyDeletePhil – As you stated, the OLM or gradual release, should be the instructional approach that teachers use across the curriculum areas. Seeing you (as well as other adult writers) model writing is so very important to students being able to work through the process themselves. You have a very wonderful opportunity this year to grow writers that consider audience and purpose, and above all, who truly love to write! I love the idea of teacher with great depth…and not just breadth within the curriculum.
Ashley – Maybe in future conversations with parents who are still unclear about writing, you could share Regie’s 12 Essentials of Writing. I find that when kids get stuck in the independent writing phase of the OLM, it’s usually because they’re trying to do too much. Kids often do better when they write shorter pieces of text rather than trying to attack writing a novel. It would be a great idea to try and encourage your colleagues to bring out some of those great ideas that you all developed for celebrating student writing this coming school year!
Jackie and Mary - Great suggestion. This would be a good thing to hand out at back to school night or conferences!
ReplyDeleteCelebrating student writing in the classroom for me takes place a lot during author’s chair. Whenever we are doing an assignment students share a piece and get to receive compliments. Then displaying students work is another fun way that I try to honor their writing. At the end of the year each student creates a book of poems that they bind and publish, then we have a “Poetry Slam” where students share.
ReplyDeleteWays that I would like to celebrate students writing more. I resonated with the part about congratulating students who take risks. That just hit me as something so simple I could incorporate that might bring those more shy kids out of the woodwork. I want to change my students perceptions of themselves so that they feel empowered and view themselves as writers. I also was challenged by the way that Regie starts with a story. She highlights the fact that stories bond us… So right! What do we do when we hang out with our friends and family? We tell stories, we listen to stories, and we connect on that heart level. I want to add more to my classroom by starting with a story.
Changes to make writing more purposeful I think would happen if I consider who my students can share their writing with at the end. If it is a persuasive piece, who can they mail it to at the end of the unit? If it is a narrative story, is there a younger student who they could entertain with their writing. I want more ways to make things purposeful and out of all the questions, this is the one I am still chewing on and pondering.
I liked seeing the visual of Routman’s Optimal Learning Model because it made me reflect on what I do well with my students and where I need to improve within the model. This year after visiting several exemplary writing teachers’ classrooms I was impressed by how much time they gave the students to share what they wanted to write. Since these trainings I have become much better at giving students plenty of time for guided practice. I believe I also give students many opportunities for independent practice and I allow them lots of choice during writing time. I think where I need to improve is in the demonstration and shared demonstration pieces. I do model writing for the students, but I often forget to share my thinking with the students. I need to remember to let students in on what I am thinking about.
ReplyDeleteWhile looking over Routman’s “12 Writing Essentials for All Grade Levels” I thought about my own students and my teaching and how I teach the essentials. I think I do a good job choosing strong read alouds that provide good modeling of what good writing looks like. This ties into Routman’s “Read widely and deeply – and with a writer’s perspective.” I think the essential that I struggle the most with as a first grade teacher is “apply correct conventions and form.” I have some students who from the first day of school know exactly where to put punctuation while I have others who don’t know where to put a period on the last day of school. Conventions are so difficult to teach because you have to have so much exposure to reading and writing before they make any sense. Every year I feel like I have failed students when they leave my classroom not knowing where to put a period.
I celebrate student’s writing by having a few students share their writing each day with the class. I usually pick 3-4 students that have worked hard during writing time to share. Another way I celebrate student writing is by letting students share their writing with the principal. Our principal loves hearing student writing and is a way for her to get to know the students better. Because our principal is so busy I usually just send 2 students to her office just a couple times a month, so it is a really big deal to get chosen! We celebrate student writing in the spring by having student led conferences. In March, instead of doing a 3rd quarter report card we have students work on a portfolio of different current work. The majority of their portfolio is writing. In addition to reading their writing to their parents, they also complete a writing activity with their parents at the conference. Students, parents, and teachers love student led conferences because they are much more celebratory than report cards.
One goal I have for myself to celebrate student writing more is to have a night where each student reads a piece of their writing in a small group of other students a parents. We would make 2 copies of their writing so they could take one home and keep one in our classroom library. I think students would have a great time and really see themselves as writers.
I would like to make writing more purposeful for students by starting off the year by making a list of reasons why we write. I would like to hang this up so everyone can see it and we can refer back to it and continually add to the list. I would also like students to see themselves as writers, but first they need to see that I love writing and view myself as a writer. I will show them samples of my writing, (emails, a letter to a friend, an essay I wrote in high school etc.) so students can see that there is a purpose behind writing.
Thanks Regina and Molly –
ReplyDeleteRegina - The sharing piece you mention at the end of your comment will make a dramatic difference in your students’ writing. When children understand both the purpose and the audience they are writing for, writing begins to take on a whole new meaning and you can see the difference. There are so many great ways to celebrate their writing….gifts to family and friends, to teach others in the school how to do something (ie. Younger children how to buy hot lunch or walk in the halls), poetry jams, buddy reads with other classrooms. Just keep in mind that not all celebrations throughout the year need to be big, stressful activities for you, or it won’t happen!
Molly – I’m glad to see you were able to post. I’m curious as to what the problem was. Shoot me an email if you were able to figure out what was actually causing you not to be able to post. It really does sound as though you’ve got a great writing program set up in your classroom….allowing children to be able to see your thought process as you write will be a very beneficial addition. As far as conventions are concerned, as with everything else, there’s a learning curve for all of your students. Some may master certain skills with you in first grade while others received more of an exposure or even progressing towards benchmark expectations, but will not master until the following year (or two…). As far as periods in first grade, most (with reminders) should be able to place periods in the appropriate space. Struggling readers who still struggle with their phonological awareness skills will most likely have difficulty even understanding the concept of “a sentence”, but with the right amount of support, you can move them along.
Assignment #2: Written Reflection—Section 1, Chapters 1-3
ReplyDeleteI was heartened reading these chapters because I am engaged in much of the writing and teaching practices Regie describes. I try to teach “real writing” as much as possible, that is, I encourage my students to “write for real purposes and audiences—and publish their writing” (7). We don’t use any particular program for teaching writing at my school. I do, however, feel overwhelmed at times because teaching writing feels like such an immense and extremely important goal. I find that I do turn to “exercises” when I get tired and when it seems my students are continuing to struggle with conventions. Sometimes this just feels easier: I can give them some grammar work, for example, and receive objective results. I do think there is room for a balance—a mini-lesson about “its” and “it’s” is not a bad thing. I don’t think Regie is saying it is a bad thing, but it shouldn’t be the beating heart of writing curriculum. I wholeheartedly agree that “Teaching the skills is crucial…but those skills need to be taught because the writer needs them to convey a message, not because they are on a checklist or in a prescribed…program” (12). I strive to balance teaching the cold, hard skills and infusing joy into the writing process.
“The Optimal Learning Model” is a great model for real learning, in my opinion. I teach using this model about half the time. In my high school classes there is more “independent practice” going on, but I also have conferences with students while they work on the writing process. I also try to share my own writing as much as possible. This takes the form of me writing with them during class; me showing them previously composed writing from high school, college, and life; and me sharing my thought process and revision process as I write in front of them, although this last component occurs much less than the others. When I work with middle schoolers (sixth through eighth graders) I tend to conference more and write in front of them more. Their writing process is generally more guided and one-on-one. It helps that my classes are small, from 8 to 15 students. I wonder how a “writers workshop” style happens in a large group? I probably sound like a spoiled teacher here, and I don’t want it to seem like I’ve already got the whole “Optimal” model down; I definitely struggle and work at it daily.
It really helps me to see the “12 Writing Essentials for All Grade Levels” broken down in a bulleted list. Sometimes the amorphous nature of teaching writing is overwhelming and it helps to have a concise and accessible reference.
And now moving on to thinking about how I celebrate student writing. Here’s what I currently do.
• I encourage students to read their work aloud to the class, to me, and to small groups.
• We put together anthologies and celebrate their release by having an in-class party and reading.
• We make our work available to the greater school community by displaying it in the hall and/or giving copies out at school events.
I could include more celebration by having a poetry/writing night where we read our work to the community. I could try less obvious celebrations more often, like having more one-on-one conferences and offering more praise for outstanding work. I think giving students the lead to choose their own topics/subjects is important, too, because they will feel their work is worth celebrating if it comes from them and is not mandated.
As I have mentioned already, I sometimes fall under the spell of teaching conventions when the going gets tough in the teaching of writing. When offering feedback on a draft, I sometimes find myself focusing too much on every missing apostrophe and misspelled word. This happens because my brain finds it easier to focus on these details rather than try to parse out the overall effectiveness of the piece.
I could also write in front of my students much more. I’m glad this is coming in assignment #3!