ASSIGNMENT FOUR: WRITTEN REFLECTION-Section Two- Teaching Essentials Chapters 4-6
Read Writing Essentials, Chapters 4-6 and briefly reflect on the following thoughts written below and any additional comments that you have after reading these chapters. Post your reflection to the course blog.
Chapter 4: Raise Your Expectations
• Why we need to raise expectations – ESPECIALLY for our minority and lower socio-economic students
• How to raise expectations in your classrooms as well as in your grade level and throughout your entire building
• What about handwriting, spelling and editing expectations?
• How to use the Optimal Learning Model to support your students’ needs
“Raising expectations” for our students is a big push in all of our districts. Under “No Child Left Behind” many schools have been identified as “in need of improvement” and have been working furiously yet unsuccessfully for over ten years to “close the gap” for our minority children. But more important than improving performance on high stakes tests is remembering that if we raise our expectations and teach explicitly, then our students will rise to the occasion and astonish us with the high quality work that each of them is capable of.
Regie has some great insight into the need to raise expectations of our students and feeling comfortable and confident with the decision to set high standards for all learners. She raises the question, What are our clearly articulated, rigorous yet reasonable expectations? This is a question that we should reflect on as individual teachers, and one that should be the starting point for a conversation within our grade levels, buildings and across entire districts.
We’d like to know what you think of one of our favorite quotes from the book: “Worksheets aren’t good enough. The students who can do them don’t need them, and the ones who struggle with them feel defeated by the red marks, which only reinforce their feelings of inadequacy. WORKSHEETS FOSTER MEDIOCRITY!” (We personally wanted to shout out when we read that!) Please include your thoughts in your Section Two Reaction.
In this chapter, Regie also sheds some light on several topics that teachers often ask about. “What about handwriting expectations?” and “Conventions, Editing and Publishing?” It’s always helpful to get another professional’s point of view on these pressing issues! Enjoy the chapter!
Chapter 5: Do More Shared Writing
• Where does Shared Writing fit within the Optimal Learning Model?
• For which learners is Shared Writing appropriate?
• How can we link Shared Writing with Shared Reading?
• How can Shared Writing be used to support word work?
• What are some “Tried and True” ideas for Shared Writing?
Regie's idea of Shared Writing is very different than that of many other professionals in the field. So often we use Shared Writing only with the primary grades. As Regie states, “What a great way to teach and engage all students in all aspects of oral and written language.” If we are to consider teaching through all phases of the Optimal Learning Model, we can begin to see how important Shared Writing is for our students. We think that the idea of using Shared Writing in both upper elementary and the middle schools is a new way of thinking for many of us.
One of the reasons Regie encourages teachers to use chart paper and an easel, instead of projecting to a screen with an overhead or document camera, is that the children are seated right with you on the floor, which usually holds the children’s attention a little better. Another idea that has worked great for me is to move the overhead machine to the group area and place it on the floor in the middle of the group in front of the easel. I then project the machine onto the white space of the easel. It’s great because you’re able to be right there in the middle of the group and have the benefit of writing more quickly onto a transparency rather that chart paper. You’ll need to consider which of your Shared Writing activities you’ll want students to be rereading (don’t forget that you can hole punch transparencies and put them in a binder for future reference) and which you may want posted to your walls on charts.
Regie’s list of “Tried and True Ideas for Shared Writing” (page 112) is very extensive. It would be helpful to take a look at Regie’s list as you create your curriculum map for the year. Where would some of her suggestions fit within your science, social studies, math, reading and writing units across the year?
Chapter 6: Capitalize on the Reading-Writing Connection
• How can we become more effective integrating our reading and writing instruction?
• Are we as efficient as possible with our responses to reading?
• The benefit and necessity to integrate our content area teaching with both reading and writing
• The importance of writing (and reading) more nonfiction
We know research shows that reading achievement affects writing achievement and vice-versa, and we also know that it continually gets harder to fit “it all” into our day. Effectively using reading and writing connections throughout the day in all areas of language arts, math, science, social studies, and even specials such as art, music and library, is our only option.
Regie’s suggestion of taking a closer look at how we use written response to reading is a very important one. Careful consideration is needed to decide if what we’re asking the students to do is “worth their time.” For example, if the response we’re looking for will “deepen comprehension, cause the writer to reflect on the content, and/or foster appreciation for the text” then it’s worth it. We whole-heartedly agree with her statement that many of the overly structured assignments such as book reports can alienate our readers! While response journals do have their benefits for us professionally Regie states, “they also take up a lot of our time!” It’s a very organized teacher who can effectively keep up with their responses without feeling overwhelmed and frustrated. Don’t forget the bottom line – “Be sure that students spend more time reading than writing about reading!” (Page 126)
We are so glad that Regie addressed how to effectively teach summary writing. We know that many teachers have a difficult time differentiating between a summary and retelling – I (Jackie) was one of them until several years ago. The snapshots and procedures that Regie shares on how to teach summarizing are invaluable and should be a reference that we all refer back to throughout our teaching year.
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it really hit close to home, when reading the chapter about raising expectations. In a way I have always felt that when it comes to writing, I start off with high expectations in a writing assignment but by the end, there are some students where I want them to just turn it in. I always felt that, something was better than nothing, but this is doing the child a disservice because if every teacher does this for this specific child than they will get through their school life believing their minimal effort is adequate. I am still unclear where I stand when it comes to handwriting. I feel it is important to present your work in a decent fashion, but with the way out society is so technology centered, it seems like handwriting could become less important as years go by. I do want to teach my first graders editing skills, but the process is daunting as to where to begin. The readings have given me some insight.
ReplyDeleteI have actually always felt that the document camera that I have in my room is a bitter sweet thing. Yes, it is great to not have to deal with over head sheets, but I do see the disconnect it has with students. I much prefer to write on chart paper on the floor with my kids. I seem to get more involvement and understanding this way too.
Our district is really trying to make sure we integrate our reading and writing. It has been challenging to find the time. It seems they want us to do more with less time. I have seen students respond well with response journals, but it is difficult to keep up to date with these. I know for myself, I cannot be bringing 20 journals home each night to comment. The balance is a fine wire. I am still walking it regularly.
I instantly see the need to raise some of my expectations when it comes to writing in my classroom. Thinking about my students notebooks I can picture a couple of them that are already a complete mess, only a few months into the school year. I want to start expecting more quality work and hope to see more pride in their work. I also want to raise my expectation on quantity. My plan at the beginning of the year was to have a writer’s workshop for 40 minutes every day. While I still have this time allotted for writing, it seems my students aren’t spending a lot of time doing the writing that I originally envisioned them doing. Instead, this time seems to be getting over taken with skill work and not used the way I originally planned. Yes, I’m embarrassed to say, some of that skill work has been worksheets, like Regie writes, my higher students don’t need them and my lower students have to be helped through the whole page and then still don’t have the skills at the end. I’m eager to go back to my original plan for writing and implement the Optimal Learning Model in order to provide the instruction to best meet each of my students’ needs.
ReplyDeleteI really like the idea of Shared Writing. Again, I have used similar writing activities with younger students, but the list of “Tried and True Ideas for Shared Writing” have given some great ways to start using this process with my older students across the subjects. I instantly think of some of my struggling readers and writers, who have amazing ideas and so much knowledge in some content areas, who would be able to contribute so much to shared writing.
Reading this chapter, on the reading-writing connection, reminds me of all the things I could be doing with my students that would be so effective for furthering their comprehension as well as improving their writing. I want to immediately focus some of my instruction time on teaching summarizing with my students and doing more information writing.
Hi Marissa,
ReplyDeleteWe enjoy using chart paper as well. We've also used the old overhead machines on the floor with a small group by a wall or white board. Having the students right there is helpful in engaging them.
I also think instructing handwriting is important. If students have fine motor issues they can then use a computer or a software program to help them. As I've told many students how you represent yourself matters... from how you speak, dress and the finished product of your work. So if someone looks at a very messy, sloppy paper they may make the judgement that you are messy or sloppy or not smart. I tell them it's not good to judge a book by it's cover, but people do and make these assumptions all the time.
Don't put the pressure on yourself that you have to read every comment every night in your response journals. Take only a group (say of 4) home a night/week. Whatever works with your time frame. Also ask the students to mark or sticky the page/section that they want you to read or comment on. You don't have to read all of it. Teachers put a lot of pressure on themselves to respond to every bit of writing that students do. We don't do this with reading, we allow them ample time to practice, so consider the journals and other assigned writing activities the practice the students need to develop as writers.
Good for you Jennifer for planning to revisit how your writing time is being used. Many teachers have commented on how they like Regie's ideas for Shared Writing with older students.
ReplyDeleteTeaching students how to summarize is so important. I know I was never really taught this and if I was I didn't understand it.
Good luck!