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 over-planning, 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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The Optimal Learning Model represents and ideal that can improve my teaching. It is so easy to lose track of the importance of the gradual release model. Sometimes I skip the shared writing or demonstration and jump straight to independent practice while I help individuals. Using the Optimal Learning model helps me see how I can demonstrate daily over the two weeks it took us to finish this project.
ReplyDeleteI incorporate many of the the 12 Writing Essentials in various degrees. I would like to collect more texts that relate to our writing. The examples under “Elaborate on Ideas” are helpful. I am trying to “embrace language”. These past two years I have been using more free verse poetry as a way for kids to experiment and explore with language in a non-structured, risk free environment. My hope is that some of the figurative language will find its way into the rest of their writing. Also, the idea that revision is non linear makes sense but again I often take the linear approach. Here would be a great place to model revision as I write! The eleventh essential for writing has, I admit, only recently resonated with me. I realized why my daughter’s writing was so great (strictly teacher’s perspective, no bias here!) is because she is a voracious reader.
I see how celebrating student writing helps students become better writers. They hear other writers, gain ideas, share insight, and become motivated to write. In my class we celebrate writing in different ways. On Mondays we start our day with “The Weekend News”. I try to make it more purposeful though. When they finish, students have the opportunity to share their writing on the projector. They read it aloud while the classroom listens. When finished we applaud and highlight elements we see in the writing. Another way we celebrate writing is through sharing our published books. Students have made books in class that have been revised and edited. Once completed, I show the book on the projector, noting illustrations, reading enticing passages or leads, etc. The other students, having seen a bit of the selection, are motivated to read the rest of the story/report during free reading time. Now that I think about it, it would be nice to have a blank page in the book for reader’s comments!
The reading from chapter two gave me other ideas on celebrating writing. I often see students “stuck” and when I ask them how things are going, they may respond with,” I don’t know how to spell a word.” If we celebrate the message and the reading of the work, perhaps students will be more inclined to write without worry! The questions,” Who tried something new?”, Who rewrote a part that didn’t work?”, or “Who has a great lead?” seem like great ways to encourage writers and I would like to post these in list form in my classroom so we are all mindful of them. Celebrating passages from professionally published tests seems like a good was to highlight what is good in writing without focusing on correctness. By experiencing great writing, kids can begin to use some of the language and style in their own writing.
I need to make changes in my writing program so that students see the purpose of writing and it becomes more meaningful for them. I especially like the idea that stories are “fun”! Fun is the ultimate motivator. Also, I need to read aloud more often in the classroom for enjoyment and to provide examples of “good” writing. This year I have made an effort to connect home and school writing. Routman mentions that some of the kids’ best writing is done freely at home. We need to “tap into their interests”. What really struck me during this section of reading were the notes from the kids. Marquita who feels her teacher doesn’t find anything positive, highlighted the need to affirm what they have produced not only point out what they missed. Many of the ideas presented in this section will help me make writing more meaningful and fun for my class.
I really liked what Don had to say about celebrating writing and the connect between reading avidly and writing. I believe that strongly and have seen it in my own kids as well as in my students. I tend to ask them about their reading habits and see that correlation between reading and exposure to words and writing well. This will be fun to get the perspectives from teachers of all grade levels!
DeleteI thoroughly enjoyed these first 3 chapters and realize that many of my ideas/concepts of what make a good writer have been validated by Regie and the fact that I have been around long enough to see several “writing” initiatives brought forth by the district as the “next best thing” only to be replaced within 5 years by the “next best thing”. ☺ I have the awesome responsibility of trying to help over 185 9th graders become better writers and as their language skills, intelligence, and abilities differ widely, it is a challenge so I welcome all ideas from my peers taking this class and also am looking forward to the information found in the chapters ahead.
ReplyDeleteI love the focus on writing for meaning and purpose. I see today’s kids as needing relevance to the topic at hand in order to expend energy and time on a piece of writing. I try to make my writing assignments relate to experiences they have had or might have in the future. I know I often struggle with clear directions and am more verbal than written, so I need to work on that and this guideline will help me in that area. We work a lot with “voice” and writing with “vivid verbs” and imagery. Grade 9 is a bit different than elementary as they do come to me with some skill sets in place, but word choice and writing with a purpose and an audience in mind are main goals. Sticking to the topic at hand is often a challenge for them!
In my classes, we start out our year by looking at concrete details (facts or quotes from the story, paper, poem, etc.) and analyzing them. My goal is to get them to think critically about what they are reading and give me their own reflections on the quote and what it means either in regards to the book or real life. We have a “proficiency” model that I’d be happy to explain or share as it seems to take what Regie says and molds it to suit our needs. We have writing targets that build upon each step and culminate in a whole body paragraph that incorporates conventions, voice, analysis, word choice, and fluency.
I don’t model enough of my own writing and will now do more of that. The kids think it funny when I put some of my writing on the Elmo and they get to read it.
Chapter 2
I celebrate writing by praising and by sharing out loud with the class and by putting up written work around the room for all to see. The kids also bring their works in progress, as well as finished projects, to the Elmo (overhead projector type thing for the older crowd!) to talk about what they believe they are doing right and where they think they need help. Everyone participates and it is fun to read through a variety of written work and see the differences and the similarities. I have several dyslexic kids in class and I accommodate that by making sure I express the positive in the content of the work as well as letting all the students know that spelling is a “gift” that some possess and some don’t, and we work with what we have and try to improve. I do not believe spelling is a measure of intelligence and try to get that point across.
I believe that I should try to incorporate more daily writing practice into my classes. I can have the kid’s free write more on topics and share with the class. I do some of that, but probably not enough.
Chapter 3:
ReplyDeleteThe kids in grade 9 do need to write for a purpose for all of their different subjects and our school has started to acknowledge the necessity for a common language and rubrics so that the kids get to practice good writing skills wherever they happen to be.
We recently participated in a staff development day that involved the Literature teachers describing the writing process and expectations and each teacher brought a prompt for the rest of us to analyze and attempt to write to the prompt. That prompt is then used in the individual class for kids. We are going to have another in-service shortly that will involve bringing a low, medium, and high student sample to share so we can see how writing across the curriculum works and that it is possible in all disciplines.
At first the staff wasn’t too thrilled about sharing a prompt as writing is so personal, but after some laughter and joking around, even the PE teachers realized that they could write! Haha. Just kidding. ☺
Trying to hold kids’ attention in a 90-minute class is sometimes a challenge. I do try to incorporate the occasional cell phone “cha cha” activity to let them get their technology fix. Do the teachers in elementary deal with IPODS, etc??????
Again, I do try to talk about when and why writing is important and I am glad that the fact that it is still valuable to the world at large is being celebrated. Kids need to feel confident in their abilities at whatever level that might be.
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ReplyDeleteEssentials of Writing: Assignment 2
ReplyDeleteJenny Lucas
In Section 1 of Writing Essentials, Regie Routman introduces the reader to three foundational ideas that are essential for high quality writing instruction. Simplifying our writing instruction, celebrating our students as writers and their writing pieces, and sharing our writing life with our students are the key components that provide a solid base from which we can authentically teach our students to become successful writers.
Simplifying our teaching of writing, I believe, is all about dumping programs and isolated skills lessons in favor of creating a writing apprenticeship within our classrooms. Here, we can write alongside our students and “be in the struggle” with them. We can demonstrate the writing process and consider the traits through our own writing. And, we can feature our students’ writing for the same purpose. We can also look to mentor texts that we read through the lens of a writer. This allows our students to learn how to write authentically from authentic authors. In an apprenticeship model, real writing is happening all the time. The writing process is being used and the writing traits are being discussed in relation to the pieces we are working on (i.e., How do we organize a memoir? How is this organization different from a persuasive piece?). The Optimal Learning Model that Regie presents is an interpretation of The Gradual Release of Responsibility and is a key component to an apprenticeship approach. During a writer’s workshop, there is a recursive flow of “to, with, and by”. (Crafting, composing, reflecting are the terms we use in my school.) This gradual release is the heart of best practices for all instruction. I thought that Regie’s 12 writing essentials would provide a useful “menu” from which to choose throughout the school year. It is a list I plan to use with the teachers I coach. I like the fact that they apply to all writing and can provide a focus for mini-lessons throughout a unit of study.
Celebrating our students as writers as well as celebrating their actual writing is so important. If our students don’t see themselves as writers, they will not value writing. And, if there is no audience for our writing, why should we write? It is essential for students to reflect on their writing practice and be able to identify their strengths and struggles (i.e., “I am really good at writing interesting leads.”, “I am working on using more descriptive words in my narrative pieces.”) Sharing writing pieces whether they are drafts or published pieces provides an opportunity for students to experience themselves as authors. Someone has read or heard their writing read aloud and can then respond to it. (i.e., “I like the way you described your main character. Will you continue to describe your other characters to your readers?” “I learned so much about hedgehogs from you informative writing piece.”) This is, after all, the real reason for writing anything.
Essentials of Writing: Assignment 2 CONT.
ReplyDeleteJenny Lucas
Sharing our writing lives with our students may be the most challenging of the foundational elements. I’ve talked with so many teachers who read a lot and have no trouble sharing their reading lives, but rarely write. This provides an extra challenge and, I think, is an important reason why writing instruction can be more challenging than reading instruction for many of us. Earlier this year, I lead a book study for Jennifer Jacobsen’s book, No More “I’m Done”. In it, Jennifer describes an activity she calls “Quiet 10”. She suggests that teachers begin the independent writing part of their writer’s workshop with 10 minutes of quiet writing. Quiet music may be played, but no conversation or moving around occurs during “Quiet 10”. Everyone, including the teacher, writes continuously during this time.
For teachers who don’t write much, this is a great opportunity for them to experience the writing process and share their writing with their students. Their writing lives are actually happening alongside their students.
Many of the teachers who read the book with me have tried this out and have found it to be successful. It also has the added benefit of getting independent writing off on the right foot. Everyone is engaged. Once “Quiet 10” is done, teachers can begin to move about and confer with students. Often, the writing the teacher does is used in the next day’s mini-lesson (i.e., “I want to show you what I worked on yesterday. I was really struggling with this sentence….. Can you help me think of a new way of writing this?”).
If teachers can allow themselves to let go of complicated writing lessons or stilted writing programs in favor of an authentic apprenticeship approach, remember to celebrate their students as writers as well as their writing pieces, and share their own writing struggles with their students, they will be well on their way to setting their students up for success in writing.
Hi Jenny,
ReplyDeleteYour last entry sounds a lot like Drop Everything and Read that used to be a regular daily routine for my kids in elementary school. I know it carried over to Middle School at times and I had never thought of applying the same principle to writing. I do journal writes that relate to our current subject matter but I don't sit and write myself while the kids write as a rule. I believe I should start that and as I have the kids respond in journals, I will also and then be part of the whole group discussion. Thanks.
Hello Don!
ReplyDeleteI think many of us tend to skip over the Shared portion of the model. (It also goes by other names like: To, With, By or Gradual Release of Responsibility.) Using poetry in reading and writing is an excellent way to support our students. Are you familiar with Lester Laminack?
http://www.lesterlaminack.com/index.htm
I first saw him at an IRA conference here in Vermont. He was a wonderful and engaging speaker. He does quite a bit with poetry and writing so you might want to check out some of his resources if you are interested in ways to incorporate more poetry into your literacy block.
I have done the Weekend News as well, but love your idea of having the students individually do it then share it on the projector. I feel that screen is a huge motivator for students. :D (I had, back in the day before document cameras…actually I don’t think I even had an overhead, just had students write it on the chart.)
We’re so glad that you found many ideas to try in your classroom. I would suggest re-reading, not only these chapters, but the whole text at some point…maybe the fall or over winter break. You will be reminded of many things that you want to try but had forgotten. :D
I’m going to write it again because I love the point that you wrote…We need to affirm what students have produced, not only point out what they missed.
Hi Mary!
Yes, don’t you love that Regie makes you feel validated in what you know and believe. Many students comment on this in the course and it’s one of the reasons Jackie and I really like Regie. She is so practical and gets what classroom teachers have to deal with.
I believe your students will benefit from seeing you write in front of them. (In fact this is one of your later assignments.) I know when I worked at the high school, one of my duties was covering the Writer’s Workshop. Students would bring in their writing assignments or college essays and ask for help or suggestions. It was an amazing experience for me to work with the high school students as my entire career has been at the elementary level. I did see many similarities between the two age groups though. Students, of any level do not like to revise or change their paper. They are very attached to their story as it is and often just want to be done with it. It takes tact and trust to help the students work through the process.
It is a powerful experience when teachers are asked to write to a prompt. One of my principals did this to us at an inservice and I found it so beneficial. As you implied some people are uncomfortable with writing on demand, yet we regularly request this of our students. I think we should step into our students’ shoes once in a while and do some of the assignments that we ask them to do.
Ughhhh… the cell phone/texting thing in the high school was out of control. When I was in a couple of classes observing or working with a teacher I could see the students texting under the desks. Never mind all the texting in the halls and study halls.
Hi Jenny,
ReplyDeleteAbsolutely! I agree that we should “dump the programs and isolated skill lessons” to simplify (and improve) our writing instruction. Using mentor texts is such a powerful way for our student to become immersed in rich language and to see excellent examples of writing. In fact, it is quite all right for students to “copy” an author’s style. Trying this out helps students grow as writers.
I am a huge believer that students (as well as teachers) need to reflect on their work and ponder ways to improve. You are right in your assessment that many teachers are comfortable sharing their reading lives but don’t write very much. Introducing the “Quiet Ten” is a helpful way (that is not overwhelming) to get teachers writing and then using that writing for their minilessons.
Regie speaks to this later on, but letting go of the long, elaborate writing assignments and making way for more purposeful, authentic pieces will help students develop their writing skills quicker and easier.
I thoroughly enjoyed reading these first chapters of the book. As a beginning teacher, I found nothing simple about teaching writing to my first graders. I was consumed with worksheets, proper letter formation and spacing, capitals, periods and spelling. I don’t think that I was enjoying anything about teaching writing, and my poor students most likely did not find writing enjoyable and they certainly were not treated like writers. I think many teachers can see when something isn’t working, but often they lack the know-how to turn things around. I know that it took me until year three to “wake-up” and make a change, and even then it was just the tip of the iceberg in change.
ReplyDeleteWhen teachers are able to let go of teaching each part of writing in isolation, amazing transformations can begin to take place. I found that the more I was able to share myself as a writer, demonstrating my though process out loud for students to see, the better my students writing became. While I did not know the official name for what I was doing, I have since learned that I was using the Optimal Learning Model that Regie outlines in her book. The gradual release of support and guidance seems so logical, and yet I learned it not from any source but through trial and error in the classroom. I found it so easy to demonstrate/model for my students but I often too quickly sent them away to independently practice without providing enough shared/guided practice. This led to many re-teachings until I finally modified my approach!
The “12 Writing Essentials” is such a gift to give students. Imagine if a student had effective writing teachers from K-12, teaching these essential skills all the way through. What thoughtful, confident writers would be born! Many of these essentials were present in my teaching of writing, however I wasn’t always confident that my instruction was meaningful or being translated into my student’s writing. A truly effective writing teacher pulls all of these essentials together in every day writing activities, rather than teaching each in isolation. I am looking forward to learning more about how I can be more effective in imparting these essentials to my students, and my own children as well.
Cont’d
ReplyDeleteThe chapter about celebrating our student’s writing was an excellent reminder of how important educators are in a student’s life. We have the opportunity not only to inspire our students in the classroom, but also in the realm of life. It is so important to remember that each student has a story, and that story deserves to be celebrated, no matter how “diamond in the rough” it is. It is so easy to miss the little accomplishments in favor of seeing errors. Our goal should always be to treat our students as writers, and if we do they will be!
In my classroom, writing was celebrated when students shared their writing with the class as a part of Writer’s Workshop, as well as during sharing time. I published both individual student stories as well as class books that went into our classroom library. In my last year in the classroom, I held writing parties, inviting parents and grandparents in to celebrate our accomplishments and listen to small groups share their writing.
If I could go back and change one thing about my writing instruction, it would be to strengthen the connection between reading and writing. I shared countless pieces of excellent children’s literature as a part of shared reading, and it would have been so powerful to take our discussions one step further by connecting what the author’s did well and what made it a good story. I also would have provided more opportunities for my students who were not yet capable of capturing their ideas with the written word.
Writing is such a complex process for all of us, what a humbling experience it is to do so in front of others. I have never had the opportunity to participate in a writing activity with my staff, but reading chapter 3 was very enlightening and I would like to try it with my book club! We often expect our students to just produce something that is final draft worthy, when we ourselves would never be able to in such a short amount of time. I don’t often think of everything that I do when I compose a piece of writing, but as I did I was overwhelmed with how much my mind goes through just to write a paragraph. And I’m an adult who has been at this writing thing for years! Letting my students see me struggle through the process of writing was so valuable, and Regie was right, you only have to be a little better at writing than your students for them to take away something meaningful from your demonstration.
Within my school, I feel that there is a discrimination against new teachers to follow what is currently adopted for writing instruction and if they deviate from that, then teachers are told to stop being so creative. This is where I feel like I am hitting a brick wall. I feel that the current graphic organizer that is adopted for my school does not lend itself well to free writing exploration. The graphic organizer sometimes makes my student’s writing sound almost robotic and my student’s voices are not being incorporated into their work. With this in mind, I try to help my students become more engaged with their writing. I will admit that I have never heard of the Optimal Learning Model, however, the demonstration and shared demonstration is something I incorporate into my writing time. My students and I share the pen when doing certain prompts or brainstorming exercises. This is the type of writing activity that my students like to do. However, when it comes time to write their own thoughts down, they know they have a long process ahead of them. Most of my students find writing tiresome and I am constantly trying to excite them. Each year I research new methods and techniques to try to find a way that will make writing more fun for everyone involved, but I know there is not a one-size fits all approach to teaching writing.
ReplyDeleteAfter reading chapter 1, I found myself making a list of activities I would like to try for next year. One example is I would like to give my students collaboration time about what topics they would like to write about and then perhaps group students by similar interests. Another example would be to flip-flop my literacy block of time in such a way as to focus obtaining reading and spelling acquisition through writing. Giving my students time to just write and not worry so much on spelling might help free up their frustration. Even though an administrator wants any writing to be taken to final draft stage, I will try to explain to her “quality is more important than quantity.” I want my students pleased and happy with their writing because it is at their level at that time. One last example of how I would like to simplify my teaching of writing is to put up a sign stating “Think Aloud, Write Aloud.” This will help me and my students remember to discuss topic ideas, read our rough drafts together, discuss word choice made by authors, and celebrate when writing is published. Anyone, student or teacher, should feel a sense of pride when his or her work is valued and praised, which is exactly how I want my students to feel about their writing.
Second part of posting to follow.
Second part of my posting...
ReplyDeleteI got a sense of pride in reading the section of chapter 2 about using stories to for teaching and learning. No matter what I am teaching, math, science, art, something always seems to jog a memory that I want to share with my students or sometimes I will even make up a story to fit the lesson. This will usually spark my student’s memories and we will share these similar stories together. I like when this happens because I feel that my students are connecting with the lesson. I suppose you would categorize these as text-to-self connections. I find that I can keep my student’s attention more effectively when these connections occur. If a topic is not easy for students to relate to, then that is where frustration starts to build. From the reading, I was taken aback by the idea of not asking students about what punctuation is needed or why I put a capital letter here. I suppose I do focus too much time on conventions and not enough time on the exciting part of writing. I need to build my excitement back up because I think my students can notice my attitude of that I just need to get their writing piece done for the week. If I keep projecting that vibe then it only makes sense that students will start feeling that way too. This does not make for a conducive writing environment. In order for my students to value their writing, I need to celebrate any type of writing that is accomplished. I was thinking about making a “Writers Spotlight” section of the classroom where I would weekly focus on one student’s writing and write at least 3 reasons why it is being spotlighted. Students could go over to that section and read the work during choice time. I would also laminate past spotlighted work samples and keep them in that section for students to reread. My comments would stay with that piece of writing as a reminder of what it took for that piece of writing to be spotlighted.
It was a bit frustrating to me after reading chapter 3 that I did not think of those simple and effective practices that the teachers were going to use in their writing instruction. Allowing more time for peer conversations and sharing of writing and focusing more on content of the draft and not the writing elements until later in the process seems so simple and yet that is not what is happening in my classroom. It is frustrating because I know I can do better and so can my students. I almost feel like I am failing them because I am not allowing them to reach their full writing potential. In just these three chapters, I have learned and formulated a new writing plan for next year. I may even try to experiment with my students now because it is better late than never. If I can leave my first graders with a newfound excitement for writing, then I will not feel like I have completely damaged my students’ writing potential.
Amy, I have the same thoughts about my early teaching days. I had no idea how to teach writing and also doubt that my students enjoyed the lessons. (This could lead me to a whole side conversation of how I feel that teacher preparatory programs are failing our new teachers… but I won’t hop up on the soap box now- but I can’t promise I won’t later in the course. :D)
ReplyDeleteLove this line, “Our goal should always be to treat our students as writers, and if we do they will be!”
Yes, being explicit with our students about the reading-writing connection is very powerful! There are so many wonderful examples to share with students. It’s funny how we sometimes have these a-ha moments. I remember when I first realized that my read aloud should be connected to my content and instruction. I was totally blown away with the logic of this given how pressed for time educators are…it was so simple yet so smart! When I first started out I would just grab a book willy-nilly and read after recess, now I know better.
Hi Megan! Ahhh…those “teacher-proof” curriculums… It is so frustrating when districts request (require) that teachers use these programs. Truly if there was one best way to teach something, don’t you think EVERYONE would be using it across the country? Graphic organizers should be shared with students but not required. Not all students will find a particular organizer useful or helpful. When I think of my writing brainstorming I use lists, on occasion maybe a web. I really don’t use any other organizer. Think how you brainstorm…do you use a particular graphic organizer or do you make lists? Now, again, this is not to say that we shouldn’t introduce or use these with our students but to only have one type of organizer that is required for all students and all pieces is shortsighted in my opinion.
ReplyDeleteAs a poor speller (forgive my typos if you spot them, I do spell check and re-read but have been known to let a few get by) I would strongly encourage teachers to ease up on perfect spelling as students write. Time for revision and edits are after the ideas are recorded. If we make a point to our students that our reader (audience) won’t be able to understand our meaning or will become distracted and uninterested in our thoughts if they encounter too many errors then they will see the purpose of having a polished piece.
OH! I would strongly disagree with your administrator that not ALL pieces need to be taken to final draft. Ugh! Could you imagine if all the writing you do in a day or week needed to be final draft quality? I like to compare the writing process to the reading process. Students need a lot of time and opportunity to learn to read. We do NOT correct every single error they make when they read and there are times when it is OK to abandon a book. To learn to write students need to have a lot of time to practice and WRITE. Not do worksheets. The more they write the better they will become and not every piece needs to be publishing quality. Yes, students do need to publish some work and revise and edit other pieces but it does not make sense to have every single piece be perfect. Also teachers do NOT have to comment or correct every single piece of writing. They should be conferring with the students and aware of where they are and what they need but I don’t see any reason that every single example needs to be commented on. (I do think teachers should be keeping examples of the students’ progress though out the year so that growth can be shown. Plus the children love to see how much their writing has improved since September.)
ReplyDeletePerhaps when you are done with the text you can loan your book to your principal or copy a section or two to share. Also, I think it’s perfectly fine to put drafts up on the bulletin board once in a while. I usually make a little sign saying that these examples are drafts but we are working on whatever skill at the time. This way people know there may be errors but are aware of your reason for posting (publishing) the students work. Especially in first grade or kindergarten early in the year it’s unrealistic to expect student’s writing to be perfect.
I’m a HUGE fan of oral rehearsal, especially for beginning writers but also for older students as well. Often teachers do not allow the time for students to talk about their thoughts or ideas and this is an important part of the process.
For your Writer’s Spotlight I would keep a check-off sheet to be sure that I highlighted all students’ writing. It’s easy to forget someone, but the child doesn’t forget that his or her writing never made the wall. Perhaps other students could comment on the writing as well. Some lessons might be needed about how to make respectful, constructive and informative comments. (Important lessons in the age of online comments and blogging.)
Please don’t be so hard on yourself! As we said earlier, most of us would easily go back and change the way we taught when we first started. We are all life-long learners and continue to grow in our knowledge and expertise. That you care so much is very telling and I’m sure your students know how much you care about them.