Note: These section are packed!!! Pick and choose your discussion points so that the blog doesn't become overwhelming and packed with so much information that participants won't want to read each others' comments. :)
Sections Four and Five- Advocacy Is Also Essential and Teaching In Action: Lesson Essentials
Assignment Eight: Read Writing Essentials Chapters 11-12 and Section Five. Reflect on the comments below and any additional reactions you have after reading these chapters. Post your thoughts to the course blog.
Chapter 11: Build on Best Practice and Research • What are some of the key research findings most relevant to writing instruction?
• What are the practices of highly effective teachers?
• How can you be part of the ongoing professional development discussions in your building?
• What about test scores? What are the characteristics of high performing schools?
• Think twice before adopting a “program”
Regie begins this chapter sharing her experiences doing residencies in schools and the surprising (and delightful) discovery that whole school cultures changed during the course of their work improving literacy instruction. As she said, “This is what education should be about…whole schools working together so that all students (can) succeed.” How is the climate/culture in your school? On your team? One reason we continue to look to Regie for inspiration is that we feel she is so practical. There is not one right way or method to teach writing. “That is why formulas, programs and recipes don’t work. Every context, school and person is different and has different needs. Literacy is not a set of acquired or learned skills.”
Chapter 12: Make Every Minute Count• You need to “REDUCE THE PAPER LOAD!!!”
• What can we do that will save us time and allow us to focus more on meaningful instruction?
• Regie states, “Take more time to see the light!” Don’t get bogged down with daily worksheets and isolated exercises.
Though this chapter is short it is full of valuable ideas and reminders! Regie reminds us in this chapter to stop and reflect about what we are doing in the classroom. Ask yourself: Is this the best use of my time? Is what I’m about to do going to help my students become more joyful and accomplished readers, writers and thinkers?
“It might be that the best use of your time is to read a professional book, see a movie, visit with a friend. Sharing your experiences with your students may be a more useful way to get them to think about their writing than marks and comments on a paper.” “It’s hard to come to school all excited about teaching if you’ve spent hours the night before pouring over papers.” It is a disservice to our students and ourselves “if our out-of-school time is all about paperwork.” In fact, “Teachers’ comments on students’ papers do little to improve writing, even if the comments are positive ones. It is far more effective to conference with students and focus on specific writing issues with the student at your side.”
Also “(b)e sure that most of your writing time is devoted to writing, not preparing for writing or doing activities about writing. Safeguard sustained writing time; it’s critical for becoming a writer. Limit take-home work for students too, and place more emphasis on free-choice reading. Having more reading experiences positively impacts growth in writing skills.”
Regie closes this chapter by reminding us to breathe, relax and enjoy writing- and your life! “One way to reduce stress and have more energy for teaching and advocacy is to have a life outside of school. I worry about teachers and principals who work twelve-hour days. I have seen no research that shows educators who work the longest hours get the best results or that longer reading and writing projects teach more about reading and writing. Keep evaluating whether what you’re staying late for-or the hours of work you take home-will help your students become more effective readers and writers."
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Assignment eight
ReplyDeleteChapter 11
There are many things talked about in this chapter that we need to make sure we do for writers to succeed. Our students need to write everyday and for many purposes and readers. We need to have our student read and write for enjoyment. We need them to like writing and be willing to share with others. The teachers that are working with writers need to show they care and help their students take risks within the group. Teachers need to feel comfortable writing, we need to practice and share with our students. We need to model the writing process often. Finally, we need to conference with our students and make sure they have the necessary strategies to become better writers.
To be a highly effective teacher we need to continue to use several strategies. We need to meet with staff and discuss best practice strategies that are working within the classrooms. We need to read published books about teaching writing. We need to model in front of our students. We need to think out loud to let them see how a writer thinks and uses strategies. We need them to write and share their writing. We need to conference with them to help them examine and revise their writing. In conclusion teachers need to show their students how fun and empowering writing can be.
There are several characteristics of high-performing schools. Most characteristics are listed in the paragraphs above. Schools need to continue professional development. We need to allow teachers to observe exemplary writing teachers. The schools produce massive amounts of reading and writing in and for real texts. They are constantly assessing work and making improvements. They have high expectations for all students and common school wide goals.
When adopting a new program for a school you need to research. There is no perfect program that will make all writers proficient. Many programs break writing into pieces. That has been found to make writing harder and less productive. Schools need to make sure that the research shows the program to increase writing competency in everyday writing and on high-stake tests.
Chapter 12
This chapter talked a lot about saving time, paperwork and making sure what you teach helps your students become better writers. Teachers should not grade and take home all writing assignments. Teachers need to give more responsibility to the students. The students need to be responsible for their own editing and setting of goals. It was noted that notes from the teacher rarely improve the writing performance of their students. When we grade writing, it was suggested to concentrate on one area and respond to the student about that area. The students are more willing to read your comments if there are fewer of them to read. Conferences are found to be much more productive than writing notes on their papers when they are not present.
Instead of using worksheets take notes during conferences. Focus your lessons on what the students need to work on within their writing. Create sentences with your students for daily oral language if you feel that will help. Just make sure you check to see if the skills are transferring into everyday writing. We don’t want to waist time on activities that won’t carry over to everyday writing.
correlated the standards. Then they created/decided on the prompts to be given per grade level. We are still aware that we need to grow as a school in the area of writing, but right now our focus is finding a core reading program. I am on the committee for the reading curriculum adoption. I am excited to look at curriculum and pick something that will enhance reading and writing for all of our students. I am becoming more vocal within our school and beginning to be seen by my general education collages as someone to contribute to and be a part of the conversation.
ReplyDeleteI have to state that I was disappointed in the statement that Regie concluded the section on “Keep Struggling Learners in Your Classroom for Language Activities”. It left a bad taste in my mouth and felt that she left the reader hanging with nothing to do about it. She concluded with, “Classroom teachers have little or no knowledge about what happens in special education resource rooms. It was true years ago, and it’s still true.” That may be true but it is not always still true. I beg to differ. In the way I teach, I try to collaborate with the classroom teacher and keep them informed. My goal is to support the student and the teacher in the general education curriculum. This is my soap box as I understand this is not always the case, but I know for a fact I am not the only special education teacher who informs the teachers she works with. I know I am a changing agent in my school (we have 2 other special education teachers) because I frequently have teachers tell me how nice it is to work with me because they see me more, I communicate with them more, am there for conferences, they know what our students are working on, and they feel comfortable coming to me when they or a student is struggling with something. It will take time for teachers to get it, but we need to collaborate more to best support ALL students.
Chapter 11
ReplyDeleteOne thing that stood out to me from this chapter is that the culture in our school needs to change. We are highly dedicated and hard working. However, with all the district requirements and pressures put on teachers we are isolated in grade level teams. We need more cross grade level work in writing. We need to strip down to the "essentials" and begin to regain the joy of teaching.
I would love to see our test scores go up. I know we need to get away from focusing on the test and get back to high quality teaching, and trust the process.
As far as programs go- our thirds and fourth grades are piloting the new Lucy Calkins. I'm curious to hear from them regarding this. I have used her program before and it seems pretty lined up with Regie's ideas.
Chapter 12
I am looking forward to stripping all of the pretty clutter from my teaching and just focus on the essentials.
Hello Leah,
ReplyDeleteYES! The students must write every day for MANY purposes and readers. It’s not just enough that they know their audience (you) and purpose; they need a variety of readers and a variety of reasons to be writing and it should be enjoyable!!! I think you all know that Jackie and I are huge fans of conferring and I am a strong proponent for sharing examples of student work at staff meetings and having time for discussion.
Your summary is like a blueprint for schools to follow… if it were only that easy. (It should be that easy!)
Hi Tia,
You are correct. My last school had an incredible system where the SPED, ELL, Reading Support and classroom teachers co-taught and collaborated every week, all week long. It is a small school with about 200 students but what a smart, talented bunch of professionals. (One other thing that they did that I thought was awesome was that they figured out how to have monthly trainings for the support staff (while they were at work) so they were able to get together, process, reflect and learn. They had the math coach, reaching coach, myself- the librarian and tech instructor all meet with them and provide support. Often paraprofessionals are by themselves, feel isolated and don’t have the time to connect with their co-workers.)
If you were so inclined, you could also drop Regie a note and let her know what is happening in your school. I bet she’d be interested to receive the information. ☺
Hello Tony,
Yes, you could even frame it in the positive… that your levels have done a great job in horizontal alignment within their grade levels; that the next step for your school should be to focus on vertical alignment. This is where the grades above and below you are able to have time to look at data and discuss curriculum and instruction.
When I read your post I let out a little sigh of agreement. “We need to get away from focusing on the test and get back to high quality teaching, and trust the process.” Yes, yes, yes!!!