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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After reading Chapter 1, Simplify the Teaching of Writing, I am reflecting on how the Optimal Learning Model fits into my own instruction. Gradually handing over responsibility from teacher to student is the optimum goal in writing. I currently use lots of writing examples with my students, both of my own writing and past and current student writing, to model expectations. What I have not done much in the past is demonstrate my own writing with the students. I have always written my examples ahead of time so that they were ready to show the students. I guess I thought it would take too much class time to write in front of them and/or I was reluctant to let them see me go through the writing process. I didn’t want them to see me revise/edit, make mistakes, etc. But, now after reading this chapter I am seeing there really is a benefit, and it makes a lot of sense, to let kids see me demonstrate the writing process. What I need to do before hand is get my ideas together for what I want to write about during my demonstration. The 12 Writing Essentials are a part of my daily writing instruction. I have not seen this particular list before, but I have managed to incorporate them in my instruction. What I look forward to from this class is finding out what changes I can make in my instruction to incorporate these essentials more effectively in my daily lessons. Now that I have read Chapter 2, Start with Celebration, I know I need to do more celebrating of student writing in the classroom. Occasionally, I have students share their writing in class. I might ask, “ Who would like to share their lead?”, I display certain writing pieces, I collect all final draft pieces and save them for an end of the year portfolio that students share with their families, peers, and other teachers, and we publish a couple book projects throughout the year. Some changes that I can make in my writing instruction to make writing more meaningful and purposeful to my students is letting my students know that stories happen everywhere. Telling stories, reading stories, sharing stories, will help my students generate ideas to write about. I need to write in front of my students on a daily basis. I really like the list of topics that students can write about that help build classroom community ( page 27). Finally, I really need to make sure I celebrate the positive things in a student’s writing. I often make comments and focus on the parts of the writing that need to be corrected. I am guilty of not always noticing and celebrating the small things that students have accomplished. I need to notice all the small and bigs things kids do well.
ReplyDeleteHi Kathy,
ReplyDeleteGlad you found some ideas to play with from this section. Yes, def. write in front of your students. They love it. :) That's wonderful that you incorporate the 12 Writing Essentials in your writing program. You are ahead of many teachers. Taking the time now, this summer, to reflect and tweak your instruction will benefit your students next year.
Yes, we need much more celebrating in our classrooms. And these celebrations do not have to be big, formal events with food and parents/guardians. Just as you said, we can quickly ask students who has a wonderful lead or descriptive paragraph that they would like to share. Or, if you notice a piece that you want other students to hear ask the student if they'd be willing to share it at the end of class.
It's also important to keep in mind that our struggling writers need to be recognized for their efforts and growth, even if they are below the benchmark; especially if they are below the benchmark.
I believe that in anything in life, when one is praised one becomes more confident and comfortable. In my Literacy Workshop classes last year I became aware that students were not seeing others work and, more importantly, not viewing examples of exemplary work. I felt the need to project some writing of my better writers and it set the bar high. Other students were amazed that their classmates produced this quality of writing and as I read the papers aloud I described why the particular piece was strong. I’m not sure that the praise of a few select students helps the confidence of the other students in the class but it does show that I appreciate well written pieces and the standards are high. Celebrating struggling students writing with positive commentary or carefully stated constructive criticism is typically how I celebrate my other students. I feel that my overall professional demeanor is something that I would consider as a ‘warm demander’ (this is a term that my administration prefers to use). In order to improve upon my celebrating of student writing I have a few ideas acquired from the book. I did a bit of thinking and writing in front of my students but did not stick with it throughout the school year and I could have. Also, using students stories about their life in general and turning these oral stories into written one could motivate many students. I will also use more ‘encouraging words’ with my students to keep them motivated. In addition I definitely felt the need for my students writing to be correct (the standardized tests!) and didn’t really consider writing for writings sake and for student enjoyment. I would also like to change a few other things about writing instruction. I feel that students that produce writing that is meaningful to them and ‘not just correct’ will take much more pride in their writing. Making their writing much more meaningful is something that I will strive to do in the coming school year.
ReplyDeleteReduce clutter and simplify! I sure do like the sound of that. It can be difficult to model writing, especially for someone without a strong writing background. Teachers have a tendency to preplan too much when it is really the process and the struggle that help the students learn. I appreciate that I can come in with some basic ideas and show the kids my thinking process as I model writing for them. The quote from Nancy Atwell in Chapter 3: “You only have to write a little bit better than your students for them to take something away from your writing” gives me confidence. Integrating the “12 Writing Essentials” into daily writing lessons will help to guide teacher instruction as well as improve student writing.
ReplyDeleteComing from a district with really no writing program, I can attest that it can be just as difficult as always changing to the “latest and best”. I noticed that teaching planning devices is referred to as a “necessity” in Chapter 3, and am wondering if parts of some writing programs might be useful as a way to organize one’s thoughts. At the same time, it’s clear that writing for real purpose, sharing, publishing, and celebrating are ways to instill a joy of writing and get the best and most meaningful writing out of kids.
Responding to the statements in Appendix A made me want to find out what Regie Routman thinks of these ideas. I suspect that even though “there are no right or wrong answers”, some statements reflect good teaching practices and some do not! The Optimal Learning Model is an example of great teaching practice for any subject. I think there is a tendency to rush through this process because of time constraints, when really the process can be as important as the product.
I like the emphasis on celebrating writing and making writing a joyful and natural process rather than “avoidance writing” just to get the assignment done. Stories, reader’s theater, pop culture, poetry and letting the kids write about topics that interest them are all ways to motivate kids to write. Students can share ideas during class meetings, make class books, put their writing on display, or read to an adult to celebrate their writing. Going to the office to read to the principal is HUGE, and a great positive experience for kids who struggle with behavior.
In order to introduce the kids to a variety of writing, teachers should be aware of all the writing that they do throughout each day and bring in real-life examples for the kids to see including personal letters, emails, reports, stories. What an easy way to help kids understand how writing is a meaningful activity. I also really like idea of using writing as a way to bond with the class at the beginning and throughout the year. I’m already thinking of topics that I can write about and examples that I can use to model great meaningful writing for my class next year.
Assignment #2 – Celebrating through words
ReplyDeleteWhat positive movement in life does not happen easily and smoothly without the feeling of “gosh I did that really well!” I cannot tell you how much it helped my heart to see REGIE R. state that the teaching life is “cluttered”. It is! You have to filter through what is not effective, use your deeply held belief’s to keep to the course and teach beautifully. I have not had the opportunity to read a book that the author stated this clearly – so that you could agree this easily. Teaching the ART of writing takes heart and a huge degree of self-vulnerability. I loved the “speak aloud” directions to all of the topics presented. The Optimal Learning Model, starts with sharing what you have learned about writing and the ART of writing. Conferences, excitement and celebration brings forth the feeling of being on the same team with all the writers in your classroom. Seldom do I see teachers create this climate. So many lessons are parts of the writing process. I absolutely loved how she discussed how you start a writing piece – thinking about who is the intended reader. What voice should I use? What organization is the best for me? Sometimes sticky notes are really just the best! These are GREAT messages for all the planning and lessons that are breaking the heart of writing. I am excited to continue and read her thoughts. We use Lucy Calkins work, as a resource in our school. I seem to hear in this first three chapters that Regie R. approach is more ARTFUL, full of exciting possibilities. We don’t celebrate kiddo’s writing enough. We have had literary journals – a beautiful year that we combined poems, essays and art and created a book. We had a literary reading night…really great! But that was only one recent year. We don’t celebrate teachers writing enough… and we need to do more of it.
Hi Andrew,
ReplyDeleteI love that term, “warm demander.” That’s exactly the type of teacher I want for my sons. It is very powerful and motivating for students to view peers’ work. I’ve had the fortune of working in a school that had Leah Mermelstein work with us for a number of years. She shared with us that her thinking has evolved regarding having students “copy” her writing example, peers’ or authors’ work. She said previously she would tell the students no, they couldn’t take the copy of the class shared writing to their desk. But then, she realized, if this was the scaffolding and support the students needed to move forward in their writing then they should def. have it. (If we think back to when we were young and writing for fun (hopefully we all wrote for fun at some time :}) many of us prob. copied a book that we liked, following the story line but changing a few things.) I liken this to students seeing other students’ work. It can be the motivation, scaffold or support they need to take chances and grow as a writer.
If you are worried about students being embarrassed or always sharing the same student’s work over and over it’s a great idea to keep a file of examples of student work that meet the standard and expectations and also examples of work that do not meet the standards and expectations. This file can be added to each year and having pieces that demonstrate typical mistakes or errors (without any names on it) from other years or other classes is wonderful to share with students. (I also like to do this with other samples of student work like slideshow presentations or photostories where students record their voices and narrate during the presentation.) Showing, not telling sometimes makes the biggest impact. And students can practice constructive criticism without fear of hurting someone’s feelings.
I am a huge fan of oral rehearsal, and often write about it each term. Here is a link to an article you might find interesting. It is only 4 pages long. The article is “Storytelling and Story Writing ‘Using a Different Kind of Pencil’” by Dr. Terry A. Campbell. It was published in Oct. 2009 in What Works? Research into Practice
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Storytelling.pdf
There is quite a bit of information on the Internet about Talk to Text, Oral Rehearsal and Storytelling and writing skills. In fact, I became a little sidetracked noting articles I want to read.
Leah had this article on her new blog:
http://www.heinemann.com/shared/onlineresources/enewsletter/mermelstein_the_power_of_write-alouds.pdf
Even though these articles may be targeting elementary level, middle school teachers who have students that struggle (or ELLs) may find them useful.
I agree with your last thoughts…students will produce higher quality writing when it is meaningful.
Hello Sheryl!
ReplyDeleteAs I read your first paragraph, Nancy’s quote also came to my mind. ☺ But, I’d say we should only be writing a little better than what our students are capable of. Meaning, if we are teaching first grade we are not writing a 10-page essay and if we teach third grade we are not writing a novel in front of them. It should be authentic, yes, but we need to remember what our purpose is and who our audience is just as the students need to. (As I re-read this paragraph I want to clarify that yes, we should model and share excellent writing and have high standards. My point is that we keep in mind what are realistic examples for our students; not to amaze them with how much better of a writer we are then they are.)
Oh, I’m so glad you noted Appendix A. We’ve had quite a few teachers tell us they read it but didn’t note it before reading the text and they wished they had just to see how their thoughts changed (or stayed the same) at the end of the course. (As a side-note, I’d love to have some conversations with Regie. I suppose I could write to her, but I never have. :D) Yes, I agree regarding the OLM. I think it comes down to time and teachers not feeling like they have enough of it to “get through the material.” As you said the process is just as important (if not more so) than the product.
I also bring in examples and discuss all the places where writing is used in “the real world.” I also like to share with students that when I make my grocery list I know it’s purpose is to remind me what to get and no one else will use it. Though sometimes my husband may shop for me, so then my list needs to be legible for him to read. I share that I’ve had times where I can’t read my writing or remember what I wrote and ask the students if they’ve had this happen with their own writing. It’s a great segue into discussing the reason we use neat handwriting and the expectations for drafts verse final products. (My personal thoughts regarding neatness and handwriting is that it should be legible enough that I can read it (and they can too) but best effort needs to be for important pieces or published work. I know I don’t use my best handwriting (or spelling) when I’m writing drafts or working on material for a new class…but when my product is finished is when I make sure it’s error free (hopefully ☺) and grammatically correct.) I also share that writing a list for my principal at work needs to be very neat and error free because it’s my job and s/he is my boss.
Hi Katherine,
I’m so glad that you are enjoying the text! Perhaps you’ll consider having your staff read it next year. We are always excited to hear from teachers who share how much they felt inspired by Regie’s words and how much they have learned from her book. (Or felt they were given “permission” to simplify their teaching lives and concentrate their energy on what is truly important for their instruction and students’ learning. Not all that other “stuff” that is put upon us by others.)
When we have a couple or several teachers take the class together from a school or grade level they tell us it is even more powerful to discuss, collaborate and plan together. I think your teachers would also love the opportunity to focus on writing instruction as a team and have time to share, discuss, problem solve, plan and reflect together.
The Optimal Learning Model is a gradual progression to teach independence, decreasing teacher support and increasing student responsibility. Teaching first/second grade I do a lot of demonstration and think alouds to model for my students. The Optimal Learning Model builds confidence for students as they are well supported before being sent out on their own. Another advantage of the Optimal Learning Model is that students can see and experience the expectations as the teacher demonstrates it for them.
ReplyDeleteOne of the writing essentials that immediately sticks out that I don’t think I address well with my students is write for a specific reader and a meaningful purpose. This is definitely an area I could give more attention to. Having a conversation with students regarding the purpose of their writing and who their audience is for the writing could be very powerful and helpful in staying focused on the topic and the overall focus of the writing. Also there are many real life examples of writing that I could share with my students that have different purposes. This could help students to be more aware of their audience as they write.
I celebrate student writing in a couple different ways. I love decorating my classroom with student work so I have our walls covered with student work and writing samples at all times. We also have several bulletin boards in our hallway that are covered with student writing and art for all students to enjoy. I also do Author’s Chair with my students where they get to share their writing with their classmates. The author sits in my teacher chair and places their work under the document camera and I sit on the carpet area with the rest of the students. Students always enjoy sharing their writing with their classmates. This past year my students were particularly interested in creating books and writing comics. At the end of the year we have an Open Mic Celebration where students invite their parents in the classroom and students share one piece of writing with the whole group then share their writing portfolio with their parents and we also have cookies and lemonade so it’s very exciting day!
The changes that I could make to my writing instruction to make writing more meaningful for my students is to share more of my own writing with my students and have more discussion on why we write. I also like the idea of having my writing accessible to students after demonstrating so they can continue to refer back to it if needed. Something else I want to try is creating class books to start the year off.
Alix-I love the idea of an Open Mic Celebration. How wonderful to bring parents in to see their kids writing "in action".
DeleteAlix,
ReplyDeleteGreat ideas to focus on next year! We speak more about it later, but yes, having students become aware of the purpose for their writing and their audience witll greatly improve the quality of the students' work.
I really liked the optimal learning model, as my school does not use this model. In the past the first section with the teacher modeling the writing and thinking, has been the vital piece missing in my writing instruction. As I was reading, I realized how much I have been asking of my students. There is often a shared writing session, but it is frequently rushed or cut short and students are left on their own to struggle through their writing. I think that this model makes a lot of sense and I am sure if I can put more emphasis next year on the modeling, the students will be able to improve their writing as they watch me. This idea connects right to what Regie was talking about in chapter 3, and I am sure I will discuss my own nervousness about this in assignment 3. However, I see the necessity for my students to see my enthusiasm for writing in order for them to be enthusiastic to write.
ReplyDeleteWhen I was filling in the appendix A at the back, I also was wondering what the “right” answers were. I kept wondering what my administrators would pick or what my colleagues would say. I hope to take it with me next year and discuss a few of the ideas with my fellow teachers to see what they have to say. I did feel at times though that what I expected my administrators to agree with, I did not feel I really did agree with, especially after reading the first three chapters of this book. I wrote down my responses and will be interested to see how I respond after I finish the book.
My school definitely has been using the part-whole teaching for writing, and I can see how we cover some of the 12 writing essentials. However we are missing many. Presently, I feel that personally I am not teaching how to write for a specific audience in mind, and to have writing that has purpose. Mostly my students would probably say that they write so that it can be put on display or so that they can say they finished the assignment. Also, I think that my students do not take responsibility for writing effectively. This is of course, my fault as I have not made them motivated to write. I can see that students don’t want to self-evaluate their writing when they are only writing to finish the task.
In the past I do not think I celebrated student writing very much. The students could share their work if they wanted to and I often would display the student’s work. This was a celebration of their writing, but I think as a teacher I could emphasize this much more. I would often get frustrated with what students were not doing instead of looking at and celebrating what they were doing. I think next year I need to start from there. I need to remind myself to look at what my students are doing well and celebrate that. This will not only benefit them, but will help me feel better as a teacher too! I can see I have many changes to make to my writing instruction for next year, but I am excited to see how it impacts my students’ writing.
Caitlin-I appreciate what you said about "getting frustrated with what students were not doing instead of looking at and celebrating what they were doing." I find myself doing the same thing. It took reading your words to help me see that. Thank you for your honesty.
DeleteHello Caitlin,
DeleteYes, the OLM is very useful and can be applied across the curriculum. Not just in writing instruction. It can be referred to by other names like “To, With, By” “I do, We do, You do” and “The Gradual Release of Responsibility.” My only problem with the first two names is that it implies it is a three-step process; when in fact, it really is four steps. Too often teachers, most likely in a rush because they are pressed for time, will combine the two middle steps. But it is best if the teacher models, then the teacher does it with student help. Next the students should do it with the teacher’s help and the final phase it the students working independently.
Excellent, glad you noted your thoughts in the appendix. ☺ I think that’s a great idea to bring it to your staff. Consider it an avenue to start some discussion around writing instruction. You may not all be on the same page, but knowing where people stand is a good first step.
If you can make that switch to celebrating what the students are doing well, I think you will find more enthusiasm and engagement from your students. ☺
Randee,
Your post was wonderful to read. I think many of us just need to be reminded of the amazing lessons we did and successful strategies that we used in the past. There has been so much change in the last two decades…couple that with little time to reflect and plan and assess our instruction and we wind up exactly where we are. I’m excited for you to read more and find some ideas and strategies to use with your students!
I have become a victim of Common Core Fallout!!! As I read the first two chapters of Writing Essentials, I was reminded of how I “used” to teach writing. I have become a robot. I have forgotten about the joy of writing. So much of what I have been teaching has been skill based. I found myself guilty of saying several of the things to students Regie, admittedly, avoids saying to kids. It is time, with the help of Regie and this class, to dig deep into my heart and remember how to help kids find their love of writing.
ReplyDeleteMeaningful Writing VS Correct….I get it. There was a time in my teaching career, right out of grad school, that I embraced teaching writing. We celebrated our writing. We shared our writing with each other. We turned off the lights and read our “scary stories” during the Halloween season and tried to scare the pants off each other. I shared a scary experience I had when I was their age (grade 5) and then modeled writing that story. The kids took off. Anyone “stuck” was free to use photos from various Harris Burdick illustrations for idea. One of the photos showed a floating pumpkin and screaming lady. Before writing we shared our ideas for our stories with each other. Until this moment I had forgotten how amazing this experience was. We even had to pull sticks to take turns reading our stories. The kids were so excited they all wanted to share. At that time, it seems, I was using the Optimal Learning Model. I had joyful writers.
I started teaching primary grades two years ago. Writing became more about correct than meaningful. Looking back I believe I may have even discouraged meaningful writing in trade for a capital letter and correct end punctuation. Shame on me! I signed up for this class because I felt I wasn’t “doing right” by these kids. I wasn’t helping to grow writers.
I don’t consider what I have been doing as “celebrating writing”. I do put student writing out in the hall for all to see. I do this, in part, to show my students that their voice and their words are worth being seen and read by the whole school. We do share our writing with each other in circle read. I don’t do this with the intent of “celebrating”. Sadly, my intention has been to get the kids to read their writing and hear what is good and what can be better. Not to celebrate. Another shame on me. Well, no more.
I am going back to my roots. I am going back to what I believe is right and what Regie’s experience has proven. I am going back to what I learned before I knew what state standards and common core was. I am going back to common sense. Writing must be meaningful. It must come from a place of choice and ownership. It must be shared, modeled and celebrated. Okay I am ready. Now, what other tools will I learn about in this class to help me get there?
When I interviewed for my teaching job last year, one of the questions I was asked is “what types of Writing programs have you used?” My only response was the 6+1 traits book I had used in college. It turns out the “Trait Crate” was the same thing they were using.
ReplyDeleteAs I was reading Chapters 1 and 2 it became clear why my students were not excited about writing, and why I had searched out a writing class in the first place. The nugget I will take with me from these chapters was the transition from part-whole-part to whole-part-whole. That makes so much more sense to me now. While students need to know what the different traits of writing are, they aren’t going to become better writers by focusing on them one at a time. I have already found new excitement for the writing block with this new focus. I have received my new schedule and will be having a one-hour writing block, which includes push-in services for my English Language Learners. I can make that work. I’m also excited to see this block early in the day, before lunch. I think this small change will do great things for the writers in my classroom.
Another lesson I took from the first two chapters was how important it is for students to see me as a writer, and how storytelling will help them too. I love doing read alouds but I see books and telling stories in a different way now. I will make sure to include it in the writing process. Providing an opportunity for students to share their work in a safe and encouraging way will also be something I work to include so that all students feel successful. One of my challenge my first year was the number of language learners with remedial writing skills. It was difficult to determine where they were at and how far I could push them. It makes the voice of their work much more important and something to encourage. In particular, I liked the strategy Cindy Coronado used on page 30 with sticky notes. I think having a conversation and then writing keywords on sticky notes could be very helpful for these students. I’m excited to try it out. I’m also going to challenge myself to be more purposeful in celebrating student work. Creating an opportunity to share or having a writing wall where work can be posted will be something I focus on this year.
When looking over the Optimal Learning Model, the areas I would like to improve most on this year are shared demonstration and more guided practice. Our writing block is only 35 minutes-so trying to fit it all in is difficult. I like to give the students as much writing time as possible that sometimes I feel like I am rushing through the important parts of shared and guided practice. I need to keep in mind that taking the time for those components will help them all grow as writers.
ReplyDeleteI love to read aloud and have an extensive classroom library. It’s exciting when the students start applying what we have learned from authors/books in their writing. We also spend a lot of time discussing ideas, topics and word choice. I have always found it challenging to teach first graders how to reread and revise their work-as well as how to organize their writing and use conventions correctly. I would like to publish more student work and have them do more writing outside of journals/notebooks.
The students love sharing their writing-but it takes so much time! I’ve been playing with some different ways for them to share their writing with each other, but I know I need to take the time to let them share with the whole class and be able to ask questions and make comments. Writing has never been one of my favorite subjects and I still find it hard to write in front of the class-especially when there are other adults in the room. This will definitely be one of my goals this year!
The first three chapters really opened my eyes to the writing instruction that I have been doing in my classroom. Appendix A has some very valid points to start conversations about writing and how we teach it within our school. It has been very difficult for myself, as a special education teacher, to write written language goals for my students when they are not being taught writing within the general education classroom.
ReplyDeleteThe big take away from these three chapter is teaching writing is not just about physically writing but about verbal story telling as well. Some of my students really struggle with language and orally telling a story is a great way to get started. I know within my classroom, I have really focused on the grammar and punctuation part of writing. There has been really no guidance from anyone about what is expected of me as a teacher of writing. I am hoping that through this course, I can learn more strategies that I can share with my peers and get the conversation started about writing instruction.
The optimal learning model is a great tool that can be used across curriculums. I actually already use parts of it in my classroom and plan to continue to improve instruction based on it. I want to give more focus on celebrating student writing this school year within my classroom. I hope with sharing my writing more, my students will see success in their writing and want to share more as well. I also think it is very important to make mistakes in front of students so they know we are not all perfect and all people make mistakes.