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.
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.
Assignment #4
ReplyDeleteI agree with the quote from Chapter 4, “ Worksheets foster mediocrity.” I have never found success with writing worksheets. The kids aren’t engaged at all, and I have not found that completing them transfers over to the students writing. After reading this chapter I am reminded that students need to write every day, including free write ( which I have not provided enough opportunity for). The author has high expectations of her students from the quality of the handwriting to editing. I especially found teacher talk on page 67 to be a realistic approach to teaching handwriting expectations. I found the Editing Expectations checklist in Appendix K to something I would like to handout to my students and parents this fall. It is user friendly and complete.
Shared writing is the transition point in the Optimal Learning Model from teacher responsibility to student responsibility. It may just be the most important step in this model. Students get to have their ideas heard, validated and written down. They also see the teacher model thinking, rereading, and revising. I enjoyed reading this chapter and I really liked the way the demonstrations are used to model to me how a shared writing lesson would look and sound like. The way the chapter is written is the next best thing to physically being in the classroom and observing the lesson first hand. Regie’s list of Tried and True Ideas for Shared Writing is extensive and I love many of the ideas. I could see myself using several of her ideas throughout the year across the curriculum. For example, at the beginning of the year the kids could write a welcome letter to parents when we have our back to school night. The kids could write about their new classroom, the teacher, expectations, procedures, etc. In Social Studies when we study explorers students could write a research report Writing a biography of an important person in US History would also fit with our 5th grade curriculum. In Science when we study living systems, students could write summaries of various body systems explaining how they work. I also really like the idea of having the students write about classroom routines and procedures. This would be a great welcoming letter to a substitute teacher. Many, many great ideas here!
Chapter 6: Capitalize on the Reading Writing Connection. I enjoyed reading this chapter and I have highlighted many great ideas to use in my classroom. The one idea that is very meaningful to me is, “ Be sure that students spend more time reading...than writing about reading!” In my classroom, we do have reader’s response notebooks and kids are required to write a written response each week. Like Regie says, reading these and responding to them can be overwhelming for me to keep up with. I really need to stop and reflect and make sure the writing responses I want them to complete are worth their time. I need to become more efficient with the responses my student make to their reading. I appreciate the lesson that Regie shares on summary writing. She really breaks it down for me and I am anxious to practice this with my students in the fall. I agree the connection between reading and writing is not separable. The two must go together.
Sorry for the late post for assignment 4. No baby yet, just procrastination!
ReplyDeleteI do feel that high expectations are vital to all of our schools and it is a disservice to our students if expectations are lowered for any reason. Just this year I had two students who started the school year as very low writers and, because students’ grades in my Language Arts class is based almost solely on their writing, their grades suffered. I didn’t grade them easier due to their struggles but had them come in for extra help before and after school and pretty soon they were proficient writers. With the opportunities that I gave them to revise, and with one on one help, they were able to become successful. On the flip side of this coin, there is one example from this past year where I did a student a disservice by allowing them to turn in poorly written work and, although I encourage revisions, may not have held their feet to the fire as I should have. I plan for this to change next year. Yes, I couldn’t agree more that “worksheets foster mediocrity” however sometimes they are beneficial for extra practice (i.e. handwriting, graphic organizers, etc.)
Using shared writing for middle schoolers can present some challenges. I do see the benefit of using it and did use this method last school year but abandoned it halfway through the school year. The reason for this was that it was a bit difficult to keep students attention if they are not writing something down. While not only trying to get students to be excited about writing, I need them to organize and outline their own work effectively. The benefit that I see is that the class and I can have a discussion about a new writing topic as well as demonstrate the thought process that effective writers use (re-reading/writing, using other vocabulary, etc.)
I agree that there is confusion when it comes to summarizing text. Focusing on the purpose of the text seems crucial to effective summarizing. Yes, even middle school students, and teachers for that matter, struggle with correctly identifying aspects of summaries. The methods included in the chapter such as the weeklong lesson on summarizing, non-fiction book reviews, and guided reading groups (lit circles).
We need to raise expectations for our minority and lower socio-economic students because all students deserve an interesting and excellent instruction. Minority and lower socio-economic students need exposure to rich materials and recourses in order to meet the same expectations as other students.
ReplyDeleteI think the best way to raise expectations in my classroom is to demonstrate and clearly illustrate what the expectations look like. Using the Optimal Learning Model will help to achieve this. By slowing releasing responsibly to students they will be prepared and ready to meet and exceed the expectations. Through modeling and examples students can learn the process to produce work that meets my high expectations. In order to raise expectations throughout the building conversations across grade levels need to occur. If teachers can discuss what they want their students knowing coming in to their grade level then expectations can be raised.
In reading the chapter I was reflecting on how I teach handwriting, spelling, and editing. This year I want to devote more time to teaching editing. Typically I only have my second graders edit their papers in language arts when publishing final writing pieces or books. I would like to spend more time in homeroom teaching both my first and second graders how to edit and revise so that it becomes an independent skill. If we can begin teaching editing and revising in kinder then it will become a natural writing skill for our students as they progress through the grades. In thinking about the Optimal Learning Model in terms of editing specifically we can begin in kinder with lots of support and demonstration with the shared writing charts that occur in kinder each day. Then as students continue through the grades their skills and responsibly will increase as they’ve been seeing their teaching edit shared writing since kindergarten. Being able to read work back smoothly is a crucial skill and an important one for students who are taking part in state testing. When I teach handwriting I talk to my students about real world examples where nice legible handwriting is needed and how adults use their signature to sign checks, receipts, important papers, etc.
Shared writing fits into the Optimal Learning Model because it’s a shared demonstration for students. Students are able to participate in the writing while still having support from the teacher and other students. There are several “tried and true” writing ideas many of which have to do with the school or classroom where all students can easily be involved such as a welcome letter, school alphabet book, classroom procedures, etc. Shared writing can be linked to shared reading through reading responses and summary writing.
Reading and writing can be integrated into all other subject areas. With the CCSS teaching students to explain their thinking has been a big focus for us. Writing in math is something our students have become familiar with. Knowing how to compute an algorithm is one skill, but being able to explain the algorithm in writing and then read back is an impressive skill for first and second graders to have. It’s important for students to have experience with writing and reading nonfiction for several reasons one being the increase of nonfiction with CCSS and nonfiction is very applicable to real life. Students need experience reading charts, graphs, text, and labeling.
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ReplyDeleteAssignment #4 – Katherine Holtgraves
ReplyDeleteChapter 4 – 6
LOVE! LOVE! LOVE… that expectation that Reggie has for “Perfect Work” that is to be published – for any reason. That would mean letters to parents from students, posters, signs etc. etc. There are so many times that I am put in the position of “requiring” a teacher take a look at their walls and correct the work that that they have chosen to “showcase”. This is a great way to reinforce handwriting, grammar, and spelling. I have the kids in our school write thank you letters for all kinds of activities that others have given of their time and energy. It is truly amazing how many kiddo’s have never written one and have no idea how to write them, let alone remember that this is PERFECT writing. It is the clear expectations that create an environment so that students know when and how to create “perfect” work.
The second most important element of this section is the acknowledgement that teacher demonstration is at the heart of learning. Reggie demonstrates the “self -talk” about exploring her own demonstrations and acknowledging to the students that she did not do the job “yesterday” in the writing lesson, and will redo it until she gets it perfect. This talk of PERFECT is shown in words and deeds by all of us in education. These three chapters together, were able to show and demonstrate how teachers can do this in their classrooms through self-demonstrations and guided practice. GREAT explanations of all steps of the process.
“MOVE ALONG QUICKLY” is the most difficult part of this whole discussion. When do teachers move forward, when do they pause. What is the group getting out of the shared discussion? When it is focused on the group, when skills are brought up that many students can see and understand, this is all a positive experience. The best intentions of the teacher won’t be able to bring back a class that has “checked out”. It is so exciting to see teachers that are masters of shared experiences demonstrate for newer teachers.
How I can use shared writing - In the curriculum that I teach, leadership and 4/5 friendship groups – I can use this shared writing, practicing my own skills, as we discuss respect, friendship, kindness. Kids always love to see what is “right” about a social situation and what is “wrong” about it. Writing from both perspectives would be a great way for me to use this in my own teaching/leadership practice. For the Older KIDS, I can see so many ways that teachers can use through content, but using this when I help them throughout the year with all of the leadership projects that we do… bringing them together for sessions that help them plan and debrief their projects together. This would be a great way to have them start a leadership journal and have kids do writing for me throughout the year. THANKS!
Chapter 4: I absolutely agree that we need to have high expectations for all children. Even though statistically, schools in more stable, higher socio-economic areas do better on standardized tests, children have to be looked at as individuals. Some of my most successful students and enthusiastic learners have come from difficult backgrounds. It doesn’t do children any favors to expect less of them for superficial reasons. One way to raise expectations is as mentioned in previous chapters: model, model, model! If we show kids what good writing looks like and what the end product should look like, children have a much higher probability of being successful. There is nothing wrong with giving struggling kids a little extra help in order for them to understand what is expected of them. As was mentioned earlier, There is a greater likelihood that kids will write more enthusiastically if they are allowed to choose their own topic. I also really like what Ms. Routman has to say about being kind. Letting the kids know what they did right before telling them what they need to work on has a powerful effect.
ReplyDeleteThe emphasis on writing with the audience in mind helps kids understand why handwriting, spelling and editing are important. It was interesting to read that published work should be perfect. I have struggled with that a bit with kids because they always want to get their work done quickly and get discouraged when asked to fix things several times and rewrite their work. I don’t like to rewrite my work either! I think showing the kids what the expectations are for the final product will help them understand why they are asked to edit and revise their writing. I agree that the use of worksheets should be limited. Our reading program provides lots and lots of them and I pull one out once in a while for reinforcing new skills (adjectives, synonyms, etc). Sometimes we do them as a class or at least correct them as a class so everyone can be successful. I don’t think the extensive use of worksheets is an effective way to teach or assess.
Chapter 5: Thinking about shared writing makes me wonder if I can get an overhead projector back in my classroom! I love the idea of sitting amongst the kids to do the writing. That seems much more comfortable than writing on the board or on chart paper or sitting at my desk away from the kids using the document camera. The shared writing process is a low risk way for kids to participate in brainstorming and writing. It also gives the teacher many opportunities for mini-lessons. I appreciate that the book provides so many examples, tips, and lots of ideas for shared writing. Thinking about using the selections in our reading program to connect reading and writing is also giving me ideas for shared writing lessons about what authors do. Again, it is important to be supportive and kind when responding to kids’ ideas and comments.
Chapter 6: It seems like common sense that reading and writing instruction should be related. The reading program at our school provides good quality children’s literature so that makes it more enjoyable to teach and it will be easier to find ways to tie in writing assignments. Last year, we had a class subscription to “Time for Kids”. The students loved to read the articles and discuss the things that they found interesting. I often had the students work in groups to answer questions about what they read. There would be one “scribe” to record their answers and another student would present to the class. Now I’m thinking about how to use these non-fiction articles to develop individual writing assignments. I think this will inspire some good writing from the kids, especially knowing how much they enjoy reading and responding to the articles. It makes sense to integrate writing with other subjects like social studies and science. Finding time to write thoughtfully is always an issue. I found it interesting that Ms. Routman feels that “written summaries are too demanding for most students before grade 4”. It seems that using the optimal learning model, with lots of examples, shared summarizing, practice and assistance, my third grade students could learn to write a grade level appropriate summary. I have high expectations for them!
ReplyDeleteI personally loved chapter 4 on raising your expectations. This past year one of my mentor teachers was telling me to raise my expectations, but I was just told this without really knowing how to do it. I was not given any suggestions as to what I could do differently. I really enjoyed reading this chapter, which is rich with great practical ideas that I could begin implementing immediately. I think the focus on audience along with using the optimal learning model will give me the tools to improve my students’ work. I see the demonstrations as a great way to really help the students positively understand what I expect without having to negatively nag them, (which is not effective). As far as the worksheets comment, I highlighted this with enthusiasm, but was even more excited that Regie went on to explain great strategies to use instead.
ReplyDeleteChapter 5 on shared writing was a breath of fresh air as Regie explicitly explained how to teach using shared writing. There are so many great suggestions I want to try out next year. As I look through the tried and true ideas at the end, I went back to highlight the ideas that I thought I could easily integrate into my classroom. Some of the ideas fit into our science units or social studies units, while others fit into our literacy units. In all I highlighted almost 30 ideas!
I was amazed right at the beginning of chapter 6 when Regie talked about all of the things she squeezed into a week of teaching a kindergarten class. I actually stopped reading and had to spend some time planning out how she could have squeezed each bit into the week. Then I realized how inefficiently I have been using my literacy hour, and how much more I can get out of my students if I make my lessons much faster in pace. I also found the summary writing section very helpful, as that is something I have really struggled to get my students to do year after year. The lesson snapshot was so clear. Overall, I think we can teach our students much more if we capitalize on each reading and writing connection.
Hello Everyone!
ReplyDeleteKathy,
Excellent! Glad you found so many ideas to try out.
Andrew,
No worries, this is the beauty of online classes. Work at your own pace. ☺
Alix,
Having those building conversations is so beneficial. I think starting at grade level and then going vertically (up or down) is a good process to follow. Having the staff on the same page and knowing where the next grade would like the students when they arrive are important tools in meeting the needs of our students.
Katherine,
This section has so much information. We are glad you found it informative!
Sheryl,
I agree. When I think of my own life, it’s no fun hearing what you are doing wrong or are not good enough at. I think celebrating what we are doing well (and this includes teachers, not just students) is the right direction to take! Plus we need to remember to focus on the one or two things that are most important at this particular time and let go of the rest for our students. Otherwise, it becomes overwhelming for students. Writing is a learning process and not truly mastered for years—I would say for most, into college or graduate school. Our students’ work isn’t going to always be perfect, but our goal should be to strive for improvement and growth (and a little fun and joy.) ☺
I think Regie would say, “Go for it!” with your students. If you feel they are ready, I’d give it summaries a try. ☺
Hi Caitlin,
Glad you enjoyed the section. You should see my text, it’s highlighted, sticky-noted, underlined and well read!
Raising expectations was a great chapter to read as I am getting ready to go back to school. So many first graders, especially in September, think that they can’t write. It was a good reminder to celebrate their successes as well as setting high expectations. I liked the shared writing charts on “what makes our writing interesting” and “what does it mean to write more/tell more”. I am excited to use these in my class this year!
ReplyDeleteReading about handwriting made me think about my own expectations for my students writing. I often find myself accepting poor quality handwriting-thinking that what they’re writing is more important than how it looks (especially if they have poor fine motor control). We use dry erase boards daily for math so we could easily take a few minutes each day and practice some letter formation. They also have handwriting/reading worksheets that we have to give them at reading group-since our students change teachers for reading groups we will need to have a conversation regarding our grade level decision on what we would want our handwriting expectations to look like,
I agree with the quote “worksheets foster mediocrity”! I do not give writing worksheets to my students (except for occasional graphic organizers). During our reading block, our students have 30-60 minutes when they are not with a small group-so they are working independently. Many teachers on my grade level team give “busy work”-worksheets to practice writing word chunk words, word searches, etc. I have reminded the odd-man out and continue to “politely decline” when asked if I want papers copied for me. During that time, instead of my students doing “busy work” they are reading or writing (writing letters-with envelopes (a big hit), making books, writing song books, writing riddles, etc.). About half of the students take advantage of their “free write” time. I do need to spend some more time setting up expectations for these writing activities (shared writing chart?) because I am not walking around talking with kids during this time, they often are not challenging themselves or taking chances with their writing.
Doing more shared writing is one of my goals this school year and will benefit all of my students. This book is going to be right by my side in September! I found many great examples of ways to integrate shared writing into the classroom and found the “teacher talk” sections to be helpful.
The one thing that I have been consistently doing is reading aloud at least twice each day. I find books that provide examples of what we are talking about during our writing time. While we have many good discussions after reading books, I would like to have the students start using written responses too. As a grade level team, he had many discussions this year about the common core standards on the report card and how we were going to assess asking and answering higher level questions from text. We knew that many of our students were not going to be able to show as much as they know if they had to write their responses. After reading these last few chapters, we will need to have these conversations again. If we model, demonstrate, and practice-of course they will be able to do it!
Chapter 4: I think raising the expectations is a must for students to be successful in the “real world”. When my students make an error in reading I correct them. Why wouldn’t it be the same for written language. My big take away from this chapter is holding students accountable to editing their papers and making sure they are legible. I know that a lot of my students have OT goals for handwriting so I make them write so I can read it in my classroom. However that is not the case in the general education classrooms. ELL and SPED students get handed a lot of things in school but that doesn’t carry over into the real world. It is important to hold all students to the same high expectations within their capacity of learning. I believe it is also important to have the same expectations cross grade levels and within all classrooms in a school. This holds teachers accountable for student learning. It isn’t just about high student expectations but also about high teacher expectations.
ReplyDeleteChapter 5: I love the idea of shared writing across all grade levels. It would just look slightly different for 5th graders than 1st graders. When I was student teaching a few years ago, my mentor teacher was completing a shared writing exercise with a small group of struggling fifth graders. As a group they were writing a story. The students and teacher shared their ideas and formed sentences together. Shared writing fits into the optimal learning model under shared demonstration and guided practice. For students who really struggle with expressive language this has been a great way for me to help improve their writing. I always start the year off with an exercise like this. The students even get to help pick the topic.
Chapter 6: Making the connection between reading and writing has been difficult for me. Even more so teaching how to write summaries without pulling sentences straight from a text is extremely difficult. The authors lesson snapshot for teaching summary writing is very helpful. (I have already come up with a lesson for my 4th/5th graders for the fall) After taking the reading essentials class, I also now understand the importance of starting early and increasing expectations through the grade levels. Exercises like creating a classroom book allows students to write and then also read. It is also important to ask is this really benefitting the student. Are they getting what I want them to get out of the exercise?
Hi Julie,
ReplyDeleteGreat reflection! Good for you for "politely declining" the worksheets. (I also declined when I was on a 1/2 team.) Good luck with the Shared Writing!
Hi Brittany,
Yes, I'm with you about having the same expectations across grade levels in all classrooms. Good luck with Summary Writing this year. :)