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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Appendix A reminded me of what I believe about writing and also made me think on a few to soften the rough edges of my thinking.
ReplyDeleteThe Optimal Learning Model fits well into my instruction. It’s a great visual and incorporates so much of what I teach in an easy to use format really showing that I’m doing more than I thought! The 12 written essentials for ALL grade levels make perfect sense! Why haven’t I seen this before? HAHA. I presently teach a mix of the 6 traits and a hodgepodge of these essentials. I hope through Regie’s book it’ll bring my program and the 12 writing essentials together smoothly in a way that makes sense and so I don’t have to plan as much!!
I love celebrating kids writing in the classroom. When I taught Kindergarten, it was a daily celebration, but now in third grade the celebration is getting lost in all the other things that have to be done. I’d like to find more time to celebrate writing. I have the kids do book shares weekly, so perhaps they could share their writing in the same way in a small group. I’d love to do it whole group too. They so love hearing each others stories and writing. To make writing more meaningful and purposeful is continually a work in progress for me. We write to field trips we’ve gone on, authors, staff who come to help us or read to us, holiday cards for servicemen and women, birthday cards for the homeless with our local Rescue Mission. This year we added valentines for a local women and children’s shelter. We do a few collaborative class books about ourselves, and then we get lost in the other stuff like reading responses that aren’t half as enjoyable.
Appendix A thoughts: It was interesting to see all the things I should consider in formulating my plan for teaching writing. I realized I wasn’t sure on some of the items whether they would be a good idea to implement, or not. For example: “the room needs to be quiet when students are writing”. Does it? Maybe, but I suppose it depends on the students you have. I feel this list will be helpful as I plan for my writing classes, and also as something to review and consider as we move through the school year.
ReplyDeleteConsider how the Optimal Learning Model fits into your own instruction: Looking back on teaching my 2nd graders, I realize they would have enjoyed writing much more (and I would have as well) had I modeled more than required. While I tried to give clear instructions on the foundations of writing – capitals, punctuation, complete sentences, etc., I never modeled writing for them beyond using mentor texts to guide them. I see now I should have given a lot more guidance through modeling and examples.
How do you presently teach the 12 Writing Essentials: With 2nd grade students, I spent most of my time just trying to get them to understand what a sentence was, and the need to use capitals and punctuation. So rather than reflect, I’m looking toward applying what I’m learning to teaching 6th graders next year. I see many essentials on this list I need to incorporate into my writing instruction. My overarching goal is to have students enjoy, and find purpose, in their writing. The list seems to focus on purpose and content rather than conventions, so that’s what I intend to teach. Last year I tried to provide instruction on conventions before students wrote; now I see it makes more sense to get them writing, then make minimal correction on conventions within their own writing. In this way I hope to allow them to have their voice, while at the same time give them instruction on conventions which they will have a greater chance of understanding (and retaining) because it will be demonstrated within their own writing rather than in another story. I hope to accomplish this one-on-one guidance and instruction by having regular conferences with each student. I did not do that with my 2nd grade students, but now I really see the value in it.
Celebrating student writing and making writing more meaningful: I learned a lot of “what not to do” in my first year of teaching last year with a 2nd grade class. Not only did I not really know how to teach writing, I was also working with a group of students who were struggling to read, let alone write. One thing I realize now is I needed to put more focus on making the students feel like their writing was wonderful, despite its mistakes, and that they had a unique voice and point-of-view to share. I occasionally gave them opportunity to share with one another with Author’s Chair time, but not as often as I should have. For our end-of-year writing sample, a student commented, “It’s not very fun to write when you can’t share it with anyone.” That comment spoke volumes to me. Students will be more likely to engage in, and enjoy, writing, if they have the opportunity to share it. Next year with my 6th grade class I intend to provide plenty of opportunities for sharing with the class, with other classes, and at the local senior center near our campus. This will have a two-fold benefit: students will be more engaged in writing, and I think they will try harder to do their best knowing that they will be sharing their stories with others. I had never thought to write in front of my students - it makes so much sense. We read in front of our students so they’ll see we enjoy reading, and that it’s important to us. But now I see I need to write in front of my students as well. Hopefully I’ll have time in my schedule to write when the students are writing. If not, I still plan to share some of my writing with my students, even if they don’t get to actually see me writing.
Hi Theresa,
ReplyDeleteI'm so glad that you took the time to review Appendix A. (Hopefully you gently marked your book so you can compare at the end of the course.) I do think you will find that Regie's text will help you define your program! :)
Yes, more celebrations at all levels! One quick thought I had in order to help fit it in is to think about celebrating pieces of writing rather than a huge long finished piece. For example...as you are circulating around class you notice an amazing lead or incredible ending or some very descriptive language that the student can share and the class can celebrate. Or an interesting, attention grabbing title. If we can start thinking smaller and quicker we might be able to fit more celebrations in.
Hi Cindy! Great, I'm glad you also reviewed Appendix A. Awesome goal--all students should enjoy and find purpose in their writing.
Later we will talk about having students focus on purpose and audience. These two things really help improve the quality of students writing, because if they are taking the time to write specifically for someone, we want to make sure their message isn't distracted from by errors or mistakes. (More on this later. :D)
I think Kindergarten really has it down for teaching writing to students. They work hard on getting students to get their meaning down the best they can. Then as it comes up naturally, they discuss spaces between words, periods at the end, capitals at the beginning so it's relevant and makes sense to the student to help make their message more clear.
The other point that I always think about is that when students learn to read they have ample amounts of time to practice reading without every single mistake or error being corrected. They get to experience the joy of literature and practice, practice, practice. For some reason, many teachers feel the need to correct every single mistake or error on student's writing and this can be demoralizing. Students should also have many opportunities to practice writing without every single mistake being marked up on their paper. (Now this is not to say, in my opinion, that there isn't a time and place for publishing ready perfect pieces. I just don't think marking every single error instills a sense of joy or love of writing in students.) We def. need to be focusing more on the content and then the mechanics . I agree, conferring with students is quick and informative and gives you more bang for the buck, if you will, than marking papers and handing them back. Again, we'll talk more about conferences a little later.
What an astute student and so succinctly put. I have to agree, it isn't much fun to write if you can't share it.
If you can, write with your students and in front of them! It's worth the effort and time. :) I'm a huge fan of document cameras, but you can use an overhead or even chart paper.
Thoughts anyone? :D
Appendix A ~This was very interesting. I found that so many of them are things I was taught in college (a LONG LONG time ago) But not sure they are really true. I think it would be very interesting to have a blog/website which asks a question a week about these, to get feedback from colleagues. I will definitely be considering these as I start my writing program this year.
ReplyDeleteConsider how the Optimal Learning Model fits into your own instruction.
Optimal learning is an exciting model that seems like it will give students a positive writing experience that will also help them learn to write. I will be using it in my classroom this coming year to help improve students writing.
Reflect on how you presently teach the “12 Writing Essentials”. Well unfortunately there is a big reason that I’m taking this class. I have never taught writing before, and the “writing program” in our textbook was very poorly put together. So I can’t really reflect how I am doing this because I have not used these before. This is very exciting to have an Essential list that I can use and reflect on this coming year.
How do you celebrate student writing in your classroom? How might you add more celebration of student writing to your day/year?
I am quite excited about this. While reading this, and thinking/talking about it with my daughters and husband, all of which are great writers. My daughter reminded me of a book that her 5th grade teacher had published of the classes work. It was so cool, especially since my daughter went into her bedroom and picked up the book (after 8 years of it being published) So I plan on doing something like that of the students work. While I won’t be able to afford to have it published as a bound book, I do plan on making spiral bound books and giving them to students/parents.
I am also checking into having my classes work published in the school newspaper. I might have to buy a page in order to have them all published. I wouldn’t want just one or two students published.
Then a very cool technology piece just opened up with Class Dojo. They are now introducing student led portfolios. Students can not only put pictures, and videos up, but their writing can be put up also.
• Consider what changes you could make in your writing instruction to make writing more meaningful and purposeful for your students.
I loved the suggestions about writing in front of your students. I did that a little last year, but only to show them how to write a paragraph. It was boring, and just did the “this is how you do it” . This year I am going to write fun things in class to excite the kids.
One thing I’ve been thinking of, and don’t know if it is a good idea or not, is to start a story with one sentence, and have each child write another sentence and then read it when we are all done. It seems like it would be really fun, and enjoyable for the kids. Thoughts?
Hi Patricia,
ReplyDeleteI think that's an interesting idea to have a weekly question where people could comment to each other about. :D
Yes, the OLM really makes a difference when you incorporate it into your instruction. It also goes by other names: The Gradual Release of Responsibility; To, With, By; I Do, We Do, You Do... What I really like about the OLM is that it clearly lays out the 4 steps of the process, where as the last two listed above imply that it is only 3 steps. Many teachers, often for the sake of time, combine the 2nd and 3rd step and don't really allow students enough guided practice before releasing them to work independently on the assignment. When we s-l-o-w down our instruction and give students clear directions, examples and time to practice, the quality of the work usually improves greatly.
The other thing that I love about the OLM is that it works across all subjects, not just writing. It's a great model to utilize!
I agree, I also think it's exciting that you get to read this text as you create your writing program. I would much rather do that then be forced to follow a prescribed program with fidelity.
Oh, students LOVE class books! At all levels! In fact, I have a "Featured Author's" bin in my library where students and classes can submit books they've created for me to barcode for others to check out. I'm sure you could ask your librarian (if you have one) to do this as well. The one criteria that I expect (and I share this with my staff as well as with students) is that the book needs to be "perfect" in a publish ready state. Meaning that spelling, grammar and errors need to be as correct as possible since we are publishing it and we want to respect our audience and not distract them from our message or story with errors. I haven't found this to be an issue and the children love that they can "publish" the book (I'll bind it in the staff room) and the students love reading other students' books.
Students enjoy hearing about our lives and while we may think the topic isn't very exciting they really are engaged while the teacher writes on the doc cam or overhead.
I think you should give your one sentence story a try. I would imagine they'd have a hard time waiting for everyone to write a sentence until they could add another one. Maybe try this once and then break them into small groups of 3 or 4 where they could go around quicker and each add a sentence. Then share the different versions of the stories whole group. Just an idea. :D Anyone else???
Chapter 1: Simplify the Teaching of Writing
ReplyDeleteI resonate with Routman’s idea of simplifying teaching. Especially in the digital age, information fatigue can definitely have an affect on teachers. It is wonderful to have access to so many resources online but it is also overwhelming. Just thinking about simplifying makes me feel refreshed and rejuvenated.
I completely agree that no matter what curriculum you are using, the essentials are the same. There should be more time spent on developing a core understanding of writing and not the ins and outs of a specific program. I believe this concept could be applied to all subject areas.
Appendix A:
I realize these statements were meant to help us recognize ways we are deeply (or rigidly) invested in a particular belief, but my primary response was: maybe, sometimes or it depends. Perhaps as a newer teacher I am still developing my ideas about best practices in writing. I can see how they could be good conversation starters.
Optimal Learning Model:
This is a good reminder that scaffolding is important in all areas, including writing. I know I could work at being more explicit in thinking aloud as I demonstrate how to write a story.
12 Writing Essentials:
I appreciated this thorough list of the main elements of good writing. It seems somewhat unique to writing that we teach the same things throughout the grade levels but in varying degrees.
Chapter 2: Start with Celebration
I love how much she emphasizes the need to celebrate student writing. I do often have “author parties” at the end of a unit. I let each student share their favorite piece of writing with the class. I would like to expand this and share writing within the grade level or even with other grade levels. I think this is a great way to combine having an audience and celebrating writing. I already feel like I emphasize that writing should be meaningful.
Chapter 3: Share your Writing Life
I give the students a lot of choices in writing topics, but reading this chapter made me want to do more unstructured journal writing. I use a journal often in my own personal life. I also like the idea of sharing ways that I write in daily life. In the spring we do a poetry unit. I have personal prewritten poems that I show them as examples, but it would be good to write new ones each year with the students. Then I could more explicitly model aloud the process of rereading and making changes.
This section contained a lot of “ah-ha” moments for me. It was reassuring in some ways, but I also kicked myself a few times because I realized I took the fun out of writing. The optimal learning model is one I strive to use in my teaching. However, I find that I do not model enough to my students. I am not sure if that is because I teach 5th grade and assume they can just do it themselves. I need to model and think aloud more in my teaching.
ReplyDeleteWhen reflecting about the “12 Writing Essentials” I found that I am guilty of teaching many writing skills separately. These skills then become disjointed from the writing, but I still ask students to fit it into the piece they are currently working on. I realize that I do this because the standards and pacing guide from my district have such specific requirements, I feel the pressure to ensure I taught it and can “check it off the list.” This is one time when I kicked myself while reading.
I always knew that celebrating writing was important in the classroom. However, in practice I found that I did not do this enough. I felt pressure to keep on working and felt that stopping to have students share their writing took too much time away from the important instruction I needed to complete. I want to change this next year. I think that each day we can easily squeeze in 5 students to share their writing from that day/week. I especially love the idea to ask students to share who tried something new or challenged themselves, I want to encourage students to take risks. I also want to celebrate as a whole class and take an entire writing period to share the final products of large writing projects that students have worked on over a long period of time. I hope that taking more time to celebrate will encourage students to try new writing techniques and feel more motivated.
Hi Lindsey,
ReplyDeleteSo true! It would do us all well to remember to simplify our teaching. (Well actually, I think we could simplify many areas and aspects of our lives, even outside of work.) Excellent, it is our hope that people feel refreshed and rejuvenated after this class! ☺
It is fine that your responses to Appendix A are maybe or sometimes. I still would say that I hope you marked them so you can reflect on them at the end of the course. (I’m not promising that you’ll make any profound changes, but enough previous students have commented that they didn’t record their previous thoughts and wished they had.)
Yes, great idea to include other classrooms or grades in your celebrations. And def. plan to model during your poetry unit (and other times next year.)
Hello Sarah,
So glad that you felt this section resonated with you and gave you pause to consider some of the things you’ve been doing in your classroom. Excellent plan to include more modeling. Yes, even high school students can benefit from the teacher modeling for them. Celebrations are really worth the time. And remember, it can be short and quick.
I do agree with Regie when she talks about teachers focussing on the wrong parts of teaching writing, as in using a graphic organizer with the topic sentence in the middle and the supporting details on the outside. I feel as though I’m always teaching to a graphic organizer and not teaching on how to become a better writer. I do think that graphic organizers are helpful to a lot of students, ELD and SPED students in my classes benefit from this type of resource, but it isn’t the end all be all of how to write.
ReplyDeleteWhen reading about the Optimal Learning Model I have to admit that most of these ideas are being used in my classroom to an extent. I always model writing in front of the kids and I tend to talk my way through my thinking so that they can see my writing process and try it out for themselves. I want them to understand that writing isn’t easy for me and by me sometimes struggling in front of them while I’m modeling makes them feel more comfortable when they go back to independent writing time. I do have kids come up in front of the classroom and share their writing with the class by reading it aloud. I do not have them partner up and read their writing. This has given me a few great ideas already, I would like to let them share their writing with one person or even in a small group and also when they do come up to share in front of the class that I project their actual writing up on the document camera so the others can read and see their writing along with listening to it. Of course my kids get lots of independent writing time to practice the skills being taught.
I'm with you. I have a hard time spelling words, so I always share this with my students so they know this and not view me as some all-knowing perfect teacher. HA! :D But, I do tell them that I feel that I'm a good writer and the most important thing is for them (and me) to get my ideas and thoughts down. THEN I make sure that my writing is as error free as possible so I respect the reader and don't distract them from the meaning of my writing. Excellent, glad you have some new ideas already and that you are being affirmed of the many things you already are doing. :)
ReplyDeleteChapter 4
ReplyDeleteI think worksheets can foster mediocrity, but are helpful if used wisely. Following up on skills, independent work for the young ones and a quick check in I find them helpful for. If we raise expectations for minority and socio-economic students they will rise to the occasion, I truly believe. The expectations we give students will help them rise to the occasion especially as we guide them to reach high! Tories expectations in my grade level, I need my team teacher to work together with me. This way it’ll ensure everyone knows the expectations. Same for my hall, having third grade expectations that are then built on in 4th grade is only going to strengthen our school. The optimal learning model will be laminated and with me to support the kids needs throughout the day.
Chapter 5
I love, love, love the list of ideas of tried and true ideas for shared writing! This list will be copied and used as a reference. It saddens me that many upper grade teachers don't see the benefit to shared writing. It’s helpful to all learners in my experience. It’s been the best way I’ve found to teach writing skills, and the discussions? Fantastic and so motivating. Linking shared reading and writing that Regie shares is full of easily adapted ways to do it throughout the curriculum. A really helpful part of the chapter for me was Regie’s example lessons that include “What I say…” and “What I do…”. Nothing is more helpful to me than having a script to use as a scaffold in my own teaching.
Chapter 6
I love the opening quote from Jhumpa Lahiri- “I’m still studying writing as a reader.” We can become more effective integrating our reading and writing instruction by having the students write the literature the class reads and using students own writing as reading. She also includes using read aloud as a springboard for writing. I’m so happy to have this chapter so reading and writing work together more. I tend to get stuck in writing trait muck and want to incorporate so much authentic writing. I think I do a good job with writing with informational text and like the additional ideas Regie includes. As for responses to reading, to be efficient changes may need to be made. It is so hard to read everyones responses in a timely manner. The idea shared about the teacher who gives their kids a choice or written or oral is brilliant. The importance of writing and reading more nonfiction is a must. as Regie says, it’s the easiest writing for kids to do, and if we merge it with our Science and Social Studies the comprehension will increase. I did my master’s degree work on graphic organizers and have seen the impact organizers, writing, and drawing non-fiction opens so many doors to comprehension for students.
Shelley Tate
ReplyDeleteConsider how the Optimal Learning Model fits into your own instruction.
I can really identify with the “Teacher Who Changed” on page 10! I’m so ready to get the students to love writing and have been uncertain about how to do so. I have some really wonderful lessons; however, it has always felt unconnected. I love the simplicity of the Optimal Learning Model- with it, we can tie in grammar lessons and so on! I have modeled writing to some extent, but I see how I can be much more deliberate and explicit when I do so. I definitely want to learn more about ways to implement shared writing and writing conferences. I agree that teaching as a profession has become over focused on testing and programs, and I love that the author wants to make teaching writing “easier, more manageable, and more fun”.
I have often used what I call the “I do, we do, you do” model of teaching, which I suppose is a simplified version of the Optimal Learning Model. For example, I model a reading strategy with the entire class, then have them practice in groups while I move around to offer scaffolding as needed. Finally, students attempt the strategy on their own (again with support for those who may need it). The OLM offers these steps, but with yet another layer of assistance embedded. With careful planning, I want to add in that other step.
“12 Writing Essentials”
The paragraph where the author says that “the skills and strategies that writers use are the same across the grade levels; their depth and sophistication are what increase” was a real eye-opener for me. Yes! Teaching writing can seem enormous and daunting, so this list helps narrow the focus.
As a middle school teacher, I usually spend a great deal of time teaching students how to organize their writing. Students often go off on tangents, with details unrelated to the main topic, or offer few details at all! So I focus often on numbers 3 and 4, present ideas clearly and elaborating on them.
We also work on the writing process often throughout the year; teaching skills necessary to revise, redraft, and edit. Students need to understand that writing is rarely, if ever, done on the first or second draft! Conventions, of course, are including in that proofreading and editing stage – learning the rules of grammar, punctuation, and so on.
Since I want to make my teaching of writing more fun, I want to play more with the idea of embracing language. I feel like I do (especially with poetry) to some extent, but I need to give my students more time to play and more importantly, let them know that it is okay to play. This will also be helpful in creating an authentic voice, when students feel more free to experiment with their writing.
A final product is important, and the last on the list makes students take responsibility and pride in their accomplishment. Maybe I will have students craft a portfolio over the course of the year, so they have a meaningful publication to read and enjoy.
Appendix A
What a helpful idea! Teachers really want and need collaboration time, but too often it gets bogged down in requirements from the district or disjointed conversation. This list really helps focus a discussion about individual ideas about teaching writing. I would love to have time for a focused conversation with my colleagues about what works and what doesn’t in their classrooms.
Reading through this list and trying to answer these questions for myself has also been helpful, since I am changing grade levels this year. I hope to codify what is actually important to me, and keep my teaching simple and effective. I look forward to going through this list with my student teacher as we make plans for the upcoming year!
Shelley Tate
ReplyDeleteChapter 2:
Celebrating student achievement is very important to me. I agree wholeheartedly with the idea that students should have successes early and often, so that they can and will continue moving forward. A reward can be a simple as a positive comment or encouraging note on a paper. Larger celebrations can come in the form of sharing writing. For example, last year we created poetry suitcases with at least six original poems. We sat in a circle and students each shared one poem or a part of a poem. We snapped our appreciation after each one, and offered positive comments. I do the same after presentations or speeches – it has to be all positive comments for final performances, since we have already offered peer feedback in prep time. My background is in theatre, so I’m a big fan of applause and celebration of accomplishments!
Writing and speaking can make students feel intensely vulnerable, so it is important that they feel safe, respected, and appreciated. I loved the author’s suggestion of writing in front of your students; that way, you are the vulnerable one. I think this will be a wonderful way of connecting to the students, showing them that you are willing to take risks in front of them. I also want to implement the suggestions on page 27 about expanding personal writing.
Chapter 3:
At staff meetings, we often write to respond to a prompt before a group discussion. It helps focus our thoughts and deepens the conversation. I use this technique often with students, but I never thought to examine the process itself! I do need to examine my own writing life, and more importantly, share it with my students.
I plan to implement several ideas from this chapter. I liked “Capturing a Moment” on page 46 and examining writing practices as a group on page 41. I think I will have my students brainstorm all of the different ways we use writing in our lives! I also will let my students see me go through the writing process – struggles and all.
Hi Shelley,
ReplyDeleteAdding that extra step in the OLM really helps provide the support students need to move towards independence.
Many people comment that they also were surprised to realize that the skills and strategies students use to write are the same across the grade levels. It's helpful to be provided with the framework that serves as a guide in our instruction.
Having worked in a high school writer's lab, I was AMAZED to realize that the high school students were so similar to elementary students. They hated revising, editing and re-working their piece. It was eye-opening to me to learn that this is an element that takes years and years for students to develop. Something that all teachers at all levels must teach and stress.
Yes, more fun and more play with writing and language. I think you are correct, if students feel comfortable they can then experiment and work on developing their voice. (Which is one of the hardest things to teach in writing, I think.)
I would highly encourage creating student portfolios, at all levels. It's great evidence to share with students of the growth they have made over the year, especially when they get frustrated.
Awesome, glad you liked the list and that's a great idea to use with your student teacher. How great for them to learn about writing instruction pre-service!
OH, I've never really thought about it before, but I love your comment about only positive comments in final performances or pieces as they've already had constructive feedback during the writing process. It's good to make the expectations crystal clear for students and create a safe place for students to share. (As not everyone is comfortable doing this.)
The Items in Appendix A were really thought provoking. It helped me to think about some items that I think I just do without actually thinking through why I do them. I definitely want to revisit these as I begin thinking about my writers workshop this year.
ReplyDeleteThe Optimal Learning Model fits well into my current writing instruction. I really like how routman lays it out and shows the point where you handover the responsibility to the students. This past year, many of my students struggled with taking on that responsibility. I know I need to set them up for success at the beginning of the year with strong modeling of my own writing, as well as the purpose of our writing. Hopefully I can instill excitement for writing from the beginning of the year, in order for my students to be more comfortable with independence in their writing.
I loved the 12 writing essentials that Routman provides. It is a simple, yet complete list, and I love that it fits for all grade levels. I definitely incorporate most of these into my instruction, but some of them could be emphasized more, and could definitely play a bigger role in the modeling I do for students.
This past year, we did not do nearly enough celebrating, and I think that played a big part in the reluctance to write for some of my students. I really want to prioritize students sharing their writing with peers, and in front of the class. Again, I want to emphasize their successes from the beginning to instill confidence right away.
The main thing I took away from these first few chapters, was how Routman goes about modeling her writing. I modeled my writing multiple days a week this past year, but I don’t think it was as effective as it could have been. Many times I would have what I was going to write ready to go, and didn’t let my students see the struggles that I encountered in my writing. I know this needs to change in order for my students to become more successful writers. I loved Routman’s ideas for starting the school year and turning their writing into class books. I think simple things like this can really motivate students to write. I could see some of my students from last year being excited about the idea of their peers reading their writing in a book. It’s not that I hadn’t heard of this, but one of those things that just gets lost with all of the assessment that goes on.
I think many teachers, especially new teachers, just go with the flow because that's what everyone else is doing or it has been done that way for years. And it's not that some of the things are bad or wrong, but it is always good to know why we are doing something and if it's the best method for our students.
DeleteYes, more celebrating and emphasizing success to instill confidence! Excellent plans!
Students love creating and reading class books. Even from previous years! It's also fun for them to have their own copy they can bring home and share with their family.
Yep, many of these ideas are things we know or have done. It's just a matter of being reminded of them and bringing them to the forefront, ahead of all the "other" stuff. :)