ASSIGNMENT FIVE: WRITTEN REFLECTION-Section Three- The Essential Writing Day Chapters 7-10
Chapter 7: Be Efficient and Integrate Basic Skills
• How might we integrate skill work into student writing rather than teaching it in isolation?
• Daily Oral Language exercises – THEY DON’T WORK!!!
• The importance of focusing on meaning and quality first
• All writing needs both a PURPOSE and an AUDIENCE
• How thinking aloud can make your teaching more explicit
• Teaching WRITING – not just the language of writing (process, process, process)
• What about writing standards? In your District and State?
• Key writing minilessons
• Revision – how to get students to care about it
• Letting kids in on the secret that – Yes! – Conventions do matter!
• How can we effectively use word walls?
Chapter 7, suitably titled “Be Efficient and Integrate Basic Skills,”
Regie gets to the heart of what so many teachers struggle with: “Fitting
it all in!!!” Many of the elementary teachers that we work with are
beginning to feel as though their personal motto is: “Jack of all
trades; master of none.” We just don’t have the time to teach well what
has to be taught. The only answer to this problem is to modify our
instruction so it agrees with Regie’s stance that isolated skill work
(such as Friday spelling tests, DOL, grammar worksheets…) will not help
our students grow into writers (or readers.) On page 144, Regie shares
four components for an integrated Writing Workshop:
1. Identify writing genres that would interest students (and meet district requirements)
2. Decide who the audience would be for each piece of writing.*
3. Model your own writing process and show students how you struggle.
4. Have students share writing regularly (for both celebration and great teaching moments.)
created the biggest change in my own class’s writing - once my students
began to write with an audience in mind, the quality of writing shot
also gets to the heart of what writing with “voice” really is and
addresses how to teach children to write with an honest voice in their
own writing. She describes voice as “the writer’s unique personality on
paper, his own melody in words, her ‘mark’ as an individual. To write
with voice, the writer has to be interested in the writing.” We think
that many teachers and students are unclear as to how to add true voice
to their writing. Regie suggests, “Voice is in the details – but details
that show the real person and story behind the words, not just details
for the sake of adding more words…”
those isolated editing skills such as grammar, punctuation, and
spelling into our writing will increase the efficiency of our
instruction. Bottom line – if the students care about their writing, are
writing for a specific audience, and understand that “the importance of
editing (and spelling conventionally) is to make their message clear
and easy to read for their audience – or reader, they take this job
seriously and work hard at making their writing clear.”
Chapter 8: Organize for Daily Writing
• What is our definition of Writing Workshop? What does Regie say?
• How can we have student choice within a structure?
• The importance of writing talk (teachers and students)
• The ultimate nightmare for all of us…scheduling…finding the time to write everyday
• The importance of routines, organization and modeling expected behavior
• Genre study – why it’s important to have both school-wide and district-wide conversations
• The possibilities within genres
out a way to “fit it all in” is usually one of the most frustrating
things many of us face. It starts at the beginning of the year as we
first plan our daily schedule and continues throughout the remainder of
the year. Considering how you will create your schedule to include a
solid chunk of time for both reading and writing will probably be the
most stressful piece to the start of your year.
a Comprehensive Literacy Framework: Play with your time and consider
what changes you might make in your daily literacy framework for next
year. Take a look at the samples that Regie provides on pages 185-187
for some possibilities. You do not have to post your schedule, but we
believe this is a worthwhile activity to complete on your own.
Chapter 9: Conference with Students
• What is the purpose of a Writing Conference?
• What are the different types of Writing Conferences?
• How can Share be used effectively?
• How to conduct a productive conference
• What about management and routines?
are so glad that this chapter talks about Share during Writer’s
Workshop. Too often this component is skipped by teachers who feel there
isn’t enough time in the day to “fit it all in.” However, it’s a vital
piece of the workshop and beneficial to all the students. Share sessions
are an additional time to teach. The teachers in my school are quite
comfortable using Share as their mini-lesson if the need arises. Given
the reality of daily schedules they were finding that they couldn’t have
a mini-lesson, confer and share everyday. They then realized that their
Shares sometimes were the minilessons. For more information about Share
we recommend looking at Leah Mermelstein’s Don’t Forget To Share: The
Crucial Last Step in the Writing Workshop. In this slim book, Leah
explains in detail four types of Share: Content Share, Craft Share,
Process Share and Progress Share.
“Tips for Successful Whole-Class Shares and Conferences” on page 215
are excellent ones to keep in mind. The bottom line for Conferences and
Shares is that students should feel successful and want to continue to
write. Make sure what you say to the child encourages them to keep on
writing. “The conference is secondary; the student as writer and
confident learner is primary.”
Chapter 10: Make Assessment Count
• Understanding how rubrics work
• What about Test Prep? THE BEST TEST PREP IS EXCELLENT TEACHING!
• How can we collect reliable data on students’ writing throughout the day?
• Guidelines for grading and providing evidence for parents, administrators and the public
is lots of writing assessment going on these days, but little of it
actually improves the quality of students’ writing.” As Regie continues
she points out that this ‘assessment’ “is seldom used to improve daily
instruction.” This chapter is about becoming more knowledgeable about
assessments. Regie notes, that unless teachers know how to teach writing
well, it can be a waste of time to examine students’ writing and place
students on a writing continuum. She encourages you, as a staff to
“write together, study together, converse together, gather school-wide
data, analyze these data and set goals for improving writing
instruction. There is no shortcut to helping students become effective
writers and there is no program you can buy that will do it for you.”
to use rubrics judiciously and not overdo it. They should be “used as
an evaluation tool, not as the driving instructional force.” “Use
professional common sense. It is not advisable to apply rubrics to ALL
writing nor to score ALL writing. Just as our students need lots of
practice reading many texts without the expectation that they will be
assessed on everything they read, they need lots of practice writing
without being assessed on everything they write.” (Page 243)
your students do a lot of writing! “Extensive writing across the
curriculum as part of an excellent writing program is the best
preparation for doing well on (standardized) tests. Readers have to read
avidly to become readers and the same holds true for writers. Kids who
write a lot develop higher-order thinking and understanding that
translates to higher achievement on all types of tests.” Be sure to
check out “Try It Apply It” on page 246 and throughout the chapter for
ideas to incorporate into your program.
Regie points out in this chapter, “The joy has gone out of writing.” We
need to “concentrate on developing kids as learners rather than kids as