Tuesday, July 11, 2017

Assignment Five: Written Reflection- Section Three

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?

In 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.)
*This 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 right up!

Regie 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…”

Integrating 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

Figuring 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.

Create 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?

We 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.

The “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

“There 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.”

Remember 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)

Have 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.

As 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 test takers.”

1 comment:

  1. As I reflect upon chapter 7, two main ideas caught my attention. Focusing on meaning and quality first and teaching whole-to-part-to-whole will be a shift in my teaching. With this idea in mind, it seems that students writing will be more authentic if they understand who their audience is, if I am modeling my own writing, and celebrating on a regular basis. One thought I had while reading this text is the isolation of skills. This last year I implemented the use of mentor sentences and saw incredible growth with my students and their understanding of a sentence structure, as well as adding vivid verbs and synonyms for repetitive or non-descriptive words. I plan on continuing the use of this, as I believe my students were able to apply their understanding of sentence structure and this will also help when conferencing because my students and I will be using the same language or ideas from the mentor sentences.
    The other idea that caught my attention in chapter 7 is first to engage our students in writing about topics they care about. Students need to have buy-in. Because of district writing assessments and preparing for the state assessments, writing may have been stifled and laborious for my students. I love the idea of starting the year off with getting my students to enjoy writing by allowing choice, while they are building up their stamina and fluency, and learning the importance of respecting the reader.
    As I read chapter 8, my thoughts were based on my past experience with implementing writers workshop and the changes that I need to implement. The first thing I need to do is find more time for writing and value the time. In the past years, my writing block was limited to 30 minutes. Knowing the importance of modeling and celebrating now, I will be sure to be make sure we have adequate time for these components.
    The second thing I want to implement is having my students write and publish more short pieces. I love the idea of my students writing letters, more poetry instead of in isolation, and creating classroom books. With the use of technology, I can see how this can be easily implemented and valued. Students can generate their pieces on documents and share and edit with a peer. The excitement for writing will grow as pieces are published and celebrated.
    Conferencing with students is something that I have implemented in the past. I have used a spiral notebook and designated one page to each student. During a conference, I would always note the date and notes made on the previous conferences. However, I do know that I have missed conferences with a few students and have conferenced with others more. One idea I appreciated is the scheduling of a formal one-on-one conference and the importance of respecting the reader and making sure students understand that they need to make their writing as good as they can get it and rereading the text as to not waste my time or theirs. Addressing the four components, question, compliment, teaching point, and for next time to keep will help focus my writing conferences.
    I appreciate the idea of helping my students visualize the reader/scorer for assessments that are completed for the district and state. Having students understand they have one chance to show-case their writing by entertaining and wowing their reader will give students a purpose and an audience. I can see my 5th graders rise to the occasion as I create a story about an adult who may be bored and needs to be energized by their writing piece that they are sharing.

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