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.
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I started to relax again after reading Chapter 5: Do More Shared Writing. I felt like it had detailed and helpful information on how to do shared writing with my class. I like how she explained in such detail with how to begin, the process and even examples. It made the process of trying something new with my class a lot less intimidating. I teach 1st and 2nd Grade so the concept of shared writing did not seem at all inappropriate for my students. In some ways I realized I already infrequently do shared writing, but I liked reading about why it’s so important and the benefits of this process and will work it into my writing lessons more frequently as a result. The Optimal Learning Model fits in perfectly to the process of shared writing. It seems like a great method to the writing process when creating a shared demonstration. I feel that not only shared writing is beneficial for my 6 & 7 year olds but could be helpful to any level student. One of my favorite parts of this chapter was how shared writing can be used to support word work. I felt this had very useful ideas to use in my classroom that I hadn’t seen before. Some of the ideas like “cut up and reassemble sentences” and “work with words” seemed like easy and smart ideas that I could try tomorrow with little prep in my classroom. Another favorite part of this chapter was the list of “Tried and True” ideas for Shared Writing. So often when attending a training you receive a great new method but have to “re-create the wheel” to make it fit into your classroom. This author did something I don’t see often, she shared in detail all of her ideas and examples. This made this very easy to see how it would easily and often fit with the lessons in my classroom.
ReplyDeleteI felt like I also learned something new in Chapter 6: Capitalizing on the Reading-Writing Connection. I have been upset in the past that our time for writing instruction has been cut from our structured schedule and that it is supposed to be included in our 90 minute ELA block of time. I felt like this chapter explained to me why it is interconnected and not separate. It made me feel a little better about the time I have and how I could be using it more effectively. We also have been encouraged to write more during our content time, and I was previously upset about that but now see that it can be very beneficial write more nonfiction. The author had many great ideas such as Reading – Response Journals, Informational Writing and Teaching Summary Writing. I enjoyed this chapter because I felt like things that were happening at my own school were better explained to me. It actually made me feel like what was happening made more sense.
ReplyDeleteOh I'm so glad you are feeling better and enjoying this section. You raise such an important point...if the REASONS aren't clear to the teachers why they are being told to do something, it creates stress, anxiety and even anger. In addition to this, not only clearly articulating the WHYS we need to be sure to provide adequate and ONGOING training and support so that new initiatives have a chance of being successful.
DeleteYes! Glad it's making more sense to you after reading this chapter. And incorporating writing (esp. at your grade levels) into the content areas of science and social studies is a fun and engaging way for students to have more time writing and increase their enthusiasm. I LOVE ABC class made books where students can each make a page and then you can "publish" or copy a book for each student. Like if your topic was Light and Sound maybe make an ABC book about Light and one about Sound. :D
After reading Chapter 4 : Raise Your Expectations, I felt slightly aggravated at the author because this concept has been widely pushed by our school districts over the last 10 years. I feel like as teachers we have raised our expectations. We know that children will rise to the occasion when we believe in them. It’s been talked about in trainings and meetings over and over. We all believe it and we are all on board. I wonder though, when we keep raising the bar over and over, when will it be too high. Isn’t it also important to keep our expectations age and developmentally appropriate. I have taught 6 & 7 year olds for the past 14 years, and I have seen the demands of the grade level dramatically increase for this age level... especially in the area of writing. Sometimes I wonder are we raising our expectations because it’s best for kids or best for our test results. I believe that all students can learn but children are not one size fits all. I feel children learn and grow academically at their own unique pace. The metaphorical “light” turns on for children academically at different times. The belief that we need to teach with “rigor” seems to come from the administrative side of teaching. My hope is to hold expectations high for each individual child in a way that benefits them instead of frustrating them. My hope is that I am able to believe in, teach and re-teach in a way the makes each child feel successful in their own way. Then the bar can be raises for each individual when they feel successful. I try to offer a series of “finish lines” laid out in front of a student to feel successful over and over instead of the goals being seen as unobtainable to a struggling student. This is the struggle, how do we challenge and not overwhelm? It is a difficult road to navigate. I also was aggravated at “worksheets foster mediocrity” comment. Over the last few years, worksheets have gotten a bad rap, but I felt like a blanket statement like that showed a lack of understanding of teaching. I believe in moderation of types of mediums in teaching, a mix of hands on, group projects, student led, teacher led, and yes sometimes worksheets. They can be beneficial too!
ReplyDeleteI can understand your frustrations. I would say that Regie (and possibly because I have read a bunch of her books and articles) means exactly what you wrote so eloquently. The bar needs to be raised but to the right level for each child. (I also personally believe they have crammed the primary curriculum down at least an entire year. Meaning what is happening in K use to happen in first.)
ReplyDeleteHaving had the experience teaching in a variety of states and across the country I have seen places where there was very low (or no) expectations of some students and the incredible over-use of prescribed curriculums and worksheets. Yes, here and there they absolutely can serve a purpose. It's the lack of planning, thought and over-use that has been a problem. I would also say that this is less so now than ten years ago. The caliber and quality of teachers now is vastly improved from when I was younger and began teaching in the 90s. I'm frequently amazed with new teachers and their skills and abilities who are fresh out of teacher prep programs. :D
This text is older and we know that...but really have found that so many teachers have appreciated learning more about writing from the author. (I wish she'd write an updated copy.) So that may be where a little of your frustration with her is from--since the copyright is older.