Which of the
Eleven Elements of Effective Adolescent Writing Instruction from
Writing Next do authors of Edutopia discuss? How does your own role as a writer fit into your classroom practices? How or where do you find the time to do it all? What gets left out? Remember each of you needs to post here three times this week. Your post may be a part of a conversation with other classmates or a general response to this article.
The article "Do You Write With Your Students" brings up an important conversation. While I think it's important to model being a reader and a writer with your students, I find that I need to be very mindful about doing this. What that looks like varies by age and even by student. How often do I sit and read during readers workshop? Almost never. I am conferencing and meeting with small groups in a quiet area. Do my kids know that I'm a reader? Absolutely, as I model that daily in our classroom community in so many other ways. How often do I sit and write during writers workshop? Almost never. I am conferencing and meeting with small groups in a quiet area. I share my process with the whole group in our mini-lessons and through the samples of my own work that I pull out to share. And as time marches on, I find that I have fewer of those rough draft samples full of scribbles and arrows and crossed out words and different colors of ink. Those are artifacts from another time. Now I do most of my writing on the computer, and the rough drafts don't even exist! Writing time is a very active time for me, especially in a primary classroom. It's when I get the one-on-one conference time or the small group time to focus on next steps. We model and practice together in our interactive writing times before I send kids off on their own. With older kids, I may get started with them or show them a sample of what I've done before I set them loose to write. I think it's very important to have work to share with the kids to build that writing community we need for kids to grow. Side-by side reading and writing varies by age and even by student.
ReplyDeleteKim, I agree. A teacher needs to be very mindful about being a reader and writer. I often find myself hoping for Christmas break, or even Spring break as these are extended times a teacher has to stop and reflect on their students' learning (yes, and even relax). I often think about writing an actual book during my mini-lessons, a book that I could send off and try and publish. Teri Austin a retired teacher from Chinook School in Fairbanks wrote a book titled," Student-Led Parent Conferences" with her students via the Heinemann company. The class even walked to the mailbox and mailed her manuscript with her. You give me a lot to think about...
DeleteWow, what an amazing way to model writing with your students! I used to spend more time writing in front of students by composing stories and non-fiction pieces. Recently I have changed my approach to a writing experience where I begin our writing piece and the class composing the writing together sentence by sentence. This is really fun. The stories we create together are funny and involve students in the process.
DeleteI love the ten minute writing exercise we are doing. It is already getting me out of my academic writing box. I think this would be neat to share with my class and talk about how it is hard to think of what to write. Also, not worrying about spelling and punctuation when you're first writing. It is easy to get bogged down by grammar. Both these articles on sharing our writing and journaling with students show how writing needs to happen in a comfortable environment, because it can be scary to put oneself out there as a writer.
Kim, I think it's great that you meet with small groups and show them how to be good writers/readers. I think what you are doing is very powerful especially considering you said you teach a primary class. It can be very challenging for them as a whole group to actually sit and watch you write, they need to be more active and actually be doing.
DeleteBrittany I like your idea of having the class come up with the story together. It helps engage and involve all the students, because they want to be part of making the story come to life.
One thing I have been doing is not just modeling how but modeling my thinking process, especially in the beginning when I am trying to come with ideas for a story. I feel as though I have better student involvement just since I have changed how I approached teaching writing.
I recently attended an RTI conference with Anita Archer and she truly believed that teaching a child always consist of a I do , we do , we do, you do model. Ever since then I have been trying to write before my students, write with them, and then let them write. I reach a convention, often show them how I use it, let them help he come up with a writing piece with the convention and let them try. Since I started this, my students love watching me write. I always relate it to my life and they are thrilled to hear the things I do outside of school.
DeleteI am so bummed that I missed that conference. I am feeding off of all the teachers at my school who went.
DeleteThe research brief on the Writing Next study shows that many different techniques are needed to teach writing effectively. There is not one way to teach writing that will work for all learnings. Writing is challenging, because good writing does not always follow a perfect format. I'm interested in learning about more studies on writing. I have read many books on teaching writing, but I have not read many research studies on the topic.
ReplyDeleteYou are so right. There is no one perfect format that fits all. I like to try to have students examine their own process and articulate what works best for them personally. Their observations are enlightening.
DeleteThis idea of each student coming to writing at their personal comfort level really resonates with me. This week, I had my students learning about different prewrite techniques. The goal was to get them to try some different ways to prewrite as they have terminal first-draft syndrome. Last week we tried brainstorming where they just wrote words or short phrases in response to a specific topic. We also tried freewriting on a vague general topic like "children" or "friends." We then discussed which of the two prewrite techniques they liked. Many said they liked freewriting. They felt more comfortable with it, and felt that they had produced more....that is until I asked them if they would be willing to ball it up and throw it in the garbage. Many were not willing to do that. I asked them if they felt that they had just created the first and possibly second paragraph of their essay. They said "yes," and we had to talk about prewriting being just that, "prewriting." Prewriting is not intended to be the end product; it is intended to get the juices flowing so to speak. Suddenly, they felt that brainstorming was a better choice for them because they were too attached to the 10 min of prewriting that they had created. It really is good for students to find the fit for themselves, but it is just as important for them to understand why their fit works for them.
DeleteI've been reading the first two chapters of Because Writing Matters. I was considering the idea that writers have to or should let themselves write poorly at the start with the expectation of improving it further down the line. That seems so risky, especially when there are others that are going to read that poor writing in the meantime. So instead of dwelling on my own insecurities, I'm going to think about my students. Third graders don't know that they are writing poorly. They think everything they write is just great, so I don't know if this aspect of writing actually applies to them. They are usually not interested at all in the refining process; revising is repugnant to them, editing is barely tolerable to most.
ReplyDeleteWhat this brings to my mind is that it's not my job to point out that their writing is flawed, boring, repetitive or incorrect. It's my job to help them find their voice, be excited about writing and seek out ways to make what they're doing even better, so that others can share and enjoy their ideas.
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DeleteWe will all start discussing the text next week. The research is interesting and I find so often, rather than shocking me, it affirms what my own experience has proven. It backs what we know and see daily.
DeleteDawn, I love that response! I couldn't agree more. We need to help our kids find their voice and not always point out what they are doing wrong.
DeleteI don't think 3rd graders are much different than high school students, or at least my low-performing high school students. They rarely see their mistakes and definitely don't want to spend a lot of time fixing them.
DeleteAgain I'm going to refer to Roald Dahl. During our author study we watched a video--AUTHOR'S EYE, where Dahl talks about making mistakes and it's okay to write poorly. It's how we learn to write better.
DeleteI think about Science, how students learn better when they experiment and discover answers on their own. I think students will become better writers with more self-discovery. With that statement made---my little light bulb is going off and I am going to add more reflection to my workshop. :)
I enjoyed Natalie Goldberg's "Writing Down the Bones." I first encountered this book a few years ago as part of a previous ASWC course. I use the 100 prompts at the end of her book with all of my English students.
ReplyDeleteGoldberg's strength is in generating enthusiasm and confidence in the pre-writing phase of composition. Her energy and playfulness makes it easier for students to begin the process, which is often the most difficult part of teaching writing. Goldberg uses a "right brain" approach to pre-writing. Many students who have a lot of difficulty using elaborate "advance organizers," outlines, or mind-maps find her method of simply writing without stopping to be a good way to begin.
I remember as a student myself being forced to write an outline of my longer compositions, which had to be turned in and blessed by my teacher before it was returned so that I could write the paper. I actually used to write the papers first, then make the outline afterwards. In my own writing, I often simply begin writing for a half hour or so, then leave the writing for a couple of days and return to it, pulling out the good nuggets that eventually coalesce into a first draft.
I like to give my students different options for pre-writing activities. Some students benefit from guided, more prescriptive organizers, but many prefer the freedom of free-writing as a way to get started.
Glenn Wright
Your post reminds me of what I have long asserted. There is no one way to approach writing because there is more than one writing process. I find some students need a plan, some students like to brainstorm, and some students like to begin ala Goldberg with just writing or typing. (I always write outlines after papers as well, and I advise student to try both methods. I note that if you cannot create a logic outline from your paper, you need to work on organizing what you have written. The process is helpful for honing organization.) With the advent of the composing on the computer, fewer students seem to think they need any pre-writing; however, I find when we do some brainstorming, mapping, or pre-writing on paper before I turn them loose on the computer, their drafts improve. I maintain "thinking" improves writing, just as writing improves thinking!
DeleteGlenn,
DeleteI also like to give my kids lots of different ways to start their writing. I try and show them new ways every month so they can have a pocket full of tools for writing by the time they leave my class and hopefully they put those tools to good use down the road.
I know sometimes I write better by just sitting down and writing and other times I need to outline and map what it is I need to say. I think it's important for kids to find out what works best for them, because we all know we all learn differently.
Glenn, I agree, Goldberg has some interesting ideas for getting the writing process started. Sondra, I also agree that the writing process is different for each individual. My struggle in my 4th grade classroom is fostering these individual approaches while still getting to all of the other subjects I must teach in a typical day. I try to include writing in all of these subject areas to increase practice, and this offers us the opportunity to engage in different genres of writing. I also like to provide students with tools to plan their writing. We have various formats both on the computer and in our writing tools to help brainstorm, organize and publish our writing.
DeleteElliott Sparkman
Dawn, you bring up some great points. I try to remember to start with specific positive feedback when I work with a student on their writing. Then I pick one of the 7 traits to work on with them. I don't want to overwhelm them or myself!
ReplyDeleteHas anyone read David Almond's "My Name is Mina"? It's an intriguing first person narrative about a young girl who doesn't quite fit in with her peers. There's a scene the character, Mina, describes that shows how one teacher could stand a little "write with your students" time. Mina finds herself in the principal's office after an altercation with her teacher because Mina defends her position that her writing doesn't HAVE to be just like the plan, or pre-write, she previously turned in. It's a great scene and the voice Almond gives to Mina is a great example of stream of consciousness writing - and a great reminder of how fluid and organic writing ought to be. Even those few pages would be a great read aloud or author study.
ReplyDeleteI love the Excerpts from Natalie Goldberg, her key guidelines were thrilling to read and I actually copied the article to share with my best friend, who is a photo journalist. After reading this article, I had the thought of creating a blog that I could share with people. I never really have been an enthusiastic writer; however I do find it more satisfying the old I age. Her ‘other thoughts’ category is also rousing to read, it gives a good perspective on how to become a lover of writing. It also sparks many ideas and thought to why a blog would be thrilling!
ReplyDeleteThe other article I liked was Spotlight On Common Sense Media. Technology advancement is a huge concern for teachers, parents, and others, due to the fact that people use it as a tool to bully, harass, and take advantage of people including children. Teachers and parents need to be provided information to teach children how to use the technological tools in a safe, respectful and responsible manner. Also, if teachers are provided with a curriculum for teaching same internet guidelines they are more willing to teach their students. School districts need to jump on board and be preventative to the matter at hand.
I think my overall favorite article to read was The Write Way, By: Elena Aguilar. I know it didn't have a lot of "ideas" for what I can put into practice in my classroom, but I loved the story about Ms. K. It's a powerful article because it shows us that every kid can want to write it's just a matter of us as teachers giving them the tools to do so.
ReplyDeleteI enjoyed ready all the articles but the other one I felt hit a note for me was Excerpts from Natalie Goldberg. What's amazing is in the very first line she says "The other half of writing is reading, if you want to write, read!" I really like that phrase. But what I like about this article is all the "other thoughts" that are listed. Many of those thoughts are truly great ideas. My favorite which I want to go write about is write about what you will miss when you die. Sometimes it takes articles like this just to help us get our creative juices flowing. Overall I have so many fresh ideas in my head my kids are going to think I have gone crazy when it's time to write!
Sarah, I have to agree about The Write Way". The book called Rain, Steam, and Speed: Building Fluency in Adolescent Writers is one that I think I would like to read. I am impressed by the responses the students gave as well as the improvements shown. I also like the introduction of the music in class as a background as well as a learning experience. As I am a new teacher, I am constantly trying new things and trying to find ways to incorporate new ideas without taking any more time out of an already full day.
DeleteNatalie Goldberg’s comment about reading to write is very important to the way we write in our classroom. We read a great number of works in 4th grade, and we take the time to appreciate the author’s craft while we are reading. I communicate my excitement with interesting phrases and words, and take the time during our reading together to use these words and phrases in something original. I will also point out how the author is manipulating our knowledge of the world, possible opinions, and emotions to give us hints about their story. We take these connections in our readings, and transfer them to practices in our writing. This also helps us discuss writing about what we know. Students like the idea of leaving hints and teasers to tell their story. Taking the time to take apart a proficient writer’s works, and discussing how they make us think or feel truly adds another dimension to student excitement about and proficiency in writing.
ReplyDeleteI enjoyed Elena Aguilar’s brief article about building fluency in young writers. What struck me the most was the use of music in the class room. I always intend to make use of music for independent work times, and never seem to follow through. I can imagine this practice, and I have great ideas for pieces I would use. I like the idea of surreptitious music education during writing time. I am making another resolution (I seem to be full of them this week) to set aside time to appreciate music during writing. In reflecting on this idea, I realize how much I speak while students are writing. It’s no wonder we need to work on writing fluency, the teacher is constantly interrupting us!
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DeleteI too was stricken by the idea of playing different instrumental music during our free writes. I am excited to start this practice this week. I will report on my findings (how the kids react).
DeleteI feel like summarizing Natalie Goldberg’s excerpt as simply this: “Be bold and brave!” Much of writing seems to be simply about overcoming our anxieties, hangups, and laziness. Of course, that is not all it takes to be a writer, but so many, including my students and myself, let the “monkey mind” take control. We are so fearful of trying and hearing an opinion that may not be fantastic.
ReplyDeleteEarlier this week, I decided to give my students a grade for writing that was based on personal effort, not achievement. It took them some time to get it, but once they understood that if they gave 100% they would get 100% on their writing. It was amazingly freeing for them. They went for it! Of course, when they were done, the little editor in each of them kicked in. They saw their grade (most earned 100% based simply on my observations of their effort), and they just couldn’t believe it. They felt that everything they wrote was wrong or stupid or off topic or 100 other reasons why it just wasn’t good enough. They have become so accustomed to a life without success that they just can’t believe one small bit of success. I am finding that the biggest hump, just trying, is getting easier to overcome when I try to take that “monkey mind” away from them.
I loved reading “The Write Way.” I’ve got to get that book: “Rain, Steam, and Speed.” I would LOVE to have a class that responded to writing in such a positive way. I think one of the most intelligent things that I’ve heard someone say was the little girl who said, “Since we started this it's so much easier for me to write essays. I just have more words in me." Brilliant! Of course it would be easier to write an essay if you had wrote and wrote prior.
That was a great way to get them thinking beyond, "how long does it have to be? How many sentences? etc". I see lot of potential there for my credit recovery students. Some of them have been going on 13 years of regular school un-success. It got me thinking about how I could create a similar activity with my own students.
DeleteI agree very much that we've spent so much time teaching the formulas of essays and writing that students are programmed to question every piece of writing and to know that what they are doing just isn't right. If it's not on the standardized test then we as teachers really don't have time to spend on it - especially if we are in a Title I school. There is only so much time in the day for free writing.
DeleteI agree with Rebecca Alber's Do You Write with Your Students? for the most part. I believe that my students need to know that what I am having them do is not just because I want them to work but it is something that even I use to help improve. For example, I love to read out loud to my students and I do not hide mistakes that I make, if anything, I make use of the same strategies that I teach them in order to fix my mistake. I also ask questions out loud or comment on a cool word. I never really thought of this as modeling while I was going through school to become a teacher. I have continued the practice as I feel I am showing students that I too use the strategies. I think the same way about writing.
ReplyDeleteOn Friday, we did a 15 minute quick write after a 5 minute brainstorming activity. I told my students that I too would be writing and working on a piece. Throughout the writing time, they were asking questions about spelling and I answered the questions but I am not sure I that I want them to worry so much about spelling during a quick write. While I want them to be concerned about their spelling, grammar, and punctuation; during quick writes, I want them to focus more on the process of developing a topic.
I do a 10 minute quick write with my students on Fridays also. of course this is in Spanish. I have never thought about sitting down and writing with them. However, I am going to start doing this because, not only will the students see that I am in the "same boat as them" but also because it will make me grow as a Spanish speaker and teacher.
DeleteMy rules for them are to think about a story line before they begin, only use words they know, use any word lists and I also lie you tell them that with spelling and such to try your best and and then move on. I save all their free writes and then they get to look at how far they have come, much like the students in Ms. K's class.
I really feel like this part of our class is important for language acquisition. The articles from Edutopia and from Center for SRI are helping me to articulate why writing is so important.
When I first started teaching about 9 years ago, I would often write when my students were writing. Then I got more experienced and jaded, and I mostly do other work while the students are writing, like grading papers, making lesson plans and just getting my desk piles cleared up. I would also read when my students had free choice reading time. I still read when my students are reading (because I love reading!) but I usually never write when they are writing. I think it's time to get back to that again because that is what being a role model is all about. Students benefit from seeing us do what we ask them to do; they want to emulate their teachers and it is exciting to them when we are enthusiastic about reading and writing too!
DeleteWhen thinking about the statistics given in the article Writing Next, I am not sure how to respond. I agree with the numbers due to the number of people in the work force that I have talked to that admit that they are not good writers and have never really worried about it. And yet these people who have not worried about it have gone to others to help them with things like applications, resumes, counseling documents, and other work oriented pieces. When in school, many of the professors had expectations that were difficult for some students to meet.
ReplyDeleteThis is the reason I am taking this class. I am hoping that with more training I will be able to become a better teacher of writing. I want to learn ways that I can help my students become strong writers or even just enjoy the activity. I believe that some of the things that I am currently doing are incorporating some of the eleven interventions. In just the readings so far, and some of the postings, I have gotten some good ideas that I would like to try.
I just finished reading the article about building writing fluency with students. I'm going to start using writing fluency exercises in my classroom. We have been doing reading fluency exercises once a week all year and the students love it. We use the Houghton Mifflin story summaries and the students do 2 one minute readings with a partner. Their goal is to increase their speed and read more the second time. It's amazing how much their speed has gone up since the beginning of the year. We started doing this because of the Aims-Web fluency reading assessment that the district is now using in the primary grades. I think that this same idea will also work with writing. If we always use the same lined notebook paper, students will be able to track how much they can write in a 5 or 10 minute timed write (start with a shorter time and increase it as we go). This focus on writing fluency will help students with that "writer's block" that is so prevalent and help them to see what writing is easy and can be enjoyable when they aren't worrying about all those mechanics. If we help to remove the perfectionistic tendencies so that students can write freely we can encourage them to write more and to get their ideas down on paper. One step at a time!
ReplyDeleteI agree, I would like to start having my students write in order to work on their writing fluency. This is a topic I have never put much thought into before. It's amazing how students' motivation increases when they are able to track their progress.
DeleteIn preparation for conferences I had students go through their journals and tab an entry from the beginning of the year and something they wrote recently, that they felt reflected their best work at the time. The growth some of them have made is truly amazing. Those who in the fall where struggling to put together a few sentences coherently, are writing 3+ paragraphs. I really like using composition books for this purpose and is a great way for students to see the progress they are making.
DeleteAfter reading the article on the Eleven Elements of Effective Adolescent Writing Instruction and reading the Edutopia articles, I found that they pretty much covered all of the elements in their classes/observations of classes. These were not overtly addressed, but more subtly, within the stories. As I mentioned above in my reply to Chris' post, I was really inspired by Rebecca Alber's article. This really made me realize that I too need to be writing alongside my students. I also need to share and allow for students to share their writing. I realize that just because I do not teach English, I can still teach students to become fluent in writing. By building confidence in writing in another language, I am building confidence in writing in their native language as well.
ReplyDeleteI really believe that it is important to build this practice of writing regularly into the scheduling of my classes. Luckily, I do not feel as though I am leaving anything out by doing this, but adding something very powerful. It is really nice to have this writing class and the assignments so that I reflect on my own teaching practices, why and how I choose to do writing every friday, and how can I improve so that my kiddos are getting even more out of this time.
Perhaps I need to have a writing month and do three free writes three times a week? March is coming and I am sure that March is national or state writing month somewhere, even if it is just in Profesora Witthoeft's class.
I work with a lot of seniors, and that means, for many of them, I am the last English teacher they will have in the public system. The journey that began with the alphabet and invented spelling ends with me. My class may be the last English class they ever take. Others, when they leave me, should be prepared for college. I wonder, are they ready for the next step? When they receive that diploma, and I'm hugging them in the graduation line, have they truly mastered what we intended?
ReplyDeleteUnfortunately, for many of them, we haven't. This study reflected what I have read earlier about the low performance levels in reading and writing among college students.
I really appreciated the list of skills needed that were provided in the article. I've known students were low, but wasn't exactly sure what could be done, how our efforts can be organized to improve these basic skills.
I'm already starting to look for some ways to build "mini" lessons into my classes to help develop these skills.
Kim V. (three reviews in one)
DeleteWell, I just lost Week 1 information. I thought I posted it but it disappeared into space? As I mentioned in my first blog, I am not one to ever use a computer to teach. I DO NOT want to be on Facebook, I don't trust it. Since I started a week later, I am trying to catch up. So, I will not even try to rewrite that information I sent for Week 1.
1. I spent about an hour watching the video links. I loved them. For those of us who are visual learners, and for my students this year who are the same type of learners, I will look at using this information to extend my lessons on writing. They are "short and sweet". Because I just finished teaching persuasive writing, I viewed videos related to this topic. They gave wonderful examples of persuasive writing in advertisements. Some other wonderful videos are 6 Traits Cheeseburger; Writing Process; Essay Writing Skills; Writing Paragraphs Part 1; (for me) How to Start a Novel. But I found one video, The Essay Song, that was too risque, with bad language. So, remember, it is important to preview any video link that you show your class.
2. There are many ways to spark an interest in writing. Just as I teach in all three modalities (auditory, visual and kinesthetic), I encourage writing in all three ways. Some students may want to build and write about it. Some may want to listen to music. But, one must be careful with that. Some students cannot think clearly with noise/sound in the background. And, some students love to draw first, then write about it. It is important to give students choices. You must decide what is best for the class as a whole.
To teach writing fluency is important to read with fluency, as we should know. So, there is much opportunity to read out loud in our class, and for my students to hear me read out loud. Readers Theater helps model great intonation, and reading fluency. Thus, Readers Theater plays expose students to writing fluency as well.
3. I require quick writes every day. And, I require a brainstorm on Monday (any topic they choose from a list of 30 topics), rough draft on Tuesday, rough draft edit on Wednesday, final copy on Thursday, publish on Friday. In addition to using the writing process (above list), every 3-4 weeks we write about special kind of writing such as persuasive essay, personal essay, description, story, etc.; because, we are required to follow the requirements of Houghton Mifflin program. I must admit, though, the program is an ineffective curriculum for teaching/learning writing. Thus, I supplement and extend. Every day we write in math, either story problems, taking notes, or response to math questions I pose. Every day we write in reading, social studies and science by responding to questions, taking notes, creating our own questions, etc. The point I am trying to make is that every teacher MUST make time for writing, no matter what. Even though it is "like pulling teeth" for the students to write anything at the beginning of the year; by the end of the year, they will write with ease.
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ReplyDeleteThe article, "Do You Write with Your Students?" brings up a very good question, "Do I write with my students?" Of course,I believe that there is value writing with our students. The only time I find I am able to write with my students is during mini-lessons. I wonder, "Is writing during a mini-lesson enough?" Most likely not, but I spend time conferring with students during their writing time. I will reflect on this question this week during Writing Workshop. Time again, comes into play concerning the acquisition of literacy.
DeleteKim V.
ReplyDeleteFor the article, "Do You Write with Your Students?", I often write with my students. Because I think out loud (I often "talk to myself"), brainstorm out loud, write out loud naturally, it is very easy for me. It is easy, to teach/model this with my class as a whole group. It makes our piece of writing more interesting because it uses everyone's ideas. The students feel more successful, not alone with their writing ability. Often times, before we write, we create a story, ad lib, as we each take turn and add to the story, out loud (for auditory learners). We discuss the first step, brainstorm ideas, then we write those ideas. We discuss the second step, rough draft, then we write it. We discuss all the six traits of writing for this particular piece, then we write and revise for the rough draft edit step. And, finally, we write the final copy. For the publish stage, they have the choice to draw a picture, then submit it to me for a grade. I also found a cooperative learning, kinesthetic way of dealing with writing, at times. If I have a chance I will submit my persuasive essay that I created with my class. The final version was wonderful!
Kim V.
ReplyDeleteI can relate to Glenn's comment about his own writing earlier in life. When I was a student from 6th-12th (I don't remember creating a written piece earlier in life), I just wanted to write. It was difficult for me to brainstorm, create an outline, or rough draft. I remember sitting for such long periods of time, brainstorming in my mind, putting the pieces together in my mind, then writing a final copy. I try to remember this, to have patience, when my students complain that they do not want to write a brainstorm or create a rough draft. My goal for the first quarter of the year is to simply get them to write (and to build up fine motor skills and hand strength). I am more lenient for that first quarter. I have other tactics, as well, to create a safe and successful writing experience.
Common Sense Media!! I have used the free curriculum notes, project ideas, videos, and more from this site for a few years now. I think it might be one of the most complete and grade appropriate service for what I call digital citizenship. I tried a few pay services in the past, but what Common Sense Media has to offer just can't be beat. I really can't say enough about what they have to offer.
ReplyDeleteI am also trying to reconcile how I might work into my current work as a librarian the work we are doing in this class. I have a very fixed schedule but I would like to incorporate some idea of a writer's space in the library but not sure how to do it. I don't have a class to "write with" at this time. What I think I can do is incorporate the idea of writing with my students once a week when they have a writing day in our reading program. I teach a small reading group and have a scripted reading program, but once a week we have a writing day. I will try this - on Thursday Day 6 in the cycle :-).
In the Edutopia article the focus is on writing with your students and working right along side them through the writing process, to that effect all of the Eleven Elements of Effective Adolescent Writing Instruction, come into play. We cannot be good role models of writing without doing all of these things. I will admit it is difficult to fit it all in and model all the steps of the writing process properly, but showing up is half the battle. I think that if I make at least make the attempt to write with and model for my students that will go along way. I think that this shows them that writing, just like reading (and math, etc) is a lifelong skill and the more do it the better you will become. I really would like implement more collaborative writing in my classroom and figure out a better/more effective way of teaching students about revising. I think that they have a good understanding of editing, but revising, moving things around, to make them flow better, or completely eliminating them. The concept of eliminating words or sentences to better the overall piece is a tough one to get some students to buy into, which I can understand. They’ve worked hard on a piece and the last thing they want to do is get rid of anything, but such is life and sometimes you have to clean things up to make them shine.
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ReplyDeleteAs a writer, and a teacher of writing, I try to partly draw on my own experiences when creating assignments and teaching. I think of strategies that would help me with problems, generating ideas, and organization. I also try to squeeze out memories of my days as a high school student, learning how to write and what interested me, helped me, and hindered me.
ReplyDeleteAs a rule, I try to always go through the pre-writing process with my students. It helps me show them by example, and to realize flaws in my planning. I show them student examples, or examples I have written to be either good or bad.
I must admit that I do not complete fast writes or journals along with my students. I have tried, but I just don’t have time. When they are writing, even silently, they are asking questions on spelling, how to communicate an idea, or are finishing at different times and then I’m managing them on what to do next.
I think if I were an elementary teacher, it might be more important to model writing for journals and fast writes, to emphasize the importance and dedication of writing to write. But as a secondary teacher, I feel like it’s better that I dedicate my time helping them.
Rachel Stephl
"As a writer, and a teacher of writing, I try to partly draw on my own experiences when creating assignments and teaching. I think of strategies that would help me with problems, generating ideas, and organization. I also try to squeeze out memories of my days as a high school student, learning how to write and what interested me, helped me, and hindered me. " by AKrachel
ReplyDeleteI agree whole-heartedly. I think that makes us more real to the kids. It makes their goals more attainable and real.
Writing is a good 45min-1 hour of class time 4-5 times a week. Is it hard to fit it in and all of the other things we need to do--YES. But, it is a must!! It breaks my heart when I hear teachers say they don't have time for writing and their minimal attempt to add it to their day. What an injustice for the kids. They deserve more.
In writing, I think the biggest step is building confidence in each writer. I pick a golden nugget or two for each piece they give me. I also express a goal I'd like them to work toward next piece. That individual attention toward their own writing and then our mini-lessons all help mold them as a writer. The hardest part for me--is the conferencing.