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| Trapper Creek Moon..ahhh |
I am pleased with the level of discourse and processing on the text. The reflections already posted have made me see aspects I had not considered. Thanks to all of you for your involvement and writing about what matters, writing.
Chapter 2-the end of Because Writing Matters is your reading assignment. Big questions are raised in this section. Do you agree with the premises presented in the book? Why or why not? How can we increase writing time in our classes? Sarah and others have discussed how they are working more writing into their classes. I believe a key is in Chapter Three.
I am challenged by Bean's Engaging Ideas and his strategies for teaching critical thinking and inquiry.
Place your earnest reflections, thoughts, and evaluations here. Because you are also working on the Virtual Classroom Tour, feel free to add only one analytical post and comment on two others more briefly.
PS--If you haven't become a member of the blog, please join.
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ReplyDeleteWe do tend to teach as we were taught. Although I do attempt to teach writing process, it just takes so darned long! I especially liked John C. Bean's ten strategies. I have students in my non-AP courses keep a "learning log," which includes a record of everything they learn in class. It includes class notes, responses to a daily quote, quick writes on readings, films, and discussions. This is graded on quantity, but I do read through it, ask questions, and suggest parts that could be expanded and spruced up for the "polished paper" assignments.
ReplyDeleteI do like the idea of requiring students to write a certain number of words of polished work every week or two. How much depends on the skills of the students and the time available to the teacher.
I also liked Donald Graves' sidebar on page 22 explaining how students need to be thinking about writing--even, perhaps, subconsciously--when they are not actually writing.
By the time I get them, many of my students think that writing merely consists of filling in the blanks on a form. Put the thesis at the end of the first paragraph. Repeat it in the last paragraph. Make sure that the middle paragraphs provide examples. They have been taught form, but not now to think through a piece of writing. Interestingly, it is often my AP students who are the hardest to break of this notion, and it is also my AP students who are most resistant to the idea of cooperative learning groups or peer response/editing. I suspect part of this has to do with having been taken advantage of by academic parasites.
I would like to see students develop a portfolio of polished writing that follows them through the four years of high school.
As I read David Pearson's article on the reading-writing connection, I reflected on how theories of best practice in teaching Latin has changed in the last few years. When I took Latin in high school, we did almost no speaking of Latin. It was all reading, translating, and (rarely) composing in Latin. Today effective Latin instruction requires students to speak Latin almost as much as they would do in a modern language class. The connections among speaking, reading, writing, and listening are still somewhat mysterious, but all need to be developed together.
I was tickled by the discussion in chapter 3 of writing across the curriculum. I remember how, twenty years ago, as English teachers, we tried to convince teachers in other disciplines to buy into the idea that all teachers are reading teachers. How much harder to convince them that they must also be writing teachers; but how much of a reward they would have in seeing their students master and explain the concepts in their own words.
Glenn Wright
@Glenn
Delete"I also liked Donald Graves' sidebar on page 22 explaining how students need to be thinking about writing--even, perhaps, subconsciously--when they are not actually writing."
That sidebar also caused me to pause and consider. I find as a result of this class I have been thinking about writing more often - and, probably because I don't really have a "class" since I'm in the library, I am thinking of my personal writing much more so and I've have been writing down phrases or moments that I can use later as inspiration. I even get my iPhone out and use the voice memo when I'm driving and hear snippets on the radio. My favorite voice memo this week was "there are all kinds of falling - falling down, falling in, falling for"...
Glenn, at our school we have been focused on writing for the last two years. Each teacher is asked to put two published pieces of writing each quarter in the students "writing portfolio". This portfolio is to follow the student from grades K-6. I think it would be a great idea for students to have a folder that followed them all the way from K to 12. But, that may be a more challenging task that it sounds.
DeleteI think the learning log is a great idea! I have the students keep a math learning log, but would love to do one for each subject. I believe that when students are keeping notes on what they are learning they are more likely to remember it in the long run. I was actually thinking about what I could to change it enough to work something like that in with my 5th graders. Obviously it probably wouldn't be as intensive as your kids. Thanks for a great idea.
I was also a fan of John Beans ten strategies for teaching critical thinking and inquiry, especially how they could be translated and used at almost any grade level.
DeleteIn the school I teach at we have started writing portfolios that will follow students from Kindergarden to sixth grade. I also keep a porfolio in my classroom and present it to parents at the end of the year. Parents are thrilled to see their childs successes and growth throughout first grade. It is something studnets can look back upon in the years to come.
I wanted to comment on Glenn's statement that "I would like to see students develop a portfolio of polished writing that follows them through the four years of high school."
DeleteIn the spirit of integrating more technology, I have to say that the biggest reason I really, really like MyAccess.com is that is its a digital portfolio that stays with the student as long as they are in the Anchorage School District, regardless of which school they go to. The district spends so much money on programs that most of us don't use, but this is one that I would like to see implemented for every student in every grade. I would be perfectly ok with other expensive computer programs going the the weigh side. I have heard many teachers complain about MyAccess.com because it will grade the student's paper and the accuracy of the grades can be outrageously wrong. With this I agree. But, I would point out that the grade that the computer gives them is computer-generated and can be altered by the teacher. I can also give my students electronic feedback that they cannot just toss into the recycling bin at the end of the school year. My students are often delighted to see something they wrote 2 years ago still in their MyAccess portfolio. Often they are a little surprised at how much they have improved. MyAccess has many tools that can be helpful and many that can be justifiably ignored. But the aspect I love is the electronic portfolio that allows me to track the progress of student achievement. In terms of accessibility, I also love the fact that students can access this program from home, if they have internet and a computer (many do). Sometimes, students try to write in different word processing programs and they just don't translate well between computers. Or, they try to save it to a thumb drive only to find out that many district computers do not allow the use of outside thumb drives due to the potential of virus spreading. Anyway, that is my plug for portfolios, MyAccess, and technology in writing.
Glenn- As a fourth grade teacher, I do have the responsibility and opportunity to teach writing across the curriculum. I have made brief forays into this territory, and intend to increase these expeditions. Fourth graders are not always easily tricked into writing, but I find the most powerful and naturally occurring opportunities present themselves during science. This is the privilege and burden of teaching the elementary grades.
Delete@ Glenn I was fortunate to work in a small school in which we had writing folders and portfolios that followed students. Students had quite a bit of buy in on the concept and, not only was it valuable for students themselves, it was valuable for teachers to see progress and products produced from year to year.
ReplyDeleteI am glad you mentioned David Graves' comments on thinking about writing and the process even when not writing. If you think of the sports analogy, keen basketball players analyze movers, plays and concepts every waking hour. They think through what they need to do before, during and after they do it. Writers can learn to do this as well and benefit from the it.
Being in a "state of constant composition" is such a wonderful phrase. Chapter 2 outlines the need for writers to be writing, reading, and speaking in a community of learners. Sondra & Glenn, I enjoyed reading your experiences. Both your examples of responding to students writing and having portfolios of writing would propel students to become lovers of language. The end of chapter 2 states that reluctant readers become enthusiastic about writing and reading when they feel a "sense of belonging" and have choices. Your examples demonstrate ways for students to feel like part of a community of readers and writers. Introducing students to this community is something I try hard to do in K-1.
ReplyDeleteMy attempt at a found poem about chapter 2 & 3.
ReplyDeleteTeaching writing
reading connections
rooted in
process, grammar
instruction, translation
technology community
isolation
sense of belonging
power of choice
love of language
Well done, Brittany. There are lot of good ideas in your found poem. I haven't tried one yet, but I will soon.
DeleteBrittany, I think you did a great job on your found poem. I too have yet to try one, but yours is a great example to look at.
DeleteJohn Dewey said "From the standpoint of the child, the great waste in school comes from his inability to utilize the experiences he gets outside of the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning in school."
ReplyDeleteIt seems to me that the most successful students are the ones who DO have intersections between their academic or "school" life and their life outside of school. If a child can't apply in daily life what he is learning in school, then that means what he is asked to do in school doesn't have a bearing on the reality of his everyday existence.
I see examples of this "lack of connection" in my classroom. There are students that do not do homework or have no support for doing homework at home. They may or may not have the ability to do it alone, or they might not want to do it. If parents are too busy, not involved in their schoolwork or don't inquire about it, some children choose to not do the homework.
There are many things we learn about in school that a child may or may not have opportunities to apply in his or her family life. For example, we are learning about fractions right now. In what ways could a child apply that in daily life? By having conversations with other children or parents about sharing things, (my two friends and I are going to split this pizza--how much does each person get?) or working with recipes (measuring things).
So let's think about this as it relates to writing. If children don't get opportunities for social and practical writing purposes, they very clearly will not see the point in learning all this writing stuff that doesn't seem to have a point. Teachers can direct children to write to real audiences and help children understand the real reasons for sharing ideas. Sometimes at our school we arrange with other teachers for students to be able to visit other classrooms to share their writing. They may be sharing their poetry, a biography, a research report or a persuasive essay. When we give students the experience of being part of an audience, we help them develop opinions and ideas and we show them the process of listening and accepting the ideas of others.
I'm encouraged by the research which shows that better writers tend to be better readers and they tend to read more than poorer writers. Since I am putting more emphasis on writing time in my classroom, and it is infringing on the time I previously devoted to reading, I am reassured to know that the writing knowledge and skills will also increase reading abilities.
I was interested in your comments on school/home connections. "It seems to me that the most successful students are the ones who DO have intersections between their academic or "school" life and their life outside of school. If a child can't apply in daily life what he is learning in school, then that means what he is asked to do in school doesn't have a bearing on the reality of his everyday existence." As educators, we are often fighting an uphill battle if parents do not see the importance of what is happening in the classroom and support or reinforce that learning at home. We, in turn, miss out on opportunities if we do not value their life experiences and allow those to enter our classroom. Education, as you so clearly noted, cannot be isolated; it has to be a part of their reality. Writing can be a bridge in this way.
DeleteLast year, I started my own blogspot (with the exact same bookshelf background as this blogspot). The focus was reading response blogs. I had to post the blogs for the kids and use just their first name's in order to protect their privacy, etc. But, it was actually quite a success. I sent emails home to parents with a link for the blog inviting them to also contribute to the reading blog. I didn't get many parents who wanted to write about their reading, but parents were very interested in reading what their kids were writing about. And, the kids were more aware that their was an audience out their. Not only were their parents reading their blogs, but they were reading each other's reading blogs and using the information to choose a new novel to read for DEAR (SSR) time. I would strongly recommend that as a classroom project for anyone. It was a great way to bring their school life home and create a world-wide audience.
DeleteTwo things really struck me from Chapter 3. I am having a hard time reconciling the idea in the early chapters that led us to understand that writing is messy and that we really don’t know what we are writing until we start writing. I think this idea was stated in several places. But then I read on pages 43/44 that students who regularly “plan” their writing tend to have higher average scores. I don’t know, I just can’t seem to connect these ideas and reconcile these concepts – maybe I’m missing something here?
ReplyDeleteThe second idea in the chapter that intrigued me was the idea of the role that the student’s sociocultural awareness and identity plays in their success in school. I have generally considered myself to be a culturally aware educator and attempt to learn and understand the backgrounds and values/beliefs of my students to the extent that this is possible. I have been pretty aware that a student’s home life played a dominant role in their success at school. I had not, however, really considered that, as the authors state, “language use isn’t solely a thinking activity, but… a system of values, beliefs, norms and behaviors that is inherently social”. This concept of making school relevant to student’s lives in a social/cultural context really speaks to me, regardless of the challenge it presents. I do have a sense of disappointment, however, when the authors write, “writing instruction succeeds when the new identity of the student does not oppose home culture” because I don’t have a picture of what this looks like in reality. I wish the authors had given me more.
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DeleteNo, I don't think your are missing anything. I think it speaks to the complexity.
DeleteYou wrote: I am having a hard time reconciling the idea in the early chapters that led us to understand that writing is messy and that we really don’t know what we are writing until we start writing. ...(but) students who regularly “plan” their writing tend to have higher average scores. I don’t know, I just can’t seem to connect these ideas and reconcile these concepts – maybe I’m missing something here?"
I believe this speaks to the concept that there is not one clear path where we can lead all students for success. The thought process varies and is "messy" in that sense. However, if writers plan in a way that works for them, they are more effective especially on prompt writing. If we teach them brainstorming, webbing, outlining, and other pre-writing techniques and they then find one to utilize, their success rate is much higher.
My thought here is that the important part is that writers have pondered the topic, have a sense of related ideas to write about, and how they would organize those ideas before the blindly starting a draft. Some students can do this by just "thinking" out a plan. I, for instance, think about what I want to say, sometimes jot down a few ideas that would look random to anyone else and take off. My son makes a web map. I have had students who cannot write a structured piece without an outline. Many, many start with a fastwrite. Then all of us change ideas and "tweak" as write. I always think of something else I want to add. Those methods are all messy, but they are all plans. Those plans allow for change as the writing grows. Does that make sense?
Debra, from Lydia
DeleteI share your struggle with the two sides of this issue. As I read your thoughts and Sondra's response I realize that I have been presenting prewriting and fast-writing to my third graders from my own comfortable starting place. I know and like to use a free-write or free-draw starting place and have not modeled, for those who might prefer them, the mapping and outlining structures.
I was seeing and teaching a progression of skills building up to those structures instead of modeling them as options early in the year. I thought of fluency first, free writing/drawing and journaling in the first quarter to build up an "ideabank" to make have as a resource for making into rewrites later. Second quarter I would emphasize the process of writing, take some journal entries and rework them, using the draft, response, organize, edit, rewrite to publish process in a few days. Then 3rd quarter take a favorite story further into the 6-traits process spending more time with each of the steps from 2nd qtr. Now finally we work on note taking and outlining to do report writing for-end-of year projects.
Now I'm thinking that the introduction and use of structures like story maps, outlines and webbing earlier in the year might improve those earlier products. Since I don't start my writing that way, I forget that those tools would be very useful to some of my students.
@ Sondra,
DeleteThank you - I think I was trying to make these into two separate ideas and couldn't make them coexist in my head. But when you say "the thought process varies and is "messy" in that sense. However, if writers plan in a way that works for them, they are more effective" - I see what the authors are trying to do. It's important for us as teachers to give our students access to as many tools as we can possibly give them. Just as there are multiple intelligences, there must be as many ways to begin writing as there are writers. I think, too, that it has never been quite so implicit to me before now that as a writing teacher I need to be writing, too. Writing beside them as they compose I can also be more involved in their writing process - it can give me a little insight and a peek into their brain :-) When I worked with my reading class last week and we wrote a recipe (dictated and in the "day 6 instructions" ) I sat down and wrote with them. It was pretty cool. Had I not done this, I'm sure I would have "doing work" - feeling like I had other things I had to do. But I realized that nothing was more important that hour than seeing how the five students who chose to sit at my table really "work". They were asking questions and I was able to edit with them and compose and even help them spell special words they wanted to use.
In chapter two they highly emphasized that writing needs to start in preschool and be connected to students experiences, cultures, languages, and taught throughout all academic areas. A great quote emphasizing where good writing comes from says, “Teachers can have students write to discover, create and explore their thinking, dig up prior knowledge, to cultivate intellectual independence, to conjecture about possibilities, to struggle with difficult concepts, and to engage the imagination as an ally in learning.” (Tom Romano p.25. Writing is a source of communicating thoughts and skills that often can not be put out in language. Writing is a craft used for many purposes and to relay context of learning. As a teacher, I know it is true that students have to be engaged in the concepts being taught and they have to relate with background knowledge to be able to gain more knowledge. Students who cannot relate or are not engaged receive very little in the lesson at hand. In the area of writing I do find students more engaged when there is a purpose of communication messages to someone.
ReplyDeleteMy students love to write messages to their friends. I now give them a writing time to write messages to different audiences. My class came up with a list of people they would like to write to. Every now and then I pull out the list and let the students choose two or three choices of who they would like to write to. We also come up with ideas of what to write to certain people. I was amazed at their excitement of writing to the president, their grandparents, and the lunch lady in the cafeteria. After each piece of writing I always give the students an opportunity to share within the class and often the helper of the day gets to present their writing to that person if their in the building or they get to choose someone to present. They love it! This goes to say, that writing does improve other skills in the area of communicating, reading, and critical thinking.
Kelsey-I use many of these ideas as well. We are also lucky enough to have a teacher who has taken on publishing student work in a quarterly publication. Students love to see their work read and appreciated by the whole school community.
DeleteMy Grammar Diatribe...
ReplyDeleteDuring my teaching instruction at UAA, my English content methods professor presented me with an article titled something like this: "To teach grammar, or not to teach grammar? That is the question." We were told unequivocally that long ago a study came out that teaching grammar was a worthless activity. The students did not transfer their grammatical knowledge to writing. I was astonished, and I balked at this "study" and what my content methods instructor was telling us. I spent two years working at the UAA Writing Center, and often my tutoring was in the area of grammar. I would have repeat customers more so than any other tutor because I was one of the few tutors that would explain grammatical issues in their paper and give them a mini-lesson about that particular area of grammar. And, what I saw in those students bolstered my opinion that grammar instruction does work. Week after week, for two years, the same students came back to me over and over, and each time, I saw that they were implementing the grammatical instruction that I had given them. Years later when I was in the MAT program, it never dawned on me that someone would say that what I was doing was worthless.
So, once I started teaching at Benny Benson and at UAA for the College of Preparatory and Developmental Studies, I continued to ignore my content methods instructor and all the other teachers who told me that explicitly teaching grammar does not work. I have found that my methods work for students. The most dramatic difference has been with my UAA writing classes. The department chair came to observe one of my classes, and she wanted to know why I was explicitly teaching grammar. I told her that I have seen at least a 75% immediate improvement with students' grammar issues after a lesson was taught. For instance, 90% of my students were writing with 2 or more fragments per page of writing. Once I taught a mini-lesson on clauses and then the next week, a lesson on fragments, I saw that only 10% of my students were continuing to write with fragments. However, that 10% still writing with fragments were writing the most fragments in the class, and even their papers were reduced significantly in fragments.
I guess I have always been so insistent on grammar instruction because I feel that I have no idea what community that student will chose to be a part of, but I didn't want to let them walk out the door of my classroom shouldering my expectations of their capability of belonging to any specific community. With my college students, I have explained that their entry to college means that they wish to be taken seriously as part of the college community, and that the college community has already agreed on the norms for that community. If they want to continue to be part of that community, they need to respect the norms that that community has agreed to. Nagin discusses "the practice of 'teaching down' to minority children on the part of educators who do not want to strain what they see as these students' low ability" (p. 37). This comment does not apply to just minority groups. Many students are spot judged by educators as being of too "low" ability to handle knowing the ins and outs of grammar. The result is that grammar instruction is not "wasted" on them. This drives me crazy! By picking and choosing who we will give certain information to, we, the educators, are limiting a student's ability to be a part of ANY community they choose to be a part of. One of my other MAT professors said something else that really rang home for me. He suggested that we be careful at assuming that Alaska Native students will be staying in their home village and living a subsistence lifestyle for the rest of their life. What if they wish to get into politics, or move to the lower 48, or, heaven forbid, college? If we teach them as if they will be subsistence hunters/fishers for their life, then we have effectively limited their life choice.
That is one big diatribe. I can see the importance that grammar has for you. I too believe that students need to know about fragments and run-ons. In fact, I wrote about that further down the page. It is important that students know how to construct a sentence, paragraph, etc, but do they really have to be drug through the grammar hell in order to achieve this?
DeleteI do not think that not beating grammar into students heads means that they will not be able to write nor will they be excluded from certain communities. I also do not think that students are too "low" so that teachers do not teach them grammar, I just think that it is not necessarily necessary.
That is not to say that I do not teach grammar, I just do not make long boring lessons about it but do grammar pop-ups instead. I make my grammar quips about 30 seconds to a minute long. I just am not sure that a long lesson where kids eyes glaze over will make them better at writing. I think the writing and revising will make them better at writing. And how can they revise without grammar knowledge? I think that it is possible, especially with pair shares and other collaborative learning.
I am sure that you will keep on teaching grammar and your students will continue to make beautifully crafted sentences.
*dragged (not drug)
DeleteApparently, my "grammar diatribe" truly was a diatribe. Google says that In can only rant for 4,096 characters, but I have more to rant on, so here is the rest of the diatribe... :)
ReplyDeleteI know we are only talking about grammar, but as you can tell, it is a bit of a hot-button issue for me. I probably teach grammar very differently than most, but it works. My high school and college students are getting better, and they are actually cognizant of how to find and fix their errors even if they are still emerging in their abilities. I just feel like it is high time that we stop believing a ridiculously old study in the effectiveness of teaching grammar, especially when that study did not examine the different ways to teach grammar.
Finding more time to write... What a struggle, and I am the English teacher! Nagin writes on integrating the other curriculums, which I agree with whole-heartedly, but as content-area high school teacher, how can I control what students are writing in other classes? I can see how elementary can integrate more writing in their week. A science journal is one example of students getting their ideas out on the paper so that they can muddle through their thought process. This could include writing before the lesson/experiment about previous knowledge and guesses about what will happen. Math is the tough one for me. Perhaps, have the kids write their own number problems and trade to have a peer solve? Last semester, I had an engineering student who announced that he is doing more writing in his math class than he is doing in my writing class. I was chagrinned that a math teacher, of all things, had MY students writing more than I did. What was he writing about? Apparently, with each problem he solved, he had to write out in detail how he solved the problem. I really wonder if articulating the mathematical process provided that student with a deeper understanding of the math equations he was solving. When I think about it, how could he not have a better understanding? There is just something about writing that seems to cement an idea in the mind.
ReplyDelete(**Please see my continuation on the next entry. Sorry all. I guess I am just in the mood to write. Google keeps cutting me off at 4,096 characters!)
Finding more time to write...continued....
ReplyDeleteAs for my own high school English classroom, I have decided that writing is the priority. Students are certainly reading, but we are mainly focusing on short stories and essays. They get novel reading during DEAR after lunch, so I feel a little less guilty about this decision. If I was not in a school with DEAR, it would be hard to find 90 minutes a week and still fit in reading...not to mention instruction in speaking. I have been pushing my students pretty hard with writing. For a few weeks, they were reading science articles as they related to their science project research section, and they then wrote the introduction, research, and hypothesis section of their science project. This is one of the great things of being in a small school. Collaboration is so much easier. Beyond that, Nagin didn't mention much about finding time at the secondary level. I have found several ways to slip in writing to learn. I often have students freewrite for 5 min before we start a discussion. This gives them a chance to sort through their own ideas before they jump into a group discussion, which can be daunting for many people. I also have students freewrite on a prompt once the discussion group has concluded. This gives me a way to see and assess learning of the less verbal students.
Also, I have found that students often waste writing time due to writer's block issues. Nagin states, "ETS/NAEP researchers also found that an effective assignment avoids the pitfalls of offering the student too much choice or none at all. Restricting the range of decisions that the student is asked to make is a way for her to increase engagement in the assignment." I have been very guilty of giving students complete wide-open freedom to write anything they choose. This was my brilliant idea after reading Nancy Atwell's book Writing in the Middle. It was a horrible failure with my students. They were utterly overwhelmed by the choices. They couldn't figure out what genre to write in, and once that was narrowed down, they had no idea where to start. So, I went with the traditional writing assignment. That too was a great failure due in large part to teenage rebellion, but previous experience also had a lot to play on the issue. One such example was the writing prompt about putting together a family reunion...who to call, what to serve, entertainment, etc. I found immediately that many students had no previous experience to draw upon. Many were from very broken families, and the thought of getting their family together was abhorrent. They could not even brainstorm. Very recently, I have found the most success with giving the students three topics. We freewrite or brainstorm together for 5 silent minutes for each of the three prompts. When it is done, I ask them to choose the topic that they were the most comfortable with and had the most material on. They then take that freewrite and create an essay outline for it. It has really been working well. Perhaps it is the type of students, the age/grade group, I don't know. But, this has been a really good balance for them, and they have wasted significantly less time living in their "monkey mind."
Janel--You have made so many observation that I would love to expand upon in discussion.. On your "grammar diatribe" I must say I agree that if we don't teach it, they will NOT learn it. We cannot ignore grammar anymore than we can ignore time to write. I think the balancing act is moving between the two extremes of teaching ONLY grammar or just working on fluency and never dealing with correctness. I believe writing workshops help bridge the extremes. I also believe in dealing with grammar, just as you did, when I see the errors occurring.
DeleteI also find giving choice as opposed to a blank slate is helpful to students. In addition, I like to give them the opportunity to pick topics and ideas not included in the ones I suggest. Those who do have more ownership. (As you might guess, I was NOT a success at being Nancy Atwell either, but in the end, I incorporated many of her principles and methods. Her later books are better.)
You have said what I could not simply state in a long diatribe: "if we don't teach it, they will NOT learn it." Avoiding direct instruction is tantamount to refusing to teach to the various learning types. It is simply not fair to the students to deprive them of knowledge that they deserve to have. Further, we certainly cannot expect them to gain grammar knowledge through some osmosis gained through reading. For many, it must be taught explicitly. For those that do not need the explicit instruction, getting it will aid them in a deeper understanding of why they do what they do.
DeleteNOOOOO! I had a reply typed in and left this page to look at something else and it disappeared. Will re-type later.
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ReplyDeleteI find myself agreeing with Because Writing Matters, so much so that I feel almost like a cheerleader. “Exactly! Right on!” I mumble to myself and read on excitedly. This is very similar to the way I see myself as a teacher of writing. I am constantly reading student work and cheering on the budding author in all of my students. The ideas put forth by these chapters that resonate with me the most are inquiry process and writing across the curriculum. I gathered a lot of information from the Effective Writing Assignments section of Chapter 3 as well.
ReplyDeleteDuring these last two weeks, I have taken more time for writing, and all students have benefitted. This includes a very high needs student, one whose situation has become very difficult and allowed him to produce very little academically for weeks. Even he has started producing a little writing everyday. The driving force for most students is the opportunity to share their writing with each other, and our Rock Star Principal. Increased time for Author’s Chair has really sealed the deal for this bunch.
My next step is to design my lessons more carefully. These chapters have given me new inspiration and energy for planning writing. I have been guilty of using canned programs. Even though I have modified them to better meet the needs of my class, I have not been satisfied with the results. Reading the NAEP data and NWP recommendations have encouraged me in my pursuit of best practices.
The first idea that resonated with me was in Chapter 2, in which Nagin discusses the importance and necessity of supporting the child’s home identity as a factor in the writing process. Many of my students come from homes where formal education is not a priority, and where it is even seen as unnecessary for life. This creates an unbelievable challenge for the teachers, and the students, who’ve never been encouraged to push themselves academically.
ReplyDeleteI’ve been successful with journal writing as a connection tool between their home life and teaching writing. It usually helps to get their creative juices flowing and creates a conversation between myself and them. Plus, there’s usually no wrong answer. But, journal writing is nowhere near adequate as a writing instruction tool.
I found Bean’s list of critical thinking and inquiry strategies interesting and potentially applicable for combating a home life that is not supportive of education. I plan on implementing several of his ideas in my classes.
Week 4
ReplyDeleteKim V.
I have read the entire book, Because Writing Matters. When I finished I realized that what I had been taught in the past, is
confirmed as important, as reiterated in this book.
Chapter 2: Ideas to note-
pg. 21/22-skill drills fail to improve student writing...
if kid's don't write more than three days a week, they're dead...I agree. A teacher must make time every day. I do.
pg. 23-writing should be inquiry...10 points made to create student interest. I try to create interest through current events, school events, etc.
pgs. 26-27-Glossary of Writing-as-Process Strategies has wonderful information, especially for new teachers (and for all students) It is important, as a teacher, to understand the definitions before using the strategies.
pgs. 29-Definitely I agree with the statement that writing has been advanced through the introduction of technology. I must learn more about technology in order to create more interest in writing/publishing.
pgs. 30-31-Of course it is crucial to teach writing from Kindergarten on...better writers are better readers, better writers read more, better readers produce more mature writing...As teachers, we have known this always.
pg. 38-An important point made for cultural differences in writing-book language equals more words; Heritage language equals brevity is best (i.e. T-shirt idea to create a meaning in a phrase) That idea is experienced often in our school district of 90+languages/cultures.
pg. 41-greatest growth in writing is verified: when it is integrated into authentic and challenging learning activities. I relate writing to holidays, special school celebrations, social/emotional learning opportunities, etc.
Chapter 3 (Very Important Chapter): Ideas to note-
pg. 44-Higher scores happen when...6 pts made...process of writing; discussion; portfolios; writing related to reading; frequency and length of writing
pg. 47-I agree with the statements that effective writing assignments use a series of cognitive processes-reflection, analysis, synthesis, communicate to real audience, something reader may not truly know...students need reasonable amount of choice and direction (not too many topics, not just one choice). I may have given too many choices for a topic. Thus, much time spent on choosing a topic, rather than writing.
pgs. 54-55-I agree that it is more important to reflect and think critically, besides retain information...writing is a vital tool in advancing complex learning...But, at elementary level, modeling and reading books about certain topics is most important first, background information is needed.
I have just read chapter 2, 3 as I didn't realize that this week we needed to finish the book (I do not think this information was on the other page). The whole idea that teaching grammar cannot teach writing is a huge theory that I have in my own teaching a foreign language. This can be a thorn in other teachers' sides. In fact, there have been bitter feelings between my school of thought and theirs. The idea is that grammar is not the way to teach a language (I am not even sure it is important at all). Sure, knowing what a run-on and a fragment are is important, however, I do not need to know what an indirect object pronoun is in order to speak or to write. If we look at writing as another form of communication (and it is) and in order to communicate, we do not need to learn grammar, then we do not need grammar in order to write and write well.
ReplyDeleteWe learn how to speak be emulating those around us. If those around us are not educated, then we do not sound educated, but that does not mean that we cannot have success at communicating. Frederick Douglas is a perfect example of success in writing without a formal education.
In order to write or in order to learn language at all, one needs to do just that write and of course, read, read, read. – karen W.
Journaling to Write and to Learn by Lydia Wood
ReplyDeletefrom Because Writing Matters, by Carl Nagin (Chapters 2 and 3)
Journaling has meant a lot to me personally as a writer and as a learner. "Dumping my brain" on paper is therapeutic. It clears my brain and focuses my thinking. Like Tracy Kidder, I find out not only what I think by journaling, but I read degrees of emotion from my own heart that sometimes surprise me. I think, Wow, I am angry," or "That bothered me more than I realized."
For my students journaling is also instructive. Sherry Swain in her classroom vignette described discussion and self editing that happens in journaling about writing when students read aloud to themselves and to others. I read that she took notes as an observer and let the students' writing and responses carry the discussion. They too learned from their writing. Sometimes one of my students will get stuck in reading from their journal so I'll tell them to "read it like it should be." Then they can go back and make changes after they share. I seldom tell them what the change should be, they can usually "see" it when they read it aloud.
Journaling is a natural first step for me. Mistakes are expected; I can scribble over and under and in the margins as I reread and rethink. Organization isn't important now; I don't have to start at the beginning or even know what the beginning is, just get it down for now and fix it up later. My main idea will emerge eventually, later, maybe. The format or genre is not determined in the first writing. That too comes later, if at all. So "free-write" is the word; free to blurt, pontificate, gripe, spew, gush. I can wade through the rubbish and find nuggets later.
Since I journal, I know that it takes some time, without interruptions. When students journal, I make it my job to keep the room quiet and the bodies still. Later there will be time to talk, ask questions, share, read aloud. In third grade this time to generate ideas can begin with a drawing. Their pictures provide details that they don't have verbiage for in the beginning, details like size, color, speed, setting, and even action. Opening up the "illustrations first" option frees some young writers to begin constructing their stories.
Journaling to me has always been reflection and growth of learning. Of who I am, who I want to be, or how I am feeling. I use journaling to figure things out. Whether it is personal or I am trying to understand something in Science.
DeleteMy students use Math Journals in EDM. Parents get all crazy about every page being done and that they are all correct. I tell them that these journals are to guide our learning. It is a place for us to make mistakes, challenge ourselves and think out of our "box", it is where we learn!
Following Janel’s lead, I shall also put forth my own diatribe – although it will not be quite as eloquent ☺
ReplyDeleteWhenever “writing across the curriculum” comes up in staff meetings I have seen the same reaction every time from the “others”. Teachers of subjects not English or Literature in nature are very resistant to the ideas presented to them with writing in their content area. And now I don’t blame them. In all the times I’ve seen this come up, it has always been, as the authors state, episodic at best with very little authentic or meaningful follow through. I used to think they were just resistant or they didn’t want to work through the English or grade that kind of work or whatever, but I think I realize now that they just may be afraid. How can we expect them to be teachers of writing when the so-called experts aren’t even sure how to teach writing successfully? Many of us in this class have admitted that we received very little training in our prep programs, nor do we receive much in the way of staff development. And yet we expect “them” to jump into this without real training. I feel that as a librarian in my last school, I did try to make some efforts at collaboration with the science teachers and was making headway before I left that district. I had finally gotten the Biology teacher to stop mixing MLA and APA styles and stick with just one! And I had gotten the Freshman English teacher and Physical Science teacher in the same room talking about the paper they both expected from the students – yet neither of them had ever really had a discussion about what they expected from each other. I think more collaborative efforts when possible and team teaching when appropriate may provide a way for students to see more relevance in their work and thereby provide more authenticity, and lead to more writing across the content areas.
NCLB is just not right. I was reading chapter five and just kept getting angrier and angrier. NCLB has put so many burdens on districts that there’s just no way we can implement the changes we know we should be making. The authors quote Bryk as saying that the “real ‘load-bearing wall’ for instruction may be assessments”. Sometimes I just don’t know how students and teachers function in some schools as successfully as they do. There are so many social and emotional learning, cultural, and language barriers in some schools that we can never get enough work to assess any kind of learning. I would guess that in some schools in Anchorage some 50% - 75% of students aren’t reading at grade level, and upwards of 40% of students are ESL students. How can schools truly be expected to meet AYP when they are facing so many cultural and demographic challenges? It makes me angry for these children with such beautiful souls who come to us full of hope and we beat them down with test after test.
One last comment: Grant Wiggins’ sidebar comment on page 78 caused me to think a little about why many state writing assessments are scored using “focus, organization, style, and mechanics without…” considering “whether the writing is powerful, memorable, provocative…”. I jotted down one note: “objective vs. subjective”. To judge a student’s writing on whether or not it “moved” or “provoked” the reader is just too subjective to be successful. As much as I can’t support the high-stakes tests, I have to support the way they are scored. Mechanics, style, and organization are at least measurable.
Deborah I have to agree with your comment about resistant. We recently got a new principle at our school who is all about colleagues collaborating and I feel like I always see the same people who are fighting the "change". I teach in an elementary school so most of the staff teaches many curriculums, I think as a staff we should work on incorporating writing into all subject areas when I know many do not. I know I am not the greatest at this but I am taking steps to become better. Thanks for a great response, and I am right there with you on the NCLB, you couldn't have said it any better.
DeleteI think that part of the resistance comes from people not ever feeling like they have the know how. I am not sure about how things are in other districts, but here we just don't seem to have decent professional development. I think also, people get stuck in their ways and do not want to take any effort in redesigning their methods/curriculum.
DeleteA math teacher might not teach writing because they do not feel comfortable in their own abilities as a writer. But what if students were given the space to do a free write each day about math? a 7.77 min free write? Who knows what might happen. Until professional development for writing and classes like this class are not just offered, but required across the curriculum (possible teaming in HS?) then it will never get the cross-curricular support that it needs.
Deborah, thanks for sharing your thoughts on the readings. Reflecting upon the side bar you referred to by Grant Wiggins I started to feel a bit angry as well. The district is mandating that we do timed assessments on K-1 students. It is hard for me to give these assessments, because the focus is on having all children reach a certain skill level at the same time. If they do not do this it means they are not proficent. It is unsettling to be part of a system that focuses on all children being at the same place in their development and learning. I prefer the use of portfolios for assessment. They show a much more holistic view of students progress, strengths, and weaknesses. They make it possible to help students set goals and see their progress. Portfolio assessments are more subjective, but they are more meaningful. What is our focus in teaching writing? The way we assess students directly impacts they way we teach them. I think we may be going in the wrong direction.
ReplyDeleteARGGH!!! "because the focus is on having all children reach a certain skill level at the same time. If they do not do this it means they are not proficent" This makes me angry for you! This is one the problems with education. We have legislators making rules with no understanding of development awareness. How many brain studies have I read that specifically address this issue! And let's not even talk about the differences in language and cognitive development between boys and girls - especially at this age! I am indigent on your behalf, Brittany!
DeleteI think my aggravation also comes from not only giving these timed tests for kids who aren't ready--but, not having any time to give these assessments. How can you pour all your attention on these kiddos and still manage the other 26 students in your class. It is hard to watch all. I admit, 1/2 way through the year it was easier because the kids knew how to work independent and what the class expectations were.
DeleteGiving these assessments at the beginning of the year is incredibly hard. I take pride in my classroom management--but, there is not much you can do at the beginning.
It is nice to hear I am not alone! I have started to review the standards Sondra mentioned below. I heard that Anchorage may adopt the the Common Core even if the state decides not to. Sondra, thanks for sharing the NWP views on the Common Core. This is all encouraging me to look at the Common Core etc. further.
DeleteAnd if you are following along, you will realize we are now beyond NCLB and debating the Common Core Standards. Here is some information you might be interesting in reviewing on the topic. I can only hope we are moving beyond one seize fits all... National Writing Project feels the move should be toward the Common Core which may not be adopted by Alaska. Unfortunately, this is becoming somewhat politicized rather than being examined from what is being best for students.
ReplyDeleteHere is a link to information about the proposed new Alaska Standards for English language arts and mathematics, which the State Board may adopt this June 2012:
http://www.eed.state.ak.us/standfaqs.html
You may access the proposed Alaska standards at the link above or download the pdf file below:
http://www.eed.state.ak.us/regs/comment/ELA_Standards1.pdf
You may review the proposed new standards and submit comments prior to May 12, at:
http://www.eed.state.ak.us/regs/
The National Writing Project and Common Core Standards:
http://www.nwp.org/cs/public/print/resource/3337
I like the idea that "Writing is Messy." I think it levels the playing field a bit for students. It gives me the opportunity to inspire them to look at the world in a different way, explain and model figurative language, give them writing tools to be successful, give them the opportunity to get out of their comfort zone and try new things.
ReplyDeleteWe talk about how writing can be a big snowball if we keep rolling more ideas and thoughts into our piece, we can shape it with some organized paths so it's not all lumpy and misshaped. But, if we just let it just sit there--it is nothing more than a pile of snow---or a blank piece of paper.
I find it is easy to inspire my reluctant writers, it's my high-achievers that I have the most problems. They are afraid of making mistakes and want to always be perfect. I find this very sad for a 3rd grader. To be a more successful writer they have to learn to take chances and learn from their mistakes.
I don't even know if I am making any sense--my mind is going faster than my fingers. :)
Ok, so I feel silly. I totally posted in the wrong area for chapters 4-6. I knew I was posting in the wrong place! ha ha! I was thinking wow where is everyones comments! :) So I have copy and pasted.
ReplyDeleteChapter 4 seemed to really hit a chord with me. I think it's crucial that teachers set high expectations for themselves so they can continue to grow. I do agree with this chapter that it takes time and effort to see progress and for the change to be completely implemented and effective. In order for our students to become better we have to. I liked the quote on (pg. 59) that states, "teachers must know their subject areas deeply, understand how children learn, be able to use that knowledge to teach well, use modern technologies effectively, and work closely with their colleagues." I think this entire statement like Sara said is a no brainer (Thanks Sara :)). My teacher partner and I try very hard to work together on a regular basis and do projects together, and the kids can tell. Another line that really stood out to me was "Writing is not a "subject" that can be learned in a semester or a year" (pg. 60)Because we are constantly changing and expanding the difficulty in tasks we ask students to do this is a statement has a lot of truth in it. I feel like I still am not an expert writer and I have a bachelors degree. One of my takeaways from this chapter was it's important for me as an educator to continue to seek further educational experiences and to continue to work with my colleagues.
Chapter 5 looks at standards and assessments for writing.I think at all grade levels it's very important that the students know what goals we are expecting of them and what exactly they will be assessed on. I know that is one area that I have been working hard to improve on. Our school currently has each teacher save 2 pieces of writing from each quarter to go in the students writing portfolio. What I would like to do is take that idea but have it more on a individual level in the classroom where the student chooses two pieces of their work to save. I think the portfolios are a great way for students to see their own growth.
The last chapter was very enlightening. The part that I felt I took a lot of time analyzing was the checklist. This really lays out when writing it assigned and when it's taught. I definitely want to take many of these ideas and implement them into my classroom.
Reading the chapter on Standards and Assessments was very frustrating. My family had to listen to me rant and rave about the ‘teachers as the solution’ as just another way to blame societies ills on public education. However, as I read further into the chapter, I found solace in the case study on Kentucky. The idea of a portfolio assessment makes so much more sense, and provides much more information and opportunities for instruction.I also liked the holistic rubric included and plan to modify it for my purposes in fourth grade.
ReplyDeleteIn reflecting on the chapter about professional development, I was struck by the Shelley Harwayne quote about teachers delighting in their own professional discoveries and students reaping the benefits. Three years ago, I read The Daily Five and it changed the way my class room runs. I developed my own system of teaching literacy skills based on this book, and have never looked back. All three classes of students also profess a love of this system, and seem to be reaping said benefits. I am always revising this system, but the basic outline remains unchanged.
I found the chapter about administrators interesting and validating. It has also inspired me to approach my principal about a school wide writing survey. I like the idea of sharing how we teach writing and using this information as a way to fine tune our teaching. It would have to be an anonymous survey, and teachers would have to buy in, so that may snuff out the whole thing. I am thinking about pursuing this as a model proposal for my next evaluation. Feedback?
Way to go! Sharing the ideas from this book, such as the school wide writing survey, with others teachers and administrators seems like an excellent evaluation proposal. It may spark a lot of great conversation.
DeleteThis comment has been removed by the author.
ReplyDeleteWriting is a hot topic in foreign language instruction right now, at least in the CI world (comprehensive input). It is important for language acquisition for students to not only read, but also write. I have my students writing from the second week of Spanish 1. They grumble, but they write. After reading a CI blog that I keep up with the other day, I decided that I was not going to be grading the free writes. However, now having read about writing portfolios and students selecting their best works. I have decided to have them turn in their first free write (i want to see how they have grown) and two or three more of their best. I get really sick of the grading system here because kids do not do things out of intrinsic motivation. They are all doing school work for a grade and nothing else. So,the argument of not grading the free writes comes from having the students produce writing in a space where they do not have to worry about points and grades. They then get to turn in something that they are proud of and know that they are not going to be graded like anyone else, they will be graded as themselves, how they did, what their growth was and not what some rubric says. This is truly meeting standard A for AK DoE World Languages.
ReplyDelete-Karen Witthoeft
P.s. I have not proof read this...
I should have proofread this. oops. I am feeding my child and trying to do classwork. I apologize for the fragments and other bad grammar. I realize that it might seem confusing when I state that I am not grading free writes and then that I am. I will not be grading them from week to week, but in the end, I will grade each writing portfolio, an idea I got from reading about Kentucky's writing portfolio assessment. However, I will have a different rubric for obvious reasons . I will not grade students according to a rubric that has strict guidelines for an "A", "B", etc. because each student is different. In WL it is better to grade on effort and have each student do a self-evaluation the way we do in this class.
DeleteI think your idea sounds effective. Allowing students the freedom to write without being graded A-F but instead on effort with allow them to take more chances in their writing. It will be exciting for them to see their growth and set goals for their future writing tasks.
DeleteChapter 2
ReplyDeleteTechnology and the Writing Process
“When students understand that their draft is a document in flux, they may become much more willing to take risks by changing words, altering phrases and moving paragraphs.” This passage really stood out to me, and I think it is probably one of my areas of personal weakness. I am terrible at revision. I have always just written and turned papers in. I was lucky if I took the time to reread what I had wrote to make sure that it was coherent and made sense. I see the correlation between my own personal weaknesses and where the weaknesses in my instruction are as well. I see the value in revision now and how important it can be in improving the quality of written work. This to me also stood out as why technology is important in the writing process. I know kids really do not like writing and rewriting their work, so would they take risks and change things? If I were integrate more technology into the writing process, editing and revisions would theoretically become easier, but it is one of those things that I feel students still need to experience with paper and pencil.
Chapter 2
ReplyDeleteThe Reading-Writing Connection
1. The biggest difference between good and poor readers and good and poor writers is their strategy use, not their skill use. pg.32
I see the correlation between good readers and writers and poor readers and writers everyday. Upon reading this passage I reflected on the difference between students strategy use and their skill use. It makes sense that children who are good readers will be good writers. I think the biggest part of this is that students are confident in their skills or at least know how to attack the task ahead of them. They can jump in and start reading, or put their pencil to paper and start writing. Students’ who are poor readers and writers either don’t know where to start or are afraid of making a mistake, that they don’t even begin. I feel this is true of both reading and writing, but I think is much more evident when it comes to writing.
2. The first step in both processes, for example, involves activation prior knowledge and setting a purpose. Pg.32
Activating prior knowledge and setting a purpose during instruction is almost second nature in reading, but I don’t think it comes as natural during writing instruction. Activating prior knowledge in writing almost seems to me as a two step process as you must activate some prior knowledge of the content of the writing, but to some extent the mechanics of writing as well. Discussing the topic before writing or doing class brainstorm prewriting activities and then reminding students of things that they should check in their writing, ie. indent, punctuation, capitalization, spelling etc; seem to me appropriate ways getting the gears turning. Setting a purpose for writing is an area that I do need to be more conscientious of. Or rather setting more meaningful purposes other than just writing to the teacher.
Kylee, your thoughts on confidence propelled me to think a bit about the readers and writers in my classroom. Students who are willing to try new things and jump into learning experiences make a lot or progress. Being confident and excited about learning goes along way in learning to write. I also think about my writing in this class. I'm trying to write poems! Eek, poems have always been a challenge for me. This experience is a great reminder of how much we ask our students to take chances and go out into the unknown.
DeleteChapter 3
ReplyDeleteA Study of Effective Writing Assignments
“An effective assignment does more than ask students to write about what they have read or experienced. It engages students in a series of cognitive processes, such as reflection, analysis and synthesis, so that they are required to transform the information form the reading material or other resources in order to complete the writing assignment.” pg. 47
In reflecting on this passage, I feel that my students in my class do a fair bit of writing. I try to have them write everyday, at the very least journaling, but I’m really questioning how effective these assignments have been in helping them improve their writing skills. Reflecting, analyzing and synthesizing, information and turning it into writing, is a challenging task, but when broken down it must seem much more manageable. In reflecting upon my writing instruction, I see bits and pieces where I had students reflect and analyze, but it was usually a component to a larger assignment. I really like the example that was given of analyzing the motives of two characters in a story. This would be a really powerful assignment for students and would integrate reading and writing beautifully.