Karingteacher’s Weblog

Well, it has been a while since I have been on this page, but I’ve been writing everywhere else, so not enough time to do it all.  Today is catch up day!  I have completed my poetry project with my students and it has been a lot of fun for both the students and myself! 

Wordless Picture Books:

First, the wordless pictures books!   I have never used wordless pictures books in my classroom, but there is no doubt I will be now and in the future.  What a wonderful way to ignite a spark in a struggling writer (and reader)!  I wish I would have known, or thought of, what a valuable tool this would be when working with those struggling readers and writers.  Last year I had four non-readers in my classroom.  Two of the students definitely had the potential and talent in the area of writing.  Using wordless pictures books would have been so beneficial, and definitely motivating for these students.  I can see the benefits of how it would increase the vocabulary and spark the creativity of the students who feel defeated when it comes to writing and reading.  These articles on wordless picture books were very helpful and enlightening.  I think it is important to find ways that help these students feel successful, and this is definitely one way to accomplish that!  The first article, “Wordless Books: No-Risk Tools for Inclusive Middle-Grade Classrooms,” talked about the knowledge that the boy Robert gained when using the wordless picture books, “easily transferred this knowledge to other books during the school year.”  (Cassady, 1998, pg. 2).  I think it is important to use strategies like with repeated readings and wordless picture books, especially when the skills are transferred to students’ readings of other books.  I also see how valuable wordless pictures books would be when working with ELL students.  Again, it helps the students with vocabulary and language skills, and makes them feel successful when they “read and write” their own books.  I think the recording of the stories on audiotape would also be an important part of this process.  This is definitely an area I am going to explore!

 

Chapter 7 – Teaching Evaluation and Revision

 

This chapter was an important one.  For those teachers who do not have a comfort level with writing, and especially the editing process, this is a great guide how to approach the editing process.  It is much more than changing a word here or there, and checking punctuation and capitalization.  I have always valued revision time with my students as quality one-on-one teaching time.  Not just in the sense of correcting conventions, but to help my students think about what they have written as well.  This is the time I ask a lot of questions that will prompt my students and get them thinking about how they wrote a certain part of their story, why they wrote it, and get them to ask themselves can it be written differently or in a better way. 

 

The article stated that, “They keep their overall purposes and audience in mind as they evaluate the organization and content of their papers as well as the language and errors.”  (Graham, MacArthur, and Schwartz, 2007, p. 143).  It is important that the students remember they aren’t writing just to write a story, but that it has a purpose, and an audience!  (And a third grade audience can be tough!)

 

It is true that revision uses the same skills that are involved in reading comprehension.  Again, it comes back to the type of questions you are asking during the process.  Those students who struggle with reading and reading comprehension, usually struggle with their writing as well.  They need the guidance and the modeling to help them understand the process.

 

I have not used a lot of peer editing with my students this year because of the diverse group and personalities I have in my classroom.  At this level (third grade), some students are ready to do peer revisions together because they are good readers and writers and truly understand the process.  Those students who are still struggling in both areas have a lot more difficulty with this, and I have had more luck working one on one with those students, guiding them with questioning.  Until they have a better grasp of what they are doing, I want them to be in a good comfort zone and feel successful without the fear of being criticized.  “…they often are reluctant to criticize each other or are unable to provide significant help because their evaluation and revision skills are limited.” (Graham, MacArthur, and Schwartz, 2007, p. 146). (quote from Dipardo & Freedman, 1988).

 

          Critical reading for editing and revising is extremely important, as is reading for comprehension and understanding.  I didn’t focus on that point in terms of, even though I know that is what they are doing when revising, that students are “reading to identify problems and revise.”  (Graham, MacArthur, and Schwartz, 2007, p. 160).  This is reading with a purpose, just different from what we think of in terms of students reading and understanding the content.  Both are important and I need to let my students know, and make them aware, the importance of this type of reading when they are editing and revising their writing.

 

 

February 26, 2008 – “Writing Without Boundaries”/The multigenre paper – Moulton 

At first, after completing our readings, I was feeling a little overwhelmed.  I had a lot of questions as to what direction I was going to go with all of this.  I sat down and started jotting down some ideas.  I realized there were so many possibilities and so many directions you could go with this format.  I knew a project like this, for me, had to have meaning, and I needed to be able to make a connection to what I was going to do.  Once I zeroed in on what I wanted to do, I felt I owned it already even before I begun. 

Looking at the perspective of possibly teaching and using this format in a classroom setting, I feel that it would generate excitement among the students.  What is so great about multigenre writing, it seems, is that the students have so many genres to choose from. It gives them some control over what and how they would put it together.   I do agree with what the authors said in regard to modeling and direct instruction of the types of genres and how to write the genres with the support they would need in order to work independently successfully.  It is a process, not just an assignment.  It takes several weeks, months to structure a workshop and get everything in place in order for the students to have a full understanding of what they need to do and how to do it.  Another important piece was about the purpose and usefulnes of a genre.  The students would need to have an understanding of what the genre is, how it is used, and to be able to make connections.  Like I mentioned above, the direction I am going to go with all of this has meaning to it, and I feel connected to what I want to do on a personal basis.  I also see that it is going to take me on a journey that will allow me to explore and learn so many new things about something close to my heart.  What I also see happening is when you have a vision of what you want to do and you start exploring and heading in the direction you think you want to go with all of this, when you start researching and looking for information, it might take you in a completely different direction than when you started! 

What I really like about all of this is looking at things from another perspective.  It talked about how one girl wrote from a wall’s perspective about graffiti.  How creative!  The important part of that was, however, that it was something personal for her.  It was important because it was something that was an issue for her friends and her family.  She had a personal connection to it, so it had more meaning to her.  For our students, if a project has meaning and a purpose, the students are going to be much more motivated.

Another key point in all of this is that there are so many different ways you can express yourself as to how you want to put it all together.  What better way can you reach students with all their different learning styles?  It allows them to explore all the different possibilities that are out there and that they will enjoy doing it in the process.

In the Moulton article, what you kept seeing is that the students were excited about what they were doing.  It was brave to step out there and try this format without really having much to go by.  Create as you go.  I’m sure it was just as much of a learning experience for her as it was her students.  There was a common thread as to how the students reacted to what they accomplished with these projects: “It never occured to me that writing could be so much fun!”  “loved doing this assignment….it allowed for creativity.”  “…fun to put together.” “I had such a great time writing this paper!”   Even though some of them acknowledge how much work it was, the results were positive.

Multigenre projects can be so many things…artwork, music, poetry, a book, a diary, a video, the list goes on and on. The bottom line for me, no matter how you choose to put it together, it has to have meaning and a personal connection.  The ingredients for a MG project would start with creativity and a good solid background of knowledge about the genres that would be explored.  My recipe for how I might create a MG project would be a dash of brainstorming, a pinch of exploring, a cup of research, a few tablespoons of reflection, and an ounce of excitement.  There is no doubt that this is going to be a challenge, but I am really looking forward to exploring all the possibilities and seeing the fruits of my labor. 

One thing I have done in my class is for students to choose a specific landmark, place of interest, historical place, etc., research it and then create a brochure with all the facts and information related to what they chose to research.  I have also had my students create a wanted poster for their favorite character in a book and do a reporter interview with a character in a book (Wilbur in Charlotte’s Web for example).

I would begin by exploring with the children as to what their interests would be – possibly surveys or an interest inventory or just a brainstorming session to create a list of possible ideas they could choose from.  I would model and share examples of the various genres that would be used in a MG project, and I would show my students examples of completed MG projects so they have a concrete idea as to what they may do. 

February 19, 2008

I poetry is putting yourself in another person’s (or thing’s) “shoes.”  It allows the author to write from the perspective of the person or object using feelings, emotions, and facts that would allow the reader some insight to what, or who, the poem was about.  The author has to live the part and it has to be written in their voice.   It allows the author to write a factual piece of writing that is creative and full of description.

February 11, 2008 – Article – “I” poems: Invitations for students to deepen literary understanding 

I really enjoyed this article and what it has to offer in another style/format of poetry writing for my students.  “I” poems have a good purpose to them – Getting the students to look at the characters, settings, and plots of what they are reading from a different perspective.

I really related to the part of the article where it said, “…writing can be characterized as a knowledge transforming process, a process in which writers’ thoughts come into existence through the composing process itself.”  I immeditely wrote the word “me” next to that part of the text.  It made me think of myself and my writing.  Sometimes I write with my thoughts in place and a plan as to what I’m going to write.  Then I get started, and as I write it sparks other thoughts and ideas and it really makes my writing flow.

Having students write from a different perspective is a great way to get the students thinking and be more creative with their writing.  Every year my students and I read, ”Charlotte’s Web,” and when we finish reading, the students brainstorm and come up with characteristics and personal traits that describe the characters in the book.  The students then have to choose one of the characters and they write paragraphs, in the first person, that describe themselves and tell about what role their character plays in the book.  We have a book day where the students dress up as the character and then they read their descriptive paragraphs.  The kids love it and it really puts them into the character’s shoes.  Using the ”I” – poem format would be a fun and interesting alternative for the students to do for their presentation.

Connecting to what we were doing this week in regard to concrete or shape poems, I liked the poem where the student added the shape poem format to his/her “I”- poem.  It was a nice effect and it tied the two styles together very well.

The method mentioned, using ”I”-poems to respond to reading, would also be a fun alternative for students to respond in a reading journal.  I think those students who like an extra challenge would definitely like a different approach to writing their responses, such as this.

The “I”-peom format developed by Levstik and Barton does give those students who need it, the structure, style, and extra confidence they might need when writing this type of poem.  I always like my students to make connections with their senses when writing poetry (and other styles of writing), and this format lends itself to that.  This format, for myself, would be beneficial when teaching third graders.   I think the extra “help” they would get from this format would jumpstart their thoughts and it would give them a little more confidence with their writing as well. 

Overall, I like how this form of poetry lends itself to the students making connections with the characters, setting, plot, etc., of the books they are reading, and how it lets them look at things from a different perspective – Actually putting themselves in someone (or something) else’s “shoes.”  “I” poem evoke feelings and emotions as well, which always makes for good writing – and reading!

February 5, 2008 (Chapter 6 – Best Practices in Teaching Planning)

     There is no simple way or magic trick to teach children the process of writing.  For some children writing comes naturally and the process makes sense.  For some children it is a difficult process.  It is important to help those students find ways to help them not only understand the process, but also show them how important planning is as well.  Many students just want to write anything down, just so they can get some words down on paper and get the assignment done.  They don’t take the time to think about what they need to write.  Planning is the opportunity for children to do just that – think!

     Being responsible for a third grade county writing test, I see how difficult it is for many children to write.  In spite of the various techniques and approaches I use (and I do love to write and teach writing), I can see how the statement about the most recent data from nationawide evaluations, ”…three out of every four children achieve only partial mastery of the writing skills they need…” is a true statement.

     Before successful writing can occur, there needs to be successful planning, and understanding of planning, in place.  Even the simplest form of just jotting down ideas to help organize a child’s thoughts is helpful. 

     The whole point of planning is to get them thinking.  The thought process as to what they want to write about and the elements they need to include in the actual writing of the story lets the story unfold bit by bit.  Planning is non-threatening.  During this stage the students don’t have to worry about punctuation, capitalization, sentence structure, as much so they can focus on the story plot, characters, setting, problem, etc. instead.

     My concern with planning, when it comes to preparing for the writing test, is that students get so focused in the planning stage, that they may not have enough time to fully develop, write, and complete their story in the allotted time.  The “test” is a factor in this process (which I don’t like) and it bothers me that ”the test” has a time limit. The students who really need (and want) that planning time feel pressured to rush through that part of the process.  Creativity should not have a time limit.  

    I do agree that, just like other assignments, writing assignments have to have a purpose and value in order for a student to get involved and engaged in the activity.  Having an audience, even if it is just a peer, makes the students want to write better.  They like to be entertained by their peers’ stories so, in turn, they want their story to be entertaining, too.  There are some students, however, that find this difficult, especially if they aren’t overly confident with their writing.  That is where we have to be supportive and give encouragement when needed.

     I like the Inquiry model - This model seems to me that it would really help the students develop their own ideas.  They have to think - whether it is through observation, contrast and comparison, or actually “experiencing” something.  This may be more difficult for younger students, especially those who are just learning how to draw inferences.  I do see it being a motivating and engaging method with older students as they would be more active participants in the process.  They can put themselves in someone else’s shoes and try to picture and experience what that would be like.  A good way for them to put that image or picture in their head that would be a springboard to their writing. 

     The eight principles are a great map and guide for teachers to follow when it comes to teaching writing.  They are user-friendly for any teacher.  The key points are making the process interactive between the teachers and students, modeling, modeling, modeling, and re-modeling, giving the feedback and students need as the students practice the process, helping the students develop (and understand) the processes needed to use planning strategies effectively, and one I feel is so important – tailoring strategy instruction to meet each student’s needs.  Writing is not one size fits all.  One strategy, one method, one instruction manual is not enough.  Teachers have to be varied in their instruction and reach out and find the good resources out there to help them with their instruction.  Show students and share your love of writing with them, and model good writing.  Just like anything else we teach, we have to get the students motivated to learn the planning process and help them understand the importance of it in the writing process.  I liked the Chinese proverb mentioned on p. 129.  It is so true.  “Teachers open the door, but you must enter yourself.”  Teach in a way the students get excited about the process and want to write, they will follow – they will write!

 January 28, 2008 (Chapter 10/Graves Article)

     In a perfect world or, on a smaller scale, in a perfect classroom, teachers would have all the time in the world to be able to teach writing in an interesting, creative, fun, and useful way to all their students.  A way that is motivating, and a way that all students would be able to not only become successful writers, but to enjoy the art of writing itself.

 

     Now comes the reality check.  Not all teachers have as much time as they need to teach the way they would like, especially when it comes to writing.  Another issue is that all teachers are not comfortable teaching writing, because they feel they are not good writers themselves.  I have always felt that writing, especially “creative writing,” is a talent like being able to paint, sculpt, sing, etc.  It is something that comes naturally to a person if they have it in them to write.  It is true that everyone can write.  Everyone can write a thought or an idea down on paper.  Everyone can communicate through writing.  Everyone can learn to write according to how they are taught or to a “formula.”

     I do agree that it is my responsibility as a teacher to make students aware of the many ways writing can be used.  I also agree that teachers need to promote a positive attitude toward writing.  Most teachers have subject areas or parts of the curriculum that they teach, but do not necessarily like or even enjoy teaching.  However, if teachers are doing their jobs the right way, then they should be putting as much effort into teaching that subject, and with enthusiasm, as those subjects that are enjoyable to teach. 

     Now comes reality check part two, or is it?  There is a class that has 19 students, 10-12 who qualify for Title I.  In this class, four children are EC, (three who are basically non-readers) another four are ELL students, and two more students are on 504 plans, not to mention any behavior issues.  The school is in a low-income area with many parents who work shift-work.  Many of the children have not had the types of experiences that would allow them to make connections when it comes to writing.  In addition to this, the state tells us that we have a writing test that these students must pass, as does the county school district.   These are some of the obstacles all around us that we have to face on a daily basis, including time, that restrict what we can and can’t do in regard to teaching writing.  It is what a teacher does within those walls of obstacles that can make a difference.

     In addition, many teachers are trained to use a specific writing program that can either be a great way to teach children how to write, or a writing program that is, for the lack of a better term, dry and rigid in its format.   I have worked with both types of programs.  I love to write.  If I am given a program that I don’t enjoy teaching and feel it is taking the creativity of writing, then how effective am I going to be as a teacher of writing? 

     After reading and working on the journal assignments for this class, I believe journals and writing notebooks are a good alternative to what this chapter described as the “student freedom” that allows students to select topics on which to write.  This type of writing can be used by the students as time apart from the actual writing process, and allows them to write about what they are interested in.  To be honest, I do not have the extra time to work on writing that goes along with the “student freedom” that would include the entire writing process, and also teach how I need to teach according to my county’s guidelines for the Third Grade Writing Test.  I do however; have the ability to incorporate other methods and ideas that are fun and motivating for my students within the guidelines I need to adhere to. 

     In regard to the writing process itself, there is no question that it is an important part of teaching children how to write.  Student collaboration, sharing student writing, and teacher-student conferences play a big part in helping a student head in the right direction when it comes to writing.  Another important point the Grave’s article brought out was that teachers should share their writing with students.  I do this a lot and it really gets my students’ attention.  It shows them my love for writing, and that I do it because I want to, not because I have to. “Children sense that the teacher who writes provides a much wider safety net to support the risk taking that goes with exploration. “My teacher has been there,” a child senses.” (pg. 5 Graves)

     All writing tasks do not have to be boring or meaningless.  Students can write letters to soldiers in Iraq at Christmas time.  They can write letters to Santa Claus making a wish for someone else in need.  You can take a wonderful piece of literature, read it to the children, and have them rewrite it so it becomes their story.  If you are lucky enough to have a good writing program, use it, but add to it in a way that you are enjoying teaching writing as well.  Other than what is required to teach according to the “test,” you can have students write in many ways that are meaningful, even though you are guiding them toward what they need to do for an assignment. 

     There will always be some students in a classroom that don’t enjoy writing, or it doesn’t come naturally to them.  There will be some students who will be able to write amazing stories because of their wonderful life experiences and they have an innate talent of writing.   There will be students that struggle to write a sentence because of their inability to read well.  In spite of it all, a teacher can make a difference in a child and their ability and/or desire to write.  Teachers need to make students aware of the importance of writing, its “usefulness,” and that it does have value as stated in this chapter.  These things don’t have to be taught by themselves, but can be taught through the type of writing(s) the children complete.  The state and the county tell us that the final product is what matters.  To a degree it does.  However, if we can be excited about writing, and teaching writing, the students will know and feel it.  Excitement about anything can be contagious.  Excitement combined with high expectations for students will take it even further when it comes to motivating students to write.  It’s turning that negative (attitude) into a positive.  It is finding that spark that can light up a child’s imagination and create a “want” to write. 

     The realities are there.  The obstacles are there. The bottom line is that it is up to us as writing teachers to find the ways that will motivate our students when it comes to writing.  The class mentioned above isn’t a fictional make-up of a class.  It was a class that I am very familiar with.  It was a class full of students that made a teacher wonder, “How in the world am I going to teach these children to write?”  It was a class where students, at the beginning of the school year that were pre-primer and primer students, learned to write a story.  They not only learned to write a story, but also learned to love writing.  It was a class where students were excited and looked forward to writing.  They had to be cut off when brainstorming for story ideas because they had to many good ideas and not enough time to fit them all in and write everything down.  It was a class that ranked fourth out of about 27 classes throughout the county on the writing test.  It can be done.  Even though I didn’t agree with everything in our readings as to how good writing needs to be done and the reality of how to do it, it is true.   Motivation is the key.  Use it to unlock the door of your students’ imaginations.  They will fly, they will soar, and most importantly, no matter how it is done, they will write!

 

 

(1st week) 1/21/08

Writing is not just putting pencil to paper.  It has to have a purpose.  It needs to be a process.  Most importantly, in the classroom, writing needs to be a daily part of the students’ language arts curriculum.  It is important that a teacher have high expectations for all students, at all levels, when it comes to writing.  The teacher needs to have a classroom that is rich in print and displays students’ writing.  An effective writing teacher engages his or her students, motivates them,  continually models good writing, and makes the process interesting and exciting.  Writing is not just an individual assignment to be completed by the student and only read by the teacher.  It is the type of assignment that needs to be shared with other students and proudly displayed in the room and in the halls.  A teacher needs to teach writing in a whole group setting, small group setting, and with individual students in order to help students feel confident and progress with their writing.  The amount of support a teacher gives a student should be enough to make that progress, but making it by having the student complete as much of the writing as they can on his or her own.   Rubrics can be created not just to grade the student’s writing, but also allow students to understand the expectations of the assignment.  This gives the students a guideline for what they have to do which will also make them feel more confident when completing the assignment.  In order for students to improve in their writing, good instruction, modeling, and lots of practice is needed in the classroom.  The students have to understand the process, and understand what they are being taught, and the writing they do in class is an important and valuable process.

Maybe not a great one, but I call myself a writer.  It is a passion of mine. I can never learn too many new things when it comes to the process of, and especially teaching, writing.  This chapter told me a lot of what I already know, but struggle with every day.  Good writing takes lots of practice.  The demands in our curriuclum are great.  There is never enough time in the day.  The last couple of years I have made a real effort to carve out a good block of time to teach writing to my students.  Even though that time is “carved out,” sometimes other demands push it to the side.  A day here, or a day there, it does make a difference.  The one part of this article that really got my attention was where it talked about in “effective schools, there is a great awareness of what the students learned last year and what they will learn next year.”  Our school is working on vertical alignment throughout all of our grade levels.  It is very important that there is consistancy throughout the grade levels as how writing is taught.  We have adopted the “Empowering Writers” program which many of us like, but all of the teachers have to be on board in order for that consistancy to be there for the students.  I feel I have the passion and the high expectations for my students when it comes to teaching writing.  I do feel, however, that there is more out there for me to learn in order to be the most effective teacher I can be in writing.  Reading about the rubrics made me realize I need to explore this area more.  I’ve never been consistent when using rubrics, and want to learn how to be more effective when using them.  I know, from this chapter, that it isn’t just for my benefit and grading, but to let the students know what is expected of them, and that is even more important.  When it is all said and done, my wish for my students is for them to look at writing as something fun and exciting as it has been for me, and not just another assignment.  It can unlock their thoughts, emotions, and those wonderful imaginations that I know are in those little minds somewhere, just waiting to get out!