Friday, August 28, 2009
Group B Ch. 5 & 6 Blog
View AND Read the first sample chapters (available on line) (Chapters 5 & 6) Using the Writer's Notebook in Grades 3-8: A Teacher's Guide at (http://www1.ncte.org/library/files/Store/Books/Sample/35006chap1-2_x.pdf) and begin your writers notebook then post entries on Class Blog( Keep your own notebook and share your response to it AND try out an idea in your class)Engage in an online discussion group on our class blog. Please read designated chapters and 1)propose “meaty” fat questions to discuss,2) make connections to your teaching and work with students, and 3) make connections to your work as a writer ). 4)Please respond to two of your classmates’s entries in your study group.4) Consider how what you have learned from this book might support the work of your integrated language arts unit
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I was very excited to see this book touch on mentor text. In our latest data team to discuss our writing results we had brainstormed using this as a strategy to improve students personal narratives. This chapter was filled with book ideas to use and I am excited to try a few out. I has success using "The Long Closet" by Jane Yolen. It combined the personal narrative with sensory writing. Since in science we are also focusing on observing with the sense it was a perfect tie in!! I am seeing the students descriptive vocabulary grow along with their enthusiasm for writing.
ReplyDeleteChapter 6 discussed developing a notebook entry into a published piece. I have always help strict control over the selection, editing, revising, and final draft phase of the writing. It has been a theme in my blogging that I do not want to release control and this is no different! :) This course has allowed me to know it is okay to give up some of my control and it has been successful in my room. However, I do not feel that I can release this control over the process. In third grade I feel they need the structure...what do you wonderful ladies think?
ReplyDeleteAlso have either of you experimented with writing about holiday memories or traditions? I wonder how this would work with our students.
Hello Ladies,
ReplyDeleteI also enjoyed chapter 5 on mentor texts Molly! I'm happy that you incorporated texts into your writer's workshop this year! You are always willing to try something new to reach ALL of your students...that's one thing that I admire about you! I haven't yet used mentor texts this year, but this chapter reminded me of their importance. I liked how it provides a summary of each book. This leads me to my next question...are there any other mentor texts that you ladies use that I can add to my list?
In response to chapter 6, I tried having students progress through the writing process after going through it several times(this was I think two years ago). I had a board where students would move their names (attached by velcro) to the writing stage that they were in. Result: DISASTER. It was very challenging to teach a mini lesson when students were at various points. I guess some would say then teach groups of students at a particular stage but then I would argue, shouldn't ALL students recieve certain writing instruction (included in the curriculum)? It would be very hard to track which students recieved which writing technique...So, in short, I have decided that for my writing instruction, I prefer to have all students at the same writing stage...it moves some students along at a good pace who would normally take unlimited time, requires others to slow down and improve their writing, and for the majority of students, they move through the writing process at an appropriate rate. What are your thoughts for compromising my view with the books? Maybe there's a happy medium I haven't considered...
ReplyDeleteHi Ladies!
ReplyDeleteI too was happy to see some suggestions for mentor texts in chapter 5. I have used them in the past when teaching using the 3-5 Writing Workshop series, although I have not done so this year. The children always enjoyed the texts, which are fabulous examples of children's literature: however, even though they read and studied them, I rarely saw transfer into their own writing without more explicit, direct instruction in technique (for example the many and varied types of adjectives that improve description).
(In regards to Chapter 6) As I've mentioned before, I decided not to use a Writing WOrkshop approach this year because of the frustration both of you have expressed: not being able to relinquish control over the process (Molly), and being unsure of how to create a system where students can move through different parts of the process independently, while still being able to apply the minilesson (Kathleen). Indeed, I have had such a hard time grasping the notion that not all children will "get it" during our minilessons, that I decided not to use the process this year.
Instead I decided to use Empowering Writer's materials with a combination of self-created writing planners because of the more structured approach. I have noticed an accelerated improvement in students' writing. My students are using Writer's Notebooks, but so far I have kept the notebook writing separate from the other types of writing we do in class, and we have only worked at generating ideas.
With that being said, I realized after reading chapters 5 and 6 that I might be willing to give Writing Workshop another shot. I think it is important for students to experience the process of writing, which I am not really exposing them to now. It's just very difficult to set up the classroom to support the workshop. I also think that instruction during the mini-lessons needs to be way more explicit than just exposing students to an author's craft and expecting them to absorb it...they are not quite developmentally ready for that yet.
So, I guess I too seek a happy medium as well... :)
Oh, I wanted to ask both of you...do you think it is too late in the year to try implementing some of the process? In Chapter 6., Elliot mentions how it is important to teach the writing process and take the students through it several times before ever bringing them to publishing. By the time I do all that, it might be next year! I just feel like I may have missed the boat this year, and should maybe stick with what I am doing.
ReplyDeleteKathleen, believe it or not, my students last year loved Sandra Cisneros (House on Mango street has really short chapters). They also enjoyed reading Because of Winn Dixie as a mentor text, and anything by Donald Crews. Most of these ideas came from Lucy Calkins.
ReplyDeleteI plan to begin using some of the texts Elliot mentioned in Chapter 5 to help build some of the relationships in my classroom (things are a little rocky right now...taking a step back to focus on relationships). I think that my students will respond well to writing about their names and then sharing that information to get to know one another better. I am going to try reading THe Name Jar as a springboard, then have students compose a freewrite response in their notebooks. I hope I can soon let you know how this turns out!
Molly,
ReplyDeleteThanks for the idea with Jane Yolen and The Long Closet. Anytime we can integrate and cross subject matter is a huge bonus! Can't wait to try it!
Kathleen:
ReplyDeleteThanks for your words of encouragement!! I also believe your current teaching of moving the whole class through the writing process at the same time is important for our students. Whenever new techniques pop up (which is all the time) it is important to evaluate how they fit into our students' needs and development.
Annie:
ReplyDeleteI agree that when using mentor texts it is also important for some explicit direct instruction, throughout the workshop as well. I think you are doing a great job of thinking through how you want to most effectively instruct our students in writing!!! I know they will benefit from it. In my room I have managed to combine the things I like from empowering writers and other various sources into my workshop and from the writing of my students it is effective. Just keep reflecting I know you will find a mesh of models that will be your unique writing instruction!
Annie:
ReplyDeleteThanks for the suggestion of The Name Jar. I love combining classroom dynamics with a content area!! And to respond to your comment of being to late in the year - it is never to late to refine and adjust our teaching. Step back and think about where the kids are and what they would benefit from most. We tend to forget (especially me) we don't need to do it all at once.
I also wanted to add that the ideas in chapters 5 and 6 have continued to inspire me to write in my writer's notebook. I am beginning to enjoy it and as I share it with my class I think they are feeding off that enthusiasm. I have also begun to focus on extending their vocabulary so that when it comes time to write about math (which I really want them to do this year - and not just in my integrated unit) they will need a lot of structure and enthusiasm about learning.
ReplyDeleteMolly, I appreciate your thoughtful and supportive comments. Sometimes I get so overwhelmed by having so many choices when we teach, that I forget to slow down and focus on trying one thing at a time. Your comment about not needing to do it all at once really resonated and I am going to continue to refocus, refine, and readjust. :)
ReplyDeleteMolly,
ReplyDeleteIt is so great that you are using the notebook to help extend students' vocabulary. I know that they are benefiting from the practice and the integration of writing and content that you are providing. I would love to talk more about how you structure that into your day (I know you have touched on it within our blogs, but would like to know more about how you specifically manage this). I have a vocabulary wall, but in the hustle and bustle of the day I always forget to use and refer to it!
Annie,
ReplyDeleteI agree with Molly. It is never too late to adjust our instruction to meet student needs. I find that going through the writing process allows me to focus and narrow my teaching. I believe I am more effective because of it. It also communicates that all writing, no matter what genre, has a common unifying process. I also keep a running list of all of the mini lessons that I teach titled "Excellent writers..." I hang it up and explicitly tell my students that I EXPECT them to use the techniques that I have taught them. Also next to that is my writing process chart. I have an arrow that I move to the step we are on.
Kathleen- great idea keeping "footprint" around the room of what you taught for reference. Also, I like how each of you share and are non judgemental. Interesting conversation.
ReplyDelete