Friday, August 28, 2009
Group B Ch. 9 & 10 Blog
View AND Read the first sample chapters (available on line) (Chapters 9 & 10) 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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Hello Ladies,
ReplyDeleteI enjoyed chapter 9 about gathering language. The other day I was reading Chrysanthemum by Kevin Henkes to my class. I noticed how Henkes used beautiful language to describe when a character named Chrysanthemum who goes to school and the kids make fun of her name, "she wilted." I pointed it out because it made such an impression on me and we discussed it as a class. I didn't, however, write it down at that moment. I think that I need to take this to the next step. If I gather memorable language and immerse my students in it, I am confident they will too. This leads me to my question for you. The author talks about teaching our writers how to play with language "try it one way, try it another way." Although I agree with its value, how do we get students to invest in language so that they want to spend the time? This reminds me of the revision process that students are so quick to finish.
I made many connections to the conference that we attended for the CCWP last month as I read chapter 10. Our poetry unit is coming up in December and I plan on incorporating many of the ideas that were presented in this chapter. One idea I especially liked was thinking of a word and as a class listing words that described it. I thought it was interesting how the students would then write a poem from the "wordstorm" ...it would show the students how poems can be about the same subject matter, yet focus on different aspects. One idea that I use when I teach poetry is teaching shape poems. The students love this type of poetry and often publish them to give as gifts for the holidays. I introduce them with many student samples from previous years as well as other mentor texts. We analyze what shape poems might be about and how the words and letters are arranged so that they make sense. I continue exposing the students to other forms of poetry, yet they often return to the shape poems to publish. My question for you is do you have any other ideas for teaching poetry?
ReplyDeleteChapter nine reminded me of a way to focus my word wall for the coming month. Every month I try to change the words on it to give my students the greatest change to expand their language. This month and into next I will post new and interesting language. The students are starting to catch on but I still seem to be modeling finding the new words. Part of it I think is getting the students aware of language. I will let you know how it continues on!
ReplyDeleteKathleen:
I do think it is hard to have them try it another way. I wrote next to that section while reading - it is hard to coax the creativity out of them. I have never really focused on them using new words but perhaps with our new word wall it will inspire them to think of words in a new way. Hopefully as their vocabulary expands and awareness of language improves they will revise more thoughtfully.
I also had a connection to the CCWP. As we approach poetry writing in our scope and sequence I plan to have students "borrow" poetry lines and words from authors. I have reluctant writers this year who have benefitted from the mentor texts so I also believe they would enjoy borrowing from the mentor poetry. I have been reading more poetry this year on an ongoing basis so hopefully they will be comfortable when the genre comes up. Back during my scary stories instruction one student turned her story into a poem - it was a great teaching moment for the class. I hope I can build on this when I introduce the genre formally.
ReplyDeleteHow do you guys make sure that grammar instruction gets into your workshop? I know I am not touching on it as much this year as I have in the past. Do you think as they experiment and write it the grammar will improve?
Molly,
ReplyDeleteI like your idea about changing your word wall each month. Where do you put your words? This might be a good literacy work station where the kids could complete a vocabulary word map or include the word in their writing. Just some ideas to think about!
Regarding grammar instruction, I am struggling with that too! I think that integrating it while modeling and especially on the editing days will help...but you are right, it doesn't seem like enough! This is just an area that we are going to have to fit in whenever possible...maybe at a work station as well but in a fun way like using the overhead?