View AND Read the first sample chapters (available on line) (Chapters 1 & 2) 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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Hi Ashley and Mary,
ReplyDeleteTGIF!! Anyways, after reading chapter 1 and 2 from the Writer's Notebook reading I didn't really feel as though I took anything new away from the chapters because I've done writer's notebooks in my own classroom for two years and plan on continueing with Writer's Notebooks again once I have my own classroom again.
I did agree with the statement that teachers need to model writing in a Writer's Notebook if they want their students to feel invested in using one. What I did in my classroom was a 5 minute SSW at the beginning of my Writer's Workshop. During this time I was also writing in my notebook. I often shared things I wrote with my students from my notebook.
I also agreed with having the students decorate their notebooks in order to personlize their own writing space. I had my students do this as well the last few years and my students would get so excited. They really liked having a place to write that was their own style.
I thought it was interesting when the chapters said, "cross out something, but don't erase." I never thought about that, but it is true that erasing can ruin the moment and slow you down. I will keep this idea in mind for the next time I start writer's notebooks with a class.
I felt like one of the big ideas that I came away with from the first two chapters was to have students share their writing. I always left time for my students to share what they wrote with one another. In the beginning of the year I felt that no one really wanted to share and we started by just sharing with an elbow partner. By the end of the school year everyone practically wanted to share and I had to have a cut off time. I felt like this showed that my class was becoming more comfortable with viewing themselves as writers. What points did you girls think were some of the most important ones from the chapters?
Heather
hmmm... where are you?
ReplyDeleteGood afternoon Mary and Heather,
ReplyDeleteAfter reading chapters one and two in the writers notebook, I am very excited to try this out personally and in my classroom. While I have had my students complete journal entries I have never had them keep something like this.
I thought chapter one did a great job outlining the reasons why to use a writers notebook, however, I continued to ask myself what is the major difference between a writers notebook and basic journal. As I read on I realized that while there is an emphasis on recording memories, thoughts, observations (as a normal journal might) the writers notebook encourages individuals to develop their skills as a writer. For example, I liked the fact that the writers notebook can be a tool to improve writing fluency. My one question with development as a writer... I wonder if there should be some guidlines to target a specific skill in writing? Heather you mentioned that you have used the writers notebook before... did you notice that it did help students develop as writers?
In the second chapter, I thought many of the guidelines were interesting reminders of how to effectively use this notebook. I really liked the part about choosing a notebook that you want to write in. I think this is really important. I finally went out this weekend and bought my own notebook so I could start using it.
Heather, I also liked the part about sharing the entries. I think this will help the students be proud of what they have created. I also thought it was interesting about crossing out and not erasing... Every time I tried to use a diary, I always ripped pages out and erased whole entries because I didn't like what I wrote. However now, I think it would be interesting to go back and see the things I once wrote but ripped out.
Overall, I think this can definitely be implemented in my classroom in order to help students generate ideas for future writings. I think that my students can use the writers notebook to reflect on their personal experiences and ideas, and possibly make deeper connections to the pieces of literature we are reading. I think that making connections is crucial when getting students to understand and appreciate the literature. If they are spending more time reflecting on their own experiences, then maybe they will be able to be more perceptive as readers and learners. What do you ladies think about that idea? Do you think that the writers notebook will help the students be more perceptive, and maybe more emphathetic towards others?
Hello Ladies,
ReplyDeleteI'm sorry I'm blogging so late today, it was a crazy weekend!
After reading your blogs, and chapters 1 and 2, I noticed quite a lot about myself as a writer.
I found myself connecting with Janet Elliot when she shared how many times she tried and failed at creating her own writer's notebook. Three years ago we had a writing coach named Rebecca Pilver come to our school to help us get our writer's workshop up and running. She was so inspiring with her modeling and sharing of her own writer's notebook. She made it look so easy so I thought I'd try it. I quickly discovered that I was a better observer than writer. I was not comfortable just writing down my thoughts. I kept questioning myself; does it make sense, do I have enough events, is it interesting. I was not comfortable sharing my stories.
I used many different authors to model for my students what good writing is, and how to create interesting stories. Lucy Calkins has a lot of great titles to use for mentor texts.
My journal that I started three years ago has been packed and unpacked every year since.
After reading these chapters I am feeling inspired again. I have a feeling that I will have a lot more to write about now, especially about my little girl!
In regards to your posts, I too found the point about crossing out and not erasing important. My students always feel like they need to erase or start on a new piece, and tear out their pages and recylce them. I will continuing to emphasize crossing out and not erasing their thoughts.
Heather,
I also use the writer's workshop in my classroom, and have found that whole group sharing does improve as the year progresses. It also depends on the piece of writing. I do a poetry unit using the story Scranimals by Jack Prelutsky which students love! After reading this selection of poems students create their own Scranimal and create a poem about it. After creating their poems students love getting up and sharing what they created with their peers!
Ashley,
You had questioned if a specific skill in writing should be targeted in the workshop. In my workshop I do a combination of free choice writing and targeted skills writing. I use mentor texts to model these skills. For example, when I focus on elaboration and descriptive language I use the book Owl Moon, by Jane Yolen. I've discovered that using mentor texts is really beneficial for students. Students use these texts throughout the year to assist them with their writing, either independently or after a conference.
In regards to your comment about writer's notebooks improving their perception as readers, I think using this notebook will improve it. I have discovered students become more reflective thinkers as they become more involved and comfortable with the writer's workshop process.
Enjoy your week ladies! I'll check back in a few days to see if you have any further comments!
Mary
Ashley,
ReplyDeleteTo answer your question about whether or not Writer's Notebooks helped my students to develop as writers the answer is YES!!! Absolutely Yes!! My goal for my students was quantity. I wanted students to be able to sustain writing for at least 5 minutes in the beginning of the year where all they did was write whatever came to mind without stopping. The Writer's Notebook was a great tool for helping my students to just write. Through using a writer's notebook my students were definately able to sustain writing for longer. Also, they began to love sharing. In the beginning of WRITER'S notebooks my students were very hesitant to share. They didn't view themselves as writer's yet. However, after several months the students loved sharing and valued what they had written.