Friday, August 28, 2009
Group A Ch. 7 & 8 Blog
View AND Read the first sample chapters (available on line) (Chapters 7 & 8) 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 particularly liked the analogy used in chapter 7 when the author compared using a writer's notebook to that of a workbench. I think that analogy, or one similar, would be a great way to get students to understand the purpose of writing and using a notebook.
ReplyDeleteI like her suggestions for the types of graphic organizers she finds helpful. The student's pie chart reminded me of "seed" writing and how to really focus on a small moment. The student's example highlighted this connection for me very well and I think it could do the same with students.
Because I have taught early primary grades (as I have said before), I am finding that these ideas may be good for whole group and small group instruction rather than for independent work because they are at the emergent stage of writing.
I have also used mentor texts as the author suggests, so that my students can see the kinds of writing real writer write. This modeling seems to help students.
I also liked how she suggests allowing students to "have-a-go" writing. I know that I, as well as many other teachers I work with, have had a hard time with teaching minilessons when so many students in class were working on different things. This technique she mentioned seems like a great idea!
In chapter 8, she spoke about how to do a unit of study and listed many resoucres teachers can use for help. The list of resources was helpful as well as her reminder to share examples from my own (and possibly student's examples- I think)notebook.
I guess my question is this: When we have a sequence of how to teach writing from our district (basically following Lucy Calkins) how can teachers incorporate her ideas easily?
In chapter 8, I really liked the focus on planning. A huge part of writing is planning. In the notebook, you may have entries that you never do anything with besides write them in your notebook. Other entries may become a masterpiece, but it is all in the planning. I also liked the variety of graphic organizers that she suggested. Most of them could be used with a variety of ages as well.
ReplyDeleteThe section on the different varities of writing was important too. Many kids think that writing is a story and that is it....but it could be a letter, a recipe, an interview, etc. It is important to expose the children to the different varieties of writing.
I feel that Janet Elliott is very free and open in the way in which she teaches writing. I doesn't seem as if she has to follow a certain sequence. However, in East Hartford we do have a district scope and sequence as to when we teach what. We are supposed to follow that sequence...
It is great that she provided more resources for the unit of study. It is great to have those suggestions right there.
Carrie: I liked the way the author compares the writer's notebook to her father's workbench.I agree with you that this was a great analogy to get students to understand the purpose of using a notebook and writing.
ReplyDeleteI also agree that the graphic organizers are a good idea as well. The pie chart reminds me of the small moment writing that we are doing in first grade in our school. Those kids struggle with this small moment writing piece. I wonder if I introduced the pie chart to break down these small moments for the children would be beneficial for them? I think that i will try it!
In response to your question regarding our district and writing: I believe that Lucy Caulkins, the ideas expressed in the book by Katie Wood Ray, and Ralph Fletcher all have the same thing in common..that is to help you student find what to write by inspiring themselves with what they are interested in.The process of asking oneself questions, writing the ideas in a notebook, organizing thoughts, editing and most of all taking the just do it approach.
I loved how Chapter 8 ends with the author reminding us to share our writing(our risk taking ) with our students.
There really are many authors who inspire us and give us ideas on how to teach writing to children, I like the idea of sharing what we write with the children. I really feel that this is the best way.
What have you tried out from these chapters? For example have any of you shared your notebooks with your students? How did they respond?
ReplyDeleteChapter 7
ReplyDeleteEach of us has our own likes and dislikes. Therefore, I think it is important for teachers to allow students to have some control in what they write. Also, I think teachers should expose their students to different types of writing. However, how does a teacher expose different writings in a balance way? It is possible for teachers to manage and have structure in the classroom if students are doing different things, for example, when one student is writing a speech while another is writing a letter, and so forth?
Chapter 8
ReplyDeleteThe author defines a writer’s notebook as a notebook that writers use to collect ideas, observe, try out crafts, plan, and vent, reflect, sketch and remember. I really like this definition. I think once students understand the purpose of the note book, they won’t be overwhelmed or scared to write in it. The author states “when teachers write, students write “I think it is important for teachers to be enthusiastic about writing. But, are there any other categories that teachers can use to motivate students to write?