I really like the idea of the three pocket writing folder on page 26. I find that I have a lot of writing ideas to pull in with other content areas, but with so many levels of writing competency in one class, organization and time management becomes a problem. Maybe this will help. I also saw an individual writing goal chart on Pinterest that I would like to try and pull in to supplement.
I liked the explanation of the TAG conferences pg. 27. I've always known/heard that we need to be conferencing individually with each writer, but was really unsure of what/how to do so. Time management of that didn't seem feasible. By keeping it to a 3 min focused conference, it is doable.
I LOVE LOVE LOVE the idea on page 29 about "sharing" time. My students LOVE getting to come to the front and share their writing and I really think that it is such a great motivational tool for them. I also really liked the tables throughout the chapter that gave a detailed look into the characteristics of each stage of writing and what the instructional focus should be for students on that stage. One thing that I think I have to remember is that just because I have a writer that is on the Fluent level, that doesn't mean that they don't still need instructional activities to help better them as writers. My 2 favorite traits from the six traits of writing are "voice" and "conventions". I think that up until this point they haven't been focusing as MUCH on their punctuation, grammar, or voice and I think that at this age, it is a great time to start expressing the importance of that. Another thing that I LOVE is the 6 traits rubric. Already, I am finding it difficult to grade their writing samples because each one is different. Having this rubric to use as a resource in grading work samples and trying to decide where students are as writers will be such a big help in the future! I also loved the three pocket writing folder, as Megan said! :)
I like how Chapter 1 goes in depth on the different writing stages and what the students are achieving in each stage. It helps me to know where my students are, where they should be as well as what stage I need to get them to so they will succeed in the next grade level. I agree with Caroline on the rubric. I love that this book includes that. This will make it so much easier to grade my students writing. I also like the TAG concept on page 27. This will be very useful in the classroom and gives me a guideline to go by when conferencing with my students.
This chapter makes me even more excited about implementing a writing workshop in my classroom. I think the guidelines listed on pages 22-24 will be useful in making sure our writing minilessons are meaningful and effective. I also agree with Caroline about sharing time. I have been having my students share some of their journal entries, and they get so excited about having the chance to come up to the front, sit in the special chair, and share. It is even more awesome for them when their peers cheer for them when they finish sharing.
I have treated all of my students as "Developing Writers" and I guide every writing entry in their journal. I need to analyze each of my students writings to see what stage they are currently in and allow them grow into another stage or at least perfect the one they are in. The chart on page 20 will help me do that very quickly. I like the idea on page 22 about keeping the lesson brief to allow for more writing time. One of the problems I face in my classroom is getting my students to go back to a writing and complete it, so I will begin to model that as suggested on page 23. I love the sharing time, in the past I have allowed my students to wear my phonic ear to share...they love it!
Chapter one helped me better catorgorize my writers in my classroom. I realized the importance of the first step and that is planning. I often skip this step because of the limited amount of time we have. I also think that sometimes I teach too many skills in one lesson and I should focus on one skill. I almost always enjoy sharing time as much as them!!
In Chapter One I really enjoyed reading about the different stages of development in the writing process. This will help me know where my students are as writers and can plan accordingly. I also like the rubric for Beginning Writing Based on the Six Traits Framework. This will help me to assess what my students strengths and weaknesses are as writers and be able to conference with them. It was also nice to be reminded to keep the mini lesson brief with only one objective per lesson. There are times when I have addressed different objectives I had covered in the past and then it turned into a maxi lesson which takes away from the effectiveness and the time my students should have been writing. I also agree with Roser and Bomer, “Writing is a social process for most writers.”(p25). Students learn from talking with their peers about what they have written. When using the author’s chair, it is wonderful to have other students offer praise or tell what they liked most about their peer’s writing or to ask questions. Children love to interact and they can learn from one another. When teacher’s model how to write it helps to build strong confident writers.
I am looking forward to this study. Hoping that it will make me a more confident writing teacher.
ReplyDeleteI really like the idea of the three pocket writing folder on page 26. I find that I have a lot of writing ideas to pull in with other content areas, but with so many levels of writing competency in one class, organization and time management becomes a problem. Maybe this will help. I also saw an individual writing goal chart on Pinterest that I would like to try and pull in to supplement.
ReplyDeleteI liked the explanation of the TAG conferences pg. 27. I've always known/heard that we need to be conferencing individually with each writer, but was really unsure of what/how to do so. Time management of that didn't seem feasible. By keeping it to a 3 min focused conference, it is doable.
ReplyDeleteI LOVE LOVE LOVE the idea on page 29 about "sharing" time. My students LOVE getting to come to the front and share their writing and I really think that it is such a great motivational tool for them. I also really liked the tables throughout the chapter that gave a detailed look into the characteristics of each stage of writing and what the instructional focus should be for students on that stage. One thing that I think I have to remember is that just because I have a writer that is on the Fluent level, that doesn't mean that they don't still need instructional activities to help better them as writers. My 2 favorite traits from the six traits of writing are "voice" and "conventions". I think that up until this point they haven't been focusing as MUCH on their punctuation, grammar, or voice and I think that at this age, it is a great time to start expressing the importance of that. Another thing that I LOVE is the 6 traits rubric. Already, I am finding it difficult to grade their writing samples because each one is different. Having this rubric to use as a resource in grading work samples and trying to decide where students are as writers will be such a big help in the future! I also loved the three pocket writing folder, as Megan said! :)
ReplyDeleteI like how Chapter 1 goes in depth on the different writing stages and what the students are achieving in each stage. It helps me to know where my students are, where they should be as well as what stage I need to get them to so they will succeed in the next grade level. I agree with Caroline on the rubric. I love that this book includes that. This will make it so much easier to grade my students writing. I also like the TAG concept on page 27. This will be very useful in the classroom and gives me a guideline to go by when conferencing with my students.
ReplyDeleteThis chapter makes me even more excited about implementing a writing workshop in my classroom. I think the guidelines listed on pages 22-24 will be useful in making sure our writing minilessons are meaningful and effective. I also agree with Caroline about sharing time. I have been having my students share some of their journal entries, and they get so excited about having the chance to come up to the front, sit in the special chair, and share. It is even more awesome for them when their peers cheer for them when they finish sharing.
ReplyDeleteI have treated all of my students as "Developing Writers" and I guide every writing entry in their journal. I need to analyze each of my students writings to see what stage they are currently in and allow them grow into another stage or at least perfect the one they are in. The chart on page 20 will help me do that very quickly. I like the idea on page 22 about keeping the lesson brief to allow for more writing time. One of the problems I face in my classroom is getting my students to go back to a writing and complete it, so I will begin to model that as suggested on page 23. I love the sharing time, in the past I have allowed my students to wear my phonic ear to share...they love it!
ReplyDeleteChapter one helped me better catorgorize my writers in my classroom. I realized the importance of the first step and that is planning. I often skip this step because of the limited amount of time we have. I also think that sometimes I teach too many skills in one lesson and I should focus on one skill. I almost always enjoy sharing time as much as them!!
ReplyDeleteFrom: Tammy Schmeltz
ReplyDeleteIn Chapter One I really enjoyed reading about the different stages of development in the writing process. This will help me know where my students are as writers and can plan accordingly. I also like the rubric for Beginning Writing Based on the Six Traits Framework. This will help me to assess what my students strengths and weaknesses are as writers and be able to conference with them. It was also nice to be reminded to keep the mini lesson brief with only one objective per lesson. There are times when I have addressed different objectives I had covered in the past and then it turned into a maxi lesson which takes away from the effectiveness and the time my students should have been writing. I also agree with Roser and Bomer, “Writing is a social process for most writers.”(p25). Students learn from talking with their peers about what they have written. When using the author’s chair, it is wonderful to have other students offer praise or tell what they liked most about their peer’s writing or to ask questions. Children love to interact and they can learn from one another. When teacher’s model how to write it helps to build strong confident writers.