I am really enjoying the book so far. I'm probably not the only one who was wondering how I would find time to fit this in. :) (I'm glad I finally did.) Page 29 pretty much sums it up.."When we know the developmental stages at which students are functioning, we are better able to provide instruction that is developmentally appropriate for all." There are so many levels in my classroom and I think this chapter has already given me research based approaches on how to meet each student's wants/needs. I also like the table on page 25. I haven't really thought about the purpose of using pens (eliminating the erasing.) Not only am I looking forward to being better at teaching writing, but I'm looking forward to seeing growth in all of my students this year.
I can't wait to get to the mini lessons. However, when i first startedt this chapter i thought to myself... i already know the stages of writing, this is redundant. But i like how it tells you what the kids are ready for as far as the writing process goes. For example, an early writer isn't ready to edit and publish. i thought i was the only one thinking that in my classroom. i probably make the writing harder than it should be for 1st grade because i'm a perfectionist. can't wait to see what the book has in store.
We as teachers get so hung up on the writing process and how it is supposed to look (all the same for everyone), it was nice to hear that it is different for each writer. It looks different for each student according to what stage of development he/she is in. Page 19 states that "it facilitates differentiated instruction by allowing students to operate at different stages of the writing porcess at any given time." i really liked to table on page 20.
I also like the quote on pg 19 Sallie quoted about differentiation in writing instruction. Students come to us on a variety of stages in the writing process, just like they come to us on a variety of reading levels. We wouldn't have a student read a book that was above their instructional level, because they wouldn't make very much progress and they would get frustrated. This should be the same for the writing process. We don't want to overwhelm them in their writing or they will hate writing. We, as teachers, need to meet them on the stage they are on in the writing process so they can be successful.
I am really enjoying the book so far. I'm probably not the only one who was wondering how I would find time to fit this in. :) (I'm glad I finally did.) Page 29 pretty much sums it up.."When we know the developmental stages at which students are functioning, we are better able to provide instruction that is developmentally appropriate for all." There are so many levels in my classroom and I think this chapter has already given me research based approaches on how to meet each student's wants/needs. I also like the table on page 25. I haven't really thought about the purpose of using pens (eliminating the erasing.) Not only am I looking forward to being better at teaching writing, but I'm looking forward to seeing growth in all of my students this year.
ReplyDeleteI can't wait to get to the mini lessons. However, when i first startedt this chapter i thought to myself... i already know the stages of writing, this is redundant. But i like how it tells you what the kids are ready for as far as the writing process goes. For example, an early writer isn't ready to edit and publish. i thought i was the only one thinking that in my classroom. i probably make the writing harder than it should be for 1st grade because i'm a perfectionist. can't wait to see what the book has in store.
ReplyDeleteWe as teachers get so hung up on the writing process and how it is supposed to look (all the same for everyone), it was nice to hear that it is different for each writer. It looks different for each student according to what stage of development he/she is in. Page 19 states that "it facilitates differentiated instruction by allowing students to operate at different stages of the writing porcess at any given time." i really liked to table on page 20.
ReplyDeleteI also like the quote on pg 19 Sallie quoted about differentiation in writing instruction. Students come to us on a variety of stages in the writing process, just like they come to us on a variety of reading levels. We wouldn't have a student read a book that was above their instructional level, because they wouldn't make very much progress and they would get frustrated. This should be the same for the writing process. We don't want to overwhelm them in their writing or they will hate writing. We, as teachers, need to meet them on the stage they are on in the writing process so they can be successful.
ReplyDelete