tag:blogger.com,1999:blog-43014117205173168852024-02-08T05:55:15.135-08:00Katie's blogKatie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-4301411720517316885.post-47094305099533683612012-11-22T09:36:00.002-08:002012-11-28T14:10:30.317-08:00Entry 12: Reflecting on Student Learning Objects from the Syllabus<div style="font-family: inherit;">
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<div class="MsoNoSpacingCxSpFirst" style="font-family: inherit; text-indent: 0.25in;">
<span style="mso-bidi-font-family: "Times New Roman";">Throughout the semester, a
requirement of LTED 618 was to keep a weekly blog journal where we reflected
upon the learned material as well as any new understandings and misunderstandings
of the class. Through keeping this blog entry, it helped us adhere to the
Student Learning Objectives found on page 1 of the class syllabus. The blog entries
had us transact with the text to further develop our understandings of the
material as well as a course. We were able to question and answer our
understandings. The weekly questions we responded to helped guide our
understandings of the material. In the following paragraphs, I will go through
and respond to each of the Student Learning Objectives.</span></div>
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<span style="mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>“Students will gain knowledge and competency
with regards to</span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Times;"> the variety of genres that readers and writers use to
communicate.” Objective one was followed through in our weekly entries because we
often reflected upon the genres in our weekly writing. Many of entries talk
about wither my new understandings of the genres or how I am using them in my
classroom. Having to write about them also allowed me to assess what I knew
about the genres and what I still needed to know.</span></div>
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“Students
will gain knowledge and competency with regards to the role of purpose and
audience in writing and reading and the rhetorical voices used to address the
desired purpose(s) and audience(s).” Objective two was followed in our weekly
writings because we always had to remember who are audience is. While this is a
weekly blog entry, it was an informal entry where we wrote to ourselves. Our
voice and purpose were set to write to a specific audience, and that of our
professor. The end of the semester project, our multi genre projects, also
taught us voice, purpose, and audience. In those pieces we have to vary our
audience, purpose and our voice. Each piece requires us to use different
purposes and audiences. When writing I have to stay focused on the idea that I
may not be writing as myself and the audience is not the same as it was for the
last piece. </div>
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“Students
will gain knowledge and competency with regards to the historical and
contemporary theoretical models of reading and writing, including new literacy
theories of reading and writing.” The third objective was evident throughout
the course. In the beginning of the blog entries, we focused on the models of
reading and writing. We had to understand what writing was before we started learning
about the various genres. One important idea I took from the blog entries is
when I reassessed my views on revising and editing. I realized that they are
two separate stages and processes.</div>
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“Students
will gain knowledge and competency with regards to the relationship between the
writing and reading processes.” This relationship was known before I started
writing the weekly blog entries. This concept has been stressed since I took
LTED 600 where we learn that oral and written languages are both forms of
literacy. Through this course however, I learned more of the relation between
writing and reading process. Students will become more engaged as readers if
they are better writers. Even through my blog entries I became a better writer
and reader. The more I wrote, the more I read. Writing required me to transact with
the text for further understandings.</div>
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“Students
will gain knowledge and competency with regards to the role of metacognition in
writing proficiency and reading comprehension.” I am not exactly sure how
writing in the blog entries helped me become more aware of metacognition of
writing proficiency and reading comprehension. What the blog entries did though
was allow me to become more aware of teaching students different types of
writing and when to use these types of writings. Graphic organizers are
essential for writing and it is important to teach students how and hewn to use
them.</div>
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“Students
will gain knowledge and competency with regards to the types of reading and
writing assignments that are developmentally appropriate for learners,
including digital reading and writing assignments.” The class in general taught
me about the types of reading and writing assessments that are appropriate for leanings.
While reading Hicks (2009) I learned of the digital reading and writing assignments
I could assign for my students. Due to Hicks (2009) I created writing
assessments that were similar to what he had written about. In my second entry
I reflected on digital writing and explored my understandings of it as well as
what Hicks wrote about it. I like the idea of digital writing, especially using
blog entries as a form of expression. While I did not like always having to
write the blog entries, especially lengthy ones, it allowed me to reassess what
I knew and what I wanted to know. Perhaps in the future if I teach in a school
that assigns homework and my student population has access to computers outside
of school, I would consider have weekly blog entries for homework.</div>
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“Students will gain knowledge and
competency with regards to <span style="mso-fareast-font-family: Times;">the role of writing assessment and evaluation in
determining student writing proficiency and reading comprehension.” I don’t
really remember writing too much about writing assessment to determine student
writing proficiency and reading comprehension. I do remember writing about
assessment in the beginning of the blog entries. Looking back on my blog
entries, entry 6 focused on assessing writing, when we went over Rubistar in
class. Through this blog entry I wrote about different forms of assessment and
when we should use them. I do not recall focusing too much on connecting assessment
to writing proficiency and reading comprehension. What my assessment entry was about
was when and how to assess students. To me informal assessment is more
important as it allows the students to get valuable feedback without the stress
of having their rough drafts graded. Assessments are meant to be meaningful so
we should tell students in advance when we are collecting a piece of writing to
be assessed.</span></div>
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<br /></div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-21768301114487288762012-11-22T08:22:00.002-08:002012-11-22T08:22:07.401-08:00Entry 11: Reflecting on the Different Genres<!--[if gte mso 9]><xml>
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<div class="MsoNoSpacingCxSpFirst" style="text-indent: .5in;">
<span style="font-family: inherit;">From these genre
projects, I have learned a great deal about the different writing genres that I
can apply into my classroom. Whether I had an understanding of a topic or not,
these presentations helped further my understanding.</span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<span style="font-family: inherit;">One of the genres that
I really enjoyed was the poetry genre. I remember discussing the fact that I am
required to teach poetry to my students at some point this year, with another
teacher friend. He told me he just taught to basics of poetry and didn’t dwell
too much into it. This friend also teaches in a 6:1:1 program so he is limited
on the depth he teaches it. After reading Tompkins (2012), I think he can still
teach poetry other than the basics. Since I have fully realize the altitude of
which I need to teach poetry, how and when I am going to teach it has been a
constant worry. But now after the genre presentation, I am less worried about
how to teach it. Poetry doesn’t have to be what I learned back in high school-
Wadsworth, Shakespeare, Keats, etc. Between Tompkins’ (chapter) and the
presentation, I know I can teach any kind of poem. Slam poetry might be a great
form of poetry to use with my students. One of the best poem books I am going
to use as a resource is “A Rose Grew from the Concrete” by Tupak. This will
allow me to teach important literary techniques using a writer that my students
will enjoy. From the chapter, my favorite type of poem was the “I am…” poems
(Tompkins, 2012, p. 158). These poems can be incorporated throughout any unit
as the students can write about either a central character/person or an idea. Caitlin
and I thoroughly enjoyed writing ours on leaves. How the poetry group had us
draw topics was a fun and creative way to fill out the poem. Another poem
format I plan on incorporating into my classroom is the “I used to…But Now…”
poems (Tompkins, 2012, p. 159). I can see my students using this as a way to
organize their perceptions before a topic and after they learned about a topic.
My 7<sup>th</sup> grader and I just finished reading Sherman Alexie’s <i style="mso-bidi-font-style: normal;">Absolutely True Diary of a Part-Time Indian</i>.
Before reading the novel, I activated his background knowledge by assessing
what he already knew about Native Americans. After accessing it, I started to
build more background knowledge by reading articles and histories on the
Spokane Indians. This poem would have been a great way to tie poetry in to the
unit.</span></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<span style="font-family: inherit;">Another genre of
writing that taught me a new insight was expository writing. These types of
texts are growing more and more important in the Common Core. One of my bigger
struggles is trying to figure out how to incorporate these types of texts in
the classroom while making it engaging and fun for the students. After reading
chapter 9 from Tompkins (2012), I realized I can incorporate these texts before
reading a fiction text of the same topic in order to build background
knowledge. When teaching my 7<sup>th</sup> grader Sherman Alexie’s <i style="mso-bidi-font-style: normal;">Absolutely True Diary of a Part-Time Indian,
</i>I used “a wide variety of compositions, including magazine articles” and
websites to build my student’s background knowledge (Tompkins, 2012, p 202).
Looking back upon that now, I wish I had found a expository book that was
brief, and taught my student more background knowledge. While the article and
website was helpful, a book would have been better. Since the book was about
Spokane Indians, I used it as a comparison to compare my student’s prior
conceptions of Native Americans to what the text stated. Although I had not
read the chapter at that point, my comparison chart was very similar to that on
p 205 (Tompkins, 2012). In the future I am going to take away from this chapter
is the information from the “Preparing for Writing Tests” section on p 224 as
well as the “Assessing Expository Writing section on pp 224-226 (Tompkins,
2012). This writing test section would be great tool to copy and put on a poster
board in my room, when I have my older students write an informative piece. By
knowing the common mistakes writers make, such as including few details, I know
what to make sure I reinforce and check for. The other section helps me create
a checklist for my students on what they need to include in their writing.
Checklists are great because “students understand what’s expected of them and
assume responsibility for completing each step of the assignment” (Tompkins,
2012, p 224).</span></div>
<div class="MsoNoSpacingCxSpLast" style="text-indent: .5in;">
<br /></div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com2tag:blogger.com,1999:blog-4301411720517316885.post-17923308166214319562012-11-13T11:11:00.000-08:002012-11-13T11:11:02.331-08:00Entry 10: “Bless, Address, or Press” <!--[if gte mso 9]><xml>
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<div class="MsoNoSpacingCxSpFirst" style="text-indent: .5in;">
<span style="mso-bidi-font-family: "Times New Roman";">Looking through some of the blogs this week, what Kayla
wrote in her 9<sup>th</sup> entry, which focused on expository writing, caught
my eye. Kayla wrote:</span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="margin-left: .5in; mso-add-space: auto;">
<span style="mso-bidi-font-family: "Times New Roman";">The students had no motivation
whatsoever because the topic wasn't interesting to them, so they were extremely
bored, and they were given a prompt and told to write. I really like using
graphic organizers and I definitely think that they have their time and place
and I think that students should have had the chance to use a graphic
organizer, or even learn how to use one so that come testing day they could use
their scrap paper to make their own. </span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<span style="mso-bidi-font-family: "Times New Roman";">In this exert, Kayla was writing
about her struggles to get students engaged in expository writing. I agree with
Kayla on the importance of graphic organizers. Many students do not use graphic
organizers because they not only do not understand the importance of them, but
how to use them.<span style="mso-spacerun: yes;"> </span>Reflecting back to my
years in school, I vaguely remember using graphic organizers. If I used graphic
organizers, I used them because the teacher handed me a worksheet and expected
me to use it for that moment. In undergraduate school I was taught various
graphic organizers, but even though I failed to understand the importance of
them. Not understanding why graphic organizers are essential is not a good
concept for a teacher. </span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<span style="mso-bidi-font-family: "Times New Roman";">Now that I am in the graduate
program, I understand why we need to emphasize graphic organizers in the
classroom. In Dr. Hopkin’s LTED 625 class, we are reading a text that has what
appears to be hundreds of them. The text, <i style="mso-bidi-font-style: normal;">Teaching
Reading in the Content Area</i> by Urquhart & Frazee (2012) not only gives
you the strategy, it tells you when and how to use it in the classroom. If I
know I want to teach my students a certain strategy, I can refer back to this
text. For example, I am trying to have my 7<sup>th</sup> grader learn good
study skills, especially for vocabulary words. He told me he does not study so
I know my role is to find various study strategies that I think would work for
him, until he finds one that works. Even with Tompkins (2012) I learn various organizers.
This text focuses more on the writing process and genres, but still provides me
with various organizers. In the letter Personal Writing chapter, Tompkins
(2012) supplies the reader with various writing outlines that we can use in our
classroom. I am teaching my students how to write persuasive letters so Tompkins’
(2012) “Forms for Friendly and Business Letters” found on p. 118 provides me a
generic outline to use for my students. What I enjoy about Tompkins’ (2012) is
that she provides me with real life examples of how I can incorporate them into
the classroom. Informational texts are great because they provide a vast amount
of knowledge but, narrative texts dwells into a more personal level. You see
what worked and how/why it worked. In the end of a informational text, all I
want to really know is if the strategy actually works and how one gets it to be
successful in the classroom.</span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<span style="mso-bidi-font-family: "Times New Roman";">Another exert I enjoyed from one
of my classmate’s blog entry was Jaimie M’s blog entry 7: “Expository Genre.”
The exert I pulled from her entry is:</span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="margin-left: .5in; mso-add-space: auto;">
<span style="mso-bidi-font-family: "Times New Roman";">One of the most important
aspects of teaching this genre is to start exposing students to expository text
at a young age. By exposing them to an expository text it causes them to think
about topics in a different manner. Young children are always asking questions,
because of that, exposing them to expository texts will only allow children
learn about more topics that they were once unfamiliar with.</span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<span style="mso-bidi-font-family: "Times New Roman";">After reading this, I could not
agree anymore. As a teacher, I am constantly reflecting on the thought of “What
if my students have been exposed to this sooner?” By familiarizing children
with a variety of texts, especially expository, students will have an easier
time not only understanding how to read the texts, but also enjoying them. In
the program we read that exposure at a young age to vocabulary and language
(written and oral) is a predictor for comprehension. With the common core, we
are expected to start exposing our young students to this type of text in order
for them to become more familiar with it and have an easier time comprehending
the material. </span></div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpLast" style="text-indent: .5in;">
<span style="mso-bidi-font-family: "Times New Roman";">People may argue that expository texts are uninteresting
more young children as they might be too ‘dry’ or too ‘boring.’ But to combat
these common arguments, Tompkins (2012) provides a list of expository children’s
books on p. 203. I do agree that they are not always interesting, but that’s
why we have to find ones that are. What we need to do is simply survey our
students and find out what topics they find interesting. I would much rather
read a fiction text over a expository text. But once I do find an expository
text that peeks my interest, I will divulge straight into it and any other
books like it. This summed up my 10<sup>th</sup> grade year of high school. I
became obsessed with reading texts about the Kings and Queens of England to the
point where I knew more about Lady Jane Grey, the ‘nine day queen,’ than my
global teacher did. I even got to do a brief summary to the class about her. As
a teacher, it would be great to have a student so interested in an expository text
that they knew more than me.</span></div>
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<![endif]-->Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-15075671015470763622012-11-04T14:07:00.000-08:002012-11-04T14:07:15.280-08:00Week 9: Reflections on incorporating genre writing in the classroom<!--[if gte mso 9]><xml>
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One of the most useful
parts of this course has been Tompkins’ (2012) book, <i style="mso-bidi-font-style: normal;">Teaching Writing: Balancing Process and Product</i>. As I spend much of
time lesson planning trying to make writing not only purposeful but also engaging,
Tompkins (2012) has really helped along during this process. After about 7
weeks, I have (hopefully) found a type of writing that my students will fully
engage in. I have started teaching persuasive writing to my 9<sup>th</sup>
graders. Well have started to introduce the writing at least. I wanted to start
off with transitions first, in order to help them with their writing at a later
time. My one student is really intrigued by this writing and the writings we
will be creating to go with them. This great because what teacher does not want
a student excited about a project. The only problem is, he has started to work
on the writing already but I have not only yet to assign the writing assignment,
I have not even started teaching the unit. The past three classes he has come
into the room and started working on his writing. But he is first starting off
with creating a persuasive PowerPoint. I love his excitement but I do not love
how he started to ignore what he class was doing and not actively participate in
class time. Especially when he put in his ear buds in when I was trying to go
over notes. He has officially placed his priorities within that assignment. My decision
to get around this was to hide the laptop in my friend’s room across the hall
until we actually need it. I also think he is excited about this assignment because
he has picked his topic on why marijuana should be legalized for medicinal
purposes. He was so excited about this topic that he actually left class to go
get permission from the principal; I thought he was going to the bathroom. I am
just hoping that he pays enough attention to how to write a persuasive piece when
I start going over it this week instead of focusing too much on creating the
writing.</div>
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<br /></div>
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Last week I thought I had
to go to advisement with Dr. Erdmann for the program. Turns out I did not actually
have to go but it turns out that it was worth the drive as we talked briefly
about the program and my job. We talked about the usefulness of using children’s
books in the classroom at a secondary level. Until this program I would have
never thought to use it. After the persuasive writings presentation, I plan on
using the book I brought in, <i style="mso-bidi-font-style: normal;">Click,
Clack, Moo</i>, as an example of persuasive writing to show my 9<sup>th</sup>
graders. When I mentioned this to Dr. Erdmann, she gave me other books to use
alongside <i style="mso-bidi-font-style: normal;">Click, Clack, Moo</i>. I might
actually read the book to the kids and show them how it is a persuasive piece.
Then give them other books and have them practice it on their own. This will
highlight the features of a persuasive piece.</div>
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<br /></div>
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So far we only have had
two groups present their genre to the class. Between reading the chapter about
persuasive writing and watching the presentation about it in class, I have
learned a great deal about teaching the genre to my students. I am looking
forward to watching all the other genre presentations and learning the groups input
on how to teach them in the classroom. Just from the research I have done so far
on descriptive writing, I have learned many useful ways to incorporate it in
the classroom. Now that I know what it is I have been noticing more and more
that my students’ writing lack descriptive words. Descriptive writing may be
its own chapter in the book, but it serves just as much importance in being
incorporated in other genres of writing.</div>
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<![endif]-->Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com4tag:blogger.com,1999:blog-4301411720517316885.post-50659113716828862952012-10-25T16:51:00.001-07:002012-10-25T16:51:17.002-07:00Entry 8: Bless, Address, or Press<!--[if gte mso 9]><xml>
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After listening to Shawna, Marsha,
and Danielle’s presentation Wednesday night about the persuasive writing genre,
I felt the importance of teaching this genre to my students. My 9<sup>th</sup>
graders enjoy debating and I figured this would be a great way to lead into
persuasive writing. After listening to their presentation and reading Shawna’s
blog entry, perhaps it will not be as easy as I think. Shawn wrote in her blog:
“They agree that persuasion is used everyday regardless of age or where one
lives. Even young children use verbal persuasion to prove to their parents they
should be able to stay up later” (blog entry 7). This statement tied into my
earlier thinking that this will be an effective writing genre to teach as my students
love to argue and persuade. But after the presentation and reading the blog, I
started to agree with how Shawna felt about teaching adolescents the genre. </div>
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“I learned that I was correct when
thinking that persuasive writing is a challenging form of communication, and
not a natural form of writing or speaking. Students and adults alike must
understand the problem, form an opinion based on that understanding, and most
importantly understand the opposing argument” (Shawn, blog entry 7).</div>
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Why all students love to argue and debate, that does not
mean that will automatically be good writers. Students need to still be taught
the necessary skills of good writing that leads up to writing a strong
persuasion paper. It is easy to argue their side of an argument, but if they do
not see the other side’s argument, are they understanding how to actually
persuade?</div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>Today at
work I decided to start scaffolding the concept of seeing the opposing side’s
viewpoint. While my three students were getting ready for their debate, I started
talking to them about how they need to listen and learn about their opponent’s
view point. In order to truly ‘win an argument,’ you need to have evidence that
supports every part of your opinion. In order to do so, you need to understand
the others side so you can have evidence disproving them. For today’s debate, I
used the graphic organizer from p. 254 of Tompkin’s (2012) text. I had students
fill out their points for the debate using the organizer so when they start
using it for persuasive writing, they will already be familiar with the
organizer. </div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>While I introduce
the persuasive genre to the students next week, I am trying to decide what is
the best way to approach the genre. My students are hesitant writers so my
initial approach will either make or break the unit. I plan on hooking my
students with the concept that persuasive writing is similar to debates, except
it is a more formal written text. Instead of starting to teach persuasive
essays right away, I am going to start off with something smaller, such as
writing letters. The letters would pertain to a topic that is important to the
students, making it a more fun and personal assignment for them. </div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>Through
Wednesday’s night class, I realized I could use children’s books to initially
hook the students into the unit. Since I borrowed <i style="mso-bidi-font-style: normal;">Click, Clack, Moo: Cows That Type</i> by Doreen Cronin from the library,
I will read that to the students. While Tompkins (2012) suggest using texts such
as these for introducing the topic to kindergarten and first graders, I can
easily see how it would be effective in introducing the concept to older
students. The book is a simplified version of persuasive writing, allowing students
to not be overwhelmed. Through this text I can have my students brainstorm and identify
the most important pieces of the story. From there they can start brainstorming
their own persuasive topics.</div>
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<br /></div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-51197769777925987462012-10-21T09:02:00.003-07:002012-10-21T09:03:10.119-07:00Entry Seven: Choice with Reading and Writing<!--[if gte mso 9]><xml>
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For this week’s open entry,
it is a bit harder to write as we did not have any assigned readings besides
readings for our project. I did read a book that would fall under the
letters/personal genre earlier this week. Actually I started and finished it
within one sitting. I miss those days of having time to be able to read a book
until I finish it, simply because it is so intriguing and good that I cannot
put it down. If I said I did not have any time to do so I would be lying. I do
have time but during this down time I have, I am usually too tried to go pick
up a book and read. I was highly motivated to read <span class="osl"><span style="color: black;">Stephen Chbosky</span></span>’s <i style="mso-bidi-font-style: normal;">The Perks of Being a Wallflower</i> because the movie just came out and
I really want to see the movie. But I knew I had to read the book first or I
never would. Sometimes I wish my students had the motivation to sit and read a
book but I know this is difficult as I can barely get them motivated to read
during class time. A few of my students are motivated and love to read. My 7<sup>th</sup>
grader reads every day for 10 minutes before we start the day’s lesson. My
principal walked in the room on Friday to speak to him and she was thrilled
that he was sitting there, highly engaged in the book. One of my 11<sup>th</sup>
grade coordinated studies student, Peter* picked Karl Marx and Friedrich Engels’
<i style="mso-bidi-font-style: normal;">The</i> <i style="mso-bidi-font-style: normal;">Communist Manifesto</i> to read. He was supposed to read <span class="st">Suzanne Collins’ </span><i style="mso-bidi-font-style: normal;">The
Hunger Games</i> and complete the assigned work. But he had no motivation to
read it. Peter and I compromised on finding a new book. Of all the books I
brought in for him to read, he picked <i style="mso-bidi-font-style: normal;">The
Communist Manifesto</i> and I was overall pleased that he made this choice. Realistically
how many students would pick this book for fun? Especially when I also brought
in Max Brooks’ <i style="mso-bidi-font-style: normal;">The Zombie Survival Guide</i>
as an option. After speaking to him about this, he seemed generally happy that I
gave him a choice of what to read. Peter seemed even happier when I told him he
could switch books if did not find the text engaging enough after the first few
chapters. Seeing how happy and empowered Peter felt about having choice
reminded me how important it is to provide students with choice. If I told him
he had to read <i style="mso-bidi-font-style: normal;">The Hunger Games</i>,
Peter would have read the text but not actively engaged with the text. He would
have read it to answer the questions I provided him to do. But by giving him a
book he picked, I am sure Peter will get more out of it than he would have with
<i style="mso-bidi-font-style: normal;">The Hunger Games</i>.</div>
<div class="MsoNoSpacingCxSpFirst" style="text-indent: .5in;">
<br /></div>
<div class="MsoNoSpacingCxSpLast">
<span style="mso-tab-count: 1;"> </span>This
idea of choice with reading ties into choice with writing. After taking this
class I am more aware of proving my students with choice when it comes to
writing. Students will have a more meaningful interaction with their writing if
they have ownership of it. When I was designing a project to serve as a
capstone for <i style="mso-bidi-font-style: normal;">The Hunger Games</i>, I thought
a great deal about how to create a project that served as a way to express a
student’s creativity but also as a way to have the students write. I decided to
create a multi-genre project that has nine different forms of writing. The
first option, which is mandatory, is an essay. But to still provide the
students with choice, I provided them with eight different topics. After writing
the essay, students can choose any other project to complete. All the other
projects are forms of writing, but are creative forms. They vary from writing a
letter to the author, a news paper page, a commercial, to a poster with a
summary. By assigning the essay I am able to see where their writing is with writing
formal essays. Through the other forms of writing, I am able to see how they
write when they write something that they wanted to do because (hopefully) they
thought it would be a way to express their creativity. I provided general
guidelines of what I wanted so students would have a direction to go in. Everything
I want them to have is in the rubric that I made from the Rubistar website.
Students will know exactly what their project needs to have to earn a top
grade. This is my first time working with this type of project so I am hoping
everything runs smoothly. When I was in school I loved having options for a
book or unit’s capstone. Hopefully my students will appreciate this as well/</div>
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<![endif]-->Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-79718464279554232642012-10-16T11:51:00.002-07:002012-10-16T11:52:24.483-07:00Entry Six: Assessing Writing- When and How?<!--[if gte mso 9]><xml>
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<span style="mso-tab-count: 1;"> </span>On
the last page of chapter four from Tompkins’ text (2012), a teacher raises the
question of whether or not we should grade all of our students’ writing. While Tompkins
gave several solutions to the question, she never gave a concrete answer. In my
opinion, I think that we would wear ourselves out if we graded every piece of writing
and offered consistent and meaningful feedback. Tompkins (2012) wrote that “teachers
need to ask themselves whether assessing each piece of writing will make their students
better writers, and most teachers will admit that such arduous critiques won’t”
(p.104). This comment contains a lot of truth. Most students, who are apathetic
to writing, will not take the time to read all of the comments and critiques
written on their writing. As a teacher who assigns and grades work for 11<sup>th</sup>
and 12<sup>th</sup> grade coordinated studies, it is important for me to
provide feedback on their assignments. Since I do not have face to face
interaction with most of the students, I spend time grading their work and providing
both positive and constructive comments on their assignments. Only one student actually
takes my comments into consideration and reflectively adjusts her work.
Sometimes it does get frustrating proving feedback when no one cares. I do believe
that if they do not actually adjust their work, they still take something out
of the comments and apply that the next time around. </div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>In
my other classes, I assign much of the writing as a grade. I do not critique
their actual writing though. Instead I skim through the writing to get the gist
and grade them based on the relevance to the assignment. If the student is
writing and is missing the main point, I will occasionally write questions back
to them, in an attempt to get them to be more thoughtful. Luckily, I have small
classes so if I did want to grade every piece of their writing, I could. But
what would the point in that be? Students would eventually write to appease me
and my demands and not for themselves. Writing should be a form of expression
and not always for a grade.</div>
<div class="MsoNormalCxSpMiddle">
<br /></div>
<div class="MsoNormalCxSpMiddle">
<span style="mso-tab-count: 1;"> </span>Grading
based on effort ties into another question from the chapter. Someone brought up
to Tompkins (2012) the struggle of how and in what ways they should assess
writing. The way writing is assessed should vary. If we use one consistent form
of assessment, students do not understand ways to vary their writing. They will
eventually form their writing to the expectations of the assessment. But
varying what you are assessing in their writing, students will continue to grow
and develop as writers. One week you can focus on the mechanics of writing. The
next week you could switch to fluency or content. By teaching the 6 + 1 traits
of writing, you could assess students assignments based on what trait of
writing you are teaching them.</div>
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<br /></div>
<div class="MsoNormalCxSpMiddle">
<span style="mso-tab-count: 1;"> </span>From
last week’s class, we used the Rubistar website to create rubrics based on the
different writing samples. When I was finishing my multi-genre writing project
for <i style="mso-bidi-font-style: normal;">The Hunger Games</i>, I turned to
this website to help me create assessments for the different writings. This was
really useful as my writings arranged from creating a newspaper, a poster, a
formal essay, to forms of advertisements. I was having a hard time typing out
everything I was looking for in their writing projects. By providing the
rubrics attached to the guidelines, students know exactly what I am looking for
in their projects.</div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-44953741575329869882012-09-29T13:48:00.003-07:002012-10-21T09:03:19.079-07:00Entry Five: My current feelings and standings on the class<!--[if gte mso 9]><xml>
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<div class="MsoNoSpacingCxSpFirst" style="text-indent: .5in;">
Overall the class is
going well. Usually by class on Wednesdays I am exhausted from teaching during
the day and from the previous days. Although I am only part time, I plan for 3
different grades, teach four classes, and each class tires me more after the
last. The classes are interesting and I try my best to always being engaged in
what is going on in the class. But there are sometimes when I am overwhelmed from
work and my mind begins to wander to what I am going to do about a certain
situation at school. Or sometimes an event or comment in class inspires me to
do something similar or related at work, and my mind begins to wander then.
What has helped me though is taking some time off from my other part time job.
This allowed me to focus more time on grad classes and teaching. I felt so
defeated after class one night because I forgot to do an activity with one of
the readings, due to the fact I was so overwhelmed and stressed from working, planning
and my other class. This led me to taking time off from work until I was able
to get a better grasp on planning and classes. Now I have more time to dedicate
myself to grad work.</div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
From this class alone,
my understandings of the connections between reading and writing have developed
a great deal. An example of this would be my last blog entry where I reflected
on my misconceptions of the revising and editing process. These are not a
connection between reading and writing, but they are an important part of the
writing process. I believe that the more students read and transact with the
written text, the better writers they become. Students who like a certain writer’s
style of writing may develop the same style themselves.</div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
Currently I engage in
the writing process frequently, between this class and my other class. This
class as of now requires more writing due to the weekly blog entries. My other
class with Dr. Hopkins requires week entries as well, but hers are more concise
and are on vocabulary. So between these two different blog entries, I often
question, reconsider, imagine, discover, as well as clarify, refine, and
synthesize. During my blog entry for week four, I completed all of those
aspects of transacting. I started off with no real direction besides the topic I
chose. Once I started on this topic, I began to question my own conceptions of
revising and editing. While this idea came from Dr. Jones’ comment on how they
are separate stages, I did not even question it until I began writing my blog
entry. After questioning it, I decided it was time to clarify, refine, and
synthesize my misconceptions through discovering what the difference was. Sometimes
I do not always do this, especially with shorter writing assignments. If I am writing
for a purpose, I often reconsider what I am writing and question my own
thoughts. This is sometimes what gets us going on a topic. If I had questioned
my own misconceptions, I never would have completed all the aspects of transacting.
</div>
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<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
Generally I think all
the time when I am writing. Sometimes if I know what I am going to say my mind
drifts to something unrelated and my focus shifts. Then I have to stop and
refocus my writing thoughts. But when I am writing I always think. Typically I
simply think “what am I going to think next?” As I begin to go farther into the
graduate program and this class, my thinking has shifted more towards
reevaluating and questioning my thoughts before I even really had time to type
them out. The habit I would like to change is how I think during writing. I
would like to spend more time transacting when I am writing instead of simply
reflecting on my idea and thinking what I will write next.</div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<br /></div>
<div class="MsoNoSpacingCxSpLast" style="text-indent: .5in;">
Through this class I
have learned many different learning activities or instructional strategies to
use as a (literacy) teacher. One strategy I already used was the “If I Ruled
the World” poem. This was far more successful in our night class. One strategy
I look forward to using is how I teach the writing process. While I have learned
the basics, I know I still need more work on this. This will come from each
class session where I learn more about the writing process and ways to have
students practice the process. In order to improve my learning, I need to keep
attending class (not that it has being an issue) and keep participating in all
the class discussions, activities, and readings. If what I want to learn is not
addressed in class, I need to take the initiative to ask Dr. Jones outside of
class as well as look up the answer myself.</div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-12956313858509033982012-09-29T13:14:00.002-07:002012-10-03T14:34:16.114-07:00Entry Four: Misconceptions about revising and editing<!--[if gte mso 9]><xml>
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<div class="MsoNoSpacingCxSpFirst" style="text-indent: .5in;">
When writing open entry
prompts, I always struggle with the starting point. So it becomes very easy for
me to procrastinate writing the blogs. My motivation is lacking because I have
yet to decide upon an interesting topic that will get the writing process
flowing. After last week’s class, the topic of choice was prevalent. This led
into many discussion posts on fostering student choice. I already wrote my
previous blog on choice so I am going to shift towards another topic that was
dominant in class, the argument of our dependence on technology.</div>
<div class="MsoNoSpacingCxSpMiddle">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
Jamie originally wrote
in her Hick’s wiki, “that the use of technology and the aids it provides, such
as spell-check, grammar correction, and definition links, impede students'
revision and editorial processes rather than enhance it.” This topic always
concerns me as I do believe that we often rely too much on technology to fix
our mistakes.<span style="mso-spacerun: yes;"> </span>Microsoft word always
fixes my mistakes for me. I have noticed I started to misspell the same words
over and over again because they were always auto-corrected for me. If I fail
to capitalize ‘i,’ Microsoft is right there to adjust it. I noticed this when I
started replying to the wikis. If you do not turn the spell check on, your
spelling errors go unnoticed. When I turned auto check on, the amount of red
scare me a little. With Microsoft word, I typically fix words as I go as those
red lines taunt me. If I see that I am misspelling a word, I fix it quickly. My
problem with typing, I put less emphasis on each grapheme and morphine in
words. Instead I focus more on what I am trying to say. When I hand write I
know that unless I look up spellings, the word will remain misspelled, so I
spend more time trying to correctly spell words. While it is not a good idea to
rely on technology to fix my misspellings, it does allow me to spend that time
I would have spent focusing on graphemes and morphemes on the content of what I
am trying to say. Perhaps if we do want out students to use the computer but
also focus on their spelling, we could turn off the spell check. Once they are
finished, they can turn it back on and see what they misspelled. Then they can
print out their writing and going onto the revising and editing process.</div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
Another comment from
class that got me thinking was the revising and editing process. Dr. Jones
informed us that they are two separate processes and are not meant to be
grouped together. This got me thinking about my own conceptions of the editing process.
I do tend to group revising and editing into one category. I suppose I do this because
I do consider them to be one part of the writing process. To help my understanding
of why I do this, I reflected back to chapter one of <i style="mso-bidi-font-style: normal;">Teaching Writing</i>, by Tompkins (2012). Since today is a Saturday and
my motivation to be sitting in a library working on homework is diminishing, I
skimmed my notes and the sections I previously highlighted. <span style="mso-spacerun: yes;"> </span>Tompkins made clear that the two are separate stages;
stage 3 is revising and stage 4 is editing. Of course I should already know
this since we were assigned this reading in the beginning of the semester. But
it was not really meaningful to me. Once I read it, I failed to process it from
short term memory to long term memory. What really stuck with me from that chapter
was the amount of time spent in the prewriting stage.<span style="mso-spacerun: yes;"> </span>Tompkins (2012) defines revising as the stage
where “writers clarify and refine ideas in their drafts” and it’s where the needs
of the reader are met “by adding, substituting, deleting, and rearranging
material” (p. 9). Once this is finished, we move onto the editing stage where “students
‘polish’ their writing by correcting spelling and other errors” (Tompkins,
2012, p. 12). In other words, we need to focus on the content when we revise
and then move on to the details such as spelling when we edit. I have always
completed these steps together. I reread my papers and fix spelling and grammar
and content together. It never seemed wrong to me until now. By doing both
together, I have to split my attention between the two stages instead of giving
each stage the full attention it deserves. This leaves me spending more time
completing each process and missing a lot of parts that should be fixed. I
suppose my problem now is how do I split up the two processes? I always notice
spelling errors and I start to fixate on those instead of the content. Is it
okay for me to skip stage 3 and go to stage 4 first and fix all my basic
grammatical and spelling errors? This way I can spend the time necessary for revising
the content of my paper, without being distracted by the editing errors. Even though
they are in stages, I believe it is okay for me to do this skip initially as
long as it helps me revise my paper more efficiently and I actually do return
to the revising stage.</div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<br /></div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
Looking at my own
conceptions of editing and revising, I wonder if my students have the same
feelings as me. My concern is if I teach them the idea of two separate stages,
will my students get overwhelmed and continually not separate the stages and/or
not do them all together? The only way to do so would be to start teaching them
this process. Tompkins (2012) mentioned the <i style="mso-bidi-font-style: normal;">6+1
Traits of Writing</i> during chapter one. While I do not remember much about
this, I do have the text somewhere in my piles of undergraduate books. I think
it will be worthwhile for me to locate this book and reread it. My school
principal and I were talking the other day about incorporating children’s books
into secondary classrooms. She recalled a teacher who used a children’s book to
teach each different writing trait. When the teacher wanted to remind students
of a certain trait, she would just mention the specific children’s book used to
teach that trait. I think this would be a really great way to teach the writing
process to students so it becomes less intimidating to students. I am
intimidated enough about teaching it and I know I have a better understanding
of it then my students.</div>
<div class="MsoNoSpacingCxSpMiddle" style="text-indent: .5in;">
<br /></div>
<div class="MsoNoSpacingCxSpLast" style="text-indent: .5in;">
So I suppose the main
point of this blog entry was not simply about our reliance on technology. It is
instead on my own fears and misconceptions about not only the revising and
editing process, but the writing process in general.</div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-65866734214636342322012-09-25T10:29:00.000-07:002012-10-21T09:03:28.535-07:00Entry Three: Writing about writing<!--[if gte mso 9]><xml>
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<div class="MsoNoSpacing" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">For a while I was unsure of what to
write for this week’s journal entry. This uncertainty stems from the fact that
the journal topic this week was up to our own preference. Even though we all
struggle to free write, it’s important to not only do so but to teach and
encourage our students to free write. Many of the papers I struggle with the
most were the ones that were a free topic. Once I managed to brainstorm out
ideas for a topic, I usually ended up enjoying the writing process. Reflecting back
on this, I most likely enjoy choosing my own topic because well, it is mine. I
want to say something and I can write out whatever I choose. If I am writing an
essay I have to find proof to back up my point and to explain my ideas and
opinions so others can see where I am coming from. Of course not all students
love this freedom of writing or we probably would not be taking this class
right now.</span></div>
<div class="MsoNoSpacing" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To help scaffold students to the point
where they are motivated to free write essays on their own, personal writing is
a great step towards that end goal. Journals are an opportunity for students to
practice free writing in the classroom. You can start off the journals by giving
the students a topic, work towards multiple topics, and end at the students
creating their own topics. While the journals may lack the same style as a
formal paper, the journals still teach students how to free write. Gail E.
Tompkins (2012) wrote that students write in journals to ask questions, explore
ideas, activate prior knowledge, solve problems, and engage the imagination.
All these skills built and expanded upon in journal writing are necessary and transferable
to all different genres of writing. If you are giving students either an unfamiliar
topic or a topic of their choosing, it is often easier for them to simply say “I
don’t know what to write.” This line is a line we have all heard before. Before
I would have thought the kids were perhaps being ‘lazy.’ But now, my thoughts
turn to a student who is struggling with the concept. It is easier for students
to say they do not know what to write than to admit they are struggling with something.
Tompkins (2012) offers a quick fix for this common alignment of writing. He
suggests having students, during pre-write, “brainstorm a list of ideas and
pick the most promising one to write about” (Tompkins, 2012, p. 111). Brainstorming
allows students to realize that the topic is not as difficult as it seems; they
just needed help getting started. For one of my lessons in the next few days, I
am going to have my students brainstorm a list that they can use as a
reference. This way students will have a reference sheet and will not have to worry
about being stuck. </span></div>
<div class="MsoNoSpacing" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Tompkins’ (2012) chapter this week
illustrated ways we can engage our students in the genre of personal writing.
After watching Dr. Jones’ presentation/lesson on personal writing I felt that I
learned a lot about the genre. Even though I read the chapter, seeing the
various strategies explained and having to partake in a few, helped clear up
any confusion I was having. One idea I know I will take from this genre is the
double-entry journals. Tompkins (2012) wrote that “students become more engaged
in their reading and more sensitive to the author’s language” through the use
of double-entry journals (p. 114). Students become more engaged and sensitive
through picking out quotes that might mean something or stand out, by writing a
reflection. Even after using these for a while, the columns can be modified and
adapted to a new topic the kids are studying. The adaptability is perhaps one
of my favorite concepts of strategies; I love how you can change them to fit
which ever topic you may be working on. For the next book I start with my students,
I plan on using double-entry journals. Not only will it (hopefully) get the students
as engaged as I am in the text, but start helping them understand the importance
of interpreting and understanding quotes. While we all say to not focus on test
prep, it is still an important aspect of us as teachers since the students need
to improve their tests scores. Having the students grasp the concept of
understanding quotes will in the long run, help them with their critical lens
essays.</span></div>
<div class="MsoNoSpacing" style="text-indent: .5in;">
<br /></div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-66300676887741625942012-09-12T11:49:00.002-07:002012-10-03T14:36:23.144-07:00Entry Two: Digital writing and the modern age<!--[if gte mso 9]><xml>
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For a brief background about my teaching position, I
currently I teach 7<sup>th</sup> grade, 10<sup>th</sup>/11th grade, 9<sup>th</sup>
grade, and am in charge of 12<sup>th</sup> grade independent studies at a local
alternative school.</div>
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According to Hick’s chapter
(2009), “Creating your digital writing workshop,” the students, the subject of
writing, and the spaces in which we write, are all essential to the dynamics of
digital writing. When it comes to working with students, we need to understand
and learn what they are capable of when it comes to digital literacy. Every day
I interact with a student who claims they cannot read or write. Every day my response
is the same, “yes you can.” Sometimes they are another student will respond
back that they do not need to read or write to be at this particular school (I
work at an alternative school). I am quick to respond with questions asking
them if they text, use Facebook, go shopping, or even navigate the halls in the
school looking at words because if so, they can read and write. From this I can
easily interpret that students do not connect digital materials to reading and
writing. Through my interactions with the students, they use computers as a
crutch. The other day one of my independent seniors was asking me if I had
internet set up to my one student computer in the back of the room. I told her
she did not need internet for the work she was doing since she was reading <i style="mso-bidi-font-style: normal;">The Great Gatsby</i> by F. Scott Fitzgerald
and answering questions on them. After asking her why she needed it, she said
she was looking up the answers for the questions. I told her no that was not
the right way to answer comprehension questions; she said why not, I already
read the chapters. A similar incident occurred earlier today when my two 9<sup>th</sup>
graders wanted to use the computer to look up the definitions instead of using
the dictionaries from my room. In my opinion many students today do not understand
the importance of using a computer. They see it as an easy way to get answers. They
do not see it as a way of expressing emotions and opinions through digital
text. There is not a connection between the digital texts on the computer screen
to the classroom except as a source of easy answers. This brings me to wonder if
the newer generations of students will continue failing to see the connection?</div>
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<span style="mso-tab-count: 1;"> </span>When
teaching digital writing, it’s important to under how and when we teach students
to use this. I remember in elementary and middle school learning how to use computers
and type of my writings in Microsoft Word; to transfer my written work into
digital expression. Today I wonder if there is the same focus on teaching
digital literacy as there was when I was growing up. I mean after all, I remember
when we first got a computer and how exciting it was. Are we assuming because today’s
student typically grew up with a computer that all students have the same equal
knowledge on digital literacy? I have used online blogs before but using it in
class the other night was painful and confusing. It is hard knowing what and
how to teach digital writing when you are starting in a new school and do not
know what the students have previously learned. Until I know for 100% what the
students already learned, it is best to teach the basics. As I am designing a
research paper for my seniors, it is easier to assume they know little about
proper sourcing and researching. If I assume they know about resourcing and
researching and they do not, the students will struggle with the paper and thus
struggle with the writing. </div>
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<br /></div>
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For me it is hard to
teach students how to use wikis, blogs, etc. online because I have one
nonworking computer, one laptop, and one desktop in my room. The laptop is
typically set up with the projector and students are not allowed to use the
teacher’s computer, thus leaving no computers for students to use. I only have
a projector on wheels so I cannot even work with students on digital literacy
through a Smart board. Since students are not assigned homework, the only time left
for digital writing is during class time. Even if my other desktop was working,
how would the kids share it? Ideally I would have four or so computers in a
classroom so students could rotate on the computer. The school would have a
large library, computer lab, and a laptop cart for students to use for digital
writing. The computers in the room would be set up on a long table so students
would be able to have room for their materials. This would be in an ‘L’ shape in
the back of the room, with a table in the middle. The middle table would have
writing supplies for drafting and/or editing. On the walls would be
descriptions of different kinds of digital writing as well as shortcuts for Microsoft
Word. Students would be allowed to share and collaborate with other students on
what they are writing. Through creating an open work environment, students will
be able to help each other on any questions they have with digital writing.</div>
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<span style="mso-tab-count: 1;"> </span></div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1tag:blogger.com,1999:blog-4301411720517316885.post-50519678237347445602012-09-05T15:33:00.003-07:002012-10-03T14:32:28.335-07:00Entry One: Teaching Writing; The misconceptions and new beliefs of a English teacher<!--[if gte mso 9]><xml>
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In my past experiences with
teaching writing, I have not focused a great deal of time on the subject. I
included writing in my lessons, but never focused on explaining why we write. <span style="mso-spacerun: yes;"> </span>Students simply wrote to express their answer
and not often enough to express their feelings or ideas. To me teaching writing
is a difficult concept. Not all students enjoy writing or understand how to write.
They see it as a chore, part of the daily routine of the class. Breaking this thought
seems too difficult of a task to undertake as I too often struggle to write. </div>
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The above paragraph was my old
concept from student teaching. Although I still see it as a difficult concept, I
now understand the importance of teaching students to write. The many literacy
courses, as well as Dr. Jones, have molded my outlook and core principles for
the better. Writing is a process. Students do not learn to write overnight
(even though we wish this was the truth). Writing takes years to learn and
students develop their skills through every grade. Now I begin to assess my old
core principles and begin to replace them with new and effective principles.
Writing needs to be taught throughout the year. This could occur in a lesson, a
unit, or at any given opportunity. Students learn through repeated practice. Writing
should be taught as a group in order to model the new concept. After the
concept is modeled, the whole class can work together with the teacher as
guided practice so students can start understanding how to complete the process
on their own. After group practice, students can meet with partners and share their
understandings and completions of the process until they are comfortable on their
own.</div>
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Now in the classroom that I have, I
have begun to implement my new core principles. In the back of my classroom I
created a writing center. Although all I have now is a kidney shaped table with
three chairs and a folding table with no chairs, it is still a start; over time
I hope to acquire chairs from the school. There’s only one set of computers
near the table and the walls are so far blank.<br />
<br />
.... to be continued </div>
Katie Mhttp://www.blogger.com/profile/01080325596338866250noreply@blogger.com1