Ch. 12 - Make Every Minute Count

All of us talk about demands on our time. The focus of this chapter is just what the title says - don't waste time on activities with little or no payoff for students and learning. I loved the suggestion to practice with sentences the students suggest rather than using canned programs like DOL. Practice with sentences that have meaning for students and are relevant to their lives is more likely to stick with the students and transfer to their own writing.
I had started a chart called "Good Writers ..." to build on with my students, and I smiled when I came across the author's list of Secrets of Good Writers in this chapter. Her items on the list are on the money, and I plan to post such a list with my classes and revise or add to over the course of the year. I am wondering, do I use the same one for each class section (probably 4 different language arts classes each day), or take down and put up different lists in progress for each hour? That doesn't seem practical.
I loved Routman's admonition to look into students' eyes and connect with them. I think this is more important than any words we can say. As that old adage goes, they won't care what you know until they know you care. Judicious sharing about your own life encourages students to share about their own and to feel you, their teacher, care about them and believe in them. This will lead to greater effort and enthusiasm on their part!
Specific timesavers I liked: write every day, teach skills in context, integrate test prep, revise and edit as we go (and model how to do that,), and expect legible handwriting. Besides saving time, teaching this way is more interesting, engaging, and meaningful to both students and teachers.

Ch. 11 - Build on Best Practice and Research

Several things in this chapter excited me. First, I was so glad to read Routman's admonition to not waste scarce funds on kits and programs. They tend to push teaching skills in isolation rather than develop rich learning experiences and excellence in teaching writing. Teachers will get much more out of reading journals, collaborating with colleagues, and thinking about their own writing procedures and practices.

I am thrilled to have the comprehensive list of research-backed aspects of writing. This will be invaluable in discussing and justifying my classroom practices, particularly if I am expected to focus on isolated skills rather than embedding test prep in the curriculum. I have so many ideas swirling in my head, and our text book is now full of post-it flags, notes, underlining, and stars and arrows in the margins. I have not held on to all of my textbooks, but this one is a resource I know I will turn to again and again.

I am more and more excited about the upcoming year. It will be a fresh start in a new building, where I will create my own program. The teacher I am replacing is moving to Maryland, but we plan to get together one day in August. She's leaving me all of her materials, and I'll be relatively free to pick and choose and shape my own approach. I really will be able to build on best practices in writing, and I will be equipped to defend my plans to connect reading and writing in meaningful, worthwhile ways. Grade level common plan time is built into the schedule, so I hope to work together to incorporate writing activities into social studies since we'll each have a section, and also into science. Wish me luck!

this just made me smile

Ch. 10 - Make Assessment Count

Perhaps the single most important sentence in this chapter is found on p. 244: "Remember, the whole is more than the sum of its parts." I love how this speaks to over-reliance on rubrics or state assessments or focus on six-trait writing or other skills in isolation. Rubrics are not a bad thing, and I liked the simple, grade appropriate ones featured in the text, and I think I can use the one at Appendix I this year in my room this fall. The problem arises when we distract ourselves and our students with so much focus on rubrics and the individual aspects of writing that they measure that we lose sight of the big picture: the communication between the writer and the reader. Was the writer's message conveyed in a clear, imaginative, interesting way? Did the writer's words create a vivid picture in the reader's mind?

Another important point in this chapter was that standardized tests are about accountability, and do not provide useful information for teaching. Their focus on what is wrong or lacking is discouraging for students, and teachers need assessment to help them help students grow and progress.

On page 242, Routman clarifies the difference between reliability, or consistency, in application of a rubric or other assessment, and validity, or whether the rubric scores are measuring what matters. I think this is an important distinction to keep in mind. To paraphrase Routman, writing is a complex process, and no rubric captures the full range of what writers actually do!

Routman also states that most of what students write does not need to be graded. She says teachers spend way too much time grading and doing things just to take a grade. Students need freedom to write without fear as they get experience and become comfortable with the process, learning to "flow" and gaining the skills to evaluate their own work as they write.

Finally, I agree with Routman's assertion that excellent teaching is far better test preparation than focusing on separate skills and browbeating our kids with practice tests.

language arts and crafts

aban5921.jpg, courtesy cartoonstock.com

Daily Five

I found this on YouTube while searching for things for my language arts project. I don't know if this is the same program that Ashlay mentioned, but I wanted to share. Ashlay, does this sound like what you're doing?

http://www.youtube.com/watch?v=UdU-8ge4Hr8&feature=related

Ch. 9 - Conference with Students

This chapter was very reassuring for me in the emphasis on keeping conferences brief and simple. The admonitions to "front load" so the students are well-prepared going into conferences is valuable. If we have modeled and shared adequately, they and we as teachers will know what to expect in the give and take of questions to help them progress. Also, as Routman pointed out, conferences with the first few brave souls are models for everyone, and polite listeners pick up a lot of ideas and pointers as they as listen in and share the experience.
I also really appreciate the many reminders to focus on the content first. What is the writer trying to say? I thought it was a particularly good idea to have the student read to the teacher without the teacher seeing the paper, so as not to be distracted by spelling, punctuation, or other editing concerns. As Routman states, there's no point in getting all those things perfect in a piece not worth reading. Toward that goal, find something to praise first so the student feels competent and confident to keep going and polishing the piece, and then get to the editing. I also liked Routman's insistence that students can edit for themselves pretty well when we make it clear that's what we expect.
I was glad to see the sample chart for anecdotal notes for roving conferences. I have been wondering about tracking progress and grading, and that looks like a good tool. I'm also looking forward to the next chapter, and I'm hoping for lots of good insights into assessment.

Ch. 8 - Organize for Daily Writing

The operative word here is organize, and I was hoping for a little more in the way of procedural specifics for organizing for writing. I liked the 4th grade schedule included (p. 185), but I am wondering about organizing teaching periods of about 50 minutes with 7th graders this fall. We have several chapters to go and I am hopeful that there's more to come in that regard. The other operative word is time, of course, and that is the big challenge no matter what you're teaching. I like the notion of integrated writing, and I will have a section of social studies this fall where that will be relatively easy to do.
I like Routman's thinking on pre-writing - don't get bogged down in it, no one actually uses graphic organizers, lists of ideas and key words will work fine along with talking and thinking as the writer writes. There are a lot of good suggestions for drawing students out to write about what they care about and know about it.
The chart on p. 189 on modeling writing behavior - especially skipping lines and only writing on one side for easier revision and cutting and reordering - looks very useful. Keeping a supply of sharpened pencils was challenging enough in 3rd grade, and I wonder about handling that with a different group of kids coming in every hour. I want a plan in place before the school year starts so that kids are not out of their seats constantly and disrupting each others' toughts with the grind of the pencil sharpener. I want my students to have 3 ring binders so we'll have accumulated evidence of progress, and can keep notes and information in the front pocket. How will I grade work and track progress? No clue at this point!
Teach it first, label it later: brilliant! Don't get bogged down at the beginning when it will have little meaning. Wrap it up with "this is what we did, now you know how and won't be thrown when asked to do it on a high-stakes test" is so beautifully simple and sensible.
I'm thinking we'll start with the snapshot writing as described, or acrostic poems that we really think about and choose meaningful words to describe ourselves and what we really like to do. I think this will be fun and give me a chance to get to know the students, as they'll get to know me when I model the project.
Finally, I have to remark on Routman's final point: "Be sure students aren't putting more time and effort into elaborate technical presentations than into meaningful, interesting content." So important, especially when we are introducing kids to PowerPoint, glogs and digital posters, animoto, and the like. Have fun with it, but make sure you are telling something worth telling.

Ch. 7 - Be Efficient and Integrate Basic Skills

My new mantra is "whole, part, whole" to help me focus on keeping the point of writing at the forefront my, and my students', thinking. I loved the author's analogy of the jigsaw pieces without seeing the picture on the box (p. 142)! That's what we're doing to our kids when we focus on writing skills in isolation. When the students don't see us APPLY skills, they don't make the connection and the skills don't transfer, meaning we have wasted lots of valuable class time.
Good writers keep their readers in mind. This means providing information the reader will need to understand the writing and organizing it clearly, using interesting words and lively voice to keep the reader paying attention and wanting to know more, and making an effort to spell well so as to minimize distraction and present a coherent message. I loved the idea of spelling well out of respect for the reader.
Good writers also write about things they care about. When a writer starts with a topic that matters to them, all that comes after is much easier and much more pleasant, engaging work.

Ch. 6 - Capitalize on the Reading-Writing Connection

My first thought, before I read a word beyond the title, was a memory of the primary grades computer lab at our elementary school years ago. I was not teaching then, but my daughter had just started school. At that time, computer lab time for K-2 was called "Write to Read." The children played various games to build skills for part of the time, but mostly they wrote stories. The person that ran the lab moved away and the next person changed things quite a bit. I realize now that the earlier program was research-based.
When I first started teaching kindergarten, we had a lot of frustrations with that lab. There were technology objectives to be met, and that was all that mattered. We used that time to have a small group work with the teacher while the rest were engaged with the computers, and each group had one day a week for "table time." For some reason this generated a collosal uproar that K teachers were hampering technology objectives. We countered with research that indicated K children should not be spending time in front of computer screens at all, and that spending 45 minutes each week "missing" computer lab to work closely with their teacher was a good thing, not a bad thing. The earlier "Write to Read" program had been set up with teacher input, and was more valuable than I realized at the time. What followed was an almost "us" vs "them" period. We had a new principal who had no elementary experience and who had a stint as technology director behind her, after serving as principal of the middle school and teaching high school english for years before that. Nobody had evil intent, of course, but those who were completely enamored with technology had no training in how young children learn.

Rereading is an essential part of writing. I saw this with my 3rd graders all the time - when I would have them re-read their text to me they were often shocked to hear a gap in the story that they were sure they had actually covered in their writing. This is especially clear if, as the author suggests, they wait a day. We see what we expect to see when we read our own writing, and kids sometimes forget that the reader doesn't know what the writer knows unless it's all there on the paper.

"One of the most effective ways to teach reading comprehension is by asking students to write summaries." (p. 127) Students have to think about the author's purpose, sequence of events, valuable details, and put it all in their own words. These are all activities that will hone a student's writing skills and his or her ability to read contemplatively. The text has a lot of great classroom activities for developing students' summarizing skills. Experience writing brief summaries or explanations of text also empowers students to do well on high-stakes tests that include similar writing activities.

Ch. 5 - Do More Shared Writing

I loved this chapter because it was so useful, full of actual examples of Shared Writing in action. I skimmed the K and first grade parts, but felt the 5th grade class example will readily adapt to 7th grade this fall. The author specifically mentions on p. 85 that shared writing is just as important in the intermediate and middle school grades as it is in the beginning grades.
 I loved the author's language throughout this chapter - the warm, positive, encouraging words to students, and the sensible, reasoned explanations and rationales for teachers. Collaboration is definitely the word of the day! I liked her description of the teacher and class as expert and apprentices. Apprentices don't just assist, they learn through experience, which is exactly our goal. In shared writing, the teacher is demonstrating and the students are participating, not just observing.
Shared writing seems a natural way to incorporate phonics and other reading skills in a natural way, demonstrating their effective use. Phonics in a vaccuum is dull; phonics in action is useful and makes sense to students as they use those phonics skills "on the fly" and keep going with the writing, keeping the eventual reader mind all the while.

This is from www.cafepress.com

I chose this because I do enjoy crosswords, and I think they are a great vocabulary builder, too.






I still can't get the corner drag to work to make it bigger.

Ch. 4 - Raise Your Expectations

While reading this chapter, I sometimes found myself cringing with the memory of work that I accepted from kids in the past. Yes, many have appaling home lives and no money and a host of other issues, but having high expectations for them every day positions students to learn what good work looks like and what it takes to produce it, and that awareness is a step toward making their very best futures. I feel fortified to positively expect great things, and to gently nudge ALL students in the direction of work they can be proud of. I completely agree with the concept of measuring quality in depth, rather than in length. Is the work insightful? Is it contemplative, descriptive, instropective, colorful? Does it demonstrate the student's willingness to ponder, revise, polish, and generally work to show their best?
I underlined several phrases in this chapter, such as "competence leads to confidence." This tells me that the more kids write the more they internalize the process and see themselves as writers and not just "task-completers." I think as the students write and bounce ideas or phrases off each other, perhaps suggesting vocabulary or other improvements, they will grow into a community of  writers who are proud to present their best, and expect it of themselves and each other.
I was of two minds on the sample on page 55, with the discussion of whether it was polished enough to mail to a grandparent. On the one hand, often older family members think those early efforts are adorable, mistakes and all. On the other hand, how impressed they'd be to receive startlingly polished work from a child, that clearly shows care instead of looking like a first draft.
Another phrase I underlined was "feel safe to take a risk." We all know that if you embarrass a child, they will be deaf to you for the rest of the year. Don't hurt them. Don't laugh at them. For heaven's sake don't ever use their work as an example of what not to do! A budding writer must feel guided and encouraged by a teacher they trust for them to be willing to share their stories and take those first tentative steps to writing.
Spelling, punctuation, and handwriting are importance evidence that the writer respects the reader and also takes pride in the work. I have always told my students we'll worry about those after we get the ideas down. Then read it aloud, either to a partner or just to yourself. Some kids get really distracted when they notice a misspelling or other error, and I tell them by all means go ahead and fix it if it's bugging you, whatever helps you get on with the writing, just don't spend too much time erasing. Mark it through, jot your correction above it, re-read what you've got so far, and go!
Third graders often skip things they know, without thinking about the reader not already knowing those details or background information. Many times when reading their work to me they'll say, "oh! I meant to include ..." I smile and tell them that's why we read over it, and they've done a great job finding a way to make it more interesting. Now, is the story in sequence? Does it "flow?" How about the continuity? Are there more interesting words that could grab the reader's attention? Hearing a story read aloud also helps children realize where they need commas or other punctuation. Ask a friend to help look for spelling errors at this point. Finally, copy it over in your best handwriting! And of course, model, model, model! I had an elmo in 3rd grade and will in 7th grade this fall, and it will be ideal for writing with my class and demonstrating what I'm talking about.
I underlined two more phrases in this chapter: focus more on what the child is trying to do and less on what you are trying to teach, and leave the writer intact. Believing in themselves is essential, and I think that might be the most important part of a teacher's job, empowering students to find and reveal the best they can do.

I just loved this! It's from www.leedscarroll.com.

Ch. 3 - Share Your Writing Life

For me, this chapter title reinforces the concept yet again that we need to model, model, model for our students. Just as many of them don't see folks reading for pleasure very often, they also don't see people writing thank you notes, etc. The kids need someone to emulate thinking through the writing, revising on the fly, trying out different phrasing, and reorganizing. If all the kids ever see is a finished product, they won't know how to produce their own. As one of the teachers quoted in our text said, "it's the actual struggle that helps them learn." This is the recursive process, the going back or revisiting their work until they are satisfied.
I loved the author's directive to STOP teaching writing as discrete elements (voice, etc.) (p. 38). No one really writes that way! That's part of revising and polishing, I guess, to check for those things, and worrying about them up front is a great way to impede the flow of ideas and words and feelings!
I think I will ask friends for scrips and scraps of leftover notecards and stationery, and pick them up on sale, and have a little stockpile to write personal notes to my students periodically. I will let them know when I admire something in their work or their effort. I used to do that, and somehow got away from it.
My neighbor recently showed me her electronic grocery list app on her phone - much less likely to head to the store without it, but I have to sigh a bit. I like to think it's a good mental exercise to stand in the produce section with my eyes closed, visualizing the list I left on my kitchen counter. Sometimes I can read it.

Ch. 2 - Start With Celebration

What a great chapter title! Yes, yes, yes! How do we expect students to get excited about writing if we make it judgmental drudgery?
I thought the Valentine idea of writing letters of love and thanks to someone with whom we share a special bond or memory was just terrific, and I enjoyed reading the student samples.
I liked the question on p. 19: "who tried something new? who rewrote something that didn't work? who has a great lead?" were so positive and encouraging. I should put them on a sticky note in my lesson plan book. I found myself wishing over and over that I had had this book when I taught 3rd grade, but I am confident that the ideas and concepts will work with middle-schoolers, too.
I appreciate the admonition on p. 21: Make Sure Writing is Meaningful, Not Just Correct. I remember from undergrad writing class the importance of giving students choice in what they write about, and this author says the same thing. I think when students insist they have no ideas to write about it, you can still give them choice by giving several vague suggestions from which they may select.When students write about something that interests them or is important to them, of course they are going to be more enthusiastic and make more effort.
On p. 23, the author suggests we start with a story. What a great idea. Her list of reasons to do so is right on the money. Language, vocabulary, comprehension, imagination, story structure, etc. - all these are enriched and developed when we share our stories with each other, orally and in writing. We will also get to know each other and become more comfortable sharing and grow into a true learning community. The author made a great point that we should ensure all students take part in this sharing - it is not a time for pull-out for special services, as those students might well have the most to lose by missing out.
I underlined the quote from Kate DiCamillo (one of my favorite authors) on p. 25: "I put my heart on the page when I tell the story." I can't wait to share that with 7th graders, many of whom will be familiar with several of her books, when we talk about including the details that make a story come alive.
The list of personal writing prompts on p. 27 is a good one. I can imagine writing on some of these together and compiling a class book if the students are willing to share to that extent.
Marquita's story really touched me, and I loved the author's idea of having her write to the students at the school where she'd led the workshop. Having them all write to each other about writing was a clever writing exercise! Marquita's teacher could have led workshops on how NOT to do it.
Like after the first chapter, I am excited to try these ideas with my own students. I expect that excitement will continue to build.

so far, so good!

I have to admit, this is easier than I thought it would be. I don't follow any blogs except occasional peeks at a political one at msnbc.com. I used to follow Eric Alterman every day, but his site moved and I got busier and sort of forgot about him. I do recall thinking him to be brilliant - I should probably hunt him down and see what he is writing about these days. A friend from college that I recently rediscovered on facebook has a blog called WriteMuch, but I confess I have never checked it out. I know she has published at least one book, about her summers on the beach at Nags Head as a child. Since she writes about writing, I should probably have a look.
I have a sort of "equivalent to a blog" thing going with a group of my oldest friends. We email all of us several times a week and we all chime in and comment on what's going on in each others' lives. Sort of like facebook but not open to the universe. Our annual garden party is coming up July 15 - the event of the season, and summer school will be over!

Writing Essentials, Chapter 1

I think I am going to enjoy this book and expect to get a lot out of it. I do feel it is providential that I am taking this class, and thanks to it, I will be in good shape to teach 7th grade language arts this fall. The main idea I gleaned from this chapter is that we tend to make it harder than it needs to be. I love the notion of focusing on the writer's ideas and message rather than harping all over their paper with a red marker all over spelling and punctuation errors. I always told my third graders that editing came last, and many of them had a hard time just letting it flow. Of course, some were unconcerned with editing at any point in time!
On page 5, I loved when the author mentioned being taken aback by how little we expect of students, how much time we waste, and how little pride and enjoyment students are taking in their writing. I liked the ideas for encouraging students whereever they are in their writing, how much or how little they've gotten done, and helping them go from there.
I visualized myself writing with my students and thinking aloud during the process. I hate DOL and completely understand why students do, too. I think you can do a little bit of that sort of thing, but you can also do it with students' actual authentic writing, and I bet they'll remember it better. Students need to learn those skills, but in a context where they have genuine meaning.
The author's comment on p. 13 struck me: "the skills and strategies that writirs use are the same across the grade levels; their depth and sophstication are what increase." I never thought about that before, and it is so simple and true.
I want to make a chart for my classroom wall with the 12 Writing Essentials (also p. 13), as much for my own use as for my students'.
Like the author, I want to simplify my teaching and my life ... and also declutter my house!

Day 1

Well, here I am blogging! I am taking Improvement of Instruction in Language Arts at Emporia State University this summer (2011), and it is providential because I just found out I will leaving my beloved 3rd grade classroom to teach 7th grade language arts.