Highlights from Chapter 2:
We are much more apt to do optimum work when we know our best efforts will be supported and celebrated and when we believe we can succeed. p. 18
Writing success has the power to transform kids, literally. p. 19
Students see writing as performing for the teacher, generating something to fill up the nearest bulletin board, or preparing for high-stakes tests. p. 19
It takes so little to turn a student into a writer: a human connection, teacher modeling, supportive conversations before writing begins, an appreciation of the student's efforts, sincere affirmation, real writing for a purpose, and a reader that the student values. p. 21
Let students know stories happen everywhere - at home, in school, on the playground, on the bus, in the imagination. p. 23
Acting out stories in dramatizations and Readers Theatre, at all grade levels, improves children's reading and writing and positively impacts their fluency, their ability to sequence and shape ideas, their understanding of how stories work, and their awareness of audience, to name just a few benefits. p. 23
Do your best to ensure that you students who need to hear stories and rich language are not leaving the room for special classes when you are reading aloud and introductin shared language experiences. p. 24
Our students will not easily share their life experiences in a meaningful, personal way until we share our. p. 25
Write in front of your students. p. 26
Expand Personal Writing: journals, brief memoirs from one period of their lives, photo-autobiographies, a moment from the timeline of their lives, favorite memories, snapshots, hero moments, friendly letters, cards, and poems. p. 27
It's common sense that whenever we are able to engage student's interests, we will have higher-quality writing. p. 29
Recognize the writer for what he is attempting and help move them forward. p. 29
Leonard Cohen has written:
Ring the bells that still can ring.
Forget your perfect offering.
There is a crack in everything.
That's how the light gets in. p. 30
One of the best things about poetry is that kids get to play around with language and fun with it. Such playfulness help develop children's interest in language, which carries over to other forms of writing. p. 31
Friday, February 29, 2008
Chapter 1 - Simplify the Teaching of Writing
We are over focused on procedures, processes, genres, and testing and under focused on thinking, communicating, inquiring, and exploring language. p. 5
Aim to raise expectations while streamlining the reaching of writing to essential elements and manageable procedures. p. 5
We must simplify the process while raising our expectations and achieving better results. p. 7
By contrast, in the districts where students are excellent writers who write for real purposes and audiences - and publish their writing - no particular program is being taught. p. 7
Effective teachers are always examining, evaluating, and refining what they believe as a first step to improving and refining instructional practices. p. 8
Use the optimal learning model on page 11.
Ask myself: How can I teach writing so that all students become effective and joyful writers and communicators? p. 12
We are far more productive as teachers of writing when we embed that teaching in writing for purposes and audiences thatstudents understand and value. p. 15
Aim to raise expectations while streamlining the reaching of writing to essential elements and manageable procedures. p. 5
We must simplify the process while raising our expectations and achieving better results. p. 7
By contrast, in the districts where students are excellent writers who write for real purposes and audiences - and publish their writing - no particular program is being taught. p. 7
Effective teachers are always examining, evaluating, and refining what they believe as a first step to improving and refining instructional practices. p. 8
Use the optimal learning model on page 11.
Ask myself: How can I teach writing so that all students become effective and joyful writers and communicators? p. 12
We are far more productive as teachers of writing when we embed that teaching in writing for purposes and audiences thatstudents understand and value. p. 15
Monday, February 25, 2008
It Takes So Little To Get Great Results
After reading the first five chapters of this book, I have discovered that I have been using many of the same techniques in my classroom that is shared in the book. I do know that many are helpful to my students because I am getting results quickly. Some of my shy writers are now emerging as beautiful communicators of the written language.
I know as a learner that I do not need to be so organized ahead of time (Type A personality) and that to be authentic for the students sake, I shouldn't be too organized. I liked the sticky note idea of putting down a few ideas to get started and then demonstrate the lesson from there.
My students are currently working on their district writing assessment. I have seen growing confidence in the sharing of their writing, pride in their work, many more volunteers to share in class, and even my quiet ones that wanted to "fly under the radar" are wanting to share their work.
I know as a learner that I do not need to be so organized ahead of time (Type A personality) and that to be authentic for the students sake, I shouldn't be too organized. I liked the sticky note idea of putting down a few ideas to get started and then demonstrate the lesson from there.
My students are currently working on their district writing assessment. I have seen growing confidence in the sharing of their writing, pride in their work, many more volunteers to share in class, and even my quiet ones that wanted to "fly under the radar" are wanting to share their work.
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