Chapter 11 discussed using the internet to support students writing. I think that the internet is such a great motivator for students. Sometimes teachers have difficulty, like Karen, finding time to fit using the internet into their schedules. With younger students, you do have to devote time to practicing using the computer and the internet. Most younger students do not have the experience with typing, using the mouse, and using the internet. I think that making the time in the classroom to teach these skills would be beneficial to students. Once the foundation for using the internet is established, students will be able to be more independent when it comes to using the computer. This is a skill that students will use and it can be linked to learning/curriculum. I think that it is a great idea to use the internet as a whole group lesson. The chapter presented using WebQuest with the teacher facilitating and conducting shared reading of the websites. This can also be a model for students when teaching them to use the internet and computer.
I really liked how the WebQuest seems to be very organized. It seems that it lays out clear guidelines and students can refer to this. First it gives a rationale of the project and an overview of the tasks which sets the goals and objectives. Next step-by-step directions are given and also materials students will need (websites, handouts, etc.). It also gives evaluation and assessment rubrics. Finally, it provides a summary of what should be learned by the project. I like how the WebQuest sets clear expectations for students that they can refer back to.
I think that when students know their work is going to be displayed for numerous audiences on the internet, they will be more motivated to write well, proof-read, and edit their work. I also think that displaying students work on the internet gives them a real reason to write. They can relate their writing to the real world and to a real life situation. They know that a large audience could be reading their writing. They are not just “writing for the teacher.”
Monday, July 26, 2010
Monday, July 19, 2010
Response to Reading #7
I really enjoyed reading about using technology with students with special needs. I strongly agree with both the positive and negative sides of integrating technology. I have found that my younger students with special needs do have a difficult time with typing. They have not been exposed or have had the experience. However, even though the typing process can take quite some time, I think that students being able to write their work on the computer can help them to be more successful. They are able to check their spelling. Using the computer is something fun and exciting and is also an incentive for my students. On the computer program we have, the program will read what you have written back to you. Students can hear when they make a mistake or misspell a word. Most of the time my students write a rough draft on paper. We sit together and edit/ proof-read their work and then I allow them to type it onto the computer and include graphics. I have found this to be very beneficial to my students. I also really liked the piece on speech recognition. I think that my students would truly benefit from this type of program. I like that they can also spell the word into the computer. Even though there has been errors with these programs, I feel that we can make the problems a teachable moment.
Monday, July 12, 2010
Response to Reading #5/6
Chapter 13 discussed the basic elements as a model of classroom assessment. The first part is to instruct. It is the teacher’s responsibility to help student learn the important parts of different types of structure, introduce projects, engage students in the task, check their work and their final project. It is the teacher’s responsibility to provide the tools and teach their students to use them effectively. The second and third parts are to assess and evaluate. In assessing the teacher needs to collect indications that students are learning. In evaluating the teacher needs to interpret the indications. As a teacher I ask myself, did the student make progress? What do I need to do as an educator if my student has not made academic growth? Where was the misunderstanding? What is my next plan for instruction? Last is a completion of a report. Teachers need to be able to documents their students’ abilities. It is important to document student learning in order to make decisions about instruction. I also thought the part about rubrics was important (page 281). When I read that when teachers make writing genuine and engaging as possible, students are more successful. I think that it is so important to make assignments relevant and to give students a real reason to write. Providing models and using rubrics is a great way to express your expectations to students. This way what you are asking your students to do is clarified for them.
Chapter 14 discussed writing instruction for multilingual learners. I really liked all of the activities that were discussed in this chapter. I liked the Daily News activity because the teacher is modeling writing for the students. Students are able to see the print, hear the sounds within words, and match letters to sounds. The teacher uses comparisons of the students’ native language (Spanish) to the English language. She asks students to listen and identify sounds. They also read chorally. I especially liked the Dialogue journals. Here students are writing for a reason. They are communicating with someone else. They also can mostly choose what they want to write about. When they revert back to their native language the teacher is able to help them with the equivalent in English. They can also use their journal to look back if they forget a phrase or word in English.
Chapter 14 discussed writing instruction for multilingual learners. I really liked all of the activities that were discussed in this chapter. I liked the Daily News activity because the teacher is modeling writing for the students. Students are able to see the print, hear the sounds within words, and match letters to sounds. The teacher uses comparisons of the students’ native language (Spanish) to the English language. She asks students to listen and identify sounds. They also read chorally. I especially liked the Dialogue journals. Here students are writing for a reason. They are communicating with someone else. They also can mostly choose what they want to write about. When they revert back to their native language the teacher is able to help them with the equivalent in English. They can also use their journal to look back if they forget a phrase or word in English.
Monday, June 28, 2010
Response to Reading #4
Chapter four discussed the importance of taking action to implement writing across all areas of learning. The chapter focused on how important it is to support both teachers and students. Allowing students to explore and discover through writing is more effective then just having students memorize and regurgitate information from the teacher or textbooks. Students need to have the opportunity to think critically, analyze, and be creative for their writing to be successful. I found that some of the teacher were apprehensive to having writing in their classrooms. They mostly argued that it would take away from class time or that they didn't know how to go about integrating writing into their instruction. It is so important to have colleagues be on the same page.
I thought a really important part of the chapter was allowing students to see what good writing looks like across all subject areas and the expectations. This reflected David the biology teacher. He wanted to help his students to be more successful in writing conclusions on their lab reports. When he reviewed the material, had students contribute their ideas, and modeled his expectations of the students, he was able to get the outcome that he wanted.
I also liked the idea of having the Senior Portfolio's. I created a Senior portfolio's in my New Ventures class. It was a collection of the writing and projects we had done that year. I found it very useful to look back on it and reflect on it. I also have used bits and pieces from some of the writing I did in my portfolio for other writing assignments. It was something that I could bring along with me throughout college and professional endeavors.
Kindergarten Writing Workshop discussed how a Kindergarten teacher carried out the writing workshop in her classroom. She allows them to draw pictures in the beginning as a way to symbolize their thoughts and stories. She calls the next step “kid writing.” Here she helps students listen for the sounds in words. I tell my students to get out their (imaginary) rubber bands and stretch the word out like they would a rubber band. Next she praises student's work and has mini lessons where she is able to teach things like punctuation, grammar, and spacing. In the large mini lesson she allows students to share their writing with the class in the author's chair. The other students ask questions or make comments about the writing. She also has student get into pairs and share their writing. Last is the publication stage. This is where the teacher revises and edits student work. I like how when she edits she writes under the students writing but also displays their writing. I like that she uses markers in writing so that she can see the thought process that goes into her students work.
I thought a really important part of the chapter was allowing students to see what good writing looks like across all subject areas and the expectations. This reflected David the biology teacher. He wanted to help his students to be more successful in writing conclusions on their lab reports. When he reviewed the material, had students contribute their ideas, and modeled his expectations of the students, he was able to get the outcome that he wanted.
I also liked the idea of having the Senior Portfolio's. I created a Senior portfolio's in my New Ventures class. It was a collection of the writing and projects we had done that year. I found it very useful to look back on it and reflect on it. I also have used bits and pieces from some of the writing I did in my portfolio for other writing assignments. It was something that I could bring along with me throughout college and professional endeavors.
Kindergarten Writing Workshop discussed how a Kindergarten teacher carried out the writing workshop in her classroom. She allows them to draw pictures in the beginning as a way to symbolize their thoughts and stories. She calls the next step “kid writing.” Here she helps students listen for the sounds in words. I tell my students to get out their (imaginary) rubber bands and stretch the word out like they would a rubber band. Next she praises student's work and has mini lessons where she is able to teach things like punctuation, grammar, and spacing. In the large mini lesson she allows students to share their writing with the class in the author's chair. The other students ask questions or make comments about the writing. She also has student get into pairs and share their writing. Last is the publication stage. This is where the teacher revises and edits student work. I like how when she edits she writes under the students writing but also displays their writing. I like that she uses markers in writing so that she can see the thought process that goes into her students work.
Sunday, June 20, 2010
Response to Reading #3
I find it extremely difficult for students to revise their own work. So many times I will ask my students if they have looked over their work. Most of the time, they turn around and return to their seats because they have not done any revisions. I feel as though I need to make revising more of a priority and really incorporate it into instruction. As I was reading I was thinking how my special education students have a difficult time with revising. I like the idea of having their peers evaluate each others writing. As a teacher I need to create specific criteria for my students to revise the writing of their peers and also for self-evaluation. I need to give them support and practice in applying the criteria for them to make revisions. It would be good to give my students examples and display ways to make revisions to their writing. I think the most important part of teaching revising is having my students practice. I really like the section on word processing. My students usually do their writing on paper and then they type it on the computer. They are more aware of their mistakes and they really have to re-read their writing. They become more aware of necessary revisions. The word processor also alerts them of spelling errors they may not have noticed. Using the computer is more engaging for my students.
My students writing can be very limited. When reading the chapter on Sentence Combining I was thinking that this would be a great strategy for my students. When I was reading about Mrs. Asaro’s second graders, I saw my second graders; short, simply-constructed, and lacking in descriptive words. After the teacher modeled how to combine sentences she had students practice with a partner. They were able to work together to figure out how to combine sentences. I thought it was really important how much modeling the teacher provided. She used one of her own students work to show the class how they could make suggestions on improving the piece by combining sentences. I also thought it was important how she created three standards: clarity and directness of meaning, rhythmic appeal, and intended audience.
I think that spelling is my students most difficult area of writing. Their inventive spelling is very interesting. One of my student’s spelling is almost impossible to read. He is able to identify letter sounds in isolation but he is unable to blend letter sounds or identify the correct vowel in a word. I think it is important that students find patterns between words, can identify vowel sounds, beginnings and endings. I think that I am a pretty good speller. I remember in third grade I had to write my spelling words in sentences and write them five times each. My Nana and Papa were always giving me “spelling tests” after school to quiz me. I always got 100% on my spelling tests at school and I was able to carry it over to my writing. My students are constantly asking me how to spell words. I have a sheet that we call “Have-a-Go.” Students have to try to sound out the word and write it on their own two times and then I will help them the third time. It is nice when the students actually sound out the word and are able to get it on their second try. If I don’t even know how to spell a word, I model how to do so. I will use a spell checker, a dictionary, or dictionary.com. I think that it is important for our students to learn strategies and to not just give up.
Monday, June 14, 2010
Response to Reading #2
In reading “I Just like Being Good at it” and “What Motivates Students to Read?” I found many similarities between the two texts. I feel as though both pieces are about the attitude of our students. If our students have no interest in the reading or writing that we are doing, they won’t be as successful in it. If a subject comes hard to a student, there is also a lack of interest.
Teachers really need to hone in on the interests of their students. Interests may vary. However, when literacy is presented in a topic of interest, it will come easy to our students. Teachers have to accommodate their learners and provide differentiated instruction. We also need to give our students choice. To me that was essential in both readings. When students have a choice they are more motivated to participate in reading, writing, and discussion. Students also need to interact with their peers. When students interact with their peers they are able to express their beliefs and feelings. They are able to share their ideas and interests.
As teachers we need to make sure that our students are actively engaged and interested in literacy activities. Giving students a choice, interaction with their peers, and allowing them to express their interests will result in a positive attitude about reading and writing. Students will want to read and write when it is centered around them.
Teachers really need to hone in on the interests of their students. Interests may vary. However, when literacy is presented in a topic of interest, it will come easy to our students. Teachers have to accommodate their learners and provide differentiated instruction. We also need to give our students choice. To me that was essential in both readings. When students have a choice they are more motivated to participate in reading, writing, and discussion. Students also need to interact with their peers. When students interact with their peers they are able to express their beliefs and feelings. They are able to share their ideas and interests.
As teachers we need to make sure that our students are actively engaged and interested in literacy activities. Giving students a choice, interaction with their peers, and allowing them to express their interests will result in a positive attitude about reading and writing. Students will want to read and write when it is centered around them.
Sunday, June 6, 2010
Response to Reading #1
I really like how Writing Workshop: The Essential Guide was student focused. I like the concept that students are able to make their own choices. So many times I give my students the choice of an activity, whether it’s doing a read-up or working on word wall words and rarely do they detest either. I like the idea of allowing my students to have the freedom to write about whatever they choose. As I leafed through my student’s writing pieces this past week, I realized that their writing quality was so much better when they were told to “free write” rather than a writing piece that was assigned a topic. The “free write” pieces were filled with much more detail while the other pieces were limited.
When reading, I realized that when students are not limited and have freedom, they have a voice in their writing. They are able to let their thoughts flow freely and their writing is rich. I also like that writing workshop is a process. I like that students have the time to brainstorm. Not only brainstorm, but use different resources to do so. In using different resources, students also have that choice. So many times students are just thrown into writing and not given the opportunity to gather their thoughts before they start the writing process. However, how long do you allow students to be in the prewriting stage? Do you allow them as much time as they need? I suppose if my student wasn’t making progress in the prewriting stage that is where I would intervene and help them to get started.
I feel that the hardest part about the writer’s workshop for me would be the student conferences. In my classroom I do student conferences. When reading I do the same thing that they said in the book. That is, look at the clock and realize it’s time for my students to leave and I have only worked with one or two students. It would be more beneficial to cut down the time I spend with students and allow them to be more independent.
I really like how students are encouraged to share their work with others. So many times students share their work with the class and the teacher gives a positive comment and everyone claps, but what about some conversation? I like how students should ask the reader questions and pull more information out of them. Then they can go back, edit their work and add more details.
I definitely think that I could use the writer’s workshop in my class. I like that students can be more independent, free writers and they can express themselves in their own way.
When reading, I realized that when students are not limited and have freedom, they have a voice in their writing. They are able to let their thoughts flow freely and their writing is rich. I also like that writing workshop is a process. I like that students have the time to brainstorm. Not only brainstorm, but use different resources to do so. In using different resources, students also have that choice. So many times students are just thrown into writing and not given the opportunity to gather their thoughts before they start the writing process. However, how long do you allow students to be in the prewriting stage? Do you allow them as much time as they need? I suppose if my student wasn’t making progress in the prewriting stage that is where I would intervene and help them to get started.
I feel that the hardest part about the writer’s workshop for me would be the student conferences. In my classroom I do student conferences. When reading I do the same thing that they said in the book. That is, look at the clock and realize it’s time for my students to leave and I have only worked with one or two students. It would be more beneficial to cut down the time I spend with students and allow them to be more independent.
I really like how students are encouraged to share their work with others. So many times students share their work with the class and the teacher gives a positive comment and everyone claps, but what about some conversation? I like how students should ask the reader questions and pull more information out of them. Then they can go back, edit their work and add more details.
I definitely think that I could use the writer’s workshop in my class. I like that students can be more independent, free writers and they can express themselves in their own way.
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