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.
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ReplyDeleteI like your "Have-a-Go" sheet. I think it is a great way to show your students that if they try they may succeed. I actually student taught in a second grade classroom this past fall and I found the same troubles with my students. They were constantly asking us how to spell words, but without even attempting on their own first! We encouraged them to always try to sound out it by themselves because most times they were able to discover the spelling if they just put in the effort.
ReplyDeleteSomething I really liked (that you may, too) was that my teacher gave each student a personalized dictionary for keeping track of words they had trouble spelling. When they encountered a difficulty with a word, we would tell them to add it to their dictionary for future references. This really encouraged independence for the students were relying less on us since they knew the procedures of what to do/where to look when they were stumped by a word.
I deleted the first one because I had an error and I still do in the second! Oops haha
ReplyDeleteThat's a great idea to have them try to spell the word first because it allows them to listen to the sounds and use the strategies they have learned. It's important to "have a go" at both spelling and reading. They can at least try it and you or one of their resources will always be there to help them after they at least try it.
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