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.