"By understanding the principle that readers and writers use what they know to help with what they don't know,children become successful word solvers." I know that writing and reading go hand in hand. I absolutely think they should read aloud what they have written and strive to improve their word choices throughout their writing!
Comment/Connection: I enjoyed reading the small moments. They suggestions and ideas will be helpful to use with my students in the classroom.
I agree with Alice that writing and reading go hand in hand. I encourage my students to read aloud to improve their word choices and writing. When they read it back to a peer editor they "catch" their own mistakes.
Unit 1 Launching the Writing Workshop; "What's Happening in Your Piece?" stood out the most to me. When children add elaborate details to their drawings and/or give drawings of people names, their stories seem to come to life for them. Direction and prompting from the teacher help to guide the student to create better organized, more focused pieces.
Some of this text is difficult for me to read because I don't think I gave my students enough ownership of their text during my writing times. I always felt very stressed by deadlines and getting children through a piece of work to be displayed or evaluated. I plan to file a lot of this information because I will change the way I teach writing, should I be in a regular classroom again.
I loved the discussion about the markers. I loved the way the teacher diffused the situation by getting the children to focus on their purpose--writing. It reinforces problem solving that is facilitated by the teacher--but carried out by the children. That's something that children can be proud of--and with certain students--it will stick with them and be something they carry with them.
I like the expressions, "smart work," "I can't wait to read your story!"
In the story with Jalen--sounding words out like a turtle--it seems that Jalen is motivated to continue with the sounding out--it seems like a novelty and something that has given him the ability to communicate his story again. How do we maintain that motivation? Because I have noticed that children begin to find it laborious.
I agree with Lisa and Alice as well. Reading and writing definitely work hand in hand. I also agree with sharing writing and one thing I do with my students are they have to read in the "phone" to hear themselves before they present so they can see if their writing "makes sense" I feel this helps with the peer editing.
I agree with Alice and Lisa. I always make students read what they have written back to me. They almost always catch words that should be fixed or added. I liked the way Lucy encouraged students to “act out” their story, enabling them to think of more things to write. I thought it was funny every time she said “Can I teach you just one more thing?” Ha!
"By understanding the principle that readers and writers use what they know to help with what they don't know,children become successful word solvers."
ReplyDeleteI know that writing and reading go hand in hand. I absolutely think they should read aloud what they have written and strive to improve their word choices throughout their writing!
Comment/Connection: I enjoyed reading the small moments. They suggestions and ideas will be helpful to use with my students in the classroom.
ReplyDeleteI agree with Alice that writing and reading go hand in hand. I encourage my students to read aloud to improve their word choices and writing. When they read it back to a peer editor they "catch" their own mistakes.
Unit 1 Launching the Writing Workshop; "What's Happening in Your Piece?" stood out the most to me. When children add elaborate details to their drawings and/or give drawings of people names, their stories seem to come to life for them. Direction and prompting from the teacher help to guide the student to create better organized, more focused pieces.
ReplyDeleteSome of this text is difficult for me to read because I don't think I gave my students enough ownership of their text during my writing times. I always felt very stressed by deadlines and getting children through a piece of work to be displayed or evaluated. I plan to file a lot of this information because I will change the way I teach writing, should I be in a regular classroom again.
ReplyDeleteI loved the discussion about the markers. I loved the way the teacher diffused the situation by getting the children to focus on their purpose--writing. It reinforces problem solving that is facilitated by the teacher--but carried out by the children. That's something that children can be proud of--and with certain students--it will stick with them and be something they carry with them.
I like the expressions, "smart work," "I can't wait to read your story!"
In the story with Jalen--sounding words out like a turtle--it seems that Jalen is motivated to continue with the sounding out--it seems like a novelty and something that has given him the ability to communicate his story again. How do we maintain that motivation? Because I have noticed that children begin to find it laborious.
I agree with Lisa and Alice as well. Reading and writing definitely work hand in hand. I also agree with sharing writing and one thing I do with my students are they have to read in the "phone" to hear themselves before they present so they can see if their writing "makes sense" I feel this helps with the peer editing.
ReplyDeleteI agree with Alice and Lisa. I always make students read what they have written back to me. They almost always catch words that should be fixed or added. I liked the way Lucy encouraged students to “act out” their story, enabling them to think of more things to write. I thought it was funny every time she said “Can I teach you just one more thing?” Ha!
ReplyDelete