Saturday, January 24, 2009
Writer's Notebook Ch.7&8 group a 4pm
View the first sample chapters (available on line) Using the Writer's Notebook in Grades 3-8: A Teacher's Guide at (http://www1.ncte.org/library/files/Store/Books/Sample/35006chap1-2_x.pdf) and begin your writers notebook then post entries on Class Blog. Engage in an online discussion group on our class blog. Please read designated chapters and 1)propose “meaty” fat questions to discuss, 2) make connections to your teaching and work with students, and 3) make connections to your work as a writer (ie Keep your own notebook and share your response to it), 4)Please respond to two of your classmates’s entries in your study group, 4) Consider how what you have learned from this book might support the work of your integrated language arts unit.
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In Response to Chapters 7 and 8 in the Writer’s Notebook:
ReplyDeleteAs Elliott was describing the different ways writers begin a story, I find myself just grabbing my notebook and beginning to write. I do not outline my thoughts before I begin. I like to see where the story develops as I am writing. The important thing Elliott pointed out was to allow students the opportunity to explore different approaches to see what fits them best. I find this to be the case in almost everything I teach in the classroom. Everyone learns a little bit differently and it only makes sense that it would be the case in writing also. In my classroom, I work a lot with webs and lists to form ideas. In my integrated unit, my students will be webbing things longer than a foot and also things shorter than a foot. This will allow the students to then explore writing on any of those items. I really liked reading about pie charts as a form of a graphic organizer. I plan to try this out with my students at some point. As my students begin writing in their journals, they are given the opportunity to draw a picture that will correlate with their writing. This gives my visual students an opportunity to see what they will be writing about before they have to start. Do you allow your students the opportunity to draw before or after they write? Some of my students focus so much on the picture that I have to set a time limit so they will have time to write also. The students love to design pictures to go with any work we are publishing in the classroom. Elliott gave a suggestion that would allow students time to design the pictures in their notebooks first. Once again, a few of my students would spend the whole time designing the picture instead of writing. Do either of you encounter situations where students would focus on the drawing aspect leaving little time to write? Once again Elliott pointed out just how important literature is in the writing process. As teachers introduce new writing techniques, they should do so with an expert in the craft. I can use books that illustrate measuring techniques and then allow my students the opportunity to write their own texts concerning measuring. We also need to introduce our students to a variety of genres and formats. I enjoyed reading the importance of letters. My students have pen-pals they write to every couple months. They like reading about second graders from a different part of the country. I really liked the idea of using your writer’s notebook to have-a-go when exploring new mini-lessons. This would give students the opportunity to re-examine a previous entry and build on it. This will allow students the chance to develop their writing skills. Elliott pointed out how important it is to MODEL the writing process. Teachers can never hear that word enough. Students benefit when the teacher takes the time to model exactly what they should be doing, and not just the first day but to do so repeatedly. When a teacher introduces a writer’s notebook, I am sure one of question that arises quite frequently is “Why?”. My students ask this question a lot. Do you encounter this in your classroom? Teachers will need to use their writer’s notebook in the classroom to model how students will use their notebooks. I have recently taken my writer’s notebook to school to share with my students. We have been working on poems and I showed my students that I have been writing my own poems also. Several of my students came back to school the next day with poems they wished to put into their journals. These students took it upon themselves to write on their own at home and wanted to share their poems with the class. I am very happy to see that my students are beginning to feel excited about their journals an use it more often!
Hi Girls,
ReplyDeleteI like how Elliott compared the writer’s notebook to a workbench with “tools of the mind” at our disposal for our writing needs. I feel as though the notebook is a safe place for me to try various “tools” with my writing and I can then choose an entry to develop. Do you feel as though your notebook is a place where you can try out your “tools”? I just really liked that image.
I also liked the section on using your notebook to plan when she said “Because writing is such a personal endeavor, we owe it to young writers to expose them to multiple approaches so that they can find what works for them.” (p. 59) I feel as though my notebook is very personal, especially if I am taking the risk to try something new. I tried writing a poem about a horseshoe passed down to my son from my dad, and I really would not want anyone to read it just yet. It’s so literal and I know I need more practice and refinement with words and structure of poems. I feel as though I can safely try out this “tool” as I know I can keep it there and/or I can go back to that entry and add and embellish as I see fit.
There were once again many wonderful ideas for writing opportunities in the notebook. In my kindergarten class a skill we focus on is examining if the illustrations match the text. Elliott talks about this as well when students are ready to publish projects. She said that the students can use their notebooks to sketch simple pictures in their notebooks prior to publishing. I feel this gives the students the time and practice to take the risk if needed or to refine as needed when illustrating for the text. I know I have some students who do not like to draw and using the notebook might just be the place where I could reinforce the idea of using the notebook to take the risk, try out that “tool” knowing that s/he can safely practice this skill. What do you think of that idea; do you think it might motivate a reluctant student?
I also thought the various genres and formats for writing would provide new opportunities for writing, once again helping to motivate reluctant writers. I loved the recipes idea! I must admit, when I first read the heading I thought of a typical food recipe. Boy was I pleasantly surprised with the suggestions, great way to offer new genres. What did you think of that idea?
It was refreshing to read that she too encountered challenges when she first began teaching the writing process! Her response to these challenges was the “have-a-go” entries for the students’ notebooks in order for them to apply a minilesson regardless of the individual’s stage within the writing process. I could use this as well, as my students are at various stages. I tend to reteach, but this offers me the opportunity to teach something new, so the ones who are ready can move forward and apply their new learning. I would most likely use the idea of providing the text for the students to put in their notebooks to apply the minilesson in kindergarten. What did you think of this idea or do you already do this?
Elliott talks about the gradual release of responsibility, but to do so slowly. She talks about how important it is to “slow down and allow time for modeling and guided practice.” (p. 66) I find this key in my grade level as this is all so new for my students. I think it is very valuable however in all grade levels if we want our students to be successful. As she said, “deliberately slow down”. I have so much “to do” in a short time, that as I read this it reminded me of my belief in providing opportunities for success and I can do this, I just need to slow down. How does this apply to you?
In chapter 8 I was struck by the importance of the genre study and creating a unit of study. The book she mentioned Study Driven: A Framework for Planning Units of Study in the Writing Workshop is one I will be reading for my other class. I like the idea that “the genre study connects to the real life writing that writers do.” It was helpful to explore the questions and responses. I jotted down as I read that I have noticed that I too have become more observant of what is going on around me, using my senses, since I began writing in my notebook. This was a response for the question: “What kinds of work does it seem as though notebook writers must do in order to produce this kind of writing?” Elliott says, “Notebook writers learn to observe carefully-by using all of their senses- and gather interesting information, reflect on experiences, record important life events, and explore creative ideas.” (p. 68) How have you become more observant?
Linda
Hi Katie,
ReplyDeleteMy students draw before they write their stories. They include detail and label their illustrations. This is how we begin the writing process. In kindergarten the drawing tells the story, but as you said your students focus so much of their time on the picture rather than on the writing and I have heard this from teachers in other grades as well. One teacher has her students write first then draw. I do however have some students that want to just write, because they don’t like to draw. I try to find a balance there as well, by having him/her draw something, then write. I must say though, this has been my first experience with resistance to illustrating.
In my unit I too will have the students reading about the wind and weather, following the craft of an expert Pat Hutchins. In particular the book, “The Wind Blew” will be used to write a response to what does the wind blow and create a class book based on her writing.
When I introduced the notebook my students were excited and really did not question it, but remember this is kindergarten. So much is new to them and I explained the notebook, but I have learned so much more and I share my new learning with them as we use our notebooks in class.
I totally agree with you about MODELING. We can NEVER hear that word too much. It’s what it’s all about. It’s paid off for you it appears as your students are using their notebooks at home following your modeling and use of your notebook. Bravo! Keep up the good work.
Linda
Here are my responses to chapters 7 & 8:
ReplyDeleteI really liked the way Elliott referred to her writer’s notebook as a ‘workbench’ where she’s able to experiment with various ‘tools’ to help improve her writing (p. 59). This makes the notebook so personal, as different ‘tools’ are used in accordance with each writer’s need – affording us custom-made ‘tools’ that adapt to our many moods and circumstances. This is truly an apt description, and is a reminder to us all to use the writer’s notebook as a place to dabble in many writing styles that we might not ordinarily sample. I appreciate being reminded about this, since I noticed that trying new things in my writer’s notebook didn’t come naturally to me. As time goes by, I’m beginning to feel more comfortable with the process of using my writer’s notebook in general, and I’m starting to have a new perspective as I consider the notebook to be a welcome outlet for my self-expression. Actually I’m beginning to trust the process, which is I’m sure, precisely what’s supposed to happen with our students. The more they understand and feel ‘at home’ with the process, the more they’ll be using it as a playscape to allow their thoughts to flow. Is this something you’re observing with your students?
When Elliott discussed ways that notebooks may be used to plan, she mentioned how some writers use their notebook to outline ideas, while others see what develops as their pens glide across the page. This made me aware that I tend to be more of a writer whose work unfolds as I go along. Oftentimes even I’m surprised with the results!
Elliott once again offers many terrific ideas that I can use in both my classroom and my integrated literacy unit. She lists the use of Venn diagrams to help students make comparisons, which I intend to have students use for comparisons of character’s traits in two different stories in my integrated literacy unit. I liked her idea of sketching to enhance students’ understanding of characters, setting, etc. but I tend to have my students prepare their written response first, since it seems as if they might otherwise tend to spend too long on their illustrations (again, time constraints are the issue). As I reconsider this perhaps I should present it as Elliott does, - as ‘sketching’ (not drawing a picture) - which implies a quick rendering to support comprehension, rather than creating a comprehensive illustration. How have you dealt with students spending too much time on completion of their illustrations? I also liked her idea suggesting the use of a list of questions for interviewing characters, taken from Elaine Marie Alphin’s book Creating Characters Kids Will Love, which I thought I should look into since I plan to use this idea within my integrated literacy unit. I’ll be using it as a way to help my students understand the thoughts and motives of a Southerner who lived through the challenging times of the Great Depression. I think it’ll be a wonderful way to help put my students in the character’s shoes, and figure out ‘what makes him tick’.
I was very impressed with the caliber of the two examples of Brent and Lauren’s writing, - as demonstrated in their abilities of self-expression and creativity (Figures 7.1 and 7.2 respectively). I found myself wondering how old these students were, although I know that’s not the point. Did you find yourself asking the same question? It’s clear that these students have been walked through the process of learning to write by a teacher who nurtured them as writers. As I read, I realized what an integral role that we as teachers have in nurturing our students as writers. Not only does this relate to the many ways students are able to interpret, utilize and present information, but in modeling these various techniques for them while creating many opportunities for them to apply what they’ve learned. As Elliott talked about the value of exposing students to a plentiful variety of genres written by masters of their craft, in order to provide the best examples for students to emulate, I became aware of how very intentional our teaching needs to be if we’re to nurture our students as writers. It’s daunting to realize that we need to take our students through the many prescribed measures enumerated in order to help them to develop into skillful writers. Have thoughts like these occurred to you as well, while reading through Elliott’s book? I’m sure that as I continue to read the books of other experts in the field, I’ll discover many more ways to nurture my students. As Elliott goes on to discuss the use of a variety of genres and formats, she lists letters as a useful way for students to express information in many different ways. Recently I had the opportunity to administer the Connecticut Mastery Test on a sixth grade level, and was quite surprised to discover that students are not necessarily prepared to create a written response in the form of a letter. This is perfect proof that we as teachers cannot take anything for granted. We need to teach and reteach many forms of writing (even simple ones), in order to cultivate skillful writers.
Elliott’s ‘have-a-go’ method with the use of the writer’s notebook seemed like a great way for students to benefit from mini-lessons at any given point in time. I really appreciated the many examples of how to use the notebook to have-a-go. I intend to use our journals to try this out, and see how my students do.
I really loved the idea of exploring authors’ writing to learn what makes it powerful. This would help students to focus on the many techniques that can be used by writers, and how to use them. Following this by doing a whole class application of the technique to teacher/student writing, and then giving students the opportunity to have-a-go within their own notebooks seems like a perfect way to model techniques of writing for students.
I hope to try this with my own students asap. I think we need to be reminded of the importance of modeling for our students, since - believe it or not, we may sometimes forget! Do you agree?
In chapter 8, Elliott sings the praises of a book entitled Study Driven:A Framework for Planning Units of Study in the Writing Workshop, which caused her to start using the study of genre as opposed to content, as a springboard to the teaching of writing. This made perfect sense to me, as exploring the qualities of good writing and how it’s accomplished by experts in their craft, as well as considering the reasons for writers’ selection of genre, help provide critical foundations to becoming a skillful writer.
Elliott describes herself as one who ‘reads with a writer’s eye’ (p.67). What a concept! - Analyzing and interpreting text to identify what makes it engaging. I don’t generally read with that perspective in mind, although it does occasionally occur to me when an author’s work is particularly impressive. Do you, if ever, find yourself reading to discern what features make the author’s writing engaging? Elliott goes on to stress how crucial it is for our students to become keen observers of what’s offered within the text as they read, in order for them to advance their writing ability. By incorporating the many valuable pointers Elliott suggests, we can begin to help our students to become the ‘noticers’ that Elliott speaks of.
I appreciated the explicit answers to questions that Elliott explored with her students, particularly her explanation of how notebook writers must be attentive to the ‘work’ of learning to observe carefully – … “by using all of their senses-and gather interesting information, reflect on experiences, record important life events, and explore creative ideas”(p. 68). As she mentioned in previous chapters, using the senses as we observe the world around us is a key element for providing rich seeds for our notebooks from which may later draw upon. All of the explicit questions and answers that Elliott listed made me yet more aware of the need to be explicit with students. This explicit teaching will no doubt serve to empower my students as writers. The list and description of resources she proceeds to include in this chapter was invaluable to me, - so many informative resources all in one place, - a terrific one-stop-shopping opportunity! I know that I’ll be using some of these books in the future, particularly Ralph Fletcher’s A Writer’s Notebook: Unlocking the Writer Within You. Since this book is meant specifically for young writers, I’m hoping it will help to encourage my students to have faith in their own potential as writers. In closing, Elliott reiterates the importance of sharing one’s own notebook with their students. While setting a positive example for them to emulate, you’re also able to provide samples of what’s possible within this forum for self-expression. Realizing the value of this, I’m going to try to become better at sharing my notebook with my students (as well as trying to be more versatile with my entries!). Are you finding this to be a challenge?
In response to Katie's blog:
ReplyDeleteI can relate to what you were saying about your students spending too much time on drawing to help support their written response. My students also relish every opportunity to be able to draw, and they seem to go on and on. Setting a time limit would probably lead to problems with the students I have, so I thought of another idea. As I mentioned in my blog, I'm going to use the term 'sketching' and try to impress upon my students that it's merely a simple rendering they'll be making to help them 'flesh out' their thought about what they wish to write. Hopefully, this will work!
When it comes to any type of written response, fortunately my students are willing, which is actually surprising. In particular, when offered any opportunity to write in their journals, they're usually motivated,- especially when they're offered broad parameters which affords them more freedom of self-expression.
I really liked your idea of your students writing to pen pals. While practicing their writing skills, they're also able to learn from and about others from different places.
I also agree that we need to model what we expect from our students. That of course, includes modeling the use of the writer's notebook for our students, as well as the sharing of our writer's notebook with our students on a regular basis. There's always something to be gained by a teacher's modeling. You offered a perfect example when you wrote how you shared some of your own poetry, and the next day your students arrived with poems they wrote to be included in their journals, eager to share their poetry with the class. It worked like a charm!
Hi, Linda-
ReplyDeleteI also appreciated the way Elliott compared the writer's notebook to a workbench where she could try out different tools of writing. As mentioned in my posting, I too am beginning to consider my writer's notebook as a safe, comfortable space within which I'm able to express myself any way that I'm inclined to - depending upon my circumstances and frame of mind. I also agree that I consider it to be personal,wanting to share only certain parts of it. I thought that using the writer's notebook as a safe place for the reluctant student (who doesn't like to draw) to try out his/her skills in a risk-free forum, would be a great to motivate them. Let us know how this works for you.
I agree that the have-a-go technique is a wonderful way to teach minilessons to students at any given stage of writing, and intend to incorporate this technique in future lessons. I already provide text for my students to respond to in their writing journals, and in my experience this method produces positive results, with my students enjoying the process.
Regarding the gradual release of responsibility to our students, I believe this is a challenge for many of us due to our jam-packed schedules, and agree that we need to become better at this in order to set our students up for success. With my tight forty to forty five minute schedule, I can never afford to waste even one moment of teaching time, so I really relate to how you feel. We simply have to be ever aware that many of our students can only 'swallow' bite-size pieces, and keep this in mind as we plan and implement our minilessons.
Elliott's reiteration of the need for all of us to become better at using our senses to be careful observers of nature also hit home with me. I can tell you that during the last few days of spending the holiday with lots of family, I was surrounded with a myriad of the sounds, sights, aromas, and tastes of this memorable time. I was so impressed with these 'gifts' to my senses that they spilled over into my writer's notebook, like Passover wine, inspiring me to compose a poem about the memories of this special time spent with the people I love.
In Response to Linda’s Blog:
ReplyDeleteI really enjoyed seeing that you use your writer’s notebook to try out various “tools”. I, also, use my notebook to try new things. I love to see where things develop. Looking back over my writer’s notebook, I am noticing that each time I begin writing I tend to go in different directions throughout my writing. I feel more confident as I do this. One of the things I am working on is creating illustrations to go with my writings. I am not very confident in my drawings and my notebook gives me the opportunity to try it out without anyone else seeing them. I also enjoy offering options to my students when they use their journals. I want all entries to have a written portion and an illustration. I feel this reaches the students who don’t enjoy writing but love pictures and those who don’t enjoy pictures but love writing. Many times I give my students an option of which one they would like to complete first allowing each student the choice of which to do first. I also liked Elliott’s “have-a-go” activity. This is an activity I could use in their journals to allow my students the opportunity to learn and practice the minilessons I teach. Time is such a factor in my classroom (even though I know you are in more of a time crunch than I am because of your half days). Last week, I dedicated a good 60 minutes to just writing and it was amazing what my students came up with. I can usually only get about 30 minutes of writing in during a day at one time so it was awesome to get such a long period. My students could have gone another 30 minutes at least even after our 60 minute period. They worked so well and each came up with some awesome stories of their own. This just showed me how much more time I need to focus on writing in long periods. I am one of those people who love to watch people. I have always enjoyed observing others. My first entries in my notebook centered around observations I made (whether in my classroom or out in a restaurant or store). I find people fascinating and strangers can be a great source for writing ideas.
In Response to Betty’s Blog:
ReplyDeleteI agree that students should feel comfortable writing in their notebooks. I have found that the more I stress that each student’s journal is a place for he/she to express themselves without worrying about grammar and spelling the more each student will write more freely. I enjoy seeing my students write freely into their journals and will work with the students later on correcting their grammar and spelling. I have also found that some of my students focus too much on illustrations before they want to write. I usually set a timer for a set amount of time and after the timer sounds each student must be working on their writing. I will have my students return to their illustration after they have finished their writing to see if they need to add any new features. Also, I do not let my students color their picture until they have finished drawing it- this allows students to work more quickly getting their illustration on paper. We, as teachers, must work on teaching the many different writing “tools” to our students. This will allow each student the opportunity to grow as a writer. Elliott has given many good suggestions for me as a teacher to use in my classroom. I get really excited when I find something I can share with my students. The most important thing teachers need to do is MODEL. Just like you, I find that I forget to model material at times for my students. There are times when I am so pressed for time that I figure that since my students have already experienced certain material I can get by without modeling the material again. I realize that this is such a disservice to my students and I really work at not skipping the modeling portion of the activity. I really look at what makes writers engaging, especially to my students. In second grade, I have some very reluctant readers and I need to know what interests them in order to find an author they may enjoy. When one of my reluctant readers finds an author he/she enjoys I work to find similar authors that would appeal to the student. When I began my writer’s notebook, I used to just write down observations I made of my students and other people I would see in public. I have really worked on branching out in my writings. Right now, I am working on adding illustrations to my writings in my notebook. I want to become more comfortable with my drawing and I like the idea of trying it out in my notebook where no one is judging me.
Hi Betty,
ReplyDeleteThis is my second try. I am trying to respond from school and I just lost my entire response. My students tend to really enjoy their notebooks. They are asking for them and are showing interest in them as well. They are feeling comfortable and like to “play” with them, I am enjoying watching their enthusiasm.
I too tend to just let the pen glide. I don’t find myself using my notebook to plan and outline presently. My entries tend to be more of the personal, reflective type of entry. It sounds like a great idea for you to use the Venn diagram in your unit. The idea of sketching is probably a great idea to use with your students. In kindergarten the illustration is the story. We begin here and we are now progressing to using words. Some of my students love to draw and need to be urged to now move on to the written piece and others just want to write. The students who want to write sometimes need more instruction on what to write, they just don’t want to draw; so they quick go to the writing. For those students who want to keep drawing, I encourage them to move on to the next step and after they write they can revisit their illustration and embellish as needed.
As I reviewed the examples within the chapter I assumed they were older students and that they had used these organizers previously. One thing I have learned is that teachers must model how to use organizers in order to get the most benefit out of them. As you mentioned, modeling is crucial. We do indeed have an integral role in nurturing our students as writers and we do need to expose them to various genres in order for them to grow as writers. As a kindergarten teacher, I find myself continually working on this part of my teaching. I want to be sure the students are growing in their knowledge of the writing craft and exposing them to masters is part of what I do in my teaching. I feel they need to increase their background knowledge and my role is just the beginning. It is daunting as you say, but I try.
You mentioned some students not quite understanding letter writing. I write every day with my students in that format. Your response validates what I do, thank you, I’ll continue. We can never model too much, and we need to remember modeling and to not take for granted that all the students “know” everything we think they should know.
I too like the have-a-go in their notebooks. The students do need to apply their new learning and this was, I thought, a great idea. Once again, as you mentioned, modeling is necessary for our students. I agree, we need to model; I find that some teachers forget and as professionals we need to remember the importance of modeling.
In chapter 8 the notion of exploring the good qualities of writers helps students become skillful writers. As I previously stated, I feel I need to be sure that I do expose my students to the qualities of good writers as they are at the very beginning stages of the writing process. Wow, that is a lot to take in.
I have definitely found that I am more observant and more aware of my senses since using my notebook. I too found that the explicit questions and responses were of great value. These are not only valuable for our students, but I found them very helpful for me as a writer. I also thought the “one stop shopping” was great. We certainly should be able to find something to help us.
I do share my notebook and my student like it when I write with them. I must admit that most of my entries are on the personal side. I have tried writing a poem and most recently, I have begun to enter quotes. I guess I should maybe include a list of words I like as I do like words. Yes, I am finding it challenging to include a variety of entries in my notebook; I am not so versatile. I originally felt that a notebook was for personal entries, but now I realize it can be used in many different ways.