Saturday, January 24, 2009
Writer's Notebook Ch.9&10 group c 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 chapter 9, Janet Elliott asks the question, “How do we get students to notice language in what they hear and read?” She states that we should surround them with words, discuss words and enjoy words. I agree that exposing students to a variety of words and expressions offers them a richer vocabulary. Are the middle school children of today, reading as many books independently as in the past? Are the “popular books” written with vibrant language and rich vocabulary? I see the better readers with books, but unfortunately many of the students I work with don’t read much on their own even with encouragement and help finding appropriate books. Therefore, they aren’t gathering the vocabulary that avid readers accumulate. It is really important for me to introduce different genres, discuss the new vocabulary and have the students use the vocabulary in their writing. In this way, they will understand the usage of these new words and perhaps start to appreciate different styles of writing. When I read aloud to students, I like to point out descriptive segments, humor, connections and encourage them to do the same as they read. In this way, they will also become better readers and writers, with a better understanding of the text and an increase in their acquisition of vocabulary. In my integrated unit, I have chosen different types of picture books for the students. Some are rich in math vocabulary, another one is humorous and one is a folk tale. Reading a variety of books to integrate math with language arts, exposes students to learning math vocabulary in a different setting. I am hoping that they will make some connections between reading and mathematics that they can apply in real life.
ReplyDeletePoetry can be fun to explore with students, but I never think about writing poetry myself.
I will have to try to put some thoughts in my writer’s notebook about possible topics and
maybe even try a poem or two. I’ve never thought to use a poem to spark a writing activity. My students like to look at samples of former students’ writing to get ideas, so using poetry might also give students thoughts or feelings about a topic. There are many interesting suggestions in these chapters that I would like to consider for my students.
Response to Chapters 9 and 10:
ReplyDeleteGathering language is not something I would have thought of had it not been for Elliot’s mentioning it in terms of using the writer’s notebook. As a teacher of a second language, gathering is something I teach everyday, but never really stopped to consider how it is necessary to do this as 3rd to 8th grader readers and writers. I especially respected her comment on page 71 speaking of her grandson stating “he soaks up and repeats the language used by those around him”. This is absolutely true! In all classrooms, but especially one of second-language learning, teachers as well as other students should be surrounding one another with an intense language and word choice so as to model and influence these young minds as to what is a “treasury of rich words” mentioned by Elliot on page 72. In my classroom, we have created a Word Wall where the students and I place what we call “off the list” vocabulary words that are conducive to the theme of the unit or simply the result of the curiosity of a student. I also have something called “Jot that down!” which is a time in which I help encourage students to use their writer’s notebooks to keep “tidbits” of information that is striking or interesting in nature.
Personally, words seem to be the driving force behind my writer’s notebook experience. I often tune into the fact that people misuse words and many definitions have been contorted to slang or wrong personal use. I think one of the most powerful opportunities we can provide students is time to think about small concepts that are often overlooked by the fast movers in our classroom. As in my notebook, hearing one title, one word, or one song lyric can really help one to further ponder life, their own selves, and others. More so, hearing something aloud can have even more effect when students are given that quiet time to discover their true thoughts and wonderings.
One suggestion Elliot made in the area of recording language was an organizational idea. I LOVE the idea of tabbing a section in the back of the writer’s notebook for beloved words and phrases. I think I am actually going to incorporate this idea into my Integrated Unit and have students keep a section for any phrases that they catch from the movie Sweet Fifteen in their writer’s notebooks. This way, when it comes time for reflecting and doing some personal looking at the contents of the movie, students will be able to recall what called to their attention.
One concern I had was, at what time in the writing process do we address language choice? When is it best to refine words used in poems, essays, reflection, creative writing, persuasive writing, etc.?
In response to Phyllis’ questions…
ReplyDeleteFirst of all, are middle school children reading today? It seems that this age group is one of the most difficult to positively influence to read. The stakes are high in terms of fitting in, self-discovery, social time, and academic status. I would almost consider middle school grades to be the cusp of readers or non-readers. Secondly, Phyllis is right, who sets the standards? Adolescent children are currently attracted to what I would consider “fluff” reading. I notice that children see and movie, like it, and THEN want to read the book that corresponds. To me, this is not the most comprehensive order of operations as well as this not being the best reading materials. To me, High School Musical, although relatable, does not provide thought-provoking situations, dialogues, or characters that will take students to another world – as I feel good reading and language should. Another series that comes to mind is the new Twilight set. Is the gothic, somewhat depressing style good for our young minds today? I guess we need to allow free choice, after all, that is what helps students take interest, but on the other hand, where do we find that rich treasury of language we work to create in the classroom?
Stefanie poses an interesting question. When do we start to ask students to refine their writing and word choice? In the early grades it is important for students just to be able to
ReplyDeleteget ideas and thoughts on paper. Yet, as they mature as writers it is important for them to look at their writing critically. Students need to be able to determine if their words echo their thoughts completely. Were they able to get their point across or do they need to be more emphatic? Were the descriptions accurate or do they need to add more specific details? Are their words boring or colorful? At the middle school level, expectations differ from sixth grade to eighth grade. But even sixth graders should be able to critique their writing: pick out which part of their writing is strong and which parts could use revisions. The writing workshop that Janet Elliott describes back in chapter 6 gives suggestions about minilessons for word choice, fluency, voice, etc. that will help students with ideas for revision. At what time is the right time to address language choice? Teachers need to determine what is right for their students. Therefore, by using colorful language, introducing new words and reading descriptive segments from literature to their students, teachers will enhance the gathering of language in their classrooms.