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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Hello ladies, here are my thoughts on chapter one and two for Elliott’s book.
ReplyDeleteAs I read chapter one and two of Elliott’s writing book I found that many of her ideas would be beneficial in a classroom. In chapter one she answers the question Why use a writer’s notebook? I myself especially liked the idea of how this notebook can be a safe, risk free place for students to write their thoughts, reactions, experiences- good and bad, observations and thoughts. I agree with Elliott in that the notebook should be used to plant the seeds of their lives. In my class the children use what I call a journal, maybe now I’ll call it a notebook. The children can write about anything they want. In kindergarten they begin with illustrations and now they are using words, sight words and letter/sound correspondence. Elliott mentioned the various names for notebooks, do you think it matters what I call it? Are you using journals and do you call them journals or notebooks? In the book she said the function is more important than the label, I tend to agree with that. Do you? I do think it is of great importance to let the students know the purpose of the notebook. I feel this will help the students better understand what kind of entries they can include in their notebook. I always felt that notebooks/journals were just for recording daily events, rather mundane as she mentioned in these chapters. I have begun my notebook and I tried writing a poem, free verse like, about a horseshoe my father passed on to my oldest son. In chapter two, Elliott said that memories can also be included in your notebook. She said that she shares her notebook with her students and I too will do that with my students. I never thought to do that, but now I will try it in my classroom. Do you share your notebooks with your students? If you do, how has that experience been for you? As I am writing to you I just thought about our Writing Workshop lessons and in those lessons I do share my life with the students and they are so engaged and involved with me as I share with them. Wow, I guess I can definitely see the value in sharing with the students. I will begin to share my notebook with the students.
In chapter two Elliott describes the startup of the notebook. I have notebooks for my students as finances are a factor for some students so it makes it easier. I don’t have them decorate them, but maybe I will as Elliott talks about a sense of ownership. I think that would be a great way to foster writing in the children as well. How do you do notebooks or what will you do with notebook selection? I feel it is important too that I share my enthusiasm for writing as well. She says “Your enthusiasm will be contagious as you model for your students. Write and share from the heart and your students will learn to do the same.” (p. 10) As a writer myself, I chose a notebook I had that I bought some time back and never used. She also mentioned that she had notebooks but did not use them regularly. I am guilty of that too. I’d begin then never continue, the intent was their but it seemed something always got in the way. I liked the guidelines for the notebook and this is something I might include in my integrated unit. I will include using a notebook in my unit as she did include using a notebook across the curriculum. I do have guidelines for the students and we discuss them prior to using the notebooks so this was validating to see in the book.
In the section Creating a Community of Writers, Elliott had many wonderful insights. She said that the community needs to be trusting and I firmly believe this is necessary. If the notebook is used for feelings and personal experiences one needs to be in an environment that will be safe. I set this environment up from day one so I will further stress this in using a notebook in class. She further shares how she introduces the notebook at the beginning of the year. I present my lessons in those terms as well and I will refer back to this when I present notebooks and as I prepare my integrated unit. I feel this lends itself to a building a safe, trusting community of writers.
Another interesting point I gleaned from this reading was when she said, “The more students write, the more fluid their writing becomes.” (p. 7) This made me think of reading. I believe we all share the philosophy that the more you read the better reader you will become. It just gave me food for thought and I do remember that message from my RDG 503 class as well. I do try to have the children write often, but it is a challenge in my short half day schedule. I guess I am thinking of writing in a notebook daily, the children do write every day, but not in a notebook. Does it have to be notebook writing every day? I am thinking that is what this is all about? I find that I need to think about writing in my notebook and I feel like the student Elliott wrote about in chapter one. How much do I have to write? How many pages? Do I have to fill the whole page? I guess the quantity has been stressed more than the quality.
As I began reading Elliott’s book I really connected with how she described her struggles with keeping a journal as a child. Even now I continue to struggle to make time for my own writing. I was given a notebook by my parents after I graduated college and moved out East. The notebook continues to sit on my nightstand untouched. Usually around New Year’s I begin to think how I should start using the notebook so I can have a record of my thoughts. As a child, I would record my day to day activities and become bored after just a few days or weeks. As I was reading about Elliott’s struggles I began to feel hope that I could learn how to keep a writer’s notebook similar to one Elliott describes. Elliott pointed out that a notebook is a place to record your feelings, reactions, opinions, and memories (p. 1). This certainly sounds more interesting than just writing about what you did on a particular day. Just as I need to view my notebook as more than just a diary, I must convey this same message to my students. Those who use a writer’s notebook should use it to record a real part of their lives. Teachers work very hard to create environments in their classrooms that are risk free. Elliott pointed out that this is important in their writing, also. In my second grade classroom, students struggle to write when they feel they are not very good at it. My students do not want to make corrections in their writing so they tend to write very little and use only words they are comfortable using. Elliott stated that students should not be worrying about their performance as they are writing in their notebooks. Students should just be given time to honestly record their discoveries and feelings. Elliott acknowledged that children will experiment more freely when they know there will be no judgment on their writing. A writer’s notebook should be easily accessible at all times. A writer needs to be able to write down their ideas right away before the thought leaves them. I have been trying to work on this myself. I brought my notebook to school with me so I could write down a discovery right when it occurs. One of the key components of a successful writer’s notebook is modeling. Teachers must model how to use the notebook. This is why it is important for teachers to keep their own writer’s notebook. Modeling is such a large part of the teaching profession that is unquestionable that we would spend time modeling how to use a writer’s notebook. The more a writer uses their notebook, the more comfortable they will be with it. If they are comfortable with their notebook chances are they will use it more often. One suggestion Elliott wrote about was having a writer personalize their notebook. Did anyone else find that fascinating? My students love to decorate their folders, why didn’t I ever consider having them decorate their journals. I call my students’ notebooks “journals”. The school also purchases their journals because it is a school requirement to use journals in our language arts program. My students are given composition books. There is a drawing portion in their journal that I really like. Elliott wrote that even composition books can be personalized. Do you allow your students to decorate their writing notebooks? I plan to come up with an activity that allows my students to decorate their journals.
ReplyDeleteElliott discussed how important it is to get children enthusiastic for writing. In almost all areas in school, if I show enthusiasm for something my students are much more likely to want to explore it. Does this happen in your classroom, also? I find that if I put just a little extra excitement into a project my students want to explore the new activity. I plan on incorporating my students’ journal writing into my integrated literacy unit. I will be integrating writing into my math lessons. One very simple way to use journaling in my measuring lessons is to have my students use comparing words to describe what they would like to measure and what they have already measured. This is a way I can read about their measuring findings.
Another question I have is how do you hold a student’s enthusiasm for an activity like writing? Sure, they could get excited at the beginning but what about when the newness wears off. My students write in their journals three to four times a week. Most of their writings are begun by journal starter from me. There are times when I allow my students to write about anything they want. It is usually at this time when they struggle to think of something to write. Elliott used a phrase, “Just write” quite often in chapters one and two (p.14). My students seem to have more trouble grasping the concept of writing anything in their journals than they do if I give them a starter. Do you allow for much free writing? If so, do your students struggle more with thinking about something on their own than they do if you give them a starter? I am excited to keep reading this book to discover new techniques to use and share with my students concerning a writer’s notebook.
In response to Linda’s blog…
ReplyDeleteLinda, I also use the word “journal” in my classroom instead of notebook. Elliott pointed out that writers use the word ‘journal’ just as they use the word ‘notebook’. I don’t think it matters what a person calls it just as long as they use one. I just worry that don’t use it correctly. I don’t allow my students a lot of free writing time to record their own feelings and issues. I usually give my students a topic they need to write about in their journal.
I just recently started a writer’s notebook. I have brought it to school but my students have not seen me use it. When I model a writing activity, I usually write it on the chalkboard or on sentence strips. If I become more comfortable with my notebook I would love to share it with my students. However, as of right now I haven’t written much and what I have written I would not feel comfortable sharing with my students. My students are my biggest inspiration for writing and I keep writing about their silly antics. I love the idea Elliott had of decorating your writer’s notebook. I plan on having my students decorate their composition books that were given to them at the beginning of the year from the school. The journals in my classroom all look alike and I like the idea of having my students’ personalize their journal with their own individual taste. My school recommends that each student write in their journal three to four times a week. There are weeks when I struggle to meet that recommendation but they do write daily in other areas. Take this week for instance; we had no school on Monday due to weather and a planned early dismissal on Friday. My students only wrote in their journals twice. Both times I gave my students the idea they needed to write about. I find that when I ask my students to write down their thoughts quickly on a topic it is very informative. I give my students just a half sheet of paper for that task. I don’t want them to lose their train of thought by having to go and get their journals and find the correct page then write down their thoughts. I have always thought my students would encounter too many distractions and lose their train of thought. Hopefully, Elliott will teach me how to have my students’ use their journals as more of a writer’s notebook.
Hi Katie, here is my response to your posting,
ReplyDeleteI too liked the idea of having the students decorate and personalize their notebooks, so I did find this fascinating. I presently do not have them decorate their notebooks, but I never really thought about it until I read these chapters. I will have the students decorate them, although it’s midyear, and will plan on it for next year as I begin notebooks.
In reference to showing enthusiasm my students have the same reaction as you said your students did. They love the validation that they are doing something well, or that I just love what they are doing. It is so wonderful when I see them grinning from ear to ear because I was enthusiastic about their learning and/or progress. To hold their enthusiasm takes a lot of work on our part as teachers. I constantly have to be “on” and to keep up the upbeat attitude in order to keep them excited. I feel this is a challenge at times, as it does require a lot of energy, but I persist as I feel I can keep them somewhat motivated in kindergarten and it is my hope that this excitement from me about their writing will transfer to the next year.
When we do have time for writing in our journal/notebook it is free write. We have discussed many times what they can write about, but I do continually remind them about their choices. I do not give them a starter, just ideas. At this time of year in kindergarten the children are using illustrations, labeling and writing a sentence. I too have a time factor that impacts the writing in their journals, as I have two half day sessions, so the students are not in school that long and it seems that there is always so much to accomplish in such a short period of time. To compensate for this I have the students write in their journal as soon as they come into school, it kicks off their day.
Katie, I was touched when you said your students were your inspiration for writing. They are the most wonderful part of my day and I think this would be a great start for us to share our notebooks with them. This way, it’s not our personal reflection with personal feelings we do not want to share. I probably would be careful not to mention particular names as I would not want to offend or leave someone out. Happy writing.
Jane Elliott’s comments regarding her initial attempts to begin a writer’s notebook really struck a chord with me. When I was about ten years old, I received a diary with lock and key as a gift. I was truly excited to start using it and can still recall my first entry. I wrote about being voted into the position of fifth grade vice president. That was big news! I can’t recall any other entries, and I honestly believe that entry to be the first and last in the diary – and that was that! I can really relate to the author’s feelings of frustration. A writer’s notebook or other writing entry is not necessarily a sustainable effort without a knowledge and understanding of its purpose and value. She explains that the pattern was broken when she was taught about these aspects through the course of her intermediate literacy training (p. 1). A writer’s notebook is much more than a place to write some captivating thoughts or interesting events. It’s a useful method to help make sense of daily occurrences by zeroing in on what you really think and feel. By virtue of putting pen to paper, it’s a vehicle that encourages self-examination and observation, leading to self-discovery. The writer’s notebook also acts as a springboard to other forms of writing, somewhat like a garden of ideas that serves to germinate and create new writing pieces. When written reflections begin at a young age and continue through the years, this compendium of thoughts and feelings helps to define who the individual is and what they have the potential to become (p. 2). It’s like a treasure chest of cherished memories that might otherwise have been lost and forgotten. We as teachers need to take the time to explain the significance and purpose of the writer’s notebook if it’s to be a successful endeavor for them. Due to the fact that this medium provides a non-threatening safe haven for students where they experience a non-judgmental arena for self-expression, it constitutes a ‘playground’ for their thoughts and feelings. I know that this would be a wonderful way for my students to experiencing writing devoid of stress. Elliott suggests composition books as being an economical choice for students’ notebooks. She also recommends that students decorate them to make them personal and to give them a sense of ownership, which I totally agree with. I know my students would be really excited to decorate their own writer’s notebook.
ReplyDeleteElliott refers to teachers that value writing as nurturers of writers. I believe this to be so true. As teachers we have the capacity to develop writers and we need to take this obligation very seriously. Many of my students enjoy writing and always have their ‘pencils sharpened’ and are eager to write. In my reading program, I am limited in the amount of time I am able to devote to writing. I’ve previously been advised to limit writing instruction to about ten minutes per session. How can we nurture writers in so little time? I’m convinced that this is not enough instruction time and I try to fit in as much time as is possible for my students. I believe that reading and writing are interconnected disciplines and writing serves to support vital reading-related skills. I think writing should be given more ‘weight’ instead of lip service in the curriculum, do you agree?
I agree with Elliott when she writer’s notebooks provide a way for us to get to know our students and connect with them. However, in my experience students sometimes share things of a personal and private nature, which may not necessarily be meant for sharing. Have you ever encountered this, and if so, how have you dealt with this delicate issue? I also agree that teachers must model the process and share their work with their students with enthusiasm, so students can learn by example and get to know their teachers at the same time. The exchange of ideas between students is also very enhancing, as one student learns from the entries of another. Creating a community of writer through this interchange of ideas between students and teachers is a significant component of the nurturing and growth of writers. Modeling the use of a writer’s notebook would not only help me to fulfill state standard requirements, but it would also help to prepare my students for standardized assessments like the CMT. While recently working with them on CMT preparation, I realized how much more work was needed in the area of written expression. A writer’s notebook would provide fertile ground for their ideas while helping them to practice planning and organizing their thoughts, an area sorely in need of remediation.
Keeping a writer’s notebook will help me to become familiar with the entire process, so that I can better relate to the processes my students will be going through as they go about making entries in their writing notebooks. I have already begun my journey as a writer through use of a writer’s notebook. I think I’m enjoying it because I’m now fully aware of its purpose and potential after reading the first chapters of Elliott’s book. I also look forward to using it as a vehicle for writing poetry, which I’ve always enjoyed.
As a result of learning about the value of a writer’s notebook, I intend to incorporate the use of journal entries as part of the cyberlesson in my integrated unit. Since my unit involves learning about the trying times during the Great Depression, I intend to have my students reflect upon how it would feel if they had been a child in the year 1929. They will be asked to record these thoughts, insights and feelings as daily entries over a period of time.
In response to your blog, I was also impressed with Elliott’s suggestion about students decorating their writer’s notebook. I am certain that my students would love to do that. They’re always asking for an opportunity to involve art in their lessons, which is not always possible since as I’ve mentioned, our time is limited. I think it’s a wonderful way for them to take pride in their notebooks, and hopefully for them to be encouraged to use them.
ReplyDeleteRegarding sustaining interest in writing over a period of time, Elliott is perceptive when she cautions about the importance of preparing your students with a background about the value and purpose of keeping a writer’s notebook. I do agree with Linda that a teacher needs to remain positive and encouraging throughout, (although this can be trying at times!) in order to help set the tone for students. As far as free writing, I haven’t been able to make time for totally free writing thus far. All of the writing my students engage in has a specific purpose such as written retell, or responding to a writing prompt.
In response to your blog, I was also impressed with Elliott’s suggestion about students decorating their writer’s notebook. I am certain that my students would love to do that.
ReplyDeleteThey’re always asking for an opportunity to involve art in their lessons, which is not always possible since as I’ve mentioned, our time is limited. I think it’s a wonderful way for them to take pride in their notebooks, and hopefully for them to be encouraged to use them.
Regarding sustaining interest in writing over a period of time, Elliott is perceptive when she cautions about the importance of preparing your students with a background about the value and purpose of keeping a writer’s notebook. I do agree with Linda that a teacher needs to remain positive and encouraging throughout (although this can be trying at times!) in order to help set the tone for students. As far as free writing, I haven’t been able to make time for totally free writing thus far. All of the writing my students engage in has a specific purpose such as written retell, or responding to a writing prompt.
Here’s my response to your blog.
ReplyDeleteI don’t presently have my students use a writer’s notebook as yet, but I don’t think it much matters what you call them as long as their purpose is fully understood by your students. I will be sharing my writer’s notebook with my students in order to model it for my students. I agree that all conversation dealing with the writer’s notebook must be done with great enthusiasm in order for your students to gain from your energy and excitement. I hope and expect that this will motivate them and encourage their use of the writer’s notebook. I plan on using composition books for my students, and having my students decorate pieces of construction paper to paste onto the books. I too liked the concept of writing in a ‘safe’ environment. This should also be an encouraging factor.
The idea of writing practice contributing to writing fluency is definitely one that I believe in. Use it or lose it applies here in a major way, as we all have come to learn with our students. Regarding how much writing is enough, and how often should the entries be –
I think that as one becomes accustomed to the process of writing in their notebooks, it will become more and more of a daily habit.
In response to Betty’s Blog:
ReplyDeleteI agree that we, as teachers, need to take time to explain the importance and function of a writer’s notebook. If children are to have successful writer’s notebooks, teachers need to model how it is used. I can’t believe you are only given ten minutes a day to nurture writing. I don’t think this is a significant amount of time to truly teach children writing. Writing can and should be used across the curriculum. This will give students a sense of who meaningful writing is in all content areas. I usually don’t have my students share their writings with the class if they had a free write. Most of the time, I give my students a starting point for writing and they share those writings with the class. This allows for students who wrote something personal in their journal to not be put on the spot to read it in front of their peers.
Hi Betty, here is my response to your posting:
ReplyDeleteI too liked how the purpose of the writer’s notebook was explained to us, it in turn makes sense and we can now impart our new knowledge as teachers within the classrooms we teach. In your situation, you can only do what you can within the set time period, somewhat like my situation with the limited time with the students. My feeling is that it’s better than nothing. I also do have writing lessons within the curriculum but the notebook is a place where they can write without any “requirements” than to just write. Again this is a limited time. You mentioned having just ten minutes and I too believe that is not enough time, but you can integrate writing within your reading lessons. I am reading Writing Essentials by Regie Rautman in my writing class and she is a proponent of integrated writing within lessons and using authentic writing, with a purpose set, for teaching writing. Maybe this might help, I know it’s not free write but it might help with getting more writing incorporated within your lesson times.
You mentioned writing that involves delicate issues. This did occur in my kindergarten class and I had to seek out the social worker at our school. There were meetings with the student and calls to the family. It all worked out, but it was an uncomfortable situation. I know that teachers explain how to flag a page you do not want to share, but in kindergarten I have not done that. Maybe I should.
I liked how you will use the writer’s notebook in your unit. I too mentioned using that as well. I feel it affords the students yet another opportunity to write.