Saturday, January 24, 2009
Writers's Notebook Ch.11,12 &13 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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Response to Chapters 11, 12, and 13 in the Writer’s Notebook:
ReplyDeleteChapter 11 focused on how to keep boys interested in writing. I am finding that second grade boys are learning what is “cool” and “uncool”. Do find this in your grades also? I have worked with my students to find reading material that interests them, this chapter reminded me just how important it is to find interesting topics for all of my students to write about. Elliott stressed that writers need to have the option of writing on different topics. This is especially important for boys. One thing Elliott talked about in Chapter 11 was how boys like to write about topics that some teachers are not comfortable with. I am sure we all know how a boy can have a very different sense of humor than a girl. Elliott challenges teachers to keep an open mind to male voices in our classroom? How are you in regards to this? Do you allow all your students to write on topics that appeal to them individually? I tend to give a writing topic to my students so I they don’t stray very far from the topic at hand. I have been allowing more freedom in journal writings and I am finding that they are enjoying this freedom. So far, everything has been going well but I still find some of my writers are reluctant to write very much. Chapter 11 really stressed that I need to continue to foster my students writing by offering them more freedom in their writing.
In Chapter 12, Elliott showed us how we can use our writer’s notebook in other content areas. Elliott showed us that we can use our notebook in science, social studies, and the arts. Elliott did not touch on my integrated unit area of math. Teachers can find ways to incorporate writing in all content areas. Do you find this also? Writing is so nice to check for comprehension and understanding of the lessons. My students will be writing in their journals several times during the unit. At the end, each student will be writing their understanding of measurement and how we use it in our daily lives. Every once in a while, I show a video in my classroom to introduce or reinforce lessons taught. Elliott showed me that before I show the movie, I should ask the students to focus in on a specific topic so we can discuss it after the movie. This could bring more discussion to the follow-up activity I always have my students complete. We read once again just how important it is for us to allow our students to share their writings (which I am glad to say I increased my classes time sharing) and how important it is for us to MODEL writing to our students. My students have seen me use my writer’s notebook in class and it caused quite a few questions like “What are you writing?”, “Why are you writing?”, “Do you like to write?”. I hope this shows my students just how important it is to keep using a journal or writer’s notebook even when they are not required to write in it.
Chapter 13 gave me a few more ideas for using a writer’s notebook in my classroom. Do you have the issue of privacy in your classrooms? I always read my students journals. My students either read it to me or I take it home with me one night to read. This gives me an opportunity to assess my students writing abilities. Assessment was other issue brought up in this chapter. How do you assess your students writer’s notebooks or journals? Do you look at their grammar? I know that in a writer’s notebook they should be free to write without worrying about grammar, punctuation, and spelling but I use their journals as a form of assessment to see if they are carrying over the lessons they have been taught. I have been trying to get into the habit of having my students use a separate sheet of paper for the writings I will be assessing but it doesn’t always work that way. My students keep their journals in their desk so it is very easy to just say “Get out your journals for this quick write” instead of having to pass out sheets of paper. I like the idea that students use their notebooks as homework assignments on some nights. I am always looking for new ways to bridge home and school- this seems like a great opportunity to do so.
Hello girls,
ReplyDeleteHere is my response to chapters 11, 12, and 13.
In chapter 11 I appreciated that she addressed the topic of engaging boy writers as I have two sons. As they were growing up, they are now adults, I know I steered them toward “safe” topics. The idea of violence was one I did not support. As I read that section I did chose Molly’s drawing as the one I would encourage and Sam’s as the one I’d probably discourage. As a teacher of kindergarten students I am seeing some violent themes. The games and television the children are exposed to, I feel, tend to foster this type of writing. I don’t have too much interaction with this however; as they are five, but some years I have seen it. As Elliott says, Newkirk “recommends discussing violence in the media and the effects it has on us with our students.” (p. 90) In my class we discuss appropriate writing and appropriate is based on our school policy in regards to violence. As Elliott says, “The line is not easily drawn, but we can hope to discuss the issue with those who cross that line without having to penalize them.”(p. 90) Do you encounter this with the boys in your classes? I especially liked the idea of sports writing. What a great way to tap into their interests! As a result of reading this chapter I will be more open as she says and be more intentional about including more genres that appeal to boys.
In chapter 12 I like how she connected using the notebook across the curriculum. I plan on using the notebook in my unit to explore meanings of new words and have the children write and draw what the words mean to them. So this will include the science curriculum. In my classroom the children use their notebooks to respond in after they have experienced a fine arts presentation at our school. They like to write about the performance after they have seen it. I do not have the children sharing their notebooks with their specials such as art and music. Do you either of you do that? What do you think of that? I think it sounds like a good idea, and I might see if anyone would be open to using the notebook in the specials class. The last section about sharing, I totally agree with. In my class we share our notebooks. I do offer the right to pass, as this can sometimes be too personal, but in my class, most of the children can’t wait to share. Elliott talks about the time constraint and I have experienced this, and I have sacrificed it in the past, but I do not sacrifice the sharing anymore. They love this and it is beneficial in so many ways. Do you share? How does it go for you if you do? I loved the quote she had from an unknown author about sharing with colleagues:
If you have an apple and I have an apple and we exchange apples, then you and I still each have one apple. But if you have an idea and I have an idea and we exchange ideas, then each of us still has two ideas. (p.101)
She concludes with some wonderful words, “Wise words for students and teachers to live by!” (p. 101). What do you think? I think those are indeed some wise words!
And finally in chapter 13 she addresses the idea of privacy. That is why I offer the pass when we share. The notebook is for risk free, safe writing. I feel it is important to establish the parameters before using the notebook. I let my children know that they can share what they include or not, but that they once again need to be aware that the notebook is at school and it could be read inadvertently. In kindergarten this is not really an issue, but I would imagine in the upper grades this could be quite a concern. Do you encounter this in your grades? As a writer myself, I know in my notebook I have some entries I really would not want to share, some are more personal or in some instances I’ve taken the risk to try a new genre and I’m not comfortable with it, so I really would be uncomfortable sharing those entries. She further suggested writing ideas for writing in the notebook when writer’s block occurs. I think this is a good idea. Myself, I have felt that way when I sit down to write on occasion and having a reference in my notebook would probably help me. She certainly shared a wealth of ideas for writing, so it’s now up to us to share these with our students. I will be sharing these ideas with my colleagues as well. I need to share this book with others and I plan on doing just that, now we will all have more ideas. When she talked about using the notebook for homework I liked how she included the children in this process. This would be a great home/school connection. I do have a home/school connection, but not with the notebook. I might try this, but I would probably provide a topic or idea as Elliott suggested when sending the notebook home. What do you think of using the notebook for homework? Does it seem feasible? I like the idea of not grading the notebook, but to asses it for accountability and productivity. As I read this chapter the idea of planting the seed came back as she wrote, “ You only have your writers in your class for one year; however, you never know which students will latch on to using notebooks for the rest of their lives.” (p. 108) It is my hope that I will cultivate, nurture, and develop lifelong learners of writing.
Hi Katie,
ReplyDeleteThe boys in my class still like dinosaurs and trucks. They have not yet deciphered what is “cool” or “uncool”. A couple years ago I did have a student who was exposed to; I felt, more than age appropriate movies. He spent time with his dad and this seemed to be the time when he saw PG movies at age 5! Call me crazy! I don’t think however, he knew what was “cool” or not, he just acted on what he saw. In reference to the challenge of keeping an open mind, I am now more aware that I need to do that, I feel I let them have a voice, but again, the humor has yet to be developed. I do let my students write about topics of interest to them. As I am responding I thought of a boy in my class who has twice written about death. One time it was the death of his fish and the next one was of his uncle. Keep offering the freedom, we are planting the seed. Good job.
I definitely agree with you in that writing can be incorporated in all areas of the curriculum. In math, we have math journals as well. They have to solve problems through illustrations. Bravo, on the increased time for sharing! Yes the modeling did come up again and yes I do write with my students. My students are soooo focused when we write in our notebooks; you could hear a pin drop and these are five year olds.
Privacy in kindergarten has not yet been an issue. They just want to share, share, and share some more! I use their notebooks as a way to show growth from the beginning of the year to the end. I do note words used, sentences, and details within; I generally asses for productive use of time and accountability when writing. It’ a also been beneficial at conferences as well; families can see what we are doing in school and will hopefully continue this at home. Yes, I too thought the home/school connection was supported in using the notebook for homework as well.
It seems like you got a lot of good insights into using the notebook. Best of luck to you and your students.
Hi, Linda and Katie-
ReplyDeleteHere’s my response to chapters 11,12, & 13:
I really appreciated the fact that Elliott devoted chapter 11 to “Engaging Boys in Notebook Writing”. As a mother of three boys, I can recall the pain and agony of getting my boys to do any type of writing project. They didn’t like sitting (unless they had a t.v. or video game remote control device in their hand), let alone sitting and writing! Out of all three, only one of them had a teacher who genuinely knew how to nurture writers, and yes, he was the only one that ended up knowing how to write without angst, tutors, etc! I loved the suggestions Elliott includes, since I think they afford boys the freedom of expression they need to succeed in their writing endeavors. I agree that we need to give boys more space to write about topics that are meaningful to them, in ways that make sense to them. What do you think about this? I know it may not be easy since in many cases it may ‘go against our grain’, but I believe that Thomas Newkirk’s book ‘Misreading Masculinity: Boys, Literacy, and Popular Culture’ and ‘Boy Writers: Reclaiming Their Voices’ by Ralph Fletcher, will be great resources to help us ‘squeamish ones’ overcome our preconceived notions about what’s recommended for boys. I also agree that boys would benefit by being encouraged to sketch ideas as a way to encourage them to write. Figure 11.3 displayed a wonderful example of how sketching was a support to providing an abundance of information about the science behind tornadoes, for an ELL student. Cartooning is another great way for boys (and girls!) to have fun with self-expression, since it comes so naturally to kids. I’ve actually toyed with some sketching in my own writer’s notebook, and have to say I enjoyed it ,- it’s kinda’ fun! Elliott’s idea about sports writing was another great suggestion that I think my students would go for. It would be an easy way for students to incorporate ‘mock interviews’ into their notebooks of sports personalities they admire, while painlessly enjoying the process of writing. This chapter caused me to think about adding some new genres to my students’ repertoire of books. Did this chapter make you question your own class libraries?
In chapter 12 Elliott offers many interesting ways to for students to use their notebooks.
She gives the example of responding to a speaker’s visit within the writer’s notebook. Elliott lists Spencer’s reflection (Fig.12.1), which impressed me as an example of a student who really enjoyed the speaker, and was enhanced through this experience. I suppose depending upon a teacher’s imagination, there’s no limit to the opportunities that one can take advantage of regarding the writer’s notebook. Although I might think of having students list reflections about class trips, or recording questions to be used for future interviews, I don’t know that I would have ever thought to respond to topics like ‘state standards’ in the writer’s notebook. Would you? I guess every topic is fair game!
I was intrigued with Randy and Katherine Bomer’s two faces of writing, the outward writing you do for readers, and the inward writing ‘that is a tool for thinking rather than communicating’. Elliott explains so well, the need for both kinds of writing. I find this to be so true. Do you agree? It’s so important for our students to have a place to express their true feelings, as well as a place to vent and express their thoughts and opinions about various topics that matter to them. I’ve observed how my own students truly enjoy expressing their feelings and opinions in notebook entries, and I believe this process to be very beneficial for them. As they gain experience with this process, they will hopefully develop into individuals that believe their opinions count, and that their contributions to society can make a difference. The significance of this cannot be understated as Elliott states “Students are empowered when they develop the ability to articulate their opinions and beliefs in order to become agents of change”.
I appreciated the suggestion of using the writer’s notebook to respond to facets of the arts and music. I think my students would love to use their writer’s notebook to respond to different activities in these subjects that they so enjoy. Is this something that you do, or are planning to do?
Elliott reminds us of the importance of having our groups share their entries when responding to content curriculum. She lists so many valid reasons to encourage us to do so. I believe this to be a very important part of the teaching/learning process. Do you agree? I recently began my integrated literacy unit, and had my students jot down key words and phrases in their notebooks while they were reading, to help them understand the story. I was amazed at how much they enjoyed the process, and how invested they were in this task. As I read their entries after class, I realized that I would have to make time during our next session for them to share their work with one another. Not only for them to learn from one another’s entries, but also for them to take pride in sharing their work. Last but not least, Elliott recommends exchanging ideas for writer’s notebooks with colleagues, which is something that I’ll need to do. Do you share ideas for writer’s notebooks with your colleagues?
In chapter 13, Elliott raises the issue of privacy in writer’s notebooks. As a solution to the privacy issue, Elliott makes a suggestion of the use of two notebooks, one of them being for home use, that noone else would read. I also find that I’m hesitant to write things of an intensely personal nature in my notebook, for fear that it might get in the wrong hands. Do you feel that way too?
Elliott writes a long list of ways to address writer’s block. I appreciated that list, since I myself find that I do experience writer’s block occasionally (but thankfully not for too long!). Do you sometimes find that several days go by without anything to enter into your notebook? What did you think of that cute poem by Lauren (Fig. 13.1), kind of creative, eh? Naomi Shihab Nye’s idea of using a question to get students writing when they have writer’s block seemed very clever to me. I’ll have to remember to share that one!
Although I could relate to the use of computers for journaling and blogging, somehow I believe that for young writers the use of a writer’s notebook is the only way to go. Writing with pen in hand is a wonderful skill to develop that can’t be equated with the computer. There’s plenty of time for kids to use computers for journaling later on. Don’t you agree?
I found Elliott’s assessment of notebooks interesting. She noted that her students’ self-assessments were more significant than hers. The questions her students are required to respond to cause them to reflect upon the process of notebook writing, and how they respond to this process. At the close of the year, she makes them think about key points such as how they’ll continue to use the notebook (making it clear that it’s not just for school time), and how the notebook has helped them as a writer. She shows us how to help students view the writer’s notebook as a vital tool to help them grow as a writer.
Elliott has given me so many helpful ideas about the use of the writer’s notebook and the process of writing for young students. I’m truly grateful for the opportunity to have read this book, and intend to use it as a resource for future reference. It’s definitely a keeper, - don’t you agree?!
Hi Betty,
ReplyDeleteI must say I too was glad to see the topic of engaging boy writers as I too had boys, 2 sons and writing was a painful experience as well. I totally agree with the idea of giving the boys more space to write about topics of interest to them. The books mentioned I am sure will provide us with more information on this topic as well. The ideas you mentioned I too thought were wonderful opportunities for engaging the boy writers in our classrooms. As you said too, not only the boys, but the girls too might like some to these ideas as well. My classroom library contains many genres, but I must say, I recently did go through my classroom library and I did add more books that I feel boys would be drawn to, such as dinosaurs and car and truck books. I have those, but I pulled out some more.
I don’t know that I would have thought of using state standards as a response and I probably would have to modify that in kindergarten. I do have the standards in my room and our focus is on the vocabulary. I was thinking the students could use their notebook as a way to demonstrate an understanding of the words used in the standards; some are pretty hard for kindergarteners. As you say, every topic is fair game. Yes, I do agree with Boomer’s two faces of writing. My first instinct was of course we need both. As I reflect on it however, it might be easier said than done. As with all we do as teachers we must be sure we model, in order to achieve the outcomes. It is so important I feel that the students do have the sense that their opinions count, their voices can be heard, and as you said with experience with the notebook and this process, they will hopefully develop into those kinds of students and writers.
As far as using the notebook in the special areas, no I do not do that, but I have thought about know that the seed has been planted in my head. In regards to sharing a big YES; I totally agree with her. I mentioned it in my response as well and feel it is truly a valuable component of the writing process.
I have shared ideas with colleagues, but I plan on recommended this book as a resource for the teachers at my school.
In chapter 13 in regards to the privacy issue, I definitely feel the way you do. I do not want just anyone to read my entries. I have not yet kept two notebooks at once, but I have been somewhat cautious on what I do write in my notebook. Some days are harder than others to decide on what I should write, but then I remember there are numerous things to write about. Sometimes I think my problem is just in making the time for myself to write. Yes, the poem by Lauren was cute, and it actually came out pretty good, who knew have nothing to write about could become a poem!!Yes I do like the idea of a pen in hand for using the notebook. Most children do have opportunities to use the computer and I know for kindergarten I need them to gain strength in their hand with the pencil. They indeed will have more time with computers in the future, the pen and paper are the tools being left behind.
Yes, this book has been very valuable for me as well. It is indeed a keeper! It sounds like you did indeed glean much from this book. I did too, and I am glad that I too had the opportunity to read and share it along with you. Happy writing!
Linda
Hi, Katie-
ReplyDeleteI wholeheartedly agree that we need to keep an open mind to the male voices in our classroom. In my program for struggling readers we usually have students respond to specific literature that’s generally of a ‘tame’ nature (devoid of violence, scary stories, controversial topics, etc.), leaving less room for uncomfortable situations to arise. However, there’s often room for our students to cite their thoughts, beliefs or opinions within their written response. I do believe that as teachers we need to make an attempt to move out of our comfort zone, with the hopes that we’ll encourage even our most reluctant male writers to become excited about the prospect of writing. Regarding what is ‘cool’ and ‘uncool’, I don’t observe much of that within our program (although it’s clear that my students are experts on this topic!), but I certainly do hear about it when they’re not too keen on subject matter that’s presented to them. Fortunately this doesn’t happen too often, since it’s essential for us to provide engaging literature to our students or we’ll lose them at the get-go!
I definitely believe that writing should be incorporated into all content areas. That’s one of the ways we can nurture our students as writers, - by simply allowing them the opportunity to write. Many of my colleagues have mentioned that they don’t feel as if their students do enough writing, and this would provide a perfect solution to that issue.
I also liked Elliott’s suggestion about students responding in their writer’s notebook while watching videos. This seemed like a great way to make sure that they’d be invested in the task so that they’d glean more from it, and be able to share this newfound knowledge in lessons and activities that may follow. I think it’s great that your students have observed you jotting down things in your notebook, and that they’re curious about it. I think it’s a great way to get students in the habit of using their notebooks not just because they have to, but because they become inclined to use it as a comfortable ‘place to go’ to explore what’s on their mind. I’ve shared excerpts from my notebook with my students, but I need to remember to let them observe me as I make notations in it. Thanks for the reminder!
Thus far I haven’t had any privacy issues concerning the writer’s notebooks. Regarding assessment of the writer’s notebooks, I do look for proper use of punctuation, capitalization, grammar and use of vocabulary as an informal assessment to note whether my students are applying what they’re learning, but I don’t employ a point system akin to what Elliott speaks of. I too liked the idea of use of the writer’s notebook for homework assignments, and thought it would work well as a home/school connection piece. I believe that parents would appreciate observing their children engaging in this process as well. Seems like we all got a ‘truckload’ of information from this valuable resource, and will continue to benefit from it as time passes. It’s been fun sharing our ideas Katie, - wishing you lots of luck as both you and your students evolve as writers!
Hi,Linda_
ReplyDeleteI can relate to your having steered your sons toward 'safe' topics. I also didn't encourage violent themes for my sons because I myself didn't feel comfortable with them. Regarding my students, I need to walk a fine line since in many cases violence is a part of their lives, and I need to be careful when approaching the prospect of allowing it as a theme. One never knows what can come out of this, and it may well lead to privacy issues.
I guess it comes down to a matter of degree, and as you mentioned in your quote, being able to talk about it with students who 'cross that line' without their having to suffer any consequences because of it. It has happened that boys have sketched some weapons in their notebooks while making connections to text, but I accepted this as acceptable as relating appropriately to what they had read. I too loved the idea of the sports writing,- a great way to empower boys to offer their thoughts and opinions about something so 'near and dear' to them! As I mentioned in my blog, I also believe we need to be more open-minded and intentional about the genres we choose for our students.
I definitely agree that we need to use the writer's notebook in all the content areas, and intend to use it more and more in this way. As far as students sharing their work, I also find it challenging to fit this into our schedule, but try to find as much time to do so because I think it's so essential to what we're trying to accomplish. Sharing one's work is a critical part of what it means to
be part of a community of writers, and all that it entails. The quote that you mentioned also resonated with me, and I think it's essential to build upon our ideas for notebook entries by sharing what we know with our colleagues. Two heads are always better than one!
I liked your idea about offering a 'pass' to students when sharing notebook entries,so that they know that their entries are risk-free and safe. I haven't encountered any situations in my experience where any issues arouse due to students reading things of a personal nature out of other's notebooks.
I believe that using the writer's notebook as a homework assignment is quite feasible and would definitely be a great method for a home/school connection. I too appreciated the idea of involving the students in a home/school connection with their writer's notebook by having them write a note to their parents explaining the purpose of the notebook, and what's expected of them. Having their parents become involved in the process by allowing them to make an entry was another great idea!
I agree that Elliott gives us serious food for thought when she reminds us of our potential as teachers to help instill the lifelong habit of use of a writer's notebook within our students. As nurturers of writers this is something we must all aspire to. Hopefully all that we've gained from Elliott's insights will move us all in that direction. It's been fun, Linda - wishing you all the best as you continue on that journey!
In response to Linda’s Blog:
ReplyDeleteHi Linda!
I follow the same policy as you do in regards to violence. I go by my school’s guidelines for violence at school. I don’t encounter a problem in my students writings, even my boys who tend to push the boundary out at recess. Even during “free writing” time, no one has pushed the violence issue yet. I’m sure it will come up one of these days with all that is on television and in movies. It never even occurred to me to have my students use their writer’s notebooks in relation to their specials classes. I feel it would be enlightening to discover some of the things that occur during specials times. Like you, I have really put a much bigger emphasis on sharing in my classroom. Even if we are running out of time, I will allow the students to share with their neighbor so they still have that opportunity. I enjoy getting ideas from my colleagues. I like to get new ideas and build off of what I already do in my classroom and my colleagues have given me some great suggestions at times. The quote Elliott used was on page 101 is very accurate. Your colleagues are great resources in getting ideas to use. I allow my students the opportunity to choose if they want to share their journal entries with their peers. However, I will read it to make sure they are getting the concept I want them to learn. I, too, loved the idea of using the notebook as a home/school connection. I don’t do much of this type of activity and I really liked the suggestion. I feel parents would enjoy seeing a writing project also.
In response to Betty’s Blog:
ReplyDeleteHi Betty!
I agree with your statements about giving boys more space to write about topics that are meaningful to them. If we are going to keep boys interested in writing, we need to incorporate topics that they will enjoy writing about in their notebooks. I, also, need to look over my classroom library in the near future. I enjoy going to the town library to bring new material into the classroom but it would be great to have a wider range of genres in our own library (good thing there is a book fair coming soon to my school). Incorporating state standards into the student’s in my class is a bit above my student’s level of understanding. But you are right, every topic is fair game! Students must have the freedom to express themselves in their notebooks. I use mine for that purpose and it always feels good to let go of something that is bothering me in one way or another. I already have my students use their notebooks to tell about themselves and the activities and games they like. However, I have not had the students use their notebooks to discuss their specials. I would find it interesting to read how they felt about their specials. I agree that a writer’s notebook can be used across the curriculum and it should! I have not shared my notebook with colleagues. I have shared my notebook with friends but not colleagues. You wrote about not writing personal things in your notebook, in my notebook, I write about very personal things. I have used my notebook as a way to relieve some of the stress of the day so my wording is not always politically correct. I, too, can go days without writing in my notebook. I’m getting better at it, though. I want my students to write in their notebooks instead of on the computer for a number of reasons. Writing it by hand will make the writer practice their handwriting and be able to write more quickly to get their ideas down before they forget them. You were right when you said this book is a definite keeper!