As I learned in previous chapters of Ladybugs, tornadoes, and swirling galaxies, "the first step in nonfiction writing is to get students talking about their world and reading and writing their world" (Buhrow & Garcia, 2006, p. 72). If the first step includes exploring their worlds in more detail, the second step flows naturally from the first- having the students read more nonfiction books that interest them.
During my time here at UGA, some of my classes focused on an inquiry-based approach of teaching and learning. While many native English students may be new to this inquiry-based approach, our ELL students will need much direction from us as they begin reading, learning, and writing. How can I accomplish such an enormous task? Buhrow & Garcia (2006) state, "We do this through think-alouds. We talk, talk, and talk out loud, saying everything we are thinking. We try to be specific and and include even the most mundane thoughts we might be having to make it clear we are grappling with our own ideas" (p. 72). When the students are able to see the teacher model the thinking process in front of them, the students will have a clearer understanding of how to guide their thinking during inquiry.
I never realized that note-taking could take so many varied forms. From the traditional writing down of facts to drawing a pictorial representation of a text/picture, the form that a student may choose for note-taking can be as unique as the student. I like the idea of keeping a classroom note-taking sheet posted as an example for the students. As Buhrow & Garcia (2006) point out, "Each column of the note-taking sheet is labeled with the language forms we are practicing, such as "I wonder _____" and "I learned_____"..."Connections"..."My Schema"..."Wow!"..."My New Schema"..."and one more for "More Questions" to show that note-taking is an ongoing process" (p. 73). It is important to take time with the students and make sure that they learn the valuable skill of note-taking. When students learn to write down their own thinking and ideas, they will become more skilled at the inquiry process.
I LOVE using multi-colored sticky notes for varying purposes around the classroom. The authors mention the use of sticky notes throughout these four chapters. When illustrating how one student takes notes, Buhrow & Garcia state, "She grabs some pink sticky notes and writes, "I learned." On yellow sticky notes she writes, "I wonder," and on green sticky notes she writes "Wow!" (p. 95). The students may use the sticky notes for taking notes of their own, for leaving comments about other students' work, to write notes to the teacher/principal, to create anchor charts around the room, or for other purposes. It seems that the possibilities are endless. I will definitely purchase a stock pile of multi-colored sticky notes before I begin teaching full time next year.
Buhrow & Garcia (2006) describe the ELL writer's workshop by stating, "this is all natural. The kids are everywhere, spread out with their work, engaged in their thinking, working at their own pace. We move around the room conferring with kids, helping them move from one step to the next" (p. 83"). Not only does this paint an accurate picture of what the workshop environment encompasses, but it also spells out the roles of both student and teacher. The students are engaged with their thinking and working while the teacher moves about, confers, and assists the student sin moving from one step to the next. No two students will be at exactly the same place at exactly the same time. This frightens me somewhat, but I would rather experience the writing workshop environment than a traditional classroom setting.
Mind maps are a wonderful way to summarize a unit as the students complete that unit or perhaps to use as a form of assessment. Once the mind maps are created, they can be displayed around the classroom for future reference.
When someone mentioned the word publishing, my mind immediately thought of a work published in a book or on an online website. In my mind publishing was official and often times included in a book that people could purchase. Now, my thoughts are not the same. Publishing can mean so much more than the traditional meaning of the word. Students can publish their work in a variety of formats. Those formats may include printing out a story or research from the computer, making a book from construction paper, creating a chart, writing a poem, making a poster, or other such possibilities. As long as the student has access to a wide variety of supplies, the end result of their publishing will be creative and unique to the individual student. Buhrow & Garcia (2006) also mention the importance of publication when they state, "seeing their work in print and in finished form helps children take ownership of their writing...putting their work out there helps the students build confidence and pride in their writing" (p. 107). These are important aspects that I want to make sure my students have- ownership, confidence, and pride in the work.
It's a long journey, but I will make it if I have enough patience!
Buhrow, B., & Garcia, A. U. (2006). Ladybugs, tornadoes, and swirling galaxies:
English language learners discover their world through inquiry. Portland,
ME: Stenhouse Publishers.
Monday, September 24, 2012
Monday, September 17, 2012
"An environment where print is valued and used by everyone"
While reading through the first four chapters of Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry, I found myself constantly thinking of how to incorporate the ideas of Buhrow and Garcia into a middle school writing workshop. I found many connections in the first chapter about how to create an effective, welcoming environment for my future students.
As Buhrow & Garcia (2006) point out, "We want our classroom spaces to reflect more of a cozy, laid-back environment than a classroom that lacks the natural ambience creativity fosters" (p. 11). I believe in establishing a classroom environment in which students will love returning to each day. There should be comfortable seating, many places to work or read quietly, an area for conferences, and an area for the entire class to meet as a whole group. I also strongly believe that "kids are no different from adults in that they are able to think better in an environment they find comfortable" (Buhrow & Garcia, 2006, p. 13). I understand that my students will be more free to think, read, write, learn, and grow throughout the year if I provide them with an environment that embodies comfort and stimulates growth.
Other valuable ideas that I took away from chapter one are having "portable little desks" for students who write best away from the traditional desk, allowing students the option to work outside (when possible and accessible), have a classroom tour on the first day of school, using multi-colored sticky notes more, utilizing pens more than pencils, and creating a news board for students to post stories that are exciting to them. By incorporating these elements into my future classroom, I will create a more positive classroom for my students.
I love the statement from Buhrow & Garcia (2006) that "our goal is to make an academic environment where all inquires are valued and kids have the dispositions or the attitude and inclination to work independently" (p. 24). I envision a classroom where all of my students will feel free to make inquiries, respect the thoughts and opinions of others, and keep positive attitudes that will not interrupt the learning process.
The interactive writing is a genius idea! Having the students write to the teacher in an easily accessible classroom area and having the teacher write back not only communicates the importance of what students have to say, but it also communicates that the teacher places value and time on what students write. As Buhrow & Garcia (2006) state, "We use sticky notes to write back and forth, creating a fluid message board that we also use to track language and writing development" (p. 54). This is a great way to keep track of students' writing and evaluate the development over the course of the school year. I will definitely incorporate this idea in some way in my future classroom.
After reading these chapters, I have a greater appreciation and understanding of modeling how to think out loud, giving students time to think before responding, finding a signal (such as the thumbs), making eye contact, and keeping anchor charts for references. Establishing routines, signals, and classroom procedures are crucial for ELL students. While I have thought often of having students with special needs and how to differentiate my instruction for those students, I have never given much thought to having ELL students in my future classroom. I am thankful for being exposed to this book which is opening my mind to other exciting experiences I will face in the future.
Buhrow, B., & Garcia, A. U. (2006). Ladybugs, tornadoes, and swirling galaxies:
English language learners discover their world through inquiry. Portland,
ME: Stenhouse Publishers.
As Buhrow & Garcia (2006) point out, "We want our classroom spaces to reflect more of a cozy, laid-back environment than a classroom that lacks the natural ambience creativity fosters" (p. 11). I believe in establishing a classroom environment in which students will love returning to each day. There should be comfortable seating, many places to work or read quietly, an area for conferences, and an area for the entire class to meet as a whole group. I also strongly believe that "kids are no different from adults in that they are able to think better in an environment they find comfortable" (Buhrow & Garcia, 2006, p. 13). I understand that my students will be more free to think, read, write, learn, and grow throughout the year if I provide them with an environment that embodies comfort and stimulates growth.
Other valuable ideas that I took away from chapter one are having "portable little desks" for students who write best away from the traditional desk, allowing students the option to work outside (when possible and accessible), have a classroom tour on the first day of school, using multi-colored sticky notes more, utilizing pens more than pencils, and creating a news board for students to post stories that are exciting to them. By incorporating these elements into my future classroom, I will create a more positive classroom for my students.
I love the statement from Buhrow & Garcia (2006) that "our goal is to make an academic environment where all inquires are valued and kids have the dispositions or the attitude and inclination to work independently" (p. 24). I envision a classroom where all of my students will feel free to make inquiries, respect the thoughts and opinions of others, and keep positive attitudes that will not interrupt the learning process.
The interactive writing is a genius idea! Having the students write to the teacher in an easily accessible classroom area and having the teacher write back not only communicates the importance of what students have to say, but it also communicates that the teacher places value and time on what students write. As Buhrow & Garcia (2006) state, "We use sticky notes to write back and forth, creating a fluid message board that we also use to track language and writing development" (p. 54). This is a great way to keep track of students' writing and evaluate the development over the course of the school year. I will definitely incorporate this idea in some way in my future classroom.
After reading these chapters, I have a greater appreciation and understanding of modeling how to think out loud, giving students time to think before responding, finding a signal (such as the thumbs), making eye contact, and keeping anchor charts for references. Establishing routines, signals, and classroom procedures are crucial for ELL students. While I have thought often of having students with special needs and how to differentiate my instruction for those students, I have never given much thought to having ELL students in my future classroom. I am thankful for being exposed to this book which is opening my mind to other exciting experiences I will face in the future.
Buhrow, B., & Garcia, A. U. (2006). Ladybugs, tornadoes, and swirling galaxies:
English language learners discover their world through inquiry. Portland,
ME: Stenhouse Publishers.
Monday, September 10, 2012
"Energy for their work..."
After reading all four assigned chapters, there is one statement that resonated with me in a powerful way. Wood (2001) states, "I want to leave students with an energy for their work after a conference, and I watch for signs of that in my teaching" (p. 171). This is one of my goals for my future writing workshop. Not only do I want students to feel energized after a conference, but I also want my students to walk into the classroom with energy for their writing. I want my students have energy in their writing every step of the journey- from collecting ideas in their writer's notebooks to publication.
There are many valuable lessons I learned while reading chapter 14. I believe in the importance of the teacher being out among the students. No matter the subject or classroom, students respond in a more positive manner when the teacher is not sitting behind a desk but is out among the students. As Wood (2001) points out, "Students know that we are serious about their work when we are out there with them while they are doing it" (p. 157).
I found the concept of conferring not about helping, but about teaching to be intriguing. "Although we will "help" many writers in conferences, the purpose of a conference is not to help. The purpose is to teach, and everyone needs teaching (whether they need help or not)" (Wood, 2001, p. 157). I often wondered how a conference would take place if a student was not in need of any help from me. Now I know that there will be other areas to discuss and work on with the student who seems to have it all together. It is comforting (and at times frightening) to realize that we will never know it all. There are always areas in our chosen fields and areas of interest where we can grow and expand our knowledge. Just as this is true for me, it is also true for my students.
Learning about the four parts of a writing conference inspire me to maintain a organized workshop in the future. By following the four parts, I can not only remain organized, but I will also have an orderly record-keeping system for the future. It is also quite the relief to know that I do not have to go into my first year of teaching a writing workshop with all the answers or teaching experience. Wood (2001) explains, "When we first start teaching writing, we have only a few things in our fist; it's a very small fist, so we teach the same things over and over, all around the room. And we must know that that's OK!" (p. 164). Those words, coming from an expert, relieve stress and bring comfort.
After reading the chapter on assessment and evaluation, I still find myself questioning how to effectively and accurately evaluate students when most schools place so much emphasis on student testing and scores. Even though Wood (2001) provides excellent suggestions, such as "...the rubrics that I've seen and used for evaluation is a combination of a score and a narrative that explains why the student has evaluated herself in this way in relation to whatever is being evaluated" (p. 221), I still feel that self-evaluation from the students would not be as accurate as I would want. I foresee students evaluating themselves either too high or too low, and I will spend far too much time going back to reevaluate their work. I want to establish an effective system of assessment and evaluation at the beginning of the year. I hope that after this semester is over, I will have more direction and insight about how to establish this system in my future class.
Ray, K. W., & Laminack, L. L. (2001). The writing workshop: working through
the hard parts (and they're all hard parts). Urbana, IL: National Council
of Teachers of English.
There are many valuable lessons I learned while reading chapter 14. I believe in the importance of the teacher being out among the students. No matter the subject or classroom, students respond in a more positive manner when the teacher is not sitting behind a desk but is out among the students. As Wood (2001) points out, "Students know that we are serious about their work when we are out there with them while they are doing it" (p. 157).
I found the concept of conferring not about helping, but about teaching to be intriguing. "Although we will "help" many writers in conferences, the purpose of a conference is not to help. The purpose is to teach, and everyone needs teaching (whether they need help or not)" (Wood, 2001, p. 157). I often wondered how a conference would take place if a student was not in need of any help from me. Now I know that there will be other areas to discuss and work on with the student who seems to have it all together. It is comforting (and at times frightening) to realize that we will never know it all. There are always areas in our chosen fields and areas of interest where we can grow and expand our knowledge. Just as this is true for me, it is also true for my students.
Learning about the four parts of a writing conference inspire me to maintain a organized workshop in the future. By following the four parts, I can not only remain organized, but I will also have an orderly record-keeping system for the future. It is also quite the relief to know that I do not have to go into my first year of teaching a writing workshop with all the answers or teaching experience. Wood (2001) explains, "When we first start teaching writing, we have only a few things in our fist; it's a very small fist, so we teach the same things over and over, all around the room. And we must know that that's OK!" (p. 164). Those words, coming from an expert, relieve stress and bring comfort.
After reading the chapter on assessment and evaluation, I still find myself questioning how to effectively and accurately evaluate students when most schools place so much emphasis on student testing and scores. Even though Wood (2001) provides excellent suggestions, such as "...the rubrics that I've seen and used for evaluation is a combination of a score and a narrative that explains why the student has evaluated herself in this way in relation to whatever is being evaluated" (p. 221), I still feel that self-evaluation from the students would not be as accurate as I would want. I foresee students evaluating themselves either too high or too low, and I will spend far too much time going back to reevaluate their work. I want to establish an effective system of assessment and evaluation at the beginning of the year. I hope that after this semester is over, I will have more direction and insight about how to establish this system in my future class.
Ray, K. W., & Laminack, L. L. (2001). The writing workshop: working through
the hard parts (and they're all hard parts). Urbana, IL: National Council
of Teachers of English.
Monday, September 3, 2012
Teaching Students How to Write- Not What to Write
I love the personal focus lesson that Wood includes in chapter 13 about using entries from the writer's notebook to find material for poems. After reading her ideas and example, I feel that I could model this lesson and teach other students how to find material for poems in their notebooks. I am excited about the idea of using my own writing with the students. As Wood (2001) points out, "the teaching of writing is very powerful when students see their teacher as both a writing mentor and a fellow writer, not as the 'person who is going to tell us everything now'" (p. 145-146).
It is crucial for students to see us as writers and mentors who do not talk down to them, but who treats them as fellow writers. I can imagine a wonderful writing workshop taking place in my future classroom filled with writers who are excited about writing. Even though I am excited about embracing the writing workshop, there is as aspect of it that concerns me.
I am worried about how the first few days or the first week of the workshop will take place. How will I introduce the writing workshop to students who have never been a part of a workshop class? How will I effectively explain the process and procedures to them when it will be so new to me? I know from reading The Writing Workshop how important the introduction and first week of "management and routine" lessons will be for the students. It would be great to learn more, read more, and hear more about how other successful teachers prepared for that all-important first week in the workshop.
Wood writes in chapter 12 how important it is for us to take the time to know our students and their interests. Wood (2001) also says that, "we will want to start with studies that build the most essential concepts necessary for their learning throughout the year: how writers gather ideas from the world, and how to read like writers" (p. 134). These are concepts that I could introduce to my students early on as we are getting to know each other more.
I also appreciate Wood's suggestion of "getting behind the energy" of the students' interests. Possibly one of my favorite suggestions from Wood (2001) is "whatever you absolutely love in writing, whatever you are best at, should become a unit of study in your classroom for the rest of your career" (p. 133). This makes me feel more at ease when thinking about planning units of study and focus lessons. I know that I can teach what I love. Even when selecting narrative, picture book mentor texts for this week, I choose two that are focused on mechanics (punctuation in particular).
The more that I read and learn, the more confident I am in becoming a writing workshop teacher.
Ray, K. W., & Laminack, L. L. (2001). The writing workshop: working through
the hard parts (and they're all hard parts). Urbana, IL: National Council
of Teachers of English.
It is crucial for students to see us as writers and mentors who do not talk down to them, but who treats them as fellow writers. I can imagine a wonderful writing workshop taking place in my future classroom filled with writers who are excited about writing. Even though I am excited about embracing the writing workshop, there is as aspect of it that concerns me.
I am worried about how the first few days or the first week of the workshop will take place. How will I introduce the writing workshop to students who have never been a part of a workshop class? How will I effectively explain the process and procedures to them when it will be so new to me? I know from reading The Writing Workshop how important the introduction and first week of "management and routine" lessons will be for the students. It would be great to learn more, read more, and hear more about how other successful teachers prepared for that all-important first week in the workshop.
Wood writes in chapter 12 how important it is for us to take the time to know our students and their interests. Wood (2001) also says that, "we will want to start with studies that build the most essential concepts necessary for their learning throughout the year: how writers gather ideas from the world, and how to read like writers" (p. 134). These are concepts that I could introduce to my students early on as we are getting to know each other more.
I also appreciate Wood's suggestion of "getting behind the energy" of the students' interests. Possibly one of my favorite suggestions from Wood (2001) is "whatever you absolutely love in writing, whatever you are best at, should become a unit of study in your classroom for the rest of your career" (p. 133). This makes me feel more at ease when thinking about planning units of study and focus lessons. I know that I can teach what I love. Even when selecting narrative, picture book mentor texts for this week, I choose two that are focused on mechanics (punctuation in particular).
The more that I read and learn, the more confident I am in becoming a writing workshop teacher.
Ray, K. W., & Laminack, L. L. (2001). The writing workshop: working through
the hard parts (and they're all hard parts). Urbana, IL: National Council
of Teachers of English.
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