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.
I appreciate your insight that this may be frightening, but it is preferable to a traditional approach. There are a lot of question marks that come with loosening up the classroom - question marks that indicate all kinds of thinking and learning. It can be uncomfortable to make that shift, but so very worth it.
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