Chapter 12

MAKE EVERY MINUTE COUNT!

Writing needs to be enjoyable and fun. Until I read this book, I guess I looked at writing as a chore for me and my classes. Now I look at it as adventure!  This chapter provides secrets of being a good writer.  Those secrets are things as simple as read more, stick with it, even when it is tough, revise as you go, and choose topics that have meaning or of importance.

I love the idea of getting rid of or reducing daily worksheets. My problem is, that is one way I keep track of what each child needs. I try and use their writing samples too.  I really like how the chapter also provides a list of timesavers.  I plan on copying that list. The best advice is use parents to help.  Not everything that happens in the classroom should stay in the classroom.  After all, these are our future leaders!

Chapter 11

This chapter, in my opinion, summarizes the importance of researching before doing.  I feel like it provides a list of activities and options for teachers to use in their classrooms.

The most important point for me was integrate skills and focus on content.  These are especially the two important things I will be come more conscience of during the upcoming school year.  I plan on providing more opportunities to write and less focus on grammar skills. Please don't misunderstand me, I am going to work with my kids on grammar and spelling and all that goes with writing, but I want my kids to get their wonderful ideas down on paper.

The chapter explains the need for asking questions before adopting any program. Isn't that important in anything and everything in life. Why should writing programs be any different?

Chapter 10

PANIC PANIC PANIC!  That is the word that comes to mind when I hear assessment.  The same goes for my kids in the classroom.

Rubrics: to use or not to use?  I like the idea of making child-friendly rubrics, but does that provide extra pressure where it is not needed?  I can see using them as guidelines for children before they write so they know what to expect when they turn in their assignments.  However, I do not see a reason to use them all the time for every writing assignment.

Practice. The students need practice. The chapter explains the importance of allowing them to be writers, readers, and scorers.  I also like the idea of collecting a variety of data to show later.  I enjoy taking a writing sample at the beginning of the school year and one at the end of the year. I use it to show my kids their progress.

Expect Great Things!  Have high expectations for all writers in your classroom. This includes students, teacher-aides, yourself, and any other guests that may come in and write.  If everyone know what to expect, then you will have a better response to writing!

Chapter 9

     I mentioned in Chapter 7 that teachers should help students revise their writings.  This chapter explains more of the purposes of a writing conference.

• Listening
• Affirming
• Reinforcing
• Assessing
• Teaching
• Scaffolding
• Setting goals with students' input

     I like how the chapter explains important points to discuss to make a conference productive. I know there are many times when I have met with students and have felt like what did they take with them from that meeting?.

     I know my goal at the end of any writing assignment is to allow and encourage independence.  I want my kids to push the limits.  The only way for them to become more independent is to teach them how. I spend a lot of time working on when to write and a little time on how to write.  My goal for next year is to provide more productive conferences that will encourage better writing.

Chapter 8

     In this chapter it explains how to prepare and use writing in daily routines. I have tried to incorporate daily writing in my classroom.  The hardest part for me is picking topics that my kids are interested in. I know the chapter suggests to allow more free writing, but with my classes they would rather have ideas.
     I try and look at the idea of this chapter like a lesson plan, in a way.  The more predictable the structure the more better writing you will receive.  Provide trust, flexibility, routines, and write for real reasons. The chapter explains the use of writing notes. How often do we as teachers write notes?  I love to receive notes, but as far as writing them...not very often.
     Something I might try this next year in my class is pen pals.  I know society is pushing for more and more technology, but there are so many countries that are technology poor and still use old-fashioned paper-pencil.  I think it will be a great writing experience for my students as well as learn about possibly other cultures.

Chapter 7

       This is another chapter that I should have read a long time ago.  Before I barely started reading the chapter I found myself being the person they were writing about. I am a teacher that works on "skills" more than on the meaning of writing.
        I like the quote, "Voiceless writing is like soup with no seasoning." (147)  All writing has voice, but does the voice actually speak to you is the question.  I realized that my writing does not always sound like me, but it has voice.  I remember writing a paper in high school that had a lot of voice. It was my personal strong feelings about organ donation. Now not everyone agreed with the details from my paper, but they had the facts to see where I was coming from.
       The chapter mentions mini lessons and successful ways to use them in the classroom.  I think I am going to try and use more mini lessons than actual full lessons. Not everyone needs every one of them.  I also think it is important for teachers to assist their students in revising, editing, and rewriting.  I like the idea of limiting the use of dictionaries and thesauruses.  I know my kids struggle with spelling, but that is something I help them with when I meet with them.

Chapter 6

Read more! Write more! This chapter expains the importance of including reading and writing into the classroom all the time. One main point is teaching students to do summary writing.  Many times when I ask students to write a short summary about a book or a movie, they basically just tell me what happened. This chapter expresses the main points on what a summary is. A writer must put information into their own words, tell important parts, but not everything, and demonstrate a connection between information.

Encourage note-taking was another key step listed in the chapter. This is something not taught much in my school. Very rarely do I see students taking notes. When I was in school, I took notes all the time in class. Not because it was required, but because it was a routine. I used the notes to help me study and succeed.  Kids (from my experiences) don't really see a need to take notes, unless it is for an assignment.  This last year I had the opportunity to work with freshmen in high school for the first time.  About half-way through the year I talked with my kids about note-taking. They told me they didn't like it cause it was hard.  They also told me that the teacher goes to fast for them to get the notes. I think in the future (beginning this year) I will work on teaching my kids ways to take notes they can understand and still read while paying attention in class.

Chapter 5

Shared writing is something that is very difficult for me. I mentioned in an earlier blog that writing is difficult for me. I don't like to share my writing, but I have (since is started this blog) learned to get over my fear to a certain extent. The book expresses that shared writing is important for all.  I have seen teachers that have used it in their classrooms, but never called it that. In fact, after reading the chapter, I even have used it and never called it that. Anything can be used as "shared writing".

I liked the idea of cutting words out and working with kids to reassemble sentences. I have used word tiles to do this. I think having kids cut out sentences they are familiar with may even be a better experience. The more you can relate to a child, the more they will learn.

I plan on incorporating more shared reading into my classroom this upcoming year. Does anyone have more ideas I could use? I teach grade K-5 and 9th, so any and all will be helpful!

Chapter 4

Even the title gives me something to think about, Raising Your Expectations. I always think I have high expectations for my students, but in reality, I think mine are just average.  The chpater discusses to not only have expectations, but to verbalize them to your students.  Whenever I assign something, I always tell the students what I will be looking for when they turn it in for a grade.

The second best thing about this chapter for me is the "excellent chart" (p. 58) That basically spells out exactly things I look for in writing samples. It also gives me an idea. I think I will give my kids a copy of the chart at the beginning of the year and when they get stuck about what to write, it will be a nice reminder without having to ask the teacher.

The last main point of the chapter I want to express, is the practice of demonstration. The book lists a variety of ways to do it. Again, oh yeah moment, observe, talk, listen, suggest, try out, set goals, and evaluate. Those are things we as humans do everyday, some without very little thinking.  Hoever, they are so important to the foundation of learning not only in the classroom, but if life!

Chapter 3

Often times when asked to write, I get nervous, anxious. I wonder first, is it going to be something I actually know about? Is it interesting? Will I have to share what I write? How long does it have to be?  Those are just a few thoughts that run through my head. Once I know the expectations and reasons, I usually do ok.

The chapter talks about writing with my staff. I can't remember a time when I have written with my co-workers. I do not like being selected out of a group to talk, but in my own classroom I have no problems writing, reading, presenting, ect. Could that be due to my comfort zone? Does anyone else have those problems? Not liking to be singled out?

Back to the chapter, I have learned that in order to "expect" my kids to become better writes, I have to become a better write as well.  This blog is helping me to put what I think down in word form. Sometimes it is difficult for me to find the right words. I guess now is as good of time as any to work on practicing writing skills!

Chapter 2

As I continue to read this book, I continue to find Ahh Haa moments.  These are the things as I am reading I feel like are common sense, but are things that I am not doing in my classroom. The points are simple and easy to follow, I just have never thought about it in the way that the book presents it.

The children I teach are often avoidance writers. I like how the chapter explains the importance of even small gains. Use celebrations! How cool is that! You could celebrate a student everyday or every week!  I think I might actually look into celebrations more frequently in my classroom.
Use stories to help connect ideas, views, opinions. I have tried to use books to help create writing topics for my kids. I have used Charlotte's Web, which was very fun. I have had kids tell stories then stop and encourage the others in the class to write/ predict endings for the story.
As I completed reading Chapter 2, the sentence, "Teaching, supporting, and expecting kids to do their best is where the fun begins," sums up the chapter the best. I look forward to reading Chapter 3!

Chapter 1

There are so many things in this Writing Essentials Book to learn about. I look forward to reading more of it.
A couple big points that I found interesting from this chapter were:

• The more complex something looks, the more likely it will cause frustration, exhaustion, and possibly anxiety
• When preparing a process, make sure it is doable, managable, and enjoyable
• Consider using whole-to-part-to-whole method
• Practice, practice, practice

These points have always been around in my head, but I never paid too much attention to them. When I was in school I never really liked to write much, but I also didn't know why. Now it makes sense to me. The teachers seemed to make it more routine than "fun". Maybe we just have different ideas on what the word "fun" means? Either way, after reading the chapter I understand why some of my students give up when asked to write something.
I have always used the whole practice makes perfect philosophy, but in this case, is there really ever "perfect"?  Who is the judge of perfection when writing? The main point I learned from this chapter is to set goals that are obtainable!

About Me

I am 30 years old and have been teaching Special Education for 5 years. I currently live in Emporia, KS and work for the school district of USD253. However, I am employed outside of Emporia in the small town of Reading, KS.  I have taught in that building for 4 years and student taught there when I was in college. A small town setting and even more one-on-one relationships.
I am not married and do not have children. I have a pet rabbit, Speckles, that is my baby. She is spoiled!  My parents live in my hometown of Abilene. I am the baby of the family with 2 older brothers that are twins. They both have been married and are now divorced. My brother Jeremy, has 3 kids-2 boys and a girl. My brother Jason, has a son, a daughter and one on the way with his girlfriend of 4+ years. I visit as often as I can, but enjoy coming home.
In my spare time I hang out with my boyfriend of 7 years, spend time outdoors, and volunteer around the community and for church events. This is my first time for taking online classes and making a blog, but I look forward to learning and experiementing.  I love suggestions and email, so if you have any feel free to post comments or email me.