After reading chapter 2 I decided I wanted to have some type of writing sharing session the last five minutes of each class. During chapter 3 I got the idea to call it “Snapshot Writing” as it was referred to in the book. The chapter also stated that “good writers are good readers.” I connected this statement to the DEAR journals I have my students write in after they read each day. I love seeing their writing about books because they share their thoughts and it is a place where the child and I can easily write back and forth. It’s like I’m reading 23 books at once!
The chapter also suggests having students read aloud their writing in the peer conferencing stage. This is a requirement in the writer’s workshop in my classroom. Students have to read aloud their writing to me and two other students, which we refer to as the “audience.” The audience then has to ask the “author” at least two interview questions about their piece. I find that students are very engaged when they are conferencing and interviewing their peers. The interview process also gives authors ideas of more details they need to add to their writing.
I also loved the idea of "snapshot writing" and your idea of connecting writing to reading by having them write after DEAR time. We don't have time like that in our classroom (much to my dismay) but I am going to work to fit it in somehow. I can see how that would be so helpful for your students!
ReplyDeleteI forgot your grades that you teach, but do you feel like peer conferencing is supportive and constructive? I have always had a difficult time setting that up in my elementary classroom.
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