Chapter 6

Chapter 6 focuses on the reading and writing connection. The better students are a reading, the better they will be in writing. Students need to have meaningful interactions with texts and need to be given purposeful ways to respond to it. A quality writing response is one in which students have to re-examine what they have read. This reminded me of a writing project I just had the 5^th grade do shortly after winter break. We have been focusing a lot on identifying cause and effect while reading, so I read “If You Give a Moose a Muffin” to the class. Then I had them go back through the text and identify the causes and effects and think about how they were related. Students quickly realized that it loops. The effect leads right in to the next cause, and so on. I took this activity to the next level by incorporating writing with it. Students then wrote their own versions of an “If You” story. They had to identify and map out all of the causes and effects, along with the narrative elements that would be present. I was so excited to see the enjoyment and enthusiasm across the room as we worked on writing and publishing these stories. I felt like students got so much out of this writing experience and that this project really capitalized on the reading and writing connection.

Below is a photo of one of my students “If You” books, titled "If You Give a Monkey Some Pancakes."

Chapter 5

Chapter 5 discusses the importance and value of shared writing. Shared writing provides opportunities for students to feel enjoyment and comfort when it comes to writing. The students who have the greatest benefit from shared writing are English Language Learners, Special Education students, and Low-Income students. As I was reading about Shared Writing, I kept asking myself, “Why don’t I do this?” It seems that we spent so much time learning how to teach reading in college, that we didn’t get many opportunities to focus on the teaching of writing. I’m very familiar with shared reading and do this daily. However, I do not do shared writing.

As I read about shared writing, I was generating some ideas of when I could use this in class. The first idea I had was to use it when teaching students about the RAFT projects we do so often. I give the students an audience, format, reason, and strong verb along with a prompt that they must respond to. What a great way to teach students this process through shared writing! Another time I can use shared writing is when we get ready to write our Secret Knowledge of Grown-ups class book that focuses on the trait of ideas. Each student is given a page and they must create a rule and explain the “true” meaning of the rule. I can also use shared writing to teach persuasive writing. The final project in this unit is to have students select a ridiculously expensive product that they are in charge of writing a persuasive ad for. However, I love the idea of introducing students to the project by having each class write a persuasive ad together through shared writing. The picture below shows a page out of this year's "Secret Knowledge of Grown-ups" class book.

Chapter 4

Chapter 4 focused on high expectations and raising the bar for students when it comes to writing. I was able to relate to the part that stated minority students often have lower expectations. I teach in a Title I and ELL building. About half of my class is made up of minority students. Yet, I have very high expectations for my students. They always rise to meet those expectations. Then, I take the bar and raise it even higher. I remember as a student, I always learned so much more in classes where the teacher had high expectations and would continuously challenge us. It felt so good at the end of projects or challenges to know that I made it through successfully. This really builds up your confidence level and self-esteem. I follow this same philosophy with my own students. We work our tails off each and every day. They are constantly being challenged, and at the end of the day, they can say, “wow! I made it. I can do this!” Just because they are considered minority students, does not mean they cannot be successful and work hard. They might have to work much harder than other students, but they can succeed.

The text also said that students need to know failure is not an option. I make it very clear to my students that they will meet my expectations. It might take some longer than others, but eventually they will all meet them. Certainly, some students writing assignments may look different from other students’, but they are all required to complete each writing project and activity.

Below is a photo that reminded my of the power of high expectations and challenges- it is from my ESU graduation in May 2009.