Chapter 7 discusses the best approach to teaching writing through a whole- to part- to whole concept. As I was reading this, I couldn’t help but thinking how much of my writing instruction at the beginning of the year is isolated skills work. After reading, this chapter, I now see that I need to set a purpose for writing, let the students have the freedom to write freely. Then as students are writing, I can look for what they are needing work on and do a small mini-lesson on that. Mini-lessons can be one-on-one or in small groups, they don’t have to involve the entire class.
I made a text to text connection when reading the part about teacher’s modeling aloud their “voice” in writing to students. This reminded me of the chapter we read on shared writing. I think that shared writing would be a perfect way to practice and show the power of voice in our writing. I also liked the idea of modeling the continual revising pattern aloud with students. I spend so much time modeling peer conferencing, yet I need to focus more on the writer continually revising their writing as they are working on it.
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