Maxmom’s Weblog

I can relate to Jack in Love That Dog. I agree that writing is “taxing and demanding”. I am stepping out of my comfort zone to write poetry. I am enjoying all that I have learned and look forward to trying new ideas and strategies with my second graders.

Thanks for sharing your writing and for “inviting” me to try something new and different.

Conferencing and helping students revise their writing has always seemed difficult for me. Students do not like to rewrite after writing and meeting with each child takes a lot of time and effort. Keeping the other students on task during individual conferencing is a job in itself. This is certainly something I need help with and would like to improve.

Revision Points

-changes made at any point in the writing process

-detecting differences between intended and actual meaning

-parallels good reading comprehension skills

Teachers should model and teach students evaluation criteria for various types of writing to aid in self-evaluation and peer revising. Just as teachers should model writing, it is important and helpful to model revision. Word processing is suggested for aiding in revision and limiting rewriting, but is not feasible for younger students.

I liked the instructional strategies offered by Charles MacArthur. The five step directions for the editor and the specific evaluation questions presented about character development would be helpful in guiding revision. The idea is for peer editors, but could be used for student/teacher conferencing, especially for younger children. I would like to have examples of evaluation questions for each of the story elements.

I really enjoyed the presentations tonight.  Everyone did wonderful work and I learned so much.  It was fun to see everyone’s creativity and each presentation was informative and interesting.  Toni’s interpretative dance and inspiration was amazing.  I can’t believe she had never danced before.  Jennifer shared interesting facts about our 16th president, Abraham Lincoln.  I loved the quotes-Abe must have been a fun gentleman to be around.  The wooden box from Lincoln’s time was an excellent idea.  Holly introduced me to Ada Byron, a Countess and the first woman computer programmer. I was intriged by the music played on the computer.   Heather created the cutest loggerhead sea turtle shape book to share the dangerous faced by thr ancient creature.  Amy shared a scrapbook on the life of her favorite Nascar driver, Matt Kenseth.  She even met him and found that he was a down to earth guy.  I’m certain her students love the racing theme she continues in her classroom.  “Driver of the Day” is an excellent idea!  Kari shared information on the cure cottages at Saranac Lake along with her family history.  She created a beautiful  heirloom for her father and family.  I was really impressed with the book Nicole wrote about Edgar Allen Poe.  What a neat way to share information about an author and poet.  Poe lived a difficult, but interesting life.  Elvis Lives – through Christy’s project.  I never knew he was a twin.  And thanks for the chocolate-one thing Elvis and I have in common.  Mary shared her family history and Ellis Island.  I loved all the heartfelt artifacts.   Kudos to everyone!

I enjoyed reading the articles by Cassady and Reese on using wordless picture books to teach writing and reading.  It was stated that “virtually every objective in the language arts curriculum at every grade level can be developed and enhanced through the use of wordless books.”  Through the use of wordless books, students can develop a sense of story, learn to use higher order thinking skills, and practice various writing skills.  I look forward to using wordless picture books as a springboard for writing activities.

Chapter 3 discussed four early-emerging narrative features are sequence with connecting words, stories are about something particular, actions are motivated by intentions, and character in dilemma. Two “landscapes” of writing- action and consciousness (an interpretation of action) are then included.   Students continue to build on this framework through elaboration and complexity of plot and actions.  The authors suggest students draw a sequence of the action in their story, depicting mental states with icons, and adding conjunctions.  The stories are then told orally and/or written and illustrated.   I am hearing such a variety of viewpoints on teaching writing- they sound good when read, but how will they really play out in a classroom.  Honestly, I feel confused and overwhelmed.  I want to improve my teaching of writing, but feel pulled in many different directions.