Last, but not least. . I hope!
I took a lengthy vacation this summer. . trying to destress a bit. . .something we all need to do. . . but I came back to a school that did not meet AYP , , , again, , and the iron fist is peeking through that velvet glove in the form of "school restructure". Thankfully, I have some wonderful new tools given to me by all of you! In fact, I have modified and used Temoca's "Hook" lesson and gotten some very nice results!
The books we read for our ISI will also give me new incentive! My "on my own" book is/was the same as Wendy's. . . The 9 Rights of Every Writer by Vicki Spandel. I enjoyed the book. . but. . I have already had issues with getting my students to see that they do, indeed, have rights!
The first "right" in the book is "reflection" on writing. We just finished our first writing project. . . and I must say it was like pulling teeth to get them to S-L-O-W down and THINK about their writing. "I'm DONE!", is the number one phrase! Getting them to go back and LOOK at what they have written. . . well. . I can tell I have my work cut out for me this year! Is it the age we live in? Is it instant internet and video? There seems to be an internal race within my students. . get it done NOW and don't look back. . move on to something new as quickly as possible!
The right of the student to choose a topic seems to be well received so far within my students. . however, since I have ELL and SpEd students mixed with "regular". . that population seems to want the structure. . at least according to the class surveys I did. When choosing the topics for our first "story" assignment, I had pictures from which students could write (or they could bring their own pictures). We spent time brainstorming as a class and in groups possible "topics" for the pictures I had brought in. . . the ELL and SpEd chose the those modeled. Most of the "general ed" students used their own pictures. However. . . I feel that I did allow them that "right of choice".
Another "right" discussed was a "critical yet thoughtful" assessment from me, the teacher. Here is one place the "co-taught" model works well. I (or my co-teacher) can actually conference with students in a one-to-one relationship without having the remainder of the students turn into a three ring circus. I am looking forward to talking with each student about their "finished" piece of writing and hearing their thoughts on what they think they did well, what they can improve and how they felt the first "process" went. From my side, I will only be evaluating the "hook", that being the emphasis on this first project.
Rights eight (going beyond the formula) and nine (finding one's voice) will entail a balancing act this year. ELL and SpEd seem to benefit from structure. . . many general ed. do not. Therefore, I plan to introduce a formula, but I will not demand it's use. If a student creates a well done piece of writing without using the formula, I will be completely thrilled! However, it will be there for students who need it to succeed. Finding individual "voice" is again easier with students who have a greater command of the language and vocabulary. . . find the nuances within words. Vocabulary building will be more necessary this year than I have ever seen it before.
All in all, I would recommend this book. . it is worth your time to read and digest!
Questions:
1. Have you tried any techniques for getting students to "reflect" on their writing?
2. Does your school promote or discourage "formula" writing? Pros and cons of teaching this way?
The books we read for our ISI will also give me new incentive! My "on my own" book is/was the same as Wendy's. . . The 9 Rights of Every Writer by Vicki Spandel. I enjoyed the book. . but. . I have already had issues with getting my students to see that they do, indeed, have rights!
The first "right" in the book is "reflection" on writing. We just finished our first writing project. . . and I must say it was like pulling teeth to get them to S-L-O-W down and THINK about their writing. "I'm DONE!", is the number one phrase! Getting them to go back and LOOK at what they have written. . . well. . I can tell I have my work cut out for me this year! Is it the age we live in? Is it instant internet and video? There seems to be an internal race within my students. . get it done NOW and don't look back. . move on to something new as quickly as possible!
The right of the student to choose a topic seems to be well received so far within my students. . however, since I have ELL and SpEd students mixed with "regular". . that population seems to want the structure. . at least according to the class surveys I did. When choosing the topics for our first "story" assignment, I had pictures from which students could write (or they could bring their own pictures). We spent time brainstorming as a class and in groups possible "topics" for the pictures I had brought in. . . the ELL and SpEd chose the those modeled. Most of the "general ed" students used their own pictures. However. . . I feel that I did allow them that "right of choice".
Another "right" discussed was a "critical yet thoughtful" assessment from me, the teacher. Here is one place the "co-taught" model works well. I (or my co-teacher) can actually conference with students in a one-to-one relationship without having the remainder of the students turn into a three ring circus. I am looking forward to talking with each student about their "finished" piece of writing and hearing their thoughts on what they think they did well, what they can improve and how they felt the first "process" went. From my side, I will only be evaluating the "hook", that being the emphasis on this first project.
Rights eight (going beyond the formula) and nine (finding one's voice) will entail a balancing act this year. ELL and SpEd seem to benefit from structure. . . many general ed. do not. Therefore, I plan to introduce a formula, but I will not demand it's use. If a student creates a well done piece of writing without using the formula, I will be completely thrilled! However, it will be there for students who need it to succeed. Finding individual "voice" is again easier with students who have a greater command of the language and vocabulary. . . find the nuances within words. Vocabulary building will be more necessary this year than I have ever seen it before.
All in all, I would recommend this book. . it is worth your time to read and digest!
Questions:
1. Have you tried any techniques for getting students to "reflect" on their writing?
2. Does your school promote or discourage "formula" writing? Pros and cons of teaching this way?
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