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bfowler2041
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| Posted: Wed Sep 12, 2007 11:56 pm Post subject: Chapter ONE |
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Chapter ONE |
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RStevens
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| Posted: Thu Sep 13, 2007 3:26 pm Post subject: |
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I hope you will all take the time to read the introduction prior to beginning chapter 1. This is going to be good!!!!!!!!!!!!!! Risa |
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KBlackwood
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| Posted: Thu Sep 13, 2007 8:50 pm Post subject: |
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Hi guys how are you doing today |
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BBrungardt
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| Posted: Thu Sep 20, 2007 2:39 pm Post subject: Chapter 1 |
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I see the emergent writer in my work with Reading Recovery students. As the year progresses they become more independent, spell more words with the help of Elkonin boxes, and their stories become longer and more detailed. I love to see their eyes light up when they finally get the concept we've practiced. |
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MMcMullen
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| Posted: Thu Sep 20, 2007 3:36 pm Post subject: |
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As I read the first chapter I really struggled to see emerging writing from some of the examples. In Fig. 1.2 in no way did I see "I got another new dog. His name is Mambo. He always jumps on me and he licks my face". I am obviously inexperienced but that is stretching the imagination a bit far. As I got farther into the chapter the writing samples were obvious to me that writing was beginning. |
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RStevens
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| Posted: Tue Sep 25, 2007 4:28 pm Post subject: |
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I, of course, loved this chapter. It makes me really miss being in First Grade--right now, when everyone is beginning the process. If you refer to page 15 where it says" Kindergartners write, they usually begin by drawing a picture, often talking through he meaning they intend to create..." You will notice in the halls of Sublette Elementary, we have a lot of this going on. HALLELUJAH! (sp?) Way to go Keely & Traci. I love the statement on this same page---"handwriting (including the placement of spaces between words) is stressed only insofar as it affects meaning and legibility." Everything is developed as the need for it becomes evident in a child's own writing. I LOVE THIS BOOK!!!
Continuing to place an importance on the
EMERGENT writer should be a top prioity. WRITE ON! As the chapter moves on my question to all of you is:
Page 18-22....How can we as a staff collaborate to entice children to explore topics through writing? How can we all make time for children to get these opportunities daily? I am NOT talking about perfection in writing but freedom to express thoughts as a tool to communicate.......... |
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RStevens
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| Posted: Thu Sep 27, 2007 2:10 pm Post subject: |
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Just thought I would let everyone know that October 16th is our next Language Arts Sac meeting. We will have until this date to discuss through the blog---chapters 1 & 2. This will give everyone a good chance to respond and then we will discuss, briefly, these chapters in our meeting. I will send everyone a summary of our sac discussion. This way those who are not members of the sac do not have to worry about getting to our Language Arts Sac meeting. Hope this works for all of you! Please don't hesitate to let me know if this will not work for you!
I am in the middle of chapter 2. Some good stuff. Still waiting for a response to my earlier questions! |
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KBlackwood
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| Posted: Thu Sep 27, 2007 4:49 pm Post subject: |
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I, being a Kindergarten teacher, absolutely loved this chapter. I get to see the development of writing in my classroom every year and see their growth from month to month. Our students start where Chrissy was at the beginning of the year and develop their writing into a way to communicate, just as Chrissy does in the chapter. I especially liked the part in chapter 1 that discussed spacing, punctuation, and when to correct their writing. It seems that we get so caught up in meeting benchmarks and preparing them for their next year teacher that we forget to let them just develop at a process that is right for them. I needed to be reminded that we need to let them develop in an ennvironment that is risk free. There are opportunities to work on the structure part of it. I think this is going to be a GREAT book!!! It is very easy to read and relate too. |
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TParr
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| Posted: Mon Oct 01, 2007 5:25 pm Post subject: |
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Okay-- I just finished chapter 1 and 2 while riding home from our trip to Salina (no, I wasn't driving-- just a passenger!! Ha ha!!) Anyway, I immediately loved the book! I especially liked the first chapter. It amazes me yearly how these children come to Kindergarten writing so much like Chrissy(the sample on pages 11-13), and leave writing legible sentences! The process and development of writing is so interesting to me. It also makes me realize how important it is to read, read, read to children as early as infancy (or even while in the womb!). I can definitely pick out the students who have been read to at home.
The samples on page 11 are completely what I observe from my students. I have learned that it really offends my students, too, if I act like what they have actually written isn't what they told me it said, which goes right along with one of chapter 2's points, Writers can be fragile beings. I have learned that I must create a non-threatening environment for my students while becoming emergent writers. |
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MMiller
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| Posted: Tue Oct 02, 2007 8:18 pm Post subject: |
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I have a little book called, "What did I Write," by Marie Clay that discusses the very thing that Tracy was commenting on. The progression of a child's writing is very fascinating! |
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RStevens
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| Posted: Wed Oct 03, 2007 6:26 pm Post subject: |
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How are Thinking Maps helping in your writing classrooms? I like what Traci and Keely had to say about emergent writers. These first two chapters are completely on que as far as the early writing goes. If we do not model and work with our kids how will they ever get it....we'll have those who do just because they do....but the vast majority need our loving guidance. I feel like that goes for all the kids in Sublette Elementary. We all know that better writers make better readers and better readers make better writers. I hope everyone enjoyed the pages 34-38. Kids of all ages will never learn to compose if we are not composing with them. It's a process. My questions earlier were: How can we as a staff entice children to explore topics to write about and what are we doing to make sure they get these opportunities? |
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KLopez
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| Posted: Thu Oct 11, 2007 5:23 pm Post subject: |
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OK, I finally made myself sit down and read. It's not that it isn't a good book, but making myself sit down and do it! Anyway, I can relate to most of it since I taught second grade. I felt like when I was reading these about the emergent writer, I was seeing Isaac (my five-year-old) and wondered how this part of the book would pertain to my fourth, fifth, and sixth graders. I've already found myself - perhaps in chapter two - trying to figure out how to make my classroom more writer friendly. I really liked the idea of having a writing center. I think just having different colors of paper and graphic organizers ready will get some hesitant writers more motivated. As for the part of letting kids go work on different stories, as well as, being on different phases of the writing process... I'm having more trouble wrapping my mind around how that can play out in the classroom. We discussed this a little during our ESL class and Leah had some good ideas about managing this. |
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CSimpson
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| Posted: Mon Oct 15, 2007 1:22 pm Post subject: |
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I finally finished reading chapters 1 and 2 of Learning to Write and Writing to Learn (in between reading my Cultural Diversity text, The Daily 5, and another 6 trait book!). I think that this book will be an excellent resource as I continually strive to become a better teacher. I especially liked what the authors had to say about the actual handwriting in the writing experience, including finger spacing, punctuation, etc. This year I decided to make bound journals that stay in our room. I have done this before during my first tenure of teaching first grade, but I didn't do it last year. This book addresses the importance of using bound journals. Yeah! I did something the right way!!
In chapter 2 they talked about the importance of a print rich environment. I strive to have different levels and different kinds of print available to my students. |
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JMcVey
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| Posted: Mon Oct 15, 2007 2:12 pm Post subject: |
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I enjoyed this book. It is easy to read I was able to related as I used to be a LA teacher. I found it interesting when the author talked about when is the appropriate time and how often to correct each paper. I actually had free writing everyday at the beginning of class that aloud each student to write without worring about conventions and spelling. My goal was to create a risk-free environment just like the book said that allows the students to enjoy writing and not to worry about conventions. |
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