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bfowler2041
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| Posted: Wed Oct 03, 2007 8:11 pm Post subject: Chapter Two |
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Chapter Two |
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KBlackwood
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| Posted: Thu Oct 04, 2007 5:17 pm Post subject: |
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I love how the teacher in this chapter has the KIDS label everything in the classroom. I wish we had more time in the school year to go and observe teachers in different schools that have great writing and classroom ideas like the teacher in this chapter. I will also go with Katherine's precepts that: 1. all children can write 2. primary children's writing should be purpose filled all day 3. writing develops readers 4. writing is a socia  l act in primary classrooms 5. writers must be both fed and instructed 6. writers can be fragile beings. |
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BBrungardt
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| Posted: Wed Oct 10, 2007 3:46 pm Post subject: |
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I found that while teaching second grade the conferring and revising were difficult for me. I think maybe I was trying to get them to say what I wanted them to say instead of letting them use their own language and thoughts. I also don't think that I was breaking the process down into little enough steps. Students didn't like to revise and wanted their story to stay the same. I probably should have modeled more on how I would revise by crossing out and changing to a better word. I also feel sharing of writing is very important and sometimes we don't take the time to do it. |
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MMiller
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| Posted: Thu Oct 11, 2007 3:04 am Post subject: |
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It is fascinating to read and learn how social writing is for kids, and that it seems so difficult for teachers to let go of control of the writing process and just let them write! A reader gets better by reading and the same goes for writing. Not every piece a child composes must be of published quality, but they do need to write everyday in some way! I'm wondering too, how many "activities" take place in the classroom that aren't related to authentic reading and writing??? Just some thoughts... |
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MMiller
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| Posted: Thu Oct 11, 2007 3:06 am Post subject: |
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| MMiller wrote: |
| It is fascinating to read and learn how social writing is for kids, and that it seems so difficult for teachers to let go of control of the writing process and just let them write! A reader gets better by reading and the same goes for writing. Not every piece a child composes must be of published quality, but they do need to write everyday in some way! I'm wondering too, how many "activities" take place in the classroom that aren't related to authentic reading and writing??? Just some thoughts... |
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JMcVey
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| Posted: Mon Oct 15, 2007 3:08 pm Post subject: |
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After reading all of your comments I totally agree. I liked how she had them label things in the classroom and Katherine’s precepts.
Becky-I understand what you mean about revision and wanting them to say what you think will sound better to you as a teacher. I find it very hard to help children revise. I have used the technique of having them cross out and not erase there thoughts or mistakes. It seems to be a problem for kids to leave it on their paper even if it is crossed out.
I don't know if I could manage 3 or 4 different topics or genres. How would you grade equally? |
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