"Make more time for conversation around writing." p. 38
I made a note of this in Ch 2. After I give a writing assignment that I want the kids to do independently I haven't let them talk. Holy cow! That sounds really bad.
I want them to write their own ideas and we might brainstorm together and then I tell them to get busy. I let them write for 10 minutes before we talk again. Usually the quick writers get busy and moan at the 10 minute mark because they want more time. It's the other ones that look up at me with "I don't like what I've started" or "Whew! Time's up!" We'll talk as a class, again, not independently, and hear some of the starts. I think if I'd change this method, I might have all of them enjoy writing more.
"Writing enhances thinking and helps develop it." p. 42
I like having the kids write at the end of a unit, it sure tells me what they understand and any parts that aren't clear. However, I'm never sure how to grade it. Maybe I need to notice more how the kids are writing. Tell them what's really strong as a writer. Give them confidence to be a writer.
"...we found out that not one of us made a graphic organizer as a way to plan our writing." p. 47
What's that say about teaching kids to use graphic organizers to write?
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5 comments:
I love that you have your students write after a unit of study. It truly is one of the best ways to assess their understanding. A rubric seems to be one of the best ways to assess that, but I know it takes a great deal of time to prepare.
Graphic organizers...I believe we need to use them, especially for students who struggle with organization. I do, however, believe we need to make sure we don't "overemphasize" the use of them. Balance is the key!
I enjoy your honesty. I'm seeing how the conversation improves their efforts.
Jera,
I understand what you're saying about having kids write at the end of a unit and then comes the big dilema - how do I grade it? Maybe just looking for key points in their writing would be sufficient and then point out what you liked about their answers. I find that content writing is especially hard for my lower students, so I usually just look for key points or ideas.
I am also guilty of giving them a set time or no talking. It has been fun to hear their conversation as we write now.
I agree on the grading. Kind of like book reports. I have started making checklists and rubrics to help with the grading and comments. Then I also don't write all over their writing.(And I seem to be more fair, too.)
This chapter does make you stop and think about graphic organizers. I think there is a time for them, but not necessarily every time we write.
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