Children Can Write Authentically

This article focuses on authenticity. Is the story real? Usually real life situations are interesting topics. It’s easier to stay on task and feel like a real author if the material being written is real. Topics need to be realistic and true to life if teachers expect their students to write the inevitable. For example, during class today I was reading a book about “needing attention.” When we finished the book, we were brainstorming incidences that we could relate to in our everyday life that coincided with the attention book. Talk about real, I had a kid tell of an unfortunate accident where his brother did not listen to his mother and circled behind the SUV as they were loading to go to a Crawdads game. The mother did not see the child go behind the SUV. She backed up and pinned her son between her SUV and the vehicle behind. Yes, the accident was fatal. The reason I told this is because students do relate to life. They express it verbally and produce it on paper. When this student recorded in his journal he drew a picture of heaven and older brother floating in the clouds. Talk about facts and relations to everyday happenings, this tore at my emotions and started a whole new wave of discussion in my classroom.

Best Practices Chapter 10

This chapter focuses on motivations for writing and are students competent enough to write feedback. This theory falls back on the teacher. It seems that all teachers are under a microscope. Students, faculty, and administrators are observing actions and techniques focusing on the positive and the negative. In  my classroom I try to motivate students with high interest subjects to write about. What makes writing difficult in kindergarten is the students enter at both ends of the spectrum. You may have a student arrive in August who knows all sounds and letter recognition. On the other hand you may receive a student who can’t hold a pencil much less put letters or formations on paper. When the chapter talks about a long range time to implement writing I agree. A good teacher will reach every student high or low and eventually by organizing writing groups and working 1-1 will develop organizational steps to writing. At first I tell students why they should know how to write so it want seem like a not worthwhile task. I use colorful markers and journals with animals on them or characters the students can relate to making the writing task high interest and the materials more interesting than just a boring pencil. I tell my students that whatever they write they must be able to read. This is where the revision comes into play. Mistakes are often caught by the student without me having to intervene correcting periods and what not. However this process can take all day if you let it and with all the assessing and testing it leaves little time for appropriate input by the teacher. Is anyone else having a time crisis as to how we can help the struggling writer as well as the conditioned writer? Neither student should be overlooked and I am already pulling readers in the morning starting at 7:30 for 1-1 instruction when the bell doesn’t ring until 8:00. I feel that kindergarten is the 1st stepping stone to building long term writers because we are the foundation of writing. I write a morning message 3 times a week with children dictating what they will do that day. This motivates and reminds students that what they do is worthwhile hopefully I am reaching all students whether diverse or lack of interest or motivation.

Best Practices in Writing Instruction Chapter 1

According to Chapter One in Best Practices in Writing Instruction, the best way to be an effective teacher is to keep your students engaged. In order to engage students one must choose topics of high interest, implement mass amounts of reading materials on their level of course, brainstorm, and most of all MODEL. A positive environment is also a must and encouraging students to accomplish as much as they can on their own while writing. For example, a good teacher will motivate students by showing them the outcome for a product while  inspiring them to be the best they can be. Displaying students work in the classroom and raving about their accomplishments will also result in a well written completed task. A student needs a print rich environment with books on level, books above level, and covered classroom walls with word print, poems, and graphic organizers. Dividing students into groups who are on different levels will also locate students who are lacking in writing skills, while pushing above level students to reach their full potential.

 A teacher must instruct writing daily and later  review  the objective she has implemented. A good teacher must build on what the student knows and then expand on more challenging thoughts and ideas depending on the individual. There needs to be a plan, then a draft , then a revision of what was written. Reviewing material daily is a must building on what has already been taught. For example, in kindergarten I start instruction with art. They simply draw a picture. They dictate what they have drawn being their center name. Those who can copy that center name do so under my supervision. Those who can’t, I write for them and they trace over the name. This is the beginning stages of writing for a 5 year old. The upper grades are different with more drafts and revisions. Fundamentals are a must. Without them the scaffold your building will crumble.

Even the most effective teachers have room for improvement. By collaborating with other grade level teachers and attending workshops, ones leadership will improve while giving insight for new ideas to be introduced. 

In order for schools to teach students to write, they must commit to teaching how to plan, draft, and revise keeping in mind the process will be slow and should eventually ease into more intense instruction and practice. Next, the student must be encouraged to write more and improve on what they have already written. How is this accomplished? By integrating writing with other subjects. Students should be enthusiastic about writing and should always be given clear instruction and choices about their writing. Last, the student needs praise and encouragement for every attempt made in writing.

Hello 5130

January 20,2008

Hello 5130,

I’ve been enjoying blogging although I find it intimidating and habit forming. In any case, there’s nothing like exploring the unknown. The exelerating feeling one gets with accomplishment conquers all fears and insecurities. I’m looking forward to calloborating  with interesting educators and broadening my knowledge of teaching the language arts.

Trey Baby

January 19, 2008 

My grandchild, Trey, is everything I remember my children not being. Beautiful, charismatic, and eager to learn and explore the unknown. His physical features exploding as he walks bowlegged towards me. He has a beautiful smile with gaping front teeth and curly blond hair almost appearing as a little girl instead of the little boy he is. Trey’s presence fulfills every void in my life leaving me breathless and gazing into life mesmerized.