Writing Without Boundaries Multigenre Project

What is multigenre writing? Well, from the research I have done, multigenre writing at its best is combining what you know through research and combining your imagination through experience. Then you combine genres, some subgenres, and generate a text through writing not just from an author’s perspective but from impressions that these different genres leave on a person emotionally and cognitively.

Most of the readings in Writing Without Boundaries are explaining how to present these genres to different grade levels effectively. This is not a project that can be introduced without proper research by the teacher. Careful planning of appropriate genres per objective is a necessity.

This project should include small group investigations, exploration of genre samples, shared reading of genre examples, comparisons and definitions. For example, I plan to introduce Walt Disney to my kindergartners. Walt Disney was a fascinating man and although he is deceased, his fairy tales live on through the magnificent Walt Disney World Resort as well as the literature that he published.

First, you pick a person, place, event, or concept when planning a multigenre project. I have already picked a person but I want to tie in other information such as books and movies. My students will investigate through shared readings the life of Walt Disney. I hope to find brochures, newspaper articles, fairytales, poems, and music related to this topic. I want to eventually combine these genres but focus on related fantasy characters that Walt Disney created. The purpose of this project is to inform and educate students that a real person created these wonderful characters that we have all come to love over the years. Can I do this?? Am I on the right track? Am I making this assignment too hard? Any input will be greatly appreciated. These are just a few thoughts for this project. The project is still under investigation and is a work in progress.

Invitation to Journal Writing

What Is A Journal?

A journal is a place where you can write every day. A journal is your personal notebook where you can record special thoughts or activities you have experienced that day. A journal is important because you may want to remember a special event that happened to you. By writing in your journal you may capture a moment that otherwise you may forget over time. Remember, practicing writing creates wonderful stories which one day may lead to becoming a famous author.

Directions for Journal Writing

You are invited to take a writing journey with The Hungry Caterpillar. In front of you is your very own journal. Everyone notice your picture is on the front of the journal which is shaped like a caterpillar. Put your name on the front of the journal beside of your picture. Open your journal and write today’s date. So far your journal should look like this. Here I would show them my journal that is identical to theirs. My picture on the front and my name on the cover page. As I turn to the 1^st page students will see where I have put the date. Now I invite you to write about something you like to eat. For example, On Monday the caterpillar ate apples. What did you eat today? Write that down on the 2^nd line under your date. I will model in my journal where this sentence goes. Now, draw a picture of the food you wrote about. I will do the same. This procedure will follow except the 2^nd entry the students will draw a picture of one of their favorite foods. They will write I like to eat pizza. This procedure will continue daily until the journal is complete with at least 5 foods that the children enjoy eating. I plan to use excerpts from Diary of a Worm to implement this lesson plan as well as The Hungry Caterpillar. Both books are dedicated toward journal writings and I’m all about integrating so if I can incorporate the days of the week(SCOS),numbers, and ABC recognition then I’m all for it. I plan to move numbers as the foods are added to. Example On Tuesday I ate 2 plums. This is a work in progress so will take a while. I give options on topics daily so if a student feels they have a story they really want to write I pull them one on one and help them plan, write, and revise. I usually do 1 to 2 students daily with a free write.

Best Practices Chapter 6

In Chapter 6 in Best Practices in Writing Instuction the author examines different strategies and techniques used to motivate children to write. The author focuses on planning, which is crucial for beginning writers. Prewriting and inquiry are two crucial elements in beginning writing. Strategies are also important in effective writing skills. In order for students to respect writing the goal has to worthwhile and real, something the student can engage in independently with little interference from the instructor. The classroom environment must be supportive and nonthreatening. Students need choices, writing space, and materials that are inviting and motivate them  to write.

The teacher needs to motivate and model what she expects the students to do. In a prewrite the students write down ideas that flash into their mind not focusing on correct spelling just letting their thoughts flow onto the paper. Regardless of inquiry and strategies the main idea is to engage the students in writing activities that are meaningful for the student. For example, I write a morning message 3 times a week showing print awareness as well as letting the students give me sounds for each letter as I write.  This chapter focus on 8 principles to teach students to be effective writers. This can be helpful with upper grades but are to complicated to get into with kindergartners. I like the strategy for writing an informative paper with extended opportunities for writing and brainstorming about a topic the students have experienced. Something that is real to a 5 year old will motivate writing quicker than me putting why and how they should plan and revise. This chapter focused more on higher level thinking geared towards older grades. In kindergarten I use ideas from page 132 (Report-Writing strategy) because we brainstorm first about a book or a topic that the student wants to write about. We make lists of characters, site words, and short thoughts about what we want to say. We then start writing. Most of our writing comes from student experiences. What is real? What is not real? I have found that my writing center with all it’s colored pencils,papers, markers,ABC books,number books,animal shaped papers, and 1-1 instruction has motivated my students to write wonderful stories that they are proud of. I guess I could say that I do use these strategies just in a different way.

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.