The Nuts and Bolts of Teaching Writing: Chapters 1, 2, and 3
After reading the first three chapters of "Nuts and Bolts," what ideas stood out to you? What ideas will impact your planning for the fall?
9 comments:
Janet Mennies
said...
I am enjoying this book. Although the suggested vocab and conference commentary are probably too high level for my students (formerly part-time learning support... new name is pending), it helps me to frame my thoughts for the fall. Things I like: "structures" for writing workshop, ideas for beginning writers (esp. labeling pictures), and "principles" of the program. My concern is for supporting students' writing down of ideas (words and sentences) but without direct instruction in conventions: aren't the students practicing errors? This is where the program departs widely from our previous curricula (Project Read "barebones sentences" and Harcourt)... what do you think?
Hi Janet! I know this isn't my board but I thought I'd jump in. :-) Do you remember learning about Vygotsky in teacher ed. classes? He's always the one I think of when I think about why we encourage children to write with developmental spelling (and syntax).
He says that each of us, children and adults, have a zone of proximal development. A person's ZPD is the difference between what he can do alone and with help. If we teach a child right at that point, he will develop. But anything we teach the child outside of that ZPD zone will not stick, because he isn't ready. It's why when learning to ride a bike we first show a learner how to get on and pedal on level ground with training wheels instead of teaching popping a wheelie (for example:-).
We can spell the word "Dorney Park" for our youngest learners, but if the child isn't developmentally ready for all the word parts, then none of it will stick. On the other hand, if we let them write dne pk, we can teach INTO what they've already got, reinforcing those sounds they know and teaching them just one that they might be ready for- one that will stick and make a difference the next time.
Thanks Andrea~ Yes, I agree completely with your philosophy. My only other comment is this: why don't we teach other subjects with a developmental approach, then, and not just writing? Written language is intrinsic to all other areas, right? So why are we working in a student's ZPD for writing and not math? We try to do this in learning support however with the big push for higher level thinking skills it's tricky. I know this is getting outside of the intended "blog," I'm just trying to put this altogether in my brain.
I agree with you. I teach math in small groups, as an attempt to reach each child at his ZPD. Everything is roses... until the assessment! Then I feel like I taught NOTHING! That's why I treasure my reading and writing times so much- I feel in control to do what's right.
Hi Janet and Andrea! I am enjoying reading your comments, and I hope you don't mind if I jump in, too! (Especially, Janet, since my kiddos are at about the same developmental level as your older ones...)
First of all, I must say "Hooray" for Vygotsky!! I heard a brilliant teacher of reading and writing last March up at Teachers College, Shanna Schwartz, and she actually named her son Lev after Vygotsky (or so she said!!) Janet, I can share my notes from the workshop I attended with Shanna Schwartz, and share the book that she has written -- Making your Teaching Stick -- because she does speak to Vygotsky's ZPD theory in her suggestions to help teach children along in the writing process.
I can also share with you my own personal observations of children beginning to dive into writing workshop. It is jaw-dropping and amazing! I think I can reassure you that we are teaching conventions to our little learners when we do interactive writing, shared writing, LEA's, etc. They truly DO pick up on these conventions that they see over and over again, when they are developmentally ready! It's funny, I write the word "my" in my kindergarten message frequently; throughout the year, many of the children move their spelling of "my" from "m" to "mi" or "me" to the conventional "my" when they are ready. This transition is fascinating to observe, and I don't believe it can be forced through a direct, "flashcard" type manner.
Andrea always explains this better, but I hope I added some reassurance, Janet. My approach for the past 3 years has been more of a "follow" vs. "lead" -- teaching skills and strategies to all, but following and supporting each writer where they are. Some kiddos actually are writing sentences (even in K) and using conventions, while others are still connecting sounds to letters. I really just let them take the lead and prop them up where they need it, or push them to where I believe they can go.
Thanks Kelly and Andrea~ Your enthusiasm is infectious! I have to tell you that I have chosen writing workshop as one of my afternoon activities with my almost 4th grade students in the summer migrant program. These children have varying English skills; I encourage writing in either or both languages and have 2, 16 yr. old bilingual aides to translate for me. The ZPD applies with ELL students as well, and I have started to read some of the Caulkins units that address their needs. We have lots of laughs as we spell words that are sounds, esp. since there are phonics differences betw. Eng. & Spanish. Getting "into the moment" is difficult to teach in so short a time period as 5 weeks but we have come a long way. The structures of the workshop have been fantastic in this group to promote independence. We do lots of labeling of drawings in both languages. These beautiful children are eager to help each other and I am daily amazed and inspired by the courage and joy they demonstrate as they operate in two cultures at one time. This has been great for my ZPD as I learn about writing workshop too!
Oh my gosh, Janet! That is so cool! I love hearing about your experiences with the migrant students. And it is so neat to hear that they have been able to get their feet wet with workshop, even for the short time you'll have them. That's such a testament to you that you've shown them the power that writing can have in our lives.
PS: Kelly, I remember Shanna saying she had a crush on Vygotsky! Hilarious that she named her son that... is that actually the truth??!!
Kelly - I'd love to borrow your notes from Shanna Schwartz! Andrea and Kelly, thanks for your interest and input to this blog. I guess everyone else is on vacation without internet (?). I will copy many stories from the summer class to show you in the fall... Janet M.
Hi Andrea and Janet!! I am having a great time reading this blog!! It helps me a great deal, as I am beginning to think about getting my act together to start my master's thesis (which will be about the Writing Workshop in Kindergarten...I am quite intimidated!!)
Janet, I would be VERY happy to share my notes from the workshops I attended with Shanna! Also, I highly recommend her book called Making your Teaching Stick. (It is a tiny book ... only about $7 ... but packed with great information!!) I can show you my copy ~ it is in my pile of invaluable bedside reading!!
Andrea, I honestly believe that Shanna was NOT kidding when she told us all that she named her son Lev after her crush, Vygotsky!! She has a daughter (forget her name) and wrote her book, Making your Teaching Stick, when she was on maternity leave with her newborn son. Thus, she shared the origin of her son's name. No joke!!! I am guessing that, should Shanna have another child, she better name it Lucy, boy or girl, huh??
9 comments:
I am enjoying this book. Although the suggested vocab and conference commentary are probably too high level for my students (formerly part-time learning support... new name is pending), it helps me to frame my thoughts for the fall. Things I like: "structures" for writing workshop, ideas for beginning writers (esp. labeling pictures), and "principles" of the program. My concern is for supporting students' writing down of ideas (words and sentences) but without direct instruction in conventions: aren't the students practicing errors? This is where the program departs widely from our previous curricula (Project Read "barebones sentences" and Harcourt)... what do you think?
Hi Janet! I know this isn't my board but I thought I'd jump in. :-) Do you remember learning about Vygotsky in teacher ed. classes? He's always the one I think of when I think about why we encourage children to write with developmental spelling (and syntax).
He says that each of us, children and adults, have a zone of proximal development. A person's ZPD is the difference between what he can do alone and with help. If we teach a child right at that point, he will develop. But anything we teach the child outside of that ZPD zone will not stick, because he isn't ready. It's why when learning to ride a bike we first show a learner how to get on and pedal on level ground with training wheels instead of teaching popping a wheelie (for example:-).
We can spell the word "Dorney Park" for our youngest learners, but if the child isn't developmentally ready for all the word parts, then none of it will stick. On the other hand, if we let them write dne pk, we can teach INTO what they've already got, reinforcing those sounds they know and teaching them just one that they might be ready for- one that will stick and make a difference the next time.
Thanks Andrea~ Yes, I agree completely with your philosophy. My only other comment is this: why don't we teach other subjects with a developmental approach, then, and not just writing? Written language is intrinsic to all other areas, right? So why are we working in a student's ZPD for writing and not math? We try to do this in learning support however with the big push for higher level thinking skills it's tricky. I know this is getting outside of the intended "blog," I'm just trying to put this altogether in my brain.
I agree with you. I teach math in small groups, as an attempt to reach each child at his ZPD. Everything is roses... until the assessment! Then I feel like I taught NOTHING! That's why I treasure my reading and writing times so much- I feel in control to do what's right.
Hi Janet and Andrea! I am enjoying reading your comments, and I hope you don't mind if I jump in, too! (Especially, Janet, since my kiddos are at about the same developmental level as your older ones...)
First of all, I must say "Hooray" for Vygotsky!! I heard a brilliant teacher of reading and writing last March up at Teachers College, Shanna Schwartz, and she actually named her son Lev after Vygotsky (or so she said!!) Janet, I can share my notes from the workshop I attended with Shanna Schwartz, and share the book that she has written -- Making your Teaching Stick -- because she does speak to Vygotsky's ZPD theory in her suggestions to help teach children along in the writing process.
I can also share with you my own personal observations of children beginning to dive into writing workshop. It is jaw-dropping and amazing! I think I can reassure you that we are teaching conventions to our little learners when we do interactive writing, shared writing, LEA's, etc. They truly DO pick up on these conventions that they see over and over again, when they are developmentally ready! It's funny, I write the word "my" in my kindergarten message frequently; throughout the year, many of the children move their spelling of "my" from "m" to "mi" or "me" to the conventional "my" when they are ready. This transition is fascinating to observe, and I don't believe it can be forced through a direct, "flashcard" type manner.
Andrea always explains this better, but I hope I added some reassurance, Janet. My approach for the past 3 years has been more of a "follow" vs. "lead" -- teaching skills and strategies to all, but following and supporting each writer where they are. Some kiddos actually are writing sentences (even in K) and using conventions, while others are still connecting sounds to letters. I really just let them take the lead and prop them up where they need it, or push them to where I believe they can go.
Hope this makes sense!! ;-)
Thanks Kelly and Andrea~ Your enthusiasm is infectious! I have to tell you that I have chosen writing workshop as one of my afternoon activities with my almost 4th grade students in the summer migrant program. These children have varying English skills; I encourage writing in either or both languages and have 2, 16 yr. old bilingual aides to translate for me. The ZPD applies with ELL students as well, and I have started to read some of the Caulkins units that address their needs. We have lots of laughs as we spell words that are sounds, esp. since there are phonics differences betw. Eng. & Spanish. Getting "into the moment" is difficult to teach in so short a time period as 5 weeks but we have come a long way. The structures of the workshop have been fantastic in this group to promote independence. We do lots of labeling of drawings in both languages. These beautiful children are eager to help each other and I am daily amazed and inspired by the courage and joy they demonstrate as they operate in two cultures at one time. This has been great for my ZPD as I learn about writing workshop too!
Oh my gosh, Janet! That is so cool! I love hearing about your experiences with the migrant students. And it is so neat to hear that they have been able to get their feet wet with workshop, even for the short time you'll have them. That's such a testament to you that you've shown them the power that writing can have in our lives.
PS: Kelly, I remember Shanna saying she had a crush on Vygotsky! Hilarious that she named her son that... is that actually the truth??!!
Kelly - I'd love to borrow your notes from Shanna Schwartz!
Andrea and Kelly, thanks for your interest and input to this blog. I guess everyone else is on vacation without internet (?). I will copy many stories from the summer class to show you in the fall... Janet M.
Hi Andrea and Janet!!
I am having a great time reading this blog!! It helps me a great deal, as I am beginning to think about getting my act together to start my master's thesis (which will be about the Writing Workshop in Kindergarten...I am quite intimidated!!)
Janet, I would be VERY happy to share my notes from the workshops I attended with Shanna! Also, I highly recommend her book called Making your Teaching Stick. (It is a tiny book ... only about $7 ... but packed with great information!!) I can show you my copy ~ it is in my pile of invaluable bedside reading!!
Andrea, I honestly believe that Shanna was NOT kidding when she told us all that she named her son Lev after her crush, Vygotsky!! She has a daughter (forget her name) and wrote her book, Making your Teaching Stick, when she was on maternity leave with her newborn son. Thus, she shared the origin of her son's name. No joke!!! I am guessing that, should Shanna have another child, she better name it Lucy, boy or girl, huh??
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