Chapter 5 Do More Shared Writing

Reggie creates a strong reason to try shared writing. She states that shared writing is the important scaffold that students need. It was helpful for me to see first grade examples of shared writing, and to realize it is good for all grade levels. The implementation plan on page 88 is exactly what I needed to see how to make this part of my classroom. Many of her ideas in this chapter were at the primary level. I have used cut up sentences and letter tiles, but I had not thought of them in connection with writing. The list of topics for shared writing at the end of the chapter was helpful. Now I need to think about writing and how it fits into my day. I have been modeling then asking my students to write in their journals. By reflecting on this chapter I will be making some changes in the way my students write. The first change is introducing shared writing to my students.

Chapter 4 Raise Your Expectations

As interesting as the beginning of the book was, this chapter started getting to the lesson part of writing. The entire chapter focused on expectations and results from those expectations. I agree with the statement that we need to be sticklers with any work that goes public. This is very hard in first grade. Some students still struggle with letter formation. A statement on page 56 stayed with me. In the middle of the page a paragragh ended with this statement.

It's amazing what high expectations and explicit teaching can do.

This is what I want to learn to do with my students. I want to have high expectations of all students and know how to explicitly teach writing. The statement about it's not okay to rely on scripted, one size fits all programs hit home. I think I am always looking for the perfect program and not wanting to take bits and pieces and create my own writing program. The first grade examples and teaching tips were wonderful. I am eager to try some of these. I think schoolwide expectations would create better writers. This would be a challenge to implement, but well worth the effort. I have a new goal for my students- to write a full page in twenty minutes in the spring. I also know I need to model and show my students what I expect. They have to see it and see a way to make it happen. I loved her example that one demonstration is rarely enough. There are so many things I have to been shown again and again how to complete. I will try to focus on the writer first and then the lessons. Until the student thinks of himself as a writer, no real improvement is possible. This is true in all subject areas!! Relationships matter.

Chapter 3 Share Your Writing Life

I have tried to do this some with my students. I have showed them letters from friends and lists I make for shopping, etc. This chapter was part of my change from a daily journal to a writing folder. It was interesting to read about whole staffs becoming engaged in writing as a staff development activity. This would involve some risk taking. I think I need to do more composing in front of my students and demonstrations of times I am not sure how the writing will turn out. The box on page 48 was very helpful in thinking about the writing I do with students. I sometimes worry about editing when the message is still developing. What a good reminder that the content is critical then work of revisions and editing.

Chapter 2

I have read all the chapters, now I am forcing myself to sit at the computer and post something. Reggie's reminder to start with a celebration is so true. My memories of writing in grade and high school include lots of red marks and no celebrations. I struggle as a teacher to balance the compliments with directions for improvement. I certainly do not want any of my students to experience a blood red paper that reminds them they can not write. Page 21 states "It takes so little to turn a student into a writer: a human connection, teacher modeling, supportive conversations before writing begins, an appreciation of the student's efforts, sincere affirmation, real writing for a purpose, and a reader that the student values." No wonder my students always want to share their writing. They need an audience! Starting in August my students wrote in a journal daily for about 20 minutes. I am now rethinking this. I have started a writing folder where they select some of their topics and let me know when they have finished a piece of writing. They have generated a list of topic after watching me do a demonstration of this. I have also started working with a smaller number in some shared or guided writing. I will let you know how this works. This week we will be reading and sharing some poems in class. I am curious if this will make my students interested in writing a poem. Her final sentence in this chapter is so true. I do have fun when a lesson goes well and I feel my students have learned something new.
"Teaching, supporting, and expecting kids to do their best is where the fun begins."

Chapter 1

I have enjoyed and learned many things from other works by Reggie Routman so I was eager to be included in this book study. Little did I know that I would have to be techie to participate. Hopefully, I can make it through. The subtitle on page 5 "Simplify Teaching and Increase Results and Enjoyment" certainly caught my attention. What teacher doesn't wish for this! I agree with her statement "If all of our students are to become successful writers, then from the day they enter school they-and we-must see the process as doable, manageable, and enjoyable." What a task! This chapter has lots of necessary back ground information to make writing great in any classroom at any grade. The learning model of demonstration, guided practice and independent work is true of all subjects, but looks very different in writing. I am hoping that using this book as a guide, I will enjoy teaching writing more and my students will blossom into the fantastic writers that Reggie highlights in her book. ok Time to get started.