Best Practices in Writing Main Ideas
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Writing should be “just another piece” of the
puzzle in a very integrated day.
o
The example given in the text describes how a
third grade teacher turned a literacy study on the fairy tale Cinderella into
an entire unit by incorporating geography, vocabulary and writing.
§
I feel this is a very important aspect of
writing as students are given more exposure and knowledge around the topic they
are to write about. When provided with word walls full of connected vocabulary
and maps with starred locations their pool of knowledge is large enabling them
to write more easily.
o
I like the idea of having an interchangeable
word wall containing important vocabulary words pertaining to the current area
of study. By placing this in the writing “center” students are able to easily
access these words and are more likely to use them in their writing.
·
It’s important to “prime the pump” (build their enthusiasm)
around the topic of writing.
o
Because I haven’t always felt like the most
successful writer growing up I feel that I may not always come across as enthusiastic
about writing…this definitely reflects on my students! This next year I want to
be more intentional about showing excitement and enthusiasm about my writing!
If the students see I’m excited, they’re more likely to become excited about
writing too!
·
Students should be given extensive prewriting
experience via mini-lessons and modeling
o
The authors give multiple ways to provide writers
with prewriting experiences. What stuck with me was the idea about having
brainstormed lists and questions readily available in student’s writing folders
and on easily accessible chart. This strategy allows for students to be more
independent and access their own ideas freely.
o
Some other ideas include:
§
Modeling on an overhead
§
Exposing students to good strategies in read
that the class is doing
§
Having students brainstorm solutions to a
particular problem in a sample piece
·
Students should be” given plenty of room for
originality” and choice.
o
I believe the students will take more ownership
when they’re able to choose what it is they’re writing about. Although they
will need guidance, less structure may actually produce better, more creative,
writing. As the authors state, “When the topic matters, children work hard and
invest time and effort in crafting their work.” This philosophy also supports a constructivist’s
view of a classroom as the students would be guiding their learning more than I
would.
o
Hyde and Daniels also explain “arbitrarily
assigned topics with no opportunity for choice deprive students of practice in
a most crucial step of writing-making the first decision about what to write.
§
I think this is a fault of mine. I find myself
guiding too much because I’m afraid
that my students can’t handle too much freedom. However, I need to keep in mind
that guidance can come without complete control.
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