Chapter 10, 11, & 12 Response

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Chapter 9 Response

Based on my past few years of teaching, I believe that I can teach students to write high quality pieces of writing regarding content.  However, I feel that I struggle with teaching editing.  I have a hard time getting my students to really take their time to do a good job of editing.  I recently read Chapter 9 in “Writing Essentials” by Regie Routman.  I really liked her approach to editing.  First, she makes an editing expectation list with her class.  I believe this would give my students a voice and hold them more accountable.  Then, Regie Routman said that you should firmly tell students not to waste your conference time if they have not completed every editing expectation on the list, reread their writing, and fixed up most of their misspellings.  I really liked this idea and approach and plan on trying it in my classroom in the future.  I also liked the idea of doing a student directed writing conference or using a self-evaluation before a conference towards the end of the year after I have directed many writing conferences to model for the students.

Chapter 8 Response

I recently read Chapter 8 in “Writing Essentials” by Regie Routman, and it made me think about my view on Prewriting.  I would often have my students complete a graphic organizer for their prewriting.  I realized that I needed to broaden my ideas about prewriting.  I rarely use a graphic organizer as prewriting before I write.  I usually make an outline in my head or on paper before I begin writing a key point I want to address.  Also, I believe that I have underestimated the power of having conversations about writing.  As teachers we know that students can learn a lot and grow from discussing reading strategies and math concepts.  Students can also learn a lot and grow from discussing writing.




Also, Regie Routman discussed finding time for writing.  I strongly believe that students need to have time to write.  I plan 30 minutes daily to write.  But, my students get more than just 30 minutes of writing a day.  They also have time to write in their journals in the morning for 10-15 minutes, along with times to write during reading and math.  I will have them write their thoughts and think about reading and math during that time.  I really like having students explain their thoughts and think about reading and math because it gives them more time to write and allows me to see what each of my students truly understands or what confuses them. 

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Chapter 7 Response

In my classroom I have always focused on producing high quality writing in content first.  Then, once my students were producing high quality writing in content I would shift my focus to spelling and conventions.  After I shifted my focus I usually found that my students were so focused on spelling and conventions that they were no longer focused on their quality of content in their writing.  I wondered what the best way was to teach my students so that they would produce both high quality writing in content and use proper spelling and conventions.  While reading Chapter 7 in Regie Routman’s “Writing Essentials” I found an approach I would like to try because I think that it would be successful.  I believe that I need to model my thinking about revision more and be sure that my students know why conventions matter.  Also, I really liked the section about teaching spelling well.  I teach and have the students use and practice different spelling patterns and etc.  I really liked the idea of highlighting these spelling patterns on my word wall for students to see and help them spell or sound out other words.



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Chapter 6 Response

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I believe that writing is a great way for students to better comprehend what they are reading.  For example, I have a couple of my groups do a “Prepare for Guided Reading” center.  At this center they are given directions to read specific pages in their guided reading book and then respond to a question in writing.  Then, once we met for guided reading I am able to check their comprehensions and take the next necessary steps depending on their responses.  Also, I use graphic organizers daily.  I will model using them during whole group and do a shared approach during guided reading.  Then, the students do them independently at centers in response after reading or listening to a story or piece of text.  Both of these ideas and strategies are strongly supported by Regie Routman in Chapter 6 of “Writing Essentials.”  Regie Routman believes that reading and writing are strongly related and support each other. 

Chapter 5 Response

I recently read Chapter 5 in “Writing Essentials” by Regie Routman.  It was about using shared writing in the classroom.  I have used shared writing, but I believe I could use it much more.  I realized a couple of major benefits of using shared writing.  The first major benefit of using shared writing I realized was that I can teach and have students practice writing strategies such as rereading.  The second major benefit of using shared writing I realized was that it provides an opportunity for students to discuss their writing ideas and thoughts.  As teachers we know it is important for students to discuss their ideas and thoughts in reading and math, so we should give students the chance to discuss their ideas and thoughts in writing too.  Also, I realized the window of opportunities shared writing opened up such as teaching fluency and phonics. 

Chapter 4 Response

I have found that students will rise to you expectations.  For example, I have given many lessons on word choice.  Then, I see students marking out ordinary words and changing them to more descriptive and exciting words.  Also, I have given many lessons on conventions.  Again, I see students marking out and changing the spelling of word wall words, changing lowercase letters to capitals, and adding periods.  After reading Chapter 4 in “Writing Essentials” by Regie Routman, I realized that I also need to expect more concerning handwriting.  After looking back and reflecting upon my teaching I believe that I need to take time to teach students the correct way to form letters.  While holding high expectations for my students I also need to keep my students’ confidence high.  So, I have always and will continue to always start out a writing conference with my students by stating something positive about their writing.  If my students have confidence and trust me, they will rise even higher. 





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Chapter 3 Response

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My first year teaching I was not confident in my own writing abilities.  Therefore, how could I be confident in teaching writing to my students?  I made a point to model writing in front of my students though because I knew modeling is a strong teaching strategy.  Over the past couple of years after modeling writing for my students I feel more confident in my own writing.  I recently read Chapter 3 in “Writing Essentials” by Regie Routman which states that students should see your struggles with writing. 



Chapter 2 Response

I recently read chapter 2 in “Writing Essentials” by Regie Routman.  While reading chapter 2 I thought about how I begin writing in my classroom.  I have always had my students share their writing and taken time to talk about and celebrate positive aspects of their writing.  As I stated before, I believe our students need to have a positive experience with writing so that they will continue to grow as writers in the future.  So, during our first month or so I really try to focus on the positive aspects of every student’s writing.  Also, I let my students write about what they want during the first month or so of school.  Since my students are writing about what interest them it really allows me to get to know my students better as individuals and connect with them.  I believe that between the positive experiences with writing and by getting to know each student it allows me to develop an environment in which my students can take risk and I can help them grown as writers. 

Chapter 1 Response

I have always believed that as teachers we need to make writing fun and enjoyable for our students.  We need our students to have a positive experience with writing so that they will continue to grow as writers in the future.  I recently read Chapter 1 in “Writing Essentials” by Regie Routman that confirmed this belief.  I have always let children choose what they want to write about because if they are writing about something they care about, they always put in more effort, and in return their writing turns out better. 



Also, I believe we need to look at real world text that is published with our students.  For example, writers often play with words to make it more interesting.  Take for example the book, “The Night I Followed the Dog,” by Nina Laden.  The author mixes art and descriptive words to make the text more interesting.  My students are always interested and engaged in this story.  Also, after I share this book many of my students think of different descriptive words to use in their stories to make their writing more enjoyable.  It really increases students’ word choice.

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I still have a few questions even after reading the chapter though.  I often wonder what is the right balance between ideas and content and conventions in writing.  I don’t want my students to be so concerned with conventions that it limits their ideas and content of their writing.  Also, I don’t want my students to be so concerned with conventions that writing becomes stressful and eventually hated.  On the other hand, I don’t want my students’ use of conventions to hinder their writing.