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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I wouldn't totally drop the graphic organizers in prewriting. Personally, I like them and make a sketchy graphic organizer before I write a chapter or article. Talking is important too for prewriting, as well as sketching, outlining, and just plain thinking. My point is that we should teach students a variety of ways to brainstorm, then let them choose what is the most effective way for them.
ReplyDeleteI would agree with what Dr. Dobler said- to not completely stop doing graphic organizers for writing. But I also agree with you that we don't always need to use them. So, therefore, its best to find the most purposeful and practical way to use them effectively for your students.
ReplyDeleteGood for you to have your students reflect on their learning. This is something we have to teach them to do, but it really makes them accountable for their learning and hopefully they will be more apt to remember it later.
ReplyDeleteI connected with your comment about prewriting- that you have your students use graphic organizers to prewrite, yet you don't use them when you write. I am the same way. Although, this year I have started something new with prewriting. I call it "post-it prewrite." I have the students jot down only one idea to a post-it. For 10 minutes or so, I just have them generate ideas using the post-its. Afterwards, I have them group the post-its by similarities. I have found a lot of success with this. It really seems to motivate the students who can be reluctant writers. The numerous amount of post-its helps them feel more confident.
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