Let Us Teach and Receive

I read chapters 7,8,and 9 from Crafting Writers, k-6 by Elizabeth Hale.
Writing about the cafeteria is a good topic because everyone can use their five senses! 

Last week, some of us preservice teachers worried about our ability to teach writing if we felt insecure about our own skills. Hale uses the swimming lesson in chapter 7 to point out that a person doesn't have to be an expert on something in order to teach. What matters is if the people on the receiving end of our instruction are actually learning. To build confidence as a future writing teaching, I will make the effort to journal more and read The Elements of Style.

Even if I'm qualified to teach, are my students learning? The stimulation children are receiving today challenges me to prepare lessons that are attention-grabbing and retainable. Hale recommends using 7-10 minutes to teach just one skill, dubbing this a "mini-lesson". Categories include craft, mechanics, writing strategy, and text features. The time I spend with my students is precious, so I must make sure that whatever I teach is applicable and specific. Hale asks two questions before starting a lesson:

What exactly am I teaching?

Why am I teaching this? How will it help my students as writers?

Last week, I mentioned how reading good literature will model good writing. I should also point out the necessity in using a book that the students have already read. This way, they are focused on picking up how the story is written rather than what takes place in the plot.

Another example would be to use a student's piece. As a child, I paid attention when a classmate's writing was being shared since I wanted to know what made Susie Q a "good writer." With mini-lessons, Hale is looking for the student who did a good job in using the specific craft, giving many kids a chance to have their work up on the overhead.

In live writing, the teacher has a chance to demonstrate how she tackles the process in front of students. Although I found it cheesy at first to make the hmmmmmm? noise, children hear and see you doing that, they see that you are thinking when you write. Perhaps kids had the misconception that adults are automatic word processors who can spill out lettters on the paper or keyboard. When the teacher before a live audience, she shows that writing is something that requires effort and thought for its creation.

Crafting Writers, k-6 by Hale

Personal reflection:

*I do find writing to be a craft that can be taught and learned. It is much easier to learn writing than it is to teach a group of 20+ students. Being a person of few words, I especially struggle with explaining why a piece of writing is good. I am an avid reader and patient listener, I just can't come up with my own words to say and write! However, Crafting Writers reminded me that my love for reading and drawing encouraged me to become a writer because I had inspiration.

*Chapter 6 focuses on primary writing and advocates drawing in promoting writing skills. I had the chance to substitute teach in a kindergarten room on Thursday and Friday. On both days, the students were allowed to illustrate anything of their choice while I would go around writing in a caption when they were nearly done. I was pleased with how much thought everyone put into constructing their sentences. Hale takes it further by analyzing some examples and pulling out how certain details of the picture lead to detailed writing.

*Author and illustrator Patricia Polacco is used to discuss specific components of the craft. If you have not ever read Chicken Sundays, you are missing out on excellent literature. Hale specifically advises teachers to collect examples from a book that students wouldn't mind rereading.

*For educators who don't have time to read through the entirety of Crafting Writers, I still recommend having this book handy because it includes a useful appendix and lists of examples.

Response to Reading

Sound Systems by Anna Lyon and Paula Moore
Reading this book gave me ideas in how I would want to implement literacy into my classroom. First of all, the book informed me that young students read little by little because the brain relies on patterns. I always assumed our mind functioned by rules. Phonics highlight certain letters, sounds, and words to create a pattern children establish and apply to in identifying unfamiliar vocabulary. How readers pick up on these is to look and hear the sounds being made. Using visual skills helps to start detecting patterns.
Reading aloud will always be something an elementary teacher does. It shows "clear demonstration of the reading process." The authors also remind teachers to use tradebooks and I couldn't agree more. A second grader isn't compelled to read if all he ever hears about is Dick and Jane. I worked with a 10-year-old who learned how to read and write his name in the third grade. Suggestions from this book such as decorating the classroom with print-rich materials and students writing their own names make me question what teachers around the country are doing. 

Every Mark on the Page: Educating Family and Community Members about Young Children's Writing.
I highly recommend this article for educators and parents. Many of the highlighted information may seem like common sense, but people under pressure tend to form high and unrealistic expectations. From my observations with babies, I believe that children do possess a natural desire to learn. They are eager to examine books and piece together letters. Reading becomes a chore when adults began criticizing or questioning the student's attempt to read, write, and talk. We take for granted what a child does know when he hands in a written assignment. The fact that s/he has tried to write something down demonstrates using symbols to communicate. Cusumano reminds everyone to focus on strengths and not weaknesses.

Literacy Dig at the Park

There was much to record when observing the physical environment of an outdoor play place. I liked how any signs of city life were out of sight at this location and very few cars drove by. Trees bordered the area without being in the way. Tents were available for families to enjoy a snack and an indoor bathroom was accessible for everyone.

The physical environment of a park is important because visitors approach certain pieces based on how they look. The photos and illustrated map give you an idea of the unconventional shapes and forms present. Structures are multidimensional and unleveled. I can only describe it as an organized place of chaos. This is a place to expect the unexpected!

Color choice matters. An all-pink park would repel older boys. Can you imagine toddlers running towards the whites, beiges, and grays?  Notice the primary and and secondary colors used throughout the location. Each piece draws the attention of children, as if beckoning, "come play!" 

Climbing structure made of metal and rope

At a closer glance, different types of surfaces are seen above, below, and everything in between. The ground is covered with mulch that shifts around or recycled rubber with a slight bounce to it. Metal pieces are shiny and smooth while the wooden steps have been worn down from use. Textiles were used to "weave" the spider web and cover the tent.

The purpose in coming to a park is to experience movement different from routinal ranges of motion. The physical environment of this place is visibly noticed and tangible. When having a good time here, your two feet should not be on solid ground. This place causes you to climb, spin, swing, and leap in all directions.

You see that it's blue and then feel it move.

Although he can't participate, this welsh corgie enjoys his surroundings.

books I'm reading

Joey Pigza Swallowed the Key by Jack Gantos

Scat by Carl Hiaasen