Chapter 6

This chapter stresses the importance of incorporating writing into reading and all other subject areas. I think this is an area that I am weak in. I am not really sure why I don't incorporate writing more into my class. Time as always is a factor. Most things with writing seem to take a long time to complete. I did like the way that the book described working writing into guided reading centers. I do guided reading centers, but usually don't have the students do much writing. I do not have an hour to allow for centers, so I have to adjust accordingly. I do think that I will try to work writing into my center time more often. My students do a lot of writing, but it is usually as a "writing" activity, not necessarily incorporated into another subject. I think part of the reason that I don't do it more is that I get hung up on thinking that everything has to be written correctly and checked. The text assures us that students' work doesn't always need to be corrected or even looked at. Many times they need to freedom to just write without worrying about proper punctuation, grammar, spelling, etc. I am going to strive to incoporate more writing into my daily lessons. I don't like to write myself (probably where some of this is coming from) and I don't want my students to feel the same way about writing as I do. I need to give them many opportunities to write. Not only will it help to broaden their writing skills, but reading as well.

Chapter 5

This chapter stressed the importance of shared writing. I am somewhat unclear as to what shared writing really is. Is it simply writing together as a class or small group with everyone contributing and the teacher writing down the text? It almost seems too easy. I don't do as much of this in my classroom as I should. When we do shared writing it is mostly to summarize stories or create story maps. Our school uses Write 4 Today. One week focuses more on conventions and the next week is a writing activitiy. On the writing weeks the first day their is a given topic, situation, etc. The students brainstorm their ideas using story webs, Venn diagrams, fill ins, etc. The second day the students write their rough draft. On Wednesday, they look over it correcting anything that they can. I stress using words other than "good" and not starting all sentences the same. On Thursday, the students show their writing to an adult in the room and the adult makes corrections as far as spelling, capitals, etc. We do this because as second graders they don't know everything that they want to write and I don't want them to be hung up on not using words because they can't spell them. We talk them through the corrections that we made and tell them why we are correcting things. On Friday, they take their corrected papers and copy it onto their final draft. They use their best handwriting and really try to make it "perfect". This is the second year that we have used this and I can see a big difference in the students writing. My students do journal writing during center time. This is often lists, free write, etc and I usually don't read these and if I do I don't correct in their journals. I thinks writing is an area that I could use more instruction in myself. I am never sure what is acceptable and what isn't. I don't want to push the students to the point of making them hate writing, but I don't want them to not do all that they can either.


photo from http://teacher-supplies.carsondellosa.com/search?w=write%204%20today

Chapter 4

I fully agee with this chapter that we need to expect more from our students. I love the quote "Children are likely to live up to what you believe of them" by Lady Bird Johnson. It is sometimes hard to push the students especially when they are struggling and it takes them several tries to get it right. It also makes it difficult when not everyone is on board with your expectations of the students. For example, other teachers in my building wanted to make up some schedule for walking students to the title room. I don't agree with that. I expect my 2nd graders to be able to walk down the hall and go the the correct room quietly. They have to be given the chance to prove what they can do. The same principle applies in academics also. Unless they try new and harder things, we will never know how far they can go. I feel that one area of difficulty is with the special ed students. Often times the special ed teacher doesn't want her students pushed too hard. I believe that we should raise the expectations of all students whether they are low achievers or gifted. When we raise the expectations the students might sometimes feel some frustration. I think this is okay. It is a part of life. When we continually make things easy for our students we aren't doing them any favors. Students need to know that it is okay to find something difficult. From this they can learn how to push themselves and expect more from themselves. This is a life skill that will serve them well in life. 

photo from:  jimallder.blogspot.com