As a summary, walks us through several key concepts about craft writing exercises followed by several lessons. After reading last week’s reading I hadn’t bothered looking ahead at this week’s assignment and I must say that I am pleasantly surprised. The explicit nature of instruction gives me a lot more confidence in trying this with my future class. I am, however, still a little nervous about choosing an appropriate topic for my theoretical class’s ability level.
Just to spitfire some ideas I have thought of taking the lessons presented and assigning them to an approximate grade level. I know that each group will present a specific requirement independent of any overarching standardization that we as teachers could impose. But, a ballpark estimate seems to be in order here. Sentence variety, is a fairly basic concept and I feel that I could try to teach this to a first grade classroom by the end of the first semester. However, inside sentences seems to be beyond the scope of a first grader. I would guess that this would be an appropriate craft lesson for second or third graders on upwards. Feeling+as+action’s craft lesson would probably be most appropriate for third graders and all lessons are possible by the beginning of first grade.
Having shown my ignorance of the different ability levels of children of different ages I am wondering how to find out. I know the standards are ridiculously low in the lower grades, and I would never teach to the standard. I would, however, like to know the average levels of different age groups. Would anyone know where to find information like this?
The next chapter focuses on determining an individual student’s level and then working with that specific student in the most effective manner possible. While, this is very helpful I would still like a guideline as to where a child should be at on average, not at a minimum. Maybe my mindset is currently too concerned with empirical measurable data, but that is my only real concern thus far with the book.
We are then given instructions for outlining an effective conference with a student and then the follow up steps which will help us plan craft writing to suit their specific needs. I can’t wait to get in the classroom and put these methods to practice! I love sitting an individual student down who is struggling with a subject and showing them their strengths and seeing the barriers to learning fall down effortlessly for them. While reading I was reminded of my student John who was the class bully at twice the second largest students size. I actually tutored him individually for several months before he opened up completely and went from a very limited vocabulary to the star student in my classroom. John was the brightest student in the classroom and he was finally starting to act like it thanks to his ability to believe in himself. I loved this parallel I was able to make from my student John to the example student, Jonathan, which Hale writes about.
Once again, the explicit layouts are comforting in this book. I feel that even if I might fail in small areas of craft writing when starting out the book is a comforting support system with it’s easy to follow examples. On top of the specific reading I was able to think of the diagram we have seen projected several times on Mondays showing us were the skills meet and when we should moderate. Teaching seems to be more of an art-form than science. Teaching is a balancing of three forces; presenting usable knowledge while hindering the qualms and encouraging the growth of a pupil. I really hope that I am able to become an effective teacher, and I feel that proper implementation of what this book presents to us will be an enormous first step.
Friday, September 24, 2010
Sunday, September 19, 2010
Crafting Writers
Teaching specific craft writing is teaching specific tools to a student that may not be immediately obvious when studying the broad scope of writing. (pg.11 Crafting-Hale) "...shows student's one particular way to write at a time so that each one is small enough to hold in their hands and own."
The goal is to allow the student to write in their own voice, and style. To own their own writing. While this is probably a nightmare to grade as a teacher, it is more likely to keep the students interested in developing their own writing techniques for years to come.
I feel that craft writing is a great way to teach a class of students that has a wide range of ability levels. The student who has not read much on their own will naturally struggle, and s/he is presented with an almost formulaic way to produce voice in their own writing which will encourage them to write more on their own. And the student who's independently well read is presented with the tools necessary to use their favorite author’s techniques to create a writing they enjoy.
Most students will try to recreate their favorite author’s style while attempting to write creatively. I remember trying to write like Roald Dahl when I was asked to write a short story in class, and consequently getting low marks. Dahl like many authors breaks a lot of grammatical rules, and without understanding the techniques he was using my words become incoherent jumble.
Which brings up the basic lesson I learned from English class, you must learn all the mechanics and rules to eventually learn that all may be broken at the whim of a talented author.
It is best to encourage the students to write as they would like by giving them the tools they will need to do so. While there are too many craft techniques to ever teach any one person I feel that eventually we as teachers should teach students how to purposefully read. Just as we, as teachers, are encouraged to dissect writings in search of useful techniques our students must eventually learn to do. While this is outside the scope of what we have read so far in this book, I feel that it is the next necessary step in the process.
While reading this book I started thinking of how I was taught to write, and how that has shaped the type of writer I am today. My mother, and English teacher, would physically harm me if she witnessed my consistent disregard for grammatical rules when I write.
As a journalist my pieces were often just scribbled down as an e-mail in an internet cafe and accompanied by a picture or two, I had reverted to the techniques they teach in the lower grades! Yet, it was what was required to function.
This is an example of what I have sent into a newspaper, the Bangkok post, for publication about a year or so ago.
“Aprox. 300 Red shirts march. 19:00 explosions heard. 19:25 Riot police arrive, tear gas everywhere…too windy just irks red shirts. More rioters coming out. 23:00 police set up camp, guns everywhere. Very few injuries no fatalities. Red shirts locked down and seem to be set on staying, both sides at stalemate.”
There is no style,or voice in this writing and the laws of grammar are blatantly ignored. But, it has served it's purpose. My pictures were published and an editor pieced together my description into a more legible article. And this is how I write when in the field. Function above style. Should we teach students this type of writing? I think not, it is something that we naturally do when the situation arises. And different situations call for different styles of writing; which is why teaching craft writing is such an important part of the English education process. A student must eventually be able to adapt their writings to fit their immediate needs.
Writing for an online publication requires shorter paragraphs making it easier for the reader to break up main ideas. While on a “battlefield” just getting the facts down and watching your surroundings is the main objective. However, while in a classroom setting it is important to follow the rules of grammar and adapt one’s personal style to fit within these rules. (I think that I may have been off topic a bit, but these are some of the thoughts that occurred to me while I was reading today.)
It is my current, and rather inexperienced, opinion that craft writing should be taught as a way to encourage students to write independently at home. It is a tool which will motivate students to learn the rules and mechanics because they can see the beginnings of their own voice within their writing. Craft writing will keep their attention and excitement while they work diligently through the necessary rules, mechanics and memorizations which are inherent to any language. The book gives a lot of useful craft techniques, and I am going to enjoy practicing them over the next couple of weeks. And even though Ms. Hale mentions that a teacher doesn't necessarily have to take it upon themselves to seek out craft techniques, I agree with her when she suggests that it is best. Performing purposeful readings in search of craft techniques will make us all more "fit" to teach and find craft techniques in our students work.
The goal is to allow the student to write in their own voice, and style. To own their own writing. While this is probably a nightmare to grade as a teacher, it is more likely to keep the students interested in developing their own writing techniques for years to come.
I feel that craft writing is a great way to teach a class of students that has a wide range of ability levels. The student who has not read much on their own will naturally struggle, and s/he is presented with an almost formulaic way to produce voice in their own writing which will encourage them to write more on their own. And the student who's independently well read is presented with the tools necessary to use their favorite author’s techniques to create a writing they enjoy.
Most students will try to recreate their favorite author’s style while attempting to write creatively. I remember trying to write like Roald Dahl when I was asked to write a short story in class, and consequently getting low marks. Dahl like many authors breaks a lot of grammatical rules, and without understanding the techniques he was using my words become incoherent jumble.
Which brings up the basic lesson I learned from English class, you must learn all the mechanics and rules to eventually learn that all may be broken at the whim of a talented author.
It is best to encourage the students to write as they would like by giving them the tools they will need to do so. While there are too many craft techniques to ever teach any one person I feel that eventually we as teachers should teach students how to purposefully read. Just as we, as teachers, are encouraged to dissect writings in search of useful techniques our students must eventually learn to do. While this is outside the scope of what we have read so far in this book, I feel that it is the next necessary step in the process.
While reading this book I started thinking of how I was taught to write, and how that has shaped the type of writer I am today. My mother, and English teacher, would physically harm me if she witnessed my consistent disregard for grammatical rules when I write.
As a journalist my pieces were often just scribbled down as an e-mail in an internet cafe and accompanied by a picture or two, I had reverted to the techniques they teach in the lower grades! Yet, it was what was required to function.
This is an example of what I have sent into a newspaper, the Bangkok post, for publication about a year or so ago.
“Aprox. 300 Red shirts march. 19:00 explosions heard. 19:25 Riot police arrive, tear gas everywhere…too windy just irks red shirts. More rioters coming out. 23:00 police set up camp, guns everywhere. Very few injuries no fatalities. Red shirts locked down and seem to be set on staying, both sides at stalemate.”
There is no style,or voice in this writing and the laws of grammar are blatantly ignored. But, it has served it's purpose. My pictures were published and an editor pieced together my description into a more legible article. And this is how I write when in the field. Function above style. Should we teach students this type of writing? I think not, it is something that we naturally do when the situation arises. And different situations call for different styles of writing; which is why teaching craft writing is such an important part of the English education process. A student must eventually be able to adapt their writings to fit their immediate needs.
Writing for an online publication requires shorter paragraphs making it easier for the reader to break up main ideas. While on a “battlefield” just getting the facts down and watching your surroundings is the main objective. However, while in a classroom setting it is important to follow the rules of grammar and adapt one’s personal style to fit within these rules. (I think that I may have been off topic a bit, but these are some of the thoughts that occurred to me while I was reading today.)
It is my current, and rather inexperienced, opinion that craft writing should be taught as a way to encourage students to write independently at home. It is a tool which will motivate students to learn the rules and mechanics because they can see the beginnings of their own voice within their writing. Craft writing will keep their attention and excitement while they work diligently through the necessary rules, mechanics and memorizations which are inherent to any language. The book gives a lot of useful craft techniques, and I am going to enjoy practicing them over the next couple of weeks. And even though Ms. Hale mentions that a teacher doesn't necessarily have to take it upon themselves to seek out craft techniques, I agree with her when she suggests that it is best. Performing purposeful readings in search of craft techniques will make us all more "fit" to teach and find craft techniques in our students work.
Monday, September 13, 2010
Sound Systems
Wow, there is a lot of material to cover in this one post so I will try to keep it as short as possible without missing anything too major. First of all; the stages of development are worth noting. It makes sense that different methods should be used at different stages, however I feel that an advanced student might become bored with a classroom that adheres too readily to this layout. I feel that it is completely possible to have students in three separate phases all within one lower level grade. After all, the child who's parent's read to him will come in well prepared while the neglected child might be way behind.
The linguist lessons in this book were interesting, as someone who has taught English as a second language I was noticing some of the common mistakes my students made within the charts. Now, wouldn't pronunciation play a key part in the child's ability to pick up on a phonetically based writing workshop? Say for instance a child who grows up in the Midwest would spell hill differently than a child from the Bronx because of the varying pronunciations. Yet, the students will learn rules such as e=eh in pen, when they are pronouncing the words pin and pen the same because of local dialect.
Another part of the book which I had trouble with was the terms they expected us to know. I had no idea what cvc on page 7 meant, a classmate had to explain consonant vowel consonant for me to understand what they were talking about. This is probably common knowledge, but I had never heard of the abbreviation before today.
The book also suggests to break a class up into homogeneous groups. However, our math book warns against this strongly. Which is correct? Is a homogeneous group better for literature while a heterogeneous is better for math, or is this just a difference of opinion due to teaching styles?
The linguist lessons in this book were interesting, as someone who has taught English as a second language I was noticing some of the common mistakes my students made within the charts. Now, wouldn't pronunciation play a key part in the child's ability to pick up on a phonetically based writing workshop? Say for instance a child who grows up in the Midwest would spell hill differently than a child from the Bronx because of the varying pronunciations. Yet, the students will learn rules such as e=eh in pen, when they are pronouncing the words pin and pen the same because of local dialect.
Another part of the book which I had trouble with was the terms they expected us to know. I had no idea what cvc on page 7 meant, a classmate had to explain consonant vowel consonant for me to understand what they were talking about. This is probably common knowledge, but I had never heard of the abbreviation before today.
The book also suggests to break a class up into homogeneous groups. However, our math book warns against this strongly. Which is correct? Is a homogeneous group better for literature while a heterogeneous is better for math, or is this just a difference of opinion due to teaching styles?
First blog entry taken from old site
WOW, sorry to everyone that followed my other page, I didn't realize I was posting on another site I had set up. How many of these things have I made now???
A teacher realizes that her student's are taking writing assignments seriously online, but not in class. This causes her to research using technology in the education classroom as a learning tool. Through collaboration with IU she begins to implement an online class assignment.
The first run was successful, but the second trial was doomed by a mistake which takes the computer's away from the students. However, the article seems to conclude that the classroom must adapt to technology if we are to teach our students effectively.
While I agree with this conclusion, technology must be used. It gives the students a feeling of importance by publishing their work so that anyone can read. The immediate feedback and ability to retort gives the students a feeling of voice and importance. However, there are a lot of technical issues which must be considered. For me, this is the third time I have written this blog entry and if that were to happen to a student I feel that they might become frustrated and just give up. I'm not sure how an English grade should be determined by computer aptitude, and this is just one of many issues that may arise in the classroom if computers were solely used.
A teacher realizes that her student's are taking writing assignments seriously online, but not in class. This causes her to research using technology in the education classroom as a learning tool. Through collaboration with IU she begins to implement an online class assignment.
The first run was successful, but the second trial was doomed by a mistake which takes the computer's away from the students. However, the article seems to conclude that the classroom must adapt to technology if we are to teach our students effectively.
While I agree with this conclusion, technology must be used. It gives the students a feeling of importance by publishing their work so that anyone can read. The immediate feedback and ability to retort gives the students a feeling of voice and importance. However, there are a lot of technical issues which must be considered. For me, this is the third time I have written this blog entry and if that were to happen to a student I feel that they might become frustrated and just give up. I'm not sure how an English grade should be determined by computer aptitude, and this is just one of many issues that may arise in the classroom if computers were solely used.
Every Mark on the page
I loved this article, and as a soon to be teacher I have already made a mental note to start each school year with an explanation to the parents of what I expect of the students. This article goes along well with my idea that the early years need to focus on encouraging learning and not punishing mistakes.
I believe, as the author of this article does, that mistakes are often a very good sign. A mistake can actually be a progressive step forward such as inventive spelling. By nourishing the process instead of hindering the mistakes we are encouraging students to learn for themselves and to remain excited about school.
As a teacher of younger children I remember the first months of school filled with excited faces which gradually changed into the older faces of students who hated school. And, a lot of this was because the methods other teacher's and the student's families used. A mistake on a page means that it is to be rewritten ten times correctly. After a couple of months my students hated turning in papers, because they knew what every mistake would mean for them. It destroyed their confidence and desire to learn. If I had been able to clearly communicate with the parents I would have loved to have told them "mistake's are ok, and not neccessarily a bad thing at all."
The article talked about how different "errors" could be interperted and I feel that it is worth noting that almost everything was positive. While I am sure shs selected the optimal piece for writing this article, it also gives a lot of great examples. I would have liked to of had a couple more bad mistakes pointed out though. Perhaps, the child is writing from right to left, which shows they have not yet grasped the layout of writing. Or something along those lines I may have given a bad example.
I believe, as the author of this article does, that mistakes are often a very good sign. A mistake can actually be a progressive step forward such as inventive spelling. By nourishing the process instead of hindering the mistakes we are encouraging students to learn for themselves and to remain excited about school.
As a teacher of younger children I remember the first months of school filled with excited faces which gradually changed into the older faces of students who hated school. And, a lot of this was because the methods other teacher's and the student's families used. A mistake on a page means that it is to be rewritten ten times correctly. After a couple of months my students hated turning in papers, because they knew what every mistake would mean for them. It destroyed their confidence and desire to learn. If I had been able to clearly communicate with the parents I would have loved to have told them "mistake's are ok, and not neccessarily a bad thing at all."
The article talked about how different "errors" could be interperted and I feel that it is worth noting that almost everything was positive. While I am sure shs selected the optimal piece for writing this article, it also gives a lot of great examples. I would have liked to of had a couple more bad mistakes pointed out though. Perhaps, the child is writing from right to left, which shows they have not yet grasped the layout of writing. Or something along those lines I may have given a bad example.
Sunday, September 12, 2010
FOOD COURT!!!!!
Literacy Dig
The group I was in, the purple folder group, chose to visit a mall’s food court in search of literacy in the everyday world. I was actually surprised to find several different versions of writing; news reports, advertisements, advisory instructions, menus, and academic. While menus, advertisements and instructions were expected when visiting a place where food is served it was the way in which they were presented which is worth noting. There were enough pictures on the menu to order without the ability to read English, and the signs such as slippery provided a graphic representation of the caveat. While this is necessary due to the high volume of people who cannot read because of education faults, age levels or the lack of time spent in an English country the graphics themselves hold a visual understanding which pick up where words in their written form fail.
Upon entering the food court itself we walked past a Newspaper dispenser, there was no one in the food court actually reading a paper but these were there none the less for anyone to purchase and read while lounging in the food centre. There was a soap dispenser which gave written instructions for those in preparation of dining which was located in the direct center of the table cluster. And the menus themselves hung over the places to order food and where often accompanied with pictures of the food items along with combination specials unique to each location. One of the discussions I personally heard was between two college students after they had walked along each restaurant looking at the menus. “do you see anything good?” the other student responded “no, too expensive for what you get” and they both walked off.
There was a younger student working on his homework while his mother helped commented and corrected what he was doing. And there was a lady using a computer but besides that there wasn’t a lot of reading going on at the mall’s food court.
There were advertisements for shops all around which the owners of the shops would like for all of us to read but most try to ignore. And there were a couple of signs tucked away in the corner by the restrooms which said “slippery” and “closed, sorry about the inconvenience”, but neither of these signs was currently being used.
It was my specific task to observe the layout of the area and take artifacts. The tables were arranged in a concentric pattern with four aisles converging in the center where the sanitization center was. Restaurants lined about a quarter of the perimeter with an aisle on one side which went to a restroom and a hallway on the other side which went to the stores. There was a stand of gumball machines and sweets near the restroom. Hopefully my photos upload properly since the napkins and condiment packet were the only artifacts which I was able to find to grab.
The group I was in, the purple folder group, chose to visit a mall’s food court in search of literacy in the everyday world. I was actually surprised to find several different versions of writing; news reports, advertisements, advisory instructions, menus, and academic. While menus, advertisements and instructions were expected when visiting a place where food is served it was the way in which they were presented which is worth noting. There were enough pictures on the menu to order without the ability to read English, and the signs such as slippery provided a graphic representation of the caveat. While this is necessary due to the high volume of people who cannot read because of education faults, age levels or the lack of time spent in an English country the graphics themselves hold a visual understanding which pick up where words in their written form fail.
Upon entering the food court itself we walked past a Newspaper dispenser, there was no one in the food court actually reading a paper but these were there none the less for anyone to purchase and read while lounging in the food centre. There was a soap dispenser which gave written instructions for those in preparation of dining which was located in the direct center of the table cluster. And the menus themselves hung over the places to order food and where often accompanied with pictures of the food items along with combination specials unique to each location. One of the discussions I personally heard was between two college students after they had walked along each restaurant looking at the menus. “do you see anything good?” the other student responded “no, too expensive for what you get” and they both walked off.
There was a younger student working on his homework while his mother helped commented and corrected what he was doing. And there was a lady using a computer but besides that there wasn’t a lot of reading going on at the mall’s food court.
There were advertisements for shops all around which the owners of the shops would like for all of us to read but most try to ignore. And there were a couple of signs tucked away in the corner by the restrooms which said “slippery” and “closed, sorry about the inconvenience”, but neither of these signs was currently being used.
It was my specific task to observe the layout of the area and take artifacts. The tables were arranged in a concentric pattern with four aisles converging in the center where the sanitization center was. Restaurants lined about a quarter of the perimeter with an aisle on one side which went to a restroom and a hallway on the other side which went to the stores. There was a stand of gumball machines and sweets near the restroom. Hopefully my photos upload properly since the napkins and condiment packet were the only artifacts which I was able to find to grab.
auto revert
Sorry about the confusion. For some reason, unknown to me, blogspot decided to reactivate a long forgotten blog I created and I am not sure where my class posts have went. I am rewriting my last two submissions, or actually adding to what I have saved in a word document then resubmitting.
I hope these go through properly...But, this is probably a good argument against using a website like blogger with younger students. If all of their old personal posts popped up as mine have and decided to delete the new posts they would probably fail the course or just become frustrated and give up.
Having said that I think that technology is great, and the problem is easily fixed.
I hope these go through properly...But, this is probably a good argument against using a website like blogger with younger students. If all of their old personal posts popped up as mine have and decided to delete the new posts they would probably fail the course or just become frustrated and give up.
Having said that I think that technology is great, and the problem is easily fixed.
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