This chapter concludes the "meat" of Routman's book, and she does it in such a way that reminds us to put our teaching lives in perspective with our other lives. I appreciate her advice to "stop and reflect", and to encourage us as teachers to consider what is most important to teach (pp. 281). Furthermore, her statement on pp. 282 that says, "If I am to be an effective teacher, our hearts have to connect as well as our minds." And how true that is when we're asking students to write - to capture their thoughts on paper for public display and evaluation. If we haven't built trust and rapport with our students, then finding success when asking students to write freely seems unlikely, if not impossible.
Routman's "Secrets of Good Writers" is a section that should be shared with students. I especially appreciate her comment that she doesn't always love to write, but loves having written. That statement is true for me, and I'm sure for many of my students as well. (pp. 282 - 283)
One key idea I'm taking away from this chapter is to evaluate/score student writing at school, with the student at my side. Yes, I've been guilty of spending hours evaluating student writing, only to see little improvement in subsequent pieces. Hopefully, having the student sit with me while I evaluate their writing will lead to student implementation of suggested corrections in future writing.
I've always been a fan of daily oral language exercises, but stopped doing them many years ago when I read the research that students rarely make connections to their own writing. Disappointing! And yet I'm still tempted to use daily oral language exercises . . . . but, Routman's reminder that the "payoff isn't big enough for the time involved" steers me away from such teaching strategy (pp. 285).
The guiding question from this chapter (and perhaps the entire book) is on pp. 286. How did what we do help students become more competent, confident, and independent as literacy learners?
Tuesday, March 11, 2008
Saturday, March 8, 2008
Chapter 11 - Build on Best Practice and Research
There were two key ideas I took away from this chapter.
On pp. 260, Routman says, "Meaningful change doesn't happen in a day. It takes years of hard work, deep thought, and schoolwide collaboration." If that's the case, then what are the implications for real change at Prosperity? How do we get there? Who will lead us? Our principal, or teachers? Will professional development time be provided? I'm hoping our meaningful change at Prosperity will be an "organic approach" - one that grows from teachers, is lead by teachers, and supported at each level of our administration.
Page 276 holds comments about formula writing. "Formulaic writing leads to boredom; students are stifled by the rigid format." That's a tough one! Students have to begin writing some place . . . and need the structure. It's tough to think about not providing the structure that "formulaic writing" establishes. I've tried to do less pre-writing in my class and have relied more on other strategies Routman has provided. So far, the most effective one has been talking before writing - telling your story to a partner before putting pencil to paper. At what point will that strategy become too formulaic? Maybe what Routman is saying is that it's important to propose a variety of writing "formulas" from which students might choose. Variety is the spice of . . . . writing?!
On pp. 260, Routman says, "Meaningful change doesn't happen in a day. It takes years of hard work, deep thought, and schoolwide collaboration." If that's the case, then what are the implications for real change at Prosperity? How do we get there? Who will lead us? Our principal, or teachers? Will professional development time be provided? I'm hoping our meaningful change at Prosperity will be an "organic approach" - one that grows from teachers, is lead by teachers, and supported at each level of our administration.
Page 276 holds comments about formula writing. "Formulaic writing leads to boredom; students are stifled by the rigid format." That's a tough one! Students have to begin writing some place . . . and need the structure. It's tough to think about not providing the structure that "formulaic writing" establishes. I've tried to do less pre-writing in my class and have relied more on other strategies Routman has provided. So far, the most effective one has been talking before writing - telling your story to a partner before putting pencil to paper. At what point will that strategy become too formulaic? Maybe what Routman is saying is that it's important to propose a variety of writing "formulas" from which students might choose. Variety is the spice of . . . . writing?!
Chapter 10 - Make Assessment Count
Ouch! This chapter hurt! "Put Rubrics in Perspective" (pp. 240)? I've re-read sections of this chapter a couple of times trying to move beyond my initial reaction to her statements about overusing rubrics. I'm just not there yet . . . is there a 12-step program for that? Sure, I agree that rubrics can be overused. But on the other hand, rubrics provide students with a clear understanding of what is expected, and should be shared with students when a project is initially assigned. Remember this phrase from several years back when we first started using rubrics, "Take the surprise out of assessment!"? That's been my mantra for a long time . . . . and I still believe it!
It's my opinion that if you're using a good rubric, you will not, over time, quash a student's creativity nor control of craft. If you're using a good rubric, your primary focus should not be mechanics. Instead your rubric should be the instrument by which you simply evaluate mechanics and all the other traits within a framework that holistically evaluates student writing. If you're primarily assessing a trait in isolation you need a better rubric. And yes, I believe you can assess the effectiveness of a piece of writing if you have a decent rubric.
For the most part, Routman and I are at odds in this chapter. However, I appreciate her statements about being realistic and humane about grading (pp. 252 - 253), ultimately working toward student self-assessment.
It's my opinion that if you're using a good rubric, you will not, over time, quash a student's creativity nor control of craft. If you're using a good rubric, your primary focus should not be mechanics. Instead your rubric should be the instrument by which you simply evaluate mechanics and all the other traits within a framework that holistically evaluates student writing. If you're primarily assessing a trait in isolation you need a better rubric. And yes, I believe you can assess the effectiveness of a piece of writing if you have a decent rubric.
For the most part, Routman and I are at odds in this chapter. However, I appreciate her statements about being realistic and humane about grading (pp. 252 - 253), ultimately working toward student self-assessment.
Chapter 9 - Conference with Students
"If you think of a conference as any time you respond, provide support, ask questions to gain understanding, and/or give feedback, you will begin to feel less pressure about having a correct set of procedures or structures in place." (pp. 206)
This chapter reaffirmed my use of student conferences. I was relieved to read that Routman considers whole-class share time as a conference - - which it is really, as long as I'm covering what I would cover in an individual conference. I was also relieved that she considers roving conferences legitimate because I conduct many of those.
One strategy I immediately implemented after reading this chapter was to ask permission prior to writing on a student's paper (pp. 212). The light bulb went on for me with that statement, and I think my students truly appreciate my asking before I write on THEIR papers. Another useful idea from this chapter was to limit my teaching points to one or two per conference. The purpose for making said teaching points is simply to move the writer forward.
Routman's tips for successful conferences included some good ideas, specifically her suggestion to first listen to the student read the paper before looking at it. That will "force" me to focus on content rather than mechanics. Great idea!
Her expectation that students must thoroughly edit their papers prior to asking for a conference makes a lot of sense and saves precious time. Additionally, it forces students to take responsibility for their work rather than relying upon the teacher to complete the editing for them. Routman's comment, "And again: when we comment first on mechanics . . . , we may give the message that students' ideas are secondary to correctness." (pp. 225)
And finally, the most precious piece of advice from this chapter: " . . . be relentless in refusing to do for students what they can do for themselves." (pp. 234)
This chapter reaffirmed my use of student conferences. I was relieved to read that Routman considers whole-class share time as a conference - - which it is really, as long as I'm covering what I would cover in an individual conference. I was also relieved that she considers roving conferences legitimate because I conduct many of those.
One strategy I immediately implemented after reading this chapter was to ask permission prior to writing on a student's paper (pp. 212). The light bulb went on for me with that statement, and I think my students truly appreciate my asking before I write on THEIR papers. Another useful idea from this chapter was to limit my teaching points to one or two per conference. The purpose for making said teaching points is simply to move the writer forward.
Routman's tips for successful conferences included some good ideas, specifically her suggestion to first listen to the student read the paper before looking at it. That will "force" me to focus on content rather than mechanics. Great idea!
Her expectation that students must thoroughly edit their papers prior to asking for a conference makes a lot of sense and saves precious time. Additionally, it forces students to take responsibility for their work rather than relying upon the teacher to complete the editing for them. Routman's comment, "And again: when we comment first on mechanics . . . , we may give the message that students' ideas are secondary to correctness." (pp. 225)
And finally, the most precious piece of advice from this chapter: " . . . be relentless in refusing to do for students what they can do for themselves." (pp. 234)
Thursday, March 6, 2008
Chapter 8 - Organize for Daily Writing
"We make time for what we value." (pp. 176)
This chapter contained great "teaching tips". Here are a few of my favorites:
This chapter contained great "teaching tips". Here are a few of my favorites:
- Write your fiction stories at home. (I'm with 'ya on this one girlfriend!) (pp. 178)
- Expand Your Definition of Prewriting (179)
- (Much of skilled writer's planning takes place mentally.)
- Have more conversations about writing. (pp. 181)
- (I've implemented this strategy and have seen tremendous improvement in wtg. fluency.)
- Establish criteria for writing after students have seen teacher write and/or shared writing.
- Focus on the purpose of writing. (pp. 193)
- Start by engaging students (pp. 194)
- Write first and set the criteria after students have examined teacher wtg. (pp. 200)
Chapter 7 - Be Efficient and Integrate Basic Skills
I don't have a problem with teaching skills in context. I too, believe that teaching isolated skills is ineffective. Furthermore, it's my opinion that the best way to teach anything is "whole to part to whole" (pp. 142). The part I struggle with is trying to teach skills etc., to each student individually. Routman states: If I focus first on excellent teaching of writing through writing for a valued reader, I will also be teaching all the skills in the context of that writing. (pp. 152) Problem solved? Focus on excellent teaching of writing.
Routman also proposes the idea of keeping standards in perspective. Theoretically, I absolutely agree with her statement. But, the reality of our "world" is that we're expected to have each student meet or exceed standards. Thus, many teachers, including myself, feel the pressure of state assessments and resort to methods that would likely disappoint Routman. And, yes - - I think the pressure of state assessment has resulted in the development of "formula writers"; students who can follow a prescribed writing plan and produce a piece of writing, but who fail to write from their hearts and thereby quash any evidence of strong voice. Formula writing provides a fail-safe method to "cover" all the points in the scoring rubric. But simply by its nature, formula writing impedes the purity of writing from one's heart. And how can we truly develop "voice" if students are not writing from their hearts?
The question at hand is simple. Have we been charged with developing students who will score well on state assessments, or should our energy go toward the organic view where students write with purpose, clarity of message, and strong voice regardless of where the writing falls within the scoring rubric?
Of course, Routman provided many great ideas in this chapter, which are noted via my trusty highlighter! And after re-reading my entry above, maybe I just need to focus more on her strategies rather than being so esoteric! But sometimes I think we're too tied to assessments. Can't we just teach our students to love learning? Probably not.
Routman also proposes the idea of keeping standards in perspective. Theoretically, I absolutely agree with her statement. But, the reality of our "world" is that we're expected to have each student meet or exceed standards. Thus, many teachers, including myself, feel the pressure of state assessments and resort to methods that would likely disappoint Routman. And, yes - - I think the pressure of state assessment has resulted in the development of "formula writers"; students who can follow a prescribed writing plan and produce a piece of writing, but who fail to write from their hearts and thereby quash any evidence of strong voice. Formula writing provides a fail-safe method to "cover" all the points in the scoring rubric. But simply by its nature, formula writing impedes the purity of writing from one's heart. And how can we truly develop "voice" if students are not writing from their hearts?
The question at hand is simple. Have we been charged with developing students who will score well on state assessments, or should our energy go toward the organic view where students write with purpose, clarity of message, and strong voice regardless of where the writing falls within the scoring rubric?
Of course, Routman provided many great ideas in this chapter, which are noted via my trusty highlighter! And after re-reading my entry above, maybe I just need to focus more on her strategies rather than being so esoteric! But sometimes I think we're too tied to assessments. Can't we just teach our students to love learning? Probably not.
Sunday, February 17, 2008
Chapter 6 - Capitalize on the Rdg-Wtg Connection
The most important statement in the chapter: (pp. 120) Effective teachers . . . do more writing and reading of whole texts and spend little time on 'stuff' - activities about reading and writing. Good readers read and good writers write. Maybe we do spend too much time on "stuff", which robs us of time we could spend reading, writing or talking about what we're reading and writing. Could it really be that simple? Read more and write more?
This chapter has kept me thinking since I read it several weeks ago. If we should have our students read and write more, then why am I spending so much time trying to create activities that are engaging? Is the author suggesting that the acts of reading and writing will engage students at a level that both satisfies their hunger for interesting learning activities and provides a platform from which I can teach necessary skills? It seems too simple . . . but on face value, the notion has merit. Routman proposes a few great ideas by which to increase time spent on reading and writing. (Summary Writing pp. 127, Book Reviews pp. 132, Note-Taking pp. 133, and Writing in Guided Reading Groups pp. 134) Spend more time on reading and writing - this is something I'm going to try.
This chapter has kept me thinking since I read it several weeks ago. If we should have our students read and write more, then why am I spending so much time trying to create activities that are engaging? Is the author suggesting that the acts of reading and writing will engage students at a level that both satisfies their hunger for interesting learning activities and provides a platform from which I can teach necessary skills? It seems too simple . . . but on face value, the notion has merit. Routman proposes a few great ideas by which to increase time spent on reading and writing. (Summary Writing pp. 127, Book Reviews pp. 132, Note-Taking pp. 133, and Writing in Guided Reading Groups pp. 134) Spend more time on reading and writing - this is something I'm going to try.
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