The Sipe Article

In this article they show us different ways to teach spelling. I really liked the have-a-go part because I feel it is important for students to discover things on their own and this will also show us what that student needs to work on. Other suggestions they made were hearing sounds in word, interactive writing, and linking what the students already know to something new.

Writing and Spelling by Olgan

In the article Writing and Spelling they separated types of three categories; reluctant, developing and independent. I found this to be very help full, I had never thought of it this way. They also separated the spelling strategies; letter name, spelling it as it sounds, placeholder, representation, overgeneralization, transposition, visual, articulation, one letter, and multiple strategies. That help me to figure out how the students are thinking and how to help them become better at spelling and writing. It is also important to recognize reluctant spellers early so you can give them the help they need.

Dilemmas and Discourses of Learning to Write: Assessment as a Contested Site

In the article Dilemmas and Discourses of Learning to Write: Assessment as a Contested Site I liked the part where it discussed it says to master the skill of writing you have to practice. I completely agree with this I feel that practice makes perfect. I also found it interesting that children will begin to write when they are ready, they will attempt in their writing in their own way. I also liked that what environments changes how a child rights, in the right environment they will gain confidence and a better understanding of writing.

Chapters 10-12 in Crafting Writers

In chapter 10 I found it interesting that the key to keeping a conference productive and efficient are transitions, naming skill, saying why it’s good, say back to me, and record the teaching. Transitions are little sayings that you use to complement the student and then show them how to improve. Naming the skill is pointing out a skill they used properly and complimenting them on it. Saying why its good is a great way to encourage them to continue to use a skill as they were. Say it back to me is a great way to see if the student comprehended the information you just went over with them. By recording the teaching you can go back and review the way you have taught a student a certain skill and see what you need to work on as a teacher and see if you missed any signals your students is giving off. Chapter 11 shows us how to conduct group conferences. A down fall of group conferences is losing one on one time, but you feel as though you have accomplished much more in a short period of time. Chapter 12 teaches us the role of assessment. Create a rubric with the students before they do the first draft. It is a great way to show the students what is expected of them and if they help create the rubric they will understand everything on it.

Chapter 7-9 of Crafting Writers

In Chapter 7 she provides us with many different ways to teach students writing through live writing, mini lessons and try-its. I found the try-its interesting, including the turn and talks, quick prompts, and saying “Ready, Go.” Chapter 8 was on finding a student’s strengths through conferences; it provided me with two different ways of setting up writing conference. This chapter also taught me how to evaluate a student through a conference by having them read their works aloud, look for related craft techniques, explain what to do when strengths are hard to find and how to put it all together. It also explained what strengths to teach through mini lessons. Chapters 9 tells us to have the students run their own conference and just help them through the process by continuing to look at what they need to improve on and come up with crafty ways to fit into a mini lesson.

Chapters 4 and 5 of Crafting Writers

Through chapter 4 of Crafting Writers I read about the five main topics this chapter was split into: the five senses, show not tell, dialogue, sentence variety, and word choice. When I was reading the five senses section I had never thought of using my five senses to describe a certain situation. I found that to be a very unique way of describing. I found sentence variety and word choice to be a common way of spicing up a child’s writing and not as interesting as the five senses and dialogue. Dialogue seems to be a great way to bring the story or memory to life for young children. I think sentence variety and word choice wouldn’t be as exciting for a young child. In Chapter 5 it taught us how to teach children how to use punctuation. In the beginning it told us that children will use punctuation excessively when they are first learning. I have never thought of commas as a way to “pack more ideas into one sentence”.