home

=Happy Snow Day!=

A key question -- How does literature support the teaching **//throughout//** the writing cycle?

Please review pages 111, 113-117 and your choice of 8.1 or 8.2 on pages 118-120. Then, respond to the above question below putting your idea(s) in the corresponding category. Please bullet your answers.


 * __BEFORE WRITING__**


 * Gathering texts, "All reading is done with an eye toward 'We're going to write like this.'" (p111)- NB
 * Preview Texts before writing a similar text - NB
 * "Setting the Stage" allows students to know what your expectations are of them during the study, it is also a chance for students to further their understanding of what they are looking for in the given texts. LK
 * Through inquiry about literature, students can realize that "teachers don't hold the answers to what makes good writing good, texts do." LK
 * I love the idea of having kids read texts and really examine them before they write in order to set the stage for your writing topic.- KP
 * "Imagine how solidly they'd understand how to learn to write from their reading. Imagine how deeply they'd get the idea that teachers don't hold the answers to what makes good writing good, texts do" (111). - JA
 * Using immersion to allow students to spend time getting to know the texts they are reading will give understanding to the reading as well as writing. -LP
 * I like the idea of both setting the stage and immersing the students before the writing cycle begins. It is beneficial for students of all grade levels to think about their writing and look at their topic in depth, before they just go at writing about it.-HK
 * I like the quote on page 111..."Imagine how solidly they'd understand how to learn to write from their reading. Imagine how deeply they'd get the idea that teachers don't hold the answers to what makes good writing, texts do." I believe this is so true. Authors are models for incorporating different techniques in writing cycle! -- MB
 * Before writing students should know what they are expected to produce. -- MB
 * Texts give students examples of what they will be writing. They can use those texts to determine the characteristics of the genre of writing the student will be doing. It provides a vision of the writing. AB
 * A wide variety of anchor texts like Ray is describing really gives the student some clear examples of what good writing looks like. It also allows them to have a lot of choice in "what I want my writing to look like" within the genre of study.--JW
 * Students make a plan for their writing by gathering texts and making notes of things they notice about a text; this helps students think about and look deeply at each text. By doing this I think it preps them to always look at literature in this way whether they are writing for a study or reading as a writer. I also love the idea of setting the stage for students by reading one really great piece of literature; this gives them something to work towards especially if the teacher conveys to the students his/her enthusiasm for the piece. Students will really want to reproduce that work so the teacher will become enthusiastic about the students' work. Students love to please their teacher!-NC
 * __DURING WRITING__**


 * Model and Practice Writing Techniques (Ex: Paragraphing)- NB
 * As students find texts, they add to those gathered by teachers- NB
 * Students can look at charts other classes have made about this kind of literature and get ideas for their own writing. LK
 * Students can use the texts as models and try out new things in their own writing.- KP
 * Students can also share what they are trying during the writing process that is like what the mentor texts did.- KP
 * Students can add texts to the texts you have already gathered. After they have a clear understanding of what they are looking at and what they are looking for, they will better be able to write in the genre you are studying. -JA
 * While writing, students can work with each other and peer model what each other is working on.-LP
 * Using the literature they have already looked at, they can gather more detailed information to make what they have already began to write, better and more in depth. –HK
 * First off, model for students what is expected of them and what their piece of writing should look like. -- MB
 * Make sure to have lots of literature around for students to refer to during their writing process. This can help them form ideas and incorporate techniques into their writing. -- MB
 * Narrow down choices from previous step and use one as a guide as you write. This can be one text that the student studies very closely. - AB
 * You can always refer back to your "stack" for more ideas and direction especially during notebook work. -- JW
 * Students should be given the opportunity to reflect on their writing about how they feel their work is coming along. Students should be thinking about guiding questions such as, How did you get started? Did you revise a lot as you drafted, or did you get it down first and then go back through it? Have you read it aloud to yourself? I always think that this is the most important question with my students, they never seem to read it aloud to themselves to make sure it makes sense. I think by answering these questions the students realize and keep in mind that there is a process to their writing. This will keep them mindful and they will always do this on everything.-NC


 * __AFTER WRITING__**
 * Students reflect on writing- Comparing and Contrasting their paper with a published piece - NB
 * Students can re-read their work and see if they can add any ideas that they saw in the mentor text(s) LK
 * Students can reflect and perhaps prove or show where they used the strategies discussed from the mentor texts.- KP
 * I like the students reflecting on their drafts. They are creating literature and reflecting on their own writing process. -JA
 * Student reflection and peer editing will serve as a great tool for students to learn about their writing as well as others.- LP
 * After a student is finished with a piece, they can share it with peers and exchange knowledge they found. -HK
 * Ater writing have students share their work with a peer. Have a time for peer sharing where students can provide recommendations to each other. -- MB
 * Find time to celebrate their writing!!! -- MB
 * Students may also compare their finished piece with the examples to see what they could improve on for next time, or what the student did that they liked better than the example piece. -AB
 * It would be encouraging for students to go back and see the traits they identified in a "published" piece reflected in their own piece. It's a concrete comparison, something they can be proud of. -- JW
 * I like the idea of students comparing their work to the piece they studied by showing ways in which the study influenced their writing (compare/contrast); they know for sure that they are real writers because they see that they are publishing work similar to works that are already published. -NC