Happy Holidays

Hi all,

I have got to find a better way to gain quick access to this blog. My email is so filled with holiday sales I hate to click into it but it it the only way to find you all. Hope all is well. We are headed out of town for a few days and my new daily journal is at the top of my packing list :) Which of course made me think of you all. Hope you are all enjoying the break.

Regards,
Brenda

Another Resource

http://twowritingteachers.wordpress.com/

Resource-Maine Author

At one point, I had the privilege to attend a writing workshop with Christina Baker Kline and meet her at a couple of her book signings. She grew up in Bangor, visits her family on MDI frequently making herself available here and there at local book stores. (Her mother was or still is a professor at U Maine in the Women's Study department.) Anyhow....I love her books and wanted to share the link to her writing blog. It might be a useful resource for us as we continue our writing lives.
http://christinabakerkline.com/category/blog/

Happy Writing and Exploring,
Barbara

online book shelf

www.shelfari.com

I am Princess Angie M.

I would love to be your friend :-)

I love you

like I love chocolate dipped oreos
(with red and white sprinkles on top)

That's all I have so far...
:-)
Thanks, Ally!

The Little Things

During a typical school day there are so many somethings that take our attention that I sometimes forget to appreciate "The Little Things". So, here are my top 10 Little Things:
10. The walkways are shovelled.
9. There was hot coffee in the pot during my planning period.
8. All of the students turned in their homework folder (granted two of them had to be reminded (again), and four of them were ones I had purchased, on my own).
7. No one had to be sent inside during recess duty.
6. I had enough time to go to the bathroom during lunch today.
5. As of this moment there is not a blinking red light indicating a parent needs my attention right away.
4. The second copier I tried worked.
3. The lessons that I planned seemed to work well (all day long!).
2. The kids really got into our last reading of the day, in fact they wanted to finish it - even though buses were called :-)
1. I can look at today and say, "Yes. This is what I was meant to do."

It's always the little things, I just sometimes don't take time to appreciate them.
What were your little things? today? on our snow day? shopping? with the family?

http://www.wordle.net/show/wrdl/2839681/literacy_belief

I had to write a literacy belief paper for the other class I am taking, so I "wordled" it. I thought it was interesting, so I wanted to share.
Hope you are all enjoying your day!
Angie

One Line a Day

http://www.borders.com/online/store/TitleDetail?sku=0811870197

I recently purchased this journal and thought I would share. It actually has room for about 2 full lines a day for 5 years. Just enough to write a memorable thought or two about the day. For example on the day of Dec 5th you have room for 5 years worth of Dec 5th thoughts. I will try to remember to bring it tomorrow to show you.

lovely weather...

Reading the weather.com it doesn't appear to be much of a storm tomorrow but.... I am a nervous driver in the snow. If by chance class is cancelled can someone email me at Better yet a text at would be better. I am only coming from Pittsfield and it doesn't sound like we are getting a lot but it is in the back of my mind. thanks

When I Am Old With You

When I am old with you,
We will find a flat, grassy spot
Under a shady maple and we will spread out a blanket,
Where we can lean into the years together and close our eyes,
In reminiscence.

The reassurance of your touch,
Your arms wrap mine.
We hold tight.
Hold tight to the past
For a moment,
Then slowly,
Carefully together
We loosen the past's grip on us.
We let go of fear and regret.
Sadness makes way for hopefulness.
Hope for the future.
Our future together.

I am open to suggestions. This is in response to a Mentor text I used in my class.
Barbara

Hunter's widow

His Mistress

He slips quietly from my warm bed

To meet her crisp lips

His eyes wide with anticipation

Every sense heightened when he’s with her

“It’s only on Saturdays,” he tells me

“I give you the rest of my week,” he tells me, on Wednesday afternoon

He brings her gifts, clothes, new and shiny gems

He walks to meet her, sometimes for miles

And when he returns, he’s tired, too tired for me

And cold, he must rush to the shower, to cleanse himself

But I can still smell her

I keep thinking, “so soon this will be over,”

But I know full well – hunting season will resume next year.

Draft November 2010

You ladies are so clever!  What a great prompt Barbara, I love the idea of I Am From... and will respond to it later this weekend when I'm not dealing with the mess of four newly installed windows in my living room (still under XXX), shopping for T-Day, cooking and cleaning up the mess from XXX.  In spite of all I am thankful that I am here and able to cook and host dinner for my family this year.  

I would like to say how much I enjoyed everyone's workshop on Saturday and the yummy food. We are a cohesive group and I hope that we can stay connected in some way, perhaps this blog would be a good place to start.  I am looking forward to the rest of the presentations on the 6th.

Happiness to all as you share the precious holidays with family and friends.  

Linda

Gratitude

I am grateful for the ability to read and write. Truthfully, I sometimes take this for granted. This opportunity is a ticket for many freedoms and privileges. The other day one of my First Graders wrote a piece filled with wonderful images. It was the moment that he realized he was a writer. The image of this exchange is emblazoned in my memory, yet it is difficult to capture the intensity of this moment. Broad smile, eyes filled with anticipation just doesn't do it, but suffice it to say...he understands the power of words.

I am Love

I am from love.

I am out til the streetlights come on,

Barefeet, bike riding, skinned knees summer.

I am Green Lake Big Dock, big jump.

Oldest of three sisters,

we

expect

more from you.

Score more hoops, A+ only, captain of the… and president, too.

I am from big mall hair, Madonna and Michael.

I am Now I Lay Me Down to Sleep, and Hail Mary around the block.

Love.

Oreos, ice cream and chips, vegetarian.

Store bought cakes on your birthday, or the day after.

I am from love,

And divorce.

I am a Princess married to her Prince,

Blessed with the two

Most precious girls.

Angela McLaughlin (draft)

Where I Am From

I am from sand between painted red toes,
Talented toes.
I am from the smell of lobster bait and seaweed, corn on the cob for supper,
And the drip of just-picked strawberries,
Sun-warmed and juicy.
I am from mailman and secretary,
Harry and Betty.
I am from big band brass,
The slide trombone.
I am from Garside's peppermint stick ice cream
sticky and melty,
Catholic
Protestant,
Physical lives separated, divided by beliefs.
Black and white.
Happy or sad.
I am from Red Sox Nation and the Celtic Green,
I am from culinary, the well-read, the traveled,
The opinionated and the privately weak.
The strong, the proud,
The silent, the grateful,
The loved and cherished.
That's where I am from.

Barbara Keene (2010) Draft

George Ella Lyon's Poem

Georgia graciously sent me the author of this poem....fast response, huh?

Where I'm From

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.

I'm from fudge and eyeglasses,
from Imogene and Alafair.
I'm from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I'm from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.

I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.

Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments--
snapped before I budded --
leaf-fall from the family tree.

Here is the link:
http://www.georgeellalyon.com/where.html

I recall that Georgia Heard used this as a reference to write our own poem: Where I Am From
Why don't we give it a whirl?!

The Power of Journaling

How great is it to find an old journal written several decades ago?! The following is an excerpt from my journal dated August 25, 1993 in reference to my children: Somehow 'wonderful' is not a strong enough word to capture the joyous wonder of their existence. On another note another entry began Anger is my partner. And still, speaking of my father and grandfather's anxiety and worry, "A fire hazard," my father declared. His father before him was ultra safety conscious too. It is a wonder that they were able to get out of bed without worrying themselves into some tragedy strangling themselves in the bed sheets upon rising. Presently I believe I am a bit more compassionate for those struggling with anxiety. I am a worrier. In this new-age of technology, I have long de-friended anger replacing this beast with joy, contentment and acceptance. And thank goodness, I still love and treasure my children! Without the permanence of my journal entries my thoughts, my feelings connected with that time would have been lost.

Georgia Heard

Remember the reference I made to Georgia Heard weeks ago and how I promised a reference and a poem?! I have come empty on both counts. Thumbing through Heard's books have yielded a great review of her ideas (including Heart Mapping) and a google search uncovered a unit entitled, Awakening the Heart (check it out.) So.....on the wave of a wonderful class today and new-found confidence, I e-mailed the poet directly. I await a response. Thanks for your patience.
Barbara

Dear Angie's Husband,

W is for woot woot-the feeling you get when you see one
H is for hungry-I need one for my tummy
O is for "o" shaped goodness
O is for open wide chocolate with filling inside
P is for pig out! who cares? (not me) :)
I is for I'd really like one
E is for everyone does
P is for please
I is for I was really just inspired to write because of a dessert
E is for everyone will thank you

:) Just having fun

Notebook Know-How - WOW!

First off, I am not writing on the blog just because of our jokes of it's use tonight. :) I am writing because I am so genuinely excited about writing right now! Angie lent me Notebook Know-How by Aimee Buckner this evening. Although I enjoyed listening to everyone's presentations this evening, I could not wait to get home and dive into it. I immediately heated up some leftovers, grabbed the book, and sat in my rocking chair in front of the pellet stove. I found myself talking aloud, smiling, and getting giddy. I actually wanted to drag my husband to the Dollar Tree tonight to get 13 fun notebooks for my students to begin using immediately. I only read 2 chapters but can honestly not wait to get them started using a Writer's Notebook. I am going to transform the current journal writing I am doing now. This is very out of character for me, but I am slowly learning to go with the flow. It was hard for me at first to accept that something I started the year with isn't working how I want it to and that is is perfectly okay to drop it and try something new. With taking a class, I just tell my students that I learned something new that I really want them to try out with me.

Aimee Buckner has gotten me so excited to start this new adventure in my classroom! I am just as excited to have my students do it, as I am for me to do it with them! I have convinced myself to finish out this week before Thanksgiving and allow them to finish up their current writing projects. But, let me just say, that I am so excited that I actually considered ignoring the fact that they are at the end of a project and that I am only in the classroom two more days this week and started tomorrow!!!!

Thank you Angie, for hating your book and bringing in alternative texts to share! :)

Texting

During the book talk, I knew that I had read something in Teaching Middle School Writers specifically about texting, but I couldn't retrieve it at the time. I found it when I got home and wanted to share it with you. According to Robb, researchers are currently studying texting. The findings from the studies actually dispel adults' concerns that texting creates poor spellers and diminishes writing abilities. In fact, two of the studies reported that texting improves writing skills and phonemic awareness. Another studied showed that texims, shortenings, acronyms etc. improved literacy. The studies that have been conducted indicate that texting does not erode writing skills. Obviously, many more studies need to be conducted in order to valid the current findings.
So, it is through this social literacy that we may find the key to engaging some reluctant writers.
Robb encourages teachers to ask themselves how they can integrate texting into their literacy curriculum.

A letter to a friend

I decided I would take the idea of replying to my friend to heart and I have:
Dear Kelley,
I can't believe we have been friends for over 20 years. I can't believe I am old enough to have known you that long! :) I wish we could live closer together so we could actually hang out like we used to and not just send an email to each other a couple of times a year! I have so many memories of playing at your house, and doing girls scouts, basketball and chorus with you. Your family was like my second family- you were my other sister growing up. I am glad we got to spend some time hanging out my first semester of college. You have been a very important person in my life.
I can remember going to girl scout camp with you and staying up singing corney songs. The video your mom captured of us singing that Annie song with Dollie is so funny. There was also that birthday party where we dressed up in your mom's clothes and paraded around. Then of course there was the Good Burger sketch. I wasn't embarrassed at the time but I cringe when I think about it now.
I remember going to your grandmother's to visit and eating Oreos. We played the Oreo game, who was going to marry who. I remember watching your parents volley ball games and staying up late on summer nights catching lighting bugs and letting them go in your room and sleeping over.
I remember going for walks in the woods and talking about fairies. We had great imaginations, believing in those childhood pretend worlds. Also, remember all those Baby Sitter Club books that we read? Our love of kids lead us in the same direction on our career paths. Who knew we would grow up to both teach 5 year olds?
I am so glad that we became friends in Kindergarten, and that you are my best friend forever-Hey, Hey, Hey! Love ya!!! -Heather


Thanks for letting me share with you all. I am really going to send this to my friend. :)

Ok, Fine, I'll go first!

So, at class the other night we decided that we don't use the blog enough.
One journal entry I made was about an emotional reaction I had recently.
I'll share it here in hopes that you will all share some of your writing, too.

Just driving by
You worthless punks!
You think your dirty boots belong on that stone?
You think it's funny to kick at it?

When we saw it toppled we were shocked. I couldn't believe someone could be so thoughtless, heartless, cruel. I believed it must have been an act of nature - a wind, lightning, even an animal. The reality set in when I saw the stones of other people's family members toppled too.

How dare you?
I'm beyond shocked, I'm angry!

You have no idea the pain contained in that stone, you have not an inkling of hurt represented by that one day that comes in every 365. Every June 24th my family stops. You didn't know that, did you?

I hope you never have to hold your dad's hand as he takes his last breath, when he's still too young to die.

That may look like fun to you, but that headstone, the one you picked to kick, is the one that I chose to stand for eternity.

Multi genre project takes a turn for the....better!

When we began discussing this project, I was very overwhelmed. More with the topic, than with the work. I kept thinking that no matter what topic I picked, I would just end up repeating myself with each genre that I wrote. I originally started with something autobiographical. Then, I switched to Autumn. It is my favorite season and a lot of special memories in my life occurred during this time. However, as I began writing, I noticed it was way too forced. My writing wasn't coming naturally and I was not enjoying it. I dreaded thinking about the project and, even more, writing! Obviously, not the point of the assignment. Then I decided to switch topics and began to write a letter to my brother. That is when I knew the topic of my project had to be my family. They are, without a doubt, the most important thing to me. I am blessed to be a part of an incredibly close family and I have so many great relationships within it. When I started writing about my family, the writing came naturally. I don't normally share my writing with anyone, but shared EVERY piece of this project with my family. They loved it and wanted me to share it with extended family as well. My sister was amazed at my work on my digital story and was eager to share it with all her friends as well. What a great feeling! So, what started out as a constant worry ended up being such a rewarding experience. :)

Here is the tool that I mentioned last night in class.

Thank You

Hi All,
I just walked through the door after tonight's class and what a wonderful evening it was. It was so interesting to see how each approached the multi-genre project. It seems that the success of our class has been in part with the participants and everyone's willingness to share a piece of themselves. Thanks so much for sharing and thanks so much for the feedback on my project.
Some asked for the link to my photoblog. It is a great format for writing. I started my blog in 2007 upon the insistence of a photography friend following a trip I took to Costa Rica. Although it has been sorely neglected over the last year or so, it does chronicle my life and my passing interests (I don't finish things either, Brenda.) Enjoy.

http://travelinma.blogspot.com/
Barbara

writing for an audiencee

It is late and for once I want to write for an audience. Not the open audience of Facebook or the bulletins at work. Last night I wrote in my journal but it doesn't seem enough. I apologize for being too personal. Granted, I know I expected to learn from this class but not on the personal level of my multi-genre project I didn't work on today. Or last night.

You will probably read in the paper. One of my coworkers died last night. On a field trip with the 6th grade class. We learned she died today. I learned early today and spent time with my coworkers-in person, texting, emailing. Last night when I knew she was severely injured and I wrote in my journal but tonight I want an audience. I guess I want a response. An answer. A release. From this class I am learning more then I ever imagined. Interesting how this class came alone when I needed it. Maybe Tuesday, when we go back to school, I will offer for the kids to write.

Writing is therapy. That is what I am learning. Last night I read how my writing could be... I don't know the word. I wasn't on the field trip but I keep hearing a few lines the children told me when they arrived back at school. The blood on Jess' hands. I can't get it out of my mind and didn't even live it like she did.

Part of me wants to write my every thought. But writing won't take the thoughts from my mind and that is what I want tonight.

Good News - Change of Venue

I have arranged for us to use Shibles room 159 on October 18 from 5:00 to 7:30. This will be a nice space for the sharing of Multigenre work. The room is unavailable until 5:00, so let's meet in 316 at 4:30 first to talk about any troubles with the student interview, etc.

Thank you all for your thoughtful work last night!

Interview questions

These are the questions generated in class by groups:

1. What are your struggles as a writer?
2. Where do you get your inspiration?
3. Where do you like to write?
4. What kinds of writing do you like to do?
5. When is writing hard?
6.What makes writing easier?
7.Who reads the writing you do?
8. What type of feedback do you look for from a reader?
9.Where is your favorite spot to write?
10.What are different reasons that you would write?
11. Who has influenced your writing?
12. How do you feel reflecting on your work makes you a better writer?
13. How have teachers affected your writing?
14. Where do your ideas come from?
15. Why do you write?

Common Core/Essential Standards

Our district is also looking at the Common Core and comparing them to our Essential Standards as identified in the Maine State Learning Results.  It is kind of confusing and seems like we just get one thing done and it is already time to re-do it.  Our goal is to have a brochure type of document for each teacher related to expectations at his/her level K-12.  I love the idea of having it all on a piece of paper and think that it will also be great to share with parents.

The Common Core Standards

Our district had an early release day today and part of the time was spent considering critical points for using the Common Core State Standards. If you haven't had a chance to look at this in your district, you can check it out on the Maine state website. The online access is user friendly. Because there may be changes in the document, the state suggests waiting to copy the entire document until all changes have been made. Lee Anne Larsen suggested that districts study Appendix A before engaging in the Common Core State Standards (CCSS). Appendix A outlines the research behind the standards. Since there are standards for writing, I thought you might want to check this out.

My multigenre

I'm wondering if you, my writer friends, might like to take a few minutes and compose something of a quote - personal perspective - a word or phrase - whatever... to add to the cover of my multigenre collection. (The topic is MOTHER).
I would imagine this exact group of people will never be together as a whole body again, and I think it would be neat to capture that collective perspective...
Please don't feel pressured...
You are all such unique and amazing people, and I enjoyed listening to your work on Monday.
Angie

National Day on Writing

Does anyone have an idea of how to celebrate the National Day on Writing, October 20?

It counts!

Hi all,

It was wonderful sampling everyone's multigenre work on Monday night. Such a variety of topics, voices, and perspectives. And it all counts! :)

It sounds like you received valuable feedback from your writing groups during our last class. I am happy to look at any work you may have questions about or that you may wish to share. Feel free to email me ideas or drafts. It is entirely up to you. Take whatever space you need, but know that I am here to respond as you wish.

Have a great week!

Choiceliteracy

Another great resource for literacy is choiceliteracy.com. You can subscribe to the free newsletter which allows you to read articles on various literacy topics. There are several articles that you can access if you pay the full subscription price. However, the full subscription is costly and the free articles are very good.

Literacy Leaders' Network

You may view and download the registration form by accessing: www.maine.gov/education/rf/materials.html
POs are accepted for registration

Some hot topics this year:
The Common Core Standards
Vocabulary
Differentiated instruction
Informational texts
and more Professional texts

Thanks, all!

Good Evening -

I regret that I have not given enough in-class time to the development and discussion of your multigenre projects. There is much to do and the time we spend playing with various prompts and ideas is important in developing our writing - to include the multigenre. I hope you are thinking of your journal/writer's notebook as a place where ideas, phrases, scenes, voices can take shape while you work on the multigenre. Is there a piece you shared during out discussion of The Pocket Muse that may now become part of your multigenre?

Just as we encourage our students, remember that we are all writers, exploring and refining. I hope you all feel comfortable emailing me an idea or draft, even partial though it may be. I will give feedback without delay.

Have a great week. Thank you for all your efforts in ERL 540.

Metacognitive Writing Interview

A number of years ago, I regularly conducted Reading and Writing Interviews with my Kindergarten and First Grade students. It was helpful in developing an understanding of each student's understanding of the process and their attitudes about reading and writing. I cannot seem to locate this document in my seldom opened file cabinet. I have googled and googled. Does anyone have a copy of a similar interview that could be sent to me for our upcoming project? Thanks so much.
Barbara

NCTE Response

First, I would like to address standard number 2.  Not all people can learn by writing, as in the instance of my son.  He gets very frustrated and has an extreme problem with getting his thoughts even to the paper.  If he is allowed to talk to you and get his ideas out verbally, then he has a beginning point to start his thoughts, which then needs to be guided by a teacher to help him get started.  This process does work for most writers, but there are some students who are unable to learn through just writing more.  It becomes more of a hinderance than an educational learning experience.
Second, I would like to address standard number 11.  This is where as teachers and faculty, we can become very subjective and this can complicate our abilities to grade and critique a student's writing for the purpose of a grade or assessment.  What one teacher may see as a highly effective and motivating piece of writing, may be seem as only a moderately written piece by another.  I feel this has always been an area that I have struggled with when looking at the writing of my students and other teacher's students.  This is the subject with the most subjectivity and the most scrutinized.

# 8 Writing has a complex relationship to talk.

"Language leads learning."  So often we hear research to support this belief.  I attended a conference on Oracy with the self-proclaimed "King of Oral Language", Lance Gentile.  It was my expectation that this conference would focus on our youngest learners and their experiences with oral language leading their learning in the area of literacy.  I was pleasantly surprised that the conference was focused across grade levels and diversity of students.  Dr. Gentile really drew attention to the fact that students with the least experience in oral language would need interventions which help to close their gap in order to command expertise in other literate activities.  

If only I knew then what I knew now... when I taught middle school it was my belief that writing workshop needed to be quiet.  "Writing time" was quiet, only during conferencing was conversation allowed.  In some ways I think this met the needs of the average student.  Unfortunately, it did little to assist my most struggling students.  I would certainly incorporate many more opportunities for students to share their thinking and plan their writing with one another, if I knew then what I know now.

As a third grade teacher, it was my bias that talk would be incorporated in our writing workshop.  I came into writing workshop expecting this level of chatter with younger students.

We must model for students talking about writing, and talking through writing so that they will have this strategy for their own writing.

Where were you when the world stopped turning?

I've noticed that most of our posts have been specific to the NCTE beliefs, but I thought I might veer down another path.  If this is not the correct place, I apologize, and will unpost.  My thoughts, today are really in a yesterday - the day the world changed to me.

I remember clearly talking to Dustin, an eighth grader 4 inches taller than me, and only 8 years younger.  He was spreading apathy and attitude in a wake behind him, and being the ever wise 22 year old teacher I had decided I should take him aside.  I knew just enough to think I knew it all.  He and I were just about to have a breakthrough when the principal chicken-stepped into my room.  She was a wild haired, well-meaning and equally well-educated,  woman.  She dismissed Dustin, much to my annoyance and then whispered in my ear, at the same time handing me a piece of white typed paper.  Even as I had it in writing as well as in my ear, I was still in complete disbelief.  "A plane has crashed into the World Trade Center."  

What a shame, I thought! Those poor people!  I wonder if anyone has been hurt?  My naive little brain could not conceive of the possibility that this was an action plotted out purposefully.  

As the second plane crashed a sense of panic rose in me, and throughout our school.  What is going on? Where will they hit next? What is the point of this? Why would We, the mighty America, be a target?  

Parents began to show up, and call, clogging our hallways and our phone lines.  As with everyone in America I called everyone I cared about, knew and was related to.  

I stared in stunned silence at a TV placed on the table in the teacher's workroom searching for an answer which never streamed across the bottom in white letters.  

Later that day I heard that my friend April had given birth to a beautiful baby girl, and I thanked God that he brought a miracle into this world.  A blessing which helped our family and friends to redefine the horrific day as the day a precious perfect little girl was born.  

Writing Matters

I had one of those ahh hah moments when I was reading that part about teachers having to write along with there students and as part of teacher's meetings.  I had never thought about that point as a teacher.  In hindsight it make perfect sense!  If we are to teach writing, we should be the ones doing the writing along with our students so we can set the expected behaviors and outcomes.  This was such a profound moment of realization for me.  I have experienced two different reading curriculums, but never was made to write in a conference or teacher's meeting before.  This is a great idea, and I think should be part of training when implementing a new writing series or demand of our students.  If we don't experience the struggles for ourselves as a learner and writer, how are we ever going to be able to teach our students properly?

Writing is Never Mastered

NCTE Belief #3 Writing is a process

When I first read the above belief, I took it literally and remembered teaching "the writing process" when I was a sixth grade teacher. However, as I was reading Because Writing Matters, I began to think about this belief differently. Carl Nagin discussed how professional writers acknowledge the notion that writing is never mastered. It is a lifelong, communicative mode of learning used for different purposes. This is actually how I view the teaching profession. Learning to be a teacher is a process, a lifelong pursuit which is never fully mastered. Like writing,there is always more to learn about the craft.

Each writer has their own process and that process changes depending on the purpose for and the genre of the writing. So, I am wondering how we can help students/teachers embrace their journey as a writer and to accept the process as a lifelong endeavor. I don't know about you, but when I was in school, I waited for 'the moment' I arrived as a writer, the moment I had mastered writing. I am still waiting! Many of our students are waiting for that moment too. Maybe it is time to let them in on the secret.

Reciprocity

NCTE #2 Writing and reading are related.

Reading and writing certainly are related. In fact, teaching one produces reciprocal gains in the other. I see this in the students that I work with during literacy lessons as well as in the classroom. And students who struggle with reading tend to struggle with writing and vice versa. Unfortunately, we do not always devote the same amount of time to reading and writing in the classroom. As a literacy coach, I encounter many teachers who do not see themselves as writers and are often at a loss as to how to help their struggling writers. Both reading and writing need to be a priority and teachers need to provide their students with models of good writing and multiple opportunities to write.

NCTE Beliefs

NCTE Belief: Writing and reading are related. I see this every year with my students. My Kindergarten students begin to learn to read, and their writing improves. I show them new techniques and tools they can use in their writing, and their reading improves. I see my students creating different types of books during writing that are similar to those that they have read with me. These two things are so interconnected that I think we really need to try and find time to spend on them both, growth in these areas are directly related to it. I can't wait until we begin guided reading groups in my class so I can see that spurt of growth in my students writing!

Yikes!

NCTE Belief #2: People learn to write by writing.

Can you believe that according to data collected in 1998 69% of 4th Grade Teachers reported spending 90 minutes OR LESS on writing activities per WEEK!? (Page 12 in Because Writing Matters) That is embarrassing-an average of 15 minutes a day! 1998 wasn't that long ago. What was that all about? Now that we are a bit wiser, it stands to reason that it is more like 90 minutes per day spent on writing activities or at least I certainly hope so. Daily writing must be a priority among our mounting responsibilities. How can you get through a day without writing?

Organizing

As you continue to respond to the NCTE Beliefs, please label your posts as "NCTE Beliefs." This way, we will have a distinction between this discussion and our other thoughts and drafts. If you haven't included labels - no worries.

Writing and relationships

9. Literate practices are embedded in complicated social relationships...

My grandfather had only a 6th grade education and couldn't read or write. He learned what he needed to know for his woodworking and for his oil delivery job, but besides that, my grandmother has always taken care of everything. My grandfather, who now is suffering from late stage dimentia, never really had close relationships. He kept everyone at a distance. He never really talked much. Now looking back, I think he was insecure with himself and worried about being judged. And, although I have often wondered if his lack of literacy contributed to his lack of close relationships, I have never really thought about the basic connection between literate practices and social relationships.

As I am writing this, I am listening to my four year-old daughter and her friend of the same age as they are creating books together. "What do you really like?," my daughter asks her friend, "mermaids or pirates?" They are creating books for each other with pictures of mermaids and pirates by drawing pictures and writing letters that in their minds tell stories. And, so the connection between words and social relationships begin. Before I know it, these two girls will be sending text messages and emails to each other!

Anyway, as I think of the lack of relationships my grandfather had in his lifetime, I cannot help but think of our students. We need to give our kids the gift of literacy - and the gift of being able to write. And since #2 says, "People learn to write by writing," we have to get those kids writing! The disadvantages facing students who do not have the tool of writing are tremendous. But, on the other hand, we have the opportunity to give them that advantage and that confidence and that chance to form/build upon social relationships.

I guess I write more than I thought....

I thought focusing my attention on something other than the heat might cool me down. So, I took a look at the NCTE Beliefs. As I read down through them, I was thinking of which one I would like to comment on. As soon as I came to #10, I stopped and thought, "It really does!"

NCTE Belief #8: Composing occurs in different modalities and technologies.

Sitting in class on Monday, I was thinking that I NEVER write. I read all the time and can't get enough of it, but when I was thinking about the last time I wrote I could only think of classwork. When I read this belief I realized how much I actually do write! I write every single day! I write emails concerning work and relations. I text message friends to wish a happy birthday or a thinking of you message. I write a morning message to my students. I respond in journals to my students. I leave notes for my husband. These are things that I do everyday and never think twice about! When I first thought about my writing, I didn't consider those instances "writing". But just like the NCTE belief says, writing happens in many different modalities and technologies! So, I guess I write more than I thought!

How Shall You Spend Your Days?

The possibilities that writing brings to one's life is boundless. Writing feeds my creative soul while it becomes my companion in good and bad times. So why does one not engage in this activity on a daily basis? Why does it not become habit and thus extraordinarily ordinary overtime? Priorities. Recently in attending a convention I heard a dynamic speaker, a guru of sorts in time management who made a simple statement, "Everyone has the same 24 hours." How are you going to spend yours?
I have unfinished journals scattered throughout my house. (Talk about unfinished tasks?!) Today my newest journal goes by my bedside as a reminder of my priorities. I am happiest when my daily activities reflect what I value. I am a writer and it is important that I write daily, simply for the sake of writing. (This is an affirmation of sorts....and a public commitment!)

ramblings

I don't have anything profound to say but... I came home from work today to find my 2 course books and Mockingjay had arrived. If you have any connections with middle school you know that Mockingjay is the final book of The Hunger Games. Needless to say I will be going to bed late tonight.

I did think that I first should thumb through the texts. I am loving The Pocket Muse. There are no pages so I can't share in that manner. One of the 1st ones I found was about naming things. I see naming things to be a lot like making lists which I love.

I just love the style of the book. Snippets you can read in any order. I will read it front to back but I am really enjoying thumbing through it. Love the tip on style regarding avoiding using the verb to be. The book makes me want to start writing. I know this is the point but I am surprised at how powerful the urge (with the ending to The Hunger Games lurking this is quite a feat).

Realizing I am getting a bit to wordy so I will cut myself off. Off to go read in the bedroom where it is air conditioned :)

topics

Will there be sections for different topics or is one continuous page? Meaning does everything go here-multigenre to NCTE related? thanks

Signing in

This is a new learning experience and a big learning curve.  some say, "You can't teach an old dog new tricks!"  I say, "Why not?"

Linda

Successful

It's funny how success is measured in multiple ways. For instance, I think of a one year old taking a first step or steps= success! Grade school kids look for an A as a measure of success. Weight Watchers members want a loss to measure a success.
Tonight, for me, success is a post showing on this blog. A new babystep!

Welcome

Welcome to ERL 540!

Our job in this course is to think carefully, critically, and creatively about our own writing and the writing of our students. One way for us to stay connected and thinking together over the weeks is to share our thoughts and questions on this blog. Use this space to think aloud, to question, to ponder. You may decide to share drafts of your work, inspiring pictures, whatever you want to share in our writing process together.