owp05

The Writing Life

By Annie Dillard

I found this book to be quite motivational -- made me want to go to an island off Washington state and WRITE. Like Bird by Bird, this is one of those this-is-what-I-do-when-I-write type of books, showing the good, the bad, and the in-between of living a writer's life.

Dillard's prose is so very lovely. I read this book in one sitting as it was very readable.

Good Times

Book Review 4- Inviting Children’s Responses to Literature
Amy McClure and Janice Kristo

Now that’s wha’ I’m talkin’ ‘bout. Here is a book that is chalk full of application. It is like opening a stocked refrigerator. You can reach in and really do something with what is inside.

Take Me to Your Leader

Book Review-3 Four Square Writing Method by Judith S. and Evan Jay Gould

I first looked at this book and wondered if teaching first grade was really for me. Maybe it is, maybe it isn’t. Regardless, I opened the pages and started reading the basic breakdown of four square writing. I was originally a little annoyed with the elementary layout, large font, and big pictures. I was judging this book by its cover.

Book re-poo #2

Book Review- Scaffolding Young Writers by Linda J. Dorm and Carla Soffos

I reviewed this book while squeezing little inspiration from its pages. Sadly I could go into an in-depth breakdown of its contents but that would bore the reader of this writing as much as this book bored the reader of it’s writing.

Another Bird by Bird

Book Review- Bird by Bird by Anne Lamott

I’ve been intrigued by writers to become a better writer myself. It is something I have not always been this comfortable with. And I expect to become more comfortable as the years continue. It is with the inspiration of books like Bird by Bird that will hold my hand during this explorative adventure.

I think the most important things I have taken from this book are the author’s recycling message of let the characters be themselves, listen to what they have to say, and get to know them.

Making Revision Matter by Janet Angelillo

    Revision, one of the harder aspects of the writing process to teach middle school students is nicely broken down by Janet Angelillo in Making Revision Matter.  Angelillo provides clues on what to teach based on what the teacher is seeing in the student's work and phases the lessons so that students address only a small group of related strategies at once. 
    Angelillo includes uselful examples of books that students can use to look at traits of good writing as well as forms at the back of the book.  Highly recommended

Book Report #4

Book Report #4

On Their Way  by J. Fraser and D. Skolnick, Heinemann 1994

    This engaging book is a great way for teachers who want to look into the classrooms of two veteran teachers and see how they have set up their reading and writing curriculum.  It is targeted for teachers of second grade students, but any elementary teacher could glean ideas from it. 
    The book is organized into four main thematic sections.  In the first section the authors  talk about developmental issues because they believe that “understanding the complex nature of the second grader provides us with the patience and fortitude to love what we do and want to do it again.” (p. 15). The authors then explain how they taught reading and writing. The final section explores evaluation and reflections by students and the teachers.
    At times the situations in the book seem a little too ideal. Students are quoted saying just the right comment and their papers show wonderful examples.  The authors do acknowledge that they are seasoned teachers and have very strong support from their administration.  This is an important consideration that should not be overlooked by new teachers reading this book.  Also, in this “no child left behind” age, (this book was published in 1994), most teachers do not have the luxury of creating a completely developmental classroom model.
     The authors write with a relaxed conversational voice as if they are sharing their information with peers. It is very obvious that the students are the center of their desire to teach well.  For this reason it is an inspirational book for those of us who want to “love what we do and want to do it again.”(p. 15)

If Maslow Taught Writing

Hill, Ada & Boone, Beth, National Writing Project... If Maslow Taught Writing, The Regents of University of California, Berkeley, 1982.

The authors present different approaches to reach the reluctant writers in five chapters.  They operate on the basic ideals that, “Teachers can’t motivate students, but they can be sensitive to their different motivational levels and find different ways to respond to these.” Therefore, by adhering to Maslow’s theory of the hierarchy of human needs and the learning styles of students, writing teachers who are sensitive to the varying needs and abilities of their students will provide a safe environment for even the most reluctant writer.

Many of the strategies recommend teachers trust their intuition, and monitor and adjust. The author created “Writing Gripes” matrix provides valuable feedback from the students, not as a labeling tool, but to plan for teaching strategies and assignments. Depending on the students’ honest response to five of the categories, the teacher is able to determine their needs level. 
    Basic Needs: The student has writing materials, the physical ability to write, and knowledge of the language.
    Safety-Level Needs: The student has access to help – talking while writing, help with spelling and punctuation to alleviate fears of “correctness” as the only criteria.
    Belonging-Level Needs: Successfully grouping students in peer editing groups to become helpers, supporters, and editors in the writing process.
    Ego-Level Students: If pay-off matches the students’ needs, they have the potential and ability to be fairly skilled writers.

   Students are given the opportunity to select types of assignments based on their needs.
    Basic Needs Students: These students are usually very reluctant, and do little, if any, writing.
    Safety-Level Students: Structured assignments, detailed prewriting, ongoing guidance and support, and simple, relevant, practical assignments help these often non-motivated writers.
    Belonging-Level Students: The teacher continues to provide initial instruction and assistance.  After extensive training students for peer/edit groups, the teacher shares the roles of helper, supporter, editor, and eventually evaluator with the student groups.
    Ego-Level Students: Combine the attention provided to safety-level students, with an opportunity for pay-off to meet the needs of these students.  The student will be best motivated and improve with assignments in which they have personal investment.
    Self-Actualizing Students: These students are most motivated if left alone to follow their own devices to choose, experiment, grow, and sometimes fail.

The writers suggest an approach that applies Maslow’s motivational theory combined with best practices, to provide students assignments that more accurately match their abilities. The comments about choice made by one of their students include, “Not everyone is alike, so you should be able to have the right to show your difference. I felt it was a good way to show our independence and give us a better chance at a better grade.”

   

Book Report #1

    Let’s Make Books  by Dr. Sandra Brady (Kendall/Hunt Publishing Co.,1992) is a guide on how to write and make books.  The book is divided into four main chapters which are The Writing Process, The Bookmaking Process, A Bookmaking Center and Writing Across the Curriculum.  Each chapter has quick, easy to read pages that describe the steps for the process.  It also has sample organizers and examples of student work using those organizers.  For those teachers who only need tips on certain areas of bookmaking, there is an index printed on the inside cover. 
    This book could be used at all grade levels.  It has word lists and editing guides that are appropriate for intermediate grades, but also has samples of shape books that would delight primary children. One tip I found especially helpful for young children was to encourage them to choose a subject that they find very interesting because writing and publishing a book is a long process.
  The best part of this book is that it is organized in a way that makes the information with in it easily accessible for the time-crunched teacher.

Book Report #2

Book Review #2

Creating Young Writers by Vicki Spandel

    This very practical book uses the six writing traits as a framework for teaching writing to primary students.  It becomes very evident, however, that Ms. Spandel strongly believes that teaching these traits are not goals in and of themselves, but a vocabulary that is key to helping young writers become aware of good writing.  She says it is “centered around writers’ language. For this reason it is not curriculum unto itself...It is a way of thinking about writing that supports process-based writing instruction.”(pg.94)
    Ms. Spandel gives many practical, easily implemented suggestions for applying teaching with the six traits.  For example, she suggests having students model the different voices they would use if asking their parents, an annoying sibling or a toddler to close the door.  She says “you cannot really expect them to understand what you mean - yet...You are only planting the seed.”  This is a believable teacher talking!
  The book is organized in a very clear, usable format.  Each chapter ends with three especially useful sections: The chapter “in a nutshell” which is a summary of the chapter, “Extensions” which is usually thought provoking questions or further activities for the reader, and “Sources Cited”, a wonderful reference list of the books that apply to the chapter. These three sections are worth the price of the book.
  I was drawn to this book because I agree with her philosophy of writing.  She uses a process-based writing format, but within a context of immersing students in literature.  Her book is interesting, thoughtful, and well organized.  Obviously she’s the model of a good writer.