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Paper 4: Reflection

Paper #4
Reflection on the Oregon Writing Project
Elizabeth Schunk
July 17, 2006

After participating in the Oregon Writing Project, I feel less intimidated and overwhelmed by the process of teaching writing. Writing is one of the most difficult and complex subjects for students to tackle. I now have many ideas that I can use to help students come up with, organize, and communicate their ideas in a meaningful way. I appreciated the opportunity to hear from other educators as they shared actual activities and lessons they have used in their classrooms. With modifications, most lessons can be used by teachers at all grade levels. As a teacher of multiple grades, I have gathered activities that I can use with all of my students, from those who can barely write their names to those who have skills well beyond grade level expectations.

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Posted on July 20, 2006 at 08:38 AM in 4th Paper, Elizabeth Schunk | Permalink | Comments (1)

Book Review #4

Book Review #4
Elizabeth Schunk
July 19, 2006
Bird by Bird: Some Instructions on Writing and Life
by Anne Lamott

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Posted on July 20, 2006 at 08:35 AM in Book/Print Review, Elizabeth Schunk | Permalink | Comments (0)

Web Review: National Geographic Kids

Web Review: National Geographic Kids

Elizabeth Schunk

http://www.nationalgeographic.com/kids

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Posted on July 17, 2006 at 02:02 PM in Elizabeth Schunk, Web Review | Permalink | Comments (0)

Book Review #3

Book Review #3
by Elizabeth Schunk

Picture Books: An Annotated Bibliography With Activities for Teaching Writing
(1997 ed.) by Ruth Culham

This book is an excellent compilation of titles that can be used with a variety of ages (through grade 12). The first part of the book summarizes all the picture books, and then the second half provides lesson ideas. Conveniently, the materials required to teach the lessons are readily available in nearly all classrooms.

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Posted on July 17, 2006 at 12:51 PM in Book/Print Review, Elizabeth Schunk | Permalink | Comments (0)

Eugene Cuisine

Eugene Cuisine
Elizabeth Schunk

Two restaurants frequented by Eugene locals are Beppe and Gianni’s and The Glenwood. Both are located in well-loved old wooden houses conveniently bordering the University of Oregon campus; but that’s about all they have in common, aside from the long wait you must endure before entering these shrines to edible goodness.

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Posted on July 11, 2006 at 12:09 PM in 3rd Paper, Elizabeth Schunk | Permalink | Comments (2)

Book Review #2

Book Review #2
Elizabeth Schunk

Title: Eats, Shoots and Leaves
Author: Lynn Truss

As mentioned by the author, Eats, Shoots and Leaves is not for everyone. I would not recommend this book to someone who despises editing and correcting. Also, I wouldn’t use it as a teaching tool for young students, but rather as a reference tool for teachers or older students (e.g., college). It is appropriate for those who are nit picky about grammar and punctuation, who feel that conventions are dying and seek the sympathy of others in the same boat, or for those who want to improve their writing mechanics, but don’t want to read through a dry grammar book.

As a British writer, Truss uses conventions that may be difficult to follow at times, but the reader can generally decipher the meaning. Also, she often mentions the differences between the U.S. and British systems to clear up any confusion. Truss points out how leaving out even a comma or hyphen can completely change the meaning of a word or phrase, creating embarassing moments for many writers. Truss' humor in her writing as she goes through various rules of punctuation and grammar provide for hours of entertainment!

Posted on July 11, 2006 at 11:40 AM in Book/Print Review, Elizabeth Schunk | Permalink | Comments (0)

Book Review #1

Book Review #1
Elizabeth Schunk
July 5, 2006
Bringing Words to Life: Robust Vocabulary Instruction
by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan

Bringing Words to Life focuses on vocabulary instruction at various grade levels. This book seems to be formatted in such a way that it would be best to read through the whole book, mark pages and/or take notes, and then go back to it as a reference later on. While organized, it doesn’t really lend itself to just “looking up an idea.”

The first part of the book offers theory on vocabulary acquisition in students- how students learn words, where words are learned, as well as how many words can be taught each year. As the book progresses, the authors offer advice on how and where to select words, the three tiers of words (Tier One= basic words that don’t need to be taught; Tier Two= high frequency words for mature language use, and where vocabulary instruction should be emphasized; Tier Three= low frequency and specific content-related words), and ideas for teaching vocabulary.

The authors present activities that range in grade-level appropriateness. There is frequent emphasis on repetition throughout the day and in different contexts, which helps students generalize ideas. I liked the idea of taking simple books with younger students and making up new vocabulary words to describe characters and situations. Rather than taking an unfamiliar word and trying to define it, teachers can take words that students already know and put them together to define new words.

Another challenge that comes along with vocabulary instruction is having too many words to learn. The authors suggest using trade books (1-2 per week) and only selecting about three words to focus on- words that will be most useful and come up most frequently for students.

This book gave me some great ideas that I can use with my students that will help not only teach words in a variety of ways, but also help students retain and use new vocabulary.

Posted on July 07, 2006 at 01:14 PM in Book/Print Review, Elizabeth Schunk | Permalink | Comments (0)

Stay Focused

Stay Focused
by Elizabeth Schunk

“Tony” has been in Miss Schunk’s class for two years. Generally a very polite young boy who sits quietly during class, Tony doesn’t get into trouble very often. Each morning, he enters the classroom with a “Hey, Miss Schunk!”, empties his backpack, and grabs a book to read (unless it’s pancake day). When given free time during class, Tony will generally opt to read silently at his desk or play with his Legos. 

Though quiet during class, Tony is certainly not shy. Known for his ability to quote funny lines and characters from his favorite TV show, “The Simpsons,”  Tony can artfully insert a joke into the context of the situation, even imitating the voice of Homer with a “Doh!” here and there. While some children like Tony become social outcasts, Miss Schunk, a special education teacher, is comforted knowing that the other third graders think he’s pretty cool.

Tony seems to be pretty smart. He’s a good reader, he can carry on an intelligent conversation, he can respond to any question with a relevant answer. But, despite his potential to be a good student, catching Tony engaged in schoolwork is a rarity.

During group discussions, he looks at the ceiling more than the speaker. During transitions, he meanders leisurely through the halls. When it’s time to get started with independent tasks, he’s a skilled work avoider. He must first search for the “perfect” pencil, which takes several minutes. Then, back at his desk, he delays his start further by reaching his arms above his head to stretch, taking some deep breaths, and cracking his knuckles. He requires constant reminders to stay focused in class. Even his mother has trouble keeping Tony focused at home. She is on the phone regularly with Miss Schunk, working on strategies to help keep Tony up to speed on his homework assignments. That said, Miss Schunk was surprised one day during a monthly fire drill. While the class was waiting outside for the “all clear” signal, Tony politely raised his hand. “Excuse me, Miss Schunk, but when can we go back into the classroom? This fire drill is interfering with my education.”

Posted on July 06, 2006 at 01:08 PM in 2nd Paper, Elizabeth Schunk | Permalink | Comments (1)

Building in Mexico

Building in Mexico

by Elizabeth Schunk

Delving into the college experience, I opened myself up to many new things during my first year at the University of Oregon. I religiously attended all home football and basketball games. I joined the crew team, sacrificing any hope of sleeping in for many cold, wet mornings out on Dexter Reservoir. And, I decided to spend my first spring break in Tijuana, Mexico. However, unlike many other college students whose goal in Tijuana was to relish in their newly found freedom, my goal in Tijuana was to “make a difference.” I’ve always been drawn to community service, so I thought this would be an ideal opportunity to help others while experiencing another country. Prior to this trip, my only experience outside the United States involved crossing the border into Canada, so going to another country where they spoke another language was going to be an adventure in itself. I joined fourteen others, we loaded up our long vans, and headed South for a week of work. We didn’t know what kind of work we would be doing until we arrived, so the events to come were a bit of a mystery.

Even though I expected to experience poverty, I did not anticipate the conditions that awaited. As we crossed the border, I was shocked to see the houses— pieces of aluminum resting precariously atop planks of wood, with only bits of stucco holding everything together. Windows were just open holes in the so-called walls. Sickly dogs roamed the streets that were riddled with garbage.

As we drove down a dusty road, my body stiffened when military vehicles came into view. Soldiers donning helmets and brandishing large guns lined the road. My stomach churned as they stopped cars ahead of us and spoke with the occupants. What did they want from us? I feared we were in a forbidden area, and they would search the vans or take our possessions. Fortunately, we were permitted to pass without being stopped.

Driving back from the grocery store, we stopped at a traffic light, and out of nowhere, a swarm of children mobbed our van. They scrambled onto the hood, cleaned the windows, then asked for money. We gave them about $10.00, and as a gesture of thanks, they tried to toss gum and candy through the windows. Then some more children banged on the windows, asking for more money and giving us dirty looks. We didn’t have any money left, and apologized. As we drove off, they hit the sides of the van. It was so hard to watch such young children beg for money in the middle of a busy intersection, and as we drove off, I wondered if they were there because they needed to earn money for their families. Perhaps their expressions were looks of desperation rather than looks of anger.

One of our days of work was spent putting the roof on a new house for a family in the community. I decided that I needed to challenge myself by conquering my fear of being on the edges of high places, because my going up onto the roof was nothing compared to the risks the people in this community take every day. My nerves tensed as I stuffed wet paper into cracks and secured chicken wire to cinder blocks, because if I stepped on the wrong part of a cinder block, it would break and I could fall through. Fortunately, I finished the job injury free, shared many laughs and the thrill of accomplishment with the other workers.

We stopped in a classroom during a tour of a school, and as I stood in the back, one of the little boys who had been hanging around the work site came and put his arm around me and rested his head on my shoulder. I didn’t even know his name at the time. As I helped dig the foundation for a medical clinic, I watched a little girl no older than five use a pick ax, shovel dirt, and carry heavy buckets without even being asked or told to help. I remember being five years old, and the hardest work I had to do was help fold laundry. It was amazing how attached I became to the children in the area. They had such bright, beautiful smiles, and were loving and welcoming.

I wanted to bring my gift of labor to the people in Tijuana. But I don’t think that was the real purpose of the trip. Among the disheveled houses, crowded streets, and intimidating soldiers, I met people who lived off of nothing, yet had more love, generosity, and spirit than anyone I’ve ever met. They offered everything they had to us when we came down. Men and women from all over the community fed us delicious meals each day. Some of our hosts drove us to the coast and a community soccer game. The played and laughed with us. I realized that my gift of labor was meaningful to the people I went to help, and I’m sure I helped make a positive difference in their lives. But the people in Mexico made an even greater difference in my life. I now know that by showing love and kindness you build relationships which are even more important than houses.

Posted on June 27, 2006 at 11:34 AM in 1st Paper, Elizabeth Schunk | Permalink | Comments (4)

06 Participants

  • Shauna Altman
  • Kristin Archer
  • Rene Cobb
  • Jennifer DeBlois
  • Connie Early
  • Jean Frantz
  • Mago Gilson
  • Deborah Handman
  • Priscilla Ann Ing
  • Marilyn King
  • Hafeeza McKinnis
  • Amber Mitchell
  • Anita Nott
  • Kim Perdue
  • Robin Rowe
  • Pam Schmieding
  • Elizabeth Schunk
  • Athena Sullivan
  • Maureen Twomey
  • Glenda Zimmer
  • Gina Partos
  • Nathaniel Teich
  • Karen Antikajian
  • Nelson Farrier
  • Rhonda Fox
  • Tom Layton

06 References

  • Book/Print Review
  • Web Review