Chapter 12 "Make Every Minute Count"

* I loved the Secrets of Good Writers on page 282 and 283. I agree with the Teaching Tips on page 284. "One or two "big" writing projects a year that proceed to publication are plenty to manage." I sighed a sigh of relief on that one.

* I use DOL (Daily Oral Language) and I know that is teaching grammar skills in isolation. DOL works well for some of my students and they do apply the skills in their writing. But, I have to admit that DOL is not reaching all of them. So I am going to take Regie's advise. I am going to try composing sentences with my students, and perhaps use sentences from their own writing too. I will see if sentences connected to their experiences and from their own lives make a more lasting impact.

* The Important Timesavers and My Best Advice on pages 286 and 287 were note worthy too.

* In closing, reading this book was a learning experience for me. I won't say I agreed with every sentence Regie wrote. But, I will say I got far more out of this reading than I had anticipated. Helping my students to become competent writers has always been a passion of mine, and reading this book validated many of the things I am doing to be an effective writing teacher, but as I read, I was forced to evaluate some of my beliefs and changes will be made. I know my students and I will continue to share ideas, write, write, write, and celebrate!

Chapter 11 "Build on Best Practice and Research"

I am happy to say that I have the choice to teach reading and writing together, and I have ample opportunities for ongoing staff development. I was interested in the research findings on page 263. It is worth noting that research supports the notion that students should write every day for varied purposes and audiences in order to become competent, fluent writers. My students have shown me over and over that if they like to write they are motivated to write and will write more. I know the bonding relationship between student and teacher is important when it comes to risk taking. I make it a habit to tell my students that I am very interested in what they have to say. As teachers I believe we must build on best practices. The most powerful sentence in this chapter for me was on page. 267. "While there is no one best program or model of how to teach writing, knowledgeable teachers make decisions based on research, teaching and learning experiences, their observations of their students, and ongoing professional conversations." I found pages 270 and 271 interesting to read. The comparisons of What We Used to Do verses What We Do Now were quite different. The teachers' beliefs and practices really changed. I liked the What We Are Noticing This Year That Is Different from Past Years too.

Chapter 10 "Make Assessment Count"

*Even though some states require state writing assessments at different levels, I have often wondered if and how the results are used to help students improve their writing. My concern was addressed in this chapter too. I came from a state where writing assessments were given at the 4th grade level. To my knowledge the results of these individual assessments were not used to help students improve. The data only showed accountability.
*In the past, I have used the 6 traits to teach writing. After reading this book that is all changed. No longer will I teach the traits in isolation or let then be my writing program. I will use the trait language when we are doing shared writing because these are the qualities I will be looking for in my students' writing. I like the Grade 3 rubric on page 241.
*In my classroom I often save examples of well written pieces. After reading the piece, I ask my students to identify what the writer did to make the piece interesting and memorable.
I totally agree with this statement on page 245. "Readers have to read avidly to become readers, and the same holds true for writers."

I believe in the following statements:

• Schedule writing every day.
• Time your minilessons.
• Use quickwrites.
• Use relevant topics.
• Help your students "see" the reader.
  
• Celebrate students' work.

Chapter 9 "Conference with Students"

I have to admit that I was very interested in reading this chapter. As we all have experience one on one conferencing takes LOTS of time. I wanted to learn more about the process. Like many of you I was relieved to learn that conferencing can take many forms and still be beneficial. I especially liked the "quickshares." When I invite students to share pieces I always felt that meant them sharing the entire piece of writing. The big problem with this is that it limits the number of kids who get to share. So, I am going implement "quickshare." I'm going to ask students to share a favorite line, figurative language, great lead, ending, and etc. Doing this will allow more students to share and celebrate. I do this all the time in Guided Reading, and I don't know why it never occurred to me to implement it in writing. Duh Julie! Reading and writing are connected! I am going to keep the list of Kinds of Writing Conferences readily available.

Chapter 8 "Organize for Daily Writing"

In the past, I have gotten hung up with the term "writing workshop." I felt I wasn't teaching the writing process, especially isolated skills if I didn't use that term. I have rethought this since reading page 174. Regie writes, "Think of writing workshop as the time in which everything that writers do to create a meaningful piece of writing for a reader takes place. You don't have to call it writing workshop; just call it writing. It can be journal writing, assigned writing, writing in math and science." Prior to reading this chapter when I thought of writing workshop I usually associated it with me teaching a new skill or writing strategy. According to what she writes the definition of writing workshop includes many best practices. I now know what writing workshop is not.
I agree that writing requires a daily commitment. I have always valued writing and I know that is why I find time in my schedule for daily writing. I have found with my 3rd graders that writing on a regular basis does lead to fluency. I liked the list of topics she included on page 178. Worthwhile topics is one of the keys to a great piece of work.
I feel I am doing fine with freewriting and limiting the use of graphic organizers. I need to do more demonstration writing. In addition to more demonstration writing, I plan to have my students use the "turn and talk" at their desks more.
I have noticed that when I am conferencing one on one with students my other students are listening and seem interested in our converstation. That's fine, but it got me to thinking that maybe I could reach more students, simplify conferencing, and still make conferencing meaningful by implementing some whole group and small group conferencing as Regie suggests. I'll see how that goes ...
I liked the Short Writing Projects with Simple Criteria on page 198, and as always, I learn from her Teaching Tips. I wish I could find time to create a notebook of these Teaching Tips. Maybe my students and I could create a notebook together. I will have to give that idea some thought.

Chapter 7 "Be Efficient and Integrate Basic Skills"

I have been using the "Start with Meaning and Keep It Whole" approach, and it is working with my students. They seem to look forward to and enjoy writing much more when I teach from whole to part and back to whole. I agree with Regie that the problem with teaching isolated skills is that some of the kids don't know what I'm talking about and why. At least, that has been my experience. I do isolate certain skills when I am revising and editing one on one or in small groups with my students. They just seem to get it better. After reading this chapter I decided I wanted to really focus on writing for an audience. I explained to my class that they were going to write an expository piece about decorating Easter eggs. They had to imagine that their audience had never decorated eggs. I reminded them that using conventions in their writing would make the piece more readable. We talked about sequence of events, and I gave them that precious partner talk time. They loved sharing the process they go through at home to decorate eggs with a peer. I was very pleased with their ideas and I know they were too because everyone wanted to share their piece orally. This was a fun writing lesson.

Chapter 6 "Capitalize on the Reading-Writing Connection"

* Well, my class and I bit the bullet! We did a shared writing of a story titled "Revenge of the Mannequins." This was our first shared writing of a story and I was so into it. Students were engaged, excited, and we think our story is worth reading. To put it in the words of one of my students, "This is the best story I ever read!" Each day we reread the text we had created the day before, and as a result of that experience, I can see how rereading shared writing text can boost fluency.
* One thought I have after reading Chapter 6 is to try and work on some shared writing of expository text.
* I know that my students who spend time "practicing their craft" of independent reading are my better writers.
* I liked Appendix D (Understanding Nonfiction) and I plan to incorporate that into my Guided Reading groups.
* I have found with my 3rd graders that retelling in Guided Reading groups is easier than summarizing, and for many retelling is a challenge. We have seen this on our practice state reading assessments. The retelling questions are a challenge for 3rd graders. I would like to find some good strategies for teaching retelling to my students.
* The "Ask Worthwhile Questions" on page 136 were good.

Chapter 5 "Do More Shared Writing"

Point #1 - After reading this chapter, I understand why shared writing is one of Regie Routman's favorites. I have an idea for a shared writing piece I want to do with my students, and I can't wait to see how it goes. In addition to the idea that shared writing is fun, quick, and easy, you get the added bonus of teaching and engaging all students. Shared writing will also give me practice at paraphrasing my students' thinking. It's easy to understand how rereading of shared writing pieces could be a great strategy for improving fluency.

Point #2 - As I was reading this chapter I found myself wondering what shared writing looked and sounded like in the classroom. Well, she didn't let me down! Her shared writing lesson on writing a fiction story answered my questions. The gray columns headed "What I Do..." were just what I was wanting to know. I plan to introduce shared writing to my class with a T-Chart and then we will give it a go!

Point #3 - The "Tried and True Ideas for Shared Writing" at the end of the chapter opened up so many possibilities for me.

P0int #4 - I am so glad I am reading this book!

Chapter 4

After reading this chapter, I feel confident in saying that my students do not dislike writing. I don't believe that they see writing as a "school thing for the teacher."
I know that using peer models has a positive effect on students, and we often discuss that our focus when we are writing is for an audience.
I liked the tips in "What Makes Our Writing Interesting?" on page 58. When my students write, we often use the 5 W's (who, what, where, when and why) and we incorporate how. I plan to use this phrase with my class. "Tell more to make it BETTER (not just longer)!"
I am a firm believer that kids need to write every day. Past experiences with students have proven to me that some of my students' best writing has come from freewrites. I know their fluency and endurance improves as the year progresses, and I completely agree with Regi
Routman that quantity matters.
The author reminds us in this chapter that conventions and handwriting do matter. She encourages teachers to raise their expectations for students.

I left this chapter pondering the last paragraph on page 81.

"In teaching writing, remember that you as a caring, knowledgeable teacher are responding to a live, sensitive person. Don't rely on formulas, checklists, traits of writing, a plodding sequence of steps in a book on writing. Listen with your heart as well as your mind, and you will know what to say and do. "Our decisions must be guided by 'What might help this writer?' rather than 'What might help this writing?'"

Writing Essentials - Chapter 3

Here are my noteworthy keypoints from "Share Your Writing."

* It's true most of us haven't had many positive writing experiences in our own schooling. Plus, our knowledge of teaching writing has been limited. The only piece I have from high school is a poem about a city. I am going to try and locate it to share with my class.

* I am going to give my students some time this week to talk with others about their favorite memory. Their conversations are going to include: What happened? Why is it important to you? How did the experience change or effect you?

* I would love to try the "snapshot writing" idea soon. Now those could be fun to read!

* I know I have been guilty of modeling finished products in a minilesson or as part of a demonstration. After reading this chapter, I am going to let my students see my in-head-thinking as I change my mind and "mess up." Messy writing is no problem for me! In fact, I always make adjustments when I am writing. Creating a finished product does create unnecessary work for me. After reading this chapter, I understand why students need to see the process I go through when I write on the spot because it's true, that's what we ask them to do. According to this chapter, I am a "real writer." I never realized it before, but I ask myself many of the questions found on page 48 when I am writing. I am loving this blogging!

Writing Essentials - Chapter 2

I was excited to read that Regie Routman believes that the celebration of our students' writing needs to move right up front to become a major teaching tool. I agree with her that enjoyment and writing have not coexisted. I don't know how many times I have told my students, "Guys, don't worry about everything being correct when you write today." "Today, we want to celebrate ideas."
I know at the beginning of the year when I ask if anyone wants to share their piece of writing I have few volunteers. But, as the year progresses, more and more of them want to share. I can see that they are beginning to see themselves as writers and the affirmation from me and their peers takes away the fear of writing and gives them the freedom to take risks. It's true, the celebration process does seem to make them grow taller right before your eyes.
Regie talks about starting with a story on page 23 and I tend to agree family stories, traditions, and everyday happenings are great hooks for students. Freedom of topic is important! One thing I need to work on is writing more in front of my students. They see me use graphic organizers, lists, webs, and etc., but I think they need to actually hear and see my thinking/writing process.
Her closing sentence in this chapter, "Teaching, supporting, and expecting kids to do their best is where the fun begins." was powerful to me because of the word fun. More and more as educators we feel the test pressure, getting it right, or teaching to the test. Sometimes we wonder where is the fun, the joy? Personally, the joy and fun returns for me when I listen to a student's free choice journal entry, a story, a written response to a question in Guided Reading, a thank you note, or a letter.

Writing Essentials - Chapter 1

I concurred with many of the shared beliefs on writing found on page 9. Especially there are lots of ways to prewrite, direct teaching of skills is part of writers workshop, peer conferencing needs to be modeled and done well to be useful, students need time to think before they write, and last but not least, not all writing needs to be graded. I totally agree that teaching writing by focusing on the parts and spending weeks teaching sentence fluency or word choice, is not how writers work. I had never thought of writing in this way, but it makes sense to look at a whole piece of writing then look at the parts and connect them back to the whole. I think I have been doing that, I just didn't see it that way in my head. I connected with this sentence found of page 15. "Whole-to-part-to-whole is much easier for teachers and students than part-to-whole-to-part."