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.