Alyssa Dekany Reading Log 10 Caulkins Ch.

3&4 Observations: Using Supplies Independently • During early minilessons we are teaching children how to act during this important time • Make sure children value their writing tools that they are using • Managing their supplies teaches children to take on the identity of being a writer as well as preparing them for the tools of the trade that they will use later in life • Efficiency is key for using time during the writing workshop • Establish a writing workshop routine (p. 24) • Connect student’s drawings with stories that the students will be writing in the writing workshop • Students should envision some kind of picture in their heads before they go off and write • Teacher should confer with the student about their writing as well as having the students turn and discuss with a partner • Model difficulties that some children may face in the writing workshop o Have the students give you advice on what to do to make the process easier • It is important to prep the students for the share because it can be an important teaching moment for the while class • Do a follow up lesson on the same topic for the children who need more time drawing complicated ideas Connections: My cooperative teacher sticks to the same routine every time the class does a writers workshop. They always draw a small story and then write next to the drawing what it is about. She then talks to the students about their drawings and writing and then gives them time to share with the class. She follows exactly what these chapters state to do. Wonderings: How often should teachers do follow up lessons on the same topic? How long should writers workshop last? Chen Ch. 8 Writing Workshop Observations: • During writing workshop, we create an environment where children are immersed in beautiful literature and various genres that help them envision what they themselves could do as writers (p. 115) • Children need tools, time and expectations to practice their writing • Writing development is a way of expressing meaning on paper • Read alouds expose children to the English language and all levels of it

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Process model of writing: emphasis on teaching & learning involved as children create piece of writing o Includes the development of ideas, drafting, revising, editing, & publishing then into the product *HUGE misconception about English language learners: if they haven’t developed enough oral language they cannot write* Children should have a choice in what they want to write They should write for a variety of purposes & audiences Different genres of writing should be model for students so they can experience writing in these different genres

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Writing workshop: o Minilesson 5-12 mins o Independent writing & conferring 20-30 mins o Partner talk 5-10 mins o Whole-group share 5 mins Pg. 130 figure 8-10 Possible minilessons for emergent & early writers Rules students should follow for a large-group share: 1. Look at the person who’s talking 2. Keep your hands still 3. Be very quiet 4. Listen carefully 5. Think of any questions you have

Connections: The students in my cooperative class are always given the choice of what to write about. They are also given many examples to chose from in case they can not think of a topic on their own. They write many varities of topics, such as “how to” or even just a story that has happened to them. Wonderings: When students are not cooperating in large group share, is it a good idea to split the group into two and do two smaller large group shares? Sometimes classes can be too large and students get too distracted or are not given enough chances to participate. When is it better to do a group share than partner talk?

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