There is a lot of information in this chapter! Routman breaks up the structure and function of writing workshop and writing throughout the day. Routman says the only way to find the time for writing is if we value it. When there is too much time between the writing experiences, the writing doesn’t flow and students aren’t as engaged as when they write every day. Students should be writing four of five days a week for 30-45 minutes.
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Writing should be taught whole-to part-to whole. Routman says students will learn everything the standards require and more with our guidance through these authentic writing experiences – and to think that many school district curriculums focus more on the parts or teaching skills in isolation. Prior to reading this chapter, I thought writing workshop was structured by following the writing process: prewrite, draft, revise, edit, and publish. The structure actually begins by setting a real purpose and audience (real), followed by using gradual release of responsibility, and “celebrating, responding, evaluating, teaching, and moving forward.”
Following the gradual release of responsibility model, we must model our writing before we expect our students to write. Choose a topic and use a prewriting strategy (not the same one every time) – we have to remember to explain why we are using the strategy. Routman says using a graphic organizer is not always the best method – by the time they begin writing we want to make sure they aren’t exhausted from prewriting. We shouldn’t write more than what we expect from our students that day. After we think aloud, we should establish criteria for their own writing by asking students, “What did you notice?”
Again, authors (students) should have some choice in what they write about for a meaningful engaging experience. We should help them choose topics that are worthwhile. After they have an idea, students should talk to each other about their plan for writing. Talking to someone helps learners get their ideas out and will make writing their ideas easier if they’ve already talked about their plan. Mini conferences allow the teacher to provide positive feedback of good qualities in the writing as well as probe and teach steps to get more from the writer. When we conference with our students, we should use authentic questioning with real interest – our students feed on what we provide them. Routman says “teach it first, label it later.” We want to explain to our students what they are doing, but we shouldn’t get caught up in the wordiness of it. We can label and explain after they’re finished and set the tone to not worry about the big words.
Good point about talking and writing going hand in hand. I even find myself doing this. When I am writing an article or chapter, I talk through the key ideas with my husband. Rather, I talk, and he listens, nods, momentarily looks up from the newspaper, then returns, while I am still talking! Somehow it makes me feel better though. I have worked through what I want to say, and he has provided me with an audience (sort of ).
ReplyDeleteGreat point when you brought up Routman's thoughts of "teaching it first and then labeling it later." I so much need to remember this. In my teaching I have always wanted to explain to my students what I am doing and why before and as I complete the task I think my students are so caught up in what I am telling them that they get confused and overwhelmed. I have tried this new way of thinking many times now and it's very helpful because I have their attention when I am writing and then we can go back and discuss and label our new learning.
ReplyDeleteWhen I hear that students should be writing four of five days a week for 30-45 minutes, I nod my head and say, "Absolutely!" Then I try to calculate how much time my students spend writing and it is nothing near that! I am challenged by that number and hope I can make that happen!
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