Amhall’s Weblog

Children Can Write Authentically If We Help Them by Donald H. Graves

I love Jeff’s “Four Ways of Curing Writer’s Block.”  I can totally relate to him.  Throughout all my school years, I hated writing.  It’s so great to know someone else feels the way you do…besides I think his cures are funny.

On a serious note, students need –to have a sense of ownership, writings that tell the truth, teachers with authentic voices, to realize that writing can be a solution, a teacher who is asking bigger questions of herself.  This article is an eye-opener as a teacher!  We have lots of eyes watching us!

 “I” poems: Invitation for students to deepen literary understanding by Linda Kucan

 “I” poems are great for students to use to deepen their understanding of a text.  “I” poems also help students notice who the characters are, why they feel the way they do and why they act the way they do, and how they see things.  It helps them to notice what places are like and to notice each word of a passage.  “I” poems are effective to use before reading and after reading. 

I agree with Levstik and Barton.  Some students need the “slots” to give them a structure and format.  I think the format given on page 522 would be great to use with first graders after reading a text. (It’s also a great opportunity to teach the younger children about their 5 senses.)  I find it much easier to write “I” poems with a format.  

The multigenre paper:  Increasing interest, motivation, and functionality in research by Margaret R. Moulton

The mulitgenre is so much better than the traditional research paper.  I wish I could have done a multigenre project when I was in high school instead of those pointless research papers!  Multigenre projects sound fun and interesting (even though you are researching)!  They allow writers to write more personal. When completing a multigenre project, you learn so much more.  You can learn more about technology, become more creative, and be more active. 

I am getting excited about our multigenre project but I’m already worried about what my topic will be.  Any ideas?

Teaching Reading by Colleen Reese

Reese did a great job using 44 wordless books to help children with their writing.  She used the wordless books as a whole class, partners, and individually.  The assignment was to write descriptive sentences to accompany the pictures in the book.

She began by working through 8 wordless picture books as a class.  The children’s writing improved and they were willing to revise their writings.  Then she paired a high reader and speller with a lower reader and speller to create the writing to a wordless picture book.  They wrote their sentences on sticky notes and gave it to the teacher to type.  Lastly, they shared their story with another class.  Next, the children began to write by themselves.  They chose a book to complete independently.  They wrote and shared their book.  At last, they were able to share their book with their family.

This assignment helped the children to write complete sentences, expand their ideas, create a meaningful story, use correct punctuation, captialization, and grammar.  The students’ writing abilities improved through writing their own creative book.

After reading Reese’ article, I started thinking about how I should use wordless picture books in my first grade class.  I gained so many great ideas through her article.  I really liked the idea of the children writing their own story (because they are so creative) and sharing it with another class.  I also love the fact that the children can take their book home and share it with their parents.  I have so many ideas running through my head right now.:)

Wordless Books:  No-Risk Tools for inclusive middle-grade classrooms by Cassady

Oh my goodness!  I just finished a research project on English Language Learners, and I never thought about using wordless books.  I can’t believe that I didn’t read anything about wordless picture books helping ESL students during my research.  Well, it makes perfect sense!  Wordless picture books are non-threatening and very inviting especially for ESL students and struggling readers.  ESL readers or struggling readers can “read” the book in his/her native language as a foundation for creativity.  Creating a book would give them a sense of accomplishment.

Wordless books have endless opportunities for creative interpretations, and they enhace creativity, vocabulary, and language development.  One of the great things about using a wordless picture book with a struggling reader is that he/she will read it so many times that he/she will have developed automaticity with the words in his/her story.  But most importantly, the student will feel great and see himself/herself as a reader.

Wordless picture books are also great for cross-age tutoring and theme units and content areas.  In order for wordless books to be meaningful, the teacher must model how the pictures tell a story.  As Cassady stated, ”The teacher takes on the role of coach, and collaborator, observing, listening, sometimes interacting with students, and sometimes prompting them with an appropriate questions when needed.”  Wordless books help students with creative writing and reading success.  With proper gudiance and encouragement, wordless books are valuable for developing reading, writing, and oral language.

When I was reading this article, one particular struggling reader in my class came to my mind.  He is an exceptional child whose mom tells him that he cannot read.  He has a self-confidence and a motivation issue.  I think wordless books would excite him and give him some confidence.  I am excited about using wordless books with him!

I also I plan on using wordless picture books with my ESL student.  I think he would enjoy writing and telling a story in his own words.  Wordless books are so simple yet benefical!