After reading Erickson & Koppenhaver writing chapter and Rasinski chapter 10, what are some of the most important things you learned? What are your biggest questions? Please post by Feb. 23.
Some of the new things I learned about writing in Rasinski's was more in the area of how to support children's writing in the classroom. I never realized how much it helps children to talk about their writing, whether in planning, composing aloud, translating their speech into writing,or speaking to themselves while in the writing process. The author states that it may be particularly important for those struggling with reading and writing. I find this interesting in light of teachers encouraging quiet especially during times of writing. I also liked the idea of students writing weekly notes to parents of what they've learned, Dialogue Journals, and LearningLogs/Content journals. Copy change was also a very interesting topic to me. One would think that it would not necessarily be okay for children to "copy" text, but it's interesting that not only is it "okay" but actually very helpful to them as beginning writers. It makes sense logically for existing text to act as a model and form for those just learning to do so.
I had read the E & K writing chapter earlier and it was more difficult for me to get through only because I was mostly unfamiliar with the augmentative devices and programs discussed in the book. It was very helpful for me to see some examples given during our classtime, with the demonstration of Co-writer, WriteOut:Loud, and the keyboard with cut-out topper. I found all the ideas given in the book to augment writing for children with disabilities to be helpful. It's interesting that there is no set formula because the disabilities that chilren have are all different as are their varying degrees of development and capabilites. And as a result it is very dependent on the teacher's sensitivity, experience and creativity in helping children find ways to be motivated and able to participate in writing activities.
My questions mainly have to do with tutoring Haylee. Re;The link of ideas connected to the calendar, am I supposed to conduct the Word Sorts computer game, all of grade 1 and 2 untimed and timed as the link suggested? Also i am unable to find the link that provides Wylie and Durrell's 37 High Frequency Rhymes. I did look online and found some descriptions but was uncertain if that was what it was to look like. You said to introduce 5 per week on a word wall for her? In regard to TarHeel reader, I thought that they would give some sort of reading level guidance when selecting "readers". Is there some way to tell the level at which the books are written at? Should I consult my list of Qiwk words to determine that? Thank you, Linda Matsuda
Co-founder and former director of the Center for Literacy and Disability Studies at UNC-Chapel Hill. Currently professor in Language, Reading, and Exceptionalities Dept. at Appalachian State University.
Some of the new things I learned about writing in Rasinski's was more in the area of how to support children's writing in the classroom. I never realized how much it helps children to talk about their writing, whether in planning, composing aloud, translating their speech into writing,or speaking to themselves while in the writing process. The author states that it may be particularly important for those struggling with reading and writing. I find this interesting in light of teachers encouraging quiet especially during times of writing.
ReplyDeleteI also liked the idea of students writing weekly notes to parents of what they've learned, Dialogue Journals, and LearningLogs/Content journals. Copy change was also a very interesting topic to me. One would think that it would not necessarily be okay for children to "copy" text, but it's interesting that not only is it "okay" but actually very helpful to them as beginning writers. It makes sense logically for existing text to act as a model and form for those just learning to do so.
I had read the E & K writing chapter earlier and it was more difficult for me to get through only because I was mostly unfamiliar with the augmentative devices and programs discussed in the book. It was very helpful for me to see some examples given during our classtime, with the demonstration of Co-writer, WriteOut:Loud, and the keyboard with cut-out topper. I found all the ideas given in the book to augment writing for children with disabilities to be helpful. It's interesting that there is no set formula because the disabilities that chilren have are all different as are their varying degrees of development and capabilites. And as a result it is very dependent on the teacher's sensitivity, experience and creativity in helping children find ways to be motivated and able to participate in writing activities.
My questions mainly have to do with tutoring Haylee. Re;The link of ideas connected to the calendar, am I supposed to conduct the Word Sorts computer game, all of grade 1 and 2 untimed and timed as the link suggested? Also i am unable to find the link that provides Wylie and Durrell's 37 High Frequency Rhymes. I did look online and found some descriptions but was uncertain if that was what it was to look like. You said to introduce 5 per week on a word wall for her? In regard to TarHeel reader, I thought that they would give some sort of reading level guidance when selecting "readers". Is there some way to tell the level at which the books are written at? Should I consult my list of Qiwk words to determine that?
Thank you,
Linda Matsuda