amy frances

This was a great article to tie into what we are learning by reading the other texts assigned.
I was definately stunned by the research!
For instance the author stated that the 6 traits is used in more than forty states??? Wow, and it shapes standardized writing assessments. Which I did know to be true.

I really appreciated the student writin in this article and how the author referred back to it to show the examples. I also appreciated the way that the author lists the problems that students have and what she might do to help them solve those certain problems.

I agree wehn she says in order to assess the genres, we have to be familiar with them ourselves. Some of the different genres would be way to difficult for my second graders to fathom wiriting. But, the list of characteristics would be very beneficial to the higher grades.

I like when the author talked aobut the different parts of writing: leads, endings, and tranisition. In my school, we use a program called shape writing to help students with the different parts and the organization of the parts.
When I talk to my students about a beginning I always tell them that a good beginning grabs the readers' attention. But, by reading this article, I learned that it also starts the reader on a journey to the meaning.

My students were just ready, at the end of the year, to write more complex sentences. They were really choppy sentences that they were writing and we were focusing on the length and beginnning the sentence with different words.

I never thought of punctuation adding voice until I read this article. But, it is true.

The author also gave me some good rescources to use for future reading!

I really liked how Routman included the importance of reading in her book because reading and writing definately coincide with one another. My classroom library consists of many different genres. I believe we shouldn't have to many leveled books in our library. I think different genres are much more important. I have many tubs of books. Some tubs are leveled but the majority are not.
I use Debbie Miller's reading strategies in my classroom. Sythesizing is her term for summarizing. My second graders do a lot of written response to ther reading in guided reading groups. They summarize, predict, question, and make connections. They do this by writing and sharing what they have written in small groups.
I also have them write to me on the weekends in their conversation journals. They write me a letter, which is a second grade standard, and I read theirs and write back to them.
They also have an in class journal for writing in math, science, and social studies. What I would like my students to do more of though is book revies and note taking. My students (this year anyway) would have been very capable of both.
I like the jigsaw puzzle analogy that Routman explained on page 143. I ouldn't imagine not seeing the picture while putiing together a puzzle. But, I can see how this type of imagery would be hard for children of any age.
It's funny how Routman said that "you can't teach voice as a seperate subject (146). This is waht my district does by using the 6+1 traits. We also measure voice with a rubric and the studetns even have to measure it with their own checklist!!!!
I like the way Routman asked the children what good writers do. I definately am going to do this in summer school.
I also liked how she stated the basically, editing is not the teacher's job. I feel like I am the only one doing it sometimes. For spacing, I use spaceboys in my room. They are an item that I found at the teacher's store. It is actually a little clothespin with a spaceman on it. The students just put the spaceboy in betweent their words rather than using their fingers.
We have a phonemic awareness assessment in second grade called the TAAS. I believe that it was developed from MLPP. It is an oral assessment that has the student pronounce the word. Then I take away part of the word or a sound to form a new word. (example: say cowboy, now say it again but don't say boy)
I have a word wall in my classroom. The district, however, makes us use the high-frequency words in Hougton Miflin to put on our word walls. But, I incorporate other words too.
I have many thesaurus' in my room. I am not surprised by what Routman says by them.

Wow. I need to start advocating next year. I have joined the School Improvement team and now is the time when I need to start voicing my opinion more. I have never been much of a speaker, but I really ned to start getting over that fear.
Routman is correct when she states that pd's are focused more on the TEST and new programs. I am sick and tired of studying the MEAP GAP analysis. I am ready to hear ideas of what other teachers are doing in their classrooms. I am sick of 6+1 and want to learn how to create creative writers. It is almost like having an omelette with just eggs!
What are other ways to prepare students for MEAP????
My second graders write every day. They write in other areas.
I agree to that we need the parent's support. The district I teach in has about 20% parent support. How do we increase this percentage???
I would like the entire staff to read this book. Especially the literacy coach. She is supposed to be familiarizing us with "best practice and current research." Well, why are we still using certain programs?? It is almost making us, the teachers, look foolish and not sure of what to do unless we have some type of plan. We are the ones who know the kids!
We made AYP this year and are finally out of restructuring. I hope things are better for us next year. Our focus has been on writing.