Technology with writing

Today in class we experimented with different technology strategies we can use with writing in the classroom. I have been frustrated with my students storyboarding because many cannot draw well. I really liked the toondo.com website. This is a great tool to include each student. This also lets each student create drawings on the same level. I thought I could use this as a end project as well for a Lit circle.

This I believe about writing...

I believe that everyone is a writer. It is a skill, like reading, that can be taught. However, it is a skill that must be practiced. No one is born being a great writer. I started writing daily when I was eight years old. Had I not received a diary as a present I would probably not be a teacher. Since that time I have been reading and writing constantly. Good writers know you have to be aware of what everyone else is writing and how they are writing it. Although many people may argue that writing is a solo activity, I disagree. A writer reads and discusses ideas before the process begins, whether it is intentional or not.

"The writer faces the writing process fearless, not knowing where the writing will take them..." (BPR ch.11) Coming from the perspective of a Language Arts teacher this is very true. I encourage my students to dive in, especially on a creative piece, and let the words lead them. I discourage outlines and other forms of pre-writing that box them in. Sometimes it is okay to not know how your story will end. I agree as well that teachers should be writers. How can I teach something if I don't model or practice it in class?
My success as a writer only came from practicing. You cannot pick up a book, read about writing then magically write. Just like a musical instrument, it takes practice. My students write daily, and even if writing was not my content area I would still find a way to practice that skill.

I Liked listening to the vocabulary podcasts that the students created. What a clever way to teach and display knowledge of vocabulary. I also recognized that there was a set pattern to how the students podcasted. They first used the word in a sentence and then clarified for the second person who used it in another sentence. I think other students would like to listen to their peers podcast and this will help them learn in a more creative way. My sixth graders that are not as motivated in this area would benefit from this style of teaching.

My group just finished our book trailer on Thursday and we are very pleased with how it turned out. Getting used to the technology took up most of the time. It was also difficult for us to write our script because we kept analyzing our book (The Lion , The Witch, and The Wardrobe).We decided to approach our trailer from a different perspective. This also caused us to get involved in some pretty deep discussions. I am looking forward to viewing all the others this coming week. This is definitely something I could do with my students!

I thought our podcast went really well aside from the technical challenges we had (we overcame them!). It was a learning experience and I felt a great way to monitor your students conversations when you can't be there. That lead me to my other small group topic on "Using Comprehension Strategies." This article discussed taking literature circles one step further by making them more student driven. I really liked the idea of letting your students come up with the questions. Recording conversations was also mentioned in the article. Pod casting is a new way to do that where the students may be more likely to participate. This is also another way to keep them on track. That is always a challenge of mine when I have a class discussion.

Here is a link to our podcast.

Chris Webb
Shannon Shaver
Stacy Sina

link: ssina1.podomatic.com

I finished "Chew on This" and am looking forward to reading "Fast Food Nation." I was absolutely hooked and could not put the book down. I was disturbed by a few parts, such as the way the animals were slaughtered, but I guess people tend to put those ideas in the back of their mind when eating a hamburger. I was disgusted by the way the fast food companies tried to keep the authors from speaking at schools. It really is all about money. I will be using this book in my literature circles next year. My students already have been lobbying for healthier food and this is the information they need.

I haven't so far, had my students rather watch me read than read themselves. Maybe I had an unusual group last year but they always seem eager to read. I tried to find out what they liked to read and let them read that at first. Once they were comfortable with how things were done in the class we moved to class novels and short stories from many genres. Those students who knew the particular genres well were the experts for the rest of us. It gave them a sense of control and accomplishment to teach the class.

Some of the ideas discussed in chapter 5, such as sticky notes, does work very well, especially to help with connections or questions, even vocabulary. I used this method several times in different ways and the students liked it because it was different.

I am really excited about the use of graphic novels in my class next year. This is a great way to help reluctant readers or those who learn better visually. Many of these novels cover taboo topics which students will have to face eventually. Using them in the classroom will make discussion easier and there will be less chance of misinformation.

I enjoyed reading about book clubs because as a Language Arts teacher I plan on using them this coming year. The ideas about how to set up a club and keep it running smoothly were helpful. I also had a question about how to assess these clubs on a daily basis and the chapter provided some answers on that. This is a teaching method I am very excited to use!

For chapter 7 in Adolescent Literacy, the authors brought up the question of how you can really "know" a word. This made me think because too many times we ask students to memorize a definition for a test, and they soon forget that word. Along with my word wall in my classroom I have students draw a picture that represents that definition. The students seem to remember better when there is a visual representation. I also have them present the word, picture, definition, and sentence in front of the class. This gives the student a chance to gain feedback and affirmation from their peers. It was a positive experience the entire school year for the students and it let them show off their artwork.

I remember cramming for my Spanish tests on the bus on the way to school. I felt this was an effective way to study because I always received good grades and was actually an honors Spanish student. However, this was not effective in college, because I had forgotten most of my Spanish due to the fact I was studying for a test, not to retain information. In chapter 4, the discussion is about comprehension. How can we make the students retain this info? I know for me, if I don't think I will use it in the future, I dump it like an old computer file. In chapter 15 is says if children can find personal significance, a connection, the information will stay with them. I have tried and will continue to try to connect lessons to my students lives. I know if I can relate to something I am more likely to retain it.

I had a hard time putting down "Chew on this" because I find it so true in today's society. My first job was at McDonald's, I worked in the drive through and didn't really handle much food except for an occasional batch of fries or a salad. It is really true when you think about the placement of workers in the restaurant. Boys in the back cooking, girls out front to serve the people. Not one girl in the two years I managed to stay there (WOW!) worked in the back. Even though I saw how the food was prepared and dropped on the ground, I still ate it. It was addictive.

As I am sitting here writing about "Adolescent Literature" I am thinking about how our students literacy skills need to evolve with technology. As I am expected to learn the latest technology trends and use them, so are my students expected to do so. If we continue to use the same methods and refuse to embrace new ways, we will always have the same results.

I found the section on the various workers (firefighters, fed-ex employees) interesting because they spoke not only of what their basic job consisted of but how it was important and necessary to specialize. Many students may think that they will not use the skills they lean in school in the job force, but having outside speakers talk about the importance of math skills and writing skills could help them realize that they learn everything for a reason.

I really enjoyed reading the first two chapters of"Subjects Matter" because of the use of the current book "Fast Food Nation." Even in my one year of teaching I can see that practical application helps students stay interested in a topic and retain that information for longer than just a test.
I realized while reading "Content Area Writing" that students are writing more than ever now. And that's not just the drawer of notes I confiscated from them throughout the year! It's the texting, my space, blogs, e-mail, etc. Just like we have formal speech, our students need to also learn formal writing. As the text states "bosses look for the ability to communicate effectively." I feel very strongly about this statement because in former jobs, whether I was an employee or the boss, I came across an abundance of poorly written job applications as well as memos written from CEO's. I threw the applications in the trash, and did not respect the boss as much based on this lack of effective communication. http://www.writingcommission.org/pr/writing_for_employ.html
While reading "Adolescent Literacy I felt an immediate connection to the frustration felt with the NCLB standards and testing. It is unfortunate that the education field is required to meet standards that no other institution is. It is also unfortunate that only the final number is recognized, not the immense progress made toward it.