Sunday, March 1, 2009
week 5
In the Gibbons, Chapter 4 they talked about writing in a second language across curriculum. I liked how in the chapter it gave a lot of ideas of how to incorporate writing. This includes lots of modeling. I know I talked about this before but I still lament the lack of writing that I see in my placement. I do see their writer’s workshop twice a week, however that is usually a “ free writing” scenario. The class sees a lot of the finished product of writing but there is not a lot of seeing the CT write. I have only seen the CT write down the students ideas once in my visit to the classroom. There are so many great examples in the book that I think these students could be successful at. I have seen them work on narratives and recount stories for writer’s workshop. I would like to see them do some writing that dealt with reporting. I think this would go over extremely well because so many of the kids are really interested in science related non-fiction books. I would like to see where they would take it with some guidance
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Have you asked your CT why she doesn't model writing in the classroom? I was also wondering if your students have started using cursive in the classroom yet because this is something that definitely needs to be modeled! The students in my class have to write in cursive while writing responses and they do cursive worksheets everyday. They have a cursive alphabet taped on their desks next to their name tags incase they forget how to write a letter, and if they still don't understand it, my CT will write it out for them on the whiteboard and the students will observe him do this. It's so important to model EVERYTHING to students beforehand, I'm surprised your CT doesn't do this.
ReplyDeleteMy CT did something last semester where the students would read a poem aloud and then she would model writing her own poem in the same fashion as the poem just read before she would let the students go on their own and write their poems. This was a great start to modeling, but I think that the students would have understood it better if she did a few of the poems with them and scaffolded so that they could write half of it and she would write the other half before she let them loose.
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