Chapter 9: Conferences with Students

This was a great chapter for learning everything you always wanted to know about conferences but were afraid to ask... :) Wow! I loved all the different ways that conferences can be held. It is amazing how I have always had a type of conference in my mind and have tried hard to make that work. And then, I find that some of the other types of activities I have been doing during writing was actually conferencing.

I really could relate when she talked about students who think they are ready to conference but have not edited their paper as they have been instructed to do. Also, we use peer editing in class and there are times that I cannot even tell that someone else has read the writing piece and helped with editing. I liked the idea of making some very concrete, visual rules about editing for the writer and also for the peer editor.

I liked her statements on page 220 about simplifying writing conferences. I agree that sharing some positive comments about the students' writing is imperative. That one comment can sustain and motivate the student to move forward in his or her writing to continue to prove what a great writer he or she is.

I just cannot express enough how this book and Tamara's workshops have helped me relax in teaching writing and to enjoy the process even more!

Chapter 8: Organize for Daily Writing

• Great to know that Writing Workshop is not a linear process of prewriting, drafting, revising, editing, and publishing.
  
• Page 175: It is recommended that students write twice as much as they do now. I loved the fact that it was mentioned that some of that writing could be done at home. That would have worked great with a recent biography project the students wrote. Some of the research writing could have been done at home.
• I know that Regie Routman has mentioned this before, but I like the idea of teaching a writing technique first and then later labeling the type of writing that was done. I think students would then understand that particular writing better as they have already been exposed to that type of writing.
  
• On page 196, I liked the idea of teaching nonfiction writing while introducing text features. The students will get a double dose of understanding text features through both writing and reading experiences.
  
• I hope to use the snapshot idea at the beginning of the school year. What a great way to get to know your students as well as for them to get to know each other!

I really enjoyed this chapter!

Chapter 7: Be Efficient and Integrate Basic Skill

When I read this chapter, I felt a lot of relief. :) I think for awhile, we felt we had to teach each of the six writing traits (identify them with the students), have students rate some writing pieces, and concentrate on the writing terminology instead of just the fun and satisfaction of writing. I do feel there are some skills that can be taught in isolation but most can be taught and learned during the writing process. I think it would be a good idea to continue showing students examples of good word choice and voice. They would easily recognize the difference between the good writing pieces and poor writing pieces.

This chapter reinforced even more the importance of shared writing... In my opinion, a teacher can use shared writing to model great writing by reading, rereading, editing and improving the writing piece as a group. (And having fun in the process...:)

Mindy helped me set up my Wall Dictionary when I first started teaching third grade and my classes have always used this to help us spell during our writing. It is continually added to all year long so we end up with quite a collection of words at the end of the year.

I do not agree with Regie Routman on the use of the thesaurus. Kids love using those books and to me, it really helps expand their vocabulary. Some of the words they choose do not always work, but we talk about why another or a simpler word might be a better choice.

Chapter 6: Capitalize on the Reading-Writing Connection

Connecting writing to reading certainly provides a purpose for writing in all curriculum areas. It is a great way to reinforce information with the class and when the students share, they are hearing that valuable information many times over.

When there are shared writing pieces in the classroom, the students love to read them as Regie Routman suggests. I find that the students like to read books written from students in the past.

It seems that students really enjoy all types of expository information so my goal is to write more using different types of expository material. It makes for interesting reading for the other students.

I enjoyed this chapter!