Disciplinary Writing (Narrative and Argumentative)

Synthesis:

McKeough (narrative writing):

The text discusses the writing process of a narrative and how teachers can foster this type of writing in the classroom. The author used the Common Core Standards as a tool to help explain the different writing landmarks of the grade levels. There is importance in teaching the students about character development and plot structure, and we must model for students the techniques of good writing. The text also mentions that we need to constantly adjust our writing instruction to meet the needs of each student in our classroom. Teachers need to apply strategies based upon personal observations and other professional opinions. 

 McKeough outlines some guidelines for teachers: 

• look at all grade level standards to develop an understanding of the advancement of knowledge and skills 
• evaluate each student to understand his/her knowledge base 
• put practice into place to help improve students' skills 

Teachers should look for progress in narrative writing as students develop and mature.
- First grade: Children create characters with mental states and create a breach for the character.
- Third grade: Stories become more complex with more characters.
- Fourth grade: More complicated storylines and characters with problems
- Fifth grade: Authors able to create resolutions for the characters.
- Middle school: Characters go through multiple states and have multiple troubles
- High school: Writers create stories with flashbacks, foreshadowing, perspective talking, etc.

The text mentions the strategy of Reading with a Writer's Eye. This is a critical thinking strategy that helps to train the reader to become a better writer and reader. The reader interacts with the text many times - thinking about the text, writing about the text, and talking about the text, researching the text, and re-reading the text.

Ferretti and Lewis (argumentative writing):
Students need explicit instruction to develop their argumentative writing skills. The text gives tips for teachers to help their students:

• Students need to talk about their opinions and learn about the opinions of others. The text stated that argumentative writing is like having a conversation with two people who have opposing views. 
• Teachers need to help students plan their arguments and revise them as needed. The text related argumentation to problem solving. Writers should constantly be striving to find a new way to make their argument stronger. 

Teaching students self-regulated strategy development (SRSD) involves teaching them specific skills that will help with their argumentative writing. This can help students form a clear argument that is supported and well thought-out. 

Responses:

(text to self)
I really liked the critical thinking strategies that were introduced in the text. In my experience with writing instruction, my teachers would tell me what I should include (introduction, body, conclusion) but sort of left us on our own to form our arguments and get to our final product. I think that dialogue can be so helpful. Writing does not have to be a solo activity. 

(text to text)
The texts discussed the importance of students talking with their peers and with their teacher about their writing. We have seen several texts this semester that hit on the value of conversation in the classroom. 

(text to world)
I think that if all teachers taught Reading with a Writer's Eye, we could transform children into better readers and writers. Students need to interact with the text many times and in multiple ways. Too often, students will just look at the text for face-value and not gain a deeper understanding of what the author is trying to convey. 

Questions:
1.  What is your favorite strategy you use to teach writing? How do you implement this strategy in the classroom?

Writing Instruction

Synthesis:

Hinchman and Sheridan-Thomas:
This chapter focuses on the writing process and how teachers can foster and support students with their writing. We need to let students have plenty of experience with writing, including allowing them to write freely about topics of their choice. Students need to be able to write for all sorts of purposes and to different audiences. The teacher needs to assume the role of a writing coach instead of just being the audience for the student's writing. The text discussed the fact that many times, writing instruction can turn into "this is correct" and "this is wrong". Yes, students need to learn spelling and grammar and how to form complete sentences, but students also need to be able to express themselves and write freely. Sometimes, a student may be discouraged from writing simply because he/she is unsure how to spell something. Teachers should strive to create a classroom environment that encourages taking risks. Spelling is not as important as the thought behind the writing.

Hansen and Kissel:
This text discusses different guidelines for writing instruction.
1. Writers are decision makers - We need to teach our students to make choices about what they want to write about and how they would like to structure their writing. Hopefully, students will be motivated and find enjoyment in the writing process if they are able to write about something they find of interest.

2. Writers consider their audience - Teachers need to teach students how to make writing decisions based upon who they are writing to. For example, a student should would write to the Governor of Oklahoma differently than he/she would write to a best friend. Likely, the student would use different vocabulary and portray a more professional voice writing to the Governor.

3. Writers evaluate their drafts - Teachers need to provide their students with many different types of texts so the students know how to write for different occasions. The goal is for students to be able to read their own writing and understand how it can be improved, and then make those changes.

All three of these guidelines should be goals for teachers of writing. But, it is likely that it will take time. Teachers cannot expect students to be great writers at the beginning of the year. It should be our role as teachers to be encouragers and to create an environment where students feel comfortable.

Sweeny:
This text discusses the use of new literacies (mainly technology) and how these literacies can be used for writing instruction and to benefit students. Twitter, wikis, blogs, and other online tools can be used to motivate students with their writing. It may also give them a sense of purpose and real-world connection. We must also teach students how to use technology and the internet responsibly, but it can have huge potential in the classroom.

Responses:

(text to self)
I currently work at the ONE U (Technology) store in the student union. At the store, we sell laptops and iPads and various tech tools and accessories. I really like the idea of incorporating technology into everyday teaching, and I think it can be a big difference maker in the classroom. One of my undergrad professors told us that "Technology does not make a good teacher, but it can make a good teacher great." The tools we have are limitless!

(text to text)
In another one of my classes, we are discussing how technology can be used to benefit literacy instruction. We have learned about some of the technology tools that were discussed in the Sweeny text. This technology can especially help students who may be ELL or do not respond well to traditional instructional or writing methods (paper and pencil).

(text to world)
I think that today's educational world is so focused on testing that sometimes teachers can lose track of what writing and writing instruction should be. Writing should be a way of expression. The students shouldn't feel so constricted and feel scared to write. I really like the idea that the texts shared about creating an environment that encourages students to take chances and learn through experience.

Questions:

What do you think about the incorporation of technology into writing instruction? Do you think this makes handwriting less important (Is that a good or bad thing?)

Disciplinary Literacy - History and Arts

Synthesis:

Jetton and Shanahan:
The text discusses protocols for reading historical texts. We should want our students to be exposed to and have multiple opportunities to read history texts because it helps us build a deeper understanding of the past. Despite the importance of historical texts, many students find it boring or difficult for one reason or another. In the text, we are introduced to Brad and Ayesha. Brad struggles with "cognitive noise" and doesn't like having to think hard to arrive at an answer. He desires for the answer to be simple and concrete, and does not like broad historical questions. He prefers easier texts compared to texts that are complex and difficult to comprehend. I believe Brad represents a large portion of students today. On the other hand, Ayesha welcomes the "noise" and enjoys reading about multiple accounts and ideas. She waits to form her own ideas until she completes all the reading she can on the subject. She reads each account carefully and evaluates it for its validity. In the life of a historian, Ayesha's way of understanding historical texts is right on target. The focus of teaching should be on historical questions that make our students think.

Chapter 9 discusses literacy in the arts. According to No Child Left Behind, music and visual arts are considered core academic subjects. Music education can include the use of textbooks, but learning usually occurs through the use of non print objects like symbols, sound, musical scores, or interpretations. Instead of reading words, students read music. The notes and symbols are very specific, just like words and punctuation. Students "pick up meaning from notated text and transfer that meaning to their performance" (236). Students that are enrolled in a music class use a variety of literacies that challenge them to think and grow as a person and musician: performance, listening, creating, and contemplating. Music students must use specific skills in class such as notation, improvisation, sight-reading, rehearsal, memorization, intonation, expression, composition, and body movement.
Art education also needs to be a valuable part of the academic curriculum. Children create, problem-solve, reflect, and critique their own art and art of others.
The text suggests using a constructivist approach when teaching to increase student engagement, motivation, and achievement. We must allow students the opportunities to solve problems, with scaffolding from peers and teachers. Modeling is an important component in the teaching process for both musical and visual arts. Also, we need to allow our students to be able to read different types of text and write to respond to the reading and share their thinking.

Hinchman and Thomas:
The text focuses on the struggles of teaching historical texts. We know that reading and writing is an important part of learning history. The challenge is teaching students how to navigate these texts and understand them. But how can we get students interested and teach them in a way that makes sense? The text makes it clear that history is so much more than facts. We have to get away from the idea of memorization and instead focus on meaning making and analyzation. "The main job of the history teacher is not to tell students the information from the history books, but to enable them to make sense of this information in a sophisticated and appropriate manner" (233). We should try to get our students to THINK when learning history and looking at historical texts. When was this written and what was the historical context? What is the author's background and what was he/she trying to accomplish? Are there any conflicting points of view across the texts? Students need to learn about these thinking processes through teaching and modeling to be able to understand their historical texts.

Responses:

(text to self)
I am a person who loves creative arts, and especially music. I can memorize a song quickly and my connection with music is special to me. I loved anytime that my teacher integrated music into a lesson. I wish it would have happened more.

(text to text)
For the last few weeks, we have been discussing the different types of disciplinary texts. We have read and learned about how each discipline is unique and comes with its own challenges. These are challenges that affect student learning and should affect the way teachers teach these disciplines.

(text to world)
I know there is such an emphasis put on testing and academics in schools, but the text reminded me of the importance of allowing students access to the arts. The various arts require students to use many higher level thinking processes that I believe school administrators forget about. Creating, listening, analyzing, evaluating, reflecting, collaborating - just some of the skills students use in music or art class.

Questions:
1.  What are your ideas to better integrate the arts into the classroom?

2.  Do you have any tips to help students "think like a historian"?


Thanks! :)

Disciplinary Texts: Science

Synthesis:

The focus of our texts for the past few weeks has been how to help our students navigate through different types of text. This week was all about science.

Hinchman and Thomas Ch. 17:
Throughout this chapter, we got to follow Eduardo through his 11th grade year in Mr. Brown's chemistry class. As a reader, I was able to see the amount of progress that Eduardo made during the year and the strategies that Brown used in the classroom to guide him. What a transformation to read about a student who lacked confidence and motivation to start the year to a completely different student who is a leader in the classroom. It seemed that many of Eduardo's don't-care attitude spurred from his previous struggles in school. As an ELL, Eduardo had been used to not succeeding, and had come to not expect anything more of himself. But as a teacher, Mr. Brown knew that Eduardo was capable of more!! He encouraged Eduardo and guided him towards success.

The best part of the chapter, for me, was reading about the Reading Apprenticeship classroom that Mr. Brown created. I had never heard of this term. This kind of classroom centers around "the frequency and nature of reading opportunities, explicit strategies instruction, collaboration and metacognitive support, and science inquiry" (313). His classroom created an open and honest environment for learning. Students were constantly involved in discussion with their classmates and Mr. Brown. Brown was able to "coach students through the otherwise invisible thinking processes of science" (313). He was able to get the students interested in the content and motivated to want to perform well in class.


Jetton and Shanahan Ch. 6:
Students can have a difficulty navigating science texts if they do not have support from their teacher. Some important points of the chapter include:

• the importance of explicit vocabulary instruction. The vocabulary in science texts is dense and words can have multiple meanings that students do not know how to interpret. 
• teaching students about the text structure and how to make sense of graphical information. Science is a subject that tends to have a lot of charts, graphs, pictures, and labels that supplement the reading. This can make reading science texts seem daunting to some students. Teaching students how to move through the text and understand it will help to improve comprehension and fluency. 
• students need to be able to write about what they learn. Students need to write "not only explanations but lab reports that included the parts of the scientific method (rationale and hypotheses, methods and materials, findings, and conclusions" (161). 

Reflections:
(text to text)
While I was reading the Hinchman and Thomas chapter, I was thinking about previous readings from this class, and also in my Culture, Language, and Literacy class. We frequently discuss the importance of conversation in the classroom and it's value, especially for ELL students. As teachers, we must let our students converse with each other about their ideas, and let them know that we want to hear what they have to say as well.

(text to self)
I have never heard of the term "Reading Apprenticeship classroom" but I know that this is the ideal type of classroom I would like to have. The encouraging, motivating, supportive, collaborative classroom environment that Mr. Brown has is I think what teachers should strive to create.

(text to world)
I have heard of teachers using science inquiry in their classroom before. In one of my classroom observations, I saw a teacher that had students keep a science journal that they could write down their thoughts about science experiments. I think this is a good way to incorporate writing into science and get students thinking.

Questions:
1.  Have you ever heard of a Reading Apprenticeship classroom? What do you think about it?

2.  The texts emphasized the importance of conversation in the classroom. How do we guide these discussions to stay focused on the content?

Thank you! :)