Chapter 8 - Written Expression

I enjoy writing time in my classroom and wish we had more time for it.  I am a big component of graphic organizers.  Some of my students prefer to use a web, some like to make bulleted lists, and some use the five-box method.  At the beginning of the school year, each student brings in a marble notebook for their Morning Journal.  Some days they must complete their morning work in it (correcting sentences, math examples, etc.).  On Mondays, I have my students write about their weekend.  On Fridays, they must write and tell me about something they learned during the week.  In third grade most of my students are given an assignment for writing, but I do allow them lots of free choice writing also.  I do not grade every piece of writing that my students complete.  Sometimes we just write for fun.  When I give a writing assignment, I always model it first.  I explain exactly what is expected and what I will be looking for in the paper.  If we have learned new grammar skills, I tell my students that I will be looking for examples written correctly (plural nouns, commas in a series, etc.).  I always keep all student writing in a portfolio.  During the year, I have students revisit their writing, and they may add to it or make any changes they'd like to.  At the end of the school year, I put each student's writing in a folder and send it home.  This way, the parents and the students can see how their writing has progressed through the year.

I have a hard time turning control of editing over to the student.  My students use red pens to revise and edit.  I want to hold the red pen and just make the corrections.  When I conference with a student, I no longer use a red pen.  One of my professors told me to just sit on my hands and let the student read their writing to me.  I don't make any marks on their drafts.  When a student reads it to me, they usually notice what doesn't sound right.  I just ask questions to guide them in the right direction.

I like the graphic organizer on p. 193.  I have seen the resoure teacher at my school using this.  I have several students in my class that aren't skilled writers, and I want to use this organizer with them.  I also like how this chapter suggests to provide these less-skilled writers with a list of adjectives, transition words, and any other help needed.  SCOPE and COPS are great strategies for editing and implementing for the entire class.  I look forward to conferencing with my less-skilled writers and seeing if these ideas can help in any way.