Question: I did not know if it was okay to use the blog post that I wrote on the last chapters in our Writer's Workshop book?
If not, then...
I still love my field placement. My 5 day unit plan went amazing and I learned a lot about what I need to work on as a teacher. Dr. Tolley was great help with giving ideas and ways to manage the classroom during a partner lesson. I am super excited about my 1st grade class taking a field trip to the UGA rodeo in April! I am part of the committee who put this 3 day rodeo together. I will not be able to sit with them during the rodeo because I will have to rope and barrel race for them during the rodeo. I am also pumped about bringing my bottle fed goat, Tinkerbell, and my Minuature Horse, Petey, to the classroom for a goodbye and thank you suprise. Plus I am bringing food and drinks!! This semester is going by fast and it is going well. The GACE is tough and I hope I passed the first section and I take the 2nd section on May 7th. Yes, right after finals! Oh JOY!!
Tuesday, March 29, 2011
Tuesday, March 1, 2011
Chapter 16 & 18
Lauren Tedder
Blog Post
3-1-11
As teachers we all have a vision that we what our students to follow and what we want for our students to learn. One of the first layers that we must do is to decide on some kind of vision for our teaching that will guide all of our decision making. This part of the planning is always there. We use our vision plan for an outline for how most every day will go in the writer's workshop. The day will have components such as a focus lesson, writing time, and sharing time. Then we will state how long this time should be, what materials are going to be needed, and so on. Once we have our vision planning and our set routine we can start to decide on the units of study we will have during the year. We need to remember that in a unit of study, we take what we know about writing, we take what we know about our students, and we plan a series of lessons that get students thinking about this area of writing in important ways. The chapter gives good examples about how to keep units organized and what helpful resources you should use/gather. Ongoing planning during a unit of study is a combination between planning ahead and planning in progress. I like this! We can only plan so far ahead before we need to stop and see how things are going in the classroom. Once we check to see how things are going, we may need to start planning in progress. I like how this chapter gives you an example of a genre study and an author study, how to set it up, and an overall lesson plan of the writing workshop for that day or week. The chapter has gives helpful hints on how to write, organize, and make focus lessons. I like how you can plan for sharing time, but you can also change sharing time depending on the "mood" in the classroom. So, basically planning a writer's workshop is a complex web of different layers of planning. It is very important to understand each layer of planning.
I love the idea about the "keeping track" chart of logs. I think that this is a great way for students to see what they have done and what needs to be done for the next day. Also, the teacher can keep track of what each student is doing during their writer's workshop time. Writing short and quick notes from time to time lets the students know that their teachers are watching closely their day-to-day work as writers. Teachers can also use these notes to make suggestions to the students. I also like the idea of having the student jot down important notes from the conference into their writer's notebooks. I also like the basket with the different "try its" for the students to use. These "try its" are there for the students to use during the independent part of the writers workshop. They help the students manage their independent writing in the workshop. I found this chatper very helpful with all of the examples and the different worksheets that the students can use to aid their writings. These worksheets help students to organize, keep theirselves on track, manage, brainstorm ideas, and more. These are such great tips!
Blog Post
3-1-11
As teachers we all have a vision that we what our students to follow and what we want for our students to learn. One of the first layers that we must do is to decide on some kind of vision for our teaching that will guide all of our decision making. This part of the planning is always there. We use our vision plan for an outline for how most every day will go in the writer's workshop. The day will have components such as a focus lesson, writing time, and sharing time. Then we will state how long this time should be, what materials are going to be needed, and so on. Once we have our vision planning and our set routine we can start to decide on the units of study we will have during the year. We need to remember that in a unit of study, we take what we know about writing, we take what we know about our students, and we plan a series of lessons that get students thinking about this area of writing in important ways. The chapter gives good examples about how to keep units organized and what helpful resources you should use/gather. Ongoing planning during a unit of study is a combination between planning ahead and planning in progress. I like this! We can only plan so far ahead before we need to stop and see how things are going in the classroom. Once we check to see how things are going, we may need to start planning in progress. I like how this chapter gives you an example of a genre study and an author study, how to set it up, and an overall lesson plan of the writing workshop for that day or week. The chapter has gives helpful hints on how to write, organize, and make focus lessons. I like how you can plan for sharing time, but you can also change sharing time depending on the "mood" in the classroom. So, basically planning a writer's workshop is a complex web of different layers of planning. It is very important to understand each layer of planning.
I love the idea about the "keeping track" chart of logs. I think that this is a great way for students to see what they have done and what needs to be done for the next day. Also, the teacher can keep track of what each student is doing during their writer's workshop time. Writing short and quick notes from time to time lets the students know that their teachers are watching closely their day-to-day work as writers. Teachers can also use these notes to make suggestions to the students. I also like the idea of having the student jot down important notes from the conference into their writer's notebooks. I also like the basket with the different "try its" for the students to use. These "try its" are there for the students to use during the independent part of the writers workshop. They help the students manage their independent writing in the workshop. I found this chatper very helpful with all of the examples and the different worksheets that the students can use to aid their writings. These worksheets help students to organize, keep theirselves on track, manage, brainstorm ideas, and more. These are such great tips!
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