Reflect on the writing instruction I have received. Which view of writing described in this chapter corresponds most closely to my experience?
The literacy instruction I received is closely related to word recognition through a traditional classroom. The goal of students was to recognize words as a means of recording. My teachers pushed vocabulary lists, sight words and sounding out individual sounds of a word. A teacher would supply an unknown word quickly, to make sure I did not attempt it incorrectly. During writing, I was given a topic to write about (I do not remember ever choosing a topic) and given a short time to finish it. The teachers graded heavily on form, handwriting, spelling, punctuation and organization.
Although I was good at handwriting and organization, I lacked the necessary skills of being a good reader and writer. I was never given strategies to apply if I found myself stuck on a word or meaning, I never remembered all my vocabulary words and more importantly I struggled finding meaning out text.
I teach writing very differently than what I experienced. Comprehension is the most important aspect of oral, written and reading instruction. I believe that children construct meaning from written text the same way they acquire oral language. I think much like a Sociopsycholinguistic though I believe that some parts of the written language must be learned. In class, I activate student’s schema and prior knowledge when introducing topics. I teach students scaffolding tips and techniques they will be able to apply when they are stuck or are not comprehending meaning. The class participates in a variety of reading and writing groups. Writer’s workshops and mini lessons are very common in my classroom. Above all, I promote reading and activities that will build comprehension skills.
Laurisa,
ReplyDeleteScaffolding is so important when students aren't able to comprehend meanings. Our classrooms are very much the same. I focus on Writer's Worshops, Mini Lessons and Comprehension. I love collaborative grouping.
Latisha
Hi Latisha,
ReplyDeleteI too work on Literacy through those modes. As I read the second chapter in Gibbons, I realized that I need to rethink some of my strategies as it pertains to the importance of talk in the classroom. Currently, I tell the students, when in groups, to discuss the topic given and then someone reports it to the class. I have this all wrong in the eyes of Gibbons and now myself. I need to promote deep discussion where everyone is responsible for the learning of the group and the final project. I should be giving different pieces of work all with the same meaning so that I do not have redundant responses. I should explain that all students within the group have purpose in the group and in the final project. Also, students should have a "job" in the group. -I would like to promote deep discussion so that I am not the primary talker. It is half way through the year, I need to lessen on the modeling and give them the responsibility of their own learning.
During the readings, have you come across any information that makes you think about your current teaching methods?
Blog with you soon, :)
Laurisa
Hello Laurisa,
ReplyDeleteThe literacy instruction I received was very similar to that of yours mentioned above. I too had many word lists and sight word cards. I found it very difficult to learn words in isolation. Learning new words in context in key to application and success.
Misti Snow