Blog Post #8

I think Linda Christensen is my new hero!  I can not remember any other text that offered guidance and examples that I could readily use in my classroom tomorrow.  Once again, we read that when students are passionate about the content, the teaching, and subsequently the learning, become a bit easier.  Christensen states, "During these units I probe for their passion, exploring the link between the social context, the text, and the students' lives."  This reminded me of the rhetorical situation, genre, purpose and audience, that we discussed earlier in this class.  Combining these two "triangles" gives an additional way to look at what we teach keeping the interest of our students as the priority.  My take-away to use in my class tomorrow is definitely the character silhouette.  In my literacy class, we are reading aloud The Journey Back by Priscilla Cummings.  The protagonist, Digger, is a complicated young man having to face many life-changing decisions.  The character silhouette is a great way for my students to reflect on this character and to discuss how every decision one makes has an impact on others, a lesson that all students can benefit from.  The picture on P.129 showing Christensen conferencing with one of her students was an ah-ha moment for me and validated what I do in my classroom.  We all acknowledge that writing is a process.  Our most struggling students will become overwhelmed and ultimately frustrated when asked to "write a response" without any scaffolding or support.  Christensen states, "When I work with students during class, I can intervene while they write, instead of waiting until after they have written."  Small group instruction is one of my favorite ways to teach.  When my students are writing, I pull the group of students that I observe to be struggling to launch.  I also ask if anyone wants to join the group if they feel "stuck in the mud."  At times, my work table with 6 stools turns into a large group of students working on clipboards.  As the class and days progress, I pull all students for a check-in and we look at their work together.  I have taught with some wonderful teachers who believe that an assessment should be strictly the students work.  However, this way of teaching reduces frustration and offers the opportunity to really know if a student is floundering or flourishing.

Michelle Kenney hits the nail on the head acknowledging that writing takes time and time takes money!  She also validates that high-stakes testing is real.  Each and every year department meeting time is dedicated to "data-digs."  What do our scores tell us?  How can we refocus to improve test scores?  These conversations do not go away.  I never thought that we teach just to take a test.  And I struggle with dedicating class time to review released items.  However, students experience test anxiety.  I feel that I need to have my students log into the practice test, experiment with the tools and format, and read and discuss some examples.  Is this wasted class time or does it serve a purpose?  Acronyms, well I'll just say this.  I have taught in three elementary schools in my district and each one had a different acronym for an evidence response.  Kinney agrees that a common language is helpful.  I think that acronyms can help at first, but can not be the only accepted way to write.  I have found that there is a delicate balance when using acronyms and templates, some students do need them as training wheels.  But, you do not see many older kids riding around the neighborhood with training wheels!