Knipper and Duggan's article and Improving Adolescent Literacy's chapter eight discuss the same topic: writing to learn. Both readings give strategies for teachers to implement in their classroom as well as research findings.
The different strategies mentioned in both findings, I can say, will be used in my classroom. My favorite strategy mentioned in the article are biopoems, which we did in class. I enjoyed writing my biopoem because I wrote about one of my heros, Martin Luther King, Jr. Biopoems could be used in all content areas for different things. In social studies, students could write biopoems about the people they are studying or as an assignment during Black History Month or President's Day. In science, students could write about a famous scientist that they have been studying in class. In math, students can research a famous mathematician. Other ways students could use biopoems is to write about someone they admire, their parents or grandparents, or even themselves to read aloud at a Parent's Night at their school. Another strategy that I like was the framed paragraphs. This strategy would work very well for students who struggle with writing because it outlines a complete paragraph. This strategy would work well for ELL students as well since it gives cues to the students.
Chapter eight mentioned the use of "I am" poems as an example of writing models. This type of poem could be used the same way biopoems are as mentioned above. "I am" poems could be used as a way to improve a students' self-efficacy about writing since they would be writing about someone they "know". Also mentioned in Chapter eight is the writing prompt RAFT. This strategy, I think, is an excellent way of getting students to make students focus their writing; know what they are writing about.
One quote (from the article) that stuck out to me is, 'Good writing is not about length, but about careful though and precise word selection.' from Kneeshaw. I have had so many teachers and professors consider the length of a paper be more important that the content in the paper; which is something I never understood. I think that if I write a well written, content focused paper that the length should not be THAT important. I have written countless papers that were great, but ended up being "so so" papers because I filled it with nonsense to achieve the minimum length.
Two questions that come to mind after reading the article and chapter eight are: (1) Why don't content area teachers use more of these strategies in their classroom? I do not remember doing anything of the sort when I was in grade school. (2) Neither texts gave strategies to use for ELL's, I know SOME of these would work well with ELL students, but would all of these work?
If I were honest, I liked the content of the article better than I did the book. The article gave more strategy examples in an organized way where as the book just talked about a few. Don't get me wrong, the book gave me important information and I learned things from reading it, but I learned more from the article.
Amanda, I definitely agree with what you said about implementing those strategies into your classroom. I was not introduced to those kind of writings when I was in elementary school. Makes me wonder if maybe I would have enjoyed writing more throughout high school and even now if I would have used them. Also, it seems many people do not like writing and / or poetry because they don’t like the topic they are writing about. Since Biopoems and “I am” poems are more personal, like you said, they will definitely help with the students self efficiency. Greeeeat job, Amanda Panda! :]
ReplyDeleteNicely said Amanda! First of all, I agree with you about liking the article more than the textbook. I feel like the article was more informing and also more exciting to read. And like Kari said, implementing the strategies into your classroom is a must. I will definitely do that as well. The biopoems were also one of my favorite strategies. I think we all like the biopoems so much because we actually did one in class and it helped us kind of understand how they work and that they are effective. Overall great job friend!
ReplyDeleteHi Amanda,
ReplyDeleteFirst, I appreciate that you point to your favorite strategy mentioned in the article: "biopoems, which we did in class. I enjoyed writing my biopoem because I wrote about one of my heros, Martin Luther King, Jr. Biopoems could be used in all content areas for different things. In social studies, students could write biopoems about the people they are studying or as an assignment during Black History Month or President's Day. In science, students could write about a famous scientist that they have been studying in class. In math, students can research a famous mathematician. Other ways students could use biopoems is to write about someone they admire, their parents or grandparents, or even themselves to read aloud at a Parent's Night at their school." Especially like that you place the biopoem activity into each content area. Most of all though, I appreciate the question regarding ELLs--it does seem the book doesn't focus on this population. So my response to that question would be a question (don't you hate that): Which ones do you think would work well with ELLs and why don't you think the author addresses this need? That was two questions, wasn't it.