I connect with "the need for the teacher to be able to react to the situation, the particular student and the moment". I have found this is critical for the student I am working with . Personalising each lesson is so important. Kelly has supported me with this.
I connected with the fact that handwriting is such a powerful component of the writing process. Without legible writing the sentence is difficult to comprehend, before even looking at the ideas and how the words are put together in the sentence. This has such an impact on the writer and the intended audience.
I also connect again with the importance of vocabulary knowledge. I agree that the students with a wider vocabulary are going to produce more interesting text. This is why it is so important to teach vocabulary skilss and continue to extend a child's vocabulary.
This was more a reconnection!! The importance of planning, goal setting, active thinking, self-monitoring and reflection to developing effective writers.
A combination of reading and writing in any literacy session is essential. Written responses to reading are a practical way to incorporate writing into a reading session. Many students need this regular practice of transferring their ideas into written language.
I was able to make a connection to active thinking and self monitoring. It is something that I practice during my shared and guided writing groups. I am constantly doing this so my students will see the benefit.
I connected with the idea that students with reading difficulties typically struggle with the use of writing strategies, e.g. planning, goal setting, self-monitoring, reflection. I have seen this with the students I work with in the reading intervention.
"Difficulty with phonemic awareness, particularly segmenting, is a strong predictor of spelling difficulties". In my experiences, it is so hard to get students to segment a word to help with their spelling when they do not know the sound that the letter makes - in particular the problems arise with the vowels.
I think that active thinking and self monitoring is something very important to instil in the children. If they can self monitor their writing and know if it makes sense, sounds right and looks right then they will be more able to write independently (eventually).
It is important for students to connect the process of reading and writing. They need to ask themselves "Does it look right? Does it sound right? Does it make sense? Without this students might put together incoherent ideas when writing sentences.
I connected with the the importance of planning and goal setting to get the writing process started for those who experience difficulty with writing. Taking five minutes to write down ideas and thought, planning web etc, before writing will assist with the writing process.
The idea of "Does it look right, sound right and make sense?" is a strategy that I use on a daily basis in my guided reading and guided writing sessions.
I connect to the suggestion that early intervention is essential. At our school we have learning support, Reading Recovery, a speech therapist and a occupational therapist to assist students having difficulties. We work together to have common practise in the classroom.
I connected with the idea that goal setting is essential to effective writing. Students need to know what they want to express and achieve in the writing process. Even capable senior students cannot always succinctly sum up what they are trying to argue when questioned.
I connected with the idea that students need to plan the writing process, by verbalising their ideas to a partner, writing key words and/or ideas before they actually write a sentence.
I have connected with the idea that reading and writing are interconnected. Learning to read is supported by writing. The process required for both contain many of the same skills.
I connect with the idea that students need to decide what to write and select relevant ideas and information. This can be very challenging for some students as they have difficulty narrowing down to specifics.
I connected with the concepts of Shared and Interactive writing. As a teacher who follows the Focus 160 model, my students participate in these each day.
I connected with the importance of connecting reading and writing for the children. We need to make sure we create teaching and learning opportunities that highlight the common processes. The children need to know that we can use what we know in reading to help us in writing.
I connect with the need for dictation in the classroom. My grade partner and I use dictation at the end of the week using spelling words from the sounds we have been working on that week e.g. "ea" "ee" ey" and also sight words. The words are used in context in a sentence. This allows us to see who has learnt the sound, who can listen and write, who has simple punctuation as well as giving the children practise for the EYA task.
I connect with the ideas about the shared reading process. Interaction with the students to show and model the writing process and have the students involved in your writing is a great tool identify strengths and weaknesses with reading and writing.
I connected with the ideas about composing by hearing what we read out loud to base writing on. Students are able to then recognise what needs "sounds right" and become self-correcting.
I am always concerned with students not spending enough time handwriting as I have always felt that handwriting is an important skill. I connected with the fact that "Writing is a slowed-down process that allows children to attend to the details of letters and words...attention to detail while simultaneously remembering...the message...keeping in mind the meaning and organisation of the entire text..."
I connect with "the need for the teacher to be able to react to the situation, the particular student and the moment". I have found this is critical for the student I am working with . Personalising each lesson is so important. Kelly has supported me with this.
ReplyDeleteI connected with the fact that handwriting is such a powerful component of the writing process. Without legible writing the sentence is difficult to comprehend, before even looking at the ideas and how the words are put together in the sentence. This has such an impact on the writer and the intended audience.
ReplyDeleteI also connect again with the importance of vocabulary knowledge. I agree that the students with a wider vocabulary are going to produce more interesting text. This is why it is so important to teach vocabulary skilss and continue to extend a child's vocabulary.
ReplyDeleteThis was more a reconnection!!
ReplyDeleteThe importance of planning, goal setting, active thinking, self-monitoring and reflection to developing effective writers.
A combination of reading and writing in any literacy session is essential. Written responses to reading are a practical way to incorporate writing into a reading session. Many students need this regular practice of transferring their ideas into written language.
ReplyDeleteI was able to make a connection to active thinking and self monitoring. It is something that I practice during my shared and guided writing groups. I am constantly doing this so my students will see the benefit.
ReplyDeleteI connected with the idea that students with reading difficulties typically struggle with the use of writing strategies, e.g. planning, goal setting, self-monitoring, reflection. I have seen this with the students I work with in the reading intervention.
ReplyDelete"Difficulty with phonemic awareness, particularly segmenting, is a strong predictor of spelling difficulties". In my experiences, it is so hard to get students to segment a word to help with their spelling when they do not know the sound that the letter makes - in particular the problems arise with the vowels.
ReplyDeleteI think that active thinking and self monitoring is something very important to instil in the children. If they can self monitor their writing and know if it makes sense, sounds right and looks right then they will be more able to write independently (eventually).
ReplyDeleteIt is important for students to connect the process of reading and writing. They need to ask themselves "Does it look right? Does it sound right? Does it make sense? Without this students might put together incoherent ideas when writing sentences.
ReplyDeleteI connected with the the importance of planning and goal setting to get the writing process started for those who experience difficulty with writing. Taking five minutes to write down ideas and thought, planning web etc, before writing will assist with the writing process.
ReplyDeleteI connected with the comment that often students will write the same way that they speak which is quite informal.
ReplyDeleteThe idea of "Does it look right, sound right and make sense?" is a strategy that I use on a daily basis in my guided reading and guided writing sessions.
ReplyDeleteI connect to the suggestion that early intervention is essential. At our school we have learning support, Reading Recovery, a speech therapist and a occupational therapist to assist students having difficulties. We work together to have common practise in the classroom.
ReplyDeleteI connected with the idea that goal setting is essential to effective writing. Students need to know what they want to express and achieve in the writing process. Even capable senior students cannot always succinctly sum up what they are trying to argue when questioned.
ReplyDeleteI connected with the idea that students need to plan the writing process, by verbalising their ideas to a partner, writing key words and/or ideas before they actually write a sentence.
ReplyDeleteAt my school we have done a lot of work starting with sentence structure in the junior years. This article really connected with me.
ReplyDeleteI have connected with the idea that reading and writing are interconnected. Learning to read is supported by writing.
ReplyDeleteThe process required for both contain many of the same skills.
I connect with the idea that students need to decide what to write and select relevant ideas and information. This can be very challenging for some students as they have difficulty narrowing down to specifics.
ReplyDeleteI really connected with the idea that reading and writing should be taught more as a reciprocal process to benefit the student as a learner.
ReplyDeleteI connected with the concepts of Shared and Interactive writing. As a teacher who follows the Focus 160 model, my students participate in these each day.
ReplyDeleteIt is amazing the reciprocal nature of reading and writing. You can not do one effectively without the other!
ReplyDeleteI connected with the importance of connecting reading and writing for the children. We need to make sure we create teaching and learning opportunities that highlight the common processes. The children need to know that we can use what we know in reading to help us in writing.
ReplyDeleteI connect with the need for dictation in the classroom. My grade partner and I use dictation at the end of the week using spelling words from the sounds we have been working on that week e.g. "ea" "ee" ey" and also sight words. The words are used in context in a sentence. This allows us to see who has learnt the sound, who can listen and write, who has simple punctuation as well as giving the children practise for the EYA task.
ReplyDeleteI connect with the ideas about the shared reading process. Interaction with the students to show and model the writing process and have the students involved in your writing is a great tool identify strengths and weaknesses with reading and writing.
ReplyDeleteI connected with the ideas about composing by hearing what we read out loud to base writing on. Students are able to then recognise what needs "sounds right" and become self-correcting.
ReplyDeleteI am always concerned with students not spending enough time handwriting as I have always felt that handwriting is an important skill. I connected with the fact that "Writing is a slowed-down process that allows children to attend to the details of letters and words...attention to detail while simultaneously remembering...the message...keeping in mind the meaning and organisation of the entire text..."
ReplyDeleteI connected with the idea that reading, writing, spelling, all are complementary skills
ReplyDelete