Blog #12 End of the Semester Blog

During this class, we were asked to read and analyze different genres that we explored while reading Tompkins and Hicks texts. While thinking about all the genres that we have been introduced to and have developed a deeper understanding, I have to say that I had more background knowledge on four genres before coming into this writing class. These genres include descriptive, poetry, non-fiction and narrative. 

I gained knowledge in understanding what each genre consisted of and the different forms for each through my childhood school experiences and student teaching placements. However, while listening to my classmates genre expert presentations each week, I had the opportunity to develop a deeper understanding of which genres I am going to be teaching to my own students someday. Also, I had the great opportunity to learn about a variety of activities or strategies I could use in my classroom when I become a teacher. Reflecting back on my childhood experiences, I remember my teacher implementing us the multiple genres and then incorporating a fun engaging activity that we completed in class to help us sustain interest in the different genres we were learning about.

While thinking about all the genres that I have been taught, I believe that the non-fiction, descriptive genre, narrative and the poetry are the genres I feel better prepared to teach in my classroom. I have done a great amount of time researching different articles that would beneficial to use while introducing the descriptive writing genre to my students. Also, I learned some interactive activities that I could implement in my classroom. For example, building sentences, or making clusters that (Tompkin 2019) offers. These strategies will assist my students to become active learners, and be able to be creative in their own work. I think making clusters and building sentences is a great way to have students describe different characters, or objects while using the five senses (sight, feel, touch, taste, and smell). Furthermore, I have found some great mentor texts for both primary and intermediate that I could share with my students during a read aloud or during writing instruction in the classroom. 

Lastly, word choice is HUGE for descriptive reading. It is important that students stay away from tired words like "said" and try replacing it with more sophisticated vocabulary (stated, or explained). I understand how to teach vocabulary to my students in a bunch of different ways and as well as finding ways to help them choose the correct nouns, verbs as well as adjectives to make their writing more appealing for the audience. 

Another genre I feel that I am better prepared to teach would be the non-fiction genre. I have a pretty good understanding of the different text features included and where they are usually located in an informational text. Furthermore, I understand how to read non-fiction texts by following the five strategies that my friend Stephanie included in her genre presentation.  She offered some great strategies that I could try with my students in the classroom. For instance, taking a image from a book, and seeing if the students can point out the different text features that are important to recognize when being introduced to an informational text. 


The next genre that I believe I am prepared for would be the poetry genre. Poetry has always been my favorite genre because I have the great opportunity to use figurative language and be creative in many different ways. I understand the multiple components that are included when it comes to poetry. It is interesting to see how many different poems within the genre that students can attempt in the classroom depending on their interests. For example, descriptive genre and poetry are very similar to one another because they both include the five senses as well as the figurative language. 

The last genre I feel comfortable teaching would be the narrative genre. Reflecting back on my childhood experiences, I feel like my teachers covered most of the elements that should be included in a narrative text. For example, the character's physical traits and personality traits that most students are familiar with. In my own classroom, I would introduce my students to a narrative text, and then we would review the main character's personality traits (feelings, emotions, attitudes), and physical traits (her appearance) in the story in order for my students to gain more knowledge.

While reviewing all the digital media that we have learned in this class through our on-line moodle discussions, I am confident that I developed a deeper understanding of the video and audio texts that our peers provided us with great examples. The types of digital media that I think have a place in my reading/writing workshop would be the audio and video texts because we had the chance to closely focus on the variety of elements included in the different videos, such as sound effects, transitions, backgrounds, music, as well as the narrators voice that (Hicks 2013) explains. I believe that audio texts are great to listen to in the classroom when students are free-writing. I believe it would not distract the students because there are usually no images presented in an audio text. I have been introduced to different audio texts that I had the chance to listen to for one of my peers online digital presentation. I really enjoyed listening to a couple where many students were expressing their own opinions and thoughts on what they were learning. 

In my future classroom, I might use audio texts or podcasts during morning meeting or for an end of the day discussion. For instance, my students would listen to the podcast or audio text that aligns with what we are learning that day, and then I would ask them what they thought and if they had questions about it. This would assist my students to become active listeners and motivated in class. Also while they are listening, I might even have them write in their notebook what they learned about the podcast or audio text, therefore there is a purpose. 

Another type of digital media that would benefit in my classroom would include the digital presentation that I was asked to find and then present for this class. For this assignment, I had the opportunity to search for a digital presentation that I would use in my own classroom. I found a third grade presentation by a female teacher who was introducing the students to a science lesson. The students focused on classifying different animals (vertebrates, and invertebrates) depending on how they act, where they live, and what they look like. In this presentation, I was able to closely examine the different elements of authors craft that the teacher used to keep the presentation entertaining for the students. For instance, the teacher provided different visuals in order to show the different animals. Also, the author used different transitions and different color (fonts) to attract the reader.


However I know if I become a third grade teacher, I will eventually have to teach this lesson to my students someday. Therefore, it was really neat that I was able to look at a great example to help me plan my own instruction for the different lessons that I will create. Lastly, I am excited to teach this science lesson to my students and incorporate fun interactive activities to go along with it to help my students develop a better understanding of what they are learning. 

 Tompkins, G. E.  (2019).  Teaching writing:  Balancing process and product (7^th ed.).  Upper Saddle River, NJ:  Merrill.

Hicks, T. (2013).  Crafting digital writing.  Portsmouth, NH:  Heinemann.

    
                                  Blog #11 Keeping a Blog is Essential

While creating a blog each week for this class based on Tompkins and Hicks ideas that they discuss in greater detail about reading and writing, these blogs have helped me to self-question, use background knowledge, self-reflect, and think more critically while reading the different chapters. Also, it helped me become more aware of the Learning Outcomes for this course and what I should take away from it. After I finish this class, I will be able to use my blogs for a future reference when I become an elementary teacher, because these blogs will be with me forever. Therefore, I will use the strategies or ideas that I enjoyed practicing in this class in my own classroom. I have spent a great amount of time creating these blogs each week, and was extremely excited to share what I have learned from both Tompkins and Hicks text relating to the teaching of writing and the use of digital technology. 

 
Making a blog each week helped me to notice which ideas I enjoyed reading that was explained by Tompkins, or Hicks, which encouraged me to reflect back on my student placement and observation experiences. I was able to connect the ideas I learned from my personal teaching experiences with the ideas that Tompkins illustrates on the teaching of reading and writing. Furthermore, I was able to gain knowledge of how reading and writing processes are similar and different to one another. Especially, while creating my genre project, I was able to look more closely at which genres I knew a little information and wanted to know more of, and which genres I had a pretty good idea of what it consists of with the features included. For instance, the genres that I did not have background knowledge on was argumentative, biographical, as well as the letter genre. I learned multiple strategies pertaining to each genre that I can teach to my students in my own classroom someday. 

While looking back at my childhood school experiences, I remember learning about some aspects of these different genres, but not in great depth like they taught us about poetry, narrative, non-fiction, and descriptive genre. However, I never realized that they were different types of poems within the poetry genre. For example, Tompkins states, "there are formula poems, color poems, I am...poems, preposition poems..etc"(Tompkins, p. 191). Therefore, it was fun to learn about the different poems that I could have my students create using their own imagination and creativity.

Moreover, I was able to decide which strategies I would teach and consider using in the classroom to help my students reach success in both reading and writing. Furthermore, I had the opportunity to dig deeper into the content I was learning, and be able to analyze some of the quotes that Tompkins included. Relating to author's craft, I never really thought about the word "author's craft" before reading Tompkins, I always considered them as "elements or traits" to use in my writing pieces. I am glad I now know that teachers call it author's craft. I will consider to teach the word "author's craft" to my students, therefore they can keep in mind of the different elements that should be incorporated while writing different compositions. For example, using organization, ideas, word choice, sentence fluency, as well as voice while having a purpose and audience in mind" (Tompkins, p. 84). While looking back at my first entry, I realized that I did not know about the different habits of mind that Hicks explains in his text. Now that I have read the chapter on this specific topic, I will encourage myself to be open-minded, curious, and be creative in my own work while I am writing my different pieces.

While looking at the Syllabus, I realized that"how to create a community of writers" that Tompkins explains was not one of the 6 components on the Learning outcomes. I think this the most important aspect in a classroom because you want your students to feel comfortable sharing their writing pieces to their classmates without hesitation. For example, I learned that it is important to allow students to engage with others either in partners, or in a small group while writing, therefore they can gain insight from their classmates. Also, while they peer review together, the students can determine not only what their strengths and weaknesses are, but also what they have become successful in, and which ideas need to be developed still. Not only should the students be looking other people's writing, but a teacher should evaluate the students writing as well, therefore they are receiving constructive feedback from a professional. Sometimes, depending on who is evaluating the students work, it may not be as effective as if a teacher was grading it. 

Furthermore, choice is a great motivator for students, especially allowing students to choose what they want to write about depending on their interests. Students tend to become more active learners, and appreciate writing more when they are writing something that has impacted or been meaningful to them. Most importantly, it is essential that students accept all students writing, and does not negatively judge other people's opinions. A classroom should be a place where the students are respectful and supportive to one another.  


I am excited to use most of these strategies during reading and writing instruction. Also, depending on what grade I end up teaching, I am happy I have the chance to introduce different reading genres to my students and incorporate engaging activities to implement to my class when I become a teacher to help support their comprehension skills. 

Tompkins, G. E.  (2019).  Teaching writing:  Balancing process and product (7^th ed.).  Upper Saddle River, NJ:  Merrill.

Hicks, T. (2013).  Crafting digital writing.  Portsmouth, NH:  Heinemann.





 

      
                                  Blog 10: "Bless, Address, and Press"

Over the past week, I have spent some time looking at my peers' blogs to see if any of them stood out to me. During each week, I tend to look at my peers' blogs to notice which ideas from Tompkins do they address in greater detail. I love looking at my peers blogs and noticing the similarities and differences between mine. I believe that giving feedback to our peers is important especially since we are going to be providing feedback on our own student's work one day in the classroom. However, I realized that Katy's Blog #9 about argument writing stood out to me the most because I remember writing argumentative pieces in my fourth grade class all the time when I was in elementary school. I used to love writing argumentative pieces because I was able to make up my own claims and support it with evidence while taking a position.

Bless: I would like to take some time and praise Katy for speaking about the different types of persuasion that students should consider when being introduced to an argumentative piece. The three types include Ethos, Paths, and Logos. During her presentation, she did a great job explaining and giving us examples of each one that supported her understanding of this genre. I remember in fourth grade they never really named the three types, we kinda just focused on writing a position, naming claims and supporting the claims with evidence. I am glad that I am now aware of the different types of persuasion that I can teach in my own classroom. Katy also gives us great ideas on how persuasion is used throughout the world. For instance, she said that some students read magazines, texts, create commercials as well as advertisements to convince individuals to try out their businesses.

Address: I will certainty consider using some of the ideas that Katy introduced to me in her blog, as well as the presentation she gave last week. I also agree with her that you must have the ability to read and interpret arguments, but also be able to write an argumentative piece. I would like to address that persuasion can happen in the classroom or at home. For example, I remember when I was young that my mother would convince me to clean my room, or set the table for dinner as well as do my homework each night. Since she speaks about an article that she read about cell phones not being used in classrooms, I would like to know how many students thought cell phones should not be used in a classroom? Also, should you start with a book or should you start with different prompts while first introducing the persuasive genre to your students? and also In what ways could this genre support student's writing? 

Press: Overall, I really enjoyed reading Katy's blog about argumentative writing! It was very insightful and encouraged me to think more critical about argumentative writing. However, I believe it is challenging to write an argumentative piece because you have to make sure your argument is reliable for your audience. Also, a person needs to make sure their claims are convincing enough and that you have the right evidence to back up your different claims. I am writing an argumentative piece for my genre project right now and I had to think critically about the advantages and dangers to swimming, therefore I can convince parents to teach their children on how to swim when they reach four or five years old. I am enjoying writing this piece though because it allows me to become open-minded and creative. 

Tompkins, G. E.  (2019).  Teaching writing:  Balancing process 

and product (7^th  ed.).Upper Saddle River, NJ:  Merrill.

     
       Blog #9 Creating a Supportive and Respectful Classroom 

Throughout my graduate courses, I always thought creating a supportive and respectful classroom is very essential while becoming an elementary school teacher. My role as an educator will be to teach all students to the best of my ability as well as encourage high expectations of learning, to help shape both academic and social aspects within a classroom. Moreover, teachers should display the rules and procedures on the classroom walls to notify students what the expectations are during reading and writing instruction. My job will be to help all students become proficient writers and make the classroom an enjoyable and safe environment.

As a future teacher, I would keep post-student work on the walls in my classroom to demonstrate what my students have achieved during writing workshop. In the classroom, I would display posters that support my students reading and writing. In addition, I would provide my students writing around the classroom, therefore all children would certainly experience a higher level of comfort. It is important that students dominate the walls as well as having student ownership in the classroom. Furthermore, I would inform my students that we all need to support and respect each other while establishing a culture of learning. I will explain to the students that making negatively judgements or comments towards another peer's work is unacceptable and will make them feel uncomfortable. Therefore, all students will embrace their students cultural backgrounds. As a teacher, I will grow by accepting my student's cultures and languages that could affect their reading or writing. Moreover, when I provide writing and reading strategies around the classroom, it allows students to express their own thoughts and ideas, build relationships between students and teachers, as well as to practice interaction with their peers. Tompkins explains, "when students collaborate, they provide scaffolding for classmates, increase their motivation, and accelerate their achievement" (Tompkins, p. 35). I thought this quote is essential to reading and writing because it assists students to grow and maintain a feeling of emotional safety in the classroom. 

Tompkins (2019) speaks about how differentiation is based on a students readiness, interest, and learning profile. Therefore, for differentiation, I would create different activities that would meet all my students needs. For instance, if I was to teach third grade and try to support all learners, for visual learners I would provide them a graphic organizer or a type of web that my students can use to pre-write before they begin to draft their writing piece. For auditory learners, I would have another classmate that is reliable explain to other classmates the directions and expectations of the writing assignment they have to complete. Also, I would have them listen to a podcast or a video relating to what they are learning to help them achieve success. Lastly, for kinestetic learners, I would have the students create a higher-leveled activity or assignment that could benefit other students in the classroom. For example, I might ask them to create a poster that supports students reading or writing. During this activity, I would allow the group of students to engage with their peers and encourage them to be creative.


Tompkins speaks about the importance of giving students the opportunity a chance of what they want to write about. (Tompkins 35). I believe that giving students a choice of what they want to write about allows them to think about their own interests and passions. Also, I believe that students should have the opportunity to work in partners or small groups during projects. Sometimes, it is more effective when they work with others, than working independently on a piece because they can receive feedback and gain insight from their classmates to allow their writing to become stronger. When students receive feedback from their classmates, they have the chance to look at which parts worked well and also which parts still need to be developed. Tompkins states, "students assume leadership roles, and students and the teacher share learning and teaching responsibilities"(Tompkins, p. 35). Lastly, I believe this quote is significant because all students should attempt at least once to take over the teacher role (giving feedback to their peers), instead of having the student role every time.

Tompkins, G. E.  (2019).  Teaching writing:  Balancing process and product (7^th ed.).  Upper Saddle River, NJ:  Merrill.