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Teachers As Writers. J. Koehler McCollum High School August 18, 2014. Warm-up. Some statements about reading and writing are posted on the wall .
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Teachers As Writers J. Koehler McCollum High School August 18, 2014
Warm-up Somestatements about reading and writing are posted on the wall. Find the statementthat best describesyour feelings about yourreading and writingskillswhenyouwere a child in school. Be ready to do somethingwiththis information as wegetstarted.
Write4sanantonio resources Go to write4sanantonio.wickispaces.com Contact me at: koehler.joni@gmail.com
Objective • Today is about understandingyourself as a writer and a reader. You’llconsider the following questions: • What are some of myearliestexperienceswithreading and writing? How have theyshaped me as a literatebeing? • How doesmyown conception of myself as a reader and writerinform the way I askmystudents to read and write? • How can I use my thinking today to make one subtle, meaningful change in my classroom?
Agenda Introduction and Warm-up • Mywriting/reading self • Break • Myteaching self Reflections- One new approach
Warm-up Talk to a neighbor about which of the statements on the wall best describedyou as a reader and writerwhenyouwere a child in school. Tell yourneighbor how this made youfeel, and how itaffectedbothyoureducational and life experiences.
Constitutive Words « Language, then, is not merely,representational (thoughitisthat), itisconstitutive. It actuallycreatesrealities and invites identities. » Johnstone, (p. 9)
MyTeaching life Worked in the Lytle Independent School District for 17 years. I was a Junior High ELA teacher for 10 years. For the last 7 years I was a Collaborative Learning Leader. M.A. from UTSA in December 2011. I was 51.
MyWriting Life Started on the front porch, with a $6.00 guitarfrom Juarez and a song about being American. The only line I remember… « I’m an American, and that’s all. » A teacherwhotold me, on reading a poem in which I mentionedBlueberry Pancakes, « You shouldthink about being a writer. »
PersonalUniverse Desk • A tool developed by Michael McClure • Uses a set of words developed by an individual to generate a set of cards that spark ideas for writing. • http://lime-tree.blogspot.com/2007/04/michael-mcclures-personal-universe-deck.html2
Our Mini-PUD’s Start with a list. On a piece of paper, write: • Two books fromyourchildhood • Two feeling wordsassociatedwithyourearlyliteracyexperiences • Two action verbs • Two places thatwere important to you in childhood • Twothingsthatsomeonesaid to you in childhood about yourreading and writingability
Our Mini-PUDS Now, take your list and randomly place two words on each 3 X 5 card, like this.
Our Mini-PUDS Now, shuffle your cards, or have your neighbor shuffle them. Pick one card at random and put it on the desk in front of you.
Now, wewrite • You can frame your writing about what is on your card any way you want to. There is no wrong answer. • You don’t have to share unless you want to.* • If you are stuck, try a fibonacci poem. Line 1- 1 word Line 2 – 1 word Line 3 – 2 words Line 4 – 3 words, etc
Share Time • When we share, we are going to practice noticing and naming(Johnston, pg. 11-21). • After someone shares, we want three people to either notice something (i.e…I noticed that you used the word “like” four times) or name (i.e. I think you are talking about some of the frustration you felt as a young reader in this piece). • Writer just listens.
Noticing the Model, Naming Strategies • What steps did we take before we actually wrote our pieces related to early literacy? • How did those set us up to write? • How did we share? • What did we do to ensure protection for participants? • What strategies worked for you? Did you need additional support? What support would your students need if you asked them to do the same assignment?
My Teaching Self • “There are hidden costs in telling people things.”(Johnston, pg. 8). • Johnston says that when we provide the information for children, we “pre-empt the student’s opportunity to build a sense of agency and independence.”(pg.8). Let’s think of some examples of things teachers tell students.
Things we tell… an example • https://You'll shoot your eye out!
Mentor Texts • I have four different texts related to personal literacy experiences that I’d like for you to read. • You’ll need to work with a partner or two.
Mentor Texts • After you have read the text, complete a graphic organizer and post it on the wall. • Be prepared to share a little bit about your text with the larger group.
Adding to our PUD • 2 things you have students read/write in your class • 2 words associated with the feelings your students express when they read or write for you • 2 action verbs • 2 places/people/things that are important to your students • 2 things that you frequently say to your students.
Our Mini-PUDS Now, take your list and randomly place two words on each 3 X 5 card, like this.
Time to write • You can frame your writing about what is on your card any way you want to. There is no wrong answer. • You don’t have to share unless you want to.* • If you are stuck, try a found poem. • If you want to do a found poem, I’ll come and explain it to you.
Share Time • When we share, we are going to practice noticing and naming(Johnston, pg. 11-21). • After someone shares, we want three people to either notice something(i.e…I noticed that you used the word “like” four times) or name (i.e. I think you are talking about some of the frustration you felt as a young reader in this piece). • Writer/sharer just listens.
Reflection: Notice the Similarities, Name the change Put both of the pieces you generated today with your Personal Universe Desk in front of you. • What similarities do you notice in the two pieces? Do you teach as you were taught? • What is one small change you could make to your teaching practices as a result of your work today?
References Johnston, P.(2004). Choice words: how our language affects children’s learning. Stenhouse. Portland, Maine.