Just Write!

Writer's notebooks or journals have been around a long time in some form or fashion in language arts classrooms.  Today's model frequently shows up as a "composition" notebook like the kind found at the discount store for a dollar.  I have several of those filled up.  I recently found one that I used during a summer writing institute.  That was about 10 years, or so, ago.  I have enjoyed reading through it.

I write each day that my student's write, which is usually every day.  I just finished a class for writing teachers and I wrote a lot during that time.  I wrote with my students and I wrote for my goal for this class.  There are all sorts of things in my notebook.  There are reflections about things that are happening in my life.  There are reflections about books that I am reading.  There are frustrations.  There are lists.

At the beginning of the semester I had a new group of 5th grade students transfer into my classroom first hour.  The first day we began with writing in a notebook.  I gave them these notebooks with a list of 45 possible topics to write about.  The first few days they relied on these topics, heavily.  However, I'm noticing this week that they are relying more on their own ideas to begin writing.  They are beginning to think of themselves as writers.  Hooray!

I was asked by a younger teacher yesterday for some ideas about how to help some lower elementary students improve their writing.  I thought for a moment about that.  I was thinking about different programs that might be beneficial for her to use.  But, what I finally came up with was the suggestion to simply have them write each day.   Then, look at what they wrote and  figure out where their gaps are.  I think putting them in an authentic writing environment is the best way to help them become better writers.  They have to actually write.   I feel there are strategies that we can give them to help them develop ideas or to organize their thoughts.  But, I don't think that teaching them an organizational system to remind them to put things in a certain order is helpful if they do not write consistently each day.

After I came home, I thought about how I had given her ideas about what I would do, but I didn't point her in the direction of any resources. I knew that I should have some resources that I could share with her.  I went to my bookshelf and came up with two books by Ralph Fletcher and JoAnne Portulupi about Craft Lessons.  There was a non-fiction and a fiction version.  These are older. They were published in 2001.  But, as I looked through them, I realized there was some great information in them.  The lessons within the books give a skill and break that skill down into a lesson with practical suggestions about to teach it.  I hope she finds these books helpful.

The best way to get better at something is to practice.  I don't know of anything that anyone can get better at by just thinking about ways to get better at it.  Practice is the answer.  It's the key to athletics, FFA judging teams, quilting, typing, giving speeches or anything.  And, it's the answer to getting better at writing.  So keep writing! 

2006 -  Writers Notebook at OWP Summer Institute

Finding Balance in a Technology Rich Environment

Schools are challenged with balance.  I ask myself continuously, "What's the right balance between hands-on-written and book-in-hand experiences versus online programs to enrich curriculum?"  I think that district leadership in all sizes of districts struggle with this daily.  There are so many resources available like Khan Academy, IXL and Spelling City just to name only a few that I know our district uses.

As a school librarian, I frequently get caught up in what I know teachers struggle with.   What's the best way to help students obtain skills they may be lacking?  This weekend while looking at data and trying to make decisions about where to go next with my 5th and 6th grade students,  I figured out that as the librarian there is one thing I can provide them each day:  time and space to READ. 

There have been several times when I have provided links to a new online program I discovered or showed them something that I thought might help with their classes only to be met with "We've already done that in Mr./Mrs. X's class."  That is not a bad thing.  Although it might be frustrating for me, I have to remember that  I am not their math teacher or their English teacher.  I am their librarian.  The one thing I can provide them with each day:  time and space to READ. 

Another discussion that sometimes occurs is about how to include health/PE, vocational teachers  and fine arts in the scope of learning to enhance what the core teachers are doing.  After all, these teachers have many things they are trying to accomplish within their own programs.  But, I believe logic and communications skills are relevant to all classes no matter the subject area.  As a librarian I can speak to primary/secondary sources.  I can have students communicate through book reviews or book trailers.  And, I can have them read informational texts and discuss tables and graphs that they find in those books.  Most importantly, I can give them:  time and space to READ.

You may be catching on to a theme... 

The library has much to offer within a technology rich environment.  Librarians can point students to databases they might not know about.  We can assist with inquiry in all classes.  We can procure resources for teachers so they can spend their time planning implementation.  We can be a hub of learning.  And, we can even have an expansive electronic library that can be accessed through their devices when they have:  time and space to READ.

The rules in education seem to be changing all the time.  What's old becomes new again.  This test is piloted this year and that test will be piloted next year.  And, that could all change.  But, that is a blog post for another day.   Right now, I have the time and space to READ.