Last week I had my students respond to their peers’ writing. I have been grading their writing of choice pieces, which have been great pieces. I took the time to read how my students responded to their classmates’ writing. I noticed a pattern of how they liked the writing, but when it came to responding to things that needed revising they didn’t know how to express that. How do I teach this to my students? Any thoughts or suggestions would be appreciated.
Peer Responding October 21, 2010
Last weekend I attended our writing project’s writing retreat called WOW (Writing On Water). It’s a time for us to get together and write. This year we wrote teaching stories and one point during the retreat we had a peer response session. Each person read some part of their piece while the rest of the group listened and responded on post-it-notes. After the read aloud, we placed our post-its on a sheet of paper with the person’s name on them. I enjoyed reading all of the comments my fellow teacher consultants wrote.
I decided that I wanted to bring this to my classroom, so today my seventh graders peer responded in this manner. Instead of the whole class reading, I placed students into groups of 6. Before the students responded, I asked them to write a praise and write in question form something that may be confusing or need of revising. As my students read and responded, I traveled around the room and responded to those students I heard read. After the read aloud, I passed out a colored sheet of paper so they could place their post-its on it. Tomorrow my students will be turning in their writing of choice piece with those post-its.
I look forward to reading how they responded to each other. I am curious to see what they wrote. I did poll my classes to see if they liked this way of responding. Some did like it and others did not. One student said that she didn’t like sharing in front of everyone.
Ode to Fall October 20, 2010
www.treelink.org/woodnotes/vol6/no3/content.html (picture came from)
Ode to Fall
Your shades of brown
red, yellow, and orange
dance among the trees.
Your cool crisp air
so that I may appreciate
me of God’s
that awaits –
Writer’s Notebook Strategies October 19, 2010
Each day I try to give my students a new writing strategy with their writers notebook. Aimee Buckner’s book Notebook Know How has several strategies and ways to incorporate writer’s notebooks into your classroom. I also use Roberta Allen’s book The Playful Way to Serious Writing. I have decided though that any mini-writing lesson can be a strategy. I have branched out on my own and have come up with a few strategies on my own.
I do grade my students’ notebooks. 9 weeks have come and gone. Last week I graded my 6th and 7th graders’ writer’s notebooks. I was impressed with how many students used the writing strategies taught in class with their own entries. My classes are to write 3 home entries a week in their notebooks. At the end of the quarter, I have my students count all of their class entries and then all of their home entries. I like to separate the two so I can tell who is writing at home.
This week my 7th graders are working on writing of choice so I wanted them to have another poetry type idea, so today I read them several examples of odes. I got the idea from Georgia Heard’s book Writing Toward Home. I would like to share with you the ode I wrote today with my students.
Picture came from Babycenter.com
Ode to My Hair
I love thee
Your wispy strands
Glistening in the sun
You are a fashion
I would be