Many Ways of Being Smart

Have you seen this??

Source

Amen!

Assessing Writing -- Figuring it Out (Finally)

"Teach the writer, not the writing."

Lucy Caulkins

In my writing classroom, assessing writing is one of the "teacher duties" that absolutely makes me cringe.  How could I put a letter grade on someone's creative work?  Who am I to judge if someone's writing is good or not?  How can writing be assessed without crushing the spirit of my young writers?

Clip Art:  Krista Walden -- Creative Clips

Today, I had the pleasure of seeing Carl Anderson at the Wisconsin State Reading Association's Annual Conference in Milwaukee.  All I can say is WOW!!!  

Carl presented two sessions -- Assessing Writers and Conferring with Writers.  I left the sessions both enlightened and inspired.  I now feel that I have a way to assess the writing progress of my student writers and have a better understanding of how to help each of my writers move forward.

Want to get in on this good news?  Here are the highlights:

Experienced writers:

• Use their writing to communicate meaning
• Structure their writing
• Write with detail
• Give their writing voice (my favorite part!)
• Use conventions

Communicating meaning:  The purpose of writing is to make meaning.  Writing has to have a point; if not, it is just a list of details.  Surely, you've seen your students demonstrate 'list writing' for you -- it goes on and on and has no purpose.  Don't be afraid to ask your student writers, "What are you trying to say here?"  If they can't tell you, they need to focus their topic.  If they can tell you, and there are details in the writing that do not support this purpose, those details need to go.   Carl said, "Just because you write a lot does not mean you are a good writer."  I loved this line -- it is so true!

Structure:  Some parts of writing are more important than others and should be given more space in your writing.  Carl suggest figuring out what the most important parts of the writing will be BEFORE beginning to write.  

Details:  How many times have I said to a student, "Your writing needs more detail" and they just stare back at me?  Details are the specifics of writing.  We need to teach our students what kind of details they can add.  (I had no idea there were different kinds of details!)  Narrative writing has character thoughts, character actions, setting details, dialogue, and character description.  Informational writing has action details, descriptive details, and definition details.  It can also have personal reflections on those facts and details.  Good writing includes a mix of different types of details.  Analyze student writing to see what details they already include naturally, and teach them the others.

Voice:  My favorite part of writing!  Does your student's writing sound like them?  Do they share anecdotes?  Use quirky language and/or purposeful punctuation?

Conventions:  Yes, spelling matters.  Punctuation matters.  Capital letters matter (especially when writing the pronoun "I".)  However, this should be one of the final things we comment on in a child's writing.  Instead, teach students to read their writing with an editor's eye.  Yes, this means we have to put down our red pens for the common good.

Conferencing is the best way to get to know student writers.  It is where you ask, "How's it going?" and you and the student engage in a conversation about writing.  Make sure this conversation is not one sided (the teacher doing all the talking).  Teach students how to share their strengths and the areas they are struggling.  Talk about things.  The point of a conference is not to FIX a child's writing or to CORRECT errors.  It is to help students become better writers.  Conferencing is active assessment.

So there you have the highlights.  I would love to hear your views on assessing writing and conferring with your writers.  What struggles have you had with assessing writing?  Do you have any strategies for conferring that have worked well for you?  Share your thoughts below!

Tomorrow I am going to see Aimee Buckner and Lester Laminack.  More tips to come!  :)

Before you leave, why not hop over to Chalk & Apples to congratulate Kristin on having 100 Bloglovin followers?  She's having a great Rafflecopter giveaway to which I have donated my Number of the Day Task Cards.  Congrats, Kristin!

National Writing Project Days #9 & 10 -- Sticky Walls & E-Portfolios

It's hard to believe that my second week with the UW-Milwaukee Writing Project is over.  One more week left...  :(

This has been such an AMAZING experience!  I have learned so much about new ways to teach writing.  As an added bonus, I have also discovered how much I love to write!  We do tons of writing at UWM-WP, because as our fabulous leader, Karen, reminds us, "Teachers who write make the best teachers of writing!"

I hope you will look into getting involved with a Writing Project at a site near you!  You won't regret it!!

I want to share a neat trick I learned about at UWM-WP that we refer to as the "Sticky Wall."   Our co-leader, Jenny, introduced us to this fun idea.  (Her favorite color is orange, I just wanted to add .... : )

To make a sticky wall, take a piece of nylon from the fabric store (a vinyl tablecloth might work as well) and spray it with adhesive spray which you can purchase at a craft store like Michaels or Hobby Lobby.

 

And voila!  An instant place for students to place papers, notes, wonderings, questions, compliments and much more.

Why use a Sticky Wall instead of Post-Its?  I don't know about you, but Post-Its always end up fluttering to the floor in my classroom.  They just don't stick long enough for me, especially when hanging on a wall.

Now on to the presentation...

On Friday, Carrie presented her inquiry project on using e-portfolios for student writing.  She began with this cute (and totally hilarious!) commercial video:  (It's only 40 seconds long.  Give it a look!)

 So....are you an "Emma?"

I am!  Or at least, I partly am....

I'll admit, there are some things I still prefer to hold in my hand on a piece of paper.  There are other things I'm OK with being electronic.  For instance, I now prefer to read my books on my iPad (although I thought I NEVER would).  I also keep our family calendar electronically.  However, I also have file folders and file folders full of paper at school.....some of which I will never look at again.  How sad...

Storing student writing electronically is an awesome idea!   There are so many benefits to using e-portfolios with students:

• It increases student motivation and engagement-- Students take ownership of their portfolio and decide what work goes in it.
• The link between home and school is strengthened as parents can access their child's portfolio to stay involved.
• They provide a forum for student goal-setting, self-assessment, and reflection.  E-portfolios can be used to show how students are meeting the standards and show growth.  They make progress more visible and are a great formative assessment tool.
• They develop 21st Century skills and support lifelong learning.
• My favorite reason.....E-portfolios support collaborative learning and an AUTHENTIC audience as students share their writing with others (and the world!) and provide feedback through commenting on other writing.

There are a few sites that Carrie shared that would be helpful in getting started and for learning more about e-portfolios.

I have used Kidblog in the past, but not to the extent of the possibilities that I learned about on Friday. 

If you want to learn more about using e-portfolios in your classroom, Carrie shared an awesome wiki put together by Kathy Cassidy with TONS of information about getting started and ideas for using e-portfolios:

www.primaryportfolios.wikispaces.com.

I am ready to give e-portfolios a try and to give up a little bit of "Emma-ness."

How about you?  Do you use e-portfolios in your classroom?  If you do, please leave a comment and share your experiences with all of us!

Thanks, as always, for reading!