The Brochure Book Report
Do you get groans from students when you announce it's time to write? Are you running out of ideas for teaching writing?
Now more than ever it is important for teachers to find authentic engaging ways for their students to write. Otherwise writing becomes a "forced" activity with little perceived value to the student. And when that happens, little learning is likely to occur and those standards we are so intent on teaching will not likely be internalized.
This past fall in my 10-week writing classes for 3-6th graders and 7-9th graders, one particular assignment became the most popular writing project. It's a twist on the standard book report and one that your students are bound to find engaging and maybe even fun.
Before Any Assignment, Review Your State Standards
Take a few moments to review the writing standards for your state. I have chosen to highlight writing standards from the state of GA, likely similar to the writing standards in your state:
ELA5W2: "The student produces informational writing . . . " and
chooses a speaker's voice,
develops a controlling idea that offers a perspective,
creates an organizing structure appropriate for the purpose and audience,
includes appropriate facts and details,
excludes extraneous details,
provides a sense of closure, includes appropriate word choice.
ELA4W4 focuses on the writing process and includes elements such as being able to appropriately plan and draft, revise, edit, and publish.
Guidance for the Teacher
One of the most important keys to writing instruction is to be a writer yourself. Do you write articles for your state IRA affiliate's journal, do action research and document it, write for personal pleasure (a diary or journal, blogging, etc.)? When you do, you can bring an authenticity to the writing experience.
For example, I always say to my students early on that "I've been writing for 47 years and I'm not the best writer I will ever be." Then I add that everyone in the class is likely to be at a different place as a writer but my goal for them is that each will move further down the reading road. That first statement always surprises my students but it emphasizes the importance of making effort and growing. The second encourages them and lets them know my focus and commitment to them. With that approach and a true "writer's workshop" environment, I find that even reluctant writers leave my classes excited about writing and having the skills to be a more competent composer.
To Begin . . .
Ask each student to choose a book to read (choice is very important for
0 Comments on A New Look for Book Reports AND An Opportunity to Combine Standards Across Strands as of 1/1/1900
Add a Comment