One of the biggest points I’ve learned this year is that writing should be organic. Each time we give an assignment we tell our students what to write about, how to form the sentences and how long it should be. This can take away the joy of writing for the student. Not to mention the joy of reading for the teacher. Since the day we discussed it, I’ve absolutely loved the idea of giving students a voice through their choice. It can be choice of topic, writing style or even length of writing. In an effort to give students more enjoyment and ease of writing I feel that is definitely necessary when working with students at the secondary level. I’ve adapted more writing of choice in my lessons as it relates to content we’ve learned in hopes that my students can find their voice and enjoyment of writing no matter what the subject.

              As adults, we see the world differently than our students, we have to be open to the various views they have and be willing to meet them where they are in hopes to bring them where we need them to go. This falls in line with the idea of choice once again. Just as in writing we should give students an opportunity to choose their ‘just right book’ and enjoy the literature. It’s often better to pick our battles, I would much rather a student read a graphic novel on Naruto than have him/her read nothing at all.

              Creativity is sparked as we read, allowing students to be creative in their interpretations of the books or text they read is important. Pictures, symbols, songs, poems, journal entries all foster creativity and imagination on the part of the reader. It can allow them to take the literature to new heights or simply tell a new audience about a really, interesting story.

              I’ve thoroughly enjoyed this class. By allowing myself to become re-engaged in writing I have so much hope for my students as I plan new ways to peak their interest in both reading and writing.

Her cooking tastes like home

This reminds me of the first time we met

She was so nice, everyone was sooo nice

She smiled and stared at me, I think she hugged me a thousand times

I didn’t mind one bit

I ate so much that night

It was ALL good

But one thing stood out ….

It was golden brown

Warm… a little sweet

Flaky crust

I didn’t know this family, my family

But I left her house knowing that we all love Granny’s sweet potato pie

Slice of Life Post # 3

Last Friday my husband received an email from his university stating that he was cleared for graduation and would be receiving his masters. I always talk about how proud I am of my children or students but I had a proud wife moment. My husband and I met in college but he chose to leave after 2 years, which he always regretted. I saw it in his eyes at my graduation... many moons ago. When he decided to go back to school I was happy for him… when he completed his undergrad I was excited and now that he’s completed his master’s program I’m elated. I can’t wait to take the first pic of him with his degree.

My slice of life moment happened last Wednesday. After my Tuesday night class I was so excited to have a writing assignment with my students that I didn’t want to wait. After showing students my post and setting them up with the expectations I saw my kiddos really getting into it. Of course there was one or two who wasn’t really feeling the assignment but for the most part everyone enjoyed writing. No one was required to share...only if they wanted to. One young lady shared that she has always loved rainbows even before it became a symbol that everyone proudly displays now. When she read it, I felt her words and some sadness that her interpretation of rainbows is now gone. Another wrote of the first time she went to Mexico to meet her fathers’ parents. One girl told me that a commercial on the radio makes her smile every morning. It was awesome. Students wrote their words in a spiraling circle… in a box. One even drew box letters of the word life and wrote inside of that. By the end of each class students were excited about the option to write every week. I wish I'd started this sooner.

My slice of life moment happened last week. I was able to enjoy time with my babies. No grading papers, working on upcoming lessons,no multi-tasking homework (theirs and mine) while we have conversations and I prepare dinner. I was able to be … their mom, goofy, not-stressed ... happy.

I realized that I spend so much time trying to be everything they need (a role model, provider, educator) that I miss out on being what they want… just mom being goofy and hanging out watching TV.

When we read we lose sight of the fact that our mind is constantly moving processing the words to gain understanding. As fluent readers, we don’t think of reading as a process of thinking unless we’re reading in an official learning capacity. Yet comprehension, on some level, happens no matter what we’re reading.

Whenever we read we are in the process of thinking. For some of us we can picture scenes as we read. Although this doesn’t happen each time we read due to the nature of the text it is important to know that this is our brains way of thinking and processing the information we read. Comprehension happens because of our minds continuously processing the information we read.

Literacy needs of  adolescents in their own words

After reading our assigned articles last week I had a huge takeaway. I realized that we as teachers don’t rely on our students input enough. As teachers we sometimes think that our way is what’s best for our students because we see what they need to work on most. In order to truly understand what a child needs we have to incorporate the child in the process, find out what methods the student prefers to use, what methods, if any give them anxiety or they just don’t understand. As educators our job is not to just teach, it’s to listen and understand as well.

Sustained Silent Reading

Silent reading time can be wonderful if properly planned. One of my big takeaways from the article on sustained silent reading is that you have to have a plan in place for incidents that come up. It doesn’t seem like one should really plan for reading time but it is important. What happens when a student has no book, a student who decides they don’t like their book, a student who would rather talk to their neighbors. Before our silent reading time begins we must decide how we’ll handle these situations. Are we going to give consequences to students who aren’t reading or will we lovingly redirect them participate in the act of reading? Should we have a system of holding students accountable for reading? Most importantly how can I ensure I have books that interest the students. The most important takeaways from this article was choice. Students deserve the option of choice to feed the fire for their reading lives. When students are given an opportunity to pick a book of their choice they’re more likely to finish the book and move on to the next. Forcing a student to read a particular book can only lead to frustration with the book and teachers.  

My literary life seemed to happen almost organically. I remember my mother buying books for me when I was younger. We’d go the store and pass by the rack of books with the ‘gold’ spine. I can even recall my mom asking me to go get the TV Guide and tell her what’s coming on next. Was it a sneaky mom tactic or was she really too tired to get up and the TV Guide herself. Eh, who knows, but it was little things like that which kept me reading. There were always books available. I didn’t think much of it; what kid really does?

My love for reading isn’t something I can pinpoint but I’ve always read. I do recall that it was in 10^th grade that I had a teacher who pushed me to not just read but also write. I began to use my reading as a source for my writing. I’d rewrite ending to books that I’d read. My imagination could make anything happen and reading (along with a protective mother who didn’t want me hanging out all the time) helped me understand that. That development of my writing helped me write a screen play during college.

I don’t read or write as much now as I’d like to now. It is something that I regret. Instead, I have my children tell me about their books. My daughter found a Dork Diaries audiobook and now she has me listening to it with her. I also bring my oldest son books that my 8^th grade students have read. Sometime if I can find two copies we set a number of pages to read and talk about it. I have a few sneaky mom tactics that I use too. Somehow, someway I’m reading.

 

 

My post is about reading. (SHOCKER!!) My husband and I are struggling with getting one of our children to read on a regular basis. On the flip side, his twin sister feels weird that she reads all the time. My twins, Addison and Adair are different in so many ways. Reading is just one.


For Adair, we try to allow him the opportunity to find books that he'll enjoy. But once we get home he's not interested at all. It's like having a clone of the child that chose the book. Adair is struggling with his reading so I can kinda understand why he's hesitant. He's all about feeling as if he doesn't need any help and with a teacher for a mom I'm like a drone hovering above as he reads. Not the best method.


With Addison, she's now into chapter books and will try to finish a book as quickly as she can. It doesn't matter where she is, a corner in the dining room, the couch, my bed, her bed, it doesn't matter the girl likes to read. (She gets it from her mama.) What bothers me is that she asked if she's weird because she reads so much.  I wasn't ready for that one. Weird?! Because you love to read?! Who said it?! Point them out! Now that's what I wanted to say, but I kept my poker face. and gave her as many reassurances as I possible could. Once I explained how much I loved to read when I was in school she felt better. Then I had to explain why she doesn't see me read books I like very often. I felt as if I handled it well. 


That's when I realized it would be a good time to have another conversation with Adair about reading. We had to make a deal, dad and I would allow him to read alone more often but he had to promise to sound out every word and if he can't figure it out he has to come to us for help. I promised I would back off and let him be the big dude he wants to be. Naturally this deal was sealed with a pinky promise.


For those of you wondering if we've tried to let Addison read with Adair, the answer is yes. The result was more arguing than reading.


I'll end this by saying I'm optimistic in what doors reading will open up for both of them. I can only hope that Addison continues to excel and wants to read about different subjects. I pray Adair builds more confidence in his reading abilities and begins to enjoy a good book more often than he does now.


Only time will tell what happens.... then I'll be able to tell you.


JJones   

My Word for the Year

I've been challenged by my professor to select one word in lieu of a resolution this year. This actually worked out perfectly for me because I don't always follow through on my resolutions. I chose FOCUS as my word. I originally had another word in mind but couldn't remember it. (I think it may have been manage, or something like that.) When I couldn't remember my original word, I told myself that I need to focus. With so much going on in my life I do need to focus. I should take time out to focus on whatever it is that I'm working on at the moment and give it my best work.

 

I've a always prided myself on the fact that I can manage the many facets of my life (and not lose my mind). I realized that I haven't given each task the individual attention it deserves. To help myself I've elected to keep my to-do list down to a few key items each night. Each item gets the attention it deserves and I can focus on something else that's been neglected, ME. I spend so much doing for others that I seldom do anything for myself, including rest.

 

This year I plan to focus and give each activity I'm involved in and aspect of my life the attention it deserves.