A Vision of my ELA classroom, and how my students and I will experience oral and written language? How has this changed since my first blog entry?

     I can't say that my vision of my ELA classroom changed much from my first blog entry. However, my vision has expanded and filled in to include specific strategies in which to accomplish my goals. Not only do I have a more specific idea of how I can approach ELA, I have realized that ELA can encompass a whole range of mediums and technologies for exploration that I had not previously considered or even knew about. Naturally, writing this blog at the end of my ELA class, I have a more up-to-date idea of the possibilities for ELA today, more knowledge about ELA- period. The more knowledge and ideas I build for ELA lessons, the more I can appreciate the flexibility of the PLOs.
     I will revisit the main points of my first blog to explain exactly how I feel better prepared to accomplish them. First, I think incorporating KWLs (know, want to know, learned) discussed in class and the text would be a great way to incorporate previous student knowledge on a topic, allow students to connect the very real knowledge they have outside of the classroom, and facilitate authentic classroom discussions. It is also a good tool to assess initial class knowledge on a new topic, find out where interest is and promote that, and assess comprehension of the unit.
     In including critical literacy, I would try to educate students (particularly in the early grades) about all the different kinds of information that is available to them. This includes the various technologies available to them, such as blogging, podcasts, and voice threads. During the process of exploring these tools I would ensure they have the ability to safely navigate them. I would explore themes such as source, and make sure students understand the how information is shared today and what that means for them. As I discovered in the article I read about young children using the internet, children are accessing information, sometimes independently, outside of the classroom, and it is important that this is both supported through education and encouraged (creating a life-long learner). Beyond technology, I would try to include critical discussions about media, perhaps using point of view (so well utilized in the group lesson plans) to explore themes such as motive, purpose, and audience.
     In focusing on exploration and experimentation in my ELA classroom, I will try to convey that I am learning right along side of the students. I will model this open mindedness by exploring topics unfamiliar to me, such as poetry and voice threading, in attempts to create an atmosphere of mutual discovery and a community of learners and knowledge. In exploring poetry and technology in this class, I have gained an inkling of the wide range of topics and activities available for ELA classrooms.....  and perhaps now I will be more vigilant in actively seeking out new and exciting ways to teach ELA. Through various strategies that explore the PROCESS of writing, and listening to Robin Stevenson, I will stress to the students that everyone writes differently, and show them there are many ways to begin and continue the writing process.  Likewise, I will try to model oracy in how I read to students, in playing with language and reading, and being sensitive and prepared to accommodate all types of writers and readers.
     To encourage my ELA classroom to affect change, I will try to ensure we are having authentic discussions about relevant topics, allowing students to choose what is important to THEM, and allow them to pursue what is meaningful to them, even if it strays from my lesson plan. I will encourage students to articulate their opinions in writing and speaking FOR A PURPOSE. Just as I learned that Art should not be used as time for "busywork," ELA should not be "busywork" either, but rather a process of making connections.

What do you think is important to teach students about writing and representing? (Grade 2-3)

     

     The most important elements to teach students about writing and representing should re-enforce their engagement and individuality, and create an environment for success. First, students need to know they have a wealth of experiences, knowledge, and interests to draw from. This should be re-enforced especially in the younger grades. The BC IRP supports this in its focus on "personal writing" developed from "personal interests" (BC IRP 58). The KWLs we have completed in Language Arts emphasize this key point in bringing student knowledge and interest into the classroom. In our Love That Learning groups, we further discussed the importance of student-led inquiry as the foundation of student interest in writing. Students inherently want to share their knowledge. In the article, Structure and Freedom: Achieving a Balanced Writing Curriculum, one of the students "wished she could tell teachers what she knew about writing" (Casey & Hemenway 73). More importantly, students can then learn from each other, multiplying the web of "text-to-self, text-to-text, and text-to-world connections" (BC IRP 58).

     Second, it is important for students to know that writing is a process. As discussed in class with author Robin Stevenson, students need to know it is ok to write a "crappy" first draft (Oct 21, 2011). It is crucial to create an environment where students know it is ok make mistakes and mis-spell, and they don't always have to produce perfect writing. Writing should be a process of "prewriting, drafting, revising, editing, presenting and publishing" (BC IRP 22). Feedback is also important to the process. In small writing conferences peers can learn from each other and help bridge the "gap between thought and speech" (Constructing Meaning 287). Giving students choice in selecting which writing piece they want to take through all those steps is also important in fostering pride and engagement in their work. However, challenging students is also important. Asking them to try new techniques and writing styles can expand their choice for further work. As Delamont said, "students will find out what they are supposed to be doing and how little they can get away with" (qtd. in Casey & Hemenway 70). If they already know there are many steps to the writing process, students themselves acknowledges they have to really "think" about what they are writing (Page qtd. in Casey & Hemenway 71).

     Third, showing students that just as everyone learns differently, everyone writes and represents differently. Introducing and accommodating different writing and representational styles will help create an environment of success. The BC IRP supports this in stressing the importance of "voice and choice" and "addressing diversity" in literature (BC IRP 26). Bringing in literature from a variety of cultures and sources can help create a climate of writing inclusivity. The article, How can I effectively use the First Steps Writing program in my classroom?, also highlights the importance of drawing in the writing process, particularly in the primary years (Savage 43). Sometimes young students need to draw or tell their story to a friend in order to solidify their thoughts before they can start writing it. Sometimes, especially for young learners, visual representation is the preferred method of communication as they may not feel proficient in their verbal or writing skills. Also, while teaching the conventions of writing are required (C10 BC IRP), it is important not to let grammar or spelling hinder the creative flow of writing. Some strategies for helping students with conventions are allowing them to phonetically spell in their 1st drafts, or providing "Have a Go" or "Think Pads" that encourage spelling exploration space (Savage 41).

     Fourth, show students that they are writers already; encourage their "voice, style, ownership, pride, and engagement" (Casey & Hemenway 74). Using the "Gradual Release of Responsibility" suggested in the BC IRP (18), can promote student ownership of their work. Provide them with authentic writing and representation opportunities, such as blogs, class or school newsletters, class books and personal journals, that give them a variety of audiences. Having students identify their audience (C4 BC IRP) can help form their style, subject, and content. Giving the opportunity to publish their work for a variety of audiences can be a key motivator for writing and representing (Casey & Hemenway 74). 


Show students that their voice matters, and encourage them to use all their many wonderful and unique words and representations for a purpose.