I am glad that this topic came up at this time. My classrooom teacher and I have been working with the children on the steps that make good a writer. Everyday during writing we also have to stress the steps that writers do. I really like the way that the book laid out the description of each stage. I think that this would be a better way for the students to look at the different steps in the stages.
In my Tuesday experience I had noticed all of the stages in what writers do. As mentioned earlier my teacher always stress the steps, but the children never really seem to grasp the idea. I think that there is more pressure on the teacher to make sure that the students know who to write, especially with the CMTs coming up.
As for the what readers do; I haven't really seen much reading, other and independent reading done. The children often pick a book that they would want to read, there is never really a discussion with the stages in reading. I have noticed that when my teacher does a read aloud, she demonstrates some of the stages, but the chidlren do not specifically. She will ask them questions for responses and do activities with them to get them to explore and apply.
I would love to apply this strateiges to my own classroom. After reading over the stages of what readers do, I find it very helpful, especially for children that can not really get into reading. The book lists off many strategies that would have the student really get into the reading and be able to connect it to thier lives. Also, the stages in writing would be great to have posted in the classroom. Many times children do not know what to do in writing or even where to begin. I really like the prewriting stage description, i think that this would help a student get interested in a topic and really be able to get ideas flowing.
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In my classroom (fourth grade) I have witnessed more time focused on reading rather than writing. Although the teacher may spend more time throughout the week on writing than reading, but based on what occurs on Tuesdays, I feel as though the students spend more time on reading. There is typicallly guided reading done in small groups, silent reading for a period of time, and a short read out loud from a chapter book by the teacher after recess. I have noticed that students will revise drafts of a story they wrote, but that is about all of the writing I see done other than filling out worksheets for guided reading. I am willing to bet that the students spend more time on writing on other days during the week; I plan on asking my teacher because now I am curious!
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