End Reflection/ Bibliography

I began this action research thinking about writing.  As I said in the “beginning”, teaching for 25 years in a public school has made me see many different ways of teaching writing, reading and math...well actually all curriculum areas.  The common core standards had a major impact on the teaching of reading, writing and math.  Because of all of this information about curriculum under my belt I felt compelled to take the comprehensive reading program that my district adopted that included a writing component and design a project that investigated the writing component.  The project I designed enabled me to begin the year teaching students using the writing workshop approach and a writer’s notebook.  This approach matched my philosophy of teaching writing and it has met the needs of my students.  My students are engaged and interested in writing, not only in school but where ever they go!  Many parents told me during parent teacher conferences that their child loves writing time and many carry their notebooks everywhere!  My students had stories to tell and experiences to draw from that enabled them to open up their notebooks and write, write, write!  My research also helped me to understand the importance of teaching grammar.  While I might not teach the same concept 4 times in a week, I will definitely follow up more often on their understanding like I did with other quick check ins and some homework assignments.  From this writing workshop and notebook launch I believe my students will develop as writers this year, which will carry throughout their school career. 

Writing workshop gave my students the opportunity to write.  The workshop followed a predictable structure that began with a mini lesson and gave my students time to write, build writerly habits, develop ownership in learning and author personal stories.  “The most valuable part of the workshop, according to Calkins, is the teacher “(1994).  I feel that a scripted writing program, such as Journeys, cannot replace a highly qualified teacher responding to children’s ideas and writing.  My decisions as the teacher made everything about the workshop and the notebook vital to the children developing as writers.  I feel that during the launch I showed my students the possibilities of authorship and a purpose for writing. “Children need time to write and to grow at their own pace, and teachers need time to develop their knowledge of writing.” (Karsbaek, B. (2011). Writer's Workshop: Does It Improve the Skills of Young Writers?. Illinois Reading Council Journal, 39(2), 3-11.)

Bibliography

Calkins, L., (1996). The Art of Teaching Writing. Portsmouth, NH: Heinemann, Print.

Fletcher, R. J., & Portalupi J., (2001).Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann 

Harwayne, S. (2001).Writing through Childhood: Rethinking Process and Product. Portsmouth, NH: Heinemann. 

Journeys Common Core Writing Handbook Teacher's Guide. (2012) N.p.: Houghton Mifflin School.

Karsbaek, B. (2011). Writer's Workshop: Does It Improve the Skills of Young Writers?. Illinois Reading Council Journal.