Entry #2 - writing instruction

All learning is language based.  "As humans, we listen, read, and view to obtain information.  We speak, write, and create to share information.  Our species is the only one that stores information outside of our bodies.  In order to store this information, we must convert it into a code that can be readily translated by other members of the species" (Halliday, 1993).  The exchange of information relies on all aspects of literacy - speaking, listening, reading, writing, and thinking.  The various aspects of literacy area all related to each other and require similar approaches for instruction. 

Early oral language experiences influence development in phonemic awareness which influences phonics development which in turn influences development of writing mechanics.  Early oral language skills also provide background knowledge which influences idea development and vocabulary development in writing.  Concepts of print skills help develop writing organization and knowledge of key features of different genres of writing. 

"Children do not learn language passively; they actually construct - or reconstruct - language as they learn" (Morrow, 2009).  Early exposure and experiences in writing (such as writing notes and lists, directions for locations or for the use of items, recipes, newspapers and magazines, storybooks, and tv and movie guides) later serve as models as children begin writing on their own.  Exposure to a rich literacy filled environment early in life shows children that those squiggly lines serve a purpose and hold meaning. 

Students come to school with a wide variety of skills and experiences (or lack thereof).  Teachers have to assess which skills students already have and which are still needed.  Once we have identified the reason why a student is having difficulties in writing (handwriting fluency, spelling, idea formation, word choice, grammar, etc), we can create lessons to address and correct these areas so the student can be successful.

Reading is a way to gain information and knowledge about topics of interest while writing provides a way to express your thoughts and learnings.  Human write for a multitude of reasons.  We write to communicate ideas, to ask questions, to express our thoughts, to persuade others, to synthesize our learnings, and to teach others what we have already learned (Fletcher, 2001).  As educators, we know the importance of providing a balanced reading program.  We need to keep in mind that this also applies to our writing program. 

Hello everyone!  This blog is intended to be used during my course at Regis University while I pursue an M.ED. in Reading.  I welcome anyone who is reading this blog, however it's intended audience is my fellow classmates in the program.  



My name is Megan George and I live in Fort Collins, CO.  I have been teaching for 10 years mostly in upper elementary grades (4 years in 6^th grade and 5 years in 5^th grade), although this year I am part time in 2^nd grade and teaching a 3^rd grade reading intervention group.   I am looking to transition into the role of reading specialist.  I have a B.S. in Human Development and Family Studies from Colorado State University, and an M.A.T. in Elementary Education from University of Northern Colorado.  Sometimes I think I am a little crazy for going back for a 2^nd Master’s, but I am learning a lot and really enjoying the program so far.   I only have 3 courses left, so I can definitely see “the light at the end of the tunnel”.

When I do happen to squeeze in some free time, I love enjoying the Colorado outdoors whether it’s skiing, hiking, camping, biking, or lounging on the porch of my parents’ cabin.

Entry #1:  Discuss with another teacher, his/her philosophies about teaching literacy.

I chatted with a member of my 2nd grade team, Mrs. I, about literacy. Mrs. I believes in a balance approach to literacy instruction (as I'm sure we all do).  She feels literacy instruction should include phonological skills as well as reading of rich literature. 

Mrs. I has been teaching elementary grades for many years and has experienced the pendulum wing between whole language instruction and a phonics based approach.  This year, she has implemented the Daily 5 routines set forth by "The Sisters" (      ).  Mrs. I feels this approach is more student led and is good for providing more student choice. 

Mrs. I uses a variety of student groupings in her instruction.  She introduces new skills and stories from our district adopted basal as a whole class - usually on Mondays.  The rest of the week is spent in various small groups for instruction.  She does include some one-on-one instruction as it is needed as well.  Not all of her small groups are based on students' reading levels and abilities. Some of her groups are formed at random.  She feels her lower readers benefit from hearing better readers and her better readers become more empowered to be leaders within the group.