My classroom teacher began the entrance of this prompt writing session by asking her students to generate a list of what makes a good story. The main ideas generated by her and the students were, that good stories must have a setting, and more importantly, they must have a beginning, middle and end.
I had the oppurtunity to walk around and assess the students as they worked on their writing prompts. When and where it was appropriate I worked hard to generate thought provoking questions to stimulate the children's individual writing process.
I was pleased to see that some of the children were very effective and creating a well sequenced story, with a distinct beginning, middle and end. However, it was also apparent that many of the students despite continued work on sequencing of stories were still struggling.
I am pleased to see my classroom teacher working hard and continue her effort to build her students skills in sequencing, and I have seen them have practice in doing so within the classroom. I appreciate and commend her efforts to build this area in her students, and I can appreciate her struggle, as this is not always an easy task to acheive.
I was wondering if anyone has any suggestions for me that I could add to my own thoughts regarding further lessons and activities that might help those students still struggling with understanding beginning, middle and end? I am open to anything, I have thought of ideas as has my teacher, but I would love to see what my peers think could work.
4 comments:
Have you tried story maps? Sometimes the visuals work really well. If you need some samples I would be more than happy to give some of the sheets I have on writing.
I have not seen the teacher use story maps in my Tuesday Experience Classroom. I too thought of using them and asked her if she has ever used them with her students, she said that intially she had, but that now she has been trying to move the students beyond them. Thanks for the advice though, and I would love to look at what you have sometime just to see what they are like, you never know when i may need or want them.
My teacher is having some difficulties with begining, middle, and end as well. Lately during the children's prompts, she will just have the children work on that specific section of the paper. If they are just starting the prompt, during writing time the children are only allowed to work on the begining. At the end of the time for that day, she will ask students to share thier work. The teacher and other students will provdie feedback on what they should add to really make the beginning great.
I have talked with the teacher and looked at the children's work and this technique seems to be working. The children are given enough time to work on all the parts of a great story, and be able to get feedback.
I think the key is repetition. The children are constantly provding feedback to each other, giving thier own papers ideas. This also constantly reminds them of what has to be in each section.
Let me know what you think, or if this was already tried with your class. I would like to hear how it works for other classrooms.
Tina:
Thanks for the idea I think that might really help the children. Like you said the repetition might help, as well as working on the prompts with peer feedback as well as teacher support.
Post a Comment