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Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
Cny reading council feb_5_2011
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Cny reading council feb_5_2011

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Presentation at the 2011 CNY Reading Council's Spring Conference …

Presentation at the 2011 CNY Reading Council's Spring Conference

Transformative Writing Instruction

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  • 1. Transformative Writing InstructionCNY Reading Council Spring Conference 2011Within Classroom Walls: How Struggling Writers Thrive
    Donna Mahar, Ph.D. NBCTAssistant Professor, English & LiteracySUNY, Empire State CollegeDonna.Mahar@esc.edu
  • 2. Choosing Topics For, With, and By Students
  • 3. To-With-and- By-Framework
    Margaret Mooney (1990)
    Originally articulated as a guide to early reading instruction
    Helps to balance teacher direction and explicit instruction with student innovation and independent learning
    Provides teachers with a tool to evaluate our decision making and ensure we are providing student writers multiple chances to learn skills and strategies around topic selection that are valued in, as well as beyond, school
  • 4. Scaffolding
    Learners need opportunities for experts to:
    Write to, and in front of them
    Write With them
    Write by themselves (Brunner, 1986, Dixon-Krauss, 1996, Moll, 1990- as well as other Vygotsky-influenced scholars)
  • 5. Mooney’s Model Extended to Topic Selection
    Change prepositions from ‘to’ to ‘for’
    Thus students need the opportunity:
    To have topics chosen for them
    To choose topics with others, including the teacher
    To choose topics by themselves
  • 6. Each Approach Addresses Different Aspects of Topic Selection
    For:
    How to deal with assignments that must be completed regardless of personal interest
    With:How to negotiate topics with other writers and pursue a common goal
    By:How to address one’s own efforts with little or no assistance from others
  • 7. Poetry:Negotiating ‘For’ to ‘By’
    Linda Christensen, (2000)
    “Where I’m From”: Inviting Students Lives’ Into the ClassroomReading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word.
  • 8. Where I’m FromGeorge Ella Lyons
    I am from clothespins,From Clorox and carbon-tetrachloride.I am from the dirt under the back porch.(Black, glistening
    it tasted like beets.)
    I am from the forsythia bush,
    the Dutch elm whose long gone limbs I remember as if they were my very own.
  • 9. George Ella Lyons
    I am from fudge and eyeglasses,
    From Imogene and Alafair.
    I’m from the know-it-alls
    and the pass-it-ons,
    from perk up and pipe down.
    I’m from he restoreth my soul
    with a cotton lamb
    and ten verses I can say myself
  • 10. George Ella Lyons
    I’m from Artemus and Billie’s Branch
    fried corn and strong coffee.
    From the finger my grandfather lost to the augerthe eye my father shut to keep his sight.Under my bed was a dress boxspilling old pictures,a sift of lost facesto drift beneath my dreams.I am from these moments-snapped before I budded-leaf-fallen from the family tree.
  • 11. Ryan MillerGrade 7
    I am from swimming in Skaneateles Lake
    cold, blue water at my grandparents’ camp
    I am from lacrosse, and basketball,
    running with friends
    focused to win.I am from my parents who love me and my brother who’s okay
    I am from S.U. sports and Wildcat spiritGo blue and yellow.
  • 12. Ryan MillerModel of fused class representation of his poem
  • 13. Bombs on Hiroshima
  • 14. I Am FromBy Randy Galt, grade 7
    I am from bombs on Hiroshima
    that my grandmother saw
    from her school window
    and cried.
    I am from a time long ago,
    A strong woman
    Who loves me as much as I love her
  • 15.
  • 16. Poetry With English Language Learners
    Draw on Students’ Backgrounds
    Poetry in Translation
    “Students translate the work of poets from their native country or ethnic heritage, and then write and translate their own poems.”
    Carol McCarthy, Queens NY
    McCarthy, Academy of American Poets website
    www.poets.org/viewmedia.php/prmMID/17106
  • 17. Poetry and English Language Learners
    Predictable language patterns
    Repeated words
    Repeated phrases
    Repeated lines
    Identifiable rhymesAlpha, J. (2009). Utilizing poetry as an ESL teaching tool and resource. Retrieved February 3, 2011 from http://www.brighthub.com/education/languages/articles/7143.aspx
  • 18. Metaphor Poetry
    Freedom is……. (adjective)
    Freedom is…….(noun)
    ……………………… (prepositional phrase)
  • 19. Poetry with English Language Learners
    Read a variety of poems out loud
    Give students the chance to read poems out loud together as a class and to each other
  • 20. Where Do We Go From Here?What We Know
  • 21. What We What to Know
  • 22. What We Learned
  • 23. Georgia Heard's wonderful book, Awakening the Heart.
    In the book, Georgia struggled with getting the kids to write about things that were truly close to their hearts- .As a result, she asked kids to make a map of their heart- however they wished and to include all the things that really matter to them.
    What has really affected you heart?
    What people have been important to you?
    What are some experiences or central events that you will never forget?
    What happy or sad memories do you have?
    What secrets have you kept in your heart?
    What small things or objects are important to you?
    (Page 110)She doesn't then follow up immediately with a poetry lesson- that would be overkill. But they keep their hearts and refer to them later in the year when writing poetry.
    source: www.proteacher.net
  • 24. What has really affected you heart?What small things do you carry in your heart? Who are the people in your heart?
  • 25. Valentine for Ernest MannBy Naomi Shihab Nye
    You can’t order a poem likeyou order a taco.Walk up to the counter, say, "I'll take two"and expect it to be handed back to youon a shiny plate.
    Still, I like your spirit.Anyone who says, "Here's my address,write me a poem," deserves something in reply.So I'll tell you a secret instead:poems hide. In the bottoms of our shoes,they are sleeping. They are the shadowsdrifting across our ceilings the momentbefore we wake up. What we have to dois live in a way that lets us find them.
  • 26. Valentine for Ernest MannBy Naomi ShihabNye page 2
    Once I knew a man who gave his wifetwo skunks for a valentine.He couldn't understand why she was crying."I thought they had such beautiful eyes."And he was serious. He was a serious manwho lived in a serious way. Nothing was uglyjust because the world said so. He reallyliked those skunks. So, he re-invented themas valentines and they became beautiful.At least, to him. And the poems that had been hidingin the eyes of skunks for centuriescrawled out and curled up at his feet.
  • 27. Valentine for Ernest MannBy Naomi ShihabNye p. 3
    Maybe if we re-invent whatever our lives give us we find poems.
    Check your garage, the odd sockin your drawer, the person you almost like, but not quite.And let me know.

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