Susan Dee
Summer/Fall ISFI16 Portfolio
Fall Portfolio Requirements
Workshop Presentation
Reading Through a Writer's Lens: From Mentor Texts to Craft Lessons
Reading Response: When Writing Workshop Isn't Working by Michael Overmeyer
Reading Response: Teaching the Neglected "R" Edited by Thomas Newkirk and Richard Kent
I chose the following chapters from Teaching the Neglected "R":
Chapter 3: Write Before Writing by Donald M. Murray
Chapter 10: Poetry Arrives by Maureen Barbieri
Chapter 11: Learning from Goldilocks: A Primer in Story Structure by Monica Wood
Chapter 12: Writing and Reading from the Inside Out by Nancie Atwell
Chapter 13: Plugging in to Twenty-First Century Writers by Sara Kajder
Chapter 20: Boys and Writing by Michael Smith
Non-Fiction Writing: Re-Visioning Reading Logs
Fall Reflection
The Fall section of IFSI has been far less stressful on me than the summer was. The way the course is divided is so thoughtful in regards to the demands on practicing teachers. I know, you already knew this, but it’s especially important to me as I think about my overall experience. Of course the focus on teaching was much more in my comfort zone, than was the focus of myself as a writer during the summer. But it was more than that for me. Having time to thinking about the craft of teaching writing this fall has been so helpful to me as I’ve worked with classroom teachers over the past two months. I have been able to share some of the course readings with teachers, having conversations that have deepened my own understanding and practice.
I particularly appreciated the Re-Thinking Teaching Practice book discussion from Week 1. We discussed When Writing Workshop Isn’t Working by Michael Overmeyer. As each person shared their take-aways from the text, the conversation began to shift to how each person would adapt the ideas to their specific teaching situation. It reminded me that the ideas are simply that until we blend them with our experiences and understandings about teaching and learning. It was an inspiring conversation. Putting together a 3-5 minute presentation was a fun challenge! Even that experience reminds me that a lot can be accomplished in a short amount of time when the purpose and goals are clearly identified.
Another part of the fall experience that I loved was the variety of workshop presentations that were shared. Each one gave me new ideas to consider in my own teaching/coaching practice. Each person brought personality and passion for their workshop, including a well balanced mix of their own learning, hands on practice of the ideas, and practical ideas that could be easily replicated or adapted for any grade level. That’s not an easy thing to accomplish, and yet each person made it seem effortless. The level of professional development was extremely high and well worth the time afford for it.
The writing requirements for the fall felt less intimidating to me than the summer requirements. I didn’t lose any sleep, nor did I shed one single tear. Again, I know this in part due to my comfort level with writing for academic purposes. While I’m still having to take the risk of making the writing “public”, it doesn’t feel as exposing as the personal writing I did in the summer. I appreciated having the time to fine tune a piece of writing, in various forms, that was also very purposeful to work I was doing in my district.
Deciding to apply to ISFI was a long time coming for me. It wasn’t something I really imagined I would actually ever do. I'm glad I did. I think I’ve become a more empathic teacher and coach because of my experience over the past six months. Lucy Calkins says that we should “always be outgrowing ourselves as learners, teachers, coaches”. I know this experience has been an “outgrowing” for me, but I also recognize that I have a lot more room to grow as a writer and as a coach to teachers of writing.
Summer Portfolio Requirements
Why Writing Matters
Blog Comment: Quote & Response
"The mood in the trenches quickly shifts from enthusiasm to obstinate resistance when teachers’ decisions are questioned or they are told they aren’t implementing change quickly enough to placate politicians." p. 49Boy, is Don right on this one (and pretty much every other word he has written)! In my role as a literacy coach, this quote really resonated with me. It's a reminder that in most circumstances, teachers really are trying to do right by the children that sit in their classrooms each year. While Don focused on 'placating politicians', at a more local level, it's true for administrators also. How am I protecting the expertise of teachers, making sure their voices are being heard, while also opening pathways of improving instruction that keeps students at the center of what we do. It's a fine line...and not one I always walk well.
Word Cloud of Quotes from Testing is NOT Teaching
Word Cloud created using abcya.com
Photos from Marathon Writing Day
A Writer's Life
1. Write every day.
2. Keep a Writer's Notebook
3. Live in a state of creative readiness.
Journal Section
Generating Idea Section
Writing Prompt
Workshop Generated Ideas
Have a Go Section
Notes on Writing Section
Teaching Writing
Publisher Information:
Crafting Writers; K-6
Elizabeth Hale
Stenhouse Publisher; Portland, ME
2008
Preview this book online here.
Creative Writing
Contact Information
Email: dees@rsu5.org
Website: www.thebookmavenshaven.blogspot.com
Location: Mast Landing School, Mollymauk Lane, Freeport, ME, United States
Phone: 207-229-9837
Facebook: https://www.facebook.com/The-Book-Mavens-Haven-117238354959540/
Twitter: @LiteracyDocent