Entry #3 * Using Writing As A Powerful Tool

Reading Tompkins (2012) this semester is an eye opener for me. In the past, I have not been expected to write as much as I have this semester, let alone implement a large portion of time devoted to writing. However, I am learning the importance of the writing process and how valuable it really is. After taking the time to reflect on the readings this week, I find myself even more excited about the reading and writing process and how I can make these processes even better for my future students. In my last entry, I spoke to my student teaching SBTE and the valued writing time everyday for his first graders. I saw firsthand how necessary the mini-lessons he taught (Richard & Hawes, 2011) were to these first grade students before they began their own writing. The explicit instruction helped these first graders to understand the purpose of their writing that day. My SBTE used a version of the Lucy Calkins writing curriculum, yet, writing lessons very closely resemble those of Richard & Hawkes (2011) authors craft mini-lessons. With this connection being made, I find that no matter what the focus of writing is, a mini-lesson is necessary for students to understand the purpose for writing. 

As important as it is for teachers to demonstrate the purpose for writing, I find that free-writing, or journal writing (Tompkins, 2012) is an important piece of the writing process that may be overlooked. This is a key craft lesson I would implement in my classroom of first or second graders. Writing should be a fun activity that students WANT to engage in. Giving my students time everyday to free-write in their journal, it is my hope that they come to love the act of writing. Even more so, just allowing the time to do lots of writing in the classroom helps students to become fluent. (Tompkins, 2012). Another craft mini-lesson I am eager to implement into my classroom focuses on word choice from Richard and Hawkes (2006) article. At first/second grade, students are often widening their vocabulary with a plethora of sight words and new words from different books. Understanding the emotions behind words and why they are purposely chosen for a selected text can be a way for my students to meaningful engage with the text as well as understanding the authors intentions. Asking them "what words or phrases tug at your heart?" (Tompkins, 2012, p. 371) can invite curiosity and a beautiful discussion on word choice in the classroom. Going a step further, and taking these words we find and implementing another craft lesson of a word wall so students can visually see what they came up with during the writing process. As I sit here and reflect on the different author's craft lessons I can use in my classroom, I am finding how easy it can be to incorporate these lessons into any writing activity, especially when it starts with a simple read aloud mentor text. 

I know I have been introduced to mentor texts before, however, this semester I have had the opportunity to interact with them in a more meaningful way. I never realized how valuable mentor texts can be to the learning environment. MacKay, Ricks, & Young (2017) find many mentor texts that "inspire and scaffold" (177) student. As an educator I have found this article to be such a valuable resource. I refer back to my student teaching placement once again as I recall reading the mentor text Click, Clack, Moo: Cows That Type by Doreen Cronin to my first graders during my solo week. I read this book during snack time and had no idea it was considered a mentor text at that time. What's interesting about this specific experience is that I was reading this book to my students as enjoyment, which is what MaKay et. al (2017) highlight is the first step when introducing a mentor text. I wish I knew about these mini-lessons at this time so I could have went into further discussion on this book. In the future, I know I will use mentor texts with element's of the authors craft. For example, using the same text I used at my student teaching placement, I can go a step further than I did last time and craft a lesson on word choice and my students can uncover ways this text (Click, Clack, Moo: Cows That Type by Doreen Cronin) persuades the reader to think a certain way. 

MacKay, K.L., Ricks, P.H., & Young, T.A. (2017). Supporting young writers with award-winning books. The Reading Teacher, 71(2), 177-187. 

Rickards, D. & Hawes, S. (2006). Connecting reading and writing through author's craft. The Reading Teacher, 60(4), 370-373.