DWashington

Craft Lessons (pages 92-104)

In  this section, the authors discuss various strategies to help make our student's writing "connect with their lives." The authors explain the best teacher of writing is"writing." One way my students could improve their writing is by reading pieces by writers who have experienced situations similar to their environment and activities. It is important that our students not only write in a "general" way, but also that they use strategies to help them "dig beneath the surface," thus bringing their writing "alive." Some of these strategies include teaching students how to "show it, not tell it," use of setting, flashbacks into a character's past, irony, and "writing through a mask"( "I am a gray dolphin" or "I am an acrobat"). Teaching my students to build up to a moment of suspense and tension can also be a valuable strategy in "grabbing" a reader's attention. Sometimes the thought of writing a story or paragraph can be overwhelming to my resource students. If they keep these basic strategies and questions in mind, it will give them a good starting point, and help them learn to develop an interesting, informative piece of writing. They might even learn to "like" to write!

Craft Lessons (Pgs. 79-92)

Focus and the "power" it can generate in our student's writing is examined in this section. The authors state it may take several mini-lessons before students can successfully incorporate this important strategy in their writing. This particular strategy can be a valuable tool in helping my  resource students with the writing process. One way the authors suggest to teach the craft of focus is to share with our students our own  pieces of writing. This strategy is something that as a resource teacher my students will be able to relate to. The use of photographs and comparing them is an example of teaching focus that my students will be able to easily understand. Time is also discussed as an important strategy. What is the time frame of the story? Will it take place in the afternoon? A weekend? Over the summer? It is important that I help my students learn to "manipulate" time to make their stories more interesting. It is equally important that they understand that most stories are a "series of events connected in time."The authors use the example of a strand of pearls. It is not as important as how the pearls are ordered as the fact that they are all connected by the "strand or focus" they select. Learning to write "succinctly" is also an important writing skill. Students need to ask themselves, "Are there any parts here I don't need?" "Am I drifting off my topic?" These questions can be valuable tools in helping my students stay focused on their subject also.  Keeping the reader of their story interested can be determined by the "lead." The lead can make or break a student's writing. This is  another important writing strategy for all students. A good story includes" surprising imagery" and lots of description. Students need to learn to create an "effect" for the reader. One way to do this is by varying the length of the sentences. Several longer sentences may be followed by a short one. Recurring lines, supporting details, naming characters and using telling details to describe characters, as well as physical descriptions and gestures are all important strategies in making stories "come alive" for the reader. All of the above mentioned strategies are skills my resource students will be able to apply to their writing. This will help them know where to begin and hopefully, create an interesting, focused piece of writing.

 Craft Lessons Teaching Writing K-8 (Pgs.1-13)

Why are some students better writers than others? How can I teach my students the craft of writing? These questions are addressed in the beginning section of this book. Writing is a developmental process, and it is important that as a teacher, I understand what are reasonable expectations for my students at each grade level. This section does not stress a "rigid" scope and sequence of writing development. The emphasis is placed on teachers having a profound knowledge of writing, what are realistic expectations for writers and how they develop as they move from grade to grade.This is especially valuable to me as a resource teacher. I will be able to adapt many of the craft skills to meet the special needs of my students. This will enable them to better understand the writing process from the very beginning.  Tangible ways are given to help me as a teacher instruct my students in the" craft" of writing.  The authors believe that understanding the craft of writing is  at the heart of becoming a better writer. The  craft lessons are presented in three sections: the first for teachers of primary writers in grades K-2, the second for teachers of students in grades 3-4, and the third for teachers of students in grades 5-8. Lessons can be adapted from other grades to fit the particular needs of my students also. This section also emphasizes the importance of the writing conference between  the teacher and the student. It is also necessary that students understand the inside process of writing and not just writing  what they think the teacher wants them to write. Students should be taught to read  as "writers"  also.These rereading skills can be crucial to the writing process the authors feel. This can help the students learn to identify setting, inner story, detail, etc. This then can be carried over into the writing process. This particular craft skill will be most helpful to my resource students in helping them to break the writing process down into meaningful parts.