The Dynamic Trio

  My Dear Bloggers, Everything I learned in LIT102 was straightforward and to the point, easy to understand, which will be beneficial to both me as a teacher and my students when I return to the classroom, making it nothing short of exceptional. My colleagues displayed their chosen method really well, and I was able to comprehend how it is to be done within the classroom, even if some went over the allocated three minutes for each demonstration. Two of my favorite demonstrations were freewriting, for it was simple to execute and I see myself doing a lot of this within different subject areas especially to get an insight into student's prior understanding of a particular topic. Writing in response to Text, was the other strategy demonstrated that I liked. I can see myself using this strategy when teaching comprehension along with other subject areas where reading is also required. Using a concise comprehension passage and a Venn diagram made understanding the story simple. Unf...

  The more I venture through the course, the more I am able to gain an appreciation for the many strategies and trends in writing. At this point, it seems as though I need to compile all the tips and tricks into a book and keep it on my person when I return to the classroom. While it is typical practice for teachers to encourage students to write about a subject in order to gauge how well they comprehend it, writing also helps students remember content, link ideas, and synthesize information in clever ways. Teachers should develop the practice of encouraging children to write creatively, as we have often discussed. Just a platform for them to write without a purpose or concern about a grade. The new trends in writing aim to steer away from the past or ‘olden day’ ways of getting a writing piece completed. The first trend, and in my opinion the most important, is granting students the appropriate length of time needed for writing. The ideal amount of time is 45-60 minutes dai...

  Another wonderful week of exploring writing strategies. Classes this week were definitely stimulating. The “three-minute” strategies done by classmates and even Ms. Quinn provided a lot of information while displaying how the strategies can be implemented in a classroom setting. Ms. Quinn’s strategy Self-regulation and Metacognitive Reflection was presented with a graphic organizer. I will continue to advocate for the use of these graphic organizers. Here is my organizer based on her model. While it does lack the cat ears that her model possesses, it was nevertheless informative. What did you think about the model? My strategy “Writing to Learn” is based on the belief that writing affords students extended opportunities to think, and reflect on their existing knowledge and confusion. It normally applies to Math, Science, and Social Studies.  My presentation was based on Math word problems. Word Problem: Emma bought a pair of earri...

  Writing is a process! Teaching writing to students in steps is much easier on the students than forcing or rushing an entire piece in one class. When taught in steps teachers also have the benefit of observing where students may go off track and correct them on that step before moving on to the next step. Where were these wonderful steps when I was going to school? The 8-step writing process is the key to teaching writing. It’s a series of steps that have students working on various aspects of the writing process. The partial run-through that we did in class was extremely helpful in relating theory to practice. Especially in discerning how topics given by students can be worded or corrected. The 8-step writing process is not just for students but also for someone like myself who is on the fence about writing a book and how I can go about getting some serious writing done. Step 1- Idea: The students are tasked with creating a topic. My topic was “How to protect yourself online” bu...

       It seems as though most if not all aspects of writing contain steps or follow a process template. At this point, I have grown to appreciate this as it provides a sense of control for both the teacher and students. I think it is important to follow the writing process as it allows the students to divide their writing pieces into manageable portions and concentrate on delivering high-quality content. The task is tedious in my opinion, however, I see the many benefits it will reap where my students are concerned. For this lesson, we were given the opportunity to draft an expository piece using an 8-STEP WRITING PROCESS (Informational Writing). The first step in this process focused on Ideas . This is where writers derive the subject of their piece and also have an appropriate reason for wanting to write on the subject. Once the writer has a distinct idea in mind, they should be able to continue with the writing process. This sets the course for writing the piece...

  Welcome back again to my blog! 😊 I would first like to say I am indeed grateful to be back with you guys this week sharing all there is to know about my Lit102, especially after the TS Fiona, which thankfully had not impacted us greatly. This week’s class was informative as it added to our previous knowledge about expository writing and involved us all in participating in the steps needed to create our very own expository piece. My piece is titled “Impacts of Land Pollution” geared to educate grade one students about Land Pollution. What about you guys? What was your expository writing piece titled and what grade level does it bring awareness to??   Moving on, as we go further into expository writing identified in our topic above, let us take a look at the word ‘expository’ to aid in your understanding of ‘expository writing. ‘Expository’, defined by Cambridge Dictionary (2022), is the explaining or describing of an event or situation. Students are to be taught...