Lucy Calkins
Have you ever experienced this?
"Then it's like popcorn. From all corners of the room, one writer after
another pops up saying, "I'm done.'' "I'm done." "I'm done."--pg. 223
It is terrifying. I spent all last year trying to figure out what to do with them. They can't all have my attention at the same time. I had to find things for them to think about, strategies that they could do, when they thought they were done. I realized, admittedly this took a long time, that I would have to directly teach this, and list the possibilities in their notebooks and around the room. I created a You Think You Are Done revision checklist consisting of the mini-lessons that I had taught up to that point. I also offered the choice of starting a new piece, typing the draft, peer conferencing about their writing with list in hand, reading as a writer, and putting their name on the board as an available conferencer. I have a pocket chart that has all of the stages of writing. I have them put their name in the teacher conference pocket, so I know who I need to get to that day. I also try to get a hold of three of my reluctant writers or shy students that won't initiate a conversation.
Resume
12 years ago
2 comments:
I think it was Calkins who said, "when you're done, you've only just begun..."
It really is a challenge. It goes back to what we were talking about--that how we go about establishing our classroom culture from day one impacts things like the "popcorn" syndrome...
I love the "You-think-you-are-done" checklist. To often we get these great ideas and organization is never brought up. Your insights are very helpful.
Post a Comment