Entry 3

I envision myself teaching young writers, at the primary level. Although I am currently working with students in small groups and 1:1, I have been able to visualize myself teaching the writer's craft as whole/small group lessons. Perhaps this is because I know I want to begin my career as a general education teacher? I am just beginning to work with a student for reading and writing at the elementary level (grade 4) and am excited to apply my learning to students at such different levels and reading/writing abilities. I know this will be a valuable experience. I feel like I have learned a lot from the readings this week, and that these authors were successful in highlighting the value of mentor texts and how they can be utilized to teach students the tools and strategies that writers use, how they impact the readers' experiences, and how they can be applied to students' own writing. I can see how important this practice is, and how beneficial it is incorporating mentor texts into reading and writing instruction.

As part of my reflection, I want to address the six traits that Tompkins (2012) outlines. I have been aware of these traits in a general sense, but don't feel I knew they existed as "the six traits". These are described when introducing the concept of the writer's craft, illustrating what writers do in their work and how it impacts readers; these are the tools and techniques applied to their writing. The six traits are ideas, organization, voice, word choice, sentence fluency, conventions and presentation. I really appreciated how Tompkins (2012) connected this to the writer's workshop design, outlined specifically on page 78. I can see myself teaching aspects of the writer's craft via mini lessons and want to establish the link between reading and writing. I will continue to revisit this chapter in Tompkins (2012), because there are a lot of details included for each specific trait, and re-reading will support me in internalizing these writing qualities and incorporating the recommendations and example mentor texts into my own teaching. The term link was referenced frequently across our readings for session 4, to illustrate how these traits can be taught throughout the day in various activities, to deepen students' knowledge and provide opportunities for them to apply what they are learning. Rickards and Hawes (2006) state, “The link between reading and writing makes for powerful connections between reading comprehension and writing processes and products” (p. 372). I can see myself introducing a specific trait/ technique through a mentor text, engaging students in discussion, examination and then application via their own writing tasks. Mentor tasks are an engaging and exciting avenue to experience the writer's craft. 

A powerful theme that I have recognized this semester is how important it is to instill the perspective that we are all readers and writers and have something amazing to contribute. Mackay, Ricks and Young (2017) stated that, “Teachers help students develop “the eyes of a writer” by pointing out ways authors use various writing techniques to achieve their purposes. They help students envision using these techniques in their own writing” (p. 177). This quote really stood out to me and is the outcome I want to achieve in my classroom. I think of these readings as guides and can honestly envision myself applying some variation of all of these lessons. I found myself most drawn to the lessons outlined in the reading by Mackay et. al (2017), I appreciated the emphasis on high-quality, award-winning books.

I am eager to learn more about the link between these traits/qualities and specific instruction of genres. I can imagine that there is a significant instructional connection among the two.

References

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.