Chapter+2+Building+Stamina+for+Writing

=Chapter 2 Building Stamina for Writing by Supporting Children's Work as Illustrators=

Study Guide Questions


 * What emotions do you have when you sit down to a blank page? Brainstorm ways you can help your students face down the "blank page."
 * How might your attitude toward writing effect your students' willingness to write?
 * Think about the writing space and structures in your own classroom. How might you clearly delineate a space and time for writing?
 * Katie notes how subtle-but important- the difference is between telling our students to **make** books versus **write** books. Discuss with your group other words or phrases that might reframe or recast how you work with your students as they write texts.
 * Katie offers suggestions at the end of this chapter for "Helping Children Build Stamina in Illustration Work." Talk about how using this list might go.

Since Paula said we were not using the discussion tab, I'm writing right here. I love the topic of stamina.I think it's important to use the word with the kids. We had used a date stamp for a while, but it got to be inconsistent. I think writing the date on the book when they start, or keeping a writing log would be helpful, though.

This was such a powerful chapter! Again, Katie connects composing through illustration to composing with text. And again, she models how to look at students' work and notice what they ARE doing, even when you need to look beyond the page. Noticing and valuing the time spent to compose illustrations is that looking beyond the lines on the page. The whole idea of building stamina for this kind of work really is the place for us to start. I found several of the quotes powerful. Tom Newkirk's quote to open the chapter and the one about "obsession", also NAEYC core principles (p.33) about positive learning behaviors such as initiative, attention, and persistence remind us of the important decisions we face when we "teach writing." In very practical terms, I will probably have students use a date stamp to indicate when a piece was started and finished. This will be for my benefit as I look back over student work. I also like the suggestion of re-stamping when a student returns to writing after some time away. I noticed a student do that this year and it really was a case of returning to something familiar with new eyes ( ideas). Speaking of spending time...I'm noticing that spending time rereading this book one chapter at a time and then reflecting on my reading in our wiki is helping me form a deeper understanding of and appreciation for what our young writers are doing. Kathy D.

Since writing was the the most difficult subject for me to transition to last year (and writing is what I most love to teach), I am finding this book very useful and insightful. I will definitely use a date stamp - I think kids would love using it and it also makes it more "official" and gets them used to the idea of time and how best to use it as a writer. Facing a blank page as a writer is intimidating - even more so for some children. Giving them the confidence and the impetus to start - just start anywhere, is important. I like the idea of using illustrators' websites to demonstrate stamina and time. Last year when we read A Busy Season by Leo Lionni, I found his website and he demonstrated how to make paper mice - lots of fun and a craft that I didn't have to create! Pat

Confession time - I hate writing. I don't hate teaching writing, surprisingly I enjoy it. When I have to write for a purpose though, it does not come easily to me and I am the ultimate procrastinator. Needless to say, I can relate to kids who struggle with the blank page and stamina is key. Since I don't enjoy writing, it's easy to find something to distract me from the task of writing, particularly when I have that blank piece of paper in front of me. Once my initial thoughts are down, the process becomes easier. I can see how the illustrating process can be a bridge for both younger and older children - a way to begin. One thing I noticed in this chapter is the importance of conferring and giving the kids time to talk. In order to understand and appreciate the complexity of the illustrations and the thinking behind each one, I have to be fully focused on hearing what the child has to say.

One question- How long is writing time in your class? ~ Paula

I used to love writing and teaching writing. I guess I am now realizing how subjective it is, how difficult it can be for kids (and adults) to start, how tough it is to have the time for conferences, which are meaningful to me and the students. I backed way off this year, and took baby steps, letting the kids guide the length of time "writing" took. I made sure to increase the time, stopping when I noticed "wiggles". By the end of the year, actual writing time may have lasted 20 minutes or so, but at the beginning maybe 5! (A little different from 5th grade attention spans!) I really appreciate the way Katie Wood Ray kept reinforcing making daily time to write, and asking the kids key questions to guide them in their illustrations. I am really hoping I can be more consistent with writing this year. I feel like I skimmed the surface last year...maybe this year we can dig deeper. ~Sue

Katie reminds me very much of Ellin Keene. I read them and realize that I need to slow things down, talk to the students and let them talk to each other. It is a good reminder. Our curriculums are so heavy, it is hard to remember this sometimes. It was very powerful when she said, students have to learn how to make something from nothing. I never really thought of writing that way before. Intending their own acts was also very important for me to read and I know fifth graders will be able to begin verbalizing their decisions more explicitly as soon as I do! Kim