Comments from Teachers at the 2012 GVWP Demonstration Lab:
Mary Asgill
I loved working with students and seeing them hone their creative voices as they used technology to enhance their writing. This Writing and Technology Workshop experience was enriching as it challenged the traditional ways students typically used technology in their classrooms while it balanced the tried and true writing instruction that good teaching provides...truly the best of both worlds.
-- Mary Asgill, English Teacher, Turlock High School
-- Mary Asgill, English Teacher, Turlock High School
Kristin Baker
The GVWP Demo Lab has re-awakened the writer in me! I had to read Creating Writers Through 6-Traits Instruction and The Art of Teaching Writing as part of my credential class on teaching writing. I remember coming in my first year of teaching wanting to use the great writing strategies and activities with my students, but then the demands of the pacing calendar and restriction to district curriculum quickly put the writer's workshops, author's chairs on the shelf. Throughout the next five years, I was encouraged by teachers in my department and site administrators to focus more on academic style writing using the district-approved Jane Shaffer program. Thanks to GVWP, I now know how to incorporate the 6-traits into academic writing, and I see how to use the engaging writing strategies I had always thought of as "creative" or "narrative" into students' writing of all genres.
I appreciated the time to collaborate with my colleagues about good writing strategies and enjoyed getting time to write myself. I was inspired by the eagerness of the students to write and seeing the quality of their writing improved using the strategies from GVWP. What I will take with me is how important it is for kids to write EVERYDAY. Furthermore, that it doesn't have to be a long extended writing assignment, but lots of shorter pieces so they can practice their skills on a regular basis. The strategies used in GVWP make writing accessible for all students because it pushes advanced students to think about their writing in new ways and supports struggling writers with scaffolding and meaningful, process writing, rather than just providing a formula to follow.
I appreciated the time to collaborate with my colleagues about good writing strategies and enjoyed getting time to write myself. I was inspired by the eagerness of the students to write and seeing the quality of their writing improved using the strategies from GVWP. What I will take with me is how important it is for kids to write EVERYDAY. Furthermore, that it doesn't have to be a long extended writing assignment, but lots of shorter pieces so they can practice their skills on a regular basis. The strategies used in GVWP make writing accessible for all students because it pushes advanced students to think about their writing in new ways and supports struggling writers with scaffolding and meaningful, process writing, rather than just providing a formula to follow.
Kim Bell
In the summer of 2009, I had the good fortune of attending the very first Demonstration Lab for Teachers given by GVWP. Since then I have recommended it to all colleagues who express a desire to become better writing teachers, and who want to help students learn to find joy in their own writing.
My experiences with GVWP made me want to study more deeply, so in 2010, I applied for admission and completed the coursework to become a GVWP Teacher Consultant.
This summer, I was able to spend two weeks co-leading computer lab instruction at the Writing & Technology Workshop. Not only was I able to share knowledge with teachers and students, and not only was it fun, as always, but as a bonus, I came back with more great ideas to use in my own classroom. Thank you, GVWP!
My experiences with GVWP made me want to study more deeply, so in 2010, I applied for admission and completed the coursework to become a GVWP Teacher Consultant.
This summer, I was able to spend two weeks co-leading computer lab instruction at the Writing & Technology Workshop. Not only was I able to share knowledge with teachers and students, and not only was it fun, as always, but as a bonus, I came back with more great ideas to use in my own classroom. Thank you, GVWP!
Krista Beltran
Working in the K-2 computer lab was an eye-opening experience for me.
As a 7th grade teacher, I had little experience with the younger kids, but I learned so much working with them, especially that the writing process is not all that different than in my middle school classroom. I loved watching them use their creative voices to write stories using technology, and seeing the pride in their faces when they shared the stories with their family and friends.
I look forward to the Demo Lab experience each year for this reason and many more. It can truly be life changing!
As a 7th grade teacher, I had little experience with the younger kids, but I learned so much working with them, especially that the writing process is not all that different than in my middle school classroom. I loved watching them use their creative voices to write stories using technology, and seeing the pride in their faces when they shared the stories with their family and friends.
I look forward to the Demo Lab experience each year for this reason and many more. It can truly be life changing!
Stephanie Berhorst
I love GVWP. Over the years, I have gained from every GVWP experience: book studies, demonstration labs, and especially the four-week summer institute.
This year's GVWP Demo Lab was another major landmark, another life-changing experience. I have gained so many strategies this summer! Working with Lori and Fiona has opened up a whole new world of insights and has greatly increased my desire to be an effective teacher in my classroom. Planning together and seeing the tightly-crafted curriculum plans in action has given me the courage and confidence to go out and try new strategies, and it has helped me set my sights on a new standard for skill and expertise.
I have immensely enjoyed this experience. I feel that even as a teacher in a curriculum-ruled system, I can make a dent with the things I have learned or been reminded of. Thank you!
This year's GVWP Demo Lab was another major landmark, another life-changing experience. I have gained so many strategies this summer! Working with Lori and Fiona has opened up a whole new world of insights and has greatly increased my desire to be an effective teacher in my classroom. Planning together and seeing the tightly-crafted curriculum plans in action has given me the courage and confidence to go out and try new strategies, and it has helped me set my sights on a new standard for skill and expertise.
I have immensely enjoyed this experience. I feel that even as a teacher in a curriculum-ruled system, I can make a dent with the things I have learned or been reminded of. Thank you!
Julia Berryman
The GVWP Demonstration Lab was a wonderful experience. I enjoyed myself and learned a great deal. It was well worth my time!
I teach in a Special Education classroom, and I usually teach summer school, but I kept hearing other teachers tell me that I should take this class. I'm so glad that I did.
Now, I've been telling my husband (who is also a teacher) that he needs to attend the Demonstration Lab next year!
I teach in a Special Education classroom, and I usually teach summer school, but I kept hearing other teachers tell me that I should take this class. I'm so glad that I did.
Now, I've been telling my husband (who is also a teacher) that he needs to attend the Demonstration Lab next year!
Kimberlee Bertolotti
My experience with the GVWP Demonstration Lab has been enlightening! The simple yet brilliant strategies have opened my eyes and made writing fun.
I am eager to bring these tools to my classroom and help my students bloom as writers.
Craft lessons and creative writing…here I come!
I am eager to bring these tools to my classroom and help my students bloom as writers.
Craft lessons and creative writing…here I come!
Fiona Bessette
Busy GVWP Program Leaders will add their comments next week.
Bodie Bloxham
What can I say about my participation at the GVWP Demonstration Labs?
I have learned how to respect and embrace the process a writer goes through, and I am empowered to reproduce the writing environment I have witnessed here in my own classroom.
Thank you!
I have learned how to respect and embrace the process a writer goes through, and I am empowered to reproduce the writing environment I have witnessed here in my own classroom.
Thank you!
Cameron Burton
I’ve been writing since I could hold a pencil, and I have written countless poems, essays, rough drafts, letters, and speeches in my lifetime. Many factors have influenced my passion for the written word and my desire to continuously improve my craft, but I believe the most significant factor in improving as a writer is to be an avid reader. Reading and writing cannot be separated or pursued in isolation, and when we have a culture of readers we also become a culture of writers.
The Great Valley Writing Project shares this belief, and continues to offer both students and teachers opportunities to hone their skills, share their writing, and improve their craft as we continue to rebuild a culture of readers and writers.
The Great Valley Writing Project shares this belief, and continues to offer both students and teachers opportunities to hone their skills, share their writing, and improve their craft as we continue to rebuild a culture of readers and writers.
Sasha Cope
I took this class to make sure I’m teaching to the best of my ability using the most current practices. I don’t want to get stuck in a rut, teaching the same things over and over. I want my students to love to write.
Each time a take a GVWP class, I get many new ideas to use with my students. I have already incorporated some of the six-traits into my classroom writing program. I will be incorporating “Writing Territories” into my classroom this fall.
I have struggled with getting my students to write using the state standards while enjoying it. By having my students choose a topic that they are personally interested in, I will be able to pull them into being lifelong writers. I’ve also learned how important it is to write with my students (model) and share more of my personal writing with them.
I have seen this course help several students improve their self-esteem within writing. There are two types of students who typically take the summer courses, those that love to write and those who struggle. The students who love to write become more proficient and expand their capabilities in the use of computers along with writing. The students who come in reluctantly for any number of reasons are growing to be more positive in their writing. Their attitude has changed more towards its not so bad. I can really do this.
Having the small groups gives me the time to really work with the students and give them that extra support. Just taking a course about writing would not give me the same benefits as I get with GVWP. I work best by doing just like the students. I am able to participate right along with the students in their lessons, and yet mentor them along the way.
Each time a take a GVWP class, I get many new ideas to use with my students. I have already incorporated some of the six-traits into my classroom writing program. I will be incorporating “Writing Territories” into my classroom this fall.
I have struggled with getting my students to write using the state standards while enjoying it. By having my students choose a topic that they are personally interested in, I will be able to pull them into being lifelong writers. I’ve also learned how important it is to write with my students (model) and share more of my personal writing with them.
I have seen this course help several students improve their self-esteem within writing. There are two types of students who typically take the summer courses, those that love to write and those who struggle. The students who love to write become more proficient and expand their capabilities in the use of computers along with writing. The students who come in reluctantly for any number of reasons are growing to be more positive in their writing. Their attitude has changed more towards its not so bad. I can really do this.
Having the small groups gives me the time to really work with the students and give them that extra support. Just taking a course about writing would not give me the same benefits as I get with GVWP. I work best by doing just like the students. I am able to participate right along with the students in their lessons, and yet mentor them along the way.
Diana Corona
I have learned so much from this program. Being a student, I need as much exposure to real life situations as possible in order to be an effective teacher. This workshop should be part of a preservice teaching program because in school I'm required to learn through books and fieldwork experiences, but not through a class full of experienced teachers. My program is excellent, but there is no comparison in having a class full of on the job teachers instead of preservice teachers. Here, I was surrounded by experienced teachers which modeled effective lesson plans to students while implementing the writing traits. These lessons include strategies on brainstorming ideas, structuring poems, Word Of The Day, using multimedia to increase writing comfort, and more great projects which I can't completely list in this current expression of gratitude. Additionally, each time I had a question, the positive learning community was always willing to help me. I specifically really appreciated the the debriefing period at the end of the day since this is where the meat of the learning took place for me. Teachers would discuss and generate writing ideas they had been using.
For me the biggest piece I have learned during this writing project is the importance of having students verbalize their thoughts. I entered this program for many reasons. One example of my attendance is because my little guy had been displaying difficulty in writing more than my daughter. I wanted to learn how to teach him. I in turn can take the skills and teach many more people.
My eye-opening moment on the importance of using oral language as a method for writing came when I was watching my son in his classroom. I was walking around observing the "Word Of The Day" that typically takes place in each classroom. As I was making my way around to his desk, I noticed that most students in the grades 1st -3rd drew a picture and had written at least one sentence. When I came around to browse at my son's work, he had drawn a book. I thought, " How am I going to have him write?" I figured I would sit next to him and talk about his picture. That is exactly what I did. I marched right next to him. I gently stated, "Wow, you have a book drawn, and now you're coloring it! What about this book will you be writing about? Is there a story you want to write about?" I was asking him questions that he obviously was struggling with himself. I was not helping, but merely restating the problem. I knew I was not being productive, so I stated " OK, I will come back in a bit". I waited for a nod from him, and then I left to speak to one of the teachers. The teacher coached me on how to motivate my son to write. She said, "If there is a house, you can say, 'Oh, and where are you? Are you inside the house? Will you come out of the house? What will you do when you come out of the house? Will you play with a neighbor? What game will you play? Will you run, skip, jump? Who is your neighbor? Describe the neighbor.' In other words, discuss what the actual structure and sequence of events." I felt a rush of emotions hit me right at once. This woman was a genius! I secretly told myself while also saying out loud, "Thank you, I'll try that right now!" I almost ran toward him. As he sat with his book, my mind rushed to find questions for sequencing a story. I quickly thought of "What book is this? Is this your favorite book? What is your favorite book? Where are titles written?" I stopped there because I noticed that with each question, his attention dwindled. To make a long story short, he ended up writing " My favorite book is Harry Potter." while I was gone. You see, another teacher had heroically stepped in and magically had him immediately begin writing. Not only did I learn to pick my battles with him, but to have students use oral language to structure their stories. I now wonder how much smoother his future will be in terms of writing with this small, but very important skill we acquired to further develop his writing. Thank you Great Valley Writing Project!!!
For me the biggest piece I have learned during this writing project is the importance of having students verbalize their thoughts. I entered this program for many reasons. One example of my attendance is because my little guy had been displaying difficulty in writing more than my daughter. I wanted to learn how to teach him. I in turn can take the skills and teach many more people.
My eye-opening moment on the importance of using oral language as a method for writing came when I was watching my son in his classroom. I was walking around observing the "Word Of The Day" that typically takes place in each classroom. As I was making my way around to his desk, I noticed that most students in the grades 1st -3rd drew a picture and had written at least one sentence. When I came around to browse at my son's work, he had drawn a book. I thought, " How am I going to have him write?" I figured I would sit next to him and talk about his picture. That is exactly what I did. I marched right next to him. I gently stated, "Wow, you have a book drawn, and now you're coloring it! What about this book will you be writing about? Is there a story you want to write about?" I was asking him questions that he obviously was struggling with himself. I was not helping, but merely restating the problem. I knew I was not being productive, so I stated " OK, I will come back in a bit". I waited for a nod from him, and then I left to speak to one of the teachers. The teacher coached me on how to motivate my son to write. She said, "If there is a house, you can say, 'Oh, and where are you? Are you inside the house? Will you come out of the house? What will you do when you come out of the house? Will you play with a neighbor? What game will you play? Will you run, skip, jump? Who is your neighbor? Describe the neighbor.' In other words, discuss what the actual structure and sequence of events." I felt a rush of emotions hit me right at once. This woman was a genius! I secretly told myself while also saying out loud, "Thank you, I'll try that right now!" I almost ran toward him. As he sat with his book, my mind rushed to find questions for sequencing a story. I quickly thought of "What book is this? Is this your favorite book? What is your favorite book? Where are titles written?" I stopped there because I noticed that with each question, his attention dwindled. To make a long story short, he ended up writing " My favorite book is Harry Potter." while I was gone. You see, another teacher had heroically stepped in and magically had him immediately begin writing. Not only did I learn to pick my battles with him, but to have students use oral language to structure their stories. I now wonder how much smoother his future will be in terms of writing with this small, but very important skill we acquired to further develop his writing. Thank you Great Valley Writing Project!!!
Samantha Danley
During the GVWP Demonstration Lab, I’ve seen students make effective revisions to their own writing without the being prompted by a teacher's feedback. That is powerful! If students can effectively assess their own writing to find areas for improvement and then actually make positive changes, it builds their self-esteem and their feeling of success. It also makes it easier for me, as a teacher, to help that student improve their writing, because they were able to find the problems themselves. Even if a student doesn’t know how to fix an area of weakness, recognizing the weakness is one of the hardest things to teach and this workshop gives students the skills necessary to figure it out on their own.
The GVWP approach also does wonders for teaching students some seemingly basic skills for starting writing assignments, an area where a majority of students struggle. Often times, once students get going, they don’t have a problem writing, but attaining a catalyst is frequently difficult. The GVWP leaders teach students how to create a bank of ideas from which they can pull at any time, a means of getting and staying organized, as well as wonderfully simple questions of themselves that they can use to improve their writing without the headaches.
As a teacher, I know I will be able to use these strategies in my regular classroom, but I think that I will find the most use when I begin teaching ELD in the fall. Being able to put ideas on paper and slowly turn them into stories or developed theories is difficult for everyone. Throw in a language barrier, and it’s next to impossible. But I look forward to meeting my new challenges as an ELD instructor knowing that I am better armed to break down these concepts into manageable pieces.
The GVWP approach also does wonders for teaching students some seemingly basic skills for starting writing assignments, an area where a majority of students struggle. Often times, once students get going, they don’t have a problem writing, but attaining a catalyst is frequently difficult. The GVWP leaders teach students how to create a bank of ideas from which they can pull at any time, a means of getting and staying organized, as well as wonderfully simple questions of themselves that they can use to improve their writing without the headaches.
As a teacher, I know I will be able to use these strategies in my regular classroom, but I think that I will find the most use when I begin teaching ELD in the fall. Being able to put ideas on paper and slowly turn them into stories or developed theories is difficult for everyone. Throw in a language barrier, and it’s next to impossible. But I look forward to meeting my new challenges as an ELD instructor knowing that I am better armed to break down these concepts into manageable pieces.
Roop Dhaliwal
Participating in this GVWP Demo Lab has left me with a feeling of empowerment, motivation, and inspiration as a teacher. While rewarding, writing can be met with many challenges for both students and teachers. I came into this program with a feeling of apprehension with teaching the writing process. However, as the course nears an end I have feelings of utter excitement and feel I have an abundance of brilliant and innovative strategies to share and implement with my own students. I am confident my students will share in this experience with the same excitement!
Paul Fern
I have learned that writing is a process, and students need to practice the process over and over again (I already knew this to a degree, but don't think I've gone deep enough). What might seem obvious to us, is not to students. The piece that teachers have made clear to me, is the frontloading that is needed to teach students the processes and procedures necessary to build a writing community in your classroom. I don't think I have spent enough time modeling and practicing golden line or honest questions as my students don't seem to get to the meaty aspects of writing, they only look at the surface and whether they like it or don't like it.
Because I provide instruction in the computer labs, I don't get to spend time in the other writing classroom, but I have picked up some new ideas from the afternoon discussions. Sally Hale's "I'm talking big" is a great way to build vocabulary, and I like how she uses it at the end of her units. For example, "I'm talking Civil War..." I like the one-word protocol and giving students time to discuss ideas as part of prewriting. The whisper phone is a cute and effective way for students to read their writing to themselves. The books that I've been exposed to have also added to my writer's toolbelt.
Working with other teachers has exposed me to new web resources such as edmoto, museum box and google for education. (Yes, it is time to look into this more, as I see educational technology moving away from standalone programs to free and low-cost web resources.)
Have I changed as a teacher? Absolutely! Like many teachers, I have my tried and true lessons and activities, and I continue to add new ones each year. If you are not constantly evolving as an educator, then it is time to retire or change careers. The aspect of the Great Valley Writing Project summer writing workshops that I love the most is the group of talented, top tier teachers that come together for each session. Being around such gifted teachers and having lively lessons and discussions makes each one of us a better teacher.
Because I provide instruction in the computer labs, I don't get to spend time in the other writing classroom, but I have picked up some new ideas from the afternoon discussions. Sally Hale's "I'm talking big" is a great way to build vocabulary, and I like how she uses it at the end of her units. For example, "I'm talking Civil War..." I like the one-word protocol and giving students time to discuss ideas as part of prewriting. The whisper phone is a cute and effective way for students to read their writing to themselves. The books that I've been exposed to have also added to my writer's toolbelt.
Working with other teachers has exposed me to new web resources such as edmoto, museum box and google for education. (Yes, it is time to look into this more, as I see educational technology moving away from standalone programs to free and low-cost web resources.)
Have I changed as a teacher? Absolutely! Like many teachers, I have my tried and true lessons and activities, and I continue to add new ones each year. If you are not constantly evolving as an educator, then it is time to retire or change careers. The aspect of the Great Valley Writing Project summer writing workshops that I love the most is the group of talented, top tier teachers that come together for each session. Being around such gifted teachers and having lively lessons and discussions makes each one of us a better teacher.
Lori Fishburn
After participating in the Demo Lab I feel validated, empowered, and excited to implement this knowledge in my classroom. I now have a clearer vision of how the puzzle pieces of the writing process fit together to form the “whole picture”. The end result is a beautifully written tapestry of the writer’s own experiences.
Sally Hale
The summer Writing and Technology Workshops aren't just my summer pastime. As an administrator for the programs, they are my year-round work. But although I am working with our other programs leaders to plan and prepare all year, the magic is the few weeks in the summer when we bring together some amazing young writers with some dedicated classroom teachers.
I love watching our students design and draft their work both in the computer lab and the classroom; I love feeling the camaraderie grow among our groups of hardworking demo lab teachers; but mostly I love seeing the relationships that develop as teachers mentor individuals and small groups of students.
I love watching our students design and draft their work both in the computer lab and the classroom; I love feeling the camaraderie grow among our groups of hardworking demo lab teachers; but mostly I love seeing the relationships that develop as teachers mentor individuals and small groups of students.
Brenda Harms
This has been my first exposure to the Great Valley Writing Project. I signed up in order to improve on my strategies in teaching writing to my 11th and 12th grade English and Honors and AP classes at Ripon Christian High School.
So far, I have been impressed with the enthusiasm and know-how of all the instructors. Some strategies which I know I will attempt to use in my teaching are Notebooks (gluing in the notes and using another page for in-class writing), the 10 lead ideas, and some of the revision helps such as "Golden Lines" and "Honest Questions." I have seen these ideas work with students, and I know they will help my students gain confidence in their own writing. I have enjoyed the personal stories as well as examples of mentor texts and class writing projects. I plan to use more mentor texts based on what I have seen here this summer.
I have to say that I was seriously surprised by the makeup of the students in the 10 - 12 section. My daughter is entering 11th grade, so I signed her (and her 9th grade brother) up with the idea that she would be with "interested and motivated" students who could encourage her to be more serious about her writing and school in general. I did not realize that 80 or 90% of the students in that grade level are there because they failed one semester of regular English during the school year. While this dynamic makes for a challenging and exciting environment for the teacher to implement these writing strategies (and provides a fabulous service to students), it also makes it possible for a "good" student to fade into the background or not show interest because of not wanting to stand out. My daughter, however, did tell me that she has "surprisingly" enjoyed some of the writing activities. In her words: "At our school we have to write a lot, but they expect you to know how to do it. Here we get to practice more."
This has been a valuable time for my daughter.... Thanks for working hard to make this a learning week for me and my kids. We appreciate the enthusiasm and excitement that about writing!
So far, I have been impressed with the enthusiasm and know-how of all the instructors. Some strategies which I know I will attempt to use in my teaching are Notebooks (gluing in the notes and using another page for in-class writing), the 10 lead ideas, and some of the revision helps such as "Golden Lines" and "Honest Questions." I have seen these ideas work with students, and I know they will help my students gain confidence in their own writing. I have enjoyed the personal stories as well as examples of mentor texts and class writing projects. I plan to use more mentor texts based on what I have seen here this summer.
I have to say that I was seriously surprised by the makeup of the students in the 10 - 12 section. My daughter is entering 11th grade, so I signed her (and her 9th grade brother) up with the idea that she would be with "interested and motivated" students who could encourage her to be more serious about her writing and school in general. I did not realize that 80 or 90% of the students in that grade level are there because they failed one semester of regular English during the school year. While this dynamic makes for a challenging and exciting environment for the teacher to implement these writing strategies (and provides a fabulous service to students), it also makes it possible for a "good" student to fade into the background or not show interest because of not wanting to stand out. My daughter, however, did tell me that she has "surprisingly" enjoyed some of the writing activities. In her words: "At our school we have to write a lot, but they expect you to know how to do it. Here we get to practice more."
This has been a valuable time for my daughter.... Thanks for working hard to make this a learning week for me and my kids. We appreciate the enthusiasm and excitement that about writing!
Kathy Harvey
For the past few years, I have helped lead GVWP Writing & Technology Workshops and Demonstration Labs for Teachers. These programs always provide new classroom experiences for teachers and show us many new ways to help our students find the writer within.
I've participated in several GVWP study groups that used Vicki Spandel's texts, but I loved reading the NEW edition of her wonderful book, Creating Writers Through Six-Trait Assessment and Instruction. Reading Spandel's book and then putting her ideas to practice in a classroom was extremely helpful for everyone involved, both teachers and students.
As always, though, the most rewarding part of this summer program was watching reluctant students become excited about writing by the end of the workshop.
I've participated in several GVWP study groups that used Vicki Spandel's texts, but I loved reading the NEW edition of her wonderful book, Creating Writers Through Six-Trait Assessment and Instruction. Reading Spandel's book and then putting her ideas to practice in a classroom was extremely helpful for everyone involved, both teachers and students.
As always, though, the most rewarding part of this summer program was watching reluctant students become excited about writing by the end of the workshop.
Lisa Holcombe
This year I am teaching fourth grade and my students will have to take the State Writing Test in the spring. I have struggled in the past with how to actually teach students how to write. I decided to sign up for the Great Valley Writing Project Demonstration Lab to help me as an educator and to allow me to guide my students to become better writers. I was curious about the Six Traits and how I can incorporate this into my classroom, as well as the entire campus.
This class has taught me to allow my students to write freely and creatively. I have learned that it is okay to assign a word or prompt with very little direction and see what students produce. This is often when their best writing comes out. Word of the Day is a way for students to get their thoughts down on paper and not worry so much about punctuation and grammar. The word can also tie in to another subject for that day, or it can be a vocab or spelling word. Author's chair is another tool I will utilize in my classroom. Giving the students a chance to share with classmates gives them a sense of power that they need. It also makes them take ownership of their writings.
I have also deepened my understanding of the six traits and how they can be used in the classroom. Having a rubric with six different grading spots allows teachers to better understand where students need more help and guidance. Students will also benefit from this. I would like to teach each trait to my students so that they gain a deeper understanding of the expectations and goals of each. Each trait is individually important and makes a published piece that much better.
Each day I came away from class with a new idea to take into my own classroom. From the "I'm Talking" poems to the short lessons using picture books to help inspire students; all are lessons I can take back with me to make my students better writers. I never realized how simple and fun writing could be until I enrolled in this class. With these ideas, my students will also find writing exciting, and I believe that they will enjoy becoming better writers.
I appreciate the teachers who inspired me to be a better teacher and for sharing their knowledge with me. This class has encouraged me to have more fun with writing and allow my students to pick topics that they enjoy. I am excited to see what they produce and how they develop as young writers.
This class has taught me to allow my students to write freely and creatively. I have learned that it is okay to assign a word or prompt with very little direction and see what students produce. This is often when their best writing comes out. Word of the Day is a way for students to get their thoughts down on paper and not worry so much about punctuation and grammar. The word can also tie in to another subject for that day, or it can be a vocab or spelling word. Author's chair is another tool I will utilize in my classroom. Giving the students a chance to share with classmates gives them a sense of power that they need. It also makes them take ownership of their writings.
I have also deepened my understanding of the six traits and how they can be used in the classroom. Having a rubric with six different grading spots allows teachers to better understand where students need more help and guidance. Students will also benefit from this. I would like to teach each trait to my students so that they gain a deeper understanding of the expectations and goals of each. Each trait is individually important and makes a published piece that much better.
Each day I came away from class with a new idea to take into my own classroom. From the "I'm Talking" poems to the short lessons using picture books to help inspire students; all are lessons I can take back with me to make my students better writers. I never realized how simple and fun writing could be until I enrolled in this class. With these ideas, my students will also find writing exciting, and I believe that they will enjoy becoming better writers.
I appreciate the teachers who inspired me to be a better teacher and for sharing their knowledge with me. This class has encouraged me to have more fun with writing and allow my students to pick topics that they enjoy. I am excited to see what they produce and how they develop as young writers.
Melissa King
This is my eighth year at these workshops. It's always a joy to spend time with dedicated teachers and young writers, but this year, I was surrounded by the most powerful team of teachers we have ever assembled. During the workshop, I enjoyed the opportunity to work with adolescents who were unwilling to dive into activities without cajoling, prodding, or coercion (just like kids in real classrooms!), because it made my joy even greater when I saw those same students grasp new concepts and apply new skills. I'd like to express my gratitude to all the teachers and students who joined our group this summer.... Thank you!
Michelle Lewis
This experience has inspired me to approach writing with more excitement in my life and in my classroom. The fog has been lifted and I can now see a clear path toward making writing fun and effective for all of my students. We will learn to speak, write, and read about what matters most to each of us individually. Through making writing exciting and meaningful the learning process will be more joyful for all my students (and myself)!☺
I am thrilled to continue this journey in my classroom.
I am thrilled to continue this journey in my classroom.
Sandy Lozano
Throughout this experience I am amazed by the passion of all the teachers that have signed up for the demo lab. Everyone is passionate about the process in how we go about teaching writing to our students. I find that passion refreshing and contagious. I have learned that when you gather passionate teachers together, like what we have here, it becomes a central site of sharing experiences and collaborating ideas and lessons. The students are now the focus of our lessons, not what test they need to complete on Friday or for the district. It really is an environment that focuses on what is the best way to teach writing to students.
As I think about the new school year, I will focus on gathering more model samples of writing for my students as well as working backwards. By working backwards I mean I will look at what the outcome I want my students to achieve and then plan accordingly to help them meet that outcome. Before, I would just say, I want to work on a narrative piece, go through the outline, revise, edit and then grade. Where as next year, I will look for a sample model of what I want my students to achieve and create my lesson based on that sample model. Also, definitely implementing more technology in the classroom. Paul Fern has show me websites he uses with his students and that it is doable. It is going to be a priority for me to have my students post their writing online.
What I have learned from this experience is that I really need to read more Ralph Fletcher, Nancy Atwell, Donald Graves and other books. A lot of teachers referred to books they read or book studies they were in and how that helped them in the classroom. I need to do more research.
I am always looking for new ideas, different ways to teach writing. It's important to remain open minded and thoughtful in the process.
As I think about the new school year, I will focus on gathering more model samples of writing for my students as well as working backwards. By working backwards I mean I will look at what the outcome I want my students to achieve and then plan accordingly to help them meet that outcome. Before, I would just say, I want to work on a narrative piece, go through the outline, revise, edit and then grade. Where as next year, I will look for a sample model of what I want my students to achieve and create my lesson based on that sample model. Also, definitely implementing more technology in the classroom. Paul Fern has show me websites he uses with his students and that it is doable. It is going to be a priority for me to have my students post their writing online.
What I have learned from this experience is that I really need to read more Ralph Fletcher, Nancy Atwell, Donald Graves and other books. A lot of teachers referred to books they read or book studies they were in and how that helped them in the classroom. I need to do more research.
I am always looking for new ideas, different ways to teach writing. It's important to remain open minded and thoughtful in the process.
Susan Lu
The GVWP Demonstration Lab is nothing like what I expected it be. It is not like those university courses where you’re lectured to.
In the Demo Lab, we get to see the practice in action in a live classroom, and we get to become part of the writing process.
Now, I feel prepared more than before to guide my young writers through the writing process.
Thank you!
In the Demo Lab, we get to see the practice in action in a live classroom, and we get to become part of the writing process.
Now, I feel prepared more than before to guide my young writers through the writing process.
Thank you!
Leslie McCoy
I teach in a technology lab environment, so I particularly enjoyed seeing new tools I can use to enrich curriculum delivery in my classroom. Students are surrounded by technology in their lives daily, so it's important that those tools also become tools for constructing meaning and cementing learning. The GVWP Demo Lab has been a great forum for teachers to explore the classroom-technology-writing connection and share techniques on how it can help them engage student writers in the writing and revision process. Even very young students who are still acquiring language skills can start with images, a universal language, and learn to translate their pictorial ideas into rich text. In the computer labs, sites like Storybird and Animoto give students the opportunity to practice framing a message, finding imagery to support that message, and crafting the verbal piece to bring it all together.
Shelly Raichel
The GVWP Demo Lab has been a wonderful experience. I definitely plan on modeling the writing strategies and having them written in a pocket chart for my students to refer back to as they are doing their writing. I am also really excited about using Active Listening: Honest Questions with my third graders next year. W.O.T.D is also empowering for students. It gives them a chance to find their voice and to practice their writing strategies every day. Interacting with the students, while they have been on their journey through the writing process, has inspired me to utilize what I have learned with my third graders next year. Thank you to Lori Stitt for being a fabulous mentor teacher!!! I wish you had been my first grade teacher!!
Rebecca Sanders
As time goes by I find myself digging a little teaching groove. My students read and write and we do it same way everyday.
When I participate in a GVWP workshop I feel like someone has reached into my little groove, grabbed my hand, hoisted me out and offered me a delicious glass of cool refreshing lemonade. It is so refreshing to see how teaching and writing can be engaging, new and exciting.
As I speak to students and watch lessons I am filled with ideas about the possibilities for next year. Before the demo lab I couldn’t really see how technology fit with English aside from typing papers, submitting them online and sending an occational e-amil. Now I have learned how to write and publish online, not only on student created websites, but in picture books and prezi presentations. Very often it is the simplest ideas that click, like gluing handouts into a notebook and creating a table of contents. Why didn’t I think of that?!
The Great Valley Writing Project always offers easy, do-able strategies and activities. I just need to remember to keep coming back for more when I find myself settling into the boring groove.
When I participate in a GVWP workshop I feel like someone has reached into my little groove, grabbed my hand, hoisted me out and offered me a delicious glass of cool refreshing lemonade. It is so refreshing to see how teaching and writing can be engaging, new and exciting.
As I speak to students and watch lessons I am filled with ideas about the possibilities for next year. Before the demo lab I couldn’t really see how technology fit with English aside from typing papers, submitting them online and sending an occational e-amil. Now I have learned how to write and publish online, not only on student created websites, but in picture books and prezi presentations. Very often it is the simplest ideas that click, like gluing handouts into a notebook and creating a table of contents. Why didn’t I think of that?!
The Great Valley Writing Project always offers easy, do-able strategies and activities. I just need to remember to keep coming back for more when I find myself settling into the boring groove.
Maria Shreve
This summer I learned about the truly amazing setup of the GVWP Writing & Technology Workshop. I didn't have a true understanding of it until I actually arrived, but once it became apparent that the program was a mixture of Teacher Consultants, Teacher Observers, and students, it all seemed to fit together. Even better was that the textbook on the 6 Traits of Writing was bringing me back to my teaching writing roots.
Initially, I had the idea that I would spend a great deal of my time in the computer lab, because that is one area that I need to develop my skills in. However, I found that I didn't want to miss the demo lessons that the other teachers were doing. During the first week, I would watch Elyce and Cameron teach the high school students, and I was so impressed with the various activities that they used, along with how Elyce used the computer and projector frequently. Several activities that Elyce and Cameron presented resonated with me, including the "10 Ways to Love Me" poem and the "Six Room Poem" and the "Found Poem." During the first week, I also observed quite a bit of Jenna's lessons for the junior high kids, and I am so appreciative that she introduced me to "Everyday Editing" by Jeff Anderson. Jenna put together a fantastic lesson on revising leads and using dialogue, both of which came from the Anderson book. The lead writing lesson in particular stood out and included students looking at the leads in books and thinking about why the author chose that lead. It was a lesson in critical thinking, rather than simply completing worksheets. I have never stopped my students midway way through writing to work on something in particular, such as lead writing, but it was extremely effective. I plan on using many of the lessons in Jeff Anderson's book, and the approaches that Jenna used as well.
I do think that the lessons that I observed will help me as a teacher. They were invaluable, and I plan on using them next year.
The technology aspect was superb. Mary Asgil did wonderful work with the kids; my daughter was in the class, so I know this first hand. Kim Bell also worked hard with the kids, and when I came into the tech lab to help out with revising, I was very impressed with all of the information she was giving to the kids.
I'd like to come back next year.... It's been a memorable experience for both Carissa and me.
Initially, I had the idea that I would spend a great deal of my time in the computer lab, because that is one area that I need to develop my skills in. However, I found that I didn't want to miss the demo lessons that the other teachers were doing. During the first week, I would watch Elyce and Cameron teach the high school students, and I was so impressed with the various activities that they used, along with how Elyce used the computer and projector frequently. Several activities that Elyce and Cameron presented resonated with me, including the "10 Ways to Love Me" poem and the "Six Room Poem" and the "Found Poem." During the first week, I also observed quite a bit of Jenna's lessons for the junior high kids, and I am so appreciative that she introduced me to "Everyday Editing" by Jeff Anderson. Jenna put together a fantastic lesson on revising leads and using dialogue, both of which came from the Anderson book. The lead writing lesson in particular stood out and included students looking at the leads in books and thinking about why the author chose that lead. It was a lesson in critical thinking, rather than simply completing worksheets. I have never stopped my students midway way through writing to work on something in particular, such as lead writing, but it was extremely effective. I plan on using many of the lessons in Jeff Anderson's book, and the approaches that Jenna used as well.
I do think that the lessons that I observed will help me as a teacher. They were invaluable, and I plan on using them next year.
The technology aspect was superb. Mary Asgil did wonderful work with the kids; my daughter was in the class, so I know this first hand. Kim Bell also worked hard with the kids, and when I came into the tech lab to help out with revising, I was very impressed with all of the information she was giving to the kids.
I'd like to come back next year.... It's been a memorable experience for both Carissa and me.
Elyce Silva
I always enjoy the opportunity to collaborate with other teachers as professionals. I also valued the time we had to sit together and discuss books and lessons that were presented.
The workshop setting is an ideal learning environment. It gives writers the creative space they need to grow, with just enough academic guidance from seasoned teachers to prepare them for high school, college, and the workplace. The low student-to-teacher ratio allows time for teachers to address each student’s unique learning needs and provides opportunities for close observation. Teachers often underestimate students’ abilities. In the GVWP Demo Lab and writing workshop, teachers see that students can do far more than is generally expected.
The workshop setting is an ideal learning environment. It gives writers the creative space they need to grow, with just enough academic guidance from seasoned teachers to prepare them for high school, college, and the workplace. The low student-to-teacher ratio allows time for teachers to address each student’s unique learning needs and provides opportunities for close observation. Teachers often underestimate students’ abilities. In the GVWP Demo Lab and writing workshop, teachers see that students can do far more than is generally expected.
Lori Stitt Kerr
Busy GVWP Program Leaders will add their comments next week.
Kerry Teicheira
This is my 3rd year at the Ripon Demo Lab. Working with teachers who are as passionate about reading and writing as I am is always a learning experience – each teacher coming with their own experiences to share with the rest. Although I have been teaching for over twenty years, each year I participate I come away with new ideas, become more adept at technology, and am validated in what I am already doing.
I will be teaching a new grade level (7th & 8th grade Language Arts), so I came here this year looking for new and rich ideas to implement next year. Watching other teachers present lessons while managing a classroom full of students has better prepared me for these responsibilities. Sharing as a whole group what has worked/not worked has given me a sense of, "This is doable – take it slow and watch the results."
Probably more than anything I am reminded to take it slowly. I have a hundred ideas swimming in my head that I am anxious to use, but I may not get to all of them. I want to do it all, but I know that the students will need modeling, modeling, modeling before they are ready to branch out on their own. I look forward to the opportunity to present my classes with a writing workshop, mini-lessons, freedom of choice in their reading and writing, and a love of literature and writing.
I will be teaching a new grade level (7th & 8th grade Language Arts), so I came here this year looking for new and rich ideas to implement next year. Watching other teachers present lessons while managing a classroom full of students has better prepared me for these responsibilities. Sharing as a whole group what has worked/not worked has given me a sense of, "This is doable – take it slow and watch the results."
Probably more than anything I am reminded to take it slowly. I have a hundred ideas swimming in my head that I am anxious to use, but I may not get to all of them. I want to do it all, but I know that the students will need modeling, modeling, modeling before they are ready to branch out on their own. I look forward to the opportunity to present my classes with a writing workshop, mini-lessons, freedom of choice in their reading and writing, and a love of literature and writing.
Michelle Thompson
I have had a fun two weeks with this course. I have learned some new strategies and revised previous ones. I have found many new resources to help me teach The Six Traits of Writing. I have enjoyed working with the students and seeing their published works.
I will definitely use the weebly and pbworks websites. I have already signed up for these. I think these are great tools for parents to see their children's work and give them feedback on it. I will make much better use of my computer lab time now!
One of my favorite activities was the synonym poem and using the thesaurus. I think that is a great way of teaching tired words. I love how it can be used in any subject also.
I will also use the notebook for writing and lessons. I usually only used notebooks as a journal for writing. I like that it can be set up as their own "textbook" type of notebook. I like the left and right pages and including lessons in them so the students have something to reference while writing.
I also like the use of a Territories page in the notebook. Many times I would have students free write, but they didn't know what they wanted to write about. This gives them ideas.
One suggestion I can make is, the Mentor Teachers need some type of rubric or guideline when we are checking the student's work to be published. I had a hard time correcting/looking over their work because I wasn't sure what was expected. I really see the need for rubrics in class now. If I don't know what is expected, how are the students supposed to know?
I will definitely use the weebly and pbworks websites. I have already signed up for these. I think these are great tools for parents to see their children's work and give them feedback on it. I will make much better use of my computer lab time now!
One of my favorite activities was the synonym poem and using the thesaurus. I think that is a great way of teaching tired words. I love how it can be used in any subject also.
I will also use the notebook for writing and lessons. I usually only used notebooks as a journal for writing. I like that it can be set up as their own "textbook" type of notebook. I like the left and right pages and including lessons in them so the students have something to reference while writing.
I also like the use of a Territories page in the notebook. Many times I would have students free write, but they didn't know what they wanted to write about. This gives them ideas.
One suggestion I can make is, the Mentor Teachers need some type of rubric or guideline when we are checking the student's work to be published. I had a hard time correcting/looking over their work because I wasn't sure what was expected. I really see the need for rubrics in class now. If I don't know what is expected, how are the students supposed to know?
Jennie Thomson
After twenty-six years in education I was searching for inspiration to help young writers. Just like the children, I came to GVWP reserved and apprehensive. Watching the children learn and use new strategies in their writing has given me concrete tools and inspiration to launch a writing program in my classroom this fall.
Jenna Valponi
I always leave GVWP workshops feeling refreshed, energized, and excited about teaching. I come away with great lessons that I know my students will love, and I will love teaching. My students who participated gained so much, and really enjoyed their time here.
Teaching is unlike any other profession, therefore, classroom teachers are the best experts in the field. It's important to spend time with teachers who are passionate and believe in education. GVWP teachers spend their summers, weekends, and evenings researching classroom practices and perpetuating quality teaching. I valued the lessons and strategies for teaching writing, and I enjoyed being around people who are so positive about teaching and excited about writing.
Teaching is unlike any other profession, therefore, classroom teachers are the best experts in the field. It's important to spend time with teachers who are passionate and believe in education. GVWP teachers spend their summers, weekends, and evenings researching classroom practices and perpetuating quality teaching. I valued the lessons and strategies for teaching writing, and I enjoyed being around people who are so positive about teaching and excited about writing.
Annette Van de Pol
Since participating in the Great Valley Writing Project, my whole perspective on teaching writing has been completely challenged in a good way. Before this experience, as a teacher, I was stickler when it came to grammar, conventions, and structure. Little did I realize that writing is so much more. These three writing devices are important, but they should not be the sole focus in editing and grading a student’s piece of work. From this class I have learned that my students need to be able to enjoy writing and need the opportunity to express themselves. Their creative should be what is driving and motivating their writing, not their ability or inability to use conventions correctly. The students must be given space to create first and then find ways to enhance their writing using the six traits. I have also learned more about the six traits and how beneficial it would be to grade according to these traits. By using a six traits rubric, I can easily point out the strengths in a student’s writing, and then choose a couple of areas that need improvement. I have also learned about a plethora of great picture book resources that not only foster the love of learning in children, but also can be great models of each specific writing device. Starting this next school year, I will be having my students write daily in their writing journals. I will be having a word/phrase of the day and an authors chair. I will then be allowing my students to choose their favorite pieces to share and turn into a formal writing assignment. Writing will not be the same for me or my students from this point on. We are going to enjoy it and celebrate it. We are going to be creative and supportive of each other's creativity. I am looking forward to this next school year!
Julie Vander Molen
Do you write with or for your students, tackling the writing projects you have assigned? The Demo Lab has given me the opportunity to observe, participate, and assess students engaged in the writing process. Valuable lessons were created and taught to help the students (and myself) learn strategies empowering us to gain confidence in our writing abilities. For example, W.O.T.D. enabled us to explore words and meanings, write sharing ideas of what we know, as well as teach and model many craft lessons to introduce and reinforce the traits of writing. The modeling of the teachers in an active classroom and applying ideas from the text, Creating Young Writers, have given me tools to take risks and encourage my students and myself to be daily writers.
Gabe Villanueva
The GVWP Demonstration lab is such a refreshing and wonderful program for teacher and student. For many of my students and myself, writing has turned into such a boring task when writing is supposed to be fun and creative expressive outlet. The program and the staff at GVWP has taught me how to make writing fun again.
Here at the GVWP Demo Lab, I learned many different methods and strategies on how to awaken a child's inner writer. Instructional strategies included, but not limited, to: Word of the Day were used as a daily exercise to "prime" student's writing; read-alouds by teacher were conducted to help students hear different writing styles; reflective writing on various books; and organizational skills using journaling helped students maintain all works in one quick and easy book. The program also addressed today's technology movement by successfully integrated computers and internet based programs into it's curriculum. In the computer lab, students utilized computers to access wiki's for word processing, on-line based publishing programs, on-line reference websites, and developed proper keyboarding form.
The GVWP leaders presented many wonderful ideas for me as an instructor to use in my classroom. This program has helped refine my vision of writing for my students and provide me tools on how I can implement better writing processes in my classroom. One of the more standout ideas I experienced was a fantastic word choice exercise called "I'm talking...". It's a poem structured activity that helps develop synonyms for adjectives. The student is asked to fill-in spaces with synonyms for an assigned adjective following the prompt "I'm talking..." to help broaden their understanding of a word in a very creative way. This exercise also utilized thesauruses, the use of a writer's reference tool that many students rarely use. I found this exercise a wonderful tool for English Language Learners and students with difficulty with comprehension.
Another fantastic idea that matched my vision is the use of technology, especially Storybird, an online publishing website with many picture galleries. I was delighted to find the positive response the students had when they experienced Storybird. Many students found the myriad of picture galleries interesting through peruse and excited to begin to write their stories. This excitement to write is sometimes rare in the classroom, and using Storybird helped spark these young writers.
It has been truly an enlightening experience for me at the GVWP 2012. This program has helped me be more focused by helping me address my own writing styles and my methods of teaching writing. I will definitely be walking away from this program with a "better bag of writing tools" and a more clearer vision of writing for my students.
Here at the GVWP Demo Lab, I learned many different methods and strategies on how to awaken a child's inner writer. Instructional strategies included, but not limited, to: Word of the Day were used as a daily exercise to "prime" student's writing; read-alouds by teacher were conducted to help students hear different writing styles; reflective writing on various books; and organizational skills using journaling helped students maintain all works in one quick and easy book. The program also addressed today's technology movement by successfully integrated computers and internet based programs into it's curriculum. In the computer lab, students utilized computers to access wiki's for word processing, on-line based publishing programs, on-line reference websites, and developed proper keyboarding form.
The GVWP leaders presented many wonderful ideas for me as an instructor to use in my classroom. This program has helped refine my vision of writing for my students and provide me tools on how I can implement better writing processes in my classroom. One of the more standout ideas I experienced was a fantastic word choice exercise called "I'm talking...". It's a poem structured activity that helps develop synonyms for adjectives. The student is asked to fill-in spaces with synonyms for an assigned adjective following the prompt "I'm talking..." to help broaden their understanding of a word in a very creative way. This exercise also utilized thesauruses, the use of a writer's reference tool that many students rarely use. I found this exercise a wonderful tool for English Language Learners and students with difficulty with comprehension.
Another fantastic idea that matched my vision is the use of technology, especially Storybird, an online publishing website with many picture galleries. I was delighted to find the positive response the students had when they experienced Storybird. Many students found the myriad of picture galleries interesting through peruse and excited to begin to write their stories. This excitement to write is sometimes rare in the classroom, and using Storybird helped spark these young writers.
It has been truly an enlightening experience for me at the GVWP 2012. This program has helped me be more focused by helping me address my own writing styles and my methods of teaching writing. I will definitely be walking away from this program with a "better bag of writing tools" and a more clearer vision of writing for my students.
Aline White
As a lifetime learner, being a part of the GVWP 2012 Demo Lab was truly amazing! By connecting writing and technology to teach writing to young students and seeing them develop into little authors was a great experience. I cannot wait to continue to be involved in this program!