As part of my demonstration lesson on "Hand" Writing last Thursday, I asked the observing teachers at the EMWP Summer Institute to fill out a reflection chart based on a draft of their own "hand" writing that they had produced during the session. They were asked to write their favorite sentence, phrase, and word from their draft and also a possible title for their piece on the chart. I wanted to experiment with ways to create poetry with their "hand" writing snippets. I printed their words from the charts onto business cards. Then I attached the printed business cards onto adhesive backed business card magnets. The words, phrases, and stanzas were cut apart and placed on a large magnetic white board. Then I began to play with the arrangement and spacing of the words. My thought was that it would be an interesting way to show revision as the adding, taking away, or rearranging of text. I'm also thinking about how I might use this process to poem-ify content area texts. I plan on sharing this idea with my colleagues at EMWP on Monday.
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EMWP summer institute felt right. My brain was exhausted and my heart inspired. Today we will be writing all day around the immediate area of Ypsilanti and Ann Arbor. I have my teacher-writer bag packed with essentials: mechanical pencils, pens, paper, sticky notes, writer's notebook, iPad, digital camera, Clif Bars, and coffee money. I'm also bringing along Carl Anderson, Peter Johnston, and Jeff Anderson--not the actual people, but wouldn't that be amazing? I'm bringing, How's it Going?, Choice Words, and Mechanically Inclined. Partly because they aren't terribly heavy and partly because as I was building my demonstration lesson, I noticed the heavy influence of these teacher-writers on my own thinking and teaching. During this day of writing, I plan to spend time reading, reflecting, and writing to find the connections between their work and my work. I feel goofy like a 3rd grader all geeked-up for a school field trip.
This Thursday marks the first day of the Eastern Michigan Writing Project Summer Institute 2013. Since I present my demonstration lesson on June 27th, I've been spending many hours. building and revising my lesson. Even though I have presented in front of teachers countless times, this feels different. Most of my presenting has been with elementary teachers. Looking through the participant list, the institute teachers and facilitators are primarily middle school, high school, and college. There are only three other people, other than me that teach in elementary. And of those three, only two focus on lower elementary grades. I'm not sure if any of the participants are special educators either. Being a speech therapist, I am a complete oddball. I am finding it hard to put myself in the shoes of my audience. The lesson that I am drawing my demonstration from was taught to K-2 children with speech and language impairments. I have no guess as to how my audience will respond. Will they be able to relate to my students or what it takes to support kids with writing at this age?
|Screen shot of my Weebly site. Still in process but has to be ready soon!|
Eastern Michigan Writing Project summer institute. With three weeks left in the school year, panic set in. What was I thinking? I was no longer a coach and I wasn't working in classrooms during writing workshop. I talked to a colleague who was more than willing to allow me to visit her class to teach some lessons, but I would have to cancel or reschedule my speech students. I might have been able to justify it if I had speech students in her classroom, but I didn't. For me to cancel students with IEP's to work with other children would be inappropriate and unprofessional. Rescheduling would have been a nightmare. Also, I knew I wanted to use bits and pieces of a previous lesson using "hands" as a topic for writing but my thinking about it was all over the place. I had to find another way. I decided to teach the lessons to several speech and language impaired students on my caseload. I'm not sure why I didn't think of it sooner. The goals of the lesson matched nicely with many of my students' IEP objectives. One of the primary reasons I wanted to be a literacy coach was to assist children with language learning challenges to be successful in their classrooms. I wanted to study the oral language-reading-writing connection in the classroom rather than a therapy room. Now that I am back in speech, I have this opportunity to use my experiences with reading and writing workshops and my passion for literacy and apply that learning to how I provided speech and language therapy. It makes my brain both wired and tired trying to put the pieces together.