1. Chapter 8: Developing, Willing, and Able Writers Kristine Stout

2. *Google Docs Free Share Image Writing is not easy How can I say it? Will it make sense? Is that the best word?

3. General Process: Choosing their own topics Writing RevisingEditing Publishing Author’s Chair Teacher Modeling

4.  Get students used to writing each day and coming up with their own topics  Learn to use supports for spelling and how to stretch out big words  Realize that writing takes time and takes re-reading, re-writing, and adding on  Develop confidence and daring

5.  Model how you come up with the ideas; keep list of your topics  Think aloud, make connections  Write without focusing on perfection  Using resources like word wall or materials for spelling  Demonstrate editing

6.  Show students ways to come up with general ideas and how to expand on those ideas. Ideas should be relevant to the student.  For instance when modeling ideas for this class I might use some of these:  “When I saw Robyn present the book on poop the other day it made me think of the experience of potty training my daughter.”  “The other day we discussed non-fiction. Maybe I want to write about something I don’t know much about and read non-fiction books to get an idea about a subject.”  “We are all planning to be teachers, maybe I will write about one of the moments that made me want to teach.”

7. T.A. in grad school for research methods Knowing that the things I did made a difference in their life Reaching out to those who needed extra assistance Watching them figure it out Watching them graduate Creating connections for the students

8. Difference Help Nurture Connect Learning RealA Making Teacher Rewarding

9.  Fact Tables  Graphic Organizers  Outlining Other Possible Techniques to Organize

10. Title Idea: Teaching In graduate school I had the opportunity to be a teaching assistant for the Research Methodology course that all undergraduates were required to take. The class was a challenge for many students. During my time as a teaching assistant I had the opportunity to work with many students. It was an amazing experience. One student that I worked with quite a bit was a University football player. He was having a difficult time grasping the research method concepts. I spent a few times each week with him. Our first session was the toughest. He was withdrawn and unsure about the process. The confidence he showed elsewhere on campus was nonexistent in this class. In order to help him get the concepts I spent time creating examples about different research concepts that related directly to football. It was a success. He passed the class. A year and a half later as I was getting ready to graduate with my masters he walked up to me in his robes. He said, thank you and gave me a hug. It was then that I realized the long term impact that working with students can have. There were many people along the way that helped him achieve his goal, but to be one of them was wonderful.

11.  Do all the sentences make sense and stay on topic?  Do all the sentences start with caps and end with correct punctuation?  Are the words I need to check for spelling circled?  Do names and places start with caps?  Do words in series have commas?  Do quotes have correct punctuation?  Is there a beginning, a middle, and an end?

12. Title Idea: Teaching In graduate school I had the opportunity to be a teaching assistant for (one of) the Research Methodology courses that all undergraduates (sociology majors are) were required to take. The class was a challenge for many students. During my time as a teaching assistant I had the opportunity to work with many students. It was an amazing experience! One student that I worked with (that semester) quite a bit was a (on the) University football (team)player. He was having a difficult time grasping the research methods concepts. I spent a few times each week with him. Our first session was the toughest. (!) He was withdrawn and unsure about the process. The confidence he showed elsewhere on campus was non-existent in this class. In order to help him get the concepts, I spent time creating examples about different research concepts that related directly to football. It was a success! He passed the class. A year and a half later, as I was getting ready to graduate with my masters, he walked up to me in his robes. He said, “thank you” and gave me a hug. It was then that I realized the long-term impact that working with students can have (on their lives). There were many people along the way that helped him achieve his goal, but to be one of them was wonderful.

13. Title Idea: Teaching (Teachers can Make a Difference) In graduate school I had the opportunity to be a teaching assistant for one of the Research Methodology courses that all undergraduate sociology majors are required to take. The class was a challenge for many students. During my time as a teaching assistant I had the opportunity to work with many students. It was an amazing experience! One student in particular really impacted me. that I worked with that semester He was on the University football team and. He was having a very difficult time grasping the essential concepts in research methodology concepts. I spent a few times each week with him. Our first session was the toughest! He was withdrawn and unsure about the process. T(t)he confidence he showed elsewhere on campus was non-existent in this class or the tutoring sessions. In order to help him get the concepts he was having difficulty with, I spent time creating examples that related directly to football. It was a success! He passed the class with flying colors! A year and a half later, as I was getting ready to graduate with my masters, he walked up to me in his graduation robes. He gave me said a sincere, “thank you” and gave me a warm hug. It was then that I truly realized the long-term impact that working with students can have on their lives. There were many people along the way that helped him achieve his goal of graduating college, to be one of them was a powerful experience wonderful.

14. Teachers can Make a Difference In graduate school I had the opportunity to be a teaching assistant for one of the Research Methodology courses that all undergraduate sociology majors are required to take. The class was a challenge for many students. During my time as a teaching assistant I had the opportunity to work with many students. It was an amazing experience! One student in particular really impacted me. He was on the University football team and was having a very difficult time grasping the essential concepts in research methodology. I spent a few times each week with him. Our first session was the toughest! He was withdrawn and the confidence he showed elsewhere on campus was non-existent in this class or the tutoring sessions. In order to help him get the concepts he was having difficulty with, I spent time creating examples that related directly to football. It was a success! He passed the class with flying colors! A year and a half later, as I was getting ready to graduate with my masters, he walked up to me in his graduation robes. He said a sincere, “thank you” and a warm hug. It was then that I truly realized the long-term impact that working with students can have on their lives. There were many people along the way that helped him achieve his goal of graduating college, to be one of them was a powerful experience. Teachers can Make a Difference In graduate school I had the opportunity to be a teaching assistant for one of the Research Methodology courses that all undergraduate sociology majors are required to take. The class was a challenge for many students. During my time as a teaching assistant I had the opportunity to work with many students. It was an amazing experience! One student in particular really impacted me. He was on the University football team and was having a very difficult time grasping the essential concepts in research methodology. I spent a few times each week with him. Our first session was the toughest! He was withdrawn and the confidence he showed elsewhere on campus was non-existent in this class or the tutoring sessions. In order to help him get the concepts he was having difficulty with, I spent time creating examples that related directly to football. It was a success! He passed the class with flying colors! A year and a half later, as I was getting ready to graduate with my masters, he walked up to me in his graduation robes. He said a sincere, “thank you” and a warm hug. It was then that I truly realized the long-term impact that working with students can have on their lives. There were many people along the way that helped him achieve his goal of graduating college, to be one of them was a powerful experience.

15.  Pick one piece that you want to publish.  Choose a friend to help you revise.  Check your revisions with your teacher.  Partner edit your piece for the items on the checklist.  Have a conference with your teacher to do the final edit.  Copy and type your piece, making all corrections.  Illustrate your piece.

16.  Slowly increase the amount of writing time for students.  Encourage them  Do not spell words for students, guide them to figure it out for themselves

17.  Volunteers read their writing  Spotlight your interactions with students  Peer questioning and forming writing ideas  Point to those who will “add on” to their writing next time