writing - Judy Imamudeen

Oh to Capture Thoughts and Ideas: The Writing Life!

By Judy Imamudeen | February 3, 2018 | Comments 0 Comment

Recently I had someone grilling me about writing journals, and I was deeply surprised and amused since we have so many notebooks and journals for our students that they can’t even fit into their cubbies. And yes, sure, it’s a common practice to have students hold their ideas in a journal, but I believe writing is thinking; and sometimes our thoughts are trivial and sometimes they are elaborate, they come into the mind through questions, phrases, lists, arguments, epiphanies, and regrets. Our writing life is a bit like that too and a journal is only one way to get a hold of these ideas. writer world

As a 1st grade teacher, I feel incredibly anxious ensuring that our students feel confident as readers and writers. I want them to stare at a blank sheet of paper and be able to imagine how it might be filled with words, taking the pencil into their hands and devouring the empty space with their ideas. I want them to stand back and experience reverence for words when they look at a poem or examine the pages of a book. But sometimes I feel incredibly challenged by how daunting the task is: to not only make students competent with reading and writing skills but develop these attitudes towards literacy that motivate them to choose writing. I want them to have agency, not shove writing down their throat, demanding that they create so many perfectly spelled and punctuated sentences a day, a week, a month. I want them to be true writers: reacting to life and wanting to capture its joys and downturns with words and pictures so that they may communicate their experience with others.

Also, I want them to make connections between our literacy block and our time spent in Math and Inquiry. I want them to know that lines on a paper are an invitation to share their thinking, whether it be with words or numbers or both.

Maths is a subject of words and pictures not just numbers. -Lana Fleitzeig-

I want them to write down a question on their paper and stare at it, considering the reading and writing various ways that one might approach its answer. I want them to think, then reach for a book, a website, a magazine or ask someone so that their curiosity can be nourished by the support of other human beings. And then realize that they too have something to share, which makes them reach for the pencil or tap on a keyboard. I want their minds overcome by the desire to write.

So, just like in real life, students may create lists or books, use sticky notes or scraps of paper, whatever they can get their hands on, including their writing journal to document their ideas and moods. Today it may be a sign-up sheet for a game of tag, but tomorrow it may be a wonderful tome on Cheetahs. Who knows what the heart of a child wants to share with others! But for them to see themselves as writers, no matter how prolific they may be inside their journals, is more important than any spelling and grammar lesson that I may give them. Perhaps it is more important to ask students not how much or how well you wrote today, but did you write today?–not because I am your teacher and I have educational aims that you must reach to be “meeting expectations” but because your soul demands expression and I am here to support you answer its call.

So, although the mechanics of syntax and grammar are my learning goals for the day, my real overarching goal is for students to naturally and organically write, to feel the pull and lure of an empty space that can be filled with their ideas.

I want them to live a writer’s life.

Judy Imamudeen

Developing learners as leaders is my joy! I am committed and passionate International Baccaluearate (IB) educator who loves cracking jokes, jumping on trampolines and reading books. When I’m not playing Minecraft with my daughter, I work on empowering others in order to create a future that works for everyone.

judyimamudeen.com

Designing a Classroom of Writers: An Inquiry-Based Approach To Writer’s Workshop

By Judy Imamudeen | August 20, 2017 | Comments 0 Comment

I have a desire to be the teacher that I always wish I had and to have a classroom whose energy and enthusiasm for learning is palpable. I don’t care if my students remember me when they are older but I certainly wish that who they became as writers might be because of me.

This week was the first full week of school and like many classrooms, the early days of learning are full of cultivating our learning culture and assessing children. However, since we are a PYP (Primary Years Programme) school, we are also trying to determine what they know about our central idea Our choices and actions as individuals define who we become as a community while looking through our lines of inquiry:

Ourselves as learners (reflection)
How our mindset impacts our behavior (change)

So this week, as we inquired why people write, students examined old exemplars of writing. And when I say old, I mean REALLY old, as in ancient, such as these.

ancient

We did the See, Think, Wonder Visible Thinking routine, and the students came up with lots of wonderful ideas like “words are like codes that have secret messages”, “old humans had different things that they wrote about”, “writing looks different today”. Then their questions began to emerge, with the most poignant being “what message do they want to tell us”. From there, we decided to create a “message” about something that is important to them. They could write about anything, which would help me assess a bit into the line of inquiry-who we are as learners, and most importantly, who we are as writers. What ideas do they have? Would they use pictures AND words to express their ideas? What words would they use?

So with no other prompt, they began to “write”. All of them drew pictures, none of them wrote words beyond their name on top of the paper. I thought this was very interesting and it was great data. At that point, I decided to stop the class, and have them share their pictures with a buddy. While they partnered up, the partner who drew the picture was silent while the other described what they thought the picture was about. Then they switched roles. When we did a whole group reflection, the students began to articulate what they needed to add to their picture so that its message was clearer: more details in the picture, more color, and add WORDS! Then they set off to work on their writing and the words started to come onto the page naturally. This showed me that they were beginning to understand the purpose of words in our writing and motivated them to use labels and captions.

During our next lesson, students explored books with the learning intention of determining what the author was trying to tell us–what was their message. When the students came back and shared, the purpose of writing began to come into focus: to entertain or to inform us about a certain topic. Then I gave them back their original sample of writing, I asked them if they were “done” with this idea of if they needed more paper to explain what happened before and after the page that I had in my hand. All of them agreed that they had more work to do, and within 30 minutes, their books began to emerge. Students ideas for book making began to spill out and they started to think about their purpose of writing: “When I am done with this book, I want to write about mermaids”, “Next time Batman is going to fight another bad guy.”, “I want to do a different kind of I-Spy book”. Later students asked when it was writing time and if they could take their books out on break so they could share them with a friend. But my happiest moment of this week came when a student who felt overwhelmed and exasperated about reading came to me and asked if he could do more writing during our classroom ‘personal inquiry time”. I couldn’t help but beam with my joy–Yes!, I thought, they will become genuine writers!

I firmly believe that when students get the “why” of writing and the “how” will come naturally because they are motivated to do the heavy lifting in their learning. So as we work through this unit of inquiry, I intend to find mentor texts to help support them and to “tune into” their voice so they develop their skills as writers.

I am wondering what others have done that has sparked a love of writing. What strategies and provocations have you used that got students motivated and energized about their work? Please share because it elevates teaching, not just in my classroom, but in other’s who read this blog. Sharing is caring! (:

Judy Imamudeen

judyimamudeen.com

Literacy Amplified: Using Technology Tools Effectively

By Judy Imamudeen | February 26, 2017 | Comments 0 Comment

Technology has the ability to enhance learning with positive results. That said, we need to be careful not to assume all technology is good technology or that just having access to technology automatically equates to higher learning outcomes. Strong leaders in education carefully select technology tools and implement strategies so that the tool will not distract or take away from the learning goals, which can easily happen. -Elizabeth Moje-

I can completely relate to that piece of wisdom, as we have explored 1:1 iPads in our primary classes. Sometimes classrooms can be overzealous in the use of technology, and the point of its use gets lost in using this “shiny tool”. We’ve had to reflect, is it the app/tool that drives our instruction or is it the curriculum? And I think to refine our choices through this filter (the curriculum) is helping us to make better decisions when selecting technology tools.

Studies by Harold Wenglinsky and other researchers from the US Department of Education have indicated that there are criteria that we must consider in our decisions with effective technology use in the classroom. Educators have to ask themselves the following:

Does it elicit higher-order thinking around the content or just an over consumption of content?
Are their social interactions between students, which help build student knowledge. Collaboration is a key skill in developing digital literacies, so keep that in mind when selecting tools.
Does it provide quality over quantity when it comes to practicing skills so that critical thinking is being developed?
What is the “value-added” element of the tool? Is instruction more personalized and/or differentiated; and can the students develop a more sophisticated understanding of the content?

When it comes to developing literacy skills, we have to remember that whatever the tool we choose, it should augment what we already know is critical in developing good readers. So what do we know about good readers?

They are active, with clear goals in mind and a purpose for reading.
They are constantly evaluating the text, asking questions and making predictions.
They can peruse the text carefully, noticing the importance of text features and structure.
As they read, they are engaged in making meaning of the text, constructing and revising their understanding.
They are making decisions as they read, reflecting on what to read carefully, what to read quickly, what not to read, what to reread, and so on.

When it comes to good writing, we want to make sure the tool reinforces what we know is vital to cultivate in our learners:

Writing that is focused, with an obvious topic or idea.
Ideas that are detailed and flow clearly.
The student engages in a process of revision, elaboration, and editing so that the writing improves.
The student sees themselves as an author and is aware that their writing is meant to be shared and appreciated.

Keeping in mind, what we know about good literacy instruction, then we can use technology to amplify the learning in our classrooms. I love what Eric Johnson says about using technology in his instruction, as he explains how teachers can discern what makes for enhanced literacy teaching and learning with technology.

fullsizerender-50 — These four-year-olds work together to create a simple story. Each selected a character and then recorded their characters’ expressions to create a dialogue between them.

Considering this, when we want to amplify the results of our literacy programs, we need to make sure that students aren’t sitting alone, swiping mindlessly through an app or game, but instead, we have a clearly defined purpose for using the tool, and then demonstrate how to use these tools through a Think Aloud or Read-aloud. We may have to model how to work collaboratively in order to apply certain literacy strategies and/or complete a project. This could include even how students should be sharing their knowledge, and reflecting how well they are doing in meeting the standards of the task.

In our classrooms, we want our students engaged and their learning enhanced as they work with technology. Even at home, I’m a huge advocate for showing students and their families how iPads are tools and not toys so that there is more thought put into the use of this technology. We want our students to be empowered and innovative so that there is a shift from consumption to creation when it comes to content.

So before you start app smashing or sit your student down to a website, ask yourself what impact will this technology REALLY make in the overall learning? And if you can’t identify that, then move away from the “shiny tool” syndrome and take more time to either find a more appropriate tool or use a time-tested traditional method to meet the learning goals.

Using "5 Stars" for Emergent Writing

By Judy Imamudeen | March 4, 2015 | Comments 0 Comment

As many of us know, writing begins with pictures for little ones. Furthermore,research has shown that more elaborate drawings translate into better writing for the long-term. The theory goes that more details in drawings will produce more details in their actual writing later on, when the students have the skills to be proficient.

So I found this rubric years ago and really loved it. I believe that when children know of what is expected, they rise to the occasion. That is especially true of little children who are eager to show how “big” they are. Rubrics and checklists are vital for providing feedback and I strive to use them in everything, from behavior to literacy. Since children love stickers, I find that using “5 Stars” to indicate high quality work is an effective way to get them to consider their effort. However, this sheet just really wasn’t enough to stimulate quality pictures.

So I made a display with pictures that would be indicative of each level of effort. As a result of having these examples, students are often going up to the display and comparing their work, as well as providing feedback to each other at the tables. It’s great to hear their conversations, and of course to see them develop as “writers”.

Of course, one of the dangers of using rubrics like this is that once they meet expectations, how to more them beyond and into real writing. The transition between getting them to start writing “words” or captions into sentences seems like such a big jump sometimes for 4-5 year olds. But it’s the next step in my quest for encouraging the development of writing.