I really like the idea of writing workshop, but I think I'm going to be the kind of teacher that does a lot of reading and writing...together!!! Yes, some days I will have an official writing and reading workshop day, but mostly I want to incorporate both of them together! I think it is very important not only to set an example by writing when the students write but take that time and talk with the students about their writing. I want to let my students know that not everything that they write in my class will be graded and that they are free to write about what the want.
I still have burning questions and I would really like to get some feed back on how to grade students that are not at the 10th, 11th or whatever level they are suppose to be at in reading and writing?! I don't think it is right to hold every student accountable for the exact same thing because I know that I will get students that can barley write in the 8th grade level when they are suppose to be in hs. But how do I grade that student that just can't write, do I need a separate rubric to give them or what??? Then, if I do have a student that is very low in their writing skills what can I do to assist them without taking time away from my other students?
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You've raised some great issues! Should teachers pass students who cannot write? Obviously previous teachers have ignored the fact that the student can't write, or the student has fooled everyone until you. However, is it fair to the student to pass him/her on, knowing that he/she doesn't have the skills to succeed beyond high school? On a different front, how does a teacher handle it all--reading and writing with the students, spending enough time with those who need extra attention without jeopardizing the other students' achievement, and just getting through the time constraints of grading and lesson planning. What theories do you have on all these?
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