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Dialogue Journals:
-"sharing enterprise"
-bridge to academic writing
-"an instant hit with teachers everywhere"

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-"When errors are attended to in abundance, lo and behold, they come forth even more abundantly! What we pay attention to we reinforce." (31)
-"Their confidence improved as the fear of writing, putting something down on paper, diminished; they began to write." (33)
-"While the dialogue journal became a forum for expressing anxieties and other concerns, it also became a forum out of which future assignments and topics could emerge and grow" (61)

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-Would adding prompts for the students who can't think of anything to write about help or hurt their journaling skills?
- How much time does the teacher spend reading all of these notebooks?
-Would you ever consider having a class journal where all students can write to each other?
-Would you grade the journals?
-How much time should you give them in class to write in the journals?

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Justin Knutson: 5-5-5
Taylor Hill: 5-5-5
Payton Reams: 5-5-5

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1. Be responsible for your own work.
2. Be respectful of everyone's comments.
3. Stay on track during meetings.

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-Reluctant to more fluent, less tentative
-now successful and eager student

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The strategy used is dialogue journals. A dialogue journal is an individual journal, that a teacher replies to. In the journal, students can write about whatever they would like. Dialogue journals provide help with clarification and effective communication between teacher and student. It helps expand aspirations, handwriting, punctation, and spelling. Social justice with dialogue journals is given because they have a free, safe space to be who they are, it is a form of expression. Equity is given due to the students seeing each other as equals. The journals allow students to do what they know, without being judged. Our key takeaways and future practices would be to incorporate dialogue journals. We believe that these are effective tools for all students, including ELL learners. These journals give students the opportunity to grow their confidence, which we would love to have students do in our future classrooms. As stated in the book, "Their confidence improved as the fear of writing, putting something down on paper, diminished; they began to write." (33) Inclusion was shown through the dialogue journals because Robert included all students, and he made them feel like they were important.

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-Didn't like to write
-Learned that writing was satisfying, rewarding, and fun
-Writing was playful and loving

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Justin Knutson: 5-5-5
Taylor Hill: 5-5-5
Payton Reams: 5-5-5

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The first strategy was Writing for Publication. Writing for Publication was a motivator for the students, and it included a source of play. Writing for Publication increased student's interest in writing, and it was a new and rewarding experience. The next strategy was Writing with the Rebus. This strategy had students circle or draw words they tried to spell, or couldn't spell. This helped students identify words that they needed help spelling, and it allowed the teacher to compile a spelling list for the students. The third strategy was Conversation Pieces. This strategy included talking. It allowed students to have beneficial conversation, that improved their speaking skills. Examples of this were Gilbert who started to have full conversations with people while pretending to be a customer at Pizza Hut (pg. 71). The next strategy is Idioms. These were a problem for English Language Learners because they are limited in their proficiency. Robert had students draw a picture of an idiom, then write what the meeting of it is. This helped students establish the meaning to the specific idioms they talked about, which improved their proficiency. The next strategy is Recipes. During this, students listed a recipe, then put a random thought in it. This would be how Norma added Robert's beard hair to a cake (pg. 79). This helped students write events in sequences.
The other strategy was Dream Books. Students recommended this to Robert. This allowed students to write for fun. It also included a beginning, a problem, and a resolution. The last strategy was Bestiaries. This allowed students to have fun while writing, and it pushed challenges. During this, students made up their own animals. This helped students better understand themes and approaches. The social justice students gained was with reading and writing opportunities. The equity in these strategies were represented in students giving their opinions, and Robert providing feedback. It also showed when students could write what they pleased to. Inclusion was shown in conversation pieces. Our key takeaways were that we needed to connect the students learning to real life situations. We need to allow students to have some control over their learning, and that we need to incorporate art into their writing.

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-Writing for Publication
-Writing with the Rebus
-Conversation Pieces
-Idioms
-Recipe
-Dream Books
-Bestiaries

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-"Don't worry about spelling while you are writing; there is plenty of time to take care of words you misspelled later." (68)
-"Play is not usually associated with writing; yet Robert wanted writing to seem playful, something the children would want to do and look forward to doing, as well as risk doing." (63)
-"It was and activity to increase their awareness and understanding of the relationships between letters and sounds, to increase their sensitivity to standardized spelling, and to increase their confidence that they could make a standard form for each letter" (66)
-"There is a difference between writing to a limited audience--- a teacher who will evaluate, judge, and return the paper with a grade, along with comments of what went wrong---and writing for a wider audience that includes peers." (93)

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-Would you worry about spelling in 5th grade?
Would he have students flip roles? (80)
-What are your thoughts on bestiaries? Why did the kid write about the animal eating an animal? Would you be concerned about this type of writing? (92)
What is "yes, talking?" (71)

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Justin Knutson:5-5-5
Taylor Hill: 5-5-5
Payton Reams:5-5-5

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How would you use alphabet soup in your classroom? (103)
How would you distinguish different writing styles? Personal and academic writing.

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-"Robert demonstrated that writing and reading were not isolated activities but activities integrated with the curriculum." (116)
-"While they were writing, reading, and increasing in confidence, the children were becoming better learners; their self-concepts were improving as they became literate." (118)
-"Ample opportunities for expressive writing papers appear to be particularly significant in promoting a sense of academic efficacy among minority students." (100)

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-Alphabet Soup
-ABC Bestiaries
-Science Reports

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The first strategy in Chapter 5 was Alphabet Soup. During Alphabet Soup, students were assigned a letter, and they had to become an expert over the subject and the letter that were assigned. This helped students form logical and cohesive meanings. The other strategies were ABC Bestiaries and Science Reports. Students had to research animals in encyclopedias and other library resources. In Science Reports, students had to list out materials they needed, write the description of their procedures, observations, and conclusions. Bestiaries and Science Reports helped the students understand integration of language and reasoning. The social justice included in these strategies were equally opportunities when writing about subjects. An example would be when students had to pick a letter for Alphabet Soup. The equity involved in these strategies would be by using the encyclopedias. This would be because all students would have to use them to gain knowledge they didn't have before. Inclusion was involved during the alphabet soup presentations, and during the science groupings.

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Justin: As a future educator, dialogue journaling can be a fun way to connect with your kids while improving skills.
I used dialogue journaling when I was in 4th grade and it really helped me feel comfortable with the teacher.
Taylor: When I was in elementary, I remember doing dialogue journaling in multiple grade levels. I would use this as a way to get to know each student personality, likes, dislikes, etc.
Payton: I remember doing dialogue journals in school. They helped me stress less because I didn't have to worry about others reading my writing. I also enjoyed the notes the teacher wrote back to me.

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Justin: I really connected to the first quote. Although spelling is an important part of writing, it is not the main purpose. The purpose is to get your thoughts down to help you understand.
Taylor: Writing for Rebus is something I would do in elementary school when I was writing in a journal, creating a story, or free writing.
Payton: I remember writing for publication. It was used as a motivator and I remember my class being very competitive because everyone wanted their story to be the best.

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Justin: Throughout school, writing and reading were in every one of my subjects.
I had to do a research project in 3rd grade over an animal and had to make a poster board with my findings and had to write a short paper.
Taylor: The second quote is relatable. I use to work with children who needed help reading and writing. Reading a story together helped them feel more comfortable reading while I helped them work through words they didn't know.
Payton: Throughout elementary we worked on a lot of projects. In 4th grade, I remember we did projects on animals. Therefore, it reminds me of the ABC Soup.

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Justin Knutson:5-5-5
Taylor Hill: 5-5-5
Payton Reams:5-5-5

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How did you feel about the students getting labeled as disabled by the Texas schools?
Do you believe that children are striped from empowerment due to schools? Why?

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- "We believe children are born empowered, but school often strips empowerment from them." (121)
-"Once the child falls behind in reading the word, grade level bias becomes a second mechanism that ensures lower test scores for these learners and in turn provides educators with data to justify drawing racist conclusions about the intelligence of the child." (123)
-"With Robert as their teacher, however, the children encountered a learning context that challenged the meaning and validity of low achievement scores." (133)

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-High Expectations
-Autobiographies
-Great Expectations
-Odds and Ends

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Justin: Without the gradual release in lesson plans schools won’t encourage growth in school. In my experience in school, teachers struggle to let go of the idea that they should just have their students memorize facts.
Taylor: Autobiographies is something I did in elementary school. In third grade we created a story about a something that was fun in our lives. I chose to write about a vacation I took with my family and friends to the zoo.
Payton: A lot of my teachers had high expectations throughout my school career. They always pushed me to do better. I also remember goal setting. This was really common in English classes and in 21st century skills courses.

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The first strategy used in this chapter was High Expectations. Robert made sure the children could and would be active participants throughout the class. This helped students become open in the classroom, especially when Robert brought in their culture by speaking Spanish and English with the students. The second strategy was Autobiographies. This strategy was used for students to practice writing about their life experiences. This helped students realize they had potential, and they valued being bilingual and biliterate. The third strategy was Great Expectations. This allowed students to predict their future and write about their expectations for themselves. The four strategy was Odds and Ends. This gave students the choice about what they could write about. Students had the freedom in their writing, so they wrote about many different ideas. The social justice shown in these strategies were provided by Robert. Robert helped build the students confidence, allowed them freedom, and actually made them feel like real students. Unlike other educators, Robert didn't judge these students based off of their labels.

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-You can’t let your student fall behind and then give up on them.
-It is important to give students responsibility in their own learning experience.
-School is not about grades, it’s about helping the students learn.

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-Dialogue journaling can be great for both improving your students' writing skills and connecting to your students.
-Don't just focus on the errors. Focus on what the students did well.

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-If you don't make writing fun for the students, they won't like to write.
-Give more positive comments rather than talking about what they did wrong.
-Comment on things they did really well.

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-It is important to give students the freedom of choice when doing projects.
-Building confidence in your students will help them become better writers.

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One of our major takeaways was about how Robert treated his students. He treated them like regular students, he didn't attach a label. He also empowered his students. He made sure they felt good about themselves and made sure they set goals for their future. We're taking away a lot of strategies from this book. We think dialogue journals are very beneficial to getting to know your students, while also helping all students gain better writing skills. Other skills we liked were Writing with the Rebus. This taught students to not dwell on things. We thought that all strategies were beneficial, and these taught us a lot of techniques that we could use in our future classroom. All of these techniques benefitted English Language Learners, and we all agreed that they could benefit all learners. We need to empower our students, and if we do that they will succeed.

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Justin Knutson: 5-5-5
Taylor Hill: 5-5-5
Payton Reams: 5-5-5