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“Writing for us is part of living and loving.” ( p.77)

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“Writing for us is part of living and loving.” ( p.77)

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“Miles writes to dream, to plan, to envision, to map, to learn, and to play.” (P.77)

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“Miles writes to dream, to plan, to envision, to map, to learn, and to play.” (P.77)

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This is the purpose of teaching students to write!!

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“I want teachers to delight in what youngsters do and to respond in real ways to what they are trying to do. I want teachers to have a wonderful time watching and admiring and working with young writers.”(p.70)

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“I want teachers to delight in what youngsters do and to respond in real ways to what they are trying to do. I want teachers to have a wonderful time watching and admiring and working with young writers.”(p.70)

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“When we respect children’s early writing, we create a mood of appreciation in the classroom.” (P.70)

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“When we respect children’s early writing, we create a mood of appreciation in the classroom.” (P.70)

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“Latrice believes her writing has power in the world because her teacher empowers her writing and that of her classmates” (p.69)

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“Latrice believes her writing has power in the world because her teacher empowers her writing and that of her classmates” (p.69)

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“Will be treated with the respect we give to a baby’s earliest words.” (P.69)

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“Will be treated with the respect we give to a baby’s earliest words.” (P.69)

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“The face that we watch and celebrate what children can do doesn’t mean that we necessarily maintain a hands off policy when our children write. It does mean that our teaching is in response to what children do.” (P.68)

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“The face that we watch and celebrate what children can do doesn’t mean that we necessarily maintain a hands off policy when our children write. It does mean that our teaching is in response to what children do.” (P.68)

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I highlighted and starred this! Sometimes it’s hard for me to give students freedom and choice with out impeding on it just because I didn’t understand it where crossing the line was. Now I see how it can be THIS and THAT by allowing students freedom to work inside of the structure we lay out.

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“In our eagerness to see writing on the children’s papers” “It is very helpful if we can focus on what children are doing rather than on what we wish they would do.” (P.66)

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“In our eagerness to see writing on the children’s papers” “It is very helpful if we can focus on what children are doing rather than on what we wish they would do.” (P.66)

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This is an important to keep in mind so that we aren’t disregarding our students as writers in any stage

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“The important thing is that Miles regards his pens and papers as a necessary to his life.” (P.61)

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“The important thing is that Miles regards his pens and papers as a necessary to his life.” (P.61)

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This is the intention of the writers note book and thinking of it as a necessary tool in our lives.

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“And children need to be invited and expected to join us in all of this purposeful writing” (p.60)

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“And children need to be invited and expected to join us in all of this purposeful writing” (p.60)

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“Children learn to write when they see us writing for real purposes. By watching us, children can learn that writing is not only doable, it is also worth doing.” (P.60)

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“Children learn to write when they see us writing for real purposes. By watching us, children can learn that writing is not only doable, it is also worth doing.” (P.60)

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We must be the desire we wish to see.

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“We can invite our children inside the world of written language if we take our cue from how babies learn to talk” (p.60)

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“We can invite our children inside the world of written language if we take our cue from how babies learn to talk” (p.60)

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This is a powerful comparison for me in understanding how to approach beginning writers and readers

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“It is adults who have turned writing into an exercise on lined paper, into a matter of rules, lessons, and cautious behavior. Children view it quite differently. For them, it is an exploration with marker and pen.” ( p.59)  

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“It is adults who have turned writing into an exercise on lined paper, into a matter of rules, lessons, and cautious behavior. Children view it quite differently. For them, it is an exploration with marker and pen.” ( p.59)  

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We are creatures of habit. We teach from what we know, and what we’ve experienced. I sometimes see it as a revolving door of how we were taught writing in elementary influences the way we teach it today.

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“My goal in doing this is to help all of us be better observers of children. When I wonder in the forest. I find I am a more astute observer of trees if I know something about the categories of trees and the ways in which they tend to be similar and different.” (P.57)

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“My goal in doing this is to help all of us be better observers of children. When I wonder in the forest. I find I am a more astute observer of trees if I know something about the categories of trees and the ways in which they tend to be similar and different.” (P.57)

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This phrase resonated with me in two different ways. The first being, that we must understand and know our students in order to teach them effectively. The other being,  we can’t expect students to grow as writers without first showing them its purpose and why we do it, and what it looks like.

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“It is with good reason, therefore, that Don Graves, Jerry Harste, and other colleagues who study writing development have resisted all efforts to create grade-level expectations or to suggest that children’s writing will develop in a fixed order. I respect their views” (p.56-57)

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“It is with good reason, therefore, that Don Graves, Jerry Harste, and other colleagues who study writing development have resisted all efforts to create grade-level expectations or to suggest that children’s writing will develop in a fixed order. I respect their views” (p.56-57)

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“The most important thing that will happen as we move among our children or as we gather to study their work is this: We will delight in them.” (P.55)

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“The most important thing that will happen as we move among our children or as we gather to study their work is this: We will delight in them.” (P.55)

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This was my first ah ha moment of the class from thinking back to my writing experiences and realizing that when I was in early elementary my family took delight in my writing creating my viewing of myself as a writer, and then as I got older I didn’t have educators who offered sincere delight in my writing and I lost interest.

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"And, as writing teachers, we must let students show us how to teach them." (p.54)

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"And, as writing teachers, we must let students show us how to teach them." (p.54)

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"And its true that when we, as teachers, have opportunites to write our own poems and stories and essays, this experience changes us forever as teachers of writing." (p.54)

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"And its true that when we, as teachers, have opportunites to write our own poems and stories and essays, this experience changes us forever as teachers of writing." (p.54)

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I am so glad to be in understanding of this now!

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"And this, of course, is the real metaphor for literacy learning. If we adults listen and watch closely, our children will invite us to share their ways of living in the world. And then, become our teachers, showing us what they see and delight in and wonder about and reach toward, then, and only then, will we be able to extend what they know and enrich their ways of knowing." (p.54)

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"And this, of course, is the real metaphor for literacy learning. If we adults listen and watch closely, our children will invite us to share their ways of living in the world. And then, become our teachers, showing us what they see and delight in and wonder about and reach toward, then, and only then, will we be able to extend what they know and enrich their ways of knowing." (p.54)

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Wow! What an understanding to grasp. As I reflect, I believe that its has been easier to take this concept on as a parent rather than a teacher and I wonder why Ive ever seperated the two roles and purposes.