My ELA classroom

Many of the ideas I had regarding my ELA classroom early in the course still apply but are now more fully developed and extended. For example the ideas I had regarding accessing a wide variety of sources is still valid but I now realize that it is not only exposure to a variety of sources and genres that is important but also providing students with choice in their reading and writing topics. By giving students choices they are personally invested in the reading or writing and is more likely to make it relevant to their lives.

In point form I will present some of the ideas I would use in my classroom to enhance learning and engagement and develop effective writers, readers and speakers.

• Reading and writing workshops are a great way to satisfy the PLOs while engaging students, allowing for differentiated learning and providing effective feedback.
• An effective way to get students thinking about writing is to develop writing territories.
• Mini-lessons can be derived from formative assessment and are an effective way to address problem areas while maintaining engagement.
• Stress that writing is a process, nobody produces excellent first drafts!
• Writing must be authentic and have a purpose to it. Encourage students to have their final drafts published in some way.
• Writers must be supported in the writing process by the teacher and by peers. The metaphor of a growing plant is useful here (seeds: notebook ideas, quick writes, lists, topics, sprouts: whole story written out quickly without concern for spelling, grammar, bud: second/final drafts and bloom: publishing)
• The importance of feedback in the writing process, not just the teacher but also peers. Use conferences and ideas like two stars and a wish for positive feedback.
• Readings can be used as effective springboards for generating writing ideas
• Questions should be set up before reading to the class so the students realize it has a purpose (these can include questions such as: thinking about the theme, characters, how it might apply to their life...).
• many strategies can be used to enhance reading, writing, representation and oracy, several are listed here (first blurt, brainstorm, listen to poems and write your own from remembered words, mind maps, fractured fairy tales, variations on a theme as with Mr. Blueberry, KWHL charts, providing prompts in jars, formal presentations, talking circles, simulations, interviews, town hall meetings, pair talk-share, tea/garden party).
• Technology can be useful for learning and engagement including, but not limited to: music, videos, podcasting and voicethreads.
• Students should be encouraged to experiment with reading and writing in many genres and if having trouble writing about their ideas in one should be encouraged to try in another.
• Cross curricular activities can enhance learning, for example drama is very effective in developing oracy, writing and representation.
• To support students who may have difficulties with writing, reading or oracy alternatives can be used such as high interest low vocabulary books, representing in another form (video, pictures) instead of writing and one-on-one interviews instead of a formal class presentation.
• To enhance authenticity and stress that writing is a process it would be a good idea to invite a real writer to speak to the class and have the students send the writer samples of their own writing from their portfolios.

The incredible number of strategies that can be used to teach ELA will result in an eclectic and diverse learning environment in my classroom. I want my classroom to provide my students with a safe, non-threatening learning environment that presents students with choices. A class where a rich selection of literature covering all genres is available both for reading and as inspiration for writing and expanding and refining the students' writing territories. I would like to build an environment where not only the teacher supports learning but peers also contribute to each others learning and development. The emphasis will be placed on the process of developing writing and oracy. Real writers do not produce excellent, error free first drafts and I would not expect my students to do so either, nor should they expect it. Redrafting and revising are a normal part of the writing process and will be incorporated in my class through peer and teacher review. Constructive criticisms will be stressed with methods such as two stars and a wish. I want my students to produce authentic work that is relevant to their lives and connects with their community and school.