Ponderings+of+pages+62-114+BDWM+by+CP

Regarding digital voice recordings- we have a very forward thinking 3rd grade teacher who does this! How exciting! I am so lucky to work with wonderful people. Regarding "ecology of digital writing" isn't this creating an environment that manages writing workshop. The name is so "progressive"... the concept fits the rules of management for writing workshop and setting social behavior norms for responding. I think 5th graders can handle this. Pg. 72. We need to address privacy issues- as a member of our technology committee I believe this is something we need to address each year. I agree with MaryAnn, going to the lab once a week for an hour is hard. I am so glad I have more computers in my room than just one or two. They may be slow or have problems at times, but they work for the most part. It simply means I have to have a long list on the board for download and proof read. Thank God for Alpha Smarts- word processing machines that allow students to type in their work and download and fix for final products. Copyright laws and plagiarism...I had to laugh a bit on this one. I had 6th grade students who thought I wouldn't notice that they plagiarized portions of their writing pieces on Egypt this past year. All I had to say was show me your bookmarked sources and they were caught. I did many lessons on this topic- showed note taking and writing styles and a change of styles with plagiarized writing. Students caught on that I was watching for it. All was fine the rest of the year. We need to make a statement at a young age. We need to teach true note taking skills- "Caveman talk" as I call it. A term coined by a beloved fellow teacher. Regarding the list of Condensed List of Traits and Actions- aren't these terms we have been using? I see the point, but I am wondering if we have been moving toward these terms and just did not see that the terms fit digital writing concepts. I love the fact the list is here to confirm my use of vocabulary for creating lessons, responding to lessons, and conversing with parents at conference time. Great list of vocabulary! I am thankful that I have not had to give a specific grade to writing for the last few years. I have had the luxury to look at how the piece fits the purpose it is intended for. Did the author use good description, vocabulary, convey thoughts, etc? Did the author produce a piece that the writing and the pictures or illustrations portray the concept? I guess I am lucky at 5th grade or 6th grade- students are just beginning to learn the concept. If I taught a higher grade level, maybe this would have to be more deeply approached- as in does the style of the product truly fit the end result? I would have to have a more intense rubric to determine this. I loved the quote on page 106 " Hillocks (2002) and Wilson (2006) have documented how high-stakes assessments can have he effect of narrowing curricula and inhibiting high-quality writing instruction. At best formulaic and at worst completely contrived, the practice of writing responses for these types of tests has distorted the original intent of the writing process approach." It reminds me of the Bing,Bang, Bong Style of writing... all the writing is the same and lacks imagination.