I found your paper on Lucy Calkins to be very informative. From your introduction it is clear that she is well qualified to be considered an expert in literacy instruction. I found your paper to be particularly interesting to me as a user of the reading and writing workshop model in my classroom. I found it interesting to read how Calkins explains how spelling instruction should be integrated into writing workshop. How and when to teach spelling is something that I struggled with and continued to adapt over the past two years. After reading the Calkins’ quotes that you included about why spelling should be included in writing workshop, this is something I would definitely like to do in my classroom next year.
After reading your paper, I feel as though my theorist, Linda Gambrell, and Lucy Calkins have many of the same theories regarding literacy instruction. Gambrell believes in the importance of a balanced literary approach and has written many books and articles that inform teachers on how to effectively teach reading and writing in their classrooms using this approach. The reading and writing workshop model that Calkins’ helped to create have many aspects of the balanced literacy approach. Both of our theorists believe in meeting students’ individual needs and fostering a love for reading and writing. Your paper was very well written and did an excellent job of informing readers of Calkins’ theories and her contributions to the field of literacy.
Lucy Calkins sounds like a great researcher with valid and reasonable ideas. Much like my researcher Nancie Atwell, Calkins too believes in the importance of reading and writing workshop. I really like how Calkins shares how workshop time should not only be enjoyable but student-paced as well. I know last year with my reading workshop, my students had a Monday through Friday schedule to follow. Now with Common Core, student paced learning comes to mind. I would love to go to one of the 'lab sites' to see a workshop in place. I have ideas of how mine will flow next year, but it is not 100% there yet. I think it would be extremely beneficial to see a 'lab site' since Calkins is already researching classroom practices based on common-core.
Another thing Atwell and Calkins have in common is the belief that a set and predictable writing workshop time is in place. I really like how Calkins' goal is to keep things simple. Students and teachers need simplicity. When you place too much on students at one given time, they tend to either shut down, rush through their work, or become disengaged. Calkins sounds like a wonderful literacy teacher and researcher. We must strive to want the best for our students by reaching their specific goals, just like Calkins inspires us to do.
Lindsey,
ReplyDeleteI found your paper on Lucy Calkins to be very informative. From your introduction it is clear that she is well qualified to be considered an expert in literacy instruction. I found your paper to be particularly interesting to me as a user of the reading and writing workshop model in my classroom. I found it interesting to read how Calkins explains how spelling instruction should be integrated into writing workshop. How and when to teach spelling is something that I struggled with and continued to adapt over the past two years. After reading the Calkins’ quotes that you included about why spelling should be included in writing workshop, this is something I would definitely like to do in my classroom next year.
After reading your paper, I feel as though my theorist, Linda Gambrell, and Lucy Calkins have many of the same theories regarding literacy instruction. Gambrell believes in the importance of a balanced literary approach and has written many books and articles that inform teachers on how to effectively teach reading and writing in their classrooms using this approach. The reading and writing workshop model that Calkins’ helped to create have many aspects of the balanced literacy approach. Both of our theorists believe in meeting students’ individual needs and fostering a love for reading and writing. Your paper was very well written and did an excellent job of informing readers of Calkins’ theories and her contributions to the field of literacy.
Lindsey,
ReplyDeleteLucy Calkins sounds like a great researcher with valid and reasonable ideas. Much like my researcher Nancie Atwell, Calkins too believes in the importance of reading and writing workshop. I really like how Calkins shares how workshop time should not only be enjoyable but student-paced as well. I know last year with my reading workshop, my students had a Monday through Friday schedule to follow. Now with Common Core, student paced learning comes to mind.
I would love to go to one of the 'lab sites' to see a workshop in place. I have ideas of how mine will flow next year, but it is not 100% there yet. I think it would be extremely beneficial to see a 'lab site' since Calkins is already researching classroom practices based on common-core.
Another thing Atwell and Calkins have in common is the belief that a set and predictable writing workshop time is in place. I really like how Calkins' goal is to keep things simple. Students and teachers need simplicity. When you place too much on students at one given time, they tend to either shut down, rush through their work, or become disengaged. Calkins sounds like a wonderful literacy teacher and researcher. We must strive to want the best for our students by reaching their specific goals, just like Calkins inspires us to do.