Contrasts in Writing-Based Learning – When the student’s learning becomes automatic and evident in their writing, then I agree with the author that the teacher shouldn’t have to grade each and every piece of the student’s work.   Like I stated earlier, scaffolding on the teacher’s part is a continuing process.  The situation which was given in the book referencing a 3rd grade student who wasn’t that keen on reading; he had poor decoding skills, weak vocabulary, and limited comprehension skills.  Well it turned out that the books which were available to him to read just wasn’t interesting to him. Therefore, he wasn’t reading.  Once he was asked about a professional NBA team, he perked right up with enthusiasm, he was able to elaborate, and use details as well.  I have a similar 3rd grader in my class, except in turns out that the reason he appeared to have poor decoding skills, weak vocabulary, limited comprehension skills and a non interest in reading is because I just find out that he is almost deaf in his left ear and losing hearing in his right.  Well to make a long story short.  He is now being fitted for a FM device and hearing aides.  In the classroom I am mindful where I stand and speak.  I make sure he can see my lips and there is always a student on the right side of him, and in front of him.  Now that I’ve put these strategies in place in my classroom.  He is much more attentative and he chooses to participate in classroom readings and discussions. 

Check out this link after checking out these cool pics.  mj-101 

Jennifer presented on Abe Lincoln – Because her husband is an antique dealer, she was able to share with us an actual box from Abe Lincoln’s time period…..”WAY COOL!”  Holley’s presentation on Ada Byron the Countess was really priceless.  It is interesting to know that a lady from the 1830′s was such an invisionary….”WOW”!  Heather did an outstanding job on the Loggerhead, seaturtles.   The information she provided to us was useful, and very informative…makes me want to go out and save some turtles.  For Amy who claimed not to know much NASCAR driver Matt Kenseth, she did a fabulous job.  Wow, I bet it was pretty exciting to meet Matt in person.  I’m glad to hear that he was down to  earth.  I LOVED the ABC book for children about racing.  Kari brougt me to tears informing us about her grandfather past, fate with TB, and his ulitmate survival.  GREAT JOB!!  Nicole did an outstanding job informing us about the low downs of Edgar Allen Poe.  He wasn’t always a cad!!  Sonja’s – presentation on butterflies was cute.  I didn’t know that the wing spam of the largest butterfly was over a foot long…..WOW!!  GO Christy, Go Christy….Elvis hasn’t left the building…..He was in our class tonight and Christy did an outstanding job sharing information with us.  I didn’t know that Elvis had a twin brother, who did at birth….then Elvis came 25 minutes later.  Wow, thanks for sharing!! Mary, thank you for the heart warming presentation on Ellis Island…thanks for sharing. 

• For students to develop a sense of story ~ I think she accomplished this task by first introducing wordless books to her whole class.  By having the students as a whole group state, and agree on a complete sentence, then the teacher write the sentence down and stick it to the story is great.  This gives all students, especially the ones who would normally not participate, the opportunity to actively participate in a nonthreatening setting.  Then repeating this process with several books definitely gave all the students a chance to become comfortable with developing stories.
• To use higher level thinking skills ~ The students had the opportunity to show what they knew when they were paired up.  Having teams of skilled readers and spellers with less skilled readers and spellers is ideal.  Because students are working with wordless books, I feel that this levels the playing fields for all students; therefore the less skilled students wouldn’t feel threatened by the textbook, nor by their partner….now all students get to share in the input of the stories.  Having the students make the list of what good writers do and how to write good sentences is wonderful.  Since they have already experienced success with the teacher, when they were in whole group, now the list has become their own; so making the decision to use it will be theirs…not because the teacher told them to. 
• To develop their writing skills ~ Now that students have worked with the teacher, in a whole group setting, and worked with a partner….they are now ready and very well capable to develop their writing skills independently.    Since they have had lots of hands on training, they are ready, and they know to look though the entire book and think about the story; use sticky notes to help them brainstorm ideas and tie their words with the pictures; reread their story to make sure it makes sense, and no errors; then turn it in to the teacher. 

I really like this format Reese has laid out.  So combining her format with the previous article I just read…Wordless books, by Cassady.   I can’t wait to explore all the possibilities and try it with my students.   

Let’s face it…regardless of what grade level, group, or age of children you teach…they all struggle with either reading and/or writing.   Or, they have some sort difficulty recognizing the plot, characters, and/or setting.  The concept of wordless books, was not invented yesterday, and we all know that.  But you’ve got to appreciate it when educators show you growth, excitement to read and want to write, express themselves in a variety of ways, the ability to use elaborate details,  proofreading, editing, and wanting to share their work…their words!!!!  The list could go on and on.  In a nut shell, I’m excited about the possibilities of exploring wordless books with my 3rd graders as an end of year activity.  I see the possibility of learning as being endless…for me and for them.