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Katie Lambeth Brann
RE 5100 WSSU
Discuss the role that imitation can play in helping children master elements of story writing or storytelling. How can this be used in a classroom? Why is this an effective teaching/learning strategy?
Imitation writing can provide models for the students to use when writing. As read, students may wish to try this style of writing on their own. They may reproduce it for verbatim, use the basic structure of the original author with some of their imagination, or just use part of the basic theme, plot, structure, or model to produce something that is unique with the own student’s ideas woven into the original author’s ideas.
Imitation writing can be introduced and taught as a whole class, small group or independent lesson. To show my students that it is ok to use other author’s styles and writing I began by reading several Dr. Seuss books. We discussed and made a list of elements and similarities we noticed in several of his books. Dr. Seuss used nonsense words in his books, the lines rhyme, and he creates funny characters are some of the observations the students made. Then we listed titles of books Dr. Seuss could write. After voting on a title we wrote a class story using rhyming and even some nonsense words to show the students it was ok to do that. After having fun and laughing about our class story students wrote a story of their own to publish in a class book. It was amazing to see the students imaginations shine through. Students jumped into creative writing with this activity. Much to my surprise I did not have a student who copied a story written my Dr. Seuss word for word. Dr. Seuss did set the stage for a fun writing lesson the students were able to then use their ides to write their own stories. The students also got to illustrate their page of the book. (Some titles were A Pig with a Wig and The Frog on the Log)
Reading and imitation writing go hand in hand. It is beneficial for teachers to read to children to allow them to hear different styles, complete sentences, and conversations between the characters. As students listen to the teacher read their imaginations are working hard. They are making connections with things that have happened in their own life. Some students in my class have heard phrases in stories and used them in later conversations and in writing activities.
I have observed that imitation writing is an effective teaching strategy. In my classroom this writing style has built classroom community as students collaborate with a partner to write a story of this style. The lessons are not as strenuous on students and can be more pleasurable for most of the students. The students are building relationship as they work on writing skills. In my more reluctant writers I have seen their self-confidence rise as they model stories by other writers. There are a few students in my room who I have seen write in their spare time after they see they can write more than one line on a page.
Teachers can use imitative writing as a learning strategy to touch all students. Lesson can be created for the beginning writer to the most sophisticated writer. Students at any level can see immediate success in their writing. The pride they have in their writings can increase the students’ desire to write more. The writing can motivate them more than other required writing activity. I have surprisingly seen how the low writers are motivated more than the average writer.
Through this writing process of listening to other author’s stories students are receiving direct exposure to a fun model that is different than the teacher modeling a writing process on the board. Students can see language patterns and how to create complete sentences.
Describe the DRTA and/or DLTA. How do the strategies exercise comprehension?
DRTA encourages students to predict and think as they read a story (fiction or nonfiction). As they are reading they are checking their accuracy after usually no more than 2-3 pages. The major two characteristics of using DRTA is the types of questions the teacher is asking and the timing of the questions. With this activity the student is depending on information they have just read or getting ready to read. Sometimes students can have different answers to questions and then later respond to whether or not they still agree with their prediction.
The DRTA lesson will begin before the student opens the book. The student will either read the title or the teacher will read the title to the student. Then the student will make a prediction about what they think the story is going to be about. As the student is predicting the teacher is observing what prior knowledge they have. For example if the book is on the solar system the teacher can learn if the student knows what makes up the solar system.
It is important when using this process the questioning is open-ended. If a close-ended question is asked then the teacher could follow up with “Why?”
DRTA does require planning on the teacher’s part. The teacher cannot cold read the story with the student and ask generic questions. If this took place the student would not get the full effect of predicting. When planning a story to read with a student the teacher should read through the story, then reread a story marking were the stopping points will be. It is important for teachers to take the time to plan when they will stop the student to answer a question and/or make a prediction. The teacher will stop the student right before something important happens or information is given. There is not a set number of times a teacher will stop the student. Usually the teacher may stop them 3-4 times at logical prediction points. As the teacher observes the students fluency improve they do not have to stop for questioning as often.
A variety of questions can be asked to exercise comprehension. The first question will stretch the student to predict and then seek out the information in the setting and characters. Another question may check the student’s understanding of plot-relevant information. Near the end a retelling question may be asked. At any point the student can be encouraged to reread if they are at loose of how to answer the question. Usually at the end the teacher may ask “Was your prediction correct?” This forces the student to think back through the events in the story as they compare the predictions made during the read. This is just one way DRTA may be used. There is not a set place to stop and ask questions or a particular type of question to ask.
Through dialogue with the teacher during reading, comprehension is being modeled and strengthened. The dialogue is a very important part of DRTA.
DRTA can help the student learn how to predict as they read a story on their own. It can also give the teacher a chance to check for understanding of key information in the story.
DLTA also exercises comprehension as students listen to text above their independent and/or instructional reading level. Through DLTA students are becoming more independent at their reading level as they are actively engaged. The difference in this activity is the teacher is reading the title and story. Students are still predicting and later confirming that their prediction was correct or incorrect. It is best with DLTA that the teacher uses a story the student has not already heard so the questioning is beneficial. Students do benefit from stories above their reading level while working on comprehension.