SOL14: Collaboration


 


Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating a place for us to work collaboratively.

 

Collaboratively

What does it mean to work collaboratively?

Dictionary.com defines collaboratively as:

adjective
1.  characterized or accomplished by collaboration:

collaborative methods; a collaborative report.
Dictionary.com defines collaboration as:

noun
1. the act or process of collaborating.
2. a product resulting from collaboration:
This dictionary is a collaboration of many minds.
canstock8042106
How do you work collaboratively?

Do you use Google Docs?  Google Hang Out?  Zoom?  Skype (some form of video conferencing) Telephone conferencing?  Email back and forth?  Texting? How does it work for you?

Do you focus more on the process or the product?

 

How do your students work collaboratively?

What devices do they use?  How do they use them?  Does their “quality of work” improve with collaboration? Does extra “talk” up front encourage deeper responses?  Does rehearsal with a partner in a collaborative environment promote higher levels of engagement?

Is their focus more on the process or the product?

 

Planning for NCTE14

It was truly a pleasure to join a Google Hang Out on Sunday with fellow NCTE14 collaborators:  Julieanne Harmatz, Steve Peterson, Mary Lee Hahn, and Vicki Vinton.  Our conversations interwove both process and product as we shared our thinking about student work and what we wanted to share. The combination of visually seeing each other and talking through our ideas was exhilarating as we added to each other’s conversations and made connections across multiple texts.

ncte

 

 

 

 

 

 

 

 

 

 

No surprise to those that know me; I have a plan that I will begin later this week with some professional development.  I hope to bring in a snapshot view of how the reading/understanding/thinking goes with both teachers and students. Because I am not in a classroom on a daily basis, I’ve been thinking about a progression of events for a bit and found what I believe to be the perfect material to use.  And as always, the plan will be flexible so that learning is the priority so maybe process and product will take a back seat for awhile.

 

When do you collaborate?  When do you literally have to share your thoughts with others?  How often do you work collaboratively?  What are your personal benefits from working collaboratively?

 

 

Professional Development Model



Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating a place for us to work collaboratively.

 

What is professional development?

Does your answer include a focus on student needs to drive decision-making, and student learning as the basis on which professional development is planned, implemented and evaluated?  If your answer also includes a focus on Curriculum, Instruction and Assessment, please keep reading.  Leadership is also an important principle of professional development, whether it be the instructional leadership of the principal or the teachers within the building.  Simultaneity is another important principle to continue as no one action in school improvement occurs in a vacuum. Participative Decision Making would be a final principal for ongoing sustained professional development designed to improve student learning.

 

Do those principles sound familiar?

In Iowa, they form the chevron at the top of the Iowa Professional Development graphic pictured here.

Iowa PD Model

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What are the core beliefs in this model?

o All students can learn.
o The purpose of professional development is to increase student achievement.
o Professional development should be collective learning by all teachers and administrators with an emphasis on improving instruction.

The cycle of professional development includes many familiar steps:

  • Collecting/Analyzing Student Data
  • Goal Setting and Student Learning
  • Selecting Content
  • Designing a Process for Professional Development
  • and a mini-cycle that includes Training/learning opportunities; Collaboration/implementation; and Ongoing Data Collection/formative assessment
Cycles – Training/Learning, Collaboration, Formative Assessment . . . . .

With a focus on tight alignment between curriculum, instruction, and assessment, this model parallels many Professional Learning Community cycles including the functions of data teams.  The “name of the organizing framework” is not nearly as important as checking to ensure that all elements are present within any professional learning group!  Leadership needs to focus on how and when collaborative time can be provided so teachers can work together. The training includes modelling and gradual release of responsibility as the participants take over the leadership role.

Additional ideas from the Iowa Professional Development Model include:

To be able to transfer new learning into the classroom, teachers need multiple opportunities to see demonstrations, plan together, work out problems, rehearse new lessons, develop materials, engage in peer coaching, and observe each other.

Often, learning opportunities need to be interspersed with classroom practice so that questions that arise from early implementation efforts can be responded to in a timely manner.

. . participants are provided with multiple demonstrations of the teaching strategies within the model . . .[and] multiple
opportunities to practice the teaching behaviors. . .
Professional development must be designed to be sustained over time. The initiative must be designed to last until implementation data indicate that the teachers are implementing accurately and frequently and student performance goals are met. (Joyce and Showers, 1983, 2002; NSDC, 2001; Odden, et al., 2002; Wallace, LeMahieu, and Bickel, 1990.)  https://www.educateiowa.gov/sites/files/ed/documents/IPDM_Guide.pdf

 

What elements are part of your professional development?
How do you know when your professional development model is really effective?  
How do you know when it is NOT effective?

9/11 In Remembrance


nina

Remembering the many who gave their lives;

Remembering the many who survived!

In honor of 9/11, please check out the 9/11 Museum.  If you would like a focus for just 10 minutes, check out my list of “5 Must See’s at the 9/11 Museum” from my visit in June here.

This song written by my cousin

never forget

 

And the many who have served and who continue to serve our country to keep America as the land of the free and the home of the brave.

SOL14: Starting a New Year



Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

In the Midwest, our school schedules vary.  Professional development schedules seem to vary even more.  August is always the beginning of a new year.  Sometimes it resembles March:  if it comes in like a lion, then it tiptoes out like a lamb.  Which was it this year?

 

Weather?  check

Relatively calm

 

Teachers?  check

Ready to learn

 

Students? check

Ready for learning

 

And then the late summer hit.

Hot, humid, blistering tormenting weather!

Were there any signs of the oncoming weather?

Many . . . but what good is fretting about uncontrollable weather?

 

Exactly one month ago yesterday my computer died. It was the fourth day of work. The fourth consecutive day of training. All links were open and live when the screen went dark and stayed dark. It would not turn back on. Not one single light was visible anywhere.  I was 50 miles away from one of our main offices with a class that had persevered in spite of the lack of air conditioning and internet access for the participants.  Black screen of death.

It wasn’t a complete surprise. I had been “limping along” waiting for “after July 1st” and the new fiscal year. But the suddenness was still a shock.  15 minutes to class time.

Fortunately, I had my personal laptop that I had been using since the June and July Writing and Reading Institutes at #TCRWP in New York City (longest battery time of all computer choices).  I was feeling a bit “schizoid” as some materials were on my computer and others were not.  It sounded like a simple solution.  “Don’t panic,” my internal voice said.  I wanted to go outside and scream, plead, bargain “PLEASE, just one more day!”

Obviously it was not meant to be.  I googled how to “present” a power point from my MacBook Air.  Settings – display – find that silly “dongle” in the backpack and the magical “tech bag” – remote . . . . . each minute went faster and faster.  My 15 minutes was gone. 3 minutes until show time.  Plans D, E, and F were vague possibilities in my brain.  “If this, then this as I pounded on the keyboard.”  Calm?  Not so much.  Was panic helping?  Not so much.

We were one minute late starting.  Some materials for the day were totally not accessible because they were locked inside the black dead shell of a computer.  Did we accomplish our goals?

Absolutely, yes!  Because at 15 minutes to start time with a dead computer my goals changed. It was survival mode. Technology was not my friend.

Life sometimes fails for the adult.  But what about our students?

Are there days when our students are in survival mode?  Are we “in tune” with their needs?  Do they need the comfort and security of the routines of our classroom?  How do we make sure they also have a way to voice their frustrations?  I’m not talking about a full day of whining and complaining.  But what if it truly is not a good learning day because of events beyond their control?

What learning will you and your students negotiate today?
When have you had to scrap everything due to technology failures?
How did you “trust” technology again? 

 

PS. So my good news is that I have my new computer. Last night I added:

  • skype
  • dropbox
  • Evernote
  • Twitter
  • wordpress.com
  • and this morning I am polishing off this draft of my blog post.  Earth is back on its regular rotation.  Life continues on!
What challenges have you already overcome this year?
How do we learn and grow from our own challenges?

 

 

 

2014-15 Goal: All Students Will Bloom


ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here.  Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

 

When I think of flowers, I think of all the possible varieties, colors and locations where they can be.  Some plants need a lot of care while others seem to flourish with little or no attention necessary.  Some flowers grow in rocky areas courtesy of birds and other animals that have left the seeds behind.

This weekend I had the pleasure of observing moonflowers on three successive nights.  They are gorgeous white trumpet-shaped flowers that bloom ONE night for approximately 12 hours.  Here is a picture of one blooming.

20140901_073534

 

 

 

 

 

 

 

 

 

 

(Moonflower courtesy of Julie’s garden)

 

Many schools have been in session for awhile during this 2014-2015 school year.  Other schools are beginning today.

 What flowers will grow in your classroom?  
What care will you provide to ensure that all are growing?  
How can they all “BLOOM” and reach their full potential?  
How many will bloom all year long?
How can we share the “blooms” with parents, family members and our entire community?

 

This post was also influenced by the book Mrs. Spitzer’s Garden.

Editing Sticks


ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here.  Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

 

What is the purpose of punctuation?

Many believe that punctuation is most important in writing because it signifies both the beginning and ending of sentences as well as indirect (paraphrased) or direct reporting of speech.  Students in kindergarten are exposed to end punctuation marks (. ? !) as well as these marks associated with speaking (,  “  “).  But is the bigger purpose of punctuation to give the reader the necessary clues to understand exactly what the author has written?  If yes, then the reader also needs those punctuation marks.  Why? Punctuation marks are very important when considering phrasing and smoothness of reading as a part of prosody for fluent readers.  A review of the CCR Anchor Standards found these six as possible considerations when thinking about the value of punctuation for both authors and readers.

CCRR Anchor Standards Considered:

Reading

CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.3

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Writing

CCSS.ELA-LITERACY.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Language

CCSS.ELA-LITERACY.CCRA.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

My Version of Editing Sticks

2014-08-22 15.01.39

 

 

 

 

 

 

 

 

 

My tools for this work are editing sticks that I created after seeing some that looked more like clear acrylic chopsticks on Twitter.  The size of the sticks that resembled chopsticks does make them more accessible to working “inside text” but the main feature is that they must be clear.

(Clear disks with a variety of punctuation including:     .   !   ?   ,  “  “ )

 

Inquiry Mini-Lesson for Professional Development with Teachers

Connection:

Remember that we are working with narratives and one way that we “show” instead of “tell” is to add dialogue to our small moments story.  Sometimes as a reader, it is hard to know exactly what a character says because when a speech bubble is not used, the writing does not clearly say or show who is talking.

Name the Inquiry Question:

How do I decide what punctuation to use in my dialogue?  How can partners move the editing sticks around to show exactly what a character says in a story?

Inquiry Set-Up:

With a partner, decide which editing sticks you will use, where you will put them and why.  Jot a note to record your thinking and any questions that develop.

 

   The   principal   said   the   teacher   is   a   great   leader.

 

Active Engagement:

Listen for conversations and watch for jottings that show there is more than one possibility for this statement. (Who is talking? The principal?  Or the teacher?)  Chart some of the jottings to help remember the lesson later. (Possibilities – The principal said, “The teacher is a great leader.”  “The principal,” said the teacher, “Is a great leader.”)

Link:

Authors have to be very careful when they write dialogue in order to make sure that the reader clearly understands who is talking.  Changing the punctuation can change the speaker and/or the speaker’s words.  Continue to study conversations / dialogue as you read to find more examples from mentor texts.  Take time to double check the dialogue in your stories with the editing sticks to make sure that the reader can clearly tell both who is talking and what they are saying.

 

What kinds of mini-lessons are you using for punctuation, specifically quotation marks for dialogue?  How is this lesson different from Daily Oral Language editing?  How do you combine the “editing” from writing and the “language” conventions for meaningful practice with text that transfers to student learning? 

 

After all, is the goal “perfect punctuation” or “increased understanding”?  What are your thoughts?

The Power of a PLN!


ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here.  Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

Last week as I finished a PD session for some of my teachers, I was asked by the principal to compile separate lists of Informational Books for grades 3, 4, and 5 so they could be purchased for the staff.  So a a “resource-full” individual, I put my question out  on Twitter to see exactly which informational titles the members of my PLN would say that they could not live without.  And they did not disappoint!

Here are the five books that I shared as a result of Alexis Czeterko’s (@AlexisCzeterko ) Closing Workshop “Five Mentor Texts for Information Writing  – and Ways to Use Them with Power”.  The variety is incredible and seems to renew teachers’ interest in quality informational texts as well.  And then the opportunities for using mentor text to explore writing techniques and goals will quickly expand for all writers who study craft moves while reading!

1.  National Geographic – Great Migrations:  Amazing Animal Journeys

2. Surprising Sharks  by  Nicola Davies and illustrated by James Croft

 3. No Monkeys, No Chocolate by Melissa Stewart and Allen Young

4. The Split History of the American Revolution 

5. Elephants  by Steve Bloom

Responses to my request for HELP!

Melissa Stewart provided a great list, but I loved the fact that she said these two books were necessities if only two books could be ordered.  Do you know Melissa Stewart? If not, STOP, reading and just click on this link NOW!

Boy Who Loved Math – Heiligman

The Animal Book:  A Collection of the Fastest, Fiercest, Toughest, Cleverest, Shyest –and Most Surprising Animals on Earth – Steve Jenkins

Melissa stressed that the actual books for a grade level would depend on the content standards currently in place.  So keep that flexibility in mind as the goal is NOT to create a perfect list.  Instead the goal is to put valuable mentor texts into the hands of the student authors!  Check to see which ones you already own and which ones fill gaps in your current collection!  (So unless your room is completely empty, you would need to check your current booklist and your standards before blindly purchasing all of these!)

Grade 3
Vulture View – April Sayre and Steve Jenkins
An Egg is Quiet – Dianna Hutts Aston
If You Find a Rock – Peggy Christian
Plant Secrets – Emily Goodman
Feathers Not Just for Flying – Melissa Stewart
Grade 4
No Monkeys, No Chocolate – Melissa Stewart
The Sun, the Wind, and the Rain – Lisa Westberg Peters
Song of Water Boatman and Other Pond Poems – Joyce Sidman
Neo Leo: The Ageless Ideas of Leonardo da Vinci – Gene Barretta
Planting the Wild Garden – Kathy O. Galbraith
Grade 5
A Place for Bats – Melissa Stewart
Winter’s Tail – Craig Hatkoff
Who Lives in an Alligator Hole? – Anne Rockwell
Living Sunlight – Molly Bang
Boy Who Harnessed the Wind – William Kamkwamba

Allison Jackson (@Azajacks), avid reader who also reviews books for the Nerdy Book Club, and teacher of third grade students submitted this list also on Twitter.

No Monkeys, No Chocolate – Melissa Stewart
Locomotive – Brian Floca
Balloons over Broadway – Melissa Sweet
UnBEElievables – Douglas Florian
What to Do About Alice? How Alice Roosevelt Broke the Rules, Charmed the World, and Drove Her Father Crazy! – Barbara Kerley
Brave Girl: Clara and the Shirtwaist Makers’ Strike of 1909 – Michelle Markel
A Splash of Red:   The Life and Art of Horace Pippin – Jen Bryant
Step Gently Out – Helen Frost
Brothers at BatL The True Story of an Amazing All-Brother Baseball Team – Audrey Vemick

Allison also included any books from National Geographic Kids and any books by Nic Bishop.  Additional books for older students included:

Island by Jason Chin

books by John Hendrix

What FIVE informational books would you recommend for students in grade 3, grade 4 and grade 5?
How has your PLN helped you lately?  And more importantly, how have YOU helped others in your PLN?

Special thanks Melissa and Allison!

SOL 14: Back to School


ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here.  Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

 

It’s back to school time for many teachers this week in Iowa.

What does that mean?

Well, lots of meetings and professional development for one thing.  But also the culmination of lots of planning for teachers.  Many teachers have been reviewing and polishing their lessons from last year.  Others have attended professional development locally or even in such far away places as New York City for the #TCRWP Writing Institute.

What blogs would be good to review now?

The Blog-a-Thon at Two Writing Teachers for the last week focused on building classroom routines for both reading and writing workshops.  That link was for Tara’s first post about Writing Notebooks.  And here is the recap for the week if you want to pick and choose your topics. What routines do you establish with your students to move them to the “independent” stage?  What new routines do you plan to add this year?

 

What quotes are you going to hold on to as the year begins?

Lucy Calkins:  June and August Reading Institute 2014

“To lift the level of reading you are teaching, you must work on your own reading. Outgrow yourself as a reader. Start today.”

“ We are no longer teaching information, but teaching students to sort, understand and make something out of the information that is at their fingertips.”

From Brooke Geller and the July TCRWP Reading Institute:

Richard Allington:  “Many of our readers are over taught and under practiced.”

From Mr. Minor at the August TCRWP Reading Institute:

“Don’t slow down for struggling readers. Projects disrespect. Keep pace high with repetitions.”

(All of these tweets were also found n Twitter.  Just one more reason for you to check out #TCRWP this week during the August Reading Institute!) :-)

 

What do those quotations have in common?
What is different about them?
Which two would you choose to compare and contrast?

 

What are you planning for/ holding onto as you begin this new school year?

 

Back to School

New room

New students

New teacher

Excited to learn!

 

Pencils

Pens

Paper

Stapler.

 

Books on shelves

Books in tubs

Books on spinners

Books everywhere.

 

The bell rings.

Students race in.

Excited voices

Eager to tell their stories.

Newspapers: Are they biased / unbiased?


You may have an answer for that question in the title.  But do you know for sure?  Definitely?  Unequivocally?  How did you research this issue?

The possibilities for bias in text are endless because text is all around us.  Literally and loosely, text is the scenery around us whether it is print or not.  The texts that comprise our daily lives may include a variety of print or non-print sources including electronic emails, blogs, newspapers, magazines and books.  I want to focus on one of those – the writing found in news sources, typically in newspapers and how we can help students examine that question as they continue to build their reading skills for life.

Standards Addressed:

  • CCSS.ELA-LITERACY.CCRA.R.6  –  Assess how point of view or purpose shapes the content and style of a text.
  • CCSS.ELA-LITERACY.CCRA.R.9  –  Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • CCSS.ELA-LITERACY.CCRA.L.5  –  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
One event. Three articles. Three different stories.  

How do you know whether the news is being reported or if the news is being shaped by the authors and publishers?  Let’s investigate further!

To begin, we will just look at the pictures from the three stories:

la-afp-getty-obama-meets-with-leaders-of-honduras-20140725

U.S. President Obama disembarks from Air Force One as he arrives at Los Angeles International Airportfox pic

What do you know?  What do you wonder?  

(Questions from What Readers Really Do:  Teaching the Process of Meaning Making by Dorothy Barnhouse and Vicki Vinton)

Hold onto those thoughts as you look at the titles.  (And the titles are NOT listed in the same order as the pictures!)

Titles

“Obama tells Central American leaders most children will go home”

“GOP lawmakers fight plan to bring more illegal immigrant children to military bases”

“White House pursuing plan to expand immigrant rights”

What do you know?  What do you wonder?

What theories are you now ready to begin building?

The sources in alphabetical order are:  Fox News, LA Times, and Reuters

Which sources go with which pictures and article titles?  Are you already considering revising your theory?  That process of continually questioning and researching based on what you know and wonder allows a reader to demonstrate flexible thinking.  Thinking really is one essential by-product of the “act of reading and understanding printed messages.”

What words/phrases do you notice in the opening paragraphs of the article covering the same event – news about immigrant children on this date?  Read and jot notes about those words.

Opening paragraphs in the LA Times:

 “Even as President Obama grapples with the crisis of immigrant children arriving at the Southwest border, White House officials are laying the groundwork for a large-scale expansion of immigrant rights that would come by executive action within weeks.

Officials signaled strongly Friday that Obama’s move would shield from deportation large numbers of immigrants living in the country illegally, as advocacy groups have demanded.” (LA Times, 7/26/14)

 

The same story from Reuters begins this way:

“President Barack Obama urged the leaders of three Central American countries on Friday to work with him to stem the flow of child migrants who have surged across the U.S. border and warned that most of them would not be allowed to stay.

In a White House meeting with the leaders of Guatemala, Honduras and El Salvador, Obama had a tough-love message: his administration had compassion for the children, but not many would qualify for humanitarian relief or refugee status. Many of the migrants have fled poverty and crime at home.” (Reuters, 7/26/14)

 

And the third story from Fox News begins with:

“Republican lawmakers are challenging the Obama administration over a newly announced plan to expand the use of U.S. military bases to house illegal immigrant children, warning that it will put a strain on troops and threaten military readiness.

The Pentagon confirmed this week that Defense Secretary Chuck Hagel has approved a request from the Department of Health and Human Services to house an additional 5,000 minors at DOD facilities.”

 

Do you notice any patterns?  What are you wondering about at this time?

There are many ways to continue reading these articles.  The length is conducive to having each student read all three, but a student may only be an “expert” on the actual writing techniques used in one or two of the articles.  Do remember that it is sometimes easier to analyze two articles through simultaneous comparing and contrasting rather than just one article by itself.

 

I was wondering about the “experts” and the sources of quotes within the articles.  Who does each author use?

LA Times:

“Obama said last month that because Congress had failed to act on comprehensive immigration reform, he would take executive action to ‘fix as much of our immigration system as I can on my own.'”

“When the decision is announced, it will ‘increase the angry reactions from Republicans,’ Peiffer said.” (White House senior advisor – two other quotes as well)

 

Reuters:

“‘There may be some narrow circumstances in which there is a humanitarian or refugee status that a family might be eligible for,’ Obama said after talks with the leaders. ‘But I think it’s important to recognize that that would not necessarily accommodate a large number.'” (plus two more quotes by President Obama

President Juan Orland Hernandez of Honduras,  “’They have rights, and we want them to be respected,’ he said.”

“‘The idea here is that in order to deter them from making that dangerous journey, we’d set up a system in coordination with these host countries to allow those claims to be filed in that country without them having to make that dangerous journey,’ said White House spokesman Josh Earnest.”

 

Fox News:

paraphrased information (no quotes in article)”The Pentagon confirmed that Defense Secretary Chuck Hagel . . . request from Dept. of Health and Human Services. . . “

Direct quote – “Donelle Harder, a spokeswoman for Sen. James Inhofe, R-Okla., told FoxNews.com.”

“Alabama lawmakers . . . ‘ongoing talks’ . . .  . . . “Alabama GOP Reps. Martha Roby and Mike Rogers ” . . . . ‘The housing, feeding and caring of immigration detainees would severely compromise the critical mission at Maxwell-Gunter,’ they wrote.” (also a second quote)

“Rep. Jim Bridenstine, R-Okla., said the request poses a very real threat to U.S. military readiness,’ noting the base is the ‘primary artillery training center for troops before deployment.'” (second quote also)

 

What might instruction/inquiry look like at this point?  

I might begin to model comparing specific words and phrases that were used in the articles and also begin to discuss the sources. Which words/phrases seem to be the most simple form of reporting (without opinions/emotions) in comparison to words or phrases that seem to have been chosen for their emotional nuances?  What could those comparisons look like?

Paint chips, a visual way to show the progression of vocabulary words, could be used.  Students in 1:1 districts could simply create these using a chart and add color gradations to the boxes.  Or students could consider how to use “shapes” to show the different layers of word meanings / nuances or  phrases and words that explicitly provide evidence of the biases and or point of view of the reporters/publishers. Words could then be added as text boxes inside each color.

Screenshot 2014-08-03 07.20.46

 

 

 

 

 

 

 

 

For additional discussion or to see an explanation of this vocabulary activity, see Sarah Brown Wessling, 2010 Teacher of the Year, at the Teaching Channel here.

 

If you have not yet googled the articles, here is the link to each one where all advertisements have been stripped courtesy of the readability app (with more information here):

Fox News

LA Times 

Reuters

 

So what are some other choices?

If you are a devotee of “Falling in Love with Close Reading” by Chris Lehman and Kate Roberts, you may have been thinking of all the connections between the lenses of text evidence, vocabulary and point of view!  That would be another way to conduct a close reading of these articles in order to see how they were “reported differently”.

Or, if you are interested in adding in some writing, you might have partner groups of students “summarize” their article in two or three sentences while asking them to include evidence that will help them “defend” their summary as “The Best Summary”.

OR you might consider this question - Can you predict how additional topics will be “covered/handled” by Fox News, LA Times and Reuters?  After making your prediction (and writing it down), pick a topic, pull up the three different articles and see if your predictions are accurate!

Or consider where your own local newspaper fits within this “range” or reporting!

 

Does every text that you read contain some bias?  What do you think?  What would you need to do to unequivocally answer that?

 

ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here.  Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

#TCRWP: Information Writing


Well, the June 2014 week of Writing Institute ended one month ago.  The finale included a “flash mob”, laughing and crying, and singing.  Memorable.  Unforgettable.  How do we have evidence of our growth?

We wrote.  We wrote some more.  And even more.  We wrote again and again using the lessons that we were practicing orally and in writing during our sessions.  Here’s just a view of my drafts.

What patterns do you notice in the drafts?

 # Draft 1

DRAFT 1  Monday, June 23

“Writing isn’t really important if it’s okay to write poorly.  Writing should be high quality or don’t even bother asking students to write.”  Mary E quote to begin June Writing Institute 2014.

But students have to write at school.  There are 10 writing CCSS ELA Anchor Standards that specifically address writing.  Under reading, 4-6 also address the craft of writing.  Writing is important.

Writing –  what do authors use for beginnings?  A title – promise of the author to the reader.  Provocative beginning– engage, pull them in so they want to write, yet also fit within the context .  Delicate balance between student choice and teacher need for compliance – do what must be  done!

 

Notes and questions:

  • How did looking at how authors began help us as writers?  How could that be used by students in order to begin writing?  How could that also be used by teachers at PD
  • Look again at the titles that Mary chose.  How did she arrive at those?

When we write:

  • How do we begin?  Introductions? Prologue?
  • What language about writing would be inviting and engaging for teachers and students?

Some ideas. Not a lot of content – YET!

Draft Day # 2 

DRAFT 2  For MS and HS Teachers in Districts    What writing is important?

“Writing isn’t really important if it’s okay to write poorly.  Writing should be high quality or you shouldn’t even bother asking students to write,” according to Mary Ehrenworth (TCRWP Writing Institute.  June, 2014).But students do have to write at school.

Is “not writing” a viable option?  Not really, because there are 10 writing CCSS ELA Anchor Standards that specifically address writing in all content areas grades 6-12 as well as in the primary grades.  To underscore the importance of writing, CCSS ELA  Reading Anchor Standards, 4-6 also address the craft of writing.  Therefore, writing is necessary and important at school in order to address the standards.The CCSS propose that the three types of writing covered by CCSS.W. 1 opinion / argument; 2. Informational/explanatory; and 3. Narrative  are to receive approximately equal attention in the elementary grades.  As a student progresses through the grades, narrative writing is de-emphasized and more attention is paid to Standards 1 and 2.

 

What does this mean for Teachers?

Teachers in all content areas are expected to be able to assist students to be better writers within their content expertise.  Will they be “teaching” writing?  Let’s examine this question a bit farther.  Will the science teacher be teaching writing?  Yes and No.  The science teacher will be expected to read, write and speak like a scientist.  The student will use science vocabulary in oral and written work.  Lab reports might be one example of expected science writing. The science teacher has the knowledge and expertise to guide the student in reading and writing as an apprentice scientist.  The business education teacher will assist the students in reading and writing tasks that would be found within the world of business.  Does this mean that every content area class has to now write a term paper?  The CCRR Anchor Standards do not say that every class should be writing a term paper but there should be an expectation for daily reading and writing in each classroom, even in small doses.

 

(What changed in this draft?

  • Explicitly stated purpose
  • Bold headings stated as questions so text includes the answers)

 

Day 3 Draft

 

DRAFT 3 For MS and HS Teachers in Districts   

Writing

Draft: Well-rounded student – information and all –  parenting – everyone has a role . ELA will not be mastering science content but yet having some uniform expectations  (at least having conversations about how individual roles contribute to the greater good !)

 

Chapter 1  Begin at the Beginning

What writing is important?

“Writing isn’t really important if it’s okay to write poorly.  Writing should be high quality or you shouldn’t even bother asking students to write,” according to Mary Ehrenworth (TCRWP Writing Institute.  June, 2014).

But students do have to write at school.  Is “not writing” a viable option?  Not really, because there are 10 writing CCSS ELA Anchor Standards that specifically address writing in all content areas grades 6-12 as well as in the primary grades.  To underscore the importance of writing, CCSS ELA  Reading Anchor Standards, 4-6 also address the craft of writing.  Therefore, writing is necessary and important at school in order to address the standards.

The CCSS propose that the three types of writing covered by CCSS.W. 1 opinion / argument; 2. Informational/explanatory; and 3. Narrative  are to receive approximately equal attention in the elementary grades.  As a student progresses through the grades, narrative writing is de-emphasized and more attention is paid to Standards 1 and 2.

What does this mean for Teachers?

Teachers in all content areas are expected to be able to assist students to be better writers within their content expertise.  Will they be “teaching” writing?  Let’s examine this question a bit farther.  Will the science teacher be teaching writing?  Yes and No.  The science teacher will be expected to read, write and speak like a scientist.  The student will use science vocabulary in oral and written work.  Lab reports might be one example of expected science writing. The science teacher has the knowledge and expertise to guide the student in reading and writing as an apprentice scientist.  The business education teacher will assist the students in reading and writing tasks that would be found within the world of business.  Does this mean that every content area class has to now write a term paper?  The CCRR Anchor Standards do not say that every class should be writing a term paper but there should be an expectation for daily reading and writing in each classroom, even in small doses.

So what will ELA teachers teach about writing if content area teachers have to teach writing? 

Picture this:  Suzie Q is an ELA teacher who LOVES, LOVES, LOVES narrative writing.  She has her students write narratives at the beginning of the year, then she adds in some response to reading, some argument and informational writing.  But a review of her lesson plans and her curriculum map show that Suzie’s students spend 23 out of 36 weeks on Narrative Writing.

Or picture this:  Janie Smith is an ELA teacher who prides herself on giving students choices in what to write.  She begins the year with a unit on each of the following writing genre:  narrative, response to reading, argument, and informational writing.  Each of these four units are approximately four weeks long and are typically completed by the end of the first semester.  During second semester, students can choose their own content to write based on their other course assignments and needs, yet they know that each student will be asked to add at least one more piece of each writing genre to their portfolio collection with a reflection about how it is different from their first semester writing.

 

Which ELA teacher is not only following the spirit of the curriculum but is also focusing on the curriculum of the students?  Correct, Jani Smith, because she has taught the basics and then provides some student choices that allow for increased writing opportunities with fewer “fake” writing assignments just for teachers (OK, snarky – have not included this idea before that writing only for the teacher is a waste of time!)

 

Chapter 2   Predictable Scenarios in Students’ Informational Writing

Katie Clements, TCRWP staff developer, shared these three common predictable patterns of difficulty in Informational Writing for students in grades 3 – 8.  By being aware that other students have had these problems, you yourself can be prepared to plan for a mini-lesson or at the very least to have conference around these issues.  What and how you teach will be built on previous writing instruction in your classroom, but see if any of these ideas spark your thinking!

 

Possible Scenario for Informational Writing:

Disorganized
Only a tiny bit about each part
Jumps right in without setting up expectations

What changes did you note in Draft # 3?

What remains the same?  

What questions remain unanswered for the reader?

 

And then the final four page draft after comments from classmates and my writing partner. (I really struggled with how to “access this format” because I still don’t understand what a Mac can do!)

Still a draft – but formatted 

Over the course of a week, what did you see change?

Only fitting to share this as my Slice of Life this week:  Evidence of Learning at the June Writing Institute 2014!

 Do you save your drafts?  How do you know your writing is improving?

ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. 

 

 

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