Heidi Louella is a seasoned ELA teacher who is on special assignment for a fourth year as a literacy and instructional coach in Bensalem Township School District. A self-proclaimed teacher-nerd, she is always excited to learn and grow in the profession and join forces with teachers to foster student engagement.
I remember a time when my middle schoolers were told that graphic novels were like a bag of chips. They are to be enjoyed, but is there really any thinking involved? Since then the world of graphic novels has exploded and kids who generally don’t like to read gravitate toward them. While reading into the subject and looking through some graphic novels myself, I have zero concerns that graphic novels are merely a bag of chips. First of all, if kids who don’t like to read are reading, what’s the issue? Secondly, like many novels and even informational text, the same thinking about reading work can still be applied and practiced, but I will leave that to another post…Coming Soon! This post will focus on helping kids navigate this type of reading and the vocabulary associated with reading graphic novels.
There is specific vocabulary associated with graphic novels that differs from traditional text. Using and teaching kids this lingo will be helpful when they read and/ or talk about the text.
Strategies to Coach Readers – Navigating Graphic Novels
Like any kind of reading, small group and conferring can be opportunities to coach into navigating and making meaning of graphic novels for those who are choosing them.
Strategy 1 – Reading Panels
Strategy 2 – Reading Dialogue
Strategy 3 – Choosing What Works Best
Strategy 4 – Adding the Actions in the Gutters
Strategy 5 – Making Connections to Construct a Continuous Story
Graphic novels may not be your cup of tea, but if they are what kids are reading, let’s use them to engage kids and teach comprehension strategies. Coming next we will compare strategies for traditional texts with graphic novels. Then we will explore the strategies teachers can use to coach into the inference and analytical work specific to graphic novels.
Feel free to make a copy for yourself of the anchor chart and strategies for navigating graphic novels found here!
I recently attended a webinar with the Aim Institute for Learning and Research. Having attended several professional development opportunities in the teaching of vocabulary, this one was packed with researched activities that teach vocabulary in the context of what we do.
Why Is Teaching Vocabulary Important?
According to research, vocabulary is a strong predictor of reading comprehension. For those who teach ELA, let me present Scarborough’s Reading Rope. There is so much that goes into skilled reading, but the endgame is for readers to not only comprehend but make meaning. Each strand works toward this.
If one strand becomes frayed it will have an impact on the end game. The depth, breadth, and fluency of vocabulary interacts with other strands including academic vocabulary. This is where ELA meets content area teachers. Through direct instruction across content areas, students can access 300-400 words each year, but what they need to acquire in order to be successful is 2500-3000 words each year!
Direct instruction refers to systematic and intentional instruction within any curriculum. The remainder of the words needed each year will come from the use of intentional independent word-learning strategies that also require direct instruction as well as indirect language experiences met through teacher and student talk, read aloud, and the structured independent reading already achieved in a reading and writing workshop.
The strategies included in this writing lend themselves to intentional instruction that can be used in any subject area and aid in the acquisition of 300-400 words each year.
Word Choice Approaches
There are three approaches to choosing words. When word lists are not already provided, we can fall on the tiered approach and the guidelines.
One way to use the guidelines is to utilize a shared text such as a mentor text, read aloud, or vocabulary for a particular content area unit.
Once you have a list, it’s best to start with a kid-friendly way to preview the words. Jamboard is a great tool for students to use when previewing vocabulary words in a virtual setting. Jamboard is an interactive whiteboard and part of G Suit. Students move each word to the appropriate category. Stranger words are words the students never heard of before; acquaintance words students have heard of but don’t know what they mean; friend words are words the students know; and BFF words are words the students not only know but uses regularly in speaking and writing.
Once students are able to provide a baseline by rating their familiarity or knowledge of each word, the systematic direct instruction can begin through work with word meaning and relationships that use visuals as well as repetition.
One activity to teach definitions and provide opportunities for visuals and repetition is to use a four-square. This does not need to be done for every word, but might be a good idea for those words that are strangers or acquaintances thus providing differentiation.
This can also be done in a Jamboard using the add text and add image tools. What is great about Jamboard is that the tools are very limited which allows the focus to be more on the word work and less on the many bells and whistles a student would need to navigate through in other applications.
Using Semantic Relationships and Connections
Students can continue to experience opportunities for visuals and repetition while exploring relationships and connections.
Once again Jamboard is a great no-frills tool for students to make associations and utilize visuals.
An added bonus would be for student to justify their choices verbally through Zoom breakout rooms or in writing.
Another way to explore relationships and connections is through scaling/semantic gradients. This is similar to the shades of meaning we often use in reading a writing.
Using Jamboard students can move synonyms for overused antonyms (fast/slow) onto the gradient in the order of intensity according to them.
Students can also justify verbally or in writing why they chose the order that they did.
Sentences from the text can be pulled for students to illustrate what they visualize in order to make meaning.
Word walls are another way to visualize using the parts of speech.
Speaking and Writing
While speaking and writing can be used throughout it can be the activity as well. In the virtual setting students can use tools such as Screencastify, Loom, Flipgrid, etc. to explain their thinking or can continue to use live discussion using breakout rooms in Zoom.
In this activity words and pictures are added to the Jamboard for students to match before explaining their reasoning.
Reasoning can also be shared in writing.
There may be multiple interpretations so like many things there is not always one right answer.
Where to Start
Start with a text that you are using as a mentor text, read aloud, or shared reading. Pull the words that you would like to have students explore and begin with the preview to determine the needs. From there you can create many opportunities for students to visualize and learn through repetition.
Just remember that whatever you do, provide opportunities for students to think, speak, and write. If they can think it, they can talk about it, and if they can talk about it, they can write it. The more they think, speak, and write, the better the chances for the acquisition of vocabulary and less opportunity for that essential strand to fray.
There is a great Facebook page with lots of how to ideas and troubleshooting for any subject area. It’s call “Teachers Using JAMBOARDS.”
Like anything else in the classroom, you will need to begin using Jamboards by laying down the ground rules and establishing norms. This could even be it’s own partner or small group activity. One of the complaints is the scribbling some students will want to do. It might be a good idea to give them a minute to get the scribbling out of their system on a blank frame or incorporate drawing at times.
There are lots of great ways to use Jamboards for the whole class, small groups, and even partnership collaboration.
One place to use Jamboards is for a student check-in. Whether it’s to check-in on emotional state, check for understanding, or simply to get a pulse on student thinking, Jamboard is a quick way to get the info you need.
Share Thinking About Read Alouds or Content Area Texts
Jamboards can be used to share thinking and collaborate using a common text. Again this can be worked on as a whole class, in small groups, or partnerships.
Differentiate Based on Choice
What starts off as a whole class stop and jot can quickly be used to determine most popular responses to move students to a smaller discussion based on their thinking.
Notice, Wreck-It, and Imitate Mentor Sentences
Mentor sentences are most useful when students can share their thinking and build on ideas with peers. Jamboard can provide that platform to zoom in on what authors do, deconstruct it to see exactly what the author did, and imitate it before going off to use it in their own writing.
Annotate Text (Small Group or Partnerships)
The beginning of a unit is generally a great place to look at a type of text and notice what authors do when writing. Before writing an informational writing or a realistic fiction piece, readers can study a mentor text for the moves authors make when crafting this type of text.
Strategy Lessons and Guided Practice
Any strategy in The Reading Strategies Book or The Writing Strategies Book can be turned into a Jamboard for a small group collaborative space for guided practice with you.
Small Group Progression Lessons
Progressions can also be posted for students to evaluate themselves and determine their next steps or to examine a particular progression in a mentor text.
As we transition to a hybrid model, we need to consider one of the necessary interactions that could be missing from our instruction. The student-to-student interaction often done through turn and talk and partnerships was a huge part of our instructional practice prior to March 2020, but it may have gotten lost as we were thrown so quickly into remote instruction.
How Do We Bring It Back?
Students who are in person can still turn and talk even though we will be 3-6 feet apart. It will just be much louder, but what about those at home or when the discussion is too complicated for such distance?
The Slow Chat
There is the option of the slow chat which is a discussion in the learning platform (Schoology for secondary teachers and Google Classroom for elementary). A discussion question can be posted and students can respond, read the responses of others and respond to them as well. This is called a slow chat for a reason. It’s not the quickest of turn and talks, but it does provide the student-to-student interaction that is crucial in learning.
The breakout room feature in Zoom is a great way to incorporate the student-to-student interaction that is a quicker than the slow chat. During synchronous instruction, those who are in the Zoom can be put into breakout rooms with a partner for a quick turn and talk opportunity while those in class can physically turn and talk.
Another option is Jamboard which is a Google App and collaborative whiteboard space.
A Jamboard can be worked on by an entire class or slides can be assigned to partnerships. Here’s a video that shows the basics of getting started.
More information and ideas to come using Jamboard!
As a parent, teacher, and instructional coach, I am saddened by the turn education has taken in a few short months. Frustration and anxiety are at an all time high for teachers, students, and parents. Many of us are just trying to survive on a daily basis. As teachers so much of this is outside of our control. We certainly are not responsible for the pandemic or the decisions districts make to keep our communities safe, but we are responsible for committing to best practice. In the last two months I have personally seen so many great teachers rise to the occasion, learn new and innovative ways to deliver instruction, and continue to hold close the fundamentals of best practice in reading and writing workshop. As we move toward a new hybrid model, I encourage everyone to do the same. The simplicity of it may be just what we need as we enter another new chapter that no doubt feels overwhelming.
The fundamentals of reading and writing workshop never change no matter the model– synchronous, asynchronous, full remote, hybrid, or 100% in person, but they do need to be reimagined.
In a hybrid, synchronous model, the minilesson is still mini. Whether you use the UOS virtual learning videos or give the minilesson yourself, a minilesson will fall somewhere in the 7-12 minute range, build an anchor chart, and include explicit modeling and even some guided practice.
In the hybrid model, one cohort in in the classroom receiving the instruction in person. The other cohort is in the Zoom where you may be sharing your screen.
So far we’ve done this…
Today, I’m going to teach you this…and model what that looks like using the mentor text or read aloud.
But What About Guided Practice and Turn and Talk?
To keep students actively engaged in minilessons we utilize brief moments to turn and talk about our own thinking. In this particular lesson, I am thinking about the characters in my read aloud and I need to determine who has the least to greatest amount of power before I can model my thinking about how a character responds to power. I might in a normal classroom say, “Here are the characters we’ve learned about so far. Turn and talk about the order you might put them in from greatest amount of power to least and what makes you say that.” But how does that work for the students at home? How does that work in the classroom with 6 feet of distance between turn and talk partner?
Well, it could be a turn and shout. Or it could be everyone at home is put into a breakout room for one minute with a partner to discuss while we turn and shout in the classroom. But something tells me that won’t be preferable to some. Maybe instead my in class students have white boards they can write on then turn and show. Turn and talk might instead be in the classroom, “Partner A – write down who you think has the greatest amount of power so far and why. Partner B – write down who has the least so far and why?” and after one minute they turn and show their thinking. The cohort at home can still use the breakout room to chat or you might say to those at home, “Jot your thinking in the chat”. After the minute you can share some thinking from the chat and the whiteboards you can see to avoid the close contact of the typical eavesdropping. If this is a system you use daily, it will be clunky at first in the beginning, but like everything else will smooth out as you and students become familiar with the procedure.
Now I’m ready to model how to think deeply about dystopian characters by using the next strategy of thinking about how characters respond in different ways to power. I might model my thinking for how Luke responds to power and provide more guided practice. I might send students back to the chat box or to the breakout room to discuss a different character while my in person students return to their whiteboard.
Even though students can’t lean in and discuss, it does not mean we abandon such an important practice. Utilize whiteboards, a piece of paper even, the chat box, and the breakout rooms so students can still participate in guided practice and conversation that is so essential for growing readers and writers. As you reimagine a practice, it will be clumsy at first for both you and kids, but when it becomes a part of what you do daily, it will quickly become second nature, much like the words, “turn and talk” do within a week of it being a norm in your typical classroom.
Once the minilesson is complete, we will continue to provide the sacred time of reading and writing independently. We will remind them of the kind of work they can do today by referring to their anchor chart and send them off.
If I have the ability to use multiple devices I might keep a timer going on one or set a timer on my phone to keep track. I live by my timers, and they can help some kids with time management and keeping focused. They can even be added inside student notebooks for students by inserting a video!
But What About Small Group and Conferring?
The minilesson exposes students to the rigor, but the real magic happens in small group and conferring. This is time where you are using your best tools in the shed to grow readers and writers. We may not have our small group table since furniture has been removed from classrooms to space student desks six feet apart, and we may not feel comfortable sitting along side a student to properly confer, but that does not mean we abandon our best tools! Much like turn and talk and guided practice, we need to reimagine what this will look like. This might look different from room to room depending on just how many actual students are in the room, but keeping six feet apart and trying to run a small group in person could be a challenge. The volume of your projected voice alone would be a distraction to the independent readers and writers in the room. What I might do instead is pull small groups from the cohort that is working from home into a breakout room. I’d let those in the classroom and at home know that during the independent reading and writing time, I will be pulling certain students at home into a breakout room. From there I will work on what kids need based on data from running records, performance assessments, and what I am seeing in reader’s and writer’s notebooks. I have the ability to open any students notebook if it is a digital one and confer — compliment, teach (what does this student need next?), send off to practice. This time is so incredibly sacred as it provides the differentiation for students and allows relationships to be built. This time cannot be put on the back burner.
A lot of times the last 5 minutes of reading workshop is a time to write fast and furious about what we noticed and our thinking. This doesn’t change in a hybrid setting. What may change is the share time. I may even use this 5 minutes to do my own writing based on the mentor text, read aloud, or my own independent reading.
Since we may not be able to end the class every day with turning and talking about what we worked on, we can at the very least utilize Zoom for those at home in the final minutes. We can use the breakout rooms to partner up students to talk about what they worked on today, what they noticed, and what it made them think. In writing, they might talk about what they worked on today, how it worked for them, and what they still need to do.
Avoid the Pitfalls
Instead of trying out every single digital tool that’s being thrown out there, choose maybe one or two and get good by doing them. I am a super simple online teacher. I use my slides, digital notebooks, and features in zoom like chat and breakout rooms. Even my notebooks are simple, much like the composition books I used in the classroom for years. I include the anchor chart right on the page for easy access for students, maybe some post its depending on the unit, and rubrics or guides when and as needed.
2. Avoid the scavenger hunt. Teachers don’t mean to do it, but this one I learned while trying to help my own children. If there are too many directions, too many links, too many things to open and try to find, it is exhausting and even I start to shut down. That is why I love the digital notebook and putting everything they need in one spot.
3. Not everything needs to be done through a screen. The independent time in reading, for example, is a solid 30+ minutes (unless the child is pulled for a small group that day) to read a book. Synchronous instruction for those in the remote cohort are not watching and listening to you all period. They are getting the minilesson and doing the independent practice. Avoid returning to an entire period of the sage on the stage. It was not best practice before and it’s not now either.
In other words…keep it simple. Consistency and the basics will be your friend now more than ever!
How Have YOU been Reimagining the Workshop?
I would love to hear your ideas. Comment here or shoot me an email. We are all in this together and can benefit from the thinking of our colleagues,
While the running record assesses the reading comprehension of a child through snapshots that indicate a just right reading zone, performance assessments assess an independent ability to think. Often times teachers will say to me that all of their students comprehend far below grade level, and I will look at the running record data and find a majority are actually reading on or above grade level. The students don’t necessarily need reading comprehension strategies or lower level texts; they need support to strengthen their thinking about reading. Those are a completely different set of skills.
I have heard many times that pre assessments are a waste of time. However, the purpose of the performance assessment is to guide decisions about small group instruction, additional minilessons, and even read aloud choices.
Using the Learning Progressions to Differentiate
A performance assessment will focus on a small number of specific skills like inferring about character. By matching the thinking to the learning progressions, teachers can determine at what level individuals are thinking about reading for 2-4 skills at a time and use that information to determine what strategies students need to grow their thinking.
We might also find through the performance assessment that a student’s thinking level is higher than their independent reading level. It is just as crucial to take this into account when meeting needs. That’s where read alouds and guided practice come in. These readers can still be given opportunities for thinking about reading and practicing these skills with a text they may not have been able to access independently, and they need these opportunities.
When we look only at independent reading comprehension or at independent thinking without also looking at the other, and we do not provide the differentiated instruction and opportunities to meet readers where they are, we are doing a huge disservice to them.
That is why using performance assessments to inform instruction is a powerful tool. One note of warning, however. Learners need a space for approximation. Don’t feel the need to assess and grade everything. Practicing skills can be clumsy, but we want kids to know that it’s okay to not have perfect notebook entries every day as they practice skills. Feedback not evaluation is important for growth.
Taking Ownership of Growth
One strategy to help learners take ownership of their growth is to invite them into the process. If they are writing about character, for example, use the learning progressions to show the good, better and best and determine where their current thinking sits and what they need to do to grow their thinking.
When you understand the purpose of any assessment and how it can work for you and your students, it becomes more valuable. Performance assessments provide us with very clear data that shows us exactly where kids are in their thinking and what they need next. While we want our students to be strong readers, we also need them to be strong readers who can think.
In order for any assessment to be of value, it’s important to know what you are looking for and make sure the tool and protocol match. The approach is meant to be from a place of inquiry not inquisition. It’s a time to get to know readers and their reading behaviors.
If a fourth grade student, for example, is retelling and summarizes by telling about every single event and detail from beginning to end, teachers can make note that this is a student who could benefit from some small group or conferring work using a strategy that focuses on characters, setting, what’s most important in the beginning, then the middle, and the end.
By noticing reading behaviors and matching them with the Learning Progressions, teachers can map out a plan for individuals and small groups in order to differentiate instruction. Once the student is able to show growth using this strategy then look for what’s next in terms of complexity to teach.
In the above case, the next teaching point will add problem, solution, and lesson learned. I might use this strategy and tweak it to add a component for what the character learned from the problem or the solution before moving into the next teaching point found in the learning progressions.
Above we see the next step emphasizes retelling using a cause and effect or problem and solution structure with more nuanced work in theme. At this point I might also refer to the Learning Progressions for theme.
While studying the reader during the running record, you might notice a pattern in the types of words that are mispronounced or a struggle. Maybe you notice a pattern of stumbling over multi syllable words. That can then be a note for what this student needs next to be successful and look for a strategy to use to support this reader.
Behaviors during a running record can provide so much information. It might indicate what could be getting in the way of comprehension. Maybe the student can only remember that last part read and focuses on that as the retelling. While making training videos for running records several years ago, I found that my own child went back and reread the first sentence in each paragraph to retell. Somewhere along the way he learned the first sentence makes the main point for a paragraph, but does that work outside of informational texts? This was a behavior worth noting to determine what he needed for a narrative text.
Take Note of What’s Next to Prepare and Support Readers
If we give running records in order to merely check a box that we have completed them each testing period, then it’s possible we don’t see their value.
Running records provide a snapshot into a student’s approximate reading comprehension and the the information we gather from it informs us of the work required in their just right reading zone as well as into a more complex reading zone, what comes next.
A student who is reading within a band of O/P/Q who is ready or soon to be ready for R may need some support with something like keeping track of long strings of unassigned dialogue and being able to infer story action in these parts.
A student who is reading within a band of S/T/U who is ready or soon to be ready for V may need some different supports including switching settings, flashbacks, and words used figuratively that could pose a challenge.
With that said, students may choose to read a text that is considered outside of their just right reading zone because maybe, for example, it’s historical fiction and they love to read historical fiction and have a lot of background knowledge in the time period and events of the the setting. It’s okay to read within a band of text complexity or even stretch themselves with a book outside their just right zone, but knowing where they are in their most recent snapshot to determine the kind of support they may need, maybe support with multiple plot lines or quick perspective changes, would be a valuable tool.
It’s easy to get stuck in a pattern of stop, drop, and test–checking off a box 5 times a year. However, using running records to examine reading behaviors and inform teaching practices in order to differentiate instruction and meet individual and small group needs is the point of running records. And that information, approached from a place of inquiry, can provide the most valuable data that can grow readers.
One of the mini sessions I attended at this year’s TCRWP Saturday Reunion was titled, “5 Common Mistakes Teachers Make in Writing Instruction and How to Quit Making Them” presented by Colleen Cruz.
First she summarized the four types of mistakes we can make as educators.
Aha-Moment – A mistake that you didn’t know. Maybe something like being observed and discovering you provide limited wait time after asking a question of students.
Stretch Mistake – We make these all the time. Every time we try something new and reflect on what did not go well to make changes for the next time.
Sloppy Mistakes – Mistakes that don’t really hurt anyone else. Leaving my tea in the office when I make copies would be an example.
High-Stakes Mistakes – We don’t realize we are making it, but it has the biggest effect if not corrected.
The 5 common mistakes made when teaching writing are high-stakes mistakes that have the potential to have a negative effect on students. But the great thing about mistakes is when you know better, you do better.
Remember those rules we used to make up while playing tag outside. The ones that we made up along the way to fit whatever needs we had. We do that in teaching too. For example, all those rules about numbers in writing are backyard rules. Teachers often use numbers to increase volume but they can cause more harm. Numbers in writing is just wrong! There are many strategies to increase volume while promoting quality not quantity.
Every essay must be 5 paragraphs
Every paragraph must have at least 5 sentences
Every sentence must have 5-7 words
The rules below are often used in an attempt to improve vocabulary, but sometimes the simpler word is just right.
“Said is dead”
“Put nice on ice”
We even try to keep writing formal and create these rules, but what we really need to teach students is purpose and audience.
Never use I
Never use you
Some others that come to mind include never start a sentence with the word because or and.
Look at some mentor texts and compare those published pieces to the backyard rules.
Sometimes when a unit is challenging for us or students, we tend to take longer. However, the advice from TCRWP is that any unit should not extend past 4-5 weeks. They caution that it’s not useful to linger in what you don’t know. According to Lucy, “The less you know, the faster you should go.” Making this mistakes creates an environment where everyone is just over it. In any unit that is challenging, choose the must knows from that unit and really teach them. Another reminder that we aren’t teaching everything but the kitchen sink!
Sometimes as teachers we over scaffold and sometimes those steps we create to manage students is done with the purest of intentions–providing student support. So we put steps in place including some of the following:
Every time you revise, use a different color.
You must do step 1 before step 2.
You must have three drafts before you can write a final copy.
You must check in with me before starting the next step.
If you have too many scaffolds in place, you might actually be creating obstacles that prevent students from being independent and productive.
Oops…completely guilty of this mistake!
Often times we will give lots and lots of feedback on final products. The problem with that, besides the fact that it takes up a whole lot of teacher time on weekends, is that evaluative feedback does not encourage growth. By the time students get it, they are already finished and have checked out.
The best feedback is given along the way. It focuses on what’s most important right now for this student, again not everything but the kitchen sink!
When we teach the writing not the writer we are not meeting individuals where they are nor are we providing them with the tools to develop their writing outside of that one piece. For example, we might be so focused on the writing that when they struggle to determine a topic, we give them a list of topics or suggestions based on what we know about them. What we need to do instead is teach students strategies to generate ideas that they can use in the future.
We might also focus on some of those backyard rules of a certain type of writing instead of using mentor texts to help writers determine their own goals and the techniques they want to use to meet them.
Are you teaching that every persuasive essay has a thesis statement as the last sentence of the introduction?
Are you teaching that there must be three reasons to support the claim?
Is that what all writers do?
What if instead we teach kids to study author purpose, audience, and the craft moves they made and how those moves had an impact on the reader?
What if we taught writers to set their own goals and purpose, determine their own audience and the craft moves that will help them achieve what they set out to do with the writing?
When I sat in that session, I definitely sighed a few times remembering when I too made that mistake. I certainly never claim to be perfect, but what I have always tried to do in all of my years teaching is to reflect on my work and adjust. I earned my teaching certificate 24 years ago, and I still read as much as possible, participate in as much professional development as I can, and talk to educators every day. I am still learning and growing, and I know many of you are doing the same. So when we discover we are making a mistake, we all need to do better when we know better no matter how many years we have been in this business.
My experience with the parts of speech included the little grammar book that I remember as a student and later as a teacher. What I noticed, as both a student and a teacher, was that learning and teaching the parts of speech was like throwing a bunch of paper balls at a student and hoping something stuck. But it didn’t. So does that mean it’s completely useless to teach? Not at all, but it depends on how you teach it.
If you are using that little grammar book of lessons and practice, assigning worksheets, or even digital slides that are essentially worksheets, you may not be getting much to stick. That is because drilling out of context has been proven to ineffective. However, if you are using mentor texts and examining how the parts of speech impact writing and allowing students the time to go into their own writing, you are teaching grammar in context and you may find more success.
What Does This Look Like?
First, introduce a student-friendly definition. In this case, we are thinking about adjectives. Then allow students time to brainstorm. Whether they are in person or remote they can pick something in the classroom or in their home to describe coming up with as many examples as possible in a specified period of time.
They can also play tennis with the item they are describing. In person, name back and forth until the first person can no longer leaving it up to the other partner to keep going unit they can no longer think of any as well. In a hybrid classroom, breakout rooms can be used to partner up students.
Step one is quick…few minutes at most!
Find a mentor text to read to students and then examine just a piece of it looking closely for adjectives–words that describe people, places, or things.
Then remove the adjectives. Again this is just within a few minutes.
Ask students what effect the adjectives had on the text. Why did the author use the adjectives?
After studying this wrecked version of an informational text, we are showing not telling our students that adjectives provide precision and clarity in order to help readers understand. This would then lead to an invitation to revise.
If we are teaching the parts of speech in a way that teaches writers then we are more likely to improve writing, and isn’t that really the goal? Being able to name and identify parts of speech is not a life long goal; however, becoming a writer is. The research forever has proven that teaching grammar in isolation does not have positive effects on writing growth. In fact, it can cause more harm. Not only does it not stick, but the time wasted takes away from valuable writing time. Teaching grammar and the parts of speech in context of writing and using it as a means to transfer to student writing is a more effective approach.
Where Do I Start?
Think about the genre you are in. What are the parts of speech and conventions that will be important to learn and apply? The work is meant to transfer right into the current writing. For example, opinion and informational texts that need that precision and clarity will lend itself nicely to adjectives while strong verbs and strong nouns are necessary in narrative pieces. It might be useful to examine a mentor text for the genre and type of writing you are working in to determine what kids need. Studying realistic fiction, for example, might show me that strong nouns, strong verbs, paragraphing dialogue, and punctuating dialogue will be a helpful start. Think to yourself, what do they need now that they can go in and write or revise today.
*Note this same work can be done with the spiral unit book as well as the viewer’s guide within the virtual units.
Use the Viewer’s Guide in the Virtual Units of Study. It is such a powerful tool get yourself grounded in what is most important.
The Viewer’s Guide can be found in the introduction of the virtual unit.
When you open the Viewer’s Guide, you will get a session by session glance of what the teacher is teaching and what the students are doing.
By reading through what teachers will be teaching and what students will be doing, you will see a clear roadmap of where students are headed as well as patterns for what is most important.
Here’s a road map of what I noticed in the sixth grade personal narrative unit.
Prior to beginning any unit, it’s helpful to use the Viewer’s Guide to create your own roadmap to ground yourself in what’s ahead and to find the patterns that are most important because we can’t teach everything but the kitchen sink and hope it’s going to all stick.
I noticed when creating the roadmap for this unit that what was truly at the heart was craft and elaboration.
It would also be helpful to study student writing from past years or from the online resources for your units.
This unit, as many do, offers examples of student writing. By reading these examples, you might get a better picture of what to expect. It would also help to share these student samples with students. Let them know you are about to begin an exciting unit exploring personal narrative, for example, and share what previous students have written.
Ask them, “What do you notice about personal narrative?” and for each example, “What do you notice this particular student did when writing his/her personal narrative?” Let students make discoveries and have opportunities to discuss them. Then share the road map of the unit with them. This will help them to see what they are doing and why along the way.
You will also need to fold in some additional work based on what you notice students need based on their pre-assessment writing.
Determine the additional work you will be adding in based on what you notice in student writing that will serve as critical areas in conventions that need to be developed. This may become a secondary road map for you and students.
This work is blended in using mentor sentences. We want to develop their skills of paying attention to what writers do, why they do it, and the effect it has on the writing. Read more about that here in “Where Does Grammar Fit Into the Workshop?” We want to use our mentor sentences and what students notice to create anchor charts and use that work to revisit their own writing pieces and revise with this work in mind.
Keep what’s most important front and center. In almost every writing unit I have looked through I’ve noticed that what is at the heart of each unit is being a writer.
Each unit, no matter the type of writing, focuses on writers who set goals and make plans to achieve those goals; studying a great deal of mentor texts to notice craft moves and determining which moves to try out and use within their own writing; reflecting on goals, plans, craft choices, and growth as a writer; and determining new goals and new plans.
The idea is to teach the writer more so than the type of writing. That is not to say that the type of writing is not important, but it is secondary to teaching writers to become independent. Teaching them to set goals, create plans, use resources, and reflect. If you are able to foster that independence, then your writers will be able to succeed in anything they need or want to write.