TDA: Starting with Images

Last year we had a pretty intensive training on text dependent analysis for ELA teachers in fourth through eighth grade. One of the things we learned in the training were the three steps to get to analysis that helped us focus on the craft of the author. Often we want to start with the big idea and ask something like, “What’s the theme and what in the text makes you say that?” While we have been doing this move for a long time, it does not encourage close examination of craft and intentional moves an author may have taken to push a particular message through.

The anchor chart

Instead of starting at the bottom and determining a new understanding such as character traits, theme, effect on reader, central idea, and author’s purpose, we start at the top and teach readers to pay attention by asking what do you notice? What do you explicitly see?

Once we have noticed a lot, we want to look and see if there are any patterns. When it comes to patterns, we are thinking about buckets. What do we notice that could all go into one bucket, and what would we call that bucket?

After seeing a pattern or even multiple patterns, we want to look at those patterns and determine a new understanding. If we are looking for theme, for example, we may ask, “Based on the bucket(s) and what’s inside, what does the author want us to know, think, feel, or believe? What message(s) is the author pushing through?”

Analysis takes a lot of practice and scaffolding!

Before kids can write, they need lots and lots of opportunities to discuss with partners. Analysis is hard stuff so many times we can use images to get us going. Jackie, a sixth grade teacher at Rush, showed me what she was using and I LOVED the idea. During the training we shared lots of images from a series by the New York Times called, “A Picture a Day”. Jackie decided to also incorporate advertisements including this one below.

I decided to try one out myself. Look at this add for Camel Lights.

You could model using one and then provide some guided practice with another. I might have turn and talk partners try this one next as they are guided through step 1, then 2, then 3.

How one teacher supported students

Jackie noticed her students were struggling with noticing patterns, and so she created a scaffold which she will soon take away just to give them a nudge. She gave them some possible buckets to fill for the Heinz Ketchup advertisement and now that they have had some experience, she will have students determine the patterns they are seeing moving forward.

Jackie’s sixth graders then wrote their thinking while supporting their ideas with specific moves the author/artist made. The student example below proves her thinking by including how the author/artist used color, words, and even formatting.

If this is all new to you or you haven’t gotten your feet wet with this process, click here to use some of the pictures we’ve compiled and try it out yourself!

And if you would like some modeling with your students or simply would like to plan with your current unit, you know where to find me!

One rule of caution! There is not one “right” answer and there can be different patterns noticed. We want to celebrate and push for individual thinking.

Coming Soon!

Once you get your feet wet with the images, I will share out the use of the lenses to look through while reading.

The Power of Modeling: From Sticky Notes to Reader’s Notebooks

One of my pushes this year is pushing thinking using the reader’s notebook. While re-reading Penny Kittle’s Write Beside Them and her newer book 180 Days which she co-wrote with Kelly Gallagher, I found myself re-energized by the act of doing the work in front of kids in a real and organic way.

Our great reading teachers have been modeling active reading with stop and jots and think alouds within mentor texts pretty much on a daily basis, but when it comes to the reader’s notebook there is a disconnect. Kids want to be told what to write about and how it should be formatted. As workshop teachers, we know that everyone writing the same way about the same thing is not conducive to growing readers. They do not benefit by doing what the teacher wants; they need to have the choice and ownership to push themselves.

Revisiting Penny Kittle and Kelly Gallagher’s work made me wonder. What would it look like if we modeled moving from the stop and jot to the notebook? What would kids see if more than one teacher modeled using the same text? This was an experiment that I felt was important to take on, so I asked some of my people who I have worked with in the past to do this experiment with me. I thought I’d get a couple volunteers, but little did I know that all of my people would volunteer!

My first stop was with my former coaching colleague turned fifth grade teacher. I shared my idea during his prep one day, and he not only said yes, he suggested we start that day! We grabbed two of the same book from his classroom library, and when his fifth graders came back from special, we shared our plan.

To do this plan, we had to flip the workshop around and begin with independent reading followed by the minilesson. While the students read, we did not conference or pull small groups. We joined them in reading and jotting. After about 30 minutes of independent reading, they joined us on the carpet and we took 5 minutes to look over our jots and write a notebook entry.

The kids paid close attention while we grappled with our thinking and writing about our thinking.

Then we each explained how we went from our stop and jots to the notebook entries that were before them. They turned and talked about what they noticed about how we went about it and how we formatted our writing.

I continued my tour with Sarah Wolbransky, also a former literacy coach who went back to the classroom this year to teach fifth grade. We did the same experiment. Using a different book that we had not read from her classroom library.

From fifth grade, I hit the middle school and Bridget Sperduto’s seventh grade. The best part about middle school is we can do this for five periods, which is the equivalent of five class periods of reading and noting. The students were not only able to see what we each did using the same book, All American Boys, but also what we each did over the course of five class periods!

I continued in the middle school, but this time my seventh and eighth grade teachers, Theresa Simon and Danielle Armstrong, pulled their classes together, and the three of us got to work using Everything, Everything.

Seventh and eighth grade teacher, Justin Hopf decided to join one of Danielle’s classes and since we were already pretty far into Everything, Everything, we decided to pull another book from the classroom library.

From there I went back to the elementary school to experiment with Chris Jordan and his sixth graders. We used a book from his classroom library that neither of us had read.

Later that day, I joined Gina Miller, Kelly Kovach, and Natalie Hartman, a sixth grade team in another building. They pulled the entire sixth grade together to do the experiment with Out of My Mind which showed how four different teachers went about this work.

I ended my tour in eighth grade with my Wonder Twin, Diane Murray. Using Ghost, we modeled our thinking and writing about reading across the day.

What did I learn from this experiment?

  • I learned that notebook entries should not take more than a few minutes. We’ve seen that when given prompts and structures, students will take hours and sometimes days to push themselves to do the thinking work that should only be taking about 5% of the workshop time. The time spent was because students were often so focused on being right and formatting it correctly that they were losing time from the real work.
  • I learned that students need to see a lot more of modeling. I encourage teachers to keep their own reader’s notebooks and share images of their own work but also take the time to do the work right in front of them. Students will benefit from seeing you grapple with your own thinking and how to get it in the notebook.
  • I learned that students may start with imitating exactly what you do. Having the confidence to do it your own way takes a lot of time and practice. Keep modeling your process!
  • I learned that when kids don’t have enough experience and don’t know what to do, they default to writing a summary or nothing at all.
  • I learned that these notebook entries are the seeds that can be used for long writes that are not as frequently written.
  • I learned that reader’s notebooks show thinking over time and that thinking can change along the way.
  • I learned that together as a team we can do so much more to model with kids.
  • I learned that other people think differently than I do even when we may be reading the same book.

What did students learn?

A LOT! They watched us in the moment write about our thinking based on what we noticed, taking no more than 5 minutes to write our entry. They listened as we explained our process of stopping to jot, determining what to explore deeper in the notebook, and how we decided to organize it. They learned that it’s okay to take charge of their own thinking about reading, but most importantly, there is no one right answer or one right way to go about it.

I look back at my notebook compared to Lee’s. We both ended up looking closely at how the characters were acting, but we came to different conclusions. Kids need to see this!

Lee wonders if the poor behaviors are a result of living in poverty while I wonder if the leaders feel helpless and try to control the situation by punishing everyone instead of those who are really responsible.

I also look back at Diane and I who came to similar conclusions by noticing different patterns.

What’s next?

I encourage you to do this modeling in front of kids. I’m not going to lie. It’s slightly uncomfortable, but that’s what kids need to see. They need to see us struggle with making sense of what we notice while reading, so they are less overwhelmed when they are expected to do the same. They need to know it’s really hard work but so important. They need to see that we too have to really push ourselves. If you’re able to do this work with a colleague to show the different ways you both go about it after reading the same text, it’s pretty powerful. And if you would like to invite me in to do this work with you, you know how to find me!

What’s the Deal with All These Sticky Notes?

While visiting classrooms and chatting with teachers and students, I’ve noticed some common themes.

  1. Kids want to be told what specifically to stop and jot about.
  2. Teachers are frustrated with minimal stop and jots and surface thinking on notebook pages.
  3. There are all these sticky notes, but now what to we do with them?

If you need a quick background on the purpose and benefits of the sticky note, read “The Life Cycle of a Post It: Management, Functionality, and Benefits of Capturing our Ideas on Post Its” from the Heinemann Blog.

As I listened to teachers and students, I decided to do some experimenting myself. I am a firm believer that students learn best when they have access to real modeling, so I pulled out a new notebook, chose a book from the classroom library, and got to work doing what I would expect from kids.

Much like reading to discover strategies that I use to keep myself focused, engaged, and thinking about my reading, taking the time to actively read with stickies in hand helped me see different strategies that I could use to model with students.

How do you know what to write on the sticky?

Short answer…whatever stands out to you! Stop and jots are not meant for everyone in the room to notice the same thing. Students do not need to be told, “Everyone should stop and jot about___,” nor do they need a worksheet, but a scaffold might include the close reading menu of possible lenses for reading and your current anchor charts for the unit of study. Remember, the close reading menu is just an extension of the anchor charts from the reading units. Students in the younger grades or students who struggle can even start with using SIR and note what is surprising, important, or repeated.

So what goes in the notebook then?

The notebook is not a place to rewrite what was noticed on the stickies. It is, however, a place to think deeply about something you may have noticed. After reading for about 20-25 minutes I stopped and jotted on a sticky 13 times in those 29 pages. So now what? I found myself looking back and noticed a pattern. I noticed that in those pages I wrote “unimpressed” multiple times. When I thought back, I realized that the main character and his mother both had multiple instances of acting unimpressed. As a reader, I know that when I see something come up again and again, it’s something to stop and think deeply about. Why would the author do that? What do I think it means? Why do I think it’s important?

I took three of my 13 stickies and started to explore through writing my thinking around that.

By doing the work myself, I notice that what stands out to me and what I need to think deeper about cannot be directed by a teacher or a worksheet.

I notice that over time (I’m now on page 110) I stop and jot most when:

  1. I see repetition (the way a character acts, responds to something, or even a word that’s repeated.)
  2. I see a character give advice.
  3. I notice a character acting differently than I would expect in a situation.
  4. I notice an issue the character is facing.

But Diane, who is reading the same book and noting, stops and jots most when:

  1. She sees a pattern in the moments of choice of a character.
  2. She notices the way a character struggles internally compared to externally.
  3. She sees how the setting might be driving a character’s choices.
Diane’s Notes

Is this one more thing to add to the massive plate?

No! It all goes together. Think back to the TDA training.

First, students stop and jot what they notice while independently reading. This may produce a lot of thinking, and that’s okay.

Next, students look back for BIG IDEAS they might notice through a pattern. When looking back on my stickies throughout pages 65-76, I noticed that there were a few that made me think about the issue of belonging.

Finally, students take that pattern or one BIG IDEA and explore this thinking deeper in the notebook. This is meant to push thinking about reading and practice skills like inference and analysis. But most importantly, it is mean to be student-driven.

Students need to be in the driver’s seat as much as possible. They choose their independent reading book, they choose their reading spot, they choose what to notice and what to explore deeper.

The more students are in the driver’s seat, the less they rely on what the teacher wants and what is the “right answer” or “right way”.

This process continues on a regular basis throughout the reading workshop. Each day students return to their reading, noticing, identifying patterns, and thinking deeper about BIG IDEAS. It’s also known as the life cycle of the sticky note.

One thing to consider. Writing about reading is only a small percentage of reading time. Some students will try to spend days on end in the same entry. This type of writing is about showing thinking more than formal writing.

Students need to know it’s about being FAST AND FURIOUS. All of my entries are no more than 5 minutes! This may need to be modeled!

How do I grade notebooks?

Notebooks are a playground for thinking and not meant to be grades each day; however, it is possible to have students choose one entry a week to self evaluate and turn in for a grade, but ideally a conference around their notebook would work better because students could leave with a strategy to try if they are struggling with any aspect of the life cycle of the sticky note.

Moving Forward!

Sometimes we get so focused on making sure everyone is doing the work that we get a little tunnel vision, requiring specific notebook pages that look a certain way. We focus on format and lose sight of the deep thinking. In my next post, I plan to show you the work of multiple teachers modeling the life cycle of a sticky note using the same book to highlight how even when reading the same book, we can notice, think, and explore a BIG IDEA differently, and it’s okay!

I leave you with my thinking across six independent reading sessions

Active Reading Beyond ELA

This year the fourth through eighth grade ELA teachers went through three days of training in text dependent analysis. The general idea is that students read through lenses in order to notice patterns and come to a new understanding.

In the reading workshop, students choose the lenses they are using to notice and note while reading their independent reading novels and book club books. As a result of the training, we have begun to put together menus of lenses and types of understandings that best work with each of the units.

Here is an example of a basic menu of lenses and understandings for one particular unit. As teachers model additional lenses, these too are added as options.

In content areas such as social studies, students can read historical fiction through some of these same lenses in order to get to a new understanding such as theme to determine our takeaways as readers– what we now know, think, feel, or believe as a result of what we notice in historical fiction.

Students choose two lenses to actively read.

For example, what do I notice about the psychological setting (lens #1) and the actions (lens #2) of the characters.

Students jot what they notice while reading or at the end of reading depending on preference.

Students use their notes to look for patterns within the lenses they are noting. Maybe a character acts differently in different settings depending on who is there or the mood the setting creates.

By looking at what they’ve noticed and the patterns they are seeing in their observations, students can use that to come to a new understanding such as theme by asking themselves, what does the author want me to know, think, feel, or believe about that?

The same work can be done with nonfiction text using lenses that are specific to that genre. Below are examples of the lenses and types of understanding that can be used with nonfiction text.

Below is an example of my notes while looking through the lens of word choice while reading an article.

Specific lenses and understandings can be used for historical fiction reading in the social studies classroom. See some examples below.

Below is a short story annotated using the lenses of character actions and speech.

When students cannot write directly on the text, they can stop and jot in their notebook as seen below.

Much like discussions, noting is driven in student choice. Students in one book club can each choose two from a menu. There may be some overlap, and that it okay. After a few days to a week, students can switch out and read through new lenses, too.

By actively reading through lenses in order to notice patterns that lead to a new understanding, students are thinking deeply about what they are reading, able to have better discussions, and have the evidence to cite in writing.

Digging Deep with Discussion

Diane has been working very hard in the last few months to engage her readers. One of the ways she went about it was through the use of spiderweb discussions. They were rough going at the start, but each week the students reflected and determined what they did well and what they should do moving forward to deepen their conversation and include everyone.

Recently we videotaped one particular book club that was reading the historical fiction novel, Between Shades of Gray. Diane gave the students a very open-ended prompt to think about first, and that was all they needed to begin their discussion.

How do you think the challenges the characters have faced in the book influence their life after deportation?

prompt
Students discuss after they are given a prompt to think about first.

The discussion was timed and continued until the timer sounded. The teacher documented the discussion by creating the spiderweb while listening. Students can also document discussions as we have done in the past through the fishbowl. The web (shown left) was the one documented during the discussion (above). Notice how students were able to facilitate for themselves and keep the discussion moving.

Compare the discussion with the rubric (below). It is clearly evident that the students were successful in all aspects of the discussion.

I wish we had thought to record their reflections after, it was incredibly reflective of how they have done in the past to now. However, a few things did stand out when asked how they liked book club discussions compared to work they have done in past reading classes. The group quickly lamented the use of teacher-created questions and packets that meant nothing to them. They expressed how much they like to have real conversations about their own thinking that doesn’t feel like a waste of their time.

For more background on the spiderweb discussion, check out previous blog posts.

Making Time for the Book Club Discussion When There is Limited Time

This year we have book clubs in our sixth, seventh, and eighth grade reading classrooms and a couple coming next year to eighth grade social studies! Book clubs can be incredibly engaging when students have choice and the ability to be self-directed, but it’s certainly not a free for all, and like everything else within the workshop, follows a structure that students understand.

Recently the students in Diane’s eighth grade historical fiction book clubs and Bridget’s seventh grade book clubs have been participating in various spider web discussions that look across multiple texts at common themes, but students can and should participate in smaller discussions once or twice a week with those who are reading the same novel as well.

What does this look like?

In Bridget’s class two different book clubs worked together to accomplish a shorter Spider Web discussion without the need for the teacher to directly supervise, meaning more than one discussion can go on at one time. Because the students have already participated in multiple large group spider web discussions, they are very familiar with what is expected of them whether they are inside or outside of the circle.

Preparation – A Small Amount

Students can be given five minutes to do a quick brain dump in preparation. This is one example of a discussion that requires very little preparation, but offers a lot of choice.

Preparation – Focusing the Stop and Jots

Another method that can be used is dividing up the lenses for reading. Having the students choose the two lenses they will read for that week to determine a new understanding and switching their lenses each week. Students in the club do not have to read using the same lenses. If there are four in a group, see how many they can cover by choosing two lenses each.

When students meet they will have collected enough notes to contribute to the various ways the author is developing character, conveying themes, or having an effect on the reader.

Getting down to business

The students here are reading either the Quarantine series or the Legend series. Those reading Legend sat on the inside to discuss while those reading Quarantine sat on the outside to draw the spider web and collect data on the discussion. Once Legend finished their discussion, they switched places with Quarantine. The total time between groups was 10-12 minutes with a couple minutes given to reflect.

I often set a timer for 5-6 minutes and students discuss until the timer sounds

With 20 minutes (5 minutes to prepare, 10-12 minutes to discuss and collect data, and 3-5 minutes to reflect) dedicated to discussion once or twice a week, students are given the time to think deeply about their novel, practice analysis using text evidence, and reinforce communication skills that they are ever so happy to do over a weekly text dependent analysis essay.

And the more opportunities they have to discuss and build on their ideas, the more they develop the skills to write better when it is time.

Challenges

A lot of modeling, scaffolding, and reflection go into this work, but it is more than worth the time spent. Some teachers feel overwhelmed when they try something new and it doesn’t go perfectly from the beginning, but an instructional coach is a great support to use as you create a structure that is familiar to your students.

Benefits

Through the use of discussions such as the spider web, notice the teacher-created graphic organizers and packets of questions are not in existence and never were. This work supports the workshop’s use of choice, ownership, community, and structure. It is student-led, student-driven, and results in high engagement and motivation. This is authentic reading that students want…just ask them!

Approaching Analysis with Non-Traditional Texts

Diane and I recently attended the PIIC Professional Learning Opportunity, a three day conference for instructional coaches. The focus was on reflective practice with opportunities each day to participate in break out sessions to support our own professional growth. One of the sessions we attended was titled, Using Non-Traditional Text to Support Analysis. This session in particular really made our wheels turn and drove some of our conversations around engagement in the reading workshop.

Past Learning

We were already familiar with the New York Times’ What’s Going On in This Picture? and how this resource could be used to close read and analyze text. Those teachers who attended the TDA Trainings in our district will remember this well.

New Learning

PIIC presenters Diana Hubona and Stacy Ricciotti brought a different spin to this kind of work.

They started with 4 images that related to Harry Potter and challenged us to discuss what each meant, how they connected which led us to discussing themes.

Why Pictures?

Using non-traditional texts such as pictures has its benefits.

  1. Less Threatening- Students (and adults for that matter) can be overwhelmed by the more traditional texts even before adding such a complex skill such as analysis.
  2. Leveled Playing Field – Even if students read below grade level, are English language learners, or struggle with comprehension, using pictures makes the text accessible for everyone.
  3. Increased Engagement – Pictures provide a low-risk opportunity that increases student engagement.
  4. More Opportunity – Students need many opportunities on a regular basis to close read and analyze. Pictures provide not only access but make it possible to provide many experiences which students need to develop and hone these skills.

Marrying the Old with the New

Diane and I decided to do something similar with the historical fiction book clubs but put it a bit more in the hand’s of the students.

The Mini Lesson and Active Engagement

Diane started with the connection, sharing how she learned something new while at a conference at Penn State which made her think differently about analysis. undefined

Using the mentor text Patrol by Walter Dean Myers, Diane modeled how she thought about images that came to her mind while reading and shared their significance to the story.

She then challenged students, with 5 minutes on the timer, to think about their historical fiction book club book and the images that came to mind. Students added four images to a google slide.

Once students chose their four images they turned and talked about what they chose and why it was significant to the story.

Once they shared, Diane went back to her four images for the mentor text, and again went to modeling through a think aloud how the images could be connected.

She noticed that all four images could be connected through the soldier’s sacrifices and then she was able to think to herself, What does Walter Dean Myers want me to takeaway from the text about the sacrifices that soldiers make? which was the scaffold she used to move towards talking about theme.

Once Diane modeled her think aloud, she had book club members do the same using their four images. This experience provided students with the opportunity to not only identify symbols within the text but also allowed the time to think about connections among the symbols and how those connections develop various themes.

Independent Time

Students were then able to leave their book club discussion and take the time to write to explain their thinking about takeaways related to theme using the four images they chose.

A Workshop Fit

Modeling

Diane typically uses mentor texts to model her own thinking about reading. The students do not use the mentor text to discuss but have opportunities to apply the same strategies to their own independent reading. Diane did not ask her eighth graders to explain the significance of her images or how they were connected to determine a theme. She modeled that thinking first, and then challenged her students to try that same strategy with their book. Modeling is an important principle of reading workshop. Diane broke the modeling down into two short parts with active engagement in between each.

Time

Another major principle of the reading workshop is time to read and respond to literature. Diane’s students have large chunks of time each day to read their book club book and have opportunities to both discuss and write about reading.

Choice

The workshop also allows students to have choice. Not just choice in what they are reading. Every day students read books they have chosen, decide what they will focus on while reading, and in many cases what they will discuss. This particular lesson provided choice because students were not given the symbols but chose the ones they felt were significant. In our experience, students with more opportunities to choose are more engaged and willing to push themselves to think deeper about reading.

Community

Students have many opportunities to turn and talk and gather in book clubs to share and discuss thinking, which is another principal of reading workshop. Today was no different and the amount of talking about the text and their thinking supported the goal of providing many experiences to analyze. The support of a community promotes deeper thinking and students need as many community opportunities as possible to strengthen this skill and provide a more solid foundation before writing.

Structure

The reading workshop has a unique structure that allows for more independent and community time than teacher on the stage time. This lesson provided the brief modeling in the mini lesson, many opportunities for active engagement and turn and talk, as well as time to work independently responding to the book they are currently reading. The class ended with time to share.

Our Spin

We were inspired by the work of our colleagues at the PIIC Professional Learning Opportunity and put our own spin on it to bring some more engagement and analysis experiences into the workshop. We are looking forward to trying this out over the summer with some of our own colleagues as we get ready for next year. We would love to hear about your spin on a great approach.

Related image
Feel free to share in the comments!









The One Pager

I’m going to be honest. When looking at any Facebook group for teachers, it’s typical to find a teacher ask, “What should I do after reading (fill in the blank with any book)?” The thread following the original post would include one response after the other, “one-pager”. I had no idea what a one pager was and assumed they meant a one page reflection of the book or a one page analysis.

While looking for different ways to incorporate thinking about reading without writing the dreaded TDA essay, I was reminded of the one pager by Theresa who used them last year now and again (I didn’t make the connection last year) and was planning to do something similar for the dystopian book clubs. Theresa has seen a lot of engagement around this work and generously shared her work.

Various ways to use one pagers

One Pagers as a Get to Know You

One Pagers for Book Analysis

Samples from Independent Reading Books

Samples from Historical Fiction Book Clubs

Samples from Dystopian Book Clubs

Moving Forward…

I’d love to see something like this with a focus on one or two of the lenses to show a type of understanding and really zero in on analyzing author’s craft.

Thank you for sharing so much great student work, Theresa!

Seventh Graders Take on the Spider Web Discussion

Getting started

When Bridget started hearing about how Diane and I were experimenting with spider web discussions in order to increase engagement while putting the learning in the students’ hands, she decided to jump in and give it a try.

Why not? It’s the end of the year. What a great time to play around with our craft as teachers when the pressures of testing are not weighing down on top of us. At this point in the year, we are already reflecting and beginning to think about what we can do to better support our students next year.

Bridget was game and so we got to work. The work highlighted in this post is our second week into spiderwebs. I used many of the things Diane and I learned in her classes to get it off the ground last week, but because this is a different population, Bridget and I discovered in the first week that we needed to provide some scaffolding for the seventh graders.

The data showed that the seventh graders quickly understood the idea of talking about their dystopian book club books and staying on task; however, we saw and heard a lot of summarizing and sharing rather than analysis and building on ideas. In order to support the seventh graders this week, we put some supports in place.

Preparing for the discussion

The fast and furious brain dump

Since the students were taking the time this week to stop and jot what they were noticing about the systemic and individual conflicts within the dystopian book clubs, we started this class period with the opportunity to use an open ended prompt that they could write fast and furious in order to dump their thinking onto paper.

This is not formal writing that we worry about our own structure, craft, mechanics and conventions. This type of writing was to dump thinking onto a page in order to begin to process it. We promised we would not show this writing to their writing teachers. The good thing about the fast and furious brain dump is students don’t get hung up on how to write it and can focus just on their own thinking.

The challenge with the way we did the brain dump is there is no “I’m done”. Students write until the timer sounds, and whenever they think they are finished, they ask themselves, “And what else?” and keep going whether its another piece of evidence or starting on a new idea.

This week’s prompt with a five minute timer

After the timer went off, students had an opportunity to share with their shoulder partner some of the ideas they came up with.

While students turned and talked, Bridget and I eavesdropped and had some of the students we listened to share some of the takeaways that we labeled as theme statements.

The image to the right shows some of the theme statements highlighted from one class period.

We had the students have a quick turn and talk about which one of the highlighted themes applied to their novel as well followed by an even quicker fast and furious brain dump on the new theme statement.

For this first class we randomly chose books to join the discussion in the fishbowl, but we found that we got a lot of sharing and summarizing, so we quickly adjusted for the next class, realizing more scaffolding was needed to deepen the conversations.

The discussion

We decided if students needed more support with deepening conversations, we needed to zero in on one or two of the highlighted statements. We chose one or two based on how many students chose each so that we would have 10-12 students inside the fishbowl for the discussion around common theme(s).

Based on the work Diane and I have done in her classes and last week’s discussions in Bridget’s classes, we felt that students would still benefit from the fishbowl as they learn together to strengthen discussions.

Students not inside the fishbowl listen and collect data to provide feedback for growth as described in this previous post.

What did it look like?

One discussion from the day

After each discussion, students who collected data had time to turn and talk about what they noticed before the class had a chance to reflect on what went well and what they need to do moving forward.

Time for Reflection

It’s imperative that students have the time to reflect on what they think went well and what they can do moving forward to grow.

A quick story about the importance of reflection

Last week, which was the first day of a spider web discussion in Bridget’s class, the students had 5 minutes for their fast and furious brain dump. In fifth period the ideas were pouring quickly into reader’s notebooks in the form of charts, diagrams, long writes, and I was giddy with excitement. With so many ideas I was sure this first discussion would be A-MAZ-ING!

When it was time to begin, I set the timer for 6 minutes and then…

they sat,

they stared,

they said nothing!

They literally said nothing for 6 painful minutes inside the fishbowl while people on the outside, ready to collect data, sat and waited for anything, but nothing happened.

In the reflection they were all very vocal, both inside and outside the fishbowl. They brainstormed all these reasons why they did not start and what they could do in the future. So we gave them the opportunity to redeem themselves; the next day I showed up and we tried again. This time we had 6 minutes of amazing conversation with lots of student prompting, which is what they decided they needed from each other to feel comfortable.

This side story is to illustrate the importance of reflection and to allow a space where students can fail but grow from those experiences. Bridget and I were dying inside, wanting so badly to save them from themselves during that initial 6 minutes of silence, but I am confident that through their reflection, which highlighted how insecure they felt and what they could do to support each other, they gained more than if we had thrown them a lifeboat.

Period 5 goes from 6 minutes of silence to 6 minutes of GROWTH!
Data collected from one student outside the fishbowl

One reflecting discussion

Period 3 discusses what went well, what they noticed, and what they could do to improve

A note about choice with scaffolding

One of the tenets of the workshop model is not only student voice and agency but also choice. Currently Bridget’s students are in a dystopian book club unit that offers 14 different engaging series to choose from including, Shatter Me, Darkest Minds, The Maze Runner, Gone, The Loners, The Uglies, The Selection, Matched, and The Missing just to name a few. Clubs could be as small as 2 and as large as 6 to ensure that students have choice.

For our discussion we also allow for choice within the fast and furious brain dump by keeping the prompt open-ended, again allowing students to write about what they have been noticing and their personal takeaways.

Even though we decided to highlight and further explore some common themes we were noticing, the list was generated by the students, meaning each class had a different list, and the discussion was around 1-2 of those student-generated common themes, again chosen by the students to further explore.

At no time did the teachers decide upon the theme statements for students, which meant each class’s discussion was very different because they were based on what students chose to explore. Student choice amps up the engagement and buy in, but also allows students to take ownership and not rely on teachers to make decisions for them.

Challenges

It is especially challenging for students to have a spiderweb discussion while reading so many different books, but by focusing on common themes within the genre, students not only get to explore how they play out in other books but also get interested in books within the genre that they might want to choose later for independent reading.

In the future, I do want to share one club’s discussion as an example.

Next time?

I look forward to next week and seeing how students continue to grow!

Do we have to…?

TDA Essay Overkill

There has been so much talk and professional development around text dependent analysis this year, so it’s not a surprise that kids and teachers for that matter are over it!

Diane and I will be working together to bring you some moves you can make in your classroom that provide the many opportunities students need (because they need MANY) to close read and analyze while taking out the redundancy of writing one TDA after the other.

But as Diane and I began to brainstorm, Danielle dropped on my desk the most beautiful graphic essays created by her students, so I had to share!

Graphic Essays

Danielle outlined the expectations (seen above) and provided time for students to organize their ideas before they began. The result? Beautiful graphic essays that included thematic statements (thesis), evidence to support the statements, and an analysis of each piece of evidence. She also challenged them to incorporate symbols that related to characters, setting, theme, or conflict.

Student Work

Take Away

Students can close read and analyze as well as use creativity in a way to show deeper understandings of text without always writing an essay. We can find lots of ways to practice skills without the overkill of the dreaded TDA essay.

Coming Soon…

More Ideas and Celebrations!