Do your students say what they want to write before they write it? Whether it is a short exit ticket, the resolution of the conflict in a narrative, a lab report, or something else, there is a lot of power in oral rehearsal at every age.
An easy way to do an oral rehearsal with your students is to do a think-pair-share. You may have heard of this strategy where students take a moment to think about the answer to your question, and then turn to a partner who is near them to share the answer. To complete the cycle, have students write what they shared.
Another way to set up oral rehearsal is for students to have writing partners. Before writing, partners can share what they will write about based on the instructions for the day. After they write, they can share their writing and get some feedback from the partner. I like to set up partners for the length of the unit so that students can build that friendship that good writing partners need.
Yes, all of this takes modeling and practice.
This week I did a small experiment with two of my students who are learning English. I asked them first to write about a movie and I gave them five minutes to write. Then, I had each one tell us about a book that they liked. Here is a picture of their answers. I added a word count to each text.
Sure there is lots to work on with their English, but look at the difference in language production! Oral rehearsal is definitely worth the effort.
…and then wait for the answers.
Teachers, at times, argue about silly things. Years ago I walked into a classroom and into heated discussion that pitted Bloom’s Taxonomy against Webb’s Depth of Knowledge. (Really, I did!) While there were teachers on either side of the discussion, they were all arguing for the same thing: Good Questions! After listening for a while, our literacy coach wondered aloud, “How about using both to get the students think in lots of different ways about many different ideas?”
That’s the ticket! Let’s use the ideas of Bloom and Webb to motivate student thinking, speaking, and writing. If you haven’t revisited Bloom and Webb in a while, now might be a good time to review the questions you ask, think about your wait time, and consider who does most of the talking in your class. (Someone once told me that the person in class who is talking is the one who is doing the learning. It was probably that same literacy coach).
The resources (click on the pictures) are tools to get you thinking and to get your students thinking. Have high expectations for your students and they will rise to the challenges that you scaffold for them. All students can and do learn. We can help them.
“You’ll know it when you see it,” was obscenity defined.
If you have to ask the lawyers then integrity’s declined.
Unequal almost everything shows justice isn’t blind.
Clearly there’s some clarity distinctly undefined.
On a recent trip to Minnesota, a friend and I met for coffee and conversation. As part of the conversation we, as we often do, discussed our reading and writing. We shared suggestions for awesome reads, quick reads, reads to avoid, … Then we discussed writing.
To make a longer story shorter, we came to an agreement: In one year we will return to the same coffee shop, each one with a manuscript for the other to read. Yep, we’re gonna write some books!
Why am I telling you this? It keeps me honest and helps me with accountability- if I tell the world I am going to write a book then I will, most likely, write a book. Now, just so you know, there was no agreement as to length or quality; we did not discuss genre or publishing. One could write a 700 page fantasy or a 30 page poetry chap book. And, if for some reason we don’t write, we will still meet for coffee and conversation.
So, the game’s afoot! Pen to paper!
As we work to systematize the writing work we do in Middle School, we decided to start a new website: Middle School Writing Lab. It will be a constant work in progress (and it was only started last Thursday so, keep that in mind). I hope to include in each section:
- How-To/ Explanation
- Word Bank
I am looking for that sweet spot between “formula” and “stream of consciousness.” I want writers to use their personal voice while accomplishing the task at hand. If you have any amazing resources please send them my way. Let’s Write!
I pencil my schedule long-range
Knowing planners, the times, they’ll exchange
So I mix a new fix
Til’ the change gets the nix
Is the un-change of change still a change?
A bit of motivation for the NaNoWriMo writers (sung to the tune of Rawhide)
Writing, writing, writing,
With the page I’m fighting
Keep them pencils writing
Through problems and solutions
Pen to page all through the night
The dialogue they’re talkin’
From scene to scene they’re walkin’
Revising will help me get it right.
Think it up, write it down
write it down, think it up
think it up write it down
Read it out, editin’
Editin’, read it out
Read it out, editin’
Arguing with the television,
turning it down, loudly,
eating fresh rosquitas and offering them
Wanting to share in the wine
But too methodical to do so.
Keeping life’s rhythms and rhymes.
Patterns that matched his shirt.
Setting his watch by casino,
Punching the clock at the café as if going to work,
Paying without comment.
Community wherever he was.
Welcoming you, as you are,
Who you are,
Supporting your dreams,
Take a nap if you want to, fix the world if you want to…
But how about a sandwich at 8:40,
And could the doctor’s appointment be after breakfast and before the café?
What are your thoughts about self publishing? If I have a book ready to go should I invest the time to send it to publishers or use a service such as Create Space to make the text available now?
All thoughts are welcome.
A writer who wrote had a dream:
Tell stories to feel, think and scream.
“I’ll motivate reading,
Young minds I’ll be feeding,
With wonders that aren’t what they seem.”
I have known “writers” who don’t write and folks who say they are not writers but who, in fact, write. Me? I like to tell stories about kids who are similar to my students, typically 4th through 8th graders with dreams and worries, hopes and inhibitions. Soon I will join the legion of writers who take up an MFA program in writing. It is a low residency program at Hamline University in St. Paul, Minnesota that focuses on writing for children- it is a perfect fit for me… and they accepted me.
In order to complete the program I will travel twice a year to Minnesota from my home in Lima to learn, write, reflect and revise. My previous studies in the last 20 years have been to find or keep work. I have enjoyed earning each of my teaching licenses and the learning that came with them. This one, though, is for me and my students… and I am really looking forward to it.
If you know of any sources to assist with funding please send them my way.
In the meantime it is almost November and that means NaNoWriMo. But who needs an excuse to write?