Learning by Doing

The idea behind the Readers and Writers Workshop model of learning is that students learn best by actually DOING what they are learning.  Readers need to READ.  Writers need to WRITE.  Artists, need to sculpt or paint or draw.  So what does the teacher do while her students are READING or WRITING or SCULPTING?  The teacher is moving around the room, observing, encouraging, helping, giving hints and tips, in a word...TEACHING!

For more information on how to CONFER with READERS take a look at Jennifer Serravallo's book, Conferring With Readers.

For information on how to CONFER with WRITERS take a look at Carl Anderson's book,
Assessing Writers.

Happy Teaching 2014-2015!!

Writing Conferences

Dear Writing Teachers,

 

Are you aware that almost all of your writing instruction

happens during your one-on-one writing conferences?

Sure, your mini-lesson is important and reaches a

larger audience.  But the real "MEAT" of your teaching

will come during your individual conferences with students.

This is when you are face-to-face speaking writer-to-writer!

 

In the Calkins/Hartman/White book, One to One, you can

read about 4 suggested steps to include in a writing conference.

As I coach teachers I give them a pink card with the 4 parts

written (below) to take around the room with them as they

conference.

 

Research: This part is when you observe and analyze what the student is doing as a writer. It is also important at this point to compliment your student on what they've done well.

 

Decide: Decide what you want to teach your student during this conference and how you will teach it.

 

Teach: You will teach what you've decided will get this student to the next step in their writing.

 

Link: Remind student what they have done well as a writer and remind them to do this in the future.

Cause and Effect

Running through almost every text your students read, there are examples of cause and effect relationships.  We often think of them as a text structure.  But I also see cause and effect when looking at a sequence of events. I see cause and effect when looking at a problem and solution.  And I see cause and effect when inferring, "why did this happen?" Is it just me? Causes and Effects seem to be everywhere!

Notice how this chart illustrates how there need not be only one cause and effect.  There could be several causes for a given effect...My good grades, my good attitude AND my helpfulness in the classroom might have all CAUSED me to get the Good Citizen Award. On the flip side, one "event" or cause such as a tornado might produce multiple EFFECTS such as building damage, torn up landscapes and bodily damage.

 The author writes about one or more causes or events and what happens because of it, the effect/or effects. The PURPOSE is to explain why or how something happened, exists, or works.

Sometimes authors use words that signal when a cause or effect will be shown. 
Here are some signal words to watch for:

because     therefore     due to     accordingly      for this reason     so that     consequently   nevertheless         in order to      if...then

Here is a poster which illustrates it all:

A Character's Journey

In most stories your character takes some sort of journey.  It might be a literal journey or trip.  It might be a journey into new experiences, circumstances or feelings.  Help students take the journey with the characters they read about.  And as writers, invite students to take their readers on a journey!  The following idea was snagged from the Summer Writer's Institute at Teacher's College in New York.  I've used the example of Little Red Riding Hood, but you could apply this exercise to another story or demonstrate how a student might use this to assist with their own narrative writing.  Can you think of ways to use this?

Nonfiction Visuals

Chart Idea Inspired by The Comprehension Toolkit

Text Features

Nonfiction Readers

Student Nonfiction Features Journal

Journal Construction.

Hands-On and FUN!

Five Finger Rule

It is very important for students to learn how to choose their own books. As I've mentioned in a previous post, the best way for kids to raise their reading level is to read MORE on a level that is fairly EASY for them.  This would be their INDEPENDENT level.  The Five Finger Rule or Five Finger Test, is one of the easiest ways for kids to determine if a book they've selected, will be a match. If you haven't heard of the Five Finger Rule, I'll let the sample graphics that I've collected from the Internet explain it for you!

Find a Favorite.

Thanks to the following websites for the good ideas!!

http://krazyaboutkiddos.blogspot.com

www.oboyorganic.com

www.rivervaleschools.com

www.pabooklibraries.psu.edu

www.ayearofmanyfirsts.com

Writing Do's and Don'ts Flipbook

In Texas we took the 4th grade Writing STAAR test this week.
Teachers found a clever way to review with their students in the weeks leading up to the test.

Hints were cut and pasted inside. 

And the Don'ts...