Weeks of April 22, April 29, and May 6, 2013

It's been a crazy couple of weeks at Grover! With NJASK testing for all three grades levels, we have been following a modified schedule for two weeks.

The week before testing began, we were able to make significant progress with the research-based argumentative essay for Model Congress. Students completed their "t-charts", organizing the main supporting and opposing ideas for their thesis statements. As research continued in Social Studies, students began actually planning the essay in IRLA. We tweaked our thesis statements; selected the main idea for each body paragraph (based on the arguments we accumulated with the t-chart), using a "simple format" outline; and began to organize our research into the appropriate paragraphs, using an "extended format" outline. We reviewed all the components of an essay and the parts of each paragraph (including the introduction, rebuttal body paragraph, each supporting body paragraph, and the conclusion). As students outlined, we also reviewed how to create internal parenthetical citations based on the full citations created on NoodleTools. We discussed the importance of including in-text citations--which refer readers back to full citations on the bibliography--with all paraphrased and directly quoted support. 

We also reviewed the difference between paraphrased and directly quoted support, and we discussed when and why a writer may include each type. Students practiced paraphrasing research using a set of steps and strategies provided to them. Finally, on Friday, students actually drafted the essay by hand, using all of the planning materials from class (t-chart, simple outline, and extended outline).

During 7th grade testing week, students had time in the computer lab to type their first drafts. On the Friday after testing, students brought in a completed typed first draft, and we began the revision process. We reviewed the rubric for the assignment (available on my website), and students began critically questioning their own writing using a checklist with a series of questions designed to make students think about how well each paragraph fulfills its intended purpose. This revision checklist-- created from the rubric-- also required the students to consider the overall effect of the essay and its persuasive power/relevance in today's world.

During 6th grade testing week, we were "displaced" from our classrooms until 11am each day. During this time, the 7th grade watched a series of movies connected to the Social Studies curriculum. Teams 7G and 7S also used this time to continue working on the Model Congress essay. Students met in their committees for the first time, reading each other's essays, comparing research, and making a plan for further individual revision work needed. This was a good opportunity for students to evaluate their arguments and support based on other students who researched the same topic. In their committees, students also began to plan the bill they will eventually write together. We reviewed the parts of a bill, and committees identified the problem they need to solve with the possible solutions their bill will include.    

In the afternoon, when students had IRLA, we continued our individual revision work, focusing on topic and concluding sentences. We worked on making sure our concluding sentences connected back to the thesis statement without sounding too repetitive. Students continued to use the revision checklist to critically analyze their own writing.

On Friday, students brought in a revised 2nd draft. After the Wordly Wise test (units 17 and 18), students began editing their essays. Students received an editing strategy list, reviewing all the grammar concepts we have covered so far this year. Final drafts are coming in this week, and committee work will continue. As we move closer to live debate in our mock congress sessions, I hope the energy and student engagement levels will continue to rise. I'm looking forward to getting back to our normal routine and normal schedule now that testing is finally over!  

Weeks of April 2, April 8, and April 15, 2013

It's been a busy three weeks back from break, and I sure have a lot of catching up to do!

Here is a recap of what has been happening in IRLA since spring break:

We wrapped up the historical fiction unit with our last reading workshop and our last book club meeting. We discussed theme and specifically how strong readers of historical fiction synthesize the choices, challenges, and lessons of the characters in their novels with historical details in order to develop ideas about theme. We connected this unit to the narrative nonfiction unit, discussing the lessons that we as readers can learn from considering how the characters in the stories we read make pivotal choices with consequences, overcome various challenges and learn life lessons.

For the final assessment for this unit, students were required to research the historical accuracy of the HF novels they read and then discuss as a group how the authors altered or used history in order to develop the themes of the stories. This required students to come to the conversation prepared with ideas about the choices the authors made as writers and why.

The unit as a whole was a huge success. I loved watching the students grow not only as readers of historical fiction but also as effective communicators able to talk about literature in a sophisticated way.

During the past couple of weeks, we have been busy preparing for the NJASK. We began by preparing for the reading portion of the test. We reviewed strategies for both the narrative and informative reading tasks, using the following poster:

We reviewed figurative language, which we will cover in more detail later in the year during our poetry unit. We also completed various practice tests, using the "ACE" method as a strategy for answering open-ended questions. We discussed how this "formula" (answer + cite + explain + cite + explain + wrap it all up = short answer response) isn't the only way to answer these questions. However, it is a good strategy to ensure that one is concisely answering all parts of the question and developing these responses with textual support and explanations. 

We used the following class poster to review the purpose and structure of the different writing tasks that students may see on the NJASK:

We discussed how students must first ask themselves what the task is asking them to do. Once students identify the purpose or type of writing that is required to complete the task (speculative, explanatory, persuasive), they should allow time to work through all stages of the writing process (planning, drafting, revising, and editing). We discussed brainstorming strategies for organizing all three types of writing, and students completed two different timed writing practice tests. We also used the NJ holistic rubric to self assess in order to familiarize ourselves with how the NJASK will be scored.

While we only spent a week on direct NJASK preparation, because these tests are designed to assess the Common Core State Standards, students have been well prepared all year long to succeed on these standardized assessments.

We are well underway with our 4th marking period IRLA and Social Studies project called Model Congress. Please visit the "Model Congress" folder on the "Handouts" tab of my website for a full overview presentation of this inter-disciplinary assignment. Please note that the calendars and dates included within this presentation are approximate. Essentially, Model Congress begins as a research project where students are preparing to write a research-based persuasive essay supporting their position on a "timely" topic. Eventually this project becomes a performance-based assessment where students work in a committee to write a bill and prepare a presentation to persuade "congress" (their peers) to pass this bill into law. While it is a long process, the literacy skills and 21st century competencies that students develop throughout this project are highly valued.

So far, students have selected a topic, been assigned to a committee and researched the topic extensively. Students have been using both IRLA and SS class periods to find sources and create citations and notecards through NoodleTools. Students have also completed a t-chart, organizing the main ideas supporting and opposing their preliminary thesis statement. We discussed how the most sophisticated arguments anticipate and refute the other side of the issue. It is important that students are committed to this project and understand the time and focus needed (both in and out of the classroom) to be successful.

It is an exciting time of year for team 7G as we launch Model Congress. Please contact Mr. Thompson or me with any questions or concerns about this 4th marking period project.

Weeks of March 11, 2013 and March 18, 2013

I hope everyone had a restful spring break! It is back to the grind tomorrow, but first, I want to recap the two weeks leading up to break.

On March 11^th , students had a chance to preview their book options for the Historical Fiction Book Club unit. They each completed a “book ballot” ranking their preference for each text. We then discussed the purpose and general protocols of book clubs. We referred to the following class poster during our discussion:

I then introduced students to the note-taking sheet they would use throughout this unit while reading their novels, in preparation for each book club meeting. The note sheet requires students to record ideas, or “talking points,” in seven different areas: characters, setting, historical details, plot, author's craft, theme, and personal connections.

We focused the rest of this lesson on setting and thinking not only about where and when a story takes place but also the emotional climate or the “feel” of a particular setting. We began a class poster titled “Navigating Historical Fiction,” with this listed as the first strategy for comprehending this genre. Using the story from the previous week, “Flowers on the Wall,” I modeled thinking about the emotional setting of the story while reading and recording notes, analyzing how the setting shapes the characters and plot of the story. Students then began to practice this skill while reading “Freedom Summer,” a historical short story written about two young boys growing up during the Civil Rights Era.

On Tuesday of that week, we focused on active listening, beginning a class poster titled, “Growing Powerful Book Club Conversations.” We discussed what it means and what it looks like to listen actively, and students critiqued a book club I had recorded from last year. Students were then assigned a book club. They met in their clubs to create a reading schedule and club rules. They then had their first literature based conversation in their clubs using their notes from reading “Freedom Summer” the day before.

Wednesday and Thursday were devoted to Reading Workshop in order to give students a chance to prepare for Friday’s first book club meeting. While we lost some class time due to a Wordly Wise test and the book fair, students were busy reading, taking notes, and continuing to focus on the emotional climate of their stories. During each Reading Workshop day this unit, I assess students based on their preparation and participation. Students are expected to have their book and note packet with them each day, and students are expected to be actively reading and recording their thoughts individually throughout the class period.

On Friday, before beginning the first official book club meeting, we added another point to our “Growing Powerful Book Club Conversations” chart. We discussed how strong discussions about literature are grounded in text. Students are expected to reread sections of the text together in their groups in order to guide their discussion and analysis. While students participate in book clubs this unit, they are assessed on the quality of their preparation work, how engaged in the conversation they are (active listening), how actively they participate and communicate their own ideas, and how well they work collaboratively with the other members of the club. At the end of each book club, groups complete a discussion report together, identifying the highlight from the conversation and a focus for the next meeting. Students also complete an individual self-evaluation to supplement my notes from observing. Day one was a success, and I felt confident that the quality of the book club work would only get stronger as the unit continued.

Monday, March 18^th was another Reading Workshop day. We began with a mini-lesson on investigating power, adding another point to our “Navigating Historical Fiction” class chart. We discussed how strong readers of historical novels consider power, including who has it, who doesn’t, and how this may be shifting throughout the story. We used “Freedom Summer” to discuss the following questions: Who has power in this place – who’s in charge? What are the obvious or explicit signs of power? What kinds of resistance exist?  Where do you see power hiding? Students then applied this thinking to their own historical fiction books.

Students had a chance to discuss the power dynamics within their novels during Tuesday’s book club meetibng. We continued to focus on active listening and rereading/ referring to the text during the conversation.

After Wednesday’s Wordly Wise test, students had the rest of class Wednesday and all of class on Thursday for Reading Workshop. On Wednesday, we added yet another point to the “Navigating Historical Fiction” chart. We discussed perspective and how useful it can be to consider the perspective from which their story is told and infer the perspective of a secondary character in order to think about the “big idea” (theme) of the story.  We once again tried this together with “Freedom Summer,” before students tried it individually with their own novels. We had an interesting conversation about the young voice we hear from the narrator of “Freedom Summer” and how his ideas about the changing laws in the 1960’s differ from what his parents feel about integration. Considering the perspective from which the story is told allowed us to have an interesting conversation about theme and the innocence or “colorblindness” associated with childhood.

Students were able to discuss perspective in their book club meetings on Friday. On Friday, we also added a final point to the “Growing Powerful Book Club Conversations” chart. We discussed how important it is to work in our groups to consider not only the timeline of the characters in our books (or the plot line of the story) but also the larger historical timeline of the Civil War era. I made a very simple timeline of the Civil Rights era to model for students how I connected events from “Freedom Summer” to actual historical events. Students were expected to begin discussing the historical accuracy of their novels in their groups. This coming week we will research and do more work with analyzing how the authors of these novels both used and altered history to create a story.

These are the two class charts that have guided our lessons during these two weeks:

I’m excited to be back in the classroom tomorrow and to wrap up our Historical Fiction Book Club unit. It has definitely been successful so far, and I am seeing a lot of progress with the quality of conversations the students are having. 

Happy April!

Week of March 4, 2013

We spent this past week putting the finishing touches on our informational textbook spreads. On Monday and Tuesday we reviewed two very important grammar concepts--subject/verb agreement and rules for using commas. Students then used an editing checklist to apply these grammar lessons (and other grammar concepts from earlier in the year) to their own drafts. Students had fun exploring comma usage and how commas have the power to change the entire meaning of a sentence.

We read this book to discuss the usefulness of a comma:

We looked at different examples of sentences that use the same words but different punctuation:

Slow, children crossing. 

Slow children crossing. 

This is one example of a pair of sentences we explored together. We discussed how the comma helps clarify meaning.









Not only was this picture book fun to read, but it allowed us to have a powerful conversation about how punctuation (and commas specifically) help writers communicate with their readers effectively.




On Thursday we launched our next unit--Historical Fiction Book Clubs.  We discussed the purpose of reading historical fiction and common characteristics of historical novels. For this unit we will all be reading books set in the Civil War era. One of our focuses will be trying to understand this time period through story, in preparation for the informational texts that students will study in social studies about the same time period. We will also look at a few of these expository texts to do some comparative work and explore how writers both use and alter history to create fictional stories. We used this poster to guide our initial conversation of the genre:

We also discussed potential challenges for reading historical fiction, including the unfamiliar language, references, and social norms. We used the following table to discuss the qualities of strong and weak historical stories: 

Suggestions for Evaluating Historical Fiction
A good historical novel usually has:	A poor historical novel may have:
A setting that is integral to the story.	A story that could have happened any time or any place. The historical setting is for visual appeal and to compensate for a weak story.
An authentic rendition of the time, place, and people being featured. An author who is so thoroughly steeped in the history of the period that he or she can be comfortably creative without making mistakes.	Anachronisms in which the author illogically mixes up people, events, speaking styles, social values, or technological developments from different time periods.
Believable characters with whom young readers can relate. Evidence that even across great time spans, people share similar emotions.	Characters who fail to come alive as individuals who have something in common with the readers. They are just stereotyped representations of a particular period.
References to well-known events or people, or other clues through which the reader can place the happenings in their correct historical framework.	Awkward narration and exposition as the author tries to teach history through the characters’ conversations.
Readers who come away with the feeling that they know a time or place better. It is as if they have lived in it for at least a few hours.	Oversimplification of the historical issue and stereotyping of the “bad” and the “good” guys.

We then read "Flowers on the Wall" by Miriam Nerlove and discussed how well it fits into the historical fiction genre. This discussion (first in small groups and then together as a class) not only helped students familiarize themselves with the genre, it also allowed me to pre-assess how well students can discuss literature in small groups. Enhancing these discussion skills in book clubs will be a main focus for us this unit.

On Friday students assembled their textbook spreads and participated in a gallery walk to see what their peers created. We debriefed the unit, and it was clear that many students appreciated the opportunity to write an informational piece, as opposed to writing "just another essay." As we delve deeper into historical fiction this coming week, I will be busy grading these finalized textbook spreads!

Weeks of February 19, 2013 and February 25, 2013

Team 7G has been busy these past two weeks launching our informational writing unit. We have shifted our focus from reading expository texts to creating our own. On Tuesday, after the long holiday weekend, we began our discussion of the purpose of informational writing and the specifics of the writing piece we are creating-- a two-page textbook spread. We looked at a student example and the rubric for the assignment. We also began discussing how the first step for the unit is deciding the main idea we want our own readers to walk away with and then deciding which structure (the way we organize our headings and subheadings) will best communicate this main idea to readers. It was great to see the students begin to see the connections between the reading and writing skills within this unit. We analyzed texts and their organizing structures as readers to help us think about how to structure our own pieces as writers.

On Wednesday, Thursday, and Friday, students worked in a writing workshop to plan and draft their textbook spreads. We focused on the content of the text, including how to present our information with headings and subheadings.

Last week, after Monday's Wordly Wise test, students began revision of their textbook spreads. On Tuesday, we focused on revising the title, heading, subheadings, and introduction paragraph. We "dissected" my model, looking at how my title introduces my topic, how my heading connects to my main idea, and how my subheadings (and additional subheadings underneath them) help to develop this main idea. We reviewed my own introduction paragraph, looking at the way it hooks the readers' attention, introduces the topic and main idea of the spread, and previews the structure for the rest of the text. Students then used a revision checklist to work independently and with a new writing partner to revise their own pieces.

On Wednesday, we shifted our focus to revising for elaboration of content, use of transitions, and use of content-specific vocabulary. We discussed how important it is to include enough information, details, and examples so that readers walk away with all obvious questions about the topic answered. We also used my model again to examine how I used transitional language to connect my introduction and subsections together and to connect ideas within each subsection. Finally, we looked at the vocabulary I used specific to my topic (e-books), and how I defined these words (either in the text itself or in a separate glossary section). Because I worked through this drafting and revision process on my own textbook spread with the students, I was able to anticipate the struggles they would have. Students used a second revision checklist, their writing partners, and me to help them through this challenging revision work.

On Thursday, we began to talk about the format of our texts and how to include text features to provide more information for readers or clarify the information we already provided. In order to guide this conversation, I modeled for students how to observe text features in expository texts and then how to analyze these features, considering the effect they have on readers. Students worked in groups with different types of expository texts to make observations and to have conversations about the effectiveness and ineffectiveness of all different types of text features. Each group presented to the class, and we were able to use our discussion to begin planning the text features of our own textbook spreads. 

On Thursday, we also reviewed academic voice. We discussed the importance of creating our textbook spreads using a formal style and voice.

On Friday, students were assessed on their ability to summarize an expository text. This was our first formal reading assessment this marking period. Students had to provide evidence of using before and during reading strategies to comprehend the text and then write a summary that identified the main idea and important supporting details. Lastly, students had to cite an important part of the informational text and explain why they found that quote significant. Students practiced these skills as a class and independently for a few weeks, so they were well prepared for this assessment.

On Friday, we also discussed the importance of including a concluding statement or section in informational texts. We looked at my model again, and after the assessment, students continued their independent revision work, considering all the minilessons this week. 

It was a busy two weeks, but it is obvious that the students are highly engaged in this unit. I think they are enjoying the break from essay writing and the fact that they are writing about a high-interest topic. I am excited to see everyone's 2nd drafts on Monday and to continue working on my own piece!   As we work on the formatting and the addition of text features, our writing will finally begin to look like actual textbook spreads.

Week of February 11, 2013

Happy Valentine's Day!

This short week sure flew by. With the standardized ERB writing assessment taking up all our class time on Monday and Tuesday, we only had Wednesday to make progress with our expository reading unit. Students began class on Wednesday by completing the Wordly Wise Midterm. We took this test electronically (using the school's SMART Response system), so most students were able to receive their scores for the assessment before even leaving class. This electronic system is one that I want to continue to use for vocabulary/grammar assessments into the future. Not only did students enjoy using the clicker system, they also were excited about receiving their scores immediately.

After the midterm and a pre-assessment of the Wordly Wise Unit 11 words, students used a summarizing rubric to assess the summary they wrote for an expository text about their independent topics. We discussed what makes a strong summary, and students were able to use the rubric to critically examine the summary due today. Over the long weekend, students will find another expository text about their topic and use the before, during, and after reading strategies again to comprehend the text and create a citation/notecard through NoodleTools (with a direct quotation, summary, and personal thoughts/reactions). My hope is that now that students have familiarized themselves with the summary rubric, they will be more intentional with how they develop their summaries for the next independent text.

Have a great long weekend!

Weeks of January 28, 2013 and February 4, 2013

We have had two very busy weeks in IRLA on team 7G. Last week, we continued our work with expository nonfiction by revising the summaries that students wrote of  the plagiarism article we read together the previous week. We shared and discussed the quotes that students selected as significant in the article and made a class list of the important supporting details that emerged from our conversation. Then, students were able to use this list to revise their summaries of the article, comparing the important details they included in their summary paragraph to our class list. 

We ended class on Monday by reviewing  the before reading strategies that we tried the week before and discussing strategies for during and after reading expository texts. We used this classroom poster to guide our conversation:

On Tuesday, we were able to practice all of these strategies on another article called “F in Grammar? Maybe It’s Your Phone’s Fault.” This article focused on how texting and tweeting are affecting our use of language in both positive and negative ways. We started class by reviewing note-taking structures (one of our during reading strategies) with an article about bats. I modeled organizing my notes (main ideas and supporting details) using boxes and bullets, an outline, a web, and a two-column chart. After students previewed the grammar article, made predictions/activated their schema on the topic, and defined their purpose for reading, they were able to try one of these note-taking methods on their own. We ended class by looking at some of the ways students took notes on the document camera and some of the other during reading strategies that they tried (highlighting, chunking the text, etc.). 

On Wednesday, we tried some of the after reading strategies together as a class for the grammar article. Students then worked independently to summarize the article. We looked at some of these summaries together as a class, dissecting them to see how students included the main idea and important supporting details in a cohesive paragraph. 

On Thursday and Friday, students started working with a much more complex expository text. Students had to find and read an article on the CQ Researcher online magazine called “Social Media Explosion.” This article discusses how Social Media are growing rapidly and how this “explosion” is having both positive and negative affects on our society. Specifically, the report discussed how Social Media affect community/political engagement, communication/human relationships, and our privacy rights. This ties in nicely with the Bill of Rights (specifically the 4^th amendment), which the students are studying in Mr. Thompson’s Social Studies class. 

In the computer lab on Thursday and Friday, students used their Reader’s Notebook to record evidence of using the before and during reading strategies. Then, on Tuesday, after Monday’s Wordly Wise test, we discussed this reading work together. Because the article was so long and had so many complex text features, we spent a lot of time looking at how students organized their notes while reading. We then worked together to begin the after reading work for this article. We had access to the laptop cart in the classroom, so students were able to log into NoodleTools and follow along as I modeled creating a citation for this article. We then began setting up a notecard on NoodleTools, linking it to the citation we created. We discussed how longer, more complex text such as this one most likely have more then one main idea developed throughout the text. Students had the difficult task of reviewing their notes from reading and the article itself and comping up with the main ideas. We discussed using each main idea as a topic sentence and then developing our summary paragraphs with these topic sentences. 

On Wednesday, students brought in a printed copy of the notecard they completed for homework. We worked together to revise the summaries, looking at the distinct main ideas of the text and how they were developed throughout the article. We discussed the important quotes that students selected to cite on their notecards and the main ideas/important supporting details that emerge from these pieces of the text. We also worked on revising our summaries to include transitional words/phrases (between paragraphs/main ideas and within paragraphs to connect the supporting details to the main idea). While we had little time to discuss the actual content of the article, it was interesting to see students struggle through this process. Some students were more successful than others in writing cohesive summaries. However, I feel that all students benefitted from going through this process and grappling with a more complex text than what we had worked with together so far. 

On Thursday and Friday, students finally began reading expository texts about the independent topics they selected for this unit. We began class on Thursday with a mini-lesson about distinguishing fact from opinion. We discussed using relaiable sources while researching and how to judge the validity of a specific text. On Friday, we began with a mini-lesson on how to determine the meaning on an unknown word that we come across while reading, another one of the skills we are focusing on this unit. We discussed and I modeled different strategies using this classroom poster:

For the rest of the period on both Thursday and Friday, students worked on finding an article about their topic, using their Reader’s Notebook to record evidence of using before and during reading strategeis, and using NoodleTools to show their after reading work (including summarizing the article, citing from the text, and reacting/responding to the text itself). 

Students are working really hard as we progress through this essential unit. While reading expository texts isn’t necessarily as engaging for students as reading narratives, I am hoping that students at least begin to recognize the importance of mastering these skills.

Have a great weekend and enjoy the snow!