Grading Secrets

Throwing Ideas Around

I can't really respond to Ladson-Billings 2006 article, "A Letter to Our Next President." It's too depressing.

I couldn't pick just one article. (How do you pick one without at least reading some of it? Then I have to keep going.) Lots of stuff in there. I have to marinate some of those ideas a little. Spoken language and writing. Voice. Rules. All strike me as a way of breaking down - or not building in the first place - barriers between students and writing.

Also, its making me think of all my students that frequently converse during academic group work in Spanish. I'm learning about their parallel literate lives. It's fascinating. I'm trying to figure out how to open that door, so to speak.

On a side note about dialect and voice and "proper" English, we should probably also include technological communication. It's a form of speaking/voice that's very different, with so many acronyms and slangs and vocabulary words - and it often trickles into "academic writing."

They remind me of something I was thinking about a while back.

Ok, have to think on it a little and wait for it. Maybe this is me planning.

Confession of a Harried Non-Planner

I do not plan. Ok, maybe that's not true, entirely. But I do not plan on paper. I do not use graphic organizers. I do not outline or take notes before writing essays. Even written lesson planning is not my strong suit. Although I have been known to make a list or two.

I guess I would say I plan in my head, although I'm not sure that's any different than just thinking about stuff. I mentioned before that blogging suits me because I just start writing. But I pretty much do that with any writing. 2, 5, 25, 50 page papers - I just started writing. Research papers - I do loads and loads of reading. But no real planning. Then I wait for it to come. It. The impetus to write.

So, the chapter I picked this week from Best Practices is "Best Practices in Teaching Planning." I figured I might learn a thing or two.

First, I laughed out loud when the author wrote about the kid who says he can't write because he "doesn't know where the pencil sharpener is." I have a text-to-classroom connection for that one. ;)

I was particularly interested in the section on teaching strategies for planning a report. I was struck by how broken down and explicit it was. I was also struck by the discussion of the inquiry and prewriting phases of planning, and how lengthy they were! The idea of spending a writing class in a wheelchair in order to better write about someone with a disability? I can hardly imagine doing something like that in class, but it makes so much sense! If we want our kids to write with all their senses, about life's experiences and mistakes and wonderment, we have to give them time and space to explore the world. I've done the occasional "Let's go outside and write sensory details" thing, but what this chapter makes me think is that what I really need to do in my writing time is slow down.

I'm feeling rushed, and so I'm rushing them. I need to have this and that in the portfolios, and student work on the walls, and it's the beginning of the year so I have none of that, so HURRY UP AND WRITE SOMETHING KIDS!

Seriously, that's what I've been doing to them. Funny to have read this chapter tonight because today was probably the best writing session we've had yet. (Granted it was a short writing period.) A couple things were different. One, I decided that we needed to start writing with a meeting on the carpet. Then, we had a general conversation about writing and what we were thinking about it. We're supposed to write these "Life Plans," so that's my writing theme for the next couple weeks, but I'm trying to put a spin on it a little. We talked about how they've written them in the past. (They do this every year.)

Then I read them this quote, and asked them to talk about it:

"If you don't know where you're from, you'll have a hard time saying where you're going." ~Wendell Barry

And finally, I read them George Ella Lyon's poem, Where I'm From. (Brian is probably cringing reading this, but I had never even heard of this poem until he mentioned how overused it was in some schools.) We talked about it, and about how parts of it made no sense to us and how we thought that was probably because it was something that was so personal to the author that we wouldn't necessarily get every detail but could get the overall vibe.

Then we all spent about 10 minutes on the carpet writing/sketching in our notebooks under the heading, "Where I'm From." I wrote too - the first time I've done it in front of them. It seemed pretty powerful, I have to say. I just haven't been able to get my #$%% together enough to do it. And then we shared, and laughed over our common memories of sibling torture and parental threats and tasty food and mischievous plots. And what I'm totally loving about that is that A, everyone was actually writing; B, everyone seemed pretty into it; C, it felt like a community of writers for the first time, with sharing and getting inspiration of each other; and D, this list is not only going to help us write this Copy/Change poem, but become a repository of ideas to go back to for writing.

Of course, at the time I was thinking, "Good God, that's all we got through today? We're so behind." But now, I'm thinking this was time very well spent.

A Bridge to Best Practices

I've been so frustrated these past few weeks reading Best Practices in Writing Instruction. I feel like there such a gaping hole between what our curriculum requires of us and what we know to be best practices. Don't get me wrong, there are some things I like about our curriculum. It encourages the process of writing. Which is awesome. It encourages the analysis of various pieces of writing before trying it out on our own, and uses lots of modeling and the gradual release of responsibility. But it can be incredibly prescriptive and confining for my young writers. Our focus is on the five paragraph essay - for three grading periods out of the year. Then we move to the five paragraph persuasive essay for the final marking period. I have found it near impossible to find mentor texts outside of our curriculum book that we can use that follow the structure of what I'm trying to teach. Who writes 5 paragraph essays? Seriously, if you can find an awesome, poignant 5 paragraph intro-body-conclusion style essay in a magazine, newspaper, blog, etc - send it my way. 4, 6, or 7 paragraphs would work too.

Anyway, I think the big missing piece for me is the motivation piece. Almost my entire class detests writing. So first on my agenda, or maybe I should say next to about 43583 other things on my agenda, is getting my kids to enjoy writing. I think that comes with choice and voice in writing, which is hard to do within the 5-paragraph essay structure.

So I finally ordered Joann Portalupi and Ralph Fletcher's Nonfiction Craft Lessons. I think I should have ordered this book a long time ago. (Thank you Amazon!) I love love love love this book. It has copies of mentor texts in the back that I think I could weave into our curriculum, and sample mini-lessons that actually show the language used during the mini-lessons - something I really need right now. So many of the lessons completely align with our curriculum but have a little more zazz in them. (Did you know that Urban Dictionary actually includes the word zazz?)

I'm excited!

Rubric to Assess a Rubric

I find this comical.

Puzzling Through

So I have this one student who I've been puzzling over. He's a very kind, thoughtful, bright and articulate young man who has a learning disability. In conversations with him, he's got lots to say, and has a lot of knowledge on various things. But when it comes time for him to write, he struggles so much with literacy, that writing is sheer torture for him. I've been letting him copy sentences from the book he's pretending to read for the past week during writing workshop - something he started doing on his own. I figured it couldn't hurt while I figured out what in God's name I was going to do to help him. It's also allowed him to save face in class, something that is all-important to my sixth graders.

So I'm looking today at speech-to-text software as something we might use for him in writing. That counts as writing, right? I think it would be good for him to be able to verbalize something and then see it in front of him in writing, and I think it would free him from the constraints he puts on himself as far as spelling goes. Thoughts?

One More Thought: Changing The Writing Process

One more thought about that 21st century article. It makes the point that technology changes the writing process. This is striking to me as I'm talking about the writing process this week. I admit I always feel disingenuous talking about this because it's one of those times I'm teaching the kids to do something I don't do.

I very rarely "prewrite." Usually I just start typing.

So I like the idea of looking at blogging as prewriting/publishing. But that sort of crushes our traditional notion of the writing process, doesn't it then.

We're supposed to, when we grade writing and include it in the portfolio, represent "all stages of the writing process," which is supposed to mean prewriting, outlines/graphic organizers, first draft, revised copy, and then final draft. It's a good point to make that if we're doing all our writing online and revising within a Word document, the draft/revising/editing part of the process looks very different and leaves a different artifact trail. Not that I really have to worry about this right now since I do not have enough computers in my room to have every kid working through the writing process on a computer.

That's something to think about.

On a kind of side note, I got this year's class blog up (www.kidblog.com - great classroom tool) and running. The kids loved blogging last year and I'm excited to have a whole year to work on it with my kids (as opposed to 3 months last year.)

Unleashing the Power of Writing in the 21st Century

The first thing that Writing in the 21st Century makes me wonder is if we should ban writing so that kids might want to try it as a form of resistance. Kidding. Well, partly. I love the idea of writing as a subversive activity. (Although I can't fully agree with the article's ideas about reading being receptive and controlling while writing is about resistance. Plenty of reading is subversive as well.)

Last year when I told my parents I was teaching writing, they groaned and asked me questions about cursive. The idea of writing in school meant, to them, penmanship. I had to explain that I meant writing-as-in-getting-thoughts-onto-paper. The fact that composition is a "labor" is one that's still relevant today - I have kids in my class for who the physical act of making words on paper is so painful that it completely stunts the flow of ideas. I immediately turn to technology for kids like that. It can be such an unleashing force.

The historical narrative of the teaching of writing is fascinating, its movement through the progressive era into the current theory of process writing and writer's workshop. How unfortunate that standardized testing came along and ruined it just when it was getting good. I wonder sometimes how many potential authors dreams are destroyed by the soul-crushing agony of having to learn the five-paragraph expository essay - and nothing else - for years.

And then computers and the Internet - with all its possibilities for subversion - rises as a platform for writing just as tests are narrowing it in the classroom. I love how the article describes writing as almost its own entity yearning for freedom from boundaries and authority. Outside of schools, outside of tests, outside of five-paragraph essays (can you tell I hate them?) - people are writing. Arising from the need for communication and expression. Less talking, maybe, at Model Railroading clubs or Shriner meetings or all those other social clubs where people used to get together. (And wear weird clothes.) Now, people can group up on the Internet, and writing becomes the primary modality for communicating.

I cannot say enough times how completely awesome the story about the kids who used the Internet as a platform to get 30,000 people to screw around with the AP test is.

And then the million dollar question - how can we channel all this for a purpose more worthy? (Can we?) Students who know how to compose and organize and know how to use the audience provided by the Internet? How can we help them connect those skills toward the big issues, toward making the world a better place?

I don't know the answer to that and it's something I've thought about a lot. I think "The Internet" is still figuring that out, in a way. The election, in 2008 - Obama's campaign brilliantly used technology to connect and move people. But it fizzled out, or at least it seems that way. How to keep people going? Organizing on the internet seems to destroy the hierarchies traditional to most organizations, at least at the grassroots level. Do organizations and issue-based action require a leader?

I think of that group Anonymous, which publicly states that there's not really any hierarchy of leadership, and they manage to organize and take action. They're quite the enigma though, so I'm not quite sure how they work. But they fascinate me.

Really what will probably happen is that the kids will figure out the answers to these questions first.

Signs of Success

My kids are practically fighting over who gets to be in our classroom library. We must be doing something right.

Sweet Summer

Spare Time? My June Reading List

What am I going to do with all this spare time?

Although I suspect it will be in shorter supply that it now seems, I just ordered about nine million books from Amazon. (My favorite store in the world)

Two guilty pleasures to start: the 11th Sookie Stackhouse book and The Girl Who Kicked the Hornet's Nest.

A handful of books to satisfy my YA lit obsession: The Absolutely True Diary of a Part-Time Indian, The Unnameables, As Long as the River Flows, Jacqueline Woodson's Miracle's Boys, Gardiner's Stone Fox, Theodore Taylor's The Cay, Bruchac's The Arrow over the Door and Geronimo, and Where the Red Fern Grows.

Picture books: Birmingham, 1963; Wilfrid Gordon McDonald Partridge; Freedom Summer; Bad News for Outlaws: The Remarkable Life of Bass Reeves; Growing Up in Coal Country; and Middle Passage: White Ships/Black Cargo.

My "Grown-Up" Choices: Invisible Man, My Own Country: A Doctor's Story, The Legacy of a Freedom School and Angela Johnson's The First Part Last.

And the professional ones: A Broken Flute: The Native Experience in Books for Children (been meaning to get this one forever!), Nancy Atwell's Naming the World: A Year of Poems and Lessons, Still Learning to Read: Teaching Students in Grades 3-6, and The Next Step in Guided Reading: Focused Assessments and Targeted Lessons.

I can't wait for the UPS man. I'm like a kid on Christmas morning when I hear that truck in my driveway.

Beginnings, Endings, and Farewells

For me, it's the hardest part of teaching.

We had a frenzied Friday, with sixth grade graduation at 10 a.m. Handing out yearbooks and collecting the straggler's money took up until about 9:30. Somewhere around 9:55, as I was frantically stuffing report cards that the computer refused to print until the last minute into envelopes, we realized we were missing one of the student's promotion certificates.

"Go ask Mrs. D to print another! (Since my printer has been broken for the last month.) Then sprint to the offices and get it signed! Ok, how fast can you all line up in alphabetical order by last name! We're late!" (In case you're wondering, not very fast.)

Ok, we made it. Somebody tells me, "Ms. M, you have to open the ceremony." (What! Didn't anyone else think about my paralyzing fear of public speaking!)

It runs smoothly and I get too caught up in being proud of the students sitting in the front rows to think about all the other people behind them. I make stuff up and steal lines from the 45 graduations I've been to in the past few years.

Hugs, photographs, goodbyes. Packing up the room with the handful of students who stuck around after graduation. Dealing with last minute nonsense of students deciding to sign each other's shirts with inappropriate content. Carrying stuff out to my car.

And then the drive home, and the music, and the more than 30 seconds to sit down makes me realize how sad I am, and the tears fall. What will become of them all? And I'm surprised that I'm sad. I've only been with these kids for 3 months. But I guess if you spend most of your waking moments with people. They're so funny and smart and unsure of themselves and yet confident. They drove me nuts and made me laugh and gave me a few gray hairs. And then, they're just off. And for most, if not all of them, I'll never know what comes next.

"In teaching you cannot see the fruit of a day's work.

It is invisible and remains so, maybe for twenty years."

~Jacques Barzun

Reliable Sources.

Wiki has some policies that I find odd.

For one, it strikes me as rather ironic that the Wiki, a pinnacle of Web 2.0 itself, doesn't allow reputable blogs on which published articles have been based.

Have you looked at their reliable sources page?

Primary sources are essentially out. (Strange. I get the no original research stuff (to a point), but there are a lot of instances where secondary sources are crap.)

"Questionable sources are those with a poor reputation for fact-checking."

Seems like that's quite a lot of our media sources?

Around The Campfire

Been interested in school design and how it influences learning for some time. Here's a shot of part of our local school's library, much of it a remnant of its inception as an "open school."

First T-Ball Game

There is probably nothing funnier than watching a bunch of 5-year-olds try to play T-ball for the first time. Highlights:
"No, no, run the other way!"
"You missed a base!"
3 runners on 3rd base, all at the same time.
"Throw it to first!" "What's first?"

"But the ball has dirt on it."