EAST MEADOW SCHOOL DISTRICTEAST MEADOW, NEW YORK

CURRICULUM AREA PROJECTGrade 6 –ELA Enrichment CAP- 2009-2010

Grade 6 EnrichmentW. T. Clarke Middle School East Meadow School District

Completed August 2009

Coordinator: Kristen AlmeidaWriters: Kristen Almeida, WT Clarke MS Reading Specialist

Melissa Kishegyi, WT Clarke MS Grade 6 ELA Teacher

Table of Contents

Page # Content

2 Abstract3 Rationale4 Bibliography5 Syllabus-Nonfiction6 Syllabus-Fiction7 Syllabus-ELA Test Preparation8 CAP Log9 Parent Letter

10-11 Grade Six NYS ELA Needs: Teacher Resource12 Enrichment Daily Planner: Teacher Resource

13-22 Accountable Talk: Article23 Accountable Talk: Dialogue24 Fishbowl Observation: Chart25 Fishbowl Observation Follow Up: Chart/ Transparency

26-27 What Good Readers Do: Chart28 Interacting With a Text: Handout29 Motivating Your Students During Accountable Talk:

Handout30-31 Teacher Notes on Accountable Talk: Chart32-33 Pairing Subheadings With Details: Handout

34 Nonfiction Scavenger Hunt: Handout35 Fiction Scavenger Hunt: Handout

36-40 ELA Practice: Using Directions: Handout

-1-

Abstract

The key components of Balanced Literacy will be integrated into the sixth grade Enrichment classes. Students will be exposed to non-fiction texts through a variety of sources, including magazines, controversial debates, biographies, etc. Students will recognize non-fiction text features, synthesize text material and express their opinions/thoughts through oral Accountable Talks and written responses. Key teaching

strategies and objectives include shared reading, teacher modeling, and supporting conclusions with evidence.

-2-

RationaleThroughout the past few years, there has been a shift in the emphasis of ELA

curriculum within schools throughout New York State. Both teachers and students now face the demands and stresses of meeting specific standards for both reading and writing, as well as state wide exams. While teachers work to prepare their students to meet these demands, they too must perform a juggling act incorporating creativity into their lessons and balancing the remainder of the year’s curriculum. Additionally, these new

requirements have created anxiety for students and parents, as well as a lack of motivation on the student’s part.

As teachers of Middle School students we know our sixth graders enter school in September with much angst already. These children are leaving the comfort of their elementary school teachers and peers and entering a world of changing classes, unfamiliar faces, and newfound responsibility. We feel that providing these students with a structured enrichment class, focusing on a variety of reading and writing strategies, and incorporating a sense of classroom community will not only ease the transition to Middle School, but instill a certain degree of confidence for all students.

-3-Bibliography

Can Tigers Be Saved? (April 21, 2008) Scholastic Action Magazine pp. 6

Sullivan- Beall, Jean, Josh Brackett, Lois Mortimer, and Myka-Lynne Sokoloff. 2002. Comprehensive Reading and Writing Assessment. Merrimack, NH: Options.

Teen Trackers (April 21, 2008) Scholastic Action Magazine pp. 6

Watson, Denise. “Accountable Talk.” www. teachersnetwork.org/tnli/research/

-4-Non-Fiction

Sources of Non-fiction (charted by teacher) Brainstorm and chart

What do good readers do before/during/after Non-fiction? (teacher chart hung in room)Teacher will model and chart

Features of Non-Fiction / Debate using “Teen Trackers” (copy/transparency of “Teen Trackers”)

o Shared Reading with Debate

Teacher will model how to read a debate, including: -Recognizing the features of a debate- Recognizing that a debate will include two opposing sides- Using background knowledge

o Teacher Modeling - Accountable Talk (Kristen and Melissa) (Fishbowl Chart and Follow Up transparency)Teachers will use a Fishbowl Activity to model Accountable Talk including:

-Forming an opinion-Supporting an opinion with evidence -Articulating ideas-Developing listening skills by “building off” of each other’s

answerso Partner / Individual Practice (“What Good Readers Do” chart and

Teacher Notes on Accountable Talk)Teaches will choose a debate for their class.

-Students will partner up and complete chart, practicing skills -Class will read the debate as a whole group-After reading debate, students will participate in an Accountable Talk

Setting a purpose for reading using article “Can Tigers Be Saved? (copy of “Can Tigers Be Saved?”and Pairing Subheadings with Details)

o Teacher modeling Teachers will model using the subheading to determine the main idea of a paragraph that follows it

Non-fiction Scavenger Hunt (Non-fiction Scavenger Hunt chart)o Student Activity

-Teachers will set up four classrooms with various fiction and non- fiction sources-Students will move from room to room, “searching” for non-fiction-Discussion / Review

-5-FICTION

Fiction Scavenger Hunt (Fiction Scavenger Hunt chart)

Teachers will choose a novel

Pre-Reading Strategies (cards/sentence strips)o Tea Party

-Teachers will choose symbols / statements / phrases from beginning of the book-Each student receives a card with a symbol / statement / phrase

-Students circulate the room, their goal being to share the information with as many people as possible-In groups, students create a “We Think” statement (a prediction about the book)-Share and hang up “We Think”

Accountable Talk (Teacher Notes on Accountable Talk and “Motivating Students During Accountable Talk” )

-BIG IDEA in story (ex. – Tuck Everlasting: Every crime should be punished)

-Teachers will refer to “Motivating Students During Accountable Talk”

-Teachers will take notes on this conversation During Reading Activities (To, With, By) (“What Good Readers Do” chart and

copy of Interactions) (To) Interactions – teachers will model with general piece during a

Shared Reading. (With) Using a chapter previously read, students will practice using

these interactions with a partner. (By) Students will independently read a chapter/excerpt on their own

and use the interactions. Student interactions will be used as a springboard for discussions in

subsequent classes. Teachers can monitor student interactions periodically.

After Reading Strategies o Teachers will monitor student comprehension of the book

referring to the pre-reading strategies and the “We Think” statements.

o As a group, the class will assess one original “We Think” statement. The teacher will model how to support conclusions with evidence from the text.

o Students will then choose one “We Think” statement and write a brief paragraph supporting their conclusion.

-6-

ELA TEST PREPARATION “Use of Directions to Help Answer ELA Questions” (articles and student chart)

o Teacher will discuss how directions can help determine genre, author’s purpose, main idea, etc.

o Carousel Activity: Teacher will post 6 articles in the classroom. Students will go from article to article charting the information found only in the directions

o Follow-up- ELA Directions Practice Packet

Multiple Choice Test Taking Strategies Chart – Hang and discuss (chart)

o Common Terms (most likely, best, in general , etc.)o 50/50o Background knowledgeo key wordso distracters

Writing an Extended Response (examples of poor/good responses and sample ELA question)

o Teachers will discuss / show example of poor vs. good response o Teachers will model how to recognize parts to a questiono Teachers will discuss prewriting strategies (outlining, graphic organizers)o Students will practice on their own

Listening (examples of poor/good responses and sample ELA question)o Teachers will discuss / show example of poor vs. good

response o Teachers will review “parts to a question”o Teachers will discuss effective methods of note takingo Students will participate in two practice sessions

Poetic Devices (Practice Packet)o Teachers will review terms (students will have been exposed to terms

already in ELA)o Practice Packet

-7-

Grade Six Enrichment CAPLog

6/30/09: 12:00-2:00 (2 hours)_____________________________________________

8/12/09: 10:00-12:00 (2 hours)_____________________________________________

8/13/09: 9:00-1:00 (4 hours)_____________________________________________

8/14/09: 10:00-2:00 (4 hours)_____________________________________________

8/19/09: 9:00-1:00 (4 hours)_____________________________________________

8/27/09: 9:00-1:00 (4 hours)_____________________________________________

Total Hours: 20 hours

-8-

Dear Parents:

Welcome to W. T. Clarke Middle School! The sixth grade enrichment program will focus on the Balanced Literacy model in which the students will be taught lifelong strategies for reading, writing, and discussing both fiction and nonfiction genres.

This model approaches reading as a culmination of “Before” and “During Reading” behaviors, as well as an “After Reading” speaking component known as Accountable Talk. During Accountable Talk,

students will learn to engage in conversations/debates with one another. They will learn appropriate language and speaking/listening rules when having an Accountable Talk. The students will be given the opportunity to voice their opinions on what they read about, whether it may be a current event or character trait/issue in which they can relate to. They will be taught to support their thoughts and opinions using evidence from the text they have read.

Throughout the course of the year, the students will be taught to integrate their talk skills into their writing. This will aid students in curriculum based writing, such as Social Studies DBQ’s, essays, and extended responses. In addition, these skills will prepare them for the NYS ELA exam which takes place in the spring.

We look forward to a very successful year with the sixth graders!

Sincerely, The Sixth Grade Teachers

-9-Grade Six Enrichment

NYS ELA

In order to prepare our students for the NYS ELA exam, the emphasis should be on test taking skills/strategies. We can drill our students with reading packets each day, however, our poor readers will still be poor readers between now and May. It’s important that our students understand the format of the test, as well as, be given concrete strategies so that they can walk into that exam with some degree of confidence.

The following skills will aid in our students’ success on this test:

Part 1: Reading Comprehension

*Students need to be aware of all text features including: directions, pictures, captions, and titles. These features can help them with answers to multiple choice questions.

*Students need to mark up the directions for genre, main idea, and author’s purpose.

*Students should scan questions before reading to identify questions they can answer before reading. (See Trapped in A Firestorm.) Once they identify these questions, they have established a purpose for reading the article (to answer the remaining questions). They should be taught to highlight only the information that will provide the answers to remaining questions.

*Students should be aware of the following terms that often pop up in comprehension questions:

*Make a generalization*Conflict*theme*mostly, best (main idea questions)*infer*fact/opinion*character trait

*Students should analyze multiple choice questions and be given multiple strategies to attack these questions such as:

*identifying distractors*50/50*context clues*cover and predict

-10-Extended Response:

*Students should recognize all parts to a question…especially the term “support with details from the passage”.

*Students should know supporting details phrases such as: for example, according to, the story states.

*Students should check off each part of the question as they answer it.

*Students should use their planning page to map out what info they will assign to each paragraph. For example: Paragraph 1: similarities between character 1 & character 2Paragraph 2: differences between character 1 & character 2

Listening/ Notetaking:

*In the past, the listening selections were folktales. Though we can’t guarantee this year’s listening selection will be a folktale, we can practice with one.

*Students should listen for character traits or actions that infer a trait.*They should listen for definitions, lists, or explanations of something.*They should listen for clues that express a theme, conflict, etc.*They should listen for repeating details.

-11-

EnrichmentDates:_______________________________

Monday

Tuesday

Wednesday

Thursday

Friday

-12-

Accountable TalkDENISE WATSON - TNPI FELLOWAccountable talk- this term is the driving force behind the reading andspeaking standards in a variety of school systems. Students talk; but they needto be taught how to participate in this type of ‘talk’. Calkins (2001) says” childrenmust be shown how to cultivate a climate of debate, questioning and multipleinterpretations. They must think about how to disagree with each other in waysthat allow the other person to hear what is being said (p.246).“ This year, this wasthe challenge which I faced as I focused on helping my students increase theirlevel of achievement.I was particularly concerned about getting them to enjoy reading andrespond to the text either orally or in writing? While this may seem like a verysimple question, it becomes complex as I think about my class.This year my fifth grade class consisted of 19 students- 9 males and 10

females. These students have either academic or emotional difficulties that haveover time interfered with their academic success. Many of these students havebeen retained at least once in their short academic lives. Most of my studentswere functioning below grade level; one student, a recent immigrant, was onlyreading on a 2.5 -3.0 grade level. One of my students arrived in January. He hadbeen moving from shelter to shelter throughout the Fall. When he started he wasoften verbally aggressive as well as physically threatening.Many of my students exhibited evidence of low self-esteem. They refusedto make eye contact when speaking, spoke in quiet, monotone voices and seemedunwilling to raise their hands when questions were asked. My colleagues’ advicewas simple: Just get them out. Don’t try to teach them much, just make sure they passand leave the school- they have to go.Given this portrait of my students and my colleagues, it may seem likewishful thinking on my part to tell my students that our focus would be readingwriting, and improving our skills so that we could master the standards. Therewere comments from the class almost immediately. Here are just a few:“The standards- what’s that?”“Oh, is it another test- we gotta pass?”“What does ‘standard’ mean anyway?”Based on these comments, I could see that we had a long road ahead of us if Iwas going to help them improve their reading and writing skills, let alone doingit!The reading program consisted of a basal reader and a workbook. Sincesome of my students had already used this series before, I started them at in the4.5 level hoping to quickly move them into the 5.0 level. Since I wanted to haveheterogeneous groupings and maximize the reading time; I grouped children

-13-

according to their reading skill which was determined by a reading assessmentgiven in early September. By the end of September/beginning ofOctober, I was running four different groups. Every day I struggled to work witheach group for 15-20 minutes. This meant that most of the time, students wereworking hard to answer the questions they were given, but there was not muchtime for “talk” about the text. As I listened to them, I heard that their “talk” wasnot about the story being read or the skill just learned but about some unrelatedtopic. If students were only working to locate the answer, I thought, how couldthey learn to engage in the meaningful talk that helps to generate thoughtfuldiscussions that might lead to better reading comprehension? While the studentsappeared to enjoy reading some of the stories, they made few connections to thetext. While they seemed to enjoy the individual attention they were receiving,each group complained when I had to move to the next group. Theirindependent lessons were not thoroughly completed. What I was seeing andhearing disturbed me because I felt that my students would not be prepared. Iwas worried that I wasting their valuable time.Thinking About My TeachingI decided that the problem was mine and that I needed to change someaspect of my teaching. I began with a focus on my questioning techniques. Was itpossible, I wondered to ask questions that could help my students to thinkcritically about the texts they read?What if I were to concentrate on using high level questions as discussedby Bloom specifically focusing on questions at the analysis (break into parts fromwhole concept), and synthesis (use parts to draw new thinking) to evaluation(judging, reasoning) levels. As I began to model these types of questionings, I

hoped that the students would think about the text in different ways. Once Irealized that they were comfortable on the first level, it was only natural to beginto expose them to the higher levels.In November, I began to see a gradual deepening of thinking based ontheir responses in the small groups. In a group that was reading the story entitledthe Wreck of the Zephyr by Chris Van Allsburg, some students entered into adiscussion of the author’s use of “flashback” to tell the story.T: Chris Van Allsburg uses flashback as a means to tell the story.Why do you think he does that?Chris: He wants to teach a lesson.Woody: What lesson?Chris: That man needs to work with nature, not against it.Vinny: Okay, but he could just tell the boy that.Chris: No, he couldn’t- by telling the story he relives it and the boy is ableto see the events in his mind’s…Vinny: eye- The mind’s eye. I get it- he goes through the experience withhim, and it helps him to understand that he should be careful himself.

-14-Woody: Right, so that he won’t make the same mistakes as the narratorT: What mistakes does he make in the story?Yan: He’s too proud, arrogant – he thinks that he doesn’t need anyone. Hethinks he’s perfect. He thinks he can’t make mistakes.T: Can you learn anything from his experience.Chris: Yeah, maybe to listen to others, ‘cause the people in the village toldhim not to go sailing because of the storm.Woody: Also, to be patient. If he had waited on the sailor he could havelearned how to fly the boat back home without it crashing.Balanced LiteracyWhile I was excited about the progress that some children weremaking, I was still concerned about their oral and written responses. As I spokewith colleagues teaching in the younger grades they started to expose me to amodel that was currently being used in K-2. It was called Balanced Literacy andit is make up of a variety of components. The integral parts of this method are

Read Aloud, Shared reading, guided reading, interactive writing and the writingworkshop. Gay Pinnell (2000) defines balanced literacy this way: “When talkingabout balance in this model, the word comprehensive is actually moreappropriate. Educators are working towards having comprehensive programs intheir rooms which focus on reading, writing and word study. Balanced literacyisn’t a set program. It’s a rich and integrated combination of approaches. Theteacher is the expert “ (p. 50)After reading this quote, I once again looked at my students. What type ofliteracy experiences did I want them to have? Would they be able to have achance to meet the standards? Since I am the expert in my room, I decided toconcentrate on using the read aloud, shared reading and writing workshop. Ifigured that these components would be most advantageous to my students andmight help them raise their levels of achievement. The term “comprehensive”really struck me because it deals with an understanding not just of materials butmore importantly of how these aspects work together to accomplish a broadertask.What the research showsWhen we think about classroom instruction, and the major subjects taughtto our children; we rarely think about how to get kids talking about theirlearning. If we want children to reach the speaking standards, we as educatorsmust teach them how to talk.In the Art of Teaching Reading, Lucy Calkins states “talk is sometimesvalued… but talk is rarely taught. Yet talk, like reading and writing, is a majormotor- I could even say the major- of intellectual development(p.226).” It isimportant for us to engage in the “talk-curriculum” if we want to help ourstudents learn how to respond orally to text. We must read aloud to them so that

they can hear what makes sense. It is vital for them to understand that they can’t

-15-respond to a text that does not make sense.Teachers must also allow children to talk, by giving them wait time (MaryBudd Rowe). This concept is a hard one to grasp because as instructors we arealways imparting information to our students. Think about this: How can weknow what is truly concerning them if we don’t stop, wait and listen? We mustgive them a chance to talk! Remember, for learning to be effective andmeaningful; we have to give them an opportunity to teach us.As Pinnell says” If we want children to write, then we must provide themwith examples of good texts, so that they can learn the craft of writing. Aschildren focus in on this craft, they have to practice, practice, and practice again.Students must write each and every day, so time must be set aside for them to dothis (p.50)”. They should write about topics close to them, respond to situationsin the world around them- but most importantly – just write. They must havemodels that teach them how to compose sentences, paragraphs and stories. Aswe teach, explain your thinking process to the class. The research suggests thatstudents learn better when they are explicitly shown how to do something ratherthan told how to do it. (Pinell, p.52)Components of Balanced LiteracyThe read aloud allows the students to become better readers as the teachermodels “thinking” about a variety of texts. Since it usually takes place at thebeginning of the reading block, one can focus on one specific reading skill or aim.I was able to zero in on those reading strategies that are needed for the “test”. Ibegan to read aloud using novels like Maniac Magee by Jerry Spinelli, non-fictionarticles found in science texts or from Time for Kids, poetry taken from Shel

Silverstein, and folk tales from around the world. As I read these texts, I had twopurposes:(1) to expose my students to different types and forms of literature(2) to provide them with opportunities to respond to literature.Shared reading provides opportunities for the students to hear how ‘good’writers should be read. They are exposed to figurative language, helped toincrease their vocabulary and to develop a sense of community within theclassroom. Students come together and listen; but they also ask questions aboutthings they don’t understand. As we continue to ‘talk’ about the text, they beginto make predictions, discuss changes in a specific character’s behavior or relatethese events to what they already knew from personal experience.The writing workshop when used in accordance with these componentshelps the students to become more comfortable responding in written form.Children are writing, editing, and revising independent pieces every day.(Pinell, p.52 ) Their weaknesses are identified and these become the basis for themini-lessons. These mini-lessons help to drive instruction for the class. In theworkshop, the teacher is able to confer with individual students and smallgroups. These conferences allow students to listen, develop appropriate turn

-16-taking skills and most importantly- have an opportunity to practice writing.The Experiment BeginsAfter reading the literature and selecting the components that I would usefrom this model, I set off to prepare my students for the ‘test’ and to reach thestandards. Before the winter break, I started discussing with them some of mynew ideas about the ‘reading’ block and they appeared willing to give it a try. InJanuary when we returned from Christmas break, I collected the basals. The

students seemed excited and ready for the challenge.I told them we would be reading a novel called Gifted Hands. I read theback of the novel, covered the front cover and asked them to make predictionsabout the story elements. Using a semantic web, I wrote down their responses.Then I handed out the book. There were several comments made- e.g. “Wow, Ifeel like I’m in junior high”, “Are we really going to read the whole thing? Thislooks scientific- there are diagrams and stuff.” The comments continue for awhile, but I saw something which I had not seen before- enthusiasm andwillingness to try something new.As we continued reading this novel, I focused on my questioningtechniques. I wanted to make them think about the text they were reading andanalyze the content of the statements. The questions I asked were based on thehigher levels of Bloom’s Taxonomy (synthesis, analysis, and evaluation) becauseI knew that these types of questions would appear on their reading test in May.However, even more important, I knew that engagement with high levelquestions held the possibility of helping my students to become better readersand writers.Here are a few sample questions that I asked:Why is it so important that Ben control his temper?Does Ben change in chapter 13? Provide evidence to support your answerDiscuss the significance of the title Gifted Hands. Why is this term usedto describe Ben?What decisions does Ben have to make? Evaluate his choices?If you were in the same situation as Ben, would you make similardecisions? Why or Why not?What role does TRUST play in the relationship Ben has with his mother?How do your past experiences affect the way you treat others?As the students became more familiar with my questioning techniques, theybecame more comfortable responding with thoughtful conversation. Here is asmall excerpt from one conversation.

T: So, do you think Ben’s mother is strong or a woman of strength?Joanie: She’s strong because she tells his father to make a choice.Chris: I agree, she realizes that it is not good to have him going back andforth. It’s not fair.Aisha: You know, she’s strong because even though she is hurt, she never

-17-cries in front of Ben and Curtis. She always protects them and is there forthem.Nicholas: I agree with everyone- but I think she is a woman of strength becauseshe takes charge of her life and she makes decisions that will helpher sons even though it is hard. She is like my mom- she only wants thebest no matter the cost.On many occasions, students engaged and debated different points of view. Thebest part of the dialogue for me was that I was able to become a facilitator in thediscussion. It was also interesting to see how some of my students began tosubstantiate their oral responses with evidence provided in the text. Oftenduring a conversation one could hear: “Where does it say that Ben did… orprove to me that he should go to Australia because I feel that he should stay…”These types of exchanges made me realize that my students were finallyengaging in accountable talk. Yes- they were finally discussing the text, no longerjust highlighting the story elements. My students were working towardsreaching the standards without even knowing it. Most importantly though, myunmotivated students seemed excited about reading and they appeared to beenjoying this experience.From talk to writingOnce the accountable talk began, it was time to begin working on thestudent’s writing. In the Art of Teaching Reading, Calkins states “ … we hope toshow children that readers write about their reading because writing helps them

think more deeply and generates good conversations (p.232).” My students weremore reluctant to write than to speak. They often asked if they could tell me theiropinion as opposed to writing it down.At first, I had them write about their reaction to read alouds. Many ofthem wrote that they liked or did not like the story, mentioned a main characterall in a sentence or two. Some children seemed not know what to write; it was ifthey had no thoughts about anything. I decided that before I could have themrespond to literature, they had to get used to the physical act of writing.Therefore everyday we all began to write for a specific period of time. We startedoff writing for five minutes; then we moved to ten minutes. I gradually increasedthe time increments so that they would not have enough time and then wouldhave to ask for more time. During these sessions, they were allowed to engage infree writing activities.Since I wanted them to be able to respond to literature, I started to givethem writing assignments based on issues that arose in our novel. We woulddiscuss these in class, and then for in-class assignments or for homework, Iwould have them begin answering essay type questions. I modeled how toanswer questions as a group process. The students gave me information that Icould use from the text to answer the question. In this way, they were able to seehow I was thinking, and using appropriate vocabulary to convey my thoughts

-18-and opinions.Some examples of writing assignments were:Is Ben’s mom a strong woman or a woman of strength?How does Ben’s belief system effect the decisions he makes?When you get angry like Ben did, describe what it feels like. Whatdoes it look like?Has there ever been a time when you doubted your ability to complete a

project?Ben has a dream in chapter 8. What do you think the dream means?Describe how Ben has changed throughout the story? What do you thinkHas caused this change?What qualities does Ben possess that will make him a successful leader? Ishe ready for this challenge? Why or why not?In order to respond to these questions, the children had to show theircomprehension skills, but they were also being asked to apply the informationgiven. Many of these questions centered on reading objectives like: point of view,cause and effect, author’s purpose, drawing conclusions and making inferences.It seemed to me that the best part of this type of teaching was that my studentswere being taught reading skills in a contextual environment as opposed toisolated reading skill lessons.The resultsThe classroom discussions became more interesting. The students wereable to engage in meaningful conversations about the various themes in thenovel. Many of them stopped looking to me for reassurance and began to utilizetheir text to support their conclusions. They were also able to begin identifyingdifferent reasoning skills as questions arose in the room. Some students wouldcomment “ Hey that question is asking us to make an inference” or “you‘re beingasked to draw a conclusion.” It was exciting to see them identifying skills thatthey would need for the test. They also started to make connections with eventsthat were taking place in the text. One student remarked “ You know, Ben is justlike me because my dad left us, too, and now he lives in Connecticut.” This wasjust one example of a text- to-self connection. As teen issues arose, the studentsseemed to be able to discuss them in a mature manner. Observe this interchange:T: Describe what is happening to Ben in Chapter 10?

Shenika: He wants to be like the other children, he is afraid to bedifferent.Woody: Ben wants to wear fancy clothes even though he knows his momcan’t afford them.Richard: He, he wants to fit in. He hangs out with the bad kids, and hegets bad grades. He’s failing.Vinny: Ben is not listening to any adults, he wants to have his own way.T: What is Ben’s problem?

-19-Nicholas: Ben is experiencing peer pressure. He is more concerned withwhat his friends think, than what he should do.Yan: Yeah- that’s like us. We have peer pressure- we do thingsthat get us in trouble because our friends are.T: So is “peer pressure” good or bad? What do you think?Vinny: It’s both- sometimes your friends can help you but sometimes theycan get you in trouble. Like if they are taking drugs -- you know its wrongbut you might try anyway.Joanie: Or they might be picking on someone that you know, but youdon’t help- you just laugh.Rakiyah: But peer pressure can be good. Like when you don’t want tostudy or you need help your friends can help you. You know, like workon a report or quiz for a spelling test.Nicholas: So peer pressure can be both. The person just has to decidewhen they are going to follow their friends and when they won’t.It was impressive to see them exhibit appropriate turn taking skills. They werelistening to one another and trying very hard to respond appropriately, but theywere also determined to support their responses with examples and details fromthe novels or stories which we read.Although the class was progressing nicely in their oral conversations, thewriting aspect was a little more difficult. I did not have to put a time constrainton them because they had already developed the physical stamina needed towrite; but they seemed to have difficulty transferring their thoughts to paper.Some of them would attempt to answer the question, but lose the general focus

of the assignment. Others were not able to effectively organize their answers sotheir writing appeared rambling.Through the workshop environment, students began to work with abuddy. The purpose of the buddy was to provide the immediate feedback thatthey often needed, while I conferred with a select group of students. As acommunity, we began to analyze the elements of writing that needed to be finetunedso their writing would become clearer. I tried using mini-lessons, afterwhich they would ‘try-it.’Another method that I used involved selecting a child’s written response,and then revising it as a group, focusing on how the piece could be madestronger. The interesting part of this process was that the children began torealize that they were learning from each other, not just from me. Some of thembegan to use details from the stories as a means to support their responses toessay questions. They started to make connections in their written responseswhich helped to further substantiate their comprehension of a specific concept oridea.The content of their writing improved drastically, and they became more

-20-willing to share with others. The students would voluntarily come and beginsharing ideas with their partners prior to beginning their first drafts. They startedto pay attention to writing conventions such as word choice, grammar andsentence construction. Once the ideas were on paper, they also became moreconcerned with writing mechanics like spelling, punctuation and capitals.However, the “mechanics” of writing were no longer a hindrance to their desireto write.The state examsThe state examinations took place in May. I wondered- Would they be

ready? Do they have the skills necessary to pass the test? The day of the readingtest arrived and the children worked consistently and thoroughly. After the test,the class debriefed about its contents. They voiced concern about the length ofthe selected passages and the wording of the questions. This was exciting to mebecause in September these students would not have even cared about the examand now they were critiquing the contents. It was also refreshing to hear themtalk about how they used certain strategies to help them answer the questions.They were able to have accountable talk about an exam that they dreaded at thestart of the year. When the results came back, 16 out of the 19 students hadpassed the test.Research ImplicationsIt seems clear to me that …Students need to learn in a structured context. No matter what you areteaching, it is important to provide a context for them to learn. While test prep isimportant and plays a vital role, children don’t benefit from skill taught inisolation. Children must see how these skills are applied and how they can beused. We can’t stop educating our students in order to prepare them for the ‘test’.We must show them how to prepare for tests as we show them how to study,think and analyze the texts they read.Questioning. The standards require our children to think critically aboutthe texts they read. Is it possible for them to do such, if we as educators refuse toask higher level questions. It is impossible to generate much discussion, debateor conversation if we are asking questions that only require our students recallbasic understanding. Revisit Bloom’s Taxonomy-there are six levels of questionsthat are discussed. Ask yourself: On which level do my questions fall? Can I raisemy standard of questioning? Do I help my students to think critically?

Talk. The NYC State speaking standard states: students are to participatein group meetings. We must give them the tools so that they will be able to meetthis goal. We must teach them how to talk. Students must be encouraged to thinkas they read, so that they begin to focus on the larger themes, and ideaspresented in various texts. If they are going to have meaningful discussions thenthey must be exposed to quality texts and literature.When it comes down to it, as educators we must continue evaluating our

-21-own practice in order for our children to reach and master the greatest standardof all – LIFE.

ReferencesCalkins, Lucy. (2001). The Art of Teaching Reading. New York, NY: Addison-Wesley Publications.Calkins, Lucy. (2000). The Art of Teaching Writing. New York, NY: Addison-Wesley Publications.Hubbard, Ruth and Power, Brenda. (1993). The Art of Classroom Inquiry.Portsmouth, NH: HeinemannPinnell, Gay. (2000). Guiding Readers and Writers: Grades 3-6. Portsmouth, NH:Heinemann.What’s the BUZZ on? (May/June 2000) Creative Classroom pp. 50-54

-22-

Accountable Talk Dialogue

Kristen: After reading the article, I strongly agree with statement #1:Teens are almost adults. They need some privacy and shouldn’t be watched all the time. According to the article, this device is a great way to track a dog. I am not a dog and I don’t want to be compared to one.

Melissa: Yes, however, not all teens are the same. You said teens are almost

adults, but they don’t always think like an adult or make adult decisions. Some teens might tell their parents they will be going

somewhere and then they go somewhere else.

For example, the article states that this device helps parents feel secure. It helps them know if their child left the neighborhood or

school or if they were kidnapped.

Kristen: I understand what you’re saying about helping parents feel more

secure, however, in the real world you can’t watch your kids 24 hours a day. They need to trust them a little.

I don’t feel that this device is a HORRIBLE idea. For example, the original reason for the jacket makes sense. The article states that

it was created for hurt or lost mountain climbers. That’s a great use for this device but not for spying on your teen.

Melissa: I respect your opinion, but I still feel strongly that some teens should be watched more closely than others. I think parents will need to make their own decisions whether or not to use this device with their teen. All in all I think it’s a great invention.

-23-

What I Observed Before Teachers Read the

Article

What I Observed While Teachers Read the

Article

What I Observed During the Accountable

Talk

-24-

Before While During Accountable Talk

Thought about what I knew

Formed an opinion I strongly agree/disagree

Looked at picture and related it to my IPOD

Reread bold words and referred to word workout for meaning

Respect/kind

I saw bold print words and word workout

Reread I understand

Recognized captions/title Made a connection to real life

Listen

Came up with questions Paused to check for understanding

Made eye contact/nodded

Gave myself a purpose to read

Turn taking

Built off of each other

“According to the article…”

“For example….”

“The article states…”

-25-

What Good Readers Do…

Before You Read: Notes1. Look at the Picture

I notice…

2. Read the Captions

I notice…

3. Make a connection to yourself/life

This reminds me of…

This is similar to…

4. Notice Bold Print

I recognize…

5. Skim/Scan Some features that catch my eye are…

6. Create ?s you want answered

I wonder…

7. Set a purpose for reading

I am reading to find out…..

-26-

What Good Readers Do…

While You Read:1. I paused to make sure I understood…

2. I reread…

3. My opinion is…

4. The evidence from the article that supports my opinion is…

According to the article…

5. I referred to ____________(text feature) for help in understanding…

6. I discovered the answer to my questions. They include…

7. This article changed me as a reader because…

-27-

Interacting with a text: KEY

= A clue

= Important information

? = Question

“” = Something important a character says

F = A character’s feelings

-28-

Motivating Your Students During Accountable Talk

* General Guidelines for Accountable Talk : 1. TALK should probably take the entire period

2. Review the rules before every accountable talk3. Get group into a circle4. TALK5. Record TALK notes on recorder paper

*Accountable Talk options: 1. Final Word- Teacher begins with a statement (Can be from the article or one of your own relating to the article.) She says the statement to the

group but does not share her opinion or any thoughts on the issue. It is very difficult, but the teacher is not allowed to make any comments until everyone speaks. She can only take notes on NOTETAKING SHEET.

2. The students take a moment to think about the statement and see if they agree or disagree or have any thoughts/connections to the topic. (It’s important to tell the students that they can only speak when it is their turn.) Once the next child starts, they cannot speak again.

3. When you have gone completely around the circle, and everyone has shared their thought, the teacher (who has been taking notes) then states her opinion and why.

4. The teacher then comments on statements made by the students (from notes). From what the children said, the teacher will generate a new issue or question.

At the end of the period or the next day, the teacher can review what students had said that was wonderful and what the class needs to work on.

-29-

Teacher Notes on Accountable TalkTalk Topic____________________________________

Date:_________________________________________

Speaker What Went Well… What the group needs to work on…

-30-

Speaker What Went Well… What the Group Needs to Work On…

-31-

Name____________________________________Date_________

Pairing Subheadings with Details

Below each subheading, write several supporting details which could be found within that paragraph.

Subheading: __________________________________

Supporting Details:A.___________________________ B.___________________________

C.___________________________

D.___________________________

Subheading: __________________________________

Supporting Details:A.___________________________ B.___________________________

C.___________________________

D.___________________________

Subheading: __________________________________

Supporting Details:A.___________________________

B.___________________________

C.___________________________

D.___________________________

-32-Subheading: __________________________________

Supporting Details:A.___________________________ B.___________________________

C.___________________________

D.___________________________

Subheading: __________________________________

Supporting Details:A.___________________________ B.___________________________

C.___________________________

D.___________________________

Subheading: __________________________________

Supporting Details:A.___________________________ B.___________________________

C.___________________________

D.___________________________

Subheading: __________________________________

Supporting Details:A.___________________________

B.___________________________

C.___________________________

D.___________________________

-33-

Nonfiction Scavenger Hunt

Nonfiction Sources Word Bank

articles encyclopedias biography dictionary

journal debate textbook essay

DBQ autobiography internet primary source

Title of Nonfiction Source (choose from above)

How did you know?(Text features)

-34-

Fiction Scavenger Hunt

Fiction Sources Word Bank

novel historical fiction fantasy science fiction

short story realistic fiction mystery

Title of Fiction Source (choose from above)

How did you know?(Text features)

-35-

Name___________________________Date__________Mrs. Almeida

ELA PRACTICEIf you’re like most students, you are not looking

forward to the upcoming NYS ELA exam. Unfortunately, you are required to take this exam. Fortunately, you have time to gain very important strategies, which will help you face the exam with confidence.

STRATEGY #1: Always read the directions Before each passage

Q **Why are the directions so important? A***The directions can give you important answers to questions about the passage. In most cases, the directions will tell you the main idea, genre, or author’s purpose for each passage.

Q**How can I figure out the main idea of a selection?

A**______________________________________ ______________________________________

Q**What does the word GENRE mean? A** ______________________________________

______________________________________

-36- The 2 main Genre categories are Fiction and Nonfiction.

Fiction= Nonfiction=

Q **What does Author’s Purpose mean?A** Authors write for many reasons. The 4 main purposes an author may write are:

1. to inform2. to entertain3. to describe/express4. to persuade

Let’s Try it!!!

Directions#1: Here is a science article about thermometers and their uses.

Genre: NF or F

Main Idea________________________________

Author’s Purpose___________________________-37-

Directions #2: Here is a folktale from Japan about a stonecutter who fell in love with a princess.

Genre: NF or F

Main Idea________________________________

Author’s Purpose___________________________

Directions#3: Here is an essay entitled “Life-From Behind a Counter,” an account that Pulitzer Prize winner Bernard Malamud wrote while in high school. It tells of his experiences working at his father’s grocery store on New York City’s Lower East Side.

Genre: NF or F

Main Idea________________________________

Author’s Purpose___________________________

Directions#4: Here is a story about a message in a fortune cookie and how that message influences a young girl.

Genre: NF or F

Main Idea________________________________

Author’s Purpose__________________________

-38-Check it out! Let’s see how the directions can really help us to answer questions and guarantee a correct

answer! Directions#5: Here is an article about software that allows you to talk to a computer.

Genre: NF or F

Main Idea________________________________

Author’s Purpose___________________________

Question related to these directions:*HINT: What type of question is this?

A “Computer to Talk To” can best be described asA. a fictional short storyB. a biographyC. a non fiction articleD. a play

Directions#6: Here is a journal about a woman who learns to navigate a clipper ship during the 1800’s. This journal is called historical fiction.

Genre: NF or F

Main Idea________________________________

Author’s Purpose___________________________

-39-Question related to these directions:*HINT: Before you answer, identify what the question is asking you. What must you do to answer this question?

This selection is mostly about:A. delivering cargo by ship during the 1800sB. a severe storm at sea during the 1800sC. sailing conditions during the 1800sD.a woman learns to navigate a ship during the

1800s

-40-