Lately, I have been focusing on two teaching aspects.
- Direct students to notice clever chunks and words in texts.
- Use these clever chunks to narrate their stories.
It is important for students to notice how texts are crafted for impact. My students read texts but did not notice the new words and vocabulary in texts. They asked for it's meaning but did not really use the new words in multiple contexts. I wanted them to use these words and phrases over and over again so that they become a part of their repertoire. Also, my children needed to understand why we need to learn to write. When asked this question, they completely missed the point and said things like - "To make sure that our story makes sense".
This is not the reason why we write stories... Writing is a skill that helps us to share our stories with the wider world, much wider than we can share through verbal communications.
Jannie Van Hees our CoL facilitator, gave me this beautiful idea of how to make students notice the use newly words and phrases in text and then create an opportunity for them to recycle these words.
I used this read aloud video from you tube to introduce the story.
I then printed out each page and distributed parts of texts for student to read. Their task was for them to identify clever chunks (Phrases) in the part of the text they got to read. I modelled this for them.
We also talked in detail about why clever chunks were important part in writing. At this stage children were just having a go at finding chunks and sometimes they would give me a difficult word - for e.g. 'astonished'. I made a separate list of these words to go on the wall as I wanted them to use new words as well. We then we made a list of all the new words.
Next I cut the text and gave away parts of the text to all the children in the class. They had to order the story in a sequence. I did not help them at all with this task. Students read and re- read to find the right place to fit their text in and this gave them opportunity to read their and other's texts a number of times. The activity definitely provided space for them to gain fluency in reading. Even the slow monotonous readers could read some pages fluently. Exciting!!!
Here is a picture of children arranging text in sequence. It took a long time, but it was worth it.
Next students wrote parts of the story in heterogenous groups and collated it to make a big book for younger students to read.Reflections
I enjoyed the lesson and the children were motivated and engaged. I could maintain a good balance as the lesson was spread over three days. Children did not feel bored of repetition and the tasks were not tedious at all. They were just right (in the Zone of proximal Development). The most important aspect was vocabulary and I was thrilled to see that they recycled it and used it in their writings. They could also hold a sequence of their ideas in their head to make a simple paragraph. I am glad I was able to scaffold the story in a metacognitive way to make children understand why we write.