There have been quite a few amazing NCTE reflection posts around the internet, and we here at chartchums would be remiss if we did not add ours in to the mix. There were so many things that made the NCTE convention special, not the least of which was the incredible community of educators we were among.
So much of our profession is about giving. We give time―to planning, to parents, to meetings, to a special lunch date with a kiddo. We give energy―to our students, to our schools, to our runs up and down flights of stairs. We give our hearts―to everyone. There comes a time when you can feel all given out―when you look around and think, “That’s it, I’ve got nothing left.” For Kristi, that was the week before NCTE. She was fighting a cold while trying to meet data deadlines, finishing up long nights of parent teacher conferences, and finalizing overdue writing projects. Kristi felt she had reached a point of tapping out. Going to a conference on literacy seemed about as desirable as sticking hot knives in her eyes.
Yet, she went. As did so many of you―just as tired, just as empty-feeling.
But here is the thing―every second of NCTE, whether listening to amazing and powerful presentations from people like Kathy Collins and Matt Glover, browsing the booths to see the latest and greatest books, meeting people you fell in love with over twitter (Hi Shawna!!!), falling in love with new people (Hi Katie and Sara!!!!), or seeing friends that fill you with hope and joy (Hi Kristin!!!), NCTE is about filling ourselves up. Filling ourselves up with knowledge, filling ourselves with hope, filling ourselves with joy and energy.
And it is important that we take time to fill ourselves back up, so we can give everything back once again.
Since all of you were not able to attend the conference, we are giving you a summary of our workshop, so you can virtually experience the benefits of NCTE, but as far as the laser light show and ice slide, that you will have to imagine!
The Art of Capturing the Story of Learning Through Teaching Charts – and Changing the Narrative of Children’s Learning in the Process
We (Kristi and Marjorie) were lucky to present with a brilliant writer, editor and friend, Zoe Ryder White. Zoe brought the critical (and sometimes overlooked) parent perspective to our work with charts, and shared how charts can empower children at home, as well as school.
Our presentation focused on the “meta” aspects of charting, specifically that charting is a way to teach types of thinking and that charts underscore a growth mindset.
We spoke about how we believe that certain types of charts help promote certain types of thinking:
- routine charts promote organized thinking and problem solving
- repertoire charts promote flexible, yet tenacious, thinking
- process charts promote strategic thinking
- exemplar charts teach that thinkers look to models and analyze them
- concept charts promote the idea that thinking is grown and revised over time
Some questions we asked our audience, which we ask you also, is: What is the thinking that you demonstrate in your charts? Do you tend to show just one way? Or do you have a varied menu of ways of thinking that you are (implicitly or explicitly) teaching children?
We also spoke a bit about how (smarter) charts are automatically oriented towards a growth mindset. By making and using charts with children, you are showing a path in which to grow. By encouraging goal setting and flexibility, you are helping children realize a positive association between effort and outcome.
Zoe shared some of the ways her child’s incredibly reflective teacher, Maureen Crowley at PS 29 in Brooklyn, has been sending charts home as part of her action research, and how those charts have created feelings of agency in children. No longer adrift with a pile of a books and general ideas, reading charts sent home can anchor children in the work of school, even when they are at home. Zoe also spoke about how the use of charts (and teaching children about the purpose and power of charts) has motivated her own child to create charts to help herself with challenges that arise at home―like getting everything done in the morning before school. Some ways to send charts home/share with parents:
- tweet them out
- post them on a class blog
- add them to a class newsletter
- put them in reading baggies
- put them in folders: math, writing, homework
- use them as shared reading
We hope this helps you in your charting journey and look forward to hearing from you as to the ways you are using charts to help your children think flexibly and independently.
Kristi and Marjorie, and Zoe, too!
The quote “Everything old is new again” could not ring truer for some of the charts in our classrooms. Charts that were hung up at the start of the year and still remain hanging, but are no longer relevant or needed, are simply old. However, so much of what we teach is meant to be carried forward, to spiral, as Jerome Bruner taught us so many years ago. And charts can help make this happen, by taking what was old and making it new again.
For those of you who have been following us for awhile and have read our books, Smarter Charts and Smarter Charts for Math, Science and Social Studies, you are familiar with the 3 R’s of charting: reposition, revise, or retire. We thought we would show you some examples of how charts can be revised over a few months and across changing units of study to remain pertinent and important to the students in your class.
We will start with a writing chart Marjorie made at the start of the year when introducing how the writing of personal stories can be generated and planned. One chart is a repertoire chart with strategies for remembering stories; the other is a process chart that reminds students the steps for planning out a story. Generating topics and planning are an important part of the writing process.
When a new unit started on writing How-to books, rather than making a brand new chart, Marjorie brought the original story chart back down to the easel and reminded the students of what they had already learned about writing books. She then shared with the children that even though they would be starting a different kind of writing, teaching others how to do things, the process was the same. They would still think, tell, draw and write. All they had to do was revise the story chart to make it match the current unit. So the word story was changed to how-to, topic, and steps, depending on the step.
This leads to the other part of the quote from above, “Everything that is new is old.”
The next unit was an informational writing unit based on the book Kristi wrote with Barb Golub and Lucy Calkins, on Writing Information Chapter Books. The children were expected to write all about topics they had personal experience with, but even so, the writing process remains basically the same. So again, instead of making a brand new chart, Marjorie brought back the revised How-to chart and again showed the children that what they already knew how to do would help them with writing informational books too.
Helping children understand that everything that is old is new again and that everything that’s new is old can be a powerful step in understanding that all learning is about using what we know to grow new understandings and strengthen the skills we have learned. This idea works no matter the content being studied. If revision helps us see anew, revising our charts will help our children see that what they have learned will help them learn even more.
Until next time, Happy Charting!
Marjorie & Kristi
Genre and Concept Charts – Charts That Teach Beyond “Just the Facts”
Routines were the main topic of our last post and aligned with the first section of our new book, Smarter Charts for Math, Science and Social Studies. We heard from many of you who agreed that routines were a key focus during the first weeks of school. The time spent early on developing expectations and creating community makes all the difference as the school year moves forward. We thought it would make sense to follow the path of the book and talk next about genre and concept charts – charts that teach beyond just the facts.
What is it? Why would I make it?
Charts that teach specific information about a genre or a concept are very much needed to remind children of key ideas, vocabulary, concepts, and other important information being studied. For example, shapes, colors, forms, techniques, and types are all concepts that can be explored through inquiry, discussion, and experience. Concept and genre charts capture and display this information for children to reference again and again in discussion, writing, and thinking. This can be a critical support in helping children learn and use content specific vocabulary actively and purposely across the day.
One example is the concept of question words. These are often taken for granted and simply referred to as “the five W’s.” The heading “Question words that help you think!” lets children know the purpose. The chart itself helps kids remember the words and the visuals help remind them of what each question word means and the type of answer it asks for. The chart was added to slowly so that each question word could be explored and practiced. Concepts are best taught one or two at a time and always in context. Concepts are also best learned when children have multiple opportunities to practice them in a multitude of different situations.
Concept charts in particular are often the type of chart most often bought ready made. Just look around your classroom. See that color chart? The shapes chart hanging in the corner? The money chart with each coin drawn larger than life? While these charts are often polished and shiny, they are also the ones that quickly become unseen and unused, like wallpaper. Why? Because it is like turning right to the last page of a book and reading “The End.” Nobody does that because they would miss the journey, miss all the fun, miss any sense of discovery and adventure. The most important thing in the making of a concept chart is the inquiry done by the kids.
Genres are another important concept we teach students through inquiry, charting their discoveries along the way. They are often created at the beginning of a unit of study and then added to as children make continued observations of the genre being studied. The example below was created with a class studying pattern books. The T-chart format allows for contrasts to be made between the characteristics of a pattern book versus a story book.
Genre and Concept charts are most useful when they are made with kids and are constantly being revised as children’s experiences grow and become more nuanced. They can be a vital tool and are fun to make too.
Marjorie and Kristi
Wow! It is hard to believe that the 2014-2015 school year is already well under way. We at Chartchums have been busy getting back into the classroom, putting the final touches on a digital course about charting for the Heinemann Digital Campus, and welcoming our newest book, Smarter Charts for Math, Science and Social Studies: Making Learning Visible in the Content Areas into the world. This book is the perfect companion to our original Smarter Charts book where we first showed you the why of charts and the nuts and bolts of charting. It also continues the charting conversations we engage in here at Chartchums.
In our latest book we build upon our original charting foundation and go even deeper into the different types of charts and how they can support instruction, no matter what you are teaching. This book goes beyond literacy and will show you how to turn complex ideas into kid-friendly visuals, help children internalize complex processes, and even increase your instructional time, no matter what the content area or subject you are teaching.
In addition to the introduction, appendix, and bibliography, there are five sections that define and illustrate each type of chart and how it can be used to clarify and energize your teaching, showing you how you can . . . Make learning visible in the content areas!
Section 1: Routine Charts: Supporting the Engagement Necessary for Independent Functioning
Section 2: Genre and Concept Charts: Charts That Teach Beyond “Just the Facts”
Section 3: Process Charts: Every Strategy Has a Process Attached to It
Section 4: Repertoire Charts: Decision Making and Strategic Thinking
Section 5: Exemplar Charts: Bringing It Back to the Big Picture
This week we will focus on Routine charts since they are such an integral staple at the beginning of the year.
Section 1: Routine Charts – Supporting the Engagement Necessary for Independent Functioning
What is it? Why would I make it?
Routine charts make clear the expectations and help kids know what to do and how to do it in order to be productive, positive, and proud throughout each and every day.
For example, playing math games. Teaching the routine of deciding what to play, reading the rules, setting up the game so you can play, play, play, then not to forget the clean-up at the end. The chart helps remind children of the steps that will allow them to participate in math games smoothly, allowing more time for playing and fun.
What about the routines that have to do with the basic smooth functioning of the classroom and the maintenance of materials? Think about all the materials we put out for our students to use. How often do we assume our kids know how to use them, or better yet, know how we think they should be used. Instead of getting upset, plan on teaching into the ways we want to see these materials used. One typical routine often pertains to the use of the hand sanitizer. Every year we think we can simply put out this important sanitary tool and all germs will go away. What we often forget is that kids often see this gelatinous substance as a fun sensory thing worth experiencing ‘hands on’ and spreading the fun around. Teaching explicitly into how to use this key tool can save not only time but money.
Another routine that needs to be taught explicitly is how exactly to put materials away. Whether math, science, reading or writing, there should be a routine that helps everyone end the workshop efficiently and quickly. One important thing for students to learn is how to put books away, especially at the start of the school year. This chart was one Kristi created with her Kindergarten students for returning books to their proper homes in the library.
Routines may seem simple and easy, but routines only get that way by teaching each step explicitly, providing many opportunities for practice, and providing visual reminders of those steps. Routines, like anything important, are worth charting with the students in order to be for the students.
Until next time, Happy Charting!
Marjorie & Kristi
As teachers across the world ready themselves for the new school year ahead, we thought we would clean house a bit and first organize the past year of posts here at Chartchums by creating a table of contents for the 2013-2014 school year. Most of these posts are universal and do not expire simply because a new school year is upon us. We hope you find this helpful and use it as a reminder of things past that worked and an inspiration for your charting as you begin another school year.
Chartchums 2013-2014 School Year Table of Contents
- Charting the Past: A Table of Contents (2012-2013)
- Working Smarter Not Harder
- Tools of the [Chart] Trade
- Technologically Speaking
- “I’m done!” Planning for the Predictable
- Answering Readers’ Questions
- Getting Off to the “Write” Start
- Method to Our (Charting) Madness
- Presenting the Podcast, Pondering the Past and Looking to the Future
- Transforming Charts into Tools
- Non-Fiction, Non-Problem Revisited
- Want Kids to Walk the Walk? Then Chart the Talk!
And along with our new book, Smarter Charts for Math, Science and Social Studies (#SmarterCharts), we’ll have some new posts coming soon. Until then, Happy Charting!
Marjorie & Kristi
June always comes as a surprise each and every school year. In the beginning days of Fall, the year ahead seems endless. How can it suddenly come so rapidly to an end? For some of you school has come to an end, but for others, like in New York, there are still three more weeks of school. No matter where you are at this point of the year, it is always good to reflect and learn from your experiences. This week’s post considers some of the questions about charts we hear most often and hope our suggestions help not only now, but in the years ahead.
The end of the school year is a great time to try out some new ideas and to find some new ways to deal with old problems. There are two problems we are asked about most often. One is what to do when the charts we have made are not being used by the children. Charts are excellent tools that teachers use in every subject to reinforce every teaching moment each and every day and it can be discouraging to not have them used. The second problem is what to do with all these charts? To answer these two questions we suggest three simple ways to deal with the charts in your classroom—what we call the 3 R’s of charting: reposition, revise, retire.
This is often the simplest and quickest way to deal with bringing a chart back to life or finding space amid the chart clutter that can build up in a classroom. It is like rearranging the living room furniture— simply move a few things around and suddenly the entire room feels new again and you re-see things that had become invisible. Start by looking around at the charts in your classroom and choose a couple you really wish your kids would use more often. Is there a process chart that lays out the steps for accomplishing a strategy that kids keep asking you about instead of using the chart to remind them? Try moving it lower or closer. But don’t simply do this after school, have a discussion with your children. Start by explaining the problem. You might say, “Lately a lot of you have been asking for my help with how to punctuate dialogue when we have a chart that lays out the steps. This makes me think that maybe the chart is not in a good place and that maybe we need to move it to make it easier to find and use.” Then ask the children to look around and come up with possible places to move the chart that would make it more accessible. You might even try out a few of the kids’ suggestions and get a consensus of where the chart works best. The benefit of this process is that you hand over responsibility to the kids and invite them to find solutions to a class problem.
Another way to make sure a chart stays new and used is to update the chart. There are several ways you can revise a chart to make it seem new and relevant again. One way is to revise the visuals. Perhaps the photos of the kids on the chart were taken a while ago and they have grown and changed since then. If this is a chart that is still needed, ask for volunteers to model the hoped for behaviors and photograph them in the act. Then make a big deal about how much they have grown—a kind of “look at us now” moment. Or replace a clip art or drawn picture with a photograph of a child doing each step or strategy.
Another powerful way to revise a chart is to remove strategies no longer needed. Again make a big deal about how hard everyone worked on this strategy, but now everyone is doing it without needing a reminder. You can also add new strategies to the chart that are more sophisticated so the chart grows with your children’s abilities. Another way to revise a chart is to change something like the wording or the mentor text examples. Perhaps the heading needs to be tweaked to match your current unit of study, so that instead of saying, “Ways to Elaborate Our Nonfiction Books” you revise it to say, “Ways to Elaborate Our Reviews.” Or change the mentor text examples to provide more relevant examples. Or maybe your class has come up with a new rally cry that is more catchy and says exactly what they are studying or hoping to accomplish. Again it is through discussion and debate that makes revising charts so powerful. The goal of revision is to reread and reflect on how to make something better and that is the goal when it comes to revising your charts—to make them even better. And what makes a chart the best is when your kids are using it again.
The third “R” is for retirement. A chart that has served its purpose well, but no longer matches your kids’ needs should be retired. Some telltale signs that a chart needs to be retired is it is faded or yellowing or you don’t even recognize the photos of your kids it is so old. But don’t just take it down after school and throw it into the back of your closet. Any retirement requires a celebration. Celebrate all the chart did to help everyone learn how to do something and how it helped them to grow. Have children prepare testimonials where they share out, “I used to use this chart to…, but now I….” Then bid the chart a fond farewell and put it in the closet, add it to a big book of chart, or send it down to a lower grade that might need it now. Ask anyone if they still feel they could still use the help of the chart and make small versions by photographing the chart so they can put it in their folder and refer to it as needed. Of course, you always have the option to bring a chart back out of retirement if it is ever needed again.
So take a moment and look around your classroom with your students at the charts that surround you all. Which charts are still important but seem to be forgotten? Reposition them. Which charts are still important, but just need some tweaking to fit a current unit of study? Revise them. Which charts are not longer needed? Have a retirement party. Every chart deserves its time in the sun, but you only have so much room, so always consider the need for the chart and the usefulness of the chart—the 3 R’s of charting will help you and your children make some important decisions about the charts in your room.
Marjorie & Kristi
PS: We have been busy putting the final touches on our new book, Smarter Charts for Math, Science, & Social Studies which will be out the end of August. We didn’t think it possible to top Smarter Charts, but the new book takes charting even further and makes charting even better. Stay tuned!
We continue to get requests about ways to use charts in the content areas and our new book, Smarter Charts for Math, Science, and Social Studies: Making Learning Visible in the Content Areas will address those questions in very specific ways. In the meantime, we thought we would bring back the wonderful post on charting science from the amazing teachers at Kiel Elementary School. Enjoy and please share with us some ways you are using charts to help support your children across the day!
We have received many requests from teachers looking for ways to use charts that reinforce their teaching of information writing, so when Katie Wears, a staff developer at the Reading and Writing Project, shared with us some photos of science writing charts her teachers at Kiel Elementary School in Kinnelon, New Jersey had made during their “Writing Like Scientists” unit, we immediately asked if they would share their process with all of us here at Chartchums. They generously agreed and the following guest blog post is the result. Our thanks to Liz Mason, first grade teacher, Jenna McMahon and Nicole Gillette, second grade co-teachers, and to Katie Wears for bringing us all together!
We are honored to be contributing to Chartchums; a place where educators from all over come to collaborate and be inspired by Marjorie, Kristi, teachers, and the students they work with. Thank you for letting us share some of the things we have been working on.
When spring arrived, the teachers at Kiel Elementary School were excited to think more about science and science writing. We planned with each other and brainstormed many possibilities for the science units and how to inspire science writing and thinking. Currently, First Grade is finishing up their study of Properties of Matter and Second Grade is studying Forces and Motion.
One goal was to help students better understand the scientific process and be able to feel successful with this “new” kind of writing. We created these two charts to provide a scaffold for the students and to support independence with the scientific process and writing about science.
Exemplars were created to give the young scientists a vision of how their writing could go. This chart was created to support students with the procedure part of the lab report. It was exciting to see the children discuss the things they noticed in the exemplars and put those things into their own lab reports. The children were eager to use the exemplars as models for their own writing, to set goals, and to become independent. Young scientists looked at their own writing alongside the exemplars and used the exemplars to give their partners “stars” and “wishes” or compliments and tips.
Here are some other exemplars that were created during the first part of our units.
Another goal of this unit was to increase academic vocabulary. These charts and tools give students the vocabulary they need to share their learning and thinking during discussions and through their writing. The vocabulary was introduced and reinforced through real alouds, shared reading, video clips, experiments and writing. The young scientists use these charts to show everything they know.
We also wanted the young scientists to be able to use writing and the scientific process to be able to deepen their understanding and thinking. Scientists analyzed their results to draw conclusions and share their thinking. The writing on this chart was done with Jenna’s second grade class during shared writing. The chart was then created during writing minilessons when Jenna and Nicole were teaching students how to develop their conclusions and revise their thinking. They give students a model of how to share their learning through their writing.
Small versions of the charts were made and are available for the young scientists to use.
The young scientists are now using these charts and tools to support each other and work collaboratively in science clubs. In their clubs they make decisions, have different roles, formulate questions, and go through the process of gathering the materials to conduct experiments.
The prompts on the charts guide the students and help them have more meaningful scientific conversations about their learning and discoveries. As a result, each student has developed an identity as a scientist who is curious about the world and knows how to search for answers and share scientific results and thinking with others.
Best of luck,
Liz, Jenna, Nicole, and Katie
And Happy Charting!
Marjorie & Kristi
Today we are delighted to welcome guest blogger, Valerie Geschwind. Valerie is currently a teacher in the NYC public schools. Valerie creates magical things in her classroom, one of which is rich and inspired talk. In the post below, she shares some of her secrets to building great talk. You can follow Valerie on twitter at @valgeschwind and learn more at her blog, kiddrivenblog.wordpress.com
With the CCSS placing such a strong emphasis on speaking and listening, teachers have been asking an important question: How can we support students in building academic talk and conversations?
Just like we support readers, writers, mathematicians, and scientists with charts and visuals, we can support our talkers with charts too!
Getting Started with Talk Behaviors
If your classroom is anything like mine, the fall months are spent with a lot of wiggly worms on the rug. Before diving into building conversations, we spend time practicing the behaviors of talk. During daily shares that happen within morning meeting, kids get to practice being respectful listeners and talkers. These morning shares were not academically based, but instead were student chosen. In order for students to hone in on the behaviors of talk, it is important for them to be free from worrying about new content.
To start, we brainstormed what it looks like to be listening. I charted what my kids came up with in simple language, as it was fall of kindergarten.
Before each share, we choose one behavior to practice as a class. When students were finished sharing, we would reflect. We would ask questions like:
- How did it feel to (insert goal here)?
- What was easy?
- What felt hard?
- How can we do an even better job tomorrow?
After we became expert listeners, we worked on becoming expert speakers! In many ways, this is a lot more difficult for children. They need to be able to come up with ideas and share them with all of their peers. When we were practicing becoming expert speakers, we followed a similar procedure as when we became expert listeners. We brainstormed what expert speakers sounded like and then practiced during shares.
As the weeks went on and our class had practiced the listening and speaking behaviors, kids began setting their own personal goals. They would jot a behavior on an index card and bring it with them to the rug as a reminder.
Students holding their goal index cards during a share on the rug.
Kids were in charge of this goal-setting. If they felt that they needed to work on the same goal over a few days, they would keep their index card. When they felt ready for a new goal, they made a new index card. As kids made their goals, they took ownership of listening and speaking behaviors that would act as the base for future conversations.
Behaviors Help Build Conversations
Talk behaviors act as the foundation for conversations. We started to practice using what we know about being a listener and speaker and combining these skills around debate topics as opposed to practicing these skills in isolation during a share where a few children speak, the rest listen, and there is not growth or development. Again, to start, these were not academic talks, but debates around topics my kids were interested in. For example, we debated which is more fun, indoor or outdoor recess? We debated what flavor is better, vanilla or chocolate?
We began practicing these new conversational strategies to support deeper talk and conversation around one topic.
This chart grew over a few weeks. Strategies were added as they came up in our debate conversations and kids were ready to push their talk deeper.
Content Drives Conversation
I am a firm believer that content is what will ultimately drive conversation. Kids (people of all ages) like to talk. When kids are interested in a topic or a book, they will be eager and excited to talk about it. When moving into academic talks and grand conversations, I keep this fact in mind, choosing topics and books that are meaty, interesting, and engaging. In my personal experience, I have found that kids love to talk around non-fiction topics, so this is where I often begin when transitioning kids into academic talk. To get kids talking, I chose some strategies that are also supportive when reading non-fiction and charted them.
We also remembered to take everything we learned previously about conversation behaviors and strategies and brought it to these new conversations.
During read-aloud, kids could write their ideas and then use these non-fiction strategies as a guide for talk. Students would ask questions and many would respond with their theories.
Having the chart as a visual supported the types of thinking and talking they could do around non-fiction topics. It is also a supportive visual to have the book projected so that students can use it as evidence for their theories or to clarify each other’s thinking.
Similar content charts can be made for fiction.
It is easy to get kids excited about talk. Creating charts and visuals of talk behaviors, strategies, and interactions with content only further supports their ability to build meaningful conversations.
What are some talk visuals you have created to support your talkers?
Happy Charting and Talking,
We were thrilled to see and reconnect with so many teachers and Chartchums followers at the Teachers College Reading and Writing Workshop 86th Saturday Reunion. We were inspired by Kathy Collins who reminded us that we are teaching children for life, not just for school and she suggested we find the simplicity, the essential elements that stand the test of time, like Shaker Furniture, in our teaching. We agree and try to do that with the charts we create. This week we are revisiting an earlier post on nonfiction charts that can support both reading and writing since many of you have told us you are trying to help your children actively read and write informational texts.
With the adoption of the common core state standards, many schools have seen an increased emphasis on nonfiction reading and writing. Many of the schools we work with across the country are beefing up nonfiction libraries, working on nonfiction writing year round, and incorporating plenty of nonfiction into their read aloud and shared reading time. What can happen when we teach nonfiction is that we get caught up on the content and forget the valuable reading skills that children can gain from reading informational books and will further develop through the reading of just right nonfiction texts. In this post you will find a variety of nonfiction reading and writing charts intended to support a classroom of second graders, but can easily be tweaked to support any grade level.
This chart supports a classroom of children who, when asked, “What is this book teaching?” give the most basic and undeveloped of answers. You may teach, and subsequently chart, that the questions nonfiction readers ask themselves to make sure they are getting all the information the author is offering. The quick sketches could be from a read aloud that you did ahead of time, or you could even use the photos from that book. You may need to teach all of these questions, just a few, or maybe none at all. As you may recall from a previous post, the magic number on a chart is four (+/- 1). More than five things on any chart means that one thing is likely to be forgotten or never used. Sometimes less really is more. After teaching this big work, you may do what Alyssa did (our guest blogger from a few posts back) and make a smaller version of these questions for certain readers to keep with them at all times.
This is a chart that might be used to support nonfiction readers who hang on to the coolest fact as the most important one. You know the experience; after reading an entire book about sharks you ask about the most important information, and all you hear echoed back is the one line about how sharks can smell a drop of blood from miles away. (true- its why Kristine gets knee deep in the ocean and then runs back out). The tricky part is, for some children, that is THEIR most important part, but that may not be what the author was trying to emphasize. There are a few strategies listed to tie children back into the text. Depending on the level and style of nonfiction book your children are reading, these strategies may not work. If your children’s books have no headings, well then using the heading is going to be awfully hard. It is helpful to study your students’ materials before jumping into your teaching. Again, this chart would be stickier and stronger if the samples were from texts you read aloud or from leveled texts you used during your lessons.
When teaching any strategies around a big skill, it is helpful to think about teaching a few and then spending a day or two reminding children to use the chart and to choose whichever strategy will work for them in the book they are reading now.
Starting in Kindergarten, children are expected to name a topic, then in first and second grade the CCSS talks specifically about children being able to introduce a nonfiction topic in their writing. It seems worth assessing if children can do this well. If not, you might teach, and then chart, some of the above strategies. This chart could look many different ways. This one lists the strategies out of context, but you could take a great nonfiction introduction from a read aloud, write it on chart paper, and mark the same things in context on that introduction. If one introduction doesn’t support the strategies you want to teach, you could mimic Rosie’s chart, “Leads to Hook Your Reader!” from “Checking in On Charts” and replace the fiction mentors with nonfiction ones. Finally, you could use student work to show examples of what each of these things look like in action. There is a very fine line between inspiration and copying, and when children mimic examples that you have posted they are using them as a powerful scaffold. The next introduction they write may not need to lean so heavily on the models.
The standards for nonfiction writing mention “developing” your topic, which to us sounds like elaboration. For each strategy, there are multiple ways this can be done. For example, to give definitions you could: use a word box, a glossary, or an in-text definition. Even when something is named in the standard, like definitions, we want to give children choice in how they approach it in their own work. To make this more powerful, you could again use mentor texts that you have studied or samples from student work. There are countless ways to elaborate nonfiction writing, so the best place to start is with assessing the ways your writers use and don’t use elaboration strategies. You can scour nonfiction texts for examples to share and then put them on the chart with a descriptor so children will be able to recreate it in their own work.
Just like with the reading skills, when you teach a big skill like elaboration you may want to spend a few days teaching all the different ways, and then another day or two in using the chart to make smart choices in our own writing.
Remember Kathy Collins’s suggestion to find simplicity when teaching. Charts don’t have to be fancy or perfect, but they do need to be simple.
Marjorie Martinelli and Kristine Mraz