I found a little time this week to process and add my thoughts to the "Diving into Nonfiction" page on the blog.  Nonfiction Mentor Texts is full of great ideas and I'm finding there is a strong connection to the CCSS Writing standards.

Just to practice what I preach, I've been using Linda Hoyt's Key Word Strategy from Revisit, Reflect, Retell to process what I'm reading and to then summarize it on the "Diving into Nonfiction" page of this blog.  It actually really helped me make quick work of my reflection.  I'm looking forward to trying it with kids soon.  Here's a quick run down of how the strategy works.

1.  Kids read a text challenging enough to push their thinking.

2.  They reread the same selection but keeping in mind that they are selecting a few important words.

3.  As they find the words they write them on a sticky note and place it next to that paragraph. (On a side note, if you only give them one large sticky, the physical act of ripping the sticky for each word actually has a kinesthetic/brain influence on memory.)

4.   After they finish the reread they take all of the sticky notes and set aside the text.

5.  Students then use the sticky notes to orally retell what they learned to someone else (or to themselves).  This part of the retelling is an especially important step for kids who need scaffolding, but benefits all kids in the pre-writing process.

6.  Lastly, they use the sticky notes to write a summary.

I'm including a link to an anchor chart of the strategy and an example from a workshop I got to take through the Boise State Writing Project with Linda Hoyt last summer. 

Anchor Chart

Key Word Example

If you are interested in reading more, let me know.  I'll loan you a copy of the book.

Happy St. Patrick's Day!  May your weekend be blessed!

Angie

A Reason to Read Nonfiction

I recently came across Seymour Simon's website. Do you remember Seymour Simon? Here's a few of his MANY nonfiction books for kids.

On his blog he posts questions for kids to research and post about. He gives away his books and responds to their writing.   Today's post includes a picture of a baby squirrel with a cast on its arm. Yes, you will say "ah."  It would make a great writing prompt.  Ask Mrs. Mitchell about her trait lesson on voice using animal picture.

If you are looking for an authentic (and quick) reason to have kids read and write nonfiction, I suggest following this blog. You might stumble across the perfect opportunity.

Seymour Simon's Blog

After a preassessment on learning targets, Cheryl had determined that her advanced second graders needed the most focus on setting and the beginning, middle, and ending (early plot) of a story.  The group looked at a number of fractured fairy tales and discussed how these stories had changed because of the setting.  (I've included a few of my very favorites at the bottom of the post.)  She used a graphic organizer she located on readwritethink.org.  This was a great way to make the kids think about not only the place, but the time and the environment.

The next step was for the kids to develop their own settings for a fractured fairytale based on Goldilocks and the Three Bears.  Cheryl gave each student a large piece of construction paper for their background.  They could add anything to the setting except the characters.  It was fun to watch the kids during this creative process.  Some stuck with very basic objects for their settings, others chose bowls of fish and beds of seaweed.  There was room for each stretch as they were ready.  When their setting was complete they could then create their character stick puppets putting each on a tongue depressor.

Do you notice "Goldifish"?

Each child then had a chance to share their story.  They hung their setting up on the chalk board and using their puppets, told their story from beginning to end.  Reflecting afterwards, Cheryl and I realized that this was such an excellent formative assessment and that there was real power in the kids movement of the characters through the story.  We got a true picture of how they grasp the beginning, middle and end through this retelling.  We saw a few begin to go off track and self correct.  More than anything, the kids seem thoroughly engaged by the activity.  Here's a link to the retelling checklist she used.

A retelling in action.

My favorite part though, was the kids' answers to Cheryl's request to each child as they finished their retelling, "Tell us about your setting and what you chose."  Almost each student started with, "Well I was thinking about how...." Oh, my, how I loved every minute of hearing them talk about how they thought about their new setting and decided on each piece.  There was a lot of joy witnessing this kind of meta cognition in 7 and 8 year olds.

Mr. Meyer's students also recently finished a fractured fairytale comic book with his advanced readers.  They were highly engaged with this writing.  Many wrote and wrote pages for their stories as they worked through their ideas.  This in and of itself is a huge feat for this age group.

Newly Added!  Mrs. Smith also shared a great project her kids did based on vocabulary.  They created characters and scenes and developed stories to illustrate their vocabulary words.  Here's one of the videos they created.

If you'd like to know more, please let us know.  Lastly, a few of my favorite fractured fairytales.

Angie