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I  LEARNED
1) The importance of modeling by example (in classes and in each activity)
2) The importance of diversifying strategies
3) The significance of our student´s decisions (AGENCY)

I WANT TO TRY
Implement hand-on activities in sixth grade and strategies to address vocabulary at higher levels.

WONDER
The inexhaustible number of strategies that invite us to innovate every day to communicate effectively with studente.

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1.Making learning intentional
2. Word study
3. Tools

1. Plan a morphology investigation.
2. Vocabulary exploration using the Frayer Model.

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Learned
1. Modeling productive struggle
2. Tier-leveled words
3. Ideas for tools

Want to try
1.  Word colors for the next unit since it's related to expression.
2.  Micro progression

Wonder
Ideas for children with learning difficulties, especially with reading and writing.

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1. Tier-leveled words
2. Demo -notebook
3. Making learning more authentic and purposeful for students.

1. Incorporate the Frayer model for word study.
2. Word colors, conversation prompts (be specific), and model.

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EKC

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Gathering Living Data from Classroom Conversations

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Gathering Living Data from Classroom Conversations

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EKC

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Questions to Consider When Designing for Learning

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Questions to Consider When Designing for Learning

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EKC

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Being Intentional with Choice - Might you provide at least two choices out of the six?

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Being Intentional with Choice - Might you provide at least two choices out of the six?

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EKC

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5W & 1H Framework - Intentional Choice Options

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EKC

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3 things I learned
2 things I want to try
1 wondering I still have

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Our Slides from Session Three in June 2020

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Our Slides from Session Three in June 2020

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EKC

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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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EKC Connections Interview with Dr. Andrea Honigsfeld

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EKC

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EKC

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New Ideas for Improving Learning Through Classroom Talk

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New Ideas for Improving Learning Through Classroom Talk

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EKC Connections Interview with Dr. Jeff Zwiers

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EKCC #4 - Dr. Jeff Zwiers - Erin Kent Consulting

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Micro progressions can be helpful for understanding the expectation and also for looking at where they are and where they want to be.

Tools don't have to be super elaborate and we have to focus with them on one thing at the time.

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More visual tools ideas like using bookmarks

Studying the Unit by using the checklists (Key Unit Skills & Teaching Points)

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* Make learning explicit, specific, intentional.
* Model learning, don't just tell students what to do.

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Do tools have to be in the form of anchor charts?
Can you share any examples of hands-on tools?
LOVE the Demo - notebook!!!

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Unit: Writing Informational Texts
Big Learning/Skills: content, writing facts.
Potential needs: Focusing on 'facts' and things that make sense. Stay on topic.

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Grade: 5th
Unit:
Big Learning/Skills:
Synthesize information
Compare and contrast information

Potential Needs:
Reading:
Context clues
Learning new vocabulary

Writing:
Think analytically and give examples from the text.
Tier 2 Transitional words and phrases - "Therefore, Somehow, However".
Strengthening mechanics
Develop strong endings

Toolkits:
Character unit chart
Language charts
Visual strategies chart

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Grade:
Unit:
Big Learning/Skills:
Potential Needs:

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EKC

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EKC

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EKC

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EKC

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Information Writing Digital Toolkit 2022

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Please add your tools, but don't edit the work of others.

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Please add your tools, but don't edit the work of others.

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International educators are growing ideas together! Please add and share yours, but please do not change the ideas shared by others. Instead, you can duplicate a slide, and then tweak it. :)

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Ideas for word study and assessment that are short and easy to implement.

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Leave room for students to choose and add words to what they are learning about.

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Resources to awake curiosity and make classes fun are endless!

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Word Consciousness
Reading graffiti
Word - Curious Stance
Word Gradient
Word Tiers
Basic words
High-frequency
Domain- Specific

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Word Tiers (I, II & III) Importance & Utility, Conceptual Understanding, Instructional Potential

More resources that could be used in the classroom

Word colors

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Indignity
Looming
Parody
Illusive
Blatant
Demure

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Express
Explore
Sense
Feelings
Emotions

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Dynamic
Static
Content
Warm up
Recover
Fit
Target

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One Way to Plan a Two-week Exploration...

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One Way to Plan a Two-week Exploration...

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EKC

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Scatter
Avoid
Distribute
Infer/Inference
Simplify
Threat/Threatening
Frequent/Frequently

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Tier 2
heirs
scarce
approval

effortless
abolish
huddle
glare

Tier 3
Polical Parties
Dictatorship
Democracy

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Ecology
Consequence
Resources
Rhyme
Lovely
Precious
Diagram
Synonym
Antonym

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When to , how to, how often to ...

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EKC

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EKC

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EKC

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Transdisciplinary Unit:

4-5 Potential Words (leaving space for students to suggest two to three more):

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Some Criteria for Identifying Tier Two Words

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Some Criteria for Identifying Tier Two Words

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EKC

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From the BSI Team to you!

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Do you have any research study on the best time of the day to do read aloud / shared reading / independent reading.  I noticed most of the read alouds were
in the morning.

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Filled with ideas to explore...

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from Nancie Atwell

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Why is it that in a traditional spelling program, students are not taught that a word's spelling represents its meaning, or that all words have a structure? In most every program, they are taught only, and might I add falsely, that a word's spelling correlates to its pronunciation. And because the reality of that doesn't pan out, students learn to spell words as a rote activity. Students spend lots of time looking at words that share similar strings of letters. Ultimately, the expectation is that the student will have seen the word so many times that they will have memorized its spelling. In this model, the students know strings of letters. They do not understand whether those letters form an affix, a base, a combination of more than one of those, or have a sense and meaning on their own. See? The way we teach spelling is not about understanding. The expectation by the teacher and by the student (and by the administration for that matter) is that there is nothing to understand. English spelling is something you just have to memorize.

What a shame. Math would never be taught like this. Who in their right mind would have students memorize one 2-digit by 3-digit multiplication problem at a time with a goal of twenty a week? No one. Instead, we teach the students how to multiply and then expect them to apply the skill to any numbers and situation out there. We expect students to understand the operations and ask questions. We want them to provide step by step explanations for solving problems. But not so with spelling.

The people teaching it right now, are doing the very best job they can. I believe that. They are teaching what they understand to be the truth about English spelling. Ah. But there's the rub. Their own understanding of our language is lacking. Hugely and completely lacking. At some point in our history (several generations back), it was decided that English was much too hard to learn, and so needed to be simplified. Latin would no longer be taught in schools. If you are fortunate enough to know someone who learned Latin in their early schooling, my guess is that they will tell you how very valuable it still is for them in deciphering what words mean. The very fact that at one point Latin was part of a school curriculum tells you that there was once an awareness that spelling represented a word's meaning. But when Latin left the curriculum, so did the idea that spelling and meaning were related. It was decided instead that very young children must learn letters and sounds outside of the context of a word, and then apply that knowledge of, say,"S is for snake - s-s-s-s-" when being told to sound out words. But <s> isn't always representing /s/. Sometimes it represents /z/ as it does in dogs. Sometimes it represents /ʃ/ as it does in sugar. Sometimes it represent /ʒ/ as it does in usual. And <s> isn't the only consonant like that. Yet we start by teaching young children that it only represents /s/.

I'm not suggesting that children don't need to know the alphabet. They do. Absolutely, they do. But what if we taught them to look at letters as we see them in words? What if we taught children about graphemes and phonemes as they live and breathe inside of words? What if we picked a word the student uses - better yet, what if we let the child pick the word they are interested in, and we looked at it together. The adult guides by speaking about spelling features, structure, and a word's story in straight forward terms. The adult does not talk down to the child or invent silly rules or names for things. The adult explains and lets the child ask questions that will help them make sense of English spelling.

One great way to introduce structure to a child is to have them look at a family of words that share a single base. Believe me, structure won't be the only thing that gets talked about, but it is the big topic starting point. Teaching specific base elements will familiarize children with how we can add and remove affixes to build a family of words. It will also familiarize them with the fact that many of the words in our language are related to one another by their history and their meaning. It opens them up to exploring that not only are we merely forming additional words that share the base, but that some specific suffixes will build word relatives that are nouns whereas others might form adjectives. Students will learn the suffixing conventions in a more meaningful way - with a more intrinsic understanding than they do currently. As is, they come into fifth grade knowing how to spell a bunch of words, but not understanding the structure of any of them. They know that some have similar spellings toward the end of the word or at the beginning, but they have no understanding of why or if it means anything as far as how we use the words in our writing or reading.

When children are starting out learning about a word's structure, it's important to help them recognize the affixes they see often in their reading. Even if their reading is not fluent yet, they can compare the words on a list and recognize that letters have been added to the base. They will most certainly recognize these words once read aloud and be able to talk about them. Let's look at <water>. I found it on a first grade sight word list.

The first question should be, "What is water?" Let the child explain what they understand about water. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for water: /ˈwɔtɚ /. Please take into consideration any dialects present where you and the child live. That might make a difference to the pronunciation. If we make a list of words with <water> as a base, it might look like this:

Perhaps these could be written on cards (separate cards for each base and suffix) that the child can match up and spell out. As each base is matched with either another base and/or suffix, have a discussion with the child about how that word might be used. The words might also be written in color as I have done to point out bases and affixes. You might begin to introduce to the child the idea that when added to this word, some suffixes will indicate the word is an action. An example of this is 'watered'. I watered my flowers today. See how watered is an action? But water by itself is a thing. I might drink a glass of water. Draw pictures next to the words to represent either a thing (noun) or an action (verb).

There are some truly great descriptions of activities to do with younger learners at Beyond the Word, Lyn Anderson's blog, and also at Rebecca Loveless' blog. I encourage you to check both of them out to read some step by step directives as well as to see how students react.

Another thing to notice about these words in particular is that the parts of the words that are in green are bases. When two bases are joined, they form a compound word. How is rainwater different from bathwater or dishwater? Why are some paints called watercolors? What do you know about watermelon that makes you think of water? What is something that lives underwater?

Before my own children knew how to read, they loved making books. They would tell me a story and I would write it down. Then we would fold paper and they would sew the pages together with a large dull needle. I would write a sentence or two of their story on each page, and they would add the pictures. Every day we would read one of their books together. Bookmaking could be a fun activity using a particular family of words such as water.

If I could design spelling tests, this is certainly how I would do it. After a week of discussing the meanings and uses of these related words, asking the students to spell them seems reasonable. If each week there were words related in this manner, over time students would recognize many prefixes, suffixes, and bases. They would begin to internalize that often words are related to one another; not because they rhyme, but because they have meaning and spelling in common.

Students are ready to understand the suffixing conventions much earlier than most educators think they are. When focusing on one of those conventions, the spelling list could include a base that is likely to use one. Here is a list with <make> as its base. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <make>: /meɪk/. Please take into consideration any dialects present where you and the children live. That might make a difference to the pronunciation. Here is a possible spelling list:

Here are some points that come to mind:

~What does it mean when we make something?
~How do we construct 'maker'? Is there an <-r> suffix or an <-er> suffix?
~What kind of a sense does the <-er> suffix add to the word <shoemaker>?
~How many of these words are compound words?
~What is a peacemaker?
~Do you notice how the <c> in <peacemaker> has an /s/ pronunciation? Why is that?
~Why don't we replace the final non-syllabic <e> when constructing the word <makeup>?
~What is the suffixing convention in which we replace the final non-syllabic <e>?
~Many teachers have learned that the final <e> is dropped. That is also what they teach their students. Why is 'replaced' a better word to use?
~Write these as word sums and announce each one.

Equally as important as discussing these concepts as a class, is the ability for each student to read aloud a word sum, explaining as they go, why they are or aren't replacing the final non-syllabic <e> on the base! Until your student can explain this, keep the following flow chart handy:

If you want to focus on the suffixing convention in which the final consonant of the base is sometimes doubled, perhaps you could use this list. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <stop>: /stɑp/. Please take into consideration any dialects present where you and the children live. That might make a difference to the pronunciation. If we make a list of words with stop as a base, it might look like this. As you read it, can you spot some great things to focus on during a week of working with these words?

Here's what I see when I look at these words:

~What does it mean when something stops?
~Which words on this list are compound words?
~Use 'stoppable' and 'unstoppable' in sentences. What is the difference in meaning? Which morpheme in those words is responsible for that difference in meaning?
~What is a stopwatch? How does it relate in meaning to stop?
~Look at the <igh> trigraph in <stoplight> that is representing the phoneme /aɪ/. What other words can we think of that have the same <igh> trigraph?
~Now notice the <tch> trigraph in <stopwatch>. I wonder about that <tch>. I can think of beach, pinch, coach, and bench. The last grapheme in these words is <ch> and it represents the phoneme /tʃ/. Let's start collecting two lists of words. One list will have words with a final <tch>. One list will have words with a final <ch>. Then we will see what we can notice about the two lists. There must be a reason that we use <tch> in the word 'stopwatch' and not <ch>.
~What is that spelling convention in which we sometimes double the final consonant of the base or stem? When do we double it? When don't we?
~Write these as word sums and announce each one.

Just in the nick of time, here is the Affix Squad, ready to explain the doubling convention!

Equally as important as discussing these concepts as a class, is the ability for each student to read aloud a word sum, explaining as they go why they are or aren't doubling the final consonant on the base! Until your student can explain this, keep the following flow chart handy:

The word 'business' has always been a sticky word for fifth graders to spell. But that is because they haven't been taught to see it as anything but a complete word. They haven't been taught to see it as < b-u-s - toggle the y to i - ness>. From the time our students are little, we teach them that spelling is about memorizing a letter sequence without understanding the order or structure in that sequence. Or we do them a bigger disservice and tell them to sound out words to help with spelling. All that does is reinforce to the child the false notion that English spelling is ridiculous and unpredictable. BUT IT DOESN'T HAVE TO BE THAT WAY!

Here is a list with <busy> as its base. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <busy>: /ˈbɪzi/. Please take into consideration any dialects present where you and the child live. That might make a difference to the pronunciation. Here is a possible spelling list:

This list provides the opportunity to discuss and solidify so many great consistencies of spelling!

~What does it mean to be busy?
~To begin with, <y> is sometimes a suffix. Is it a suffix in the base <busy>?
~Which words on this list are compound words? What is a compound word?
~Why do we use the <-es> suffix rather than the <-s> suffix to make <business> plural?
~If you want your reader to know there is more than one busybody, what spelling changes will you make to the word?
~What is the suffixing convention for bases that sometimes toggle the final <y> to an <i>? How do you know when to toggle and why?
~Write these as word sums and announce each one.

Here's a video of my students explaining just that!

After talking about when to toggle a base or stem's final <y> to an <i>, then there is the extremely important step of having the students read aloud the word sums. Here is an example of what I have my students do when they read word sums and need to explain their choices regarding this suffixing convention.

Until your students understand what they are doing and why, keep this flow chart handy:

Can you see how several spelling lists of related words in which the base has a final <y> will gradually help the student understand these conventions? And not just a surface understanding, but a deep understanding with (for many) an automatic application of these conventions? After focusing on several word families that need specific suffixing conventions, it is time to include a word family like <hap>, that has several family members that use more than one convention.

Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <hap>: /hæp/. Please take into consideration any dialects present where you and the child live. That might make a difference to the pronunciation. Here is a possible spelling list:

This is an especially interesting family of words to discuss. Many students are surprised to find out that the word <happy> can be further analyzed. But that comes from rote memorization without talk of structure. They are even more surprised to find out its denotation is "chance, a person's luck". I love to look at this list with the students and let them point out the connection between each word and this base's denotation.

~Which words in this family use more than one suffixing convention?
~When the suffix <-ness> is added to the stem <happy>, an adjective becomes a noun. What other nouns can we think of that have an <-ness> suffix? Are these concrete or abstract nouns?
~Which suffix could be used to modify a verb?
~Thinking of mishap, mismatch, miscount, and misinformation, what sense does the prefix <mis-> add to a word's meaning? Can we think of other words with a <mis-> prefix that carries that same sense?
~Write these as word sums and announce each one.

Structuring spelling tests in this way strengthens what we understand a word to mean. It helps students see the connectedness between words that share a base that they have not been taught to see before. This will help when encountering words from a family that perhaps they had not looked at during the focused list, but because of that list and the understanding they acquired, are recognizing it in a new word in their reading. A student will gain flexibility in their use of words in writing because they will have a deeper sense of a word's meaning. Just as we have a deeper sense of who a person is when we've met their whole family, we can have a deeper sense of a word too.

Structuring spelling tests in this way will require students to apply the suffixing conventions over and over and to make sense of when to use them. Currently, students memorize the spelling of many words without knowing which letters even ARE part of the base or affix. Learning that words have structure is such an eye opener for children. They begin to look at words differently. They begin inspecting words and thinking about what their structure might be and what meaning might be revealed in that structure. They notice the suffixes and recognize which suffixes cue that a word is a noun, adjective, adverb, or other.

And finally, structuring spelling tests in this way will give students the opportunity to expect spelling to make sense. Imagine that! Spelling makes sense! Students will be empowered to ask questions. They will challenge their teachers with the questions they ask. How refreshing! The class will become a learning community instead of a teacher with the answers and students who are afraid of giving wrong ones. It will become a place where learning is celebrated!

Of course, this is just a jumping off place. It's an idea for spelling tests so the teacher can assess individual understanding. These will not feel like spelling tests to the students because they are writing word sums that they can make sense of. But I guarantee you that the word inquiries will pop up in every subject and at all hours. I was once stopped on the bridge downtown in the middle of summer by a former student who wondered about the structure of a word he noticed at his house. What could be better than that?

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Why is it that in a traditional spelling program, students are not taught that a word's spelling represents its meaning, or that all words have a structure? In most every program, they are taught only, and might I add falsely, that a word's spelling correlates to its pronunciation.

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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EKC

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EKC

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Potential small group, partner, or individual inquiry

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(Remember to click File-->Make a Copy in order to edit.)

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Mentor Sentences for Imitation & Creation

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Mentor Sentences for Imitation & Creation

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This blog is both a forum for collaboration and a resource for language arts teachers to use. Please use the sentences you find here as models for exploration and imitation in your classrooms, and add to them as you find strong examples through your personal and class readings. Use the sidebar to the left to view or add to the collected sentences.

The idea for the blog grew from a conversation at one of Jeff Anderson's workshops. Jeff is the author of Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop , a very practical and valuable exploration of grammar and writing instruction. Through discussion of how to promote positive development of students' grammar knowledge and writing style, Jeff encouraged us as teachers to find powerful model sentences in the stories and books we read, and to present these sentences to our students as models for discussion (what he calls "noticing") and imitation. When teachers asked if there is a collection of these model sentences somewhere, the idea for this blog was born. Jeff's second book, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop , also holds many lessons to help you teach editing outside of the "vacuum" of canned instruction.

Use in the Classroom: These are meant to be noteworthy sentences from published authors that students can examine ("What things do you notice about this sentence?") and imitate ("Now you try it, using this sentence as an example.") within the context of writing instruction of all types. Some sentences could also serve as leads, prompts, or stems for journal entries or more formal writing assignments.

Organization of Blog: In the left sidebar, I have grouped these entries in a variety of ways, knowing that teachers look for sentences for many reasons. There is a general "Best Sentences Ever" Section, and below that there are numerous more specific categories of the following titles: Parts of Sentences (with subheadings of Parts of Speech, Phrases, and Clauses), Purpose of Sentences, Structure of Sentences, Length of Sentences, Syntax Techniques, Figurative Language, Sound Devices, Literary Techniques, Punctuation, and Style/Voice.

How to use this site as a resource: Use the links in the left sidebar to select a category of sentences. Once on the category page, click on individual types of sentences to view or add sentences. Read the "Comments" to find sentences relevant to your current search.

How to contribute to this resource: Below any post about a type of sentence, click on the "Comments" link, and type the sentences according to the following directions. Please write out your selected sentence(s) in quotations, followed by the name of the author, the work in which these lines appear, and the page number(s) on which these lines appear. Please proofread before posting. NOTES: Colorful quotations are wonderful, but please try to make sure they are also appropriate. If you have a strategy that has worked well with this particular sentence you are posting, you may also include a brief description of that strategy.

Thanks for contributing! If you have a comment or suggestion, you may email me at lswolter@gmail.com.

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Notable Sentences...for Imitation and Creation

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"As writers, we learn most of what we know just by watching the pros, don't we?" ~John R. Trimble

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Jeff Anderson & Whitney La Rocca

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Patterns of Power Sample Inquiry: Subject/Verb Agreement

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Patterns of Power Sample Inquiry: Subject/Verb Agreement

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Jeff Anderson & Whitney La Rocca

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Patterns of Power Sample - Subject:Verb Agreement

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Possible Lesson Sequence (adapt to YOUR kids!)

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Possible Lesson Sequence (adapt to YOUR kids!)

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Free resource from Stenhouse

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Free resource from Stenhouse

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(Remember to click File-->Make a Copy in order to edit.)

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What might you take, tweak, and/or synthesize?

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What might you take, tweak, and/or synthesize?

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What might you take, tweak, and/or synthesize?

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EKC

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Jeff Anderson & Whitney La Rocca

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TCRWP

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As text gets more sophisticated, students are addressing adult-themed content. It is good to let students inquire for themselves about adult-themed issues that emerge in a story, or it is better to address them head-on? I am inclined to say the latter because we are supposed to be training global citizens.

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Text in books DO get more complex and sophisticated with each reading level.  As teachers, it is important to be cognizant of how the sentence structures evolve and take a "forever stance' in teaching strategies that will help the learner succeed.

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Reading levels should not be the focus, it is the reader.

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Advise and guide students to live the band they are into and make the most of it.

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Students should be grouped together based on what they need.

Understanding more the structure/language/etc. from each band (reading levels).

Experience + Study + Application

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I got  a deeper understanding on text complexity. I saw the evolution of complexity throughout texts. Knowledge is partly built on layers upon layers of skills and strategies.

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TCRWP

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EKC

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EKC

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EKC

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EKC

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EKC

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EKC

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EKC

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TCRWP

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•	Energizer Bunny arrested -- charged with battery.

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•	Energizer Bunny arrested -- charged with battery.

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•	The best way to communicate with a fish is to drop them a line.

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•	The best way to communicate with a fish is to drop them a line.

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Primary purpose of spelling is to represent meaning

Context, Morphology, Reference Skills

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I loved the concept of the purpose of spelling being meaning. I look forward to exploring how to translate that into teaching.

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What I…

Notice:  Child put the words in 3 parts, to explore the words meaning

Think:  That investigation is a powerful tool

Wonder: What tools and websites can I give my kids to help them identify meaning of words?

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A great resource to learn even more...