Objective: I can use the steps of the Engineering Process to engineer an original solution for one of the challenges a character faces in A Long Walk to Water.
Stay tuned for our upcoming blog on our collaboration process as teachers to create this amazing learning opportunity for our students!
One of the main reasons I love Writing to Learn Mathematics by Joan Countryman is because the strategies she offers provide meaningful learning opportunities for my students and myself. I often find myself dreading to grade tests or to correct homework. When I hand back corrected work, I see students crumple it into a ball and shoot it into the trash can. Why do I dread correcting? Why do students not care about their work? These observations lead me to believe that when work is not meaningful, it feels like a chore, as though it is unimportant. When students and teachers are allowed to be creative, to think deeply, to give and receive feedback on original thoughts, to have ongoing written conversations, then work becomes meaningful. I love reading the learning logs of my students. When I collect them, I go around the classroom exclaiming, “I can’t wait to read these!” Students find me before school and ask to turn in their log early, “Miss, wait till you read this!” What’s more, I feel like I understand and know my students on a deeper level. The learning logs, autobiographies, and formal writings of students that Countryman described have provided me a view into the mind and thoughts of my students; into the silent world of written text.
Last summer, while combing through math books online, I came across Writing to Learn Mathematics by Joan Countryman. I ordered the book and when it arrived, immediately began reading it. Writing to Learn Mathematics is a short read that is packed with practical strategies for integrating writing into math class. Each strategy that Countryman outlines is accompanied by numerous student work samples. I didn’t read the book once, but multiple times! December is now upon us and I have had the pleasure of trying out Countryman’s strategies in my 8th grade math classes. We began the year with math autobiographies and are currently wrapped up in learning logs and formal writing in mathematics.
Countryman provides a compelling argument for why we should integrate more writing into math class, she explains that writing enables students to become aware of what they do and don’t know about math. Students are able to connect prior knowledge to new knowledge while writing, summarize their understanding and give teachers insights into that understanding, raise questions about new ideas, reflect on what they know, and construct mathematics for themselves. Countryman thoroughly outlines how to integrate various writing activities into math class including freewriting, learning logs, autobiographies, journals, word problems and problems with words, formal writing, and lastly, how to use writing for evaluation and testing.
I was able to easily adapt and modify all Countryman’s strategies for my classroom. In general I would not say that the strategies that Countryman outlines need to be modified. However, I teach math to 8th graders in a full inclusion setting. What that means is that I have students that are on grade level, above grade level, below grade level, with minor learning disabilities, with major learning disabilities, with autism, that speak English as a first language, and that do not speak English as a first language, and so on. Therefore, any activity that I do in the classroom needs to be accessible to all learners. When introducing the mathematics autobiography to my class during the first week of school, I broke it into three sections, each section taking one day. The first section was titled About Me, the second section was titled, My Family, and the third section was titled, My History of Doing Math. Just as Countryman suggested, the first section is designed to be the easiest, since all students can write about what they know best, themselves! I offered sentence stems and questions if students felt like they did not have anything to write about. Most students easily accomplished part 1 of their mathematics autobiographies.
In the second section, students were also writing about what they know, their family. I had to push students to include details, examples, and to use proper spelling, punctuation, and grammar.
The last section was the most difficult. I used the language of Countryman, “Tell me about your triumphs and disasters (in math). Go back as far as you can remember. What do you like about learning math? What do you not like?” For some students, that was enough of a prompt. Yet for others, I had to ask more specific questions, “Remember when you were in Mr. Shapinsky’s 7th grade math class? Remember how you learned about proportional relationships? What do you remember about that?” Many students struggled to provide details and examples in this section and had to write three to four drafts before I gave them the beautiful paper to write their final draft on.
Once a student had written the final drafts of all three sections, we glued them to colorful paper and posted them around the room. This created a culture in our classroom and set the tone for our 8th grade math class. So far this year I have not heard the complaint, “but this is math, why do we have to write?!”
The mathematics autobiographies will decorate our walls for the entire year. Parents have enjoyed them during open house and parent teacher conferences. Teachers have remarked, “I have never seen so much writing in a math classroom, this is amazing!” Even the Superintendent of Boston Public Schools, Tommy Chang, visited my classroom and took the time to read a mathematics autobiography.
I would recommend Writing to Learn Mathematics by Joan Countryman to all teachers, not just math teachers! This is a great read with very practical and meaningful writing strategies for content learning. And what’s more, my students and I are doing meaningful work together that we care about, getting to know each other more, and constructing math knowledge together.
The inquiry work described below is an Analytic Memo assignment that I completed for the Boston Teachers Union’s Inquiry Project course. I am a member of the 2015/2016 cohort of this teacher-facilitated inquiry program. This memo provides an analysis of two student writing samples: sympathy cards to President Hollande following the November terrorist attack on Paris and essays that describe Sarah Hale, the “Grandmother of Thanksgiving”.
My goal for this school year is to improve the written expression of my middle school ESL students. I aim for my students to develop writing skills that allow them to not only fully express their ideas but also to deepen their thinking through writing. As a 9th year teacher who has always worked with ELL students, in both ESL classes and content classes, I have noticed that writing is complex for these students at the word, sentence, and discourse levels.
In the past, I have had success in developing students’ writing skills through reading response pieces with a variety of texts as well as process writing tasks with authentic audiences (i.e. a class book of personal essays titled “How I Make Boston Strong” for the Boston Police following the Boston Marathon Bombings; argument essays on the benefits of tap water over bottled water for the Massachusetts Water Resources Authority Writing Contest). My teaching strategies included setting a clear purpose and audience for writing with students, modeling using transparencies and an overhead projector, using a combination of handwriting and word process technologies for draft writing, teaching techniques for writing hooks and adding details to sentences, facilitating peer editing, using student-teacher writing conferences, and, most importantly, providing lots of time for writing in class.
Although these techniques have been effective, I am always searching to learn more about how to work with students on their writing because I view writing as an essential life skill. I know that my students will be judged on their ability to write in the future, whether in academic settings or in workplaces. From collaborating with the middle school English Language Arts teachers at my school, I know that my current ESL class is composed of students who have struggled significantly with written expression. Their ELA teachers report that these students produce poor writing during their English Language Arts classes, and many of the students are long-term ELLs, having attended monolingual “English-only” education programs since kindergarten.
My First Inquiry Question
Before getting to know my current batch of students, my question for inquiry relied on my past experience of having shorter-term ELL students who constructed mostly simple sentences in their writing:
Through what metacognitive and multisensory means might students enhance the variety of grammatical structures they employ in their writing?
My students in previous years had been coded as ELLs for 3 to 5 years, and they often simply needed daily writing practice and more exposure to English in order to produce more complex sentences.
However, upon analysis of my current students’ work habits and abilities, I realize that my current students are quite different. They have more writing stamina; even when given permission to check in with a friend during writing practice, they do not even whisper to one another. They remain, for the most part, completely focused on the task at hand. Consequently, they are able to produce a sufficient volume of writing. So, what exactly is holding them back from meeting the successes I have seen with students in previous years?
The WIDA MODEL Framework
Using the introductory materials from the WIDA MODEL writing assessment has helped to clarify and categorize the specific concerns most relevant to written expression for ELLs.The MODEL recognizes that it is acceptable for ELLs at the beginning and intermediate level to use copied sections of text as well as adapted (paraphrased) text in written expression as they are learning how to use the English language. However, the MODEL also maintains that the end goal is for students to produce written language that is original in both content and form, just as is expected of native English speakers. The MODEL evaluates student writing based on three major components: linguistic complexity, vocabulary usage, and language control.
Linguistic complexity refers to the quantity of language produced. At the sentence level, are sentences simple subject+verb+object constructions, or are they expanded from this basic kernel? At the discourse level, are paragraphs organized with topic, body, and conclusion sentences? Is the presented sequence of information or order of events logical? How much does the student write in a given time frame?
Vocabulary usage refers to the variety and sophistication of words the writer uses. Are the words general high-frequency words or more specific “Tier 2” vocabulary? Are students capable of using content-specific technical vocabulary in their writing? Are the same vocabulary words repeated, or are there synonyms that add variety to the writing?
Language control includes not only grammar (morphology and syntax) and mechanics (spelling, punctuation, and capitalization), but also precision with word choice. Is the student using precisely the right word in precisely the right place in the language sequence?
Close Reading of Student Writing
With the lens of the MODEL in mind, I took a close look at two writing assignments from my current students. The first writing assignment was a short essay on the life and accomplishments of a historical figure. Students had about half of a class period (30 minutes) to complete this assignment. The second assignment was a sympathy letter to French President Francois Hollande following the recent terrorist attacks in Paris. This assignment was completed over two class periods, and it required students to write a rough draft as well as a final draft.
Link to Google Doc with Analysis Notes
On a positive note, I was impressed by the expanded sentences that many students employed in their writing. However, I was struck by the lack of conventions in spelling, particularly those related to morphology in areas such as pluralization (i.e. countrys – This student did not automatically know to “change the y to an i and add “es” or makeing – This student did not know to “drop the e and add -ing”.) I wonder how much their writing would improve with greater use of conventional spelling.
It must be exhausting for the students to constantly have to guess at the spellings of words. Imagine how much this slows them down and interferes with their abilities to get their thoughts down on paper. For example, S. is working so hard to spell so many words through application of sound-symbol correspondence; however, this is typical of a 1st grade monolingual emergent writer, and S.is a 6th grade student who has been in the Boston Public Schools for 7 years. A., due to either spelling or vocabulary, gives up on producing original ideas and relies on copying chunks of text. I wonder if the students are even aware how much their spelling interferes with the meaning in their writing. Do they know that their spelling is irregular and would not make sense to a non-teacher reader?
Other points that struck me were lack of attention to capitalization and use of periods, as well as the erratic placement of commas. Can the students internally sense the phrasing of their writing – do they “hear their writing breathe”? When they read independently, are they able to sort of the rhythm and structures of phrases as they read? Do my students read aloud fluently? Can they mark or scoop a sentence for its breath?
My conclusion is that my students need support with writing conventions in order to improve the decisions they make about the marks they are putting on the page. It is tempting to ignore their errors and move forward with the “fun” of teaching the content of reading and writing. However, I would be ashamed had my students gone through this year with me, a professional and experienced educator, recognizing this problem and doing nothing about it, especially since my training as a reading specialist did give me some background in multi-sensory strategies for teaching encoding. So, I must plan a course of action that supports my students in developing as writers.
My Second Inquiry Question and My Plan
First, I have revised my inquiry question:
Through what metacognitive and multisensory means might students enhance their use of conventional spelling and punctuation in their writing?
Second, I have a few resources I would like to use with my students, including the spelling and word study curriculas Words by Marcia Henry and Language! by Sopris Voyager, as well as the secondary grammar text Grammar Explorer by Cengage. I also want to explore expanding the 1:1 encoding techniques I learned as a student at the MGH Communication Sciences & Disorders Clinic for use in whole class classroom context.
I plan to conduct a better analysis of which syllable types they struggle to encode by assessing my students using the Moats Primary Spelling Inventory. Finally, for my research articles as well as my book review, I want to seek out resources on spelling and conventions instruction for ELLs.
Right now, the goal of teaching spelling and conventions to middle school ELLs seems tedious and daunting, but I know the students really need it. I am making a promise to myself to ensure that the work ahead is engaging, connected, and relevant to my students, as I know how much they need these spelling and conventions skills for their future. Readers of their job applications and college admissions letters will be extremely distracted by the form of their writing as it is now, and most will infer that incorrect conventions are a sign of weak ideas and arguments. If this problem is not fixed, it will have future consequences for the 15 children in my classroom.
Writing Is Thinking 