Tag Archives: TCRWP

Supporting Oral Language Development in Writing Workshop, 1-4

Oral Language

By Anna Cockerille

Because of the myriad ways writing workshop and oral language development are linked, it’s hard to tell where one ends and the other begins. Put simply, during writing workshop, there is a lot of talk. It is a time in which children use language in authentic ways, seamlessly and purposefully integrating academic and social vocabulary as they work. Children rehearse for writing aloud, talking to plan what they are going to write. They brainstorm solutions to tricky parts with a partner. They discuss their writing process in metacognitive ways about during conferences with a teacher. 

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Lifting the Level of Your Character Work in Reading and Writing About Reading

Character work

By Anna Cockerille​

First, a brief explanation of character work. There is reading for plot, and there is reading for characters. The latter means reading in a way in which one follows the characters, lives the story alongside them, feels their emotions, gets to know them perhaps better than they know themselves. When teaching students to become deeper, more insightful, more engaged fiction readers, character work is everything. Readers who read strictly for plot nearly always remain stuck in literal interpretations of text. They can retell and summarize, and they can determine when meaning has broken down. But, they typically struggle with more complex reading skills such as inferring, predicting, determining themes, and interpreting lessons. If you’d like to teach your students to become more insightful readers, start by teaching them this one radical shift in approach: teach them to read for the characters, not just for the plot. 

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Curiosity and Questioning in the Classroom, K-5

girl on bench reading photo

Written by Anna Cockerille

"Curiosity may have killed the cat, but it's good for the student." So begins the summary of a study written up by the Association for Psychological Science on factors that affect learning. Researchers conducted a meta-analysis of over 200 studies with the premise that intelligence is hardly the only trait that determines academic success. They set out to pinpoint which other traits help students to do well in school. Two key traits they identified were conscientiousness, which could manifest as a willingness to attend class and follow through on assignments, and curiosity. These traits were so important that, when put together, they had as big an effect on academic performance as intelligence. 

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Helping Kids Dig Deep & Fly High in Graphic Novels, 2-8

Graphic Novels

Written by Anna Cockerille​​

First, what are graphic novels? They are any type of novel written in a comic book style, that is, they are designed with a combination of pictures and words set in a story sequence. They come in a wide range of levels and genres, and are captivating more readers than ever. There are humorous, realistic novels, like Diary of a Wimpy Kid and Captain Underpants. There are mysteries, like The Invention of Hugo Cabret. There are historical fiction reads, like Maus. And there are fascinating hybrids, like Bayou, a historical fiction/fantasy blend. 

Often, graphic novels are more sophisticated than they first appear. Case in point: The Diary of a Wimpy Kid books are a guided reading level R, which puts them at around a middle-of-the-year fourth grade level. Graphic novels may not have as many words as a traditional novel, but they still have all of the complex structures (and sometimes more) characteristic of higher-level books, such as: shifts back and forth in time, many characters to follow and minor characters that matter, changes in setting, foreshadowing. At times, they require more inference work than traditional novels, because they have less narration and more of the story told through dialogue and of course, pictures. 

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Get Your Students to Write Well About Information and Topics They Care About in the World, 1-3

Information Writing Units of Study

Written by Anna Cockerille

Information writing is one of those topics that can seem, on the outset, rather dull. For many teachers, the genre conjures up their own school projects from decades past, projects involving research reports on assigned topics, stacks of note-cards, one confusing, fact-packed tome after another without much related (or relatable) information. 

What has surprised and delighted many educators who witness information writing in action in a writing workshop is that for kids, it is anything but dull. A key distinction: when kids get to choose topics of personal expertise about which to write, their writing simply comes alive. We cannot stress enough: if you’d like your students to write lively, voice-filled, high-volume information books, and to stay motivated and engaged throughout the unit, let them choose their topics. Even if you choose an umbrella topic, say, animals, and they each get to choose their favorite animal to write about, let them choose

As a class, study favorite published information books and talk about what makes those books great. It often doesn’t take a lot of teacher help for students to notice that great information books have: 

  • Amazing facts the captivate the reader
  • A beginning that draws readers in and makes them want to learn more
  • Clever use of text features to teach certain kinds of information 
  • Information that is organized by topic 
  • Other kinds of writing tucked in, like stories, that help readers learn more
  • Ways to teach the lingo of the topic, like bolded vocabulary words and a glossary 
  • A memorable ending that might leave the reader with some strong feelings about the topic, or that might encourage the reader to take action 

Then, you can help students to see that most of these characteristics fit within one of two main categories, structure and elaboration. Students’ observations instantly become a checklist they can use to lift the level of their own writing: 

Qualities of Great Information Writing

Structure

  • A beginning that draws readers in and makes them want to learn more
  • Clever use of text features to teach certain kinds of information 
  • Information that is organized by topic 
  • A memorable ending that might leave the reader with some strong feelings about the topic, or that might encourage the reader to take action 

Elaboration

  • Other kinds of writing tucked in, like stories, that help readers learn more
  • Ways to teach the lingo of the topic, like bolded vocabulary words and a glossary 

Rehearsal for writing is just so lovely in an information writing unit. Gather students into clusters of 3-4, and have each teach their little group all they know about their topic. They’ll amaze you and each other with how much they know. And then, have them pour all of the great information they just taught into their writing. 

At this week’s @TCRWP Twitter Chat, staff developers Jen DeSutter, Anna Sheehan, and Valerie Geshwind will be on hand to discuss ways to get your 1-3 grade students to write well about information. Don’t miss what is sure to be a lively, inspiring chat. As always, bring your questions, observations, anecdotes, and photos. 

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Each Wednesday night at 7:30pm eastern, The Teacher's College Reading and Writing Project hosts a Twitter chat using the hashtag #TCRWP. Join @JenDeSutter, @AnnaSheehan627, and @ValGeshwind to chat about getting students to write well about information (grades 1-3) tomorrow evening.

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Not on Twitter? Take Heinemann’s free Twitter for Educators course here.



Cockerille_Anna_GratzAnna Cockerille, Coauthor of Bringing History to Life (Grade 4) in the Units of Study for Teaching Writing Series.

Anna was a teacher and a literacy coach in New York City and in Sydney, Australia, and later became a Staff Developer and Writer at TCRWP. She served as an adjunct instructor in the Literacy Specialist Program at Teachers College, and taught at several TCRWP institutes, including the Content Literacy Institute, where she helped participants bring strong literacy instruction into social studies classrooms. Anna also has been a researcher for Lucy Calkins, contributing especially to Pathways to the Common Core: Accelerating Achievement (Heinemann 2012), and Navigating Nonfiction in the Units of Study for Teaching Reading, Grades 3–5 series (Heinemann 2010). Most recently, Anna served as an editor for the Units of Study for Teaching Reading, K–5 series.

Looking Ahead to the ELA Exams: What We Have Already Mastered & Developing Next Steps, 3-8

ELA Exams

Written By Anna Gratz Cockerille

Probably the greatest advice we ever hear about preparing kids for high-stakes tests is that a strong curriculum is the best test prep there is. When children are reading and writing daily for long stretches of time, they are far more likely to be successful on an exam that tests reading and writing. There are two key considerations when planning a curriculum that supports success with ELA exams: time and level of text complexity. 

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