Explicit. Be Explicit. Explicit instruction.
Sometimes when thinking of examples I get the most information from a non example. Watch the video posted and think. How many times has this person missed the mark? "How could he not know that he's completely LOST everyone?"
What does that mean, really? The dictionary defines it as fully and clearly expressed or demonstrated; leaving nothing merely implied; unequivocal. So.. . your language is so important that it could be the difference between understanding and just being present.
Here's what it sound's like from one of your colleagues in this building,
"I think the author does a good job of making me feel sad because the pictures and the words he chose. Look at Stellaluna's eyes. They look like she may cry." Also listen to these words, "Mother Bird said, You are teaching my children bad things."
Using these examples think about how you can unlock the mystery for children. Too often we assume that children see what we see or understand what we read. Many of them don't. Using this type of lingo will also reinforce that the language workshop is where your community learns about the CRAFT of writing. The author uses specifics within a particular genre, voice or style that is unique. Ask students to try out this language or style in their own writing. Perhaps they will recognize a similar technique in the text they are using in the reading workshop.
Try out these stems in your language workshop mini lesson:
"How do you know the author..."
"I like how the author..."
"What did the author do to make you say that?"
"What does the way the author wrote this sentence help you understand?"
"The author used some specific words...."
"Why do you think it's important for the author to use these words?"
"...and the author said..."
"Listen and be ready to tell me what words the author used to make a picture in your head."
Sooo... Remember hit the target. It's all in the matter of being specific.
I think the thing that struck me the most was when I read,
ReplyDelete"your language is so important that it could be the difference between understanding and just being present".
This really causes me to reflect on what could be happening when I sometimes get blank stares from some of my students. (in any workshop) I often have to point the finger back on myself and ask if it is my language or my "talking too much" that makes for a less rigorous lesson. However, when I do use that rich conversation and purposeful language, I see the difference in the student's actions, especially when they go out and investigate. They know the expectation for the task and they know why they are doing what they are doing.
When my sons were young, I read an article by John Rosemond in which he wrote that when children repeatedly ask “why” of their parents, they really do not want to know “why”. What they want is to extend the conversation in hopes that the answer will morph into the one they want. I was dubious of this at first, because I felt my boys were intelligent young beings, and that I should discuss things with them at length. But, given that I concurred with most other Rosemond writings, I decided to give it a try. When the boys wanted something and the answer was “no” I would give a succinct reason with the “no” and that was it. If they followed me and asked why, I responded that I had already told them “the why” in my answer, and that they were only asking to change the answer. It turns out Rosemond was correct. It nipped all further inquiries after my answers and the boys knew I meant what I said. I became a better parent being succinct, and using, as Rachel wrote, rich and purposeful language.
ReplyDeleteI taught a course for many years called Senior Project that required of the facilitator a check-your-lecture-at-the-door mentality (a very difficult thing for high school teachers as the video demonstrates). I was their guide, but I was not their instructor because the purpose of the course was to demonstrate that they had learned to research, to write, to speak, to work in the community, to think and present. (If they could not demonstrate they had learned this, they would not graduate.) It was what in education we like to call “high stakes” but it was the most amazing course I ever encountered because I got out of the way and let the students demonstrate what they knew and were able to do. And they were magnificent! Even the ones who failed and had to take the course over were GRATEFUL that they were made to (I am not kidding) and 100% thanked me for holding them to that standard. What the article speaks to, and what Rachel wrote so well in her response, is that we hold on so tight to what we know and want to impart, and sometimes the best teaching involves daring to let go of the length, and embracing instead depth of meaning.
At our high school, we were at the vanguard because of coursework like this, and we were a Blue Ribbon School. Twice. You, however, are light-years ahead of where we were and the interesting thing is that I think you are all too humble and focused to realize it! The discourse which I have read, and the engaged classrooms I have seen, demonstrate YOU are at the vanguard in elementary education, and I am extraordinarily proud to be on the sidelines witnessing it!