Much about grade 6 Language instruction in Ontario centres on encouraging students to engage with text, make inferences and interpretations, use evidence from texts to support opinions and then express one's thinking with clarity. At this point in the year after spending a great deal of time developing research, critical thinking, inquiry and problem-solving skills, we are zeroing in on writing with the goal of students being able to self-assess independently whether or not their written work is meeting or exceeding expectations and then set goals for improvement or next steps. Students shouldn't need a teacher to tell them that work is up to snuff. This is part of the "yes ... and ..." of teaching. As we shift to inquiry, we must also address skill-building so that students are able to express their new learning in ways that are understood by others.
After reading aloud the first chapter of People of Spark, students were asked to answer two open-ended questions:
1. Describe Torren's personality. Use evidence from the text to support your ideas.
2.Torren has a variety of reactions to the refugees. Explain how he reacts using transition words to connect your ideas.
What I wanted to see was what students would do without reminders and instructions. How much of what they'd learned about answering Open Response questions in previous years and through the work they've undertaken this year would be reflected in the structure of their writing?
Once they had written their responses I put a model answer under the document camera and we tore it apart. As we analyzed the structure of this response, students were thinking of their own responses, comparing them mentally, to what they were seeing. This was done deliberately. In the past I might have shown the modeled answer first, but I have found it more effective for students to have their own work in mind so that they can see their starting points and identify their next steps without me having to point them out.
Students then took highlighters and markers and tore their own answers apart.
Once students had assessed their own work, I met with them one on one to discuss their observations about their skills and goals.
By entering into such a structured activity, we aren't abandoning inquiry. The word refugee sparked a discussion about current events and the Syrian crisis. Students spent their computer period constructing knowledge of what it means to be a refugee. They went in many directions for this. Some used google maps to figure out how far refugees had to walk and what routes they had taken. Others learned about the lives of refugee children; some were curious about the country of Syria - its anthem, capital and history.
After reading aloud the first chapter of People of Spark, students were asked to answer two open-ended questions:
1. Describe Torren's personality. Use evidence from the text to support your ideas.
2.Torren has a variety of reactions to the refugees. Explain how he reacts using transition words to connect your ideas.
What I wanted to see was what students would do without reminders and instructions. How much of what they'd learned about answering Open Response questions in previous years and through the work they've undertaken this year would be reflected in the structure of their writing?
Once they had written their responses I put a model answer under the document camera and we tore it apart. As we analyzed the structure of this response, students were thinking of their own responses, comparing them mentally, to what they were seeing. This was done deliberately. In the past I might have shown the modeled answer first, but I have found it more effective for students to have their own work in mind so that they can see their starting points and identify their next steps without me having to point them out.
Students then took highlighters and markers and tore their own answers apart.
Once students had assessed their own work, I met with them one on one to discuss their observations about their skills and goals.
By entering into such a structured activity, we aren't abandoning inquiry. The word refugee sparked a discussion about current events and the Syrian crisis. Students spent their computer period constructing knowledge of what it means to be a refugee. They went in many directions for this. Some used google maps to figure out how far refugees had to walk and what routes they had taken. Others learned about the lives of refugee children; some were curious about the country of Syria - its anthem, capital and history.
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