Common Core Standards

Teachers are already up to their ears in tweaking and re-designing curriculum, staying on top of legalese, not to mention paperwork extraordinaire, plus technology integration and all the inservices that gives rise to. Then along come the Common Core State Standards. 

I am ALL for streamlining our goals and outcomes and assessment tools, but there is still a lot of wiggle room for teachers to interpret them however they want to, which can mean creativity, or mushy instruction. Each grade level sounds too much ilke the other. 

Cookie Cutters, anyone?

There is a lot of "What" and not a lot of "How", from what I have read through. And let me tell you, it is a LOT to read through.

The new writing terminology, which I see leaking into my student's HW that they bring me, is:

CLAIM / EVIDENCE / SUPPORT

Okay? So? Same wolf, just fancy sheep's clothing that sounds more like a courtroom.

I am feeling old-fashioned now, longing for the familiar:

Thesis / Supporting Details / Elaboration and Explanation

And this is used in the primary grades, too! Talk about developmentally inappropriate!

Ruth Culham, seasoned educator and author, known by all in the Writing World, pretty much tells it like it is: (which always goes a long way in my book)

Writing instruction has been slow to change, in some measure due to its inherent complexity.                                        

It is, after all, thinking aloud on paper, and there is nothing easy about that.

What we’re doing in writing instruction now isn’t working. CCSS or not, changes need to be made. According to The Nation’s Report Card (NAEP, 2012), only 27 percent of eighth graders are proficient in writing and, of those students, only 3 percent are advanced.

She goes on to put forth the "4 W's" (and she is one who loves lists):

• Writing process: the recursive steps writers go through to generate text
• Writing traits: the language used to assess and teach writing
• Writing modes: the purposes for writing
• Writing workshop: the structure of the writing classroom

These are not covered deeply enough in the Common Core Standards. That leaves parents to fill in the gaps, or specialists like me, or for students to lean on some kind of inherent gift for language and written expression. 

And I go further with those 4 W's, like IEW does. We need to teach kids how to master language, have an ear for good word use, break down sentences into their kernels, examine how to construct a weak and then a strong sentence, and teach one or two concepts at a time.

I had an interview at a private school a couple of weeks ago, and they point blank asked me why I would consider giving up my private practice. I said I wanted to have my evenings free and I don't want to spend my 50's marketing myself. They said I should play a bigger game and go to D.C. and lobby for good literacy instruction. Anyone want to fund that little endeavor?

Reading Like a Writer; Writing Like a Reader?

2 months.
Mayan Calendar Prophecies did not destroy humanity. 
Shock and Numbness and then a thawing into rage about the Connecticut shootings.
Fine-tuning my submission to the talented and determined moms at IMPACT ADD:

Using “The Magic of 3” to Enhance Writing Skills for Kids

They kept saying I have to winnow it down because the audience is overwhelmed parents.

So hard to sound like you know what you are talking about when it is in a format that, in perspective, is sort of like a Super Bowl commercial. Not to dis dear Elaine, who is a do-gooder extraordinaire. She readily admits the irony that I am promoting and purporting to teach young and old minds alike how to write more concretely, thoroughly, specifically, elaborately, and powerfully, yet my guest writing piece had to be a shaved down version of all of those. 

What I have been thinking about lately, besides my new shelter miniature pinscher and the swift morphing of my rational Taurean self into a bona fide crazy dog lady, is that Writing remains hard and multi-faceted in its scope. 

I regularly read Anne Lamott, who writes about how out of a whole morning she gets a few stellar, keep-able sentences. Yes, she writes with both slang and broken grammar, about relying on the Bible and her own bodily nuances, but she is full of the touch of human frailty, with a sprinkle of non-TV humor on the top. Trivia Fact: She has almost 98,000 friends on her Facebook Page. 

This makes me more certain that good writing is way, way, way beyond just the "6 Traits"

......and that true masters of the craft are fewer and farther between than my "pie in the sky" "save the world via literacy" educator aspirations would have me believe.

And aren't all the teachers I talk to lately lamenting or adrenalized by (hah!) the Common Core Standards? They might not be the knight in shining armor we oh so hoped them to be. 
Don't get me wrong; I am psyched to finally witness some through lines being established in the wide spread of states that we live in (purposely omitted the word "united")

When I am asked for my opinion, I say that I think they are great overall, yet the explicit sub-skills of writing instruction are missing. And if I was a child right now and was suddenly told, "no more story writing" I would start to hate writing. I did not grasp the "voice" of an expository writer until college, and then it all came into my cells very quickly. 

But there are two sides to every argument:

David Coleman, president of the College Board, who helped design and promote the Common Core, says English classes today focus too much on self-expression. “It is rare in a working environment,” he’s argued, “that someone says, ‘Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood.’ ”

In true ADHD fashion, I am going to mention a classic book that I recommend and love, but that my students would loathe. So when I figure out the motivational and engagement piece about writing and reading, I will do a bang-up documentary, be on Oprah, and solve parent's teen problems. In the meantime, here is a plagiarized review of the book:

"Reading Like a Writer" is not a handbook or a manual. It is a love letter to the mysterious alchemy, the magic that occurs when a reader encounters a book, poem, or story that not only entertains him, but also moves and transforms him. Francine Prose's favorite writers may not be our favorites, but all readers who love literature will appreciate her enthusiasm and respect for the written word. Her suggestions about how to read more effectively are useful not just for budding writers but for anyone who would like to come away from a book with a deeper appreciation of the author's craft. As Prose says, "Reading this way requires a certain amount of stamina, concentration, and patience."

Color Theory

This week I practiced writing essays for entry applications to private high schools.

• 3 different 8th Graders
• 9 different schools between the 3 of them
• 11 different prompts

They were not grateful to be applying to expensive schools that are going to stretch their thinking and assign harder writing than the entry essays.

How do I explain that tuition is equivalent or higher to the poverty level income of a family of 4?

@ $24,000

One had written a piece on an incident they learned a lesson from, and another on how he will manage his time as a high school student. This one was not expository - it more like a dream world of imagination that sounded very believable, if I didn't know the author of it! He can't manage his time, assignments, papers, laptop, due dates, and PC files. But he has learned to back up his arguments or important points with examples and elaboration, and he did. But out came my highlighters to find repeated words, and sure enough, he had the word "manage" 7 times. Whew! Easy fix. I find that using highlighters and looking for what IS there, instead of the bloody surgery tool of a red pen of what is not keeps them more attuned.

In less than 90 seconds this video explains one of the tools in my tool kit: color coding. Although this is during brainstorming , in order to categorize your good ideas.

Of course, there are many other color-coding benefits. Highlighters or colored pencils can be used on a hard copy, during revision, to discover whether there are too many of one thing, like adjectives, or too little of another, like transition words. One student highlighted his "Just then..." phrases in an assigned mystery story and there were over eight. That is simply too many.

Thankfully, a follow-up on the October 16th Blog I posted: Teaching Writing explicitly improves Reading Comprehension and Thinking Skills!

A meta-analysis (Graham & Hebert, 2011) summarized dozens of studies examining the impact of writing instruction on reading comprehension. The authors concluded that there is a consistent, positive effect, and argued for three classroom practices:

1) More Writing
2) Write about the texts they read in analytical formats
3) Explicit teaching of the skills and processes that go into creating text.

The New Dorp School's results are likely replicable, but the students were doing much more than just #1 above. That is like having piano students just play more. No. They learned underlying analytical skills, at the sentence level (my song and dance in this blog). Plus, writing was implemented in every single subject area, which opened the door for critical thinking.

And another recent article on this Writing Revolution:

"Teachers are focusing on writing instruction like never before. Several forces are bringing about that change. One is the Common Core State Standards, which tie reading and writing together by placing a heavy emphasis on writing in response to one or more texts. Another—echoed in the standards—is feedback from college professors and employers, who bemoan young people's weakness in the analytical writing most needed in college and training for good jobs."

Atlantic Magazine - thoughts from a Pacific NW Gal

The October online issue of Atlantic Magazine is teeming with 20-ish articles about Writing Instruction, with catchy titles, pragmatic solutions, dire predictions, and dogged opinions about grammar and public school.

Why American Students Can't Write

So I dove in, and here is my takeaway: 

1) Writing is Thinking. Well, I could make a snarky political statement here, woven nicely into the headlines of the Election Season, but I will refrain. I named my business Reading*Writing*Thinking for this very reason. There is logic to the idea that students  become better critical thinkers by writing complex pieces. It forces them to recycle, and organize your thoughts. Writing encourages us to try different ideas and combinations of ideas. Writing encourages us to select our words carefully. 

2) We are in the dark ages in many ways about how we teach writing, because we are trying to create "mini-adults" like in the Middle Ages or something. Sure, in the early grades, teach handwriting, to get the fluency of mechanics going, create poems, tiny stories, even plays, and micro reports for science. But don't do what so many school districts do: examine what expert adult writers do, then transfer that to, say, a middle class 2nd grade classroom: keeping a writer's notebook, creating rough, then next, then final drafts, training students to be good observers, and harvesting a collection of pieces "in the works". 

Um, Hello? Second graders are thinking about recess and are not known to be the best keepers of various pieces of paper and drafts of their ideas from last week, which in their 8-year old brain is a century ago.It is just not developmentally appropriate. 

3) On the other hand, I say a big, "YES" to writing everyday, but careful of the two extremes: teaching to the test, and emphasizing the importance of indenting paragraphs and perfect punctuation, or, on the other end of the spectrum, writing with little regard for grammar, and composing mostly personal narratives all the way up until Middle School and not giving weight to expository "voice." Adults who come to work with me, or mention their struggles at work with writing, do not want coaching in their novel, but, rather, their ability to string sentences together and be taken seriously. Power emails. Articulate letters. Convincing Reports. Succinct Written Requests. Opinionated Responses to News Reporters. 

4)Teachers are afraid to introduce academic writing, because they think they will create yawns and resistance. Just like with decoding, I hear teachers say that teaching it will turn kids off to reading. Well, if that is true, then why do I have so many students in my private practice who cannot decode well, or pull sentences together clearly. 

5) At The Windward School Judith Hochman challenged this notion that preparing students to master expository writing stifles their creativity: 

" We've reared a generation of students on this diet and we see the outcome of that misguided thinking in test scores throughout the country. [Our] program does focus on the fundamentals of writing, but it doesn't do so in a dull, creativity-killing way. Assignments that ask students to explain a process, justify a position, describe a room, or trace the history of an event can be extremely engaging (depending on the topic, of course, and provided they are taught the skills needed to complete them). It is insulting to students to assume that the topic has to be about their own lives in order for the assignment to be interesting."

There is more, but I have been told my blogs are too long-winded. Am trying to cut myself off. Not that I take anything personally anymore, because I am SO healed of my ADHD tendencies towards that. 

Looking forward to presenting this weekend, on WRITING DESPITE YOUR DISTRACTIONS at the annual ADD Conference. 

Boys Writing, or Trying to Write

NAEP Shows Most Students Lack Writing Proficiency

24,100 8th graders and 28,100 12th graders responded in 2011 to two 30-minute writing prompts that asked them to persuade, explain, or convey experiences.

Overall, only 27% scored at or above the proficient level.

Females outperformed males at both grade levels.

In 8th grade, 37% of girls scored proficient or above, compared with 18% of boys.

I am sad, but not surprised. Boys are wired for more instant feedback and gratification, plus a distaste for over-flowery language, or descriptive, stylistic prose. I know, that is a sweeping generalization and would never hold up in a journalistic venue. 

I would have to say, "In my experience..." or "From my perspective.." But this is my blog, a cross between a textbook on teaching and a journal on innovative but very messy learning curves put to paper.

So boys often say that they can "talk to the prompt" but not respond to it in writing. They think it is because it takes longer, grammar is looming, and spelling leaps out to be addressed. While those are all true, what is also roadblocking them is formal register, which I have written about here before. Both school and work operate at two levels: the consultative and formal. Consultative is a mix of formal and casual register. Example: “I can’t accept the assignment the way it is.” I love Ruby Payne's work on this, in her research on poverty. I was helped greatly by studying her books and hearing her speak when I was doing staff development in rural farmlands of CA.

No simple answers. [But I have many answers! - as those of you who know me are aware of]

Many frustrated parents. Homework is a nightmare for these boys who resist writing, and need coaching about communicating in print in the formal register. In my sessions with such boys, we have to talk it out in their own comfortable oral language, then transfer it to paper, putting faith in their powers of working memory, and THEN spice it up with transition words and synonyms for what just came out of their mouth.

"Describe what your math group did to come up with their answer today, in one paragraph." Actual assignment of a 7th grade boy today. And how is this, from yesterday: "Give three reasons why the cultural system of Mesopotamia experienced periodic breakdowns. Explain how geographic features contributed to these."  Geez.

Many of my kids think good writers are those who sit down and write a novel in a day. 

Many analogies are made, every night, by exhausted parents, to their 9-17 year old sons, about long-term gratification in sports, or electric guitar, or even gaming. They are trying to prevent power struggles. Or portray the amount of work and revision that goes into a piece of art, mastering an athletic skill, or fine-tuning a career path. Best analogy to writing assignments? Composing a song. 

I haven't decided what I think of this new book, and this author who claims to have the switch that turns boys onto writing. A colleague went to his seminar this summer, and said it was all very over-simplified, touting giving boys permission to write gross, violent, fantasy pieces, and that will magically make them skilled at writing other genres. OH!  

Really! If that worked, then why teach any genres at all?

BOY WRITERS: Reclaiming Their Voices

(from an interview with Ralph Fletcher, the author)

According to my research, many boys yearn to write what they read--fantasy. Yet for various reasons many teachers are

hesitant to allow them to do so.That's too bad. Teachers often say to me: "But the writing they do isn't very good!" I reply:

"So what? Let them take a crack at it. At least they're engaged."

I think we could find lots of other genres that would appeal to boys including:

--humor especially spoofs and parodies

--sports commentary

--scary stories or horror

--graphic novels or comics

Well, that doesn't seem like it would prepare them to write a paper in college on the history of architecture, or an interpretation of a tort in pre-law. Or even get a decent score on the NAEP test, above.

Hmmmm.