Inspiring Excellence, Part 5 & 6: Towards a Product of Quality
“After all this work, how can we share what we’ve learned with the world?” —Jenna Gampel, Second Grade Teacher, Conservatory Lab Charter School
Part 5: Reading to Get Ready to Write
“Close reading of complex text is really hard. What’s going to make students empowered and motivated actually to do that? It’s this combination of mission and purpose to contribute to the world and also having structures which makes that feel feasible and possible to achieve together.” —Ron Berger, Chief Academic Officer, EL Education
In Part 5 of the EL Education video series "Inspiring Excellence," students turn their focus on their final product, a narrative non-fiction e-book that will include their scientific illustrations, music played by the students, and the narration of their own stories.
Is there a clear goal? Do students have a clear understanding of what they're expected to learn?
At this point of the project, students are asked to think about how to share their learning with an audience. Jenna encourages students to brainstorm possible products so they feel a sense of ownership. It is important to note that guiding her students towards a product that she had in mind already did not diminish the value of students' brainstorming contributions. The goal of developing independent learners can benefit from certain structures and necessary formats; they are not mutually exclusive.
How do experts in a similar field work? What thinking moves will help students transform information into meaningful content?
Once again, students turn to existing models to inform their own work. By analyzing different types of non-fiction narrative, students can make better decisions about their own final product. Students are introduced to additional vocabulary that allows for more precise modes of thinking. Words like categorize and gist provide clear guidelines for what to "do" with the information through which they are sifting.
What methods and materials are useful for the learning process? How can students keep track of their learning?
The color-coding method of organizing information is another concrete strategy that can be taught to students to ensure a greater likelihood of success in this and future work. In this particular case, students are even asked to draw meaning from how information is organized in different genres. This analysis adds another dimension to their thinking.
Are the standards of quality made clear? Do students have a way of assessing their own work according to agreed-upon standards?
By turning to existing models, students have a reference for what constitutes a high-quality narrative non-fiction piece. Pulling together the many facets of their long-term project—their scientific illustrations, their research skills, their ability to give helpful feedback (each of which with their own clear guidelines for quality)—will serve to create a multifaceted work of art.
Part 6: Writing and Speaking with Power
"In real life, the way we present ourselves and our work really matters. And unfortunately, in schools, we often don't feel we have the time to allow kids to polish that--both their work and the way they present their thinking to a point of real power and elegance. This classroom is a great example of a place where students were given the time and care to refine their writing, their scientific illustrations, their oral presentation, their music, to create something of real quality and beauty. —Ron Berger, Chief Academic Officer, EL Education
In Part 6 of the video series, students prepare for writing and recording their final story.
Is there a clear goal? Do students have a clear understanding of what they're expected to learn?
Students turn to existing models of text (we hear the term "mentor texts" in this video) to analyze what, to them, makes the stories compelling. Identifying the elements of existing high-quality models provides a framework for moving forward and also relates to defining the standards of quality. In this case, students reaffirm the use of "power words" through colorful language, synonyms, and transition words and also look at compelling narrative techniques.
How do experts in a similar field work? What thinking moves will help students transform information into meaningful content?
Notice how the class explores the question, "What did the writer have to do to create this book?" On the white board, as a group, the class breaks down how writers approach their work. This list also serves as a plan of action for themselves. Examples such as "Plan whole story first" become strategies for them to replicate independently. Vague language such as "make it interesting" is elaborated upon more specifically: "descriptive words" and "show, not tell" paint a clearer picture of what "interesting" means.
What methods and materials are useful for the learning process? How can students keep track of their learning?
Jenna provides her students with a variety of organizers for each phase of the writing process and for the different story elements.
As a class and independently, the group catalogues descriptive words. This "palette" of colorful word choice becomes available for reference as they write.
Are the standards of quality made clear? Do students have a way of assessing their own work according to agreed-upon standards?
Students familiarity with the elements speaking to an audience with "power and elegance" (as Ron Berger puts it) is featured beautifully here. It is clear that specific vocabulary for talking about how to speak powerful has been explored (One student talks about having a "strong body to let it come out of you" and to "say it with expression.") Rubrics clearly delineate pacing, voice, articulation, and expression as key components. Finally, recording themselves allows students to self-evaluate and prepare for the final recording.
Each organizer targets a specific part of the story elements. These scaffolds provide enough structure for students to focus on specific elements such as, events, problem/danger, solution, and ending.
Additional Resources
If you have not yet read the introduction to the EL Education six-part video series, consider reading the series' overview. To see how Jenna and her students began developing their researching skills, read Inspiring Excellence, Part 2 & 3: Working Towards Independence. For more details on how Jenna and her students created a culture of feedback and revision, please read Inspiring Excellence, Part 4: Role of Revision and Feedback.
Visit the EL Education website to discover a range of videos, high-quality student work from all grade levels, and even professional development tools for teachers to explore topics such as student-engaged assessment, supporting English-language learners, or using data.
Watch a Kindergarten class demonstrate their learning journey through an end-of-year exhibition about bird research.
* Frontispiece
Illustration by Ezavier, from Slithering Snake Stories, an e-book written and illustrated by students of Jenna Gampel's 2nd grade class at Conservatory Lab Charter School in Boston, MA.
