[LIT] desperately need advice--how do I weave this together?

[Pam]

Kim writes:
Questions: How do you bring together reading, writing, grammar, and
vocabulary in a way that makes sense? How do you "do" vocabulary? How 
do you
teach spelling (if at all)?

Here are the tools that I have: Language of Literature textbook; 
grammar
book; Stephanie Harvey's Comprehension Toolkit (I bought this last 
week);
Learning Focused material (we are supposed to use this as our 
framework);
lots of trade books (which I bought); 6+1 Trait books (which I bought).

I feel as if all I have are bits and pieces. How do I bring them all
together? Do you teach using themes or by genre?

Pam writes:
Sounds as if we are in pretty similar boats w/ materials.

My district adopted the Learning Focused curriculum/framework. How 
tightly do you have to adhere to the curriculum maps or are you 
required to use them? I would be happy to share our maps (they really 
aren't too bad & do give a starting point) that we are using. They are 
a work in progress in my district still and are geared for FL 
standards, but might give you some ideas that Learning Focused have 
pushed in my district. (we are talking about Max Thompson's program 
right?)

I am required to use 6 + 1 Traits of writing (that made me CRAZY to try 
to fit in until I started teaching by genre & not by theme). We have 
the same McDougal/Littel Lit book. I have them stored in my cupboards 
(not even out on shelves) and simply refused the grammar text that 
comes with the adoption. The Lit book isn't bad, just overwhelming. I 
use selections out of it to go with the different genres as I teach 
them. Usually I prefer to find my own short stories and read alouds. In 
my opinion, the grammar text is horrible. I work grammar into my 
mini-lessons and pull small groups during reading & writing workshop to 
remediate specific grammar that I see. The vocabulary that I cover is 
related to the language we use in Language Arts, and of course, from 
the novels that we read together. I do some independent/small group 
vocabulary with the kids when we do Lit Circles (it's looking more like 
a 3rd & 4th Quarter thing this year) that is specific to the novels 
that they are working with. I am using the Wordskills workbook that 
comes with the McDougal/Littell adoption (it's okay - at least it 
covers greek & latin root words & breaking words down to figure out 
their meanings). That is done primarily independently & then I pull 
small groups (during independent reading/writing time in workshop) to 
work with kids who are struggling on like parts of units. I assign the 
Wordskills book as homework, but give LOTS of time to complete. 
Starting with the next unit, I am giving a pre-test. If a student 
scores an 80% or higher, I will exempt them from the unit. I will 
assign specific parts of the unit based on what they don't know 
according to their pre-assessment. I'm pretty sure that I will be able 
to design something that is scantron for quick grading. I know the kids 
will like that if they know the materials that they will be exempted 
 from the assignments. I now need to come up with some extension 
activities for the kids who are exempted. Something to really move 
their vocabulary acquisition and ability to use and play with words up 
a notch. ANYONE GOT ANY SUGGESTIONS?

Someone on one of my lists suggested 3 day rotations of reading & 
writing workshop. That is working smashingly for me. I made a promise 
to myself to have no more than 2 mini-lessons per week (I try for one 
in each) in either reading workshop (that is where I sneak in my Lit 
standards as well as some listening/viewing standards) or in writing 
workshop (where the rest of my standards come into play). It has been 
hard for me to just give the kids time in class to read and write 
without me interrupting or instructing. I feel very pressured to cover 
WAY too much material in such a short amount of time. I am having 
better success this year (and both the kids and myself seem happier) by 
my backing off of direct instruction and just giving them time to 
immerse themselves into reading and writing. It has made individual and 
small group conferencing a reality (one that is sooo much easier to do 
with the additional time that I have).

With vocabulary, sometimes we talk about it (we figure out the 
definitions/meanings together) and use it. Other times we use a Frayer 
model or other graphic organizer & then use the words (we talk about 
everything). Just depends on the words and how much time I'm willing to 
devote. Frayers are great tools - they take TONS of time though (at 
least until the kids understand how they function - could just be that 
6th graders are just getting there cognitively).



 :o) Pam/6th gr./FL
An education isn't how much you have committed to memory, or even how 
much you know. It's being able to differentiate between what you do 
know and what you don't.
Anatole France (1844 - 1924)


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