CDO Revising Strategy

John Rosinski (co-teacher in the Warner LA class; resource teacher for the team) and I got to attend a co-teaching conference last week.  Conferences are always such an inspirational time.  You pick up a lot of ideas, get to meet other teachers doing the same thing as you and get to spend time with colleagues you may not get to see on the regular (Angela Nigliazzo and Elyse Martinson were with us!).  We learned a lot about co-teaching methods and picked up some great ideas for our writing class.  One of our favorites you may have seen the kids using at home this week: CDO Revising.

With CDO Revising, the kids go through a three step process for each sentence of their work:

1. Compare: Does this sentence match what I really want it to mean?
2. Diagnose: What is the problem?  (too long, too short, missing words, unclear...)
3. Operate: How will I fix my sentence? (write more, break it up, re-write...)

Each day in class, we've practiced this method with one paragraph of our literary argument essays. Students have practiced using the method independently and with a partner.  Partner work with this method can be especially helpful because partners don't know what you meant to say.  They can help pick up errors that your brain allows you to miss.

Each evening, we've assigned the kids to try the method again with a part of the informational writing they've completed for their Characteristics of Civilizations projects.  We're hoping this method become a lifelong strategy they are comfortable using again and again.

Characteristics of Civilizations

Students have completed their research for a civilization of choice, and they have written sections for a book about their civilization based on that research.  We are currently working on revising that writing.  Next week we will begin the editing process.

In groups, students are creating "experiences" for the class.  These experiences are based on their research, but they will allow visitors to experience the ancient civilization in a meaningful way. Visitors will be able to walk through an Egyptian tomb, tour the Great Wall of China, participate in a scavenger hunt, visit the Greek Agora (marketplace) and so many other things!  Here's a peak into the work they've been doing to prepare their experiences:

A student creates a sign for his ancient China experience.

Students work together to write a script for a game show they will
film, edit and present.

Students work together to make a model of the Roman Colosseum.

A student works with Ms. Dolkart to cut cardboard for an ancient
Egyptian artifact.

A student works on an image for the wall of his group's Egyptian
tomb.

A student works on making a replica of a flag for her Roman experience.

A student creates a necklace for her group's Egyptian tomb.

A student shows off her Greek wardrobe.

What has impressed me the most so far is the amount of stamina and perseverance the kids have shown!  Our work days have been long, but each day when it's time to clean up I hear, "That's all the time we've got today?!"  I don't have every supply that they will need, and supplies get forgotten at home, but that hasn't stopped a single group.  Students have done a great job reaching out to Mr. Greenman, Mr. Weir, Ms. Wild and Ms. Antman to get necessary supplies and workspace.  They've been very helpful and kind to one another.  It's awesome to see them come together as such a community of learners!

You are welcome to join us for our experiences on Thursday, May 4th.  Please let me be very up front with you: this is going to be organized chaos and not what you're used to when you come to our room.  The kids have worked very hard, but due to the nature of their experiences, there is no way to put exact times on the group presentations themselves.  So, to that end, please come if you can, but bring your open-mindedness and patience!

• Warner Advisory Experiences: Thursday, May 4th from 10:00-11:30
• Barbaro Advisory Experiences: Wednesday, May 3rd from 1:45-2:45 OR Thursday, May 4th from 1:45-2:45
• Egypt, China and Rome will be Wednesday
• India and Greece will be Thursday

A Book Recommendation: Powerless by Matthew Cody

It's a little bit realistic fiction, a little bit superhero sci-fi, and it's all fun!  When Daniel moves to Noble's Green, he's very aware that something is different with the kids there.  He soon learns that superpowers are real, but will the kids be able to use their superpowers for the right reasons?  "With great power comes great responsibility."  It's a great read, and it's a series!

Perfect Timing!

Spring break certainly seems to come at just the right time, doesn't it?  This will be a short post as I don't want to waste anyone's precious spring break moments.  I hope you've all had an amazing break with your kids.  I know we've had lots of fun and relaxation in our household.  Here's what we've been up to in our classroom:

Argument Writing

All students have now completed the District 36 Argument Writing Pre-Assessment.  For the pre-assessment, students were asked to read three articles and watch one video.  They took notes while they read and watched, and then they pre-wrote to make a plan for an argument essay.  Students had ample time to do their best writing in their essays.  This pre-assessment will be used to help me plan the unit lessons, and it will be a great tool to use to see the growth the students make as they learn more and more about argument writing.

We've been preparing ourselves for the argument unit by participating in mini-debates.  The week before spring break, students read, analyzed and debated multiple topics.  For each debate, they had to be prepared to argue in favor of either side.  This is to prepare them for the "counter-claim" they'll be responsible for in seventh grade.  After each debate we debriefed to discuss the different debate tactics used, best arguments our opponents made and how it felt to argue a side you don't personally support.  Here's a peek into the debates:

For the debate, we practice being civil, talking with
our hands but not at our opponent, and listening
to understand.

One important way we learn the structure of argument is through a mock trial.  During the PARCC (see schedule in email) testing window, students will be putting together a mock trial of The Lorax by Dr. Seuss.  For the trial, we're looking for jurors.  If you can join us for the entirety of the trial and deliberate with the other jurors at the end, please sign up to be on the jury!  Both trials will be on Wednesday, April 12th.  Warners will be from 9:50-10:37; Barbaros will be from 10:48-11:35.

Characteristics of Civilizations Research

We continued our research of the characteristics of civilizations right up to spring break.  On Monday, March 20th, we visited the Winnetka Public Library.  They have so much to offer!  Students were able to browse their book collection, and we learned about their online databases.  The databases were really helpful, and you don't need to be at the library to access them.  If you (or your child) has a library card, you can access them from your computer at home!

This amazing resource tool will come in handy as students continue to finish their research over the two weeks after spring break at home, before school, at lunch and during RISE time (when we have it).  We do not have anymore time to research in class, so students will need to do the rest of their research on their own time and be prepared to move on with the project on April 17th.