It Looked Like Spilt Milk, a Rewrite

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators in my writing and drawing?

It Looked Like Spilt Milk

by

Charles G. Shaw

This week we studied the text, It Looked Like Spilt Milk by Charles G. Shaw. This choice is for the following reasons:

· This is a text most students know and love (familiarity and prior knowledge)

· The structure is obvious (repeating phrases on each page)

· The illustrations are large silhouettes.

· Text and pictures match (emphasizing picture-word match)

· There is a surprise ending. (“It was just a cloud in the sky.”)

· When our class rewrites the text, the format (structure) will be easy to replicate.

Monday-Teacher read the book and students listened.

Tuesday-Teacher and students read the book together. The students were asked to lie on the floor looking up at the ceiling. They were told to imagine they were looking at the sky. Then they were asked, “Have you ever seen a cloud that looks like an object?” Students sat back up and recounted the times they had seen clouds that looked like something else.

Thursday-Students read the book chorally. Students were asked to come up with ideas about adapting the ideas from this text to write their own texts. They offered three possibilities as a lead for the story.

1) It looked like strawberry juice

2) It looked like chocolate pudding

3) It looked like melted ice cream

We discussed each possibility as the lead. The class voted to use, It Looked Like Chocolate Pudding. Students made the decision to eliminate the word sometimes from their text.

Friday-Students read the book chorally with a student helper using the pointer and a student helper turning the pages.

Students brainstormed a list of objects that would be easy to draw and paint brown. I recorded the list on chart paper. I passed out lap white boards. Students practiced drawing a silhouette of an object of their choice.

We scripted the book as follows:

It looked like chocolate pudding.

But it wasn’t chocolate pudding.

It looked like an apple.

But it wasn’t an apple.

It looked like a pumpkin.

But it wasn’t a pumpkin.

It looked like a crescent moon.

But it wasn’t a crescent moon.

It looked like an orange.

But it wasn’t an orange.

It looked like a star.

But it wasn’t a star.

It looked like a Venus flytrap.

But it wasn’t a Venus flytrap.

I looked like a leaf.

But it wasn’t a leaf.

It looked like a butterfly.

But it wasn’t a butterfly.

It looked like a pear.

But it wasn’t a pear.

It looked like an ipod.

But it wasn’t an ipod.

It looked like a dinosaur.

But it wasn’t a dinosaur.

It looked like a heart.

But it wasn’t a heart.

It looked like a ghost.

But it wasn’t a ghost.

It looked like a banana.

But it wasn’t a banana.

It looked like a soccer ball.

But it wasn’t a soccer ball.

It looked like a dragon.

But it wasn’t a dragon.

It was just a mud puddle on the ground!

Once students were comfortable drawing their silhouette, they drew their final copy on a half page of tag board. Each student used brown paint to fill their object in.

We had less discussion about the content of the book and the author’s intent this week. This text is very simple and I felt we had already worked that line of questioning quite well with the previous texts.

Final Reflection

Author Craft via Big Books Reflection 2

As I process this final piece, yet another creation by my class awaits publication. This time we studied Gail Gibbon’s non-fiction big book titled, The Milk Makers. We also read an assortment of her works as our author study for several weeks. Writing a non-fiction book requires prior knowledge, experience, and researched information and I felt we would have to create something in order to get a good book. Our project took place before Thanksgiving. I wanted the kids to get a chance to cook so we settled on making a book about apples to applesauce.

What I liked about this project was it required two types of experiences in order for the kids to write well. First, we had to read many books about the cycle of apple trees and apples (the research phase). Second, we had to make applesauce to experience the process so we could write about it in a how to format. Since the book was a two- part process, the children illustrated the cycle of apple production and I photographed the steps of making applesauce. My intent was that the change in mediums would signal a change in the book for the students.

The book is not complete because we have had so many interrupted weeks in the month of November. Finding time to share the big book, read other works by the author, make applesauce, write our text, illustrate our text, and put the book together has been very difficult. Since this is a capstone project, I am under a deadline and forcing a situation that would otherwise be saved for full weeks of school and spaced out over a longer period of the school year. The students’ enthusiasm for writing and illustrating is waning, as this is our eighth book in two months.

Here is a list of positives and negatives I have been collecting along the way. I plan to continue this project throughout the year. My students have asked to create seventeen books. They each want one to take home when first grade ends. We are half way there! Marrying shared reading and writing just seems natural to me. The benefits have far outweighed the obstacles.

Positives

Negatives

Big books are easy for everyone to see and read Students choose to read the big books after we have studied them during their literacy workstations Students pick up sight word vocabulary as they do repeated readings Students learn strategies for reading with daily modeled reading Fluency is increased with daily practice Retelling is rehearsed as we read and write Students gravitate toward the books we wrote and illustrated in the library, reading them over and over again Students see the connections between the text and the illustrations Students make text to text connections Students become more familiar with the author’s style (craft) Students are more aware of visual and auditory craft Students get to know authors’ works and talk about them as if they know them Students look for books in the library by a known author Students get the opportunity to toy with the author’s craft by imitating it in their whole group writing and illustrating Students begin to recognize craft in other books Students transfer craft they have studied into their own writing Transfer is taking place with all types of writers in every stage Students make suggestions about books we can imitate Students point out craft they are using in their own writing (“Did you notice I am using speech bubbles like Mo Willems?”) Students are reading more fluently and writing with some voice Students have asked if we can make seventeen books so everyone can take one home at the end of the year.

Short weeks don’t allow enough time and rolling into a second week drags the process out too much There needs to be time to study an author/big book and then take a break Putting the books together is time consuming (but worth it) The whole group writing is better than the illustrations which are sometimes hurried and messy (students want to get the product done) This was an expensive project buying hard cover blank books, lots of clear packaging tape, printing photographs, etc.

Rewriting, The Little Red Hen

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators in my writing and drawing?

The Little Red Hen

by

Byron Barton

This week we studied the text, The Little Red Hen by Byron Barton. This choice is for the following reasons:

· Most students have experiences with farm animals (familiarity and prior knowledge)

· There is a parallel story happening (from seed to bread) providing procedural text as well as fictional text

· There is repeating dialogue

· The illustrations support the text

· The story is so well known there are similar story examples to draw from

· The story lends itself to a lesson being taught (hard work reaps rewards)

Monday- I read the book and students listened. There was a follow-up conversation about the book. The majority of my students knew this story. They had a hard time listening and began to chime right in from the beginning.

Tuesday- I read the book again and most of my students joined in. I asked students what they noticed about this book. They listed the following: the animals are not helping, the little red hen had to do all the work, they animals are not nice, the little red hen taught them a lesson.

Later, I placed a chart on the overhead and asked students to tell me whether they thought the little red hen had done the right thing or not. I asked, should she share the bread or not? Ten students said she should not and seven said she should. We talked about the word opinion and how when we read, we get to form our own opinions about what is happening in the story. I asked students to share their opinion about the little red hen’s decision. As a follow up I placed a writing prompt in a center and asked students to respond to the same question in written form. This proved to be very hard for them but gives me a reference for later in the year when students will be expected to write their opinion.

Thursday- there was no school (which has happened to us a lot this semester). This project works best with five days in the school week.

Friday- the students reread the text for a final time. Then I set up a graphic organizer so the students could create their version of The Little Red Hen. The students nominated and then voted for a problem (making spaghetti), characters (a pigeon, a crow, an owl, and a bluebird), a setting (a fancy restaurant) and began to create their story. They were not very far into the story before the students began having trouble. It turned out; none of them knew how to make spaghetti. I could not have planned this if I had tried. All fall we have been talking about writers choosing topics they are familiar with or topics they care enough about to do research to gather information. My student writers were stuck because they did not know enough about their topic. I told them they would have to learn more about making spaghetti or change their problem. They voted to change their problem and went back to the original nominations for story ideas. One of the choices was building a house. The class voted to use that problem. I asked them if they knew how to build a house. Many answered yes and voiced the order in which one would build a house. They were close enough for us to get a sequential story and here it is.

One Day of Work

By Mrs. Brown’s First Grade Class

One day a crow decided to build a house.

“Who will help me build the frame?” she asked her three friends.

“Not me,” said the bluebird.

“Not me,” said the owl.

“Not me,” said the pigeon.

“Fine I will do it myself,” said the crow.

Who will help me build the roof?” asked the crow.

“Not me,” hooted the owl.

“Not me,” cooed the pigeon.

“Not me,” tweeted the bluebird.

“Fine I will do it myself,” cawed the crow.

“Who will help me shingle the roof?” asked the crow.

“Not me,” said the pigeon.

“Not me,” said the bluebird.

“Not me,” said the owl.

“Fine then I will do it myself,” said the crow.

“Who will help me build the walls?” asked the crow.

“Not me,” hooted the owl.

“Not me,” tweeted the bluebird.

“Not me,” cooed the pigeon.

“Fine I will do it myself,” cawed the crow.

“Who will help me build the doors?” asked the crow.

“Not me,” said the pigeon.

“Not me,” said the owl.

“Not me,” said the bluebird.

“Fine I will do it myself,” said the crow.

“Who will help me build the windows?” asked the crow.

“Not me,” hooted the owl.

“Not me,” said tweeted bluebird.

“Not me,” cooed the pigeon.

“Fine I will do it myself,” cawed the crow.

“Who will help me build the chimney?” asked the crow.

“Not me,” said the bluebird.

“Not me,” said the pigeon.

“Not me,” said the owl.

“Fine, I will do it myself,” said the crow.

“Who will help me build the porch?” asked the crow.

“Not me,” cooed the pigeon.

“Not me,” hooted the owl.

“Not me,” tweeted the bluebird.

“Fine I will do it myself,” cawed the crow.

“Who will help me move in the furniture?” asked the crow.

“Not me,” said the owl.

“Not me,” said the pigeon.

“Not me,” said the bluebird.

“Fine I will do it myself,” said the crow.

“Who will help me watch football on TV?” asked the crow.

“I will,” said the owl.

“I will,” said the pigeon.

“I will,” said the bluebird.

“Oh NO you won’t!” screamed the crow.

“You didn’t help that’s why you don’t get to come in MY house!”

We have not illustrated this story yet. We ran out of time. We only did a bit of revising. I asked if everyone was happy with the word said all through the story. A student suggested that we use other words. The class came up with cawed, tweeted, cooed, and hooted. Then a student suggested we pattern the story so on one page we used said and on the next page we used the bird sounds. I found it interesting that although many students thought the little red hen should have shared her bread, no one wanted their crow to share his house and TV at the end of the story. This project felt rushed this week. I feel we could have done much more but had to deal with the time allotted.

Writing Using The Cow That Went Oink as a Mentor Text

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators in my writing and drawing?

The Cow That Went Oink

by

Bernard Most

This week we studied the text, The Cow That Went Oink by Bernard Most. This choice is for the following reasons:

· Most students have experiences with farm animals (familiarity and prior knowledge)

· The structure depends on speech bubbles to carry some of the message (this made an allowance for my students who cannot read a lot of text to participate)

· The illustrations support the text

· There is a surprise beginning (the author takes what we know and rearranges it)

· There is an overriding theme of friendship and resiliency

· The problem and solution are very apparent

Monday-I read the book and students listened. There was a follow-up conversation about the book. Many students had not heard this story before.

Tuesday-I read the book again and some students joined in (the text is more difficult than some of our previous texts). I asked students what they noticed about this book. They listed the following: The word oink is in a different color in the title. The speech bubbles of the cow and the pig are colored yellow and purple so you know who is talking. There is a problem and a solution. There are special marks to show that the cow’s tail is moving. There are speech bubbles. The other animals make fun of the cow and the pig because they are different. The cow and the pig help each other. The cow and the pig have the last laugh because they can do something the other animals cannot do in the end.

Thursday-Students read the book chorally with the class leaders doing the page turning and pointing. I reminded the students we would be writing a book using some of Bernard Most’s writing craft on Friday. I asked all children to be thinking about what they could write about and to bring those ideas to school with them on Friday. At this point, a student shared that Bernard Most and Lois Ehlert made the same use of the word and in their stories! She was referring to using and multiple times to extend a long list (rather than commas). That provided great joy in this teacher’s heart!

Friday-Our time was shorter on Friday because we had a theatre group present Beauty and the Beast. I was worried that it would be difficult for us to produce a text in the small amount of time we had left. I asked students for three nominations of story ideas. They provided three different scenarios: A sweet shark and a mean dolphin, a person and a sheep swapping roles, and a person who could fly and a plane that could not. We voted on the three suggestions. The plane/person won overwhelmingly. We had to shorten the time we spent on revision but student’s revised as we wrote and still came up with a text that was full of craft choices similar to Bernard Most. I provided scaffolds where needed to keep their story going but once again, they amazed me with their sense of story.

The Person Who Could Fly

By

Mrs. Brown’s Grade One

(Pg 1) One day…there was a person who was flying. (Mrs. B “Can you show what this looks like?) His arms were flapping and his legs were kicking.

(Pg 2) He was in the air flying over the state of California, heading to Mexico.

(3) A ( Mrs. B: “What is a group of geese called?”) flock  geese.(I know it is a gaggle but the kids don’t.) of geese were laughing at him. “That’s hilarious,” said all the geese. The students are going to put, “Honk-ha, Honk-ha” in speech bubbles on this page like Bernard Most did in his book.

(4) (Mrs. B: “I am going to give you a transition word to help you move the story on…) Meanwhile…there was an airplane at an airport in Mexico. He was sitting on the runway.

(5) He was very, very (Mrs. B: “What is another word for sad?”) upset. He could not fly. He didn’t know why. He was stranded.

(6) The plane mechanics laughed at the plane. “That’s hilarious,” said the mechanics. The students are going to place “Bang-ha, Bang-ha” in speech bubbles on this page.

(7) (Mrs. B: “Can anyone think of another transition word?”) Later on…the flying person landed in Mexico. He (Mrs. B: “Does anyone know what it is called when a plane moves on the ground?”) taxied over beside the plane that could not fly.

(8) “What’s wrong, Plane?” asked the person.

“I can’t fly. I’m stranded and I don’t know why!”

(9) “Don’t worry, I’ll teach you how to fly, said the flying man. (Mrs. B: “Why might the plane be unable to fly?) Let me check your gas tank.” “NO GAS!” (This is going to be in a speech bubble)

(10) The flying man called to the mechanics, “Get a fuel truck over here right now!” The fuel truck backed up and put a (Mrs. B: “Can you think of the name of the thing you put in a gas tank? It is not called a hose.”) nozzle into the plane’s tank.

The flying man said, “You’re all filled up and you can fly now.”

“Thank you, said the plane, you don’t have to fly anymore. I will give you a ride.” (Mrs. B: “How do you want to wrap this story up? What will you write to let the reader know the story is over?”)

And the man never flew on his own again and the plane was never stranded again.

Note: The bold text is what I said as the children dictated the story. We had to keep the story moving to get it done. I tried to only follow their lead, encouraging word choice, pacing, and understanding along the way. The italicized text is the revision the children made as they went along. A thumbs up or down were given to each revision for approval or disapproval.

Bernard Most showed my students how to take what they know to be true and turn it upside down. He changed the norm and created a fun, imaginative story. My students realized, as the authors, they do not have to write about what is real. They can create anything they want, even talking planes and flying men who eventually become friends.

Reflection #1

We have now written five books attempting to use specific author craft. Most of the craft has been structure although we have touched upon word choice here and there. This week there were two half days due to conferences so we did not feature a big book. This seems to be a good time for me to reflect…

• Each week my students are anxious to find out what big book we will read. I actually had someone begging for a dinosaur big book yesterday but when I showed the class what book I had chosen they wanted to hear it immediately. Their interest is peaked.
• The big books are being read and reread during literacy work stations. Students partner at the easel. I can hear them as they read paying attention to dialogue, punctuation marks, and reading labels and speech bubbles.
• The books written by our class are displayed in our classroom library. Every day students are reading those books to themselves or to a friend. They seem delighted that their work is featured in our library.
• The big question for me as I planned this project was; Would my students transfer what they were learning in reading to their writing in writer’s workshop? Would some students use the author craft to help structure their stories. Would the students imitate illustrations, speech bubbles, labels, repeating lines, repeating words, etc?
• I assumed students who were the most literate might give some of the craft a try. I wondered about struggling students. Students across all ability levels have tried to write stories using Cindy Ward’s structure (On Monday…On Tuesday…On Wednesday). Children across all ability levels have used Lois Ehlert’s labeling when writing their texts. Children across all ability levels have tried writing a fictional story with information like Ruth Kraus. I have not seen the seesaw structure appear yet but they are writing so much I have not seen everything either.

Right now, at this point in time, this project has paid big dividends for the children in my class. They are becoming readers who write and writers who read. During regular story time, they are stopping me and commenting on what the author is doing in the text. They are making many text to text connections. Last week I read several versions of In a Dark, Dark Wood. While conferencing with parents, I pulled out each child’s writing to share. I found four new versions of In a Dark, Dark, Wood and it was not even a featured big book! I struggled with my capstone project for almost two years trying to find something that would be worth the time and effort. I feel like I struck gold.

A Rewrite of The Carrot Seed

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators in my writing and drawing?

The Carrot Seed

by

Ruth Kraus

This week we studied the text, The Carrot Seed by Ruth Kraus. This choice is for the following reasons:

· Most students have grown some kind of plant. (familiarity and prior knowledge)

· The structure is somewhat procedural and uses a seesaw effect. (opposing opinions)

· The illustrations are large. (they are not colorful: this text was written in 1945)

· Text and pictures match (emphasizing picture-word match)

· There is a pattern to the text.

· Most students have experienced trying to do something others say they cannot accomplish. (familiarity and prior knowledge)

Monday-Teacher read the book and students listened. There was a follow-up conversation about the book. Most students had not heard this story before.

Tuesday-Teacher and students read the book together. Dialogue was introduced as were the phrases talking marks and quotation marks. Students were asked to take on the persona of the characters in the book when reading what they said.

Thursday-Students read the book chorally. Students talked about how Ruth Kraus had structured this story. With coaching from the teacher they saw the pattern of the boy thinking he could while everyone else said he could not. Several children brought up the word perseverance remembering what we had learned previously about expectations in first grade.

Friday-Students read the book chorally with a student helper pointing to the words. The teacher asked if anyone had thought of a situation when they had tried to do something and others said they could not. Isabel shared that she had a wiggly tooth and everyone said it was not going to come out. The class responded. Most first grade students have lost at least one tooth by now. This scenario was one that all students could identify with and we used it as topic for our story. Quickly the students offered up the ideas for the story using the pattern of someone wanting to lose a tooth and everyone else saying it was not going to come out. They voted as a class for the gender and names of the main character and her sibling. They agreed to keep a mother and father in the story as well. The first draft was written by the teacher on the whiteboard while the students brainstormed. Some revision was done by the students as we worked. We reread what we had scripted. Students appeared satisfied with their work. The teacher then set up the LCD projector and her laptop. She began to write the story page by page. As she did, she asked, “Is there anything you want to change, add, or delete?” Students began discussing changes. Each change was voted on by the class. Most changes were accepted but one at the end was not.

First Draft on the whiteboard

Revision example

 

Emma’s Loose Tooth

By Mrs. Brown’s First Grade

 

Emma had a wiggly tooth.

“It’s not going to fall out”, said Mom.

“It’s not going to come out”, said Dad.

“It’s never ever going to get out of your mouth”, said her older brother, Caleb.

Emma chomped on a juicy cheeseburger with tomatoes and lettuce. The tooth got looser but it didn’t come out.

Mom said, “I don’t think it’s ever going to come out.”

Dad said, “If you chomp on a juicy cheeseburger it will get looser but it is not coming out.”

Caleb said, “It’s never ever going to fall out.”

So…Emma put her fingers into her mouth and pulled on her tooth.

“It’s just never ever, ever going to come out”, said Mom.

“It’s never ever, ever going to come out, never”, said Dad.

“Maybe…it will come out”, said Caleb.

So…Emma poked at it with a sharp toothpick but it didn’t come out.

Mom said, “It will never come out unless you drill it with a dentist drill.”

Dad said, “If you pull harder it might come out.”

Caleb said, “Maybe…it will come out.”

Then…Emma bit into a Granny Smith apple and her tooth came out! Just like Emma knew it would.

The students are in the process of illustrating each page now. Hopefully we will have it complete by next week and I can post a picture.

Each book we do becomes more meaningful. Students are making many connections between their reading and writing now, talking more about craft, and recognizing that they can do the same types of writing that career writers do. I can’t wait to get started on the next featured big book.

Rewriting Growing Vegetable Soup

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators in my writing and drawing?

Growing Vegetable Soup by Lois Ehlert

 

This week we studied the text, Growing Vegetable Soup by Lois Ehlert. This choice is for the following reasons:

• This is a subject students have had experience with (familiarity and prior knowledge).
• This is procedural text.
• The structure overuses a connecting word as a way of organizing the text (and).
• The illustrations are large, simple, and match the text.
• The author/illustrator labels her illustrations
• The text is easy to read but also introduces some new vocabulary.

Monday-No school, holiday 

Tuesday- I read the story to the students. 

Thursday-Students read the book chorally with me. Students were asked to pay special attention to the words in the story. They were asked what word Lois Ehlert used over and over again. After several guesses, one child offered the word and. We talked about how the word and connects thoughts and lists of things. I explained that in this book Lois Ehlert uses and a lot to connect parts of the story together making one very long sentence that covers several pages.

Friday- Students reread the book chorally. They counted how many ands they found in the book. Again, I showed the students how the author overused and to connect steps together in specific parts of the book. When we counted how many ands were in the book, a student reminded me to count the and in, “Written and Illustrated by Lois Ehlert”. I thought about not honoring that request as it was not part of the text but chose to do as the student asked. We talked about how usually when an author is both illustrator and writer, their name appears on the cover and title page without the words written and illustrated. We wondered why this time since it was the same person doing both jobs she would have “written and illustrated” on the cover and title page. One of my students suggested it was because she wanted to put another and in the book. We looked at other books we had been reading by Lois Ehlert to see how her name was featured. All of her other books only say, Lois Ehlert. I thought this was very clever thinking from my students and it shows me they are trying to look at books through the eyes of an author.

The students needed to follow a procedure in order to write a procedural text so I gave them ingredients and directions to make their own snack.  I told them they needed to pay close attention to all the steps that went with the making their snack and in fact they might have to imagine some of the steps they were not privy to such as the gathering of the groceries. I gave each child a recipe card to keep. I explained that we learn to read for many reasons. We read for pleasure, for information, and to follow directions (procedure).Some authors write directions for people just like Lois Ehlert did in her book. Students were told after they made their snack and ate it, they would then create a book about making their snack similar to Lois Ehlert’s book, Making Vegetable Soup.

The students sliced apples and bananas, and spread Nutella (hazelnut spread) and/or peanut butter on graham crackers. Then they topped the graham cracker with their fruit and we drizzled a little bit of honey on top. Many of them had never had a snack like this before but every student ate at least part of their creation.

Once the students experienced a procedure, it was time to write the text. They recounted what had happened in order even,adding to the text that we picked the apples from a tree and that we had gone to a grocery store to buy the ingredients. This part was imagined but we agreed it was important to make our text interesting and long enough to bother to read. While students gave steps to making their snack, I recorded on chart paper. They overemphasized the word and throughout their text. We placed periods at the end only when there was going to be a setting change. (Example: Once we left the grocery store…we ended the sentence with a period and started a new sentence gathering the tools we needed to cook.)

Each student selected a part of the story they wanted to illustrate. I reminded them that Lois Ehlert uses bold color, large objects, and she labels important items in her illustrations.

Here is the text the students came up with:

We are going to make graham cracker sandwiches.

We are going to pick apples from a tree.

We are going to the grocery store to get honey

and bananas

and graham crackers

and peanut butter

and Nutella.

We got all the tools to make the sandwiches.

We got knives and paper plates.

We all washed our hands and Mrs. Brown washed the apples.

We cut up apples

and bananas.

Mrs. Redman gave us a graham cracker

and peanut butter and Nutella and honey.

We spread the peanut butter and the Nutella and honey on the graham cracker.

We put fruit on top and ate it all up!

We hope we can make it again, tomorrow.

I was particularly interested to see the students open and close their story very similar to Lois Ehlert. I had not pointed the opening and closing out to them although we have been talking about it in Writer’s Workshop.

Rewriting Cookie’s Week

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators in my writing and drawing?

Cookie’s Week

by

Cindy Ward

Illustrations by Tomie dePaola

This week we studied the text, Cookie’s Week by Cindy Ward. This choice is for the following reasons:

· This is a text most students know and love (familiarity and prior knowledge)

· The structure is obvious (the listing of the days of the week)

· The illustrations are simple, large, and bright

· Text and pictures match (emphasizing picture-word match)

· There is vocabulary that extends the reader (toilet, upset, knocked, windowsill)

· The pattern within the structure is broken at the end (…”Cookie went everywhere!”)

· When our class rewrites the text, the format (structure) will be easy to replicate.

Monday-Teacher read the book and students listened.

Tuesday-Teacher and students read the book together. The students did a retell of the story. The teacher pointed out some punctuation: ellipses used throughout the story and exclamation marks which appear multiple times as well. The students practiced how to read using these marks and discussed how an author can change the flavor of the story by using them appropriately. We also looked at the spelling of the word knocked and discussed kn as a digraph. I had a student supply me with knife and know as other words beginning the same way.

Thursday-Students read the book chorally. I asked the following questions and got these responses:

· Why do you think Cindy Ward wrote this book? (purpose)

• “To help kids read”
• “To help kids learn the days of the week”
• “To teach kids not to do naughty things”
• “So kids will know how to read and write the days of the week”
• To show kids how pictures and words go together

· If Cindy Ward had a heart map, what would she have in it? (We use heart maps to list things and people that are near and dear to our hearts. The map is placed in our writing folder for future writing topics.)

• “A cat”

· Who did Cindy Ward write this book for? (audience)

• “Her cat”
• “Children”
• Grown-ups
• “Babies

· Please rate this book for me. If you like this book, give it a thumb up. If you think this book is okay, give it a thumb sideways. If you don’t like this book, give it a thumb down.

• There were six thumbs up
• There were six thumbs sideways
• There were four thumbs down

It is important to note here that I added two questions this week. I continued to ask the students about purpose and audience and added the heart map question as well as asking students to give their opinion about the book. I want them to start connecting with books that speak to them and I want them to see that author’s can select their topics by familiarity.

Then I told my students:

We are going to make our own story like Cindy Ward’s, Cookie’s Week. You are going to help me write the text and then we will all illustrate different parts. We will put our story into a hard cover book and have our own story using the same structure Cindy Ward used but with different characters and different words.

Friday-The students read the text (chorally) as I pointed to the words. I wrote the word character on chart paper and asked,

· Who knows what a character is?

• A student replied, “A character is someone of something in a story or a movie.”

We further discussed that characters can be people, animals, or animated objects. I explained that we would have to pick a character for our book. I went on to tell them that our character could not be Cookie from the text because that character belongs to Cindy Ward. We took nominations from the floor for character names. We got plenty to choose from and voted. I am not sure that everyone understood why we should not use the name Cookie as the winning character’s name is…Garfield! I let this go… explaining why we should not use Garfield did not seem important at this time.

Once Garfield had been duly elected, I started to write on chart paper:

On Monday…Garfield

I told the students they would have to think up things for Garfield to do with consequences for his actions. This took a few tries for some students to catch on. About two thirds of them understood from the beginning what they were doing. Here is the text they came up with:

On Monday…

Garfield ran into a wall.

There were pieces of wall everywhere!

On Tuesday…

Garfield ate tuna flavored snacks.

He got sick everywhere!

On Wednesday…

Garfield fell into a hole.

He splashed water everywhere!

On Thursday…

Garfield got into a cupboard.

He got honey everywhere!

On Friday…

Garfield destroyed a bean bag chair.

There were beans everywhere!

On Saturday…

Garfield got chased by a dog.

Garfield went everywhere!

Tomorrow is Sunday…

Maybe Garfield will calm down! (We voted on the ending there were three suggestions)

I had some interesting observations during this drafting process.

· First, students of all abilities participated in this text creation.

· Second, there were about five students who remained silent throughout this process even though I stopped and encouraged them to contribute.

· Third, the student who contributed “tuna flavored snacks” could not understand the cause and effect part of this text. Another student supplied him with a reaction to the action and they collaborated beautifully in front of all of us. How lucky we were to get great vocabulary and maintain the structure of the text through collaboration. To me this solidified a group writing project as the rest of the class and I watched peer conferencing take place in front of us with no formal modeling yet. Both boys left that part of the text very happy with themselves and we had a very interesting albeit “gross” addition to our text!

· Fourth, a student supplied the idea of Garfield being chased and going everywhere for Friday. Another student immediately saw that the pattern was changing and offered that it should happen on Saturday (that is when Cindy Ward changed the pattern in her text). This really shows the detail that first graders are able to work with when using an author as a mentor.

In the afternoon, the students and I did a cat drawing lesson. We worked on drawing a cat sitting and a cat moving. The lessons were simple step by step drawings. While I drew one part at a time, students had lap whiteboards and they drew along with me. We talked about making sure our character looks like a cat. Then we voted on the color of the cat as Garfield would have to be the same color throughout the text. Here is where I exercised my veto options. The class, by a twelve to four vote, wanted Garfield to be orange. I explained that the Garfield in the cartoons and funnies was orange and that Garfield belongs to another author/illustrator. We could color our Garfield yellowish-orange but not orange. They acquiesced.

The last step was to have students assigned to illustrate specific parts of the text. I read a line and asked for a volunteer. One by one the students offered to illustrate specific pages. I wrote their name next to the text on our chart paper. My student teacher wrote the text they were illustrating on a sticky note and stuck it onto their drawing rectangle. Then the child went off to illustrate. I left the drawings of the cats up so they could return to the rug to draw using models. There were more students than pages so two students drew end papers. There was a student absent. We will have him illustrate the title page. I am going to use one of the stronger illustration as the cover by color copying it.

During the illustration portion of this project, only one student was not engaged. He hung his head and pouted during the whole drawing process. I took him aside and asked if he would like me to draw with him as I had another student earlier. He agreed. Upon further investigation, he was feeling very vulnerable about his drawing. All it took was a bit of one on one time to bring a smile to his face and allow him to offer up his talent and his contribution to our book.

Rewriting Brown Bear, Brown Bear What Do You See?

The essential questions for this unit of study are:

How does reading help me become a better writer?

What can I learn from other authors and illustrators?

How can I make use of the craft of other authors and illustrators?

Brown Bear, Brown Bear What Do You See?

by

Bill Martin, Jr.

Illustrations by Eric Carle

I am going to begin my Authors as Mentors through Big Books quest with the text Brown Bear, Brown Bear What Do You See? by Bill Martin, Jr.. My reasoning for this is:

This is a text all students know and love (familiarity and prior knowledge)

The structure is obvious (same words and rhythm throughout text)

The illustrations are simple, large, and bright

Text and pictures match (emphasizing picture-word match)

Color words are featured (first grade reading vocabulary)

When our class rewrites the text, the format (structure) will be easy to replicate.

When we replicate the text, we will use the following words:

Mrs.Brown, Mrs.Brown who do you see? I see ______looking at me! _______, __________, who do you see? I see _______looking at me.

We will use photos and self portraits to illustrate this book.

This text will support a Responsive Classroom approach (www.responsiveclassroom.org) by helping students learn identify one another. They will also be learning to read the text, be creating self portraits (supporting art and social studies) while rewriting text with a familiar pattern. Integration of multiple subject areas is a bonus and I integrate whenever possible. Below is the script and sequence of lessons with this big book.

Monday-teacher reads the book and students listen.

Tuesday-teacher and students read the book together. The students do a retell of the story.

Thursday-Students read the book chorally. I asked the following questions and got these responses from students:

Why do you think Bill Martin, Jr. wrote this book? (purpose)

Ø “He wanted kids to learn words.”

Ø “Yeah, like animals, colors, and people”

Who do you think he wrote the book for? (audience)

Ø “Children”

How do you know he wrote this book for children?

Ø “He chose animals and colors.”

Ø “He made everything big.”

What makes this story easy to read? (pattern, repetition)

Ø “Big letters.”

Ø “Pictures help”

Ø “You know what is coming.”

Do you think we could write a story like this?

Ø “Yes!”

We are going to make our own story like Bill Martin’s Brown Bear story tomorrow. Tomorrow we will write a book called, Mrs. Brown, Mrs. Brown Who Do You See? It will go like this…

Mrs. Brown, Mrs. Brown who do you see? I see ______looking at me! _______, __________, who do you see? I see _______looking at me.

There were many more questions I could have asked about structure, illustrations, punctuation, etc. I wanted to keep this process very simple in the beginning. That is the reason I started with a familiar text.

Friday-The students read the text on their own (chorally). Then, I started the text on chart paper so they could see me writing…

Mrs. Brown, Mrs. Brown

Who do you see?

I see ________

Looking at me.

I selected a student helper’s name to put in the blank. Then the class chanted…

_________, _________,

Who do you see?

(The student replied)

I see _________

Looking at me.

We did this until every member of the classroom had been selected. While the chanting was going on, I was writing what was said.

I am hoping that the students will initiate the rewrites at some point but for this first time, I set up the text we would use.

Students did a drawing lesson with me on how to draw a self-portrait of their face. I made them small slips of paper with ovals on them. They watched me divide the oval into four parts (left, right, top, bottom). I showed them how to make eyes, nose and mouth on each side of the face using the dividing line as a guide. I talked just a bit about symmetry. Students were then sent off to draw their faces (with a photo of them for support) and color them with colored pencils. I helped those with motor needs.

Once the self-portraits were done, I typed up the story and printed it out. I had also printed wallet size photos of each student (I had taken photos earlier).

The printed text was glued into a blank hard cover book along with the self portraits and the photos to aid the reader (picture/name connection).

The book will be housed in the classroom library once it is completed (we had two absent students) for students to read and refer to as a mentor text.

I have scanned the beginning of the book with my self-portrait so you could see what our book looks like. The child’s photo is at the bottom of the page but for protection purposes, I have left the photo out.