Sometimes it takes longer. Usually–okay, always–my fault. Can’t help it. I want to know more. Each kid is a story I want to read, to know.
And yesterday, I wanted to know more. So, I asked. Of course, there was more method to my madness, but I didn’t let the kids in on it. I just asked questions, lots of questions. And of all, I asked “why.”
Smiles and Frowns took roughly twenty minutes yesterday, about four times longer than usual. Kids would share a smile, frown or both, and I would ask probing or clarifying questions. For those who passed, I asked them questions, got them to talking to.
Though most kids had already discovered and suggested “something was up,” at the end, I asked them to share their observations from our go around.
“You asked a lot of questions.”
“You pressed us for more.”
“You didn’t let anyone off the hook today.”
“We learned things we did not know. Everyone shared something.”
“There was more empathy than usual.”
“You made us elaborate.”
Yes, I made them elaborate. That was the plan all along. One thing I have come to learn about young writers is that they rarely write too much and they generally don’t write enough. So, I want to help them write more. And yesterday’s extended Smiles and Frowns was a warm-up for one of our first elaboration practice sessions of the year. Here is what we did.
Elaboration is the process of adding more information to existing, relatively simple information. It involves developing an idea by incorporating details to expand/extend our thinking to a point where there is certainty that it is clear to the reader.
Methods of Elaboration with Practice
- Anecdote – brief amusing or interesting personal story with a point
It was one of the most important lessons I have ever learned. - Definition – defines the main topic
What is love? - Facts/Statistics – verifiable statements that are interesting and provide support, the more surprising and/or interesting the more compelling. Teachers don’t understand how busy kids’ lives are.
- Example / Explanation / Illustration – an objective, general explanation of the situation
She hated walking in the halls at CHS. - Sensory Images – using sensory details (sight, sound, taste, touch, smell) to describe settings, people, situations. The forest was quiet.
- Clarification – explaining again or in greater detail to make clear or easier to understand, free of confusion or uncertainty. Make a statement about school and then clarify.
- Apposition – a grammatical construction in which a noun is followed by another (appositive) that “renames” it. “My student John is funny.” Write ten sentences using 10 people, places, and/or things with an appositive.
The kids had to take the starter sentences and practice each method. It’s a small start, but as we move deeper into writing, I want this to be an anchor for us to revisit when they inevitably find themselves in situations where elaboration is necessary. Tools and practice.
We had a chance for the kids to share aloud some of their work. Fourth period we were short on time, and only a few got to share, but I didn’t know that was the reason Jade stayed after.
“Sy, I was disappointed that you didn’t call on me for the forest scene.”
“Oh, I’m sorry chica. You should have raised your hand. How ’bout tomorrow?”
“Okay.”
Disappointed because she didn’t get to share. I can work and live with that. Kids wanting to share their writing. Not a bad problem to have.
Today’s Trail
Along today’s trail we will experience…
…connecting through Smiles and Frowns.
…writing and sharing two-sentence scary stories.
…diving into our Truth Projects.
…reflecting in our Journey Journals.
…hearing a Sappy Sy Rhyme.
Happy Halloween, all. May you have BOOtiful day.
Do. Reflect. Do Better.