Robots and Zombies: Reading and Writing in an All-Boys Class

Introductions

Chris Pettograsso, ES Principal

Pamela Bryce, 3rd Grade Teacher

Lansing Central School District

Lansing Central School District

Rural community with strong academic, athletic and arts curricula with a student body of approximately 1200.

91% White, 4% Asian, 3% Black/ African American, 1% Hispanic, 1% American Indian

1% English as a Second Language10% Special Education22% Free and reduced lunch rate96% Graduation rate85% Continue education beyond HS

Cornell University, Ithaca College, Wells College, Tompkins Cortland Community College, and State University of New York at Cortland are all within 30 minutes of Lansing.

What led us to create an all-boy class at Lansing Elementary School?

Writing in an All-Boys Class

• Self selected topics• Authentic reasons to

write• Build writing stamina• Many different ways to

write• Boy-friendly environment

National Common Core Writing StandardsText Types and PurposesProduction and DistributionResearch to Build and Present KnowledgeRange of Writing

Boy Topics• Fantasy

• Gross

• Violence

• Body humor

National Common Core Writing StandardsText Types and Purposes

Write arguments to support claims Write explanatory texts Write narratives

Authentic Reasons to Write

Create high-interest projects

Community build Student writing Student activity

National Common Core Writing StandardsProduction and Distribution of Writing

Appropriate to audience Develop and strengthen writing using writing processes and trying new approaches Use technology to produce and collaborate

Many different ways to write- Flip books- Blogs - Poster- Epals - Comic strips- Graphic novels• Graphic novel website• Comic strip website

National Common Core Writing StandardsRange of Writing

Write routinely over extended periods of time Write for a variety of purposes Write for a range of tasks and audiences

Boy-Friendly Environment

• Safe environment• Trust• Encouragement– specific feedback– common language

• Comfortable environment– physical

National Common Core Writing Standards – Specific to NYSResponding to Literature

Develop personal, cultural and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genre.

Instructional Strategies

• Picture it• Talk about it• Write about it

National Common Core Writing StandardsResearch to Build and Present Knowledge

Conduct short and sustained research projects demonstrating understanding of the content Gather information from multiple print and digital sources, assess credibility of sources Draw evidence from literary or informational texts to support analysis, reflection, research

Picture It

• Pictures with labels and captions• Story sequence picture frames• Maps• Graphic organizers

Talking Strategies• Turn and talk• Questions and compliments• Writing partners and meeting places

National Common Core Speaking and Listening StandardsComprehension and Collaboration

Prepare for and participate in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively

Evaluate the speakers point of view, reasoning and use of evidence

Conferring with Boys• Need more processing time

• Guiding questions– “I notice that…”– “This makes me wonder about…”– “Tell me more about…”– “What’s the most important thing…”

• Specific feedback – Highlight key ideas & words– “Your details help me make a picture in my mind.”

National Common Core Speaking and Listening StandardsComprehension and CollaborationPresentation of Knowledge and Ideas

Reading in an All-Boy Class• Boy topics• Authentic reasons to read• Build reading stamina• Many different texts to read• Many different ways to read• Boy-friendly environment

National Common Core Reading StandardsKey Ideas and DetailsCraft And StructureIntegration of Knowledge and IdeasRange of Reading and Level of Text ComplexityResponding to Literature (Specific to NYS)

Instructional Strategies for Boys

• Incorporate movement, competition, hands-on activities, and social interaction.

• Encourage boys’ visual-spatial strengths by using visual aids, such as pictures and graphic organizers, to plan and demonstrate their thinking.

• Give boys talk time to process their thinking.• Allow boys to read and write about topics that interest

them.• Boys like gross things, bodily functions, and violence.

Allow boys to talk and write about them.• Take time to build relationships with the boys.

In the Boys’ Words

• “I think being in an all-boys’ class is awesome because you get certain freedoms that you usually wouldn’t get in a normal classroom. Like it’s ok to say potty words in class, but it’s not ok to write them on paper.”

• “I think that boys learn more in this class.”• “You get to talk about boy stuff and write about boy stuff.”• “You get to put your feet up during read-aloud.”• “We have a good time together.”• “I’m getting way better report cards.”• “You get to sit on your desks and move around.”• “You get to draw monsters, blood, gross things, and read good

books.”• “I get an opportunity to have fun with other boys and there are

no girls around to talk about ponies and stuff.”

For all children

“Students will be more motivated to learn when the following needs have been met: to feel a sense of belonging and connectedness to the school; to feel a sense of autonomy and self-determination; and to feel competent.”

- Edward Deci, University of Rochester

Resources

Websites• http://www.comicmaster.org.uk/• http://www.readmeresources.co.uk/• http://www.makebeliefscomix.com/Comix/• http://www.guysread.com• http://www.responsiveclassroom.org• http://www.corestandards.com

Questions