Building a robust Lit/comp course for struggling writers

[Shelydon]

I am working on building a middle school English course for struggling writers, particularly those with dyslexia and other learning issues.  The core of the course will be IEW level B (they are all completing level A now).  The structure of IEW works well for these students,  but I want to add both literature and some grammar.  I think I'll do the IEW Fix-It grammar, since it works well with IEW, but I need literature instruction as well.  I really like Lighting Lit 7 because it has direct information on plot, setting etc., however, it has a lot other things I don't need like composition, grammar etc.  and I don't love the books.  It there a middle school level literature program that would work well as an add on to a writing course that you all know of?

[Lori D.]

Just from my experience with teaching homeschool co-op classes in Lit. & Writing (gr. 7-12), AND having a lot of students with dyslexia, dysgraphia, and other LDs:

For Literature, I'd select books of high interest to you and the students that will promote a lot of discussion, so you can *verbally* practice having a "big idea" about the reading and then supporting with examples from the text. That is foundational to later on writing literary analysis essays (having a thesis statement and building an argument of support). There are lots of "meaty" discussion guides for individual books that you could use to help guide your literature discussion, and perhaps use an occasional discussion question as a prompt for a short (1 paragraph) "reader response" to integrate the literature and writing from time to time.

Books that have gone over well with my middle school grade students, plus ideas for individual guides:
- A Long Walk to Water (Park) -- do an online search for "study guide for A Long Walk to Water"
- The Cay (Taylor) -- Progeny Press guide
- Tuck Everlasting (Babbit)  -- Glencoe Lit. Library guide
- The Giver (Lowry) -- Garlic Press Discovering Lit. guide; Portals to Lit. guide; Progeny Press guide
- The Hobbit -- Garlic Press Discovering Lit. guide

More Ideas:
- Sounder -- Glencoe Lit. Library guide
- The Westing Game -- Blackbird & Co. guide
- Eagle of the Ninth -- Progeny Press guide
- Island of the Blue Dolphins -- Glencoe Lit. Library guide; Garlic Press Discovering Lit. guide; Progeny Press guide
- Maniac Magee -- Progeny Press guide
- The True Confessions of Charlotte Doyle -- Glencoe Lit. Library guide
- A Wrinkle in Time -- Blackbird & Co. guide; Glencoe Lit. Library guide; Progeny Press guide
- Where the Red Fern Grows -- Garlic Press Discovering Lit. guide; Progeny Press guide
- I Am David -- Blackbird & Co. guide
- Love That Dog (Creech)
- The Pushcart War (Merrill)
- Stargirl (Spinnelli) -- nonconformity
- The Wave (Strasser) -- based on a true event; pressure to conform to the group
- The Day They Came to Arrest the Book (Hentoff) -- censorship
- Echo (Ryan) -- fantastical; 3 powerful historical time periods; disfigured outcast; making your destiny the importance of family
- El Deafo (Bell) -- graphic novel; disability
- Wonder (Palacio) -- disability
- Dear Martin (Stone) -- racism; Black Lives Matter
- The Crossover (Alexander) -- written in verse; black point of view; sports, sibling rivalry, teen struggles
- Brown Girl Dreaming (Woodson) -- written in verse; black point of view; memoir of her childhood
- American-Born Chinese (Yang) -- graphic novel; Asian/American point of view
- Esperanza Rising (Ryan) -- Latina immigrant girl in the U.S. during the Depression

Another option:
Because you've got a LOT going on in your English course -- IEW for struggling writers + Fix-It for Grammar,  adding full works of literature may be more than they can handle, as the reading would need to be done at home. (And I've found that MANY of my students have dyslexia or other LDs that make reading, as well as writing, difficult and time-consuming.)

One work-around might be to do your literature in class -- use Figuratively Speaking as the base for learning about literary devices, and then use poems and short stories to see those elements at work -- this past thread has a big list of go-along ideas: "Figuratively Speaking paired with short stories".

Or, if wanting some units on poetry, Art of Poetry from CAP is geared for grades 7-12.

Or, do a short story every week. These past threads have some great ideas for middle-school level stories:
"Short stories for an 11yo girl"
"Short stories every middle school student should read"
"Best short stories for middle grades"
"Favorite Short Stories for 6th-8th"
"Suggestions for Short Stories for Literary Analysis -- 7th/8th grade level?"
"Middle School Literature Using Short Stories?"

[Shelydon]

2 hours ago, Lori D. said:

Just from my experience with teaching homeschool co-op classes in Lit. & Writing (gr. 7-12), AND having a lot of students with dyslexia, dysgraphia, and other LDs:

For Literature, I'd select books of high interest to you and the students that will promote a lot of discussion, so you can *verbally* practice having a "big idea" about the reading and then supporting with examples from the text. That is foundational to later on writing literary analysis essays (having a thesis statement and building an argument of support). There are lots of "meaty" discussion guides for individual books that you could use to help guide your literature discussion, and perhaps use an occasional discussion question as a prompt for a short (1 paragraph) "reader response" to integrate the literature and writing from time to time.

Books that have gone over well with my middle school grade students, plus ideas for individual guides:
- A Long Walk to Water (Park) -- do an online search for "study guide for A Long Walk to Water"
- The Cay (Taylor) -- Progeny Press guide
- Tuck Everlasting (Babbit)  -- Glencoe Lit. Library guide
- The Giver (Lowry) -- Garlic Press Discovering Lit. guide; Portals to Lit. guide; Progeny Press guide
- The Hobbit -- Garlic Press Discovering Lit. guide

More Ideas:
- Sounder -- Glencoe Lit. Library guide
- The Westing Game -- Blackbird & Co. guide
- Eagle of the Ninth -- Progeny Press guide
- Island of the Blue Dolphins -- Glencoe Lit. Library guide; Garlic Press Discovering Lit. guide; Progeny Press guide
- Maniac Magee -- Progeny Press guide
- The True Confessions of Charlotte Doyle -- Glencoe Lit. Library guide
- A Wrinkle in Time -- Blackbird & Co. guide; Glencoe Lit. Library guide; Progeny Press guide
- Where the Red Fern Grows -- Garlic Press Discovering Lit. guide; Progeny Press guide
- I Am David -- Blackbird & Co. guide
- Love That Dog (Creech)
- The Pushcart War (Merrill)
- Stargirl (Spinnelli) -- nonconformity
- The Wave (Strasser) -- based on a true event; pressure to conform to the group
- The Day They Came to Arrest the Book (Hentoff) -- censorship
- Echo (Ryan) -- fantastical; 3 powerful historical time periods; disfigured outcast; making your destiny the importance of family
- El Deafo (Bell) -- graphic novel; disability
- Wonder (Palacio) -- disability
- Dear Martin (Stone) -- racism; Black Lives Matter
- The Crossover (Alexander) -- written in verse; black point of view; sports, sibling rivalry, teen struggles
- Brown Girl Dreaming (Woodson) -- written in verse; black point of view; memoir of her childhood
- American-Born Chinese (Yang) -- graphic novel; Asian/American point of view
- Esperanza Rising (Ryan) -- Latina immigrant girl in the U.S. during the Depression

Another option:
Because you've got a LOT going on in your English course -- IEW for struggling writers + Fix-It for Grammar,  adding full works of literature may be more than they can handle, as the reading would need to be done at home. (And I've found that MANY of my students have dyslexia or other LDs that make reading, as well as writing, difficult and time-consuming.)

One work-around might be to do your literature in class -- use Figuratively Speaking as the base for learning about literary devices, and then use poems and short stories to see those elements at work -- this past thread has a big list of go-along ideas: "Figuratively Speaking paired with short stories".

Or, if wanting some units on poetry, Art of Poetry from CAP is geared for grades 7-12.

Or, do a short story every week. These past threads have some great ideas for middle-school level stories:
"Short stories for an 11yo girl"
"Short stories every middle school student should read"
"Best short stories for middle grades"
"Favorite Short Stories for 6th-8th"
"Suggestions for Short Stories for Literary Analysis -- 7th/8th grade level?"
"Middle School Literature Using Short Stories?"

All excellent ideas.  I am assuming they will do all reading at home, even it is on audio book.  However, starting off with short stories or even picture books is a great idea!  I am thinking fix it grammar will be quick-- something I write on the board and they take turns editing.  The goal is to remember what they have already learned.   I have looked at Figuratively Speaking in the past, I need to look again.  I have Grammar with a Giggle too, which works well with groups.  I am off to order some lit guides!  I'll report back

[Lori D.]

1 hour ago, Shelydon said:

All excellent ideas.  I am assuming they will do all reading at home, even it is on audio book.  However, starting off with short stories or even picture books is a great idea!  I am thinking fix it grammar will be quick-- something I write on the board and they take turns editing.  The goal is to remember what they have already learned.   I have looked at Figuratively Speaking in the past, I need to look again.  I have Grammar with a Giggle too, which works well with groups.  I am off to order some lit guides!  I'll report back

Some great resources! This should be a good class.

Grammar with a Giggle -- yes, we used both the middle school one for one year of middle school, and then in high school we used the high school level, The Chortling Bard. At the high school level, it made for great grammar concept review.

For Literature -- yes, I have to be careful about how much Lit. I am assigning precisely *because* they are also doing Lit. at home. And when you have students with reading issues, it is easy for it to pile on and be too much.

One thing I have done is play an audio recording of the short story *in class* and have them annotate while listening, and then we discuss what they annotated, and why, and what "big ideas" does that start them thinking about...

I first go over "what is annotation", and go over a list of the kinds of things you might look for in annotation -- (including things like underlining or circling or marking with a question mark where you have questions, or get lost/confused, or don't understand a vocabulary word or reference, lol). I also usually do the layout of the short story myself, with 2 columns of text, and wider margins for annotating, plus numbering the lines (every 5th line) to make it easier to reference when discussing. I also boldface vocabulary words and allusions in the text, and then at the bottom of that column of text, I put the definitions and explanations, so they can flick down to that in the midst of hearing the audio, if needed.

Edited February 24, 2021 by Lori D.

[Shelydon]

On 2/23/2021 at 6:42 PM, Lori D. said:

Some great resources! This should be a good class.

Grammar with a Giggle -- yes, we used both the middle school one for one year of middle school, and then in high school we used the high school level, The Chortling Bard. At the high school level, it made for great grammar concept review.

For Literature -- yes, I have to be careful about how much Lit. I am assigning precisely *because* they are also doing Lit. at home. And when you have students with reading issues, it is easy for it to pile on and be too much.

One thing I have done is play an audio recording of the short story *in class* and have them annotate while listening, and then we discuss what they annotated, and why, and what "big ideas" does that start them thinking about...

I first go over "what is annotation", and go over a list of the kinds of things you might look for in annotation -- (including things like underlining or circling or marking with a question mark where you have questions, or get lost/confused, or don't understand a vocabulary word or reference, lol). I also usually do the layout of the short story myself, with 2 columns of text, and wider margins for annotating, plus numbering the lines (every 5th line) to make it easier to reference when discussing. I also boldface vocabulary words and allusions in the text, and then at the bottom of that column of text, I put the definitions and explanations, so they can flick down to that in the midst of hearing the audio, if needed.

Thank you!  I've placed an order for a number of lit guides, so I'll start there and see which ones will fit best for this group.

[Lori D.]

21 minutes ago, Shelydon said:

Thank you!  I've placed an order for a number of lit guides, so I'll start there and see which ones will fit best for this group.

Have fun! 😄

[Shoes+Ships+SealingWax]

On 2/23/2021 at 5:32 PM, Shelydon said:

All excellent ideas.  I am assuming they will do all reading at home, even it is on audio book.  However, starting off with short stories or even picture books is a great idea!  I am thinking fix it grammar will be quick-- something I write on the board and they take turns editing.  The goal is to remember what they have already learned.   I have looked at Figuratively Speaking in the past, I need to look again.  I have Grammar with a Giggle too, which works well with groups.  I am off to order some lit guides!  I'll report back

I’ve been digging on this topic myself & found a free resource that might be particularly useful to you during Units 3, 5, & 7. It covers plot elements using Pixar Shorts. 

https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822

[Shelydon]

On 2/27/2021 at 2:56 PM, Shoes+Ships+SealingWax said:

I’ve been digging on this topic myself & found a free resource that might be particularly useful to you during Units 3, 5, & 7. It covers plot elements using Pixar Shorts. 

https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822

That looks like fun!  Thank you!

[PeterPan]

On 2/27/2021 at 3:56 PM, Shoes+Ships+SealingWax said:

I’ve been digging on this topic myself & found a free resource that might be particularly useful to you during Units 3, 5, & 7. It covers plot elements using Pixar Shorts. 

https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822

Seconding the suggestion to consider using *short* works instead of full books. We've been working through the signposts from Notice and Note by Beers& Probst https://www.amazon.com/Notice-Note-Strategies-Close-Reading/dp/032504693X/ref=sr_1_1?dchild=1&keywords=notice+and+note&qid=1614602488&sr=8-1

using the video clips here

https://docs.google.com/document/d/155Jba91zgHW6V-nXt46sAg1utbsNd0C82yQwNwWsV48/edit?usp=sharing

Also you might look into the Critical Thinking Triangle of Story Grammar Marker, as it was made specifically for dyslexics struggling with narrative language. https://mindwingconcepts.com/products/critical-thinking-triangle-poster-mini-poster?_pos=2&_sid=4c5929245&_ss=r They have all kinds of free goodies on their website (youtube videos explaining how to use the products, graphic organizers, etc.). 

You could also use the clips from that TPT link but use the intervention level narrative analysis here https://mindwingconcepts.com/pages/methodology

 

Edited March 1, 2021 by PeterPan

[Shelydon]

On 3/1/2021 at 6:44 AM, PeterPan said:

Seconding the suggestion to consider using *short* works instead of full books. We've been working through the signposts from Notice and Note by Beers& Probst https://www.amazon.com/Notice-Note-Strategies-Close-Reading/dp/032504693X/ref=sr_1_1?dchild=1&keywords=notice+and+note&qid=1614602488&sr=8-1

using the video clips here

https://docs.google.com/document/d/155Jba91zgHW6V-nXt46sAg1utbsNd0C82yQwNwWsV48/edit?usp=sharing

Also you might look into the Critical Thinking Triangle of Story Grammar Marker, as it was made specifically for dyslexics struggling with narrative language. https://mindwingconcepts.com/products/critical-thinking-triangle-poster-mini-poster?_pos=2&_sid=4c5929245&_ss=r They have all kinds of free goodies on their website (youtube videos explaining how to use the products, graphic organizers, etc.). 

You could also use the clips from that TPT link but use the intervention level narrative analysis here https://mindwingconcepts.com/pages/methodology

 

Thank you!

[Shelydon]

On 2/23/2021 at 6:42 PM, Lori D. said:

Some great resources! This should be a good class.

Grammar with a Giggle -- yes, we used both the middle school one for one year of middle school, and then in high school we used the high school level, The Chortling Bard. At the high school level, it made for great grammar concept review.

For Literature -- yes, I have to be careful about how much Lit. I am assigning precisely *because* they are also doing Lit. at home. And when you have students with reading issues, it is easy for it to pile on and be too much.

One thing I have done is play an audio recording of the short story *in class* and have them annotate while listening, and then we discuss what they annotated, and why, and what "big ideas" does that start them thinking about...

I first go over "what is annotation", and go over a list of the kinds of things you might look for in annotation -- (including things like underlining or circling or marking with a question mark where you have questions, or get lost/confused, or don't understand a vocabulary word or reference, lol). I also usually do the layout of the short story myself, with 2 columns of text, and wider margins for annotating, plus numbering the lines (every 5th line) to make it easier to reference when discussing. I also boldface vocabulary words and allusions in the text, and then at the bottom of that column of text, I put the definitions and explanations, so they can flick down to that in the midst of hearing the audio, if needed.

A bunch of the lit guides as well as books on teaching story elements, literary terms etc came in the mail (finally!).  I am sorting through figuring out what I'll have time to cover.  I will be largely using picture books, then short stories, then finally novels.  I do have a question for you about annotation.  I was never taught annotation in middle or high school and didn't use it in college either.   I am not a teacher by trade, I do have a M.S. and took lot of language/linguistic types of classes through out both degrees.  When would students use annotation outside of learning it in a classroom?  Perhaps those with memory/comprehension difficulties? 

[Lori D.]

19 hours ago, Shelydon said:

A bunch of the lit guides as well as books on teaching story elements, literary terms etc came in the mail (finally!).  I am sorting through figuring out what I'll have time to cover.  I will be largely using picture books, then short stories, then finally novels.  I do have a question for you about annotation.  I was never taught annotation in middle or high school and didn't use it in college either.   I am not a teacher by trade, I do have a M.S. and took lot of language/linguistic types of classes through out both degrees.  When would students use annotation outside of learning it in a classroom?  Perhaps those with memory/comprehension difficulties? 

Yes, useful as a memory or comprehension tool.

But I see annotation as useful for any type of analysis. You are interacting with the text by adding your notes, thoughts, reactions, and questions next to the text. So *any* text for any subject you are doing a "close reading" and "deep dive" into -- not just literature.

Annotation can also be a great study tool that is much more abbreviated than note-taking from a textbook -- underline or highlight key words/phrases of info, processes, charts etc., and jot key words of your synthesis of that material in the margin of a textbook (science, history, etc.). Then to study, go back and study directly from your annotations in the textbook.

And annotations can be useful for things you want to discuss in depth -- films or TV shows, for example. While watching, you can annotate -- jot notes and super fast stick-figure sketches to remind you for later discussion or analysis of cinematic elements (lighting, framing, editing, etc.) and how they were used in particular scenes, or how choices or actions or even framing/movement within the frame reveals character or theme.

Edited March 17, 2021 by Lori D.

[Shelydon]

18 hours ago, Lori D. said:

Yes, useful as a memory or comprehension tool.

But I see annotation as useful for any type of analysis. You are interacting with the text by adding your notes, thoughts, reactions, and questions next to the text. So *any* text for any subject you are doing a "close reading" and "deep dive" into -- not just literature.

Annotation can also be a great study tool that is much more abbreviated than note-taking from a textbook -- underline or highlight key words/phrases of info, processes, charts etc., and jot key words of your synthesis of that material in the margin of a textbook (science, history, etc.). Then to study, go back and study directly from your annotations in the 

And annotations can be useful for things you want to discuss in depth -- films or TV shows, for example. While watching, you can annotate -- jot notes and super fast stick-figure sketches to remind you for later discussion or analysis of cinematic elements (lighting, framing, editing, etc.) and how they were used in particular scenes, or how choices or actions or even framing/movement within the frame reveals character or theme.

Thank you! 

[Shelydon]

I am bumping this up to see if anyone has seen a list of pairing the "Figuratively Speaking" book with children's picture books.  I'd like to use both short stories and picture books just for ease of use in class. Thx

[Lori D.]

5 hours ago, Shelydon said:

I am bumping this up to see if anyone has seen a list of pairing the "Figuratively Speaking" book with children's picture books.  I'd like to use both short stories and picture books just for ease of use in class. Thx

My guess is that if you flipped through whatever picture books you already own, you'll quickly see various literary elements that you could discuss. 😉

But, in answer to your question, maybe one of these resources might help:
"Using Picture Books to Teach Literary Techniques" -- blog article
"Read Alouds for Literary Elements" -- blog article, 6 pairs of literary elements and how they connect, with a picture book example for each
Zillapress: Literary Devices -- list of 9 literary devices + picture books
Teaching Literary Elements with Picture books -- Scholastic book with activity ideas

[Shelydon]

13 hours ago, Lori D. said:

My guess is that if you flipped through whatever picture books you already own, you'll quickly see various literary elements that you could discuss. 😉

But, in answer to your question, maybe one of these resources might help:
"Using Picture Books to Teach Literary Techniques" -- blog article
"Read Alouds for Literary Elements" -- blog article, 6 pairs of literary elements and how they connect, with a picture book example for each
Zillapress: Literary Devices -- list of 9 literary devices + picture books
Teaching Literary Elements with Picture books -- Scholastic book with activity ideas

Thanks! I kept very few after my youngest hit 5th grade unfortunately. I'll either need to hit up the library or repurchase

[goldenecho]

Can I share something that really helped my dyslexic son with his writing?   Separating the "writing it down" from the "writing the content."   I'm not saying have them write/type nothing, but when you are working on new concepts, longer papers, or or difficult assignments, the writing it down got in the way.   He would take an hour to write a short paragraph, and the sentences where short and not well developed.   We were learning to write a literary essay, and the first paragraph, even with lots of pre-writing, was taking longer than an hour and he was in tears, and so in frustration I told him it was ok, he could just dictate it to me.   He completed the rest of the 5 paragraph essay in one more hour...and it was good.   The sentences were longer and more interesting, the organization was solid.

I asked him afterwards why it was so much harder when he was writing it himself, and he told me that he couldn't get a whole sentence written before he would forget the rest of it.   Writing it was too slow and took too much concentration just to figure out how to spell words and so forth (even when I told him don't worry about spelling), that he couldn't really concentrate on the content.   Once we separated the content from the physical act of writing (typing was no better) he thrived.   He started enjoying writing, getting excited about the process, being proud of his work.   Before this every time a new writing assignment would be assigned a look of despair and dread would come over his face, but now he would sometimes ask to do writing first.  

We still did other things to practice his physical writing...timed free writes, short answer questions, that sort of thing.   And it did improve to this year. 

I know in a class having the kids dictate to you doesn't work, but they can dictate to each other (that gives one student practice with writing it down, and the other practice with content writing.   Grading can be split too...the dictator gets a grade for content, sentence structure, etc, and the scribe gets a grade for punctuation, capitalization, etc.).  Or you can use a speech to text program if they have access to a computer or ipad., or have them tape record themselves and play it back to write (with headphones of course). 

 

[goldenecho]

For literature I'd add Holes to the list.   Its low reading level, high interest, like those others.