Boy Writers on Fire

Boy Writerson FireAn inquiry dedicated to the way boys think about writing1Why did I want to explore this topic?To build writing confidence in boy writersTo unlock a passion that lies deep insideTo work with other like minds to build communication and social skillsTo create pieces of writing as a groupUltimately, to transfer all this into their own independent practice2Welcome to 4-405A fourth grade classroom at P.S. 94, Bronx, NYHeterogenous grouping, including students with IEPS and ELL13 girls, 13 boysWriting is occurring at multiple points of the day and is inter-disciplinaryBuilding vocabulary is a main focus

3Initial Survey ResultsAdministered December 2012Most boys felt that they were:Awkward and feeling like others would not understand their writingDisorganized and ConfusingReluctant but wanting to shareMost boys reported that if they could change one thing about their writing, it would be:Their handwritingComing up with better ideasIncreasing their VolumeSpelling

4How can their needs be addressed?NeedActivityTo overcome reluctanceThree Word ShareDisorganized and ConfusingSymbiotic PartnershipsAwkwardness and feeling acceptedScary Story Group Writing5Activity One: Three Word ShareAll students engage in a morning routine that allows them to free-writeAs a jump-off point, they are given three random words to get them started.Students also get to submit wordsThe activity is multi-genreStudents write for seven minutes, the teacher writes with them6How does Three Word Share help boy writers?According to Ralph Fletcher.Boys needHow Three Word Share supportsJust to writeWriting becomes an integral part of the daily school routineChoiceBoys can submit wordsBoys have the choice of three words to chooseBoys have the choice to write in whatever format they chooseHumorWhen there are no writing rules, boys can write about the things that make them laugh without worrying about getting a bad grade or their parents being called7But what about Overcoming ReluctanceMy own observationsThree random numbers will be called to share with the whole classStudents have the right to pass. I think this was a good safety net, but difficult to build confidence as a few of the boys always (and still do) passAt the start of this activity, more girls would share and boys would regularly passAs time goes on, more boys begin to share and are excited to. There stories were funny! But I learned that in order to share, they had to feel like other kids in the class were going to react positively to it.The activity expanded as the year went on to include a fourth reader called Guest Reader. I made this change because some kids were complaining about not getting to read ever.It made me think that in the future, I may also offer three word share as a time to share past entries so that they can still share the ones that they feel good about Another idea is to create a monthly binder and each child would submit their favorite of the month and then the binder would be shared by all the students.

8Sample Work

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10Now you try it..Your three words are..ZombiesToilet bowlsSlimeYou have 7 minutes to write!Have fun with it!11What the boys are saying.

12Activity 2: Symbotic PartnershipsIn February, students began to work with each other in same-gender groups in order to establish symbiotic relationshipsIn nature, it is a relationship between two organisms that is mutually beneficial to both

In class 4-405, it is a relationship between two students who can both offer each other somethingI felt like this would be a good way to get the boys starting to feel comfortable about talking about their writing if not to the class, but to another like mindAll partnerships were assigned by gender and after considering what one could give to the other.

13Task: Persuasive BrochuresAll students were expected to write a persuasive brochure about a topic that they were passionate aboutThe goal of establishing writing partners was to offer: the presence of another person, feedback from another student, access to tools, multiple options for activity, and problem solving situations ( Neuman and Roskos, 1997)14Case Study: Byron and JoseByron is our reluctant writer who needs to build up his confidenceJose is an ELL who struggles with language and getting his ideas onto a page.Can Byron learn to help Jose to help him get words down on the page?Can Jose learn to take Byron suggestions and then use them independently?

15A Plan is in the WorksTeacher: So, what was Byron helping you with today?Jose: He was helping me with, the, um, the third paragraph of the writing piece because I only have two done. Teacher: What do you think Byron? What were you tell him?Byron: Um, I was telling him that I would look in my binder to see if there were any words that he could add to his piece.

16Implications from this ClipIt was necessary for me to continue to reinforce the idea that Byron is not doing the work for Jose.Together, the boys identified what Jose needed to do and Byron had a way to support him.Whole Class All students needed to be clear on the role they play as learning partners

17The boys start to workThe two boys are going through a list of vocabulary words.Jose: (saying to himself) dawdle, concealed, can use it, maybe? Solo. Byron: Jose, did you use consider? Maybe you should put that there.

18NoticingsByron knows that throughout our unit, the word consider has been a main focus for Thesis statementsJose does not have a thesis statement.He is encouraging Jose to include it in the writing piece.Jose is just listing out random words, and Byron gets him back on track by giving him a word that he can use.

19Reflections for Byron and MeByron was asked, How it was going with Jose?He said that he didnt think that he was helping him much. He said he is very unfocused and doesnt know how to fix that.I shared with Byron this powerpoint and discussed how many little things he was doing were EXACTLY the right things to do to help.I explained the rhino and the bird and he asked, Which one he was?I told him, It didnt matter each one helps the other in their own unique way.Byron walked away with a smile on his face. I think that it was necessary for us to have this conversation. He doesnt think he is a strong writer, but hopefully he is moving towards that after this experience.

20Do partnerships work? Heres what the boys are saying!

21And What do the girls have to say????

22Activity 3: Scary Story CompetitionStudents are all in homogenous groups based on genderA collaborative writing experience modeled after an activity done at St. Marks School of Texas 2009-2010Boys need motivation for writing that is authentic, active, imaginative, results based, and fun (Fletcher, 2006)Competition increases the students level of motivation during writing projects (Kao, Lin, Sun, 2008)Research is a social process (Dale, 1997)Through co-authoring, students learn to cooperate and negotiate, skills which are invaluable in other situations (Dale, 1997)

23Building ExcitementStudied R.L StineAll kids read at least one Goosebumps bookStudents use covers of books to jump-start their ideas

24Monster Blood by the boys

25ImpressionsAfter this initial activity, it was clear by the vivid writing that the boys were game.I decided not just to have the students work in their groups to create a story, but to be fighting to win a competition.Everyone was told to keep their work secretive. This was meant to instill a sense of belonging, companionship and to build trust.26The groups get together and create what ifsThe boys talked.ALOT!!!They laughed.ALOT!!!They didnt write a lot!They made lists and that seemed to work for them

27A Final Twist:Acting out our Scary StoriesSome boys were complaining that other boys in their groups werent doing anything.A spur of the moment decision The writing contest becomes a play in order to gain more participation.28Check out these teasers.

29As the inquiry is coming to an end, the boys fill out the same survey from December50% of the boys are feeling confident (including Byron), while 50% are still feeling reluctant 3 students who reported that they were feeling confident also reported that they preferred working with partners and groups85% of the boys stated that having a choice in their topic helped them when they were writeAll of the boys agreed that writing was important to them30Lingering QuestionsWhat else can I do to support my reluctant boy writers?How can I support these boys momentum as they transition to the next grade?How can I set up better partnerships that will still also support symbiosis?31