Ontario teachers report on how to improve boys’ literacy skills

Me Read?  And HOW?

My DAD to the rescue?

My Dad was a bit of a humble War Hero.  Being 85 and now suffering from paralysis from a stroke 12 years ago, he is incredibly current in his technology and internet capabilities.  I thought it would be a wonderfully authentic writing exercise to have my Dad and a few boys "Chat" online about his experiences.  The boys could ask questions and chat in written form. I will see if I can pull this off..... watch this space.

22 HOT TIPS for Boys Writing!

23 Top Tips for Boys Writing - Research

Building on the very successful "Me Read, No Way" document, the Province of Ontario released, "Me Read? And How!"

Provided for you below are 23 strategies and ideas to assist our boy writers.

I've included page references for each strategy so you can read more about them in the full document.

1. Boys who were allowed to choose writing topics showed increased motivation and engagement. Page 10

2. Boys are helped by experiencing examples of different text forms. This helped boys in non-fiction writing. Page 15

3. A "guys-only" writing workshop was initiated for a small number of boys. They came away very motivated to write as a result. Page 16

4. Boys planned their writing using graphic organizers both individually and in pairs. Page 17

5. When boys were given assignments with step-by-step instructions, clear expectations and a formula to follow, assignments were completed. Page 23

6. Boys were introduced to the "APE" (answer, prove, extend) strategy to help them to write at a higher level. Page 23

7. Boys saw the importance of an authentic audience and a real purpose when they produced a "Boys Writing for Boys!" newsletter. Page 23

8. Talk is an important scaffold for boys writing activities. Talk builds social interaction, and deepens understanding and is a precursor to writing. Pages 32 and 33.

9. Allow boys to share their thinking through talk prior to a written assignment. It will improve their ability to communicate. Page 34

10. Boys use of the debate to discuss authentic and relevant issues transferred into their non-fiction persuasive writing. Page 35

11. Boys welcome having male role models as writers. Page 39

12. Boys choice of topics for writing allows for ownership. Page 47

13. Schools can tap into the real-life connection by creating blogs for the students to use for class writing. Page 48.

14. Boys prefer to write about real-life and hands-on experiences. Page 49.

15. Boys' writing improved during activities that were highly motivating and grounded in the real world, coupled with direct instruction about the writing form and supported with the use of visuals such as anchor charts, word walls, and graphic organizers.Page 49.

16. Boys like to write about exaggerations, humour, silly writing, rap songs, procedural writing, short scenes. Page 51.

17. ICT in the form of computers, blogs, wikis and digital voice recorders have been used with boys to reinforce writing skills. Page 53.

18. Boys with special needs thrive when given the opportunity to work with assistive technologies: graphic organizers, dictation software. Write and edit in-class compositions electronically allowed them to receive immediate feedback. Page 53.

19. Teachers observed that when the number of paper and pencil tasks was decreased, students were more engaged during the writing activities. Page 55.

20. Boys who design and play video games develop sophisticated operational, cultural and critical literacy skills. Page 57.

21. Boys requested boy friendly topics, a clear outline of what is expected, a shorter writing process and fewer things to fix when they are finished. Page 66.

22. An emphasis on non-fiction writing (Reeves, 2000) Page 79.

23. Boys' teachers placed a heavier emphasis on oral assessment and performance-based assessment, such as drama activities rather than traditional assessments based on writing. Page 82.

Why are boy's different and WHAT do they need?

I came across this  by Margaret Wente. She spoke with Ontario educators about Boys and their Boyness. Here are 7 of the highlights.

1.  Boys need to have a good relationship with the teacher.
2. Boys will only stay engaged as long as the work interests them.
3. Boys need purpose, to make a difference, to know they measure up.
4. Boys need challenge, above all, a need for a meaningful vocation.
5. Boys need purposeful work.
6. Boys long for to be a part of something bigger than themselves.
7. Boys love rituals, trophies and tradition.

Everyone knows the girls are clobbering the boys in school. They get higher marks and graduate at higher rates. Women have stormed the gates of medicine and law. They’ve all but taken over pharmacy and veterinary work. They are focused, purposeful and diligent. Their brothers, meanwhile, are in the basement playing video games.

EDITORIAL CARTOONS

Editorial cartoons from November, 2012

How lopsided have things become? In the most prestigious programs at some of our leading universities, the gender ratio has reached 70:30. Men still dominate the hard sciences and maths, but, on the rest of the campus, they seem to be headed toward extinction.

Whatever it is that boys need to achieve success, a lot of them aren’t getting it. But what do they need? I sat down with several people who think about this question every day – Jim Power, the principal of Upper Canada College; his colleagues Scott Cowie and Mary Gauthier; and Brad Adams, executive director of the International Boys’ Schools Coalition.

“Part of the boys’ crisis is that the culture doesn’t like them,” Mr. Adams says. Our culture is deeply uncertain about the value of masculinity, and even less sure about how to preserve and protect its positive elements while also encouraging boys to adopt more fluid gender roles.

And despite the new gender fluidity, the differences between what boys need and what girls need are often vast. One example: In order to do well, it’s much more important for a boy to have a good relationship with the teacher. Another: Boys will only stay engaged as long as the work interests them; they’re much quicker to tune out.

Boys’ existential issues are different from girls’. For a boy, the two most important life questions are: Will I find work that’s significant? And will I be worthy of my parents? When boys themselves are asked what they need, they say: I need purpose. I need to make a difference. I need to know I measure up. I need challenge. Above all, I need a meaningful vocation.

No wonder so many boys are so miserable. The modern world of extended years in school and delayed adulthood cuts them off from what they need most. As Adam Cox, a clinical psychologist who interviewed hundreds of boys across the English-speaking world, writes: “The primary missing ingredient in [their] lives – the opportunity that separates them from a sense of personal accomplishment, maturity, and resilience – is purposeful work.”

Boys long to be part of something bigger than themselves. And the bigger and more challenging the task, the happier they are. “If you tell 10 boys you need volunteers to go downtown and work all night on a big, dirty, tough job, and you still expect them to show up at school the next day, they’ll all jump up and volunteer,” says Ms. Gauthier.

Boys also need to imagine themselves in heroic situations. When girls are asked about Vimy Ridge, they say, “Whew, it must have been horrific.” When boys are asked, they imagine what they would have done if they’d been there. “Our most powerful assembly is on Remembrance Day,” says Mr. Power. “Every boy is thinking to himself: How would I have measured up?”

Boys love rituals, trophies and tradition. Those also make them feel part of something bigger than themselves.

But, in the modern world, boys are often treated as a problem. The dominant narrative around difficult boys – at least in the public school system – is that they’re unteachable, unreachable, disruptive and threatening. Many commentators – men as well as women – blame male culture itself for the problems with boys. In their view, what we need to do is destroy the death star of masculinity and all the evil that goes with it. What we need to do is put boys in touch with their emotions and teach them to behave more like girls.

This argument might make some sense – if you’re someone who believes that masculinity is nothing but a social construct. But people who care about real boys know that’s not true. They know you have to celebrate boys’ boyness – and work with it. Many boys’ schools are trying to do just that.

Several public school systems have launched all-boys’ schools for failing boys. In New York, the Eagle Academy for Young Men is achieving impressive results for minority boys in a tough neighbourhood. These schools demand a lot. Their ethos is: We’ll help you succeed, but we’ll be tough on you, and you must claim responsibility. (By contrast, the attitude of Ontario’s public schools toward difficult boys is: We’ll let you pass if you leave us alone.)

If boys are failing schools and schools are failing boys, it’s really not too hard to see some of the reasons why. They really are fish out of water. Before the Industrial Revolution, boys spent their time with fathers and uncles, often engaged in strenuous physical activity. Now they spend their time in the world of women, sitting behind desks. If schools threw out the desks, they’d probably be a lot happier.

But schools can’t give them everything they need. Boys also need the company of men – men who will guide, instruct, esteem, respect and understand them. When asked about the happiest experience of their lives, boys often say it was the time they made something with their fathers. Their mothers matter, too – but, sometimes, there’s no substitute for Dad.

Inquiry Reminder....

Week 8 Update

Things are moving.......

Night Zookeeper

Continues to provide engagement and most importantly developing the skills of giving feedback to each other.  Sophie and I (especially Sophie) have provided a huge amount of feedback to children and we now allocated time in the writing block for children to read feedback and to make any necessary changes.
Interviewing several target boys and the feedback is extremely positive.  They like the structure provided and the "fun" factor and the fact that there is a wider audience.  Our focus is quality and each lesson we direct them to the progressions and what they need to be working on.

Read & Write

This is now added to all our students on their Google toolbar.  It allows the child to have anything they see on their screens, to be read back to them.  It is encouraging to see children use this feature.  I see this extension as one of the biggest "gap closers" in teaching and learning - It allows the dyslexic child or struggling reader to access any information on the internet.  They can gain knowledge, engage with others and participate in rich discussions and their reading ability is not limiting them.

Read Theory

We have just started this and it looks to be another amazing support program for reading.  Liam rates it and from what I see, I like the personalised nature of the programme - I see this as a side support to my normal Guided Reading and balanced Reading programme.  The children LOVED the trial pre-test.

Marae Trip

All Booked, and we are just waiting on BOT approval.  Feedback from parents is strong! A notice went out last week asking parents to register for Police Vetting if they want to stay the night.


Developing Culture

Using the KC Programme and traffic light to encourage and support the virtues of kindness have been a huge focus.  Whenever we see amazing manner, beautiful behaviour we do regular "Shout Outs" and the culture is now such that children are coming up to us to share their own "Shout Outs" for other children. I must say that the class is developing into a real "family" feel.  I was slightly overwhelmed when at swimming I was helping Rusal (new this year).  He was very nervous about the deep end so I pulled him on the noodle along the side of the pool, he felt safer with my support.  When we got to the end of the pool, spontaneously 4 children clapped, cheered and gave Rusal high fives.  He was so surprised and the smile was amazing.  He felt so happy he went up and hugged one of the boys and was beaming - it was like he had won the Olympic 50m!   Go Hub 2!


Friendships - Children's emotional Well Being and Safety
Before breaks, Sophie and I often ask the children who do not have anything planned to play or anyone to play with.  We do a kind of auction where others invite these children play with them.  It is wonderful for the children who normally would leave the classroom at break times unsure of who they will play with and what they are going to do.


Teacher Aid Support
I have met with Anne Sweetman and Niki Ormsby and together they are developing a literacy support programme for a few of our priority learners in a group.  This is being shared with Ann our TA in the hope she can continue in between visits from the RTLBs.

Parent Helpers - Reading Fluency
We have Parent helpers, Mags and Pam who are giving twice weekly reading sessions for building fluency.  All target children are included in this.

Feedback
Deliberate acts of teaching around Feedback and helping children move forward with their next steps.  We spent a huge amount of tie this week in developing the success criteria of Good (Helpful) feedback.  The children have seen "Austin's Butterfly" video twice and we modelled this - Very powerful.  We use progression terminology all throughout our writing sessions.

Boys Writers are engaged in Night Zoop

Facebook Whanau!!!

We have a fantastic Facebook Page that 56/61 parents have joined.  The feedback has been huge and Sophie and I are actively engaging with our parents....and loving it!

Relationships between teacher and parents are flourishing! We are REACHING THEM and now.

Progressions are in

.... and kids are looking and slowly using them more!

Wesbite research for Progressions - WEEBLY?

Spoke with CoL people - got ideas (they would like to see where this goes and were pretty keen on the idea)
Explored Trello - Likely a no go - Not athstetically clear
Started Website to digitalise the progressions - this is a huge undertaking to do my vision but will be a valuable resource.  

Link to Site is here:  UNDER CONSTRUCTION

Booking Made...we might be go

Police Vetting is underway
Marae is booked
Menu Planning is the next thing