Mrs. Bormann's 2nd Grade - 1st Visit

Mrs. Bormann’s kids are about a week in to their unit on persuasive writing.  Today they continue working on individual letters, attempting  to persuade and explain.    The mini-lesson has focused on the importance of providing reasons for your argument followed by explaining the reasons.   She has highlighted the reasons in her example piece, and has asked them to do this same with their work today.   If they have successfully followed each reason with an explanation,  the highlighting will create a visible pattern of highlighted text followed by unhighlighted, etc.

I move around the room, taking in a range of personal topics from profoundly serious to silly;  “I wish I could have a pet rabbit.”   “I wish I could have a later bedtime.”  “I wish we could keep living here, rather than moving back to Mexico.”    The children are invested and engaged.  The topics are important to them.  The work is authentic.

One student was gone yesterday, so Mrs. Bormann needs to begin writing time by catching him up with a summary of the mini-lesson from yesterday.   I watch with a fresh appreciation for the investment that teachers must make in every absence that occurs.   

Soon Mrs. Bormann is off to the kidney table where she has asked Drake and Gunnar to join her.  This is the first time, since I started my tour of workshops, that I have seen this strategy, a small group lesson, during writing time. 

I am intrigued.  This small group conference allows the boys to examine and learn from each other’s work, to explain their own thinking, to see yet another example of the type of writing they are focused on, and to share their successes and their struggles with each other.                                                                  

Mrs. Bormann is a master of thoughtful questions and providing “wait time” with the patient look of anticipation on her face.  She doesn’t let her students off the hook by jumping in to ask a different or simpler question, instead, she gives her students time to process and ponder and think.  She expects they are capable of the thinking she has asked them to do.  

When she finishes conferring with the boys, Lily and Stella are waiting.  She sees that they are at very similar points in their writing.   

“Let’s sit down together and take a look at what you’ve done so far.”   I am struck by these simple words with such powerful meaning. . . We are in this together.  Your writing is important and I want to take the time to really look at it and think about it.  We can help each other with this.  Your writing is a work in progress.