First Grade Response to Literature

In first grade during a Kevin Henkes' author study, students worked during reading to compare, discuss, and retell Kevin Henkes' texts like "Chrysanthemum", "Julius, Baby of the World", and "Shiela Rae the Brave". A class favorite was "Lilly's Purple Plastic Purse." In Writer's Workshop, students focused on responding to literature. They concentrated on writing a great introduction, retelling the main parts of the story, and providing a sense of closure with a connection or a comment on why they liked the story.

In this video, you can listen to a student reading her Response to Literature on "Lilly's Purple Plastic Purse." The piece meets the standard for a first grade writer. You will notice that her paper begins with an introduction--Have you ever herd a book called Lilly's Purple Plastic Purse? Well I have. Let me tell you about it. The student continues with a fairly detailed retelling that captures the main parts of the story. (Lilly loves school; Lilly goes shopping and buys a purse, boots, and sunglasses; Lilly gets her items taken away and writes Mr. Slinger a bad note; She goes home and brings snacks back to school.) She then concludes the story with a connection--I liked this book because I like to bring things to school even though I do not get in troble. The next step for this student would be to add to her retelling by stating that Mr. Slinger gave back her items at the end of the day and Lilly went home feeling badly for placing the bad letter in Mr. Slingers backpack. At home she punishes herself and writes Mr. Slinger a new happy note. In addition, she could work on articulating a big idea or theme in the story (e.g., "This story is about Lilly learning a valuable lesson in obedience and keeping the special relationship between teacher and student.")

Video Link: http://mallonmessages.blogspot.com/2009/03/response-to-literature-lillys-purple.html

Have you ever herd a book called Lilly's Purple Plastic Purse? Well I have. Let me tell you about it. Well first she started school and she loved her new teacher. She would say "I love school!" She went shopping the next day. This is what Lilly got a purple plastic purse, some boots, and some rockstar sunglasses. The next day she went back to school. She was VERY exited. She really wanted to share them. "Not right now" said Mr. Slinger. "Wait until recess or sharing time." But Lilly could not wait! This is what her purse looks like. This is what the three shiny qurters looked like! This is what her rockstar glasses looks like!

She kept on asking "Could I share yet?" "No not yet," said Mr. Slinger, "Wait until recess or sharing time." But Lilly just could not wait. She wrote a note. Here is the note she wrote. Later in the story she wrote a nother note at the light bulb lab.

After school she sneaked the bad letter in to Mr. Slingers Desk. The next day she got her purple plastic purse and her three shiny quarters and her rockstar glasses tooked away. She was very sad. She ran right home. She told her Mommy and her Daddy. Then her Daddy made som chezzy, crunchy and yummy snack's to take to school. It was kind of a sorry snack. She felt better now. I liked this book because I like to bring things to school even though I do not get in troble.

Responding to a Comment, Grade 2 Response to Literature

Have you ever gotten a comment on a blog post that you simply can't let go, and just have to answer? It happened to me this weekend on this post, Response to Literature, Grade 2.

Several months ago, I shared a second graders published Response to Literature on the Kevin Henkes' text, Wemberly Worried. A reader left the following comment...

Anonymous said... Who helped this child write this? The child is either very bright or had help from some adult. How do I know? I have never heard a second grader use the term "diversity", yet alone spell it correctly. I think rewriting a book or even a short story after reading it will only discourage children from wanting to read. The joy of reading comes not from rewriting the story, it comes from wanting to read that book again or the next book. Let's teach young children the fundamentals of language then when they are old enough they can write a response not their parents.February 21, 2009 7:41 AM

I chose to take this comment as a compliment. Do you know why? Clearly, this reader thinks the Response to Literature is a good one. One that couldn't possibly be produced by a second grader without help from an adult. But, one that was. This second grader participated in a Kevin Henkes author study in first grade during which he studied the text Wemberly Worried. A text that he grew to love through multiple readings. In fact, he appreciated the author so much that when he had to select a text to do a Response to Literature on in second grade, he selected this children's book. This child will produce two published Response to Literature pieces this year, along with writing in the genres of narrative, report, and functional.

This particular child has been fortunate, because he has gotten to participate in a Readers' and Writers' Workshop daily since Kindergarten. He has learned to love books and reads and writes as part of his classroom instruction daily. He also has had the fortune of daily focused 4 part mini-lessons that allow him to connect his learning, learn something new, practice it during active involvement with teacher guidance, and then has the learning linked to a reading or writing task where he can practice the skill or strategy during his work period. He has on average a 30 to 40 minute work period where he writes every day. He's also had the opportunity to develop a handsome working vocabulary through daily read aloud because his teacher uses Beck and McKeown's Text Talk to teach explicit vocabulary. Not unlike many of his peers, this student's vocabulary learning has transferred authentically into his writing. And, his classroom is a print rich environment with spelling and vocabulary word walls that he can use as a tool throughout his writing. Furthermore, this student participates in a daily closing session where his classmates share their work. He has been taught to benchmark his own writing against that of his classmates and is encouraged to apply their strategies and best practices to his own work. He has been taught to use a rubric to make sure his writing meets each of the standards.

In addition, his teachers use the resource Using Rubrics to Improve Student Writing which sets forth samples of rubrics and student work so teachers can compare their students' work against benchmark pieces. They also meet weekly in Teacher Meetings to analyze student work, share instructional practices, and study professional literature together. They also display student work throughout their hallways as a showcase for colleagues, other students, and parents.

This reader who made the comment clearly doesn't know that we not only foster the love of reading but also that we allow students to live the life of a writer. This student sample was completed in the classroom, not at home, without the assistance of an adult, during the study of Response to Literature, and with authentically embedded vocabulary that a second grader can and does use.

If you think your students can not achieve the same standard, you should be asking, "How do I get my second graders to this same level of performance?" Afterall, your students will be competing with this student for a job in the global marketplace one day.

Response to Literature, Grade 2

I often walk classrooms. Sometimes, I ask students questions like, "What are you working on?" "What did you learn in your mini-lesson today?" and sometimes, I simply rummage through portfolios looking at student work. The work itself answers these types of questions for me without even talking to the kids. I can clearly see which lessons have been taught that were internalized by students and applied to their work.

In addition, I often have teachers simply drop by my desk at the end of a busy day with student work in hand. They are there to celebrate the accomplishments of a particular student or show me work that impressed them. I really enjoy when teachers invite me into their celebration of student work and it is quite evident the focused instruction that goes into the production of quality student work.

Today, at the end of the day, when I returned to my desk, I had a pleasant surprise. Mrs. McLeod, a second grade teacher, left a few Response to Literature student papers on my desk. The pieces clearly met the standard for Grade 2 writers. I thought you may enjoy reading one of the student samples she shared with me. You may notice the student's introduction, detailed retelling, use of dialogue, ability to give the moral of the story, developed vocabulary use, or the closing of his piece. I think, after you read his piece, you'll understand why I love teachers including me in their celebration of student work. If you would like a closer look, please click on the picture to zoom in. Enjoy!