Adventures in poetry

I'm afraid we didn't get very far in "diving deeper" into today's poetry selection. Mostly, today was a lesson in multiple meanings of words. By that, I mean, a word that meant one thing in the mid- to late-1800s (when this poem was written) and the colloquially accepted meanings that kids hear today.First of all, there was quite a bit of twitter about the fact that the poet of our first selection - Emily Dickenson - has a name that makes immature minds go into hysterics. Because, you know, her name has DICK in it. At that point, I knew this selection would be trouble. I just didn't know how much trouble I was in for.Here's the text of the poem:

AUTUMNEmily DickinsonThe morns are meeker than they were,The nuts are getting brown;The berry’s cheek is plumper,The rose is out of town.The maple wears a gayer scarf,The field a scarlet gown.Lest I should be old-fashioned,I’ll put a trinket on.

I anticipated "gayer" would cause a reaction, so I spent some time explaining that "gay" had another meaning when the poet was writing.Of course the little congregation of 9-year old boys at the back corner of the rug thought "nuts are getting brown" was hysterical. They couldn't contain their delight -- definitely wanted to share their unique perspective with all sitting within earshot.Maybe now that we have worked out all the vocabulary minefields, we can study this poem as the curriculum developers intended. Or not.

Power of verbal language

Lately I've noticed a lot of head bobbing in place of actual vocabulary with my students - and not just with second language learners.  It's got me second guessing whether or not I've been as focused on oral language as I should be.My current crop of students are really quite chatty. I don't think they've ever encountered a moment topic, social or academic, that did not trigger commentary :-) -- quite a bit of it off topic.  At least it seems that way to me - maybe I'm getting tired and ready to cut the apron strings.I find myself saying "use your words" more often lately and I'm wondering why.The way I look at it, the use of oral language has a huge impact on students' written communication. I often ask the students to tell me orally what it is that they mean to say in written form.  And then, instead of words flowing out of their lips, I ask them to make those words come out of their pencil. This is not a new and unique strategy -- I know teachers do this all of the time.What is troubling to me is that when my students resort to head bobbing, that oral language piece is, well, languishing and the proof often shows up in writing. Sentences are developmentally simpler than more verbal peers.There can be no let up. Even with just 7 weeks to go, there will be a renewed effort to insist on using verbal language on Monday.

It's the Vocabulary, Part 2

I marvel at the quickness with which second language learners pick up on the structure of English. Most of my kids give new constructs a try without too much fear of seeming like they don't know what they're doing.  As an aside -- and as an Italian/French language" studier", I wish I could be more like them. Maybe then I would actually start to learn another language.Putting the constructs aside, however, the great big deterrent for kids is vocabulary and idiomatic expressions. Even in children's literature. Case in point, this month's Response to Literature was based on the story "City Green" by Dyanne DiSalvo-Ryan. One of the major characters, Old Man Hammer,  transforms throughout the course of the story and we ask the students to respond to how that character changed.Problem number 1: the character's name. Most of my kids were familiar with the term "Hammer" but had absolutely no idea that Hammer could be someone's last name. And why would they? Once we finally got past the fact that a hammer could be a tool and someone's name, we had to deal with the expression "hard as nails". Wait a minute! Nails are things you glue on to your fingers, right? Or something you hammer to hang up a picture? What does being as hard as a nail have to do with some old guy?Here's just one place where students with another language background struggle. Now layer on a high-stakes reading test which uses grade level texts similar to "City Green". And take away the vocabulary and language support provided by the teacher. Seems to me that the playing field is already seriously unlevelled. My students will have to jump over the hurdle of vocabulary before they can even show that they can respond to a text with the same level of finesse that their native English-speaking counterparts do.I'm thinking of this as I prepared another grade level mentor text that I want to use to revisit inferencing this coming week.  The book's title alone, "Tight Times" will probably cause some confusion. The vocabulary support, the explanations of idiomatics will be there so that we can focus on inferencing a plot with which most of these students will have copious familiarity: losing jobs and living frugally.The students will be able to access the comprehension skill, they will be able to apply it to another similar text ("Gettin' Through Thursday"). And we will troubleshoot the vocabulary and idiomatic expressions to assist them. Test scores don't tell the whole story, particularly when so much vocabulary presents such a significant impediment.

It's the vocabulary, stupid

Well, not just the vocabulary, but for my urban kids, that surely is a major factor.  This week, our writing focus - visualizing a text - was driven by a poem written by Carmen Lagos Signes:

Pumpkins in the cornfields,

Gold among the brown,

Leaves of rust and scarlet,

Trembling slowly down;

Birds that travel southward,

Lovely time to play;

Nothing is as pleasant

As an Autumn Day!

Such a seemingly bucolic text loaded with typical fall scenery. So what vocabulary did my third graders find to be a challenge? Scarlet, rust (multiple meanings get them every single time!), pleasant, Autumn and.... cornfield.  Without explicit instruction - defining, finding synonyms, antonyms, using the words in sentences - visualizing this text would have turned into a meaningless regurgitation of the author's words.

A simple text, one with which my students would have some familiarity and experience, and the task of writing what the mind saw during the reading, so impacted by challenging vocabulary, challenging especially for second language learners. I am humbled.