Flower number 4 :: the grand conversation: part one

Getting my fourth graders motivated to find a good book, commit to reading it, and finish it is hard enough without having them demonstrate their ability to do so on some sort of reading log, calender, or chart. They start out strong and get super bored along the way. But really, can you blame them? We're talking about kids who would rather run around outside or catch up on their Call of Duty. I had to come up with something more engaging, more social, more fun.

I am proud to introduce a new reading project called, The Grand Conversation.

:: P U R P O S E ::

The goal of the Grand Conversation Project is to encourage engagement, support in reading comprehension and fluency, increased reading minutes, as well as increased writing practice. Most of all, I expect there will be a lot of new social interactions being made --friendships, discussions, and maybe even an argument every now and then.
 
Here's how it works: Each day, students are to complete their required reading minutes. When completed, they are to write a letter to one student in class (as assigned, but more about that in a minute) to express his or her thoughts, responses, emotions, and items learned. The next morning, he or she places the letter in the mailbox of the student-recipient. Because the class keeps to a very systematic chart, everyone in the class will receive a letter that morning. They even have the option of writing back, continuing the grand conversation of reading, for as long as they want!



:: P L A N ::

Make sure that students have a plan, and understand their reading requirement. This also includes a plan of where they are going to do their reading.

:: O R G A N I Z E ::

Generate and distribute a student list for students to keep track on. The following steps are important, as it allows for the basic idea of every student receiving a letter, to work.

Have them put a star next to their name. Depending on the age level, and ability to follow directions, you may need to be extremely explicit, or just model it for them.


:: P R A C T I C E ::

Have students read for at least 20 minutes in class. Distribute stationery like the one below. It has an example with starter-topics for them to write about. They can cut or tear off their letter and then put it in the mailbox of the recipient. Later that day, (a little anticipation never hurt anyone) have the students read their letters and put them away in their folders.

:: D I S C U S S ::

After the students have practiced, and are completely compelled to participate, is the best time to discuss expectations and consequences. Guide your students in a discussion with questions like:

• "What do you think might happen if I was supposed to write a letter to the student next on my list, but I really dislike her, so I didn't?"
• "What could happen if I write to my best friend about some gossip I heard at lunch, instead of writing about the book I read?"
• "How might you feel if you are the only student in the class to not receive a letter?  Has that ever happened to you?"
• "What do you think the consequence should be for students who do not do their required reading, and do not write their letters?"
• "How many chances should we give students before they are kicked-out of the project?"

My fourth grade class decided that if a student is absent, he or she will be given the opportunity to make-up letters, and the student(s) on the receiving end will demonstrate compassion and understanding.

The students recognized that the project would fall apart, and eventually fail if students were not following guidelines, or simply not participating, so they suggested that two chances should be given for missed letter writing and after that, they are kicked out of the project. Students who are kicked out must complete an alternative homework assignment.

Students agreed that they would alert an adult (me) to any inappropriate language being written.



:: R E F L E C T ::

This is such a fulfilling and rewarding part of the project --not just for the teacher. The excitement on the students' faces as they read their letters could not be ignored.

For more reflection, including photos of actual student letters, read The Grand Conversation: part two.