1. Robots and Zombies: Reading and Writing in an All-Boys Class

2. Introductions Chris Pettograsso, ES Principal Pamela Bryce, 3 rd Grade Teacher

3. Lansing Central School District Rural community with strong academic, athletic and arts curricula with a student body of approximately 1200. 91% White, 4% Asian, 3% Black/ African American, 1% Hispanic, 1% American Indian 1% English as a Second Language 10% Special Education 22% Free and reduced lunch rate 96% Graduation rate 85% Continue education beyond HS Cornell University, Ithaca College, Wells College, Tompkins Cortland Community College, and State University of New York at Cortland are all within 30 minutes of Lansing.

4. What led us to create an all-boy class at Lansing Elementary School?

5. Writing in an All-Boys Class Self selected topics Authentic reasons to write Build writing stamina Many different ways to write Boy-friendly environment National Common Core Writing Standards Text Types and Purposes Production and Distribution Research to Build and Present Knowledge Range of Writing

6. Boy Topics Fantasy Gross Violence Body humor National Common Core Writing Standards Text Types and Purposes  Write arguments to support claims  Write explanatory texts  Write narratives

7. Authentic Reasons to Write Create high-interest projects Community buildStudent writingStudent activity National Common Core Writing Standards Production and Distribution of Writing  Appropriate to audience  Develop and strengthen writing using writing processes and trying new approaches  Use technology to produce and collaborate

8. Many different ways to write - Flip books - Blogs - Poster - Epals - Comic strips - Graphic novels Graphic novel website Comic strip website National Common Core Writing Standards Range of Writing  Write routinely over extended periods of time  Write for a variety of purposes  Write for a range of tasks and audiences

11. Boy-Friendly Environment Safe environment Trust Encouragement – specific feedback – common language Comfortable environment – physical National Common Core Writing Standards – Specific to NYS Responding to Literature  Develop personal, cultural and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genre.

12. Instructional Strategies Picture it Talk about it Write about it National Common Core Writing Standards Research to Build and Present Knowledge  Conduct short and sustained research projects demonstrating understanding of the content  Gather information from multiple print and digital sources, assess credibility of sources  Draw evidence from literary or informational texts to support analysis, reflection, research

13. Picture It Pictures with labels and captions Story sequence picture frames Maps Graphic organizers

14. Talking Strategies Turn and talk Questions and compliments Writing partners and meeting places National Common Core Speaking and Listening Standards Comprehension and Collaboration  Prepare for and participate in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively  Evaluate the speakers point of view, reasoning and use of evidence

15. Conferring with Boys Need more processing time Guiding questions – “I notice that…” – “This makes me wonder about…” – “Tell me more about…” – “What’s the most important thing…” Specific feedback – Highlight key ideas & words – “Your details help me make a picture in my mind.” National Common Core Speaking and Listening Standards Comprehension and Collaboration Presentation of Knowledge and Ideas

16. Reading in an All-Boy Class Boy topics Authentic reasons to read Build reading stamina Many different texts to read Many different ways to read Boy-friendly environment National Common Core Reading Standards Key Ideas and Details Craft And Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Responding to Literature (Specific to NYS)

17. Instructional Strategies for Boys Incorporate movement, competition, hands-on activities, and social interaction. Encourage boys’ visual-spatial strengths by using visual aids, such as pictures and graphic organizers, to plan and demonstrate their thinking. Give boys talk time to process their thinking. Allow boys to read and write about topics that interest them. Boys like gross things, bodily functions, and violence. Allow boys to talk and write about them. Take time to build relationships with the boys.

18. In the Boys’ Words “I think being in an all-boys’ class is awesome because you get certain freedoms that you usually wouldn’t get in a normal classroom. Like it’s ok to say potty words in class, but it’s not ok to write them on paper.” “I think that boys learn more in this class.” “You get to talk about boy stuff and write about boy stuff.” “You get to put your feet up during read-aloud.” “We have a good time together.” “I’m getting way better report cards.” “You get to sit on your desks and move around.” “You get to draw monsters, blood, gross things, and read good books.” “I get an opportunity to have fun with other boys and there are no girls around to talk about ponies and stuff.”

19. For all children “Students will be more motivated to learn when the following needs have been met: to feel a sense of belonging and connectedness to the school; to feel a sense of autonomy and self- determination; and to feel competent.” - Edward Deci, University of Rochester

20. Resources Websites http://www.comicmaster.org.uk/ http://www.readmeresources.co.uk/ http://www.makebeliefscomix.com/Comix/ http://www.guysread.com http://www.responsiveclassroom.org http://www.corestandards.com

21. Questions