Fake Class Writing Option

Hayne came up with an option involving writing and reading practice that represents a nice option to our basic fake classes routine. It allows the kids to do nonjudgemental peer review of each other’s writing. Using this option allows:

a. kids to know and respect each other in class.
b. administrators to see that we do peer group work that actually works.
c. motivate kids to know that they can indeed produce something in another language that can be read and understood by another person (huge).

Here it is:

I did a new take on a fake class and it worked pretty well. I know it goes against the basics of CI but it just kind of happened. I started class with a dictation. After corrections, I did a short circling and then had the students do a 10 minute free write. After the free write I had the students trade papers for a reading period. I told them to read without comment, pretend that they are by themselves free of interruption. After a few minutes I had them trade the paper they were reading with someone different. I did 4 rounds of this. At the end of class I allowed them to comment on the papers they read which was really a positive reinforcement because they commented on how each writing was funny and interesting. I guess I was lucky but I’ll take it.

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11 thoughts on “Fake Class Writing Option”

  1. I have done some of this in the past, and my students get pretty excited about it. I have hesitated to do too much of it, though, because I know that the input that students are giving one another isn’t always great Spanish. How much does that matter? I imagine that if they get regular doses of incorrect Spanish that it could be detrimental, but maybe in small doses like this it doesn’t matter much?

  2. Ok…I’ve been holding back, but it’s time. I really dislike the term “fake class.’ Is there another term we could utilize? I agree that we shouldn’t fall into a jargon of BS …but this term just does not sit well.

    Hayne’s lesson plan is perfectly fine. It’s not 100% CI, but no one can sustain that every day. She has combined a short dictation, circling, timed writing and reading.

    Nothing fake about it.

    Ok. You can continue to call it anything you want to Ben, but I just had to get that off of my chest.

    with love,
    Laurie

  3. Laurie the fake class term – and of course it is far from fake – is just typical of me. I like weird terms bc I am afraid I will forget them if they sound real. My ultra right brain funtionality is the culprit here. How about this – you present with me in LV and I use whatever term you like.

  4. Grant Boulanger

    Oh, Laurie, that’s a good offer!

    On sharing free writes with kids: I sometimes read to the class some of the stories a day after doing a freewrite. They seem to enjoy it and I can model good language by adjusting some of their mistakes on the fly. One thing I did today was to take a kid’s paper who had a whole bunch of ‘s like la chica va a su amiga’s casa and I picked one kid I knew who would say it right (but isn’t necessarily a star of the class) and each time it came up I read it as it was, paused, looked to my student expert and asked her to change it correct spanish. So, the modeling came from the student and the repetition was intentional and focused. Plus, as an extra added bonus, the star got a big old boost of extra confidence. After that, I had kids comb their own papers for that very mistake.

    I think having kids read each others’ papers has its place and could be used every once in a while so they can sort of compare themselves to one another and see that they’re doing fine. I also think that it gives them ideas about how to write more creatively. Ultimately we’re playing the game of being creative within a box of limited vocabulary. Some kids get that right away and others need to be taught how to write. It’s the same in English as it is in another language. Instead of _assigning_ writing, we need to _teach_ writing. this activity of Hayne’s has its place in my class. Thank you, Hayne.

    1. When they create it or think that they create it, they pay attention. But reading is what forms writing. That’s Diana and Krashen. The more they read, the better writers they are. So how much writing to do per week? Maybe the ten minute freewrite, some dictation, that’s it. That’s my belief, anyway.

  5. Laurie you have to know Southern names. I actually had a student named Hayne in Charleston, SC over ten years ago. Hayne, I knew I had heard of Pinewood Prep when I was at the Academic Magnet in Charleston. We have another member of this PLC in Charleston if you are interested in collaborationg at some point. There is a guy in Orangeburg as well. Nothing happening at the universities there, however.

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