WRITING MENUS
One of the differentiation approaches we implemented in our ELA classes was writing menus. We found it a very effective tool for differentiating ELA for our students.
Benefits
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Considerations
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Breanne's Writing Menus
WRITING MENU: LEVEL 1
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WRITING MENU: LEVEL 2
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WRITING MENU: LEVEL 3
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Structure
Benefits
The above images are an example of one of the writing menus I used. There were a variety of benefits I found with writing menus which will be more thoroughly discussed.
Seeing the success with math menus, I decided to use this concept with writing. A handful of teacher's in our PS3 placement school mentioned how writing menus as well are a great tool for differentiating within a multi-age classroom.
After a subpar opinion writing unit, I noticed how not all students thrived when provided with the same material and expectations. Some students who needed additional assistance to meet grade-level expectations did not receive it at all times, leading to unnecessary downtime and potential frustration. When moving on to the unit, I decided to incorporate menus. Through the trial-and-error of determining the best way to implement these menus, I witnessed a change in both student interest and motivation alongside focus and independency.
When first creating writing menus, I realized it was not sufficient to merely create two differentiated menus based on grade level alone. Because my class had a wide-gap (e.g., reading and writing levels ranging from grade 1 to grade 7), I realized that two menus was not enough. By pre-assessing individual levels of understanding, I was able to better create menus based on individuals levels of reading and writing. . After pre-assessing and observing students' reading and writing skills, I was able to notice some key factors:
I loved that writing menus allowed students to feel a sense of choice and accountability. They had freedom regarding the order of completion, and were accountable to ensure work was completed. Many students appeared motivated when provided choice. Many students who previously needed continual reassurance and assistance became increasingly independent. Rather than sitting idly or asking for continuous teacher assurance, they began working with partners to complete the work.
Instead of providing little amounts of help to students here and there, writing menus frees up teacher-time to work alongside either groups or individual students. This was extremely beneficial when students began writing their stories. I was able to pull a few students aside and assist. Students were aware of the conferencing schedule and were prepared ahead of time with questions: they knew what they wanted help exactly with. This also allowed to be better assess their understanding and current level of writing. I was able to update data checklists after conferences.
Options on the menus were often a mixture of group and individual work. Before continuing with menus, we often had mini lessons where we would work as a classroom. Afterwards, students worked independently or with a partner.
Considerations
Student Feedback:
We had asked students what they thought of writing menus. Here are some of their responses:
The above images are an example of one of the writing menus I used. There were a variety of benefits I found with writing menus which will be more thoroughly discussed.
Seeing the success with math menus, I decided to use this concept with writing. A handful of teacher's in our PS3 placement school mentioned how writing menus as well are a great tool for differentiating within a multi-age classroom.
After a subpar opinion writing unit, I noticed how not all students thrived when provided with the same material and expectations. Some students who needed additional assistance to meet grade-level expectations did not receive it at all times, leading to unnecessary downtime and potential frustration. When moving on to the unit, I decided to incorporate menus. Through the trial-and-error of determining the best way to implement these menus, I witnessed a change in both student interest and motivation alongside focus and independency.
When first creating writing menus, I realized it was not sufficient to merely create two differentiated menus based on grade level alone. Because my class had a wide-gap (e.g., reading and writing levels ranging from grade 1 to grade 7), I realized that two menus was not enough. By pre-assessing individual levels of understanding, I was able to better create menus based on individuals levels of reading and writing. . After pre-assessing and observing students' reading and writing skills, I was able to notice some key factors:
- There was a handful of students who were not able to write independently. Some of these students preferred to demonstrate their understanding through drawing and images while others thrived when able to aurally explain their thinking. This allowed me to take one of the menu options already created and change it according to their learning styles.
- I had a handful of students who were not reading at grade level. This made it challenging for them to read directions found on their menus or participate in some of the pre-established options. To aid students who were unable to read and recall the information from stories effectively afterwards, I had them listen to stories. Afterwards, they had a variety of images that represented various parts of both stories. Using symbols and colors, they were able to identify similarities and differences. It was exciting to see that when I changed expectations and materials for such students, they were able to complete the same work by displaying their understanding in a differentiated way.
- As I noticed the need to differentiate for students at lower reading and writing levels, I also needed to differentiate for students who were advanced in these particular skills. These students needed additional work that was purposeful and at a higher level of thinking.
I loved that writing menus allowed students to feel a sense of choice and accountability. They had freedom regarding the order of completion, and were accountable to ensure work was completed. Many students appeared motivated when provided choice. Many students who previously needed continual reassurance and assistance became increasingly independent. Rather than sitting idly or asking for continuous teacher assurance, they began working with partners to complete the work.
Instead of providing little amounts of help to students here and there, writing menus frees up teacher-time to work alongside either groups or individual students. This was extremely beneficial when students began writing their stories. I was able to pull a few students aside and assist. Students were aware of the conferencing schedule and were prepared ahead of time with questions: they knew what they wanted help exactly with. This also allowed to be better assess their understanding and current level of writing. I was able to update data checklists after conferences.
Options on the menus were often a mixture of group and individual work. Before continuing with menus, we often had mini lessons where we would work as a classroom. Afterwards, students worked independently or with a partner.
Considerations
- When conferencing with individual students can create openings for off-task distractions. I found it necessary to continually monitor the classroom and check-in with workers to avoid disruptions.
- I found it necessary to review students work in their menus or check up on their progress during conferences. This provides a good reminder to remain on-task. Otherwise, when expectations are not reinforced, work is not always adequately finished.
- Ensure that options are meaningful and not merely used to fill time. If brain breaks are needed, they can also be incorporated throughout lessons.
- Continuously remind students of expectations and make expectations clear from the get-go. By reinforcing expectations, students remain more consistently accountable with their work.
Student Feedback:
We had asked students what they thought of writing menus. Here are some of their responses:
- The average score for math centers is 3.3/5
- Most common likes: it was fun, having choices, was calming and peaceful, helped to write their own stories (scaffolding).
- most common dislikes: some of the work was hard, writing is hard, there was lots of things to do