I know that I am “preaching to the choir” as we say in the South, but the start of school gets earlier and earlier every year. So let’s get moving quickly into something you can start working on DAY ONE with students.
Most state tests ask students a variety of questions rooted in analysis, specifically the analysis of the author’s purpose and craft. But where do you begin? Do you start with released state test items? Do you start with annotation skills and hone those?
My charge is that analysis starts at the heart of any sentence: the word. If I can start students examining the role of a specific word in a sentence, start them into analysis easily, then I can build on that word. Take these two sentences from Laura Amy Schlitz’s novel The Hired Girl: “But Father doesn’t know that I haven’t finished my chores. He gave an unpleasant grunt and turned away.” If I ask students any one of these questions, I’m able to do a myriad of moves within this lesson:
- What does the word grunt mean here?
- What is another definition of grunt? Can you use that second definition here? Why or why not?
- What does the grunt tell you about the character’s father?
- Do you think her father actually knows she hasn’t finished her chores by his grunt?
- What is the father’s attitude toward his daughter by the use of his grunt?
Starting at the word-level gives students a low step on the ladder of analysis, and analysis can be difficult for some. Most students know how words work in a sentence, but they may not be able to nuance why an author is using that particular word. That skill comes from years of reading a variety of genres and understanding context–something most students are still sharpening. Our extensive reading skills help us teach context and how and why authors use specific words at certain times.
The small word grunt allows me to teach characterization, character motivation, conflict, conflict’s relationship to plot. It even allows me to delve into setting as these characters start off on a farm, so the words chores and grunt can carry a different meaning if you know even more about the setting.
I work with teachers now, and I share this technique with them: WSPP. It stands for Word, Sentence, Paragraph, and Passage. At any given time on any test, whether teacher devised or state devised, there are questions about:
- A word in a sentence
- A sentence in a paragraph
- A paragraph in a passage
- Multiple paragraphs in a passage
So if I move my students from word analysis, to sentence analysis, to paragraph analysis, to analysis with multiple paragraphs in a passage, then they have the building blocks set. They are ready then to tackle complete passages and a much closer look at the author’s craft across multiple paragraphs. This end-game for analysis plays out on both AP English tests: language and literature–just take a look at the free-response questions.
Take a quick click here to see how I introduce it to teachers to share with students. There is a short handout for you and a page of stickers tied to our Texas TEKS. And not only can you do this with fiction and nonfiction, think about WLSP-Word in a line, line in a stanza, stanza in a poem, the whole poem. The possibilities are endless. Email me with any questions or requests! kellytumy@gmail.com
Image of blocks: Adobe Stock Photo, license held by Kelly E. Tumy
Kelly E. Tumy is a consultant in Texas, former president of TCTELA, one of five editors of the journal English in Texas. She was a 20-year high school English teacher, 8-year district coordinator, and a 6-year county-wide curriculum director. You can find out more about Kelly here or connect with her on Instagram @kellyreads_tx
At Moving Writers, we love sharing our materials with you, and we work hard to ensure we are posting high-quality work that is both innovative and practical. Please help us continue to make this possible by refraining from selling our intellectual property or presenting it as your own. Thanks!
moving writers 