Life Sentence, by Jeff Eccleston

When students get to know a word by illustrating its meaning, a condemned assignment gains a new lease on life

Write the definition for each list word, then use each word in a sentence." Like many other teachers, I gave this assignment every week last school year. Every week my students greeted it with a groan of complaint, and then dutifully completed an assignment that they regarded as busy work. My students never gave the definitions they had written a second thought, and the sentences they wrote were often error-filled, crude and underdeveloped.

Rather than discard an important and useful assignment, I came to the conclusion that a major overhaul was needed. Accordingly, I developed a five-part definition and sentence assignment that would be meaningful to my students, that they'd enjoy completing and during which they would truly learn sentence-writing skills.

1. List word auction.
The definition part of the assignment begins early in the week with our "list word auction." I try to make this a fun part of the assignment as I act like an auctioneer and plead the case of each list word. "Who will take the word isle? Who wants this little four-letter word with the silent ‘s'? Who is going to give this small but important word a home?" As I read them off, students volunteer to take a word with which to work.

After the auction is over, each student is given an assignment sheet on which the following must be completed:

• The list word, centered and clearly written at the top of the sheet

• The spelling book definition of the word (the only definition the student writes)

• The spelling rule that applies to the list word. The rule for that particular unit is discussed in class, and students may use the spelling book for help

• Any prior knowledge or personal insight the student has about the list word

• An illustration that demonstrates an understanding of the word's meaning. (This is my class' favorite part of the assignment. I am always delighted by their well-drawn, creative illustrations.)

This work starts in the classroom, but students are encouraged to discuss the list word at home with their parents and enlist their help in completing the assignment sheet. The assignment must be ready by the next spelling lesson.

2. An illustrated classroom dictionary.
With the completed assignment sheets in hand, the students discuss together in class the meanings of the list words. They may ask each other for help with meanings of the list words and are encouraged to share any personal insight they may have about their list words. I moderate the discussion and stand ready to correct any misinformation. We then pass the assignment sheets around the room so students can see each other's finished illustrations. After the discussion, the assignment sheets are collected, hole-punched and added to our class dictionary, a three-ring binder of list words. This dictionary is readily available for students to use during the remainder of the unit. Unit after unit, the assignment sheets are combined as the year moves forward, and students enjoy seeing the classroom dictionary grow.

3. Sentence writing guidelines.
When students have a clear understanding of word meanings, the sentence writing begins in class. Before every unit, the following sentence-writing guidelines are reviewed and posted:

• The sentence must be clearly written and easy to understand

• The sentence must be grammatically error- free

• The sentence must show an understanding of the word's meaning and demonstrate personal insight or prior knowledge

• The sentence should incorporate concepts learned in other subject areas

The following examples, from a unit on silent letters, are from students who attempted to meet the sentence writing guidelines:

"That isle in the Pacific Ocean is located at 20° S, 160° W."
(reinforces our lessons on capital letters and on latitude and longitude)

"My dad once watched a show about crazy characters stranded on a deserted isle."
(demonstrates prior knowledge and personal insight)

"I lost my receipt, but the store still agreed to take back my compact stereo."
(demonstrates personal insight; reinforces our lesson on compound sentences)

"My sister and I watched the magician put the coin in the palm of his hand."
(personal insight gained from a television show; reinforces our lesson on proper order of personal pronouns)

4. Writing and sharing sentences.
As students write, I walk about the room looking for sentences that are being written with the guidelines in mind. I invite students, two at a time, to write one of their sentences on the board. When the board is filled, I ask for the class's attention and read the sentences aloud. We briefly discuss each sentence and edit any major problem in grammar or clarity. I make a point of telling the class what I like about each sentence after I read it. The board is erased, and I invite other students up to the board to share more of their sentences with the class. I allocate about 30 minutes for this activity.

5. The top five sentence list.
After I collect the weekly spelling unit, I choose five sentences that best meet the sentence writing guidelines. I write these, followed by the authors' names, on a large piece of construction paper entitled "Top Five Sentences." The list is posted in the classroom on the same day I return the students' graded spelling unit and remains up throughout the year. My students look forward to the posting of the Top Five List each week. Since many make it a goal to be on the list, it acts as an incentive to write expressive sentences. Additionally, it is important to have examples of good sentence writing displayed in the classroom throughout the year.

Few students complain anymore when I give the definition and sentence assignment. In fact, it has become their favorite weekly assignment. I take great satisfaction in knowing that by taking part in the assignment, my students improve their vocabularies and learn to write eloquent, first-class sentences during our weekly spelling unit.

Jeff Eccleston teaches sixth grade at Spring School in Toledo, OH.