Shared reading can be a powerful collaborative method to help students become proficient readers, and it can be used in all content areas!
Shared Reading is the second in a series of posts about Balanced Literacy elements in the classroom. In my last post, I wrote about Read Aloud with a Purpose, where the teacher reads aloud short pieces of text for a specific teaching purpose. Beside modeling reading behaviors, the teacher also thinks aloud about the text. Shared Reading is the next step; the teacher and class come together to read aloud and discuss text projected on a screen or chart paper. Shared reading is NOT the same as choral reading, which used to be common in classrooms, but now is most often used for fluency and expression practice.
In the gradual release of responsibility model, shared reading falls under “I do, you help” or “We do.” For struggling or reluctant readers, this is a powerful way to help them practice their reading skills without being singled out. The teacher’s voice leads the way, and the students join in. Depending on the text used, shared reading can be a powerful classroom community building opportunity.
The Nuts and Bolts of Shared Reading
The text should be chosen in order to teach a specific reading strategy or lesson
The text should be enlarged via chart paper, document camera or laptop/projector
Students and teachers are reading together from the same piece of enlarged text; students should NOT have their own copy. Students can too easily drop out mentally from the lesson if looking at the text on their desks.
The text should be tracked by the teacher or the student, using either a pointer (if text is on a screen or chart paper) or with a pencil or finger (if under a doc camera).
The teacher’s voice support needs to be heard; this helps make the text accessible to all readers.
During and/or after the shared reading, the teacher and students can discuss the text and/or the reading strategy being used.
Also, the same piece of text can be used all week long for different teaching purposes. For example, on the first day students can respond to the text; the second day, a specific comprehension strategy can be discussed, and on another day, unfamiliar vocabulary can be addressed. The text is read aloud each day by teacher and students to assist with fluency skills. Check out the sample week long plan below and click HEREfor a blank copy!
Texts to use in Shared Reading
Poems and song lyrics: These types of text are perfect for not only fluency practice, but for many lessons on theme, style, vocabulary and inferences. (Stay tuned for my next blog on shared reading lessons using song lyrics!)
Content area text from textbooks, journal, articles: Avoid using the entire piece as a shared read; instead, use carefully chosen excerpts to make a teaching point or to focus on a comprehension strategy.
Test and assignment directions: How many times do students start on something without bothering to read the directions? By doing a shared read, students cannot avoid these, and through discussion will have a good understanding of what they need to do.
Cartoon strips: Depending on the cartoon, many comprehension strategies, such as inferring and context clues can be taught after a shared reading.
Content area vocabulary words (each used in a sentence): This helps students understand how the words are actually pronounced and the meaning can be inferred via context clues.
Quotes: There are so many wonderful, meaningful quotes out there and they can foster some fantastic discussions! Using these as a shared read and discussion is a great way to start each day! Below are some of my favorites.
For students to become proficient readers, they need to participate in shared learning experiences with the teacher. Not all learning should be in isolation. Remember, “Alone we can do so little, together we can do so much.” – Helen Keller
In my next post, I will focus more on using song lyrics for shared reading, and all the fun, learning…and singing you and your students can do in your own classroom!
P.S. Just in time for St. Patrick’s Day, here’s a Teachers Pay Teachers freebie for you…a St. Patrick’s Day Roll-a-Math-Word Problem Story!
This is a sample from my full product, Year-Round Math Roll-a-Word Problem Stories! All you need is a pair of dice, and students can have fun rolling for their math operation, character, setting and problem. Students will use both math and writing skills by creating the word problem, solving it and then explaining their method for solving. Students can also create word problems, exchange with others and solve!
All balanced literacy elements defined! Stay tuned for more blog posts going more into depth on these elements and how they can be used in content area!
This past week I had the honor of presenting three sessions at the annual conference of the Colorado Council of the International Reading (CCIRA). It so happened that my three sessions were on the same day, so it made for a very LONG day, but in retrospect, it was probably better as that was my entire focus for the day. This post will be the first of several covering the highlights of each of my presentations.
First up, balanced literacy! Depending on where you look, there are many different definitions of balanced literacy. Here are the ones I used in my presentation, and the ones I agree with based on my training and experiences.
In my district literacy training sessions for the Douglas County School District in Colorado, I trained hundreds of teachers on a total of TEN balanced literacy elements! WOW! The number one question I received… “How do you fit all of these into your daily literacy block?” The answer…you DON’T!In order for all of the elements to receive the same amount of attention, teachers MUST use these elements in ALL parts of the day…every content area! This should continue into secondary schools with content area and elective teachers using literacy in their classes as well. The importance of content area literacy cannot be stressed enough!
In this first post, I’m going to define each of these elements for you…some, of course, you will be very familiar with, but others may be new to you.
ALL OF THE ELEMENTS BELOW WILL BE DISCUSSED IN FURTHER BLOG POSTS!
Read Aloud with a Purpose (I Do): This is a separate time from the “sit on the floor in front of the teacher and listen to her/him read a great children’s book”…which IS always important to do in classrooms, especially primary, as it instills a love of reading and introduces genres and authors to kids. However, Read Aloud with a Purpose is used in short increments several times during the school day. It’s defined as:
The teacher chooses a read aloud based on a specific teaching purpose (strategy).
As the teacher reads aloud, she/he “thinks aloud” about the reading and offers explicit instruction on the strategy.
Students then will practice the modeled strategy in guided and independent reading.
Shared Reading (We Do): In shared reading, the text is once again chosen by the teacher for a specific strategy. The students and teacher all look at a projected or enlarged piece of text together and read in unison. If this sounds like choral reading, it’s not, because again, the teacher is using that text for a specific teacher purpose and a lesson comes during or after the choral reading. The bonus is that students are practicing fluency skills and hearing a fluent reader read with them. Shared reading works especially well when the text is a bit more complex than the usual text students read. (Image from this website.)
Guided Reading (We Do): I’m sure readers of this blog have different understandings of what guided reading is…I am using the most common interpretation popularized by Marie Clayand Fountas and Pinell, among others. Guided reading is a time for strategic teaching based on the needs of the students, ones who have been grouped together because they have similar strengths and weaknesses. There is a specific purpose for the lesson each day, and the teacher works with both the entire group, as well as individuals as needed. This is also an excellent time for teachers to observe reading behaviors in their students.
Book Clubs (We Do/You Do): Just as with adult book clubs, these are small groups reading and discussing works of literature that are appropriate for them. I’m torn between “we do” and “you do”. Teachers do have to provide the initial guidelines and structure, but then he/she must be willing to step away and be a part of the book club, as both a participant and observer. This is an excellent opportunity to just enjoy reading and discussion without specific teaching strategies, but the teacher can gain a great deal of information on both students’ reading behaviors, as well as comprehension and vocabulary skills.
Independent Reading (You Do): Most students should now be ready to take the skills and strategies learned in the previous elements and apply them to their own independent reading. The teacher is either observing reading behaviors among his/her students or conductingindividual reading conferences.
Modeled Writing (I Do): This is the teacher’s time to write in front of the students using a specific teaching purpose. The teacher uses a write-aloudto let the students know the process he/she is using. In addition to being a model for good writing, it’s also important that the students see mistakes and frustration from the teacher and how he/she works through that.
Interactive Writing: (We Do): This is sometimes called Shared Writing. The teacher and students negotiate the wording in a planned piece of text and then share the pen to create the writing. Once again, the teacher has a goal and purpose with this element, although often when the students have the pen, many other teaching opportunities may arise. This is an excellent way to create anchor charts of the classroom instead of the teacher creating one or purchasing one. The students have much more ownership and understanding of the chart if they are involved in the creation.
Guided Writing (We Do): Just as in guided reading, the teacher has created groups of students that reflect strengths and weaknesses observed in students or obtained from data. The teacher has a specific teacher purpose and collaborates with the students on creating a piece of writing. Often this writing can be used as a model when the student continues independent writing on their own.
Independent Writing (I Do): The student takes all of the strategies and new learnings from the teacher modeling and group collaborative work and uses them in his/her own writing. The teacher should use this time to do 1-1 writing conferences so he/she can observe the student’s writing behaviors, as well as provide support in difficult areas.
Interactive Editing (We Do:) This is probably the element that you are least familiar with, and it has nothing to do with the type of “editing” done in writing. In this element, the teacher guides students in using higher-level thinking, as well as creativity, in transforming a piece of text into another format, such as a summary, three column notes, a text, message, etc. This is an element that is already used in content areas!
Independent Centers or Independent Work: While the teacher is working in Guided Reading or Writing groups, the students can be engaged in independent work or centers…and the centers do not just have to be literacy-based; they can be based on any content areas!
In future posts, I will share more ideas on how you can use all of these balanced literacy elements in not only reading but in all content areas!
Photo Credits: Featured Image: Pixabay All other photos, unless otherwise noted, from my personal photo files
New literacy resources for teachers…apps, websites, assessment tools, reading comprehension tools, and penguin belly sliding??!!!
Whew! Another holiday season is done! Were they as crazy for you as for me? As I look back on my teaching days while raising kids, I don’t know how I survived the holidays. Even though I am retired with my own business, I still found myself going crazy, probably because I’m older… In my first blog of 2019, I am excited to share some new literacy resources with you!
Have you done these with your students? I had seen a few on Instagram but didn’t realize it was a popular (required?) activity in the AVIDprogram. The other week my student, who is in the 7th-grade AVID program at her school, brought this assignment to me for help. She had a page of requirements for what needed to be included and how to design. I was immediately intrigued and wish I had known about this while working with my GT students a few years ago. I love the creativity and thinking that goes into this! Here is the definition of this activity from the AVID website:“A One-Pager is a creative response to your learning experience. It allows you to respond imaginatively while being brief and concise in making connections between words and images. We think about what we see and read differently when we are asked to do something with what we have seen or read. We learn best when we create our own ideas. Your personal thinking about what you have experienced should be understood by the audience that views the One-Pager.” The link also has the requirements for the activity to hand out to students. Do you use these in your classroom? I would love to see any photos of one-pagers that your students have done!
Wow – just discovered this…again, because my tutoring student needed help on her assignment on Go Formative. Once logged in to the website, she had to read a story (“Harrison Bergeron”) that was in her assignments, then answer questions about the story. The questions were right next to the story so she could answer them as she read. She was even able to draw some of her answers, which for this particular student, is sometimes easier than writing. Of course, I had to get my own account, and I’ve added some activities that others have made, but I am anxious to upload and create my own activities for tutoring students! Stay tuned!
Reading Comprehension App by Peekaboo Studios LLC
I have plenty of phonics and fluency apps on my iPad, but it seems as if reading comprehension ones are not as plentiful unless you want to pay a lot of money! I found one, called simply Reading Comprehension, that can initially be used for free, and then if you want, you can purchase more passages/tests; there are reading passages for grades 1-5, and if you work with struggling readers, you can use the most appropriate grade level for the students. I immediately realized the potential for using this app for comprehension progress monitoring (I have also had trouble finding short passages that could give a quick update on comprehension!) I tried the app with my 3rd-grade tutoring student who has struggled with both comprehension and fluency, and she LOVED it! She read a story about Bats and then took the assessment; receiving a perfect score (I helped her a bit…). I plan to use this with other students to monitor their comprehension.
Reading a-z Comprehension Passages
I have used this incredible, wonderful, fantastic, fabulouswebsite for years with both my RtI students in schools and my tutoring students. But in the last few months, I discovered that they have reading passages specifically for all of the reading comprehension strategies! The passages come with lesson plans, a model passage, and practice passage. In addition, there are ways to extend the lesson.
For those teachers new to teaching reading, this is a fail-safe way to ensure that all of the reading strategies are being taught and covered. With my tutoring students, I extend the strategies taught with these comprehension passages when we are reading other articles/passages. At left is a photo of a Main Idea passage used with my 3rd-grade student. She was so into this topic of Penguins, that she had to draw pictures (great way to check comprehension, by the way!) and even did a demonstration of the belly sliding on her tiled floor!
So that’s it for the first blog of the year! Please comment on if you already use or plan to use these resources! For more teaching resources, be sure to check out my TpT store, as well as my Instagram!
Merry Christmas to all the followers of my blog! Want a FREEBIE to keep you sane this last week before Winter Break? Then keep reading!
Okay….it’s the last week before Christmas break…so here’s a quick post with a few ideas for things to do to keep the kids busy and NOT driving you crazy!
The first idea is based on something I did in my classroom days…and it was a HUGE hit! This was in the 90s before technology came to the classroom, so I used to copy off catalog pages of potential holiday gifts for friends and family. I would hand out a sheet to the kids for listing gifts and prices, then show the items on the overhead projector (yes – I said overhead projector; that’s how old I am LOL!). I would use this “fantasy” shopping excursion to help the students practice math computation skills. I can’t remember exactly what I did, but I know that there was a competition to see who could spend the most and the least!
Now that I’m tutoring, I wanted to try the same idea with my students but updated with technology. I created three sheets for fantasy shopping…one for multiplication/addition, one for a division and one for subtraction. Armed with both catalogs I had received in the mail, as well as websites (Amazon, Target, Wal-Mart, etc.), I had the students choose WHO they wanted to shop for…it could be friends or family, or both! On the sheet, they had to list the cost, and then do the computation based on the topic. Then, taking it a step further, I had them create a presentation with a photo of the item, the cost, and their grand total/budget. The students are either taking a photo of the item in the catalog or finding it online and doing a screenshot, then adding to their Google Doc or Slide. Click HERE to see a sample presentation!
For my students not working on math skills with me, I created a few literacy activities to use with the fantasy gift shopping, including responding to a prompt about what gifts they would give to friends and family if money was not an issue, as well as persuasive and descriptive writing ideas. For my student just today, I brought my catalogs so he could pick out some “gifts: for his family. Tomorrow I plan to have my 7th-grade student do writing about some very “unique” gifts using her vocabulary words from her vocabulary word wall on Padlet (see photo below.) Check out her work HERE!
My Fantasy Holiday Gift Shopping activities are currently for sale in my TpT store, but I wanted to thank all of you for following my blog by offering you a free copy for just 24 hours! Click HERE for your copy! Best of luck surviving the week and have a restful, peaceful and relaxing Winter Break! You deserve it!
Getting students absorbed in meaningful, purposeful literacy activities requires a number of significant changes in the classroom – in the physical environment, in the events and activities, and in the nature and quality of the interactions. – Noel Jones
By now, your classrooms are all set up, decorated and in full use by your students! But I have a question to ask you: Is your classroom Literacy-Rich? During my tenure as a district literacy trainer for Douglas County Schools in Colorado, I trained hundreds of elementary and secondary teachers in a program for best practices in teaching literacy that we called LIFT (Literacy Instructional Framework for Teaching). This program was based on the program, California Early Literacy Learning.
One of the most important components of LIFT was ensuring that teachers, especially those in elementary schools and teaching secondary Language Arts, had a “literacy-rich environment” in their classroom. Dr. Kimberly Tyson defines this environment as: “a setting that encourages and supports speaking, listening, reading, and writing in a variety of authentic ways – through print & digital media”. During our LIFT training, we focused on the following components of the “LRE”: classroom materials, classroom design/layout and reading and writing through authentic activities.
Classroom Materials: The Classroom Library
The classroom materials necessary for an LRE include books, books, and more books, as well as other print materials: magazines, comic books, online reading material, as well as print on the walls, writing materials, and displays of student work. During our training sessions, I spent a great deal of time discussing classroom libraries and how best to make them inviting, organized and useful. As an elementary teacher back in 1994, I had never been taught how to set up an effective classroom library, and mine was appalling, as evidenced in this photo. Yup, that’s it..both sides of the rolling cart filled with books! Inviting…NO! Organized…NO!
At our training sessions, I began by asking our teachers this question: Is the classroom library inviting, providing a range of quality books at all appropriate levels? However, it’s not enough to have an inviting classroom library, it needs to be organized! Teachers can use many methods to organize…using bins/baskets separated by popular authors, levels of books, topics, etc. There must also be a clear and easy check-out system. Check out the photo gallery of some exemplary classroom libraries!
(Click on each picture in the photo tile below for explanation and credit!)
Kelly’s 5th Grade Classroom Library
Leslie’s Pre-School Classroom Library
Carol’s Middle School Book Display
Sarah’s 4th grade classroom library!
Classroom library in Renee’s 2nd grade classroom.
After leaving the classroom and moving into offices as either a literacy, GT or RtI specialist, I managed to hang on to some sort of classroom libraries: (notice the Laura Ingalls Wilder shrine on the right!)
Photo by Jan
Photo by Jan
Classroom Materials: Words All Over the Place!
“A print–rich environment is one in which “children interact with many forms of print, including signs, labeled centers, wall stories, word displays, labeled murals, bulletin boards, charts, poems, and other printed materials” (Kadlic and Lesiak, 2003).
What goes on your classroom walls is important as well! I never learned about an LRE in my teacher prep training, but I attempted it in my 5th/6th-grade classroom…sometimes to excess! Some of my displays probably overwhelmed my students…evidence below:
All grade levels need to have a great deal of print on the walls that assist students with (depending on the grade level) the alphabet, sight words, phonics concepts, writing and content vocabulary. Of course, you can buy commercial posters, make some online, or print on chart paper. But more ownership comes when these materials are created with the help of the students through Interactive Writing (sometimes also called Shared Writing). Check out the interactive writing that students can continue to refer to during the school year…(these were all taken in Douglas County School District classrooms during my literacy training years, 2006-2009). More on interactive writing, including how to use it with older students, and in content areas, in a future blog!
I even tried to maintain a print-rich environment in and right outside of my offices once I left the classroom! This was a display in the hall outside my door for our upcoming all-school Star Wars Day my GT students were planning!
And don’t forget Word Walls! There are so many ways to create word walls: on the wall (of course) personal word walls, or electronic word walls. Content area classrooms in secondary schools should have them too and so should art, music, and PE teachers! More on Word Walls in a future blog!
More tudent written words – Photo by Jan
Word Wall using a felt backdrop; perfect for teachers who track in & out of classrooms!
Abby Schmitz’s personal sight word rings for her 2nd grade students.
Abby’s Word Wall lists
I love how eye catching and colorful this wall is! – Abby Schmitz, 2nd grade a Ruth Hill Elementary in Lincoln NE
(Click on each picture in the photo tile above for explanation and credit!)
Classroom Design and Layout
“The room arrangement should encourage repeated opportunities to interact with literacy materials and activities to practice skills that students are learning.” (Gunn, Simmons, & Kameenui, 1995)
Another question teachers need to ask themselves is: Does the room arrangement support all literacy activities of the instructional framework? How your room is set-up can affect how successful your literacy activities are! What area will allow for a large enough classroom library, where students can both read and browse for books? Where will content print be hung so that students can use as a reference? And most importantly, where is your whole class meeting area? This is something that I never had in my 90’s intermediate classroom; again, I had never been taught or told to have one! But in my classroom visits, I saw the power of this space, not only in primary classrooms but also in intermediate! These areas are used for read-aloud, shared reading, interactive writing, interactive editing (all topics coming soon to this blog!) and mini-lessons. And of course, they can be used for class meetings as well. You also need an area for your small group instruction work. Check out some ways teachers have designed their whole-class meeting and small group instruction areas!
(Click on each picture in the photo tile below for explanation and credit!)
This was my small group area in the RtI classroom at my school!
Here is Abby’s Guided Reading area!
Kelly’s whole class meeting area for her 5th graders.
Children who are successful at becoming literate view reading and writing as authentic activities from which they get information and pleasure, and by which they communicate with others. – Richard Allington, Classrooms That Work
Finally, a literacy-rich environment needs to include authentic literacy activities, not ones created by publishing companies (disclaimer: nothing wrong with using these occasionally, but authentic stuff creates better readers/writers!). NWEA states that: “Authentic learning occurs when activities or projects offer students an opportunity to directly apply their knowledge or skills to real-world situations.” So what are examples of authentic literacy activities? Here are a few ideas in the slideshow below: daily class or personal news, novel character texts (I used http://ios.foxsash.com/), real text from tutoring student to parent using a vocabulary word, thank you notes, a character “Fakebook” page using Classtools.net, or this Google Doc template, and an Instagram template! For more ideas, check out my Pinterest board on the Literacy-Rich Environment for even more!
So…how’s it going in your classroom so far? Of if you’re still gearing up for a new school year, good luck! No matter where you teach or when you start, this is a super busy, stressful time of year!
In the past two posts, I have shared a few ideas for the beginning of the school year, Back to School Bingo and Me Collages. I want to share an idea I used once I was out of the classroom and working with small groups of Gifted and Talented students, the I Am Poem! I chose this poem because my goal for the year was to help students develop a sense of identity and become self-regulated learners. I had seen this type of poem before, and then I was introduced to a unit in the Autonomous Learner Model book by George Betts, called “Journey Into Self.” The same publisher also has another unit called “Journey Into My World”. I decided to build my year-long theme around this concept and to launch the theme, I had students create visual I Am Poems! You can see their presentations HERE; many had their photo on the initial slide and throughout the poem, so I had to delete those for student privacy. I did have some students turn their slides into a movie with music, and some just created a Quicktime or iMovie for this activity! Another student used Glogster to create her visual poem. Oh…the image up at the top of this blog is an idea I always wanted to do, but never got around to it…creating an “I Am” Wall with the students’ names and first line from their poem!
To start with, I created an I Am Poem for myself to serve as a model for the students, then walked them through the creation of their own poem, using THIS template. You can find many variations of this same template online. Here’s a sample poem that one of my students created! Next, I had students use copyright free images they found online (that’s an entire lesson in and of itself!) to turn their poem into a visual I Am Poem in Google Slides!
The classroom teacher for my 5th grade GT students wanted the students to create math goals in their Advanced Learning Plan, so I had them all create a math version of the I Am Poem. And at the end of the year, I had all of my students complete an End of Year I Am Poem to reflect on their learning throughout the year. Some added in this new part of their poem to their Google Slide presentations. My younger students did something called an I Am Story. Click HERE for an example by one of my students!
So to help you get your classroom rules and expectations set up…here are the final ABC’S OF BACK TO SCHOOL, based on my “bestselling” packet I created for my students and their parents back in my classroom days.
Substitutes: I included my expectations for students when I had a sub. I expected my students to respect all subs they had, no matter what, and I always followed through on both positive and negative comments from the sub. Here’s an article on how to prepare your class for a sub! How do you prepare your class for subs? Comment below!
Telephones: In the years before cell phones were common, we only had a phone in the workroom across the hall to use (primitive, I know!) I had to set expectations for the use of this phone for my students. It amazed me how many times my students would ask me to use the phone to call parents to bring in forgotten homework….Uh…NO! These days, all schools and classrooms need to have cell phone guidelines (for teachers too, LOL!)
Quizzes and Tests: Just verbiage about doing your best, studying in advance, sharing the test grade with parents, etc. A great idea for intermediate and secondary teachers is to give Open Note quizzes…students can use their notes to answer! What you are really assessing is their note taking skills! I would have my students staple their notes to the quiz. Not all quizzes were open note, but you should have seen the looks on their faces of the non-notetakers when I announced an Open Note quiz! Have you ever done this in your class? Comment below!
Using Computers: Since I wrote my guidelines back in 1998, things have changed, and laptops and Chromebooks are a necessary tool for students in the classroom. My guidelines are no longer valid! However, guidelines still need to be set for the proper use and care of these expensive school supplies.
Volunteers: My plea to parents for classroom volunteers! Since I taught intermediate, I did not have as much use for volunteers (and I was somewhat of a control freak :-), but I did need them for classroom parties and Friday folders! I appreciated my parent volunteers so much; always be sure to take good care of them!
When will progress reports (report cards) come out: This is where I included my school/district’s policies and dates for progress reports.
Xtra Credit: I made sure students and parents understood that I did not give any extra credit, but they could earn Bonus Points (see “B” back in Part 1!) that could slightly help their grade.
Yes, we will be using the library each week: School library days, policies, rules, etc.
Zoo: No, we’re not going there! I couldn’t think of anything else for “Z” so I used this section to discuss the various field trips we WERE going on, permission slips, chaperones, etc.
And that’s a WRAP for the ABC’s of Back to School! I hope that you will use the “I Am” poem with your students! Joy Thomas, on the Crixeo website, says about these poems: “It’s an invitation to ask ourselves: How do I show up in the world? How do I want to show up in the world? What do I want to give and receive out of life?”
The ABC’s of Back to School, Part 2! More ideas on what teachers need to communicate to students and parents in the first few weeks of school! I also share a FUN activity I did with my students the first week: “Me Collages!”
First of all, be sure to check out my last blog, Part 1 of The ABC’s of Back to School. This is where you will get my A to I information I put in my back-to-school packet for students and parents
Before I start on J – S, I want to tell you about a super fun activity I did with my 5th and 6th graders during the first week of school! I can’t remember where I got the idea from (this was 23 years ago!), but I found directions online for creating these with kids. Using butcher papers and markers, I had students help each other trace the outline of each other and then cut it out. Next, they created a “Me Collage”, adding in words, designs, photos, and illustrations of who they were as a person, and as well as their favorite hobbies and passions. The students presented their Me Collages to the class, then we hung him in the hallway. Check out some of their creations below!
Now on to J – S from my Classroom Packet!
J is for June Box: Since our school got out in June, I had a special box where all the toys or gizmos I had to collect from students would reside until the last day of school, or until parents came to me to request them. I ended up having quite a collection to give back in June: yo-yo’s, Pokemon cards, Beanie Babies, action figures, etc.
K is for Kid Safety: Here’s my exact wording from the packet: “It is my responsibility to make sure that my students learn in a safe environment. We need to be safe our on the playground, at lunch, on field trips, and in our classroom. School supplies need to be used in a safe manner and experiments conducted safely. Poor choices will result in immediate consequences.”
L is for Long Term Assignments and Projects: Our job as 5th/6th-grade teachers in our school was to prepare our students for middle school. I would often assign projects or writing that would take 3-4 weeks or longer. After hearing about stressed parents trying to help their child finish that assignment in just 1-2 nights, I made sure to communicate to both students and parents to manage their time and START EARLY! I eventually began assigning staggered due dates (for proposal, rough drafts, conferences on progress, etc. – these were interim assessments before I knew that term!).
M is for Magic Scrap: I have to admit…this was one of the BEST ideas I ever came up with (and believe me, there were many bad ones!). One of my expectations is that all students helped clean up at the end of the day, especially the floor so our vacuuming crew after school did not have to do their job on an obstacle course! So, to get the floor super clean, I would “pick out” a scrap of trash, or a school supply item on the floor. My students would frantically rush around trying to find the magic scrap; they would pick up a pile of stuff off the floor and bring to me waiting by the garbage can, where I would pronounce it as NOT the Magic Scrap or YES, that was indeed the Magic Scrap. If it was a “No”, off they would run to collect more stuff! When the floor was sufficiently cleaned up, lo and behold, there would be the sought after “Magic Scrap” from a lucky student! That student would receive a Homework Pass which would excuse them from homework for one night. Believe me, these were in high demand (see “P”)!
No is for No T.V.! (unless you have read your required 30 minutes at night): Lately I have been reading about how reading logs can be detrimental in getting kids to enjoy reading...but back in the 90’s, I used them and they worked for me, parents and my students. My expectation for my students 120 minutes a week of reading, and then to record what they were reading on the log. I didn’t care if they were reading a novel, textbook, a magazine article, a comic book, (appropriate) stuff on the internet, or picture books, as long as they were READING!They could do all their minutes in one night, over the weekend, or could spread out the minutes over the week. Parents had to sign the log before it was turned in. Do you use reading logs?
O is for On the Chart, Oh No!: My consequence/behavior system was multi-tiered:
* 1st incident: A verbal warning
* 2nd incident: A check on the chart under their assigned number (no names and the numbers were changed often)
* 3rd incident: Another check and a recess missed
* 4th incident: Another check and an Inappropriate Behavior Form (used school-wide)
* 5th incident: Another check, a Behavior Referral (school form) and a phone call home (Disclaimer: I realize things have changed since I used this system 25 years ago, and schools and teachers may have different ideas for behavior expectations. All teachers at my school had to have their behavior plans approved by the administration.)
P is for Passes – Homework Passes! A homework pass could take the place of one nightly assignment (but I had the prerogative to say “no passes” for any assignment I needed them to have the next day). The pass had to be attached to the assignment when turned on, and they would then receive full credit! Students could use one pass per week. The passes were given for prizes in games, for rewards and recognition, and as a “thank you” from me for students who went out of their way to help others. I made my own, but you can find many already created on Teachers Pay Teachers!
Q is for Quiet Voices: I didn’t expect my students to work in silence during independent work time (I wanted them to ask questions about their work to peers and collaborate!), but I did expect low voices during work time. Many students actually liked to get as much work done at school if they had busy sports/activities schedules after school. Since I used this time to confer or help students, I did not want to be walking around and shushing kids all the time! What are your expectations for noise during work time?
R is for Recess: Yay, we all love recess (except for teachers when they have recess duty in February!) However, sometimes my students had to miss recess as a consequence for behavior or missing work. Or, they could stay in for positive reasons, such as to get extra help from me or assist me with set-up for an activity (of course I would have many volunteers on cold and snowy days!)
S is for Standards: I was “lucky” enough to be a classroom teacher during the nationwide implementation of education standards in the 1990’s. Our workload was suddenly increased by the task of collecting specific pieces of student work and assessments to determine if they had met a particular standard or not. Standards are still around, and it was important for me then, as it is for teachers now, to make parents and students aware of the standards your state and district are using.
Stay tuned for the rest of the Back to School ABC’s in next week’s post! Best of luck to you getting YOUR school started! Don’t forget to subscribe to my blog if you want to see future posts, and a HUGE THANK YOU to those that already have!