Hi friends! I'm looking forward to the dinner tonight with Kristell. It will be exciting to share all of the great things we have been working on! I just wanted you to know it has been a pleasure getting to know all of you a bit better this year and seeing just what great teachers we have on staff! See you tonight! I have a Dr.'s appoin at 4:15 so I may be a little late!
Jenn
Monday, May 18, 2009
Wednesday, April 22, 2009
May 6 Class
Hello Group!
I never heard back from anyone regarding the May 6 class... are you all up do putting together a mini-power point about what we do? Does someone want to host, or do it at school? Or would you rather wait until I get back, and we could meet May 13, 20 or 27?
Also, could you e-mail me your brochures when you get a chance? I still am hoping to borrow the template, but I'd also like to print fresh copies to take to Vegas.
Hope you all are doing well... and this is also an experiment. I changed the settings on our blog to hopefully alert you when there is a new posting. Let's see if this works!
(I STILL can't figure out why pictures aren't being posted with it...)
Torrey
I never heard back from anyone regarding the May 6 class... are you all up do putting together a mini-power point about what we do? Does someone want to host, or do it at school? Or would you rather wait until I get back, and we could meet May 13, 20 or 27?
Also, could you e-mail me your brochures when you get a chance? I still am hoping to borrow the template, but I'd also like to print fresh copies to take to Vegas.
Hope you all are doing well... and this is also an experiment. I changed the settings on our blog to hopefully alert you when there is a new posting. Let's see if this works!
(I STILL can't figure out why pictures aren't being posted with it...)
Torrey
Sunday, April 19, 2009
Monday, March 23, 2009
Exit Tickets in Math
After attending the Constructed Response Summit last fall (which, by the way, I highly recommend!), I decided I wanted to try using exit tickets in my math class to see if they actually improved response writing and mathematical understanding. On the multi-track schedule, I teach 3 blocks of math each day, to each of our 4 tracks.
My first dilemma, right off the bat, was gathering pre/post data. I was using the first constructed response from our benchmark, but the question didn't lend itself to much of a response. My second problem was that I wanted to "compare" results... and possibly not do the exit tickets with one class. But I couldn't bring myself to not have a class write out their thoughts once a week... I felt that I was doing them a disservice. The other part of this was that with our four tracks, there is a significant academic difference between the track colors, so it's not like I was dealing with an official random sample.
But, back to my study. I have been inconsistent at best with working with the students on their responses in math. While I have provided some direct instruction, I have not given them enough individual feedback with where they are in their thinking. I am keeping many of their post-its, and I am able to see growth with some of the students.
I think if I were to do this again, I'd really have to iron out my pre/post data, and I'd also like to implement a stronger math vocabulary component. I think I could use both Jenn and Prudence's ideas.
Well, that's where I am for now... though I have a long way to go!
My first dilemma, right off the bat, was gathering pre/post data. I was using the first constructed response from our benchmark, but the question didn't lend itself to much of a response. My second problem was that I wanted to "compare" results... and possibly not do the exit tickets with one class. But I couldn't bring myself to not have a class write out their thoughts once a week... I felt that I was doing them a disservice. The other part of this was that with our four tracks, there is a significant academic difference between the track colors, so it's not like I was dealing with an official random sample.
But, back to my study. I have been inconsistent at best with working with the students on their responses in math. While I have provided some direct instruction, I have not given them enough individual feedback with where they are in their thinking. I am keeping many of their post-its, and I am able to see growth with some of the students.
I think if I were to do this again, I'd really have to iron out my pre/post data, and I'd also like to implement a stronger math vocabulary component. I think I could use both Jenn and Prudence's ideas.
Well, that's where I am for now... though I have a long way to go!
Sixth Grade Writing Portfolio
Hi all!
I'm thinking and planning how my sixth grade students will be detailing and enriching their writing for their writing portfolios this year. This is the first year I have grouped students for writing in a couple of different ways (developmentally, and with a mix of levels). The idea is to help students feel teacher support as they work at teasing out their thoughts on paper - much like, as I tell them, brushing out your dog's fur after a much needed bath!
Many students have difficulty maintaining motivation and focus (often those with low skills - but, not always) when left on their own to formulate, go with an idea, or revise one which has already been started. It is important to know that my students have multiple opportunities to start writing, keep it in their writing folder, and choose whether or not to take it to the next level. Some pieces may not ever come to fruition. Writing takes work, especially different types of writing - not just writing stories.
So, my journey this month will be to organize a more structured focus (when students are at different places in their writing) during their small group instruction part of the day. In the past, I have allowed them time to write silently at my reading table as I helped a student revise and edit - they appreciated the leadership. Though, I feel they can benefit from short mini-lessons during this time that is interactive.
My original goal was to increase student writing production through small group work. Now, I want to take it a step further with specific standards to address and investigate what a small group does and how they do it.
Thank you for taking your time reading my posting! Suggestions and questions are valued!
I'm thinking and planning how my sixth grade students will be detailing and enriching their writing for their writing portfolios this year. This is the first year I have grouped students for writing in a couple of different ways (developmentally, and with a mix of levels). The idea is to help students feel teacher support as they work at teasing out their thoughts on paper - much like, as I tell them, brushing out your dog's fur after a much needed bath!
Many students have difficulty maintaining motivation and focus (often those with low skills - but, not always) when left on their own to formulate, go with an idea, or revise one which has already been started. It is important to know that my students have multiple opportunities to start writing, keep it in their writing folder, and choose whether or not to take it to the next level. Some pieces may not ever come to fruition. Writing takes work, especially different types of writing - not just writing stories.
So, my journey this month will be to organize a more structured focus (when students are at different places in their writing) during their small group instruction part of the day. In the past, I have allowed them time to write silently at my reading table as I helped a student revise and edit - they appreciated the leadership. Though, I feel they can benefit from short mini-lessons during this time that is interactive.
My original goal was to increase student writing production through small group work. Now, I want to take it a step further with specific standards to address and investigate what a small group does and how they do it.
Thank you for taking your time reading my posting! Suggestions and questions are valued!
Wednesday, March 18, 2009
Vocabulary is coming ALIVE!!
As a first grade teacher, writing is an area that is under constant construction. We work from the very basic writing at the beginning of the year to creative writing at the end of the year. I chose to work on writing across the curriculum using content vocabulary. I wanted to see if the students were actually being held accountable of writing, drawing, and using vocabulary words in sentences would actually make the children stronger writers. I want to know if the writing has more meaning to the reader and writer if there are specific words relating to the content being taught.
We are always so focused on sentence structure in first grade that I feel like meaningful writing with a purpose sometimes gets shuffled to the back burner. I decided that for my science, social studies, and reading lessons I would provide the children with key vocabulary that I will expect them to write with at the end of the study. Of course we always intro vocab and use those specific words while teaching a specific content area. I wanted to see if having the kids write the words down and draw a picture of the vocabulary words would actually help them not only to retain the info, but also be capable of using the words in their writing.
So far in this journey of writing with vocabulary I am very pleased by what I am seeing. The kids are getting excited to write and draw their words and then use them in their writing. The format of the paper is sort of open ended. You could just use the specific words in sentences that are not related to one another or you could use it as a responsive type writing and sort of correlate everything learned including new vocab all together. I think the kids prefer to do the writing this way. I am noticing that the kids are actually looking to their paper on how to spell the words. I also noticed with my tooth study, the kids were really using some of the key vocabulary in their journal writing as well. It was so cool!!
What is most exciting is that some of my low or non writers are now writing more. Even if they just end up writing one sentence using one or two of the vocabulary words, I am seeing success because they are understanding that these words have a purpose in the sentence. Then I am seeing my higher students who are just going crazy with their writing wanting to tell me ALL they learned on the specific subject using the content vocabulary. I even had one student ask me, "Is is okay if we go back into our writing and circle the vocabulary words so you can see we used them and we can see which ones we still need to use?" So awesome!!
I am enjoying being on break, but am looking forward to really diving into using the specific vocabulary from the reading series stories when I get back. See you guys next Weds. at my house! I can't wait to see you all!
We are always so focused on sentence structure in first grade that I feel like meaningful writing with a purpose sometimes gets shuffled to the back burner. I decided that for my science, social studies, and reading lessons I would provide the children with key vocabulary that I will expect them to write with at the end of the study. Of course we always intro vocab and use those specific words while teaching a specific content area. I wanted to see if having the kids write the words down and draw a picture of the vocabulary words would actually help them not only to retain the info, but also be capable of using the words in their writing.
So far in this journey of writing with vocabulary I am very pleased by what I am seeing. The kids are getting excited to write and draw their words and then use them in their writing. The format of the paper is sort of open ended. You could just use the specific words in sentences that are not related to one another or you could use it as a responsive type writing and sort of correlate everything learned including new vocab all together. I think the kids prefer to do the writing this way. I am noticing that the kids are actually looking to their paper on how to spell the words. I also noticed with my tooth study, the kids were really using some of the key vocabulary in their journal writing as well. It was so cool!!
What is most exciting is that some of my low or non writers are now writing more. Even if they just end up writing one sentence using one or two of the vocabulary words, I am seeing success because they are understanding that these words have a purpose in the sentence. Then I am seeing my higher students who are just going crazy with their writing wanting to tell me ALL they learned on the specific subject using the content vocabulary. I even had one student ask me, "Is is okay if we go back into our writing and circle the vocabulary words so you can see we used them and we can see which ones we still need to use?" So awesome!!
I am enjoying being on break, but am looking forward to really diving into using the specific vocabulary from the reading series stories when I get back. See you guys next Weds. at my house! I can't wait to see you all!
Monday, March 2, 2009
Lori Bell
Hi Friends,
When my 2nd grade students respond to nonfiction text in a expository form, I like to make sure that they are writing newly acquired information. Using my file folder schema allows my students to think about what they already know or think they know about a topic. They write post it notes in regards to what they think they know. As we procede in our learning, they discover that some of their facts are correct, and others need adjustments. They are constantly learning new information to add to their "file folders" of knowledge. Any new information that they learn allows them to build upon their schema and gives them a newfound knowledge base when it comes to writing. In the beginning of the year, I allow them to use any of the post-it notes that are in their folder. Many kids are able to add details to their knowledge in which they can improve their final drafts. However, towards the middle-end of the year, I have them color code their post it notes in their files. Any original post-it notes are not allowed to be used in their writing. I have also learned the value of newly acquired vocabulary. If I throw a few words for them to race and hunt for as a class, we are increasing our schema and knowledge. Using vocabulary...as Jenn has proven in her research...tremendously helps students improve their writing. Many of my students are writing great informative papers based on file folder schema. But guess what? I just took a writing class based on writingfix.com lessons. I found a great lesson that will allow my students to use their factual knowledge about a topic, and turn it into a creative writing experience, using Jan Brett's "Daisy" book...(why can't I remember the title???) Anyway, I can't wait to see what happens. We'll be writing our stories this week based on our schema and newly acquired information about the rainforest. Anyone have any ideas or suggestions for me?
When my 2nd grade students respond to nonfiction text in a expository form, I like to make sure that they are writing newly acquired information. Using my file folder schema allows my students to think about what they already know or think they know about a topic. They write post it notes in regards to what they think they know. As we procede in our learning, they discover that some of their facts are correct, and others need adjustments. They are constantly learning new information to add to their "file folders" of knowledge. Any new information that they learn allows them to build upon their schema and gives them a newfound knowledge base when it comes to writing. In the beginning of the year, I allow them to use any of the post-it notes that are in their folder. Many kids are able to add details to their knowledge in which they can improve their final drafts. However, towards the middle-end of the year, I have them color code their post it notes in their files. Any original post-it notes are not allowed to be used in their writing. I have also learned the value of newly acquired vocabulary. If I throw a few words for them to race and hunt for as a class, we are increasing our schema and knowledge. Using vocabulary...as Jenn has proven in her research...tremendously helps students improve their writing. Many of my students are writing great informative papers based on file folder schema. But guess what? I just took a writing class based on writingfix.com lessons. I found a great lesson that will allow my students to use their factual knowledge about a topic, and turn it into a creative writing experience, using Jan Brett's "Daisy" book...(why can't I remember the title???) Anyway, I can't wait to see what happens. We'll be writing our stories this week based on our schema and newly acquired information about the rainforest. Anyone have any ideas or suggestions for me?
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