July 24, 2012

It is great to see so many people in the building getting ready for a good start to the year.  Please feel free to email or stop by if you have any questions. 

School Improvement in Action Don't just tell me; show me!

Student Work Displays

A great example of a student work display is one that demonstrates the process of reading, language study and writing. The teacher's use of wall space as a portfolio indicates an understanding of how language-based behaviors influence comprehension. The unique approach is worth noting. This 5th grade example illustrates how a teacher can use punctuation and weave it into a deeper connection of comprehension, author's purpose and voice in writing. It would be easy and quite direct to teach the individual skill of comma or semi colon. However, that would be a surface structure and we are after deep structures! What this display shows is a deep understanding of how to teach punctuation and it's influence on reading and writing in an authentic/inquiry-based way. The students discovered how an author used punctuation and then sorted the examples to create their own meaning. Finally, the teacher use the rubric for voice rather than conventions to assess authentic writing.

Dr. Dorn states in Reading for Deep Comprehension, "... a reader's knowledge of the language system can influence his or her depth of comprehension. We might say that structural knowledge is the very architecture on which creativity is shaped; without this basic foundation, writing is built on a faulty framework and can interfere with the reader's comprehension." Reflect on your student work display. Use it as an opportunity to analyze your practices and work to implement at deeper levels during this genre study.

Mini or Focus Lessons

How about this for a quote from Dr. Mausbach's visit, "It is very apparent that what is being taught is showing up in quality student work." Additionally, she said, "No matter which classroom I went to I saw evidence of workshop being implemented." For example, we saw evidence of a strong mini lesson in share time. In a first grade classroom we saw a teacher reinforcing a concept with students sharing the events that corresponded into character action. She reinforced how this is a way writers respond to reading by using the character description of actions/events as a way to show understanding of narrative (problem/solution). What is so exciting is that this teacher didn't have a scheduled visit. It's an example of teacher intentional instruction rather than "show and tell". Planning the work and working the plan; thank you! A second and third example were with mini lessons viewed in second and fifth grade (language and writing respectively). Both used their mentor text to reach a curricular objective explicitly. In the writing lesson one would hear teacher statements like, "good word choice and use of punctuation can be a way that you could help your reader infer a character's feelings." The teacher modeled how a writer could revise text to make this happen. Very explicit. The language lesson in second grade was also very explicit without getting in the way of student inquiry or comprehension. She used a variety of mentor text with think aloud various choices an author makes to show character traits. She had a co-constructed chart with a blank column so student knew they could have the opportunity to bring a different example to share time. Dr. Mausbach felt that all of you have routines, practices and engagement under control. It was quite evident in our walk through. Your mini lesson is the springboard into deeper learning. Make every one count. As I continue my study of lesson planning I see that many of you have a specific plan and are systematically implementing it.

What is so exciting about last week's visit is how all of you demonstrated our school improvement plan in action. It is very easy for a principal to "talk" about the plan. I think it was best said by a teacher in a mini lesson: "Don't just tell me; show me!" YOU DID THAT! Congratulations!!

Prompt for response: Reflect on what have you planned this week that demonstrates the integration of strategic reading behaviors and it's influence on comprehension. What evidence are you collecting and how will you know kids are reaching your target?

What if there were no feedback?

Check out what happens in this video? Look for examples of feedback or lack of.

You see the "supervisor" alien check-listing the underling much to the human's demise. You may laugh when you see what happens in the absence of formative feedback. It is an important component of the assessment process. It gives teachers and students a baseline or a ruler relative to learning goals. It helps students answer the questions, "What knowledge or skills do I aim to develop? How close am I? What do I need to do next? Giving effective feedback is a skill that we all must master.

So you may be asking your self, how does this all fit together? Student work displays, visitors, implementation studies. Well, the display shows all what you value and answers the question "what might student work look like as a result of a rigorous mini or focus lesson?"

Samples of student work are at the heart of our process.

Specifically there are two displays that illustrate our process. One is around sentence fluency. It gives examples of co-constructed charts and use of mentor text. The student work reflects a process and the description along with arrows allows the observer a view into the rigor that came from language lessons and resulted in writing. The second display is one centered on punctuation. It cleverly gives examples of how punctuation influence comprehension and create voice and fluency in writing. The teachers both received feedback as they built and planned this display and lesson.

Feedback is our friend. I helps the student know the direction of learning and assists the teacher in reaching the highest levels of implementation and rigor possible. We need the feedback like our alien friend in the video. Without it we may seem to be running our heads into the wall.

Feedback

So what happens in the video when there is not a shred of formative feedback? We see the "supervising" alien checklisting the underling. We all laugh and see what happens when there is an absense of formative feedback. It is an important component of the the assessment process. If give us as teachers and the students a baseline and a ruler relative to learning goals. It helps students answer the questions "What knowledge or skills do I aim to develop? How close am I? What do I need to do next? Giving effective feedback is a skill that we all must master.

So you may be asking yourself, how does this all fit together? We have visitors coming this week; I've been asked to update my student work display. How does this fit together? You display shows several things. One, it demonstrates to you and student what is valuable. Secondly, it answers the questions "What might student work look like as a result of a rigorous mini or focus lesson?" Thirdly, it allows others a view into your classroom.

When I look at the display in the 2/3 wing

You are What you Read

Dr. Suess: The more that you read, the more things you will know. The more that you learn, the more places you'll go.

1. Within the Text: Processing information in order to gain the basic or literal meaning. Word solving, searching for information, summarizing, fluency

2. Beyond the Text: the reader brings information to the text that isn't explicitly there. Predicitng, using content knowledge, making connections, synthesizing, inferring

3. About the Text: the reader considers the text as an object and notices, writer's craft, literary devices, features, structures.

"Reading comprehension is processing through a wide range of actions, physical, emotional, cognitive and linguistic." Fountes and Pinnell. When you read you are connecting your thinking with the author. This is such a complicated process yet for those of us who grew up reading it could be difficult to explain. Many students will automatically begin to make this natural connection to thinking and understanding the author's words and point of view. However, when a student struggles it won't happen naturally. You have to unlock the secret for them through the mini lesson and flexibile group.

The Second and Third grade team members have been focusing on the reading mini lesson and working to integrate the genre. Discussions around utilizing the features of persuasion from a specific author are transferred to reading by asking the students to use those features to aide compehension. They've re read chapter five and eight in Teaching for Deep Comprehension, Dorn and are in the process of reading chapters 3 - 5 in Teaching cor Comprehensing and Fluency Fountes and Pinnell. Their focus and intention to create mini lesson of value and purpose will raise acheivement in their classrooms.

We read something with the lens of our background knowledge. You have continued to study and have implemented quality reading instruction for several years. Read these materials and see how your perspective has changed. You will bring information to the text and then develop a new understanding. This knowledge will be evident in your lesson plan and delivery.

This week I will finish the implementation study that was delayed due to testing. Thank you to everyone who made testing such a huge success!

Reading is Fundemental

WE continue to focus on statements like inside out rather than outside in. However, do we really know what that means? It is inquiry! Students discover learning rather than get it delivered in a procedureal way. This is most important during the reading mini lesson. Yes, we want to be focused and explicit; but we need to make sure that we are getting in a readers way by asking them questions that do the thinking for them or insisting on "activities based in compliance." What does this mean? How does it look in a classroom?

Specificially, I observed a 2/3 classroom where the teacher was using a persuasive organizer. This was tied directly to the genre study. However, what was masterful was the use of the organizer in a way that support reading comprehension. The think aloud asked studys to determine how the author crafted a message that would convince you to be persuaded. The teacher used several examples without giving students the "one" to use. It allowed for controlled choice but specific instructional expectation. There was an amazing co-constructed chart that solidified the learning. It was directly connected to inquiry without asking kids to infer yet they did. Amazing example.

Ellin Keene states, A Larger View: "That coincides with what I've observed in American classrooms as well. The focus on strategy instruction has been a boost to comprehension in literature and across content areas and has caused us to reexamine our teaching and chidlrens' learning in a profound way.

However, she talked about larger changes that need to be in place:

1. Become more reflective about our own reading as teachers.

2. Created a common language between teachers and kids.

3. Increased the amount of time spent teaching comprehension.

4. Generated innovation in classrooms

5. Helped teachers raise expectation for all children

6. Made it acceptable to read slowly with depth and focus.

7. Focused our instruction pon tghe reader, not just the text.

8. Helps children to buildi a vast bank of content-area knowlege because they use strategies.

Wow what a list. Which of the eight speaks to you? Which have you make the most growth? Expand and inquire. Allow the reading workshop to teach the appreciation of reading and understanding.

Whoop there it is!

Language Lesson

I get so so so excited when I see a teacher hit the mark during an observation/implemention! It is like a well-oiled machine that allows the students an insight into the author's brain and guided by the teacher!

The student needs to begin to realize through the focus lesson/think aloud how the writer(author) uses language that moves the reader to self-reflect. This "requires the writer to understand how language works in precise and reliable ways so as to help the reader comprehend the written message" Linda Dorn Yes, that is it. The simple idealistic truth is that if a student can understand the nuances of how an author uses language then he/she will be rocketed into understanding.

During the implementation study I'm most enthused to see high quality practictioners do just this. Teachers use statements for inquiry/investigation like "find techniques they use to convince you." "find the components in a "How To" and specifically let your partner know why the author chose to organize it in that way." What is wonderful about working at Carter Lake is that you need not go far to see excellent examples of lessons that will demonstrate what is a three or four on our rubric.

Please consider taking the time to work with Jane to observe and confer with these high implementors. You won't be sorry.

Testing begins next week. We've done what we need to do. It's time to prove our excellence!