Even little kids believe

It's all about the talk!!

Loved this video-but having a really difficult time posting to this blog!!! My reflection on the video was all about the structure of the talk-----question/response. This structure is basically recall (or no engagement at all) and doesn't really require the students to think at all. We need to model, show or tell how to do what we want to see and then engage students in doing it-NOT asking them about it. They need to do and engage in discussion about what they are thinking. I'm not sure that is clear-do you get where I'm coming from??? (Dorn says that all the time)

If You Say you Can... You are Right!

Tinkerbell is a character who is know for her difficult diva nature. She can be precocious moody, helpful, exciting and in the end wonderfully rewarding. If you recall from the story of Peter Pan Tink was dying and we all needed to wish and say aloud, "I do believe! I do Believe!" and she came to life.

Our school improvement process and progress can feel like this. We will work so hard to put forth our best efforts in lesson planning, explicit language, kind words etc and then boom, someone or something will slam your confidence. It could be bumps in student behavior, motivation, performance that will make you feel like screaming! It is though our relentless focus that we persevere!

Here is what some of your colleagues have said about effective and engaged students in constructive learning:

"Students can explain purpose of lesson and apply it to their own learning in becoming a self-regulated learner. Students don't need guidance in behavior norms because they are so excited and focused investigating."

"Evidence of student thinking will be evident..abundance of student work will be available because the students were so focused and understood the relevance of the learning in the real world"

"Students will be engaged and remember new learning for guided practice and be able to apply that new learning."

Clearly, many of our staff members understand rigor and are implementing these concepts in their instruction.

Know you can make a difference and you will. WE are 82% proficient in reading comprehension! OUR data wall indicates 78% at or above grade level in reading. The students have the ability let's give the the rigorous expectation to see the application!

Remember Belief is key.

Boring Economics Teacher Watch and then read the next entry

It's How you Say what you Say...

Explicit. Be Explicit. Explicit instruction.

Sometimes when thinking of examples I get the most information from a non example. Watch the video posted and think. How many times has this person missed the mark? "How could he not know that he's completely LOST everyone?"

What does that mean, really? The dictionary defines it as fully and clearly expressed or demonstrated; leaving nothing merely implied; unequivocal. So.. . your language is so important that it could be the difference between understanding and just being present.

Here's what it sound's like from one of your colleagues in this building,

"I think the author does a good job of making me feel sad because the pictures and the words he chose. Look at Stellaluna's eyes. They look like she may cry." Also listen to these words, "Mother Bird said, You are teaching my children bad things."

Using these examples think about how you can unlock the mystery for children. Too often we assume that children see what we see or understand what we read. Many of them don't. Using this type of lingo will also reinforce that the language workshop is where your community learns about the CRAFT of writing. The author uses specifics within a particular genre, voice or style that is unique. Ask students to try out this language or style in their own writing. Perhaps they will recognize a similar technique in the text they are using in the reading workshop.

Try out these stems in your language workshop mini lesson:

"How do you know the author..."

"I like how the author..."

"What did the author do to make you say that?"

"What does the way the author wrote this sentence help you understand?"

"The author used some specific words...."

"Why do you think it's important for the author to use these words?"

"...and the author said..."

"Listen and be ready to tell me what words the author used to make a picture in your head."

Sooo... Remember hit the target. It's all in the matter of being specific.

Working with the End in Mind

Self-Regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one's learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments. WOW what a mouthful!

What does this mean to you the teacher and how do you transfer this to the students? As I went through the building and had conversations with teachers I began to develop and synthesize the information. Frankly, it's focusing on the goal; defining what it looks and sounds like and then making it happen. Students are developing habits of inquiry and choice within reading and writing. You use the language workshop as a place where students see strategies and behaviors used by specific authors. I would ask you to review page 41 of Teaching For Deep Comprehension. Linda Dorn writes; ...we must keeping mind the differences between strategies and behaviors, which are external. Strategies are cognitive reactions that require the reader/writer to activate prior knowledge to think beyond the text.

The language workshop is the vehicle or crossroads where reading and writing meet. You need to ask students, how will you use this in the reading workshop and writing workshop. This is another component of launch. Making sure students have the rationale and purpose of each workshop.

As I coach I would ask my swimmers to visualize the race. See youwelf completing each stroke, turn and finish. As you begin to visualize what this looks like in your classrooms you may need a model to consider first. Take a look at these photos of co-constructed charts from 2/3 classroom. What do you see? How has this teacher "TAUGHT" behaviors within the context of authentic genre study? I'm asking that you comment to this post. It will allow me to get a window into your understanding.

Henry Ford said, "If you say you can or you can't you are usually right." So let's say we CAN!

Have an excellent and productive week!

Extending the Lesson -- a Kate-Tangent

I am wondering if it is possible to extend the framework or the "essense" of the workshop model to the Music classroom, the PE classroom and the Art classroom. For instance, with Julie's wonderful space she could have a gathering place, a performing place, and so on. My question being, "How can we take the habits which students exhibit in the classroom (so wonderfully), and apply them to other coursework in the building?" I would think that this may assist with classroom management issues for the special classes, and it would reinforce that this is merely the way in which we do things in elementary school.

I think that sometimes the "freedom" or "openness" or "options" when walking in to a large PE space or into the music/art rooms (or lunch room and assemblies!) sets up in our students the expectation that expectations are removed, and they can do what they want because it is not "the classroom".

While I am not looking to manipulate the model in to something it is not, I am looking to have a more universal sense of "this is how we do things" and in making expectations universal from the classroom, to the music/PE/art room, to lunchtime, to assemblies, to CLC. I want to establish a "way to be" at Carter Lake which all students adopt in the classroom, and exhibit as human beings whether in the classroom or out.

Kate Knudsen

Learning with my friends

It's hard to believe we have already been in school for three weeks!! Even though I love summer the past week has been a great reminder to me about one of the things I love most about school- learning with my friends. In a conversation with Julie Smith and Kim, as well as a team meeting with the 2nd/3rd grade team, I had a chance to reflect on the power of the launch during the language workshop. I had to question myself about the purpose of the launch and how could my goals for procedures and behaviors for language workshop be accomplished during this brief two or three week window.

While I know that one goal for language workshop is to develop the strategy of inquiry that is essential, I also began to think about all of behaviors that would help to make the students successful in the language workshop throughout the year. I realized it is critical to analyze what these behaviors are and to make sure they are explicitly taught and that the students know the purpose for these behaviors. Students also need time to practice and recieve feedback on how they are doing.

We have done an excellent job teaching them "read-to-self" strategies or how to use centers but I knew I needed to think through the behaviors involved in the language workshop. During the 2nd/3rd grade team we generated some ideas: flagging our thinking or examples, charts and how to use them, how to work with a partner or small group and how to skim books. I'm sure this list is far from complete so I hope you will jump on and add your ideas. Learning together will make us all stronger and benefit all of our students. Thanks for giving me the opportunity to learn with my friends-it makes it so much more fun!

3-2-1 Lift Off!

We've had discussions this week around the role of launch within the language workshop. Our questions to students and ourselves focus learning.

What do we want to see students do and learn during the language workshop? The answer is complicated because we are asking students to develop self-regulated behaviors as well as learning habits. Specifically, we are using a genre or author study as the foundation to teach kids critical skills in inquiry and investigation to TEACH the procedures and behaviors we expect throughout the year.

Our focus isn't to get students to be experts in Eve Bunting or Marc Brown picture books but to get kids comfortable in the habit of inquiry and discussion. We want children to "learn" how and why we look for specifics independently within the structure of reading and writing.

So what does it look like when it's just right? I've seen lessons this week where the second grade teacher set the stage by telling students, "What is the purpose of this time?" The students answered, "to Investigate." Exactly, students need to be in the habit of looking for answers that aren't obvious and where they need to learn to use thinking skills. Children also need to know why they look.

A second example was in a fifth grade classroom where students were in a discussion of story elements. The teacher asked students to agree or disagree. Yes, it was an excellent example of respectful language. Don't hesitate to give students the rationale for discussion or revoicing. Children should participate in the behavior AND know the reasons for the behavior. For example, if you are expecting children to use sticky notes give them a focus but also tell them the reason why they use them to mark thinking within a text.

WE are halfway through our study. Please stay focused on the elements and purpose of launch. Students learn procedures and habits of reading and writing through authentic practice in all workshops but they also MUST know the reason why they are doing them.

Questions of the week:

WHY?

Why use a sticky note in marking thoughts?

Why do we chart?

Why do we work in groups?

Why do we turn to a neighbor?

Why do we journal our thoughts about reading?

Why do we participate in literature discussion groups?

Why is it important to read independently?

Discovery of the answers contributes to sustainability of the learning.

The Sky is the Limit!

Have a great week.