"A Few of My Favorite Things"

With the 2014 - 2015 school year coming to a close, I sit back and reflect on what worked and what didn't work.  Straight away I focused on a few of my favorite strategies, both in academics and classroom management!  Here are my top  "Favorite Things" of the 2014 - 2015 school year (in no particular order)!  If anything sounds interesting to you and you have questions, feel free to email me or just post a question.  

• Reciprocal Teaching - I absolutely LOVE using this strategy. (Please check out my post on Reciprocal Teaching).  Students read independently and record predictions, questions, clarifications and a summary.  After independent work, students have a group discussion.  I love the conversation I hear as I circulate and facilitate where needed.  Students actually teach one another.  For example, students were reading a passage on Calusa Indians and came to the sentence "many smaller tribes were constantly watching for these marauding warriors".  During the discussion a student needed clarification on the word "marauding".  Another student in that group said, "let's read the sentences to look for clues".  After reading the sentences that same student said "well, Calusas are fierce and war-like, maybe other tribes are afraid and watching that they don't get attacked.  So, I think marauding means fighting or attacking".  That student re-read the sentence using the word fighting and attacking.  Meanwhile, I just stood there and listened and watched.  Not once did I interrupt their thinking and talking.  While participating in Reciprocal Teaching ALL students are held accountable because ALL students must contribute to the group discussion. 

• Close Reading -  This is a strategy I just began using this year. (Please check out my post on Close Reading).  Students read a passage three times.  The first time students read just to get the "gist".  While reading students code the text and look for words they do not understand. After the first read students have a discussion with their shoulder partner.  Students then read the passage the second time.  While reading the second time students have a task based on the structure of the text.  Students then have a second discussion.  Finally, students read the same text for a third time.  With the final read students have a task which includes a Thinking Map that will help them answer an extensive question.  After the third and final read, students have a final discussion with their shoulder partner.  Close Reading is usually spread across two or three days, depending on the length of the text.  

• Document Based Questioning - Although this is one of the most difficult for the students, it is one of my favorites.  I saw so much growth in the students after the second unit.  Yes, it is difficult, however, the students can do it!  When DBQs are first introduced, I model the entire unit with gradual release.  The second unit, which usually begins in November or December, still has some modeling.  Students work with partner, then the last document analysis is done independently.  DBQs engage students in rigorous reading and writing,  student-centered lessons aligned with best practices and common core standards. With each document students search for EVIDENCE, ANALYZE that evidence, then use it support an ARGUMENT!

• Thinking Maps - I absolutely LOVE using Thinking Maps. Let me rephrase that, I just LOVE it when my STUDENTS use Thinking Maps!  Thinking Maps are "Graphic Organizers". They are eight specific visual patterns that match eight different ways of "thinking" for deeper comprehension in all content areas.  The first few weeks of a school year, we practice using each map.  We discuss verbs that will determine the map to use for "that" particular thinking. When students work to determine the structure of a text, they can actually find the Thinking Map to use to organize their thinking, which will dictate the structure of the text.  About the second semester of the school year, students are able to choose the best Thinking Map to use to organize their thinking.  Once students record their thinking in a map, they "take it off" via discussion or a writing task.

• Kagan Structures - Kagan Structures are cooperative learning strategies.  Using Kagan Structures is a favorite of mine because ALL students participate.  Not one student can "hide". All students are responsible to complete his or her portion of the task.  For example, one of my favorite Kagan Structure is the use of "Talking Chips".  I usually use this when students need to review previous taught content or if students need to process new information.  First, the teacher distributes three "talking chips" per student.   Any student in the group can begin the structure by placing a "chip" (can be a counter) in the middle of the group and then share one piece of content information.  That student can not go again until two other students from the group participates by placing a talking chip in the middle of the team.  Once a student's three talking chips are used, that student can not say anything until everyone in his/her group has used all of his/her talking chips.  This ensures ALL students participate.  This is just one structure of over 50 different Kagan structures.  (click on "Kagan" to visit their website).

• Summative Assessment Contract - This is something new I used this year.  The idea came to me while at a conference last summer.  I saw this at a breakout session and adapted it to fit the needs of my students.   If a student didn't do well on a summative assessment, I analyze the errors then reteach that student using different strategies.  I assign additional practice for homework then retest.  The student completes the contract by responding to the following questions: What did you not understand?  Why did you not do so well on this assessment? What will you do next time?  Each question has responses to check and space for more explanation if needed.  Students must return contract signed by the parent(s) with completed additional practice attached.  At that time, the retest is administered.  Because this was new this year, I used it for math summative assessments.  When I first used this in the fall, I had about 9 students who needed this contract.  After about a month, that number declined to about 5.  About spring time, that number went down to 2.  I will definitely use this again next school year.  I would like to expand it to the other subject areas.

• Celly - I would have to say that this was one of my favorites. My son's high school band director used this and, as a parent, I thoroughly loved it.  Celly is one of many applications that can be used to enhance parent communication.  I set up a free account, set up a group, and invite my parents to join.  Once joined I can send out mass texts.  For example, once I update my website with homework and spelling words for the week, I send out a text advising my parents of such.  Another example, I send out texts to remind parents of meetings, field trips, etc. If you would like to look into it further or set up a group, just click here!

• Edmodo - This is a site I learned about in one of my graduate courses. Edmodo is a web-based platform that provides a safe and easy way for students to connect and collaborate with their peers and with the teacher. This is a safe sight controlled by the teacher. In the beginning of the year I set up an account and set up my class. A code is given and the students then sign on and set up their username and password. I usually use this to pose discussion questions on a book we are reading together in class. Click here to read interesting information!

Click here to go to the website

The Best of Times...The Worst of Times

This time of year is so bitter sweet.  In a short three weeks I will say goodbye to 21 students, students who were a big part of my life for 180 days.  Each child is unique and will have a special place in my heart.

This coming Friday, May 15th, I will have a special presentation for my parents.  As I peruse photographs to use in this presentation, I am reminded of the many wonderful moments we experienced as a class, as a family; moments where I saw significant growth in my students as well as in myself.  This year I experienced some of the best and was reminded of one of the worst.

The highlight of my year, my career, was receiving the Milken Educator Award.  What an amazing day!  A day I will never forget; a day I was thrilled to share with my amazing students!  I was humbled, surprised, and blessed! But, the best part of the award is the growth I experienced as an educator and a person, even in these short four months.  This award gives me the desire to push myself beyond limits, limits I never thought possible.  I was selected to participate in our district's Aspiring Coaches Cohort.  This will afford me the opportunity to enhance teacher instruction, enhance educational practices, and increase student achievement at my school (as a classroom teacher, and a teacher leader). This honor also gives me the courage to take chances and "step outside the box" to reach ALL students. I'm not about the status quo! Finally, receiving this award confirms that teaching is what I'm suppose to do.

Here I am speaking to my students!  Pictured from left to right: First Lady Ann Scott,
Education Commissioner Pam Stewart, Dr. Jane Foley.
Pictured in the back: Mrs. Juanita Wright (Principal), Mr. Glenn Rustay (Milken Educator '00)

While choosing the music and lyrics for the photographs for the presentation, I was brought back to three years ago. (Music and lyrics tend to transport ones mind to the past).   This is when I experienced the worst as a teacher.  On March 26, 2012 one of our buses was involved in a horrific accident. About 12 students were transported to our local hospital and two were sent down south to a trauma hospital.  One student was killed.  That student was one of mine. Dealing with that loss was THE hardest thing I ever had to do.  My students were looking to me for comfort and strength, which I provided.  It took every ounce of strength I had (and the power and strength only my Lord can provide) to hold it together for them.  Once I arrived home I was able to let the emotions of the day take over. Even now, three years later, I still get emotional.  This event also shaped me as a teacher and a person.  I don't take time for granted.  I work hard to make sure ALL students feel loved, as if he/she is my favorite.

Will forever be in my heart!  We miss you!

I am blessed to work with phenomenal educators.  We are not only colleagues, we are a family. Every event, tragedy, and celebration solidifies this fact!

So, now I go back and work on this presentation for Friday.  I look forward to spending these next three weeks with the best group of fourth graders!  I will say my goodbyes then begin planning for my next group. But, until I welcome my new group of nine year olds, I will spend much needed time with my own family, my husband and boys!

Response Chaining

This strategy has quickly become one of my favorites!  I must admit, I tried it last year and couldn't get it to work, so I quickly abandoned it.  With a new school year beginning I decided to visit this strategy again.  With the help of a colleague, we worked out what didn't seem to work last year and got it to work this year.  I do not use this strategy EVERY day, just occasionally.

This strategy is used to maintain my students engagement when asking questions or posing a situation. Response chaining links students' responses to questions.  This strategy begins with a question or prompt to which a specific student responds.  I then ask students to vote regarding the accuracy of the response using three options: thumbs up when the answer is correct, thumbs sideways if the answer is partially correct, or thumbs down if the answer is incorrect. For example, we have been working on main idea and summarizing.  After reading a short passage students write a summary sentence on an index card. While students are writing I circulate and look for a summary I can use response chaining with.  

I look for a decent summary, one that is accurate but lacking some information.  I display the card on the document camera, read it, and then ask students to show me (using their thumbs) if the summary is correct, incorrect, or something needs to be added. I tell the students that I shouldn't see any thumbs pointing down because the summary is correct or partially correct. 

After counting, 1, 2, 3 "show me", students indicate their response with their thumb.  The expectation is that ALL students must show me their thumb.  Of course I have students who will show me a thumbs up (saying the summary is correct) to avoid speaking or adding anything.  In order to keep ALL students engaged, I will also call on students with thumbs up to explain why they feel the summary is correct.

When students respond, they must paraphrase what the previous student said.  For example, after I put up a summary Student A will say "I partially agree with the summary, but I think we need to add the information about how trees provide shelter for animals".  After students show their thumbs, I will call on another student with a thumb turned sideways.  Student B will begin with "I heard Student A say to add information about how trees provide shelter for animals, but I think we also need to add something about how we can get medicine from the Rain Forest".  Again, students show their thumbs, I will call on a student with a thumb turned sideways.  Student C will begin with "I heard Student A say....", Student B said ..., I agree with them, but I also think we need to add...".

Depending on the task I will limit the question or "prompt" to four or five students.   After the last student paraphrases then add to the summary, I then have the students revise their own summary.

My students have used this strategy since about September.  It was challenging at first, but now students have developed excellent listening skills and can now add detail to their answers, summaries, and prompts.