I have been in the classroom working quite a bit this month. My daughter and I cleaned a cupboard and my desk, organized, pulled out books, arranged the room, put up bulletin boards, ripped out nine math units for math, and more. I spent time reading and creating displays for The Daily Five and Cafe; I will use these to introduce reading skills, our classroom routines, and academic choice the first six days of school. I purchased and have read quite a few picture books to use with Cafe.
"Joy" will be a priority this year, and there are certain elements in my room like "Everybody Books", poetry folders, and a nice chunk of time for my read aloud that will support this goal. I have organized and reviewed the Responsive Classroom elements, and now just need to weave these into my lesson plans. Lesson planning is the next big thing on my list. Organization will be the key to getting this year off to a good start. We are officially back to work tomorrow. There's always more to do, but I think I have a lot in place.
Sunday, August 28, 2011
Friday, August 5, 2011
Promethean Work, July 2011
July was a hot month to be out working in my flower garden, so I spent time organizing my jump drives. Last year six 4th grade teachers created promethean flipcharts for reading, writing, language skills, and spelling. It was a lot of work! I brought them all home, more accurately renamed them, and reworked the first four weeks of Unit 1. I also pulled out the language skills from the writing lessons and renamed them; they will be much easier to locate now. My jumpdrives are organized and ready to go!
I spent time working on my Math prometheans, too. I added vocabulary to each lesson, and pages to review homework each day. Reflection has taught me that I don't have to correct each day's homework. But, we do need to go over it each day in class before beginning the next lesson. The practice of homework will remain just that ~ practice. It will be more beneficial for students to review and clarify skills, and will save me a hunk of time each night. I still need to add the workbook pages to the flipcharts when my work computer is ready; my other option is to use the document camera to project student work.
I spent time working on my Math prometheans, too. I added vocabulary to each lesson, and pages to review homework each day. Reflection has taught me that I don't have to correct each day's homework. But, we do need to go over it each day in class before beginning the next lesson. The practice of homework will remain just that ~ practice. It will be more beneficial for students to review and clarify skills, and will save me a hunk of time each night. I still need to add the workbook pages to the flipcharts when my work computer is ready; my other option is to use the document camera to project student work.
June Workshops ~ 2011
It's been a busy summer. I attended many workshops in June.
Math Academy - I spent two afternoons with the curriculum director and math teachers in our district. I printed the CABS from the Milwaukee Math project with Grades 1 through 8 before the workshop, and shared these with grade levels. I made a promethean of the CABS for 4th grade to share and use at our grade level. Four of our six teachers were present, and we decided to implement a constructed response with each unit test. We are hoping that as our students practice and participate in constructed responses, they will become better problem solvers and write better explanations for their thinking. It felt good to move math forward at our grade level and in our district!
Instructional Coaching - I spent one afternoon with other instructional coaches, sharing and reviewing skills, and discussing ways to develop a learning community within our building. I know our teachers have much to offer each other in teaching strategies and math knowledge. I look forward to working with teachers in developing an open door policy where anyone can feel free to walk into another's room to see what great things are going on there! We have a meeting August 23 to finish our planning for this year.
Writing Academy - For two afternoons in June I attended a writing academy. We became more familiar with Common Core Standards, decided our three on-demand writing topics, and chose which writing topics will get our attention each unit. We will limit our process writing to fewer than last year, but need to find time to conference with students, (that's where improvement will show itself) and we will bring back "Life Books". Life books will work wonderfully as a piece in our Daily 5 "Work on Writing".
Reading Academy - Three afternoons in June were to work on reading. We reviewed WKCE scores, The Daily 5, CAFE, and made plans for the Inquiry Projects. One year with Fountas & Pinnell progress monitoring and LEAD21 and we saw wonderful improvement in reading abilities! Excellent ideas were shared; we have so much to be gained by sharing and being given time to share! I will be implementing The Daily 5, and all of the skills in CAFE. We will have the first six days of school to set our routines in order before beginning our reading curriculum. I purchased many books to support the skill introductions for comprehension, accuracy, fluency, and expanding vocabulary. I feel like this introduction to my reading program will help the students learn how to monitor the skills they need to work on. I am not going to try to do these programs perfectly the first year; I just want to improve my teaching and help my students see their strengths and enable them to work toward reasonable goals.
Compass Learning - I attended two afternoons of training for Compass Learning, our new computer math program. This program will support student skill levels as shown on their MAP testing. We discussed setting up lessons in areas where students may need support, such as elapsed time and place value. More training will come in August.
Math Academy - I spent two afternoons with the curriculum director and math teachers in our district. I printed the CABS from the Milwaukee Math project with Grades 1 through 8 before the workshop, and shared these with grade levels. I made a promethean of the CABS for 4th grade to share and use at our grade level. Four of our six teachers were present, and we decided to implement a constructed response with each unit test. We are hoping that as our students practice and participate in constructed responses, they will become better problem solvers and write better explanations for their thinking. It felt good to move math forward at our grade level and in our district!
Instructional Coaching - I spent one afternoon with other instructional coaches, sharing and reviewing skills, and discussing ways to develop a learning community within our building. I know our teachers have much to offer each other in teaching strategies and math knowledge. I look forward to working with teachers in developing an open door policy where anyone can feel free to walk into another's room to see what great things are going on there! We have a meeting August 23 to finish our planning for this year.
Writing Academy - For two afternoons in June I attended a writing academy. We became more familiar with Common Core Standards, decided our three on-demand writing topics, and chose which writing topics will get our attention each unit. We will limit our process writing to fewer than last year, but need to find time to conference with students, (that's where improvement will show itself) and we will bring back "Life Books". Life books will work wonderfully as a piece in our Daily 5 "Work on Writing".
Reading Academy - Three afternoons in June were to work on reading. We reviewed WKCE scores, The Daily 5, CAFE, and made plans for the Inquiry Projects. One year with Fountas & Pinnell progress monitoring and LEAD21 and we saw wonderful improvement in reading abilities! Excellent ideas were shared; we have so much to be gained by sharing and being given time to share! I will be implementing The Daily 5, and all of the skills in CAFE. We will have the first six days of school to set our routines in order before beginning our reading curriculum. I purchased many books to support the skill introductions for comprehension, accuracy, fluency, and expanding vocabulary. I feel like this introduction to my reading program will help the students learn how to monitor the skills they need to work on. I am not going to try to do these programs perfectly the first year; I just want to improve my teaching and help my students see their strengths and enable them to work toward reasonable goals.
Compass Learning - I attended two afternoons of training for Compass Learning, our new computer math program. This program will support student skill levels as shown on their MAP testing. We discussed setting up lessons in areas where students may need support, such as elapsed time and place value. More training will come in August.
Wednesday, May 18, 2011
The Winding Down
May 18, 2011
I am working hard to get to the unit test in math. Students have been out ill, for funerals, or just absent. I am spending my preps trying to catch them up; I don't want to test until we are all ready. Yet, the new unit awaits, and there's not much time left to the school year. This has been a frustration. We are not to let any slip through, yet how long do I wait to give a test because of all of these absences?
The Homework Situation - Are more students not getting their work done, or am I just losing my patience? Most of my students do turn their work in on time. Then, there are the habitually late. Those who need to have recess taken away to complete it. I suppose the beautiful weather isn't helping. For the last two days, I have given a lot of work time. If students use their time well, they can get most of it done.
Poetry Folders - This was my smart goal. I am happy with the products. Some of my boys really got in to decorating their covers and pages. A fellow teacher said she didn't get to poetry writing this year because of our reading/writing/language curriculum. I am hoping students will share some of their writing when we invite parents to come in before the end of the year.
Making Words - I started a new station during reading called Making Words. Students take the scrambled letters and make 2-, 3-, 4-, and 5- letter words, and try to come up with the mystery word (the one that uses all of the letters). I am wondering what other kinds of word work I will be able to add next year. I am seeing some of my students really struggle in decoding unfamiliar words. I want to be able to help them more.
I am working hard to get to the unit test in math. Students have been out ill, for funerals, or just absent. I am spending my preps trying to catch them up; I don't want to test until we are all ready. Yet, the new unit awaits, and there's not much time left to the school year. This has been a frustration. We are not to let any slip through, yet how long do I wait to give a test because of all of these absences?
The Homework Situation - Are more students not getting their work done, or am I just losing my patience? Most of my students do turn their work in on time. Then, there are the habitually late. Those who need to have recess taken away to complete it. I suppose the beautiful weather isn't helping. For the last two days, I have given a lot of work time. If students use their time well, they can get most of it done.
Poetry Folders - This was my smart goal. I am happy with the products. Some of my boys really got in to decorating their covers and pages. A fellow teacher said she didn't get to poetry writing this year because of our reading/writing/language curriculum. I am hoping students will share some of their writing when we invite parents to come in before the end of the year.
Making Words - I started a new station during reading called Making Words. Students take the scrambled letters and make 2-, 3-, 4-, and 5- letter words, and try to come up with the mystery word (the one that uses all of the letters). I am wondering what other kinds of word work I will be able to add next year. I am seeing some of my students really struggle in decoding unfamiliar words. I want to be able to help them more.
Wednesday, May 11, 2011
Action Research - My Personal Journal
May 11, 2011 Math Action Research. I used a teacher reflective journal, exit slips, and a class grid to keep track of student progress during our fraction unit. I'm thinking the journal belongs in my blog! After the coaching meeting today, I also feel that I will model a reflective journal for math next year. One of the most important things teachers can do is reflect on our practice, so I think I'm off to a good start having tried this. Next year, if I model the journal, and share my successes, I will have a better chance of impacting other teachers. Find my math action research journal elsewhere in my blog!
Coaching Math in our District
May 11, 2011 I've been asked to be a math coach in our building, and have taken some training this year. I've attended two workshops at CESA 11 this year. I have also worked with a math coach, Marilyn Heifner, observed and been observed by other teachers. I find this exhilarating! Just the collaboration and talking with teachers who want to improve their practice and "glean" ideas from eachother is exciting. I am excited about bringing real Learning Community into our building, and seeing the effects it will have on student achievement! Today was my first day of workshops through a CESA 11 grant called CMLC, Creating Mathematics Learning Community. We analyzed district data, and learned attributes of a math coach. We also spent time reflecting on our own strengths, determining if we are collaborators, communicators, contributors, or challengers. I found out through a team player self-survey that I was a bit of all of them. I think it depends on the type of meeting I am in.
Saturday, April 16, 2011
March and April Updates
April 16, 2011
Computer Troubles. Our desktop comes back tomorrow. Four people with two laptops and one internet connection has been frustrating! But, I have found a new place to work. Sam is gone to college for three more weeks, and I have a heater in the basement by her desk. I am toasty, and away from distractions. With the snow on the ground, it’s a good day to work.
April 16, 2011
Fourth Grade Slump: I read an article from the April Educational Leadership that talked about how many students won’t ask for help. I learned that this was so true! Some of the students who couldn’t show me physical representations for fractions greater than 1 had not asked for help. I thought they had it! This reminded me about the need to be checking in so I know exactly who has the skills needed to move on. I corrected their fraction tests. I also found that those who really knew how to find a fraction of a number were solid, even if we hadn’t talked about it in awhile. But those who never really were solid, didn’t get it in the quick review we did before the test. I feel I blew this for them, and will need to go back and find another way to get it to sink deep.
Homework: The other pondering I’ve been doing with this research is what to do with homework. I used to collect, grade, and put in my grade book, but is the work an accurate measure of the child’s knowledge? Some got help on it from a parent. Some didn’t have it done. I am thinking now about focusing on one assignment a week, an important assessment piece that could become part of a unit portfolio to show student knowledge and growth. I’m not sure how to organize this. I also think that the multitude of worksheets then could be used as at-home practice, review the next day, and wouldn’t need to bog me down correcting it every night.
April 15, 2011
Smart Goal Community Circle : Today we circled at the end of the day/week. Students had been sharing on Fridays about the activities they enjoyed. They have had positive feelings about things such as Phy Ed, art projects, poetry book writing, Taste Wisconsin program, no homework, or an extra recess. This week I asked students to think of someone who helped by doing something for them. A few were very sweet. Students shared on others helping/support them when they needed help learning something or with emotional support. Two others, boys who have struggled with behavior and enjoyment with reading, thanked the twins in my room for sharing their Bone books. I’ve never seen them read so much! One of my gifted reading girls caught my eye, and her expression said, “They are finally seeing what’s so great about reading books!” I am contemplating an end of the week game, or trying to incorporate more community building activities within our week. With the weather turning warm, except for this weekend, I wonder if we couldn’t spare 10-15 minutes to energize, and gain that back in work time. At the same time, it might help us feel more positive about school, so we end with good feelings about our year.
April 12, 2011
Smart Goal Technology: I have enjoyed gathering data on the students’ learning in the computer lab. Unfortunately, I didn’t get to assess their knowledge on Power Point before we began. I thought I had an evaluation, but couldn’t find it, and off we went to the lab. Some students are working on their book report Power Point at home with a jump drive. They have brought back new tips for classmates, and we had one of the best lab times last week. They were on task, helping, and the feel of the room was great. One thing I learned was never to assume anything. I thought they all felt comfortable with saving and retrieving from their personal file at school. (They should have. It was a goal when we worked with Microsoft Word Documents.) In fact, many had to start over on our second day, as they couldn’t find their file! Sometimes we learn through mistakes.
March 31, 2011
Unit 6 Reading
March 29, 2011
Mini Action Research: I am to journal my observations, collect one assignment each week, and read student math journals and exit slips to improve instruction and learning. I am so surprised at the insight journaling can give me! One of the concepts that gave students the most trouble was learning to visualize a fraction. Their journals showed good understanding of fractions equal to ½, less than ½, equal to 1, but many struggled on fractions greater than 1. Students definitely needed more time to investigate improper fractions.
March 28, 2011
Mini action research not off the ground. I found it hard to take the time to journal during my prep or after school. I took my journal home, and never got it going. I decided that to begin something new, one needs not only a plan of how to but also a plan of when to.
Beginning of March, 2011
Not a good “busy” person. I can only tackle so much at once. With all of the promethean making, new curriculum, math coaching, and other demands at work, along with family demands at home, my only way of survival was to continue with what was most important at the time.
1. Energy to my family. I needed to regain some eye contact and positive conversations with my kids at home. Sam, at college, really only had time for a few emails (mostly with my husband) and a phone call or Skype with me on the weekend. The two left at home know how to push each other’s buttons, and there’s stress in feeling like I have to fix it.
2. Classroom – I focused on being prepared with my small reading groups. I organized six parent volunteers to assist my students in the classroom three days a week from 1:00 – 2:10, the time that I am leading small reading groups. I loved how this freed me up to focus on my readers, instead of monitoring student behavior or assisting with difficult workbook pages.
February/March, 2011
News in Madison Illinois in defense of the proposed Walker
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