Do You Know a Lot of Words?

One of the most limiting factors in students' achievement and their ability to read is a poor vocabulary.  If students want to learn more, comprehend better, and be a dynamic writer they must have an extensive vocabulary.  Also, test scores almost always reflect a student's vocabulary.

With this in mind, we will focus even earlier in the school year than normal on vocabulary.  We will be using Rags to Riches on Quia, classroom discussions, and other activities to help build stronger vocabularies.  For easier access to the words assigned each week, take a look in the sidebar.

To see Reading Workshop Vocab lists, assignments, practice links and word meanings, go to the Reading Workshop Vocabulary Page.

Want Some New Books?

Online Ordering Information
Web address: scholastic.com/bookclubs
Class Activation Code: J3VGG

Now it's easier than ever to find the perfect books -- shop Scholastic's new online Book Clubs Web site. Choose from a much-wider selection of books than in the printed flyer. Plus, you can send your orders directly to me online and use your credit card to pay.

Best of all, we earn a FREE book for the classroom library every time a parent places an order online.*

It's so simple! Here's how it works:

• SIGN UP at www.scholastic.com/bookclubs. On the parent page, click the "Register" button in the "First Time Here?" section. Register for your own user name and password. When prompted, enter the one-time Class Activation Code shown above. This unique code ensures that your order is sent to me.
  
• SELECT the books you'd like to order -- choose from thousands of titles -- many more than in our monthly flyers.
  
  
• SEND your order to me online by the due date and your child's books will be delivered directly to my classroom.

Ordering online is fast, easy, and secure.

Of course, you can still order using the form from the printed flyer. But why not see for yourself how convenient it is to order online?

Working Like Brady

Tom Brady, MVP quarterback and three time Super Bowl winner for the New England Patriots has worked hard to make the most out of his career. Last night on Monday Night Football he passed for a team record 517 yards in a win against the Miami Dolphins. 

In this video he discusses his road to success.



In your opinion, how does his success relate to success in the classroom?  How can his ideas help you, as a student learn more, earn better grades, and be successful?

Collecting Information the Easy Way

I need to collect blog titles and URL's from students to post links in the sidebar.  Looking for an easy way to do this without having to type and link each blog, I decided to use a form from Google Docs.  This will put all of the information in a spreadsheet and make it easy to copy and paste.

Check out the right sidebar for links to all of this year's Reading Workshop students' blogs.

Excellence with Distinction

Laurelville Elementary earned the rating of Excellence with Distinction on the Ohio Report Card. This is the result of high standards and much hard work by students and staff.  This is the first year for this rating that follows several years of steadily improving scores on the Ohio Achievement Test. 

Students at Laurelville are remarkable in the amount of effort they put into their assignments.  Each year students amaze me with their effort and positive attitude.  The great test scores from students in Reading Workshop  year after year show a history of students' success.

Great job to all of the students and staff!

You can see the Laurelville Report Card here.

A New School Year

It's a new school year and four days in, students are doing great.  Most have started to adjust to their new school schedule and get back into the habit of getting up in the morning.  There are some adjustments this year with fewer teachers and more students in each class, but we are already starting to get used to this. 

This year's sixth grade classes are starting out working hard and have come in with a positive attitude.  If they keep this up, they can be the best sixth grade class ever!  

Welcome to sixth grade new students.  Keep working your hardest and you will be successful!

Wallwisher, A Great Web 2.0 Tool

My teaching neighbour, Mrs. Jayne Stevenson shared this great idea and Web 2.0 tool to allow students to post comments and/or answer questions.  

Post Edited on April 28, 2011.  

Although Wallwisher seems like a great program, there are problems.  Students tried repeatedly over the last two days to access the program.  After several million error messages, I changed my mind about Wallwisher.  The first requirement for any web 2.0 program is reliability.  The inability to post makes this program frustrating, and not at all worth using until the glitches are worked out.

The Life of a Test Grader & Your Test

So Martha, the Test Grader is sitting in her cubical and opens your test. She turns to the first short answer and this is what she sees.

Needless to say, her headache screams out and she wants to be anywhere, rather than try to read this mess. But, she really wants to be fair so she starts to fight through the misspelled words, lack of organization, and off-topic response. She quickly realizes though, this just isn't worth it, scribbles down a 0 and moves to the next answer.

Within 3 - 4 seconds, she has decided this student does not deserve to pass any type of test. As she sorts through each extended response, she becomes more and more agitated at the obvious lack of effort. Sorry, but you failed.

Now it's time for the next test and here is the response.

Martha is smiling now. She is thinking, "this is from a good kid. This is so easy. Why can't all of the kids write like this?"

And little does she know, but somewhere in a state far, far away, a student is smiling as she thinks back to that day of the reading test. She knows she passed, because she did her best, and used all of the test taking strategies that her teacher taught her.

There is someone else smiling. As this student was taking the test, a teacher sat at his desk and watched her work. He knew she would pass. He watched her work hard all year. Today as he thinks back, he knows she did a great job, and anxiously awaits the test results that will show a real success story.

Life of a Test Grader, Continued

OK, so Martha has your test and answer booklet. She doesn't know you, and doesn't care to. In fact, she doesn't even know about Reading Workshop, the name of the school, the town, or the state where you live. You are just a number in a stack. A tall stack of answer booklets that have to be graded before she can take a break.

Whether or not you pass this test means less than nothing to Martha. The things on her mind include sneaking out to get a diet coke, getting rid of this head ache, figuring out how to avoid listening to her sister complain about having to babysit, and about having to do laundry after work, or she will have absolutely nothing to wear tomorrow. She is also thinking about surfing and last summer's vacation.

Now it all comes down to you, the student, and your answer booklet. Will your hard work be in vain? Will eight months of learning be wasted? Or will you be a success story making yourself, your parents, your teachers, and your school feel proud?

The first thing, can she read it? Did you write legibly? Trying to strain her eyes and her brain to read cat scratches is going to irritate Martha. She probably won't even take the time to sort through it. She will just give it a big, fat, zero. Did you write neatly?

Next, if you restated the question and numbered your responses, Martha can easily find key words and information. Using a rubric to score short answer and extended response answers, Martha is looking for specific words and answers. Did you organize your answers to make finding key points easy?

Going back and finding specific details in the passage is paramount. Any time a questions asks for specific details, they are looking for examples word-for-word from the text. Did you go back into the essay and find specific details?

Another factor that makes grading easier is correct spelling. Most of the words that you need to spell are either in the question, or in the passage. It just takes a second to look back and find the correct spelling. Did you use the passage to help you with your spelling?

Did you use the basic test taking skills that you have learned in class?

Image from http://www.flickr.com/photos/kandyjaxx/82881549/in/set-1618327/

Image from http://www.flickr.com/photos/kandyjaxx/2487248468/in/set-1618327/

The Life of a Test Grader

Martha is a single mom, with a four year old daughter named Emily. Martha is just trying to get by day to day. This morning, at 6:00 AM, as Martha was getting ready for her job as an Achievement Test Grader in a state far, far, away, her babysitter called and said she couldn't watch Emily today. 

After three phone calls, she finally reached her sister, who agreed to watch Emily for the day. The only problem was her sister lived 20 miles away, so Martha barely had time to get there, and then make it to work on time.  

As she rushed around the kitchen, eating a piece of toast while she picked up, Emily spilled her cereal all over the floor. Five minutes later, after cleaning up the spill, Martha glanced at the clock and realized she was going to be late. She grabbed a cup of coffee to go, snatched up Emily and bolted out the door. She put Emily in the car, and jumped in her seat. As she reached across to buckle the seat belt, she spilled her coffee down the front of her shirt. "Oh @#$#@@#$," she thought. 

She unbuckled Emily and ran back in the house to change. She searched high and low, but there was nothing clean to wear. She grabbed her cleanest dirty shirt out of the laundry, shook it out, and slid it on. Once again, she and Emily headed for her sister's house. Naturally, she hit a construction zone two minutes from her sister's. After sitting for 10 minutes, she finally got through. She sprinted in, gave Emily a kiss good bye, and headed off to work. She had 11 minutes to make the 20 minute drive. 

She was lucky, the construction only held her up for 5 minutes this time through. Unfortunately, her head pounded with a migraine from the stress of the morning. And work hadn't even started yet. 

She reached work, late again. She stopped by the pop machine, but didn't have any change for her daily dose of Diet Coke. As she rounded the corner, there stood her boss, with a mean look on his face, and her daily stack of tests to score. "Late again, I see," he said with a scowl. "Don't even think about taking a break until you get this school's tests scored."

With her head pounding, no Diet Coke, and no time for Advil, Martha reached for the first test. Martha, the test grader opened your test. 

How will you score?

Image from http://www.flickr.com/photos/kandyjaxx/173120800/

What are You Thinking About the Achievement Test

Students have been working hard, preparing for the Ohio Achievement Assessment.  They have done a kazillion (this is a very high number that students learn about in advanced math at the sixth grade level) problems until they are suffering from carpel tunnel.  They are getting attacked by numbers in their sleep and there is no hope of survival.

In Reading Workshop, students have read passages, wrote and rewrote answers, and been rubriced into submission.  They now know the disasters that await those that don't give specific details, quoted from the selection.  They dream at night of back in the day when Reading Workshop was about reading and writing, thinking and discussing.  There is no chance of them being a child left behind because they are getting whipped into shape. 

Although we only focus specifically on the test for a month in Reading Workshop, in student years that equals seven lifetimes.  But students are surviving.  Not only are they surviving, but they are getting smarter.  They are reading critically, and attacking questions to find the point.  They are shredding selections to find those details that earn all 4 points on  an extended response question.  Best of all is they are learning words, and they are much better than the words they learned on the back of the bus in third grade.

Good job students!  It will all be over soon and your success on the test will make me smile.

Image from http://www.flickr.com/photos/stuartpilbrow/3270138986/sizes/l/ 

I Wanna Be Perfect

I am tired of making mistakes.  I am tired of not knowing the right thing to say.  I am tired of all kinds of problems.  I want to be perfect.  AND, I just found out a way to make it happen.

The latest read aloud in Reading Workshop is Be a Perfect Person in Just Three Days written by Stephen Manes.  After the first chapter, I got some really good news.  Dr. K. Pinkerton Silverfish is going to tell me how to become perfect.

No more bad jokes!  No more saying the wrong thing and upsetting people!  Every student will learn all that they are supposed to every day.  Life will be great and it all starts next week.  In just a few days, you will see a new me and I WILL BE PERFECT!

What about you my brilliant young students?  Are you going to join me and become perfect?  Will you soon become flawless?  How will that change things?

Oh, by the way, wanna is not a word and if I was already perfect, I would have said want to in the title.

Image from http://www.rebeccacaudill.org/teacher/covergallery/1989/be.jpg

A Fun Way to Learn Test Vocabulary

Learning vocabulary is never fun for students.  However, a large part of success when taking the Ohio Achievement Assessment is determined by students' working vocabulary.  Looking for an interesting way to build the vocab of students in Reading Workshop led me to Quia.  This is an online site that features games and quizzes.  

There is a library of items created by teachers that are available to anyone to use.  Creating new games and quizzes is easy to do when you want to use specific terms.  My personal favorite is the Rags to Riches game which is similar to Who Wants to be a Millionaire.

To see the activities that students are participating in so far, you can visit my Profile Page.

Give it a try. Maybe you can learn a few new words and win a million dollars!

I Hate Grades!

The end of the nine weeks is here.  Work has been turned in and graded.  But what if a student's average doesn't fit what they have accomplished?  Should a teacher adjust it to reflect what the student has earned?  Or should it be the result of vocabulary quizzes on Quia, Study Island, and objective scores on writing assignments?

Student #1

He has given everything he can possibly give to be successful.  He started the year hating to read.  Now, he reads almost every night at home.  He pays attention in class and does his best on every assignment.  He asks for help if he doesn't understand.  He has turned in every assignment.  Low Study Island scores have been a big detriment to his grade.  Although his grades reflect his ability, his growth should earn him an A+.

Student #2

She is the model for all students.  Her attitude and work ethic is unbelievable.  She has always struggled finishing books.  This nine weeks she has finished three of the last four she started.  The book she quit was a bad selection, she recognized that, and found a better book.  Her writing has consistently improved all year.  Her blog posts have become more detailed and cleaner.  Poor vocabulary quiz grades have lowered her score.

Student #3

The work he turns in is not close to his best.  He completes assignments quickly, with the main idea being just to get them done.  He is a pretty good student so his grades are good.  He has not shown much growth, but does OK because school comes fairly easy to him.

Student #4

His attitude stinks.  He has turned in most assignments, but not all.  His grade is poor and does not reflect his ability at all.  He should be on the honor roll but isn't due to lack of effort.  As a reader, he is able to do high quality work.  Even though he has a low grade, his ability is in the B range.

What grades did these students earn?  What grades do they deserve?  Are they the same?

Should grades be solely based on achievement?  Or should a student's effort and attitude be part of the grade?  Should improvement matter?   Should missing assignments count even if a students has mastered the objective?  Or should all grades be based on results of classwork and quizzes? Should students receive a class participation grade that reflects their in class involvement and work ethic?

What if the teacher knows with absolute certainty that a grade does not reflect a student's output for the grading period?  Should the teacher adjust the grade accordingly?

Image from http://feeds.feedburner.com/legalgeekery

Sometimes You Have to Laugh

A student downstairs in Ms. Wooten's third grade ask if she thought the world was going to end in 2012.  

Her answer to that was that she didn't know when the world was going to end.  She said, it could be tomorrow, it could end in 2012, or it could end a million years from now.  I believe that there is only One being that knows the answer to that, and that is the big man upstairs.

The student, without missing a beat, promptly replied, OK, so I'll go ask Mr. McGuire.

If he only knew . . .

Predictions Make Reading Exciting

You start reading and after a little bit, your mind wanders.  After a few minutes, you are bored with the book, ready to quit it and find a better book.  So you look through the books, find one that looks good, and begin to read it.  

Later that night, you get out your new book for the Read at Home assignment.  The first few pages are interesting and you really get into the book.  After about 20 minutes, you start to get bored, and quit reading for the night.

What is happening?  Why are you losing interest in books?  Why is reading boring?

YOU QUIT PREDICTING!

Predictions are what makes reading exciting.  As you read, wondering what will happen next is what makes you part of the book.  And when you predict one thing, and something different happens--WHAM, that is what makes a book exciting. 

Image from http://www.webweaver.nu/clipart/img/education/bored-student.gif

Special thanks to Mrs. Tonya Blubaugh, Intervention Teacher for sparking the conversation that led to this post.

Should Students Be Ability Grouped?

The current read aloud in Reading Workshop is Freak the Mighty written by Rodman Philbrick.  Max, a struggling reader is placed with the "smart" kids so that he can be with Kevin, his disabled friend.  Although the placement is based on the needs of Kevin, it brings to question the decision about placing students in classes.

Ability grouping is the practice of sorting students, mostly in elementary and middle school, into classes based on their ability level.  Those for ability grouping claim it increases student achievement because teachers can provide instruction at the appropriate level that is neither too easy nor too hard for most students.

One of the main arguments against ability grouping is that it creates classes of low achievers who miss out on stimulating discussions with higher achievers.  Labeling students may also communicate self-fulfilling low expectations.

Will Max benefit from being placed in the class with higher achievers?  Would you prefer to be in a class that is ability grouped?  Why or why not?

What Was the Author Feeling?

Have you ever thought about what the writer was feeling?  In most instances, great writing is the result of situations or problems that spark strong feelings.  The writer is faced with an emotional situation and uses writing as an outlet.  

Sometimes feelings of joy need to be shared.  Other times relief in dealing with sadness or grief comes from sharing through writing.  In this poem, Mother to Son, by Langston Hughes, he describes facing the challenges in life. 

Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.

What was he feeling as he wrote this poem?  How does that relate to your feelings as a reader?  Do think there is usually a connection between the author's feelings and the reader's feelings?

Image from http://www.thewanderers.in/travel/recent/

How Does the Book Make You Feel?

The writer sits at his desk with a purpose in mind.  He just finished a chapter and then he reads back over it.  He puts himself into your shoes.  Imagining the feelings you get as you pour through his words.  He is wondering, does that sentence work?  Is that problem believable?  Can you picture yourself as a character?

Good books separate themselves from poorly written ones because they bring in the reader.  The reader lives the story in her mind.  She pictures scenes and imagines being in them.  The readers' feelings are strongly affected.

Good readers know that their feelings should be affected as they read.  They expect it, and when it doesn't happen, they stop and think about the book.  Why isn't it striking a chord?  Why aren't their feelings jumping out of their heart.

What about the book you are reading?  What kind of feelings do you have as you read it?

Reading Strategies, Connections

Effective readers constantly connect to the text as they read.  Their inner voice  relates the text to their life, other books they have read, and prior knowledge.  Readers with higher levels of comprehension consistently and constantly make connections between the meaning of the words, and background knowledge.

As students build their ability to connect with text, their ability to understand what they read increases.  At times connecting is simple. At others, especially with difficult nonfiction text, connecting and comprehension is difficult.  However, to be a good reader, students must relate what they are reading to what they know and what they have read. 

Students should concentrate on their inner voice and connections.  As they read they should picture themselves in the story and compare themselves to  the characters. 

 

This brings us to today's question.  Reading Workshop students, as you read your SSR book, what connections did you have?

Image from http://www.flickr.com/photos/dulcepericulum/8378493/sizes/s/