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?

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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?

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Igniting the Light of Success

Does Katy Perry's song Firework apply to you?  If there were no limits and you could accomplish anything, what would you do?  

The latest song we are singing as part of Reading Workshop to help build fluency and vocabulary has a terrific message. 

You don't have to feel like a waste of space

You're original, cannot be replaced

If you only knew what the future holds

After a hurricane comes a rainbow

Maybe you're reason why all the doors are closed

So you could open one that leads you to the perfect road

Like a lightning bolt, your heart will GLOW

And when it's time, you'll know

You just gotta ignite, the light, and let it shine

Just own the night like the 4th of July

What about it Reading Workshop students?  If you could accomplish anything, what would it be?  Ditch the limits.  Don't let anything stop you, because you can do anything if you set a goal and work hard.

Why This is a Great School

The recent spotlight on school quality should help ensure a better education for all students.  Everywhere you turn there is constant conversation about the need to improve schools.  Newspapers, TV, and all over the Internet, people are screaming about how public education is a mess.  But you almost never hear about what a good school looks like. 

However, using one tool, and one as limited as a one or two day test doesn't accurately portray schools.  Although test scores are important, rarely do you hear about examining all the factors that make a  school successful.One paragraph doesn't tell the story of a book.  Similarly, one test doesn't tell the tale of a school.

The characteristics that make Laurelville Elementary exceptional include:

1. Students Want to Be Here

Effective schools have a warm climate.  Students know they are welcome and know that the staff cares about them.  Although there is pressure to perform, it comes in a way that promotes learning, with an expectation that students will excel and the support is provided to make it happen.

2. Highest Expectations For the School, Teachers and Students

Only the best is good enough. Quality is expected, and nothing less is acceptable. Passion for excellence is a driving force each and every day. The staff works together, pushing themselves and their students to be the best. Failure is not an option for the teacher or the students.

3. Dedicated Teachers

Teachers work to improve their ability to teach. They read and explore the techniques used by others in a never-ending effort to better themselves and their skill. Effective teaching demands that the teacher be knowledgeable in the subject area. The teachers have a detailed understanding of what is being taught.

4.  Effective Discipline

Discipline is not be an issue. Students respect others and failure to do so is not tolerated.  Students understand school and class rules and expectations, and adhere to them. When discipline is necessary, it is not vindictive, but just a consequence when a student does not do what is required.

5.  There is a Variety of Instructional Techniques

No two classes, or two students are identical. Laurelville is effective because teachers understand this and differ instruction to best help students be successful. Key concepts are presented in ways to enable visual, auditory, and kinesthetic learners grasp it.  Students are actively involved in learning with a variety of opportunities to grasp key concepts.

6. Students Individualized Needs are Met

The staff understands differences in students' abilities and needs and considers this as part of instruction and intervention.  The teaching and interactions with students reflect the needs of each, with the understanding of each as an individual.

7. Leadership

The building principal, Vicki Scott has the respect of students, parents, and staff with a vision, high expectations, and the ability to help others succeed.  The school leader must be a person that can understand people, and motivate them, creating a positive attitude throughout the building.  Successful schools have a sense of trust built on the back of an honest and caring leader.

Being a teacher is an amazing career with many rewards.  Working in a school like this makes it even better.  Each morning when I walk in the building, I am grateful to be part of something so meaningful, working with a dedicated staff, and superb students.

Image from http://www.urbanitebaltimore.com/imager/b/magnum/1262364/f774/greatest_feat_0110.jpg

Survey Says. . .

Want to know the results of the Midway Survey.  Just look on the wikipage at Midway Survey Results.

Thank you for all of the parents that took the time to sit down with their child and complete the survey.  Many of the goals are well-thought out, appropriate and attainable.

Congratulations to all of the Reading Workshop students for the successes you have achieved so far this school year.  When you look at the list of the best thing that has happened in Reading Workshop, you see an amazing list of accomplishments.

Whose Goals Are They, Anyway?

 I was sitting in the chair, getting my hair cut, having the typical casual conversation with the woman cutting my hair, when I noticed the post-it note with Nicole's weekly goals.   As I looked it over, I started wondering about these goals. 

Finally, I couldn't stand it any more.  I just had to ask, and the following conversation took place:

Me:  Did you write that?

Nicole:  Uhhh, no.

Me:  Your boss write it?

Nicole:  Yes.

Me:  So they tell you what your goals should be?

Nicole:  Yep

Me:  Hmmmm, I'll bet that motivates you.

Nicole:  Oh, I don't really pay any attention to it.

And then I started thinking about students in Reading Workshop.  I wonder how often my goals for them really don't have anything to do with their goals for themselves.  When I am pushing my agenda of positive attitude and hard work equals success, I wonder how many students have other priorities?

As the teacher, I have a responsibility to have goals and expectations for my students.  But if they are going to be meaningful, there must be some ownership on the part of the students and their parents. With this in mind, and reaching the halfway point of the school year, it seems appropriate to ask students to evaluate their year so far, and set some goals for the rest of the year.

What Tools are in Your Reading Toolbox?

If you were building a house, would you use a hammer for every task?    It would be more than a little difficult to measure a board with a hammer.  Cutting it in two would be even more challenging.  Imagine finishing the cement in the garage with only a hammer.  House construction requires a variety of tools, each appropriate for a given task.  

Similarly, reading requires many tools, each which helps in a certain way, with different situations.  Recently in Reading Workshop, we have been focusing on reading difficult, nonfiction text.  We have focused on what matters and what doesn't.  We have also looked at specific skills that contribute to comprehension.

What is Important
1. W's (who, what, when, where, why, how)
2. Main Points
3. Ideas that relate to the gist

What is Not
1. Supporting Details
2. Examples
3. Interesting Stories or Opinions
4. Most Adverbs and Adjectives

But remember anything that helps you understand what you are reading is ALWAYS IMPORTANT!

Strategies for Reading Nonfiction

1.Skim

2.Adjust your reading speed/slow down when needed

3.Read and highlight only the essential information

4.Substitute easy words for more difficult ones.

5.Think about the writer and the writer's purpose
6.Connect to prior knowledge
7.List W’s
8.List facts

What should be added to the list?  What strategies do you use when reading difficult text?

For more information on reading check out these posts:

What's the Deal With Details?

How Fast Do You Read?

Reading Strategies, Using Prior Knowledge

Learning to Read Adult Style

Connections When Reading

Image from http://www.stockvault.net/photo/107135/hammer

Traits Needed by a Teacher of Reading Workshop

Teaching Reading Workshop requires a different style than the more traditional teacher-centered lecture-based classroom. As I was reading a recent post about qualities of a teacher that enjoys project-based learning on Doug Johnson's Blue Skunk Blog, I thought of how well this fits with Reading Workshop.

Teacher traits it takes to make Reading Workshop successful.

1.  Be comfortable with a loss of control over time, the final product, and “correct” answers. If some parts of the curriculum don’t get “covered,” if conflicting evidence causes confusion, or a controversial solution to a problem is suggested, these teachers roll with the punches. They have the intellectual confidence to handle ambiguity.
2.  Accept active students rather than passive students. They have developed new rules of behavior that stress student responsibility, and have trained their principals to differentiate between active learning and a classroom out of control.

3.  Believe that given enough time, resources, and motivation, all students are capable of high performance. It’s not just the talented and gifted student who can make choices, solve problems creatively, and complete complex tasks. These teachers know that most students rise to the level of performance expected of them, and that great ideas can come from anyone in the class.  

4.  Recognize that your expertise must be in the learning and research process not just in a subject area. No longer are these teachers just information dispensers, but guides for information building students. The happiest teachers are co-learners in the classroom, especially when learning new technology tools. Students get the satisfaction that comes from teaching as well. 

5.  Understand your personal enthusiasm is more important than ever. The best projects I have seen have always designed by teachers who are enthusiastic about what they are doing and how they are doing it. The downside to this is that it is very difficult to create recipes for or give examples of specific projects that can be easily adopted by other teachers. A project, no matter how well designed, is going to work for every teacher and every group of students.
 6.  Know that any project may not  always work the first time. But these teachers keep trying.

Thanks for the reminder Doug, and for giving me something to ponder.

A Christmas Gift of Poetry

Students are writing Christmas poems as a gift of writing. No gift means more than a heartfelt poem.  Students are writing a free verse poem for a family member to give over the holiday.

This list has ideas for topics that students brainstormed.

Food	Family Time	Traditions	Memories
Christmas dinner	Family together	Christmas Eve	Special gift
Christmas breakfast	Shopping	Getting up early	Cutting down tree
Nuts and bolts	Traveling	Christmas morning	Special time together
Cooking together	Things they do for me	Hanging stockings	Visitor
Making cookies :)	Decorating the house	Decorating the tree	Trip
Baking together	Wrapping presents	Opening presents	New Pet
Homemade noodles	Christmas party	Playing euchre	Accidental Openings of gifts
Oyster dressing	Putting up lights	Visiting Family
Making smokeys	Playing with gifts	Waking up parents
Spicy pretzels	Playing games	PJ's on Christmas Eve
Chips & dip		Family Picture
Pies		Stockings First

Are You the Annoying One?

It was almost time for Thanksgiving dinner.  We sat watching football, anxiously awaiting the turkey, mashed potatoes, and dressing.  Unfortunately we were having trouble concentrating because my 17 year old niece and 14 year old nephew were wrestling around on the couch.  Finally, their mom couldn't stand it anymore.

She yelled  Cut it out, both of you!

Luke whined: But mom

Leah whined: But mom

Luke whined:  But mom, she's so annoying.

Leah responded:  Get off of me!

Do you get the picture?  Leah had been sitting on the couch minding her own business when Luke came over and sat on top of her.  He started pestering her until it ended in the screaming match that got their mom involved.  But in his mind, she was soooo annoying.

Naturally this situation made me start to think about the students in Reading Workshop.  I know that their teacher is never annoying :) , but what about them.  Do they ever blame someone else, before looking in the mirror?

What do you think?  Are you the annoying one?

Image from http://www.vrkmphoto.com/sister/brother-and-sister-love/

Hey Students, Here's Some Thanks for You :)

Thanksgiving is here and there are a lot of turkeys in this neighborhood and I am thankful for all of them.  Well, I am thankful for most of them.  Well, I am thankful for some of them.  Well, I am thankful for a few of them.

Well anyway, the things I am thankful for include:

1. Sara's big smile walks in my door every day.
2. I have this really weird class that wants to be here.
3. I can do a little of the Cupid Shuffle with the class and I don't even need Advil.
4. Lucas #3 is just as nice as Lucas #1 & #2.
5.  I can blog and eat oreos at the same time.
6. Mrs. Scott stops by every day for a little aggravation.
7. I have some oreos.
8. Thelma is still cooking in the cafeteria.
9. Hines #4 (or is it #5) works just as hard as all of the others.
10. Ridge sings better than his siblings.
11. Megan, Tyler H., and Andrew really are that nice.
12. Brook and Dawn are actually starting to talk.
13. Kyra smiles and dances and shakes and makes all kind of weird motions when she sings.
14. Heath likes to read.
15. Caitlin has such a super attitude.
16. Jessica and Cassie are becoming a great writers.
17. Austin, Tyler, Alex, and Jakob are working so hard.
18. Dylan laughs at my jokes (at least he did one time).
19. Belle can still think even though she spends half her time upside down.
20. Danny's name keeps popping up in the lyrics of songs we are singing.
21. Shala is an assistant teacher and helps everyone with their blog.
22. The little Queen hasn't been too bossy.
23. Sabrina is in a good mood today, and yesterday, and the day before, and...
24. Students are selling candy bars for camp so I can put back on the pounds just in time for the hollidays.
25. Ms. Bowlby is still teaching here so I am not the oldest teacher in the building.
26. Ms. Fraley is teaching here so I am not the weirdest teacher in the building.
27. Mrs. Stevenson is still teaching here so I am not the grayest teacher in the building.
28. Mrs. Griffey is still teaching here so I definitely am not the biggest drama queen in the building.
29. Nick and Cade aren't as hot as they think they are (otherwise their chairs would catch on fire).
30. Students love blogging (that makes them work hard and they don't even know it).
31. We got some $$$ to buy new books.
32. Diet Mt. Dew is a health food.
33. The arm Mark broke chasing his girlfriend has healed.
34. Lindsey's brain transplant surgery was successful.
35. Heidi smiled at me last week.
36. The Bengals have the worst team in the NFL and T.O., Chad O., and Pacman play for them.
37. I can look out the window, from my desk and see two flags waving in the breeze.

Have a happy Thanksgiving!

Image from http://www.uvm.edu

Describe Yourself Based on Your Partner

What does the person I paired you with say about you?

Students in Reading Workshop are constantly working in pairs, and small groups.  Almost every project has at least one part that requires teamwork.   Sometimes this might be a brainstorming session.  Other times partnership might be for revising and editing a piece of writing.  Frequently it is just a couple of minutes to share ideas.

Although occasionally students are paired randomly, most of the time partnerships and teams are put together in a way to ensure success.  

Reasons students are partnered might include:

• A strong-minded uncompromising student is put with a similar student just to force both to work together to be successful.  
• Quiet, easy going students are put together to build leadership skills.
• Students strong in a certain area are paired with a student that is struggling.
• Students struggling might be partnered to work through troubles together.
• Students that don't care are partnered to force them to deal with common attitudes.
• Natural leaders are grouped in situations that allow them to utilize their strength.
• Creative students are placed together to stretch their limits.
• Creative students are separated to allow leadership and growth.
• Boys and girls are partnered so that differences in thought processes can increase chances of success.
• Reluctant learners are joined with enthusiastic students to motivate them.
• Enthusiastic students are partnered to allow them the chance to immerse themselves in a project.
• Friends are put together just so they can be with each other.
• Students that are not friends are put together to help expand their circles.

These are just some of the reasons students work together.  Regardless of the reason, working together and the cooperation this demands is an extremely important skill.  How students deal with a partner, or contribute to a group is always reflective of their attitude and work ethic.

What kind of a partner are you?  Describe yourself based on your partner.

Image from http://vik.podbean.com

Please Be Nice

"Did you have fun with your partner?" she whispered with a sneer to the girl in the seat next to her.  I just happened to be in the right place at the right time, because the comment wasn't meant for me to hear.

Shala just looked at her and shrugged her shoulders.  She really didn't know what to say.  It never occurred to her to be upset about her partner, or make fun of him.  And that is exactly why I put her with that student.  I knew that she would treat him with kindness and respect.  She would help him stay on track and both of them would successfully complete the assignment.

The students in Reading Workshop had been working on a letter writing project.  I wanted them to take a couple of minutes with a peer to discuss their letter--how they organized it, what was going well, and what parts of the project needed help.  I chose a partner for each student, forming teams that would succeed.  This is something we do frequently, and students are used to working with many different peers throughout the year.

This comment has banged around in my head ever since I heard it.  I keep thinking about the connotation behind, did you have fun with your partner.  This sneaky form of bullying, trying to get a classmate to join in ridiculing a student is what makes school so difficult for so many students.

I'm not really sure which student I feel most sorry for--the boy being laughed at, or the girl that feels the need to be so mean.  The boy is a bit of a social outcast.  Unfortunately, he irritates peers and causes them to loose patience with him.  He also tries to gain attention too often by acting out and saying things to set himself apart.  He isn't mean, but he does act that way sometimes when he gets picked on.

The big question to me is why the girl feels the need to be so mean.   She is no stranger to trouble, and I am sure teachers have talked to her about this behavior before.  Yet she continues to be hurtful, even enlisting a student like Shala who would not act this way under any circumstance.  Will she ever figure out that actions like this, and the negative attitude behind it will create problems until she finds the strength to be a stronger and kinder person?

Image from http://www.comicvine.com/forums/off-topic/5/the-creepy-thread/574156/