Listen, Watch then Teach

When working with my students in language and literacy I am always looking for data.  I don’t, however, rely much on standardized scores and summative assessments.  While helpful in a very small way, those types of assessments give me information more about me, the teacher, than about the student.  I look for data that I can use.

Every time I have a conversation with students I make notes about their learning, sometimes mental notes and sometimes written notes.  I try to keep track of their use of language and their thinking.  Every time I read student writing I make notes about their use of language, their ability to express themselves and their accuracy.  This is the data that I use.

This is the real-time data that shows me what students know and can do right now.  That data is then turned into large group, small group and individual instruction as needed to move all students forward.  I encourage students to make mistakes, use big words, enter into debates and not be afraid.  It is through making mistakes, I tell them, that I can know what the next steps are in their learning.  All done in a supportive environment.

Give it a try; it’s not rocket science.  When we pay attention to the students they will show us what they need.  When we listen and watch, we will know what to teach.

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Differentiated Writing Instruction

When teaching writing in elementary and middle school, one of the challenges is how to keep moving forward with the different genre studies (narrative, expository and opinion … and don’t forget poetry!) while giving students the differentiated instruction that they need.  At La Cosecha I learned of a way to do just that.

Using the units proposed by Lucy Calkins or the units created by your district (or by you) the first step is to begin each unit using a simple prompt that will let you complete a pre-assessment to find out what the students already know.  You can assess their writing using the rubric to guide your instruction during the unit.  My experience has been, though, that those first drafts show too many holes to be of much use; the students need instruction in many areas.

pic26633Then, after teaching the unit while referring often to the rubric and publishing a final draft, use the same prompt you used at the beginning of the unit.  This time, it is important to use the rubric to deeply analyze the writing.  The first thing you will most likely notice is a vast improvement over the initial use of the prompt.  However, if you use the rubric and turn the information into numbers (see image to the right) you will see trends including areas that need specific attention.

This is where the differentiation can happen.  Based on the needs you notice, you can form groups of students for differentiated instruction just as you would do during reader’s workshop.  This small group work could happen during the first week of the next unit or you could schedule a week in between each unit for the differentiated instruction.  Use the CCSS to decide which areas are of greatest need.  You might also decide that a change in tier 1 instruction would be most appropriate (e.g. focus on punctuation during morning meeting).  You can let this assessment guide you during the next unit of study.

One more idea that I loved: sketch the story then touch and tell.  Oral rehearsal!

Resources: Lucy Calkins: Writing Pathways, WIDA Writing Rubric

 

Time Spent Reading

From http://www.devstu.org/research-individualized-daily-reading

Have you seen this?  Amazing!  Let’s read more!

“Anderson, Wilson, and Fielding (1988) led one of the most extensive studies of independent reading in which they investigated the relationship of reading time to reading achievement. The study found that the amount of time students spent reading independently was the best predictor of vocabulary development and reading achievement gains.

“The research indicates that independent reading is probably the major source of vocabulary acquisition beyond the beginning stages of learning to read. Students who read more can learn the meanings of thousands of new words each year.

“The chart below shows the high impact of independent reading time to word exposure and the percentile of reading achievement.”

Percentile Independent Reading
Minutes per Day
Words Read
per Year
98 65 4,358,000
90 21.1 1,823,000
80 14.2 1,146,000
70 9.6 622,000
60 6.5 423,000
50 4.6 282,000
40 3.2 200,000
30 1.3 106,000
20 0.7 21,000
10 0.1 8,000
2 0 0

Amazing!

The Bubble Poem

New from Burma
“I never rest
I practice much
my bubble test.

“I know lots
I’m not in trouble
My teacher taught me
how to bubble

“My mama works
a shift, a double,
So I don’t have to
I learn to bubble

“To study stars
some use the Hubble
I don’t study
I learn to bubble

“Dad’s out of work
He’s grown some stubble
That won’t be me
‘cuz I can bubble”

The Phoenix rises
from the rubble
The childrens rises
from the bubble

Double double
toil and trouble
cauldron burn
and children bubble

(For an end to too much testing!)

Now, Banned Words

Below is the list that the New York City Department of Education would like to see banned from standardized testing.  I found it here.  I also found it ridiculous.  I truly believe in the power of students to read about topics with which they disagree or find disagreeable.  I believe they are able to constructively deal with those topics in an appropriate manner.

If I were a student I would feel offended at such a colossal waste of time and energy on the part of the NYC dept. of Ed.  And at the lack of respect shown to students regarding their abilities to think deeply about life.

Would anyone like to create a story with all words/topics?  Here they are:

  1. Abuse (physical, sexual, emotional, or psychological)
  2. Alcohol (beer and liquor), tobacco, or drugs
  3. Birthday celebrations (and birthdays)
  4. Bodily functions
  5. Cancer (and other diseases)
  6. Catastrophes/disasters (tsunamis and hurricanes)
  7. Celebrities
  8. Children dealing with serious issues
  9. Cigarettes (and other smoking paraphernalia)
  10. Computers in the home (acceptable in a school or library setting)
  11. Crime
  12. Death and disease
  13. Divorce
  14. Evolution
  15. Expensive gifts, vacations, and prizes
  16. Gambling involving money
  17. Halloween
  18. Homelessness
  19. Homes with swimming pools
  20. Hunting
  21. Junk food
  22. In-depth discussions of sports that require prior knowledge
  23. Loss of employment
  24. Nuclear weapons
  25. Occult topics (i.e. fortune-telling)
  26. Parapsychology
  27. Politics
  28. Pornography
  29. Poverty
  30. Rap Music
  31. Religion
  32. Religious holidays and festivals (including but not limited to Christmas, Yom Kippur, and Ramadan)
  33. Rock-and-Roll music
  34. Running away
  35. Sex
  36. Slavery
  37. Terrorism
  38. Television and video games (excessive use)
  39. Traumatic material (including material that may be particularly upsetting such as animal shelters)
  40. Vermin (rats and roaches)
  41. Violence
  42. War and bloodshed
  43. Weapons (guns, knives, etc.)
  44. Witchcraft, sorcery, etc.