Effective Feedback

 Awhile back our staff was introduced to this great video clip explaining the importance of giving feedback to students that is effective, honest, useful, and productive. 

http://vimeo.com/38247060

Since then I have I have used this to guide my class in giving each other effective and specific feedback.  While still a work in progress, we are coming along.  In math students are noting when students are using number bonds in math problems or when they are making a ten. In writing, students are noting creative transitions and ways to hook the reader in.  The video clip is a great starting point.  Maybe it will spark something fun and creative to do in your own classroom:)

American Symbols -Connecting Reading Literature and Informational Text

Reading informational text wall

 The kids have really gotten used to identifying texts as informational or narrative.  I really think that teaching these blocks explicitly has helped the kids not only in comprehension, but also in writing.  They are beginning to connect the structure of each of the types of texts and that is helping them when they read and write.  We just finished American symbols.  When I looked for good literature books at first grade reading level that connected with the unit on American Symbols I had a tough time.  So I decided to write a shared reading text and a companion (much easier level) student book.  I was worried that the kids would miss the color version in their student book, but they loved it (partially because I think they loved the cute character -thanks Melonheadz illustration:).  With the reading literature component we retold the story, worked on characterization, setting, and vocabulary.  We worked daily a little bit in our fiction block on the reading literature activities.  Even still, during Daily 5 the kids reached for their Bob and Kaya book :)  For informational text time we worked on close reading of articles on American Symbols, took notes, answered questions, and then wrote informational pieces on each symbol.  If interested in the unit see below: 

http://www.teacherspayteachers.com/Product/American-Symbols-Common-Core-Close-Reading-Narrative-and-Informative-Text-Unit-1438704

Sample student papers from the unit.

Shared reading pictures with modeled note taking and vocabulary cards on reading literature board.

Students taking notes while exploring multimedia on American Symbols.

Connecting Literature to Social Studies

Students putting together an opinion piece as a pre-writing activity.

In conjunction with our Rules, Rights, and Responsibilities unit we did the literature unit Bud's Day Out from the first grade Houghton Mifflin anthology.  We connected the concepts of rules and responsibilities to the story by discussing how the dog Bud didn't follow the rules.  We covered character traits, setting, retelling, and we connected the whole unit with opinion writing.  The kids had so much fun deciding whether Bud was naughty or just being a dog. Their writing was priceless and they brought up so many points that I hadn't thought of in their opinion pieces.  I created a unit for these activities, and if you're interested it can be accessed below:

http://www.teacherspayteachers.com/Product/Buds-Day-Out-Common-Core-Reading-Literature-and-Writing-Unit-1463259

Connecting Social Studies to English Language Arts

We are culminating our Rules, Rights, and Responsibilities units this week coming up and the kids have gotten a great concept of the social studies unit of why we have rules, who makes the rules, what are rights, and how responsibilities impact rule following.  We also bridged the concepts to laws and we will move right into American symbols/citizenship.  The best part is we really focused on teaching the opinion and informative text types in writing in this unit (with heavy focus on opinion).  Even though our set writing block was narrative, the kids were able to navigate both.  I think it worked because we clearly defined the text types and kept referring to them on our writing wall, which displays all three text types (across one topic).  I also feel it worked because we teach informative text reading (social studies or science) and fiction reading (narrative text) in two blocks.  The narrative text was Bud's Day Out, which was a story about a dog who did not follow the rules.  The informative text was a mix of the Rules and Rights articles/mini-books from the unit and the Social Studies text.  Again, the connecting texts help the kids make meaning and cement it.  In the Rules, Rights, Responsibilities unit we also read mentor text opinion pieces.  This was great because usually kids don't get a chance to really read opinion text.  We just expect them to write it.  The kids wrote yesterday about what they felt the most important rule was, and I was really amazed at how they had internalized the parts of opinion.  Yay!  If interested in the unit, below is a link.  I'm trying to get the narrative unit out too... I'll keep you posted!

http://www.teacherspayteachers.com/Product/Rules-Rights-Responsibilities-Common-Core-Close-Reading-Unit-1335960

-Valerie

Putting it all together for first, second grade, or BOTH!

Managing a combination class can be tricky, but this year with some careful planning and amazing team teachers, I feel that everyone is getting what they need.  The fabulous second grade teachers at my school take my five second graders for math and the science or social studies unit they are doing.  It is an amazing help that I am so thankful for. Here’s my daily schedule and a little debriefing below:

Daily Schedule

8:15  Daily PE rotations (Mon-Thursday)

8:40  Math (Second grade goes to 2^nd grade teachers classes for math –truly a blessing!  Since we are working with Eureka Math (Engage New York) this is super helpful because both grades are getting the program in full.  Because Eureka is not the most teacher friendly program in the world (but is full of awesome methods) I create Power Points for each day (some available at my TPT store).  I click through each slide and they keep us moving and on track.

9:55  Daily Math (A variation of Daily 5) where there are rotations:  math writing, independent practice, and math with a partner (usually learning games) *This is my time to pull kids/groups that need remediation or advancement.

10:20  Recess

10:40  Fiction (Narrative) Text Instruction:  This is when we cover all the CCSS Reading Literature standards.  I connect the Fiction to the Non-Fiction texts for the kids.  For example, in first grade our connected text for Rules, Rights, Responsibilities is Bud’s Day Out in our Houghton Mifflin anthology.  I do a CCSS based mini-lesson and then students finish work from the mini-lesson (I circulate to make sure there are no misconceptions that need to be corrected) and then I release to Daily 5 time for the early finishers.

11:10  Non-Fiction Text (Informative Text) Instruction- I pull both groups together across a social studies or science topic. I create informative articles at a higher level (good for some of my advanced first graders and my second graders –those kids can read it as an independent text).  For those who need more scaffolding I use the texts as more of a shared/instructional reading text.  Both groups do activities based on the CCSS Reading Informational Standards and the CCSS Writing Standards.  I use my close reading units that I created.  Right now I’m using Rules, Rights, and Responsibilities and then I’ll move into Being an American, both close reading units that are tied to writing (available at my TPT store if you are interested in looking at what they are).  Integration is the key here.  After the mini-lesson, work is given, monitored and as kids finish the students do Daily 5.  This is my time to pull reading, writing, and skill groups for remediation or advancement.  This is also the place that I really check in with my second graders to see if they need help with the science, math, or social studies that they get in their second grade partner class.   Although some topics in first and second grade overlap there are a few, like biographies and letter writing for example, that need to be explicitly taught to the second graders.  I do this through units that I’m creating and specifically targeted guided reading texts that I either created or found.

11:45  Writing (Mini-lessons and workshop writing done through mentor texts).  This is easily done for both grade levels because both grade levels have all the same three text types to cover.  The only thing that differs is the rubric that they are held accountable for (which is based on CCSS for their grade level).  I hit CCSS language standards in this area as well. I teach all three text types at once, so that the kids can get a full year's practice in each type.  In fiction and non-fiction text blocks I do units that practice all three types of writing so this block of writing is for specific modeling of things like introduction writing, similes, description, etc.  I use an interactive notebook to teach a lot of the components (in my TPT store). 

12:25  Lunch

1:10  Phonics -I pull both groups at one time – currently for first grade I’m instructing short vowels and second grade long vowels (for example:  short a/long a).  We brainstorm together, do a collaborative activity, and then for word work I use the fluency vowel units I have on TPT.  The short vowel unit even includes CCSS language standards as well.  I put the independent phonics work in the Daily 5 tubs for word work that the kids complete after my second Daily 5 block after the Fiction block.  To manage the different Daily 5 tubs for each grade level I use two different colors or you could also label them by grade level.

1:35  Daily Five-During this time of the day the students choose either Read to Self, Work on Writing, Read to a partner, Word Work, or Reading Technology (where they listen, read, or respond to a story).  I pull small groups during this time to give individualized instruction in reading and writing.  Often, we all start out with a fluency read block where we build stamina with independent reading from their book bags and then they go to choose.  If you haven't read the book The Daily 5, it is a great read, and has forever changed my classroom.  It builds independence, responsibility, and choice in a structured, manageable way.

2:30  Clean up/Daily Gratitude “I am grateful for _____”

2:45  Dismissal

There are things I still have to add in like daily goal setting, but I want to gradually work that in.  I am so grateful that the kids are so amazing and for the wonderful second grade teachers who take the second graders for math, science and social studies.  The use of effectively using integration of writing and reading across all disciplines makes achieving the common core standards doable.  I also incorporate technology throughout the units and the writing block.  Such things as iMovie, Power Point, and Story Kit are three great resources that I use to have kids show their knowledge.  I hope this helps anyone with either grade level or both imagine their day.  

Here's a link to some FREE lesson plans:

https://www.teacherspayteachers.com/Product/First-grade-lesson-plans-Freebie-1670975

New Room!

Well, change is good... my new classroom at my new school is coming along.  I went with teal and black and white polk-a-dots as the accent.  I do have one bright pink wall near the entry way just to bring a pop of color into the room.  I found a great, inexpensive rug at IKEA and tons of teal bins in the same color at Dollar Tree. I'm excited and getting ready for the new year!  I spent a ton of time leveling and sorting books.  I leveled until level L and from there organized by topic, favorite authors, and genres.  I also went through and pulled a ton of books out of my classroom library to use as mentor texts for writing.  This took a TON of time, but I feel so organized and can now go right to my box that has great mentor texts for openings, transitions, or similes for example.  I also pulled books for all our social studies and next generation science units.  This way those books will be easily accessible when I work on the unit.  Since I'll be teaching a 1/2 combo I also organized my guided reading sets so that I could be really strategic in my planning for my groups.  I plan to hit content and standards explicitly through the guided reading so every minute has to count so that I can address all common core standards for each grade level. One week until my new little guys come to check it all out...7 days and counting:)

Interactive Writing Notebook

I'm so excited because I just finished creating an Interactive Writing Notebook for my new school year.  It is based on my writing program last year, and it will serve as a great resource for my students.  My son's 4th grade teacher had something like this and we, as parents, loved it.  Our son referred back to it, and we could really see his learning.  Also, last year, my kids used our anchor charts and writing wall SO much.  The problem was that we quickly ran out of wall space and they wanted to use charts that we had already cycled out.  I think this notebook will serve as their own little mini-book of personalized anchor charts.  Here are some pics and the table of contents from the unit and a link to check it out if you are interested!

http://www.teacherspayteachers.com/Product/Interactive-Writing-Notebook-K-3-Common-Core-1308044