Growth Mindset in First Grade--writing goals

This year I'm fortunate to be at  a school that has high academic expectations, but also looks at positive habits of mind to grow and develop as a person.  I'm also blessed to have an amazing class that is open, willing, and has learned this year to be okay with productive struggle and not being perfect.  It's been a hard road for a couple of them, who resisted at first (crying on the floor and the like ;).  Luckily, I make my fair share of mistakes in front of them!  I've been open and honest about mistakes and let them know that mistakes can help us grow.  Moreover we all make mistakes!

On Pinterest last year I saw a ton of awesome writing goal displays and I tried a few with my last year's class.  It never really took hold because the goals changed faster than I could create a new chart.  This year I came up with the display in the picture.  I'm sure there's other ways that are just as good, but this is working for us now.  I just change the post-it notes as we change goals.  I think little clips would work too, but I eventually want to have the kids write their own goals so I may stick with post its.  The only downside is falling post its (maybe I'll try the kind that restick?"  I wrote them the first round, but I already have some kids wanting to change their goals a week into it (the ones that had quicker fixes like printing size).  I'm having them show me the evidence though with writing samples in their WOW journals (Work on Writing). I can't decide on how many samples I'm going to require them to switch the goal up...any thoughts?

If interested in the goal chart I'm offering it as a FREEBIE on my TPT store:

http://www.teacherspayteachers.com/Product/Writing-Goals-1551007

Please consider following me on TPT to get first notice of any flash freebies, new products, and sales:)

Warmly,
Valerie

Using an Interactive Writing Notebook

I couldn't believe I caught this as I was filming to try to capture good examples of Daily 5 time so we could review and discuss.  Student talk was getting a little loud (I'm sure you can clearly hear the background ;)  Students were working on Daily 5 and this little angel was doing working on writing using her Interactive notebook.  As I walked by I heard her discussing her need for a narrative transition for a story she was composing.  Since the notebook is color coded she went right to the section she needed and thumbed through the pages until she found a mini-chart on transitions.  She even thanked her notebook.  I couldn't have wished for a better reason to use this interactive notebook than my sweet little student showing her appreciation for it;)

I loved the idea when I saw them in a second grade classroom so I created one using my writing program.  We've learned a lot using them.  Here are some tips that I've learned:

1. First and foremost:  USE WHITE GLUE (not a glue stick).  Unfortunately I learned the hard way and we've had to back track and reinforce a lot.  
2.  Also if possible color code each text type.  I copied each resource page in the color of the text type (for example any opinion page I copied in blue paper).  I tabbed spiral notebooks with each color code too, which was super easy for my kids.  One of my teammates uses a binder and loves it though.
3. Don't underestimate the power of the cut and paste pieces.  These have been so valuable for my kids, especially when they collaborate.  A lot of rich dialogue has gone into debating whether something is an opinion statement or an introduction.
4. Model how to use the notebook.  

I just started individual writing goals for my students and I'll be adding them to the notebook as well.  If interested in the notebook see the link below:
http://www.teacherspayteachers.com/Product/Interactive-Writing-Notebook-K-3-Common-Core-1308044
I am constantly adding to the notebook (I've already added 55 pages and I'm going to add goals too) so if you buy it I'll send updates for free as I add them.  I'm teaching using it this year for the first time so I am finding new things all the time to create.

Warmly,
Valerie

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