tag:blogger.com,1999:blog-24775507478851276782024-02-07T16:10:57.251-08:00Steves' Classroom ResourcesSteve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.comBlogger234125tag:blogger.com,1999:blog-2477550747885127678.post-5985088109157594652023-11-07T10:52:00.007-08:002023-11-07T10:59:20.158-08:00Check out my new blog!<h1 style="text-align: center;">Check out my new blog <a href="https://blog.teacherclassroomresources.com/" target="_blank">HERE</a>.</h1><div style="text-align: center;"><br /></div>alopez7589http://www.blogger.com/profile/01979207894125111522noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-86437556416315260862022-05-18T06:24:00.003-07:002022-05-18T06:25:25.870-07:00Getting Children to Read<p><span face="Arial, sans-serif" style="font-size: 14pt;">Reading is one of the most important things
young children can learn to love. Good reading and comprehension skills start
early, so it’s important to lay the foundations and get children interested in
reading from an early age</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I am going to present 4
tips that we can do to foster a love of reading for our children.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">One thing that we can do is to give options.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">Give Options</span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">Not all kids are going to like the same books.
While you may have some that are a necessary part of the curriculum, you should
try to introduce your class to a wide variety of books. There is a book out
there for every child. You just have to help them find it. Once kids discover a
book they love, they’re often excited to find even more. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">Make It Come to Life</span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">For many students, reading can seem dull,
especially when books are difficult or take them a long time to read. Try to
find ways to make a story come to life. Have students draw pictures of what’s
happening in the story, or </span><a href="https://www.blogger.com/blog/post/edit/2477550747885127678/2208211232764182750"><span face=""Arial",sans-serif" style="color: blue; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">make a play</span></a><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";"> about it. Even simply reading aloud in class with different
voices for the characters can make it more fun. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">Offer Rewards</span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">When kids are just starting to read, you may
want to offer rewards or incentives to get them to read as much as possible.
Stickers and small prizes can be enough of a motivator to get kids to open a
few books. Chart their progress and the number of books they’ve read to
encourage them to read just for the sake of reading. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">Send Reading Home</span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">Students should be reading at home as well as at
school. The more practice they get each day the better. You can even send
slightly more advanced books home with students to read alongside their
parents.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; font-size: 14pt; mso-fareast-font-family: "Times New Roman";">For young children, even hearing adults read
more advanced material can help improve their vocabulary and comprehension
skills. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="font-size: 14pt;">If you want to learn more about this Getting
Children Interested in Reading: Go to </span><a href="http://teacher.scholastic.com/products/authors/"><span face=""Arial",sans-serif" style="font-size: 14pt; mso-fareast-font-family: "Times New Roman";">http://teacher.scholastic.com/products/authors/</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 14pt;">There’s a professional paper on “Raising
Students Who Want to Read” by Phyllis s. Hunter.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 14pt;">I want to share a segment of what she says on
the topic. And I am quoting here: She writes:</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 14pt;">What Teachers Can Do
Practically speaking, the obvious question is “How do we do that?” How can
teachers help their students develop the motivation to become skilled readers
who love to read?</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 14pt;">Over the years, a lot
of research has been conducted in real classrooms with real kids to try to
answer these questions (e.g., Gambrell & Marinak, 1997; Guthrie &
Wigfield, 2000; Smith & Wilhelm, 2002; Snow, 2002; Turner, 1997).</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 14pt;">When you put all of
this research together, it points to several concrete things that teachers can
do:</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 14pt;">1. Match students to
“just right” texts on their reading level that they can read without
difficulty.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">2. Provide a wide
variety of texts that are interesting and appropriate for students’ age ranges
and personally relevant to individual students. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">3. Empower students by
allowing them to select their own texts. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">4. Let students know
what to expect. They can get excited about what’s coming. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">5. Encourage students
to take an interest in monitoring their own reading progress.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;"><span style="mso-spacerun: yes;"> </span>6. Talk, talk, talk about books—discuss the
characters, settings, and plots of stories and the content of nonfiction books.
<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">7. Support students
with immediate, continuous feedback and encouragement. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">8. Use technology to
excite students’ interest.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="font-size: 14pt;">9. Set expectations for
success. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face="Arial, sans-serif" style="font-size: 14pt;">What are some other ways you’ve gotten your
students interested in reading? Leave your ideas in the comment section
below. Shoot me an email and let me know.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-40470784691537115002022-04-26T06:11:00.006-07:002022-04-26T06:11:52.381-07:00Ways to Get Your Students' Attention<p><span style="font-family: Arial, sans-serif; font-size: 14pt;">I know for me personally, one of the biggest challenges I
faced was getting the attention of my students. Especially coming out of a
brainstorming session, or a task that the kids were really fired up over.
Quieting down a class is a required skill that the teacher needs in order to be
effective.</span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Regardless, how long you have been teaching
attention-getting techniques can be a necessary addition to the teacher’s
toolbox. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.2pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Here are some suggestions to help you get your students’
attention:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Use a signal for zero noise…if I clap once, I
want you all to keep silent and pay attention.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Wait for several moments until you have every student’s
attention.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Check for comprehension frequently by asking
questions.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Walk around the class to monitor the classroom.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Teacher proximity helps when you encounter
students chatting.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Vary your voice…whisper and then raise your
voice<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Set a clear purpose for listening to a lesson
by using visual or audio aids.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">I just want to share a few of the Call-and-Responses that I
have used over the years in my classroom that worked really well. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">One,
two, three…Eyes on me.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Give
me five…Students raise their hands. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">I say Class…Students
would respond Class, class<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">If you
hear my voice, clap once/twice/etc.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Ready
to rock?...Ready to roll!<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Are
you listening?...Yes we are<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Now just like practicing and modeling your rules and
classroom procedures it’s always best to practice your attention signals as
well. Explain how your students are supposed to respond to each one and provide
ample opportunities for your students to try them out.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Determine which ones they like the best and stick with
those. By the same token, you should also practice using nonverbal strategies
with your kids, so they learn to pay attention to your visual cues as well.
Example: your hand raised…which would be a quiet signal or ringing of a
bell/chime or xylophone.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Now, the objective of these signals is obviously to get
your students’ attention, but they also provide a means of boosting energy. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">In order to keep your students’ focus once you have it,
here are some strategies for you to try out.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">I can’t say this enough…Get your students’ up
and moving.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Vary participation structures and scenery…take
class outside/etc.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Implement hands on lessons.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Use plenty of visuals<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Spend less time talking...that’s why I love the
mini-lesson [10-15 minutes of teacher talk.]<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Provide opportunities for cooperative learning activities.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Provide many opportunities for your students to
share out what they think.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Play music, videos, and other auditory material
whenever possible.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">If you think about it expecting children to sit quietly for
hours every day is really not fair. Even as adults, you need a break every now
and then.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">An important note here…if you find that your class desperately
needs to refocus before you engage them in a lesson or activity, then try a
brain break—let them unwind and shake it out before proceeding.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">I think you’ll find that the lesson will be much more
productive if you let students get “just a little crazy.” <o:p></o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-7398424031443183702022-04-19T08:38:00.006-07:002022-04-19T08:40:01.383-07:00The Teacher's Lounge<div class="WordSection1">
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.2pt; margin-top: 0in; margin: 0in 32.2pt 0in 0.25in; text-align: justify;"></p><div class="WordSection1">
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.2pt; margin-top: 0in; margin: 0in 32.2pt 0in 0.25in; text-align: justify;">I want to take a moment to discuss the teachers’ lounge. Yes, it is one
of the few places<span style="letter-spacing: 0.05pt;"> </span>where you get to
socialize with other teachers and where you can get a little private space<span style="letter-spacing: 0.05pt;"> </span>away<span style="letter-spacing: 1.3pt;"> </span>from<span style="letter-spacing: 1.25pt;"> </span>the<span style="letter-spacing: 1.35pt;"> </span>schoolchildren.<span style="letter-spacing: 1.3pt;"> </span>It<span style="letter-spacing: 1.25pt;"> </span>can<span style="letter-spacing: 1.2pt;"> </span>be<span style="letter-spacing: 1.25pt;"> </span>a<span style="letter-spacing: 1.25pt;"> </span>pleasant<span style="letter-spacing: 1.25pt;">
</span>place<span style="letter-spacing: 1.25pt;"> </span>to<span style="letter-spacing: 1.15pt;"> </span>retreat<span style="letter-spacing: 1.25pt;">
</span>for<span style="letter-spacing: 1.15pt;"> </span>a<span style="letter-spacing: 1.25pt;"> </span>quiet<span style="letter-spacing: 1.3pt;"> </span>lunch<span style="letter-spacing: 1.15pt;"> </span>or<span style="letter-spacing: 1.1pt;"> </span>a<span style="letter-spacing: -2.55pt;"> </span>chat<span style="letter-spacing: -0.1pt;"> </span>with<span style="letter-spacing: -0.15pt;"> </span>another<span style="letter-spacing: -0.2pt;">
</span>friendly teacher<span style="letter-spacing: 0.05pt;"> </span>over a<span style="letter-spacing: 0.1pt;"> </span>cup<span style="letter-spacing: 0.05pt;"> </span>of<span style="letter-spacing: -0.15pt;"> </span>tea.<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.4pt;"><span style="font-size: 13.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.7pt; margin-top: 0in; margin: 0in 31.7pt 0in 0.25in; text-align: justify;">You can learn a lot about the inner life of the school and the unique
school culture from the<span style="letter-spacing: 0.05pt;"> </span>chitchat<span style="letter-spacing: 0.05pt;"> </span>in<span style="letter-spacing: 0.05pt;"> </span>the<span style="letter-spacing: 0.05pt;"> </span>teachers’<span style="letter-spacing: 0.05pt;">
</span>lounge.<span style="letter-spacing: 0.05pt;"> </span>You<span style="letter-spacing: 0.05pt;"> </span>may<span style="letter-spacing: 0.05pt;"> </span>also<span style="letter-spacing: 0.05pt;"> </span>acquire<span style="letter-spacing: 0.05pt;">
</span>important<span style="letter-spacing: 0.05pt;"> </span>information<span style="letter-spacing: 0.05pt;"> </span>about<span style="letter-spacing: 0.05pt;"> </span>resources,
situations, events, and the people you work with. You may even get some real<span style="letter-spacing: 0.05pt;"> </span>mentorship<span style="letter-spacing: -0.2pt;"> </span>and<span style="letter-spacing: 0.05pt;"> </span>help<span style="letter-spacing: 0.05pt;"> </span>from<span style="letter-spacing: 0.1pt;"> </span>other<span style="letter-spacing: 0.05pt;"> </span>teachers.<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.4pt;"><span style="font-size: 13.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.85pt; margin-top: 0in; margin: 0in 31.85pt 0in 0.25in; text-align: justify;">On the other hand, nothing can be more depressing for a new teacher than
to listen to<span style="letter-spacing: 0.05pt;"> </span>veteran<span style="letter-spacing: 0.05pt;"> </span>teachers<span style="letter-spacing: 0.05pt;">
</span>who<span style="letter-spacing: 0.05pt;"> </span>hang<span style="letter-spacing: 0.05pt;"> </span>out<span style="letter-spacing: 0.05pt;"> </span>in<span style="letter-spacing: 0.05pt;"> </span>the<span style="letter-spacing: 0.05pt;"> </span>lounge<span style="letter-spacing: 0.05pt;"> </span>and<span style="letter-spacing: 0.05pt;"> </span>complain.<span style="letter-spacing: 0.05pt;"> </span>All<span style="letter-spacing: 0.05pt;"> </span>too<span style="letter-spacing: 0.05pt;"> </span>often,<span style="letter-spacing: 0.05pt;"> </span>you<span style="letter-spacing: 0.05pt;"> </span>hear<span style="letter-spacing: 0.05pt;"> </span>complaints
about the building, the district policies, or the incompetence of a fellow
teacher<span style="letter-spacing: 0.05pt;"> </span>or<span style="letter-spacing: -0.35pt;"> </span>administrator. “Office<span style="letter-spacing: -0.15pt;"> </span>politics”<span style="letter-spacing: -0.25pt;"> </span>can be<span style="letter-spacing: -0.1pt;">
</span>dangerous<span style="letter-spacing: -0.1pt;"> </span>if<span style="letter-spacing: -0.25pt;"> </span>you<span style="letter-spacing: -0.05pt;"> </span>find<span style="letter-spacing: -0.25pt;"> </span>yourself<span style="letter-spacing: -0.1pt;">
</span>on<span style="letter-spacing: -0.25pt;"> </span>the wrong<span style="letter-spacing: -0.1pt;"> </span>side.<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.1pt;"><!--[if gte vml 1]><o:wrapblock><v:shapetype
id="_x0000_t75" coordsize="21600,21600" o:spt="75" o:preferrelative="t"
path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f">
<v:stroke joinstyle="miter"/>
<v:formulas>
<v:f eqn="if lineDrawn pixelLineWidth 0"/>
<v:f eqn="sum @0 1 0"/>
<v:f eqn="sum 0 0 @1"/>
<v:f eqn="prod @2 1 2"/>
<v:f eqn="prod @3 21600 pixelWidth"/>
<v:f eqn="prod @3 21600 pixelHeight"/>
<v:f eqn="sum @0 0 1"/>
<v:f eqn="prod @6 1 2"/>
<v:f eqn="prod @7 21600 pixelWidth"/>
<v:f eqn="sum @8 21600 0"/>
<v:f eqn="prod @7 21600 pixelHeight"/>
<v:f eqn="sum @10 21600 0"/>
</v:formulas>
<v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/>
<o:lock v:ext="edit" aspectratio="t"/>
</v:shapetype><v:shape id="image96.png" o:spid="_x0000_s1026" type="#_x0000_t75"
style='position:absolute;margin-left:249.35pt;margin-top:5.55pt;width:100.6pt;
height:142.85pt;z-index:77;visibility:visible;mso-wrap-style:square;
mso-wrap-distance-left:0;mso-wrap-distance-top:0;mso-wrap-distance-right:0;
mso-wrap-distance-bottom:0;mso-position-horizontal:absolute;
mso-position-horizontal-relative:page;mso-position-vertical:absolute;
mso-position-vertical-relative:text'>
<v:imagedata src="file:///C:/Users/STEVEH~1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png"
o:title=""/>
<w:wrap type="topAndBottom" anchorx="page"/>
</v:shape><![endif]--><!--[if !vml]--><span style="mso-ignore: vglayout;">
</span></p><table align="left" cellpadding="0" cellspacing="0">
<tbody><tr>
<td height="0" width="333"></td>
</tr>
<tr>
<td></td>
<td><br /></td>
</tr>
</tbody></table><span style="mso-ignore: vglayout;">
</span><!--[endif]--><!--[if gte vml 1]></o:wrapblock><![endif]--><br clear="ALL" style="mso-ignore: vglayout;" />
<span style="font-size: 3.5pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span><p></p>
<p class="MsoBodyText" style="margin-top: 0.4pt;"><b><span style="font-size: large;">I would
recommend that the new teacher stay clear of the teachers’ lounge in the early<span style="letter-spacing: 0.05pt;"> </span>days.</span></b></p><h3 style="line-height: 115%; margin-right: 31.85pt; text-align: justify;"><span style="font-size: medium;"><o:p></o:p></span></h3>
<p class="MsoBodyText" style="margin-top: 0.25pt;"><b style="mso-bidi-font-weight: normal;"><o:p><span style="font-size: medium;"> </span></o:p></b></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.2pt; margin-top: 0in; margin: 0in 32.2pt 0in 0.25in; text-align: justify;">Why? Because going there can undermine your confidence. Wait until you
feel proficient<span style="letter-spacing: 0.05pt;"> </span>enough in your
teaching duties to hold your own. Go there when you need help but give<span style="letter-spacing: 0.05pt;"> </span>yourself time to build confidence in your
own abilities. You do not want to be vulnerable or<span style="letter-spacing: 0.05pt;"> </span>negatively influenced<span style="letter-spacing: -0.2pt;"> </span>by<span style="letter-spacing: -0.05pt;"> </span>more<span style="letter-spacing: -0.1pt;"> </span>experienced<span style="letter-spacing: 0.15pt;"> </span>–<span style="letter-spacing: -0.1pt;"> </span>and<span style="letter-spacing: 0.2pt;"> </span>perhaps<span style="letter-spacing: -0.05pt;">
</span>more<span style="letter-spacing: -0.05pt;"> </span>cynical<span style="letter-spacing: -0.2pt;"> </span>–<span style="letter-spacing: -0.1pt;"> </span>teachers.<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.4pt;"><span style="font-size: 13.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.15pt; margin-top: 0in; margin: 0in 32.15pt 0in 0.25in; text-align: justify;">I<span style="letter-spacing: 1.5pt;"> </span>have<span style="letter-spacing: 1.25pt;"> </span>been<span style="letter-spacing: 1.4pt;"> </span>in<span style="letter-spacing: 1.35pt;"> </span>the<span style="letter-spacing: 1.5pt;"> </span>teaching<span style="letter-spacing: 1.5pt;"> </span>business<span style="letter-spacing: 1.45pt;">
</span>for<span style="letter-spacing: 1.35pt;"> </span><span>20</span><span style="letter-spacing: 1.4pt;"> </span>years<span style="letter-spacing: 1.55pt;"> </span>and<span style="letter-spacing: 1.35pt;"> </span>I<span style="letter-spacing: 1.3pt;"> </span>can<span style="letter-spacing: 1.4pt;"> </span>count<span style="letter-spacing: 1.45pt;"> </span>the<span style="letter-spacing: 1.5pt;"> </span>times<span style="letter-spacing: 1.35pt;"> </span>on<span style="letter-spacing: 1.35pt;"> </span>one<span style="letter-spacing: -2.6pt;"> </span>hand that I have frequented the lounge.
School environments and cultures differ all over the<span style="letter-spacing: -2.6pt;"> </span>world, but the teachers’ lounges do tend to be a ‘hotbed’ for
internal politics and venting of<span style="letter-spacing: 0.05pt;"> </span>frustrations.<o:p></o:p></p>
</div>
<span face=""Calibri",sans-serif" style="font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br clear="all" style="break-before: page; mso-break-type: section-break; page-break-before: always;" />
</span>
<p class="MsoBodyText" style="margin-top: 0.5pt;"><span style="font-size: 12.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.7pt; margin-top: 2.6pt; margin: 2.6pt 31.7pt 0in 0.25in; text-align: justify;">My intent is not to scare you away from the lounge – after all, it can be
a place to relax and<span style="letter-spacing: 0.05pt;"> </span>not every
teacher complains. However, I think initially your time would be better spent
--<span style="letter-spacing: 0.05pt;"> </span>and much more productive -- inside
your classroom, preparing lessons and procuring the<span style="letter-spacing: 0.05pt;"> </span>resources you<span style="letter-spacing: 0.05pt;"> </span>need<span style="letter-spacing: -0.15pt;"> </span>to<span style="letter-spacing: -0.2pt;"> </span>teach
your<span style="letter-spacing: 0.05pt;"> </span>children.<o:p></o:p></p>
<p class="MsoBodyText"><o:p> </o:p></p>
<p class="MsoBodyText" style="margin-top: 0.5pt;"><span style="font-size: 9.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<h3 style="text-align: justify;"><a name="_bookmark104"></a><span style="color: #4f81bc; font-family: "Cambria",serif; letter-spacing: -0.05pt;">Professionalism
</span><span style="color: #4f81bc; font-family: "Cambria",serif;">counts…</span><span style="font-family: "Cambria",serif;"><o:p></o:p></span></h3>
<p class="MsoBodyText" style="margin-top: 0.25pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Cambria",serif; font-size: 16pt; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri;"><o:p> </o:p></span></b></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: .45in; margin-top: .05pt; margin: 0.05pt 0.45in 0in 0.25in; text-align: justify;">Let me ask you something. When you go into the office of a doctor, a
dentist, or a lawyer,<span style="letter-spacing: 0.05pt;"> </span>what<span style="letter-spacing: -0.15pt;"> </span>do<span style="letter-spacing: -0.3pt;"> </span>you
normally<span style="letter-spacing: -0.1pt;"> </span>see<span style="letter-spacing: -0.1pt;"> </span>hanging<span style="letter-spacing: -0.1pt;"> </span>on<span style="letter-spacing: -0.2pt;"> </span>the<span style="letter-spacing: 0.05pt;"> </span>wall?
Why,<span style="letter-spacing: -0.25pt;"> </span>it<span style="letter-spacing: 0.1pt;"> </span>is<span style="letter-spacing: -0.1pt;"> </span>a<span style="letter-spacing: -0.15pt;"> </span>diploma<span style="letter-spacing: -0.15pt;">
</span>(or<span style="letter-spacing: -0.25pt;"> </span>several),<span style="letter-spacing: -0.1pt;"> </span>of course!<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.15pt;"><span style="font-size: 13.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.9pt; margin-top: 0in; margin: 0in 31.9pt 0in 0.25in; text-align: justify;">I often hear teachers complain that they are not treated like
professionals. More often than<span style="letter-spacing: 0.05pt;"> </span>not,
these are the same individuals whining about building policies or gossiping
about other<span style="letter-spacing: 0.05pt;"> </span>people. Typically, they
duck responsibility, parade around in jeans daily, and do not have<span style="letter-spacing: 0.05pt;"> </span>their<span style="letter-spacing: -0.25pt;"> </span>teaching
credentials posted.<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.4pt;"><span style="font-size: 13.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyText" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.1pt; margin-top: 0in; margin: 0in 32.1pt 0in 0.25in; text-align: justify;">Please hear me out. I am not suggesting that simply because you do <u>not</u>
have your teaching<span style="letter-spacing: 0.05pt;"> </span>diploma(s) on the
wall of your classroom or office<span style="letter-spacing: 2.7pt;"> </span>that
you are not a professional. But<span style="letter-spacing: 0.05pt;"> </span>rather,
as a professional, you should <u>want</u> your students and their parents to
see your<span style="letter-spacing: 0.05pt;"> </span>credentials.<span style="letter-spacing: -0.1pt;"> </span>It<span style="letter-spacing: -0.1pt;"> </span>is<span style="letter-spacing: -0.1pt;"> </span>not<span style="letter-spacing: -0.1pt;"> </span>about<span style="letter-spacing: -0.15pt;"> </span>ego but<span style="letter-spacing: -0.15pt;">
</span>about<span style="letter-spacing: -0.1pt;"> </span>being<span style="letter-spacing: -0.1pt;"> </span>a<span style="letter-spacing: 0.1pt;"> </span>member<span style="letter-spacing: -0.3pt;"> </span>of an<span style="letter-spacing: -0.25pt;"> </span>honorable<span style="letter-spacing: 0.1pt;"> </span>profession.<o:p></o:p></p>
<p class="MsoBodyText" style="margin-top: 0.4pt;"><span style="font-size: 13.5pt; mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: 122.2pt; margin-right: 95.35pt; margin-top: 0in; margin: 0in 95.35pt 0in 122.2pt; text-indent: -37.95pt;"><b style="mso-bidi-font-weight: normal;"><span style="color: #4f81bc; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Your<span style="letter-spacing: -0.1pt;"> </span>diploma<span style="letter-spacing: -0.1pt;">
</span>clearly<span style="letter-spacing: -0.1pt;"> </span>shows<span style="letter-spacing: 0.05pt;"> </span>our<span style="letter-spacing: -0.1pt;"> </span>boys<span style="letter-spacing: -0.15pt;"> </span>and<span style="letter-spacing: -0.1pt;"> </span>girls<span style="letter-spacing: -0.15pt;"> </span>what<span style="letter-spacing: -0.25pt;"> </span>can<span style="letter-spacing: -0.1pt;"> </span>be<span style="letter-spacing: -0.2pt;"> </span>done<span style="letter-spacing: -2.55pt;"> </span>when<span style="letter-spacing: -0.1pt;"> </span>you<span style="letter-spacing: -0.05pt;"> </span>put<span style="letter-spacing: -0.2pt;"> </span>your<span style="letter-spacing: -0.05pt;"> </span>mind<span style="letter-spacing: -0.1pt;"> </span>to<span style="letter-spacing: -0.05pt;"> </span>it. Display<span style="letter-spacing: 0.05pt;"> </span>it<span style="letter-spacing: -0.2pt;"> </span>proudly!</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><o:p></o:p></span></b></p><br /><p></p></div>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-63951451893913669552022-04-11T13:48:00.005-07:002022-04-11T13:50:33.733-07:00Teaching your students how to select “Just Right” books<p><span face="Arial, sans-serif" style="font-size: 12pt;">Often times during my teaching career I would ask my
students what do you have to do to become a good reader. And a lot of times I’d
hear responses such as read hard books and big words. I’d end up telling them
that what would be the point of reading nothing but hard books if you couldn’t
make sense of what you were reading.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">After all, the reason we read is to get information. But
I’d also tell them that reading nothing, but easy books doesn’t help you either
to grow as a reader. Though I will say that easy books are great for developing
fluency in beginning readers. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">When it came to teaching my 4<sup>th</sup> and 5<sup>th</sup>
grade students how to select a just right book, I outlined some factors for
them to consider. And to that point, I prepared an anchor chart of things to
consider that I kept posted in a visible place in the class so they could always
refer back to it if needed.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">So, I told my students that to continue to grow as readers
one needs to read “just right” books. And of course, when I told my students
this, they would have a puzzled look on their faces. So, I further explained
just what I meant. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">In the first place a just right book has to be a book that
you find interesting and perhaps has a captivating title.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Perhaps you are familiar with the author and enjoy reading
their kind of books. For example: Kate Dicamillo<span style="mso-spacerun: yes;"> </span>who wrote Because of Winn Dixie, The Tale of
Despereaux, The Tiger Rising,and more. Barbara Park: The Juni B. Jones series.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">It’s a book that you can read without too much difficulty
and more importantly you understand what you are reading.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">The print size is not too small or too big.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">You understand the plot and can easily predict what may
happen.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">There are just a few words per page that you don’t know. I
would have my students always perform this test when they were about to select
a book from either the media center or my classroom library. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">I would tell scan over the first few pages – usually about
5 pages or so and if there were <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">5 words on every page that they didn’t know, then that book
would be too hard for them to enjoy and comprehend. But on the other hand, if the
student scanned the first 5 pages and found no more than 5 words on any one
page that they didn’t know, then that would be considered a just right book.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Conversely, if a student knows every single word on the
first 5 pages [providing they can tell you what they’ve read] then the book
would be considered too easy. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 12pt;">To be clear, it’s important to challenge children just a
bit to keep them growing and learning new vocabulary. </span><span style="font-size: 12pt; mso-spacerun: yes;"> </span><span style="font-size: 12pt;">But the key here is that the student must be
able to understand what they are reading.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">The approach I always took with my students was to
explicitly teach how to choose a just right book by thinking out loud, and
model just what that looks like. This is something that I practiced with them
often until I felt that my students could demonstrate good judgement in
selecting just right books. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">I feel this point needs mentioning, if a child was really
interested in a book that was way to difficult for them to read right now, I
would tell the child that perhaps later on in the year that book might be
appropriate for you. Another thing that you can do is get with the parent to
see if they could read that book to their child. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Now I feel that this point bears repeating:<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Let your students choose the books that they want to read
in your classroom just as long as it’s appropriate. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">That’s why it’s crucial that you have an excellent
classroom / school library for students to have lots of choices for selecting
books.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">I will tell you that providing choice for your students
will contribute to their growth as readers. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Reading competence is closely associated with the amount of
time that children spend reading. That’s why I feel strongly that students
[grades 4 & above] should independently read books of their own choosing
for 30 minutes every day – Monday through Friday. <o:p></o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-16452367301128575812022-03-29T06:06:00.001-07:002022-03-29T06:06:08.273-07:00Brain Games for Students<p><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Educators that are well seasoned
take advantage of building curiosity and the willingness to perform or being
called the smart one from a very early age.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">Fun games that keep </span><span style="font-size: 18.6667px;">students'</span><span style="font-size: 14pt;"> brains engaged and busy do not exist for teachers to catch a breath while the
students solve puzzles, but it is an added bonus.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The main reason and importance
of having such activities go beyond surface level information we had before.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The brain begins to mature even
before birth. Although it continues to mature throughout most of life, the
brain does not mature at the same rate in each individual.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">This should not be surprising.
After all, our bodies grow at different rates, we reach puberty at different
ages and our emotional maturity at different times as well. Why should our
brains be any different?</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Just because you have a
classroom full of students who are about the same age doesn't mean they are
equally ready to learn a particular topic, concept, skill, or idea. It is
important for teachers and parents to understand that maturation of the brain
influences learning readiness. For teachers, this is especially important when
designing lessons and selecting which strategies to use.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">As a teacher, all children need
to be challenged and nurtured in order to profit from your instruction.
Instruction that is above or below the maturity level of a child's brain is not
only inappropriate; it can also lead to behavior problems in your classroom.
Inappropriate behaviors such as avoidance, challenging authority and aggression
towards other students can be explained by a failure to match instruction to
brain maturity of your students.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">You should also know that all
brain functions do not mature at the same rate. A young child with highly
advanced verbal skills may develop gross and fine motor control more slowly and
have trouble learning to write clearly. Another child may be advanced
physically but not know how to manage his/her social skills. Others may be
cognitively advanced but show emotional immaturity.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">For all of these reasons, it is
important to understand how our brains mature as well as the differences that
may be present at each stage of "normal" development.</span></p><p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">But let us veer away from the </span><span style="font-size: 18.6667px;">textbook</span><span style="font-size: 14pt;"> for a minute and gauge the realistic advantages educators and
teachers will have if they add challenging brain games into the curriculum
without taking away the essence of them being just a game for the children.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 1:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">They offer opportunities for early learning.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Even simple games help young
players identify colors, count spaces, and develop hand-eye coordination and
dexterity in moving cards and pieces around the board. Plus, learning to wait
your turn and follow the rules are important lessons that serve kids far beyond
the living room floor.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;">Number 2: They get older kids'
brains buzzing, too.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Board games are an easy way to
encourage healthy brain development in older kids and teens. “Strategy games
are useful in helping the frontal lobes of the brain develop,” says Beatrice
Tauber Prior, Psy.D., a clinical psychologist, author, and owner of the private
practice Harborside Wellbeing. Those frontal lobes are responsible for
executive function skills, which include planning, organizing, and making good
decisions.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 3: They boost their
language skills.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Board games can be a sneaky way
of helping school-aged kids work on skills they’re struggling with. Have a
reluctant reader? A round of BOB Books Happy Hats Beginning Reading Game will
help them expand their vocabulary and flex their spelling skills.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Meanwhile, games in which
players have to remember several pieces of information at once who did what,
and where might help a child who’s having trouble with reading comprehension
all while still having fun.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 4: They sharpen your
child's focus.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Board games, when played without
interruptions, can help lengthen a child's attention span. But to reap the
benefits, everyone needs to commit to seeing the game through to the end.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;">If your family sits down for a
game of Chinese checkers, be sure to complete a full game without everyone
checking their phone, asking Alexa to play a song, or turning on the TV for the
latest football scores, adds Prior. Finishing a board game without
interruptions will help lengthen the declining attention span of kids in a
world filled with digital distractions.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 5: They teach the value
of teamwork.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">Board games often offer kids
meta-messages about life: Your luck can change in an instant, for better or for
worse. But in addition to teaching them that nothing is guaranteed, board games
are a good way to encourage kids of different ages to team up and work together
something they'll need to do throughout life. Form teams of older kids working
with their younger </span><span style="font-size: 18.6667px;">siblings or</span><span style="font-size: 14pt;"> choose a game like The Brainiac Game or Race
Across the USA, which have questions tailored to grades 1-6, so everyone’s
challenged fairly.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 6: Board games are an
alternative to time out.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The next time you find yourself
going through a rough patch with one of your kids, consider playing a board
game together instead of sending them to their room. “I often use board games
as a mechanism to work on the parent-child relationship,” explains Regine
Galanti, Ph.D., a licensed clinical psychologist and professor at the Ferkauf
Graduate School of Psychology at Yeshiva University in New York City. They can
also be used to increase frustration tolerance in a child.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">In other words, taking turns and
practicing patience during a </span><span style="font-size: 18.6667px;">game even</span><span style="font-size: 14pt;"> when things don't go their way can help little ones practice more respectful
responses than stomping off and slamming their bedroom door shut.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 7: Board games soothe
anxiety.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">They may help anxious kids learn
how to navigate friendships more easily. “Because they're structured, board
games can provide an easier way to build interpersonal relationships with
peers, since the child knows what's expected of them, says Galanti. For kids
who struggle with striking up conversations with others, Galanti recommends
games that promote structured opportunities for chatter, such as guessing
games.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 8: They show kids how to
be a good loser.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">If you're playing with a child
who has low frustration tolerance, and losing is really difficult for them,
allowing them to break the rules at first can make the game more tolerable and
fun for them.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">But your goal should be to
purposely play by the rules and encourage them to use coping skills and promote
resilience when things don't go their way.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">For instance, you might say:
"I'm so proud of you for staying calm even though you picked a card you
didn't like. I hope next time you pick a good one!"</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 9: Board games are a
great way to unplug.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The lack of technology required
to play board games makes them special. They are a simple way to get quality,
screen-free time with the kids and you might be surprised by how much they love
playing.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Families are struggling to find
the balance between digital and real-life connections, but board games provide
a tool for that emotional connection to each other. Order pizza and make it a
way to celebrate the start of the weekend together!</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Now that we know what the real
benefits brain games hold, here is a list of some of the most effective brain
games not only for teachers but even parents can try at home.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">1: Blocks</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Blocks have been the most basic
brain games for kids since the beginning of time and have remained a constant
in the ‘toy-sphere</span><span style="font-family: Calibri, sans-serif;"><span style="font-size: 18.6667px;">’ and</span><span style="font-size: 14pt;"> there’s a good
reason why.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">Expose your child to blocks of
different </span><span style="font-size: 18.6667px;">colors</span><span style="font-size: 14pt;"> and sizes and that’s it! Let your child explore the blocks
and let their imagination run wild.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">All aspects of your child’s
development are exposed including shape/</span><span style="font-size: 18.6667px;">color</span><span style="font-size: 14pt;"> recognition, creativity, spatial
awareness, and so much more.</span></span></p>
<p class="MsoNormal"><br /></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-bidi-font-weight: bold; mso-hansi-theme-font: minor-latin;">2: I spy games <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Classic games such as ‘I spy
with my little eye…’, ‘Simon Says’ and scavenger hunts are fun brain sharpening
games.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">These types of brain development
games help your children to follow instructions, enhance attention, develop
language and increases their spatial awareness. Books like “Where’s Waldo?” are
great for children and adults, finding a targeted item in a cluttered
environment helps enhance your child’s cognitive systems.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Scavenger hunts can be easily
customized and can keep your children occupied for hours!</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">3:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Brain teasing Puzzles</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Puzzles can be fun for the whole
family! They are a great way to develop your child’s spatial perception,
coordination, problem-solving, cognitive skills and fine motor skills proving
puzzles to be awesome games for brain development.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">There are many different kinds
of puzzles to choose from, tangrams and board puzzles for younger children, and
older children and adults can indulge in Scrabble, Sudoku, crosswords, logic
puzzles and even Rubik’s cubes! At any age, puzzles are sure-fire brain
teasers!</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">4:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Obstacle Courses — Jump, skip, run and hop!</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Obstacle courses are easy to set
up and one of the best mind games for kids. You can set one up right in your
living room.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Create simple obstacle courses
using household supplies, increase the complexity with creative obstacles for
older kids.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Obstacle courses help enhance
your child’s gross motor, visual perception, motor planning, coordination,
problem-solving, critical thinking and language skills.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">There are so many versions of
obstacle courses! Here are some items you can use to create an obstacle course
indoors: pillows, chairs, tables, cushions, sofa, tables, storage boxes, string,
paper, balls, hula hoops.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">5:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Storytelling – Once upon a time…</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Storytelling helps prompt a
different brain development compared to what children gain when listening to a
story or reading a picture book.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Storytelling requires for your
child to pay attention and focus for a long period of time.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">They also help their memory, as
they have to keep track of the story characters, the sequence of events and
what’s going to happen next.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Storytelling also helps develop
your child’s language, vocabulary and confidence! Each story requires them to
make connections and articulate them.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Children at the age of six are
developing self-confidence and independence; stories are a great way for them
to express their feelings and emotions in a positive manner.</span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-87939316505857552272022-03-22T06:12:00.000-07:002022-03-22T06:12:02.968-07:00Community Building Experiences<p> <span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">I firmly believe that
nothing is as powerful or serves better to foster strong bonds within a</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">classroom as building a sense of
community. This takes precedence for me over delving right</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -2.6pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">into</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.25pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">textbooks.</span></p><div class="WordSection1">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .05pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .2pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">I really hit </span><b style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">Community Building </b><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">experiences hard
during the first week of school. I also</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">incorporate
community building strategies into the curriculum when a new student joins the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -2.6pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">class later on. Community Building
exercises can help make the ‘new kid’ feel welcome and</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.1pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">‘old</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.15pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">kids’</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.25pt; text-align: justify;">
</span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">feel the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">strength</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.2pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">to</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.2pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">be</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.15pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">found in</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.15pt; text-align: justify;">
</span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">a</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.15pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">close-knit</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.1pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">community.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .4pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.25pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Resources for Community
Building are available through parent-teacher stores and teacher<span style="letter-spacing: .05pt;"> </span>magazines. I would like to share a few of
these with you that have proven successful in my<span style="letter-spacing: .05pt;"> </span>classes.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.25pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.25pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: left;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-outline-level: 3; mso-pagination: none; text-align: justify; text-autospace: none;"><a name="_bookmark87"></a><b><span style="color: #4f81bc; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">ACTIVITY:<span style="letter-spacing: 2.1pt;"> </span>Ice<span style="letter-spacing: -.2pt;"> </span>Breaker<span style="letter-spacing: -.35pt;">
</span>Introduction<span style="letter-spacing: -.3pt;"> </span>Game</span></b><b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .3pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 33.35pt; margin-top: 0in; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">To ‘break the ice,’ one such activity that I
use is a “Name Game.” I will have the students<span style="letter-spacing: .05pt;">
</span>form a circle. I hold a squish ball. I model first by saying my name,
and one very exciting<span style="letter-spacing: .05pt;"> </span>thing I did
over the summer. When I have finished, I gently toss the ball underhand to a<span style="letter-spacing: .05pt;"> </span>student<span style="letter-spacing: -.2pt;">
</span>for<span style="letter-spacing: -.05pt;"> </span>him/her<span style="letter-spacing: -.3pt;"> </span>to<span style="letter-spacing: -.05pt;"> </span>follow<span style="letter-spacing: -.15pt;"> </span>suit.<span style="letter-spacing: -.1pt;"> </span>We<span style="letter-spacing: -.15pt;"> </span>do<span style="letter-spacing: -.3pt;"> </span>this<span style="letter-spacing: -.1pt;"> </span>until<span style="letter-spacing: -.3pt;"> </span>every<span style="letter-spacing: -.1pt;"> </span>student<span style="letter-spacing: -.15pt;">
</span>has<span style="letter-spacing: -.1pt;"> </span>had<span style="letter-spacing: -.25pt;"> </span>an<span style="letter-spacing: -.25pt;"> </span>opportunity<span style="letter-spacing: -.1pt;"> </span>to<span style="letter-spacing: -2.55pt;"> </span>share!<span style="letter-spacing: -.2pt;"> </span>Kids<span style="letter-spacing: .25pt;"> </span>love<span style="letter-spacing: -.05pt;"> </span>this!<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .2pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
</div>
<div class="WordSection2"><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .55pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 5.0pt; mso-outline-level: 3; mso-pagination: none; text-align: justify; text-autospace: none;"><a name="_bookmark88"></a><b><span style="color: #4f81bc; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">ACTIVITY:<span style="letter-spacing: 2.3pt;"> </span>Round<span style="letter-spacing: -.25pt;"> </span>the<span style="letter-spacing: -.15pt;"> </span>Clock<span style="letter-spacing: -.15pt;"> </span>Buddies</span></b><b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .25pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.95pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><!--[if gte vml 1]><v:rect id="Rectangle_x0020_1" o:spid="_x0000_s1026"
style='position:absolute;left:0;text-align:left;margin-left:321.75pt;
margin-top:45.5pt;width:74.25pt;height:22.2pt;z-index:-251654144;visibility:visible;
mso-wrap-style:square;mso-width-percent:0;mso-height-percent:0;
mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right:9pt;
mso-wrap-distance-bottom:0;mso-position-horizontal:absolute;
mso-position-horizontal-relative:page;mso-position-vertical:absolute;
mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent:0;
mso-width-relative:page;mso-height-relative:page;v-text-anchor:top' o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF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" stroked="f">
<w:wrap anchorx="page"/>
</v:rect><![endif]--><!--[if !vml]--><span style="height: 30px; left: 0px; margin-left: 429px; margin-top: 61px; mso-ignore: vglayout; position: absolute; width: 99px; z-index: -1895821312;"><img height="30" src="file:///C:/Users/STEVEH~1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png" v:shapes="Rectangle_x0020_1" width="99" /></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Give
each student a sheet with a 12-hour clock printed on it. Along the side of each
number<span style="letter-spacing: .05pt;"> </span>on the clock, place a line extending
horizontally where a student’s name can be written. The<span style="letter-spacing: -2.6pt;"> </span>assignment<span style="letter-spacing: -.05pt;"> </span>is to<span style="letter-spacing: -.25pt;"> </span>fill in<span style="letter-spacing: -.2pt;">
</span>at<span style="letter-spacing: .2pt;"> </span>least<span style="letter-spacing: -.1pt;"> </span>one<span style="letter-spacing: .1pt;"> </span>other<span style="letter-spacing: -.25pt;"> </span>student’s<span style="letter-spacing: .25pt;"> </span>name<span style="letter-spacing: -.05pt;"> </span>per<span style="letter-spacing: .05pt;"> </span>line.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.95pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 3.35pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">Now<span style="letter-spacing: -.2pt;"> </span>here<span style="letter-spacing: .05pt;"> </span>is<span style="letter-spacing: -.1pt;"> </span>how<span style="letter-spacing: -.15pt;"> </span>this<span style="letter-spacing: -.15pt;"> </span>works.<span style="letter-spacing: -.1pt;"> </span>Explain<span style="letter-spacing: -.25pt;">
</span>to<span style="letter-spacing: -.05pt;"> </span>the<span style="letter-spacing: -.15pt;"> </span>students:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .05pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.75pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">“First, I take my sheet and
go to another student. I ask if he or she would like to be my 1:00<span style="letter-spacing: .05pt;"> </span>buddy. If the answer is yes, then I write
their name on my sheet – and they write my name<span style="letter-spacing: .05pt;"> </span>on<span style="letter-spacing: -.2pt;"> </span>their<span style="letter-spacing: -.25pt;"> </span>sheet. We<span style="letter-spacing: -.1pt;"> </span>make<span style="letter-spacing: -.05pt;"> </span>sure<span style="letter-spacing: -.1pt;"> </span>that<span style="letter-spacing: -.05pt;"> </span>we<span style="letter-spacing: -.1pt;"> </span>spell<span style="letter-spacing: -.2pt;"> </span>each
other’s names<span style="letter-spacing: -.05pt;"> </span>correctly!”<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .45pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.85pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Tell the students how to
continue the process. If, for example, someone’s 1:00 buddy line is<span style="letter-spacing: .05pt;"> </span>already filled, they can ask about another
time, e.g. “Well, if we cannot be buddies at 1:00,<span style="letter-spacing: .05pt;"> </span>what<span style="letter-spacing: -.1pt;"> </span>about<span style="letter-spacing: -.05pt;"> </span>3:00?”<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .45pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.95pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Depending on the size of
the class, for each of the 12 slots, students should write in one<span style="letter-spacing: .05pt;"> </span>name for a class of 12. They will have two
names for a class of 24, and 3 names for larger<span style="letter-spacing: .05pt;"> </span>groups.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .2pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.1pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Future Activities:<span style="letter-spacing: 2.75pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">This “Round the
Clock Buddy” exercise can also become the basis for<span style="letter-spacing: .05pt;"> </span>many future activities. It is a great method to organize a
“think-pair-share” or brainstorming<span style="letter-spacing: .05pt;"> </span>activity.<span style="letter-spacing: 2.6pt;"> </span>I then<span style="letter-spacing: -.1pt;"> </span>say
to<span style="letter-spacing: -.2pt;"> </span>my students:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 23.75pt; margin-right: 0in; margin-top: 0in; mso-outline-level: 3; mso-pagination: none; text-autospace: none;"><b><span style="color: #4f81bc; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">“Please<span style="letter-spacing: -.15pt;"> </span>make<span style="letter-spacing: -.2pt;"> </span>an<span style="letter-spacing: -.05pt;"> </span>appointment<span style="letter-spacing: -.25pt;"> </span>with<span style="letter-spacing: -.1pt;"> </span>your<span style="letter-spacing: -.05pt;"> </span>2:00<span style="letter-spacing: -.25pt;"> </span>buddy<span style="letter-spacing: -.1pt;"> </span>and<span style="letter-spacing: -.05pt;"> </span>I<span style="letter-spacing: -.25pt;"> </span>would<span style="letter-spacing: -.1pt;"> </span>like<span style="letter-spacing: .35pt;"> </span>for<span style="letter-spacing: -.05pt;"> </span>you<span style="letter-spacing: -.1pt;"> </span>to<span style="letter-spacing: -.05pt;"> </span>discuss…</span></b><b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .05pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">(whatever<span style="letter-spacing: -.2pt;"> </span>it<span style="letter-spacing: -.1pt;"> </span>is<span style="letter-spacing: -.05pt;"> </span>you<span style="letter-spacing: -.2pt;"> </span>as<span style="letter-spacing: -.1pt;"> </span>the<span style="letter-spacing: -.1pt;"> </span>teacher<span style="letter-spacing: -.25pt;">
</span>want<span style="letter-spacing: -.1pt;"> </span>the<span style="letter-spacing: -.1pt;"> </span>class<span style="letter-spacing: -.1pt;"> </span>to<span style="letter-spacing: -.25pt;"> </span>discuss<span style="letter-spacing: -.05pt;">
</span>at<span style="letter-spacing: -.1pt;"> </span>that<span style="letter-spacing: -.15pt;"> </span>point).”<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .3pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.75pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">The children really seem to
enjoy this exercise – and it gives you something to vary the<span style="letter-spacing: .05pt;"> </span>normal routine. It’s very important to get
kids up and moving throughout the day and to change both the mental and
physical state of the student.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.75pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.75pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.75pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Okay, let’s talk about the
Candy Bar Game. Kids really love this.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .3pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-outline-level: 3; mso-pagination: none; text-align: justify; text-autospace: none;"><a name="_bookmark89"></a><b><span style="color: #4f81bc; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">ACTIVITY:<span style="letter-spacing: 2.45pt;"> </span>Candy<span style="letter-spacing: -.05pt;"> </span>Bar<span style="letter-spacing: -.15pt;"> </span>Game<span style="letter-spacing: -.15pt;"> </span>--<span style="letter-spacing: -.1pt;"> </span>Tell<span style="letter-spacing: -.2pt;"> </span>Me<span style="letter-spacing: -.1pt;"> </span>About<span style="letter-spacing: -.4pt;"> </span>Yourself</span></b><b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .5pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></b><b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 32.55pt; margin-top: .05pt; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">This is one of my favorite
Community Building activities. I usually do this on the first day of<span style="letter-spacing: .05pt;"> </span>school.<o:p></o:p></span></p>
</div>
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br clear="all" style="mso-break-type: section-break; page-break-before: always;" />
</span>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">You</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">will</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">need</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">to</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">purchase</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">an</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">assortment</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">of</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">candy</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">bars</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">and</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">place</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">them</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">in</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">a</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">basket</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">somewhere
on the floor in the middle of the room. On the black/white board, write the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">name</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.1pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">of</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.2pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">each of</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;">
</span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.1pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">candy</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.15pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">bars.</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">Each
candy</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">bar is</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">to</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.25pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">be</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.1pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">associated</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.2pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">with a</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.15pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">question.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">Write the questions.
Conceal the questions until later. There are a number of ways to do</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">this. They can be posted on the
black/white board and hidden by a piece of paper taped to</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">the board. Alternatively, you can use
tagboard or cardboard – write the name of the candy</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">bar on one side and the question on the other side. You could
also paste or tie the questions</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -2.6pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">to</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.25pt; text-align: justify;">
</span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">the</span><span style="font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: -0.05pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 14pt; text-align: justify;">candy bars directly.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-pagination: none; text-autospace: none;"><span style="font-family: Arial, sans-serif; font-size: 14pt;"> </span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.85pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">The children each go to the
basket and pick out a favorite candy bar of their choice. Each<span style="letter-spacing: .05pt;"> </span>child<span style="letter-spacing: -.2pt;"> </span>then<span style="letter-spacing: .05pt;"> </span>in<span style="letter-spacing: -.15pt;"> </span>turn<span style="letter-spacing: -.2pt;"> </span>shares with<span style="letter-spacing: -.15pt;"> </span>an<span style="letter-spacing: -.2pt;"> </span>answer<span style="letter-spacing: -.25pt;"> </span>to<span style="letter-spacing: -.2pt;"> </span>the<span style="letter-spacing: -.1pt;"> </span>question<span style="letter-spacing: -.2pt;">
</span>associated<span style="letter-spacing: -.15pt;"> </span>with<span style="letter-spacing: -.2pt;"> </span>the<span style="letter-spacing: .15pt;"> </span>candy<span style="letter-spacing: -.05pt;"> </span>bar.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .2pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; margin-left: .25in; margin-right: 31.7pt; margin-top: 0in; mso-pagination: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Another<span style="letter-spacing: .05pt;"> </span>variation<span style="letter-spacing: .05pt;">
</span>is<span style="letter-spacing: .05pt;"> </span>to<span style="letter-spacing: .05pt;"> </span>make the<span style="letter-spacing: .05pt;"> </span>candy<span style="letter-spacing: .05pt;"> </span>bars<span style="letter-spacing: .05pt;"> </span>a
reward<span style="letter-spacing: .05pt;"> </span>to<span style="letter-spacing: .05pt;"> </span>be<span style="letter-spacing: .05pt;"> </span>earned<span style="letter-spacing: .05pt;"> </span>by<span style="letter-spacing: .05pt;"> </span>answering<span style="letter-spacing: .05pt;"> </span>the<span style="letter-spacing: .05pt;"> </span>question.
Here<span style="letter-spacing: -.05pt;"> </span>are<span style="letter-spacing: -.05pt;"> </span>some<span style="letter-spacing: -.05pt;"> </span>that<span style="letter-spacing: -.05pt;"> </span>I use:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .55pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .35pt; mso-pagination: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span><b style="text-indent: -38.7pt;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 148%; mso-fareast-font-family: Calibri;">$100,000<span style="letter-spacing: -.05pt;"> </span>Grand<span style="letter-spacing: -.1pt;"> </span>Bar </span></b><span style="font-family: Arial, sans-serif; font-size: 14pt; line-height: 148%; text-indent: -38.7pt;">–<span style="letter-spacing: -.1pt;"> </span>What<span style="letter-spacing: -.1pt;"> </span>would<span style="letter-spacing: -.25pt;"> </span>you
do<span style="letter-spacing: -.25pt;"> </span>with<span style="letter-spacing: -.25pt;"> </span>100,000<span style="letter-spacing: -.25pt;"> </span>dollars?<span style="letter-spacing: -2.55pt;"> </span>(in our<span style="letter-spacing: -.2pt;">
</span>class, in<span style="letter-spacing: -.2pt;"> </span>a<span style="letter-spacing: .15pt;"> </span>movie<span style="letter-spacing: -.05pt;"> </span>or
TV<span style="letter-spacing: -.2pt;"> </span>show,<span style="letter-spacing: -.2pt;"> </span>in<span style="letter-spacing: -.15pt;"> </span>your<span style="letter-spacing: -.25pt;"> </span>house,<span style="letter-spacing: -.2pt;">
</span>etc.)</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: .35pt; mso-pagination: none; text-autospace: none;"><span style="font-family: Arial, sans-serif; font-size: 14pt; line-height: 148%; text-indent: -38.7pt;"><br /></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: .3pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">3<span style="letter-spacing: -.3pt;"> </span>Musketeers<span style="letter-spacing: -.15pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">–<span style="letter-spacing: .15pt;"> </span>Who<span style="letter-spacing: -.05pt;"> </span>are<span style="letter-spacing: -.15pt;"> </span>your<span style="letter-spacing: -.25pt;"> </span>favorite<span style="letter-spacing: -.15pt;">
</span>friends<span style="letter-spacing: -.05pt;"> </span>and<span style="letter-spacing: -.05pt;"> </span>why?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: 7.45pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">Baby<span style="letter-spacing: -.15pt;"> </span>Ruth<span style="letter-spacing: -.1pt;"> </span>–<span style="letter-spacing: -.1pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">What<span style="letter-spacing: -.15pt;"> </span>is<span style="letter-spacing: -.05pt;"> </span>your<span style="letter-spacing: -.3pt;"> </span>favorite memory?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: 7.15pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">Butterfinger<span style="letter-spacing: -.1pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">–<span style="letter-spacing: -.1pt;"> </span>Can<span style="letter-spacing: -.25pt;"> </span>you<span style="letter-spacing: -.2pt;"> </span>tell<span style="letter-spacing: -.25pt;"> </span>us
about<span style="letter-spacing: -.1pt;"> </span>a<span style="letter-spacing: .05pt;"> </span>regrettable<span style="letter-spacing: .05pt;"> </span>mistake<span style="letter-spacing: -.1pt;"> </span>you<span style="letter-spacing: -.2pt;"> </span>made?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: 7.45pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">M<span style="letter-spacing: -.15pt;"> </span>&<span style="letter-spacing: -.2pt;"> </span>M’s<span style="letter-spacing: -.1pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">–<span style="letter-spacing: -.15pt;"> </span>What<span style="letter-spacing: -.1pt;"> </span>would<span style="letter-spacing: -.05pt;"> </span>you do<span style="letter-spacing: -.3pt;">
</span>with a<span style="letter-spacing: -.2pt;"> </span>million dollars?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: .1in; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nestle’s<span style="letter-spacing: .75pt;"> </span>Crunch<span style="letter-spacing: .9pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">–<span style="letter-spacing: .8pt;"> </span>Can<span style="letter-spacing: .65pt;"> </span>you<span style="letter-spacing: .7pt;"> </span>tell<span style="letter-spacing: .7pt;"> </span>us<span style="letter-spacing: .85pt;"> </span>about<span style="letter-spacing: .75pt;"> </span>a<span style="letter-spacing: .75pt;"> </span>difficulty<span style="letter-spacing: .85pt;"> </span>(a<span style="letter-spacing: .7pt;"> </span>crunch)<span style="letter-spacing: .7pt;"> </span>that<span style="letter-spacing: .8pt;"> </span>you<span style="letter-spacing: .95pt;"> </span>have<span style="letter-spacing: -2.6pt;"> </span>overcome?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 14.35pt; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: 0in; mso-line-height-rule: exactly; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">Skittles<span style="letter-spacing: -.2pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">– What<span style="letter-spacing: .1pt;"> </span>is<span style="letter-spacing: -.15pt;"> </span>pure enjoyment<span style="letter-spacing: -.15pt;"> </span>for<span style="letter-spacing: -.35pt;"> </span>you?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: 7.45pt; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">Snickers<span style="letter-spacing: -.15pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">–<span style="letter-spacing: -.2pt;"> </span>What<span style="letter-spacing: -.15pt;"> </span>is<span style="letter-spacing: -.15pt;"> </span>the funniest<span style="letter-spacing: -.2pt;"> </span>moment<span style="letter-spacing: -.2pt;"> </span>you<span style="letter-spacing: -.1pt;"> </span>remember?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 90.05pt; margin-right: 0in; margin-top: .1in; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">Starburst<span style="letter-spacing: -.15pt;"> </span></span></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Calibri;">–<span style="letter-spacing: -.15pt;"> </span>Can<span style="letter-spacing: -.2pt;"> </span>you<span style="letter-spacing: -.25pt;"> </span>describe<span style="letter-spacing: .1pt;">
</span>when<span style="letter-spacing: -.25pt;"> </span>you<span style="letter-spacing: .15pt;"> </span>have<span style="letter-spacing: -.15pt;"> </span>had
an<span style="letter-spacing: -.2pt;"> </span>“Ah<span style="letter-spacing: -.25pt;"> </span>ha!”<span style="letter-spacing: .1pt;"> </span>moment?<o:p></o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-11879927027711765192022-03-14T05:52:00.004-07:002022-03-14T05:53:41.735-07:00The Reader's Notebook<p><span face="Arial, sans-serif" style="font-size: 14pt;">When I launched my reading workshop, part of that included
implementing reading notebooks for my students. What I would typically do is
during the summer prior to the start of the new school year was assemble and
organize the notebooks. I would add several different sections within the
notebook.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now in addition, I would have students personalize their
notebooks so that they would feel that the notebook was their own. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">When I first implemented reader’s notebooks in my class at
the start of the school year, I’d often times get moans and groans from
students about the number of books I expected my students to read, and the
amount of time that they would read. Our classroom goal was a minimum of 30
minutes Monday through Friday. I would always get this question from students
why do we also have to write about our reading? <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I would make it crystal clear to my students that the
purpose of writing about your reading was to make them better readers and
writers. And once my kids knew the why, of why they were doing this, it became
less painful for them. I wanted my students to become aware that writing will
help them deepen their understanding, strengthen their conversations with
partners.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Additionally, I would tell them that writing about their
reading will develop their critical thinking skills. The thing that I impressed
upon my students was not to simply retell what the book was about. But to dig a
lot deeper to analyze and evaluate the text. I would have an anchor chart that
I displayed in front of the classroom which listed open-ended, higher order thinking
questions that students could pick from. They would use these questions as a
way to guide their thinking.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I would give my students ownership of their notebooks and
encourage them to use strategies that would help them as readers. For example,
I let students use markers, highlighters, colored pencils; they could use post
it notes, sketch out characters and story scenes, and create graphs and charts.
It was really cool to see students sharing their strategies with their
partners.</span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s talk about finding the time for reader’s
notebooks</span></b></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Well, for starters, at the start of the new school year, I
would go over my expectations concerning the notebooks and establish routines.
I would set aside one hour Monday through Friday, whereby my kids would read
for 30 minutes independently, and then “Write about their reading” followed by
sharing out with partners and then whole group.</span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now, let’s discuss the organization of the
reader’s notebook</span></b></p>
<p class="MsoNormal"><span style="font-size: 14pt;">The reader’s notebook generally features 5 sections. I used
tips found in</span><span style="font-size: 14pt; mso-spacerun: yes;"> </span><span style="font-size: 14pt;">Fountas & Pinnel’s
book, </span><u style="font-size: 14pt;">Guiding Readers and Writers</u><span style="font-size: 14pt;">. Which is an excellent resource.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 1 – The reading list<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 2 – The reading interest list<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 3 – Books to read list<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 4 – The letters<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 5 – Writing about your reading<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">We are going to discuss each of these sections in turn.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The reading list is simply a documented account of the
amount and type of reading that students do.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">The reading interest list is a list of books that the
student wants to read. And I have to say that this section is very important
for the teacher, as it details their favorite titles, genres, topics, and
authors.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The books to read list are actual books that the student wants
to read.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The letters section are letters that the student writes to
the teacher, and the teacher responds back to the student. I had the names of
my students equally divided by days – Monday through Thursday on an anchor
chart displayed. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The last section, writing about their reading would begin
once independent reading time was over. I would give students 10 minutes to
respond to the text that they were reading. After which, the students would be
given time to share out their thinking with partners. Then I would recap the
day’s mini-lesson and answer any questions from the whole group.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s turn our attention to using the reader’s
notebook.</span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Each section of the notebook has to be explicitly taught.
In other words, I never just handed out their notebooks on the first day of
school. During the first week or two of school, I would have book
conversations, and we would talk about the kinds of books that they were
reading. And once my kids got comfortable sharing their books with each other
orally, they came away knowing how to share their books in conversations with
other students.</span></p><p class="MsoNormal"><span style="font-size: 14pt;">Then at that point, I would thoroughly go through and
explain each section of their notebook.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now in my class I had certain routines in place with
respect to students using their notebooks. First of all, I had tubs that I
would require these notebooks to be stored in when work was completed. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">One important thing here is that the notebooks never went
home, they stayed in the classroom. Students wrote in their notebooks during
book talks to record titles of books that they wanted to read later on. They
would have their notebooks in hand when they were sharing with a partner.
Students would turn in their notebooks to me on their assigned “letter” day.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I also required my students to write an average of one page
when they responded to their reading. </span><span style="font-size: 14pt; mso-spacerun: yes;"> </span><span style="font-size: 14pt;">I
had my students discuss their reading entries in individual conferences.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Now I want to address use of conventions. Though I would
not correct notebook entries, I would pay attention to spelling, grammar,
punctuation, capitalization, and organization – keeping notes on the use of
convention. I’ve always encouraged my students to “show me what they know” when
they write to me about their reading.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">In summary, reader’s notebooks are easy to use and will
instill in students to take responsibility for some of their reading
development. More importantly, they impress upon students to think of
themselves as readers.</span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-15425665085236537262022-03-08T05:43:00.002-08:002022-03-08T06:12:01.231-08:00The Reader's Notebook<p class="MsoNormal" style="text-align: left;"></p><p class="MsoNormal" style="text-align: left;"><span face="Arial, sans-serif" style="font-size: 14pt;">When I launched my reading workshop, part of that included
implementing reading notebooks for my students. What I would typically do is
during the summer prior to the start of the new school year was assemble and
organize the notebooks. I would add several different sections within the
notebook.</span></p><p class="MsoNormal" style="text-align: left;"><span style="font-size: 14pt;">Now in addition, I would have students personalize their
notebooks so that they would feel that the notebook was their own. </span></p><p class="MsoNormal"><span style="font-size: 14pt;">When I first implemented reader’s notebooks in my class at
the start of the school year, I’d often times get moans and groans from
students about the number of books I expected my students to read, and the
amount of time that they would read. Our classroom goal was a minimum of 30
minutes Monday through Friday. I would always get this question from students
why do we also have to write about our reading?</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I would make it crystal clear to my students that the
purpose of writing about your reading was to make them better readers and
writers. And once my kids knew the why, of why they were doing this, it became
less painful for them. I wanted my students to become aware that writing will
help them deepen their understanding, strengthen their conversations with
partners.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Additionally, I would tell them that writing about their
reading will develop their critical thinking skills. The thing that I impressed
upon my students was not to simply retell what the book was about. But to dig a
lot deeper to analyze and evaluate the text. I would have an anchor chart that
I displayed in front of the classroom which listed open-ended, higher order thinking
questions that students could pick from. They would use these questions as a
way to guide their thinking.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I would give my students ownership of their notebooks and
encourage them to use strategies that would help them as readers. For example,
I let students use markers, highlighters, colored pencils; they could use post
it notes, sketch out characters and story scenes, and create graphs and charts.
It was really cool to see students sharing their strategies with their
partners.</span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s talk about finding the time for reader’s
notebooks</span></b></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Well, for starters, at the start of the new school year, I
would go over my expectations concerning the notebooks and establish routines.
I would set aside one hour Monday through Friday, whereby my kids would read
for 30 minutes independently, and then “Write about their reading” followed by
sharing out with partners and then whole group.</span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now, let’s discuss the organization of the
reader’s notebook</span></b></p>
<p class="MsoNormal"><span style="font-size: 14pt;">The reader’s notebook generally features 5 sections. I used
tips found in</span><span style="font-size: 14pt; mso-spacerun: yes;"> </span><span style="font-size: 14pt;">Fountas & Pinnel’s
book, </span><u style="font-size: 14pt;">Guiding Readers and Writers</u><span style="font-size: 14pt;">. Which is an excellent resource.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 1 – The reading list<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 2 – The reading interest list<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 3 – Books to read list<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 4 – The letters<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Section 5 – Writing about your reading<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">We are going to discuss each of these sections in turn.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The reading list is simply a documented account of the
amount and type of reading that students do.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">The reading interest list is a list of books that the
student wants to read. And I have to say that this section is very important
for the teacher, as it details their favorite titles, genres, topics, and
authors.</span></p><p class="MsoNormal"><span style="font-size: 14pt;">The books to read list are actual books that the student wants
to read.</span><span style="font-size: 14pt;">The letters section are letters that the student writes to
the teacher, and the teacher responds back to the student. I had the names of
my students equally divided by days – Monday through Thursday on an anchor
chart displayed.</span></p><p class="MsoNormal"><span style="font-size: 14pt;">The last section, writing about their reading would begin
once independent reading time was over. I would give students 10 minutes to
respond to the text that they were reading. After which, the students would be
given time to share out their thinking with partners. Then I would recap the
day’s mini-lesson and answer any questions from the whole group.</span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s turn our attention to using the reader’s
notebook.</span></b></p><p class="MsoNormal"><span style="font-size: 14pt;">Each section of the notebook has to be explicitly taught.
In other words, I never just handed out their notebooks on the first day of
school. During the first week or two of school, I would have book
conversations, and we would talk about the kinds of books that they were
reading. And once my kids got comfortable sharing their books with each other
orally, they came away knowing how to share their books in conversations with
other students.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Then at that point, I would thoroughly go through and
explain each section of their notebook.</span></p><p class="MsoNormal"><span style="font-size: 14pt;">Now in my class I had certain routines in place with
respect to students using their notebooks. First of all, I had tubs that I
would require these notebooks to be stored in when work was completed.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">One important thing here is that the notebooks never went
home, they stayed in the classroom. Students wrote in their notebooks during
book talks to record titles of books that they wanted to read later on. They
would have their notebooks in hand when they were sharing with a partner.
Students would turn in their notebooks to me on their assigned “letter” day.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I also required my students to write an average of one page
when they responded to their reading. </span><span style="font-size: 14pt; mso-spacerun: yes;"> </span><span style="font-size: 14pt;">I
had my students discuss their reading entries in individual conferences.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">Now I want to address use of conventions. Though I would
not correct notebook entries, I would pay attention to spelling, grammar,
punctuation, capitalization, and organization – keeping notes on the use of
convention. I’ve always encouraged my students to “show me what they know” when
they write to me about their reading.</span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">In summary, reader’s notebooks are easy to use and will
instill in students to take responsibility for some of their reading
development. More importantly, they impress upon students to think of
themselves as readers.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><br /></p><p></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-74718628546719309032022-03-01T06:16:00.004-08:002022-03-07T06:31:49.049-08:00Helping Students to Become Critical Thinkers<p></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Before we discuss ways in which we can help our students to
become critical thinkers we must first understand what critical thinking
encompasses.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Critical thinking is the ability to analyze information
rationally and make a reasonable judgement based on the evidence. Furthermore,
critical thinking is not merely taking something at face value, it’s looking at
the whole process objectively,<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">When students use critical thinking skills, they are not
just passive learners, but rather they are actively learning.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Alright, let’s dive right in…<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Why is Critical Thinking Important?<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Well, to put it plainly our students need to be able to
think critically to make sound decisions as what to believe. Simply put
critical thinking is about having good justifications for why one believes what
they believe. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Helping our students develop critical thinking skills will
not only help them in school, but in their professional lives as well. This is
a skill that employees look for in their employees. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s consider the type of questions that foster critical
thinking. The questions that the teacher asks should encourage and motivate
students to find reasonable answers. Questions should not simply be yes or no
answers, but rather should be open-ended. As teachers what we want to provide
our students is in-depth strategies prior to beginning a lesson. In other
words, we need to ask thought provoking questions that lead to answers with
sound reasoning. Quick answers often end up being just a few words and don’t
foster much in the way of critical thinking.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">When asking student questions, I’m going to provide a few
examples of the kinds of questions we should be asking.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Do we
need to consider another point of view?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Is
there another way to look at this question?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Could
you be more specific?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Will
you provide more details?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Would
you give me an example?<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Remember, the key here is to
open up more possibilities for further discussion and analyzing.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s consider some ways that
you can jumpstart critical thinking across the curriculum.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">We can begin the lesson or a
unit with a probing idea. Now again, this should not be a question with a yes
or no answer. The type of question you ask should inspire discovery and the
ability to problem solve.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Encourage creativity – for
example, instead of having creative projects already prepared for the students,
instead give the students all of the supplies that they will need to create the
project and let them do it on their own. Resist the temptation to jump in and
help the students too fast. Let students work through the creation of the
project to foster their creativity and not to stifle it. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Another thing that can be done
is to incorporate opportunities for students to find connections in learning.
Now what does that look like? Well, encourage students to make connections to a
real-world situation, and identify patterns which is a great way to reinforce
their critical thinking skills.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I want to share some other
strategies that will supercharge students’ critical thinking skills.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">We can use word analogies, ask
open-ended questions, allow reflection time, use real-life situations, allow
for thinking time (which incidentally is a great strategy--a lot of times we
just want to hurry up and move on), and lastly, encourage interaction among
peers -- things like think-pair-share or turn to a partner are great learning opportunities.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Here are 7 elements that are
involved in critical thinking. But first a word from our sponsor.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Being
open minded – critical thinkers have to be open to more than one point of view.
One needs to maintain an openness to challenging the information. Thinking
outside the box.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Analyze
information – analyze the information well enough to be able to draw conclusions
based on the data. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Open
to interpretations – taking the time to interpret one’s analysis and meaning of
the information that’s presented.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Problem
solving – the ability to come up with more than one plausible solution. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Decisiveness
– Making a decision based upon the data you have interpreted. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">6)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Communication
– Being able to convincingly explain your conclusions (and your thought
process) to others. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">7)<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Self-improvement
– Development of positive habits and able to reflect on their own critical
thinking skills and ways to improve it. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">In conclusion, critical thinking will prepare our students
for the future <span style="mso-spacerun: yes;"> </span>with respect to
thinking for themselves and not following group think. It will prevent them
from going along with the crowd. <o:p></o:p></span></p><br /><p></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-54867788643762970192022-02-22T06:07:00.003-08:002022-02-22T06:11:00.330-08:00The Teacher-Parent Relationship<p><span face="Arial, sans-serif" style="font-size: 14pt;">Effective teacher-parent relationships are extremely
important when it comes to helping our children to succeed in the classroom.
The partnership that you as the teacher form with parents will ensure that
problems will be addressed quickly, and that the needs of your parents and
students are taken into account in any decision-making process that comes
about.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span style="font-size: 14pt;">The first great step in fostering this relationship is the
parent-teacher conference. The initial conference will set the tone with
respect to desires and expectations for the upcoming school year and overcome
any communication barriers. Also, equally important I feel is coming up with a
plan for regular and on-going contact—and making sure that you document every
time you reach out to the parent. Your goal here is to ensure that problems or
issues of concern are dealt with quickly to everyone’s satisfaction.</span></p><p class="MsoNormal"><span style="font-size: 14pt;">I am going to share with you some tips that will help you
to develop a strong relationship with your parents.</span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 14pt;"> </span><span style="font-size: 14pt;">Tip #1: Establish a relationship of mutual trust. Sending
home an occasional note or making a phone call can go a long way to developing
a productive relationship.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #2: When both parties agree as to the method of
communication then unexpected needs can be met in a timely manner.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #3: Encourage your parents to ask how they can help you
overcome roadblocks and promote positive change—particularly if they have a
student with special needs.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #4: Help parents to become active participants in
supporting learning by sharing information about class routines. Let parents
know about your grading criteria, project expectations, field trips, etc. do
whatever it takes to keep parents in the loop.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #5: Encourage parents to keep you informed as to issues
at home that may affect their child at school. Giving the teacher a heads-up
will enhance the learner experience, whereby increasing the effectiveness of
the teacher to help the child.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #6: Make sure to inform parents as to your rules and
procedures for the classroom. You may want to ask for parent feedback with
respect to behavioral expectations and your discipline plan for the year. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #7: It’s very helpful for the teacher to provide
parents with an overview of content area of instruction and your own teaching
style.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #8: Encourage your parents to provide you with past
positive (as well as negative) school experiences, so that you will be able to
use that information to your advantage with these children. Have the parents
share with you those activities that have been successful in terms of
motivation and improving their performance. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #9: Obviously, every child is unique, so be cognizant of
the fact that parents and teachers have their own unique characteristics and styles
working with children as well.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Tip #10: Teachers and parents should remind each other that
one way to promote success is to make students feel special about their
learning. And that success—even the small ones need to be acknowledged and
praised.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14pt;">I think it goes without saying that getting parents on your
side and working together as a team can greatly enhance all aspects of a
child’s successful school experience.</span></p><p class="MsoNormal"><span style="font-size: 14pt;">Let me share some things that I’ve done for years that has
paid off tremendously in terms of building effective teacher-parent
relationships. First thing is that during the beginning of the school year I would
make it a point to actually talk on the phone to every parent within the first
10 days of school. Basically, to introduce or reintroduce myself, and to ask
the parent if they had any questions or concerns at this time that I can
address. I’ve had parents often tell me that this is the first time that a
teacher has ever called me during the start of the school year. I’d highly
recommend that you do this!</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The other thing that went over really well was that I would
make 2 positive phone calls home every week – one boy & one girl. I have to
tell you, I can’t count the times that a parent would tell me, “I thought you
called because my child was in trouble. Long story short, parents loved those
phone calls. This is one sure-fire way to get parents on your side. Then when
you do have to deliver bad news, I believe parents will be a lot more
understanding.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s discuss other ways to develop a productive
teacher-parent relationship. Invite parents into your classroom. Even if it’s just
to help you sort out papers or read to the class. It’s great to have parents
talk about their occupations to the kids as well. Find ways that you can get
you parents to volunteer in your classroom—like helping out with a class party!<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Here's another great tip, send home weekly newsletters to
let your parents know what’s going on in school. Share with them upcoming areas
of study, upcoming field trip, any other special news or announcements.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">A good way to connect home & school is to have your
students write about what they’ve learned in class this week to their parents,
and then have parents respond back to the child in their writing journals.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I want to circle back to the parent-teacher conference.
Remember to always start off the conversation with a positive statement about
the child, and then discuss no more than 2-3 areas for improvement. And
finally, end the conference with another positive remark about their child. And
of course, be sure to thank them for attending!<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">In summary, forming a positive partnership with your
parents is vital to the success of your students. And by keeping the lines of
communication open the children will invariably be the beneficiaries of a
successful, productive classroom experience. <o:p></o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-57100164966027702192022-02-15T06:14:00.005-08:002022-02-15T06:17:08.818-08:00Making the Case for Teaching Cursive Handwriting<p><span face="Arial, sans-serif" style="font-size: 14pt;">There are some who feel that the teaching of cursive
handwriting has lost its relevance in this day and age. Some say that it’s not
a necessary or a required skill set for the 21</span><sup style="font-family: Arial, sans-serif;">st</sup><span face="Arial, sans-serif" style="font-size: 14pt;"> century.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">It could be argued that due to the advances in technology
all that’s really needed is training on keyboarding. Although technology is a
great thing and being proficient in keyboarding is advantageous, cursive
handwriting offers many benefits that I feel have been overlooked.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span style="font-size: 14pt;">First, let’s take a look at the top 10 reasons for teaching
cursive handwriting in our schools.</span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">1.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">Cursive
handwriting stimulates the brain in ways that typing on a keyboard does not. It
improves the interplay between the left and right hemispheres of the brain. It
increases mental effectiveness and builds neural pathways.</span></p><p class="MsoNormal"><span style="font-size: 14pt; text-indent: -0.25in;">According to Virginia Berninger, a researcher and professor
at the university of Washington stated, I quote, “Pictures of brain activity
have illustrated that sequential finger movements used in handwriting activated
massive regions of the brain involved in thinking, language, and working
memory. Handwriting differs from typing because it requires executing
sequential finger strokes to form a letter, whereas keyboarding only involves
touching a key.” End quote.</span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">2.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">The improved
ability to read cursive becomes evident. When you have individuals that cannot
read cursive handwriting, then consequently, they’re cursively illiterate. Just
look around at many different settings out there in society – the ability to
read cursive writing is often times required.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">3.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">Cursive
Writing is much faster than the start and stop strokes of actual printing. So,
that being the case this affords individuals more fluidity in their writing and
increases attention span. This means that greater amounts of writing can be
done.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">4.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">The
act of writing in cursive improves fine motor skills. It develops one’s sensory
skills. It builds the neural foundation to be able to do many of the day-to-day
things like button one’s shirt, fastening a sweater, and tying one’s shoes to
name a few.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">5.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">There
was a study done with college students and what they found was when these
students wrote a paragraph in cursive one week later, they still retained the
material much better as opposed to printing the material or using a keyboard.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">6.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">The
ease of learning. Due to the stop and start of forming letters while printing
is much more difficult than cursive writing. With respect to students with
learning challenges such as dyslexia, dysgraphia, and attention span issues,
cursive is of particular value.</span></p><p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">7.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">Learning
how to write in cursive increases self-discipline, because of its complexities.
Cursive writing is associated with the development of fine motor skills, as
well as hand-eye coordination.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">8.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">Cursive
leads to more improved legibility and spelling ability. Cursive requires kids
to write from let to right so that the letters join in proper sequence and
spacing.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">9.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">Cursive
handwriting improves the legibility, fluidity, and the aesthetics of one’s
signature.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">10.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">When an individual masters one’s cursive
handwriting skills, it improves their confidence to communicate with the
written word.</span></p>
<p class="MsoListParagraphCxSpLast"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Why cursive writing is good for the brain</span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">In the 21<sup>st</sup> century many K-12 school systems
around the world are phasing out cursive handwriting in favor of digital devices
for remote and in-class learning.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">According to Audrey Van der Meer, a neuropsychologist
professor at NTNU in a news release stated the following: I quote. “The use of
pen and paper gives the brain more “hooks” to hang your memories on. Writing by
hand creates much more activity in the sensorimotor parts of the brain.” She
added, “A lot of senses are activated by pressing the pencil or pen on paper,
seeing the letters you write, and hearing the sound you make while writing.
These sense experiences create contact between different parts of the brain and
open the brain up for learning.” End quote.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I think a good take away here is that writing by hand helps
the brain learn a lot better. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 14pt;">Let's consider </span><span face="Arial, sans-serif"><span style="font-size: 18.6667px;">the</span></span><u style="font-family: Arial, sans-serif; font-size: 14pt; font-weight: bold;"> 5 benefits
of cursive writing:</u></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">1.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><b style="text-indent: -0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Stimulating
the brain.</span></b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;"> It has been scientifically proven that cursive writing
stimulates the brain in ways that typing on a keyboard cannot. And there’s
quite a bit of research that supports that.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">2.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><b style="text-indent: -0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Cursive
develops motor skills</span></b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;"> – when children are actively using cursive,
they begin to learn how to position their paper and pencil. Kids also learn how
much pressure is needed to bear down on their paper and to form words and
creating readable sentences.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">3.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><b style="text-indent: -0.25in;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Self-discipline
and professionalism</span></b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;"> – There are numerous benefits to cursive
handwriting namely develops self-discipline because it takes work, lots of
practice to form letters of the alphabet and to form words. Also, aids in the
development of fine motor skills, and hand-eye coordination.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">4.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">There
is a potential correlation between cursive handwriting and <b>grammar, spelling
and overall understanding</b>. The reason for this stems from the fact that there’s
a lot of repetition when learning how to form letters.</span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">A study conducted in Quebec, Canada has shown that children
who learn cursive at a young age are likely to become better spellers and
writers. Moreover, this results in children and adults write faster and
fluently. <o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: Arial; text-indent: -0.25in;"><span style="mso-list: Ignore;">5.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%; text-indent: -0.25in;">Children
who suffer with dyslexia often times get their letters, and letter sounds mixed
up. But the research has shown that cursive handwriting improves reading,
spelling and sentence structure as well.</span></p>
<p class="MsoListParagraphCxSpLast"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span><span style="font-size: 14pt;">In summary – I firmly believe that teaching our children
cursive handwriting is just as important, if not more so than keyboarding.
After all, the research bears this out. There’s been study after study showing
how cursive interacts with the brain thereby making neural connections.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-31619423919700214542022-02-08T06:04:00.000-08:002022-02-08T06:04:04.561-08:00Teaching Spelling<p><span style="font-family: Arial, sans-serif; font-size: 14pt;">When
I was in elementary school, I remember thinking back then that once I had
finished the spelling test, I’m just going to forget a lot of the words.</span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">I
mean there was no context in terms of the spelling words – just a random set of
words. There was no real incentive for learning these words – they weren’t used
in any reading or writing assignments. <o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Which
begs the question how do children learn to spell? </span></p><p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br /></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Well,
initially youngsters learn how to spell in the first and second grades. By that
I mean high frequency words, or sight words. And most of this early learning is
rote memorization. This goes without saying that the more students use their
spelling words in writing activities the more that they will eventually learn
how to spell words correctly.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Many
of the spelling words come from the Dolch list – the selection of words make up
50-70% of all text in children’s books.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">What
are some things that the teacher can do to foster good spelling skills?<o:p></o:p></span></p><p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br /></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Well,
for starters the teacher must encourage reading – let’s face it, the more a
child reads and sees a word spelled correctly the easier it is for them to
transfer knowledge from short term to long term memory.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Another
strategy you may find useful is for the teacher to say the word and spell it
out loud and by doing so will encourage students to do the same.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Display
the words on a word wall. Once you introduce a word to your class put it up on
a bulletin board. If practical put up as many words as you possibly can on your
bulletin board, and eventually over time will transfer to active knowledge.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Have
your students work with crossword puzzles and games which get students
involved. Games such as hang-man are even better because it incentivizes kids
to spell the word correctly in order to win. <o:p></o:p></span></p><p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br /></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">One
more thing can be a great help to practice spelling is “touch typing.”
Basically, students type and spell words over and over again, until they learn
how to reach the keys for letters they represent. <o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Let’s
address why spelling is important. Correct spelling is in fact important.<span style="mso-spacerun: yes;"> </span>Research conducted by The National Commission
on Writing for American Families, Schools, and Colleges (2005) reported that
80% of the time an employment application is doomed if it is poorly spelled.
Here are other examples where spelling is important: <o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Writing
so others can read and understand<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Looking
up words in a dictionary<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Filing
alphabetically and more<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: Arial, sans-serif; font-size: 14pt;">Spelling
is important when it comes to reading. Research says that learning to spell and
learning to read are closely connected – they rely on much of the same
underlying knowledge such as relationships between letters and sounds.</span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Spelling
is also important when it comes to writing. Research also points out a strong
relationship between spelling and writing. Writers who must think too hard how
to spell use up valuable cognitive resources needed for higher levels of
composition. <o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Spelling
needs to be explicitly taught. The big take away here is that one can’t assume
just because students are making progress in reading that spelling does not
need to be taught – that’s absolutely not true. In a longitudinal study
conducted by “Scientific Studies of Reading (2005) found students growth in
passage comprehension remained close to average from 1<sup>st</sup> through 4<sup>th</sup>
grade, their spelling scores dropped considerably by 3<sup>rd</sup> grade, and
continued to decline in 4<sup>th</sup> grade.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: Arial, sans-serif;"><span style="font-size: 14pt;">Let’s
take a look at spelling strategies. The average person uses somewhere around
10,000 words </span><span style="font-size: 18.6667px;">freely and</span><span style="font-size: 14pt;"> can recognize some 30,000 – 40,000 words. Now, here’s
the good news – one doesn’t have to be able to correctly spell all the words in
his/her listening, reading and speaking vocabulary to be an effective speaker.<o:p></o:p></span></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">A
basic vocabulary of 2,800 – 3,000 well selected words should form the basics of
spelling instruction. One important note to remember that when choosing words
for spelling instruction, focus on regular spelling patterns, high-frequency
words, and frequently misspelled words. <o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: Arial, sans-serif;"><span style="font-size: 14pt;">Let’s
consider the traditional approach to spelling. Like I mentioned at the
beginning of this podcast once I finished the weekly spelling </span><span style="font-size: 18.6667px;">test,</span><span style="font-size: 14pt;"> I forgot a
lot of them.<o:p></o:p></span></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l2 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Rote
memorization is not an effective way to learn how to spell.<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l2 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">With
traditional spelling instruction students are passive learners.<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l2 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Quite
frankly, with this type of instruction spelling is very boring.<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l2 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Also,
every child is given the same list of spelling words to study – whether they
are being challenged or not. Using this method of instruction only a few kid’s
needs are being met.<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in;"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: Arial, sans-serif; font-size: 14pt;">I
want to talk about a great alternative to the traditional approach to spelling.
I know for me personally, what I found to be much more effective and
interactive [and way less boring] is an instruction method called “Word Study.”
This method of instruction down by ability levels based whereby addressing
student needs.</span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">This
system is not based on the random memorization of words. A word study program
is an approach that not only addresses word recognition, but vocabulary, and
phonics as well.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">In
a nutshell word study provides students with opportunities to investigate and understand
word patterns in words. Students learn that spelling patterns exist, and that these
patterns. Help to explain how words are spelled, read and written. The cycle of
instruction might include but not limited to the following word study
activities: <o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l1 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Choosing
words for students to sort<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l1 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Have
students find the pattern in their reading and writing<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l1 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Activities
to help students relate the pattern to previously acquired knowledge. <o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l1 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Illustrating
the word.<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l1 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Naming
a synonym or antonym for each of the words.<o:p></o:p></span></p>
<p class="MsoNoSpacing" style="margin-left: .5in; mso-list: l1 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Use
the word in a sentence.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">All
in all, Word Study invariably is a much better approach to learning how to
spell instead of giving a list of words out on Monday and giving a test on
Friday.<o:p></o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: Arial, sans-serif; font-size: 14pt;"> </span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>
<p class="MsoNoSpacing"><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><o:p> </o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-61178875333811524592022-02-01T06:16:00.005-08:002022-02-01T06:17:50.862-08:00Creating Effective Guided Reading Groups<p align="center" class="MsoNormal" style="text-align: center;"><br /></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 14pt;"><b>What is a guided reading group?</b></span></p><p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 14pt;">Let’s start by discussing what is a guided reading group.
The guided reading group is a method by which small groups of students with
similar reading abilities are grouped together. We’re talking about a group of
4 – 6 students [ideally no more than 6.]</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The goal here is for the teacher to work with students
directly as opposed to teaching a whole class where the range of student
abilities differ drastically. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Guided reading works off a leveling system that labels
books A – Z, with A being the easiest and Z the hardest. Students are supported
in the small group approach and challenged to be problem solvers. <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Forming groups for guided reading:</span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Forming groups for guided reading like I stated at the
beginning of this podcast children are group together based upon similar
learning needs and process text at about the same level. Also, you want to make
sure to keep students within 1-2 levels of each other. Now, I’m not saying
that, that’s the only way to create guided reading groups., There may be times
that you group kids based upon mixed abilities based upon a common learning
need – for example, how to read tables and charts. One thing to take into
consideration is that guided reading groups are not set in stone – by that, I
mean groups should remain fluid – whereby students can move in and out of
groups as appropriate. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">When it comes to forming your guided reading groups setting
up and grouping your kids are critical elements of a successful guided reading
experience. <o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">How to set up your guided reading groups:</span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">When you’re in the process of grouping your students, it’s
always best to use more than one type of assessment to really get a good
accurate picture of the student. It would be prudent to use several sources of
assessment information – for instance, running records, Debels, fluency testing
just to name a few. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Once you’ve completed your assessments and determined which
students will go into what group, you’ll want to set up some type of
organizational system to track progress.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">What I used in my classroom were tubs that I purchased from
the dollar store and placed the children’s names on cardstock which is
laminated and hot glued on the front of the tub. In this way students knew what
guided reading group they were assigned.</span></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Let’s turn our attention to planning a guided
reading group:</span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"> What I would
typically do first with my group is take a few minutes to talk about the
pictures, bold-faced words, the text and make predictions. I’d also remind
students to use the strategies that were previously discussed during our mini
lesson. Then, I would have students independently read the text. At which time
I would select a student at random so that they could whisper read a portion of
text to me. Lastly, I would check for comprehension and what strategy or
strategies that they used during their reading.</span></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Selecting texts for guided reading:</span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">First, you want to select a book that is appropriate for
that specific guided reading group, but enjoyable as well. The reading should
be purposeful – now what do I mean by that – well, this simply means that there
is a specific reason why you are reading that book. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Secondly, remember that the purpose for reading a book is
not to learn more about reading – Again, the purpose must be authentic. Perhaps
you’re studying a certain genre, like biography; or you’re reading an
informational text.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Finally, the text must be engaging for the students – if
not, then it’s really in my view a waste of time.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">When you get a moment for more information regarding guided
reading groups check out Fountas & Pinnell’s book: <b><u>Guiding Reader’s
and Writers.</u> </b>It’s a plethora of
information that you will find extremely valuable. <o:p></o:p></span></p>
<p class="MsoNormal"><br /></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-89213419202563229562022-01-18T09:31:00.005-08:002022-01-18T09:34:28.688-08:00Music in the Classroom<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">During my early years of
teaching, I didn’t implement musical arts in my classroom. I might have brought
my guitar in class during winter holidays but aside from that, that was about
it. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">It was not until I had the
opportunity to attend an Eric Jenson workshop that I fully realized the
powerful impact of music on the brain and student achievement<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I slowly began to incorporate
music into the curriculum. I first started with a “call back” song. Now, when
my students were involved in activities such as cooperative learning, partner
work or brain storming, or whatever it was, and I wanted them to return back to
their seats, I would play the call back song – which was “Brown-eyed girl.”<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">So, what would happen when my
kids heard the beginning of the song, they would automatically stop talking,
gather up their materials and quickly (without running) make their way back to
their seats. And of course, this was practiced over and over until it became
second nature.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face="Arial, sans-serif" style="font-size: 14pt;">After my students got the call
back song down pat, I introduced music (with lyrics) as children entered the
classroom in the morning and departed school in the afternoon. I kept this up
for a few days, and once I felt comfortable, I introduced music (no lyrics)
during independent reading time.</span><span face="Arial, sans-serif" style="font-size: 14pt;"> </span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Then after about a week or so,
I introduced music during partner work and brainstorming activities.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Before too long I was playing
music a good part of the school day. I guess this whole process took me less
than 30 days to implement. I found it to be one of the best things I ever did
for my students. And they really enjoyed it as well.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I would recommend that you not
rush into implementing music in the classroom all at once. Take your time—and
only add music as you feel comfortable doing so. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Kids today are exposed almost
constantly to music of various kinds on television, in malls and office
buildings, on their own cellphones or computers. As movie makers know, music
can set the mood for any scene. Playing music during classes can change the
atmosphere of the class from noisy to quiet, from chaotic to organized. It is
an important tool that is not used as much as it could be by teachers. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The next thing that I want to
address is the beats per minute or BPM. The BPM is likely to have real effects
on student learning and the mood in the classroom. Like a conductor, you can
orchestrate the mood of the class. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Theoretically, listener’s
physical heartbeats may change to sync up with the musical beat. Scientists
have recorded brain changes with differing beats. Again, try to match the BPM
appropriately to the task or activity you want students to do while the music
plays.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face="Arial, sans-serif" style="font-size: 14pt;">Now, as far as the type of
music that I played in the classroom, it was mostly from </span><u style="font-family: Arial, sans-serif; font-size: 14pt;">Eric Jenson’s CD
Collections of Music.</u></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Jensen has become internationally
recognized for his brain based” publications for teachers. He links current
brain research with strategies to improve student achievement. Music is one of
the key tools he uses to stimulate positive feelings in the classroom.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">He suggests considering the
emotional state you are trying to elicit, the age of the listener and the types
of music that that are most familiar to them. Songs with words should be
reserved for special occasions or games; Jensen suggests relying mainly on
instrumental music of various kinds.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">To celebrate the start or
completion of tasks, something upbeat can get students inspired. For lengthy
writing tasks, calming music with a slow rhythm can aid concentration. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Accordance to various brain
studies, beats per minute can have profound effects on the human body and
brain. Jensen writes:<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">“Songs in the 35-50 BPM range
will be more calming, while those in the middle 55-70 BPM will be more moderate
for seat work. For activities, the pace might be 70-100 for energizers, maybe
100-160 BPM will REALLY rev things up.”<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Lyrical music is best when the
activity does not involve memory formation, for example: lining up, cleaning
up, finding a partner, greeting students at the door, exiting the class, etc. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Music with no lyrics is best
played at low volume when engaging in executive functioning for example:
reading, writing, math problem solving, group discussions—things of that
nature.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now once I finished the
workshop I bought a $600 BOSE IPOD Sound Dock System that I had used regularity
in the classroom. Now I would not recommend that new teachers spend that kind
of money initially.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I would suggest going to
Wal-Mart and picking up a CD player for around $25 – or if your school offers
Audio-Visual equipment, to request that a CD player be made available in your
class every day.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Alternatively, you can attach
good speakers to a computer or smartphone – just be sure they can put out
sufficient volume to be heard by a classroom full of excited, noisy kids!<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">The point here is that it is
not the cost of the system but rather that appropriate music can assist
students with a given activity and you will want to be able to access music as
a teaching tool at any time.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Like I mentioned earlier, I’d
recommend that you gradually introduce music into the classroom to coincide
with your instruction. Music itself and the technical issues to get it playing
can become distractions. Start with a few minutes a day and gradually increase
the use of music as you begin to feel comfortable with its use. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">My friend, we barely skimmed
the surface with respect to the advantages of implementing musical arts in
teaching your curriculum. There is an excellent book by Eric Jensen that I’d
like to recommend to you that is chock-full of valuable information and
studies. The book is: <b><u>Music with the Brain in Mind </u></b>– it is an
excellent read. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I will conclude by saying that
one could fill volumes when making the case for musical arts in the classroom.
There’s overwhelming evidence that music is central to learning. It impacts
academic achievement, motor and social skills and much, much more.</span><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><o:p></o:p></span></p>
<p><span face="Arial, sans-serif" style="font-size: 12pt;"> </span> </p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-68467058074720706372022-01-11T08:32:00.001-08:002022-01-11T08:34:17.089-08:00Teaching your students question answer relationships [QAR]<p class="MsoNormal" style="text-align: left;"><span face="Arial, sans-serif" style="font-size: 12pt;">You may wonder why one would even use this strategy at all.
Well, first and foremost it </span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">greatly improves your students’ reading comprehension. It
helps students think about <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">the text that they are reading. It teaches students how to
ask questions and lastly, encourages students <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">to think creatively and challenges them to use higher order
thinking skills. </span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><br /></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Now there are 4 types of questions that students will
encounter that I want to talk about.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">The first is “Right there” QARs -- These are answers that
are literally right there in the <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">text. Example: the question might be: “What color was the
boy’s bike?” Well, when you <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">refer back to the text, you find that the boy’s bike was
red. Well, that would be a right <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">there answer, because the answer is literally right
there. Making sense?<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Next, we come to “Think & search” QAR’s. Now you find
the answers to think and <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">search QAR’s by reading through various parts of the text
or the chapter – I kind of refer to this as reading between the lines. It’s
been my experience that think and search <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">QAR’s were difficult at first for my students, because they
were so used to seeing the <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">answer pop up right there – but after lots of explicit
instruction and practice they <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">eventually got better and better at it.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">This leads us to the next QAR referred to as “Author and
you.” Now these kinds of <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">answers are found in the text; however, the student must
relate it to their own <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">experiences. Now just to be clear, the answer does not
appear directly in the text, so <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">the student must have read the text in order to answer the
question. In other words, the <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">students after reading the text, brings it back to his/her
own life experience to answer <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">the question. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Lastly, the “On my own” QAR answers. It’s important to note
here that these types of <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">answers do not require that the student read the passage at
all. So, therefore, the <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">student must use their own background knowledge to answer
that type of question.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">For instance: If I were to ask you: “What are some of your
favorite sports?” <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Well, you wouldn’t need to read any particular text to
answer that question. You would <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">simply state your personal preference – there’s no right or
wrong answer here. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Now after teaching my students the 4 different QAR’s, it
was time to put this strategy into effect.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">When I first started teaching this concept to my students I
would start with a rather easy <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">to read simple text and read it aloud to my students. I
began with the right there <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">question. I would have a few already made questions for the
class. Then after reading a<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">the question, I would model how I got the “right there” answer.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">During each QAR session I would introduce a new type of
QAR: ie: think & search, <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">author & you and on your own. Here again, I would have
preselected questions, read <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">the text and model the strategy. After which, I would show
students how to find the <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">information to answer the question. I have used QAR with my
students when reading <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">social studies, science and math information from their
textbooks. This process worked <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">great for independent and group or partner work.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">As time went on, I would gradually increase the length and
complexity of the reading <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">assignments. The students would continue to use QAR through
the school year. It <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">wasn’t just taught once as a lesson and forgotten about. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">There is so much more that can be said about QAR, and we
just skimmed the surface, <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">If you are interested in learning more about the QAR
concept, I’d like to recommend a <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">book that will get you up to speed about the process. It’s
called, QAR Now – A powerful <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">and practical framework that develops comprehension and
higher-order thinking in all <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">students. The authors are Taffy E. Raphael, Kathy Highfield
and Kathryn H. Au<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">In conclusion, I’d recommend introducing QAR as early in
the beginning of the year as<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">you can – obviously, the earlier the better, so that kids
have enough time to enhance <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">their comprehension skills. Also, it would be great to use
QAR systematically as part of <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">your day-to-day lessons. Now keep in mind that QAR doesn’t
just apply to Reading <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">language arts lessons, but in social studies, science and
math as well.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"> </span></p>
<p class="MsoNormal"><br /></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-41893557576287257862022-01-04T11:39:00.003-08:002022-01-04T13:22:05.552-08:00Establishing a Book Requirement for Your Class<p><span face="Arial, sans-serif" style="font-size: 14pt;">I remember early on in my teaching career I didn’t require
my students to read a certain number of books per school year, or a certain
number of books per genre.</span><span face="Arial, sans-serif" style="font-size: 14pt;"> </span><span face="Arial, sans-serif" style="font-size: 14pt;">I did
however, always encouraged my students to read and check out books from the
school library. They also had the opportunity to read independently daily. And
they were always encouraged to read books of their own choosing.</span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 14pt;">It wasn’t until I began implementing the reader’s workshop
that I began to require my students to read a required number of books for the
year.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">At the time I was teaching 4<sup>th</sup> graders and set a
requirement of 40 books broken down by genre for the year. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">And I have to tell you I had students that were a little
disgruntled and moaned about why they had to read so many books. I got comments
like I’ll never be able to read that many! But I’d give them a pep talk and
tell them that they can do this and encouraging them to do so.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now I know that some teachers do not subscribe to the
belief of requiring a number of books to be read in a school year. But let me
share with you what I found to be true as I started requiring my 40 books per year
-- and let me just say that my reading requirement was one of my
non-negotiables. </span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I found that even my most reluctant reader who may have
read only a few books in the past was now reading more than if there were no
requirement in place. Additionally, that student was reading a variety of
books.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">As we progressed week by week my students weren’t all that
concerned with the 40 books that were required, and just concentrated on
reading. My kids were given ample time Monday through Friday during reader’s
workshop to read – which was a minimum of 30 minutes with a book of their own
choosing.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I also found when you have high, but reasonable
expectations students will rise to the occasion. And if you think about it – if
you had no requirement in place, do you honestly think that students would
actually read more? I always believed in this statement: “Don’t expect what you
don’t inspect.” In other words, if you want to ensure that your class is on
track with their reading goals, then you have to inspect the results --<span style="mso-spacerun: yes;"> </span>Right? For example, how many books are your
students currently reading and how they are progressing. Are they achieving
your milestones that you’ve set – for one month, 3 months, 6 months, and so on.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Since I began implementing the 40-book requirement I have
to say I never had a student ever tell me -- well, I’ve read my 40 books now
and I’m done. They were congratulated and encouraged to keep going. Even the
child that had to be prodded to read may not have achieve our class goal –
he/she might have read only 10 books or so but think what would have happened
if there had been no requirement.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">I have had children go well beyond the 40-book requirement,
and a few of my students read over 100 books during the school year! And that
was just totally incredible!<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Now from time to time I’d have a student say, Mr. Hiles,
what if I don’t reach this goal will I be in trouble? Well at that point I
would just encourage the child to keep reading and tell him/her that many
students have done so before them.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 14pt;">Now I want to address some of the different genres that I
had incorporated into my book requirement. Some of these were: chapter books,
fiction, biographies, autobiography, fantasy, non-fiction, informational text,
poetry, memoires and book choice category.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">In this way my students were exposed to a wide variety of
reading material that otherwise they would’ve missed out on. Also, another big
plus in having an extensive range of genres is the fact that the teacher can
tailor instruction in accordance with your district’s learning objectives and
state standards.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Lastly, I think having a book/genre requirement is a
positive thing – despite some student discontent at the beginning. But let me
tell you it will pay off in a big way.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Please note that I set up this requirement for 4<sup>th</sup>
graders, but when I taught 5<sup>th</sup> grade, the requirement was 50 books. So,
my advice would be 10 books per grade level – minimum. Example 1<sup>st</sup>
graders 10 books, 2<sup>nd</sup> graders 20 books, 3rd graders 30 books, and so on. But
be flexible nothing is set in stone!<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;">Ultimately, in the end imagine you will have opened up a
whole new world for your students and by doing so foster a love for reading.<o:p></o:p></span></p>
<p class="MsoNormal"><br /></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-52160381362990529572021-12-28T07:42:00.001-08:002021-12-28T07:44:26.306-08:00The importance of having a mentor during your first year of teaching<p><span lang="el" style="font-size: 12pt; line-height: 115%; text-align: justify;">In a lot of
different fields such as sports, martial arts and business, people have
mentors. Mentors are usually older people who have dealt a lot of years</span><span lang="el" style="font-size: 12pt; line-height: 115%; text-align: justify;"> </span><span lang="el" style="font-size: 12pt; line-height: 115%; text-align: justify;">with the subject</span><span style="font-size: 12pt; line-height: 115%; text-align: justify;">.</span><span lang="el" style="font-size: 12pt; line-height: 115%; text-align: justify;"> In general, a
mentor is characterized by one very important and very specific thing -
experience!</span></p><p><span lang="el" style="font-size: 12pt; line-height: 115%; text-align: justify;">When it
comes to teaching, we also have mentors, and the role of these mentors is to
help new teachers get their </span><span style="font-size: 12pt; line-height: 115%; text-align: justify;">feet on
the ground and have</span><span lang="el" style="font-size: 12pt; line-height: 115%; text-align: justify;"> guidance from someone who has been there.</span></p><p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">I was assigned a mentor during my first year of teaching and it was a
very helpful experience. She observed my classes from time to time and was
always available when I had any questions.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">The role of
the mentor, in modern schools, can be played not essentially by a veteran
teacher, but by a more experienced teacher at the school</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> </span><span lang="el" style="font-size: 12pt; line-height: 115%;">as well, while
anyone with some experience can be a useful source of advice and information.
During your first year, pay attention to whatever a colleague teacher has to
share with you!</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">I want to share with you 4 reasons for working with a mentor.</span></p><p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;"><b>1. Methods</b></span></p><p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt; line-height: 115%;">Every</span><span style="font-size: 12pt; line-height: 115%;"> </span><span style="font-size: 12pt; line-height: 115%;">beginning
teacher has foundational</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> knowledge. </span><span style="font-size: 12pt; line-height: 115%;">So, o</span><span lang="el" style="font-size: 12pt; line-height: 115%;">nce we graduate
from college, we have conquered a decent level of expertise both on teaching
and both on the specific subject we will teach</span><span style="font-size: 12pt; line-height: 115%;">.</span><span style="font-size: 12pt; line-height: 115%;"> </span><span style="font-size: 12pt; line-height: 115%;">But w</span><span lang="el" style="font-size: 12pt; line-height: 115%;">hat
isn’t taught in </span><span style="font-size: 12pt; line-height: 115%;">the </span><span lang="el" style="font-size: 12pt; line-height: 115%;">university
</span><span style="font-size: 12pt; line-height: 115%;">are the many nuances</span><span lang="el" style="font-size: 12pt; line-height: 115%;">
we should follow when teaching.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">Now, </span><span style="font-size: 12pt; line-height: 115%;">one</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> would suggest that
</span><span style="font-size: 12pt; line-height: 115%;">both the </span><span lang="el" style="font-size: 12pt; line-height: 115%;">university
and </span><span style="font-size: 12pt; line-height: 115%;">educational field labs</span><span lang="el" style="font-size: 12pt; line-height: 115%;">
give us </span><span style="font-size: 12pt; line-height: 115%;">a lot of teaching insights.</span><span style="font-size: 12pt; line-height: 115%;">
</span><span style="font-size: 12pt; line-height: 115%;">And I agree with that</span><span lang="el" style="font-size: 12pt; line-height: 115%;">.
However, we don’t know the </span><span style="font-size: 12pt; line-height: 115%;">specific
</span><span lang="el" style="font-size: 12pt; line-height: 115%;">methods that are especially adapted to our character and to
our class’s character. </span><span style="font-size: 12pt; line-height: 115%;">I hope that
makes sense.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">For example,
you have a class weak in language, but </span><span style="font-size: 12pt; line-height: 115%;">excels</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> in math. </span><span style="font-size: 12pt; line-height: 115%;">Well, consider this, would it be appropriate for this</span><span style="font-size: 12pt; line-height: 115%;">
</span><span style="font-size: 12pt; line-height: 115%;">particular </span><span lang="el" style="font-size: 12pt; line-height: 115%;">class
</span><span style="font-size: 12pt; line-height: 115%;">that the teacher would</span><span lang="el" style="font-size: 12pt; line-height: 115%;">
explain </span><span style="font-size: 12pt; line-height: 115%;">both </span><span lang="el" style="font-size: 12pt; line-height: 115%;">grammar
and syntax</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> by using mathematical expressions</span><span style="font-size: 12pt; line-height: 115%;">? Well, I wouldn’t exclude the possibility of it. The methodology such
as previously described would come with </span><span lang="el" style="font-size: 12pt; line-height: 115%;">years of
experience and some </span><span style="font-size: 12pt; line-height: 115%;">very </span><span lang="el" style="font-size: 12pt; line-height: 115%;">creative
thinking.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">So, a
mentor, with his</span><span style="font-size: 12pt; line-height: 115%;">/her</span><span lang="el" style="font-size: 12pt; line-height: 115%;">
own experience is able to give the new teacher </span><span style="font-size: 12pt; line-height: 115%;">those types of </span><span lang="el" style="font-size: 12pt; line-height: 115%;">resources and tips. The new
teacher will be given </span><span style="font-size: 12pt; line-height: 115%;">tips and
strategies </span><span style="font-size: 12pt; line-height: 115%;">just the first few months,</span><span lang="el" style="font-size: 12pt; line-height: 115%;">
while someone needed years of experience to evolve them.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">...And this
brings me to my second reason:</span></p>
<p class="MsoNormal" style="text-align: justify;"><b><span lang="el" style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">2.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span lang="el" style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">Knowledge
application</span></b></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">As we said,
we all share the same knowledge when we start teaching. However, the second
issue that arises here is how to apply this knowledge in the classroom.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">For
instance, we learn about children psychology, in terms of how children deal
with anxiety when it comes to </span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">let’s
say testing</span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">. Yet, the mentor will show you </span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">that while some children do in fact have anxiety over
testing, there are some children who pretend that </span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">they
are anxious </span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">just to get more</span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">
lenient treatment</span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">.</span><span style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">
<span lang="el"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">This was a
simple example. </span><span style="font-size: 12pt; line-height: 115%;">But there is
a lot of</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> information that is easier taught
than applied and some 1 on 1 mentoring on this, is needed.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">...and don’t
forget that not all the necessary information about teaching is taught. A
mentor is able to have his/her own external resources or to have made his own
research and throughout it he has learned his own tactics that are probably not
so widespread.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt; line-height: 115%;">S</span><span lang="el" style="font-size: 12pt; line-height: 115%;">o, let's leads to my 3rd reason:</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;"><b>3. Adaptation</b></span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">It is a fact
that the first </span><span style="font-size: 12pt; line-height: 115%;">year of
teaching</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> is more difficult than the first
school year for students. Teachers have under the responsibility </span><span style="font-size: 12pt; line-height: 115%;">for </span><span lang="el" style="font-size: 12pt; line-height: 115%;">a class of 20</span><span style="font-size: 12pt; line-height: 115%;"> or more students</span><span lang="el" style="font-size: 12pt; line-height: 115%;">
and for the first time this is something that needs some </span><span style="font-size: 12pt; line-height: 115%;">real-world </span><span lang="el" style="font-size: 12pt; line-height: 115%;">support.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">Mentors
usually, apart from psychological support, provide practical support for the
new adaptation, which is a truly important period</span><span style="font-size: 12pt; line-height: 115%;">, and </span><span lang="el" style="font-size: 12pt; line-height: 115%;">at the same time, a really
challenging one.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">For this
part, teaching mentors usually give insights on the way to handle kids and
their unexpected questions! <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">The
mentoring program can play a significant role in shaping the values, beliefs,
and teaching skills of a new teacher </span><span style="font-size: 12pt; line-height: 115%;">just beginning their career.</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> It can have a
huge influence on their behavior and the choices they can make later in their
career.</span></p><p class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 12pt;">4. </span><span style="font-size: 12pt;">Query resolution</span></b></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">Introducing
my 4th point, query resolution is for sure one of the most important ways a
mentor can help the new teacher.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">The most
common thing people do when they are exposed to something new is ask questions.
Either to find out how things work or to simply understand what to do.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">This applies
to a great extent in teaching. Any teacher has his own perspective and any
class of kids on this planet is different from </span><span style="font-size: 12pt; line-height: 115%;">every</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> other, so there would never be a
standard formula to treat </span><span style="font-size: 12pt; line-height: 115%;">all </span><span lang="el" style="font-size: 12pt; line-height: 115%;">students.
You always need to know how to deal particularly with each</span><span style="font-size: 12pt; line-height: 115%;"> specific</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> class.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">So that
comes down to the fact that you need to ask things.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">The role of
a mentor could be even just to answer questions. Some veteran teachers are sent
just for observers during the class with a role of resolving queries.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%;">The thing
with the mentor is that the answers you will get are the most valid you could
possibly </span><span style="font-size: 12pt; line-height: 115%;">ever </span><span lang="el" style="font-size: 12pt; line-height: 115%;">get.
In case you get mentoring from a veteran teacher with years of experience, he probably
has experienced </span><span style="font-size: 12pt; line-height: 115%;">just about
every</span><span lang="el" style="font-size: 12pt; line-height: 115%;"> single problem or issue you are now facing.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">So, consider
how powerful it would be, instead of trying to </span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">struggle in isolation with a situation you are having, </span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">a
</span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">colleague</span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">
always on your side </span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">is critical
for</span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> advice. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt;">…And here is
where I want to make a final point referring to the equally beneficial side for
mentors, as well.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">I would like
to put it the way </span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">as one
internet source </span><span lang="el" style="font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">has put it: "The benefits of
mentoring aren’t limited to the apprentice. As college students, new teachers
are exposed to the most recently developed methods in education. It’s an
opportunity for veteran teachers to learn innovative practices and observe them
being taught. The exposure to new ideas often breeds renewed enthusiasm in
veteran teachers."<o:p></o:p></span></p>
<div style="border: 1pt none black; mso-border-alt: none black 0in; mso-element: para-border-div; padding: 0in;">
<p class="MsoNormal" style="border: none; mso-border-alt: none black 0in; mso-border-between: 0in none black; mso-padding-alt: 0in 0in 0in 0in; mso-padding-between: 0in; padding: 0in; text-align: justify;"><br /></p></div><div style="border: 1pt none black; margin-left: 0.5in; margin-right: 0in; mso-border-alt: none black 0in; mso-element: para-border-div; padding: 0in;">
</div>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-39506069213055624412021-12-21T07:31:00.001-08:002021-12-21T07:50:31.102-08:00Teaching your students how to select “Just Right” books<p><span face="Arial, sans-serif" style="font-size: 12pt;">Often times during my teaching career I would ask my
students what do you have to do to become a good reader. And a lot of times I’d
hear responses such as read hard books and big words. I’d end up telling them
that what would be the point of reading nothing but hard books if you couldn’t
make sense of what you were reading.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">After all, the reason we read is to get information. But
I’d also tell them that reading nothing, but easy books doesn’t help you either
to grow as a reader. Though I will say that easy books are great for developing
fluency in beginning readers. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 12pt;">When it came to teaching my 4</span><sup style="font-family: Arial, sans-serif;">th</sup><span face="Arial, sans-serif" style="font-size: 12pt;"> and 5</span><sup style="font-family: Arial, sans-serif;">th</sup><span face="Arial, sans-serif" style="font-size: 12pt;">
grade students how to select a just right book, I outlined some factors for
them to consider. And to that point, I prepared an anchor chart of things to
consider that I kept posted in a visible place in the class so they could
always refer back to it if needed.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">So, I told my students that to continue to grow as readers
one needs to read “just right” books. And of course, when I told my students
this, they would have a puzzled look on their faces. So, I further explained
just what I meant. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">In the first place a just right book has to be a book that
you find interesting and perhaps has a captivating title.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Perhaps you are familiar with the author and enjoy reading
their kind of books. For example: Kate Dicamillo<span style="mso-spacerun: yes;"> </span>who wrote Because of Winn Dixie, The Tale of
Despereaux, The Tiger Rising,and more. Barbara Park: The Juni B. Jones series.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">A just right book is a book that you can read without too much difficulty
and more importantly you understand what you are reading.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">The print size is not too small or too big.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">You understand the plot and can easily predict what may
happen.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">There are just a few words per page that you don’t know. I
would have my students always perform this test when they were about to select
a book from either the media center or my classroom library. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">I would tell scan over the first few pages – usually about
5 pages or so and if there were </span><span style="font-size: 12pt;">5 words on every page that they didn’t know, then that book
would be too hard for them to enjoy and comprehend. But on the other hand, if the
student scanned the first 5 pages and found no more than 5 words on any one
page that they didn’t know, then that would be considered a just right book.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Conversely, if a student knows every single word on the
first 5 pages [providing they can tell you what they’ve read] then the book
would be considered too easy. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" style="font-size: 12pt;">To be clear, it’s important to challenge children just a
bit to keep them growing and learning new vocabulary. </span><span face="Arial, sans-serif" style="font-size: 12pt;"> </span><span face="Arial, sans-serif" style="font-size: 12pt;">But the key here is that the student must be
able to understand what they are reading.</span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">The approach I always took with my students was to
explicitly teach how to choose a just right book by thinking out loud, and
model just what that looks like. This is something that I practiced with them
often until I felt that my students could demonstrate good judgement in
selecting just right books. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">I feel this point needs mentioning, if a child was really
interested in a book that was way to difficult for them to read right now, I
would tell the child that perhaps later on in the year that book might be
appropriate for you. Another thing that one can do is get with the parent to
see if they could read that book to their child. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Now I feel that this point bears repeating:<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Let your students choose the books that they want to read
in your classroom just as long as it’s appropriate. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">That’s why it’s crucial that you have an excellent
classroom / school library for students to have lots of choices for selecting
books.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">I will tell you that providing choice for your students
will contribute to their growth as readers. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;">Reading competence is closely associated with the amount of
time that children spend reading. That’s why I feel strongly that students
should independently read books of their own choosing for a minimum of 30 minutes every day
– Monday through Friday. <o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-91991399994971213842021-12-15T09:23:00.004-08:002021-12-15T09:23:55.211-08:00Teacher Holiday Bundle Giveaway!<p>Enter our Teacher Holiday Bundle Giveaway! </p><p>I will be selecting <b><u>20 lucky winners</u></b> to receive my Mega Educational Resource Bundle -- [$500 value] absolutely free!</p><p>Prizes will be awarded on Saturday, December 18, 2021.</p><p>All you have to do is submit your info it's that easy!</p><p>Go here: <a href="https://steve-hiles-educational-resources.aweb.page/p/335c9c0f-4b7f-4c80-ab49-609977537615" target="_blank">Enter me in the giveaway!</a></p><p><br /></p><p>Good luck!</p><p>Steve</p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-87699153691995377052021-12-14T08:13:00.000-08:002021-12-14T08:13:12.477-08:00Setting up an Effective Reader’s Workshop<p><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Teachers understand that teaching the curriculum and
making sure your students perform well is not the only task that you have been
assigned to deal with. It takes much more than just than issuing textbooks to develop
your students and ensure their success for the future. Good teaching entails
many things, but in my opinion, reading is one of the most basic skills every
student must learn. Since there is no hard and fast rule to perfect one’s reading,
it makes the process more challenging and fun.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Reading is one of those life skills that becomes essential
for several important things in life besides schoolwork, when a student has a strong
grasp on reading, he/she can speak better, write better, gain more knowledge
and is generally able to understand the context of things way better. But why
is it not considered as vital as it is? Now I know that in this day and age, schools
are always busy rushing through the subject material; and there are children that
never actually read a book besides their textbook, and if & when they do make
it to college it presents a real challenge for the student.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">This is where the readers workshop, comes into play. Let’s
talk about the definition of the reader’s workshop.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 18.6667px;">So,</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> a </span><span style="font-family: Calibri, sans-serif; font-size: 18.6667px;">reader's</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> workshop is a practice by which all age
groups are afforded time to read -- now it does not have to be the same book
especially when the concept is applied in a school setting, the students are
allowed to choose the books they want to read, what pace they want to read it
and they are open to discuss their problems and concept issues while reading
after the workshop is done.</span></p><p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Teaching students to read can be a daunting task, like
other cognitive abilities, reading takes time to develop, many factors like
their mother language, the context, grade level, exposure to books in the past
and overall environment where the children are allowed to read, they all play an
equal role in the development of reading abilities.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Yes, environment, we as adults who have been reading for a
while become so used to the exercise that we often neglect that it sometimes needs
to be taught. When you want to develop your child’s or student’s ability to
read better, faster, and clearly while understanding what they are reading
there are a few things that you need to put in place.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">If you imagine your classroom for a minute as an educator
you more or less know your students, how well they perform in studies their
ability to comprehend complex sentences, how to they read, their reading fluency
-- can they read small text with ease, do they prefer paper or electronic
devices.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">You might know the interests of your students as well.
Reading is multi-dimensional – let me explain --one day you might be reading
poetry the next you might want to learn about how the universe works, these
things go hand in hand when you have a variety of sources to read and based on
your students’ interests. You can also change these styles for example, if you
want to build good habits and want your students to read books that promote a desired
behavior, well, no one reads a book just because you simply told them to, we
humans from a very young age live with a pattern based on inspiration, we act
upon things, like hobbies, life choices, career choices, everything is based on
inspiration, and if you cannot draw inspiration from a certain event or a task,
it is most likely that you wouldn’t act upon it. </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">To inspire students to read it is necessary for teachers
to show them the fun side of reading, just telling them the benefits alone wouldn’t
go very far, and I believe you all would agree to that.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Having small book talks however can go a long way, if a
student is reading book A and the other one is reading Book B, their cross
communication about what they are reading will inspire each other to explore the
other’s interests.</span></p><p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Earlier we spoke about several factors that
either go in to building a reader’s workshop or how it benefits individual
students. A reader’s workshop can be developed anytime of the year, it does not
take long and you as an educator do not have to do much work but monitor your
class.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Before discussing the components of a reader’s workshop
just know that it is not some sort of competition nor are we worried about
grading assignments. The whole purpose is to improve student reading skills.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">And that’s it!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The first component of a reader’s workshop is the Mini
Lesson.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">So, what is a mini lesson? The mini lesson is the section
whereby a teacher teaches a particular reading skill for that day’s readers
workshop session. Now the mini lesson lasts only for about 10-15 minutes.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">[I always wanted to make sure I stayed withing that time
because I wanted my students to take advantage of independent reading to the
maximum extent possible.]</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">Then, I would normally follow the mini-lesson up with a
quick </span><span style="font-size: 18.6667px;">5-minute</span><span style="font-size: 14pt;"> read-a loud / shared reading experience. I would either provide
students with a copy of the text I will be reading from or had it projected on the
screen.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Next up would represent the bulk of the readers workshop and
that is to say students would have a book of their choosing in which they would
read during that time. My ultimate goal was to have my students reading
independently for a minimum of 30 minutes daily Monday through Friday. Now to
me, this was very, very critical that I stayed with this schedule.</span><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;"> Keep in mind that you will want to increase the reading time gradually as to build up your </span><span style="font-size: 18.6667px;">students'</span><span style="font-size: 14pt;"> stamina.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">It was during the independent reading session that I would
then “pull” my guided reading groups to work on specific reading strategies and
conduct informal reading conferences.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">After the independent reading session was over, I gave my
students a few minutes to respond to their reading.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">And finally, was sharing time, during this time children shared
out and discussed with their peer’s what book they were reading and/or
discussing reading strategies with each other. I know that some teachers might
feel that this step is not all that important. But I tell you I think it is
very important to give your students time to share their reading with peers.
So, this is one part you don’t want to overlook.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">When launching your reader’s workshop, it is important be
patient, take your time to work on it, slowly introduce it to your students and
take things slow one day at a time.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Depending on your class it can take anywhere from a week or
two to gradually form a routine. But first you will need to prepare them with
explicit instruction as to the conduct of the workshop. You will need to model
for your students what a reader’s workshop looks like.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">I ask that you be flexible, gradually introduce them to
books of various genres, for example.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Once you have explicitly instructed your students how the
readers workshop will be conducted and what it should look like – [especially,
when you are teaching your guided reading groups], start with a 10-minute
independent reading session and build up gradually until you have your students
reading 30 solid minutes.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Make sure that you are modeling reading as well when not
teaching your guiding reading groups or conducting informal reading
conferences.</span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-23071456640888302032021-12-07T06:27:00.001-08:002021-12-07T06:27:35.669-08:00Establishing a Classroom Library<p><span face="Calibri, sans-serif"><span style="font-size: 14pt;">As you can imagine a classroom library is a cozy place that
welcomes you to sit down and read in silence or browse through a rich
collection of books. you wouldn’t be completely wrong, but it is not the case
either. In fact, there are some </span><span style="font-size: 18.6667px;">classrooms I</span><span style="font-size: 14pt;"> have been too that kept
books in a closet, and sadly the access to those books depended on the teacher
aid. Having a library in your class serves many purposes.</span></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Let me first start by saying that there is no one right
way to establish your classroom library or organize your library – it’s up to
you! But you must start with just how you are going to organize it and how
children will access the books and how many to include. Now I know a lot of future
teachers while in college start collecting books for their classroom libraries
long before they finish their teacher preparation programs. But I found that it
was not always clear how many books they need or what kinds of books they
should be seeking.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">In addition to being selective about the general quality
of texts, finding books that are culturally relevant to the lives of students
is an important factor in building a library that is reassuring and motivating
for beginning readers. Including texts with characters similar in age to
students in the classroom who share experiences they have had can be critical
for generating interest and fostering self-to-text connections. Cultural and
linguistic familiarity may be an especially important factor for literacy
acquisition for English language learners. Unfortunately, teachers may have
difficulty finding books that reflect the experiences of children in their
classroom if they are not aware of resources available for that purpose. In
addition, teachers may need guidance in identifying high quality multicultural
children’s literature that avoids racism and stereotypes, particularly if they
are not from the same cultural or socioeconomic background as the students they
teach.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">You may be wondering how many books do you need? Well, me
personally, I’d suggest anywhere between a half a dozen to a dozen books per
child would be a good start. When I taught 4</span><sup style="font-family: Calibri, sans-serif;">th</sup><span face="Calibri, sans-serif" style="font-size: 14pt;"> & 5</span><sup style="font-family: Calibri, sans-serif;">th</sup><span face="Calibri, sans-serif" style="font-size: 14pt;">
graders my goal was 1,000 books – and in time I exceeded that goal.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Yet again, having many books and having quality to read
that will genuinely affect the traits of your students is still very important.
It does not mean that you have to read all of those books yourself to be able
to know the message they deliver but you do get the idea from the purposed
sections that fit the caliber of your students. It completely depends on the
level of class that you teach.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">In my experience and what has served me well is keeping
books that are just a little bit hard to read for the level of my students, let
me explain more about this.</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span></p><p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">I am sure some of you might be thinking why someone would
deliberately give a book to their student that they know is hard for them to
read for their level. Yes, it is okay to speculate that I must have been an
eccentric teacher, but the reason I did practice that is to provide them with a
challenge, not all of those books were above their level and any student who
just cannot make it work or needs more practice can always trade their books
for a different one, but they have to tell the reason to their teacher. Having
a bit hard to read books when applied correctly [and that’s the key] can
provide a challenge and an opportunity to collaborate, discuss and debate with
their teacher as well as peers. When they do not understand a certain topic, it
is more likely that they will ask their teacher, a fellow or their parents to
be able to continue reading. Being a step ahead in the reading game makes their
pronunciation stronger among many other benefactors.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">So, let’s talk about the benefits of having a library in
your classroom for your students. We will talk about the functions that it
serves and when you implement it in your classroom what you can expect.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Starting off with…</span></p><p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">1. Supporting Literacy Instruction</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">One of the very common reasons why you would consider a
classroom library is to support the reading and writing abilities of your
students.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif"><span style="font-size: 14pt;">If you have just started your teaching career, or you have
been in the profession for a long time, teachers struggle with the ability of
their students to read, you can try as many </span><span style="font-size: 18.6667px;">workshops as possible, </span><span style="font-size: 14pt;">give them
reading tasks or add a graded assignment to read, it won’t give the desired
results since all of your students will be reading the same paragraph or text.
To this end, having a classroom library with books and other media materials to
support student learning in all of the daily curriculum subjects, from science,
health, mathematics, history, economics, geography, music, art, drama, dance,
languages, grammar, spelling, literature, computers, and other topics give them
the freedom to choose from a wide range of topics and what intrigues them the
most. Therefore, they have more interest towards making the effort of reading. <o:p></o:p></span></span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">It is important for teachers to have an adequate
collection from different genres to not only accommodate their interests but to
help them find new areas that might change the way they think about books and
reading. You don’t want to shy away from reading fiction, it may be far from
the practical world, but it does get them going on to develop the habit of
reading. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">2. It Helps your students Learn About Books</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Having an effective library in your classroom does more
than just adding to their reading skills. It provides a place for teachers to
teach their students about books in general. Here we consider a scenario, as a
teacher you recommend a book to your student, you tell them to read the book and
you follow up later only to find your student either forgot your recommendation
or they were unable to find it. This is where your classroom library makes a big
difference. Because your students will be able to have easy access to a variety
of books.</span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">It is also an effective way of teaching your students, how
they can take care of books, instead of giving them a hard time because they
accidentally tore a page or messed up the binding, you can have a small book
repair area in your class and teach them how they can keep their books even at home
intact for future use. It gives you and your students more room to find the
right book for them to read, how they can locate books and when they bring them
back how they should leave them in the rack so if someone else tries to find
them it is there. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">3. Providing a Central Location for Classroom Resources</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Your classroom library can be used as an organized place
for the classroom resources, before I proceed with this point, I want to
highlight how important it is to teach your students that the classroom
resources are for them and not just school property, they should be taking care
of everything in the class as if it were their own. That includes putting the
book back in its rightful place.</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Having an additional space for organizing science equipment,
audio players, DVDs, computers, games, magazines, and other materials that
support learning. In this respect, the classroom library mirrors the
organization of media centers at the individual and district levels.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">4. It Provides Opportunities for Independent Reading and
Curricular Extensions</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">It is important to consider your classroom library as a
resource and location for independent reading, personal exploration, project
research, and individual assessment. It makes it easier to have a good reading
program in place so students can find time in their busy schedule during school
and spend some time exploring new books to read independently</span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Select books to read that meet their personal,
recreational reading interests. The class library should also provide quick print and
digital material. Further, an in-class library offers a setting for students to
quietly read aloud and discuss a book with a peer or the teacher. This provides
an ideal opportunity for you to conduct an informal assessment of each
student's reading, which will help you to plan individualized instruction.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">5. It serves as a Place for Students to Talk About and
Interact with Books</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">The effective classroom library also functions as a
gathering spot where students and teachers can express their lives as readers.
Think of it as a place that makes books exciting, that sells reading. It should
be a place where students cannot wait to get to. It is a continuous process and
in this age of technology where kids grow up with ipads and computers, it makes
it likely that developing minds will deviate from reading books to something
more visually appealing. But it doesn’t have to be. A classroom library if
utilized properly can create a joy for reading and for children sharing their
thoughts. </span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif"><span style="font-size: 18.6667px;">Now, let's discuss how to build up your classroom library on a budget. It</span><span style="font-size: 14pt;"> is inevitable that more we read, better at reading we
become. It Is also true that the earlier we start reading, the better it makes
us. As we have discussed having a variety of books at arm’s length makes it
easier for students to get in to reading, as opposed to searching for a book
online or going to a physical store to pick it up.</span></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">I want to talk about 5 ways how to gets books on a budget…</span></p><p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Number 1:</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span><span face="Calibri, sans-serif" style="font-size: 14pt;">Request
Parents and Students to donate</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">I cannot say this enough, asking for gently used books is
a great way and least expensive way to build your classroom library. You can
send a letter at the beginning of a school year to parents of your students and
request them to look for any books they might have laid around the house that
their children loved to read or might be interested in reading and send them to
school.</span></p><p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Number 2:</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span><span face="Calibri, sans-serif" style="font-size: 14pt;">Donations
from other teachers</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">A small classroom library can hold really quite a few
books. You can ask fellow educators to see if they have any books that might
not be suited for the class they teach anymore and donate them. You will be
surprised how much you will end up getting.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Changing grade levels, teachers are especially a good
resource when it comes to getting books. Teachers who will be teaching another
grade level will be happy to find ‘their old books’ a loving space.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Number 3:</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> A</span><span face="Calibri, sans-serif" style="font-size: 14pt;">llocate
school funds</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Not many schools allow funding to teachers and usually it
is a long process to get the change approved; however, if your school has that
model, use the school funds to get books for your class, you can opt for used
or old books option that way you will be getting more while spending less. Most
used bookstores offer bundles, and you can hand pick the right books without being
concerned about spending too much. Don’t over stock though only get the ones
you think are the best suited and once your students develop the habit of
reading you can always add more.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Number 4:</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span><span face="Calibri, sans-serif" style="font-size: 14pt;">
Ask Your Friends and Family</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">As a teacher when you speak of the importance of something
for students or pitch an idea people pay attention to it, you can start a drive
among your friends and family, create a WhatsApp group or start a Facebook page
to encourage people in your circle to donate books for the school. You may not
be able to handpick them, and it is possible that a good portion of what you
receive won’t fit your needs, and that’s possible, but you can always give them
away to someone else in need, you might find a teacher in your school who would
be happy to take extra books.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Number 5:</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span><span face="Calibri, sans-serif" style="font-size: 14pt;">
The Reading Resource Project</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Now this is interesting here…</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">This program is sponsored by the Literacy Empowerment
Foundation and provides books for pre-k to 2nd grade at just the cost of $0.88
shipping per book. Again, if you have a fund allocation from your school you
can grab a bunch of books while spending less.</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> </span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-46423279335880542892021-11-30T06:09:00.001-08:002021-11-30T06:26:26.448-08:00Vision Boards and how they can engage and build excitement for students <p> </p><p class="MsoNormal" style="text-align: left;"><span face="Calibri, sans-serif" style="font-size: 14pt;">Fostering student motivation is a difficult but a necessary
aspect of teaching that teachers must consider. Many may have led classes where
students are engaged, motivated, and excited to learn, but have also led
classes where students are distracted, disinterested, and reluctant to engage
and, probably, have led classes that are a mix.</span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Most educators assume that graded assessments and marked
assignments can motivate students enough towards making them more responsible
and excited for their future. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Goal setting is an important life skill that is never too
early to start developing. Learning to set goals teaches children to take
responsibility for themselves. They learn that their actions determine whether
they fail or succeed.</span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Goal setting also builds self-confidence. When children
reach their goals, they learn to believe in their abilities and are more likely
to set new goals for themselves in the future.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">So, before we talk about the </span><span face="Calibri, sans-serif" style="font-size: 18.6667px;">advantages</span><span face="Calibri, sans-serif" style="font-size: 14pt;"> of a vision board
and how to make one and more, let’s find out what a vision board really is.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">A vision board is a visualization tool that gets students
thinking about what they want to accomplish either academically or personally.
With a vision board, students create visual representations of goals through a
collage of pictures and words.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">The board serves as a daily reminder of what students want
to achieve and helps motivate them to make their vision a reality.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">As far as making a vision board is concerned, there are no
set rules that you must follow, it is not a formal assignment nor does it have
to be, a vision board can be as simple as a sticky note on a calendar or even a
marked date with a written note on it, all It has to do is to remind you of a
certain goal that you have set. It should be a call to action towards a goal
that you have set, or it can be as creative as much as you prefer with a
primary reason to remind you that you must achieve a certain goal.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Speaking of a goal, there are a few things to keep in mind
while making a goal which can help you developing a better vision board.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Your goal should be realistic, concise, time bounded and
achievable. What it means is that your goal needs to be something that can be
achieved, it should be real, if you say I want to climb mount Everest, that is
not goal that should be discouraged, however adding more steps to know how you
will get there -- it should tell at what age, month or year you want to go
there, why is it important to you, and are you capable of climbing the most
unforgiving incline on earth, and lastly it should have a cutoff time. A point
where you must call it done or you can state a deadline in which you should be
able to complete your goal. It helps with better planning and gives you a milestone
to hit and devise your goal into bite size pieces that are easier to achieve by
which each step takes you closer and closer to your final goal.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">This does not have to be on your vision board per-say but
it does help with achieving your goals easily.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Teaching your students how they can create a vision board
for themselves. First, explain to your students the purpose of vision boards
and explain what they are not. For example, if a student wants to become the
president of the United States, simply pasting pictures of past presidents onto
the board is not the answer. It needs to be a bit more involved. The student would have to include steps on their board of what previous
presidents did to get there, campaigning, working
hard, going to college, and being willing to socialize with thousands of people throughout their
careers.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">There’s nothing wrong with dreaming big, but vision boards
for students need to be highly detailed, and those details need to have deep
significance to the student who made the board.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Explain to your students that vision boards don’t work
simply by being made. Once all the image searching, cutting, and pasting have
been done, they’ll need to understand that vision boards are most effective
when seen every day. Teach your students to have clear intentions for what they
want to achieve, and explain that if specific goals change, they can always
edit their boards to include new images and words or phrases to symbolize these
new dreams.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Once your students have completed their vision boards,
it’s important that they be placed where they can be visually accessed by your
students every day, even multiple times a day. If you are in a traditional
classroom, consider hanging their boards all around your classroom, and make
them a regular part of your planning and teaching day. If you are in a virtual
classroom, have your students hang their boards in their bedrooms, or even
better, behind wherever they sit during class so everyone can see what their
goals are every day during class.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Vision boards for students are a great way to introduce all
kinds of new—or existing—material into classroom discussions about everything,
from geography to history to science to language arts. That’s because each of
your students will have different dreams and thoughts displayed on their
boards, and these are sure to cover much ground in all these different areas.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">For example, a student who wants to be a doctor might want
to lead a classroom conversation about anatomy, or a student interested in
becoming the mayor may want to help open a discussion about local history. Use
these various interests to your advantage in creating classroom conversations,
which will also make students feel more seen, understood, and special.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Vision boards for students are also a great way to
encourage shorter-term goal setting for the semester or school year. If these
are the kinds of vision boards, you'd like to see your kids make, have them
think about where they would like to be in the next 12 months rather than where
they'd like to see themselves as adults.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Have them include pictures and phrases for their boards
that suggest success where they might be struggling in school or where they
would like to see themselves do better academically. You can even encourage
your shy students to become more outspoken by including pictures of their
favorite singers, actors, and other outspoken figures.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">The important thing is that you be there for your students
as they work on their boards, encouraging them to research what they want to
accomplish over a given period. This process will help you get to know your
students, too, so creating vision boards at the beginning of the school year or
semester is both fun and informative for you as an educator. Vision boards are
also an excellent way for students to get to know each other, because it shows
them who is interested in what, and what they might all have in common.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">A vision board has several benefits, each incredibly
important or valuable in their own way. A vision board creates an emotional
connection that motivates you, this works especially well if you make your
vision board more than just pictures. Make it also about the emotions connected
with your vision and the sensory experience of it all. What sounds, smells, and
sights are associated with a particular aspect of your vision? What emotions?
Relief, wonder, or joy?</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">A vision board is only as beneficial as the work you’re
willing to put into it, so dig in and make it as thorough, exciting, and
detailed as possible. A vision board makes real the dream in your mind, so you
begin to believe it’s possible.</span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">When you make something clearer and concrete in your mind,
it feels more real and attainable. You start to believe that, hey, I just might
be able to make this happen.<o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">That’s one of the most powerful benefits of a vision
board. No matter what you believe about yourself, no matter how much self-doubt
you have, a vision board done right will slowly begin to transform your inner
belief system into one which is more confident, certain, and self-motivated.</span></p>
<p class="MsoNormal"><span face=""Calibri",sans-serif" style="font-size: 14pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">A vision board helps you clarify what you want out of your
life because it forces you to put something down as you reflect on your vision
board each day, certain things pull on you and others become increasingly
tiresome. <o:p></o:p></span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">Go in the direction of those things that pull you and
don’t be afraid of modifying your vision over time. One of the most important
benefits one can get from their vision boards is that there are no limits. You
can be, do and have anything you want. You can live in a big castle by the
cliff or drive a Lamborghini, you can visit the most exotic places on earth and
travel first class. In other words, my friend, you are not bound by the
restrictions of your physical world, instead, you can freely think whatever
possibility you want.</span></p>
<p class="MsoNormal"><span face="Calibri, sans-serif" style="font-size: 14pt;">This limitless thinking will make you unleash your inner
greatness to achieve something that you truly want deep within you. The Wright
brothers invented the airplane many years ago because they visualized and
imagined that humans can fly in their head before they made it real.</span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-66616947961047621392021-11-23T06:13:00.000-08:002021-11-23T06:13:17.262-08:00Section 504<p><span style="font-family: Calibri, sans-serif; font-size: 14pt;">504 plans get their name from Section 504 of the
Rehabilitation Act of 1973, a broad civil rights law that prohibits
discrimination against individuals with disabilities in any agency, school, or
institution receiving federal funds.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Section 504 requires schools to eliminate barriers that
would prevent a student from participating fully in the programs and services
offered in the general curriculum by providing reasonable accommodations. Those
accommodations may be documented in a plan called </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">a</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> 504 plan</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Having learning or physical disabilities is no one’s
choice but it is their right to have access to the quality of life that
everyone else enjoys, and to ensure there is no discrimination for challenged
individuals, 504 plans provide protection and adequate coverage so they can
perform as normal individuals.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 18.6667px;">So,</span></span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> if you haven't had much experience with these plans,
you may be wondering what qualifies for a 504 Plan in your classroom. Legally,
children with special needs can receive a 504 Plan if they meet one of the
following criteria:</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">1:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Have a
physical or mental disability that limits one or more life activities.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">2:<span style="mso-tab-count: 1;"> </span>Have a
record of a disability.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">3:<span style="mso-tab-count: 1;"> </span>Being regarded
as having a disability.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">In other words, the student must have or be perceived as
having a disability that limits one or more significant areas of life – like
communication, self-care, vision, breathing, learning, or working.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">While Section 504 doesn't list all the qualifying
disabilities that would require a plan, it provides examples. This includes
things like cerebral palsy, epilepsy, cancer, diabetes, anxiety, depression,
learning disabilities, ADHD, allergies, asthma, and more.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The most important consideration is how these impairments
limit the student's ability to perform compared to the typical learner in your
classroom.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">To qualify for special education, students with
disabilities must need specialized instruction to make progress in the general
education curriculum. Some students with disabilities don’t meet the
eligibility criteria for an IEP. But they may need support to have “equal
access” and learn alongside their peers in general education. That’s what a 504
plan is for.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">To qualify for a 504 plan, a student needs to have “a
physical or mental impairment that substantially limits one or more major life
activities.” Life activities can include everyday activities like walking and
breathing. But they can also include learning, concentrating, thinking, and
communicating.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">For parents it is important to know that, if your child’s
teachers see a reason for a 504 evaluation, the school doesn’t need your
permission. They just need to let you know that they are doing the evaluation
and its results.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">You can also ask for a Section 504 evaluation for your
child. To get one, write to your school district’s 504 contact person. You can
call your child’s school to find out who this person is.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">In some school districts, you can also ask the school
counselor for this evaluation.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">If your child is approved for 504 services, your child’s
school will work with you to create a 504 plan for your child. This plan is
similar to an Individualized Education Program (IEP) and is specific to your
child’s needs.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">If your request for evaluation and testing is not
approved, the school must tell you about their reasons in writing and let you
know what you can do to appeal their decision. Or, if you disagree with the
school’s evaluation and testing results, you can ask for a “due process
hearing” or file a complaint with the federal Office for Civil Rights on the
OCR Complaint Assessment System web page. Ask the school administration for a
copy of the Notice of Parent and Student Rights Under Section 504 of the
Rehabilitation Act of 1973.</span></p>
<p class="MsoNormal"><span style="background-color: white; font-family: Calibri, sans-serif; font-size: 13.5pt;">Accommodations
and modifications under Section 504 include many different things, and we’ve
listed some examples below.</span></p>
<p style="background: white; mso-line-height-alt: 1.15pt;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Examples of
accommodations are:</span><span style="font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Physical changes to
the school that are necessary for your child to be able to use the school
building, such as installing a wheelchair ramp, handrails, or motorized
doors. The school could also adjust your child’s schedule, so all their
classes are on a single floor.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Changes in rules,
policies, or procedures to let your child have the same chances to
participate in school activities as their peers without disabilities. An
example is letting a child with diabetes have a snack in the classroom or
letting a child with ADHD stand up when needed during class.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Learning aids, like
time with a literacy specialist, using a calculator on a math test, or
typing an essay instead of writing it out by hand.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><u><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Examples of
modifications </span></u><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">are: Shortening
your child’s day to help them manage their anxiety.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Changing gym class
requirements for a child with asthma or another physical disability.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
</ul>
<p style="background: white; mso-line-height-alt: 1.15pt;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Examples of
testing (both classroom and standardized tests) accommodations are:</span><span style="font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Different test
formats, such as test printed in Braille or a large print test booklet and
answer sheet.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Having someone read
test questions aloud to a student who has trouble reading.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Letting students
who cannot write say their answers aloud to a person who writes them down.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
<li class="MsoNormal" style="mso-line-height-alt: 1.15pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-pagination: widow-orphan; tab-stops: .5in;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Increasing the
amount of time, a student is given to complete the test or assignment – or
giving them extra breaks.</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></li>
</ul>
<p style="background: white; mso-line-height-alt: 1.15pt;"><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">Your child can
also get </span><span style="color: black; mso-color-alt: windowtext;"><span style="background: white; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">accommodations for college
entrance tests</span></span><span style="background: white; color: black; font-family: "Calibri",sans-serif; font-size: 13.5pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Helvetica; mso-color-alt: windowtext; mso-fareast-font-family: Helvetica; mso-hansi-theme-font: minor-latin;">, such as the SAT or ACT. They will have to send in a letter
from their doctor or school as proof that they need accommodations. The process
often takes a long time, so be sure to plan ahead.</span></p><p style="background: white; mso-line-height-alt: 1.15pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 14pt;">Some students who receive special education services under
IDEA or Section 504 can take the State of Texas Assessments of Academic
Readiness Alternate 2 (also known as the STAAR-Alt) instead of the STAAR test.
These are the state-mandated standardized tests for public school students. If
your child needs to take the STAAR-Alt, it needs to be written in their IEP or
Section 504 plan.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">The STAAR-Alt is individualized for each student’s needs
and is given over a period of time that meets the child’s unique abilities and
attention to tasks.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Some parents have their children opt out of STAAR testing.
You might be told by your child’s school that you are not allowed to opt out,
and that your child won’t move to the next grade if they don’t take the test.
Some organizations say that this is not a legal choice.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">While some suggest a 504 is better than an IEP, </span><span style="font-size: 18.6667px;">the</span><span style="font-size: 14pt;"> rules
around 504 plans are much looser than they are for IEPs. For that reason,
parents can miss or misunderstand some of the key steps in the process.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">As a teacher you will want to make sure that your parents
know the common pitfalls that they may run into.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Here are five common pitfalls parents run into.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 1:<span> </span></span><span style="font-family: Calibri, sans-serif;"><span style="font-size: 14pt;">Schools
sometimes skim over the details of what a 504 plan can include. They may not
explain that it can provide, and special services like those in an </span><span style="font-size: 18.6667px;">IEP.</span><span style="font-size: 14pt;"> Prepare in advance by learning as much you can about your options. You can then
use that knowledge to ask that specific kinds of help become part of your
child’s 504 plan.</span></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 2:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The
law doesn’t guarantee parents the right to attend their child’s 504 plan
meetings. However, many schools are happy to include parents. But it’s best not
to wait for an invitation. If the school tells you they’re evaluating your
child for a 504 plan, let them know that you want to be part of any meetings
where your child’s needs will be discussed.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Once your child has a 504 plan, stay proactive. Ask for a
copy of the 504 plan. Make sure your child’s annual 504 plan meeting doesn’t
take place without you. Contact your child’s 504 committee leader or principal
early in the school year to get the meeting on your calendar—and theirs.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 3:<span> </span></span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Some
schools present parents with a standard 504 plan for students with a certain
disability. They claim, “It has helped many children like yours.” However, the
needs of kids with the same disability can vary. That means a standard 504 plan
for any other disability isn’t very useful.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">You might get some ideas from a standard 504 plan, but
your child’s plan needs to be tailored to meet his individual needs. It may
help if you come prepared to discuss your child’s specific areas of weakness,
along with ideas of some accommodations you think might be useful.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 4:<span> </span></span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">After
jumping through hoops to get your child’s 504 plan in place, it’s natural to
take a breather. Don’t let go completely! Make sure your child’s 504 plan is
followed. Talk with your child about school and monitor homework and test
scores. Is the school providing the promised accommodations, modifications, and
services? Take any concerns to your child’s teacher or 504 committee leader.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Number 5:</span><span style="font-family: Calibri, sans-serif; font-size: 14pt;"> </span><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The
504 committee should review and revise your child’s 504 plan every year. As
your child moves through school, he’ll master some skills but struggle with new
ones. The academic load will also increase. You’ll want his 504-plan updated to
document his changing needs and the accommodations, modifications, and services
he’ll need to succeed.</span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0tag:blogger.com,1999:blog-2477550747885127678.post-70885666619556958102021-11-16T06:23:00.000-08:002021-11-16T06:23:10.066-08:00How to Create an Effective Writer's Workshop<p><span style="font-family: Calibri, sans-serif; font-size: 14pt;">A blank page. A sharp pencil. A venue for wild thoughts
and creative wonderings. What better way is there to foster a love of writing
than to give students the opportunity to put pencil to paper on a regular
basis. And while we believe that any time spent writing is good, focused time
spent writing is one of the best tools teachers have in their repertoire. With
that in mind, we will take time to discuss in detail the proven tips to make
your students good writers and readers.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">You know, I always told my students that we will only
write on days that end in Y. They got a big kick out of it.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Well, It has been proven if you want to improve your
writing the most effective way to achieve that goal is to write, and write a
lot, writing gives your inner voice a gateway to come out and it helps you
refine your thoughts and manner of saying what you wish to say. Writing focuses
students on phonics, comprehension, mechanics, developing their voice or perspective,
and communicating this perspective to others. Gone are the days of diagramming
sentences.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Balanced Literacy focuses on developing the many skills
that good readers and writers possess, in an authentic method of communication.
Writing makes for better readers and improves comprehension and critical
thinking.</span></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Once a teacher understands what is involved in becoming a
better writer, they can focus on teaching their students to write.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">To effectively foster a community of budding young
writers, teachers need to create an environment that is safe, encourages risk,
and provides the support for learning the skills essential to the craft of
writing. Balanced Literacy provides the teacher with many opportunities to
model writing for their students, thereby infusing the skills necessary for
their students to develop.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The first step is always to observe the writer and his or
her writing. From there, teachers can comment on success, note a teaching
point, guide content, and for more advanced writers offer examples of good
writing so that the student can apply what is appropriate.</span></p>
<p class="MsoNormal"><b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Stages of Writing Development:</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">People experience predictable stages of development while
gaining skills. Before you learned to drive, you had to learn about the parts
of the car, what the gas and brake pedals were for, and how to start the
engine. It took much practice, first on empty streets or parking lots, then on
quiet roads before you were ready to drive in traffic.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Language development also occurs in predictable stages.
Babies coo, mimic sounds, learn one-word identifiers for what they want, and
eventually put it all together to form coherent words and sentences. Conversely,
writers begin with scribbles, evolve to picture, and eventually begin to use
letters to represent sounds. From these basic skills, they can later create
words, sentences, stories — there is no limit.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">It is vital for teachers to understand the stages of
writing so they can help their students advance to higher levels. It is a rare
class that contains students who are all on the same functional level. Balanced
literacy allows teachers to bring students to a higher level, no matter where
on the continuum they are.</span></p><p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The writing process is a
cycle repeated many times. It is a process that teachers must master themselves
before passing their knowledge along to students.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Pre-writing is the first stage, and this happens
consciously or unconsciously. Knowing that you have to compose a document, you
will probably mull over ideas in your head before you ever set pen to paper.
Students may need guidance in formulating ideas, and this stage of the process
is designed to stimulate thoughts. This can be an extensive process, sometimes
taking more time than the actual writing.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">The first draft gets ideas on paper without much concern
for the mechanics. It is the starting point from which all future versions will
flow. After looking over a draft or sharing it with another reader, a writer
will begin to revise by checking for content, organization, and clarity. The
next phase is editing, where the mechanics of writing are reviewed. Sentence
structure, spelling, punctuation, and grammar are considered.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">With these challenges in mind, asking your students to
write without teaching them the essentials of writing will lead to nowhere,
after all writing is a skill that can be learned and like every other skill
some individuals will learn it much more swiftly than others, some might
struggle and some will not be interested in learning writing at all, we all
observe life from our individual perspective from a very early age.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Now that we communicate using email and other electronic
ways, it is well worth to learn the art of effective writing as early in life
as possible.</span></p><p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">1. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Keep
writing tools handy.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Give your students the tools for success in writer’s
workshop by making the resources they need available in a central location.
Have a set place in class to store the students’ works-in-progress folders,
along with sharp pencils, erasers, and reference books.</span></p>
<p class="MsoNormal"><b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Start with a read-aloud.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Great writing often starts with reading great literature,
[as they are reciprocal operations of each other] so inspire your students to excel
in the writing workshop by reading aloud a favorite short story or poem that
acts as a springboard to that day’s mini-lesson. (I usually kept my
mini-lessons at 10 to 15 minutes but no more than that!)</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">2. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Keep
the timer going.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">It’s natural that some kids write more quickly than
others. So, while one may be adding the finishing touches to their piece,
another will still be brainstorming. Set the expectations that the purpose of
writer’s workshop is to write for a specific amount of time, not until a piece
is done. If someone isn’t finished when the timer dings, just set the work
aside to finish during another workshop.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">3. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Have
a routine.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Set clear expectations about how you expect writer’s
workshop to work, for example, start with a mini lesson and finish with a peer
critique. Keep that routine consistent so kids can focus on what matters:
putting pencil to paper.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">4. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Model
the writing process first.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Some kids struggle with understanding what it takes to
write. One of the best tools you can give your students is to model the writing
process by thinking aloud as you compose a piece from brainstorming to final
edits. This process of modeling may take some time, but it gives your students
an invaluable glimpse into how a writing mind works.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">5. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Allow
for flexibility.</span></b></p>
<p class="MsoNormal"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Writer’s workshop is an innately flexible
activity—capitalize on that by allowing your kids to process their writing in
the way that naturally works for them. If one kid outlines first while another
skips all of the prewriting steps and immediately starts drafting, don’t worry
about stringent rules but instead praise the individuality of each child’s
process. <o:p></o:p></span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">6. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;"> Have some fun.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Try having your students write about their messy rooms,
the plight of homework or what they would do in a zombie attack. Indulging a
fun aspect in writing allows students to unleash their creativity. They should
never feel forced to follow a set path while maintaining the goals of the
workshop.</span></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">8. Switch up your objectives. One day have your students
write with the purpose of practicing organization, and then next have them
write for word choice. That way kids get specific practice focusing on a
variety of writing skills.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">7. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Never
skip peer feedback. </span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">There is a temptation to skip small group feedback or
critique in order to save time. But this is one of the most valuable components
of the writer’s workshop process. Always make sure that your students have the
opportunity to work in small groups to critique and hone their work.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">8. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Give
teacher feedback, too.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Always spend time reading your students’ work and giving
them feedback. There’s value in writing, but even more value in learning from
the mistakes and accomplishments of the writing process.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">9. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Keep
inspiration handy.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Always keep a variety of writing samples available for
your kids to read and use for inspiration if they get stuck. Like Sharing
examples of your OWN writing makes for a great mini lesson!</span></p>
<p class="MsoNormal" style="margin-left: 0in; mso-list: l0 level1 lfo1; text-indent: 0in;"><!--[if !supportLists]--><b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">10. </span></span></b><!--[endif]--><b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Write
across the curriculum. <o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Try facilitating a writer’s workshop during science or
math class and have your students write about what they are learning or respond
to an assignment or concept.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">11. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Turn
writer’s workshop into a classroom discussion.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Writing is a great segue into meaningful conversation.
Always plan a thematic writer’s workshop the day before you plan to have a
classroom discussion on the same topic. That way, the students have already
processed and organized their thoughts and are ready to think deeply as the
class converses.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">12. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Always
give your students a choice.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">While it’s essential that a teacher guides student writing
for example: have you ever tried to tell your classroom to “just write something?”,
it’s also essential that kids have choice in their writing. Provide a group of
writing prompts that center on a theme and allow your kids to decide which
direction to run with their words.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">13. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Host
a “coffee shop” celebration of writing.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Allow your aspiring authors to share their work with the
entire class if they desire. Pull up a special chair and allow the featured
authors to share what they wrote.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">14. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Keep
work to show growth.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Many teachers keep their students’ writing either in a
journal or a folder. Either way, make sure you keep all work together in one
place so your students can measure their own writing progress and go back and
read old pieces for comments and ideas.</span></p>
<p class="MsoNormal"><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">15. </span></b><b style="text-indent: 0in;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Demonstrate
your love of writing.</span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">Show your students how much you love writing by choosing
to spend the writer’s workshop time journaling or writing for yourself. Be sure
to read your work aloud, too!</span></p>
<p class="MsoNormal" style="margin-left: 0in; mso-list: l0 level1 lfo1; text-indent: 0in;"><!--[if !supportLists]--><b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">16. </span></span></b><!--[endif]--><b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Bookman Old Style"; mso-hansi-theme-font: minor-latin;">Don’t
stop at writer’s workshop. <o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: Calibri, sans-serif; font-size: 14pt;">It’s easy to separate writer’s workshop from the rest of
instruction but this is a waste of precious instructional resources. it’s key
to explain to students that writing doesn’t end at writer’s workshop, it only
begins there.</span></p>Steve Hileshttp://www.blogger.com/profile/01679018067646863432noreply@blogger.com0