Tuesday, May 23, 2017

5 End-of-Year Tasks for Instructional Coaches

It's May. Are you counting the days?

If you answer no, I don't believe you. I love my job and I'm counting the days. These two things are not mutually exclusive. There are 11 days left in school. Of those 11 days, one is an all-day end-of-year writing review, one is a field trip that I'm chaperoning, one is a full-day training, and one day is classmaking, all day.

So I don't have too many days to close out the year.

A lot of teachers ask, "What do you do at the end of the year?" I remember being in the classroom. Filling out endless paperwork about students, working on fun (and stressful) end of year projects, and packing everything up.

As a coach, the end of the year is very different. It's just as chaotic, but for different reasons. Here are five things I do at the end of the year to help me be ready for the fall!



1. Make a folder. Label it with next year's school year. 

I know, this doesn't seem like it's that big of a deal. But I tend to do a lot of evaluating at the end of the year. I might come across a great article about how to teach grammar, or I might think of an idea to make PLC work a little better for teachers.

I stick all of that stuff in the file. I stuff in ideas and thoughts for next year, and any order forms that we might want to consider for purchases. By the last day of school, I have a nice collection of things to get me started next year. It's a pretty easy system, but it really helps me remember things that I think are important for the next school year.

I do this on my computer, too: I add a folder on my desktop labeled with the upcoming year. If I see any ideas over the summer, I save them to that folder. That way, I can hit the ground running!

2. Debrief with teachers to set goals for next year.

I wrote a whole post about how to set goals for the school year. This can be done at the end of the year or at the beginning. I find that meeting with teachers and grade levels at the end of the year helps me to get an idea of some of the things they'd like to work on while they're still fresh. I record their feedback and notice patterns, bundling them into goals for the following year. I figure out how I need to support those goals and I spend some time over the summer thinking about them.

Then, at the beginning of the year, I look back over them and see if anything has come to me over the summer. Maybe I read some interesting blog posts or books that have given me some ideas about how to address those goals. I revamp my support goals to ensure that I'm prepared to offer the best possible coaching support to my teachers.

3. Make purchases to support next year's initiatives.

This depends on your budget and when your budget is actually available. However, I find that, if I leave purchases for our school secretary to make, by the time school starts again, they're in my room, ready to be organized and distributed. This was especially helpful when the purchases I'm making are items that teachers need to make space for when they're setting up their classrooms. For example, classroom libraries are best distributed before teachers have their libraries set up!

4. Make a plan for your room.


Now that you know where your energy will be focused, you can decide on whether this requires you to change your layout. When I created mentor text baskets for each teacher, I had to make space for one of each grade level in my own coaching room, so we could have them to plan with during PLC. This required some reorganization of my space.

Look around your room and ask yourself:
What didn't work well this year?
What did work well?
Is there anything new I need to allow space for?
Is my room teacher-friendly?
Can I improve the accessibility of items in my room?





5. Reorganize your materials into next year's dates.


I start by reorganizing RtI. I relabel binders with the next grade level, and on my documents, I change the grade level and the year to the upcoming one. I finalize the RtI list from this year and make a list of students to "watch" for RtI next year. (This list goes in my "Next Year Folder", by the way!)

I tidy up my binders and empty out old, unnecessary documents so that I can easily add the new items next year. I pull out anything that's dated (covers, file folders, etc.) and replace them with next year's dates.

All of these end of year tips help me to be prepared to start the next year without having to do too much backtracking. I can focus my energy on physically setting up my room and getting organized, revisiting my goals, and planning some great teacher training & teacher support systems.
 
 
What are some of the things you do to get ready for next year?
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Friday, April 21, 2017

Teaching Theme with Cloudette (A Mentor Text Lesson)

Theme. We know it when we see it, right? But it's one of the most challenging skills to teach kids, in my opinion. Kids tend to say, "Overcome challenges!" is the theme, no matter what the text says. Or maybe that was just my class... Either way, getting kids to dig a little deeper requires a lot of think alouds, modeling, and breaking down of the thought that goes into deducing a theme!

That's why, when the Reading Crew opened up this awesome spring mentor text link-up, I decided to use Cloudette by Tom Lichtenheld. Cloudette is the story of a teeny tiny cloud who feels like she's too small to help anyone with rain or snow. It's a feeling that kids often recognize!

Cloudette is perfect for teaching theme because the character's traits, motivations, problems, and solution is so perfectly lined up. It's a very explicit way to introduce a complicated skill!





 
Before Reading: Set a purpose
Before you read, set a purpose for reading with your students. Your purpose is to analyze the

character throughout the story to figure out what lesson we can learn from their actions and changes.

During Reading: Gather evidence
Use the handy-dandy graphic organizer provided in the freebie below to record your evidence from the text and your thinking about it. Model noticing how the character changes and solves her problem, especially.

After Reading: Model thinking about theme
Introduce the idea of "theme": the message or lesson you can learn from a text. It's usually some positive advice that is good to know! Themes (in children's picture books, anyway) tend to be feel-good messages that you'd want children to have as a set of beliefs. Use the evidence you gathered to model how to figure out the lesson you can learn from Cloudette's actions.



 
Handy Tip!
Sometimes, when students struggle to figure out the theme of a text (especially when the world is full of themes), it can help to provide them with a short list of possible themes. This is a good scaffold for starting to figure out theme and it will help students feel more successful at first!

The handout included in the freebie below helps students by providing a table of character changes and possible themes associated with those changes.





Grab the entire lesson freebie on TPT!  

https://www.teacherspayteachers.com/Product/Teaching-Theme-with-a-Mentor-Text-Cloudette-3115136

Enter the big giveaway! My code word is: cloud! And be sure to check out some of the other great posts & freebies for teaching with mentor texts!
a Rafflecopter giveaway  
 
 
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Thursday, April 6, 2017

A poetry strategy that works for upper elementary

When our standards changed and poetry was suddenly really important, a lot of us had to re-evaluate our approach. Poetry was being tested on our STAAR test in more and more complex ways, and so students were being held accountable for more than simply loving poetry.

I loved reading poetry with kids and having awesome discussions about the language, message, and the poet. But when it came down to it, without my guidance, kids just didn't know where to start when reading poetry.

They'd read the title, fumble through the stanzas, find some figurative language, and have absolutely no idea what the poem was about.

I knew this wouldn't work. How could I help kids use a consistent approach to poetry so they'd know where to start to comprehend a poem?

I spoke to several experts, and something that kept coming up was the SOAPSTONE strategy used for high school and college students. You might remember using it in school yourself. It's a handy acronym that helps students identify the essential elements of the poem.


My colleague and I decided to create something similar for our upper elementary students, and so POETS was born!

The POETS acronym stands for the following. We color-coded each part so students would have a visual connection to these elements:

Preview (black - pencil)
Occasion (green)
Emotions (red)
Theme (blue)
Speaker (yellow)

When students are faced with a poem, they use the POETS acronym to understand the poem and summarize what it's about! Here's how it works:


Preview
This step takes the longest. Students do several things to get their brain ready to think deeply about the poem.
1. Read title, notice illustrations
2. Number lines & stanzas
3. Read a stanza at a time, make a sketch of the details in that stanza
4. Find the rhyme scheme by noticing pattern of rhyming words
5. Identify the type of poem: narrative, lyrical, free verse, etc.

Occasion
In this step, students identify what the topic of the poem is, or what the poem is all about. What is happening that the poet is writing about? In a narrative poem, the occasion is the story the poet is telling. In a lyrical poem, the occasion is the topic the poet is describing.

Emotions
Poetry is chock-full of emotions; many of them inferential. Students hunt for evidence that can help them infer the emotions in the poem.

Theme
This is the most challenging part! In this step, students look for clues to help them conclude the theme. What is the message the poet is sharing with the reader? (In a humorous poem, there might not be a deep message! It's hard to take away a life lesson for "Be Glad Your Nose Is On Your Face".)

Speaker
This is so important that I actually have students do this step right after the Preview step. In this step, students identify the point of view the poem is told from (1st person, 3rd person limited/omniscient), and they figure out who the speaker is. Whose voice is speaking in the poem?


Get em' engaged!


To help kids get used to the POETS strategy, I tried out a little engagement strategy with our most reluctant readers. Each student received a copy of the poem. They were asked to complete the "P" on their own (Preview). Then, I gave each student a different-colored post-it. I used the four colors that we used to color-code our POETS strategy: blue, green, red, and yellow. Whatever color the student received was the element of POETS that they had to hunt for.

Using their colors, they got into expert groups and marked evidence for their element. They wrote their answer statement on the post-it. Then they went back to their home groups and took turns teaching their element to their home teams.

Afterwards, I randomly called on students to come to the charted poem in the front of the room and share their evidence. They used their post-it to mark the line they found their evidence in.

To add to the challenge of the next round, I took the title off of the poem. Students used the POETS strategy to decide what the poem was all about, and then they came up with a title for the poem. They loved this lesson! They were each adamant that their own title was the best!

Over time, and after aligning this strategy 3-5, our students have started to show an improved confidence in reading poetry. They know where to start, what to look for, and how to help themselves! It's actually become one of their strengths!

In case you're looking to try out this new strategy, I have provided a day-by-day guide for introducing it to your class, complete with questioning, in my Teaching Reading by Genre product on TPT!

 
 
 

 
https://www.teacherspayteachers.com/Product/Teaching-Reading-by-Genre-A-Teachers-Guide-Materials-1927458
 
 
 
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Monday, March 13, 2017

Camp Write-a-Lot STAAR Writing Test Prep & Review

Test, test, test, blah, blah, blah. It seems like that's all we hear this time of year. Underline your evidence. Mark out unlikely choices. Check your bubbles. Blah, blah, blah. Tests are boring. There's no way around it. 
We don't have much wiggle room when it comes to giving state-mandated tests, but we do have a choice in how we prepare for them! Last year, my teachers and I talked about this during PLC and decided we wanted an engaging, stress-free review for kids.
That's why I put together this camping-themed STAAR Writing test prep and review to help students get ready for their big writing test in a fun and engaging way. It's also important to help reduce kids' (and your!) stress about the big day of the test.
Kids love (and remember)  hands-on, interactive activities that require them to figure things out and actively apply their learning. I wanted to balance that with making sure that they had practice in the important areas they'd be tested on. 

Setting the Scene
Some teachers decorated the hallways or their classrooms with cute butcher paper cut-outs of trees, rivers, and bushes. Wearing a cap or visor and a whistle adds a little camping-themed fun to the day! I'd also recommend reading aloud a fun camping book, such as A Camping Spree with Mr. Magee to get your day started in a camping frame of mind!

Moving Through the Stations
We did our test prep review the day before our big test. We took the whole day and used it to go through some fun, hands-on writing stations! Every student got a fun paper bracelet with an image for each station on it. As they completed a station, we used a hole puncher to mark them!

Another easy way to record the stations is with a punch card, or a signature card. Other teachers in the grade level used these cute badges to show which stations the kids had completed. As they finished the station, they colored in the icon on the badge and they glued it on their badge sheet. (My personal preference was the bracelet :)

If you have a group of teachers who'd like to do this fun activity with you, you can each take a station and have kids move from class-to-class to accomplish them. If not, it's just as fun in your own classroom!

Camping Stations!
We had ten engaging stations to get through on our fun camp day. These are some of my favorites!

Sentence Sort
https://www.teacherspayteachers.com/Product/Camp-Write-a-Lot-STAAR-Writing-Test-Prep-2459907 
One skill that's necessary for both revision and editing is being able to identify complete sentences, run-ons, and fragments. I recorded a ton of each of these phrases and sentences on sentence strips and had kids sort them into those three categories. 
In the complete sentence category, I tried to include simple, compound, and complex sentences so students had practice in reviewing each of those sentence types. 
 
   
Revision Station
https://www.teacherspayteachers.com/Product/Camp-Write-a-Lot-STAAR-Writing-Test-Prep-2459907 
For this station, I wrote several boring compositions on chart paper. I tried to do a lot of the things kids do that make their writing uninteresting: repeating lines and words, having little development, unoriginal details. 
Students were tasked to revise the composition using more interesting details and sentences. They were challenged to use the skills they had learned all year to make this piece of writing engaging and convincing to the reader. 
As you can see, this piece is still under construction, but students have begun to think about using different types of sentences and specific language. 
 
 
 
Editing Station
https://www.teacherspayteachers.com/Product/Camp-Write-a-Lot-STAAR-Writing-Test-Prep-2459907
Do your kids love using dry-erase markers? Mine always do! For this editing station, I wrote sentences on sentence strips. In each sentence there was one specific error, whether it was spelling, capitalization, punctuation, or grammar. I laminated the sentence strips and had students use dry-erase markers to make the corrections to each sentence. Bonus points if you have kids sort the sentences by the error afterward: capitalization, spelling, grammar, or punctuation?
  
Using Transitions 
https://www.teacherspayteachers.com/Product/Camp-Write-a-Lot-STAAR-Writing-Test-Prep-2459907
One area that students often need practice in is using transitions meaningfully. I decided this was important enough to merit its own station! 
For this station, I wrote a couple compositions on chart paper, but I left out the transitional phrases, instead marking a blank line where they belonged. I wrote the missing phrases (and a few extra ones) on some sentence strips. 

The kids worked in partners to figure out which sentence strips belonged in the composition to improve the flow! They used a little piece of tape to stick them on. You could also laminate the chart paper to re-use next year, or for the next group!
 
 


Build-a-Composition
In this station, kids have to engage a lot of different revision skills to create a composition out of sentences. This can easily be written on sentence strips, but I typed this one out and cut it up so we could do it in a small group setting with teacher support.  I wanted to use this as an opportunity to review and apply the revision language we'd been using during our writing lessons!

Kids figured out the organization of the composition and then sequenced the details in an order that made sense. This station might be my favorite because it requires so many skills!
 
These are just a few of the fun stations we used to review and get ready for our big STAAR Writing test. It was a fun day, even though the stressful test was on its way! We can't change the test, but we can change the way we prepare for it!

What's the best part of all these stations? They can easily be made with markers, sentence strips, chart paper, and dry-erase markers! But if you're looking for a ready-made Camp Write-a-Lot, look no further! Get these stations and more at my TPT store!
https://www.teacherspayteachers.com/Product/Camp-Write-a-Lot-STAAR-Writing-Test-Prep-2459907
 
 
 
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Saturday, February 25, 2017

Seuss DIY: Big Truffula Trees!

It's COMING! Read Across America is next week, so I thought I'd share a very easy DIY that I put together to decorate our hallways! 
I've seen these adorable truffula trees all over pinterest, from adorable pictures of peoples' classrooms and photos from blogs. 
To celebrate Read Across America, I thought I'd make a few to put outside our library! 

It was much easier than I thought it'd be. Here's what you need:
  • Pool noodles (I cut them down to make trunks of different lengths)
  • Masking tape (I used black and blue)
  • tissue paper sheets (the larger, the better)
  • floral wire
  • floral wire cutters
  • scissors



First, I took the masking tape and wrapped it around the pool noodles at a regular interval to make the little stripes you see on the truffula tree trunks.


Then, I followed the directions from this post from Martha Stewart to make the poofs on top of the truffula trees. It was surprisingly easy! For the first tree I made, I used a rounded edge, which made the petals on the poof look round on the ends, but for the others, I cut it into a pointy triangle, so it could look a bit more truffula-ish.

One of the steps in making the poofs is to wrap the floral wire around the middle of a stack of tissue paper. I left the ends of the wire very long, so I could use it to punch through the pool noodle and attach the poof to the top. I also only fluffed out the petals into one side, making a  180 degree flower, rather than a 360 degree flower, so I could lay the flowers flat against the wall.

I made six truffula trees of different colors in about an hour (maybe an hour and a half). Easy peasy!

We used our truffula trees to decorate the doorway outside the library. We covered the wall with a bright blue background, and layered on grass, little Seuss-like hills, and clouds to make a cute truffula scene.

What do you do to decorate for Read Across America? I know a lot of teachers decorate their doors. I'd love to see your photos!
Looking for more ideas? Check out my posts from the last few years!
 
http://buzzingwithmsb.blogspot.com/2015/03/all-things-seuss-19-ideas-for-dr-seuss.htmlhttp://buzzingwithmsb.blogspot.com/2016/02/19-more-ideas-for-celebrating-read.html
 
 
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Sunday, February 12, 2017

Writing Better Beginnings for Personal Narratives

Not too long ago, I had to write a script for our holiday program at school. 

"Me?" I asked. "You want ME to direct the Christmas play?"
Yes, they said. Because we don't want to anymore.
Hee-hee. That's how we get suckered, right?
Anyway, the point is that, before I wrote my play, I took a look at a few others. I asked the person who wrote last year's play if I could take a look at it and make sure I was on the right track. I thought about how the play had worked before, what went well, and how I could ensure that would happen again.
Basically, I looked to the experts.
That's what we want our kids to do when they write, too.  We want them to look to the experts to figure out what they did and how they did it, so they can use that inspiration in their own writing. It's called "Reading like a writer" and it's an important focus of our campus writing approach.
It starts with getting your mindset ready to read like a writer. We built this little anchor chart with kids - what do you think about when you're reading like a reader, and what do you think about when you're reading like a writer?
This requires a lot of modeling at first. Kids really need to think carefully about this mind shift! It's tricky to move from simply understanding and connecting to analyzing and thinking about, "What did the author do here? Why did they do it? How did they do it?"

We used this approach recently as we helped kids understand how authors begin their narratives. Starting with a few experts (Kevin Henkes, Jane Yolen, and Patricia Polacco), we analyzed the beginnings of their stories. 
Using this chart, we looked for the kind of beginning (Character description, setting description, and dialogue), what kind of details the author included in the beginning (usually who, when, where, and sometimes what is happening), and we critically analyzed to figure out why the author used that type of beginning.
This is the most difficulty part - understanding why an author would choose to write in the way he or she did. What is the impact on the reader? What are they trying to help us feel or see?

In their notebooks, kids had a typed-up copy of the beginning so they could annotate it as well and color-code it for "who", "when", "where", and sometimes "what".

And then we tried it! We decided to try out a setting description and brainstormed the kinds of details we could use our five senses to discover on a soccer field. We spent some time generating the language so we could use it to collaboratively write our beginning.



















And then we tried it out! Not my best work, honestly, (I mean, who likes to start with "one summer evening?!") but, as I always tell the kids, I can go back and revise when I've had some time to think of a more interesting idea. We start by getting it on paper, and we can - and should - always improve it. 



Then kids tried their own in their notebooks.



 What are your favorite mentor texts for narrative writing? Read more about our school's mentor text baskets here!