Ms. Natasha Theodora
Community

Valentine’s Day- Seriously, It’s Not Valentimes!

Valentine’s Day- Seriously, It’s Not Valentimes!

First Of All...

If you teach elementary school then you probably know exactly what I mean when I say Valentimes. IT. IS. NOT. VALENTIMES. DAY. NO! 

We have to correct kids when they are pronouncing words incorrectly because they won’t be able to read them or spell them if they’re saying it wrong. One time I taught a student (who was wonderful but…) who said gynasics instead of gymnastics. Everyone thought it was so adorable until he tried to read a story about a girl who loved gymnastics…. He couldn’t figure out the word. He even said, “It should be gynasics but they spelled it wrong.” Then I had to tell him he was saying it wrong the whole time and it was not good. He was very upset no one told him and he was unnecessarily hard on himself. 

SO…

If your kids are saying Valetimes please correct them. Show them the word. Show them that it sounds like tines at the end not times and help the kids out! Also make sure that you’re pronouncing it correctly too! 

No Valentines in Poland

Valentine’s Day is super American. Super, super American. We love to take a whole day and devote it to love and friendship and buy things that are red and pink and send notes to each other filled with gushy messages. The rest of the world doesn’t really do Valentines Day. Not like we do. 

That means that you can’t go to a shop and purchase valentines for your class. There are no little chocolates in heart shape… although I think there are large boxes of heart chocolate. Anyway, this means that when we celebrate Valentines Day kids don’t have valentines to pass out. 

 

I Made My Own

This year instead of sending home a note with a list of names and an attempt to explain Valentine’s Day I sent home already made valentines. All the kids had to do was pick one for each classmate and color it in. Easy Peasy! (As my firsties say) 

If you too would like these valentines, they are free in my TPT shop. 

Except in true hypocrite fashion I’m not personally handing those valentines out. My assistant teacher and I found these Bella and Rosie Valentines from Pioneer Valley so we’re handing these out. Our kids are simply obsessed with Bella and Rosie! 

You may also enjoy:

Quotes

Weekly Wisdom

Weekly Wisdom

You may also enjoy:

Quotes

Weekly Wisdom

Weekly Wisdom

You may also enjoy:

Quotes

Weekly Wisdom

Weekly Wisdom

I have to be honest, I have never been a big fan of shushing. Oral language is the foundation for student learning. We want to immerse our students in a language rich learning environment. That goes a bit beyond reading stories to them and putting words up on the wall. It also means creating classroom conversations and dialogues. It means letting them share their ideas with one another and it means not shushing them while they’re sharing ideas. Sometimes the most clever ideas and responses are the ones that teachers shush. 

Now, I am in no ways suggesting that we should just always allow students to talk all the time. We need to consider the purpose for their talk and allow a lot of talk time throughout their day. That is the way they will grow as learners and as humans. Take a moment right now to think about the kids in your classroom. How much time do they have to talk with one another throughout the day?

Earlier this year my morning routine had students come in, put away their snack, and read a book. I noticed that my class was a very talkative one. For a while I would remind them of the procedures and have them grab books to silently read. Then one day I had to respond to an email while they were arriving and I didn’t have a moment to redirect them. Instead, I listened in. They were talking about what they did the night before and were sharing stories and plans with each other. Regular chit-chat that most teachers have over their first cup of coffee. I love it! Why should they be forced into silence at the start of the day? From that day on I allow the kids to chat amongst themselves when they arrive at school and I can tell you that it has strengthened our classroom community. It hasn’t gotten out of control. I love our morning chats and I actually have less management issues throughout the day. 

Listen in while your kids are chatting this week. What are their conversations about? What ideas are they developing together? Does their chat sounds similar to teachers chatting before meetings? Try to build on the language in your classroom. 

You may also enjoy:

Literacy Instruction

The (Reading or Writing) Workshop Essentials

The (Reading or Writing) Workshop Essentials

Welcome back to our balanced literacy series! Today the focus is on the essentials of workshop model teaching.  This post is meant to build a collective understanding of the workshop model used for readers and writers workshop. If you haven’t read the first two posts of the series, take a minute right now to read about the framework and the components. Don’t forget to stop by every Tuesday to gain a better insight on using a balanced literacy framework within your classroom!

Workshop Shifts In Understandings

One of the major shifts in moving to a balanced literacy framework is the role the teacher plays and the role the student plays. The role of the teacher used to be to have all the knowledge and dispense that knowledge to students. The teacher was the expert in the room and the students trained to catch as much of that expert knowledge as they could. This is style of teaching is often referred to as a sage on the stage. If you were to peek into a classroom often we would see students sitting around a teacher probably at their desks and the teacher standing in front of the classroom for the majority of class time. The focus was on the teacher giving information to the students. This teaching style doesn’t match best practices anymore and it doesn’t work for developing 21st century learners.

In a workshop model the teacher is often seen sitting one on one with kids thinking about all that this child knows and pushing their thinking slightly further in one area or another. Think back to the zone of proximal development post. A teacher knows where each child is in the continuum of learning to read or write. She can then analyze student errors, miscues or self corrects (in reading) and then guide the child with teaching directly targeting a skill in their zone of proximal development. A teacher in this model is a guide on the side. Instead of having children spend the majority of their time listening to the teacher dispense knowledge they spend the majority of the time practicing skills that their teacher had taught them. In a workshop model the teacher only gives whole class direct instruction for 10 minutes. Then the role of the teacher shifts to coach as she walks around and guides each student individually or in small groups. 

This shift in how time is spent in the classroom allows students time to practice their craft. What good does it do if one day I teach you all the ways to decode multisyllabic words and then I give you 5 minutes to practice it at the end of class through a worksheet? It doesn’t help you at all. What if I teach you two ways to decode multisyllabic words and then give you 35 minutes to read a book and try it there? Not only letting you try it on your own but I spend a few minutes with you listening in and then coaching your specific need. That sounds like it is extremely beneficial for students. I can tell you from experience that it is. The workshop model allows students more time to practice skills through authentic situations. 

As I’m sure you’ve gathered differentiating using this model of teaching is extremely easy. First of all, each child will be reading or writing on their own at their own level. Then the teacher is pushing in and coaching 1:1 or in small groups to target the ZPD of each student. Each student is getting exactly what they need. It doesn’t matter if in your third grade class you have a child reading at a fourth grade level and one at a first. Both students are receiving the instruction they need to move forward as a reader.

The workshop model also promotes independent problem solving in students. The role of the teacher is not to provide right answers but to guide students to right answers.  Through workshop I teach my students many independent life skills. My little gems are taught how to staple in writer’s workshop. What do I do if my pencil breaks? What if I finish reading all of my books? These are situations where students traditionally might come and ask a teacher what they should do or sometimes as for permission to do things. In a balanced literacy framework a lot of responsibility falls on the students. This is a good thing! It helps to create independent thinkers. Kids in your class don’t need to ask you for permission to do everything. Supplies should be accessible to them. They should know how to problem solve on their own! We want our students to be independent thinkers and doers. Workshop helps to foster those skills.  

Structure

The workshop model is designed to use one hour of instructional time. This means that if you are teaching reading and writing workshop you would need two hours of time. Now, I don’t have this amount of time in my classroom and I only ever have had it once. At one school they had enough time in the schedule carved out to implement workshop with fidelity. I’m going to explain the ideal circumstances here and then let’s talk real world. 

Workshop begins with all students called to the gathering area for a mini-lesson. This means that you’ll want to create a gathering area in your classroom if you don’t have one there already. At my first grade gathering area kids sit at the carpet. When I taught third grade kids were allowed to drag chairs with them but they had to be sitting at the same level as their reading/writing partner. Teachers do this in different ways to meet the different needs of their students. I will say that kids should be gathered close and in one area. Kids sitting around the room at desks doesn’t create the atmosphere desired for workshop. 

Once the class has gathered the teacher begins a 10 minute mini-lesson. Here she goes through a format that is predictable to both the teacher and the students. During the mini-lesson a teacher has one teaching point. Only one! She models how to do the teaching point, she has students try out the methods on their own and then she says the magic words, “off you go!” Once these words are said all students get up off of the carpet and go off to work. There aren’t a million questions asked. The teacher doesn’t start giving a million reminders. It is quiet and calm as readers and writers go off to try new things and grow into even better readers and writers. 

After the words off you go,  I currently go off to read or write for the first three minutes myself. I started this practice when I was teaching third grade in the States.  I began one day sitting next to a reader who typically would try his best to avoid books during workshop. I say next to him for 5 minutes reading before going off to confer. In those five minutes he didn’t pick up a book but he watched me as a reader. He said things like, your face is smiling right now or why do you look confused? He started picking up on my facial expressions. When he tried to interrupt I simply stated, “I’m working on my reading right now and you should be too.” I started doing this again in my grade 1 writing classroom. I have some students who can come up with a million questions they want to ask right after I send them off. Now I get my writing folder and find a spot to write. During the three minutes I might move around the room, calming kids with my presence and encouraging that they write. If someone attempts to interrupt I calmly state, “I am working on my writing right now and you should be too.” Then once I go off to start conferring the kids are already working independently. 

After the magic words off you go, a teacher gets to work on meeting with students one on one or in small groups depending on student need. During this time the students are working independently. While conferring the teacher is studying the student and watching to find what they can do, what they are almost doing and what they can’t do yet. The teacher then makes a powerful choice and teaches the reader/writer one skill or strategy that fits within their zone of proximal development. The students continue working even if the teacher doesn’t meet with them. If they encounter a problem, they solve it on their own.  The students are trying out all of the various strategies that the teacher has taught. The teacher continues the important task of coaching in and guiding each student forward on their journey. 

After about 40-45 minutes work time it is time for share. Share is sometimes the most neglected piece of the workshop model but it is very important. The students gather again in the gathering area of the classroom. Sometimes they bring something with them as prompted by the teacher. The students then share out what they are trying, what they are succeeding in, and what they are struggling with. The community of readers or writers comes together to give advice, compliments and ask questions. The share is carefully planned by the teacher. Sometimes share might be a quick turn and talk. Share ties the lesson together and brings it to a close. During share the teacher will reference the teaching point again and now ask for student voices to share what happened when they tried things out. 

What do I need to Get Started?

Here’s a list of things you may want before diving into the workshop model. 

  • A gathering area within your classroom
  • An easel to hang things on
  • An organizational system for tracking student notes and records
  • Assessments of your students as readers and writers. Do you have a general idea of where kids are in your classroom? 
  • Books for kids to read during reader’s workshop and paper for them to write on during writer’s workshop
  • Start to look at your schedule and your language arts time blocks. Do you have 1 hour to carve out for reading and 1 hour for writing? If you don’t, do not panic. Next week we’ll be talking about scheduling and what to do if you don’t have the perfect amounts of time. 
  • Write all of your questions, comments, concerns in the comments of this post so I can help you out along this journey. 

What's Next?

We’re going to stay with workshop a while so we can really get into all of the pieces together. Hopefully you’re starting to feel like taking on workshop and balanced literacy won’t be such a large task. We’re going to break it down into manageable chunks. Start to shift around things in your classroom to prepare for workshop. Let me know all of your questions too so I can help you out.  

Each Tuesday a new post will appear giving you more insight into the life of a balanced literacy teacher! Next week our post will center around scheduling. Maybe you’re realizing that you don’t have enough time in the day for this, neither do I. We’ll talk all about what to do about this next week. 

 

Use the comments section to ask any lingering questions or leave any comments so I can better help you on this journey to implementing a balanced literacy framework within your classroom.

You may also enjoy: