Tough Choices

thinkin' it over with Suzanne

I've recently been reminded of the power of talk.  The best learning is often not paper-based.  Light bulbs are ignited (I'm not sure if that imagery is beautiful or terrifying- we'll hope the former) most often through conversation.  This is not a new thought, but it is something I've recently recommitted to and it spurred this activity.  

At TCTELA, we got to hear Jeff Anderson speak.  If you know us, you know we love us some Jeff Anderson.  Skill and humor = yes please!  He has a new book out called Revision Decisions.  

Revision Decisions is all about looking at how a sentence is put together and why- what is the effect.  Students are encouraged to mirror sentence patterns and take chances.  

I found interesting sentences in literature (translation: picture books) and typed them in to a Power Point slide.  They I broke the sentence in to smaller pieces.  

I gave student groups 2 minutes to talk about which sentence(s) SOUND best.  *For 4th grade, I found it beneficial to read the sentences aloud before starting our talk time.*  I would mill around the room eavesdropping and listening for bits of conversation I particularly liked and wanted to pull into our whole group talk when the timer went off.  

It's important to honor students opinions.  If they can defend their answer, there is some reasoning to listen to.  Sometimes short, choppy sentences are most effective to convey panic or fear.  We repeated this routine 3-4 times.  Then I went to a previous slide and deleted the combined sentence.  I asked student groups to combine the sentences.  We celebrated all grammatically correct answers on the document camera.  Ain't no party like a document camera party!!

Students are engaged.  Thinking is audible.  There are no papers to grade.  Win-win-win!!

Because Talking to Yourself is Totally Normal

Brought to you by Lori

When I do math, it is just not a natural process for me. At all. (You may want to ask Suzanne about the time she made her friend--not me--cry while trying to explain compounding interest.) Some people just take longer to think. As teachers, we know this. 

As language teachers, we also know that grammar is a perpetual thorn in our sides and somehow we just can't get kids to transfer their knowledge to their writing. It's so natural for most of us, so it's difficult to understand why kids struggle to make the connection.

Last week, I got to go to Gretchen Bernabei's writing conference and even though I've seen most of the strategies before, I tuned in this time to really think about what her classroom must look like and feel like and how she is able to yield the results that she does. 

And this time, it hit me! It's conversation. Gretchen is a master at conversation, and she teaches kids how to use scripted conversations to make smart choices in their writing. I've worked with Star Points before, but I always felt like their was something missing and I didn't see my students using it on their own unless I told them to. Even then, it was very hit or miss. It turns out that I've missed a huge instructional component--the internal dialogue. When kids use a proof word, it should sound something like this.

• It's (it is) raining outside.
• The underlining indicates an intentional choice, and kids should be taught this. The statement is: "I did this on purpose."
• The ( ) indicates that the student knows they've made the right choice. Teach them to think and say: "I know it's correct."
• So every time you use a Star Point, this conversation should happen in the classroom for everyone to hear. Eventually, it becomes an internal dialogue. 

These choices are natural for many of us, but for students, it must be taught. This internal dialogue is also hugely important for Gretchen's Sentence Wringer, a system for revision and sentence combining. In this three-step dialogue process, students are taught to question one another following this script:

• Is it a statement?
• Is there a verb?
• How many statements?

While at the training, Gretchen alluded to the work of Jerome Bruner who discusses the notion of protoconversational formatting. It's fascinating! The whole idea is that parents--as a natural part of language acquisition--teach their babies the format of a conversation.

• Who's a beautiful baby?
• You are!
• Are you my sweet boy?
• Yes you are!

That formatting doesn't necessarily need to stop once students reach school. The only difference is that it must be explicit. We have to teach them how to talk to themselves...in essence how to think!

What processes do you use that you think should be formatted into a conversation so that they move to internal dialogue? I'd love to see your thoughts! 

Gimme Five: Grouping Strategies

giving you a hand, Suzanne

We all know that students should spend time in groups.  Students typically report liking time spent with a team.  But what should they be doing with this time?  Ah, that's where things get hairy.

It's no secret that my students typically sit in data-based, teacher-formed groups, but my true love is informal grouping.  These are groups that you don't assign.  Now don't get me wrong- I never ever let students form their own groups all willy nilly.  If I do, send me to the nurse because I must be running a fever.  I let these groups be the luck of the draw.  And because these groups only last for a short time, I can typically survive any dynamic duos that have formed.  

During my Halloween and Christmas posts, I showed how you can use stickers or trinkets to sort students into informal groups.  They love this part too and are typically pretty unsuspecting.  They care more about getting "their color" than coordinating with all their friends.  

Back to the issue at hand- 
Students are in groups.  Now what are they supposed to do?!  Might I present my five favorite grouping strategies.  All of these routines are from Acts of Teaching by Joyce Armstrong Carroll and Edward E. Wilson and allow students to share their writing.

1.  Pointing
This is an excellent place to start (especially early in the year).  It establishes a safe group climate by having students point out the positive in each other's writing.  

Here's how it works:
-Divide students into groups
-Writers read the whole piece, then read it again.  (You'll get some push back on this.  Ha!  You might be thinking this is a goofy direction yourself.  But reading the piece through twice allows listeners to notice details and clarify meaning they might have missed the first time.)
-Listeners...well...listen.  During the second reading, they jot down words, phrases, or images that stick with them.
-After the reading, listeners point out what they liked about the writing.  

**Nothing negative is allowed- on the part of the writer or the listener.  We only point out what's positive.

2.  Showing
Showing encourages participation because there is no wrong answer.  Students create a metaphor based on their reaction to the writing.  I wouldn't tell them about the metaphor until they've done it.  This will make a great, "Whoa!  You just made an awesome metaphor!!" moment.

-In groups, writers read. Pause. Read again.
-Listeners write or doodle an object that the writing reminds them of.
     It reminds me of lightning because it is brief yet powerful.
     It reminds me of apple pie because it is warm and classic.
-After the reading, listeners share their metaphors and drawing and discuss their reaction to the writing.

3.  Highlighting
This strategy provides moral boosting verbal and visual feedback.  This might come as a shock, but students will need a highlighter for this activity.

-Writers read, pause, and then read again to their group.
-The second time through, listeners jot images they like.
-After reading listeners share these images, and the writer highlights these images in their paper.  

Students are left with a glowing review that warms their writing heart.

4.  Say Back
This is one of the most constructive strategies because writers are given both praise and suggestions.  It works best midway through the writing process.  Reinforce they the writer has ultimate say in which suggestions they choose to take and changes they make to the writing.

-Writers read.  Pause. Read again to their group.
-Upon the second reading, listeners jot down:
   -what they liked
   -what they want to know more about
-Listeners say these back to the writer.

5.  Analytic Talk
Have you ever had a student raise their hand and ask, "Is this a good thesis?" "Does my example make sense?" "Where could I add a transition?"  Yeah, me neither.  This strategy is for that kid.  

-Before meeting with their group, writers should up with one or two questions they would like listeners to consider.  
-The writer poses their question(s) to the group, reads, pauses, and reads again.
-The second time through, listeners jot their thoughtful responses to the question(s).  
-Listeners share their take on things with the writer and might pose suggestions.

There is novelty in the student groups.  They have been given specific, non-threatening instructions and a defined period of time in which to get them accomplished.  Students will like working with these groups AND you'll have the peace of mind that the time is meaningful.  That is high five worthy!

TEASER ALERT!: Be looking for a BIG announcement tomorrow!

Time Warp

your curly co-author, Suzanne

This is totally crazy, but somehow we only have only 13 'A' days until STAAR testing.  But who's counting?!  Because of this time warp, we decided to do a blogging blitz on review strategies that your students will buy into.  

But first, a few rules for review:

Rule 1: There's no new in review.

Rule 2: You can't bore kids into learning.

Today, we tackle the ever engaging multiple choice section...with no kill and drill.  Yes, it's possible.  

First, have students read and work with a text of your choosing.  It can be a released item or one in your textbook.  They should have independent copies so that they can annotate and mark their evidence.  Instead of copying the boring, old multiple choice questions, type up each question and accompanying answer choices on a Power Point slide. (Side note: sometimes I will give them only the question stem and they write in their own answer.  Then they match up their answer with the MC options.)

To answer these questions, have students use Bam Boards.  The teacher reads through the question and answer choices.  Allow a minute (or slightly shorter) of think time.  With 10 seconds or so left, prompt students to choose an answer.  The timer goes off and BAM!- they reveal their answers.  This provides instant feedback to both you and the student.  I've noticed that their response accuracy improves dramatically after the first round.  Note: it is important to give students time to work with the question prior to using the Bam Boards.

Another option involves student groups and your new favorite "foldable". Take a Post-it and tear it into four pieces.  Boom!  Done.  I guess that'd technically be a tearable.  We're probably on to something here!  Students will label each piece A, B, C and D.  Read the question and choices from the slide.  Give students a minute of think time.  All students then put down their piece to show their answer when the timer goes off.  Working in groups allows for great discussion when all answers do not match up.  

A third option would be to take the multiple choice questions and make them into a Socrative quiz.  This free website and app allows you to create your own online quizzes and games.  The best part- it emails you a spreadsheet with student scores that can be copied into your gradebook.  Could you ask for a better perk?  

Check back tomorrow for a review strategy that has students looking closely a text details to build inferences and themes.  It is definitely a winner!

Play that Funky Music

your curly-headed DJ, Suzanne

"Miss, this is my jam!"  What a great way to start a class period!  I love music and will be the first to tell you that my taste is eclectic.

Besides being fun for me, music can be an effective tool in the classroom.  I first saw the power of music during a training with Rich Allen.  He is a master at using music to manage transitions.  

In an article, "Music as One of Your Classroom Strategies", Allen gives tips for using music before class, for movement, behind small group discussions, and after class.  

I love for music to spill out into the hallways to greet students as they enter.  It sets the tone for the classroom.  It is way more fun to enter a room that is A. prepared and B. welcoming your arrival.  

Music can also be an effective way to manage transitions and movement. Because you want your kids up and moving, fast paced, energetic music is your best bet for these times.  My favorite song choice for the Musical Shares activity is "I Saw the Sign" (Ace of Base).  My students recognize it because they think it was written for Pitch Perfect.  I sweetly smile and roll my eyes.  

Light background music can be powerful in boosting small group discussions.  I know that my room is packed tight with student groups.  Because of that, it's easy for conversations to bleed into other groups and be distracting.  The music can also bolsters reluctant students.  With light music in the background, there isn't that fear that someone is going to hear (and judge) what I say.  

Having music playing as students gather their things and leave your class is a great way to cement the memory as a positive one and prepares you to welcome your new batch of students. 

Rich Allen has a playlist of music for arrival, departures, birthdays, etc. that you can view here.  

The easiest way for me to incorporate music is with Pandora.  I have theme days and use these Pandora stations:
Mowtown Monday- Mowtown Radio
Tranquil Tuesday- Adele, Ben Rector, James Morrison Radio
Western Wednesday- Lady Antebellum, Zac Brown Band Radio
Throwback Thursday (Personal Fav)- 80s Cardio Station
Fan Favorite Friday (Top 20)- Today's Hits, Tween, Glee Radio

More Pandora fun: Michael Buble Christmas (Can I get an Amen?!), Jock Jams, Instrumental Hip Hop, Jurassic Park Film Score, Surf Rock, Halloween Party Radio

You can give feedback and it will fine tune your station to reflect more of our likes.  Also, under settings you can select for stations not to allow explicit content.  Warning: that pretty much gets rid of the *F word and not much more.  I'm a serious prude, so I have to do some quick disliking.  Most of the stations above don't have language issues.  

If you want to make your own custom playlists, Grooveshark is a great resource.  

Anytime I need a specific song, I use YouTube and will only play the audio.

What are your favorite Pandora stations/music resources for the classroom?

So Much Fun, It's Scary

your curly contributor, Suzanne

I understand that Halloween gets mixed reviews, but I really like it.  Disclaimer: I like cute Halloween- smiling pumpkins, smiling black cats, smiling skeletons...you get the picture.  Hold all the blood, guts and gore.  

As a teacher, it is infinitely better to embrace each holiday rather than try to ignore it.  Besides, it is a quick and easy way to add some novelty to your class.  I went to a Rich Allen trainings years ago (if you ever get the opportunity- GO and take me with you!) where he said, "What you learn with pleasure, you remember forever."  This little mantra runs through my head quite often, and I feel that it is especially fitting as we think about how to add seasonal fun to classroom instruction.

One of my favorite stores of all times that I visit every week for teacher resources is Dollar Tree.  They never fail to have fun items that I didn't know I can't live without.  And for a dollar, you don't have to hold back.  Here are some of my recent finds that could be used in October lessons.

Data-based groups are fine and good but sometimes you want informal groups for an activity.  These rings are a fun way to sort students when you don't mind who they are grouped with.  Have them out on the table or in a bowl so that students can choose one as they walk in.  These groups could be used to share writing or complete a jigsaw activity.  It doesn't have to change your seating assignment for the day.  When you are ready for them to move to their new groups, tell them to find others who have the same color ring, and you're ready to start.

This will likely come as a great shock, but I love a good pun.  So these festive broomsticks with sayings like "Witchful Thinking" are right up my alley!  They could be used for any relay activity.  Students can "fly" to the board to write their best complex sentence or sketch out clues for a vocabulary word.  They pass off the broom to the next team member, and away we go.

These stickers are more therapeutic than anything.  Haven't you often wanted to write "Yikes!" and "Yuck!" at the top of a paper you're grading?  Now you can and it's cleverly disguised as being festive.  

I have seen these witch fingers presented for elementary students when they are learning to track words from left to right on the page.  As we've already stated, we're not about to let elementary have all the fun!  These fingers could enhance an editing activity.  I like editing routines that run similarly to speed dating.  Students pair up for a short period of time to read through each others papers and look for only one thing.  They could point to the thesis, end punctuation, metaphor...

*Side note: I am all about saving my ammunition.  Am I going to have a knock-down drag-out with a varsity football player because he won't wear his witch finger? No way!!  As long as he is participating in the activity, who cares?!  I think you'll find that most students want to participate because it is something different.*

If any "Quoth the raven, 'Nevermore,'" will be happening in your room between now and the 31st, don't you think you need a slightly creepy, already moulting raven for your room?  You could pass the raven to indicate readers.  It keeps students awake and on their toes. You also could use it to encourage students to share writing based on "The Raven".  Take one brave volunteer to share.  That student then gets to hand over the raven and responsibility to share to another student of their choosing.

How cute is he?!  This bin could be filled with questions and/or quotes from Frankenstein.  Working in groups, one student draws a slip from the bin and takes it back to their group to discuss.  Students talk and formulate an answer that they will probably write on folded, lime green paper.  That slip goes back to the bin; they draw another.  They follow this routine until all the square on their foldable are filled up. Remember, the more complex the question, the longer this activity will take.

These are more fall-ish than Halloween-ey:

Either the silk leaves or foam stickers would be great to form informal student groups.  When using something like this, it is important to count out the number you allow your students to pick from to ensure that the group sizes will be somewhat even.

These doilies are beautiful! After a lesson on imagery or pitchforking, they would be the perfect place for students to write their own sentence(s) utilizing the skill.  Grab a strip of crumpled brown paper, staple it on the wall, surround it with these beauties, and you've got yourself a great (and simple) hallway display.

Happy fall, y'all!

For more seasonal ideas, check out our Christmas post.

Speak Your Mind...

...and learn-ing will follow. (to the tune of Free Your Mind)

your curly contributor, Suzanne

One of our campus goals is to implement Frequent, Small-group, Purposeful Talk about Learning (a super user-friendly title, right?) from the Fundamental 5.  We are encouraged to incorporate it into our lesson plans twice in a 90-minute block.  This isn't a radically new idea, but it has made me more intentional.

My hall buddy is the best at channeling her inner Linda Richman from Coffee Talk.

So let's look at some ways to get our students talking:

Think-Pair-Share (the Fun 5 refers to this as Stop-Jot-Talk...same difference)
Students consider a question and jot down their response.  They then partner with another student (either formally or informally) to share their answer.  
I like this routine because it allows quiet or reluctant students time to carefully consider their answer, and they walk into their sharing time with words to say.

Musical Shares
After writing a response, students stand beside their desk with their writing in hand.  When the music starts, they move around the room in any direction until the music stops and then they freeze.  Students will form a pair or trio with the people they are standing nearest to and share their response. We typically repeat this music-freeze-share routine 3 or 4 times.

Stick it To Me
I used this recently in class with pre-reading for Antigone.  After briefly discussing loyalty, I posed the question: to whom are you most loyal?  Around the room were posters labeled friends, family, faith and future.  Students had 3 minutes to choose one of the four and explain why they deserve their loyalty on a post-it.  After the timer went off, students stuck their post-it on the the corresponding poster.  They formed a group of 2-3 and discussed what they wrote for about 2 minutes.  You can allow students to get their post-it to motivate reluctant talkers.

Before my students share, I typically act out a conversation with sentence stems.  (In your group, I should hear things like, "I chose ____ because..." and "I agree with _____ because...")  Does this make me look like a crazy person?  What else it new?  Does it increase the likelihood that they will stay on task and have a productive-ish conversation?  Absolutely!!

Talk amongst ya-selves...