Helping your Students reach their Full Potential

Hey Friends! It's Melanie from Momma with a Teaching Mission. I teach 1st grade in Maryland, and I'm the mother to 4 fabulous kids! 

So it's January. Are you feeling the pressure? 

I'm sure all teachers feel that way! But when I return from winter break in January, it hits me! We only have 1/2 a school year left. With teaching first grade in Maryland, the expectation is that a first grader comes to us on a F&P (Fountas and Pinnell) level of D and they leave first grade on a level J. Now that's of course if the student is reading on grade level. But that's not every student! In fact, this year, my whole school grouped students by ability, and teachers were departmentalized. I am teaching literacy (reading/writing/our phonics program) to our lowest level, and our below average level first graders. Not one came to me in August on a F&P level of a D. In fact, I had some students come to me as non-readers. Kinda overwhelming, right?!? 

SO...luckily, my principal is A.MA.ZING and realizes that the importance is not an F&P level, but more is every student making gains compared to themselves. If they are a 3rd grader, and started the year on an F&P level of C, and by the end of the year they have grown to a F, yes they are still reading below grade level, but they have made growth.

So then the question becomes....

In a perfect world, the answer would be, well we will provide those learners with the interventions and tools to help them. But, as teachers know all too well, that doesn't always happen. I teach in a school of about 700 students. We have 2 special education teachers and ZERO intervention teachers. Yep, ZERO. So...teachers have had to become the intervention teachers in our school. And the results have been fantastic!!

 

 Ok, the first thing we, as teachers, can do to help our students read their full potential is to meet them where they are. If you have low level learners, don't try to teach them about plot or author's purpose if they are struggling with letter identification! Same goes with your high level students, don't hold them back just because they are the only high student you have. Don't bore them with repeated addition, when they are ready to move on with full-blown multiplication. Meet them where they are!! Ok, are you eye rolling?!? Maybe, right? You may be thinking, sounds good in theory Melanie, but how in the heck am I suppossed to implement this? Small groups. Seriously. If you aren't teaching in small groups, you are teaching to the middle, to the average. And don't even get me started on teaching to the average!! Check out this Ted Talks about Teaching to the Average.

The second thing that we, as teachers, can do to help our students reach their full potential is to offer them choice. I know that not everything lends itself to this as easily. However, if you are assessing if they understand the setting of a text, why not offer them the choice of drawing a picture or writing a sentence about it? Same for math! Let them choose to show you they understanding re-grouping by using different methods, such as drawing a model, or just using the plain old algorithm. Offering your students choice, helps them to be more accountable for their learning. 

The third, and final, thing that we can do to help our students reach their full potential is to use encouraging words. Help your students build confidence to want to attempt to read, or attempt to solve math or science problems. The more encouraging and positive things they hear your saying, the more they hear that in their own minds. You will also notice that they will start using these encouraging words with each other. 

Don't get discouraged, teaching is stressful. We have the most important jobs in this world, and don't let anyone tell you any different! You are wonderful, and this is going to be your year!

If you have any questions or comments for me, feel free to shoot me an e-mail mwhitt613@gmail.com, or hop on over to my blog! Momma with a Teaching Mission

Wishing you all the best in 2016!

Melanie

Differentiated Sight Word Practice & Freebie

Hi there! Today I am here from K's Classroom Kreations to let you all in on how I use differentiated sight word lists in my first grade classroom. First of all, let me emphasize the importance of learning sight words, or our "see it and say it" words. I teach my students that they need to save their brain power for decoding challenging words. Sight words are often tricky to sound out and are used so frequently that as readers we are more efficient if we just recognize them instantly. 

I start by assessing all of my students on the 220 Dolch Sight Words. Although my county suggests that we start on List 1, I always start with Pre-Primer and Primer words because many of my firsties come in not having mastered these Kindergarten words. My goal is to see where each child is at to help best meet their needs. I do not want to skip over Kindergarten words for those who need them. At the same time, there is no reason to be giving one of my higher readers basic sight words when they need to be challenged like everyone else. 

Once I have a baseline, I create Sight Word Rings for each student. I simply hole punch the corner of index cards and use a key ring to attach them together. 

I print a label for the front of each set that encourages parents to practice words daily with their children (in line at the grocery store, in the car, before bed, etc.). For your own FREE copy of the labels (to be printed on Avery 2 inch X 4 inch labels, model  #5163 or plain paper) click the image below. Please note, when printing with Avery Labels, the PDF is formatted at the correct size so you may need to click "Print Actual Size" rather than fit to page, etc.

I then select the first 10 words that the child was unable to read instantly (within 3 seconds) and record one per side of the index cards. For students who are really struggling I do not suggest more than 5 words per week. 

The 10 words this child would have on their ring are " down, said, where, new, now, out, saw, that, there, they"

In addition to practicing these words during word work time, students take the word ring home each week and bring it back on Friday for assessment. We also practice grade level sight words daily during our morning routine. However, these individualized word ring lists seem to really help the most. Once students master both sides of the index card (I test with the cards out of order for true mastery) I take the card off and then replace it with a new card and the next unknown words on their list. 

Each month I highlight the words they have mastered in a new color on their overall tracking sheet. As you can see, children are able to work at their own level. It does take a decent amount of time to test each child but I usually try to schedule time with a parent volunteer or assistant for this purpose. Once they get the hang of the routine this is a simple yet meaningful task for them. 

Once a student masters all of their Dolch Sight Words (I have 4 first graders already this year!) I begin them on Fry's Top 1000. I start with list one and repeat the same process as before, just adding new lists as needed. I print multiple copies of the pages from this source here and keep them in a folder, all ready to go. 

Well, thats it! I hope you were able to see how easy it is to differentiate your sight word lists to make it a truly meaningful experience for each of your students. For more ideas be sure to check me out on my blog, K's Classroom Kreations. 

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Helping students WRITE OUT OF THIS WORLD

Hello!! I am Melanie from Momma with a Teaching Mission. I am a 1st grade teacher in Maryland and I love my job!!

So today we are gonna talk about it---that dreaded subject that everyone (me included) doesn't like to teach. Writing. :( Many teachers that I talk to either have a niche to teach math or reading, not too many favor teaching writing. Ok so I've learned to love it, but it has taken a good 2 1/2 years.  Let me first say that my group of students are low. Our classes are grouped by ability this year and I am just teaching literacy. So I teach reading, writing, and our phonics program to two different groups of kids---our lowest level (a class size of 13 very needy kids) and our right below average (a class size of 19).

I think it is super important to first instill a love for writing in your students. The first 3 to 4 weeks was spent building a love for writing. We generated ideas and I did 5-7 minute mini-lessons, but the majority of our writers workshop time was spent with them writing and building their writing stamina. We always closed out a lesson sharing a couple pieces.

Then it was time to move onto teaching 'how to' writing, or common core standard W.1.2 (Writing informative pieces). As many of you know, students come to us on all different kinds of levels. And I know you are probably sick to your stomach with the word 'differentiation', but I will tell you that that has really made the difference for my students.

I mean really, how can we give all students one tool and expect the same result from each one. They are all different, coming to us from different paths and backgrounds. That is ABSOLUTELY LUDICROUS to expect one organizer or one way to work for ALL of our students! So here's what has worked for me!

Modeling with relevant topics. Yes. That's right. That is me in the bathroom with a how to writing that we created as a class, for the bathroom. Now I should have included pictures for each step, but...I thought they got the point! But I'm sure you also get the point--modeling writing with your students is great and I do it daily--but what's better is relevant topics that they know about and can help you write about!

Let the students help write the story. Whatever it is you are writing about, use their exact words, OR even better, let them come up and write it in their own words and own spelling. It doesn't have to be perfect, as long as they are doing their best!

Offer technology (when it's available). My school got macbook carts this year and are to be used to enhance our lessons (not just as a center). So I have been trying to mindfully find ways to integrate technology with my young friends when appropriate. So with teaching how-to writing, I found this website, www.tarheelreader.org, students can read books written by other students (or there is an option for it to read to the students), and they can even create books (we haven't made it that far!) But offering technology helps to get those easily distracted students more engaged in the activity.

With some of my students, they get so caught up in the pictures, so I have pre-made pictures and they have to write the words to go along with the pictures. Of course, I let them color the pictures after the writing is complete, but it does help them to concentrate on the words before pictures.

With some of my kids, they know the steps of what they want to write, but they get distracted with sequencing them in order. I took a simple how to as how to make a pizza and put it into task cards for the kids to organize into steps and then put it into words in their writing.

Paper choice! As simple as it sounds, I let the kids pick what kind of paper they want to use. Many of them will use the same kind over and over again, while other students go back and forth with different kinds of writing paper.

When you see that you're losing them, recognize it! And take a brain break!! You wouldn't believe how long a 2 1/2 hour literacy block can seem until you teach 1st graders in the afternoon without a break! A 3 minute dance or gonoodle break can go extremely far!!

And don't give up! If you find what you are doing isn't working, that's OK!! Try something else. You will see what works for you and your students. Not everything will work every year, and that's ok!!

The resources in the images above can be found by clicking on link here: How to Writing How to Make a Pizza or you can visit my TPT store: Momma with a Teaching Mission

Best of luck to you! Please feel free to e-mail me with any questions or comments, you can find that over at my blog!

A Walk in Their Shoes: Struggling Readers

Hi everyone! It's Michaela from Reading Royalty!

In a PD I attended recently we were discussing students with learning disabilities and some of the many accommodations we can make for them in the classroom. We were asked to do a quick exercise. I wanted to share it with you because it was an eye-opener for me! A great takeaway, definitely something that will have a positive impact on my teaching. 

It's quick! I promise! All you need is a piece of paper and pencil!

Follow the directions in the picture below.

WOW! I couldn't believe how hard it was to write. I only got through 13 words and I obviously didn't understand any of it! I'm sure that you thought of a particular student you have in your classroom or had previously. Imagine feeling like this all day at school! No wonder our struggling kiddos get frustrated! 

So what can we do to ease their frustration? There is no magic fix, but we can do a lot of  things to help our students be successful in the classroom. 

This is one of the reasons why it's SO important to differentiate. I believe that if a student can show or explain to me that they know something, than they have met the objective. I focus a lot on conferring and discussions so it is easy to implement this style of assessment. I feel that this eases the frustration of the students in my classroom who have trouble putting their thoughts on paper.

What kind of accommodations are in place in your classroom? How do you differentiate your lessons and assessments so that all students have access to the curriculum?

Happy Teaching! 

Michaela

Why Teaching in a Departmentalized Classroom Rocks

Hey you all!! I am super excited to be writing my first guest blog post! This is Melanie from Momma with a Teaching Mission. I am a 1st grade teacher. The school I teach in is Pre-k through 5th. We have over 700 students. This year in 1st grade we decided to become departmentalized.

Now being that I have taught in a departmentalized class for 117 days, I can safely say that I truly have loved being departmentalized.

For us, last year was a horrible year in terms of gains and growth with our first grade students. Anymore, students come being so stimulated from constantly playing games or having some sort of stimulation that makes competing with that as their teacher impossible!! Even if we took 5 brain breaks a day, we found it to be unbearable to keep their attention!!

We asked ourselves----So what should we do? How can we change things? We ended up losing 2 of our teammates, to new positions. So with 2 brand new teachers, and me only having 1 year teaching experience under my belt, we decided to completely switch it up. Because the definition of insanity is doing the same thing over and over again and expecting different results :) So why not?

After discussing our ideas with administration, we decided that the five of us would teach five different subjects. Fundations (our phonics program, and pull 2 small groups), Reading (and pull 2 small groups), math, science/social studies, and writing. We each would teach one subject for a marking period. (There are 4 marking periods in a school year). Our schedule worked that the 5 fifty minutes worked out perfectly, having four 50 minute rotations before lunch, then lunch and recess, then the 5th and final rotation after lunch, then to encore (pe/art/music/media).

The 1st marking period we had kids switch with their homeroom class. This got the job done, however it was just crazy to differentiate for them. Then the 2nd marking period started, we grouped the kids more homogeneously, however, it was still pretty heterogeneous with some high/mid and mid/low mixtures of students. So 3rd marking period rolls around. We have a pretty large GATE (gifted and talented enrichment) population in 1st grade and they get pulled for 50 minutes at a time. We also have a lot of kiddos with needs, and no intervention teachers, or assistants. So we thought, why can't we make our schedule so the GATE students are all together, and when they get pulled that teacher that is supposed to have them, then co-teaches with the kiddos that need the most support--making it even smaller groups!! Our administration loved this idea!! And we do too!

We took our 2nd round of map tests in January and saw GIGANTIC gains!! I'm talking the average was 13-15 points. We even had some kids grow 30 points!!!! I am so excited for the 3rd and final round of MAP testing scores in May to see how much more they grow :)

It has been tremendous for our students. The movement from class to class every 50 minutes is fantastic for the kiddos. They get to experience 5 different teaching styles. As teachers, we have 5 pairs of eyes, on each student. We are all accountable for the entire grade. There isn't a competitive nature of my class or your class. We are truly working as a team.   When parents want to meet, there is 5 of us. And all of us have data and something powerful to say about their child.

AND OH MY GOODNESS---Planning purposes--you become an expert at the subject you are teaching!! Currently I am teaching math, so that is my focus!! Now yes, of course I differentiate from each group, but I don't have to hop back from what am I teaching today in reading, math, writing, social studies, and whatever else!!

As far as a behavior incentive for 98 kiddos, I created a wall of fame. If the students do something fantastic they get their name on the wall of fame. If they continue to do something well, or participate when no one else is, or do a random act of kindness, or show integrity---they get to put a star beside their name. If they earn 5 stars in a week, they get to pick a prize outta the prize box. BUT HERE'S THE CATCH!! On Friday, when I leave, I erase the wall of fame, and we start fresh and clean the next week. I find this has really increased their participation, integrity, and kindness, especially since they know they only have 5 days until it gets erased and they have to start over! :)

As a team, we have loved being departmentalized. We are constantly saying, why haven't we done it this way before?!? Even the administration is looking at a new way to think about it within our entire school!! How much of a compliment is that!!!

Hopefully you can tell that being departmentalized has been an incredible experience for me!! Please feel free to swing on over to my blog to read more about my experiences and lessons!! Momma with a teaching mission blog
 Also check out my TpT store :) Momma with a Teaching Mission TpT

Ohhh and I can't forget to mention to SAVE some money by taking advantage of the sale TODAY over on Teachers Pay Teachers! Momma with a Teaching Mission TPT my store is on sale 20% off everything! Make sure to enter the code heroes to take full advantage to get the 28% off everything in my store!!
-Melanie