At Least Use the Correct Terminology

Warning...Political rant to follow:

Appalling and sad. That's all I can manage to think right now after reading Sen. Scott Beason's bill, SB443. I take issue with many things in the bill, but will only tackle one in this post. The terms 'curriculum' and 'standards' are not interchangeable. In my opinion, this incorrect use of terminology is meant to confuse the issue. In SB443 he proposes local school systems be able to "...opt out of the Common Core curriculum..." (emphasis added) Common Core is not curriculum. Common Core is a set of standards. Here is the difference:

Standards-- goals that students are supposed to meet. Things that students should be able to do and understand.

• Example: Fluently multiply multi-digit whole numbers using the standard algorithm. [5-NBT5] This is a fifth grade math standard. It and any other Alabama standards are available to the public here. 

Curriculum-- the method and resources used to help students achieve required standards. Curriculum refers to teaching materials such as text books, the sequence of instruction, and the delivery of instruction. 

• Local school districts already have control over the curriculum. With input from teachers, parents, and other stakeholders, the districts review curriculum materials and decide together on which ones to purchase. 

Think of the standards as the finish line of a run and curriculum as the actual running route. I may set a goal (my standard) to run five miles. There are multiple starting points and routes that I could take to reach my goal. My running buddies and I usually decide together which route we will take, and sometimes we even change our minds mid-run. The route I take may be different from someone else's route. We may even run at different speeds or stop to walk. That's okay as long as we reach our standard (goal) of five miles. 

These terms are two completely different things. If we are to have a conversation about a subject, we need to have a shared vocabulary and understand what the terms we speak and write mean. Common standards ensure that Alabama's children will be prepared to compete  locally, nationally, and globally for jobs. Our graduates will be as ready for college and a career as students from any other state. 

Senator Beason, I'm asking you to please use the educational terminology correctly. I invite you to visit classrooms and see what our students are doing (curriculum) each day. Our local systems are already deciding how best to educate our students to meet the goals (standards) our state has set.

Readers, currently this bill is still pending committee action. I'm asking you to contact your senators and ask them to stop this bill while it is still in committee before it gets to the floor. We can't allow this for our students. 

The Book Report Game: Can You Relate?

I recently took my students to see the play Charlie Brown Christmas performed by a local group in our area and was in stitches when they performed this scene:

I found myself making so many connections while I watched, especially with Lucy and her word counting strategy. Oh, how I hated the dreaded book report! I loved to read, but the book report was a necessary evil that I sometimes had to bear. 

I also started thinking about my own students and even my son. I looked around and noticed they didn't quite get it in the same way I did, and it's because they never write book reports. We use AR instead. So I began wondering how this particular scene would have gone if AR tests were substituted instead of a 100 word book report. 

DISCLAIMER: Before you read any further, please note that I am NOT against the Accelerated Reader program, or even the occasional book report. I'm not someone trying to ban any reward program from schools or classrooms. I believe that both can be used successfully in the hands of a skillful, thoughtful, and careful teacher/administrator. I'm just someone who really wonders what IS the best way to motivate readers, while still holding them to a level of accountability? I'm also not trying to overgeneralize. Many of my students love to read and actually love AR and challenge themselves with their own goals. I'm talking primarily about the hard-to-reach readers. 

With that said, I started thinking of all the ways that some students play the AR game (much like the Peanuts gang and our generation did with book reports). 

I imagine they might think or say something like this:

Lucy: 1, 2, 3, 4, 5, 6, more half point books until I reach my AR goal. Oops I made an 80, now I'll have to read three more to get my average back up!

Charlie Brown: I'm reading all my books, but never seem to have the time to take the tests. I work better under pressure, so maybe I'll just take all my tests at once.

Linus: Oh no! That book I read was way below my level! There aren't any books in the library on my level. Can I take a test on it anyway? 

Schroeder: I read a book by the same author (or watched the movie), so maybe I can try an AR test on this book and see how I do.

If someone rewrote the scene to include some of those lines, I think many students would make more connections. And that makes me sad because I haven't quite got the answer to the question at the heart of the issue:

How do you instill a love of reading, and yet ensure that students actually ARE reading? Can inspiration and accountability co-exist? I think the answer is yes, but I'm not 100% sure I know how to do it effectively with every child. 

Perhaps it's time to pull out The Book Whisperer again and reread it!

Comments? Connections? Suggestions? 

Books I Want to Read Reading Roundup Linky

It's no secret that I am a major book lover. I come from a long line of readers, and read constantly...blogs, e-magazines, twitter feeds, professional articles, and of course, books! So when I saw that Mary, over at Pinter's Potpourri started this awesome reading linky, I knew I had to get on board! What a great way to share books and get some ideas.

Here's my To-Read list:

Professional Book:

Teaching Grammar: What Really Works

I love to teach grammar, and I loved learning it as a child, but I get so frustrated when my students will "learn" a concept in grammar, but not apply it in their writing. I just don't get it. I hold them accountable and that seems to help, but this year only ONE child could come up with anything when I asked them what they knew about nouns (see my post about that here). I'm hoping this book will help.

Pleasure Reading:

A Memory of Light

The last book in my favorite fantasy series, The Wheel of Time, is coming out in just two days! I love to read fantasies, especially the really far-out ones. They're just about the only stories that I can lose myself in. Reading a fantasy is one of the few times when "school" is turned off in my brain. I've read through this series about 4 times and am still not tired of it. The plot and characters are so complex that rereading is a pleasure!

Book to Teach a Skill:

The Loathsome Dragon

I've never read this particular book, but I adore David Wiesner's work. Its so imaginative and interesting! I imagine using this book to review the common themes and traits of fairy tales. I'm sure it will also lend itself well to making predictions and drawing conclusions. His books usually do.

I can't wait to dive into these books and see what others will be reading. So, what's on your list? 

It's the Thought...

At the end of the day Thursday, I gathered the students and started out of the room for my afternoon bus duty when I heard from around the hall corner, "MRS. KILGO!!!!!!"  The shout was followed by a pair of little feet and a precious, smiling little 2nd grade boy. (I teach 4th). "CONGRATULATIONS!!!" The brother of one of my former students rushed up to me and gave me a huge hug. "My whole class said congratulations, Mrs. Kilgo!" I had recently been honored by being chosen as our district's elementary teacher of the year, and my principal announced it that morning over the intercom. As we made our way to the lunchroom to wait for the buses, this little sweet heart came back up to me and presented me with this cupcake. "I've been saving this for you ALL day!" It just doesn't get any more precious than that! Call me sentimental, but that cupcake is sitting on my kitchen counter right now. I'm keeping it for as long as I can. 

 

Nouns, Anyone..? Anyone..?

Anyone...? Anyone...?

              Source

Yep, that's me. Okay, I look slightly different, but imagine me with that look on my face. It's the look that says, "Really? Are you serious? Please tell me your joking?" Why would a positive person such as myself have this type of reaction, you might ask? Well.....

Picture it: Monday morning. Nouns unit about to begin. Did I mention that's usually the EASIEST grammar unit of the year? I'm thrilled because we're finally finished with the sentence unit! According to my carefully thought out plans, my lovelies were to create a web and jot down everything they knew about nouns, thereby activating their schema. I would then build upon their previous knowledge and add lots of great, new ideas... Eighteen students sat with pencils and writer's notebooks poised to begin when I said, "Draw a web and list what you know about nouns." That's when it happened. Crickets...

I glance hopefully around the room. Students are looking a little confused and slightly apprehensive. "Are you kidding me?" I managed to just barely say in my head instead of out loud. Not one of my babies could list a single thing they knew about nouns! (On a positive note, at least I found that out, so I'd know where to start teaching). After a little prodding, one of them asked tentatively, "Person, place, or thing?" Of course, that is where we started, and we're moving right along, but I'm concerned and confused.

How does an entire class know NOTHING about something that they've been taught for 3 years in a row prior to reaching 4th grade? 

Is this an issue of kids learning it just for the test each year, then forgetting?

Does the curriculum not address it appropriately in the lower grades, or perhaps use a different terminology?

I'm not complaining or trying to blame previous teachers---I know they're doing a great job! I'm just simply on a search for answers. Has this happened to any of you? Did you discover the reason why? Were you able to do anything about it?

First Week Whirlwind

Source: luv2teachgirl.blogspot.com via Farrah on Pinterest

What a great first week of school! I've sooooo enjoyed getting to know my new kiddos and starting a brand new year. My brain is in such a whirlwind right now that I don't even know if I could string together more than two or three coherent sentences, but here's a breakdown: (Remember the song in Home Alone when everyone's rushing around? Yeah, that's my theme song this week).

smiling faces

eager learners

first day pictures

new math program

hallway procedures

AR testing

order faculty shirt---Where's my checkbook?!

out for recess

computer lab

lost my phone (found in purse)

name art

stolen items--yes, already :(

kiddos love the ActivExpressions

class/yes

board marker missing

forgot to eat snack

finally finished PD plan

making copies

writing receipts

calendar math

desk piled high

"Have a great weekend!"

leaning on coworkers

Thursday night HS football...

exhaustion

totally skipped science today

lesson plans done!

Can you relate? Sometimes it can be pretty crazy, but I couldn't imagine doing anything else. Teaching is my passion and my calling. 

A Teacher That Cares

Image Source

Last Friday I got a shock as I drove upon a wreck on my way to lunch with a coworker. As I got close enough to see the vehicle and the person standing there, I saw that it was my 16 year old son! Praise God, he wasn't hurt in any way, even though he flipped his vehicle. I held it together, grateful to God that he was okay.

Of course, my family and friends were concerned and have come by, texted/facebooked, or called to check on us, but today I got a heart warming surprise---from Kyle's band director! He called my cell, not once, but twice just to check on Kyle. I've always known that he cared about the students. (Anyone who does the job as well as this man has GOT to love it!) But the fact that he took the time to place a call and check on my son  meant a lot to me. It really reminded me of how much he cares, and made me think about how we, as teachers, should take that small amount of time to let our parents know that we really do love and care about their children.

One of my prayers this school year is that my parents and students will know how much I love them and care about them. I hope that I will find ways to show them, just as Kyle's band director did today. What a fine example that I hope to emulate this year. As I write this, I keep hearing that old adage in my head:

"People don't care how much you know until they know how much you care."

Classroom Reveal: Part 1

Well, my classroom is almost done! Whew! Thanks to all of you who posted ideas on what to do about my group table dysfunction. I decided to fix it by adding a table or two. (No I'm not crazy). I've been hoping to make the switch from desks to tables, but chairs are at a premium at my school. Here's my compromise:

This is the view from the front of my room, looking towards the back. I (and when I say I, I mean hubby) took out twelve desks and we moved that table from the front of the room. I also added one. 

Here's a view from the side of the room, sort of looking towards the front corner. See the round table? I plan to lower it a little and make crate seats to use during small group. You can see the shelf with the manipulatives on it, too, within easy reach. Yay!

Here's that front area where my table used to be. Thanks to the carpet (which we salvaged after redoing my son's bedroom), I'll have a great meeting area that the whole group can fit into. Here's a better view of that corner area. It's hard to see my CRAFT board in this pic because of the lighting.

So, that's round one, folks! I hope to finish everything up within a few days and I'll post the completed classroom pictures with several close-ups. What do you think so far?

Small Group Table?

It's crunch time (T minus fourteen days and counting) and I need some advice from my bloggy friends! Here's the issue: 

See that table in the left corner? That's my small group table. As you can see, it is scrunched into that tiny space beside my closet doors. There is a book shelf behind it that houses math and reading manipulatives. 

The problems:

• It doesn't work. When all of my kiddies and I are there, its difficult to get to the manips. Or have enough room for books/supplies. Or move. 
• There is not another place I can find to put it in my classroom. I have connected desks, and they take up tons of space. The only other places are in front of shelves, built in cabinetry or high traffic areas. (Middle of the room?!)
• Please forgive the blurry picture, but here's a shot of the back of the room:

Ideas?

• Get rid of the table and meet with groups on the floor, at my Jack's booth, or at desk groups...?
• Keep the table and make crate seats so there's a LITTLE more room to move...?
• Suggestions, please!

What do you think, bloggy friends? Do you meet with small groups in places other than the 'small group table'? Does it work? Any suggestions would be helpful!

Calling All New Teachers!

If you're a first year teacher, first of all, CONGRATULATIONS! You're about to begin the most amazing career ever! What could be better than shaping young minds, laughing, learning, teaching, and all of the wonderful things that make this job so great?! I remember the feeling well...excitement, nervousness, relief, anticipation, and about a gazillion other things all at once. So, I'm linking up with Stephanie's Advice for the Incoming Class of Teachers linky to hopefully give you some advice for this first year.

This will be my thirteenth year teaching...I'm not sure if that makes me a veteran or maybe a somewhere in the middle. Anyway, here are some things I wish I'd known when I first started out:

1. Find a Veteran Friend at Your School: I've taught at several schools, and each one has been very different-from attendance procedures to hallway rules to how much film to leave on the laminator! A veteran teacher can fill you in on all the little tidbits like where to turn in your lesson plans, if you turn off your computers every day, where to sit during an assembly, etc...
2. Write, write, then write some more! Whether its in a notebook, on a whiteboard, or in a texting clicker, students need to write things down in every subject, every day. More areas of the brain are activated when you write than when speaking, listening, or viewing put together. (See my post on Rainbow Brains). 
3. It's not always your fault: I used to beat myself up every single time kids didn't do well on a test or understand a concept. What did I do wrong? Not do? What could I have done differently? While I still ask those same questions and adjust instruction as necessary, I now realize that the sole responsibility for a student learning isn't mine alone! The students and parents also play a role. This was a biggy for me. I'm not saying its okay to place blame, just to be realistic ( I was NOT those first few years). 
4. Fun doesn't always equal learning: I'm a huge believer in making learning fun, but 'fun' shouldn't be the focus of the lesson. Fun activities are great--as long as students are actively engaged in what you'd have them to learn. Projects, demos, and experiments are fabulous, but don't leave out the corresponding paper/pencil or other application activity. It usually takes both for the ideas to really sink in. 

Well, that's it, folks! I hope these tips will help you avoid some of the pitfalls that snagged me as a newbie! Good luck with your first class!

 

Guided Math Chapter 8

I once had a college professor tell a story about a particular language in which the word for "teaching" and the word for "learning" were in fact the same word. She went on to discuss the cyclical and interwoven nature of teaching and learning, and posed a curious question: If there is no evidence of learning, can we say that there has been teaching?" I've gone back to that lecture in my mind often and pondered her question, especially as I read this chapter about assessment.

A knee-jerk reaction some teachers may have when students don't learn material is "Well, I taught it!" but the fact is that we must use formative assessment to ensure that students are actually learning.

In this chapter Sammons says, "Assessment in Guided Math classrooms is ongoing and informs instructional decisions. The strong links between teaching, learning, and assessment are evident." I would venture to generalize the same is true for all the subjects we teach. Ongoing assessment is crucial for helping guide students to leaning outcomes.

As I read this chapter several key points kept recurring in my mind:

• Feedback should be specific: Students need to know what they are doing right, as well as what the next steps are to further learning. I couldn't agree more! This was one of the key points I learned and practiced as a Reading Recovery teacher, so the connection with math made perfect sense. 
• Feedback should be timely: We've all done it, right? That stack of papers that need to be graded but doesn't get finished until 4 or 5 days later? I do try very hard to grade things right away and hand them back immediately because quite frankly, by the time the Tuesday folder goes home, the feedback is not so important anymore. Not just in math, but in every subject, I've found that when I can get the papers back to the students very quickly, they become a teaching tool!  
• Provide examples of what success looks like: This one has been a no-brainer for me in writing instruction, but is a little hard to wrap my brain around in math. I'm having trouble figuring out exactly what sorts of samples or exemplars I'll need...Are they like the example problems I complete for students when modeling? Are they the finished graphs I make to show students how to make their own? 
• Involve students in their own assessment: I do this some, but feel like I could improve in this area. I do a lot of formative assessment in which I ask students to rate how well they understand the concept, or maybe text in something they've learned or are wondering about with our ActivExpressions, but I feel like I could tackle this aspect of assessment better during conferences and small groups. 

Want to read more about Guided Math? Check out our book study hosts:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Chapter 6: Barrow's Hodgepodge and Reaching for the Top!

Chapter 7: Mrs. Patton's Patch and Thinking of Teaching

Chapter 8: Primary Inspired

Guided Math Chapter 7

My text connections were working on overdrive as I read this chapter! I was a trained Reading Recovery teacher and taught Reading Recovery for three years a while back, and there were so many things that I could relate to as I read this chapter.

The structure of the math conference is similar to the one on one Reading Recovery lessons. You may have a goal for students or a specific teaching point in mind, but you're basically teaching on the fly. The conference follows this procedure:

• Research Student Understanding
• Decide What is Needed
• Teach to Student Needs
• Link to the Future

Some things that really stood out to me as I read:

• Twice in the chapter Sammons mentions that there is no one correct teaching point for any particular conference. I've seen this so many times in Reading Recovery, as well as reading and writing conferences. For me, this lessens the pressure of making sure I taught "the right thing." As long as I'm teaching to students' needs based on evidence I gather, its okay!Which brings me to my next point:
• Like Reading Recovery, in a math conference you are teaching to a specific child's needs. Start with what the child knows and build on that foundation. 
• Start with an authentic praise about something the child is doing well. Sammons mentions that students may feel apprehensive when the teacher stops by for a conference. They may automatically wonder what it is they're doing wrong. Encouraging students by telling them what they're doing RIGHT will help ease their anxiety, build their confidence, and help solidify the knowledge they do have. Which brings me to my wish:

Does anyone out there have a list of stems to use during a math conference? I have one for reading broken down by skills from my Reading Recovery days, but it would really help my on the fly teaching if I had the same thing for math. My reading one is formatted like this:

Reading Conference Example Stems

Does anyone have something like this? If not maybe I can make one.

Thanks to all of our hosts so far:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Chapter 6: Barrow's Hodgepodge and Reaching for the Top!

Chapter 7: Mrs. Patton's Patch and Thinking of Teaching

Reviving Four Blocks: Writing

This post is the third in a series I've begun about the Four Blocks Literacy Model. (If you've missed the other two, you can click HERE to view them). If you're not familiar with the framework, the literacy model is broken into four blocks: Self-Selected Reading, Working with Words, Guided Reading, and Writing. The basic idea is that to have a balanced literacy approach, you should include each of the four blocks every day.  So, now on to the Writing  block....

What is it?
This block is all about students spending time writing. This is basically your writing workshop or work on writing (daily 5). This block is easily multilevel and differentiated because students are often choosing what to write about. But, even if they aren't choosing, students write at their own level. And what's great about this block is that you can use students' writing to help them become better readers. Most children can read their own writing, even if they struggle with reading books. You can use this path as a bridge to help students.

Structure of the block:

• Minilesson: This is a time of teacher modeling. I literally write for and with students as they watch, thinking aloud as I go. The minilesson topic might be on generating topics to write about, editing my writing, using strong verbs, thinking of a catchy title, strategies for spelling words, or any number of things. The point is that the teacher writes as a model every single day. I can't stress to you how important it is for your kiddos to see you writing. If you haven't done this before and are a little wary, just jump right in! I promise you, if you get stuck, your kiddos have tons of ideas that they'll want you to include in your writing. At the end of each modeled writing, the teacher models rereading to edit and revise with student help. They love to catch your "mistakes." 
• Student Writing: Students write on self-selected topics. Occasionally I give students a topic to write about because I like to use a balanced approach, but generally they choose their own. Just as in self-selected reading, this is the time when the teacher can conference with individuals (over the shoulder conferences) or pull a small group to work on a specific skill.
• Sharing: This is a major part of the writing block. Take this away and you'll see students' desires to write begin to dwindle. I usually have about 5 minutes at the end of the block for sharing and let about 4 students share. I never force them to share, but each student is assigned a day of the week as their sharing day. If something crazy happens and we're running out of time, I will occasionally tell students to share their writing with a few friends. It's a smaller audience, but more children can share. I also try to give specific feedback, such as, "I like the way you used dialogue when you're characters talked to each other," or "Nice grabber at the beginning! That really wanted me to keep reading!" rather than, "Good job!" 

What I love about it:

For one thing, since I love to write, I especially enjoy the chance to write for and with my kiddos. I also really enjoy reading my students' writing and conversing with them one on one. Sometimes its really surprising to read some of the things they come up with. And of course the sharing is such a great way to build community! 

How about you? What does Writing look like in your classroom? Do you love it? Hate it? I'd love to hear from you :)

A New Blog, and Technology Tailgate

I have some exciting news! After much thought and prayer I've started another blog, Lean Learn Love, which is totally dedicated to my Christian walk. I'll be posting things that I've learned and am learning, along with links to Christian apps, blogs, and web tools. I wanted a space dedicated solely to Christian living. I'd love for you to stop by sometime and check it out!

In another news, I'm a new contributor to Technology Tailgate! I'm very excited to be included in this great new collaborative blog because I really believe in using technology as a tool to engage students. If you haven't seen it yet, follow the link below to head over there:

Guided Math Chapter 5

I have to say I have really been enjoying reading this book and collaborating with all my bloggy friends on the great things we're learning! Chapter 5 deals with the small group component of Guided Math. Some of my favorite points:

• Small group instruction is a defining component, but is not the ONLY mode of instruction. I love this because I agree with a balanced approach. We need whole group, small group, one on one, partners, group work, and individual work. All of these have value and need a place in our instruction.
• Small group instruction gives the teacher an enormous amount of flexibility in meeting the needs of students and gives maximum impact to teaching. AMEN! 
• Children are more likely to open up, take risks, and ask questions in a small group setting. I've seen this first hand!
• Use your manipulatives. I loved this research stated on page 143, "Research shows that 90 percent of what we both say a nd do is retained, compared to only 50 percent of what we hear and see." Wow! We all know that "doing" is important, but did we realize just how important it is for retention?
• Keep your small group area organized and free or clutter--((sigh)) I'll just go ahead and admit that my small group table (right by the door) becomes a dumping ground. I've GOT to stop this! I waste time cleaning it off to use it. 
• Let formative assessment (and sometimes summative) to form groups and guide your daily instruction. 

And here's where I get techie: I'm all about using the formative data to form and guide my groups, but how to manage it? I'm also not great with paperwork. Now you know. My secret is out. I HATE paperwork! But, if I can turn that same paperwork into something digital I'm all over it. Hence, my newest Google Form....drum roll please....

Tada! Guided Math Group Records!

(Don't you just love those blocky faces?)

I created this form to serve three purposes:

1. Group students
2. Take notes during/after the lesson
3. Have a paper trail for RTI detailing whom was in the group, when we met, what was covered, and how well said students performed. 

Want a copy?

Click HERE to see the live form. 

Click HERE for the spreadsheet that you can save a copy of.

Here's how I plan to use it: We have a new math series this year (Go Math!), and if I understand correctly, there is formative assessment for grouping built right in. After the whole group instruction, students begin some problems on their own while the teacher circulates and checks. There are "Checkpoint" questions marked with a red check mark that the teacher pays special attention to. If the child misses those problems, my plan is to check their name on my form (which I've set to my iPad home screen), then pull all of those children for reteaching. Using the form I can easily choose the lesson topic and Common Core standard covered (4th grade). I've also left a place for notes so that I'll remember later what went on during the lesson and who needs more assistance.

Another key point in this chapter was that just because a student gets an answer correct doesn't necessarily mean they understand the concept. So true! I plan to address this in math conferences. I don't have all of the logistics worked out in my head yet, but hopefully after we read chapter 7 I'll have a better understanding. I've been doing some research and came across this fabulous blog dedicated guided math: Dr. Nicki's Guided Math Blog. She has some information about conferences and even some forms she created. Definitely worth the look. 

Thanks to our wonderful hosts for hosting this book study:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Chapter 5: Toad-ally Exceptional Learners and Pitner's Potpourri

Guided Math Chapter 4

Chapter 4 was all about effective uses of whole group instruction. With the push for more and more small group instruction, it is refreshing to have the validation that whole group instruction is an important part of a balanced teaching approach. Whole group instruction is not bad! In fact there are many instances in which it is preferable to small groups, including minilessons, whole group games/reviews, giving instructions, and math huddles. Probably the idea that stuck with me the most from this chapter was the format of minilessons.

MiniLesson Components:

• Connection-This is the activating portion of the lesson
• Teaching Point-Teacher models or demonstrates ("I do" portion)
• Active Engagement-Guided practice ("We do, Y'all do" portion)
• Link to Ongoing Student Work-just what it says: You link to what they'll be doing independently ("You do" portion).

Sammons writes that the mini-lesson should be brief---no more than 10 minutes. I've found it extremely difficult to do each component of a minilesson and still keep it within the 10 minute time frame, at least in 4th grade. I especially need more time with the active engagement portion because I'm often listening in to students and offering feedback. While I really strive to limit the teacher talk, and focus on more time for guided practice, I know this is something I still need to work on. I'm finding that for adequate practice, usually my minilesson takes between 15-20 minutes---close enough :) I think for 4th graders and the difficulty level of some of the problems they solve in math, 20 minutes is reasonable.

How about you? What did you take away from this chapter?

Can't get enough of the Guide Math book study? Check out these links for more:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Chapter 4: Once Upon a Teaching Blog and Sweet Seconds

Reviving Four Blocks

With the end of the school year (and all of the book studies I'm stalking reading), I've spent a lot of time reflecting on what's worked in my classroom...and what hasn't worked. I keep coming back to the same conclusion. I've followed the basal reader, used the Guided Reading structure, the Daily 5 structure, my own blend, etc...but the BEST I've done as a reading teacher was when I structured my lessons using the Four Blocks framework. Remember Four Blocks? It's not quite as popular as it used to be, but I dusted off my books and reread some of them and even put into practice some of the ideas during the last few weeks of school. 

If you're not familiar with the framework, you can check it out here:

Basically, the premise is to create a balanced literacy approach by having instruction in each of the four blocks each day. Ideally each block would be 30 minutes in primary grades, with variations on time in the upper grades. For example, in 4th grade we might not really need 30 minutes for working with words, and may need more time for writing and guided reading.

Why this structure works for me:

• Each component has it's own scheduled time. I had this in the other formats, but I found that if I'm teaching a short minilesson on word work, then letting the kids choose an activity to work on, I'm liable to skip that lesson if time is short. 
• Kids practice what I just finished teaching! I don't really like teaching a comprehension lesson, then having children practice something totally different. Can't wrap my brain around that...
• Flexibility: Especially within the Guided Reading block. If it suits the lesson and needs of my kids to meet with me in small groups, great! If not, I can have them work with partners, independently, or any variation. I don't feel the pressure to meet with 4 small groups every day!
• There is a dedicated time for me to conference with kids during Self-Selected Reading and during Writing. I love this! It's another thing that gets pushed to the side if I don't have the time set aside. 
• Book Blessings and read alouds begin the Self-Selected Reading block. I don't have to find a time to squeeze them in anymore!

This summer marks my twelfth year teaching. I can hardly believe it! It has flown by so fast, and I've learned so much along the way. I'm still learning! I think that learning about myself as a teacher and recognizing what works for me and my kiddos is almost as important as learning strategies for teaching. 

That's why Four Blocks is the model that I think I function best under...I like the set times for each component. I'm less likely to skip postpone something this way. A place for everything, and everything in its place. 

How about you? Do you still use Four Blocks or components of it? What have you found works best for your teaching style and kiddos?

Guided Math Chapter 3

I'm loving this book study! It sure is nice to share ideas and collaborate with all of my bloggy friends! I have to say chapter 3 has been my favorite so far.It's about the nuts and bolts of using math warm ups. I was so excited about implementing these that I made a flipchart and a powerpoint with daily math stretches. (See this post if you're interested). Here are my take-aways from chapter 3:

• "Participating in a variety of brief mathematical activities...leads students to make subtle shifts into the world of mathematical awareness and learning." (p. 68) LOVE this statement! So true!
• I can't wait to implement the math stretches, but I worry that my morning to do list will be too long...I need to rethink our morning procedures and decide if I want to do the math stretches in the morning or at another time during the day.
• I couldn't agree more with the text on page 82 about making math connections. It relates the reading strategy of making text to self, text to text, and text to world connections to math. The math connections are math to self (How did my family use math last night?), math to world (use current events), and math to math. I envision creating an anchor chart with the kiddos when we learn about these. 
• Calendar Board: Again, I need to incorporate this into my math instruction next year. I'm a little rusty on it, since I've not done it since I taught 3rd grade 5 years ago. I've been blog-stalking and have gotten some great ideas! I watched this great video by Stephanie at Teaching in Room 6. She has lots of great ideas for calendar in the upper grades. Here's another video I found on YouTube of a 4th grade Every Day Counts calendar lesson. I also thought I'd get a copy of our old Saxon Math 3rd grade teacher's manual which has some pretty good ideas for calendar math. I don't have to use them all...I think the think I'm going to have to keep in mind is that it should be short (15 minutes). 

I'd love to hear your take on Guided Math so far! If you'd like to get into more of the conversation, check out these posts from our hosts for the first three chapters:

Chapter 1: Primary Inspired

Chapter 2: Third Grade Gridiron

Chapter 3: Making It as a Middle School Teacher

Guided Math Chapter 2

Now my question about numeracy-rich classrooms has been answered! I sort of thought that it was similar to a literacy-rich classroom environment, but I wanted examples. Chapter two did not disappoint! I have so much to think about now. Here were my biggest take-aways:

1. Calendar Board/Math Wall: As an upper grades teacher, I don't "do" calendar math every day, but I would like to incorporate this next year. Its a great way to get in that spiral review. I liked how the book suggested each child having his/her own calendar or agenda so they can make connections to what you're doing during calendar activities. I think I'll try that next year. I plan to review shapes, word wall words, math concepts like even/odd or skip counting, months of the year, elapsed time (What will be the date in two weeks and five days?) and problems of the day. This is similar to the 3rd grade calendar math that we did in Saxon math.
2. Anchor Charts/Graphic Organizers: While I did a few of these this year, I need to do wwaaayyy more! And I need to set aside a space in my room to hang them. I especially loved the modified Frayer diagram.
3. Math Productions by Student Authors: She actually suggests having students make math books, but being the tech nerd that I am, I would rather have the kids use tech tools for their productions. I'm thinking I might incorporate the tech part into a station or center during Guided Math. Some of the tools I'm thinking of using are Flipcams for videos, Powerpoint, Prezi, VoiceThread, Glogster, Voki, and the iMotion app for making stop-motion movies. I don't have the plan fully fledged yet, but I definitely want the kiddos to experience using more tech tools for learning math next year. 

How about you? What are your thoughts on Chapter 2 or my post? I'd love to hear from you!

Want in on more of the conversation? Check out our first two hosts' blog posts:

Chapter 1: Primarily Inspired

Chapter 2: Third Grade GridIron

Guided Math Book Study

Have you heard about the Guided Math book study? I'm linking up with Brenda, over at Primary Inspired to read, discuss, and share our ideas as we read the book. I've already read it once, but I'm really excited to go through it with other people. I can't wait to see what others have to say as we read!

Thoughts and Questions I had while reading Chapter 1:

•  On page 16 she writes, "Lack of conceptual understanding handicaps many students as they face more difficult math challenges in the upper grades." Can I just add a few exclamation points to the end of that statement?!!!!! As a 4th grade teacher, I see this all the time. For example, more and more students each year are unable to calculate elapsed time. Why? They don't know how to read the clock...or even which hand is which! I'm hoping to find some great ideas for building their conceptual understanding as we go through this book.
• Exactly what is an "environment of numeracy" (pg 19)? Is that like a print-rich classroom, only math-rich? What all does the term "numeracy" include?
• I love, love, LOVE the Number of the Day Chart idea for Morning Math Warm-ups. I think it really stretches the kiddos' thinking! I actually incorporated that a little this past year, but only a few times. I definitely want to do this as a routine. 
• Individual Conferences: While I love to conference with my kiddos, I worry that I won't make time for it as much as I should. I'm really going to try and implement this next year and might even create a Google Form like I did for reading conferences to keep track of everything. 
• Probably my favorite take from this chapter is on the bottom of page 24: "It is often easier for teachers to begin with a few of the components and gradually add more." I really need to remember this. I'm one of those that tends to jump in head first and try to do it all! 

Want to join in? Stop by Primary Inspired and see what others have to say!