Tuesday, August 6, 2013
Getting excited!
Today I went to a professional development on NWEA testing goal setting. It just got me excited for the year ahead. I really enjoy the part of my job of looking at the data and then deciding what I should do to help or enrich the kids. I do wish we had more time to just sit and analyze data instead of just having to make time. I could analyze data all day and decide on intervention plans all day. I guess it makes sense that I'm a reading specialist!
Monday, August 5, 2013
To-Do List
3 weeks from today my students come! YIKES! Not feeling ready to give up summer lounging-as much as I've done with working at the country club. I think the thing that worries me about going back to school is just never having a minute to myself. I'm going to continue working at the club but I have to be more vocal about when I can and can't work. Anywho-So all the things I have to do has really been keeping me up at night. Literally. This happens to me quite often at the beginning of the school year and last night as I lay awake, I was thinking why should this year be any different. Grr. So last year I started writing down notes at night about what was bothering me and this year I'm hoping to not have to do that and just write it here.
My list of to-dos before school starts:
1. Setup my classroom-This doesn't need much explaining. However, the building is completely under construction-not on my floor but I am not sure when we'll be let back into the building.
2. Decide on what unit I'm going to teach first-Last year I taught Number the Stars first. Many of the students in their EOY reflection stated that they loved that book so for that reason I want to keep it as my first shared reading. But, it's a bit lower level than I think this group is coming in. Last year's group was pretty low so I knew I could get by with it but hmm. The old 6th grade teacher always started with it I think because it's a classic and because it's an interesting read and grabs everyone's attention and can teach them the procedures and expectations pretty quickly. With my new schedule of things and doing this as less of a class novel and more of a shared reading I'm hoping this will go a lot quicker.
3. With that being said, I need to update the units of study that I did last year.
4. Make all the cute stuff I want to-I need to organize my pinterest boards for what I really want to make and have ready
5. Decide on my first read aloud
6. Start my own reading notebook to have as an example
7. Have a book display ready full of the books Ms. Tomich read this summer. Yes-I'm thinking I'm going to include my teaching books.
8. Have a BOY of the year assessment ready. I want to try to make one on maybe easy CBM for all the skills that the common core wants sixth graders to do. Then, I want to take that and use the data for groups.
That's it for now-not too bad. I'm sure there will be more to add!
My list of to-dos before school starts:
1. Setup my classroom-This doesn't need much explaining. However, the building is completely under construction-not on my floor but I am not sure when we'll be let back into the building.
2. Decide on what unit I'm going to teach first-Last year I taught Number the Stars first. Many of the students in their EOY reflection stated that they loved that book so for that reason I want to keep it as my first shared reading. But, it's a bit lower level than I think this group is coming in. Last year's group was pretty low so I knew I could get by with it but hmm. The old 6th grade teacher always started with it I think because it's a classic and because it's an interesting read and grabs everyone's attention and can teach them the procedures and expectations pretty quickly. With my new schedule of things and doing this as less of a class novel and more of a shared reading I'm hoping this will go a lot quicker.
3. With that being said, I need to update the units of study that I did last year.
4. Make all the cute stuff I want to-I need to organize my pinterest boards for what I really want to make and have ready
5. Decide on my first read aloud
6. Start my own reading notebook to have as an example
7. Have a book display ready full of the books Ms. Tomich read this summer. Yes-I'm thinking I'm going to include my teaching books.
8. Have a BOY of the year assessment ready. I want to try to make one on maybe easy CBM for all the skills that the common core wants sixth graders to do. Then, I want to take that and use the data for groups.
That's it for now-not too bad. I'm sure there will be more to add!
Friday, August 2, 2013
Planning
As I mentioned in my last post, I have been doing a lot of reading this summer. Some of it YA and some of it teaching books. To be honest, I've only read one adult book this summer and only because I was determined to get through it because I had started it about 3 times and never had the time to finish it. With all my reading this summer my goal has been to read books that I can recommend to the boys in my class. I can recommend any book to girls because I've read most of them, but I found myself at a loss last year at talking about books to my boys aside from RL Stine books which I read all of them when I was younger. Let me tell you, I'm so glad I've focused my summer on boys' books! It's such a hidden genre full of adventure, questionable actions and fascinating characters! I venture to say I've enjoyed boys' books more than the typical girly love stories out there.
With that being said, I started to do some planning today while at my study group meeting which wound up being semi-boring. I think the way I'm going to make sure that they have undivided time to read and write each week is to make a schedule. What I'm struggling with is do I do the Daily 5 like I did last year? My students did like it, or do I just have them read on those days (monday, wednesday and friday and also after independent writing on Tuesday/Thursday)? I also created Bloom's folders for students to take their reading and transfer it into another product and move through the Bloom's taxonomy levels. Last year, that was my work on writing about reading Daily. I'm leaning towards still doing the Dailies but allowing the students more choice and a checklist of some sort for them to track that they've done each daily once a week. I've never done this in the 2 years that I've done the Daily 5, but I think I want to try it. I want to give them more choice and I think they're in 6th grade they can handle it. Instead of 5 though I'm thinking of 4-Read to Self, Read to Someone/Listen to Reading, Work on Writing about Reading and Word Work. I combined read to someone and listen to reading because not everyone likes to listen to CDs and I don't have that many. I also didn't do word work last year instead I did RIT work. I am thinking maybe I'll do the word work with their RITs and have students practice the academic language that is suggested at each RIT. I'm still on the fence on that one. Maybe I could still just call it RIT Word Work and then my principal knows that I'm working on RIT goals? That may work! Ahh I need to make some decisions!
With that being said, I started to do some planning today while at my study group meeting which wound up being semi-boring. I think the way I'm going to make sure that they have undivided time to read and write each week is to make a schedule. What I'm struggling with is do I do the Daily 5 like I did last year? My students did like it, or do I just have them read on those days (monday, wednesday and friday and also after independent writing on Tuesday/Thursday)? I also created Bloom's folders for students to take their reading and transfer it into another product and move through the Bloom's taxonomy levels. Last year, that was my work on writing about reading Daily. I'm leaning towards still doing the Dailies but allowing the students more choice and a checklist of some sort for them to track that they've done each daily once a week. I've never done this in the 2 years that I've done the Daily 5, but I think I want to try it. I want to give them more choice and I think they're in 6th grade they can handle it. Instead of 5 though I'm thinking of 4-Read to Self, Read to Someone/Listen to Reading, Work on Writing about Reading and Word Work. I combined read to someone and listen to reading because not everyone likes to listen to CDs and I don't have that many. I also didn't do word work last year instead I did RIT work. I am thinking maybe I'll do the word work with their RITs and have students practice the academic language that is suggested at each RIT. I'm still on the fence on that one. Maybe I could still just call it RIT Word Work and then my principal knows that I'm working on RIT goals? That may work! Ahh I need to make some decisions!
Thursday, August 1, 2013
Goals for the coming year...
Well here I find myself at August 1st and I'm not quite sure where my short summer went. It's been enjoyable no doubt but I can't believe it's August! I also can't believe that in 20 days I start my 7th year of teaching. Kind of unbelievable. I'm super excited and have been working hard at my goal this summer of finding books that my boys would like to read. As I'm getting back into school mode-my plan is to do something school related everyday whether it be read a book about teaching or a YA book or do something to improve my classroom or procedures or teaching. I had a list about a mile long at the end of the school year but I didn't want to put it on the blog because the thing about me is if I write it down then I must do it. I wanted to reflect on my list in my head and dwindle it down to a few things that I know are achievable. Plus, I knew I had quite the list of professional books I wanted to read throughout the summer so I wanted my list of goals for the coming year to reflect those books. So here it is the list of goals for the 2013-2014 school year (in no specific order):
1. Schedule my block so that students have half of the block to do literacy related activities-D5, read to self or independent writing. So I did a really good job at doing this when I was in my last year of third grade, but last year being my first year in sixth grade I didn't do so hot of a job. I know I can do better and being more structured is what I have do to do that. So, whether it be the D5 activities or independent reading or writing that's really something I want to maintain throughout the entire year and not just start halfway. I know that if I started the entire year with dedicating that second portion of my block to independent time I would have seen much greater results.
2. Read aloud everyday. So, again this was another thing that I did everyday in third grade since my second year. I did it for the first half hour of the day which subsequently was the first 25 minutes/35 minutes depending on the book of our reading block. I'm still working out how this will happen and when it will happen but I know it needs to happen. My PD this summer on reading aloud to students really made me realize that I should be doing this in 6th grade. I knew that already, but it made me realize it needs to be a priority. Logistics still need to be figured out but I'm going to. It was my favorite time of day and also my students' favorite time so I want to see that again in my sixth grade classroom.
3. Organize notebooks better-last year I was like a fish out of water. I had no clue how I wanted to organize things. I just knew I wanted my students to read. And, read they did! But it's the note taking and the independent writing notebooks that I want to organize. The seventh grade teacher is very into having things organized and being in place and I really want to make sure my students are ready for her. I think this will be a personal struggle for myself because I'm not necessarily the extreme organized teacher when it comes to notebooks. That's not how I functioned as a kid and it's filtered into my teaching career. I realize now after a year in sixth grade that this may not be what's best for the kiddos. I have 4 notebooks coming to me this year-2 notebbooks and 2 composition books. So my plan so far is to do 1 notebook as a Reading Notebook a la The Book Whisperer with a Tally List, A Reading List/Log and A List of Books to Read and then a section for Response Entries. Then, the other spiral notebook as a Literacy Notebook which will be where we house our notes and vocabulary that helps us to be a better reader. One of the composition books will be a Writing Notebook where we'll do our generating, picking, planning, drafting, editing and revising. Finally, the last notebook we'll have is our Journal-I want students to be really reflective this year. I want them to think of something that they've learned in my class from each week and reflect on it. Last year I did letter to my 30 year old self and thought it was great, but didn't really follow through with doing anything with those. I want to be more intentional with those this year. It also broke my heart in a million pieces when one of my students would say I didn't learn anything new this week in your class can I write about one of the other classes. Honestly broke my heart. I want to make sure they're learning something everyday OBVIOUSLY.
4. Conference more and work with small groups more. Because of behavior management with last year's group I didn't trust myself to pull small groups and to be quite honest, I had no idea what to do with small groups. So now that I have a better grasp as to what the 6th grader needs, I know what I can focus my small group instruction on. Again, something I did in 3rd grade and know it needs to happen in 6th I just need to get er done! I also need to conference more with writing. I started doing a lot of that at the end of last year and the kids relished in it. I want to continue with that.
5. Progress monitor more. I did some of this but not enough. Along with this I need to send home fluency passages more often. The best way for them to become better comprehenders is for them to be more fluent. Must must must work on that.
6. Keep my own reading notebook/writing notebook with more modeling. Again-did it in third grade need to do it in sixth grade.
7. More literature circle/RIT groups-they loved it. Less whole class novels-just shared reading a la The Book Whisperer.
8. Book Talks/Book Commercials a la The Book Whisperer and Nancie Atwell.
9. Get them to love reading.
1. Schedule my block so that students have half of the block to do literacy related activities-D5, read to self or independent writing. So I did a really good job at doing this when I was in my last year of third grade, but last year being my first year in sixth grade I didn't do so hot of a job. I know I can do better and being more structured is what I have do to do that. So, whether it be the D5 activities or independent reading or writing that's really something I want to maintain throughout the entire year and not just start halfway. I know that if I started the entire year with dedicating that second portion of my block to independent time I would have seen much greater results.
2. Read aloud everyday. So, again this was another thing that I did everyday in third grade since my second year. I did it for the first half hour of the day which subsequently was the first 25 minutes/35 minutes depending on the book of our reading block. I'm still working out how this will happen and when it will happen but I know it needs to happen. My PD this summer on reading aloud to students really made me realize that I should be doing this in 6th grade. I knew that already, but it made me realize it needs to be a priority. Logistics still need to be figured out but I'm going to. It was my favorite time of day and also my students' favorite time so I want to see that again in my sixth grade classroom.
3. Organize notebooks better-last year I was like a fish out of water. I had no clue how I wanted to organize things. I just knew I wanted my students to read. And, read they did! But it's the note taking and the independent writing notebooks that I want to organize. The seventh grade teacher is very into having things organized and being in place and I really want to make sure my students are ready for her. I think this will be a personal struggle for myself because I'm not necessarily the extreme organized teacher when it comes to notebooks. That's not how I functioned as a kid and it's filtered into my teaching career. I realize now after a year in sixth grade that this may not be what's best for the kiddos. I have 4 notebooks coming to me this year-2 notebbooks and 2 composition books. So my plan so far is to do 1 notebook as a Reading Notebook a la The Book Whisperer with a Tally List, A Reading List/Log and A List of Books to Read and then a section for Response Entries. Then, the other spiral notebook as a Literacy Notebook which will be where we house our notes and vocabulary that helps us to be a better reader. One of the composition books will be a Writing Notebook where we'll do our generating, picking, planning, drafting, editing and revising. Finally, the last notebook we'll have is our Journal-I want students to be really reflective this year. I want them to think of something that they've learned in my class from each week and reflect on it. Last year I did letter to my 30 year old self and thought it was great, but didn't really follow through with doing anything with those. I want to be more intentional with those this year. It also broke my heart in a million pieces when one of my students would say I didn't learn anything new this week in your class can I write about one of the other classes. Honestly broke my heart. I want to make sure they're learning something everyday OBVIOUSLY.
4. Conference more and work with small groups more. Because of behavior management with last year's group I didn't trust myself to pull small groups and to be quite honest, I had no idea what to do with small groups. So now that I have a better grasp as to what the 6th grader needs, I know what I can focus my small group instruction on. Again, something I did in 3rd grade and know it needs to happen in 6th I just need to get er done! I also need to conference more with writing. I started doing a lot of that at the end of last year and the kids relished in it. I want to continue with that.
5. Progress monitor more. I did some of this but not enough. Along with this I need to send home fluency passages more often. The best way for them to become better comprehenders is for them to be more fluent. Must must must work on that.
6. Keep my own reading notebook/writing notebook with more modeling. Again-did it in third grade need to do it in sixth grade.
7. More literature circle/RIT groups-they loved it. Less whole class novels-just shared reading a la The Book Whisperer.
8. Book Talks/Book Commercials a la The Book Whisperer and Nancie Atwell.
9. Get them to love reading.
Friday, March 15, 2013
week 26 weekly reflection March 11-15
So this week marks the end of the ISAT testing. Thank goodness. I don't know who hates it more-me or the students? The students were crazy as per usual during testing week. Not much changed on that front between third and sixth grade. We continued to work on our civil rights projects and work on TeenBiz. I've gotten so into the program and I'm hoping they will purchase it again for us as I really have seen a change in students.
We've had a lot of behavior problems this week. I'm having a hard time dealing with these behavior problems because I am having a hard time leading my team. I'm the oldest of the 3 of us but we're all within 3 years of age. I have more teaching experience which makes me the mentor. That was one of the parts that my principal entrusted to me when I accepted moving to sixth grade and I'm worried I'm failing. We have one student that's changing the environment for all students and I'm having a really hard time giving advice or guiding my team because yes, I have problems with the student but not as much as they do. It's not because I'm perfect-far from it-it's just that I'm much more strict and I don't put up with things. I don't allow students to walk around my class and I don't allow people to talk out without stopping instruction. I just don't. Never have, never will. I learned that from my cooperating teacher and it's the biggest thing that I've taken with me. I'm just feeling like a failure in leading them. Maybe it's been too much to be new to the grade level and also have a new team. Maybe it's been too much because of the age range. I don't know. I don't like feeling like a failure but I do. When i started teaching I had a great mentor that I could go to for anything and she told me the way it was. She was many more years into compared to me. I listened to her and did what she recommended. That's what I feel is missing. They don't want to hear it from me and I'm not sure why. I suggested a strategy that's working for me today and they just came back at me with what ifs. I'm not sure and it makes me crazy. I've tried so hard to be the leader and it just hasn't worked. I hate feeling like a failure but I do. I wish I knew if my principal felt the same. I'd like some input. I've tried very hard. Just frustrated that's all.
I've started reflecting on things that I would change about next year if I stay in sixth grade. I think I'm going to do a post about all the things I've thought of. I also don't know if I want to say I'll stay in sixth grade. I love love love teaching literacy only. I really need to list the pros and cons of each grade. There are things that I like and things that I don't like. I don't know if it's up to me actually. I just wish I knew where I stood. If my administration thinks I'm doing a good job or if they think I'm a failure as I'm kind of feeling. Not sure.
We've had a lot of behavior problems this week. I'm having a hard time dealing with these behavior problems because I am having a hard time leading my team. I'm the oldest of the 3 of us but we're all within 3 years of age. I have more teaching experience which makes me the mentor. That was one of the parts that my principal entrusted to me when I accepted moving to sixth grade and I'm worried I'm failing. We have one student that's changing the environment for all students and I'm having a really hard time giving advice or guiding my team because yes, I have problems with the student but not as much as they do. It's not because I'm perfect-far from it-it's just that I'm much more strict and I don't put up with things. I don't allow students to walk around my class and I don't allow people to talk out without stopping instruction. I just don't. Never have, never will. I learned that from my cooperating teacher and it's the biggest thing that I've taken with me. I'm just feeling like a failure in leading them. Maybe it's been too much to be new to the grade level and also have a new team. Maybe it's been too much because of the age range. I don't know. I don't like feeling like a failure but I do. When i started teaching I had a great mentor that I could go to for anything and she told me the way it was. She was many more years into compared to me. I listened to her and did what she recommended. That's what I feel is missing. They don't want to hear it from me and I'm not sure why. I suggested a strategy that's working for me today and they just came back at me with what ifs. I'm not sure and it makes me crazy. I've tried so hard to be the leader and it just hasn't worked. I hate feeling like a failure but I do. I wish I knew if my principal felt the same. I'd like some input. I've tried very hard. Just frustrated that's all.
I've started reflecting on things that I would change about next year if I stay in sixth grade. I think I'm going to do a post about all the things I've thought of. I also don't know if I want to say I'll stay in sixth grade. I love love love teaching literacy only. I really need to list the pros and cons of each grade. There are things that I like and things that I don't like. I don't know if it's up to me actually. I just wish I knew where I stood. If my administration thinks I'm doing a good job or if they think I'm a failure as I'm kind of feeling. Not sure.
Friday, March 8, 2013
week 25 weekly reflection march 4-8
This was the first week of ISAT. We started testing on Wednesday with Math. This is the first time we've done this since I've been at this school. In the past, Reading was first. Of course this makes me more nervous because will it make a difference in my scores? Are students sick of testing? Will that show in the scores? I am just a nervous wreck!
During the week when we had class the kids either works on their culminating project for the Civil Rights unit, read to self, or worked on teenbiz. I've got the challenge up and going in the hallway and they're flying with it! They're so competitive and it just has made me realize that I need to do more of this. I need to push them more with competing against themselves. 2 of my students were the state top scorers during the week! I'm so proud!! I really do hope it's all it's cracked up to be and will help with their scores as much as the other schools that are using it.
Our schedule was pretty unpredictable which doesn't go very well with the group of students I teach. They don't like change and often get in trouble when change happens. We had a few behavior problems this week which is frustrating because some of them I feel are out of my control. So often I don't have huge problems with the kids that are having the most problems and I don't know why. I don't know how to tell my team that without sounding like I'm perfect which is totally not what I think I just think it's a matter of I am a little more strict and don't let certain things like walking around the classroom happen. I don't know. It's been such a struggle being the veteran teacher on the team when I'm still new to the grade level which is so different than the little guys I used to teach. I really love teaching reading and writing all the time. And, I do think I love the grade level. I have genuinely enjoyed it but I just don't know if it's been hard because both my teammates are new too and I'm supposed to be the veteran. I'm not sure.
Another great thing that happened this week was a card that I got from our sped provider. We had a rough start to the year basically because we have such different work ethic and I was used to one type of collaboration of doing things together and she was used to just getting everything provided for her. I was not always the most considerate or positive person but I was just learning verything myself and I felt attacked. Anyways this week she wrote me a card about how glad things have gone and she thinks a lot of it has to do with my hard work I've done this year. It was the perfect time to get it. I have been doubting myself so much lately and everyday I walk in and wonder what is going to go wrong. I'm always trying to stay a step ahead of everything and I feel like I've had no encouragement. I was so thankful that she gave me that. It's almost like she saw my need for it. I'm glad things have improved with us. I'm trying to be greatful for what I have and giving up on being defensive with her was one of the things I decided I would do as the new year started.
Wish me luck for testing next week! It's reading time! Like I told the kids remember-rethink, reread and rephrase! Hopefully I can sleep this weekend.
During the week when we had class the kids either works on their culminating project for the Civil Rights unit, read to self, or worked on teenbiz. I've got the challenge up and going in the hallway and they're flying with it! They're so competitive and it just has made me realize that I need to do more of this. I need to push them more with competing against themselves. 2 of my students were the state top scorers during the week! I'm so proud!! I really do hope it's all it's cracked up to be and will help with their scores as much as the other schools that are using it.
Our schedule was pretty unpredictable which doesn't go very well with the group of students I teach. They don't like change and often get in trouble when change happens. We had a few behavior problems this week which is frustrating because some of them I feel are out of my control. So often I don't have huge problems with the kids that are having the most problems and I don't know why. I don't know how to tell my team that without sounding like I'm perfect which is totally not what I think I just think it's a matter of I am a little more strict and don't let certain things like walking around the classroom happen. I don't know. It's been such a struggle being the veteran teacher on the team when I'm still new to the grade level which is so different than the little guys I used to teach. I really love teaching reading and writing all the time. And, I do think I love the grade level. I have genuinely enjoyed it but I just don't know if it's been hard because both my teammates are new too and I'm supposed to be the veteran. I'm not sure.
Another great thing that happened this week was a card that I got from our sped provider. We had a rough start to the year basically because we have such different work ethic and I was used to one type of collaboration of doing things together and she was used to just getting everything provided for her. I was not always the most considerate or positive person but I was just learning verything myself and I felt attacked. Anyways this week she wrote me a card about how glad things have gone and she thinks a lot of it has to do with my hard work I've done this year. It was the perfect time to get it. I have been doubting myself so much lately and everyday I walk in and wonder what is going to go wrong. I'm always trying to stay a step ahead of everything and I feel like I've had no encouragement. I was so thankful that she gave me that. It's almost like she saw my need for it. I'm glad things have improved with us. I'm trying to be greatful for what I have and giving up on being defensive with her was one of the things I decided I would do as the new year started.
Wish me luck for testing next week! It's reading time! Like I told the kids remember-rethink, reread and rephrase! Hopefully I can sleep this weekend.
Friday, March 1, 2013
week 24 weekly reflection feb 25-mar 1
Well I made it through week 24! It was a fun week even though we were prepping for the ISAT! I realized something huge this week. I have to have let them create more. And no, I don't just mean create with the bloom's folder. I mean actually create something a product that is their own that they are proud of.
In prepping for the ISAT I introduced the idea of a mnemonic device. I made up a song about figurative language to the tune of jingle bells. I was so proud of myself for getting through it. I was never embarrassed singing in front of my third graders because they didn't have opinions about me but I was so nervous in front of the sixth graders! They loved it though! So many of them really caught on and could identify the different elements of figurative language in my song! It made me os happy because i really love singing and dancing in my classroom and I just guess I have been nervous because I don't want them to think I'm too elementary? But many of the memories that i hear they have about me in third grade include singing and dancing and that's truly who i am as a teacher so I'm going to incorporate more of that. So anyways- then I had them create their own song/poem or mnemonic device to help them remember figurateive langauge. They were so into it! The most reluctant students got so into it and really made something they said they will remember. I was so proud of the work that they did. Not one single kid was bored. It was great. I have got to get more of this creating products going in the classroom.
Let's just hope it helps in the next couple of weeks. I HATE TESTING!!
In prepping for the ISAT I introduced the idea of a mnemonic device. I made up a song about figurative language to the tune of jingle bells. I was so proud of myself for getting through it. I was never embarrassed singing in front of my third graders because they didn't have opinions about me but I was so nervous in front of the sixth graders! They loved it though! So many of them really caught on and could identify the different elements of figurative language in my song! It made me os happy because i really love singing and dancing in my classroom and I just guess I have been nervous because I don't want them to think I'm too elementary? But many of the memories that i hear they have about me in third grade include singing and dancing and that's truly who i am as a teacher so I'm going to incorporate more of that. So anyways- then I had them create their own song/poem or mnemonic device to help them remember figurateive langauge. They were so into it! The most reluctant students got so into it and really made something they said they will remember. I was so proud of the work that they did. Not one single kid was bored. It was great. I have got to get more of this creating products going in the classroom.
Let's just hope it helps in the next couple of weeks. I HATE TESTING!!
Friday, February 22, 2013
week 23 weekly reflection feb 18-22
It was a good week in Sixth Grade! I saw my students get excited about something and it made me realize the main point of teaching. We want students to learn something and be able to apply that knowledge. This week we began reviewing the elements of figurateive language in preparation for the upcoming state test. After we reviewed them students had to read through poetry and go on a figurative language hunt. Students were able to do this and actually enjoyed it. It made me realize that poetry is so useful for many things and if I'm here next year I want to do more poetry reading. I also gave students a lot of independent time this week to have choice and time for their reading.
Teachers are professional complainers. About everything. We even complain about the opportunity to have large amounts of laptops in our classrooms. So frustrating. I'm guilty of it too and I don't like it. How can you stop the complaining when deep in your heart you're complaining that you're so unsure of everything about what you're doing? I've never second guessed myself more than I have this year. It's worse than my first year. Anxiety that is. Maybe next year it'll be better? Maybe I should just have babies and stay home.
Teachers are professional complainers. About everything. We even complain about the opportunity to have large amounts of laptops in our classrooms. So frustrating. I'm guilty of it too and I don't like it. How can you stop the complaining when deep in your heart you're complaining that you're so unsure of everything about what you're doing? I've never second guessed myself more than I have this year. It's worse than my first year. Anxiety that is. Maybe next year it'll be better? Maybe I should just have babies and stay home.
Friday, February 15, 2013
week 22 weekly reflection feb 11-15
It's a difficult time in sixth grade. Not really anything major. It's just we're two weeks before the state test so not much can be started in terms of a new unit or writing pieces. I always feel this way but I feel it even more this year just because I'm getting my feet wet in the sixth grade department and I wasn't as regemented as I was back in third grade. Basically, my units are running behind and not because I don't know what I'm doing it's just I've had a hard time adjusting to how quickly sixth graders understand things. In third grade I had to explain things so much and a writing unit would take weeks and weeks. In sixth grade they are so good at picking up on things especially a writing unit. Like I mentioned last week, I started an argument writing unit with crime scene investatgetions and this week I had them continue to draft their work. They were so into it. It was fantastic! Just thinking ahead next week I need to review extended response, the next two weeks is testing and then there's just one week before spring break. It's tough planning. I think next year I'm going to be more on top of it so I guess this year is just a learning experience. I just don't know where to start...So this week we didn't go into another crime scene investigation like we did last week but we continued to read about the Civil Rights, and did a lot of discussion with each other. i've been pleasantly surprised by how well the students do with discussing things. I figured when I observed in seventh grade that this group wouldn't be able to handle discussing things with each other but they've done great. They stay on topic for the most part. My job has been to make sure that they don't have too much time so like the seventh grade teacher, I time everything. I don't know if they enjoy this but it keeps their conversations on topic and doesn't leave room for behavior issues. I also have been using posicle sticks like the seventh grade teacher to pick who participates. This has been really great because it gets over only one kid participating and it also makes sure that every kid is ready to participate. If they don't then they don't get participation points for the day. Speaking of, I need to get better with marking those down!
Also this week I worked on writing a grant for the Rochelle Lee Teacher Award. I'm realyl excited about this because it's a grant that teachers get with professional development during the summer and then they get to browse the books and buy them at the Rochelle Lee site here! I don't find out until the middle of April but I'm hoping I get it! Cross your fingers.
Also this week I worked on writing a grant for the Rochelle Lee Teacher Award. I'm realyl excited about this because it's a grant that teachers get with professional development during the summer and then they get to browse the books and buy them at the Rochelle Lee site here! I don't find out until the middle of April but I'm hoping I get it! Cross your fingers.
Friday, February 8, 2013
week 21 weekly reflection feb. 4-8
Oh what a great week it was! Monday started with having the students write a poem while thining of one word for the Civil Rights movement. You should have seen the words! It gave me tingles!! I was so proud of them. They were so powerful. What surprised me was the students that were so powerful with their words weren't the ones that I would have expected to be the strong word ones! It was a nice teaching surprise. Another thing that went so well was that I played music while they wrote. I do this quite often and you'd be surprised how well they work with a little background noise. The songs I played today had a purpose though! This little lite of mine, born this way, where is the love and Dream big. They all had something to do with accepting people for who they are and allowing differences. I had the kids infer how the song belongs to the Civil Rights movement and they did so well in inferring. The picture of the day activity really helped with that.
Something else that was awesome this week was the beginning of argument writing. I want to make sure they know how to argue before they go to seventh grade because that's a heavy key. It's also a major part of the Common Core standards so I'm trying to get them ready! Anyways, I had read one of the best professional reads called Argument writing and it suggested that to start a unit and introduce students to claims, evidence and warrants that you start with a crime scene! Well interestingly enough I had ordered the book that they suggested for the crime scene to use with my enrichment group so it was meant to be! I've got to tell you. I was so excited about starting this becuase they love to argue! I made a handout like the seventh grade teacher does (note to self do this more next year) and I was just so excited. The kids picked up on my excitement. They were so into it! The students that aren't normally into writing were so excited! It made me realize that I've got to stay excited. I think in third grade I was excited about everything because my students were easily excited. In sixth grade it does take a lot to get them excited but I realized something this week...If I'm excited and that excitement is contagious then they'll be excited. I'm really looking forward to continue to working on the crime scene investigations and then really moving into argument writing. Yay for excitement in sixth grade!
Something else that was awesome this week was the beginning of argument writing. I want to make sure they know how to argue before they go to seventh grade because that's a heavy key. It's also a major part of the Common Core standards so I'm trying to get them ready! Anyways, I had read one of the best professional reads called Argument writing and it suggested that to start a unit and introduce students to claims, evidence and warrants that you start with a crime scene! Well interestingly enough I had ordered the book that they suggested for the crime scene to use with my enrichment group so it was meant to be! I've got to tell you. I was so excited about starting this becuase they love to argue! I made a handout like the seventh grade teacher does (note to self do this more next year) and I was just so excited. The kids picked up on my excitement. They were so into it! The students that aren't normally into writing were so excited! It made me realize that I've got to stay excited. I think in third grade I was excited about everything because my students were easily excited. In sixth grade it does take a lot to get them excited but I realized something this week...If I'm excited and that excitement is contagious then they'll be excited. I'm really looking forward to continue to working on the crime scene investigations and then really moving into argument writing. Yay for excitement in sixth grade!
Friday, February 1, 2013
week 20 weekly reflection jan. 28-feb 1
What a fun week! I started the week with a strainer on my head. You may ask why. Well, I've been teaching the kids determining importance while they are reading nonfiction text and I just wanted something that would stick with them. I read about this strategy while I was teaching third grade but thought at the time it would be above their head so I never used it. Then I thought about it for sixth grade and it would be perfect. I used to do things like this all the time in third grade and I think that's part of what I miss. I made a fool of myself and I didn't care. i don't know why in sixth grade I've been wanting so much to be the strict teacher that keeps the behaviors in line that I've forgotten that I want the learning to be memorable and for them to remember and actually be able to apply their learning. So I figured I want to incorporate more of the silly fun things that I used to do in third grade. My inspiration came from one of my students that I had in third grade...I asked her mom to tell me how she thought I was doing in sixth grade. She's extremely honest and so is her mom and I knew I could count on it. She told her mom I wasn't as animated as I used to be. Which made me sad because I didn't want to be that. I've just wanted to make sure I'm challenging them and making sure behaviors don't play a problem so I just forgot about being fun and excited.
So back the strainer...we finished up reading the civil rights in america text and I wanted them to understand and relate determining importance to something that they knew about. A pasta strainer was exactly that. They got the correlation so well! They continued to take notes and were really able to apply the determining importance strategy! I was so proud and didn't care at all how many crazy looks I got from the other middle school teachers. Kids always remember their elementary teachers and I think it's because those teachers allow the fun and silly things into their lessons. I want to be that kind of middle school teacher. I still rememeber the high school teacher who did cart wheels in religion class. I want to be the same and I want one of my students to remember me for the fun teacher that I was back in the day!
We had a PD day today and I rearranged my room which is something I've wanted to do for a while. I'm hoping this new arrangement will allow the kids to use the classroom computers more. They may be slow but they still work...well most of the time. :)
I need to remember-make teaching fun. Learning will happen if it's fun!
So back the strainer...we finished up reading the civil rights in america text and I wanted them to understand and relate determining importance to something that they knew about. A pasta strainer was exactly that. They got the correlation so well! They continued to take notes and were really able to apply the determining importance strategy! I was so proud and didn't care at all how many crazy looks I got from the other middle school teachers. Kids always remember their elementary teachers and I think it's because those teachers allow the fun and silly things into their lessons. I want to be that kind of middle school teacher. I still rememeber the high school teacher who did cart wheels in religion class. I want to be the same and I want one of my students to remember me for the fun teacher that I was back in the day!
We had a PD day today and I rearranged my room which is something I've wanted to do for a while. I'm hoping this new arrangement will allow the kids to use the classroom computers more. They may be slow but they still work...well most of the time. :)
I need to remember-make teaching fun. Learning will happen if it's fun!
Friday, January 25, 2013
week 19 weekly reflection jan. 22-25
Another good week in sixth grade is in the books! This week we had Monday off so Tuesday was a little off which happens everytime there is a change in schedule with this group. We began the week going over prefixes and suffixes. I'm worried that for testing that I haven't done enough of this. I haven't reviewed prefixes and suffixes much. I know they start learning those in second grade with a large addition in third grade and a lot done in fourth and fifth grade so I figure by the time they get to sixth grade they should be used to them. Maybe I'm wrong but the basal curriculum that we used to use said that they were review. Some of them seem to be review some of them don't. Add it to the list of things I'd change for next year.
We also went over cornell notes which is something that the seventh grade teacher has said she wanted them to learn and that I know the old social studies teacher did a lot with last year. I recommended it to the new SS teacher and she said she didn't like it. I'm having trouble giving my teammates advice when it doesn't seem like they want it. I dunno when i was a first year teacher I was excited and willing to take any advice and I would actually use it. I think it may be the age....we're all so close together in age and the one was an aide in my room last year and I don't know if she thinks I don't know what I'm talking about or what but it's just frustrating sometimes.
Something else that was new and exciting this week was I went to observe the seventh grade ELA teacher. I asekd to observe her because everytime she talks she makes her classroom sound like some sort of alternative universe. Well, she runs her classroom like a college class which is great and challenging but I'm just not sure I'm as regemented or strict to do that. I want the kids to have fun which I know they are having in seventh grade too but I'm not sure we just have totally different teaching styles. I did realize that she uses a timer and does a lot of handouts which is something I want to start. I also think I want to organize the student notebooks more next year. I just hadn't planned that so I just kind of hand them put things in one place or another. She also has discussion going on a lot and I took with me some notes about how I'm going to start facilitating discussion in my class-I'm going to use discussion sticks and different acronyms to get the students talking to each other about their work. I think that's one major thing that I need ot realize...in the upper grades they need to be more independent and not every second needs to be monitored no that's the wrong word every second doesn't need to be directed by me? They need to be able to create and facilitate their own learning. I guess I just need to get better at that myself and allow more opportunities for it. So from the observation I'm going to do the following:
1. use the timer more
2. use handouts for writing expectations more
3. use popsicle sticks to make students participate even if they don't want to
4. use discussion acronyms for students to look at work especially writing
5. use discussion sticks with different discussion prompts on them.
6. for next year orgranize notebooks better and make sure that students are treating it like a interactive student notebook
We also went over cornell notes which is something that the seventh grade teacher has said she wanted them to learn and that I know the old social studies teacher did a lot with last year. I recommended it to the new SS teacher and she said she didn't like it. I'm having trouble giving my teammates advice when it doesn't seem like they want it. I dunno when i was a first year teacher I was excited and willing to take any advice and I would actually use it. I think it may be the age....we're all so close together in age and the one was an aide in my room last year and I don't know if she thinks I don't know what I'm talking about or what but it's just frustrating sometimes.
Something else that was new and exciting this week was I went to observe the seventh grade ELA teacher. I asekd to observe her because everytime she talks she makes her classroom sound like some sort of alternative universe. Well, she runs her classroom like a college class which is great and challenging but I'm just not sure I'm as regemented or strict to do that. I want the kids to have fun which I know they are having in seventh grade too but I'm not sure we just have totally different teaching styles. I did realize that she uses a timer and does a lot of handouts which is something I want to start. I also think I want to organize the student notebooks more next year. I just hadn't planned that so I just kind of hand them put things in one place or another. She also has discussion going on a lot and I took with me some notes about how I'm going to start facilitating discussion in my class-I'm going to use discussion sticks and different acronyms to get the students talking to each other about their work. I think that's one major thing that I need ot realize...in the upper grades they need to be more independent and not every second needs to be monitored no that's the wrong word every second doesn't need to be directed by me? They need to be able to create and facilitate their own learning. I guess I just need to get better at that myself and allow more opportunities for it. So from the observation I'm going to do the following:
1. use the timer more
2. use handouts for writing expectations more
3. use popsicle sticks to make students participate even if they don't want to
4. use discussion acronyms for students to look at work especially writing
5. use discussion sticks with different discussion prompts on them.
6. for next year orgranize notebooks better and make sure that students are treating it like a interactive student notebook
Friday, January 18, 2013
week 18 weekly reflection jan. 14-18
MAP testing is over. Thank god. I was hoping I'd have really awesome scores and for the most part I did but I'd like to see more growth in the spring. We shall see.
We did centers with different reading strategies on Monday because I wanted students to use all their brain power to do well on the Math MAP test they were taking later on in the day. I was surprised at how well they did with the task cards at the different centers. Only a few students needed to be redirected. It went well. We continued to learn about the Civil Rights and students continued to pracitce the nonfiction strategies I've taught them. Not much to talk about today. It was an okay week. Not the best, not the worst. I'm just feeling inadequite because I've been talking with the seventh grade teacher and I just feel like I'm not doing enough to get them ready. I'm hoping I'll be able to observe her and see things that I can use in my classroom.
We did centers with different reading strategies on Monday because I wanted students to use all their brain power to do well on the Math MAP test they were taking later on in the day. I was surprised at how well they did with the task cards at the different centers. Only a few students needed to be redirected. It went well. We continued to learn about the Civil Rights and students continued to pracitce the nonfiction strategies I've taught them. Not much to talk about today. It was an okay week. Not the best, not the worst. I'm just feeling inadequite because I've been talking with the seventh grade teacher and I just feel like I'm not doing enough to get them ready. I'm hoping I'll be able to observe her and see things that I can use in my classroom.
Friday, January 11, 2013
week 17 weekly reflection jan. 7-11
What w whirlwind week in sixth grade! It started with completing the performance task that the district had suggested but not mandated. It worked out so well becuase one of the selected texts was about Rosa Parks which fits right into the unit that I started later in the week! The kids did well overall. There are a few kids that don't care to do well on things that 'don't count.' I am so not used to this yet as third graders thought everytyhing counted but sixth graders will only put 100% into their work if it is for a grade or for their promotion. It's frustrating.
I did start the new Civil Rights unit this week and started to teach them stratgies to make reading nonfiction easier and more interesting. Majority of the students hate reading nonfiction which is why I decided to do this unit. I chose to do the Civil Rights Movement because I had a request for it and the suggested topic for the third unit from the district was fairness so I thought it fit in perfectly. Plus, I wanted to get in nonfiction reading/strategies before the state testing. It started off with an fun intro activity with the students getting cards. I thought we'd have such a problem with them being disruptive with the segregation role play but for the most part they understood how unfair it was at the time! Surprisingly, the only kids that I had to talk to during the role play were the ones that I thought wouldn't be a problem. It's always like that...they're keeping me on their toes. The kids seem really into the topic so I hope that continues. I'm also hoping that I can keep them interested.
Today we took the MAP test for Reading. I was so happy with so many of my students that made huge gains! However, a few didn't and that frustrated me. Like I said before, if they don't think it 'counts,' they don't try. How do I combat this?? It counts for me I want to scream at them!! Another thing that frustrated me was that majority of the sped kids did not make gains in Reading. I have asked for our schedule to change but the kids have pull out first part of the 90 minute block and then inclusion. So I'm not actually teaching them. They come in during independent practice time or during writing workshop. It's frustrating. It's another thing I'm getting used to in Sixth grade is that I am the one that is looked at and they are my scores. What frustrates me is what about SS/Science teacher?? She doesn't have any scores to her name. It's frustrating. She's been teaching a lot of reading things and using a novel which I'm not really sure why I get the connection but I'd like for her to teach nonfiction text as opposed to fiction which is what she's been using. I think that could really help. She hasn't taken that advice though which is frustrating in itself but oh well. Overall I'm pretty happy with the scores. What I don't like is that the MAP test generates a projected growth target and if the students don't make that then in the data it shows that they haven't made growth. But majority of my students made some growth but some did not make the growth that the computer generated that they must make. That's frustrating to me because what does the computer know about my students??? Do they know what they've been through this year? Do they know that I've worked tooth and nail with the kid and that any type of growth should be celebrated for the particular kid? It's frustrating because to me any growth is growth. But not to the people at the network or to my principal. Frustrating! I hope they can all make some growth (meet their growth target generated by a computer program) by the end of the year!
I did start the new Civil Rights unit this week and started to teach them stratgies to make reading nonfiction easier and more interesting. Majority of the students hate reading nonfiction which is why I decided to do this unit. I chose to do the Civil Rights Movement because I had a request for it and the suggested topic for the third unit from the district was fairness so I thought it fit in perfectly. Plus, I wanted to get in nonfiction reading/strategies before the state testing. It started off with an fun intro activity with the students getting cards. I thought we'd have such a problem with them being disruptive with the segregation role play but for the most part they understood how unfair it was at the time! Surprisingly, the only kids that I had to talk to during the role play were the ones that I thought wouldn't be a problem. It's always like that...they're keeping me on their toes. The kids seem really into the topic so I hope that continues. I'm also hoping that I can keep them interested.
Today we took the MAP test for Reading. I was so happy with so many of my students that made huge gains! However, a few didn't and that frustrated me. Like I said before, if they don't think it 'counts,' they don't try. How do I combat this?? It counts for me I want to scream at them!! Another thing that frustrated me was that majority of the sped kids did not make gains in Reading. I have asked for our schedule to change but the kids have pull out first part of the 90 minute block and then inclusion. So I'm not actually teaching them. They come in during independent practice time or during writing workshop. It's frustrating. It's another thing I'm getting used to in Sixth grade is that I am the one that is looked at and they are my scores. What frustrates me is what about SS/Science teacher?? She doesn't have any scores to her name. It's frustrating. She's been teaching a lot of reading things and using a novel which I'm not really sure why I get the connection but I'd like for her to teach nonfiction text as opposed to fiction which is what she's been using. I think that could really help. She hasn't taken that advice though which is frustrating in itself but oh well. Overall I'm pretty happy with the scores. What I don't like is that the MAP test generates a projected growth target and if the students don't make that then in the data it shows that they haven't made growth. But majority of my students made some growth but some did not make the growth that the computer generated that they must make. That's frustrating to me because what does the computer know about my students??? Do they know what they've been through this year? Do they know that I've worked tooth and nail with the kid and that any type of growth should be celebrated for the particular kid? It's frustrating because to me any growth is growth. But not to the people at the network or to my principal. Frustrating! I hope they can all make some growth (meet their growth target generated by a computer program) by the end of the year!
Friday, January 4, 2013
week 16 weekly reflection jan. 3-4
Ugh two days back to make up for the strike! YUCK! I actually have to say though that I did enjoy going back on a Thursday as opposed to a Monday just because now when Monday does come I'm already back into the swing of things. The kids came energized and ready to learn which was great. They grew a lot over break so many of them are taller or as tall as me now. Ugh!
My new civil rights books are in and I'm excited to get started on a new unit all about nonfiction reading. I love to read nonfiction and I'm hoping I can pass that onto my students. We went over nonfiction signposts this week while reading scholastic news. I love scholastic news and want to try to incorporate it much more into my everyday teaching! It's such a great resource and what better nonfiction reading! Off to enjoy my weekend and recover from my 2 day week! :)
My new civil rights books are in and I'm excited to get started on a new unit all about nonfiction reading. I love to read nonfiction and I'm hoping I can pass that onto my students. We went over nonfiction signposts this week while reading scholastic news. I love scholastic news and want to try to incorporate it much more into my everyday teaching! It's such a great resource and what better nonfiction reading! Off to enjoy my weekend and recover from my 2 day week! :)
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