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Text of the page (random words):
specific we didn t receive them until after the year started so we are just now truly beginning to jump in and implement them with fidelity kindergarten teachers began the narrative writing for k unit a few weeks ago the new units are so meaty with good information for teacher schema and understanding behind how students may respond and actual dialogue the teacher can use or paraphrase during the lesson but my favorite thing about these lessons is that little bit of writer s secret or magic trick sprinkled in it s funny how you can say the same thing with a special tone of voice and it is received very differently when maria mallon knew she would be teaching this lesson when i came in with teachers to observe we sat down and read it together we had to stop reading back up and read it out loud like it was being taught because it just sounded ridiculous in print as soon as i read it out loud the first time i felt the magic no pun intended the magic pencil of rereading what you already wrote to remember the big picture of your story the lesson actually calls for you to pass out pencils for them to practice writing in the air i thought oh my 36 kids someone is going to put out an eye sitting that close together but the only way you will know these lessons work is if you do them the way intended don t limit your kiddos maria was game she was all in take a peek in with us to her classroom and enjoy melanie holtsman share story strategies for historical fiction as the new year begins our 5th grade classes are continuing their historical fiction units and our 4th grade classes are just starting it has been a fun challenge for me as the literacy coach to try to offer new ideas or strategies to teachers in both of these grades i know that what they are already doing is masterful and more compacted than they would like so i want to offer ideas that are worth making a part of their well oiled plans the first thing i wanted to reinforce was the importance of having the routine of stopping and jotting in place for students to collect ideas and build theories as they read many teachers are having students do this in their readers notebook while they read aloud as well as doing it either there or on sticky notes in their own books they are reading independently the key is making the stopping and jotting guidelines relevant to the genre each one could be a mini lesson as it s introduced you are studying as well as conferring with students as often as possible briefly to help them notice patterns or lift the level of their thinking here are some suggestions for stopping and jotting while reading historical fiction good places to stop and jot i noticed a perspective change in the story ideas are repeated across text unexplained gaps in time subplots how a character responds to a challenge a change in the story s mood tone what symbols can be found how does the symbol help you understand the story noting historical tension character response to challenge remind them what is not a good place to stop and jot your 1st thought copying exactly what the text says use visual text whenever possible to bring particular periods in history to life the write around strategy is perfect google will net you photographs or drawings from just about every era look for historical video clips if available we were able to even find some audio clips from world war ii on discovery education resources subscription needed having a literacy timeline in your classroom can be critical for students to build permanent understanding of where things fall in history any time you have a conversation about personal experience from your family history add that there as well their understanding will develop as they read hear you read aloud and ask their family questions about history having this visual in your room all year will help keep it in their own mind all the time make it your own with large year markers and fill in the events with notings book covers of books read historical pics from activities and that are back in current news there are no rules do what makes sense your learners will guide you fifth grade teacher jennifer scarola was kind enough to allow me to come film a lesson in her classroom to give a visual of some of these things i have mentioned this lesson is about noticing historical tensions along the way as you read she is reading aloud the book irena s jars of secrets you will notice the students stopping and jotting as she does and she gives them time to talk about it with each other as readers workshop continues the students do the same in their own reading and during the share at the end you can see some specific examples of student learning enjoy your visit to mrs scarola s classroom melanie holtsman share story learning from lucy implementing rigorous coherent writing curriculum as the literacy coach here at chets creek elementary i have been fortunate enough to hear lucy speak a few times each time is different powerful and packed with so many tidbits that i cannot ever manage to capture in notes each and every one of the teachers notes that were shared in the previous post were much more coherant than the notes i manage to capture i have learned to audio record and spend hours savoring over the audio since so much of this is completely lucy s words it is in italics please enjoy learning from her as i do lucy answers teacher questions during break units of study implementing rigorous coherent writing curriculum lucy calkins 11 15 13 lucy talks a lot about how we convey the information we learn as teachers or staff developers you listen differently for each and i need you to be storytellers to others because the information about writing needs to be told who could have ever predicted these changes in education who could have ever imagine that tests would be developed where we were told that two thirds of our third graders would be labeled failures and that is the plan this has happened in new york city and the people leading that do they understand what it is like for an eight year old to be told that the big official important label for you is failure in times of your life when you were called a failure what that does to your dedication your sense of power it is debilitating and we are grown ups and even though today is about writing i just wanna say about the common core it may well become the makeshift titanic that goes down this big and grand thing that goes down because of a fatal flaw the flaw will be implementation part of the flaw is that people are trying to tell us how to implement the common core and the people who are telling us are nuts i mean i am so committed to helping kids move toward reading more complex texts that is the really huge work we are not going to get there by getting on the strict diet of texts they can t read it s just not gonna happen so these people that think you can only discuss text based questions i wanna ask have you ever been in a school have you ever tried to engage a kid you can t talk about the learner dave coleman who calls himself the author of the common core literally is quoted online as saying what kids need to learn is no one gives a s_ _ _ about you it s quoted it s all over the internet really if you even just read the business stuff about how to make people work harder in business and one of the first things is creating a culture where everyone knows that every person matters and we are supposed to tell kids no one cares and devise a curriculum that reflects that i m not saying common core i m saying what some are doing in the name of common core well we are here to talk about writing let me start by saying the world has begun to pay attention to writing there s a good reason for that one is the common core but you should not institute any change in your school because of the common core you have to institute changes in your school that you believe will enable your kids that will take them toward being more powerful and build a stronger community there are so many mandates you can t possibly do them all i was talking to mike fullen who says over decades of work in school reform i am convinced that one of the most critical problems in our schools is not resistance to innovation but the fragmentation overload and incoherence the results from teachers and principals adopting too many innovations in an adhoc superficial way mike has been studying school reform for years doug reeves says that innovations adopted to a low or medium degree of fidelity show no results they do not lead to improving achievement at all it s only innovations that are adopted with a high degree of fidelity that impact achievement it s like me saying i was on a diet before and after i had that muffin that muffin made all the difference when it showed up you can see what it does to a diet that s low implementation we need to think of ourselves as investors people come at us with all this stuff and we have to make decisions warren buffett says what s my secret as an investor my ability to say no you say yes to the things that are exactly right i hope today that you will say yes to the serious reform of teaching writing i m not interested in you doing writing workshop poorly it will make sure it doesn t work why is writing such a big deal now technology has made sure that we are all living and breathing writing we write as we drive we wake up writing we go to bed writing 560 websites are being developed every minute 60 of companies have blogs the fact that everyone is writing all the time means that everyone has a voice in a way that they never had the internet has given the lowly citizen a microphone it used to be that it mattered if you had knowledge now you can google them faster than your memory having knowledge is no longer a big deal it s being able to synthesize organize and talk back to knowledge and writing is great for that in this day of accountability one of the most profound changes we have to go through is that how the kids do is how we do in learning writing we have a kind of contract with kids we say if you work hard your product will get better in 2 weeks if you listen to what i say and do your best actual visible growth in your work you should see the difference in dramatic visible ways when kids do what you say in writing you should see the difference right away and the kids see it and they see what it means to be a successful learner that s why this is such a powerful subject to teach when i work with states or cities or towns i usually begin with what is the bill of rights you give your kids in the teaching of writing the non negotiables every teacher buys into new kids come to your class and what is the promise to your kids it has to be reasonable that everyone would do 1 writing is a subject taught every day k 5 in other words the kids are literally producing a volume of writing every day kids will never write well if they never write long 2 kids should know what they are working on personal narrative song poem nonfiction they need to know the genre of their writing so they know what they are trying to do all of the authors and texts in your classroom are teachers as well kids need to have author celebrations over and over it changes their perception if they have readers of their writing writing for readers transforms the whole enterprise of writing words on a page made a nation kids need to understand that words can make something as big as anything they can imagine words matter 3 ways to get their work published explicit instruction matters not turning down the lights and saying write good writing is not in their dna they need instruction modeling 4 only way writing is a tool to be used across the curriculum is if they become fluent writers sentences of thought not words and then paragraphs 5 relationship and feedback accelerate achievement the relationship between the teacher and student is that the teacher believes the student has capacity to grow in dramatic ways if the teacher cannot do then the child won t be able to do the learner has to have a crystal clear goal observe the learner working observe them changing with a compliment of their growth then show them the next step they should take i don t know the story of your lives but if i invite you to write or share the turning points the causes in your life all of a sudden there is an intimacy avi said if you re going to teach me to write you re going to have to love me john hattie s research shows that only two things really matter in accelerating achievement and the first thing is the relationship between teachers and students think of your own life and the teachers that mattered to you those are the teachers that knew us they see you they get you you are all writing about different things but the things i teach you can all be used in any different story things that are about you the teacher must believe the student has the capacity and can outgrow themselves in dramatic ways so relationships are the first thing that accelerate achievement the second is feedback in order for them to get good feedback they have to have a crystal clear goal what their next step is from the last point of feedback the learner notices what they are doing when you point it out feedback point one and then next step feedback point two teacher shows or takes them to someone else doing it if it doesn t work the teacher needs to see what they are doing wrong it s not them it s you we have to be able to take the talent base in our school and socialize that intelligence we cannot all of us be best at everything we have to do some things to get a more cohesive approach in our schools structures that need to be in place 1 doing units together makes it cohesive share student work 2 must write daily for x amount of minutes 3 the way a writing time goes needs to be extremely predictable health of the school depends on the white elephant in the room what are people talking about behind closed doors if you are going to add instruction you have to say what will they not do there is not extra time but don t waste time we used to be able to kick out social studies and science but now we can t you need to talk about it about time and how it s spent if you can t do something don t skip days skip a month deep work has to be done daily when kids begin writing don t start conferring move around the room first and make sure they are going then small groups it doesn t have to be long small group work it s about pulling them out of their chairs and pointing something out and then leave them working strategies see kids thinking they are finished not writing mid lesson teaching point writers when you think you re done you ve just begun instead of turn and talk turn to your neighbor and write it in the air pick and model a moment for your kids that is a moment they can relate to dialogue or small action common core says begin with an orienting phrase don t do that that comes later start wit...