On Winter Holiday... Now What?

Winter Holiday To-Do List

Sometimes a simple comment can spark an idea for a blog post. Today as I dismissed my students for their much-anticipated Winter Holiday, I hugged a parent goodbye and shared, "Enjoy your time with your babies!" to what she jokingly replied with, "I wish teachers took my babies during holidays as well!" (insert chuckles from both parties)

Truth be told, that although we both laughed at her reply, I immediately realized how important it is for us, as teachers, to truly re-energize every few months. We, as much as the students, cannot wait for our Winter Holiday to commence! Contrary to popular belief, this is not because we are burnt-out, but because we need our rest to approach our fast-paced lifestyle with a fresh set of eyes. This is what keeps us going for ten months and allows us to continue to be innovative thinkers in our classrooms. 

I'm On Break... Now What?

So now we are on break for two weeks... but let us be honest with each other, it never really feels like two weeks off during the holiday season. We have last minute gifts to buy, presents to wrap, holiday dinners to plan, and our favorite... families to host! Because of this, I feel it would be reckless of me to provide a never-ending list of things you should do for yourself to relax during the break. This might prove counterproductive and give someone added stress as they struggle to find all that "Me Time." Instead, I could share just a few things (ten at most... promise) that you can do to help put back some pep in your step as we enter 2019!

Ten Five Things to Help You Re-Energize

1. Take a long walk with a loved one and disconnect from the world (cell phone set to silent mode)

2. Visit your favorite coffee shop, holding your favorite book at hand, order something yummy, and read (yes... this means the cell phone is off...LOL)

3. Take your kiddos out to a place of their choice (Trust me, as a mom of two and teacher of 28, this will bring so much joy to your heart if you merely sit back and watch them enjoy their time with you. This works even better if you keep all electronic devices away from your special day (OMG I'm starting to notice a pattern...giggle)

4. Plan a day with your best friend... this may seem silly even to write, but I can tell you from personal experience, finding a date that works for two very busy moms is not always easy... but it is oh so rewarding when the stars align and you discover a date that works for all.

5. Take a yoga class at your local gym (and if you search the web, you might even find a class that is offered outdoors... BONUS!)

(You see, I was aiming to write ten things to share to help with relaxing and re-energizing over the holiday break, but I decided to keep my list short and sweet for my own sanity...LOL)

More importantly, none of these suggestions should break the bank. This list is simply written to provide my readers with a starting point. You know yourselves more than anyone else. So, find your happy place, pull up a chair, and relax.

See you all in 2019!

Yvonne Milian

Peace, Joy, Love

Peace, Joy, Love

Wow! It’s hard to believe that this year is quickly coming to an end.  The excitement (and chaos) can be felt throughout my classroom and school campus as we finish out the last few school days of 2018. This is the season when most people stop and reflect on the ups and downs of the past year while making resolutions for the next. As teachers, we know that our school year is nowhere close to being over, but this is a nice time to stop and evaluate the year so far.

Thinking back to the goals that I set for myself and my students at the beginning of the school year, I know that there is still so much more that I need to teach before state testing in April. Sometimes it feels like we have come so far as a class and other times it feels like we are so far from where we should be. It is easy to become fixated on what seems like a never-ending race to the finish line. Over the last few days, I have made many notes in my lesson plan book as to what needs to be accomplished before school lets out for Winter Break as well as what I will need to review with students when we return.

"If we had no winter, the spring would not be so pleasant." - Anne Bradstreet

Reflecting on my personal journey over the past year, one word echoes loudly in my head. . . JOY! That might not be the first word you would think of if I was to share all that has happened to me in such a short amount of time. The last 15 months have been challenging to say the least. To give you some perspective, on the night of Oct. 1, 2017, my world came to a crashing halt. Under the night sky and the light of Las Vegas, the sound of gunshots coming toward me filled my reality. Living in the aftermath of the deadliest mass shooting in American history has come with unimaginable sorrow and pain. And yet, there has been so much joy along the way. I truly believe that love wins! Above all else, I resolve to choose joy in all that I have done and continue to do both in my professional and personal life. It is with joy in my heart that I am so proud to say that I get to teach at one of the best schools around.

As I have started to count down the last few hours of school with my students, I have tried to focus less on all that needs to be taught and instead take in the wonderful joy that comes from spending time with them. Many of my students have shared that they would rather be at school for the next two weeks than have the time off and be “lonely at home.” It is a reminder to me of the impact we have on students' lives!

May the joy of this season fill your hearts, and may we all come back in January joyful to teach another day.

Learning and teaching with grace,

Alina

The Importance of a Classroom Read Aloud

The Importance of a Classroom Read Aloud

Last month I wrote about sparking the interest in reading. Why I write about this, you might ask, because we have many students losing the interest in reading as technology takes a hold of their learning heart. I have more and more students coming in reading below grade level and my primary goal, as the school year begins is to get them to love reading. Once a student loves reading, then the magic of literacy skills begins to take place.

“I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” – Roald Dahl

As you think of what books you would like to read aloud, think about books that will tie into the school’s focus. What is the school team trying to teach as a whole? This year we began the year teaching anti-bully lessons because we wanted students to understand the “Stop, Walk, and Talk” strategy in hope to put a stop to bullying. It is great to teach the lessons, but my thoughts went beyond in thinking about what I can add, as the teacher, to add realia to their learning. I quickly thought of one of my favorite stories, “Wonder”, because that is a story that would bring the learning to life. As the reading began, students were interested, looked forward to the fifteen minute reading after lunch, and wanted to discuss what was happening in the story. I kept it simple and fun for my students to look at reading with a different eye, than what they are used to during shared/guided reading.

If you don’t personally enjoy reading to your kids, not to worry! Picking your proficient and advanced readers is a great experience for them to read aloud in front of the class and lead a discussion on the reading. My proficient readers love this and even enjoy helping readers that struggle with the read aloud. Another fun experience we’ve had is watching a read aloud from space! If you go on www.storytimefromspace.com you will have the opportunity to observe your students absorbing the connection of science and reading as an Astronaut reads to them! J

“Today a reader, tomorrow a leader.” – Margaret Fuller

Literacy expert Regie Routman agrees. In Literacy Essentials: Engagement, Excellence, and Equity for All Learners, she calls reading aloud an "indispensable first step in reaching and teaching [students]."

"It slows us down, relaxes us, reminds us of the joy and inspiration of a well-crafted story. Being read to puts us in the frame of mind for learning and increases literacy achievement," she writes. (Education Update, Varlas, Laura, “Why Every Class Needs Read Alouds”, ASCD.org)

As you continue through the year, think about the story tie-in to the curriculum or maybe the tie-in to holidays to make connections in knowing the “why” we celebrate or give honor to a specific person. Personally, for November and December, I chose to read, “The Lion, the Witch, and the Wardrobe” to bring in a fantasy story that ties into Wonders Unit 2, Animal Stories. Then in January and February, I continue with Unit 3 biography stories that can bring in more discussions of government and delivering justice. Finally, I end the year with “Island of the Blue Dolphins” that allows for better understanding of the social studies stories in units 5 and 6. The read-aloud stories are above my students’ reading level and most would probably never get read to at home; therefore I want to give my students the opportunity to have someone read to them and take them on a reading adventure that can bring magic into their world!

Live, Love, TEACH and a very Merry Christmas to all! 

Full STEAM Ahead!

STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century!

We focused on a STEAM activity in December where the students had to work collaboratively in groups to construct the tallest standing structure (Christmas tree), using only gum drops and toothpicks.  Not only is the activity hands on and interactive, it requires the students to think critically, use the strengths of their combined teamwork, and allows the students' creativity to shine!

The process I followed for this particular activity:
1) Gave students handouts which discussed their mission/assignment.
2)  The handouts also included an organizer for students to write down their thinking, and come up with a plan as a group as to how they will be able to build it successfully.
3) Supplies are then distributed and students work in groups to build.  
4) After giving the kids about 30 min or so to build their structure, we then stopped and checked out each group's work.  Groups share out to discuss what they discovered and what they noticed did/ didn't work.
5) Now students use Chromebooks to actually research how to build successful structures (such as having a strong supportive base, etc).
6) After we have discussed and they have researched the topic they are then allowed to rebuild with their group.  
7) The activity is closed by debriefing again with students to discuss, how it was different/ better the second time they built it, what they learned about building structures, and how working in a team was valuable.

I truly believe its such an invaluable skill to teach our students how to collaborative and work/think together.  My students work so well together and have learned each other's strengths and how to utilize them in a project. I have watched my students flourish and learn so much this year thorough the power of collaboration.  STEAM activities are a GREAT way to incorporate these skills into your classroom!

Collaboratively Learning,

Megan Brown

megan.brown@omsd.net

A Fearless Leader

      I'm going to dedicate this blog to all the female visionaries at OMSD who work tirelessly to improve the learning and lives of the students they serve. They have shown me, through their hard work, the importance by doing more than they thought they could, more than what was expected of them, and more than what was in their job description. They have set a tremendous example of what it means to put the needs of children first.

      Over the years, there have been many women who have directly impacted me in one way or another. Some were women whose contribution and work ethic I admired from afar and some I had the privilege of working with.

      The most influential woman in my life has been my mother. Never an educator in the traditional sense of the word, she played a tremendous role in the person I've become. She was definitely a "tough love" mom. She was a "I'll give you something to cry about" mom. Never having had a mother herself, she wasn't familiar with the job description. She was abandoned at birth and survived a childhood of physical and emotional abuse. In spite of the odds, she had a dream for her children. She encouraged me to do my best in school and to pursue an education--even when it seemed financially inconceivable. She dreamed of me becoming a teacher. She has always had extraordinary respect for teachers. In fact, she spoke of one teacher who finally taught her to read in the sixth grade. 

     So, here I am. For many years, I have proudly described myself as a teacher. I am determined to be the kind of teacher that makes an impact. I owe it to all the children who wake up early, get dressed, and make their way to school with the hope that they will learn something new and to the strong, talented, and hard-working fearless leaders who have paved the way. I owe it to the parents who entrust me with their children's education. I owe it to my mom.

     At Friday's Coaching Collaborative, when I saw how bravely one of our OMSD teachers, Kandyce Valverde, and our fearless Spotlight leader, Andrea Thune, showed an over-packed room full of educators a video of their coaching cycle, I felt incredibly grateful to Andrea for masterminding this unique way for teachers to lead from the classroom. Those aren't just her words, they are her mission. I'm literally living the dream my mother had for me.



Livin' the Dream,

Lola Jollie

One-Pager

Have you been looking for a new creative way to have your students connect to a text?  Try having your students make a One-Pager! Its a component of AVID, however, you do not need to be AVID trained to implement this strategy.  Its a great way to help students connect with a text on a deeper level, while also being able to show their creative side. This structure is an awesome culminating activity as it meets the needs of all your kids at all different levels, and will particularly meet the needs of your GATE kiddos by challenging their creative thinking side, but also allows all of your students to be successful.

One-Pagers can be done individually or collaboratively in a group.  "A One-Pager is a creative response to your learning experience. It allows you to respond imaginatively while being brief and concise in making connections between words and images. We think about what we see and read differently when we are asked to do something with what we have seen or read. We learn best when we create our own ideas. Your personal thinking about what you have experienced should be understood by the audience that views the One-Pager." - AVID

I will have the students work collaboratively in groups to create a one-pager after reading the Anthology story in Wonders.  I have my students in my leveled reading group create one-pagers  individually after we have finished reading novels.  I have had my students create one pagers based off science and social studies curriculum that we have covered.  It really does require them to think deeply about the text, think on a higher level, and make connections  to the text.  Students will spend a great deal of time revisiting the text, and in many cases doing further research to enhance their thinking on the topic of the text.  It really helps promote self learning.

Since I have trained my students how to work in collaborate groups, I often have them completing these one-pagers as group projects which really bumps up the rigor and creativity of the work they put it.  the kids absolutely LOVE it!

There are many different things that you can have your students include in their one-pager and I do adjust mine based on the subject, text, etc, but here it is an example of one of the checklists I provide my students with.

SWBST in Kindergarten

     

     A few years ago, my colleagues and I attended a professional development training at my school site going  over the summarizing strategy called SWBST -Somebody Wanted But So Then. We did a few practice summaries, using different points of view for the "somebody" part.
    As my fellow kindergarten colleagues know,  we often have to  improvise new strategies and  tailor them for the kindergarten student when we receive professional development that we are encouraged to  use in our classroom.
   My team and I came up with our own version, including icons.  The first few times I implemented this strategy in my classroom we did it whole group with familiar stories, and eventually the students write their own summary (Springtime-ish).

Here is the SWBST strategy:

                        S-somebody; who is the main character?

     W-wanted; what does the main  character want?

                B-but; what is the problem?

                S-so; how does the character try to solve the problem?

                T-then; how does the story end?

As teachers of young students (or parents of young children) have experienced,  summarizing a story can take twice as long as it should, with way too many insignificant details.  This is a great strategy to teach students how to summarize in one or two sentences.  When  will you try this in your classroom?

Here is a link  to the document I made:  

SWBST One Page

Flexible Seating

  My classroom environment never really inspired me, which is what lead me to actually trying it.   I love how the flexible seating environment looks, how it allows students to collaborate more freely.  I was intimidated to try it because I was not even sure I would be able to afford it, or if I would handle a non-traditional setup classroom management wise. Therefore, I decided to take baby steps and try modifying just parts of my classroom.  I figured I could change little bits at a time, so I could become comfortable with my new seating arrangement.

Getting Started

Library group working on GATE frame.

      Just before school started, at the end of July, I went to the OMSD Warehouse.  I was looking specifically for round tables.  After finding six round tables, I found a vinyl couch and a coffee table.  With the couch and coffee table, a decent sized library area was created.  The round tables are the main part of the seating in the class, but I did keep about ten rectangular desks to give a sense of variety for the students. The traditional rectangular tables are also for students who feel like they need their own space.  It allowed me to create a more independent work area off to the side of my room as well.  It was explained to the students that when they need a quieter working space they are welcome to move themselves and return when they need to.  Next, I started looking on Facebook Marketplace and Letgo for accent pieces like beanbag chairs, a smaller, tall table, and rugs.  These are great resources to look for cheaper priced items, and the pieces are usually in good condition.  If you let the salesperson know you are a teacher, and the pieces are for your classroom, the seller will usually give offer a lower price. For example, one seller on Letgo was selling a beanbag chair for $20. When I mentioned I wanted the chair for my classroom he offered to give me the chair for $10.  The same situation happened through Facebook Marketplace.  I was purchasing area rugs for my classroom, and as soon as she heard I was a teacher, she gave me a small vacuum for free.  People love teachers and want to help us; they know how important our jobs are. 

Welcoming Environment

Compass Corner

For me, a flexible seating set up has a very homey and welcoming feel to it.  Since I changed the seating, the kids are excited to come in and see who will get to sit in the library and the “Compass Corner.” which is a PBIS behavior expectation area. To sit in the library I pick four students with the highest Reading Counts points. When the kids earn a Compass Card for showing our behavior expectations they put their card into a raffle, and I choose three students for the week. Since it is an incentive that the students earn there is a positive vibe.  Students from previous years will even comment, “Mrs. Eberle, why didn’t you do this for us!”  Adults have said my room is “inviting” and “feels so comfortable.”   When I hear that feedback, it makes me believe I made the right decision to change over.  I want my classroom to be a place where my students want to be and work in.

Novelty

      Novelty can be a huge engagement tool in the classroom.  After a UDL presentation, I deduced that flexible seating really fits into the category of choice, which is novelty often times for kids.  We have a lot to be done in a school day, so choice is a novel concept. If the students can stay engaged in their work because of they have novelty and choice in their atmosphere, then the work I need them to do gets finished.  It is a win win.  They will definitely work harder to sit in these areas.  

Collaboration

      The group tables have really helped keep students working collaboratively.  The round tables do not have a storage space, so it minimizes the distraction of going into their desks. Students tend to stay focused on the assignment rather than their desks or backpacks.  The circle formation makes the kids face each other, which encourages them to talk.  My students are extremely verbal, and if they are talking on task with each other then I find my engagement increases.  Plus, it is so awesome to be a facilitator, hearing their conversations, and when they make the connections you want on their own.  It is a proud teacher moment for sure.

Next Steps

       What I learned from flexible seating is that I love it, but there are some changes I will make moving forward.  One, wood chairs are not a good idea.  I have too many students moving in and out of my classroom and wood will not last.  In the future I will be looking for items that are plastic or metal.  If you are using computers often in your classroom, learning LanSchool is a great idea as well.  I cannot always see their screens, so the students understand LanSchool is on and holding them accountable.  After all, they are still kids; flexible seating or not they will always push the boundaries because that is age appropriate.  We have to remind them of appropriate behaviors and let them know we are always watching, and have high expectations.

When you have a minute, maybe over Winter Break, think about one thing to add to your classroom.  Go to the OMSD Warehouse; see what treasures you can find.  When you are on Facebook click on the Marketplace icon, which is the little house at the bottom of your newsfeed, and put any item into the search engine.   Letgo is an app that is very similar to Marketplace and really easy to navigate through.   I try to do everything in baby steps because I do not want to overwhelm the students or myself. So, think of a space you can change a little bit. I promise the kids will be so excited.  

           

Sequence, Retell and Write

Sequence, Retell and Write

Very early in life kids learn that things happen in a certain order.  Young children come to recognize patterns and routines that help make the world more predictable for them.  As teachers, we set routines and procedures for the school day, so that students know what is expected of them.  As educators, we can build on this basic understanding of routine and order to help teach our students the value of sequencing.  

What is sequencing? Why teach it? 
How does it help your students retell? 

Sequencing refers to the identification of the components of a story or event-the beginning, middle, and end- and also to the ability to retell the events in a text in the order in which they have occurred.  The ability to sequence events is not only an important skill for both reading and writing but also for science, math and social studies.  Teaching readers to understand the importance of the order of events helps them deepen their comprehension.  Being able to identify a beginning, middle, and end helps readers to retell a narrative feasibly.  When students begin to write stories their capability to form a plot depends on the understanding that events happen in a certain order.  In addition to narratives, students will need strong sequencing skills for procedural writing, math computation and science experiments that have steps to be followed. No matter your age you use sequencing daily from following a new recipe or reading an instructional manual for how to build something. Sequencing is everywhere!

How do I teach sequencing to my students?  I have included some ideas and activities below. Give these strategies a try!

Introduce It!

First, I like to introduce new topics with a video.  I love the one provided by BrainPOP Jr. This video gives students an overview of the new learning.  In this short video, students discover why sequence is crucial to the plot of a story, and how progression helps order the events or steps in a text.  Students discover how transition words like first, next, then, last indicate the order in which things happen.  It also introduces the importance of using a chart to take notes of events as they read.  

Model it!

Next, I model!  Before asking my students to try anything new on their own, I model it for them.  By modeling, I am creating the standard for the quality of work that I will expect from my students.  I also have the opportunity to give suggestions for future problems.   As we read stories that contain the comprehension skill of sequencing I use chart paper to record the story elements as we read. During this time, students are participating by providing evidence from their texts for me to record on the chart.

Have students retell in writing and orally...
Then, during our second read, students record the characters, setting, and sequence of the story onto a retelling map.  They then use this map and their text to orally answer questions related to the story elements with their team using the Fan-N-Pick structure. Fan-N-Pick Story Elements
My students are very engaged in this process and cheer when they get to play Fan-N-Pick.  They love to tell a story while collaborating with their team.  They are very successful with this literacy task as they are practicing oral language skills.  With practice and positive praise, even my most reluctant learners are successful in this activity.  

Independent Writing...
Last, students use their retelling map and text to create a Flow Map containing and a topic sentence, sequence of events and a closing sentence.  I teach my students that after they write a sentence, they should then draw a detailed picture that matches the sentence.  Students can use their text or ask their partner if they get stuck.  Students will then use their Flow Map to write a paragraph.  Students have a self-editing checklist to check over the conventions of their writing before completing their story.  

  

The capability to sequence events is a skill that is so important.  It transmits to all subject areas and is used throughout a person's education.  It also helps students to become organized and focused on their thoughts.  If we can give our students a firm grasp of this skill in their early years, we are setting them up for success in years to come.  All of my students feel successful because of the routine we have built in this process.  It is a meaningful and engaging process.  I hope you are feeling inspired to take action.  Please email me with any questions or if you'd like to see this in action.   

  

      Positively Teaching,   
Randi Muehlen
                           

Teaching Is Making Connections

Teaching is Making Connections

Teaching is making connections with students, whether it be inside the classroom, around campus, at school events or on the soccer field.  I try to make these connections both academically and personally with every student I come into contact with around campus. Students, at the middle school level, are going through so many changes in their lives that they must believe their teacher sees them as more than just a student, but also as an individual who has feelings with a life outside of school.  On the personal level, I treat each of my students with respect daily to create a safe environment in my classroom where students feel they can be themselves. This respect is given unconditionally to students, but it takes time during the school year for students to trust that there are no strings attached to this respect. From this point, I can challenge each student to believe that they can do more than they ever thought possible.  While many students find math difficult, I am proud that students do not give up when our class becomes challenging. Making a personal connection with students allows me to challenge them to do even better without them giving up.

In addition to making a personal connection, it is important that students make a connection with the curriculum and the world around them.  To that end, every unit of study is embedded in a project with a challenging problem for the students to answer. The purpose of the project is twofold - one, the project’s challenging problem gives a focus for the students throughout the entire unit of study.  Two, the project provides real world context in ways math can be used in the world. The reward I have had in implementing this in my classroom is for students to realize that there are uses for what we are learning. Last week and this week by 8th grade students worked on a statistics

project - "Barbie Bungee" - where students collected data, created a scatter plot, made a line of best fit and then made a prediction of how many rubber bands it would take for Barbie to jump off a basketball hoop safely while touching only her hair to the ground. Below are clips from students gathering data in class last week and a clip from today's Barbie Bungee Jump on the basketball courts.

https://drive.google.com/open?id=1c5LWiiGrDaZ-Nca5PBy_5zjODamBXIam

https://drive.google.com/open?id=1bCUOTvNaJINMiFLhG-a82NAdrjlTXruv

(Thanks to my 8th grade student Manuel for taking the video for me.)

 

My teaching style allows for students to question, research, make mistakes, reflect, and revise while learning the necessary mathematics.  I challenge students with a problem to solve that requires them to struggle with, collaborate with peers, and communicate their solution.  I do not want my students to wait for me to give them the answer, but instead, I want to teach my students to persevere in finding a solution and communicate how the solution was arrived at. Getting my students to see connections within the real world, combined with persevering, I believe gives them the best opportunity to be successful in life - middle school and beyond.

Still teaching  and loving it,

Kevin Stott

Got S - t - r - e - t - c - h Text? (PART 1)

So a few years ago, my principal challenged us to include stretch text during our UA activities.  I remember thinking: "What IS stretch text?"  

This seed began to bloom in my curiosity to know, understand, plan, and deliver lessons using stretch text. Here comes the reality:  there is minimal - if any - resources out there.  Thus my journey began. 

That year I began working closely with my evaluator, the assistant principal, as well as our site data coach.  Through a variety of co-teaching opportunities as well as collaborative planning sessions, we began to understand this idea of "stretch" text.  Please be aware that I am sharing my learnings and I will be sharing these throughout the next three blog posts so if this is something that intrigues you, please return!

In order to make sense of how stretch text works, read the Frequently Asked Questions below.  On my last post, I will include a video lesson of myself delivering a stretch text lesson.

FAQ's:

Why stretch text?  http://www.corestandards.org/assets/Appendix_A.pdf  Read pages 1 - 11

What is stretch text?  Stretch text is text that is far above a student’s Lexile range.  For example, if a student’s Lexile range were 650 – 800, then an ideal stretch text would be anything above, say, 1000+.   Expect students to struggle with stretch text.  However, through this experience of grappling with text that is complex, sophisticated, and academic, students begin to build grit and stamina.  They begin to use previously learned comprehension strategies in order to figure out the “gist” of stretch text, if not more.  NEVER underestimate what your students can do!  Avoid “rescuing” them from the struggle.  Delete any assumptions.   You will also find that stretch text lessons are organic.  You may plan a sequence of activities to meet your goals but do not be surprised if you need to alter these due to unexpected new learning or understanding.  Let the students lead and tell you where to take them next.

How do I explain stretch text to my students?  I usually teach my students the difference between reaching and stretching.  Their independent reading range is “reaching” – it implies some effort and they can “reach and grab it.”  On the other hand, “stretching” implies much more – more energy, more effort.  When we stretch out for something that is out of reach, it requires our whole body to help the arm grab it.  Sometimes we can, sometimes we cannot but we keep trying.  I have also used the idea of weights as an illustration.  In order to build more muscle, a person needs to increase the weights when they workout.  After much practice, they notice that the weights are not that heavy, so they have to adjust the weights again.  Highlight the fact that reading high-level text is like working out, it might be painful at first but the results are beneficial.

When can I teach a stretch text lesson?  I usually try to fit stretch text lessons during the end of unit testing week in Language Arts. Usually, the sixth week of a unit in Wonders would be a perfect time.  Stretch text lessons are ideal for UA since students are grouped within a focused Lexile range.  For example, my current UA group is reading within 600 – 750 Lexile range.  An ideal stretch text for the whole UA class would be anything above 1000+ Lexile.

Are there any resources that I can use?  Yes, I have included below some links that you can view at your leisure to see some examples of stretch text lessons.  Be warned, you will not find much resources by googling “stretch text.”  You will usually find resources about accessing complex text (which may in itself be helpful as well):

1.  READ pages 1 - 11 in Appendix A of the common core initiative document (yes, I know it may be a struggle but, hey, if you want your students to do this, then we need to do this as well):

http://www.corestandards.org/assets/Appendix_A.pdf

2.  Teaching Channel videos:

https://www.teachingchannel.org/video/teaching-declaration-of-independence

Happy Writing!
          Gus Macuil