Scaffolding Beginning Writers using Power Writing

We are 19 days into school (woohoo), and I want to share how I am supporting my beginning writers. As most of us are experiencing, writing is an extra struggle this year because most kids did not use paper and pencil last year.  My kiddos are at all levels, from not knowing how to hold a pencil to writing complete sentences. So my first thought was I need to build their writing fluency. One of the best parts of 1st grade is seeing the fantastic growth students make in 9 short months. As I said above, they enter writing single sentences (sometimes single words) and leave writing cohesive paragraphs- it's incredible! BUT, students need daily, explicit writing instruction and practice for this to happen with chances to write every single day.

As I model writing throughout the year using grammar, writing traits, structural analysis, and mechanics, my students learn all the technical parts of writing a paragraph. We use what we learn to write about the stories we read using thinking maps and then turning them into paragraphs. See this previous blog post for more information- sequence-retell-and-write, but what about building writing fluency and creative writing? This is where Power Writing comes into play.  

Power Writing is a writing fluency activity. It is structured free-write where the objective is quantity. The idea is for students to write as many words as they can as fast as they can. Students are more likely to write if given a topic to write about rather than thinking of their own. This strategy helps writers free up space in their memory by eliminating so many choices in the planning stage. Power Writing is also an important part of building a community of writers, beginning with believing that we are all writers.

This will be my 4th year incorporating Power Writing, and as I sat down to plan, I had to scaffold the way I was going to introduce it because of the wide range of levels my students are at. If you don't teach primary, you would never know you need to start by teaching your students how to write in a journal. Believe me, it's important!  

How do I write in a journal?

I always start with a "how to write in a journal" mini-lesson on the 2nd day of school.  

• Open to the first page.
• Date in the upper right-hand corner.
• The top empty box is for your illustration.  
• Your letters should fit on two lines, Lowercase letters fit below the first line.
• Leave the empty space blank between your writing.  

As you'll see from my examples, our journals are not perfect nor shall they be.  BUT, progress is being made.  Plus I am super proud of my kiddos.  They have been working SO hard on their writing and I already have some fabulous writers.

2. Introduction, Brainstorming, Oral Language Practice

Students begin by sitting at their desks, and I have my document camera open to:

• Introduce the topic- I have been using Journals with premade topics. 
• Students then get time to think of anything they can think of about that topic. 
• Then students' partner shares their ideas based on the topic. I walk around throwing out ideas in case students need talking points.
• After students brainstorm, I write a word bank using their ideas on paper under the document camera.  

3. Student Independent Writing Time

• Student takes out their journals and a pencil.
• They write the date.
• They say the Mantra.
• Students then write for 5-7 minutes while I play music.
• I walk around the classroom while students write/draw silently. My students know that this is a quiet time where no one talks and everyone stays in their seats.  

• Students finish up their thought when the timer goes off.
• Students are then given 2 minutes for a quick draw.
• Students then use "Magic Headphones" (plug their ears) to read their writing to themselves.
• Students then count how many words they wrote and write that number on top of their paper.

Mantra

4. Troubleshoot

 

So what do you do about the kiddos who are shouting out, "I don't know how to spell_____, How do you spell? What letter comes next?" If you give in to these demands once and your quiet writing time turns into a Spelling Bee. As a whole class lesson, I model writing by sounding out words. I then underline words I am not sure of. My students learn that an underline means - "Hi Mrs. Muehlen, I tried hard to stretch out this word, but I still don't think it's right, and that's okay!" Underlining is a sanity saver!

 

5. Sharing and Feedback 

With writing journals, students need to be evaluated and encouraged. In these beginning weeks of writing, I teach my students to share their writing and give feedback. This has been the biggest motivator for my kids; they LOVE sharing their writing. I usually have 2-3 shares a day. Keep track of who shares. Our share routine looks like this:

• Encouragement/Building Community- I say "I choose ________." (in a sing-song voice) Students say, " Let's go _______!" (in a sing-song voice that matches mine). Students may not want to share, and that's okay. Believe me; they usually want to...

• Sharing the work- The student puts their writing under the document camera, so it projects for everyone to see. They share their work with the class.

• Specific Feedback- The student sharing chooses a friend (using a stick) to give a specific compliment ("I love how you told me _________." You did a great job of ________." " I really liked how you_______.") These have been modeled numerous times by myself first before students begin to use them.  

• Class Cheer- The presenter may then choose a class cheer to receive. Our favorites- Oreo, roller coaster, and Hip Hip Hooray. Click for Cheers

Friends, I am so excited to see how my first graders grow this year. I feel like we've devoted time to writing, and it's already paying off.  

Positively Teaching,  

Randi Muehlen

Paperback Writer

Paperback Writer

Last week started like any other week. I rushed out the door, coffee in one hand, keys in the other, and a bagel in between my teeth. I was probably going to be late, unless by some miracle the 10 freeway parted in half like Moses and the great sea, or even like the fancy door at the mall that opens and welcomes you whether you are coming or leaving. I decided to relax since there was nothing I could do about the traffic. I turned on the radio,  but my usual station was not on, instead I heard dialogue between radio commentators. Not the typical morning banter, but an odd monotone conversation. Oh no! I soon realized my husband had left his podcast on, and I was now sucked into a very complex discussion about wisdom.

The podcast was being hosted by a sports psychologist, Dr. Michael Gervais, who defined wisdom as the threading of concepts that allows the mind to connect ideas. He looks to books as the first component in achieving wisdom. This does not mean that wisdom can come over night with the consumption of books, but rather by combining reading with the remaining two components do we begin to see true wisdom from our students.

Composing Wisdom

The second component, then, suggests inspired conversations with knowledgeable people. This is a practice that goes back centuries from Socrates to Mr. Rogers. Students often forget that although the teacher does most of the talking, daily lectures are conversations aimed to inspire curiosity.

The final component requires being in the moment. For children this comes easy as they get lost in video games or are swept away by magical adventures. Unfortunately that attention and desire to be present gets lost in our classrooms. It is our job as educators to facilitate and encourage as many connections as possible. How can we take wisdom a little further? Personally, my philosophy has come to be, that the artifact of wisdom is writing.

Dear Sir or Madam, will you read my book?
It took me years to write, will you take a look?

-The Beatles “Paperback Writer”

In The Classroom

In the classroom it is common practice to use writing assessments as barometer of growth, and as means of proficiency. We display written example proudly, framed with colorful card stock. The importance of this ancient practice (writing) is not lost with the contemporary teacher, but we seldom execute this ancient practice ourselves within our daily lives.

Writing can be therapeutic, self-reflective, and a means of achieving wisdom. This does not require academic or professional writing, but rather the simple act of writing can unlock the benefits. Blogs, daily reflections, personal anecdotes, even journals can provide avenues of enlightenment.

I am not the first to think of this, but look towards thinkers which “wrote” with confidence and purpose. Minds such as John Lennon, Mark Twain, Albert Einstein, and Thomas Edison all kept a journal. They wrote ideas that would change the world. 

Driven by this idea, I was encouraged to write a children’s book . Not for fame, or glory…not for money, or accolades…but for personal growth. The result was One The Corner of Smith and Camelot, a poetry book filled with personal illuminations that will forever be available to my students and those in search of the first component of wisdom. 

I know writing is not fashionable in an age where Siri and Alexa run our lives, but perhaps it will benefit us to sit down and write. Write about our experiences as teachers, write about our roles as educators, write about wisdom. Simply write. 

In search of wisdom,

Yvonne Milian

Embracing Mistakes

Embracing Mistakes

September is officially here and the beginning of the school year procedures and routines marathon is coming to an end. I always start the year by having my students set personal goals for themselves.  On their lists, I saw many inspiring goals like "make new friends," "learn to add," and "learn to read." But, the one thing that I did not see was "make mistakes." When I think about goals, my hope is that making mistakes will always be on their lists. Why? Because mistakes are the essence of new learning! 

If you want to cultivate a growth-minded classroom, you've got to normalize mistakes.  

If mistakes and failures are seen as something to avoid (rather than something to expect), students will begin to stray away from challenges necessary for learning. I make it a personal goal to show my students that mistakes can actually help them develop and improve their skills and abilities. But, as we all know from experience, learning from mistakes isn't automatic. We have to teach our students that they are an essential part of the learning process. 

 Okay, now what steps do I take to get kids to understand that mistakes aren't failures, but opportunities?

"It's OK to Make Mistakes"
Mistakes are when learning happens. Above anything else, my students must know that school is a safe place to make mistakes. We have our most excellent learning experiences from making errors. To help kids realize errors don't have to be fatal, simply say, "Everyone makes mistakes; it's how we learn." I say this Every. Single. Day!  It's a fantastic feeling to see the stress leave their faces and watch their body language change when they hear these words. It makes me sad to think that they thought I'd require them to be perfect. How could a child learn under such stress? I give them permission to fail and realize that mistakes are a positive learning experience. This is a concept that I struggle with as an adult. I wish I had been taught as a child that it's OK not to be perfect and to make mistakes!  

Admit your Mistakes
Whether you believe it or not, your students think of you as all-powerful and all-knowing. Obviously, we make mistakes, but too often we keep them to ourselves. Next time you mess up, go ahead and admit it aloud. By accepting our errors, our students recognize that mistakes happen to everyone. Remember, they are also watching to see how you handle failure. We, as teachers, have to be mistake making role models.   

Show Acceptance for Mistakes
When a student makes mistakes show instant support with both words and nonverbal reactions. This is the quickest way for kids to learn how to erase the fear that mistakes are wrong. They need real-life, on the spot, response. Just a simple "no big deal" or "you got this" can go along way. I usually say, "No, biggie, everyone makes mistakes." Sometimes comradery goes a long way too. Saying something like "I thought that was the answer too" or "Maybe we can try something else together" can make a tremendous difference. Make making mistakes OK in your classroom by always emphasizing that mistakes are how we learn. My goal is to create an environment where kids feel safe to share mistakes and try again.  

      

 Positively Teaching,   
Randi Muehlen
                           

Going Beyond the Limits

We are almost to the end of the 2018-2019 school year! It is hard for me to believe this is the last blog for this school year… we are down to the home stretch, people! Do not get me wrong, I love my students as if they are my kids, but we all need a break to rest, reflect, and record thoughts on how we influence the lives of 20-30 little ones each year. We should ask ourselves questions to engage in reflection. Did we engage in our best teaching? Did we provide a setting that allowed students to capture and flourish in the beauty of their dreams? Whether you answer yes or no to these questions, you have to remember that you instilled new learning to inquiring minds and that is powerful in itself!

“A teacher affects eternity; no one can tell where their influence stops.”    ~Henry Brooks Adams

I started the school year reminding educators that you are not alone on your teaching journey. As you begin to reflect on how this school year went, look to see if it was different in any way. Did you connect with peers to discuss curriculum, standards, expectations and/or lesson plans? Did you make your practice more engaging by adding new strategies? Awesome job if you did! If you did not, then as you begin to write your reflections think about the modifications you can make next year. Remember that as you may be uncomfortable with change, you are challenging yourself to do something new. The new challenges can lead to immense professional growth, giving you the confidence to lead and generate a positive environment where the possibilities can be endless.

“Our borders and our obstacles can either stop us in our tracks or force us to get creative.”   ~Amy Purdy

 As you increase your confidence through reflection, remember that you are not alone! Everyone goes through fear of the unknown when changes come about. Know that you are teaching students that may be feeling the same way throughout their educational journey. As educators, we want our students to know that their level of confidence is crucial for success as well. Read my blogs this year to learn that growth is evident when we seek to improve the foundations of all learning. If a child is lacking confidence, the child may still be struggling in reading. Reading is the foundation of all learning! Teaching a child to read, teaches the foundational skills that make way for inquiry, investigation, and making connections for understanding to take place. When a child has confidence in reading, you build upon their language and literacy skills, stimulating the brain to go on many adventures dreaming the impossible! Let's practice what we teach. 

Go out this year believing YOU and YOUR Students can live and learn beyond limits! At the beginning of the school year, I have my students watch this Ted Talk with Amy Purdy to gain confidence and believe the impossible is possible. As you watch, I hope it inspires you too!
https://www.ted.com/talks/amy_purdy_living_beyond_limits?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare  

Have a Splendid Summer Terrific Teachers!

                                                                  Live, Love, Teach!

Got S - t - r - e - t - c - h Text? (PART 2)

Thank you for returning to my 3-part blog regarding stretch text.  Last month, I introduced this idea of what stretch text means in the classroom.  I highlighted some frequently asked questions and this month I want to continue sharing some of these insights and questions with you!

FAQ's:

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

What essential questions can I use during stretch text lessons?  The one essential question that I use during ALL stretch text lessons: “What makes this text difficult?”  This simple yet powerful essential question is what I want my students to think about throughout the lesson.  By “deconstructing” the text, my students can dissect, explore, investigate, and “reassemble” the text like a puzzle.  If they can succeed with stretch text, they will certainly succeed with grade level text. Ultimately, I want my students to think about their thinking.

Where do I find stretch text?  NOT on Teachers Pay Teachers!  Instead, I have found that famous speeches or Ted Talks are ideal to use as stretch text (they are also free).  Try to select speeches that are relevant, engaging, and meaningful or that tie into Wonders anthologies in some manner.  For example, in fourth grade Wonders unit 4, week 3 includes the anthology selection The Moon Over Star.  This historic fiction selection focuses on the night of the moon landing.  You could tie the famous Moon Speech by JFK to this particular selection (which I actually have done).  Another example in fourth grade Wonders is unit 4, week 1 leveled reader “A Day in the Senate.” Last year, we deconstructed part of the Constitution using it as a stretch text in order to extend the understanding of the leveled reader.  The possibilities are endless. I try to make sure that my students understand that my selected stretch text is either part of an article, document or a transcript of a speech. This is why I try to avoid TPT worksheets or TPT articles. It is no secret that Common Core has made the understanding of technical texts a cornerstone of these new standards.  Stretch text lessons allow the teacher to at least begin to encourage and build self-efficacy within students in order to challenge them to continue “reaching and stretching” their reading abilities. My "look for" when I am searching text is mainly vocabulary. Does the text include a fair amount of academic vocabulary for students to grapple with? Be careful though! Too much may become too frustrating.

Note:  If you find a video on youtube, it usually offers the option to view the transcript.  Copy and paste the transcript onto your desktop in order to print the text for students.

How long do stretch text lessons take?  If you decide to do stretch text lessons during a 30-minute time block of UA, you can expect to take approximately three to five days to grapple with the passage.  It really depends on how deep you want students to go into the text. It is up to you and your learning outcomes.

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!
             Gustavo Macuil

G.R.I.T.

Could You Use Your Fingers Without Your Palm?

How do you motivate your students? I have found it EXTREMELY difficult to motivate my students, when the times get tough. For the last few years, I have seen a little progress in their ability to motivate themselves by solely introducing growth mindset in my class. My students clearly knew the difference between Growth and Fixed Mindset. My students had the best intentions; however, they did not have the stamina to achieve their goals.

As a child, my most valued accomplishment was receiving the Award for Perseverance. At the time this award met a lot because it was a plaque given to one student from the whole school (I was unsure what perseverance even meant). It was not until later did I realize the importance of perseverance and how it plays a huge role in my success. So how do I help my students instill this skill?

Grit is important because it is a driver of achievement and success, independent of and beyond what talent and intelligence contribute. Being naturally smart and talented are great, but to truly do well and thrive, we need the ability to preserve. Without grit, talent may be nothing more than unmet potential. It is only with effort that talent becomes a skill that leads to success (Duckworth 2016)

At the end of last year, I went to a professional development training called Motivation, Mindset, and Grit: Practical, Proven Strategies to Increase Learning(which I strongly recommend attending). I walked away with some important insights.

1. They compared G.R.I.T. with being the palm of a hand and growth mindset as being the fingers. You can use your palm without your fingers, but you can't you use your fingers without your palm. Student not only need the ability to believe they can become smarter; they need the reliance and perseverance to achieve their goals.
2. Personal goals need to be measurable. My students and I write a short term goal every Monday morning. On Friday, we check to see if it if they have been met.

3. Social emotional skills need to be fit into the curriculum!!

Here is the activity I did with my class to introduce G.R.I.T.

(To make the egg bounce soak it in vinegar for a day)

G.R.I.T. Activity

Sorry about the video quality...we're constantly learning from our mistakes in this classroom.

For the love of teaching,

Kimberly Reza