Mrs. Barthel's 3rd Grade - 2nd Visit

Mrs. Barthel is giving her students an overview of the research project they are about to embark on. 

Mrs. Barthel’s instruction is clean and purposeful.  She uses anchor charts to map out the process for her students.  She helps her students to identify similarities and differences between what they are about to begin (non-fiction research paper), and what they have just completed (personal narrative).

She tells the students clearly the ONE part of the process they will complete today.  Today they will (identify a specific animal to be the focus of your research), the one part they will do tomorrow (begin to organize facts using a web), and the one thing they should let their brains work on tonight (how they will organize their webs).

Mrs. Barthel understands the importance of giving students choice and time, but also indicating a clear end point goal for the day. Browse the resources to get ideas.  Do some online searching, especially to narrow your topic.  But make a choice by the end of the period, today.  Get your choice recorded on the board for all to see.  Tomorrow, we have new tasks we must attend to.

When it is time to access the resources and begin to identify their topics, the room is suddenly an efficient and excited bustle.  Students dig in.  They help each other out.  They share their ideas.  They laugh and wonder together at the things they see in the resource books and online. 

Benny knows immediately, he wants to write about a chicken.  His job, then, is to identify a specific type or breed of chicken for the project.  Tommy wants to write about a monkey.  Specifically what kind of monkey is the challenge for the day.  Carter wants to write about a tiger, he chooses the Bengal.

Mrs. Barthel has a keen eye for spotting any sign of off task behavior amidst the movement and chatter.  She quickly prompts kids back to task if she senses they are getting distracted.  And then, one by one, they start to find their way to the board to record their chosen animal.  This is a fascinating process to watch.   Because no two students can choose the same breed of animal, this is TRULY their own topic.  Kids approach this activity with pride and commitment.    The ownership is immediate.  This is their topic!  This is their research paper.  They are ready to go!

Mrs. Hart's 1st Grade - 1st Visit

Mrs. Hart’s kids are so excited today!  They have an important letter to write.  It is an invitation to Mrs. Barthel’s third grade students for a "Publishing Party” on Friday. 

It will be a big week.  Today, they write the invitation.  Tuesday through Thursday, they will “fix up” and “fancy up” the special piece of writing they’ve selected to take through the “publishing process”.  On Friday, their guests will come and the first graders will share their personal narratives with the older kids.

 The students gather in the front of the room, eager to begin.  The invitation is composed using INTERACTIVE WRITING.  This means that Mrs. Hart facilitates the group while they collaboratively construct the text.  Mrs. Hart makes sure that everyone has a white board during the interactive writing, since only one writer at a time can be chosen to write on the actual chart.  This way, everyone is engaged, every step of the way.

There is an art to interactive writing, a constant decision making process about the balance between what the students will attempt to write and what parts the teacher will provide in the name of efficiency and keeping the learning manageable.  The engagement level of her students is a clear indicator that Mrs. Hart has struck the right balance.

Interactive writing is meant to provide an opportunity for students to observe writing and reading as a reciprocal process.  It allows the teacher to slow the writing process down and let children “inside the thinking” that must go on inside a writer’s head. 

As I listen to the language Mrs. Hart uses in her lesson, I hear her weave essential messages into the conversation again and again.  “Writers have to make decisions about the message.”  “Writers need to think about what the reader knows and doesn’t know.”  “Writers use ‘tools in the room’ to help them with their writing.”  “Writer can change their minds.”   As students hear themselves referred to as writers again and again, they undoubtedly begin to internalize this message.   I AM A WRITER!  I AM DOING THE WORK OF A WRITER!   

This will be an exciting week in Mrs. Hart’s class.  I hope I am able to join these writers, along with their friends from Mrs. Barthel’s class for their publishing party on Friday.    

Mrs. Richter’s mini-lesson today is about adding details to help the reader create a picture in their mind.   She moves around the room, quietly conferencing with students.   She listens with seriousness to each of them, as they share the narratives they’ve been laboring over.  She responds with an easy and genuine smile when she spots progress and success . . .

The students visit softly with each other about their writing from time to time, but for the most part the room is very quiet.  There is lots of uninterrupted “space” for individual thinking and the hard work of getting their thoughts down.

As I move around the room, I marvel at the quality of the work kindergarten students are producing in the second week of January.  When I was in kindergarten myself, we drew the pictures and the teacher came around and wrote the words for us.  But here, the students do the work.  They are independent and deep thinking. 

About 10 minutes in to writing time, something really important happens.   .  .  Mrs. Richter interrupts the students momentarily for what Lucy Calkins refers to as a “mid-lesson teaching point”.   Mrs. Richter has spotted a strong example of the point she emphasized in her mini-lesson.  She wants to draw attention to it and use it to remind students of their focus.   She shares the description of a pink jewelry box, with flowers on top, and bracelets and necklaces on the inside. Then she publicly celebrates the success of this young writer.  

I’m excited.   Not only does a clearly targeted mini-lesson help students to focus their efforts, but it helps the adults to narrow feedback  from an infinite number of possibilities, to just one important nugget.  “Add details.  Help the reader make a picture in their mind.”

When writing time ends, she asks them to put their supplies away and stack their writing folders in a pile.  “I’m going to take your writing folders home with me again, tonight.  When I read each of them, I’ll be making a movie in my mind about your story.”  Her students are visibly pleased to hear this.  One of her students says to me excitedly, as if I need convincing, “She really takes them to her real house!”

Then, as if she is putting a bookend on the experience, she ends the workshop just as she had begun it, by gathering the group on the risers.   She tells the children she has selected Lily to share her narrative.   Why Lily?  Lily has successfully added the kinds of details to her story that allow the reader to picture it in their mind, of course.  Again, Mrs. Richter sticks cleanly to the teaching point of the day.

One focused teaching point throughout the workshop. Clear, clean, and connected.   A thing of beauty.

Mrs. Hein's 2nd Grade - 1st Visit

It is late Thursday afternoon. Mrs. Hein’s kids are gathered on the brightly colored carpet in the front of her room.  They are reviewing a letter they wrote together the day before.  The letter is addressed to Mr. Poppleton, a fictional character who has a problem in common with our school.  Mr. Poppleton has large, shiny icicles hanging from his roof.  The letter is meant to persuade him to take them down, because they have become dangerous.

I quickly recognize this lesson as a continuation of the one I saw in Mrs. Dahlin’s classroom yesterday.  These second graders are learning the next step in how to use the written word to persuade an audience to take action of some sort.   

On the SMART Board is a graphic organizer, intended to help students identify their topic (what do they want to change), and supporting reasons (why is the change important).  Mrs. Hein deconstructs the letter from yesterday, demonstrating how to use the organizer.  

When the students move to their writing spots to tackle their own organizers, many of them take out the lists they've made of things to potentially try to change in the world.   Some of them go immediately to work, completing the organizer with relative ease.  Others struggle to narrow the list to a single topic  . . . “You have to choose something you really care about or you won’t be able to persuade others.” Mrs. Hein reminds them, “ You have feel passionate about it to make it work!”

This is challenging work.  Everyone is at the beginning.  Everyone is doing this for the first time.  And everyone seems to need some level of help with getting going.  This is a whole different type of project than these writers have tackled before.   But their teacher is beside them, mentoring them and supporting them the entire time.  

Her words keep echoing in my ears. . . “You have to feel passionate about it to make it work!”  

She is clearly passionate about this work.  They are destined to succeed!

Mrs. Dahlin's 2nd Grade - 1st Visit

Mrs. Dahlin’s students are gathered on the carpet, backs to the door.  She is in front of them, setting the stage for today’s “field trip” around the school.  They have been thinking about the reasons author’s write.  They have read a story about someone who does a lot of complaining.  They have heard their teacher say that writing can help to change the world!

“Today,” she tells them, “we will be starting to think about the kind of things that we might like to change about our school, if we could.  We’re going to make a list of these things.  Then in the days ahead, we’re going to do some writing to see if we can convince or persuade others to help to make these changes.”

 “We’re going to take a walk around and stop in some of  the familiar places in our school.  And when we do, I want you think about if there is anything about that place, or what happens there, that you’d like to change.  If there is, write it on a list on your clipboard.”   She arms them with clipboards and pencils, and off they go!

Now, I can tell you what they next; how they walked to the lockers, the gym, the cafeteria, the music room, the “big kids” hallway, the playground entrance, and so on.  I can describe to you how quiet and orderly they were. 

But, I cannot do justice to telling you how serious they took this work.  I cannot adequately explain the solemn looks on their faces as they toured our school, contemplating each place, recalling their experiences there and writing their notes about what they might wish to change in each of those places. 

Physically going to these places, standing there, taking a moment in the silence to conjure up memories of past experiences with these children was amazingly powerful and moving.  Nobody talked, except Mrs. Dahlin, who gave clean, simple, and quiet prompts at each stop.  Nobody acted out or acted silly.  These kids had clearly gotten the message, “This is the first step, to figuring how to change the things you don’t like around here.”  

Back in the classroom, Mrs. Dahlin compiles a class list, from examples shared by the students.  She listens carefully, and records their ideas with continued respect and honor for their thinking about “what needs to change around here”.  Then she wraps up by having them close their eyes to vote on the one they would most like to start with tomorrow, when they begin by writing a class letter as an example.  They choose to write about MORE SLEDS for the playground.  The stage is set.

I have been mesmerized by watching this process.  This young teacher has skillfully planted the seeds.  These young children are about to experience how to harness the power of writing to make the world a better place!  

1st Grade Narrative - Bouncy Ball (Kosytnick)

I made a bouncy ball at school.  We had fun.
I made a bouncy ball on Wednesday.
We were learning about liquids and solids and gases.









We had to go to Mrs. Kostynick's to put the salt in the water. 
Then we had break it open and I had purple.
















We got to go play with our bouncy ball.
It was squishy and slimey.

1st Grade Narrative - Locked Out of the Fish House (Kostynick)

Last week me, Chase, Mallory and Dad went fishing with Mr. Hendrickson and we go locked out at the fish house.

 






We had to take the door off the fish house because the lock was frozen.  I was tossing a lot of pretzels to Gage. And Mr. Hendrickson told me to go and break a hole in the ice and I did.















At the fish house we got a bite.  Then the bell went on and then my dad missed it.

1st Grade Narrative - Paul Bunyan Statue (Kostynick)

Last summer my family went on a trip.
 And I was excited to do all of the fun things. 
I kept saying to my mom, "Are we there yet?"









Then we got to a statue of Paul Bunyan.
I said, "Wow!" He was huge.
Then we stopped the car 'cause my mom and dad wante to take a picture.  I felt tiny.








Add caption



The sun was so bright that me and my sister wanted to wear sun glasses in the picture.

I smiled really big because I was happy.  I hope I can go to the statue of Paul Bunyan again.

Mrs. Kostynick's 1st Grade - 1st Visit

The kid’s in Mrs. Kostynick’s class gather in a circle on the floor for their mini-lesson.  She joins the circle and verbally tells a story about coaching her son’s 4^th grade basketball practice last night.  She includes lots of rich detail in the middle, but then ends abruptly with, “Then we left for the game at the middle school.” 
When she is done, she asks the students for P. Q. P.   I have NO idea what this means, but her students respond easily.  They’ve obviously had practice with this, and are anxious to critique their teacher’s story.   

·         P is for Praise (This lets the author know what you noticed was really strong about their writing.) - They like the beginning of her story, she helped them understand who and what the story was about.  They noticed she included details in the middle.  This is something they’ve been working on and recognize as a strength, as well.

·         Q is for Questions (Questions from the audience will help the author to think about what things she might want to include in her story to make it clearer or easier to understand.) – They wonder why her son had a headache.  They wonder why she was even at the practice, in the first place.  (When she tells them she’s the coach and they are in awe!)

·         P is for Polish (Suggestions for polish help the author think about how to improve or make the writing stronger.) – Mallory has this one!  She’s been ready for several minutes – “You didn’t stay in the same place.  You told your story in two places.  You started at the PACC and ended at the middle school.”

Ah, that’s the point Mrs. K wants to emphasize today!  When you’re telling your SMALL MOMENT story, keep the story in one place, “stay close to your story”, don’t go driving off somewhere else.   f you’ve read much primary level writing, you probably know that “Then we went home,” can be an extremely prevalent and unsatisfying story ending.   Mrs. K. has noticed her students struggling with this prior to Christmas, and has chosen to focus her teaching on this topic recently.

Soon it’s off to writing! These kids write, write, write!

Mrs. Kostynick has developed special paper to help first graders remember the important elements of story beginnings, middles, and endings.   (You can see it in the samples posted above.) The paper helps to raise both the quality of student writing and the level of independence.  “If they decide to publish a piece,” she tells me, “They can just cut the prompts off with a scissor.”  Honestly, I think this paper is just plan amazing!

Today I observe Blake, who his teacher later tells me has never written so much on a page, carefully going through the prompts on the bottom of page one, checking his text over for each element and crossing them off as he finds them.  I ask the kids at his table how the paper works, “Do you need to include all five things in every beginning?” 

Anya answers without hesitation, “No,” she says, “A strong beginning will have at least 3 parts, but it might have 4 or 5.”   She clicks the numbers off on her fingers for me while she’s talking.  Clearly not her first day in the writing workshop!

At the end, the class reconvenes in their circle on the floor for share time.  Mrs. Kostynick asks Blake to share the beginning he’s been working on so hard.  Blake reads.  Again, she calls for P.Q.P.  His story is about spearing fish in the fish house.  This topic is of great interest and the praise and questions come easily.  Blake lets a slow smile spread across his face during the conversation.  There is little doubt in my mind that he is realizing the ultimate reward of writing . . . he has connected with his audience! 

Mrs. Klinnert's 4th Grade - 2nd Visit

Back in Mrs. Klinnert’s room, the essays are coming into clearer focus.  The students have spent the last several days clarifying thesis statements for their essays.  Today, Mrs. Klinnert has introduced a device to help them identify the supporting details that will strengthen their thesis statements.  She is utilizing a repeated stem question.  It is simple and effective.

An example that the class has worked through together is posted on the SMART Board. 

Thesis statement:  Working with partners is fun.

To develop further develop the thesis statement, students repeatedly complete the statement;

·         Working with partners is fun because . . .

·         Working with partners is fun because. . .

·         Working with partners is fun because . . .

This process not only helps them to generate a list of additional details to include in their essays, but also insures that the details are tightly focused on the thesis statement.

The students continue to demonstrate a range of levels of success with the next steps of essay, but Mrs. Klinnert shows no signs of fatigue or frustration.  She is steady and consistent in her efforts to help each and every student succeed.

 Essay is not easy, especially at this age.  Thanks, Mrs. Klinnert, for tackling a tough genre and sticking with it!   

Mrs. Moser's 4th Grade - 1st Visit

Mrs. Moser is finishing up a read aloud as I enter the room.  When she cues the students to transition to their writing work, the room comes alive with energy.   They are wrapping up their unit of study on personal narrative and everyone has a story that they’ve poured lots of themselves into.

Immediately students get to work and Mrs. Moser gets to conferencing. 

What strikes me right away is the care and effort Mrs. Moser puts into each conference.  She visibly works to really hear and understand what the student is trying to communicate through their writing.  She does not jump in quickly with surface level suggestions or pat phrase responses.  She really listens.  She asks questions to get clarification.  And when students don’t answer right away, she patiently waits.  (Waiting quietly can be excruciatingly hard work for us as teachers, with our heads full of ideas we just can’t wait to propose . . .)

 During a successful writing conference, the teacher is attempting to enter and understand the child’s thinking and then offer focused feedback on some part of the writing to “lift it up” to the next level.    The conferences I observe here today are engaging and fun.  These conferences are not about telling a student what to do, but are true conversations about and celebrations of the student’s writing.

Imagine what gift it is to have a private moment with the teacher, where you and your writing aspirations are the only thing in the world that matter just then!  I find myself thinking how lucky each of these kids is to be the focus of just such a conference. 

 

Mrs. McEachran's 4th Grade - 1st Visit

I visit Mrs. McEachran’s class today, where they continue with the tricky transition from narrative to essay.   They are still in the infant stages with this process, but the writers in her class are talented and committed, and I know it is just a matter of time before things start to click and they are producing thought provoking personal essays.

Mrs. McEachran has created a chart to capture the transitional prompts that were introduced last week.  It is posted in the front of the room with other charts from other writing lessons.   Today, she encourages the students to use the prompts on this chart to stimulate their thinking as they work to make their big leap.  The chart includes very simple phrases such as:

·         This makes me realize . . .

·         The surprising thing about this . . .

·         Furthermore. . .

·         To add on . . .

·         On the other hand. . .

Charts like these are a simple, but powerfully important, part of the writing workshop.  When we commit ideas to charts and post them in our classrooms we are helping students to sort through all of our instruction and mine the best nuggets.  We are giving them an anchor, an artifact that they can rely on and return to, time and again.

Today, Mrs. McEachran points them directly to the chart, saying, “Remember these prompts we used last week?  See if there is one here that helps you figure out how you could extend your ideas.”  Tomorrow, my guess is that some writers will remember how helpful these prompts are, and refer to it on their own.  Eventually, they may not need it. 

But the best thing about an anchor chart is knowing it is there when you need it -  providing a path back to an important piece of thinking from the past.  

Mrs. Hausrath's 3rd Grade - 1st Visit

Mrs. Hausrath’s classroom is managed with heavy doses of humor, high expectations, and room for students to exercise ever increasing levels of independence.  Students here are definitely learning to balance freedom and choice with responsibility.

Today, when I enter, Mrs. Hausrath is just completing her instruction and preparing to send students off to work.   Many of them move around the room, finding alternate writing spots, away from their typical seating assignments.    Students manage their folders and notebooks with efficiency and writing begins across the room.

Two girls settle in to the kidney table at the back of the room, and start to visit quietly about their work.   After a few minute, Mrs. Hausrath slides into a chair next to one of them and initiates a conference about her piece. 

Mrs. Hausrath has suggested that students who have finished their final personal narrative draft can find up to two other people in the room to share their work with.  Several of the kids are up and moving about, anxiously looking for partners to exchange narratives with.   A few students have already exchanged, and I am struck by the seriousness they appear to give this work of taking in classmates’ writing.

As I am stepping back to take it all in, a student approaches me eagerly, “Mrs. Yates, guess what we get to do next?”   

“I don’t know.  What is it?”

“Research!  We get to write research papers next!” 

I laugh out loud.  I think these kids are “hooked”!

Mrs. Guehna - 2nd Visit

 Mrs. Guehna's room is a buzz this morning with the happy sounds of the writing workshop.  Kids are busily working on their narratives.  When I enter a few of them call out to me.  They have come to recognize me as another possible audience for their writing.  As authors, they appreciate the opportunity to share their work and observe the reader response.

Eva has great idea for her next story. She is writing about when her sister danced at the ballgame.  Mrs. Guehna listens carefully and matches the young writer's enthusiasm for her new topic.

I check in with a few of the hard working authors from last week.  Trisha has finished her story about being able to be the to read to her dad at bedtime, rather than the other way around.  It is posted above.

I am touched by Omar (left) who is helping a friend work to spell house by offering some ideas of his own.  She if delighted to have some assistance and reports it to Mrs. Guehna when she walks by.

These students are ENGAGED.  This learning environment is AUTHENTIC.  The students are following their PASSIONS.  This is learning at its best.

Kindergarten Narrative - The Book I Read (Guehna)

 






Last night I read a book.  The title is Sleepy Dog. 

It is a fun book and it has pretty pictures.

And my dad gave me a kiss.
















My dad was so proud of me. 

He said I could read at school. 

I was so excited to go to the school.










I read my book!

The End

Mrs. Syverson - 2nd Visit

I am back in Mrs. Syverson's classroom this morning, for the tail end of a mini-lesson focused on including details to make your story more interesting. 

As the mini-lesson ends, she dismisses her kids to their tables to begin working.  I marvel over the smooth transition from risers to tables.  Everyone knows the routine.  Everyone moves quickly and efficiently with very little noise.  Everyone digs right into writing. There are no lost minutes.

It all looks so simple.  The kids write, the teacher conferences.  But I know it is not simple at all.  I know that a smooth running writing workshop in January represents hard work and routine building that starts with first day of school.  Building a workshop that works is a labor of patience, love and perseverance.  It does not happen easily.  It does not happen over night.   But when it happens . . . it is a beautiful thing!

Mrs. Syverson - 2nd Visit

 

 

3rd Grade Narrative - Ice Fishing (Christopherson)

 

Out Fishing

Do you have a fish house?  I do!

One afternoon my dad and I went to the fish house.  We caught a fish right away!!!!!  Then my dad took a nap because he had to wake up early that morning.

Since he took a nap, I played my DS.  I played my DS until. . . RING ALING DING!!  It was a fish.  I had to hurry.  It was pulling fast.  "The fish," I cried to my dad!  But, too bad he couldn't see me catch the big fish.  "I caught it!" That's what I said when he woke up.  I hugged him and said it was the best day I will ever have with you even though you were asleep!!

3rd Grade Narrative - A Big Surprise (Christopherson)

Mr. Christopherson's 3rd Grade - 1st visit

It is Friday afternoon, nearing 3:00.  The kids in Mr. Christopherson’s classroom are doing a few different things during their writing workshop time.   A few students are finishing copying a “sloppy copy” of a narrative into a final draft.  Samples of the narratives they'd just completed are posted above.

The students who had finished their final drafts were engaged in some "lighter side" writing today.

When I enter the room there is immediate snickering and giggling. Caden says, “Mrs. Yates, Carter is writing about you!”  Wow!  I think, I wonder what he is writing about me.  Possibly I am somehow part of his personal narrative.  I approach his desk and inquire.  He grins and blushes a bit, pointing in his notebook to a portion that has me being eaten by a five headed monster.  He sheepishly points to the prompt on the board and I smile widely.    

Outside I saw a _____ headed monster eating ____________, and riding on _________.  He had _____ .

I find myself thinking back to the “creative writing” of my early teaching career.  Silly and outrageous prompts meant to spark kids imaginations are not as prevalent in our classrooms anymore.  However, these kids were obviously enjoying this change of pace on a Friday afternoon.  After writing to the prompt the real fun began for them . . . creating an illustration to support the writing.  I’ve posted one above.  Enjoy!