Inspired with Writer's Workshop!

Happy Friday Saturday!  I hope your week ended well!  (I tried to write this post yesterday, but fell asleep on the couch while watching a movie with my dad.  Oops!)  Since it is the end of the quarter, students didn't have school yesterday.  Teachers had professional development in the morning, and time to work on grading in the afternoon.

For professional development, we had a group from the University of Minnesota Writing Project come in to teach us about Writer's Workshop and how to implement it in our classroom.  I found it super helpful!  I feel like teaching writing is not one of my strong suits, so I was feverishly taking notes!

After an introductory activity where we learned about the philosophy of writing from the National Council of Teachers of English, we broke into two groups: K-4th, and 5th-8th.  The teacher that presented for us went through the writing process what what to expect in each stage of writing.

For Writer's Workshop, teachers typically follow a basic framework:

1) Mini-lesson (5-10 minutes)
Teachers teach: procedures and organization, strategies and processes, and craft and technique

2) Independent Writing/ Conferencing with Students (30-45 minutes)
Students: write, write, write! Build stamina, and are at different stages in writing
Teachers: 2-4 minute conferences, points out strengths and weaknesses (and uses the information during sharing, small groups, and mini-lessons)

3) Closing/ Sharing (5-10 minutes)
Students and Teachers: modeling student examples, improve speaking skills, and address successes/misconceptions
(can be in the form of an author's chair, partner share, whole group, or individual reflection)



**Right now, I include some "Work on Writing"/ free write time with my Daily 5.  However, it is not as structured as Writer's Workshop, and I don't typically follow the writing process.  The writing process is where I am struggling as a teacher.

Here are some points about the Writing Process that stuck with me:

Drafting:
* Use graphic organizers
* 3rd-5th grade can use lists
*Illustrations! (Yes, even for the older grades!  Think: sketches on the side of notebooks)

Revising:
* Encourage students to NOT erase
* Ask: "Do you have all the information/ details you want?"
* Ask: "How can you make this writing even better?"
* To add a sentence or information, try using a small strip of paper with the new sentence on it, and glue it on the edge of the paper as a flap.

** Give the students the control!  They won't revise everything, maybe just a few parts, and that's OK!

Editing:
*Use checklists and rubrics
* It is NOT your job to edit your students' papers (although it's tempting… don't!)
*For punctuation and mechanics, use mentor texts and read a lot!
*Teach through the writer's lens, not the reader's lens.  (Think: Instead of saying, "Where do you want the reader to stop?" say, "Where do you want your thought to end?"
*Treat your students like a WRITER!


Conferencing:
* Be explicit, name a strength, and explain why it is important (Say, "I love the way you said Walgreens, instead of saying you went to the store, because it really tells the reader exactly where you were."
* If you can, have the student say the skill back to you.  (Say, "What are you going to work on now?")
* Focus on the WRITING (Not, "I see you used a capital letter.")



One AWESOME resource that was shared with us was Mrs. Meacham's Writer's Workshop.  It has great mini-lessons, and tons of printable resources for the writing process, writing traits, writing genres, and printable paper.  Seriously, go check it out!

Here are some of the other resources that were suggested at the workshop:

- Crafting Writers K-6 by Elizabeth Hale

- Writing Workshop the Essential Guide by Ralph Fletcher
(This one was suggested as a good starting point, if you're new to Writer's Workshop.  I will be ordering this one soon!)

- Units of Study for Primary Writing by Lucy Calkins
(Coming from a school without a writing curriculum, I may be suggesting this one to administration!)

When we discussed mentor texts, I instantly thought of this post and Jivey's Mentor Sentences.

Because my students are struggling so much with writing and getting their ideas down on paper, I am going to start with giving them time to free-write, and going through the writing process with those pieces, rather than focusing on specific pieces like narratives or letters.  

I am SO inspired to start a more structured Writer's Workshop on Tuesday!  Wahoo!

How do you tackle your writing time?  What is your favorite part about teaching writing?

Until next time,

- Miss Woodward

Tried it Tuesday- Putting Daily 5 Together

It's time for Tried it Tuesday!  I'm linking up with Fourth Grade Flipper to fill you in on something I tried this week.  

As you know, I am using The Daily 5 to manage my literacy block this year.  It took us over a month to build the habits and behaviors needed for independent reading and writing.  I have been really reluctant to put it all together and give students a choice in what independent work they get to do.  I was also a little slow in putting together reading groups and a reading groups schedule.  Now that I have groups and a schedule done, I decided to mesh the Daily 5 together!

Here is my new Daily 5 Check-In board.  After each "round" of group work (for me) or independent work (for kiddos), we meet on the carpet to "check-in" and see how it went.  We talk about who showed "model behavior", and also share about what they read or wrote about.

On the left, I have my list of reading groups (sorted by color).  Below it is my schedule for the week.  I see each group twice.  But, my lowest group I see every day, and my highest group I see once a week.

Each student has a magnet with their name on it.  When we check in, I first move the students who will be working with me.  The other students tell me where they want to go and I move their magnet for them (eventually, they will move their magnets on their own).  Their choices are: Read to Self, Buddy Read, Word Work, or Work on Writing.  Listening Center is currently closed for repairs.

I'm not crazy about how this board looks (it's just painter's tape and white board marker), but so far, it is functioning well.  I eventually want to make a cute title and picture for each choice.  For now, what I have will work.

The kids were super great about making a fast choice and getting started with their work right away!  AND, when I was working with students, I didn't have to micro-manage from my table!  Everyone was focused and working quietly around the room!  Daily 5 at it's finest!  :)

Tried blending the Daily 5 together… worked!  

Side note:  It is currently snowing here in the Twin Cities… We are forecasted to get 4-7 inches.  Welcome, winter weather!  I missed you so much…

What did you try in your classroom this week?

Until next time,

-Miss Woodward

Monday Made-It - Word Work Organization

Today I'm linking up with 4th Grade Frolics for another edition of Monday Made-It!

I have been away from my blog for a few weeks.... I apologize to all those who follow!  I have been very busy, and very exhausted!  I actually went home early one day last week.  I was just not feeling well and ended up sleeping all day and night.  I think my body was worn out!

Here is what I've been working on the last few weeks!

One of my partners has been making awesome word work activities using our Social Studies vocabulary and spelling words.  The kids love word work!

Since we have been learning about Geography, one activity is to match each continent's name to its picture.  Then students have to label the continents on a laminated map using a dry-erase marker.

Another activity is to match vocabulary words with their picture.  Students say to themselves the definition and example of the word, and use the word in a sentence.

They love this one!  Using a dry erase marker and laminated cards, they have to write the vocabulary or spelling word that matches the picture on the card, or fills in the sentence correctly.

This is Ms. Meredith's vocabulary match game.  It uses the words she teaches during our weekly vocabulary lesson.  They have to match the vocabulary word, definition, picture, and sentence to make a match.

We do a few other word work activities as well, I just don't have pictures of them.  :)

For ALL of these activities, students are encouraged to use their vocabulary books.

ANYWAY...... All of these activities are stored in little baggies.  All of those baggies were in a big tub.  You can imagine how hard it was for anyone to find what they were looking for.  Hence my need for some organization... and my Monday Made-It!

I made envelopes to store each activity.  For each activity, I have four envelopes (sets).  I think altogether, I made about 25 envelopes.

I had quite the mess on my desk while I was doing this project!

Each envelope has the name of the activity, materials list, and directions (with pictures).  I created these to meet the needs of my class and word work activities, so I won't be posting this on TpT (sorry, friends!)  I wanted the kids to be able to grab an envelope and know exactly what they were grabbing and how to do the activity.  I have many struggling readers, so I created pictures for the directions, so they were easier to follow.

The envelope also has a sticker dot in the corner to tell whether the activity is low, medium, or high level.  After gluing directions and a dot on the envelopes, it was time to laminate each one.  

I kid you not, after all of my envelopes were laminated, the laminating must have stretched about 20 feet long!

Then it was time to slice open each envelope using a craft knife.  Super easy!

Now, all you veteran teachers have probably already figured out the trick of laminating envelopes, but I am now in love and want to store everything in laminated envelopes!

I still keep my word work in the same plastic bin, but now the envelopes are organized, and the kids know exactly what materials they need and how to do the activity.

The whole project was quite time-consuming, but totally worth it!

What activities do you do for word work?  How do you keep them organized?  I would love to hear about it!

Until next time,

-Miss Woodward

Student Vocabulary Books

Because my whole class is ELL students, it is incredibly important to expose them to vocabulary from all different domains.  Ms. Meredith, our ELL teacher, went to an ELL conference last year and informed us that ELLs should be learning 400 new words every year.  400!

We needed a way for students to record all of the content-specific and interesting words that they learn throughout the year.  Ms. Meredith was so WONDERFUL to create these vocabulary books for each student in 3rd grade!

Inside are three sets of colored pages.  The gold pages are for Social Studies words, the blue are for Science words, and the white pages are for Reading words.

Each page has room for two words.  For each word, students write a definition and sentence, draw a picture and write synonyms.  They also circle their understanding of the word on a scale of 1 to 4.

1- I have never heard the word.

2- I have heard the word, but don't know what it means.

3- I know what the word means, but don't know how to use it in a sentence.

4- I know what the word means, and I can use it in a sentence.  I can teach this word to somebody else.

Ms. Meredith comes in to our class every day for an hour during our literacy block.  But on Mondays, she comes and teaches new vocabulary for the week.  On those days, we do not do the Daily 5.  

To introduce the words, she uses a power point presentation with the word and picture.  They practice saying the word multiple times, and then she works with the students to come up with a definition and sentence that they will understand and remember.

Once we add the words to our vocabulary book, I use Ms. Meredith's power point to print out the word and picture to use on my word walls.  Occasionally, we will play a vocabulary game to review the words we learned thus far.

My goal this year is to try and get my students to regularly use these words, and retain their vocabulary knowledge.

What kind of vocabulary instruction do you do in your classroom?  I would love to hear about it in the comments below!

Until next time,

-Miss Woodward

Tried it Tuesday- Choosing Buddies for Reading

Hello everyone!  Today I am linking up with Fourth Grade Flipper for Tried it Tuesday!

Since I introduced Buddy Reading, Ms. Meredith and I have been choosing buddies for the students.  We decided to do it that way so we are setting them up for success with Buddy Reading.  Well, yesterday, we decided to let them try choosing their own.  However, it did require some set-up.

First, we talked about how disruptive it would be if we all got up at once and said, "I NEED A BUDDY!"  So we talked about a more calm way to signal that we needed a buddy.  As if it were rehearsed, one little guy said, "Well, we could raise our hands to signal..."  I said, "YES!  That's a great idea!"  So I wrote it on our chart.

How to Choose a Buddy

- Raise your hand to signal that you need a buddy

Then, I showed them how to make eye contact with someone in the circle.  They can only choose a buddy that they made eye contact with.  I added that to our chart.

How to Choose a Buddy

-Raise your hand to signal that you need a buddy

-Make eye contact

-Move across the circle and ask, "Do you want to be my buddy?"

We decided that we always answer, "Yes!", unless you already have a buddy.  Then you say, "No, thank you.  I already have a buddy."

It was also important for them to understand that their buddy might not always be their closest friend.  On our chart, we decided that a buddy should be someone we can be successful readers with.

So, after we discussed and modeled, we tried it!  

1) We signaled that we needed a buddy.

2) We made eye contact with someone and asked, "Will you be my buddy?"

3) We chose a way we would buddy read (Read 2 books, Check for Understanding, or I read, You read).

4) We chose a successful, comfortable spot.

5) We started right away, and read the whole time.

They actually did pretty well for choosing their buddy for the first time!  We Buddy Read for about five  minutes, and then I brought them back to check-in.  I asked them:

-Who felt like they chose a successful buddy?

-Who felt like they couldn't read successfully with their buddy, and are going to try a new buddy this time?

-Did someone choose a successful spot?  Where was it?

-Did someone choose a spot where they were not successful?  Where can you try next time?

We practiced three times, each time choosing a new partner.  

Choosing a buddy- Tried it... Success!

What did you try this week?

Until next time,

-Miss Woodward

Daily 5 Anchor Charts

I have been using the Daily 5 this year, and so far I am loving it!  My students are loving it, too!  Some of them have even told me that they actually like reading!  :)

If you are unfamiliar with the Daily 5, it is a system that helps manage your literacy block.  Students spend the first month building habits for working independently on reading and writing.  That way, when you are conferencing with students and working with small groups, the other students know exactly what is expected of them, and they can work independently without interrupting your group time.

Setting up the Daily 5 takes about a month.  We are about halfway through the setup, and have introduced Read to Self, Work on Writing, and Buddy Reading (Read to Someone).  We still need to introduce Word Work and Listen to Reading.

As we introduce each new component of the Daily 5, we make a chart as a class, to help us remember behaviors for each component.  The charts tell what the students' job is to do, and what my job as a teacher is to do.

Here are some of my anchor charts.  If you have any questions about them, please ask!  This is my first year doing Daily 5, but I can share my experiences and how I've made it work for my group of kids!

Here are the behavior expectations for Read to Self.  We discuss these expectations before we practice, and also afterwards, to see if we met the expectations or if we can try harder next time.

We also talked about ways we can read a book.  We can read the pictures, read the words, or retell the story using the words and pictures.

I really want my kids to focus on choosing "Good Fit Books" this year.  For example, last week in the library, one of my students insisted on checking out Twilight, because she had seen the movie.  I understand the connection, but that is definitely not a good fit book for a 3rd grader.  To choose a "Good Fit Book", we use "I Pick"

I- I choose a book

P- Purpose (Why do I want to read it?)

I- Interest (Does it interest me?)

C- Comprehend (Do I understand what I read?)

K- Know (I know most of the words.)

These are some of the strategy cards the kids can refer to while they read.  At the beginning of the year, I used a read-aloud to model each strategy.  After practicing Read to Self, I check in with students to see if anyone used a strategy while they read.

After we had a good start with Read to Self, we started Work on Writing.  I gave each student a notebook, and during Work on Writing, their job is to write about whatever they want.  We brainstormed a list of topics, and I sent them on their way.  Now, each day when we check-in, I give them the option of continuing what they started yesterday, or starting something new.

Now on to their favorite (and the most challenging to build stamina for)- Buddy Reading!

For Buddy Reading, students have to sit EEKK (Elbow to Elbow, Knee to Knee).  There are three ways to Buddy Read:

Read 2 Different Books

Check for Understanding

I Read, You Read

(I can go into more detail with these in a later post.  I introduced each one individually, and gave the students a day to practice each one.  On the fourth day, I gave them a choice of which way they'd like to read with their buddy.  It didn't go so well... so we started from the beginning and practiced each one individually before I let them try choosing again.)

My front whiteboard is where I keep all of my anchor charts.  Once we start using Daily 5 independently, I will move these charts to free up my whiteboard space.  But for now, this is like Daily 5 Headquarters.

I am hoping to put together a "Daily 5 Starter Kit" to help teachers who are new to the Daily 5 get started with all of the setup.  Would anyone else find that helpful?  If you have any questions about my anchor charts, please let me know!

Until next time,

-Miss Woodward

Five For Friday!

Greetings!  It's finally Friday Saturday!  I always love a weekend to refresh myself before another fun week at school.  I'm linking up again with Doodle Bugs Teaching for their weekly Five For Friday.  Here's what happened this week in Miss Woodward's class!

1.  New followers
I recently linked up with I {Heart} Recess for her link party "Budding Blog".  It's for new(er) blogs with less than 200 followers.  You tell readers a little bit about your blog, and hopefully gain more views and followers.  I am happy to say that through that one post, I gained five new followers, and eight new comments!  I'm so excited!  (Hey, new followers!)

2.  Buddy Reading
We started the "Read to Someone" part of the Daily 5 this week.  I decided to call it "Buddy Reading" and my kids LOVED it!  Our ELL teacher is in my room during that time to help out, so she paired the kids up, and I chose a spot for them.  While they were reading, I couldn't help but have an ear-to-ear grin on my face because it was such a successful moment!

3.  Target Clearance Section

Stopped by Target today.  You know how it goes:  you go in for one item, and think to yourself, "Oh, I'll just take a walk through this section..." and an hour later you're leaving with a cart full of things you (thought) didn't need.  I went to where the school supplies were, and of course, it was already filled with Halloween stuff.  BUT, there were some school supplies on clearance.  Here's what I scored:

Packs of lined paper for $0.57 each, packs of skinny markers for $0.57 each, small silver pails (perfect for organizing!) for $1.00 each, and.....

These cool Dry Erase Crayons for $1.98!  I've used these before, and they are pretty neat!  You use them on white boards, but they don't wipe off as easily as markers.  They are perfect for messages/notes that you don't want kids to "accidentally" erase.  To erase, you just use the cloth provided, or an old cloth.  It just takes a teeny bit of extra wiping.

4.  New Student Bags

Last year, I think I gained four new students throughout the year.  And it's always the days when you are busiest in the morning and the office lets you know, "Hey, you have a new student today!"  .........    I hate that.  SO... to ease some of the tension of last-minute new students, I decided to prepare myself.  I saw this post on Pinterest about new student bags, so I tried it out.

In a gallon-sized baggie, I put everything I'll need for a new student.  I made two of these to use through the year.  They only took a few minutes to pull together!

I put in folders and notebooks with blank labels (for the students' name), and my welcome letters.

I also put in the spelling dictionary my students have, a star for their name on the hallway display, a candle for the birthday board, a binder clip for their mailbox tag, a few blank labels, and a birthday certificate/sticker.  There were a few things that wouldn't fit in the bag (like a book bin and math binder), so I put a sticky note in the bag to remind me to pull those things out when the new student arrives.

5.  Team Bonding

After school on Friday, I went out for dinner and drinks with the other 3rd grade teachers.  We added another 3rd grade class this year, and it's been really fun to get to know our new team-mate!

Me, Ms. Tarah (our new 3rd grade teacher!), and Ms. Meredith, our ELL teacher.

Ms. Meredith, our ELL teacher, and Ms. Eichhorn, another 3rd grade teacher.

How was your week?  I'd love to hear about it!

Until next time,

-Miss Woodward

Budding Blog!

Today I am linking up with I {Heart} Recess for her linky party- Budding Blog!  It gives new bloggers a chance to showcase their blogs.  :)

1. Why did you start blogging?

My family and friends were always asking about what was happening in school, so I started my blog as a way to share all of the fun and exciting activities that we do in our classroom.  I have been following other classroom blogs for a little while now, and I wanted to contribute my ideas to the blogging world.

2. What is your favorite subject to teach and why?

Last year, my favorite subject to teach was math.  Mathematics Education was my minor in college, so I feel more comfortable teaching math.  This year, though, my favorite subject to teach is reading!  We have been doing the Daily 5 for the first time this year, and I have loved every minute of setting up the components and helping to build students' stamina.  I am excited to see how much my students grow as readers this year!

3. Describe your teaching style.

My entire class (19 students) is ELL.  Because all of my students speak Hmong as their first language, I have had to adapt my teaching style to better meet their needs.  Our school trains teachers in SIOP (Sheltered Instruction Observation Protocol), so I use lots of modeling and background building.  I make sure my students have opportunities to practice skills in reading, writing, listening, and speaking every day.

4. Give three interesting facts about you.

I love to bake cupcakes.  If I had a different career, I would open a cupcake shop.   :)

I have never dyed my hair.

I love the show Grimm, and can't wait for the new season to start October 25th!

5. Do you have a TpT store?

Yes, I do!  Go check it out!  http://www.teacherspayteachers.com/Store/Ellie-Woodward

Thanks for checking out my blog!  If you like what you see, follow me!

Until next time,

-Miss Woodward

Five for Friday!

Well, we just finished our second week of school, and I am loving every minute of it!

Today I am linking up with Doodle Bugs Teaching to share five exciting things from this week!

1.  We have been working on building our stamina for Read to Self and Work on Writing.  I LOVE how excited they get about writing.  I pretended to hold a remote control and press the "pause" button so they would stop long enough to check-in with me between practices!

2.  We started talking about place value in math.  We made a set of digit cards for each student.  In a little baggie, each student has cards with the digits 0-9.  They have four of each digit, so there is enough to make lots of different numbers.  We used them to create numbers, draw the representation, and write the value of each digit on white boards.  They loved it so much, they actually cheered when I said we would do a few more to practice before snack.  Cheered for place value!  (I love them already.)

3.  We read the story Chrysanthemum, and made this cute craft to go with it.  They counted the letters in their name, and then counted the vowels and consonants.  Some of them had names with 8 letters, which was tricky to fit around the flower!

4.  I got the idea for these Name Rainbows from A Cupcake for the Teacher.  They write their name in the cloud, and describing words on the colored strips of paper.  We first brainstormed a list of describing words, and then the kids made their rainbows.  They look SO cute hanging from the ceiling in the hallway!

5.  No picture for this one, but I am SO enjoying this year so far.  I love my kiddos, love my team, and overall feel more confident this year.  I am looking forward to seeing what this school year brings!  :)

Until next time,

-Miss Woodward

Back to School Week

After a wonderful first day of school, I was all set for the rest of the week!

It was still HOT in our classroom... In fact-- on Thursday a fuse blew and the power went out on our side of the building.... which meant no air and no fans... so we went down to a Kindergarten room that did have air, and read to the kinders while they restored our power.

Here's how the rest of the week looked in Miss Woodward's Class...

We continued practicing Read to Self.  They are doing wonderfully with this!  They are also very honest when it comes to the check-ins between practices.

We discussed our "Hopes and Dreams" for the school year and for the future.  We wrote about what we hope to learn this year in third grade, and what we want to be when we grow up.  We displayed our Hopes and Dreams with a craft.  

How cute are these little hot air balloons?!  :)

I had a template for them to trace their balloon and basket.  I also printed out their first day of school pictures for them to cut out and put in the basket.

 When the fans are blowing, their little baskets sway back and forth as if they are really floating through the room!  :)

We also made some "post-it" posters.  I found this idea on another blog.  :)  I wrote a question on chart paper, and they used a sticky note to write their response.  I asked these questions:

-What do you hope to learn this year in third grade?

-What should kids in our class be doing to make things go as smoothly as possible this year?

-What will Miss Woodward need to do to help you this year?

-What will YOU need to do this year in order to be successful?

-School is important because _____.

-Our classroom should be _______ every day.

Some of their responses were kind of funny.  They thought our room should be calm every day, they asked for lots of homework, and thought kids should be nice to Miss Woodward and each other.  :)

This week, we also did a "Who am I?" book.  

They first wrote a page about themselves... leaving out their name.

Then, they wrote their name on the next page and drew a picture of themselves.  I can't wait to bind this into a classroom book to help kids get to know each other.  I also think this could work for kids as young as kinders.  :)

You can download my version for FREE at my TpT store!

And finally, we decorated our book bins.  Read about our book bins here.  I found these book bins at Ikea in a package of five for $2.

It was quite a busy week!  Can't wait to start another one!

Until next time,

-Miss Woodward