Using Templates

In an effort to alleviate some of the pressure on students to respond to questions on standardized tests, many teachers have employed templates.  These can be used to help reluctant writers follow a pattern.  It helps them not leave out parts of a response.  And it aids those students who get confused by the question - gives them a tool to at least partly answer the question.

A popular template that has been around for a while is Better Answers. It's often pictured as a hamburger.

•Better Answers

1.  Restate the question & write the general, or gist, answer

    2.  Provide evidence for the answer

•To begin with…Then…Next…For example…However…Finally...

•3.  Refer to the question again for concluding statement

•That is how/why…As a result…For this reason…Therefore…In conclusion…

Another template is:

RACE

R= Read – circle key words to use in answer

A= Answer – use key words

C= Cite examples straight form text for each answer

E= Explain – how each citation proves your point.

At a recent workshop, teachers at Connecticut Farms School in Union shared a formula they use called RAPP

R = restate

A = answer 

P = prove 

P =proofread  

And of course we can't forget OREO (opinion, reasons, explanation, opinion), but it is falling out of favor with the emphasis now on argumentative writing, backed up by facts and not opinions.

Happy writing!

Snowed in!  I have had plans to expand this but alas the days get busy and this has not happened.

A new group of student teachers started yesterday and am so looking forward to working with them.  Their first day in the classroom was early release due to the snow. And you now the students were excited!

Here's to a day of soup, chili and cups of tea.  Stay warm!

And for tomorrow, remember EVERY CHILD:

•1.   reads something that he/she chooses

•2.   reads accurately

•3.   reads something he/she understands

•4.   writes about something personally    meaningful

•5.   talks with peers about reading and writing

•6.   listens to a fluent adult read aloud

Educational Leadership 3/2012, Richard Allington

Work Smart!

School's begun and hence the data crunch.  No amount of data will improve student learning.  Yes, it can help teachers adjust instruction, it lets students measure their successes and allows parents to have numbers or grades or stickers to judge their children's progress.  But more is not always better.

An objective is the destination of a lesson and formative assessment helps teachers judge how far along the route they are.  Typical types include quizzes, exit tickets, questions and observation.  The use of rubrics enables tracking students' progress.  Once teachers feel the students are developing an understanding, then summative assessments such as tests, portfolios, reflections etc. can be employed.

Determining how much data you need to fulfill school/district requirements is one indicator needed to setting up grade books. But face it - what do you really need to make an impact on student learning? Whatever that is - design your rubrics, binders, tallies around that.  Time needs to be spent where it will produce the best results.  Consulting with grade level partners and coordinating your data collections can help.  No need to replicate unnecessary information. Your time is precious - use it wisely!

It's overwhelming! So many students, so many lessons and so much paperwork!  Use this to quickly assess each lesson you plan.  Be specific, how will you know if it worked and how will you get there? Be SMART!

¨S – specific-define exactly what

you want to accomplish in detail

¨M – measurable – how will you tell you achieved your goal?  (%, # etc.)

¨A – accountability – full commitment, be clear

¨R – realistic & relevant – ambitious & achievable  (raise the bar)

¨T – time line – steps to reach goal  

Read Alouds!

Every day, children in school should hear an adult or a fluent student read aloud.  It increases vocabulary by introducing new words orally in context, that read by themselves, they might skip over.  The reader can stop and explain the word, ask for meaning, and/or give examples of when/where it could be used.

By using your voice, the speaker can add emphasis, enthusiasm, and depth to the words.  Oh and how much fun it is when the reader uses different voices for different characters!  Even if only one or two voices!

But face it, the best part of listening, is relaxing.  The receiver can sit back, stare out the window, go in and out of the story and enjoy it.

 I always had a book on the edge of my desk.  We would read it if there were 5 minutes before lunch or 10 minutes before dismissal.  Harry Potter and the Sorcerer's Stone enticed my students to read it again at home.  Sideways Math stumped us many times and we laughed when we realized what clue we had missed!  Ten years after I had taught 6th grade, I ran into a student at the food store.  First thing out of his mouth was 'Remember that book we read!'  Took me a bit to recall the title as I read 6 or more each year aloud.  'That was the best book I ever read!'  Actually I, the teacher read it to the class.  But to this young man it left a lasting impression.

Yippee Math!!

So why does Math have such a bad reputation?  We use it daily, it's necessary and can be challenging.  I hated it when parents would excuse their child's lack of effort and interest- to their own lack years earlier.  So sometimes, it takes a while - keep trying!  What better life lesson!

Recently two ventures are bringing Math to the forefront of parents' attention.  And teachers can use this information too.  First is Bedtime Math. (http://bedtimemath.org/)  Designed by a parent in New Jersey, it's a set of math problems for young children to solve before bed.  The topic is the same for each level (presently pre-K-over 2nd grade) but the problems increase in difficulty.  This makes it easy for parents to start with the easiest - stop if it gets difficult, or keep progressing.  Plans are under way to make higher levels.  It's fun, easy and parents could print them out or make a file on their ipad to use while waiting in a restaurant, in the care etc.

The other new Math project is MoMath or the Museum of Mathematics in Madison Square Park in NYC.  (http://momath.org)  A museum of fun, hands-on activities which explore the applications of math for little ones!  It is on my list for a trip to Manhattan.  If kids see how math is used, maybe it will entice them to delve into its offerings!

After all, the USA is 24th, 24th!!! in math standings in the world.  Come on!  What's up with that.  Other countries are expecting more from their students and getting it.  Stop cutting our children off - oh that's hard, that's difficult, I never understood that.  Let them grow mathematically!!  They can do it!

What we know in our hearts, as teachers, is that if we connect with the students they learn more.  We know that if the students feel safe and secure, they are willing to try more.  The foundation that teachers work at establishing those first weeks of school sets the tone for the whole year.  Well, okay, we do have to re-establish it occasionally, like in January after a two week break.  Years ago when I asked students to reflect back on their elementary time before leaving for middle school, I was surprised that a number of them chose as a favorite teacher, a strict disciplinarian.  It became clear, that she made them feel protected.  If others acted out, she would take care of it.  How do you make your students feel safe?