Reading Response Journals

Research has proven over and over again the importance of sustained silent reading. We have all seen the Read 20 Minutes a Day Chart; and some of us have handed them out to families each fall at Meet the Teacher Nights, Fall Parent/Teacher Conferences, and many other times of year. The reality is that very few students will read 20 minutes a night. They aren’t getting huge chunks of time to silently read. They aren’t getting huge chunks of time to imagine the settings and characters. They aren’t getting huge chunks of time to truly dive in and immerse themselves into a novel. So, what can we do?

Most of the educators I’ve talked to simply do not have 20 minutes of time to allocate toward silent reading. The schedule is so jammed-packed with required curriculum, we have very few minutes left to build unique learning opportunities. And even if we do find a few minutes a day to squeeze in an independent read, how can we make sure the students are held accountable for that time? What can we do to make sure we have “real readers” and not “fake readers” sitting at the desks?

I use Reading Response Journals.

Students will need the following:

• Composition Notebook (one per student)
• Pencil
• Novel

Teachers will need the following:

• Colored Pen (I use red)
• Date Stamp (optional but a fun way to make your response “official”)
• Stamp Pad
• A storage container for the journals (You can have students keep them in their desks…but that’s not a risk I’m willing to take.)

To keep my students accountable for their individual reading, I ask them to write to me about their text. Each response requires:

• Friendly Letter Format
• Date
• Greeting
• Thinking Code Response (at least 2)
• Closing
• Signature

After the first few days of reading response, I noticed that the students required a bit more modeling and support with what a reading response should look like. I modeled a reading response on the front board as I referenced the new anchor chart on the wall. I noticed a big improvement right away; and the students have been getting better and better each response.

Why Composition Notebooks?

As part of their school supplies, I ask students to bring in a composition notebook. They are just the right size for reading response and store beautifully. They are compact, and won’t tangle while in storage. (If you have ever tried to store a set of spiral notebooks the students take in and out of a bin throughout the year, you know what I’m talking about.)

What are Thinking Codes?

Thinking Codes are a system of codes written on sticky notes that students place in their novels as they read. These codes become a brainstorming for later on when they write about their novels. It helps students to know what to write about and helps to combat the, “I don’t know what to write” issue that some students run into when responding about text.

I use thinking codes with all kinds of texts and lessons. Students are expected to code text during regular classroom instruction as well as independent reading. During classroom instruction, students will code directly on the page within the text. For novels (and other text they cannot write on, they will use sticky notes). There is always a stack of Thinking Code Bookmarks ready and waiting when students need a new one.

Why Red Pen?

I use a Red Pen. This generation doesn’t seem as scarred by a red pen as previous ones. In truth, I use a red pen for a couple different reasons. The first is that my stamp pad (which I use to stamp the date) is in red ink. So, I want my writing to match the stamp color. Second, using red helps the students to see where I have responded. Although the majority of my responses are simply a continuation of the conversation, I sometimes (rarely) go back into the students’ responses and make notes or comment.

How Do I Keep Reading Response Organized?

To start, I post anchor charts that help my students understand the expectations. One chart is the actual schedule. My building runs a letter day schedule (A-F). Yours may use something different. Whatever the interval, plan out the days and assign one set of students per day. It’s important to keep the schedule “light” so that you only have a handful of responses to read and respond to each day.

I have another chart that explains the different between a Real Reader and a Fake Reader. At the start of the year, I go over each bullet point of the chart and discuss how it’s important to be a Real Reader. When I first heard about this strategy to get students to actually read, I scoffed at it. But, i gave it a shot and was surprised at the positive reaction and response. It did help the "fake" readers turn a corner to real reading.

Troubleshooting

It’s important that students are choosing their own novels for Reading Response. One great way to expose them to a lot of different genres and authors is to host a book tasting. Book Tastings are the best! I love to host them 2-3 times a year. The students have an opportunity to sample different books and they walk away with a pamphlet of ideas they can refer back to when they are choosing their next text. 

See how I run a Book Tasting by clicking here.

One trend I have noticed the past couple of years is the drastic increase in graphic novels. They are visually appealing and tell a story faster. With that said, they leave little work on the part of the student. Readers do not have to imagine the look of the characters or the settings. The comic book style dialogue also means that the sustained silent reading we are reaching for is “cheated”. That translates to students who can lose interest and give up when they encounter text that is denser and more challenging. 

If you have a student that has not selected a classic chapter book, I highly encourage you to highly encourage them to do so. This is the deal in my classroom: one graphic novel, then one chapter book, then one graphic novel, then one chapter book. We keep it balanced, yet fun. 

Have students choose a response and re-work it into a book talk. Reading responses offer a framework for students to build upon. If the students have been putting in the work and following the format of reading response, there won’t be much more to shifting the responses to a book talk. Try to designate a few minutes (maybe once a week) for students to book talk with one another about the novels they are reading.

To get the students truly invested in this process, you need to be as well. Respond back. Ask questions that challenge the student to thinker deeper about the text. You don’t need to know the novel to be able to respond in an engaging way. Some of the questions that are my “go to” if the student isn’t giving me much to work with:

• Who is your favorite character? Why?
• Which character reminds you of someone you know in real life? Why?
• What do you predict will happen with _____________?
• Why do you think _________ decided to___________?
• How does this book compare to (another book by the same author)?
• What has been your favorite part of the book so far?

One of the best!

Reading response journals are a unique way for students to engage with text they like. As a teacher, I love to read the responses. It gives me insight to what they like to read, the characters they are drawn to, and the authors/genre they prefer. Reading response journals also give me a chance to have a 1-to-1 conversation about books with individual students. Sometimes the student and I chat about the same book for a couple of weeks, other times, it’s a one and done. But, regardless of the length, the friendly letter format and constant read and respond make for some wonderful opportunities to connect.

Other Blog Posts You May Be Interested In:

How to Host a Book Tasting in an Elementary Classroom

Friendly Letter Writing in an Elementary Classroom: Friday Family Letters

Friendly Letter Writing in an Elementary Classroom; Friday Family Letters

For a while now my collegues and I have been frustrated by the lack of writing being done at the elementary level. That's not to say it isn't valued. I don't imagine there is an educator on the planet that doesn't value writing. However, there have been some fundamental shifts in what our days look like and the requirements expected within a classroom schedule. Gone are the days when we intentionally planned various writing units: compare and contrast, opinion writing, expository writing, creative writing... we weave it in and out of the content we teach as an additional part; not the main component of the unit. Through no fault of its own, writing has become the redheaded step-child. 

To be fair, there are some excellent curricula that incorporate writing into their daily lessons. I have seen (and taught) some beautifully scaffolded lessons that engage students to write poignant paragraphs and engaging essays. But, still, there seems to be a lack of basic writing skills. For example, how many times must I remind students that sentences start with a capital and end with punctuation? Proper names must be capitalized. Indenting is a "thing".

For all the scaffolding and differentiation we deliver through writing curriculum, it's mind-boggling that I still need to go over these very basic components of writing. Some blame text messaging. Others will say it's "just how this generation is". But, I tend to think not. I've been in the trenches for over 25 years (at least one generation...right?) and these writing woes have been in existence since I first stepped into a fourth grade room.

So, what is the answer? What can we do to help these young people hard-wire the basics of writing that will stick with them throughout their educational careers and into adulthood?

Friday Family Letters!

I saw this idea in another classroom (in another district) that I was visiting. The teacher showed me the progression in writing from the start of the school year up to that week; I was visiting during the winter. The transformation was staggering! There wasn't one aspect of the letters that did not improve: the format, the length, the details, the grammar, and punctuation. Everything! 

Although we were already deep into the school year, I immediately started assigning Friday Family Letters.

I love this concept! It gets students working on their writing skills and helps keep families informed about what's been going on in school. It's a win-win!

The whole process looks like this:

1. Students arrive and immediately get a lined piece of paper and a pencil. 

• The first few weeks will require reviewing how to orient the paper (holes on the left, big white space on the top). You may also need to explain to students what the red/pink lines are for. I demonstrate to students they should move to the next line as soon as a word comes close to/crosses the pink margin line.
• I highly encourage students to skip lines.
• Review the friendly-letter format. Post an achor chart somewhere in the room that students can reference in later weeks.

2. Brainstorm as a whole group what has happened the past week. I keep the discussion limited to what has happened in the building. 

• As we brainstorm, I write their ideas on the board in front of the classroom. It helps students with generating ideas as well as how to spell some of the challenging words or names that come up. Ex: Haudenosaunee. I also make sure to write the date on the top of the board so students have a reference for their own letter.

3. Students write! As they complete their letters, they bring them to me for a final review. I have certain criteria that must be met. 

• Students must use a friendly-letter format with all of the components that are on the anchor chart posted in the room. 
• Students cannot spell any words wrong that are included on the brainstormed list. 
• All proper names must be capitalized.
• All sentences must start with capitals and end with punctuation.
• No lower case "I"s allowed. 

If a student does not meet one of the criteria, I hand their letter back to them, they correct it, and then resubmit it. As the year progresses, the number of details (or paragraphs) that I require will increase. In September I expect a topic sentence, 3 details, and a conclusion. By mid-year, they are writing 5 paragraphs. It is important to model the expectation every few weeks; especially as the requirements increase.

4. I collect all the letters and make a copy of each one.

• Be sure to check the backs of the letters. Sometimes students will need to go to the back of the paper to finish their letter. At the start of the year there will be a student or 2. By mid-year, there will be several. By the spring, it will be a majority!

5. I send the orginial home and I place the copy into a file system/folder for each student. 

• I keep a file system in a filing cabinet with the students organized alphabetically. I place the current week's letter in the back of each student file. When I give them back to the students at the end of the year, they will already be stacked chronologically.

6. Students will get the stored/copied pile back in June. Ideally, I will put the letters in a 3-prong folder. Students love to see their progression as well as "re-live" their fourth grade year.

Morning Surprise!
Students came in the last week of school to a binder filled with
their letters and a Start to Summer Sweet Treat.

Personalization!
I ran copies to make a cover for each binder and personalized each one.
Students then added their own colors.

Friday Family Letter in September.

Friday Family Letter in June.

Writing Friday Family Letters is a genuine and engaging way to get your students practicing their writing skills. They have a vested interest in the content and will do their best to make sure their message is being conveyed clearly. Friday Family Letters are one of the most powerful routines (academically, socially, home/school connection) you can implement in your classroom.

To read about other writing strategies click below!

Color-Coded Paragraphs Writing Strategy

Single Point Rubrics for Writing

Reclaiming Writer's Workshop Part 1

Reclaiming Writer's Workshop Part 2

Written Response for Social Studies Inquiries (2-point versus 4-point)

Long Division Strategies

Long division can be such an exhausting unit. We oftentimes use colors and single-step instruction to break down this important skill. Yet, students continue to struggle with remembering all steps. I've had countless students remember the first step and become at a loss for how to move forward. Listed below are three proven methods to help all students divide successfully.

MNEMONIC DEVICES

To help student proceed past the first division I have used mnemonic devices. These little phrases will help students get past that first step hurdle.

A basic device will include the needed "Divide, Multiply, Subtract, Bring Down". The "Rs" represent "remainder" or "repeat". The "C" is for "Check".

To remember the steps for long division, there are countless choices:

For Your Foodies

• Dirty Monkeys Steal Cheese Burgers
• Does McDonald's Sell Cheese Burgers Raw?

For Your Horror Fans

• Dracula Must Suck Blood
• Dead Monkeys Smell Bad

For Everyone Else

• Dad Mom Sister Brother Rover

Depending on which steps you want to highlight in your mnemonic, you can choose one above or create your own!

Research shows that mnemonic devices help us remember important facts and principles. They can help with large pieces of information by organizing steps, parts, phrases, and the like.

Through repetitive guided practice, I reinforce the DMSCB until they remember the steps to complete a long division problem independently. Through the different practice problems, I provide opportunities for them to see how different outcomes can test their confidences. But as I have experienced myself, only practice will help students master this process.

But there are always those students who struggle with multi-step anything. Sometimes different safety nets must be put in place or new tools added to their toolboxes. Again as all good teachers do - we turn to others for suggestions!

BOX METHOD

I went searching for another way to reach those students who couldn’t remember past the Divide, Multiply, and Subtract steps. The box method became my new favorite way to teach long division!  

The box method is another way to get the job done with less thinking about which different step is coming next. This method uses a box that organizes the place values of the dividend. The divisor divides into each place one at a time. Instead of checking and bringing down, the difference from the subtracting step gets brought up into the next place value digit. Then the student divides, multiplies, and subtracts again.

This method takes a few steps out of the equation and allows long division to become less complicated. In my experience, this method allows most of the struggling students to be successful with long division.

PARTIAL QUOTIENT

Another way to teach long division is through partial quotient division. This method uses simple logic by allowing students to see the problem in a less abstract form. Partial quotient is also helpful for the students who haven’t mastered their facts.

When the student divides into the dividend they can use easy multiples of the divisor. The student is able to break up the problem into manageable parts so that it can be easier to divide. The student then records the partial quotient in a “work” column to the right of the problem. The problem is complete when the student can add no more to the work column because the remainder is less than the divisor. Lastly the partial quotients are added to find the quotient.

A teacher could search for hours trying to find new ways for every student to master a concept. But when it comes to long division - DMSCB and the box method are my top picks!

Need some ideas for MULTIPLICATION?

Click the link below to read about three successful strategies for teaching Double-digit Multiplication:

Double-digit Multiplication Strategies

Double-digit Multiplication Strategies

Have you ever wondered if your students will master double-digit multiplication? There are so many techniques, but which will be the best one for your learners? A few years back, I was struggling with these questions.

When we were in school, we were taught the standard algorithm. I can still remember standing nervously by the chalkboard completing long problems in front of my class. I was never really sure what I was supposed to do next. There were no tricks or shortcuts - just the basics of multiplication. And if the standard algorithm didn't work for you...well, you were up a creek. Thankfully, today, we have more than one way to teach multiplication.

3 "Out of the Box" Methods for Teaching Double-digit Multiplication

1. TURTLEHEAD 

We know not every student learns quite the same way. So I ventured onto the web and wandered down the YouTube rabbit hole. However, it wasn’t a complete waste of time. I found one video that stood out from the rest in explaining double-digit multiplication -- the turtlehead method!

This video is very primary, but the kids will connect to the silly graphics and music. This method demonstrates all the important steps that kids usually forget to do in the standard algorithm. The turtle helps them remember where to start multiplying, to cross off the multiplier, and to put in that magic zero! After just one exposure to the video more students were suddenly becoming accurate as they follow the turtle’s cues. To help students remember the steps and give them a visual on the wall, you can create a poster.

2. LATTICE

For some kids, the steps of the standard algorithm or the turtlehead method are just too much for them.

A decade or so ago the trend in math was lattice multiplication. This technique can help you reach those students who struggle with algorithms that use a standard set-up.

Lattice multiplication creates a grid with double-digit numbers placed on the outside. There are diagonal lines that run through the grid to divide the grid boxes into halves. As each number is multiplied, the values are placed inside the grid. Once all the multiplying is done, the numbers are then added down from the right to left, moving downward.

When using this method, the student doesn’t have to remember about the magic zero. Most mix-ups may happen when students aren’t sure about where to multiply first. In the past, I have shown them how to draw a dot on the top right corner of the box. This will be their starting point for the lattice.

Please note: some standardized testing does not recognize lattice as a legitimate algorithm (or award points for correct answers) because it is not based on place value concepts; it is simply a "cool trick". 

3. AREA MODEL

One last way to reach students is multiplying using the area model. This organized method uses the concept of area: length x width. The numbers are broken down using expanded notation. Once the numbers are multiplied, the answers go inside the grid created in the area model. All of those answers are then added together to get the final answer.

From experience, I have learned to start with just one technique. As I saw some students struggling, I would introduce a new method to them. Some students were most comfortable with the standard algorithm because that is the technique they were taught by their parents- and that's great! But I would encourage them to at least give these others a try. I would even challenge them to solve using the method most comfortable and them check their answers using a different method.  

At the end of the day the most important thing was a student's ability to correctly solve the problem. And using one method or the next, soon enough, all my students were multiplying with ease!

Need some ideas for LONG DIVISION?

Click below to read about three strategies for success!

Long Division Strategies

Creating One Anchor Chart for Multiple Classes

There are pros and cons for every scenario in teaching. If you team, it has its fair share of the yeas and nays as well. For instance, I absolutely love having fewer preps. The caveat to fewer preps is that I will be teaching the same material more than once. And, I'm ok with that too. However, when creating anchor charts for multiple classes it can be a bit tricky.

Anchor charts are most effective when they are built with the students. Students have an opportunity to construct their own meaning because they are part of the process during which the chart is built. The words and information comes from them. Anchor charts give students an opportunity to see their own ideas reflected back to them. 

I love building anchor charts with my students. But, I don't want to hang multiple charts of the same information; especially when the topic is identical and the responses are similar enough that more than one chart would be redundant. So, what's a teacher to do? 

To begin construction of the chart, I present the same blank page with the heading/icons already written on the top. For example:

Then, I move the students through the construction of the chart. I have students submit ideas on sticky notes. Once they have written their ideas down, discussed, and edited notes, I collect them. Depending on the lesson, I then lead the students through the notes and how they apply to the chart. I will also put the notes into similar categories or ideas and then hand write the student responses on the chart. When I hand write the ideas I will use different colored markers to indicate which ideas came from which classes.

You can read more about how I use STICKY NOTES in my classroom here:
4 Ways to Use Sticky Notes

To read about the Acceptable/Unacceptable Anchor Chart, click below:
Refocusing for the Rest of the Year

Refocusing Your Students for the Rest of the Year

There are certain times of the year when students need to be reminded of the rules in a more structured, formal capacity. Traditionally, those times are most prevalent right around Thanksgiving and again in the spring. Although, the spring reminder moves around depending on when Easter, the spring break, and State testing occur (and if there is a full moon)!

I use a blend of Whole Brain Teaching, Class Dojo, and a hodge-podge of tricks and tips I've acquired during my time in the trenches. There are quite a few classroom management systems in place. The students hear the rules and/or experience reinforcement of them in small degrees throughout the year. But, springtime offers an opportunity to help the students refresh their understanding of the rules so that the year can finish off as smoothly and painlessly as possible!

I saw an idea from 2nd Grade Sassy Pants and decided to give it a shot. I made a few adjustments to meet the needs of my classroom. 

Finished Anchor Chart

This easy anchor chart can be made by using the following steps...

You Will Need:

• chart paper
• colored markers
• sticky notes
• pencils

Time Frame:

• < 30 minutes

Procedure:

• Prep the chart paper with whichever heading works for your students.
• Write out a few sticky notes that have "acceptable" and "unacceptable" behaviors on them. For this chart I color-coded the stickies (green and red) and keep them out of sight until we discussed them as a whole group.
• Ask students to give a thumbs ups or a thumbs down to indicate which section of the chart the sticky belongs on.
• In pairs (or triads) have students write down an additional behavior to be added to the chart.
• Add the red "no" slash or the green star as you and your students discuss their sticky notes.
• Add the student suggestions to the correct side.
• Display the anchor chart to remind students of acceptable and unacceptable behaviors.

Overall, this was a success! Behaviors were immediately adjusted for the better. And, I now have an additional resource in the classroom for students to refer to when the need arises. The interactive piece was a hit in my room. The students loved sharing their ideas and they added a few things that I wouldn't have thought to include. 

Give it a try and let me know how it works out for you!

4 Ways to Use Sticky Notes

It's no secret that I have a love affair with sticky notes. It doesn't matter the color or the size, I will find some way to use them in my class. And, just as I have a love for them, so do my students.

Sticky Notes for SMART Goals

In September, I establish a SMART Goals routine with the students. We record weekly goals with sticky notes. Then, the students archive their goals within their data folders. The ability to stick, remove and re-stick is awesome! The students get a kick out of going back into their SMART Goals data and reflecting and analyzing where they were at the beginning of the year compared to where they are now. 

To get a FREE resource that will help you use SMART Goals in your classroom, click the link ---> SMART Goals FREEBIE

SMART Goals Recording Form 
I use a different color each month.

SMART Goal Anchor Chart 
One quick look and I can see if a student
hasn't posted their goal yet.

Sticky Notes for Anchor Charts

I use flexible grouping in my classroom. There is a lot of collaboration and small group/partner work. To help increase the engagement and accountability, I use sticky notes! I will prep chart paper to house the student responses. Sticky notes are passed out for students to record their thoughts. I often will use colors to distinguish which groups have responded and how many times.

Venn Diagram Comparing Cultures

Finding Explicit Details

Sticky Notes for Thinking Codes

As a part of Reading Workshop, students are asked to use sticky notes as part of their reading routine. They use them to record their "Thinking Codes" in their novels. Those codes help students respond in writing when it's their turn to write in their Reading Response Journals. They also use them when they come to the group to discuss the novel. 

Anchor Chart
Students also have a bookmark to remind them of codes. Most will
create their own codes when these won't suffice! 

Codes Within a Novel
(cut a sticky note into thirds)

Sticky Notes for Character Traits

I also ask students to use them when working on Character Traits. Students will find evidence in the text to support their opinion. They record the page number and quote.

Anchor Charts for The Hope Chest

Character Trait Mat (8.5 x 11)
Students find evidence and record it. They are only allowed three.
So, they must rank their own evidence!

These are just some of the ways I use sticky notes. If you have a favorite way, please share! I love learning new ways to incorporate these lovely little bits to increase student engagement!