Reclaiming Writer's Workshop - Part 2

To read Part 1 of this blog (ideas and drafting) on Writer's Workshop, click here -> Writer's Workshop: Part 1

Drafts are done...now what?

Once drafts were complete we started focusing of the beginnings, endings, and everything in between. After each edit session we went back to our drafts and made them better. Our drafts are always “under construction”. One of the hardest concepts for students to embrace is that idea that writing is never "done". When I have a student proudly proclaim after the first draft, "I'm done!", I kindly retort, "When you're done, you've just begun."

BEGINNINGS/ENDINGS

Just like with every step of the writing process - model...model...model. As teachers we too often take for granted that our students know exactly what we expect of them.

We created another anchor chart that had 4-5 different ways to begin a narrative. I passed out index cards to each table group. The cards were numbered to correspond with the numbers on the anchor chart. For example, the first way to start a story might be using a sound that catches the reader’s attention. The topic on the card was the first day of school. Each group worked together collaboratively to come up with a beginning using a sound and that topic. We did this until we had gone through each way to creatively begin a story. The students loved hearing how the other groups came up with ways to begin their topic story.

In the past we have also searched through familiar texts to show different ways authors begin the novels they read every day. Once we had practiced each type of beginning, I modeled how I update my seed story’s beginning. Then, they went back to their journals to update their seed story as well.

When it came time to practice endings we did a similar activity with the ways to creatively end a story. Their stories were then updated to end with a memorable note. Both of the anchor charts are posted for the students to use at anytime. This step was helpful in reminding students that "The End" and "That's my story. Bye!" are not the best use of an ending.

TRANSITION WORDS

Transition words are definitely the way that stories flow in an organized fashion. Many students that are aware of what transition words are tend to use the same favorites - first, then, and next.

We started by brainstorming as a whole group. I asked students to write down transitional words and phrases on sticky notes. We placed them all on an anchor chart. It was satisfying to see students walk up to the chart during their drafting to seek out transitions!

To help organize the words and phrases, I created a visual for them to see which words could be used at the correct points in their story.

This visual was a traffic light that had transitional words that went with the green, yellow, and red parts of the light. Green beginning story words and phrases were: "first" and "in the beginning". Examples of middle words (yellow) were: then and next. Finally, the red words are the words that can finish up a story.

I wrote a sequence story about making a peanut butter and jelly sandwich. The paragraph was written so each sentence was written on different sentence strips. But to make things interesting, I left out all of the transition words. Each group had a set of sentences they needed to put together in the correct sequence. Each group also got 5 post it notes to write down different transition words. The students placed the transition post-its into the story at the correct places. Each group enjoyed sharing their choice of transition words they used to make their stories flow.  

Each student received a traffic light transition word chart for their binders. The students then went back to their drafts to see if they could add or change up any transition words to make their stories more organized. They love to highlight them in the corresponding color to signal if they are green, yellow, or red transition words.

CHARACTERS

In the past we have tried to brainstorm characteristics about the characters they are creating, but that doesn't always correlate to a well developed character in their writing. It seems like we get one sentence that just has a list of the character traits that they brainstormed. Developmentally it is very difficult for them to be this stylistic as writers. But we can show them what good writers do with characters to give them a starting point.

For this topic of instruction I decided to pull different text examples from the novel we were using at the time. In the novel, Eagle Song, the author describes the characters indirectly. So I pulled various quotes from the text for the students to dig deeper into the character and the traits they were demonstrating.

Each quote described how a character was thinking or acting. Each quote had to be thought about in order to describe each characters’ traits. This was one way to show how authors describe characters without coming right out and saying it. Modeling what good writers do helps make new writers better.

I also created a poster to remind students about choosing better adjectives. I explained that when they are drafting they can write down the first words that come to mind. But, during the editing and revision process, they should go through and note which words should be improved upon. The poster helps students identify some of the words that need revision.

Seasonal Poster Fun!

EDITING/REVISION

Checklists are great. But, too often, we will hand a checklist to a student and expect them to move through each line to improve their writing. The reality is students usually check off the item just to move forward in the process without actually doing the steps.

Although I still have a checklist available, I also have students chart their writing.

This may be my absolute favorite strategy to teach while working through writer’s workshop. This is a Ruth Culham strategy that I learned years ago when I was first introduced to the 6 + 1 Traits writing program.

Each child uses a chart labeled with 3 key columns:

- first 2 words in the sentence
- number of words in the sentence
- ending punctuation mark

I prepared a mock paragraph that has some obvious grammar infractions and a run-on sentence that I new would demonstrate the strength of this chart.  As I entered all of the information into the chart, my mistakes and repetitions become clear to the students. This activity demonstrated that sentences shouldn’t start with the same words and they definitely shouldn’t have too many words. I showed them very explicitly what I would do if I realized I have a sentence with 25+ words in it. They quickly saw that this humongous sentence should be broken into 2 (or even 3) smaller sentences.

When they started charting their own paragraph, I reminded them, "If you see a sentence in the upper teens for word count, go back and split it up into multiple sentences." They found out very quickly that they are putting too many words in a sentence. Splitting up a run-on sentence can be a challenge for a lot of students. I encouraged them to think about where one idea stops and the next idea begins. Oftentimes, that is where a period can be inserted. Another great thing about the editing chart is it becomes immediately obvious that they are starting sentences with the same words repeatedly. This strategy is one of the most powerful ones that I teach all year!

I have had students asking to chart because it helps them keep so many areas in check while they are writing. Just recently, we were doing a writing sample and a student re-create a chart on a whiteboard so she could chart her paragraph. Teaching strategies that will grow with them and be applicable in other aspects of their education is so valuable.

In a nutshell, the importance of explicitly teaching in any subject area is well worth the time! Slowing down, giving explicit step-by-step instruction, and modeling the expectations is some of the most powerful teaching we can do.

Reclaiming Writer's Workshop - Part 1

Year after year my 4th graders seem to forget how to write with punctuation! They forget it to the point that I secretly wonder if their prior teachers ever introduced it. (Be honest, I'm not the only one thinking it!) We all know that a lack of punctuation in writing promotes run-on sentences til the day is long. They have so many ideas the words spill onto the page like a bowl of spaghetti. So we must ask ourselves: how do we explicitly instruct writing while simultaneously making it a fun and creative process?

With that in mind, I started to reflect and the thought struck me...where did Writer's Workshop go? When did I stop making it part of my daily routine? Then I realized - Modules! When the New York State Modules came to town, teaching creatively took a back seat. So many of us substituted what we used to do for what the State thought we should be teaching. Don’t get me wrong, there are some great lessons and topics within the Modules. But if we are are being honest, the Modules have stifled all of our creativity just a bit!

I decided to take a break from our regular instruction to go back to the basics. I told myself that I was going to take the 2 weeks before Christmas break to teach my kids how to love to write again. This is what I did...

GIFT OF A JOURNAL

I scrounged up writing journals so all of my students could have their very own place to create. Handing out the journals was like handing out blank canvases. They decorated them and couldn’t wait to fill them with their own words. It was like Christmas had come a few weeks early!

WATERMELON STORIES

Most kids write "watermelon stories". Big stories with many ideas in one huge punctuated paragraph. Their writing reminds me of a small child telling me what they did at school that day. Lots of run-ons, disorganization, and so many topics you can’t keep them straight. I wanted them to focus on one part of their watermelon idea, so I started painting the picture of the seed.

I gave the class a watermelon topic to focus on - an amusement park. For the class discussion, I knew that all of the students could have some background knowledge of a fair, water park, etc. to be able to reference. Then, I started describing some things (events, food, games, rides) that someone might experience at an amusement park. We started brainstorming our own ideas and I started taking their ideas and writing them all over an anchor chart. When I was finished I labeled them - "Seed Stories".

SEED STORIES

The next thing I had them do was to choose one seed idea or story from our chart. I told them that we weren’t going to write about the whole park (watermelon) but just one thing or idea (seed) from there. They quickly jumped into writing their seed stories. After 10-15 minutes I stopped them to have our first sharing session.

THE SHARE CHAIR

I moved the rocking chair to the front of the room so it could be the focus. This was now going to be our place for sharing. We worked on how the reader should be projecting with clear voices while the audience had their roles as listeners and respondents.

We focused on the protocols of be kind, be specific, be helpful and participate. These protocols were the foundation for everyone to feel comfortable and confident in sharing their innermost thoughts. We had become a writing community that had to support and help each other grow as writers.

DRAFTING

Their stories definitely described the rides and the food - but not the experience. I wanted the students to focus on just one seed story, but their voice wasn’t coming through.

The next day, I decided to explicitly teach how to bring the 5 senses into a writing piece. The best graphic organizers are the ones that kids can remember and create on their own. I love to trace my hand and transform it into an organizer that works!  So within each of my fingers I drew a quick image of an eye, an ear, a nose, a mouth, and a hand. This signaled to my kids that each finger was for a different sense. I referenced back to my seed story first draft and started to add details on the hand.

Student Organizer for the 5 Senses

From my organizer, I then pieced each detail into sentences that painted a picture of my experience. I showed them a side by side comparison of the two drafts, they couldn't believe they where from the same seed story. My seed story transformed into a snapshot of what I actually experienced. The students were amazed and motivated to try this majic on their own.

Before they started on their own, I explicitly told them I want to read about how and what they experienced in the seed story. As they started brainstorming on their organizers, I couldn’t believe how their ideas were exploding off the page. 

I wouldn't believe that such a simple activity coul dbring so much energy to a simple seed story. The differences in the first and second drafts of this student's story demonstrates the power of explicitly teaching about the five senses and how to convey those senses in a story. 

First Draft (L), Second Draft (R)

To read Part 2 of this blog (editing and revising) on Writer's Workshop, click here  ->  Writer's Workshop: Part 2

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

Valentine Compliments Poster (Editable FREEBIE!)

Each February students exchange store-bought or even homemade valentines. This annual exchange can sometimes create angst and dread among your students. However, this year you could be the teacher that creates an experience that provides the warm and fuzzies as well as a keepsake. I am not saying ditch the cute cards, but this poster will make a bigger impact for sure! Do I have your attention yet?

Compliment posters will be something that your kids will be able to read over and over again, especially on those days that they might need a little extra boost. This is also a great tool to reinforce character education or the Positivity Project in your classroom.

You can find an editable freebie for this activity in my TeachersPayTeachers store here --> Valentine's Day Activity: Compliments Poster

The first thing you have to do is create a list with the name of each of your students on it. Each line should provide enough room for the name and a sentence to be written. Once your name list is complete, make a copy for each student and any teacher/adult who works in your room.

As I pass out the name list, I instruct the students to put an X by their name to ensure they don’t write one about themselves. After that we have a discussion about inside (character) traits and outside (physical) traits and which ones should be used for this task. For example, I might tell them that telling someone their shirt is nice, but doesn’t really tell them about the kind of person they are. Although the ultimate goal would be for each student to write a compliment regarding a character trait, I do allow for students to compliment a physical trait as long as it's appropriate and the student writing can't think of anything else. Giving evidence to support their compliments is also encouraged. I also post our character education traits and the Positivity Project principles for them to use as a resource.

After they have finished their compliments, I make sure I look over each of them. I make the students clean up their writing or make the compliments more complete. Once everyone is corrected and ready to go, the cutting begins. Soon each student will have a compliment strip for each kid and each adult in the room.

The posters will then be placed on the tables/desks around the room so each person can see where to place the compliments.The students voraciously pass out the paper strips to each poster; it's similar to the Valentine card exchange that happens at this time of the year. Everyone is eager to read what other people are complimenting. They take an interest in their posters and their classmates' posters as well.

As soon as the last compliment is passed out, the gluing begins. The strips are glued in a row under the name. Each student will soon have a poster full of compliments about themselves. Students are invited to either keep the poster at school or take it home; it's up to them. These posters will serve as confidence boosters and a keepsake for not only the current school year but for years to come.

Upper Elementary Sight Words Intervention

The gap between fluent readers and non-fluent readers becomes ever-increasing as students move up grade levels. By time they land in my classroom students (ideally) have transitioned from "learning to read" to "reading to learn". But what happens when they get to my door and they haven't learned to read yet? 

I have been teaching fourth grade for over 15 years. I have a master's degree in reading. I am still learning to navigate the choppy, deep, uncharted waters of reading. With the brain needing to synchronize so many pathways and systems in order to reach the levels a "fluent" reader obtains, I have found this intervention hones in on specific student needs and helps upper elementary students close the gap---> Sight Word Decks.

It sounds simple. It is. This technique can be long and tedious. It requires a commitment to stay the course. However, it is easy. It is student-specific. And, the end results will amaze you.

STEP ONE: GET A LIST OF WORDS

My packet uses a blended list of the most common sight words and high-frequency words. It is a Kindergarten through Fifth Grade list. It's lengthy and segmented by grade level until third grade. The third through fifth grade list in one big, long list.

STEP TWO: CHECK YOUR DATA

Using DIBELS, or whichever fluency check your district uses, check out which students did not meet benchmark. I zero in on the lowest. The students whose low scores are due in part to lack of sight word knowledge. I target them. Typically, students who are just below benchmark can make up the gap through other strategies or interventions (sustained silent reading, phonics, phonemic awareness drills, etc...) Sight Word Decks are for the lowest of lows. As such, I don't have too many decks running at the same time. 

STEP THREE: START TESTING YOUR STUDENTS

I sit with each student individually, one at a time. I have two lists ready to go. One test packet for the student. One master list (per student) for me to take notes. You will take notes on each student on "their" list. When you start to test a new student, you will get a fresh packet and take notes specific for that student. I write the student's name on the top of each master list.

I hand the student test packet to the student and ask them to start at the kindergarten list and read each word. If they read it automatically, I leave it blank. If they read it incorrectly, take too long, or need to stretch the word, I place a check mark next to the word on my list. 

I have the students read until I have enough words to start a sight word deck. For some students, they will stop during the first grade list, for others, it will be further into the packet. The goal is to get enough words without exhausting the student. Generally, I like to have about 30 cards in a deck. It is very common for me to test students in more than one session. The goal is to ensure that errors are due to a lack of word attack skills and not just exhaustion or boredom.

When I am working in the master list, I will sometimes note what the student incorrectly read. That notation also helps me understand where the gaps are. 

First Column: Initial Test
Second Column: Subsequent Testing
(Note Percentage Increase at the Bottom)

STEP FOUR: WRITE THE WORDS ON INDEX CARDS

Once you have enough words, its is time to transfer the words the student read incorrectly onto index cards. To stay organized, each student is assigned a different color. The color-coding helps me easily identify which decks belong to which student. The master word list packet I use to generate the sight words also has the student's name written in the same color.

STEP FIVE: RUN THE CARDS

Run the cards every day. Sit with the student and have them read each card. If the student correctly reads the word place a star (or whatever symbol) on the back of the card. If they don't, just flip the card and move onto the next one. When they have earned ten stars, the card is removed from the stack and placed on a ring.

As the student learns more words, and the ring cards increase, you will need to go back to the master list and test for more words. You will be replacing the words that have been removed with new words the student needs to learn. Students love to watch their ringed deck grow. There is no mistaking the look of pride on their face when they add cards to the ring.

STEP SIX: CHECK YOUR DATA

Periodically check your student's growth. Go back to the master sight word list. Ask them to read the words they missed. Indicate on the list if they have correctly read the word (using a star or other symbol) or not (another check). I will take the master list data and plug it into an excel sheet to see the growth over time. It helps to share the data with the student and their family. This data is especially helpful at report card conferences or during IEP meetings.

ADDITIONAL THOUGHTS

This is not a five-minute fix. It is easy to implement but takes time and commitment to see the growth. 

It is easy enough that it can be done with parent volunteers, TAs, or college students.
It is quick enough that I sometimes "run cards" during bus dismissal.

You will be amazed at what you learn about your students as readers. When I am running cards with the students I will oftentimes pick up on the strategies they use and what they are lacking. Their word attack skills become quite evident. You will begin to see patterns and be able to better target their gaps. 

Some of the things I've noticed and still look out for:
- understanding of vowels (short, long, and teams)
- "magic e"
- dropping of endings
- using the onset only
- prefix and suffix
- digraphs
- blends

Click below to get the lists and recording forms for free!

Upper Elementary Sight Words Intervention System

Like anything worthwhile, time and commitment are required. Sight Word Decks are a great way for students to start closing the gap between them and their peers. Along with helping them create and restore reading pathways, this intervention helps teachers pinpoint specific student needs. One of the best parts of the intervention is the ability to see growth in a very short amount of time.

Easy Candy Cane Christmas Ornaments

It's that time of the year! Are you the kind of teacher that goes "all in"? The tree is up the Monday after Thanksgiving with ornaments and twinkle lights spread throughout the room. The yearly construction paper fireplace has found its annual home on your hallway bulletin board. Is that you? Well, then, you don't need this blog post.

You may be interested in this lengthier project:
Lengthier (and ready-made bulletin board) Classroom Christmas Craft

This post is for the teacher that is waiting for the Christmas miracle to happen. The one where the blank bulletin board that has sun-faded spots from Halloween pumpkins will magically decorate itself. Or perhaps some elves will show some mercy and get the glitter and cotton balls to beautifully accent the classroom projects while simultaneously avoiding the mess that comes along with such cute adornments.

I offer an EASY CHRISTMAS ORNAMENT! Seriously, it's so easy. This ornament can be done with minimal supplies and time. Win-Win!

You will need:
- cardstock (maybe- you could use construction paper)
- tissue paper cut into squares (perhaps cut, perhaps not)
- liquid glue (absolutely- you need liquid glue)

Time:
- less than 30 minutes to make
- an hour or two to dry

To begin, students will have a cut out of a candy cane (you could change up and use a different shape). The candy cane shape works well because you will not need a hook later on to hang it on your classroom tree. I pre-cut the shapes to save time. You could work on some fine motor skills by having the students trace and cut their own candy cane.

I make the shape using cardstock for durability. However, you could get away with construction paper.

Then, students scrunch up the pieces of tissue paper, dip them in glue, and attach them to their candy cane. Viola! Done! I cut the tissue paper into squares, but you could have students tear pieces to add a bit more texture to the ornament. 

The students will come up with their own create ways to decorate. Some will stick with traditional colors and patterns. Others will take creative liberty. 

Work in Progress

Partially Done Candy Cane Ornaments

Once dry (they will dry in less than a day) you can hang them on the tree. Before the Christmas break comes to an end have students wrap them for a family gift!

Finished Ornaments

Class Christmas Tree

The simplicity and ease of these ornaments helps bring some Christmas spirit to your room without the angst and annoyance of days-long projects. With minimal mess and maximum "wow" you too can create ornaments that rival "that teacher" down the hall that makes Santa's elves look like slackers.

Merry Christmas!