April: Show & Tell Linky
Happy Tuesday. Today I'm linking up with Stephanie from "Forever in 5th Grade" for this months peek into my Resource Room. This month I have been helping with PARCC testing. It's also the time of year when I start reflecting back on the past 9 months and beginning thinking about next year.
I know for me this year, striking a balance between the art and science of teaching was not as balanced as I would have liked. I think I bent more towards the art and a little less than the science. Using data binders students kept track of their goals and data. This helped move them more than a year. These are a must for next year.
I have things I want to trash to like rotations. But I want to add more co-teaching and student driven embedded data collection--students collecting their own IEP data and taking more ownership of their growth.
If you have not tried Seesaw--I would. I came across Seesaw and was impressed with the idea that it is student and time friendly. I only have my groups for about 30 minutes. This means I either need to do it when I have 2 minutes or they need to do the uploading and creating within that 30 minutes. I love the app options that can be uploaded into the platform. My hope is this is REALLY student friendly and will become a place students can create and show off their app-smashing.
Students are proficient in using Seesaw as part of their workflow and it has been a great and easy place for them to put their work to share, self-assess, and track their own progress. A must for next year. Seesaw makes data collection in Special Education and RTI easy to do. (Which we all need. Right?)
CHAMPS. A behavior management system I added this year. I love this as I set a visual expectation for each task like "Group Instruction" or "Test." Students are aware of what the expectations are before I start talking. A must keep!
I love putting things in pictures. Pictures move faster to the brain than words. This one has become our Problem Solving Rubric which shows not tells students what is needed to score a 3 on the rubric. Problem Solving is one skill I want students' to take back to the classroom. When I do rubrics I do them with each group's input. The picture helps remind them what it needs to look like. I need to add more like this--not sure for what but this needs to happen.
If you remember I had a couple of groups early in the year almost to grade level and started reading rotations with them. Well with 30 minutes, this was not successful. As they were 2nd and 3rd graders, they didn't have tons of independence to maintain work on their own part of this idea. I ended up moving them back to guided reading and changing their schedule to have them spend more time in the classroom.
This year has been filled up ups and downs. Ideas I want to keep and ideas that need to be trashed. I need to find more ways to embed data collection of IEP goals and RTI needs. What do you want to trash? What do you want to keep? Share them.
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I know for me this year, striking a balance between the art and science of teaching was not as balanced as I would have liked. I think I bent more towards the art and a little less than the science. Using data binders students kept track of their goals and data. This helped move them more than a year. These are a must for next year.I have things I want to trash to like rotations. But I want to add more co-teaching and student driven embedded data collection--students collecting their own IEP data and taking more ownership of their growth.
Students are proficient in using Seesaw as part of their workflow and it has been a great and easy place for them to put their work to share, self-assess, and track their own progress. A must for next year. Seesaw makes data collection in Special Education and RTI easy to do. (Which we all need. Right?)
If you remember I had a couple of groups early in the year almost to grade level and started reading rotations with them. Well with 30 minutes, this was not successful. As they were 2nd and 3rd graders, they didn't have tons of independence to maintain work on their own part of this idea. I ended up moving them back to guided reading and changing their schedule to have them spend more time in the classroom.
This year has been filled up ups and downs. Ideas I want to keep and ideas that need to be trashed. I need to find more ways to embed data collection of IEP goals and RTI needs. What do you want to trash? What do you want to keep? Share them.
Shut the Front Door!!
It's that time of year when I'm going crazy! Yes, you know that time of year--where you have IEPs, parent/teacher conferences, transition meetings, PLUS all you own end of the year teacher evaluation stuff you HAVE to do. This is the second year I have had to do SLO (Student Learning Objectives). Yeah!! I can use my IEP data--no hoop jumping here. But even without having to do this, I would have kept track to show myself and the world (if they cared) my students made a year's growth.
The key--the DATA!. I know you have been told this all the time but it's true--if you look at it and DO something about it then you get something for your hard work.
One if my favorite things is to make pictures with the numbers to show off to parents at IEP meetings or teachers when I meet with them. This makes it so much easier to talk about what the student is and is not doing and make it REAL. When you put numbers to student performance and have a picture to go with it--conversations change. Teachers jump on board. Parents see what you're talking about.
I'm going to share my secret weapon with you (& it's FREE). It's a Plug & Play 20 Excel for Class Progress Monitoring. Yes, you heard me right. Just put in your data and goal line and the graph is created for you.
Like all data graphs, you might need to change the Y-axis depending on the data and add a trendline (if that's your thing). But that is all you need to do.
These graphs are perfect for RTI Intervention Monitoring, easy for anyone to put the data in, and great for SLO!
Oh--did I mention it was free. You can find the 20 Progress Monitoring Graphs in my Free Resource Library. If you have not signed up yet, get yours here!
I'd love to hear what your favorite ways are to show off student data and keep track for your SLO data.
Have a great Early Spring Weekend!
Until next Time-
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The key--the DATA!. I know you have been told this all the time but it's true--if you look at it and DO something about it then you get something for your hard work.
One if my favorite things is to make pictures with the numbers to show off to parents at IEP meetings or teachers when I meet with them. This makes it so much easier to talk about what the student is and is not doing and make it REAL. When you put numbers to student performance and have a picture to go with it--conversations change. Teachers jump on board. Parents see what you're talking about.
I'm going to share my secret weapon with you (& it's FREE). It's a Plug & Play 20 Excel for Class Progress Monitoring. Yes, you heard me right. Just put in your data and goal line and the graph is created for you.
Like all data graphs, you might need to change the Y-axis depending on the data and add a trendline (if that's your thing). But that is all you need to do.
These graphs are perfect for RTI Intervention Monitoring, easy for anyone to put the data in, and great for SLO!
Oh--did I mention it was free. You can find the 20 Progress Monitoring Graphs in my Free Resource Library. If you have not signed up yet, get yours here!
I'd love to hear what your favorite ways are to show off student data and keep track for your SLO data.
Have a great Early Spring Weekend!
Until next Time-
POW: DRA Comprehension Rubric
A question teachers have been asking is what to do with the DRA rubric after they are scored. How do you use the information to plan instruction and next steps? (I always tell teachers to use the data they have to collect or they have created first before trying to figure out else they may need.)
When you look at a DRA rubric it is broken into two parts: oral reading (decoding and fluency and comprehension.) If you missed the first post in this series click here to get caught up.
This week, I'll talk about how and why I create targeted instruction around the comprehension part if the rubric.
I look at where the student scored on the rubric--taking note or strengths and weakness.
The Comprehension rubric is broken in 3 different skills--book knowledge, retell or summary, and higher order thinking questions.
In this case, a strength the student has is his book knowledge. With this book, it includes using the non-fiction text features as well. He struggled with retelling and the higher order thinking questions. (This would be a great jumping off put to collaborate with SLP to provide extra language support.)
I look at where the student scored on the rubric--taking note or strengths and weakness.
The Comprehension rubric is broken in 3 different skills--book knowledge, retell or summary, and higher order thinking questions.
When I start planning where I want to start, I make sure I have the students' previous small group work. I will use them to decide what the next steps need to be.
This student's guided reading data shows he has been struggling with retells and I also have to provide several prompts. When I think about Bloom's Question Stems, I know retells are easier than reflection questions. (Bloom's Questions Stems: remembering vs evaluating). This will be the first place I start.
When talking with his Speech/Language provider, she lets me know she sees the same struggles with retelling but she'd been playing with picture supports and was seeing more success. (This is both an accommodation but also a great skill for students to have. Going back and using the text as a resource. Think state testing or STAR assessment--students CAN go back to the text.)
This made me think about my instruction and the types of books he was reading. He is currently in Fountas and Pinnell G's and H's. Since these books as still mostly pictures, copying the pictures and drawing pictures would be a good place to start. This would also support his language needs.
To start with, I copied a couple pictures from the book. This would be used to model going back into the book to use it as a resource as I modeled retelling the story. These pictures than could become a graphic organizer like Thinking Maps (Flow Map). This could be paired with a Retelling Rubric below. Here the I'm only scoring the retell. I took it right from the rubric. During my modeled lesson, I will demonstrate a 4. I also model using the pictures from the books. Student's have to be taught to do this skill. In my planning, I will make a point of doing both before moving to drawing the pictures.
As I'm planning out the Retelling Skill Lessons, I keep in mind grade level expectations--no book but then I think about what skills the student(s) needs to get there. I also keep in mind, when teaching comprehension skills I may need to get easier books to work with. I scaffold out the list of lessons so I can see what I'm thinking:
1) Modeled: without resource making sure to reference back to the rubric (at least a couple of days over a couple of different books)
2) Modeled: with pictures from the resource to create a Flow Map (at least of couple of days over a couple of different books)
3)Shared: with pictures (if you are doing most of the thinking then go back to a modeled lesson)
4) Shared: with pictures (moving them to independent thinking)
5) Independent with support using the book or resource to retell.
I will need to make sure the student's score 4s before starting the process over with student created drawings.
Why spend the time teaching retelling a story using student created drawings? Because it is a more appropriate grade level skill plus students will come across books with fewer and fewer pictures as they move to harder text. Student created drawings can be used across all curriculum areas and move the student to take control of what they need to access the curriculum--self-determination at its finest.
The last step is to start teaching the skill. I will plan on reassessing the comprehension part of the whole DRA rubric using the blank DRA forms in four weeks to see if the student has made growth. If so than I would teach, how to answer the Higher Order Thinking questions at the bottom of the comprehension rubric or I will plan on reteaching retelling/summaries again. I love using the Reading Comprehension Stems I've shared below. It's a great jumping off point when I work on comprehension skills. I use them for progress monitoring both in writing and in conversation. If you're have not signed up for my Free Resource Library, click here. (Its super easy and besides did I mention it was free to join. Who doesn't love free!)
I'd love to hear about your favorite reading comprehension teaching strategies. Pictures and my bad draws always seem to make students laugh and grow as a reader.
Until next time,
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As I'm planning out the Retelling Skill Lessons, I keep in mind grade level expectations--no book but then I think about what skills the student(s) needs to get there. I also keep in mind, when teaching comprehension skills I may need to get easier books to work with. I scaffold out the list of lessons so I can see what I'm thinking:
1) Modeled: without resource making sure to reference back to the rubric (at least a couple of days over a couple of different books)
2) Modeled: with pictures from the resource to create a Flow Map (at least of couple of days over a couple of different books)
3)Shared: with pictures (if you are doing most of the thinking then go back to a modeled lesson)
4) Shared: with pictures (moving them to independent thinking)
5) Independent with support using the book or resource to retell.
I will need to make sure the student's score 4s before starting the process over with student created drawings.
Why spend the time teaching retelling a story using student created drawings? Because it is a more appropriate grade level skill plus students will come across books with fewer and fewer pictures as they move to harder text. Student created drawings can be used across all curriculum areas and move the student to take control of what they need to access the curriculum--self-determination at its finest.
The last step is to start teaching the skill. I will plan on reassessing the comprehension part of the whole DRA rubric using the blank DRA forms in four weeks to see if the student has made growth. If so than I would teach, how to answer the Higher Order Thinking questions at the bottom of the comprehension rubric or I will plan on reteaching retelling/summaries again. I love using the Reading Comprehension Stems I've shared below. It's a great jumping off point when I work on comprehension skills. I use them for progress monitoring both in writing and in conversation. If you're have not signed up for my Free Resource Library, click here. (Its super easy and besides did I mention it was free to join. Who doesn't love free!)
I'd love to hear about your favorite reading comprehension teaching strategies. Pictures and my bad draws always seem to make students laugh and grow as a reader.
Until next time,
21 Ideas to Improve Student Motivation
When Spring Break is over, I'll have 6 maybe 7 weeks of solid instruction time left before Summer Break. Sometimes I think its hard to teach after Spring Break than between Thanksgiving and Christmas. The hard part keeping them motivated to keep moving forward. I have compiled a short list of ideas that I use to keep students motivated when the going gets tough.
Motivation, both intrinsic and extrinsic, is a key factor in the success. For the students I work with I play a key role in providing and encouraging that motivation in their students. Easier said than done, as all students are motivated differently and it takes time and a lot of effort to learn to get a classroom full of kids enthusiastic about learning, working hard, and pushing themselves to excel.
1. Give students a sense of control
While guidance from a teacher is important to keeping kids on task and motivated, allowing students to have some choice and control over what happens in the classroom is actually one of the best ways to keep them engaged. For example, allowing students to choose the type of assignment they do or which problems to work on can give them a sense of control that may just motivate them to do more.
2. Define the objectives
It can be very frustrating for students to complete an assignment or even to behave in class if there aren’t clearly defined objectives. Students want and need to know what is expected of them in order to stay motivated to work. At the beginning of the year, lay out clear objectives, rules, and expectations of students so that there is no confusion and students have goals to work towards. Student binders mean they keep everything—even the items they don’t finish. They know where to find it the next day.
3. Create a threat-free environment
While students do need to understand that there are consequences to their actions, far more motivating for students than threats are positive reinforcements. We have to create a safe, supportive environment for students, affirming their belief in a student’s abilities rather than laying out the consequences of not doing things, students are much more likely to get and stay motivated to do their work. At the end of the day, students will fulfill the expectations that the adults around them communicate, so focus on can, not can’t.
4. Change your scenery
A classroom is a great place for learning, but sitting at a desk day in and day out can make school start to seem a bit dull for some students. To renew interest in the subject matter or just in learning in general, give your students a chance to get out of the classroom. Take field trips, bring in speakers, or even just head to the library for some research. The brain loves novelty and a new setting can be just what some students need to stay motivated to learn. I don’t do field trips but I love taking the groups outside.
5. Offer varied experiences
Not all students will respond to lessons in the same way. For some, hands-on experiences may be the best. Others may love to read books quietly or to work in groups. In order to keep all students motivated, mix up your lessons so that students with different preferences will each get time focused on the things they like best. Doing so will help students stay engaged and pay attention. It’s hard changing things up because we all know consistency is what our guys need but I like to vary how they get tasks done.
6. Use positive competition
Competition in the classroom isn’t always a bad thing, and in some cases can motivate students to try harder and work to excel. Work to foster a friendly spirit of competition in your classroom, perhaps through group games related to the material or other opportunities for students to show off their knowledge.
7. Offer rewards
This is for those who have your own classrooms everyone likes getting rewards, and offering your students the chance to earn them is an excellent source of motivation. Things like pizza parties, watching movies, or even something as simple as a sticker on a paper can make students work harder and really aim to achieve. Consider the personalities and needs of your students to determine appropriate rewards for your class. I do things like game day and extra computer time.
8. Give students responsibility
Assigning students classroom jobs is a great way to build a community and to give students a sense of motivation. Most students will see classroom jobs as a privilege rather than a burden and will work hard to ensure that they, and other students, are meeting expectations. It can also be useful to allow students to take turns leading activities or helping out so that each feels important and valued.
9. Allow students to work together
While not all students will jump at the chance to work in groups, many will find it fun to try to solve problems, do experiments, and work on projects with other students. The social interaction can get them excited about things in the classroom and students can motivate one another to reach a goal. As much as I try to ensure that groups are balanced and fair, however, so that some students aren’t doing more work than others—most of the time I find whole group works way better!
10. Give praise when earned.
There is no other form of motivation that works quite as well as encouragement. Even as adults we crave recognition and praise, and students at any age are no exception. We as teachers give students a bounty of motivation by rewarding success publicly, giving praise for a job well done, and sharing exemplary work but it is every better when students give it to other students.
11. Encourage self-reflection
Most students want to succeed, they just need help figuring out what they need to do in order to get there. One way to motivate students is to get them to take a hard look at themselves and determine their own strengths and weaknesses. Students are often much more motivated by creating these kinds of critiques of themselves than by having a teacher do it for them, as it makes them feel in charge of creating their own objectives and goals. This is something I added to our data notebooks—more time then not we not so successful here but I walk students through self-reflection before their IEP meetings.
12. Be excited
One of the best ways to get students motivated is to share your own enthusiasm. When I’m excited about teaching, they’ll be much more excited about learning. It’s that simple. Think Ron Clark.
13. Know your students
Getting to know your students is about more than just memorizing their names. They need to know that you has a genuine interest in them and cares about them and their success. When students feel appreciated it creates a safe learning environment and motivates them to work harder, as they want to get praise and good feedback from someone they feel knows and respects them as individuals.
I do sharing circles just about every time I meet with a group. We share (if they want) about something in their life. I get to hear what is going on in their life and they get to know about mine. I have students asking randomly about my dogs and nephew.
14. Harness student interests
Knowing your students also has some other benefits, namely that it allows you to relate classroom material to things that students are interested in or have experienced. Teachers can use these interests to make things more interesting and relatable to students, keeping students motivated for longer.
15. Help students find intrinsic motivation
It can be great to help students get motivated, but at the end of the day they need to be able to generate their own motivation. Helping students find their own personal reasons for doing class work and working hard, whether because they find material interesting, want to go to college, or just love to learn, is one of the most powerful gifts you can give them.
16. Manage student anxiety
Some students find the prospect of not doing well so anxiety-inducing that it becomes a self-fulfilling prophecy. For these students, teachers may find that they are most motivated by learning that struggling with a subject isn’t the end of the world. Students have to trust you to risk everything and to know no matter what the end result is and ensure that students don’t feel so overwhelmed by expectations that they just give up. This comes and some days is challenged beyond belief. It’s HARD to get them to see you won’t give up on them—no matter what.
17. Make goals high but attainable
I have a high bar for all my students. I set it through learning targets but this is something they can get to every day. Their faces light up when they hit the target of something they would have never dreamed of is huge for them.
If you’re not pushing your students to do more than the bare minimum, most won’t seek to push themselves on their own. Students like to be challenged and will work to achieve high expectations so long as they believe those goals to be within their reach, so don’t be afraid to push students to get more out of them.
18. Give feedback and offer chances to improve
Students who struggle with class work can sometimes feel frustrated and get down on themselves, draining motivation. In these situations it’s critical for teachers help students to learn exactly where they went wrong and how they can improve next time. Figuring out a method to get where students want to be can also help them to stay motivated to work hard.
19. Track progress
It can be hard for students to see just how far they’ve come, especially with subjects that are difficult for them. Tracking can come in handy in the classroom, not only can I see but also for students. For most of my students this works to motivate students. This year, I have student’s tracking their own growth. They even keep the data—it’s all about ownership.
20. Make things fun
Not all class work needs to be a game or a good time, but students who see school as a place where they can have fun will be more motivated to pay attention and do the work that’s required of them than those who regard it as a chore. Adding fun activities into the day can help students stay engaged and make the classroom a much more friendly place for all students.
21. Provide opportunities for success
Students, even the best ones, can become frustrated and demotivated when they feel like they’re struggling or not getting the recognition that other students are. Make sure that all students get a chance to play to their strengths and feel included and valued. It can make a world of difference in their motivation.Some days motivating students feels like the only thing I get done and other days it works itself. What are you favorite ways to keep students motivated?
Problem of the Week: Deciphering DRA Decoding
This is the time of year were my team is working thought DRA's for their SLO (Student Learning Objectives) and figuring out what they are going to do when we come back from Spring Break.A question teacher's have been asking is what to do with the DRA rubric after they are scored. How do you use the information to plan instruction and next steps? (I always tell teachers to use the data they have to collect or they have created first before trying to figure out else they may need.)
When you look at a DRA rubric it is broken into two parts: oral reading (decoding and fluency and comprehension.)
For this student, I co-planned with his classroom teacher and we decided to start with decoding. For this week's POW, I'll walk you through why we decided to spend our time there first. (Next, week I'll talk about the comprehension part of the rubric and our plans.)
This student student's DRA score is Decoding--Intervention and Instructional--Comprehension. Ahhyy! In this case, group the student down NOT up or with instructional leveled peers. This means something in their skill set as a decoder needs some more work which will be easier in an easier text where the student has the confidence to be.
I use highlighters to break down the student errors: decodable (aka:phonics) and sight words. This information helps me differentiate and target his specific reading needs.
In his case he needs to work on using his decoding strategies and build his sight word knowledge. I think n most cases pulling the student into the next lower reading group--in his case working with a group of instructional DRA H/14s will provide him with decoding practice skills he needs to move into 16s and be successful.
In my building, everyone uses the same sight words list. Data collection shows he knows the first 200 and is working on the next 100 but with this information he needs to add 400 and 500 he needs to become familiar with.
I do this in my lesson plans daily before writing. Each group spends two minutes running through vocabulary they struggle with. This includes sight words needed to access text, text specific vocabulary, and any universally missed words I heard while the group is reading. This stack is meant to just add to their word knowledge. Word mastery is at the beginning of the lesson.
I have included two freebies I use when working on phonics and make sure students are meeting expectations. If you need to sign-up to access my Free Resource Library click here.
Psst: The sight word list we use are in my store here and to support RTI here.
In his case he needs to work on using his decoding strategies and build his sight word knowledge. I think n most cases pulling the student into the next lower reading group--in his case working with a group of instructional DRA H/14s will provide him with decoding practice skills he needs to move into 16s and be successful.
In my building, everyone uses the same sight words list. Data collection shows he knows the first 200 and is working on the next 100 but with this information he needs to add 400 and 500 he needs to become familiar with.
I do this in my lesson plans daily before writing. Each group spends two minutes running through vocabulary they struggle with. This includes sight words needed to access text, text specific vocabulary, and any universally missed words I heard while the group is reading. This stack is meant to just add to their word knowledge. Word mastery is at the beginning of the lesson.
I have included two freebies I use when working on phonics and make sure students are meeting expectations. If you need to sign-up to access my Free Resource Library click here.
Psst: The sight word list we use are in my store here and to support RTI here.
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