Wednesday Word Work Reflection

My first week of lessons plans for word study were blown out of the water the first day of school.  When I begin each workshop with inquiry,  I should know better. After 31 years of teaching, you would think I would no not to plan a week out. 

I found a new book (to me) this summer Word Builder  Once I read it, I knew it would be included in my Day 1 plans: sharing a great book and an open sort of vocabulary.  The power in an open word sort is that I learn along with my learners.  The conversations were huge!!  Actually so big I changed Thursday's plans.  We were already to discuss word observations once I lifted their thinking from the chart above.

I was so excited I sent an email to our staff sharing photos and the new book title.  So many times in education, we forget to thank the teachers below us.  I like to call it the Food Chain - growth of knowledge leading to the top level - fifth grade.  I was ecstatic when five other teachers borrowed the book and my lesson.  YES!  The power of collaboration.  We're off to an amazing start in Room 234.  Shifting their thinking already about words!!

Wednesday Word Work: August Lesson Thinking

It is a personal challenge to help my new wordsmiths flip their thinking about word work. I always ask how many of you enjoy ----- fill in the blank with different subjects. I record the data on the board, and we share observations about our new group of learners. I snapshot the data and keep it for future reference. Typically 5 out of 27 enjoy word study. I ask the hard question: Why? What does word study mean to you? How can I shift your perspective this year? I have several lessons already planned for the first few weeks of words study.

• 10 for 10 Picture Books to support word learning
• Mapping the Course gathering fun words and setting up notebooks
• Fun with Greeting Cards enjoying word play
• Building Word Work in the classroom
• Word Play is Crucial to word learning

To encourage wordsmiths to think about vocabulary differently throughout our day I weave conversations about word learning into every subject.

• Discussing expectations: What do you notice about the word expectations?
• Sharing our #ClassroombBookaDay What words did you hear that you liked or were new to you?
• Math: I notice the word operations have multiple meanings?
• Science: What happens when you compare science to scientist?
• Writing: Look at my summer writing, what do you notice about my word choice?

My goal is to create new expectations and shift their thinking about word study. I promise I will have more than five learners enjoying word work after the first month of school, and I will have the data to support it.

compliments of Google Images

Wednesday Word Work: What's in a Name?

Their story that we need to unfold! I want to embrace my new students'name and honor their history. I am constantly shocked when I inquire: what do you know about your first and last name? There is silence in the classroom....

I notice unique names and take photos throughout the summer to share at the beginning of the school year. What a fun way for my students to learn about me and instantly they know that I embrace vocabulary. I found the image above on Twitter, and it grabbed me. I loved the idea of summer ABC photos and started thinking about a new visual "Get to Know You" activity. What if each student made an acrostic poem with their name but instead of writing they chose pictures that show about their life? Photos could include: a vacation, favorite activity, their family or even a pet. Or it could be as simple as the letter S for a soccer ball. Learners could choose their presentation tool which would open conversations and probably questions especially with technology. Let's face it by the time they get to fifth grade, do they really want to create another "All About ME" poster?

If you haven't ever read this book, rush out to your library. It's the perfect introduction for this activity.

#OLW16 Quest and Saying Hello

Today is a combo post. I'm reflecting on the importance of taking the time to say hello and my end of month reflection on my #OLW16: quest. 

Monday was my first day back from Spring Break. My husband and I took a seven day cruise. Even with being empty nesters our lives are filled with jobs and daily projects which in the spring on the farm are adding up quickly.  The biggest decision would be which deck chair to choose in the "Serenity" over 21 area which was in the front of the ship.  I always wanted the front row (that's the teacher in me) so we could look out over the tranquil blueness of the ocean.  I have to admit I'm a people watcher and enjoy conversations especially on a cruise.  The first piece of advice from our Cruise Director Adam was to say, "Hello" because everyone has time to talk.  The stories we listened to the past week were touching, funny, and a little out of my comfort zone. 

Life is so different when I allow myself the chance to slow down and say,"Hello." We met a 73 year old gentleman who was born in France and lived there most of his life.  Moved to Canada to get duel citizenship and while on vacation in Amber Cove, Dominican  Republic he decided at age 48 that he was going to move there because of the blue skies, water and of course the warmer temperature.  He opened his own business which is a tourist company that has zip lines and helicopter rides.  He's brilliant and still flies his own plane and helicopter.  In addition, he also owns thoroughbred race horses.  Sitting on the bench, visiting with him was a quest.  A chance to remember the importance of saying, "Hello" and sharing a story.  I appreciate the kindness of his voice, and I am thankful to be reminded every quest continues to lead me to my story. 

Wednesday Word Work: Transfer

This past Saturday I had the chance to listen to Chris Lehman speak about Close Reading.  I’ve heard him speak several times before and each time I am able to absorb a little more.  I’ve been thinking intensely about word work in my classroom. I was reminded, “Close Reading happens when we pause at a part in a story/article and reread." For me that often occurs with vocabulary.  Chris reminds us when we go back to reread there are three areas to consider: 
TE (text evidence) WC (word choice) and S (structure). 

As I thought about this slide and Word Choice (WC) I like how it is circular.  Many times in word work I believe, myself included, we see skills in isolation.  I always want to connect word work with writing for that implementation piece; however do I build enough time in for that practice?  Probably not if I am honest with myself. I encourage the transition from word study to writing but I struggle because I don't want to force it.  "You must use 8 words today from word work in your writer's notebook." because that is not writers do.  Writers collect words, learn words and apply them.  I'm pretty sure most of my students aren't transferring their words, and now I'm reflecting on that transfer - the authentic piece of connection.  

There is a small group of teachers reading Choice Words by Peter Johnston. I've read this book several times, but each time I read it I learn something new or think differently. Perhaps all of this word work thinking will all fall neatly into place soon or maybe not?  Next week is Spring Break and time to recharge. I'll be back posting in two weeks.  Happy Spring Break friends and as always thanks for reading. 

Wednesday Word Work: Tale of Two Conversations

A few conversations this past week started me thinking about the role of a teacher as a learner. The first conversation was with a teacher who was struggling with word study.  She felt like her lessons were not flowing, and the lessons were more like a check off list.  As we talked,  I suggested several activities and she made al list of "possibilities."  I saw her get overwhelmed as we continued talking.  I realized I was talking way too fast for her.  Together we looked at the list of "possibilities" and helped her to choose a few from the list. These are the ones she chose to tackle for the next week.

• collecting words (from the read aloud or picture books) new skill
• word observations (she had already taught this skill earlier in the year) review skill
• playing with words (sharing magnetic letters, dry erase boards) helping with spelling

The second conversation was with a friend who is an amazing math teacher discussing the importance of "talk" in the workshop.  She shared a video of her class during math workshop and as I listened to the talk of the students I noticed that the teacher was in background.  I was on overload with so many ideas running through my mind.  I couldn't comprehend more than one idea.  I asked her for one strategy to help me with talk in my workshop because I felt overwhelmed.  Her suggestion was about how to help students have a conversation without raising their hands every time.  If a student wanted to change the topic of the conversation, they he/she would raise their hand which signaled a shift in thinking otherwise the students would talk math. Brilliant light bulb moment for me. 

Compliments of Google Images

As I think about tale of two conversations, I was on both sides of the track.  Both of these opportunities to learn more about myself are important. One is not better than the other.  In the first conversation, I was leading the conversation and helping support the teacher.  In the second, I was the learner and grasping for one strategy to modify the talk in my math workshop.  One strategy was all that I could hear and begin to think about for talk in math. How many times do our students feel that way in our classroom? Both experiences helped me to remember the importance of teachers as learners.

Wednesday Word Work: Keeping the Mini in Minilesson

How do you keep word work lessons mini?  What a great question.  In our district, we are required to do 10-15 min. word work daily.  This is not a problem for me however keeping the mini in mini lesson is more difficult.  I always start with the learning target typically in Social Studies or Science. 

We are studying Native Americans and how their environment impacts their living conditions.   I choose 3-5 words, which will support the target, and those words become focus also for word work. I chose the following words: adapt, migrant, migrating, migration, adaptations.  The students are familiar with these words through our lesson in Social Studies.

For word study, we focused on the difference between adapt (verb) and adaptation (noun), migrant (noun), migration (adjective or noun) and migrating (verb) The word observations and word sorts around these five words were powerful.  I started with an inquiry what do you notice about these five words?  Conversations were rich as I eavesdropped on them. 

G. said, “I didn’t know migration could be two different parts of speech.”  

B. asked, “Can you help me?” 

G replied, “Look in our book, see migration routes – that makes it an adjective.”

B. read out of the book,  "The migration from Asia to United States was treacherous."

G.  "Yea that is a noun." 

Mini will always be a challenge for me;however, I've learned and continue to practice on keeping it short and simple. The biggest shift in mini has been connecting the mini to prior learning.  #WWW. 

Wednesday Word Work: Exploration

Favorite shelf of word study and poetry books.
Typically the poetry shelf is jammed pack; however,
every student has a book in their desk for this week's
Poetry Friday celebration.

I had a little extra kick in my step this week with word work because I was constantly thinking.  I went straight to the source. My amazing and vocal group of learners in Room 234.  I shared with them that I was blogging about word work, and I wanted to continue the conversation from last week about EXPLORATION.  I asked a few students during indoor recess:  What's your favorite part of word study? 

• your word study book tub (which continues to grow out of the tub)
• word observations
• having fun with words on Poetry Friday
• sorting words (introductory lesson for most new skills)
• having our own word notebook (always have a basket ready to choose from)

Word observations is a routine I start early in the year and my students continue to use this strategy throughout the year especially syllable boxes to help them with their spelling.   It's the opportunity to notice the word features.  

1. Count the vowels plus consonants = letters (write an addition problem)
2. Using that information, build syllable boxes (one of the most important rules in spelling every syllable has a vowel in it)
3. Teaching why "y" is a vowel and a consonant (it's really neat if you have a student who's name is Ryan because y is a vowel) depending on if it is in a box without another vowel
4. Part of speech
5. Definition 
6. Sentence showing meaning

first word observation of the year

Thanks for stopping by on Wednesday. I am excited to learn along with you as we explore word work. If you decide to post leave your link in the comment section.