Where to Focus My Time

Classroom community continues to be on my mind as the school year begins.  We are three weeks into our year and last week I already started to get overwhelmed. I read an excellent post by Deb Frazier entitled:  Building A Community of Learners-The First Six Weeks. 

            “But as I watched their innocent faces it was obvious they knew they were being judged on their performance.  There is no undoing this feeling, the kids now own that embarrassment and worry. I struggle to find the benefits of early assessment. Assessing students before they've developed relationships and established routines seems like a "pop" exam before the syllabus is passed out.  I understand and value timely pre-assessment but, how does assessment in the first 3 weeks enable a student to feel valued and respected, both of which are necessary for their success?”

As I read Deb’s article although she teaches first grade, she reflected my thoughts, and I totally agree with her. My students are ten years old and are familiar with the testing that is required, and I still see that look in their faces.  I feel like I have “lost control” of my first six weeks.  Our district has shifted toward required MAP testing this year. For fifth graders, three separate tests on reading, math and science. In addition, reading and word assessments.  I wonder why I allow myself to get pulled into a tailspin when I know all of these assessments must be given the first month of school?  Why do I get so focused on theses tests and lose the other parts of our school day?

I took some time away from school this weekend allowing myself to try and jump back into summer when I was thinking about how to build strong readers and writers.  Choosing several picture books to guide those important first mini lessons.  I went back to my twitter favorites and remembered those important conversations that I don’t want to lose, but I had put on the back burner. I need to remember to stop and pause even after the first three weeks of school. The conversations and the book talks that we have already had are helping my students switch genres or finding time to read in their busy schedule. I realize as I finish typing this post that testing is not over taking the first six weeks. It is just a part of the first six weeks. Shifting my focus to the other parts of our day is where I need to spend my time.

Ending our week in writing clubs for our newsletter.

Building A Reading Community

One of my favorite parts of my job is awaiting our first conversations about books with eagerness like waiting to open a favorite birthday present.  It is so much fun to unwrap the gifts they bring each year when we begin to share our lives as readers.  In my opening letter to welcome my new students to fifth grade, I ask each student to bring in a photo of his or her favorite place to read.  They must be in the photo and reading their favorite book.  Our first conversations will be centered on these photos along with my sharing several pictures of me reading around my home.  My students love seeing where the teacher lives as well they learn about my country life especially the picture of my reading in my hammock next to our pond with barn in the background.

Finally they begin their first entry in their Reader’s Notebook (RNB).  The students begin to write about their lives as readers.  I ask them to finish writing at home after I share Ralph Fletcher’s book:  Guy Write, which I read this summer. I will always remember him speaking at Allwrite and reminding all of us that a RNB could be a collection of photos, items, stickers, game tickets etc.  From looking at their RNB, both boys and girls really heard this message this year.

I was thrilled the next day as the students shared their notebook, and I overhead several conversations:

“I didn’t know you liked Percy Jackson, we’ve been in the same class for 3 years.”

“I read that book over the summer.  Did you know the next book is coming out in October?”

“Can I borrow that book when you are finished, I have been waiting for it at the library.”

This was fun to read because she wrote about authors.

A reminder about the importance of author visits. Thank you
Cynthia Lord-this student ranked you #1.

August OLW: Gratitude

August is coming to an end as I reflect (which was my 2012 OLW) I realize that my Choice Literacy writing retreat has once again helped me learn more about myself than I even realized. Having the experience of trying something "out of my box" has helped me grow as an educator.  I think differently about writing now.  I learned the importance of a community of writers.  A group of people who support each other and  are willing to say not only compliments but also criticisms that help you strengthen a skill.  These experiences have allowed me to think differently about this group of fifth graders.  I understand again what it feels like to be scared when you're not quite sure of an answer and several people are waiting for your response.  When you can't find your verbal voice, but you are willing to write your response down in a notebook first to bring security to your words.  To literally not know the answer or know the "lead" you have been thinking about for what seems like hours.  Until I was allowed the chance to have these experiences, I had forgotten what it was like to be nervous or not have the courage to speak up.  I feel gratitude for Brenda for inviting me to the retreat along with our writing group that has now formed and meets on a monthly basis.  Gratitude from one writer to the next writer.

Shifting my Definition of Digital Literacy

What qualifies an assignment as a digital writing piece? One of the best quotes I heard this summer:  “Anything completed on a computer that could have been done with paper and pencil is not digital literacy.” I realized I was stuck with my definition. This summer through twitter chats, Allwrite conference, reading and discussing professional books,  I redefined digital literacy for myself. Although it will be a working definition because I will be learning right along with my students. 

Digital writing is not just typing on the computer and not just googling it to locate the answer. Most writing needs to be within a community similar to my learning this summer.  A group of writers interested in composing along with conversations that will help them grow not only as writers but also as a class community.  

We are going to begin this process with our weekly newsletters.  Each Monday, I am going to give the students a large sticky note and ask them to be a recorder all week.  Keeping a list of their favorite lessons, books, moments etc. On Friday, we are going to share our lists and form writing clubs: reading, writing, word study, math, science and Room 228.  Each club will compose a part of our weekly newsletter. Last week, we started small with creating our Top 10. Another shift is the newsletter will be posted on our class website which anyone can access although certain sections will be password protected.  Moving from paper newsletters to posting it will break down the walls by expanding the audience. The students can share the newsletter not only with their own family but grandparents etc. who might live out of Ohio or even not in the United States. At some point, I might open the comment section on our newsletters which is something I am considering. Any thoughts?

As I introduced this last week, the students were very excited about their job as a recorder and then a composer. I have several goals woven into this process. One the students will see their work published weekly which is a huge shift from last year. Next their work will be published to a larger audience which changes the perspective of their writing. Finally as a class of writers, they will grow as they watch the newsletters evolve throughout the school year building a digital portfolio of our school year.  Now I am wondering what I can do with all these newsletters at the end of the year?