All of our lives were turned upside down when Corona hit in March and shut our world down...including our classrooms. Many of us scrambled to make this new way of teaching work, and we worked our butts off for our students! Our summers were given up in the name of preparation for the Fall where many of us are either all virtual or operating on a hybrid model. Although it would be tempting (and somewhat terrifying) to think we need to rewrite our whole curriculum to accommodate online learners, it doesn't have to be that difficult. There is a way to incorporate major portions of our "normal" routine into this new way of teaching.
Response to Reading
Most Language Arts Classrooms have a way that students respond to their reading (mostly in writing) and respond to each others' ideas about the reading. Digital learning has made it very difficult to monitor this with traditional methods. A very successful way to transition this practice to digital is...
First Chapter Fridays are designed to introduce students to novels that peak their interest and motivate them to read! Generally, there are no strings attached (or grades) to First Chapter Fridays…just high-interest books that you think kids will love!
When it’s time for FCF in my classroom, students are able to grab comfy chairs and pillows so they can relax and listen to the book I’ve chosen to share. I choose books that I know they will like, not necessarily “educational”. This also cues them for 30 minutes of “just reading”. No activities, no assessments, no interruptions from me…just reading for fun. The list of novels below can get you started on FCF in your own classroom!
I love middle school literature circles. Well, once I learned how to plan and manage them to my students’ benefit...then, I started to love middle school literature circles. In my 15 years of experience, I learned that there were 3 main keys to literature circle success.
Provide students the opportunity to be responsible for their own learning.
Literature Circles are such an effective way for students to learn the idea of taking responsibility for their learning. They are an opportunity for us to use our creativity and innovation to create an experience for students to take responsibility themselves. The two ways I do this are:
I think one of the best parts of being a teacher is that we have free reign to indulge in all things organization, all in the name or productivity for the classroom! Seriously, I LIVE for my beautiful, completely customized PaperPlum yearly planner, the color-coordinating pens and stickers, and my Target binders with matching organizational tabs...oh my gosh, I love it! (Guys...bear with me here...I promise there’s value for you in this blog too!) An all-too-real reality hit us this past Spring though, when no amount of beautifully organized binders could help us if we weren’t allowed back in our school due to health pandemic scares. It kinda kicked me in the rear, if I’m being honest. “What do you MEAN, I can’t go back into the school for my things!?!”
Please tell me I’m not alone! I didn’t think so…
We all had to adapt quickly to this new way of teaching, and for the foreseeable future, the e-learning...
You guys, I taught my daughter how to lie. I’m not proud of it, but I did. Not intentionally, Judgey McJudgerson! If it weren’t for those DANG reading logs, we would have gone our whole lives without one lie. (Ok, we lied about practicing the blasted violin too, but seriously, THAT’S ALL!) The lesson on lying came every Monday morning when I was presented with the reading log that needed my signature, and I really had no idea how much my daughter had read at home, but we sure told Mrs. Carter that she got in her 120 minutes a week! (Don’t hate me, Mrs. Carter.)
One night on the patio with some girlfriends, I learned this was a very common practice. As a mom, I was like, “Yeah! Bad moms unite!!” As a Language Arts teacher, I was like, “Wait, what!?” It hit me that reading logs were, well, useless (and a nuisance for parents)!! I had struggled with this as a teacher for much of the...
We’ve all been there...sitting in front a pile of projects that we have no desire to grade. Why? Because you’ll have the projects that didn’t follow the rubric, the projects that did the bare minimum, and the projects that got it all wrong. Of course you have the ones that are consistently beautiful and meticulous, and you strategically place those in the front so you can mark them off the list and feel accomplished, or you sprinkle them between all the others to give you something to look forward to.
I spent a lot of time reflecting on why I was getting crummy project submissions when I spent so much time and effort in creating the perfect “prompt”, the detailed directions, the fair but challenging rubric, the differentiated approaches to the projects, and the “creative” choice boards. After thinking that the problem was in my teaching and vowing to teach the heck out of some literary elements on the next unit (but...
I have to share this with you...I’m so excited!
In my last blog, I shared with you how Teaching With Purpose came about. I’ve been using this curriculum for three years now. I teach reading in a small school, so I have students for 3 years in a row. I’ve been so lucky to be able to watch them grow from 6th grade babies-to 8th grade mini-adults! The bonus is, I’ve gotten to see how this curriculum has changed students’ motivation to read over time.
Conner* came to me in 6th grade. He had reading struggles beginning early in his life, and as is the case with many struggling readers, his motivation and desire to read was low. He even told me the first day of 6th grade that he did not do the summer reading assignment, and he and his mom were not sorry about it. Yikes. He was definitely going to be a challenge. For a lot of the first trimester, I got a lot of eye-rolls from him in class...
While this health pandemic forced us all to slow down a little bit from our normal pace of life, we teachers STILL spend hours and hours a week planning exciting, engaging, and educational plans for our students. It is just what we do!
Typically, we wake up at 5 am to make sure our families are cared for, so we can get to school to make sure our students are cared for the same...yup! Work from 7 am- 5 pm every day with one bathroom break and 20 minutes to eat lunch while making copies...me! Put in 50 hours a week in the school building teaching students, sponsoring clubs, attending meetings, and parent-conferencing then taking home plans to complete before bed and papers to grade on Saturday, ultimately putting in 60 hours a week only to start all over again the next Monday...sounds familiar!
You guys, I was running myself ragged and was very near the edge of burning out. Can you relate? For a while, I supplemented what I was...
Project-based learning solves the dreaded-"Why do I have to learn this?"
Develop life long readers and learners because they are always asking questions!
Make definite connections to reading!