Writing Workshop Conferring - Virtually

 As I have been connecting and collaborating with colleagues, we have been discussing a number of methods to provide valuable, actionable feedback to students.  In the Writing Workshop, students receive in the moment tips on their work during conferences and small groups.  Many of my colleagues are teaching in a virtual setting. We have been studying structures to ensure students are receiving the coaching and empowerment in their writing even in a virtual setting.  Teachers College Reading and Writing Project have provided new videos to demonstrate how this might look.  Here are two of my favorites! 

K-2 Virtual Writing Conference

Upper Elementary Virtual Writing Conference

I always appreciate viewing others' lessons and conferences. I particularly enjoy hearing the language that teachers use to empower students to own their writing goals and find their voice.  In the upper elementary video, I found the "proficient partner", coaching stance the teacher took impactful and appreciated how she charged the student to take his expertise and teach the other kids in his class.  Share in our comments how you empower students during virtual (or in person) conferences! :)

Kindergarten Literacy Home

I wanted to share some of the literacy work my kindergartner has been working on at home. She has a fantastic teacher who has sent engaging activities, books, and journals home, as well as provides links often to support digital literacy.  We normally spend about 1 - 1.5 on reading, writing, and phonics each day. Here is what we have been up to:

Letter Sounds

This has been great for my 5 and 3 year old.  The Letter People is one of the resources / assignments that E's teacher sent home and it has quickly become the way we begin our "school" with (as my three-year-old calls me) "Teacher Mommy".  Last week we focused on the letter E.  Ms. E had a fun song that had movements because she is the queen of exercise.  This week we have two letters: H and K. While we play the song, the kids listen for words that begin with the letter.  Throughout the day, we are on a hunt for more words with the letters and add to our list!  Here are the other links to Mr. H and Ms. K.

Rhyming

Rhyming is an important skill for early readers.  An easy way to practice is by writing a word part (-ing, -an,-et) on scratch paper and switching the first letter (onset).  For example: __at (replace __ with c, m, b, p, h...).  If manipulating letters is too tricky to start, begin first using pictures (K-5 Learning Site: Matching Pictures that Rhyme). This will support your child hearing the sounds before manipulating letters. If printing isn't an option, you can simply have your child view the image on your device and say each word aloud and verbally match the pictures that rhyme.

Book Shopping & Lots of READING

I had stocked up on many leveled books over the year, so E has options to choose from. However, had I not, there are many free leveled books for beginning readers to choose from digitally (or can be printed).  Each of my kids has a zip-lock bag and they put 3-5 books in each week.  A few times per day, we read the books in the book bag.  E has sight word cards and L has letter cards, as well.  After reading and re-reading many times, the kids may switch out their books.  Parents, the power of re-reading familiar texts is very important in building fluency, word recognition, and confidence.  Don't be discouraged if you find your child has "memorized" the familiar book. Encourage your child to use their "pointer power" and point to each word as s/he reads.  On pages with tricky words, ask your child, "how do you know that word is butterfly?" your child likely referred to the picture and the pattern (meaning) in the book (PERFECT!).  By asking the  "how did you know the word was..." or "which word on this page is butterfly?" you are calling attention to the words and letters in the word.

Resources for leveled texts (some may require a subscription, but many have a free trial period):

If you are in need for more leveled books, reach out to your child's teacher. Schools may have subscriptions and may have access to some of these. 

EPIC (we love this one... see below)

Raz-Kids

Reading A-Z

Pioneer Valley Books

Scholastic Magazine: Learn at Home

Writing Letters

My daughter has been writing letters to her friends at school.  I help by providing "sentence starters" and help her stretch out words to spell.  The letters have gone like this:

Dear ________,

How are you?  I have been _______________.  What have you been doing?  Today, I have ________________________.  I cannot wait to see you again so we can ________________.

My daughter fills in the blanks with her writing and I provide what is typed above.  She signs her name and draws a picture of her and her friend playing.  We then take it to the mailbox!

I hope you find something easy and fun for you and your little to do at home!
Until next time!
😊 Sarah

Into the Unknown

My kindergartner was singing while she colored this morning. Her song of choice happened to be "Into the Unknown" from Disney's Frozen II.  Yes, darling, yes. This couldn't be more true right now.

As we enter the second week of the 2020 Covid-19 Pandemic (I keep wondering what this time will be called years from now...), I generated a list of themes from week one, in hopes that it will help me to be wiser and more present this week.

Before I share my words, I came across an image that Elizabeth Gilbert (@elizabeth_gilbert_writer) (author of Eat, Pray, Love / City of Girls / Big Magic) posted to her Instagram that resonated with me:

My mind has been flooded with thoughts and I have continuously reminded myself to be present and put my focus on what really matters.  So, this is the perfect opportunity to launch into the themes I identified while reflecting over the last 7 days.  

Savoring this TIME!  

Days have seemed to crawl, but this doesn't feel like a negative thing.  It can be challenging to find time to get all of "my" tasks complete, but I have truly loved the time I have gotten to spend with my kids: watching them play, explore, learn.  I just want to soak it in and remember all of the details.

Control...

In my last post, I shared the schedule we had fallen into after a few days.  An attempt to grasp some control over an uncontrollable situation, right?  I found myself at the end of the week with multiple list. Lists for work. Lists for keeping the kids busy. Lists for cleaning and organizing. Lists for relaxing (seriously!)🙄

Be Flexible. I think I can. I think I can!

Between cancellations of social gatherings, appointments, and our family spring break trip to Florida, we have had to just roll with it.  It has helped to put my phone away so I am not constantly inundated with COVID-19 updates.  Also, kids.  Being with my kids 24/7 requires the understanding that what I thought would be our plans for the day will likely be adjusted. Kids will be kids.

Stay Positive

I have committed to doing something for me each day: Read a book for fun, workout, write, talk with a friend, laugh with my family.  (I'll be starting Untamed by Glennon Doyle next!)

I know I am not alone in feeling a like my mind is swirling and trying to get hold of some control while balancing this unique time with my family.  My goal for this week is to not be so consumed with my lists and the need to be on a perfect schedule. Rather, I will focus on the small moments snuggling on the couch, write letters to friends with my kids, read together, watch movies, and ultimately savoring this time we have been given to slow down and be together.

💗 Sarah

Virtual Teaching... Remote Schooling... Literacy Learning

 

What a whirlwind!  I am back to blogging and hope to share some ideas and thoughts while we navigate this crazy virtual learning territory.  Like many, I have my own children home with me, and I am working.  Again, a whirlwind.  I plan to share a variety of posts organized by themes:

●     Keeping the Love of Literacy: Resources for virtual learning 

●     Managing It All: Teaching my own kids while working from home

●     Lang on Literacy Debrief: Thoughts and summaries of current professional readings

 

As a parent and educator, I have been thinking quite a bit about structures, routines, and schedules.  For those who know me, this is not a surprise. I can definitely be flexible, but I very much prefer to be flexible within a schedule.  First, I am going to share a bit about how my district will be recommending time expectations for teachers to plan lessons for students per grade level band.  Then, I will share the routine my kids and I have fallen into over the last few days.  My children are 5 and 3, so not super independent; but, we have found a great balance of work and play!

 

PreK-4th Grade Home Learning Time Recommendations

As of now, we are recommending that teachers use these guidelines when planning for student home learning:

 

PreK-1st Grade (Reading, Writing, Math, Specials (Art, Music, PE, STEM)): 1.0-2.0 hours for all subject areas (including independent reading and writing assigned by the teacher)

 

2nd & 3rd Grade (Reading, Writing, Math, Science or S.S., Specials (Art, Music, PE, STEM)): 1.5-2.0 hours for all subject areas (including independent reading and writing assigned by the teacher)

 

4th Grade (Reading, Writing, Math, Science or S.S., Specials (Art, Music, PE, STEM)): 2.0-2.5 hours for all subject areas (including independent reading and writing assigned by the teacher)

 

These recommendations will be communicated to families so there is a common understanding of how long should children be engaged in academics each day.  The hope is that these timeframes will support families who have grownups who are expected to work from home and support their children.  Teachers have been asked to post virtual assignments by 8:30am each morning, which follows the school day.

 

Lang Household Routine

Full disclosure: It has only been a few days of this and we all know that sometimes something that works one day does not work the next.  My kids do well with some structure and expectation; but we are also flexible.  For example, yesterday was sunny and a great day to get outside, so we spent more time outdoors playing and exploring that inside working. 

 

While I was brainstorming ideas for how to schedule our time at home that would balance play, learning, and quality time together, I listed a few commitments:

●     Limit T.V. Time  (T.V. can be watched during rest and later in the afternoon when we complete our tasks- typically after 4pm)

●     Play Often (Creative and unstructured play… If we need to rotate toys, we will; but at this time it hasn’t been necessary)

●     Make Learning Fun (Feel successful and have fun!  Schedule time to FaceTime with school friends to share projects.  Write letters and color pictures to mail to friends.)

●     Enjoy Quality Time (This is a special time that may never happen again.  Have lunch together every day. Enjoy family dinners.  Laugh together!)

 

I had written out a schedule on Sunday, but as we lived through the first few days, we have adjusted and so far so good!  Here is what the day looks like:

 

My kids are 5 (kindergarten) and 3 (home from daycare).

	Sarah	Kids
5:00 - 7:30	Coffee Work Tasks	Sleeping Early wake up options: ●     Play ●     Epic Books ●     Education Apps ●     Shows (not a movie)
7:45 - 8:15	Breakfast for kids *work tasks	Breakfast
8:15 - 9:15	Literacy with the kids! (Reading Focus)  (*work email and time sensitive tasks) Ellsie’s amazing teacher has put together fun resources and activities to not only help her feel the routine of the classroom, but are also so engaging and fun!  We are blessed! Calendar and weather discussion Letter Sounds (song and word hunt) Practice Everyday Words (game or writing or cards) Activity Learning Pages (phonics) Reading (leveled texts and read aloud)   My three year old will participate in many of the activities.  I give him color pages or letter matching activities.  My husband will be home for a few weeks starting today, so he might take Leo to a different part of the house so Ellsie can focus.
9:15- 11:00	Work Tasks   Exercise	Creative Play (i.e.: outside, toys, legos, independent pretend play: dolls, superheros… no electronics)   Exercise (mom, too!)
11:00- 11:45	Literacy with the kids!  (Writing Focus) (*work email and time sensitive tasks) ●     Write a letter to mail to a friend ●     Write a book (i.e.: Story, How-To, Review a toy or show, All About Book) ●     Write a journal entry
11:45- 12:00	Make Lunch	Color or Read books
12:00- 12:20	Eat lunch together
12:30- 2:00	Work Tasks	Rest Time (movie, quiet play)
2:00- 2:40	Math with the kids!  (*work email and time sensitive tasks) ●     Activity Pages ●     Math Game
2:40- 3:00	Work Tasks	Explore Videos Ellsie’s teacher has organized weekly Science / Literacy Connection videos through Scholastic Magazine.  The kids watch the video, discuss, listen to the book, and discuss.
3:00 - 4:30	Work Tasks	Read three leveled books, then:   Creative Play
4:30 - 5:00	Read something for ME :)	Play (TV / Electronics okay)
5:00 - 6:00	Dinner Prep and Dinner	Play and Dinner
6:00 - 7:00	Family Time (no electronics)
7:00 - 8:00	Bedtime Routine
8:00 - 9:00	Make list for tomorrow Lingering work tasks Hang out with my hubby	Bed

 

Again, not every day will look like this, but it is an idea for how we flow in the Lang household.  For me, it has been important to build in time to do things I enjoy.  Working out and reading are two ways I know will help me feel good.  This schedule will need to be flexible because I will have work video meetings scheduled and other things that will come up; likewise, there are times where the kids have needs and I will need to be responsive to them.  One last thing: during transition times, I will often read a book aloud to the kids or they will do a GoNoodle video (we like the melting video to calm and the macarena to get out the wiggles!).

 

That’s it for now!  Feel free to add ideas or questions to the comments below :)

Take care,

Sarah

Book Clubs

This summer I was excited that a group of friends and I resurrected our book club. While our book club doesn’t completely mirror the book clubs in my classroom, it reminds me how important it is to emphasize that literacy is social and that there are some authentic book club norms and social behaviors that students can practice that will help them outside of school.  Below are only some of the considerations that I kept in mind while planning for and supporting book clubs in the classroom.  

Preparing for Book Clubs
Determine Books to Support Unit of Study	Is the unit genre-based or skill/strategy based? Ensuring you have enough texts at students’ various levels Some book clubs, students are reading the same text, which means they will need to be at a common reading level. Some clubs are structured differently, for example in Nonfiction Research Clubs students may be in a club with others at different reading levels.  To prepare for these clubs, we begin to organize Text Sets (and as students research, they can add to the text set) that have books, articles, websites, videos.
Offering Choice	In my classroom, I would do book talks a week or so before beginning Book Clubs.  Students then had the opportunity to hear about what options were available that supported the upcoming unit and could take some time to see which book was 1) the most interesting 2) at their “just right” level. Students then gave me their top three choices and then I would help organize who was in which club.
Prereading Considerations	When I taught a Historical Fiction Book Club unit, I built time in prior for students to engage in pre-reading research to build their background. We used photos, videos, short stories/ picture books.  This enriched their experience navigating their book club books.
Ownership of Clubs and Logistics
Setting expectations / norms	I put this in the hands of the students; but we had grand conversations regarding general norms for “clubs / teams”.  Book clubs set goals for themselves and had opportunities to reflect on their group goals as well as how they are supporting one another’s individual goals. Below is a link to a video that demonstrates how to coach a small group to prepare for their book club conversation. LINK
Managing the reading	I would have students organize their pages per week or pages to read for their next meeting. Most book clubs were in one book for about 6-9 school days.  They would then move into a different book together.
Coaching into Clubs	I would spend time during mini lessons teaching to support book clubs, but most of my coaching took place while book clubs met. It can be helpful to show students an exemplar of a book club meeting.  When I have used the following video, book clubs have processed and reflected on their structures to ensure their book club was functioning productively. LINK
When clubs meet	In my classroom, book clubs “formally” met about twice per week for a portion of my workshop time.   However, during my daily teaching share, or closure portion of the workshop, book club members would have structured conversation time.

Teaching and Supporting the Writing Process

It is important to teach students how to cycle through the writing process.  Here is a resource that might support students in monitoring their progress in a Writing Workshop.  I have used this tool as an anchor chart and have also provided this as a handout that students kept in their writing notebook.

Writing and Reading Workshop Classroom Management Considerations

This summer I have had the privilege of working with a number of educators who are preparing to implement either a reading or writing workshop next fall.  After discussing the structures and components of a workshop model, many begin considering the management tactics and considerations necessary to support student engagement and foster student independence.  Below are some of the considerations to support strong management within a workshop model.  I believe that the management norms in place should:

• Support students understanding the predictable nature of a workshop
• Foster student agency and independence in their work
• Emphasize that all students feel safe to take risks within the learning community

MIni Lesson

Bringing your class together for the mini lesson

• Teaching and practicing transitions
• What materials are needed?
• Mentor Texts
• Anchor Chart
• Demonstration notebook

Establishing long-term partnerships, research teams, and clubs

• Consistent spots during the mini lesson
• Practice and model how to turn and talk

Independent Reading or Writing Time

Sending students off to work: The transition from mini lesson to work time

• Teaching students how to transition from ML to work time
• Giving strategies as to how to get themselves reading or writing

• Assigned reading or writing spots
• Goal Setting Techniques
• Teaching and modeling how students can rely on one another for support (use of partnerships)
• Use table conferences and strategy lessons to support productivity of the class
• Leveraging your link portion of the mini lesson so students goal set and have a plan of action
• Pausing students during the mid-workshop interruption to help refocus or offer new inspiration
• Teach and support reading and writing stamina

I would love to hear your tips for classroom management in a Reading or Writing Workshop!  Please add to the comments.

Resources: Calkins: A Guide to the Common Core Reading Workshop