Focus: Chapter 6

When I saw the title to this chapter, I honestly became a little anxious because social studies was never a subject that I enjoyed in school.  For some reason, I had a very hard time connecting with the content.  When I think about my own experiences, I feel that this may have been because some of the teachers I had were more focused on learning/memorizing all of the facts instead of engaging with and discussing the curriculum.  I have always been somewhat of a perfectionist, so instead of enjoying what we were learning in social studies, I spent most of my time trying to memorize to do well on a test.  This in the end has impacted my retention of social studies content, since I often cannot remember learning about many of the topics covered in my classes.  I would have loved more opportunities to learn about current events and how those compared to what has happened in our history.

Data Tools

I most frequently use the relations diagram in my classroom. When writing behavior plans, we want to know what the root of the problem is. We use either the relations diagram or the 5 whys to try to get to the root of the behaviors. The relations diagram has been the most successful for us.

I don't really use the other tools. I don't have enough students to compare with each other and they all get one on one instruction in their academics.

Focus Ch 5

It's chapters like this one that make me long for a gen ed classroom! :) I've been in my classroom now for 5 years and have never once done a social studies lesson or anything that resembled social studies. It wasn't until the last two years that we really started focusing on reading, writing, and math with EVERY student. Cognitively my students are so low that we really focus on functionality and safety. It would be WONDERFUL if they had the ability to comprehend even simple stories.

Writing is also a great thing in a classroom. My students are learning to form their letters correctly. My highest cognitive student is learning to write a sentence from dictation. We've been working on the same sentences for a couple of weeks now; "The dog is big." "The dog is little." This is a VERY difficult task for her.

Although I would LOVE to incorporate these into my classroom, realistically, letters, numbers, counting, sight words, and functional tasks are more appropriate for my students at this time.

Focus: Ch. 5

This chapter got me excited about teaching social studies! I haven't done as much of it as I would like, because our focus in first grade is teaching kids to read. I have some units coming up, though, and I think that the kids will really enjoy them. With Lincoln's birthday in February, we will be reading lots of picture books about him, followed by discussions of his impact on our country today. I also have a writing project planned. I am really looking forward to this unit, and I hope that the kids enjoy it as much as I do!

Data Tools

I haven't tried the 4 quadrant tool yet, but I am interested in trying it out. It seems like it is pretty simple to plot the data, and it provides a good visual.
I have to agree with Kathy that the wagon wheel is a little more confusing. Personally, I think the same data plotted on a bar graph would provide a better, more clear visual. That could just be me, and my own personal preference, though. Everyone sees things differently, so this may make more sense to some. Do any of you prefer this visual over a bar graph?
What I like most about the "5 Whys" tool is that it is based on collaboration. I often find myself wondering why, why, why. I would love to sit down with a group to collaborate and share ideas. Our school is a focus school, and I am constantly wondering why. I feel like people must just assume that it's the teachers. But our school is filled with wonderful, intelligent, dedicated teachers who are giving all they have, and our test scores are still low. It would be interesting to have the whole staff use this tool, and see what we come up with.
I like the process of the fishbone tool: brainstorm, analyze, and reflect, but again, the visual doesn't really work for me. I think I would just come up with a list and put the items in order.

Focus: Chapter 5

This Chapter reminds me of how fun social studies can be and how important it is for our students to find meaning in history and culture. I have to admit, I do not implement as many in depth social studies units as I would like, but every time we learn about history, important people, or certain holidays my students LOVE it. They enjoy hearing about how times were different and how these important people that have helped shape our world today. We recently read a biography in our Trophies story books and the students were so interested once they knew that a biography was a true story about a real person. I definitely believe incorporating more non-fiction during my reading block is one way I am ensuring that I am teaching important social studies lessons. This chapter also made me realize that incorporating social studies topics in my opinion writing lessons is another great way to tie the two subjects together.

Data Tools

After looking through all the different data tools, I found the Four Quadrants to be the most meaningful and easy to use. I compared my math and reading scores and it helped me see my students in groups that I hadn't seen before.

I also enjoyed completing the 5 Whys tool when looking at the different reasons of why my EasyCBM math scores are low. I have been feeling frustrated with this math assessment for various reasons and after writing out the 'whys' of possible causes gave me good insight and a little peace of mind.

The Wagon Wheel Tool was the most confusing to me and I am still not quite sure how I would use it with my class data since it seems like it's suited for multiple data points, such as school or district comparisons.

Overall, I think the tools are very valuable and I am enjoying seeing the various ways I can look at my students and class. 

Data Tools

In looking through the different data tools, the one that stood out the most to me to use with problem solving within the work that I do, was the 5 Whys. One of the biggest concerns I have for my speech students is making progress with a limited number of sessions per week.  It is helpful to look at the different reasons of why we sometimes make little progress over the course of the year, to hopefully generate some solutions to these problems.  Some of the causes to this problem are out of my control (e.g. high caseload), but hopefully I can come up with some actions to take to help improve some of the other causes.

Chapter 5

After reading this chapter I thought about a recent training I went to. They were talking about vocabulary instruction and the lady was sharing some facts. One that especially caught my attention was that a 1st grade book uses higher vocabulary than a college graduate (on average). We often talk simple to our students because we want them to understand when really we should be talking academically to them while explaining the meaning of different words because for a lot of students we are the most literate person they will encounter.

I love using magazines and newspapers in my classroom and my students love to read them just because they are something different. I know that for 2nd grade as we move more toward common core there is going to be a bigger requirement for non-ficion reading.

Data Tools

So the data tool that interested me the most was the 4 quadrants. I use this data tool already in my classroom monthly when I test the students to monitor growth. I find it is very easy to use and especially easy to read. I graph my students in reading and math and it is very easy to see who is low in both, in one or who is above in both. I also find it very easy to see outliers - which can show me who might need an intervention or who might need more of a challenge.

The relations diagram was also interesting and I think could be useful to find reasons for something such as behavior, or low acidemics. I could use the information to direct my teaching because I have narrowed down the reasons why something is occurring instead of just guessing. If something didn't work I could relate back to the diagram and try another strategy.

A Framework For Understanding Poverty

I find this a fascinating book.  I am learning to look at my students and myself very differently.  Learning the language of poverty has provided me communication tools that have been useful when I speak with parents and kids in the community at Pioneer.  I understand much more clearly the struggles that my students must overcome to achieve the dreams they have for themselves.  I grew up in a very affluent community as did my own children.  Wow, did we have it easy.  I am stunned at the resiliency of these kids and yet also struggle to understand how this cycle continues.  Reading the chapter that explains the role of language and story and how everything is a narrative that does not always begin in a logical, to me, place explains a lot of what I see in student writing and class discussion.  I see patterns in the families of my students that come right out of this book and while it scares me I also feel empowered that I could possibly affect change in someone's life.

Data Toolkit: Looking at Collected Data

This was a lot to take in.  I found the Wagon Wheel to be confusing and I am not sure how I would use this unless I was comparing things like attendance, behaviors, scores in subject areas.  Even so I did not find it helpful.  Maybe I just cant quite figure it out.  I was feeling that the 5 Whys could work well with classroom reflection on test scores or strategies for improving written responses.  Whenever I ask kids to come up with questions I am amazed by their insight and find that they are concerned and look at their work differently than I had even considered.  I find student reflection to be incredibly helpful.  I believe that the Relations Diagram would be a great way to work out a staff issue at a meeting.  It gives everyone the ability to provide input and that helps everyone own the data, the issue, the solution.  Interesting chapters.  

Chapter 4: Data Study

The strategies in this chapter are pretty much what my portfolio project is about.  Using a data driven approach to differentiation and intervention in order to pull kids up to and beyond grade level.  With my teaching partner in the fall we categorized our students in the data triangle.  It was a bit overwhelming at first to see how far we needed to go but also empowering because now there was a place to begin.  I began in my classroom by putting students on a progress monitoring schedule and also using more focused assessment tools to find the source if I could of their difficulty in reading and math.  From that point I have been able to get kids into small groups with LRC staff support, locate resources, and also work more closely with my teaching partner to create common assessments for formative and summative data.  I am finding success.  It is hard work to keep it all organized but I think this is a learning curve.  As I work within this type of system I am making improvements in my teaching and becoming more effective and efficient.  It is a win win situation.

Chapter 5

In chapter 5 the author is getting into some higher grade level areas.  In first grade I talk to the students about some current events, but some events are not appropriate.  In my classroom I use Scholastic News to propel social studies.  In the last 2 weeks the children in my class have read about The President and the Inauguration and the life of Martin Luther King Jr.  We then pulled out the important information and summarized the reading selection.  I am hoping this lays the foundation for an interest in history and current news.  I saw the spark in 1 or 2 of my students.  I think it's very hard for young children to look outside of themselves.  So, a little spark is encouraging.

When I was a high school student, social studies and history were favorite subjects.  I didn't realize it at the time, but my teachers were skilled at making these areas relevant to me. I appreciate their use of role play, discussion and debate to make the subject interesting and engaging.

Chapter 4

Chapter 4
If You're Born Poor, You'd Better Start Reading.
Joe Queenan

Wow, that is powerful.
After reading this chapter I have made more visits to Green Acres Title 1 room.  I am checking out leveled books for my students to read and re-read.  I continue to use basal readers and specific reading skill practice in skill based reading groups.  I have added genuine literature to their reading practice with books like, Is Your Mama a Llama?, Amelia Bedelia, and The Boxcar Children.  This creates a great amount of excitement in the classroom.  I have also added quite a few non-fiction books to my classroom library.
I have to say I feel proud of myself.  I think I am practicing what this chapter is preaching.

Ch. 4 Language Arts

I was really surprised when the chapter opened up saying that "Language Arts, more than any discipline, has lost its way." (pg. 93)  I have always felt as an upper elementary teacher that I received more trainings and have read more professional literature on literacy than any other subject.  After reading the chapter though I did kind of agree and see Schmoker's point though that we have overcomplicated teaching literacy in some ways.  Schmoker asserts that if we want students to learn, "the actions we must take are stunningly simple: We must ensure that all students complete hundreds of hours of reading, every year." (pg. 101)  As I thought about my own journey of learning a second language, I realized that growth didn't always come because of a wonderful mini-lesson or mastering a grammatical concept, it normally came more from just continuous exposure and practice with vocabulary, reading and speaking and getting feedback.  
Also Schmoker makes the point that reading for pleasure is critical (pg. 105) which I found true in my own language learning journey---when I was interested in the topic I learned more.  But independent reading time is something I have struggled with in my classroom in Lebanon.  I give my students about 20 or so minutes of free choice reading each day but normally have about 5 or 6 kids that no matter what you do or try (accountability quiz, note sheet for points, buy them books they want to read, choose "just right" books at their level, give points or rewards, just let them read with no points to be earned, meet with them after they read to discuss, lay down on the rug instead of their desk, partner read, listen to books on tape or via computer, etc.) will still not be able to focus during these 20 minutes and won't be engaged in actively reading unless I have them read to me for a portion of the time.  We try building stamina but overall on a day to day basis they don't read---how can we help them use this important time for reading for pleasure?  Ideas welcome!  Thanks!

Why?

I have finally caught up on all of the posts and comments you have all made so far this year and I LOVE the discussions that are going on.

A thought kept coming to me and I thought I would give you a challenge to help you give your kids a new way of thinking about reading and math...

Think about kids who get you into a "why?" debate. Every single one of my own children at one point or another would ask me "why?" about something and I would answer and then they would ask me "why?" about that, and I would answer and they would keep asking "why?" until I got to something that they felt was an acceptable "end" to their questions. Kids want to know why, and when they feel like they do, then they seem okay about proceeding. Try the "why?" game with your students sometime and see what reasons they can come up with as a group for the reasons that math or reading are important.

In fact, let's try it here. Comment on this post with an answer to this question....

WHY ARE READING AND MATH IMPORTANT TO KNOW?

ONE RULE - You cannot repeat someone else's answer...