Teaching Children to Read

I've recently come across two articles that pair quite well together. One is about the neuroscience behind learning to read and the other is somewhat of an argument against the Kindergarten Common Core State Standards. I know that I see many teachers, principals, and the general public who stress about the need for kids to learn to read right now! These articles contain some interesting arguments for developmental appropriateness and meeting kids where they're at. There is a lot more that goes into teaching than just the Common Core State Standards.

So . . . how do we combine this research with current district, state, and national expectations? 

I'd love to hear your thoughts in the comments. Have a happy Thursday!

The New Yorker - How Children Learn to Read

The Washington Post - Requiring Kindergarteners to Read . . .

Next Up: Report Cards!

Welcome back from what I hope was a relaxing and energizing winter break. I know some of you stayed in Madison, traveled home to Spain, visited sunny California, spent time at cabins and enjoyed the snow(?) up north, and many spent quality time with friends and family. Now we're back, and ready for a wonderful 2015!

For those of you who have felt as though you're experiencing the Disillusionment Phase of beginning teachers, the good news is that soon, very soon, you will begin to feel the Rejuvenation Phase (see this article). This month can be challenging as we are faced with more assessments, limited time, cold weather, less sunlight, and looming report cards. Beginning in February, we have 2 months of relatively uninterrupted instruction and an opportunity to conference with families again in March. It is a beautiful part of the school year when distractions are minimized and you get to do what you came here to do: teach our children!

But, first, we need to be successful in January. Here is what to expect.

Important Dates for January

• Now - the grading window is open and you may enter grades.
• Monday, January 19 - no school - Martin Luther King, Jr. holiday
• Friday, January 23 - end of Quarter 2. Early release for students so teachers can complete report cards.
• January 28 at noon  - the grading window closes and you may no longer enter grades.
• January 30 - report cards go home with students

Grading Window

• You can work on grades and comments now! Report cards take a long time; don't wait until the last minute. 
• How do I enter grades? When you log onto Infinite Campus, there is a section titled "Grading" on the home page. There are links for Entering Scores, Comments, and Concepts, as well as video instructions for entering grades. Use these resources, and ask teammates if you're unsure. Remember to save your work!

Assessments

• You will likely need to assess students in order to have updated information for report cards. Check with your IRTs, team members, and principals about specific school information so you know what assessments to complete.

English Language Learners

• Do you have English Language Learners who speak a language at home that is different from the language in which you're teaching? Check with your school for deadlines for these students' comments. The Bilingual Resource Specialists at your schools will translate comments, and the due date for these particular comments may be earlier than January 28.

Standards-Based Grading

• We grade students based on their achievement of the Common Core State Standards. These are end-of-the-year standards, so we have Grading Guides to help us figure out how to give grades in January. You will need this resource to complete report cards.

Grading Scale

• We grade students using a scale of  4 - 3 - 2 - 1 for each standard. 
• 4 Advanced: Exceeds expectations for grade level at this quarter
• 3 Proficient: Meets expectations for grade level at this quarter
• 2 Progressing: Meets some expectations for grade level at this quarter
• 1 Emerging: Not yet meeting expectations for grade level at this quarter

Resources in this Blog Post

• Grading Guides
• Video instructions for entering grades
• Entering Score, Comments, Concepts
• Phases of a Beginning Teacher Article

December 16 New Teacher Seminar

As we continue teaching our students, we need something to inform what we do each day with them. Interpreting and using student data to inform our instruction is essential to giving our students the education that they deserve and need. This seminar will focus on just that - data. Hear from the Office of Multilingual and Global Education as well as one of our own mentors, Nichole Von Haden, about data use, with a focus on English Language Learners. 

What: New Teacher Seminar - sign up now!

*Please register online by clicking here. 

The class is called "New Teacher Seminar - December 16".

When: Tuesday, December 16, 4:30-7:00

Where: Promega, BTC  

5445 East Cheryl Parkway, Madison, WI 53711. 

Click here for a map - building #2

Topic: Interpreting and Using Student Data 

(with a focus on ACCESS and English Language Learners)

See the syllabus for all upcoming seminars by clicking here. 

**Remember that you receive Professional Advancement Credits for attending these seminars. PACs help to advance you on the salary scale as you continue your career with MMSD. 

About THAT kid

Congratulations! 

You completed a grueling week of Conferences, ACCESS training for some, and teaching through absolute exhaustion through the end of the week.

You are rewarded this week with two days of teaching and FIVE days of vacation! 

Whether you're with family, traveling or enjoying the peace of your home, I do hope you relax, knowing that you've earned it!

I wanted to pass along this powerful article I read recently in the the Washington Post. Here is the synopsis:

"Amy Murray is the director of early childhood education at the Calgary French & International School in Canada. The following post, which appeared on her blog, Miss Night’s Marbles and which I am republishing with her permission, is a powerful open letter directed to parents about THAT kid, the one other kids go home and talk about, the one who is violent, curses and gets angry in class, the one who parents worry will hurt, disrupt and perhaps influence their own children. Murray is also the co-founder of #Kinderchat (www.kinderchat.net), a twitter-based global community for educators of young children. She is a speaker and trainer on learning through play, self-regulation, behavior management, and the use of technology within the classroom."

Enjoy the short read [Teacher to parents: About THAT kid (the one who hits, disrupts and influences YOUR kid)], think about all you do for your students each and every day, and gear up for a productive three weeks to come. I feel truly thankful to know and work with each and everyone one of you amazing new educators.

I like to include a picture in each post, and I don't really have one to go along with this topic. So, in the spirit of sharing a little with you about myself, here is a photo of my son, Grant, who is 18 months old. Someday, maybe he'll be THAT kid!

Lachele's son, Grant, 18 months

Warmly,
Lachele :)

Increasing Student Engagement

We know that we want our classrooms to look and feel like this:

Students learning from each other.

Students sharing ideas and engaged in their work.

Teacher and students enthusiastically participating. 

Students learning independent of the teacher.

But, sometimes, our classrooms look and feel like this:

Students looking tired and bored with learning.

So what is the solution?

(If only we had THE solution!) 

Let's try again . . . what is ONE possible solution?

Student engagement! 

One of our jobs as teachers is to plan engaging lessons for the students in front of us. That means knowing our students, knowing our curriculum, planning thoughtful and thorough lessons, and adjusting to the strengths and needs of our students.

Dr. Sharroky Hollie started a school in Los Angeles, wrote a few books, trained thousands of teachers, and has seen success with his strategies of Culturally and Linguistically Responsive Teaching and Learning. One of his amazing resources is the Protocols for Increasing Student Engagement, which I have put into a document just for you! (Click on the red words.)

We have all been using strategies such as Turn and Talk, Pick a Stick, Raising Hands, and Shouting Out. But we get bored and students get bored. There are twenty six strategies in this document to engage students in learning and purposeful conversation.

So, here's my challenge to you:

Try a new protocol with your students. 
Choose one from the list and give it a go. Don't know where to start? Here are some super easy ones:

• Give One, Get One
• Whip Around
• Roll 'Em
• Corners

Post a comment to this post telling us which protocol you tried (even if you tried it before now). If you have time, tell us how you used it so we can learn from each other. 

Juggling!

Are you feeling like this octopus, juggling a million balls at once?
You're not alone!

This is the time of the school year when teachers realize how overwhelmed they actually are. Demands seem to come from many people, including principals, teammates, students, parents, and more! You're writing your SLO and PPG, meeting with your teams, and scheduling conferences. You're attending IEP meetings, coming into work on Saturdays, and staying up late planning the perfect lesson. New teachers (and veteran teachers) are forced to prioritize when they realize that they cannot possibly do everything for everyone.

This is, for most people, the Phase of Disillusionment.

Can you relate to any of these?

• "New teachers begin questioning both their commitment and their competence."
• "Many new teachers get sick during this phase."
• "They are faced with back-to-school night, parent conferences, and their first formal evaluation by the site administrator."
• "At this point, the accumulated stress of the first-year teacher coupled with months of excessive time allotted to teaching often brings complaints from family members and friends."

Here is the good news . . . you're doing it! 

You're teaching, you're changing lives by the day, and you're making a difference. 

You have teammates, colleagues, friends, and families to support you. 

You have students who look up to you. 

Remember why you became a teacher, how your students are learning and growing, and don't be afraid to say, "no" or let some things go. 

Share in the comments below:

• What do you think teachers should spend their time and energy doing at this time of year? 
• What are YOU spending your time and energy doing? 
• What have you decided to postpone for a while (or not do at all)? 

New Teacher Seminars

What: New Teacher Seminar - sign up now!

*Please register online by clicking here. The class is called "New Teacher Seminar - October 21".

When: Tuesday, October 21, 4:30-7:00

Where: Promega, BTC  

5445 East Cheryl Parkway, Madison, WI 53711. Click here for a map - building #2

Topic: Building Relationships with Students and Families

Agenda:

• 4:30 - 5:15 -- Small Group Problem-Pose/Problem-Solve:  Bring your burning questions to get perspective from your colleagues right away. 
• 5:15 - 5:45 -- Presentation and dinner:  Building Relationships with Students and Families in MMSD - hear tips and advice from students and families.
• 6:00 - 7:00 -- Inquiry Groups:  What dilemmas and wonderings do you have about building and strengthening relationships with students and families? 

*Please register online by clicking here. The class is called "New Teacher Seminar - October 21".

Feedback from September's Seminar:

"I enjoyed the small group time to be able to answer/discuss questions we had"

"This course allowed for a lot of conversation and question time, which I found very beneficial as a new teacher."

"The discussion was relevant and helpful."

Thank you for your feedback!  We've made some adjustments to accommodate your interest in the collaboration time.