OK, Teach...It's Time To Focus

This blog serves as a research tool, a place to post possible lesson ideas, and as an overall friend when I need one. That may sound a little sad, but as I begin my infamous third shift tonight, I need someone to collaborate with.....

That being said, I must focus tonight on looking at what standards my students need help with from the results of the unit pre-test.

The results are as follows:
 
RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC6RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

ELACC6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

ELACC6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

ELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

ELACC6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

 Overall, all three of my classes had similiar strengths and weaknesses.

Class averages:

Advanced Class- 69.58 %
Highest grade- 77% -- made by three students
Lowest grade- 52%
Median- 73%
mode- 73%

Lower Level Class- 47%
Highest grade- 70%
Lowest Grade- 25%
Median- 45%
Mode- 57%

Middle Level Class- 61.96%
Highest Grade- 82%
Lowest Grade- 43%
Median- 64%
Mode- 64%

The students were tested on all previous standards covered as well as all upcoming standards that will be covered throughout the rest of the semester.

I will use this test again as the post test, so that I can gauge their progress.

All three classes did well on the pronoun questions, and most of the textual evidence questions, which I am happy about.

Now, we need to focus on the other standards listed above. All three classes struggled on these standards.

We will cover them through the use of the book, Out of the Dust, poetry, and word/vocabulary games. Analogies could be a ton of fun.

 I did use a pre-test during my student teaching and it really helped me to focus. I am so glad that I did this because now I know where to go with my instruction. Actually, it quite a stress reducer.


Be prepared, work hard, and hope for a little luck. Recognize that the harder you work and the better prepared you are, the more luck you might have.
Ed Bradley
Read more at http://www.brainyquote.com/quotes/keywords/prepared.html#PQhIVqUzK64XjJ5p.99

Teachers: Feeling "Gritty" Yet?

All the research is out, and it looks like our students need to learn to get some "grit". I was talking to my almost 93 year old grandfather about this at our weekly Saturday morning breakfast. When I told him about teachers needing to teach "grit", he looked at me a bit puzzled, and said, "What did you say..kids need some grits." LOL! That was too funny. To someone who survived the Great Depression, World War II, and growing up poor on a farm the thought of teaching kids perseverance seems a little absurd.

However, these are different times, more complex in a way, I guess. There are so many possible distractions, that it can be difficult to stay on any one task long enough to really achieve success. Children today continue to deal with poverty, but instead of eating fresh vegetables off the farm like my grandfather did, many eat processed junk. Instead of doing farm chores to get out of their parents' hair, children are given Iphones, Ipads, or game systems. We, as adults, also model these distracting behaviors. We escape into our own little worlds with our technologies. I'm the first to admit my own guilt. But, I know that this kind of behavior sets a terrible example. So, how do we escape our own laziness, and just get the job done?

The following commercial is funny, because it is so true!

                                                        http://youtu.be/ZArBHUXx15U

Angela Duckworth, the deliverer of the TED Talk on grit, claims that students need grit and perseverance to achieve. They need to be able to sustain a strong work ethic over long periods of time to become successful. However, when asked how teachers go about teaching this, Duckworth had no clear answer except to say that we, as teachers, must model grit ourselves.

                                                        http://youtu.be/H14bBuluwB8

So, what do this mean exactly? In my opinion, it means that we all, as teachers seeking excellence, need to get a little "grittier".

1. Vision-- We need one. My vision is for all of my students to walk away from my classroom challenged in reading and writing through the use of the Common Core Standards. My goal is to accomplish individual instruction as much as possible, and for my students to pass the end of the year tests. My vision is to have a happy classroom, where my students are treated as individuals and respected as such. I want my highest student and my lowest student to walk away from my class having been challenged and pushed to the limit- but in a good way.

2. Communicate- I will communicate that vision to my students daily, reminding them of where we are headed and why it is important. I will be straight forward and truthful-- kids actually like that-- about what was good or not good about their work. I will communicate how they can achieve by taking certain steps, but how they will fail by taking the wrong ones.

I will also communicate more with fellow educators that share a common vision. I will not worry about fitting into a certain culture, but be myself, and make decisions as such. I will keep myself separated from people who might cause harm to my ability to persevere knowing that as a first year teacher I am still vulnerable.

3. Keep My Word-- I believe part of perseverance is sticking to my word. If I tell my students I will make something happen, then it is going to happen. No false promises. I don't feel that I have done this, but this is a reminder to myself not to let that happen.

4. Set Standards and Keep Them High-- I believe part of the reason students must learn about perseverance and grit in school today is because they can't find many examples of others persevering in their own lives. As a society, the institution of marriage is falling apart, and that alone is a big problem. I must demonstrate strong moral values in all ways-- how I dress, speak to others, treat those around me and my family. If I don't set the example, then why should they bother. As teachers, this is a high calling, but they are looking toward us, when they can't find it in their own parents.


There are many pressures today in education, and maybe it is too much to ask teachers to teach grit or perseverance, but honestly, I believe that teachers have been setting this type of example for generations. Really, this may just serve as a wake up call to all of us, as a society, that maybe we just need to stop whining, get off our Iphones, and just get the job done. Let's get gritty!

Just Say NO to Canned Biscuits!

I detest canned biscuits. They are puffy, spongy wannabe originals. Southerners know. We are the connoisseurs of two things: sweet tea and biscuits. And I love both.

Growing up, my mother spoiled me. She was such a great cook, and made everything from scratch. What is even more amazing: she was also a full time teacher. I hardly ever remember a time when she took shortcuts. I know that she did on occasion, but for the most part we had homemade muffins in the morning, and homemade biscuits at dinner. As a result, my taste always leans toward homemade. As a part-time worker making homemade biscuits was no big deal. I whipped them up with the best of moms. But, lately I am horrified to admit that canned biscuits have become an almost daily staple in my house! So, how do I stop these impostors from returning to my dinner table?

Well, first I must recognize that although it's tough to manage teaching and homemaking together, it's not impossible. I just have to find  quick and easy recipes that will keep my desire for homemade biscuits alive. Today. I believe I found it. My challenge is for all working moms not to compromise on their standards, but find strategies to make the work easier. That is what I hope to do! It's those little things that make life better!

Check out Christy Jordan's cookbook, Southern Plate: Classic Comfort Food That Makes Everyone Feel Like Family

http://www.southernplate.com/

This recipe, "Daddy's Sunrise Biscuits" is quick and delicious!

                                                                   Yum!

Connecting Life To Create Readers

 

“Yes class, please turn to chapter one of Million Dol…” Knock. Knock. I glance over to my right, and see a new student standing by the door. Her large brown eyes staring up at me, her dark skin covered with mix matched clothes, hair pulled back in a sharp ponytail.  Noticing that she felt uncomfortable I quickly approach her.

I lean down to meet her eyes straight on with mine and I ask in a soft tone, “What is your name, sweetheart?”

“Ashanti, my name is Ashanti.”

I smile and quickly seat her at the back of the room. Ashanti sits quietly, but I notice she keeps staring at a particular picture on my bulletin board. I glance over in the direction of her eyes, and see that the picture is of Langston Hughes, my favorite poet. “Hmmm…there may be a connection there,” I ponder and decide to take the class to the media center.

Very timid, I notice Ashanti quietly moving through the aisles, not really looking for a book.

 “Ashanti, what types of books do you like?”

“Huh? I don’t know?” she replies. Her eyes quickly move to the floor, and she seems surprised by my question. “Come here, I have something to show you.”

We move swiftly through the aisles straight to the poetry section. I thumb through the authors until I reach Langston Hughes. “Ashanti, I really think you will connect with Langston Hughes. He is a wonderful poet.” She smiles, and takes the book to the circulation desk.

The next day in class, I ask for students to share what they are reading. Ashanti quickly raises her hand. “Yes, Ashanti, tell us what you are reading?” “Well, I read this entire book last night. I love it.” I probe her for more. “Tell us about it. What is the theme of what you read? Who wrote the book?”

She glances at her book, and quickly thumbs through the pages. “Hmmm..it’s about hopes and dreams and stuff. I like that. His name is Langston Hughes.”

“Ashanti, Langston Hughes is my favorite poet. Dreams and hope. That is Hughes. Thank you for sharing.”

The class and I move on to discuss the theme of invisibility. We compare and contrast one of the supporting characters from the book, Million Dollar Throw, with the poem, “I’m Nobody, Who Are You”. Both characters Abby and Emily Dickinson grapple with the idea of not being noticed, being invisible. I ask the students to write a response to the readings, and then I open the floor up for discussion.

Ashanti , timid at first decides to come up and share.

“Invisibility. My invisible moment happened the day that my mother was taken away for doing drugs. The cops came. They took me away too. I don’t live with my mother anymore. This is my invisible moment.”

The students sit unsure how to respond at first, but then begin to clap wildly. “Way to go, Ashanti! That was awesome!” they shout.

Ashanti, proud and happy, takes her seat.

I know in that moment, she has found a home. A safe haven.

Over the following days, I ponder over what books to recommend to Ashanti. “What will connect with her best? How can I keep her engaged in reading?”

Then, as I drive home one night, it comes to me.  “The Skin I’m In, by Sharon Flake. That is a book that will capture her.”

A problem still lies ahead of me, though. This book is not carried at our school library. So, with my own kids in toe, I forge ahead to the local public library a town away. Once there, I run to middle grades fiction.

“Yes, victory!” I think to myself. I grab a copy of the book, check it out, and the next day I eagerly greet Ashanti at the door.

“Ashanti, I’ve got a book for you to read.” Although excited, I’m a little nervous too.  “What will she think of the book?” I wonder.

Ashanti glares at the book, a bit awkwardly at first, then takes it and sits down, without much fanfare.

I tell the class to sit down, and read. As I pace the classroom, I notice that Ashanti seems to have connected. She reads, quickly thumbing the pages, not even realizing when we’ve moved on from our free reading time.

Then, out of nowhere, Ashanti, raises her hand. “Yes, Ashanti, do have a question?”

“Yes, Mrs. Farmer, I want to say that this book inspires me. This girl gets picked on for the color of her skin, and just this morning I was bullied on the bus for my dark color. Thank you for finding this book for me. I know that I will love it.”

“Thank you, Ashanti.”

Ashanti brought the book back to me a few weeks later with this note attached.

My Journey To Being A Teacher

When I started this blog I promised myself that everything I wrote would be positive. No negativity. The thing is in the realm of teaching and more over---passionate teaching--- that is a naïve statement.

The fact is when you love something-- it's complicated. You have extreme highs and extreme lows./ You wish so much that you didn't love it so much. But, you can't help it.

I always felt that being a teacher was an allusive, unattainable thing for me. I was never sure that I really had what it took. The passion, dedication to help young people to achieve.

At one time I really thought I wanted to follow in my mother's footsteps and be a speech language pathologist, but I was told by someone close to me that, "Well, you've got to be smart to be a speech language pathologist." At the time that broke my heart. So, although I kept the dream of being a teacher close to my heart, I wasn't sure I could do it. I moved forward with life, and went with something I knew I could succeed in-- communications and public relations, then being a mother. I felt successful in these areas, but I still wanted to be a teacher. I applied to education programs off and on for about 10 years. I would apply and be so excited to get the acceptance letter. I would open the mailbox, and get that acceptance packet. I felt like I was apart of some special club-- a club that I still wasn't sure that I was worthy of. But then I thought, "Am I really ready for this?" "Do I have what it takes?" I would put it off.

I guess my point in saying all of this is I love teaching. I feel proud and honored that I made it to where I am-- as a 6th grade teacher of ELA. Honestly, I feel that God and Christ have guided me all the way. I know that I wasn't meant to be a speech language pathologist. I wasn't meant to be a public relations specialist. I was meant to be a middle school teacher. That was my ultimate calling.

I love my students. I love that my students from last year still want to connect with me. That they reach out to me, and know I won't dismiss them, but be open to them. That I will always be there, and be that positive person. That rock. That is what I want to be. That is what keeps me going--my students.

This may all seem a little sappy, and I if I didn't feel passionate about education, I could easily see that I might be a crazy person. But, this is my story. This is why I care so much.

I don't want any of my students to be 35 years old before they are brave enough to live their passions. I want them to know that people, like their teachers, believe that they can live their dreams now. That they can make a difference in the world now. Yes, it's hard. Yes, it can be full of disappointments as well as joys. But, that's life. And that is what makes life worth living.

 Be passionate. Be strong. Live.

Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.

Harriet Tubman

It's Time to Swerve and Hit It

When I was fifteen and learning how to drive, my dad would take me out on occasion to practice driving. Every time I got to a stop sign and needed to turn, he would exclaim, "Swerve and hit it!" That usually made me a nervous wreck, and then I would immediately want to turn around and go home. Now, looking back on it, I really like the expression. Sometimes, we must realize when we need to pick up the pace. For me-- it's time to swerve and hit it!

So, that being said my first goal is to work on my students reading achievement. After a Lexile SRI test today I realized a few things.

1. High level students only need a little push and encouragement to excel.

• 17 out of 22 students increased their reading comprehension scores within the 9 weeks. Two students are below grade level.

2. Low level students need individualized instruction to succeed. They want to do well so desperately. They just don't know how to make that happen. I was honest with them today about their scores and what they meant, but I also gave them encouragement and hope. We will figure this out! I spoke with the media center specialist after lunch, and we have developed a plan. I will choose 3 books with her help for each student within or above their Lexile range, label them with the students names. Then on Wednesday, we will go to the media center as a class and they will choose from their stack. They must finish the book or read at least 100 pages by next Friday with a book review turned in. They will also start taking AR tests on the books they read. I will have to spend time once a week conferencing with them on their reading. This will take some effort, but I cannot let this happen again. I can't walk away from this year without knowing they've made significant academic progress.

• 4 students increased their scores/ 9 students scores decreased. Only two students are currently on grade level out of all students.

3. My middle group needs some work too. I think they need to be challenged more. They read more for pleasure, but don't seek out books with higher Lexile levels. I will work with the students who scores went down first, and work my way up.

• 10 students scores increased and 11 students scores decreased/ 8 students are below grade level.

Also--vocabulary work for all!

Data is interesting and scary, but maybe scary in a good way. I think it's good to be open to it, because hopefully in the end it will help the students achieve, and that is the ultimate goal--helping them be successful.

Let's Get It Done!!

Poetry Introduction

POETRY for 6th Graders

I will be introducing my students to poetry tomorrow. This will be the third time to offer this brief unit, but I think it is a great way to introduce 6th graders to something that should enrich their lives, not overwhelm them.

First, we will conduct a poetry project. Students will be broken off into groups. They will be given one poet to learn about. Each group will get the following:

Two sheets of construction paper
scissors
glue stick
markers
a picture of a poet
a biography of the same poet
two or three samples of the poets work

The students will construct the project from the materials I give them. They will report as a class about their poet.

This part of the lesson should take no longer than 45 minutes.

The second part of the lesson will also be group work. Each student will receive a Frayer model packet. As a group, they will be assigned three or four vocabulary words. They must fill in the Frayer model and report to the class their answers.

There should be a total of about twenty vocabulary words.

They will study their vocabulary from their Frayer model packets.

Poets we will learn about: