Giving Up The Writing Program: What I'm Doing Instead

Throughout your teaching life, you will have moments of discovery-about who you are and what you truly believe as a teacher.  I've had a number of those through my career.  The first one was that I would switch from the traditional method of reading and become a more "Balanced" Literacy Instructor.  Not in the sense that is today's "Balanced" Literacy (Which is a farce-but that's another blog post!) Another was when I discovered that I was truly a great writing instructor-because I loved to write and I learned from the very best!  Karen Padgett-may your retired teacher time be the VERY BEST, wherever you are!  Yes, I learned from a very wise and knowledgable peer!  Not some crazy writing program that everyone hates-but REAL teaching!  REAL TEACHING!  

So, when I found myself saying this, I was completely SHOCKED- "I don't know how to teach writing anymore!"  Yes, I said that-because I didn't.  You see, I've been bogged down in writing programs-Lucy Calkins, Write Traits, Top Score, Making Meaning Writing-you name it, it's come my way.  In that moment I realized I needed to STOP THE MADNESS and go back to the Karen Padgett way of life-write every week with a purpose!  Just Write! (Oh, wait, that was ANOTHER program I tried!)  

Here's how this breaks down day by day:

On Monday you introduce the prompt and plan.  That's it.  The key to this method is in the simplicity of each day.  When students get overwhelmed, they don't produce the writing you expect.  That is what I have learned over the years of teaching writing-small chunks for small kids produced the best results.  And so does planning!  So many people skip this part but it is the KEY to excellent results.  It takes the ideas for writing from higher order thinking to the knowledge level.  (Read more about it here!)  So, planning is KEY!

Tuesday is modeling day for the teacher and writing day for the kids.  Again, I take this in small chunks.  I start with proposing a grabber, or introduction, statement.  Here is something to keep in mind-kids WILL copy you.  That's what modeling is-the opportunity to show a technique.  If they copy it, so what!  Really, I mean that!  They will eventually venture off into something different-I PROMISE!  What you are doing is loading their tool kits with ideas.  You just have to remember that your introduction statement is no different than a list of ideas you would put in a writer's notebook.  Once I get the introduction started, I form my three ideas and add those to my paragraph.  I finish with a strong closing-again, a modeling technique that allows kids to grow their tool kits.  Then, I give students the time to write their introduction-and that's it!  And, yes, I do this week after week!  

Wednesday arrives with a little more writing.  I will often model my opening of the second paragraph.  Then I continue to write while students write their second and, many times, third paragraphs.  This is where I should take a moment and talk about the end of each writing period.  Students are always sharing throughout this process, in the form of the last 5 minutes of the writing period.  During this time I provide specific feedback as to what students have done correct in their writing.  I also provide ways to boost their writing.  This is the specifics of paint a picture with your words, using figurative language, boosting strong verbs, and any other opportunities that present themselves.  I always phrase these things in positives, such as, "One way to strengthen your writing would be...".  This allows students the opportunity to change their writing and for others to apply this same idea.  Many times, I open the writing period with this same technique.  

Thursday arrives as a time to complete any of the remaining body of the essay.  Again, I start with a quick modeling of what I am working on within my own writing.  Do not underestimate this part!  The more we model writing, the better it is for students.  And, it actually improves our own writing!  If we can grow as writers, we can help students grow!  Depending on the process we are at in writing, I may even model my conclusion.  This is where it gets tricky.  You don't want to jump into the conclusion until you are sure that you have modeled it time and again.  But, if we are on a short week, or Friday is heavy, then I will model this process at this stage.  

And, finally, FRIDAY!  As I just said above, on Friday we work to complete the conclusion.  This should always include a restate of the topic, followed by a reminder of the information inside for an expository or informational and an opinion piece.  For narrative, you are looking for a wrap of the ideas, the solution, and a lesson learned.  Model, model, model these ideas!  In addition to this, it is very important for students to then edit their work.  They need to read it out loud to others and check for spelling and grammar throughout the week.  

I am actually super excited to be going back to this method and seeing what my students can do.  Yes, by the end of all of this we will be moving into how to add information from readings into our work to get ready for fourth grade! But, this is where we are going to go  from where we have been!  No more programs, no more jumping around with ideas or things that are taught.  Just modeling, embedding instruction in real learning, and letting kids learn how to REALLY write!  Here's where I'm starting!  

You can find this in my Teachers Pay Teachers store and it will soon be part of my January Writing Prompt Bundle!  I hope you join me in this simplification of writing program, because it WORKS!  Let me know what works for you!  I'd love to hear your ideas!  

Pin for later! 

New Year's STEM: Exploring SOUND Energy!

Happy New Year everyone, even if it is a little early!  Or, you may be joining me for a look at this STEM based off a duplicate product found in my store!  Either way, be prepared for some FUN with STEM and Sound Energy! 

In this STEM you will find the following steps:  Ask, Imagine, Plan, Create, and Improve.  I have also included a chance to Reflect on this STEM though a quote provided to inspire deeper thinking about this activity.  It is important to know that while STEMS come with a variety of step models, each of these models cover the same principles within STEM.  The key is that students apply the principals of creativity and engineering.  Students should be developing systems and ideas based on what they see as the best form of applying their personal skills and the concept presented to them in the challenge at hand.  That means you are as hands off as possible.  The only thing I really did in this STEM was to manage supplies, cut the duct tape (because it is REALLY sticky), mark the results, and vacuum after the clean-up (More on how to avoid this from my lesson learned to come!)  So, here we go!

First, students were able to apply their understanding of sound energy from their schema from our lessons in class and from the video suggested in the product found here.  This is the ASK stage!

In the product, you will find an open note taking page and a guided notes page.  With my third graders I use the guided page.  I also let them watch the video once through without taking any notes.  Then, I stopped it at spots so they could write down what they learned because she talks REALLY fast!  You could always swap out this video with another, as the Powerpoint allows you to embed any video you choose (directions are included).

Once my students worked through the ASK stage, they moved to Imagine.  This is where students had to think about the Criteria and Constraints involved in this activity.  In other words, what the could and could not do.  These are established to keep students within a boundary so that they are not getting off task and wasting time going down bunny trails or even socializing.  In this STEM, one of the Criteria is that they must have different designs for each team member's noisemakers.  This was key, as one team got off target because, during create, they decided they liked another noisemaker better.  They all wanted it and headed down that bunny trail.  I was able to redirect back to the criteria to get those students back on their PLAN!

Yes, that's the next step, PLAN!  In Imagine, students are simply brainstorming all of the possibilities that they have.  This PLANning stage allows them to square up the actual plan they have.  In this case, this is where students developed a specific system to make noise and decided on what supplies they needed.  I supplied them with beans, rice, cereal, duct tape (needed but STICKY), paper towel rolls, gift wrap rolls (A parent brought them in!), paper plates, jingle bells, fabric, embroidery hoops, cups, tongue depressors, staplers, regular tape, and glue.  Then I opened my classroom cabinets to them with the understanding that it couldn't be anything that I needed back from them!  Many of these things were already in my room.  I did utilize parents for some of the things that needed to be purchased (beans, rice, cereal, jingle bells).  I gave them a good amount of time to plan.  They did a very good job of planning and knew what they needed when we moved onto CREATE!

CREATE is the time that they will actually BUILD their noisemaker.  I provide a half hour for this step.  This seems to be a fair amount of time for all groups to be able to be ready, based on the STEMS that I have completed so far.  This did not include the time I used to pass out supplies.  I did this pre-CREATE.  I had student team members come to a table area and pick up supplies such as the rice, beans, and cereal.  This is where I didn't think!  Before they started CREATE,  I should have laid down large pieces of bulletin board paper.  We had a little bit of a mess from kids not knowing how to pour the materials.  I was able to show them how to make paper funnels after I discovered that pouring didn't work so well.  I would definitely suggest this for your classroom before you begin!  I haven't vacuumed in years, as we have wood floors at home and I sweep!  It was an experience for sure!  Anyways, students went fully into CREATE mode and were able to complete this step within the half hour provided!

 

Now it was time to test their systems!  Included in the product is a fun slide in the Powerpoint just for this!  It includes a website specifically designed for detecting sound levels in the classroom with a fun graphic-Bouncy Balls!  I used this and set the bouncy balls on the lowest amount available.  Then I explained we would use the large bouncy balls, as these are the hardest to move!  I also explained to students that they were not to make ANY noise with their voices (unless they made a horn type of noisemaker) because 1.  they could be helping another team win or 2.  they would be getting a false read on their noisemakers.  Then I stood at the board and marked the three highest bouncy balls that each team achieved!  This is how we judged the assigned group winners!

What we did next was even more fun, and this is also where we got into some serious science application!  I allowed kids to group randomly and we tried it again!  And we got totally weird results.  Weird in the fact that we were able to see how variables affect an experiment.  When students were randomly grouped, meaning they were with similar equipment made by other students, our data flatlined!  They were not able to create sound higher than the original groups of differently designed noise makers.  More importantly, they got a hands-on experience with variables!  I love that we could apply that science term and skill in this very minute!  Real life application!

Next, we headed to IMPROVE!  Students were able to look at all the different noisemakers and discuss and plan for even better noisemakers.  Also included in this was an opportunity to reflect.  IMPROVE doesn't always have to be about the STEM.  It should also be about how they could be better as students-with each other and within creating and growing.  Right now I'm getting a lot of "we worked good as a team" instead of those deeper reflections as a cooperative group.  That is going to be one of my goals as we get more and more into learning about how we work together in STEM and how this connects to us working as a team in other areas of our classroom.

I'm totally excited to add STEM to my growing knowledge of the Student-Led Classroom.  I can honestly say, I can see this being key in the development of how students lead in a classroom setting.  If you'd like to learn more about Student-Led Classrooms, jump over to my general post called Just the Place to Start.   Are you interested in checking out my growing STEM products?  Check them out over at my store, The Best Days!

More importantly, thanks for stopping by.  I'm super excited you did and would love to hear any feedback you have about STEM or this idea, in general.  I'm still learning and would love ideas, suggestions, and even improvement ideas you may have!

New Year's Eve Noisemakers