BCS Elementary Ed Newsletter

Our Elementary teachers and support staff are March-ing through the third nine weeks this month.

Thank you for all you are doing to hook students into learning what we are expected to teach in our state standards along with growing the whole child to be responsible, respectful and safe.

“One child, one teacher, one book, one pen can change the world.” – Malala Yousafza

Imagine how we are changing the world as we have hundreds of teachers and support staff with many books and resources that we use to provide instruction to Brunswick County children.

Thank you for your dedication to our students. You are changing lives!

March 20 - Required Workday

March 24 - End of 3rd Quarter

April 6 - Report Cards Released

April 7 - Holiday-Good Friday

April 10-14 - Annual Leave

May 8 - Required Workday

May 29 - Holiday-Memorial Day

June 1 - Last Day of School

June 2 - Required Workday

June 5-8 - Required Workdays

June 9 - Non-Required Workday

In 2000, the National Reading Panel Report was released by the National Institute of Child Health and Human Development. This report summarized several decades of scientific research that identified five critical components that are essential to effective reading instruction. Educators often refer to these components as “The Big 5” or the “5 Pillars of Early Literacy.” What are these critical components?

The Five Critical Components of Effective Reading Instruction

Phonemic Awareness

Phonemic awareness is the ability to examine and manipulate the phonemes, or sounds, of the English language.

Phonics

Phonics is a set of rules that identify the relationships between letters in written words and the sound of the letters in spoken language.

Fluency

Fluency is grouping words within a sentence and reading with express to help a reader understand what a text is saying. Educators often define it as, “reading that sounds like talking.”

Vocabulary

Vocabulary are words humans need to know to communicate with one another. There are four different types of vocabulary: listening, speaking, reading, and writing.

Comprehension

Comprehension is the ability to make meaning by connecting what a reader already knows and what is read in a text. Comprehension is the goal of reading.

It is important to note that instruction in only one or a few of these areas will not result in successful and skilled readers. All five of the components must be part of a comprehensive reading plan.

While the original report identified valuable information in how students learn to read, it did lead to several questions (e.g. In what order should these components be taught? How should the components be taught? What about students who do not master one or more of these components?) Since the release of the report, the federal government has followed up with additional research review panels to include the National Early Literacy Panel and the National Panel on Language Minority Children and Youth. The research and findings of these review panels, as well as the ones that have followed over the years, have helped guide teachers of early learners in understanding and applying instruction that is effective for young readers.

The inquiry indicators in the Social Studies standards are intended to help students learn how they are connected to the world around them and look for ways that they can be civic-minded and make change happen within their own classroom, school, and community. Teachers are encouraged to use these indicators at every grade level. (Click below to learn more)

1. Start Class with a Mind Warm-Up

A classic warm-up is to ask students to find the mistakes planted in material written on the board. (You can use this idea in any subject area.) But instead of asking them to work silently and alone, and then debrief in a classic question-and-answer session with one student at a time (while many sit inattentively), use a mix of collaboration and competition to eliminate what could potentially become dead time.

Here's how: Organize teams of three students and ask them to work together (quietly) and raise their hands when they think they have found all the mistakes. After the first team signals it's done, give a bit more time and then have teams indicate with their fingers -- together on the count of three -- the number of mistakes they found in the work. The team that found the most describes its answers until another team disagrees politely or until they are finished.

2. Use Movement to Get Kids Focused

Ask all students to stand behind their desks and join in simple choreographed physical movement. Because most kids find it invigorating and it's easy to monitor full participation, it may become one of your favorite ways to get kids focused and kill dead time.

Here's how, for the primary grades: Teach hand-clapping patterns to accompany a chanted verse or a set of math facts. Add foot stomping or hand clapping with a partner to create variety.

Here's how, for the middle grades: Create a rhythm with finger snapping and hand clapping, which you model and they echo back. Vary the rhythm and pattern in intervals of 15-20 seconds to challenge them to pay attention and join in.

Here's how, for any grade, including high school: Offer a seventh-inning stretch, or the cross crawl. To do the cross crawl, stand up and begin marching in place, raising the knees really high. As you raise the left knee, reach across your body with your right hand and touch the left knee.

Then do the same for the left hand on the right knee. Continue this pattern for a minute or more. (You can also vary it by, say, having kids clap their hands over their heads between each set of knee touches.)

3. Teach Students How to Collaborate Before Expecting Success

Doing project learning and other team-based work without prior training can lead to lots of dead time. You can nip much of it in the bud by teaching collaboration skills before projects get started. You don't need to use an activity related to your subject area to teach teamwork.

Here's how: One way is to give teams of students a pair of scissors, two sheets of paper, ten paper clips, and a 10-inch piece of tape, and ask them to build the tallest free-standing tower in 20 minutes.

Prior to the activity, create a teamwork rubric with students, which reviews descriptions of desired norms and behaviors. While half of the teams are building the towers, have the other half of the students stand around them in a circular "fishbowl" as silent observers.

Debrief afterward, and train the observers to give a positive comment before a critical one: "I liked that they [blank], and I wonder if they could have also [blank]." Switch the observers with the tower builders and see if they can do better, then debrief again.

4. Use Quickwrites When You Want Quiet Time and Student Reflection

When interest is waning in your presentations, or you want to settle students down after a noisy teamwork activity, ask them to do a quickwrite, or short journal-writing assignment.

Here's how, for primary-grade students: Ask, "What was most interesting about [blank]?" "What was confusing about [blank]?" "What was the clearest thing you understood?" "What was boring about [blank]?" "What did [blank] make you think of in your life?"

Here's how, for intermediate-grade students and above: Try prompts such as the following, or develop your own: "Summarize what you have heard." "Predict an exam or quiz question I could ask based on this material." "Defend one of the positions taken during the prior discussion."

Teachers often avoid giving this type of assignment because assessing them regularly can be overwhelming. Manage this load by having students use a green (or other color) pen to circle one entry from the week you guarantee you will read.

Occasionally, have them write a few sentences next to their entry explaining why they want you to read that particular one. Let them know that you will read the passages marked in green and that, time permitting, you might read the rest if you have time.

5. Run a Tight Ship When Giving Instructions

Preventing dead time is especially important when giving instructions. There are a lot of great ways to ask for your students' attention, but many succeed or fail based on how demanding you are of the final outcome.

Whichever method you use, before you begin speaking, it is critical to require (1) total silence, (2) complete attention, and (3) all five eyeballs on you (two eyes on their face, two eyes on their knees, and the eyeball on their heart). I've done this approach with every class I've ever taught, and it makes a big difference. Knowledge Is Power Program (KIPP) middle schools include detailed SSLANT expectations: Smile, Sit up, Listen, Ask, Nod when you understand, and Track the speaker.

Here's how: When you introduce this routine to students, do it five times in a row: Announce that in a moment, you will briefly let them talk among themselves, and then you'll give them a signal (you can count out loud from one to three, ring a bell, and so on) and wait until they are perfectly ready for you to speak.

In the first two weeks after starting this routine, remind students often what's expected. To hold everyone accountable for listening the entire time, make it clear that you will never repeat your instructions after you have finished going over them.

6. Use a Fairness Cup to Keep Students Thinking

The more you can manage your classroom to be a supportive environment, where students are encouraged to take risks without fear of being put down or teased, the easier it will be to use your fairness cup regularly, without feeling that you are setting students up for failure.

Here's how: Write each student's name on a Popsicle stick and put the sticks in a cup. To keep students on their toes, pull a random stick to choose someone to speak or answer a question. Important: When you begin using your fairness cup, prepare a range of questions, some of which all your students can successfully answer. This strategy allows the bottom third of your class to get involved and answer questions without being put on the spot.

7. Use Signaling to Allow Everyone to Answer Your Question

To help ensure that all students are actively thinking, regularly ask questions to which everyone must prepare at least one answer -- letting them know you expect an answer. Then wait for all students to signal they are ready.

Here's how: For example, in math, you could ask, "How many ways can you can figure out 54-17 in your head? (Subtract 10 and then 7, subtract 20 and then add 3, and so on.) Or, to review a presentation, ask, "How many key points of this presentation are you prepared to describe?"

By asking questions that allow for multiple answers or explanations, you are differentiating instruction; everyone is expected to come up with at least one answer, but some may come up with more.

To convey the number of answers, students can use sign language, such as holding a hand to the chest (so their hands aren't visible to their neighbors) and displaying one or more fingers to represent how many answers they have. This technique precludes students from bragging about how many ideas they thought of or how quickly they are ready. You can then call on volunteers who want to share their answers with the rest of the class.

8. Use Minimal-Supervision Tasks to Squeeze Dead Time out of Regular Routines

Tasks that require minimal supervision add purposeful activity during moments that might normally revert to dead time. They come in handy when passing out papers, working with a small group of students, handling an unforeseen interruption, addressing students who didn't do their homework, or providing work to those who have finished an assignment before others.

Here's how: While you pass out papers, ask students to do a quickwrite (see #4) or to pair up and quiz each other on vocabulary words. Also, train students to fess up if they didn't do their homework. That way, during class homework review, these students won't automatically be in dead time. Instead, they'll immediately move to these prearranged minimal supervision tasks.

For example, you can ask them to study a review sheet, summarize a reading passage, read the day's assignment ahead of time, or create and study vocabulary words or other content. You might find students suddenly doing their homework more often rather than face this extra work.

9. Mix up Your Teaching Styles

To keep students involved and on their toes, try to move from teacher-centered learning to student-centered active learning, and vice versa.

Here's how: Introduce a presentation by having students pair up, talk to each other about their prior knowledge of the presentation, and generate a list of four questions for which they'll want to know the answers. Make quick rounds to remind all students to stay on task.

To encourage active listening, provide students with a list of important questions in advance. Interrupt the presentation with a quickwrite (see #4), and then have students "pair-share" by asking them to compare their entries with a neighbor. Pull sticks from your fairness cup (see #6) to choose pairs of students to present their thoughts to the class.

10. Create Teamwork Tactics That Emphasize Accountability

By insisting that students "ask three before me," you make it clear that they are expected to seek assistance from all members of their team before they turn to you.

Here's how: To reinforce this rule, when a student on a team wants to ask you a question, you, the teacher, always ask another person on the team whether she knows what the question is. If she doesn't, politely walk away, and the team will quickly understand what you expect.

Another way to emphasize accountability might be to say, "When you think your team is done with the task, find me within 30 seconds and tell me." This strategy shifts the accountability to the team for being on task.

TRISTAN DE FRONDEVILLE, A FORMER TEACHER, HEADS PBL ASSOCIATES, A CONSULTING COMPANY DEDICATED TO PROJECT LEARNING AND SCHOOL REDESIGN.

Katie Bunn, Denotra Franks, Lori Hummel, Holly Jackson, Jennifer Lentz, Shelly Mongelli, Michele Taylor, Crystal Walker, Jen Damin (Executive Director)