Out For Summer!~~Not Quite Yet......

Some tips & tricks to help parents & students make it through the final weeks of the school year on a positive note:

• Stick to your normal routine as much as possible.  Even though kids want to stay up later---they've all got a little "spring fever," it is important to be consistent.
• Allow students more "outside" time.  Getting outdoors and enjoying all the sunshine is certain to give them opportunities to "appropriately" exert all that energy!
• Have conversations with your child about the importance of behavior these last few weeks of school.  There is always a tendency for students to feel that school is "out" once standardized testing is done; however, we all know there is so much more to be accomplished before May 23rd!
• Stay in communication with your child's teacher and be sure to emphasize this connection with him or her.  If kids know that parents & teachers are on the same page, it is often less tempting for them to "test the waters."
• Be encouraging and talk about all the exciting things ahead---summer plans, perhaps a vacation, visiting family, etc.... while letting your child know how important it is that they end their school year on a positive note!
• Last, but not least, provide incentives if needed!  You know your child best. Offer them extra computer time, a special play date over the weekend, a trip to Brusters, or perhaps, one-on-one time with you if they have a great week at school---whatever it is that makes them tick!

When it's all said and done, I'm sure everyone would agree that the last few weeks of school can be quite demanding on students and teachers alike.  With the arrival of the beautiful weather outside and students who have worked tirelessly to do well on all the "end of the year" tests, it is important to help them maintain focus and stay the course until the very end. As my beloved grandmother used to say, "Summer is a coming--but it's not here yet!"

Grades--A commodity or evidence of real learning?

As someone who works primarily with curriculum and the instructional program in an elementary setting, I often address parent concerns that stem from grades their child has earned on an assessment.  More often than not, the perspective of "grades" is generated from the notion that they are a commodity to be earned and the better a child performs, the higher the grade.

While this is not necessarily untrue, I feel that focusing solely on this aspect can diminish the real purpose and intent behind grades.  In the most authentic sense, grades are intended to assess and promote student learning and academic progress. 

That being said, I believe it is critical for parents to reflect on these questions when reviewing their child's work samples and examining grades:

1) Is my child meeting the expectation of the standards?
2) Does he/she have a deeper understanding of the concepts being presented? (More than rote memorization--but true application of knowledge)
3) How can this learning be applied to real world situations and ideas?
4) If my child performed poorly, what are the specific learning gaps?  Likewise, if my child exceeded the standards, how can he/she be appropriately challenged with other learning opportunities? 

Finally, I want to emphasize that "grades" alone carry little meaning without consideration of the learning behind them.  I encourage all parents to look closely and more deeply at student work samples that come home on a regular basis to ascertain the true meaning of the letter grade inscribed on the paper. When we focus on "authentic learning" versus learning to simply pass the test, we can ensure that our children are truly prepared for their next steps in the real world of an ever-changing and increasingly complex society. 

Authentic Writing Opportunities for Parents and Children

Here are some ideas for you to do with your children and writing. This list includes some authentic opportunities to get your children writing. The key is not to nag but to try some that interest them.

1.  After reading a book, help your child write a review and post it on Amazon. It doesn't matter if he/she liked the book or not --either way a review can be written. The most important thing is to use evidence to support the opinion. A few sentences to hook others on the book without giving it away, and they'll be done. Writing with a purpose.

2. Start a blog. This one could be for all ages but especially for older elementary into the teen years. This can be a great way for them to find their voice and have an opinion. If you do it together, it can make for nice parent/child time.

3.  Have them write a shopping list --or help you write yours. Allow them to see you writing your lists. It's important for children to understand the importance of writing.

4.  Keep a Two-Way Journal. Your child can write about his/her day, ask questions for you, etc. and leave it for you. You can do the same back. Arrange a specified amount of times a week that you will pass it back and forth. This is a great way for you to learn things that are happening in your children's life that you might not otherwise know.

5. If you have out-of-town family, have your child email them. Guide him/her in the types of things to say to get started.

"Differentiation"~~What does it really look like in the classroom?

As a parent, you are often bombarded with a new "buzz word" or educational jargon that has little or no meaning to you. In order for you to build a frame of reference for understanding, perhaps some background and practical information will provide you with insight as to how the concept really applies to your child's learning experiences at school. At some time during the school year, you may have heard your child's teacher, the CST, or even a school administrator mention differentiated instruction. Perhaps, you have a friend or a relative who is an educator. They, too, may have brought up this topic in a recent conversation.

So, what is "differentiation?"  "What does it look like in the classroom?"  First of all, I want to be certain to point out that differentiation is not simply giving kids "different" assignments or worksheets to complete. It is, however, working to tailor the instruction in such a fashion that it meets individual student needs. 

Teachers can differentiate in a variety of ways to include content, process, product, and learning environment.  So, how do each of these look in a real world classroom situation?  In the information provided below, you will find a more detailed explanation of each, along with some examples to help you visualize this concept:

CONTENT:  Content can be differentiated by using a variety of instructional materials based on the child's individual ability levels.  (Example:  guided reading groups, which are based on a child's level, will have different texts being used)

PROCESS:  Differentiation by process involves allowing students with different learning styles or needs to acquire knowledge in the way that best meets those needs. For example some students need one type of organizer to complete a given project while others needs a completely different type to complete the same project. Another example might be in math class: students need varying types and levels of manipulatives to complete their math problems; same problems, different process to get there sometimes.

PRODUCT:  Differentiation through product means that students will have the ability to meet learning objectives through a variety of different assignments.  Project choice allows the student to make decisions about how they will demonstrate mastery of the skill or concept.  Differentiation by product might also mean that some students prefer to work alone on projects, while others choose to work collaboratively with a small group. (Example:  While exploring a lesson in social studies, students are given choices about how to demonstrate learning and understanding. Some may create dioramas, while others may engage in learning center activities related to the content.)

ENVIRONMENT: Differentiation through the environment pertains to the look and feel of the classroom setting.  This can involve providing learning materials that reflect different cultures, developing routines in the classroom, and giving students the opportunity to work in collaborative areas, which are typically busy and filled with conversation, as well as independently in quiet areas that might be free from distraction.

Although there is no magic formula for packaging "Differentiation," there are some clear and evident hallmarks that will indicate the presence of differentiation in the classroom.  A few examples are flexible grouping, ongoing assessment of student learning through formal and informal assessments, and authentic learning activities that consider individual learning styles and ability levels.

With this information in mind, it is important to remember that every classroom is unique and every child that comes to that classroom has different needs, talents, and skill levels.  So ask yourself---Is it okay for my child in 3rd grade to be assigned homework, a project, or even an in class activity that isn't identical to my friend's 3rd grade child who is in the same classroom?  Absolutely!  One size does not fit all, nor should it. Our ultimate goal, as a school professional learning community, is to emphasize this as we think about the ways that differentiation can improve instruction and motivate students to do their very best!

For additional information and to read more on "Differentiation," I would recommend that you check out these online resources:

http://www.education.com/reference/article/Ref_Teacher_s_Guide

http://caroltomlinson.com/

http://school.familyeducation.com/teaching-methods/cognitive-development/38531.html

Ginger Psalmonds, CST

Say 'Yes" to Spelling ~~ Ginger Psalmonds, CST

More than likely, many of you grew up in classrooms where weekly spelling tests, grammar quizzes, and diagramming exercises were all a part of the typical routine. These were a part of almost every child’s educational experience.  In fact, like many of you, I also recall taking weekly spelling tests and the only significant detail I remember is that of being afraid to do poorly.   To this day, I can honestly say that I have no understanding of the relevance or connection of weekly “spelling tests” to any other aspect of my educational success.  While I do believe in the importance of “teaching spelling” to kids, the practice of rote memorization for the sake of performing well on a weekly “spelling test” is not considered best practice based on current research and what we know about how kids learn.

 

In thinking about how many of you outside of the field of education might perceive the notion of teaching spelling, it is important to emphasize that “teaching spelling” should not be used interchangeably with the term “spelling tests.”  In fact, they have very different meanings and connotations associated with them.  As many of you are aware with the new CCGPS standards, there is a greater emphasis on the reading/writing connection, as we move away from teaching grammar skills, such as spelling, in isolation.  In fact, there is a large body of evidence to support the notion that these skills taught in isolation through the use of rote memorization and worksheets do very little to improve overall student achievement.

 

Having said this, where do we want to go with our instructional practices pertaining to teaching spelling?  First of all, we want to be certain that regardless of practices that were used in the past, our emphasis at New Prospect is on teaching the CCGPS.  Embedded into these standards, teachers at every grade level will be expected to plan opportunities for teaching spelling and other conventions in the context of student’s writing and reading instruction. 

In addition to teaching the standards, it is important to note that there are also critical components to successful spelling instruction that should be evident across grade levels and academic areas.  Here are just a few examples:

1. Daily writing (across content areas)
2. The understanding that spelling is a skill developed by constructing words (not rote memorization of words without connections.)
3. A strong connection between reading and writing.
4. Explicit teaching of spelling rules and patterns through mini-lessons.
5. Opportunities for students to learn how to apply strategies as they write, spell, proofread, and edit their own writing pieces in "Writer's Workshop."
6. Authentic writing that involves real world applications.

 

So what does all this mean for our students at New Prospect?  First and foremost, it means that if your child does not arrive home on Monday with a list of spelling words to memorize for a test on Friday, it doesn’t mean that we have eliminated the teaching of spelling in our curriculum.  It does mean, however, that our teachers are using best practices in spelling instruction. As a school wide goal, we want to develop a positive culture of writing, where students are actively involved in the writing process and learning to edit and apply specific conventions that have been taught and modeled by the classroom teacher.

 

 Do we teach spelling at New Prospect?  Absolutely!  With the full implementation of Common Core, coupled with our school wide writing initiative and the use of 6 +1 Traits, we are truly excited about the changes taking place in our classrooms!  Our ultimate goal is improved instruction and academic excellence for all students. 

Test-taking Tips

We all know it's coming....the CRCT. So what do you tell your children so that they take it seriously but don't overly stress about it? Here are a few ideas for you and your children.

1. The CRCT is what is referred to as a criterion-referenced test. This means that students are tested to see if they have mastered standards rather than compared against a norm group. Everyone can get a passing or exceeding score whereas the ITBS is based on a bell-shaped curve.

So what does this mean? This means that this tests what your children have been learning in class all year. Most of the questions on the test will be information that they know --this does not mean that they won't have to think or that questions might not be rigorous, but the material is standards-based. Occasionally there is a test item or material that the class has not yet gotten to but most of it will be familiar information.

2. Reading tests: it is a great idea to lip read reading passages. In a big group it's not possible to read aloud, but sometimes silently lip reading helps us to process what we read better.

3. On the CRCT students are allowed to write in their test booklets, and we encourage them to do that. Underline key words in reading passages or in questions that are being asked.

4. Eliminate incorrect answer choices by crossing them out with their pencil.

5. Students should pay careful attention to directions even if they are sure what they will say.

6. Be careful of words like NOT and ALL. They can get you.

7. Read through all the answer choices before choosing one. Sometimes a close answer is one of the first choices, but the best answer comes later.

8. Pace yourself throughout the test.

9. Use the restroom in the morning before testing begins.

10. If students have time left, look over answers. Don't second guess an answer unless you are certain that it needs to be changed.

11. RELAX and don't worry once it starts. By the week of testing students know what they know.

12. Eat a healthy breakfast before tests.

13. Get a good night's sleep.