Writer's Workshop in Kindergarten :)

During Writer's Workshop, I have many high expectations for my students.  I am very strict on using quiet voices, staying in your area (unless accessing the word wall or other resources around the room), listening to piano lullabies (on pandora) and simply writing.  It is never acceptable to not have work done on your paper.  I also understand that my kids are at all different educational levels and what looks like "hard work" is different depending on each kid.  My writing time is very individualized and I each kid is working on a different goal, depending on what they are ready for.  But no matter what, everyone writes!  Some might have a 6-10 story and another kid might have scribbles and it is my job to take those kids at their level they are at and push them to the next. 

Before Christmas we start talking about the "Writing Process".  During my writing time, the kids come up with their own topics and own writing pieces.  I never give them a prompt unless it is some sort of a school assessment.  So they are all in different places throughout the writing process. We start with the planning stage.  We discuss quick sketching so we are able to remember what we want to write on each line.  Then we move to rough draft - which is simply writing a first draft of your personal narrative.   In January, we introduce the FAMOUS red pens...and we add editing to our writing process.  It is important for me to explain IN GREAT DETAIL my expectations for each step of the writing process and model and have them practice over and over again until it is exactly the way I want it.  Soon after editing, (usually towards the end of January) I add in Conferencing with Mrs. Bowder.  Before this step, I sit at a different table each day and watch them work and make observations.  I also take that time to discuss with them what they are writing, what they can do better and what they are doing GREAT!  Motivation and praise is huge because writing can be VERY SCARY!  I jot notes down under each kids initials on a sheet that I created so I can refer to it at other times.  When conferencing is introduced, we kind of change the way we do things!  I just introduced conferencing this week (2nd week of Feb) and so far they have transitioned well.  Instead of sitting at a different table each day, I now sit at MY guided reading/math/writing table and when the students have reached the "Conferencing" part of the writing process, they have to move their magnet so I can see they need to conference with them.  Sometimes, I have 2 people ready to conference and sometimes I have 10...just depends on where they are.  If they are waiting to conference with me, they can read a book, work in the "save" folder (work that needs to be finished) OR they can start a new writing piece.  Now, I will say that recently my kids have been a bit too chatty so I am considering changing the rules a bit and having the only option be to start a new piece.  We will see if their behaviors improve or not.  Usually, I can cycle through 5-7 kids during a writing time.  I make a note of when I conference with kids so I can tell how quickly they cycle through the writing process.  If I have not conferenced with a kids ALL week...then something needs to change.  Maybe that child needs extra assistance from me?  Or maybe a behavior is getting in the way and so he/she can have a personal writing date with me during another time during the day.  It just depends on the situation.  I am so very proud of the independent writers that develop throughout the year in Kindergarten.  It is so much fun to see their excitement during Writing time.

This is our writing paper for this time of year.  TS means Topic Sentence.  They are to write four sentences AND a topic sentence.  We will also be getting into conclusion statements before too long.  :) 

This is our "writing wall" (cabinet).  This is where they can reference different things we discuss during mini lessons.  They are also responsible for moving their names through the writing process.

Later on in the year, students will pick their OWN goals to focus on during writing time.

Towards the end of February, beginning of March, I will introduce our final step to the Writing Process which is, Publish.  Now, not all kids will be ready for this step.  I will say the majority of my kids will be (with practice) but there might be 4 or 5 kids that I will just be happy with if they complete a rough draft successfully.  They will need to copy their writing onto a separate piece of paper where they can draw a detailed picture.  Usually my kids that I conference with get to spend the last 5 minutes of writing time sharing their pieces with classmates on the carpet. 

WOW words in Kindergarten :)

During Writer's Workshop time in Kindergarten, I encourage my students to get rid of the boring words.  We even (towards the beginning of the year) flush our boring words "like" and "love" down the toilet and say goodbye to them!  (I got the idea from Mrs. Meacham's website )  So early on, we make "power flowers" during a mini lesson and then students use that anchor chart during their independent writing time.  I have been so impressed with how many of my kids NEVER use like and if they do use like we made a rule that you have to write BECAUSE with it.  That is the only time it is okay to write "I like...".  Here are some seasonal "power flowers" we have used during our writing time.  I had a very talented para make them when she was in my room a few years ago...because I am NOT that artistic!  The kids are always looking at our WOW Word Wall and it's fun to see them exercising strong word choice while they write.

Tally Marks - to the rescue!!

Do you feel like you are always pulling tricks out of your bag to try and get your kids to focus and stay on-task during whole group times?  Anytime before I require my students to sit for a whole group time, we always get our wiggles out by dancing or doing some yoga.  This, for the most part, helps 85% of them sit and focus.  There are always a few, no matter what, that struggle to focus and learn.  So, one easy way that I eliminate this is my handy-dandy competition!  This….works….every….single…time.  The "format" of the game might be different depending on my students' needs that day.  Different "teams" include:  boys vs girls (Mrs. Bowder included) :),  superhero(s) (…keep reading…) vs Mrs. Bowder, and individual students vs Mrs. Bowder.  Different scenarios call for different game setups.  I have to know and observe my students to know which type of game will help them to be the most successful.  If I notice a few boys (yes…this year it is boys…but it can be girls, too) that are really struggling to focus, then I put their names up on the board and they earn points for the whole entire class.

Other days, I just pick "super-heros" to play against me.  I don't tell them WHO the superhero(s) are and so all of them put forth their best hoping to beat me.  Anytime the students who are earning points for the entire class are on-task and focused they get points.  Anytime they are not, I get points.  I very rarely EVER win but I have once or twice when we were really struggling.  Sometimes, when a player is PERFECT and I get zero points, I ask them if I could just have ONE point….for my beauty of course.  And that usually makes everyone erupt in laughter.

We have lots of fun trying to stay on-task. This is one of my tricks in my educational bag.  What are yours?

Two Additions to our Kinder-room!

Earlier this year, our whole staff attended APL training.  Basically, in a nutshell, it is classroom management and strategies to get the most out of our kids.  We had a two day training, and in March we will have another 3 days of this training!  Before we left, we had to discuss a few things we would try and implement before meeting next time.  Two things stuck in my head.  1.  Post learning objectives so students know what is coming and can be prepared and focused  2.  Post your schedule so (again) students know what to expect and it can be a predictable day.

1.  Post learning objectives - when I first heard this, I honestly just shrugged it off because I thought….well I teach Kindergarten….some can read SOME words but it would be a waste of my time to do this.  The more we learned about it though, the more my ears perked up.  I got busy right away creating learning objective headers to use in my room.  I have seen on Pinterest many ideas with these that include putting them in frames or making bulletin boards out of them.  The easiest solution for me was to attach it to my whiteboard so it would be an easy write on/wipe off system.  When  I first started writing my objectives, my students would say, "What does that say"  "What are we doing in Writer's Workshop"?  So then, at the beginning of our day, I would make it a point to look at each of the objectives quickly and then revisit them as we got to the subject.  Not only did my kids start using the word "learning objective" but I found myself more focused.  As I would make my lesson plans, I would ask myself "what do I want the kids to know at the end of this lesson".  Another fabulous colleague of mine, Mrs. Smith (4th grade teacher who I mention her A LOT!!) and I collaborate often.  She is always taking an idea to the next level.  As we were discussing this she said she was planning on adding a section in her lesson plans that said:  "what" and "how".  Basically, what do I want my kids to know?  And how am I going to know my kids 'get it'.   So when I made my lesson plans, I put "I can…" statements.  Plain and simple!  It states what the child should be able to do at the end of that curricular period.  Here is a link to my learning objective headers on tpt!

Some snapshots of my objectives are below:

 2.  Post your schedule so students know what will be happening.  I have done something similar in the past, but kids were always pulling them out and I never remembered to switch things, and…well….I was kind of lazy with it!!  I will admit it!!  So,  I mustered up the courage to try again and to make it better and more useful.  I found these schedule cards on teacherspayteachers by firstgradeparade!  It is a FREEBIE and it is AMAZING!  I copied the subjects off I needed.  During a brain research class I took to receive my Masters Degree, we learned about how kids' brains learn in a circular way, not in a 'list' form.  I will say the kids seem to pay attention to the way I have my schedule posted vs. when I have it posted in a list form.  So, I decided to give that a try…and I tell you what - we have LOVED it!!  I don't know what I was doing wrong before, but it holds me accountable and my kids know what the day looks like.  I have a weekly helper and it is his/her job to "move the magnet" when we do something different.  The kids are constantly looking at it and seeing what we are moving onto next and what specials we have.  I was worried that I was going to have to explain each section all the time, so we spent some time in the beginning simply looking at the pictures that came with.  Now, when they ask "Do we go to PE today?"  I will just say, "check the schedule!"  and it pushes the task onto them.  This is another way they can become a bit more independent in our classroom.

Before I leave each day, my goal is to have my objectives written and the schedule changed for the following day.  It doesn't ALWAYS happen, but the majority of the time it does.  These are two ideas that help support my little ones in the classroom.

Delightful Differentiating :)

Hello hello hello!  I have been absent from the blogging world for quite awhile…but I am back!!  Life/school got a little crazy to say the least!  Today during Math Stations, I was introducing a new station during small group time with each group of kids.  I thought I would show one way we differentiate the same game throughout a classroom of kids so that it hits their ability levels.

We have struggled a little with putting numbers in order from smallest to biggest, especially if they are random numbers.  So I had a sheet that I got from Shari Sloane's site (which is AMAZING and I use all the time) that used ordering numbers with dice.  So I took that sheet and made it my own.  We have been working hard using subtilizing cards (in a nutshell, dot cards) and I knew some of my kids still weren't ready to order numbers through 30 independently…so…I added subtilizing cards to the station for certain groups because if they are unable to tell what the number is and where it should go in the order of things, they can count the number of objects on each card.  There needs to be four cards pulled at a time because there are four lines (4 at a time…each person pulls a cards) and they have to put them in order smallest to biggest.  For my kids who need a little more of a challenge, I just used basic number cards through 60 that they will pull out and put in order (without dots).  So, basically all groups are doing the exact same station but the numbers vary between groups.

What are some ways that you differentiate stations for your little learners??

My Guided Reading Binder - {A Peek Inside}

I have revamped my Language Arts binder so I thought I would share.

I found these cute binder inserts on teacherspayteachers for FREE!  There are tons of designs and they are editable....what more could you ask for?!?  I will find the link and add it.  So, call me a dinosaur but I went all digital with my plans this year.  This doesn't mean I am cutting edge by any means.  Simply put, I type out all my plans this year and organize/edit them on my computer.

Here is now the cupboard behind my desk looks.  It might look disorganize to you, but it really is the key to my organization when it comes to Guided Math and Guided Reading.

I divvied up sections that would help me stay organized with my Guided Reading groups.  In my first section of the binder I have Guided Reading Resources.  This is where I keep all items that we often use during GR time.  Some examples are our Alphabet Chart (which the below and on-level groups sing when they get to the group) and a vowel chart.  Throughout the year more items may be added.  Other items that don't fit in my binder are in a cupboard behind my GR/GM table.

The next section is Language Arts Data.  Here I have Dibels information on each of my kids, MAP testing information that shows me skill deficits of each of my kids, and important skills that lay the foundation for successful readers.  This helps me to know what specific skills to focus on with each of my groups depending on what each kid needs.  It is very much prescriptive.  

Next up is the Language Arts Curriculum Map area.  This area holds my Language Arts curriculum map used when I plan my whole group instruction.

After that, I have my Guided Reading Plans. Right now, I have 3 guided reading groups.  I hope to keep it this way because it is always tricky adjusting the schedule and making sure each kid gets what they need.  It just depends on how kids progress throughout our year.  If I need to create a fourth group, I will.  I meet with two groups a day for 30 minutes each.  My groups are labeled as follows:  Red-below level  Yellow-on level  Blue (if needed)-on level  Green-above level.  Since I only have three groups, my biggest group is my green group.  They typically can handle more independence with small group time meaning we can cover more material and I am not having to redirect constantly.  I know it is common to say that my red group (below level) should be seen in my small group every single day because those are the kids that need the most support.  These kids are also the ones that get pulled out for an additional 30 minutes every day for reading intervention support.  I switched up my schedule so that I could focus on my on-level and higher level kids just as much as my below-level kids.  It is just what works for me.  Our small group time is very structured.  There is a warm up which is (depending on the group) includes letter and sound recognition, high frequency word practice, and word blending practice.  Then the kids do a picture walk (book preview) and we get our brain ready to read.  The kids whisper read and I tap on each of them.  When they get tapped, they have to read louder so I can hear them read.  This allows me to see if they are noticing and recognizing high frequency words and if they are reading fluently.  After we are finished reading, we work on a specific skill that is needed in that group.

Here are a couple different ways I have one of my groups warm up when it comes to practicing high frequency words.  Each day we warm up with them in a different way.

This is how we warm up in our small group on Tuesdays

This is how we warm up in our small group time on Mondays.

Finally, I have an Anecdotal Notes section where I add my notes that I make during each sections small group.  This allows me to document who is secure and understanding concepts and who might need extra time with a certain skill.

What do you think?  Any suggestions for me?  How do you stay organized with your Guided Reading groups?  I would LOVE to hear from you!