Three Quick Ways to Get Your Students To Write

Hello,

Many of us are still on summer vacation, but the school year is fast approaching for others.  I have three suggestions for getting your students to write during the first few days of school.  I know you will have to get your class management and routine started, but you can still use these practices.

# 1  On the first day, hand every student an index card.  Ask the students to write three things about themselves.  It can be things they like, dislike, places they visited, family events, etc.  It can be anything they want to share. On the back of the card, ask them to write down three songs they like.

# 2  Incorporate music into your morning routine.  Maybe you can have a song playing as they enter the class.

# 3 Students fill out the topic sheet listed below.  The topics stretch across a wide range of ideas. Additional topics may be written on the back.  Click here for your free copy.

You might be wondering why I do these activities.  The index cards will give you immediate feedback about your students. You have a starting point.  In addition, you might want to look up the lyrics to unfamiliar songs to ensure appropriate language and consider playing them for the class in the morning.  That student will beam when she/he hears her/his song. Many of the students will have the songs on CD.

We have a morning greet where the entire class walks around saying good morning to each other.  Playing music starts our day off in a positive manner.  As I walk the room, students tell me about things they like, pets, family events, sports, vacations, awards, rehearsals, and several other events in their lives.  I store this information in my head.  I follow up by asking questions in return as we are roaming the class.  I am validating that I care and I listen to what's important to them.  When it comes to writing, and they are having struggling with ideas, I can verbally bring up things they shared.  "Didn't you tell me you hit a home run?"  "I can't believe your grandmother visited? " Once you give them personal references, they have a starting point.

The topic charts will allow for several writing opportunities.  You can make copies for yourself to reference and hand the original copy to the students to store in their writing folders.  Students may reference the chart all year long for inspirational ideas.

These ideas/suggestions always come in handy at some point during the year.  When you read through their topic charts and index cards, you may write anecdotal notes, if needed.  Within the first few days of school, you will have a plethora of information and more importantly, you are validating your interest in each and every student.

I hope these suggestions help you!

Mystery Trash Item

Have you ever tried the mystery trash item in your classroom?  I got this idea from other teachers (TpT) and I really like the way it works.

The challenge may be conducted in various ways.  You may randomly pick an item on the floor that you want picked up, but the students don't know what the item is that your looking for...hence the mystery trash.  Personally, I write down the item/s I am looking for on a piece of paper.  Then, I place the mystery item it in a box for the day. Sometimes I might even add items throughout the day.   I watch closely to see which student found the item. The selected objects may range from crumpled paper to straightening out a rug. Finally, I reveal the mystery item at the end of the day to the class.

The reward system is up to you.  I have several pencils that I use as the daily prize. Students may opt for a positive school coupon.  Either way...it makes cleaning up a fun time and gets everyone engaged.  In addition, music is always playing in the background.  The students have a blast and we all end up with a sparkling classroom at the end of the day!

Images courtesy of My Cute Graphics

Guest Post From the Mrs.

Hi all!  It's Christy!  It has been a long time since I have done a guest post on Sean's blog.  A lot has changed since my last post.  I am now a TOSA (teacher on special assignment) for our school district. I feel like that job description warrants a cape; don't you?

I am working as a Language Arts Resource Teacher.  The irony is not lost on me that I am the one in this position when my husband is such an amazing teacher!  Let's just say that I talk to him constantly about the job, use him as a sounding board, and run all my crazy ideas by him.

I have learned so much in my short time in this new position.  My favorite thing to do is plan and brainstorm with my fellow teachers and co-workers.  I thought I would share a few of the gems I have learned.  I am so excited to take this knowledge back to my classroom.  These tips might not be the usual teacher tips that we all seek out; however, I feel that they are truly transformative.

1. Purpose- As teachers, we often get distracted by all of the cute "stuff" that is out there.  It is so easy to get lost in the time of year, Pinterest, and our co-workers file cabinets that we forget what our real focus should be.  Only two things should drive our purpose in our classroom- our students and our standards.  If we start with our students' needs and the standards we are charged with teaching then our path will become much clearer.  We will be able to wade through all the good ideas out there with much more ease.
2. Product- What do I want my students to know and be able to do at the end of my unit of study?  I like to have my final product be some sort of writing piece.  Yes, writing!  It does not matter to me if my content area is science, social studies, math, etc.  I like to challenge my students to synthesize their thinking in writing.  
3. Reflection- Reflecting on your practice as a teacher is crucial!  I am a reflective person by nature and I have come to realize that this process comes more naturally to me than it does to others; however, I feel it is so valuable to student success!  If I want my students to look at their mistakes, misunderstandings, and areas of weakness, I have to be willing to do the same.
4. Collaboration-  The days of closing the door and doing everything by myself are long gone!  This job is way too hard and far too important to ignore the benefits of consulting my colleagues and learning from multiple sources.
5. Fun- Placing fun last on the list does not mean that I value it least!  Our goal, as educators, should be to get our students to love learning.  I taught Kindergarten for 12 years for just this reason!  I wanted to be a kindergarten teacher so I could make students' first school experience positive. My recent K-5 experience has taught me that you don't need to be the first school interaction that students have.  You don't even need to have a whole year with them!  Sometimes, just one meaningful and impactful experience is enough.

https://www.teacherspayteachers.com/FreeDownload/Teacher-Inspiration-Posters-Whats-Your-Superpower-024035400-1372211400

Tip for Never Losing Your Master Copy

I don't know about you, but I am always losing my master copies!  It seems that I give them to students, leave them in the copy machines never to be found again, or pass them off to a co-teacher not realizing they were the original.  Several years ago a colleague of mine gave me a terrific tip that has saved me tons of time and frustration.  I use a yellow highlighter to make a small m at the top of my master copy.

It is a signal to me that it is my original and when I run it through the copy machine they yellow highlighter does not copy!  Simple and effective.  What time saving tips do you have?

Sean

Classroom Practices/Strategies/Getting Started in the Morning

I am always “all ears” when I hear how teachers implement management practices in their classroom.  I love listening to what strategies work well or what new approach showed results.  It can be anything from a song played in the background during transition time to line order. 

Even though I have been teaching for several years, I review my policies and procedures over and over at the beginning of the year as well as throughout the school year. I believe consistency is important for the students. Established routines give the students direction.

I’ll share several approaches and practices in upcoming blogs.

We do a choral reading of this pledge every single morning.  

        Class Pledge

I will bring a positive attitude to school each and every day.

I will complete all my assignments.

I will be respectful and kind to others.

I will try my hardest at whatever I do.

I will be the best possible student that I can be.

Class Pledge- Click on link to get your copy of the Class Pledge

I have the students recite the class pledge to promote an understanding of daily expectations. I try to build morale and the students understand this pledge is simply a guideline.  They don’t get consequences for minor infractions that fall under the lines in the pledge.  For example, a student might have a lot on his/her mind and it may be difficult to bring a positive attitude one day. I always compliment the class when they have a great day.  

Class Greet

Once we finish the pledge, I quietly play a small section of a song that is appropriate for school and students walk around the class and say hello to one another, myself included.  This allows for a student to discuss that home- run he/she hit, a music recital, a great book they read, a birthday party, a weekend away, or a goal scored in soccer, etc.  It also gives you an idea of student likes and dislikes.  Students enjoy telling you about something funny their pet did or a family event that brought them joy.  I file their interests in my head.  When it comes to an upcoming writing assignment, I can refer back to a memory discussed during the morning greet if writer’s block is occurring with a student.

A Quick Line Order Procedure!

A Quick Line Order Procedure!

Whenever I place my students in line order; it seems to lessen cutting and saving spots.  I write the exact list down on paper and students have to follow the line format. I form LINE 1 and LINE 2.  Students line up with the same classmates in front and in back of them for the entire year.  Please feel to make necessary adjustments if needed. 

Let’s hypothetically say Mary (LINE 1) and Steve (LINE 2) are the line leaders this week and Jill and Pete are behind them.  Mary and Steve hold the line leader spot until the following Monday morning.  Mary and Steve now go to the back of the line and Jill and Pete are now the line leaders for the week.  All students get a chance to be the line leader for the week and formations rotate in this manner the entire year.

If a student has to leave the line for any reason, they go right back to their space.  This has saved arguing, cutting as well as saving spots.  I hope you enjoyed this line order tip!

Now if you really want to throw a curveball, ask the class to line up in a circle!  If they line up in a circle, then who is first?  Who is last? 

Thanks,

Sean

Today’s Tip- Introducing Story Telling with Narrative Writing

Today’s Tip- Introducing Story Telling with Narrative Writing

I am starting today’s blog with narrative writing since this is the writing genre we are currently working on in my fourth grade class.  I will provide the build up in getting to the finished product with future postings.

There are several ways to teach narrative writing with students, but this is how I begin teaching narrative writing with my class.   I like to discuss my own personal stories with my students as a way to introduce narrative writing with my class.  I select one or two funny events in my life that I share out loud with my students.  I’ll even act out sections of the story if needed.  Students are “all ears” and they always ask for more.  Students like when you “open up” a little as well.

Next, I provide ready-made writing versions of that story.   A concrete writing example is a valuable teaching tool.  Students will now have a clear picture of your writing expectations.  I don’t expect students to write exactly how I do because their own creativity will come from within.  At least they have a tangible writing piece as a reference.  A class discussion ensues over the various writing components found in the story.

Does the story have an eye-catching beginning?

Can you find any figurative language examples?

Does the writing have vivid vocabulary?

How is the overall flow of the narrative?

This is just the initial section of this lesson. 

I re-write the same narrative in a step-by-step format over the next few weeks.  Each day consists of one mini-lesson where students are mirroring your lesson with their own narratives.

Thank you,

Sean  

This is a sample of my own writing that I would share with my class.

My Blarney Castle Adventure

County Cork’s angry, gray skies threw light, chilling drizzle on those anxiously waiting for entrance to the six hundred year old structure, the Blarney Castle. I was one of a million patrons in the mob below along with my wife, Christy and cousin, Katie. When the line inched closer and closer to the Central Gateway, I peeked up in awe craning my tired neck. “WOW! I can’t wait to get to the summit of this massive site.”

The breezy, misty air was overflowing with a multitude of languages and laughter drifting about. Gradually, we shuffled as one, at the pace of a snail. I said to my self, “We’ll never reach the top at this rate.”  (That was a statement I would later regret). The echoing voices ascended to the top of the castle and reverberated down like thunder. A bag-piper filled his windbag and played such lovely Irish Music as we ambled by.

Now that we were on our way to the summit, anticipation lurked around every corner. We climbed the dusty, twisting spiral stairs as the mildew went through our nostrils.  People were no more than a few inches away on either side. Claustrophobia was playing tricks on me, and my heart began racing.

Before long, my eyes spied the grey heavens, where showers were just dissipating and a slight draft caressed us. The air was bone chilling. I was trailing my wife when she stopped suddenly, grinning ear to ear. “Wow, it is gorgeous up here,” she said. Within seconds, my scuffled tennis shoes embraced the ancient castle’s battlements. I took a deep breath, with my cousin just paces behind, and sighed as I took in the patches of vast, green fields. We herded towards the Blarney Stone. (This is the spot where people lean backwards, kiss the wall, and receive the Gift of Gab). 

Panic ensued and I began trembling. I had never had a feeling of such magnitude before. As I wobbled side to side, my wife gawked at me in disbelief. She asked what was wrong, but by this point, I was lying on the ground with my body clenched tight in the fetal position. I murmured, “I can’t bear the heights and I am getting too anxious.” I hauled myself up again, glimpsed over the turrets, and a dizzy spell washed over me.  I felt as if I was spinning in the Tilt-A-Whirl.

With a booming heart, shaky knees, and sweat pouring down my grubby face, I decided I needed to get out of that place swiftly. My cousin said I am “oh so close” to the Stone, but I informed her I couldn’t handle this insanity any longer.

I plunged to the ground like a lead balloon for the third time and did an Army roll though visitor’s legs. I snaked my way under a wire fence which read: “NO ENTRY”. I took a massive gamble but I had to make my get away. I ambled towards the “NO ENTRANCE” sign and marched down a deep, dark stairwell. I thought to myself, “maybe I made a huge mistake, but, I may as well see where it leads.”

I took each step with the grace of a bull in a china shop. It looked as if the stairs were going to lead me to a dead end and my plea for help would fall on deaf ears. It was pitch black and I walked into a few cobwebs. Finally, I heard voices and I headed in that direction. Out of breath, and with feet on solid ground, I shouted, “Do not go up there if you are afraid of heights.” Other visitors gave me a look like they swallowed a pack of Sweet-Tarts.