Some thoughts of a elementary literacy classroom go beyond what it looks like and starts cross into classroom management and structure. I know that is not our full objective for this week's blog, but it's hard not to discuss one without the other. I envision the children walking into class (for the start of the day, from lunch, recess, etc.) and already have the sense of mind to find their seats (seated for collaborative work in four desk pods) and begin some quiet word work in the form of some warm-ups (see below). This quiet work will help me get better prepared for last minutes issues and engage the student's mind for learning before starting the lesson. A writing lesson would begin with a mini-lesson, collaborative work/individual work (depending on the assignment), coaching/modeling from myself, and review/wrap-up for that lesson. Some language arts lessons would require a read aloud exercise; which would be read first, then the mini-lesson direction (to reflect back on the mentor text), then the rest as above.
Word work/Warm-ups - These warm-ups would be a simple statement/question that the student would read (teacher may read aloud), reflect on, then write there answer in a workbook in which I could review once a week for content and progress. Examples: "If you could have a super power, what would it be? Why?" or "What is favorite food? Why?" These warm-ups could incorporate short spelling activities as well.
30 million words - The thought of such a large disparity between impoverished children, middle class and affluent students is astounding. This up hill fight from day one is something that a teacher can try and help combat. However, I feel there is a fine line of giving extra instruction and taking away from the other students' instruction during class time. Regardless the praise for these children needs to be constant to keep them engaged and coming back to class with a "positive outcome" perception about their own education. It really goes for all students, but the impoverished demographic needs it in the classroom, as they do not truly hear it at home (sometimes no in the community either).
Word Walls - In my class I would certainly have a word wall to display for "sight word" function, tangible learning, etc. I like the idea of a tree where the leaves are the words. Each week, as words are added, each pod would get at least one word to construct for the tree. They would make a leave that is a folded piece of green construction paper in which the outside would be the word, the inside would have the phonetic breakdown, quick definition, and a sample sentence containing the word as well. This gives the students an interactive word wall that they can review during free time, or an out of seat exercise.
Writing Workshop/Conference - Mr. Rigo in the video last night hit all the wickets with his three minute conference with a student; praise, questions to draw out more content and spark inspiration, guidance/direction, and a positive exit from the conference. All things I would try to emulate with student interactions.
Mini Lessons - I am a huge fan of keeping instruction within the classroom as mini-lessons. Even if that means you regroup as a class, sum up that particular work and initiate another mini-lesson to move on. I feel it'll keep the students more engaged; it easy to lose your audience as you drag on a topic that does not need the extra time for instruction.
Afterthoughts - As the tree would get new words, the old words would placed higher on the tree to ensure the lower leafs are more accessible for flipping open to learn. The students would also have to write the new words for the week in their binders to ensure they brought them home to review and practice their spelling.
Sorry for the long winded post, just wanted to get all my thoughts out there.
- Chris
