Writing in the Digital Age

As an educator, it is such a challenge to prepare our students for a technological world that is evolving in a way that we cannot predict.  However, we absolutely must prepare them to the very best of our ability.  This means staying on top of advances in educational technology and incorporating them in a way that addresses learning goals.  This means that ensuring our students can communicate in a written form using different modes of technology.

The writing process can be either enhanced or hindered by the use of technology, depending upon the instructor.  A recent study, found in this scholarly article, showed that the role of the teacher is the most critical factor in determining how effective technology can be in moving through the writing process.  Students with poor keyboarding and word processing skills had a harder time focusing on writing tasks and struggled through work when using technology.  However, as the teacher in the study worked in flexible mini-lessons on the use of technology during her writing lessons, students had large amounts of success in using technology during the writing process.  Also, in this article from Education Week, the author states that, “Tech-savvy teachers tend to agree that digital writing differs from conventional composition in ways that can spur student engagement and creativity.”  If we can “up” the level of engagement in our students when it comes to writing, we’ve already won an enormous battle!

Allowing students to publish their writing online is a very unique opportunity when used effectively.  This allows students to share work that they are proud of as well as read their peers’ writing selection.  However, I think it is essential that teachers take this step with care.  Be sure that each student feels confident about the work being published and do not allow others to criticize the writing.  Publishing is the final step of the writing process and should be treated as a celebration of work, not a time to revise and edit.  This is why it is essential that each student feels proud of the finished product that is being published.  A great site for publishing student writing is Cyberkids.

The use of blogs, both by teachers and by students is another excellent way to open the lines of communication.   I use my teaching blog to connect to other teachers and share ideas.  However, I could also use this blog to keep parents informed on up-to-date information about our classroom.  I think that students can use blogs to communicate ideas about literature in a very meaningful way.  The “relaxed” atmosphere of a blog really allows students to let their thoughts “flow” without so much formality found in traditional writing.  I think that this article really hit the “nail on the head” when it discussed the importance of teaching our students HOW to read and interpret blogs so that maximum learning is achieved. I can’t help but quote the following paragraph, as it really outlines the importance of reading when it comes to blogging:

“Blogging is about writing, but it begins with reading. Teachers recognize that in order to teach about blogs, they have to read good blogs. Most want to jump immediately in and have their students start blogging, sit back and expect students to write quality blogs. It won’t happen. Teachers need to take time in reading other blogs, before they expect to be able to lead their students in quality blogging.”

Angry Verbs!

I hope that all of my teacher friends out there are enjoying this warm weather as much as I am!  And maybe, just maybe, you're sneaking a FEW extra minutes of recess in each day...I know we've "lost track" for a few minutes here and there! ;)  Honestly, my kids have needed it.  I think their minds have already wandered off to Spring Break Land.

Once again I found a great lesson on Pinterest (which led me to this blog) that helped reinforce what I've been teaching about linking verbs vs. action verbs.  Each child chose an Angry Bird (which went they were sooooo excited to do) and imagined this particular bird's personality.  Then, each student wrote a story or a detailed description of the bird, even giving it a name. Then, we brainstormed a list of linking verbs we know and each child highlighted them yellow throughout the story.  Finally, everyone highlighted their action verbs a different color.  It was, simple, easy, fun and engaging. 

We hadn't yet worked on distinguishing between linking and helping verbs, so you'll so those highlighted here and there...but that's ok.  Baby steps! :)

Here is a link to the bird coloring pages, if you're interested.

Testing Time Has Arrived...

Well, my walls are bare, my desks are in rows, and my room is dull and lifeless.  Standardized testing time must be here! :)  In all seriousness, testing time can really take its toll on both me and my students.  As 3rd graders, they've never taken ISTEP (one of the standardized tests that Indiana requires) before, and most of them are super-nervous.  I've been walking a fine line between helping them grasp the seriousness of the test and trying to keep them relaxed and positive...which isn't easy!  High-stakes testing has changed education dramatically and with SO much riding on three hours of testing (out of 180 days of school), we're all a little crazed right now.  However, I have managed (just barely) to squeeze in a little fun here and there.

First, I equipped my students with an "ISTEP Testing Survival Kit".  I was looking for a small way to give my kids a little extra encouragement and positivity to lead them into next week.  So, here's a picture of what each child received and what each item in the kit represents:

(Feel free to email me if you'd like the document I created that lists the contents of the kit.)

They were very excited and surprised to get them!  I waited until the very end of the day today and it paid off.  I am going to let them keep the "kit" in their desks during the week and indulge in a treat here and there.  Now all I need is a Teacher Survival Kit... ;)

If you're looking for a good book to read to your students just before/during testing time, I recommend Testing Miss Malarkey by Judy Finchler.  It paints a great picture of what really happens to a school setting during testing week!

I wish all of my fellow teachers that are administering tests the best of luck!  It can be a stressful time, but it can also be really rewarding when your students exceed your expectations and give it all they've got!  

:)KQ

What's in Mrs. Q's bag?

While trolling Pinterest recently, I found a great lesson on inferring (our reading comprehension strategy focus for two weeks) that I just had to try.  The original lesson can be found here.  Basically, students try to infer something about you, the teacher, as you pull items out of your teacher-bag!  My kids absolutely loved it and were able to make simple, but meaningful, inferences.  It was really funny to hear their responses. Here is the anchor chart we created together:

Students chose 2 items on their own and recorded their inferences:

My kids really enjoyed the lesson, so I created a small extension that we completed a few days later.  I had students peer into the desks of their classmates and make inferences about them.  My two rules were: no talking and no touching anyone's belongings.  They were enthralled!  Here are some students hard at work:

I created this a sheet that looked similar to the "teacher's bag" sheet to guide the activity.  Here are some examples:

If you'd like any of these documents, feel free to send me an email!  My school address is kquarant@ccs.k1.2in.us

:) KQ

Dreaming Big!

As we looked toward understanding and celebrating the legacy of Dr. Martin Luther King, Jr. a couple of weeks ago in class, I was trying to think of a simple way for my students to connect to Dr. King's message.  We began by watching a video version of one of my all-time favorite picture books, Martin's Big Words, which can be found here.  We also studied a timeline of his life in our weekly magazine, Time for Kids.

Then, students brainstormed what "dreams" they had for themselves and the world they live in.  We discussed inequalities in our world, needs, wants, etc.  Then, the students completed thought bubbles with their ideas for world change.  I took each child's picture in the perfect "thinking" pose and threw it all together outside our classroom.  This was a quick, simple activity that had a big, meaningful impact.  

The display is quite simple (there was no time for fancy border or die-cut machines today!), but the kids have really enjoyed seeing themselves "thinking" and reading their classmates' responses:

I've finally gotten parent-approval to post students' pictures, so I'm happy to share some up-close examples:

Like I said, this was a simple, but meaningful way to connect the legacy of Dr. King to my students' lives.  They really enjoyed the process and produced high-quailty work!

-KQ

Welcome to Room 12!

I've decided to dedicate my first post to a small tour of my classroom.  I consider everything in my classroom to be a "work in progress", so please don't mind a few messes here and there! :)  You can click on the photos to enlarge them/see more detail.

This year, I chose to use a nautical theme in my classroom.  I've never truly had a full-fledged theme in my classroom until this year, and I have to admit that I love it!  It created a nice sense of community at the beginning of the year and it really brightened things up.  Here is the entrance to my room:

The best "overall" view I could get:

I have been gathering resources for a few years to complete my classroom library.  Thanks to donations from colleagues, parents, students, and funds from my school, here's what I have so far.  Ideally, this library would be leveled, but right now it is simply sorted by genre:

I purchased my book baskets from Really Good Stuff and use printables from Beth Newingham's website to create my labels. (If you haven't checked out her resources, you MUST.  She's simply amazing!)

My gathering area is one very important to me.  This is where most of my mini-lessons take place, where I read aloud to my students, and where my students read aloud their pieces of writing.  It's a treasured spot! :)

Below is my "literacy-focused" area.  This year, I implemented the Daily 5 approach to literacy instruction.  Here you will find all of our anchor charts that list Daily 5 practices and include pictures of students at each station.  In our classroom, we call it "Daily 3" since that is all the time our schedule allows:

The left portion of my bulletin board displays our current reading theme and skills (we use Literacy By Design curriculum):

Here is my small-group table where I teach guided reading each day.  I keep my leveled readers on the shelves nearby:

Finally, this is my little haven.  My desk has 3 parts:  the main area with my computer, phone, etc., a side desk with my lesson planner, photos, supplies, and a back counter where I keep my manuals, copies, and "to-do" work:

I hope you enjoyed browsing!  One of my very favorite things to do is to peek into other teachers' rooms and "borrow" ideas! 

:)KQ

Beginner Blogging

I am very new to the blogosphere and welcome any tips or tricks of the trade!


My name is Katie Q. and I am a third grade teacher.  I am midway through my seventh year of teaching and I've been addicted to teaching blogs for quite some time.  They've really transformed the way I teach.  I've followed a few blogs for a couple of years now, but Pinterest really opened my eyes to the multitude of outstanding resources available via educational blogs.  (It has also robbed me of countless hours of my life, as any true Pinner would understand...).


My goal is to use this blog to share ideas, resources, and information that have had a positive impact on my teaching.  I also hope that it will help me connect to more educators out there who are dedicated to their practice and don't mind sharing their wisdom.