Rachael Boglarsky Week 3 Initial Blog Post
First,
I was really excited to read about anecdotal records this week in the
Boyd-Batstone text. Anecdotal records we a large part of my preschool
internships and placements at the MSU Child Development Labs and I have been
looking for ways to use their authentic assessment method and adapt it for
older children and a structured classroom setting. I noticed some differences
than what I have don’t in the past. At preschool, we wrote our anecdotes on
index cards (each teacher had a ring of index cards they kept in a packet or
apron and would write on them occasionally throughout the day). I liked the ideas of the stickers that the
author mentioned, though I think the space might be too limiting, at least for
me. However, the basic idea is the same—and I like that this method of
assessment allows the teacher to capture a moment in the day clearly and in a
way that can be communicated to parents.
Not
only does this kind of assessment support teachers, but I have also seen areas
where this can help the students as well. I had a few students with what we
called “stage fright,” but instead of being anxious on a stage or in front of a
room, they were anxious when they were one-on-one with a teacher being asked
academic questions (aka being formally assessed). I had one student in
particular that could, or would, not count using one-to-one correspondence or identify
any numbers one through ten when asked directly by a teacher, but when he was
observed playing a number game, he was observed identifying the numbers one
through 7 and counting one to one up to 10. In this way, I think that these
types of authentic assessment give the teacher a clear idea of what the student
is really able to do versus what they can regurgitate in a set amount of time
usually in a stressful or distracting environment.
I was
also interested to read the chapter in Writing
Essentials about Writer’s Workshop. I don’t know about Lauren, but I know
Alyssa, Brieanna, and I all went to a MESA Professional Development meeting
before school started as they are switching to Writing Workshop this year as
their writing curriculum. I think this chapter gave some interesting ideas for
my teacher and I to try in the classroom. For example, teaching students
worthwhile topics—that is something my teacher and I have discussed already and
something the students seem to struggle with.
Sometimes, even as an adult, the hardest part of writing is getting
started and I’m still looking for ways to help support my students in that way
as well. Also my teacher and I have
discussed the importance of maintaining a predictable schedule. I think,
especially for such young students, a predictable schedule and routine is
important. Not only does this support
them, but it also supports the teachers in making sure writing is never left
out of the day. I’m still not sure how we are going to finesse or hybridize our
curriculum from the previous years. What do you do in your classrooms? Are your
teachers struggling with the new things as well?
Rachael, you are correct. A predictable schedule is important, not only in ensuring that students are writing daily, but also to help establish routine in the classroom as a whole.
ReplyDeleteAfter reading about what Rachael did in her preschool classroom with anecdotal records and what Boyd-Batstone suggest in the article I think I prefer Rachael’s technique. I like the idea of having all of the student’s anecdotal records together on one loop. Whatever way you decided to write these records it’s important to get them written down. Having these authentic assessments is an important way to gain information about what your student know and what things they still need work on. Like Rachael said, sometimes this informal assessment is the best way to find out what a student can do. When kids are under pressure in a formal assessment they may not be able to perform to the best of their abilities.
ReplyDeleteLike Rachael stated we have started to implement writer’s workshop into our classroom. Each child has a notebook where they keep all of their writing and will have a chance to write in their journals every day. Typically we will read them a story and have them write something about it. We give them the first couple words of how to start their journal. For example, today we read a book to the kids and then had them return to their seats and write about what they thought would have happened if the book continued. We had them copy the words “I think” and then continue with their thoughts. I like the idea that this process is teaching them to play around with the language and allowing them to think freely and create their own ending. Something I would like to see more of is writing with a purpose. Granted we might get into it later in the year, I just wish the kids had a real reason to write other than for us to see. I believe having a real purpose behind it will really allow the kids to get into their writing and actually enjoy doing it.
I also have not talk to my Mentor about how we are going to hybridize the writing curriculum. Right now I’m pretty sure she is just trying to figure out where each child is with their writing skills so she can determine where she needs to start teaching from. Slowly but surely I am learning about all of the different curriculums and writing is just one I have not mastered yet. I would love to talk more to my mentor about what we can do in the classroom to make their writing more authentic and enjoyable.
I have to agree with Rachael and Alyssa about the authentic assessment. It is very important to make sure that we are taking time to observe our students formally so we can help the progress throughout the year. Currently, my Mentor Teacher is taking students out of the classroom to assess their reading and writing. I am not able to see her actually conduct the assessment, but she keeps a record of her students progression on an excel class list. Although I am not conducting formal assessments, I am working in the classroom and am able to informally assess the students while my MT is out of the room. Many worksheets, or group activities that we do require me to make mental notes of my students achievement that I can report back to my teacher to see what is working and what isn’t working. Like Rachael and Alyssa mentioned, it allows the students to feel more comfortable in their own environment rather than feel pressured one-on-one. I know I find the students to be much more quite when I am sitting at a back table with them and simply asking them “what do you like to do for fun?” They see me taking notes, and become very hesitant to answer.
ReplyDeleteUnfortunately, I am on the same page as Alyssa when it comes to finessing and hybridizing the classroom. My teacher is still working on completing her reading assessments, and when she is finished she will move onto writing. We have somewhat of an idea of where are students are with writing, but not enough to determine what we need to do to suit the entire class. Our students had their first formal writing assessment. Our school sprung an assignment on us this week and told us it had to be completed by this Friday. Our students were asked to “Write about a time you did something fun with a special friend.” One of the things I noticed that my Mentor Teacher did that Routman mentioned was important was she “established an audience.” She informed our students that we were going to be the ones reading their stories. When we had to repeat the directions to students individually, we said “tell me who your special friend is going to be about?” and “tell me something fun you and your special friend did together.” Since writing this much is new to our first graders, they had a difficult time with the assignment. We told them to just focus on the story they were going to tell us, instead of worrying about the spelling. Another thing I would like to point out from Routman, is the topic that was chosen was very broad and something the students liked to write about. When I talked to them one-on-one they were excited to tell me about the fun things they liked to do with their friend. I felt that this topic was very appropriate for the age level.
Although I am in the same building and grade as Rachel and Alyssa, my class has not implemented a writing workshop. We are just beginning to introduce writing a series of ideas with our class. We have been reading "small moment" books and are now the students are working on making their own stories. This assignment is the first writing project and my collaborating teacher plans to publish it. This plan inspired a few questions after reading Routman, "If you want to take revising seriously... you need to write plenty that you don't revise." Additionally, this is their first time writing a cohesive longer piece, so I am interested to see their development of ideas and transitions. I believe this writing sample will be a fabulous reflection piece to look and see progress as the year continues.
ReplyDeleteThis is the first time that my collaborating teacher is teaching first grade, so we are both learning the curriculum and brainstorming what to do. Since we are still learning the curriculum as we teach it, trying to add 'finesse’ or ‘hybridize’ the lesson is almost out of the question. Additionally, during this time we have used the outlines, ideas and suggestions that the book provides in the teachers edition. Although, this scripted version of teaching typically does not benefit all of the students and it has not given the students to do free writes and take the initiative to gain experience with writing we are trying to give students an audience and goal for their writing. We have also used shared writing and modeling, but we have not learned or really talked about using or changing a voice.
At times, I struggle with connecting the reading with the my class because for many of my students this is the first time they are practicing combining letters and sounds to form words and forming a coherent thought. Therefore, many if my students have not developed a voice nor have they found theirs yet. Additionally, I made a note to while reading, questioning whether or not first graders would be able to answer, "'What good writers do?' [and] use their responses as an evaluation of what they believe and the messages they have received about 'good writing'" (Routman, 2005). Since the first weeks of first grade are most likely the first time my students are being exposed to writing independently and they are just beginning to read books independently as well, they have not had the discussions and experiences with text to acknowledge and see a difference. I am looking forward to future discussions with my collaborating teacher as well as the class discussions about these situations and connections I have made this week.
Routman, R. (2005). Writing Essentials. (pp. 141-172). Portsmouth, NH: Heinemann.