Noreen Lavorgna Gr 4 Hilltop Observation of Nora Lamarque, Hilltop Learning Center RtI group May 3, 2011
Dear Nora, Thank you for letting me observe your class at RtI. It is great to know more about what they are experiencing, it's a great program.
I loved seeing: *how well they understood their purpose in being there. *the change in not only speed, but volume and confidence, from the f1rst to the 3rd trials. Brigid was so expressive. Ryan really owned his, and was very persuasive. *the 4 student roles and how they rotated. *how often the kids used the word "fluency" in their remarks. *the fact that they could tune out the other groups and the late comers.
*the way you fit "safe-respectful-responsible into the wrap up. *the way Brigid asked if Mrs L was following along (yes. *their pride and comfort level.
I feel very thankful that those four children are in your program every day.
Thanks Kate for allowing me to observe a readers' theater on Tide Pools! It was incredibly enjoyable to watch. The children all met as a whole group as Kate introduced tidal pool animals to them. I love how she clarified that they were skeletons and not still alive! They were truly engaged! At this time she learned that 4 of her children had not visited the beach before.
Kate provided them with background knowledge from tidal pools that she had visited and experiences that she had as a young child. It was fun to see the enthusiasm from both Kate and the first graders.
Kate had 5 round tables set up in the classroom. Each table had multiple copies of different texts all related to tidal pools at a level that the children could all enjoy. At these tables there were also tidal pool animals that they could touch and explore.
There task was to go to each table for 15 minutes. During this time they were to make a connection from text or the tidal pool animal and then ask a question as well. She demonstrated what this would look like from a first grade boy's example. His connection was, "I was a live sea urchin once." The question that followed was, "What does he like to eat?" He was proud that his example was used!
The conversations amazed me and it's also astonishing what children will do when they are engaged and have post-its at their disposal.
I was able to visit many of the groups and listen to the conversations. I wrote a few of them down. I loved some of the questions! "What lives in a sand dollar?" "What can yu buy with a sand dollar?" One girl said, "I learned when you hum in a snail's shell the head pops out." These are experiences that they are not going to forget.
I had the opportunity to have a nice conversation with a first grade girl. Because of the question that she presented I had a teaching moment. Her question was, "I have seen sea glass, but I don't know what they eat. I like sea glass. It's my favorite animal." I would not have known that she thought sea glass was a living thing had she not posed the question. We had a nice moment and she understood at the end. I praised her for her question and explained that that is how we learn!
Other connections and questions were: (c) "This shell looks like a zebra. A zebra shell." (Q)"Why does it have stripes?" (C) "I collect small shells, big shells, medium shells." (Q) What do animals do in the shells?"
At the end of the lesson, Kate took time to gather as a whole group and share connections and questions. It was a great lesson Kate!!!! Thanks for all you do for your first graders!
First off, I want to thank Jodie Duclos for letting me observe her classroom. That day, her room buzzed with energy and enthusiasm. She presented four different centers that integrated science, as well as the five important strands of reading. Virtually all students were engaged during the hour I was present.
Jodie had planned four centers that day: A computer center, a reading response center, a tiered spelling center and a center that focused on creating diagrams (a focus for that specific week). While I mostly focused my attention on the diagrams center, I noticed how independent and resourceful her students were. Jodie worked at the reading response center and she rarely had to get up to trouble shoot or reiterate her directions. It says a lot about a teacher when the children can work without constant teacher intervention. Jodie was free to work with her small group on a more challenging lesson without interruption. I watched children create their own personal diagrams from subjects that they were interested in. This activity was far more effective and engaging than a “diagram” worksheet or a prepackaged graphic organizer. The children chatted quietly with each other and came up with an amazing variety of subjects to diagram. One child chose to diagram his own face, another chose his passion—race cars, and another chose a scorpion. Some children had to research technical terms for some of their parts. There was a lot of conversation surrounding each child’s subject (the children were enthusiastic about the mini project), but they generally stayed on task. At the other two centers, the children were so engaged, (expert literacy tutor, Sarah Mills was manning the spelling center) they hardly made a sound. What did I infer about Jodie as a teacher? -- Jodie plans well. All the materials were ready and the activities had been completely thought out. -- Jodie encourages a lot of independence and resourcefulness from her students… -- Jodie is creative, the diagram activity was one she thought up herself… -- Jodie has high expectations for her students. There was no protestations of not understanding, or “I can’t do this”. Behavior was all positive the whole time and that says a lot because I had most of these students and as a class, there were several students with quirky and tricky behaviors. -- Jodie has excellent management skills. The class activities were designed to both challenge and engage students so she could focus on the students she needed to teach. -- Jodie is a good friend and I wonderful teaching partner. I can always bounce ideas around with her. And I thank her again for letting me observe.
I observed a literacy block in a third grade classroom at Maplewood School. When I walked into the classroom, I saw most of the children engaged in work. Some were writing acrostic poems about Somersworth. Others were revising and writing a final copy of the poem with a mainstream coach. One child was working with a Title I Tutor on DIBELS.
As I walked around the room, the children were very friendly and polite to me. It is so interesting that many of today’s children are very comfortable sharing their learning with a stranger. I sat with a couple of different partnerships to ask them about their Somersworth acrostic poems. One little girl used the word, “electric company” for the letter e. A little boy tried to use the word, “road” for r, but he had a partner that wanted something more specific. For resources, the children had a partner, and a packet with photos and information about Somersworth. While the children worked, the classroom teacher pulled small groups of children to work with her. With each group, the teacher read a paragraph about mills from the Somersworth packet. She showed pictures of machines and cotton fabric to help build schema. Then, she reread the paragraph and asked the students to give suggestions about which ideas were important in each sentence. The teacher encouraged the students to then underline the important words. After the group was finished with the underlining, the children were sent back to their seats to copy those ideas onto a note taking sheet.
I noticed that the teacher differentiated her instruction throughout the lessons. For some groups, she read the paragraph to them. For one group, she had the group silently read it. The teacher was able to get many suggestions about important ideas from the students. I noticed that she changed her instruction for one group. The teacher asked specific questions that related to important ideas. Then, she encouraged the students to find the answers in the paragraph.
When I spoke with the teacher about the lesson, she mentioned that they had been practicing determining importance for about three weeks. She felt that the students were getting good at identifying important ideas. But, she still needed to simplify the task a little more for some students. Her hope was to introduce some note taking practice to get ready for fourth grade.
I was pleased at how most students were able to move in and out of group without losing too much focus. It was distracting, however, that several children interrupted the teacher to ask questions while she was teaching a group. Many asked the same question, “What do I do now?” I wonder if this is normal, or if it was just an off day. By the end of the period, the teacher shooed a couple of children away while she met with a group.
Before I left, I studied the resources and anchor charts on the wall. This teacher has been practicing some of the components of Readers Workshop, so I was pleased to see a monitoring comprehension chart. There was a word wall, a collection of question words, and words to use instead of said. It cracked me up to see "Benny the Brain." I have seen this brain chart with all of the comprehension strategies written inside, but I've never seen it named. I really enjoyed visiting this classroom.
Sorry this is so late...I miss placed my notes and it was definitely a case of out of sight, out of mind.
Jodie
Dear Sarah,
Thank you for the opportunity to observe your lesson. I have always known that your abilities are magical and I was yet again able to witness this. Your first grade charge was engaged, excited and eager to read with you. Worried that I would be a distraction, he never looked away from his book when I came in.
As this child read, It was clear that you have been working on questioning as the child asked for a post-it and was excited to write down the many questions he had. Looking back through the book and reflecting on previous questions while thinking of newer questions showed his ability to make connections. You took the time to hear him, honor him, and validate his thoughts about this book. It was clear that while you had a plan, your plan would move with the student and could easily be adjusted to meet his needs.
While I struggled to hear over the noise of the other two groups, you and your student were clearly unaffected by the sounds and it was easy to see that you have set clear behavioral expectations for this child. You accepted his squirminess and allowed his movement, which for many would have been a distraction.
As always, it was an honor to watch you work. I feel blessed and honored to know that our students are benefiting from your patiences, love and knowledge.
Thank you so much for allowing me to observe your classroom yesterday during your literacy time. It was a great chance for me to see readers’ workshop in action with 1st and 2nd graders. I was very impressed by how smoothly everything ran in your classroom, even the start of the day and transition times. The students obviously know what to expect and what is expected of them.
It was wonderful to see the children so engaged in text, both during the read-aloud and during independent reading time. It was especially nice to hear how conversant they were about the texts and about reading comprehension in general. They have obviously learned a lot! It was fun to go around and ask the children questions while they were reading on their own. I felt a little guilty interrupting them while they were so engaged, but they were very polite and willing to answer my questions or discuss their books with me.
You did a great job introducing the students to synthesizing. The dropping a pebble into a pond comparison was great, especially when you then used that as a visual framework for recording your (and the children’s) thinking during the read-aloud. Fish is Fish was a great book to use. How did you decide on that one?
I would love to have had more time to talk with you. I appreciated the chance to observe readers’ workshop, but of course, left with some questions of my own. I would love to better understand how you made the transition to readers’ workshop and how that worked in a multi-age room. How long did the children read independently in the beginning? Do you use the Comprehension Toolkit to help you with text selections? Are the students ever given specific texts to read?
I was curious about how and when you fit word work into your day and also wondered about writing. Do you have a scheduled time in your day for writing? Do use do writers’ workshop as well?
Thank you again, Holly (and to your intern too!). It was my pleasure to be in your classroom. Please let your students know how impressed I was with how independent, respectful, and smart they are!
I am exciting about readers’ workshop and am hoping that the teachers here will be open-minded and brave about it too.
Noreen Lavorgna
ReplyDeleteGr 4 Hilltop
Observation of Nora Lamarque, Hilltop Learning Center
RtI group May 3, 2011
Dear Nora,
Thank you for letting me observe your class at RtI.
It is great to know more about what they are experiencing, it's a great
program.
I loved seeing:
*how well they understood their purpose in being there.
*the change in not only speed, but volume and confidence, from the
f1rst to the 3rd trials. Brigid was so expressive. Ryan really owned
his, and was very persuasive.
*the 4 student roles and how they rotated.
*how often the kids used the word "fluency" in their remarks.
*the fact that they could tune out the other groups and the late comers.
*the way you fit "safe-respectful-responsible into the wrap up.
*the way Brigid asked if Mrs L was following along (yes.
*their pride and comfort level.
I feel very thankful that those four children are in your program every
day.
Noreen
test
ReplyDeleteThanks Kate for allowing me to observe a readers' theater on Tide Pools!
ReplyDeleteIt was incredibly enjoyable to watch. The children all met as a whole group as Kate introduced tidal pool animals to them. I love how she clarified that they were skeletons and not still alive! They were truly engaged! At this time she learned that 4 of her children had not visited the beach before.
Kate provided them with background knowledge from tidal pools that she had visited and experiences that she had as a young child. It was fun to see the enthusiasm from both Kate and the first graders.
Kate had 5 round tables set up in the classroom. Each table had multiple copies of different texts all related to tidal pools at a level that the children could all enjoy. At these tables there were also tidal pool animals that they could touch and explore.
There task was to go to each table for 15 minutes. During this time they were to make a connection from text or the tidal pool animal and then ask a question as well. She demonstrated what this would look like from a first grade boy's example. His connection was, "I was a live sea urchin once." The question that followed was, "What does he like to eat?" He was proud that his example was used!
The conversations amazed me and it's also astonishing what children will do when they are engaged and have post-its at their disposal.
I was able to visit many of the groups and listen to the conversations. I wrote a few of them down. I loved some of the questions! "What lives in a sand dollar?" "What can yu buy with a sand dollar?" One girl said, "I learned when you hum in a snail's shell the head pops out." These are experiences that they are not going to forget.
I had the opportunity to have a nice conversation with a first grade girl. Because of the question that she presented I had a teaching moment. Her question was, "I have seen sea glass, but I don't know what they eat. I like sea glass. It's my favorite animal." I would not have known that she thought sea glass was a living thing had she not posed the question. We had a nice moment and she understood at the end. I praised her for her question and explained that that is how we learn!
Other connections and questions were: (c) "This shell looks like a zebra. A zebra shell." (Q)"Why does it have stripes?"
(C) "I collect small shells, big shells, medium shells." (Q) What do animals do in the shells?"
At the end of the lesson, Kate took time to gather as a whole group and share connections and questions. It was a great lesson Kate!!!! Thanks for all you do for your first graders!
First off, I want to thank Jodie Duclos for letting me observe her classroom. That day, her room buzzed with energy and enthusiasm. She presented four different centers that integrated science, as well as the five important strands of reading. Virtually all students were engaged during the hour I was present.
ReplyDeleteJodie had planned four centers that day: A computer center, a reading response center, a tiered spelling center and a center that focused on creating diagrams (a focus for that specific week). While I mostly focused my attention on the diagrams center, I noticed how independent and resourceful her students were.
Jodie worked at the reading response center and she rarely had to get up to trouble shoot or reiterate her directions. It says a lot about a teacher when the children can work without constant teacher intervention. Jodie was free to work with her small group on a more challenging lesson without interruption.
I watched children create their own personal diagrams from subjects that they were interested in. This activity was far more effective and engaging than a “diagram” worksheet or a prepackaged graphic organizer. The children chatted quietly with each other and came up with an amazing variety of subjects to diagram. One child chose to diagram his own face, another chose his passion—race cars, and another chose a scorpion. Some children had to research technical terms for some of their parts. There was a lot of conversation surrounding each child’s subject (the children were enthusiastic about the mini project), but they generally stayed on task.
At the other two centers, the children were so engaged, (expert literacy tutor, Sarah Mills was manning the spelling center) they hardly made a sound.
What did I infer about Jodie as a teacher?
-- Jodie plans well. All the materials were ready and the activities had been completely thought out.
-- Jodie encourages a lot of independence and resourcefulness from her students…
-- Jodie is creative, the diagram activity was one she thought up herself…
-- Jodie has high expectations for her students. There was no protestations of not understanding, or “I can’t do this”. Behavior was all positive the whole time and that says a lot because I had most of these students and as a class, there were several students with quirky and tricky behaviors.
-- Jodie has excellent management skills. The class activities were designed to both challenge and engage students so she could focus on the students she needed to teach.
-- Jodie is a good friend and I wonderful teaching partner. I can always bounce ideas around with her.
And I thank her again for letting me observe.
I observed a literacy block in a third grade classroom at Maplewood School. When I walked into the classroom, I saw most of the children engaged in work. Some were writing acrostic poems about Somersworth. Others were revising and writing a final copy of the poem with a mainstream coach. One child was working with a Title I Tutor on DIBELS.
ReplyDeleteAs I walked around the room, the children were very friendly and polite to me. It is so interesting that many of today’s children are very comfortable sharing their learning with a stranger. I sat with a couple of different partnerships to ask them about their Somersworth acrostic poems. One little girl used the word, “electric company” for the letter e. A little boy tried to use the word, “road” for r, but he had a partner that wanted something more specific. For resources, the children had a partner, and a packet with photos and information about Somersworth.
While the children worked, the classroom teacher pulled small groups of children to work with her. With each group, the teacher read a paragraph about mills from the Somersworth packet. She showed pictures of machines and cotton fabric to help build schema. Then, she reread the paragraph and asked the students to give suggestions about which ideas were important in each sentence. The teacher encouraged the students to then underline the important words. After the group was finished with the underlining, the children were sent back to their seats to copy those ideas onto a note taking sheet.
I noticed that the teacher differentiated her instruction throughout the lessons. For some groups, she read the paragraph to them. For one group, she had the group silently read it. The teacher was able to get many suggestions about important ideas from the students. I noticed that she changed her instruction for one group. The teacher asked specific questions that related to important ideas. Then, she encouraged the students to find the answers in the paragraph.
When I spoke with the teacher about the lesson, she mentioned that they had been practicing determining importance for about three weeks. She felt that the students were getting good at identifying important ideas. But, she still needed to simplify the task a little more for some students. Her hope was to introduce some note taking practice to get ready for fourth grade.
I was pleased at how most students were able to move in and out of group without losing too much focus. It was distracting, however, that several children interrupted the teacher to ask questions while she was teaching a group. Many asked the same question, “What do I do now?” I wonder if this is normal, or if it was just an off day. By the end of the period, the teacher shooed a couple of children away while she met with a group.
Before I left, I studied the resources and anchor charts on the wall. This teacher has been practicing some of the components of Readers Workshop, so I was pleased to see a monitoring comprehension chart. There was a word wall, a collection of question words, and words to use instead of said. It cracked me up to see "Benny the Brain." I have seen this brain chart with all of the comprehension strategies written inside, but I've never seen it named. I really enjoyed visiting this classroom.
Sorry this is so late...I miss placed my notes and it was definitely a case of out of sight, out of mind.
ReplyDeleteJodie
Dear Sarah,
Thank you for the opportunity to observe your lesson. I have always known that your abilities are magical and I was yet again able to witness this. Your first grade charge was engaged, excited and eager to read with you. Worried that I would be a distraction, he never looked away from his book when I came in.
As this child read, It was clear that you have been working on questioning as the child asked for a post-it and was excited to write down the many questions he had. Looking back through the book and reflecting on previous questions while thinking of newer questions showed his ability to make connections. You took the time to hear him, honor him, and validate his thoughts about this book. It was clear that while you had a plan, your plan would move with the student and could easily be adjusted to meet his needs.
While I struggled to hear over the noise of the other two groups, you and your student were clearly unaffected by the sounds and it was easy to see that you have set clear behavioral expectations for this child. You accepted his squirminess and allowed his movement, which for many would have been a distraction.
As always, it was an honor to watch you work. I feel blessed and honored to know that our students are benefiting from your patiences, love and knowledge.
Thank you,
Jodie
Kathy Said....
ReplyDeleteHi Holly,
Thank you so much for allowing me to observe your classroom yesterday during your literacy time. It was a great chance for me to see readers’ workshop in action with 1st and 2nd graders. I was very impressed by how smoothly everything ran in your classroom, even the start of the day and transition times. The students obviously know what to expect and what is expected of them.
It was wonderful to see the children so engaged in text, both during the read-aloud and during independent reading time. It was especially nice to hear how conversant they were about the texts and about reading comprehension in general. They have obviously learned a lot! It was fun to go around and ask the children questions while they were reading on their own. I felt a little guilty interrupting them while they were so engaged, but they were very polite and willing to answer my questions or discuss their books with me.
You did a great job introducing the students to synthesizing. The dropping a pebble into a pond comparison was great, especially when you then used that as a visual framework for recording your (and the children’s) thinking during the read-aloud. Fish is Fish was a great book to use. How did you decide on that one?
I would love to have had more time to talk with you. I appreciated the chance to observe readers’ workshop, but of course, left with some questions of my own. I would love to better understand how you made the transition to readers’ workshop and how that worked in a multi-age room. How long did the children read independently in the beginning? Do you use the Comprehension Toolkit to help you with text selections? Are the students ever given specific texts to read?
I was curious about how and when you fit word work into your day and also wondered about writing. Do you have a scheduled time in your day for writing? Do use do writers’ workshop as well?
Thank you again, Holly (and to your intern too!). It was my pleasure to be in your classroom. Please let your students know how impressed I was with how independent, respectful, and smart they are!
I am exciting about readers’ workshop and am hoping that the teachers here will be open-minded and brave about it too.
Kathy Biron-Brooks