Friday, April 4, 2008

The Way of Work-May I Just Say WOW!

Yes, the (FCAT) Florida Comprehensive Assessment Test has left the building. The test itself has left yet the FCAT continues to permeate the building with the promise of returning in the form of RESULTS. Each year I ceremoniously remove the At Eye Level...Front and Center Testing Calendar from the board in front of my workspace. Now, on the rare occasion that I look up I see an empty spot. I leave the spot empty because it reminds me of what is yet to come for our children, parents, and staff.

The newspaper ran several articles outlining the preparation, rigor, and importance placed on the FCAT. There was even one article that gave a fresh perspective that perhaps as adults we wished in some far off land that we could go back to the days of taking this type of test. Numerous other articles continue to address the challenge of states that want to Take Aim at State Tests.

The FCAT does indeed dictate the grade for each school but we can not loose site of the fact that the Way of Work continues even during FCAT time. I believe with every fiber of my being that the FCAT is a moment in time for our children. It tends to linger a bit longer for those of us in the trenches. This particular assessment is not a total reflection of all the talents and skills that each child possesses. Nor does this single test determine who they are or what each child will ultimately become. I can not help but think about the game show Deal or No Deal...which suitcase contains the TEST or which suitcase contains valued and engaging Instruction?...and might I add Priceless! Test or Instruction...Test or Instruction...For me there exist No Deal! Instruction that engages, empowers, and prepares our children to become Life Long Learners is the only Real Deal!

FYI...I immediately noticed after each session of testing that the children displayed energy. I attribute this to the diligence and passion that our teachers embrace as they keep a watchful eye over each child...that and the fact that yes...they are young...resilient.

Now, I am doing the Happy Dance because Spring Has Sprung and teachers are once again popping into my space, stopping me in the hallway, on the way to a class, sending me e-mails, inviting me to see what their students are doing and what new educational journey they have embarked on for their children as well as their own growth.

Now is a grand time to take a look a few snapshots reflecting the Wondrous Way of Work that continues to take place each and every day at
Alimacani. Yes, this type of engaging, enthusiastic, and energizing work takes place from day one and is Marched forwarded into spring and beyond!
Snapshot
1st Grade continues the Way of Work with their year two Off Cycle CCL Lessons. CCL refers to the Collaborative Coaching and Learning Cycle that we began at Alimacani last year. This is a district initiative that provides a framework for teachers to dig deeper as they develop lessons based around our district curriculum which aligns the Sunshine State Standards with the New Performance Standards.

First grade is currently working on their Off Cycle Work and is at that point where they are teaching the Standard and Elements for the Report of Information Genre. The excitement is in the air as teachers are collaboratively reviewing the CCL lessons from last year and digging deeper to make them richer and rigorous for their current learners. (Sample documents are included as part of the PowerPoint at the bottom of this blog)

CCL is a collaborative learning opportunity that focuses on a targeted course of study. The cycle typically runs for eight weeks and is comprised of weekly inquiry and lab site/classroom practices.
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Inquiry Session
The School Instructional Coach and a team of teachers meet weekly to review and discuss readings relevant to their selected course of study. The inquiries provide the teachers with an opportunity to share implications for instructional practices.

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Lab Site
Each week the coach, teachers, and administration take turns watching and teaching a demonstration lesson. This lesson is crafted by the teachers and the teachers have the opportunity to incorporate teaching practices related to their selected course of study.

*Follow-Up & One-on-One Coaching
During the CCL Cycle and between cycles, the coach and/or participants visit participating classrooms in an effort to support teachers as they implement the lessons crafted during the CCL sessions. Ideally, the coach has the support, assistance, and guidance of model classroom teachers who take part in the visitations.

The heart of CCL is the premise that the focus is placed on the lesson not the teaching or the teacher. This ensures a safe environment and a true collaborative spirit for all who choose to embrace this wondrous learning journey.

First Grade Report of Information with emphasis on student generated commentary. Inquiry Sessions focused on some of the following materials:
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Reading and Writing Grade by Grade: First Grade Report of Information
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Using Rubrics to Improve Student Writing
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Units of Study for Primary Writing: A Yearlong Curriculum Book 6
Snapshot
2nd Grade just finished a Broadway Bound Play that required each teacher to explore the components of
Speaking and Listening. Oral Language Development is considered the cornerstone for learning. Language is the primary means for making social contact and creating social relationships. This production provided each learner with the opportunity to communicate when given specific and often complex directions and explanations while conveying a story. This takes true collaboration while producing and responding to performances. Second grade teachers provided the vehicle for their children to tell stories in a purposeful, productive, and nurturing environment. Research has shown that individuals who listen, speak, and use language well are more likely to succeed both socially and academically. This format gave our children the engaging opportunity to use language in a real-world setting! We have noticed that our children are defining themselves based on interests, talents, and even goals.
Snapshot
3rd Grade is wrapping up their CCL Off Cycle Work with Functional/Procedural Writing and moving. Teachers have moved their students to new and inviting depths of writing as they explored each element of the Standard. They embraced the opportunity to conduct lessons on teaching their students how to create an Assessment for Learning Rubric so they would know if their work met the Standard.

Some third grade teachers have been holding conversations with fourth grade teachers in an effort to help their children develop a better understanding of Writing to Explain...you know the Expository Word. Even though there is not an Expository Genre,third grade saw the need to prepare their writers for travels ahead. They dove-tailed this journey on the back of Functional/Procedural Writing. May I just say WOW...so purposeful. Let's take a look at one approach: (You may also see documents that showcase each bullet in the PowerPoint that is located at the bottom of this blog)
*Two pieces of writing were shrunk to fit on one page. The purpose was for each learner to see two writing examples side-by-side in an effort to make comparisons. One piece was from a previous Functional/Procedural mini-lesson that explains How To while the other piece of writing Explains Why,
*They read the Functional Piece together followed by the Writing To Explain piece.
*A three column note taking chart was used as the class charted comparisons. Time was taken to discuss the difference between Explaining How To and Explaining Why. The groundwork was previously prepared so the students Got It From The Get Go...but just to make sure they were asked to generate topics that would Explain Why. Some of their ideas included:
*Why we liked The Tale of Despereaux, Why we like cake, Why I love my kids, etc...Simple subjects, but it showed they understood the difference.
*Next, the Functional Standard was displayed and the students were asked to look at the elements of the Standard to see which ones applied to a piece of Expository writing or Writing to Explain. Teacher/Student charting was conducted. The teacher exclaimed, "They Nailed It!" She was so excited to literally see their minds working. The students decided that one of the elements needed a bit of reworking: Provides a guide to action became Provides a Guide from Detail to Detail. An explanation was written under each element.
*Teachers and students then charted topics to write about and selected one that everyone had schema for so all could participate.
*Students were informed of the FCAT Writes expectations and discussions were entertained.
*The teacher moved into explaining that this type of writing should have a main idea. They referred back to The Tale of Despereaux and how each Main Idea (MI) and Supporting Idea (SD) was highlighted.
*At this point we had to
prove it. The question was posed: What proves the Main Idea? Students responded to my joyful heart...Supporting Details. The class followed by charting several Supporting Details.
*Next, four sentences were crafted and the question was asked: Does this meet the standard? The obvious answer based on the sentences was a correct NO. Students were asked to state the missing elements. Listed below are the responses that were charted:
*Does not engage the reader
*No guide from Detail to Detail...they said miss transition words...that is their schema
*No considerable Detail
*No Closing
*Teacher Celebrated....Hallelujah!
*Now, we needed to come up with Mini-Supporting Details (MSD) as referred to within the PowerPoint at the end of the blog. When all MSD were charted the students were asked to denote what element was added to the writing...Yes, they got it...Considerable Detail!
*A graphic organizer was modeled and completed...refer to PowerPoint. Once again when students completed this task they were asked if it met the standard and what was missing. Some responses included: Guide from Detail to Detail-Beginning-Ending-It's Bland.
*We discussed how this is the skeleton and now we have to add all the great ingredients taught in each Mini-lesson and apply the strategies as writers.

Now, isn't your heart just joyfully singing! So many possibilities for so many engaging and rigorous Mini-Lessons that will spill over to all Workshop areas! Each child was zestfully engaged and couldn't wait to write away! Yep...Hearts Are Singing!
Snapshot
Mrs. Helen Dejournett and Mrs. Leigh Proctor, 4th grade co-teachers having been working on a Science Unit dealing with the human body and it's major systems. Along with the textbook and hands on activities they integrated technology for each lesson. The lessons also included Differentiated Instruction which addressed multiple modalities in an effort to reach each child.

The teachers have worked hard to integrate reading strategies and skills into the content area. Previously they taught students to use Three-Column Notes as a strategy they could use while learning about a new topic. Demonstrations, Modeling, and several Mini-lessons were crafted and implemented with the students in an effort to practice this strategy. The strategy was previously taught as part of Reader's Workshop and then students were shown how to infuse this strategy into other content/subject areas.

Students took the challenge and created their own notes. (Refer to sample products on PowerPoint at the bottom of this blog)

The teachers preselected three different levels of questions for students to respond to in a reflection log once the lesson was completed. The reflection log has been a very powerful differentiated instructional tool that was used throughout this study.
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Students were asked to select a student
*Answer the question by telling everything they knew about the topic
*Reflect on what new information they learned from the lesson
*Explain how this new information will help them in their daily lives or in the future

Students are given the expectation that elaboration, inquiry skills, and deeper thinking is important. As students finish they bring us their logs for review and conferencing. Teachers looked for proof of understanding coupled with thoughtful and purposeful writing that reflected the content of the subject matter and remained focused on the lesson taught.

Just think...this is only the tip of the iceberg for The Way of Work at Alimacani...Sweet Land By The Sea!