Instruction
Workshop Model
I use the workshop model for instruction in all areas. The reason for this is because it lends itself well to maintaining the attention of young children. In grade 1, the average attention span of the students is very short, 7-10 minutes maximum. I love the workshop model because there is a short mini lesson and then students go off to read or write independently. The students are always sent to work with a specific focus, for instance, look for spelling patterns that match your word sort for the week, or look for nouns, verbs, adjectives. The students are engaged and have no problem staying on task during the lesson and also during the independent work time.
Spelling Program
The program I have set up for spelling is differentiated and student centered. At the beginning of the year I assess the kids on the Fountas and Pinnell Grade 1 word list. This assessment shows me which words the students have not mastered.
Next, I give each student a personalized list of words that consist of all the words they were not able to spell. This list is what they will use to complete their weekly word work in their literacy center time.
During center time, students must choose the next 5 words on their personalized list. They are required to complete a choice of 3 activities to practice the words. Then they have another student test them on the words.
After that, their friend will mark their test and words that were not spelled correctly are automatically added to the word list for the following week. The activities and tests are checked by me and then sent home.
The students are loving it because it gives them choice and independence. I love it because it’s differentiated and students aren’t studying words they already know.
Next, I give each student a personalized list of words that consist of all the words they were not able to spell. This list is what they will use to complete their weekly word work in their literacy center time.
During center time, students must choose the next 5 words on their personalized list. They are required to complete a choice of 3 activities to practice the words. Then they have another student test them on the words.
After that, their friend will mark their test and words that were not spelled correctly are automatically added to the word list for the following week. The activities and tests are checked by me and then sent home.
The students are loving it because it gives them choice and independence. I love it because it’s differentiated and students aren’t studying words they already know.
Readers Workshop
Every morning after a short read-aloud the students have 20 minutes of Sustained Silent Reading (SSR) time. This is a time of the day they all look forward to. During this time I meet with individual students to listen to their reading and suggest the next step in how they can improve.
Following the SSR I teach a short mini lesson that will focus on a skill that will help them become good readers.
Following the SSR I teach a short mini lesson that will focus on a skill that will help them become good readers.
Writers Workshop
The Writers Workshop always begins with a short mini-lesson in which they are taught a skill that will help them improve their writing. At the end of the mini-lesson, the students move on to independent writing during which they are invited to use the skill that was taught during the lesson. The students love to write! The enjoyment they get from writing stories is inspiring.
Lesson Plans
Reading
Writing
Formative Assessment
In my classroom formative assessment occurs every day during every lesson or activity.
During a lesson I use simple techniques, such as thumbs up or thumbs down to determine if students understand the content. Then I ask students to stay on the carpet if they need more assistance with the lesson.
Summative Assessment
I use summative assessments to confirm that students understand the content at the end of a unit. The summative assessment measures student learning and can take many forms. If we are looking for conceptual understanding, then there is usually a private interview style assessment. If we want to measure something that can be easily written down, then the use of a paper assessment is used. In UOI, I will usually assess student learning in a final project. Usually, students are given a choice in how they present their final projects. I give them a list of various ways to present their learning, but they must include specific information. Sometimes students are not successful in presenting their projects clearly or have difficulty in this area. In that case, we will try to determine if they understand the concepts through an interview.
In my classroom formative assessment occurs every day during every lesson or activity.
During a lesson I use simple techniques, such as thumbs up or thumbs down to determine if students understand the content. Then I ask students to stay on the carpet if they need more assistance with the lesson.
Summative Assessment
I use summative assessments to confirm that students understand the content at the end of a unit. The summative assessment measures student learning and can take many forms. If we are looking for conceptual understanding, then there is usually a private interview style assessment. If we want to measure something that can be easily written down, then the use of a paper assessment is used. In UOI, I will usually assess student learning in a final project. Usually, students are given a choice in how they present their final projects. I give them a list of various ways to present their learning, but they must include specific information. Sometimes students are not successful in presenting their projects clearly or have difficulty in this area. In that case, we will try to determine if they understand the concepts through an interview.
