Accountable Talk

As my reading instruction continues to evolve over the years, I keep adding new strategies to my "bag of tricks."  It's funny how I get ideas.  (Honestly, I very rarely have a completely original thought when I start to figure out a new strategy or a lesson I haven't implemented before.)  I recently told a first year teacher that one of the greatest gifts a teacher can have is to be a good synthesizer.  If she can learn to take all of this overload of information we are bombarded with and somehow synthesize it together and use it when it's appropriate and useful; then she will be able to continually add to her bag of tricks.

I'm adding to my bag of tricks.

For the past few years my 1st-3rd grade students have loved having "Nacho Karaoke" day once a month.  On the day the cafeteria serves nachos, I let them all eat in the classroom and we sing karaoke to songs with lyrics that I have saved from YouTube.

I'm reviewing my list of songs before this year's first Nacho Karaoke and was re-introduced to the song "Brave" by Sara Barielles.

As I paid attention to the lyrics, I really noticed the refrain this time: "Say what you wanna say.  I wanna see you be brave!"

I thought this would be a great way to introduce "Accountable Talk" to my students!  For the past few years, it's been challenging to teach children how to agree or disagree with a peer based on text evidence.  It can be hard to raise your hand and speak up during a group, especially if you are disagreeing with a friend.  However, when students DO engage in accountable talk, I have found that they truly start to engage with each other and the text in a purposeful and meaningful way.

My class has already set our essential agreements (rules) including one that states "We will be kind to each other."  With that as a foundation and also practice of the roles of "speaker" and "listener,"  I think we can use this song to talk about how important it is to speak up and "say what you wanna say" during an accountable talk discussion time.

I'm Thinking of a Word....

My pre-k students love this "game."

I start off by saying, "I'm thinking of a word. See if you can use the clues to figure out what I'm thinking about" and then I proceed to give 3 or 4 clues about my word.

For example, one night I pulled into my driveway and there were two very large rabbits in my front yard. I took a picture of them and used it during circle time the following morning. I told my class, "I'm thinking of a word. My word is an animal with very long ears. It has a puffy tail. It likes to eat grass and carrots. My word begins with the /r/ sound."

The beauty of this simple strategy is that it can be used any time of the day and requires very little prep work. We have used toys in the classroom, pictures from our Jack Hartman Learning Letter Sounds song and book, or as an introduction to a new topic.

I'm thinking of a word requires children to think critically about the information they are receiving auditorily. This helps to sharpen their listen skills and their higher order thinking skills. Since it is presented in a game format, the kids enjoy the thinking process!

Teaching Rhyming

One of my listservs has been pretty active lately on the topic of teaching rhyme. It has been an interesting topic, because the person interested in ideas has already tried many strategies to help her particular student master the concept.

So it made me think...how many different strategies and different materials would help teach the concept of rhyming.


Ideas for parents and teachers about how to teach rhyming:

Rhyming at Succeed to Read

Rhyming Ball Game

Rhyme Time

You Tube: Teaching Rhyme with Songs

You Tube: Teaching Rhyme


Free Downloads for teaching rhyming:

Using Nursery Rhymes: Free Printables

Raffi: Down by the Bay Song

Kelly's Kindergarten Rhyming Pictures

Erase A Rhymes

More Erase A Rhymes (scroll down 2 or 3 sections)


Free Online games/videos for practicing rhyming:

You Tube: Chicka Chicka Boom Boom

You Tube: Sesame Street "et" Rhyme

You Tube: Becka and the Big Bubble

Interactive Game: Oobi Rhyme

Interactive Game: Gus and Inky Rhyme

Interactive Game: Rhyme Time Picture Match Up

Interactive Game: Scholastic Reggie Loves to Rhyme

Interactive Game: Elmo Rhymes


Products to purchase:

Jack Hartmann: Shake Rattle and Read

Lakeshore Rhyming Books

Lakeshore Rhyming Tubs

Super Duper: Rhyme Deck



These are just a few of the many resources that are out there. Have fun exploring!

Classroom Procedures: Continuation of the Benefits of Daily Routines

In two previous posts, The Benefits of a Daily Routine and Entrance Procedures we discussed the importance of establishing, teaching and maintaining classroom routines and procedures. A routine or procedure is different than a rule in that it teaches a student the steps to complete a task. (i.e. The line up routine teaches students the steps to successfully line up.) Harry Wong is an advocate for only a few classroom rules (i.e hands and feet to self) but supports the widespread use of many classroom routines/procedures.

The following list are some of the routines that I find important and useful. While I cannot give specific advice on how to structure your classroom procedures without knowing details about your class dynamics, your physical layout and your school rules; I can offer some guiding questions that may help you to determine routines for yourself. I can also give examples of routines that I use and you can modify them to fit your teaching situation.

Bathroom
When can students go?
When do they need to wait?
What will I do for students who need help?
Where do they wash and dry hands?
Where is the trash can?
How do I get custodial help for accidents?
Have I shown respect for all students?

My procedure for K-2: Students could go to the bathroom anytime during the following: morning work, independent work, centers, recess, snack or lunch. They were not allowed to go during direct instruction time (i.e reading group, math group, writing). If they asked, I usually asked them if they could wait. Most frequently, they could wait. Sometimes they could not and I would let them go. However, if this became a pattern, then I began to think it was an escape behavior. I would then ask my (meticulously organized) assistant to help me remember to send them before instructional groups started.

Drinks
When can students get a drink?
When do they have to wait?
Is permission required?
How do they request permission?
When during the day can you schedule drinks in your routine?
Have I provided enough opportunities for hydration?

My procedure for K-2: Same procedure as bathrooming. Verbal reminders were given to students to get drinks after recess and physical education activities.

Pencil Sharpening
Provide an opportunity for students:
~during the first 15 minutes in the morning
~during choice time, independent work, centers

Teacher always has sharpened pencils available:
~at the teacher's table
~at the assistant's table
~on the counter for student use
Do I have a system in place to provide materials in a timely manner?

My procedure for K-2: I have to confess, this is one of my pet peeves. My procedure was created out of a need to maintain my sanity. Pencil sharpening is one the of the most distracting and irritating sounds for me. I hate it! No pencils are allowed to be sharpened during my direct instruction time. It is like nails on the chalkboard for me!

Students could sharpen pencils during the first 15 minutes of class or during center time. After that, if they needed a sharpened pencil they had to use one of mine or my assistant's. We always had pencils at our teaching tables and on a counter for students.

Line Up
Do I have a cue to tell students when to line up?
Is there enough physical space for all students to line up?
How will students move to line? (in groups, one at a time, all together?)
How will students know their place in line?
Will I have specific jobs? (line leader, door holder, light monitor)

K-2 procedure: We created a line order. The first person in line was, obviously, the line leader. The last person in line was the door holder. Each week the line leader went to the end of the line and the next person in line moved up. This allowed each child to have a turn at both jobs.

Visual tip: My husband introduced me to painter's tape. Painters tape is blue tape (easily found in the painting department of Home Depot and Lowe's) that does not leave a sticky, gooey mess (like masking tape does). I now use painter's tape as a visual cue on the floor to outline a shape for each child to stand on when lining up.

Transitioning to a new activity
What cue do you use to let students know it's time for a new activity? (timer, verbal cue, chimes)
How much time do students have to move to the next activity?
How do they know when to start the next activity?
How will they move (if required) to the next activity?

K-2 procedure: We transitioned to the next reading or math group according to a timer. When the timer beeped, it was time to move.

These are just some examples of classroom procedures that I have found to be beneficial. Teaching a procdure helps students to understand how you want them to complete a task. Procedures help students to be successful in the classroom and they help to maximize time on task by directly teaching expectations.