Mustang Musings
February 2, 2020
The power of a good question
KEEPING IT SIMPLE
#1. What do you think?
This question interrupts us from telling too much. There is a place for direct instruction where we give students information yet we need to always strive to balance this with plenty of opportunities for students to make sense of and apply that new information using their schemata and understanding.
#2. Why do you think that?
After students share what they think, this follow-up question pushes them to provide reasoning for their thinking.
#3. How do you know this?
When this question is asked, students can make connections to their ideas and thoughts with things they've experienced, read, and have seen.
#4. Can you tell me more?
This question can inspire students to extend their thinking and share further evidence for their ideas.
#5. What questions do you still have?
This allows students to offer up questions they have about the information, ideas or the evidence.
In addition to routinely and relentlessly asking your students questions, be sure to provide time for them to think. What's best here, three seconds, five, or seven? Depending on their age, the depth of the material, and their comfort level, this think time will vary. Just push yourself to stay silent and wait for those hands to go up.
Also, be sure to vary your tone so it genuinely sounds like a question and not a statement. When we say something in a declarative way, it is often with one tone and flat sounding. On the other hand, there is a lilt in our voice when we are inquiring and questioning.
To help a student feel more comfortable and confident with answering questions and asking ones of their own, you can use this scaffold: Ask a question, pause, and then invite students to "turn and talk" with a neighbor first before sharing out with the whole group. This allows all to have their voices heard and also gives them a chance to practice their responses before sharing in front of the whole class.
-From Edutopia By Rebecca Alber October 31, 2013
ARC Focus of the Week
- We will use equitable conferences to meet the needs of all of our students.
- Our equitable conference schedules will be posted in the classroom.
- Our emergency students must be conferenced with 3 times in a 10 day period.
- At-risk must be conferenced with 2 times in a 10 day period.
- Proficient students must be conferenced with once in a 10 day period.
- Log home and school steps daily
- We will continue to focus on entering quality evidence into School Pace.
IWCS Reading Goals
I keep including this information in all of the newsletters because we do not want to lose focus on the goal of closing the gaps for our striving students. Our goal is that for ALL learners to receive the differentiated support needed to ensure 1 year of reading growth.
AND we are striving for GREATER with this added part of our goal...
Proficient learners will make at least 1.0 (1 year) of reading growth.
At-risk learners will make at least 1.25 (1 year and 2 and half months) of reading growth.
Emergency learners will make at least 1.50 (1 year and 5 months) of reading growth.
On Target for IRLA Reading Level
K- .60
1st- 1.60
2nd- 2.60
3rd- 3.60
4th-4.60
And this is where we are at the beginning of February
On Target for Reading Practice
Teach the Teacher
When is messy handwriting more than attention to detail?
Fluency is such an important part of reading, but it can be difficult to teach. Here are some great ideas for teaching this important skill.
Do you have great writers in your classroom?
Are you in the game?????
I can be booked online! Click below for access to my calendar.
Even if we don't do this as a whole school, you can still treat your students to read alouds on Wednesday!
What can I do for you?
- Modeling
- Side-by-side coaching
- Coaching and modeling of using the IRLA
- Round up resources
- Assist with differentiating lessons or materials
- Cover your class so that you can observe a colleague's class
- Cooperatively plan a lesson or series of lessons that meet best practices
- Serve as another pair of hands for a lesson
- Offer strategies for classroom management
- Help you connect with other teachers in the district
- Lend an open ear for a topic of your choice
- Reflect on student learning in your classroom through conversation and observation
- Work collaboratively to bounce ideas off one another to address a concern
- Evaluate new students to guide instruction
Hardy Elementary School
Email: lhenk@iwcs.k12.va.us
Website: http://hes.iwcs.k12.va.us/
Location: 9311 Hardy Circle, Smithfield, VA, United States
Phone: 757-357-3204
Facebook: https://www.facebook.com/Hardy-Elementary-School-205065852892284/
Twitter: @Mrs_Henk