Pumpkin Facts + Sticky Notes = Application?

A lot of thought lately has been put into this "application" piece that Susan posted about last week.  We've had numerous discussions about how vital it is to incorporate writing with reading as often as possible.  But I've been hung up on this: when we mention how intertwined reading and writing is to some teachers, they throw their hands up in frustration and say, "I don't have time for that!"  

I believe that Susan and I have now went on a personal mission to explain to teachers that they should actually be saying, "I don't have time NOT to write!"  We've been working on ways to tie the two together in the easiest way possible.  To tell the truth, most teachers are doing way more writing than they give themselves credit for.  Is this the case in your classroom?  Do a little reflecting on your lessons this week and count how many times the students are writing.  Are they using journals?  Open-ended questions on tests?  What about writing sentences using vocabulary words?

We've tried something new to incorporate writing.  In all of our Reading groups (from Kindergarten to 4th grades), we've added a Reading Journal.  The students write the name of the strategy on the top of the page and will take "notes" on the strategy as it is taught.  The "notes" are personal to the students and will act as a reference page as we spiral back to that strategy throughout the year. They also draw and fill in graphic organizers in these notebooks as the strategy is taught. 

This seems pretty simple, but it does take a little extra time.  So Susan and I have been trying to think of even easier ways to tie in writing.  Last week, I read a book with my 2nd graders about pumpkins.  We had not done much writing throughout the week, and I knew they would not understand the facts without actually writing them down themselves.  As I was thinking about something we learned at a recent conference (the presenter said she uses sticky notes a lot for writing because it helps the information stick in their brains- clever, I know!), I decided the students would write facts on sticky notes. Well, as I was searching for sticky notes, I stumbled across orange ones.  Then, as I was finding my way out of my mess of sticky notes, I found green construction paper.  That is how the following was born!

I have a few students in this class who are working on word families.  Under each pumpkin, they wrote 3 words to apply what we've been discussing together.

It can be as simple as this.  The students are writing, their brains are thinking, and I believe they are 100 times more likely to actually remember what they've read!  

Keep reading and writing!

Jessica

 

Presenting for the VDOE in Staunton, VA

Thanks VDOE for the opportunity to present at the English SOL Institutes!  What a great opportunity to share and learn alongside fellow teachers across Virginia.  Audiences in Abingdon, VA and Staunton, VA were so receptive and it was a pleasure to present strategies that we are passionate about.  Thanks for all the emails, nice comments, and invitations to present at other schools across Virginia.  Reading is our love, and helping struggling readers is what we are so passionate about!

Pictures getting ready to present in Staunton, VA

Why Is Application So Important?

Do we ever wonder why our students are not doing well on their assessments?  After teaching, teaching and teaching some more, do we feel puzzled and wonder what we need to do differently?  Does it seem like you have pulled every trick you know out of your hat, and they still do not seem to understand what you are teaching?  Maybe APPLICATION is the piece that we are missing!

Yes, you are right; we are teaching, teaching and teaching some more, and we are using all the tricks we have in our teaching hats, BUT are we giving out students time to apply what they are learning?  Just like the cake decorator has to practice over and over and over making those roses, and just like to truck driver has to be a trainer and practice driving the 18 wheeler, we have to give our students time to practice!  Hearing it, and seeing it is not enough - they have to practice to learn how to do it.  We have all heard the old saying - Practice Makes Perfect, but yet we say we are out of time.  We do not have time NOT to let them practice!  The world's best sports figures and the world best musicians got there by hours upon hours of practice, and yet we think we can let them hear it, and see it and then take the test.  Practice and Application IS the missing link in the puzzle, and as teachers we need to continue explicit teaching of strategies and skills, BUT it is just as necessary to step back and let our students practice, make mistakes, work together to correct their mistakes, learn from their mistakes, and apply what they are learning.  Then, we will start to see test scores improve, and critical thinking skills soar!

Application = Better Thinkers & Improved Test Scores  


If you have comments regarding application, please share your thoughts on ways to fix this missing link.  
Thanks,Susan