Young women learn about all the Lord intends them to become By the Young Women general presidency Each member of the Young Women general presidency shares her thoughts on new beginnings in 2013 Sister Elaine S. Dalton, Young Woman general president A new year marks a new beginning — and in the Young Women we celebrate New Beginnings. Each year, parents and young women gather to learn how the Young Women lessons and activities can assist parents in helping their precious daughters become all that the Lord intended them to become. This gathering, "New Beginnings," can include an orientation to Personal Progress, activity plans for the coming year and, especially this year, the new resource "Come Follow Me: Learning Resources for Youth." This information is presented by the Laurel class and other leaders and advisers. Young women who will turn 12 in the coming year and all young women ages 12 to 18 are invited along with their parents. The new Mutual theme, "Stand ye in holy places, and be not moved" (Doctrine and Covenants 87:8) is introduced to both parents and young women using some of the resources in the "Strength of Youth" media. This wonderful resource helps support the youth in living the standards and learning how other youth around the world are incorporating the scriptural Mutual theme into their lives. These resources can also be used in lessons, family home evenings, activities and youth conferences. They coordinate with the doctrines being taught on Sunday and add a rich media element to the Teaching and Learning Resources for young women read full article here

Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!

In upper grade classrooms, students spend a great deal of time responding to the texts they read. Over the years I have found that no matter what grade level I teach, students have a difficult time writing thorough and meaningful reading responses. At the start of every year my students need quite a bit of guidance when writing their responses. One of the best ways that I have found to teach students to write meaningful responses is by providing them with sentence frames. I like to encourage students to follow three simple steps when writing reading responses, each with sentence frames and prompts to use: Step 1: What did you read? While reading... In chapter __ of... On page __ of... During today's reading of... Step 2: What happened in the text? Tell what a character said. Tell what a character did. Tell what a character thought, felt, or learned. Describe the setting. Describe an important event that occurred. Explain a problem that was encountered. Step 3: What did you think? This made me think... This made me realize... Based on this, I can infer... Based on this, I can predict... This reminded me of... I can relate to this because... I could visualize... I now understand... This three-step process encourages students to not only tell what happened in a text, but also reflect on what they thought or felt about what they read. Here is a sample response using these steps: I have included a FREE handout for you to share with your students to help guide them in writing thorough and meaningful reading responses. Click HERE download this FREEBIE. If you are looking for more resources for reading response, check out my Reading Response Journals for literature and non-fiction texts. These resources include anchor charts for different reading strategies and skills, as well as more specific sentence frames for the different skills. Click on the pics to learn more. Writing thoughtful reading responses is not always easy, but with a bit of guidance from using sentence frames and prompts, it will soon become second nature for students!!

Every English language arts teacher needs a variety of successful, student led discussion strategies that will provide opportunities for student learning.

I'll reveal an embarrassing fact about myself. The people that work at the print counter at Office Max know me. I'm mean really know me. I coached the new guy on how to find the right barcode in his binder, so I could check out the last time I went. (Yesterday.) As in, they even recognize my husband because I send him over there a bunch to pick stuff up for me. (I have a nice husband.) I'm at the print counter at Office Max waaaaaay too often. Here's the thing, though. You know how you see a poster at the teacher store, and it's almost what you want? And you're thinking to yourself, "Gosh, if it just said _____________ instead, it would be perfect!" This happens to me often, especially with writing. We use Lucy Calkins' Units of Study for writing, and let me tell you, there are no Lucy Calkins teaching posters at Lakeshore. Yes, I could make it on chart paper. But I can't. Because I expect my posters to look like this: I Do, We Do, You Do The First Grade Parade Working for the Classroom The Inspired Apple And they never do. Ever. So what's an OCD girl to do but make them herself on the computer? If you have the newest version of Word, you can do some snazzy stuff. Check out this post I read on Teaching Blog Addict that tells how to use Word to make a blog button: Blog Button in 3 Tutorials. You can make some good looking graphic work. I didn't know about all this business in the newest Word, but I do have Printshop. I even recently downloaded Photoshop Elements. I love it, but it's a bit of a time commitment to figure it out. So go create your 11x17 file in one of these programs and get to the next step. Moving right along. At Office Max or Office Depot, you can upload a file to their website (or bring in a flash drive), and they'll print out an 11x17 color poster on nice, glossy card stock for you. For less than $2. Seriously. It works like this: After that, you put in your name/number/etc. and then select which store you want to pick it up from. Office Depot's process works EXACTLY the same, except you also have the option to pay online. I'm sure Staples has something similar. Sadly, no Staples near me. Try it out for yourself! Here are two posters I've made: Plot Poster Love **To download, click on the name of the file (shown above the image). The link will open and just click download. Voila! Happy poster making!

Classroom Freebies Too is more freebies for more teachers!

A simple way to teach your students classroom procedures and expectations at the beginning of the school year

I finally have our Reader and Writing Notebooks finished and up and running!! SO excited! I loved using scrapbook paper last year, but I just couldn’t find a pack of colorful paper this year that I loved… everything had either the wrong colors or the wrong patterns! I know, I’m picky! Plus, it took time to […]

Each classroom brings students of multiple learning styles and backgrounds. It is our job to provide opportunities that reach all of the many different learning styles that come to us. For this reason, it is

Pass them on to your first grade teacher friends!

If you have followed the discussion over the past years about "21st Century Skills" or have been on this planet long enough, you know that the ability to work with others is just as important as any "content" knowledge that we, as teachers, can provide. That being said, working "cooperatively" is NOT natural for all people, especially young children, and we have to make sure we are thoughtful about how we help students learn this valuable skill. Today I thought I'd share three key things to keep in mind--and then offer a few suggestions to get your brain thinking about ways to incorporate more learning partnerships in YOUR classroom! Partnerships are the perfect "starting point" for cooperative work! Think about how difficult it is for us, as adults, to get 4 or 5 of us to agree and be productive! Young students simply haven't been around long enough to know how to do that "delicate dance" of sharing, contributing, listening, and more. Learning how to actively listen is easier with just one other person. Sharing with just one person is so much easier for student who are more shy--and it's easier to have a back and forth conversation than try to balance several people. As students become accustomed to working with pairs, then it becomes easier to add people to the group. When forming partnerships, be mindful of your students' feelings. Be careful about the "find a partner" direction--because that is SO difficult for so many students. Whether they be shy, slower thinkers, worried about other students' feelings--asking students to form partners on the fly is often a tricky situation. Think about those who struggle finding partners and make sure everything is safe for them. Ideas? Use a "people picker" like popsicle sticks or index cards. Premake partnerships whenever possible (in addition to avoiding popularity contests, this allows you to encourage students to work with MANY other students, not just best friends). If you DO have students pick partners at times, consider a disclaimer, "If you don't find a partner in 15 seconds, come to me." so you can quickly help pair off those last few students. My students get very used to working with EVERYONE in the class (males, females, tall, small, etc) and they actually REQUEST me to pick popsicle sticks to take the partnering process out of their hands. We need to explicitly TEACH partnering skills Before I ask my students to work in partners, we have a number of discussions where we talk about what partnering LOOKS like, SOUNDS like, and WHY working in partnerships is beneficial. Together we made a list that we continue to refer to as we refine our partnering skills. The students did a pretty good job, I thought! Consider making a similar list with your students to make sure they understand that partnering isn't always easy--but it's worth it! As students start to work in pairs, you may need to stop and review some of these...and your students may come up with different ideas as well. Students need to realize that partnering isn't easy--and they will have to work at it! For some students, understanding that "balanced power" means that BOTH people have to share and both people have to listen is key--they can all relate to times they have had someone try to take over a group...and trying to work with someone who is NOT engaged or on task. So when should I use partnerships? All day long! Think about all the different ways that "Two heads" might be better than one...try some of these! Creating a climate where students work peacefully together will help increase engagement, improve learning, and increase the amount of academic discourse in your classroom. Another added bonus? As students work well TOGETHER, you are free to circulate, coach, and get a better sense of what is happening with your students' learning. Buddy reading Whether your students read with younger students or with others in your class, learning to read so others can hear, taking turns, staying on task, and using an appropriate voice level are all easy to practice with buddy reading. Try making copies of a fun poem for students to experiment with--or have them partner read an article. If you really want to dig in, have students read a novel as partners where they have discussions and buddy reading over an extended period of time. They can even complete a culminating project together! Checking for accuracy One of the first "partner routines" my students learn as we start the school year is "check for accuracy". I start this with basic math problems, math homework, and other tasks--where students work alone, then compare answers with a partner. We then practice how to handle when answers are different...and learn how to re-solve the problem together to see who was wrong and how to "fix up" any mistakes together. This really helps create a climate for collaboration, not competition and is a great way for students to check homework, to check over practice work, or to test the spelling of a tricky word! "Turn and Talk" One of the classic partner activities...and a GREAT way to get all students involved in discussions--turn and talk is a way for students to participate more frequently. This DOES need to be explicitly taught as well. If you simply say, "Turn and talk to a partner", you can sit back and watch certain students immediately turning to a best friend, other students sitting back and waiting to be asked (often ending up sitting silent)--and this doesn't lead to productive talk. Teach students to turn and talk by first checking around them to "include" students (may mean creating a trio!) and to make sure that each partner has a chance to share their ideas. This is a great way to get everyone talking--especially when asking questions ALL students should have access to. Not all students will know the answer to all math problems...but everyone should be able to answer questions related to opinions...to read alouds ("What do you think Ally should do next?")...or other easily accessible ideas. Math games Math games are a fun and easy way to teach the give and take of partnering. When students struggle, you can sit with them and coach the fair play and sportsmanship...but with games, the turn taking part is more automatic and students can work on some of the other factors such as voice level, on task behavior, using supplies wisely and more. This is one of the games in one of my "Partner Play" resources! Partner journals One thing my students enjoy once in a while is what I call "partner journals". You can do a lot of different things with this--but essentially in involves "sharing a notebook" to reflect back and forth on a read aloud, an article, a math problem--anything. Check out THIS POST for more information. It is a great way for students to realize that they write so that others can understand--and if they don't, communication breaks down. Try it and see! Challenge problems Putting students in situations where they need to solve difficult problems can be a great way for partners to learn how to make suggestions, listen to ideas, and politely disagree. When the answer isn't immediately obvious, it becomes clear that "two heads can be better than one"...and students can take their learning to higher levels. What about when students WANT to work alone? This is when coaching might be important...students need to see that other students might have great ideas, might help them find errors in their own thinking--and can make the entire process more fun! My students did a great job partnering on this back to school shopping challenge! These algebra thinking cards were MUCH easier when partners started working together! The math discussions they had were fantastic--and they found lots of misconceptions and mistakes they were making as they worked! My favorite quote? "I knew I could never do math this hard by myself!" And so much more! These are just a few suggestions to get your students working in pairs--but there are so many more! Keep stressing how important collaboration is--and how it takes practice to get good at it...but when we ARE good at it, working together can be so much fun! Follow me on... Facebook Pinterest Instagram @Fourthgradestudio Twitter @FourthGrStudio Periscope @ FourthGrStudio Teachers Pay Teachers Store Blog

We as teachers know that reading at home is crucial to becoming a better reader.If you’re like me, you have used one of these. I used a reading log like this for years and didn’t think twice about it. However, I did think it was interesting that most of my students read exactly 30 minutes […]

Get ready! This cute craft is perfect for kids; DIY easy cute origami cats that anyone can make, whatever their age, and decorate as well.

5 key reasons to teach students to analyze differing perspectives

Understanding the difference between inference and prediction is one of classic challenges in literacy instruction.

Hey everyone! I hope you had a great holiday and if you’re like me you’re definitely enjoying your time off school. Yes I love and miss the kiddos and have seen some updates about them on FB but I’ve really enjoyed no alarms, comfy clothes, Netflix, organizing my home, and staying up late. The joys ... Read More about Read and Recall Freebie Update!

Understanding characters can be tricky! Learn my favorite strategies for helping students master character traits and changes.

Well, my school year has barely ended, and call me crazy, because I am already planning and creating for next year!! I have a list a mile long of new ideas that I can’t wait to try out for next year. My first one?!?! Close Reading Toolboxes!! This post contains affiliate links to amazon.com. If you…

Whether you're new to teaching or a veteran, this list has you covered for 4th grade.

Novel Quick Write Anchor Chart

This blog post contains a FREE compare and contrast reading activity! Materials are included so you can replicate the compare and contrast anchor chart and lesson for your own upper elementary and middle school students.