shelfari

Recently, another teacher referred me to Shelfari and it seems like a great tool to share my thoughts on books!  If you would like to see, here's my link:

	Shelfari

Formatting

First and Last name

Class period

Due Date

Assignment Label

What's the Big Deal?

Students need to follow a certain format for work to be graded.

First off, they need to write in blue or black ink or pencil if it is an assignment.  Part of this is selfishness on my part.  It gets really hard to read those pink and yellow pens!  It also allows my comments to stand out to students if they are in different colors.  Finally, it is a good life skill.  As a class, we talk job applications and taxes.  If you do your taxes in orange, they aren't even going to do anything but send it back!  Most job applications require blue or black ink and everything else is thrown out.  It is good for students to get used to this expectation.

Students are expected to write on the front of the paper, starting at the top, and staying within the margins.  They also skip the first line and need to center the title of stories.  Some of this is common sense!  The rest is practice for when they are expected to use MLA format in upper classes.  It also helps them stay neat.

Now for the parts that really get them in trouble.  The heading.  Headings go in the upper right hand corner.  Again, this is an expectation as they advance.  This also makes it easier on the grader (me!) if all of the information I need is in one place.

They are expected to put their first and last name at the top.  Again, this makes it easier on me.  Also, it is a life skill.  What would happen if someone only put their first name on their taxes?

Next comes the class period.  This helps me!  When a student is absent or turns something in late, it is a lot easier (especially at the beginning of the year) to put the assignment where it needs to go with this.  In addition, this is a requirement in other classes.

The next piece I ask for is the due date.  This helps kids remember when something is due!  In addition, it helps them later in the year when making corrections.  Corrections can only be made while the quarter is active; I can't go back and change 1st quarter grades in May!  Having the due date gives them a reference to see when things were completed.

Now for the hardest piece of all- the assignment label.  They need to label it exactly what I tell them to.  I usually verbally say the assignment, it is posted on the board when it is assigned AND when it is due, it is on the calendar, AND it goes out in the text.  There is no reason not to have it right!  This really helps kids when they want to correct something.  We take reading drills several times a quarter.  If they only have a reading drill labeled "reading drill," I have no clue which one to give them so they can correct it.  In addition, if there is an issue with their grade, this enables them to find the exact assignment in question.

What happens if they mess this up?  It will be in the "format tray" for their grade level.  We spend 1st quarter of 7th grade in the process of learning.  I mark mistakes and only focus on adding one piece at a time (I usually start with their name).  After that, they will not receive credit for the assignment until they fix it.  It will show up in JMC as Li*.  There will be a small "f" on the following line.  Li is a code JMC uses to mean Late Included; this means it is working as a zero in the gradebook.  If you see it in my class, you know there is something they need to fix.  That next line, where in this example there is an "f," will give you more information (codes are explained in detail on my regular webpage).

Unfortunately, JMC isn't instant.  It is not going to tell you that day if there is an issue.  Some assignments take longer to grade then others.  I update grades 1 time per week (at least).  Instead of waiting for that update, many students are proactive and check the format tray once or twice a week.  This is their responsibility.  I will not tell them individually to check it.

Once they find something and FIX IT, they put it in the "corrections tray."  By the way, all of these trays as been repeatedly pointed out to students and are labeled.  After the student puts it in the tray, they wait.  I go through the corrections tray about 1 time per week.  However, I occasionally get bogged down with essays or flounder in a short week.  I attempt to get caught up as quickly as possibly.

One way to avoid this wait is to do it right the first time.  If they are unsure, they are welcome to see me before school starts, so it is correct when it is turned in.  After that, I suggest a check off system.  If they find and fix something, they should write it in their planners.  That way they know what and when they fixed it, which means they can definitely tell you they fixed it.  They should, however, continue checking the format tray.  Occasionally, they "fix" something without taking the time to really fix what was wrong.  If they are unsure if they fixed something, they are welcome to come in to double check.  If they come in specifically for something, it helps them to know what it is.  They are encouraged to print of their assignments to give them a reference sheet.

Much of what we do is online.  The basic format is the same (heading and all).  They are expected to use Times New Roman, 12 pt font, and double spaced, unless told otherwise.  They will share these with me (double checking that it is actually me they are sharing it with, that they have enabled editing privileges for me, and that it send me the email stating they shared it).  One piece that is new for this kind of assignment is the document title.  This is the equivalent to what it is saved as.  This will be the same as their assignment label.  They are urged to double check spelling and refrain from adding or subtracting any punctuation.  I have hundreds of Google Docs (one of my classes is taught almost entirely online) and I grade them by searching for the title.  If they don't title it exactly what I did, it doesn't always show up and doesn't get graded.  Again, Li* f.  However, it will NOT be in the format tray.  It doesn't make sense to print it off, pick it up, and then do so.  I do, however, usually send them an email informing them of their error.  Once they fix it, they are to "reshare" it with me- NOT print it and put it in the corrections.

Once students learn to pay attention to detail and follow directions, this is easy for them.  If they are struggling, they should spend time with me getting organized.  I'm more than willing to help.

Helping students read better

Ok, you've picked a good fit book.  You've modeled good reading.  You make sure homework is complete.  You are reading.  Your kid is still having trouble reading.  Don't get discouraged!  Keep trying.  It might take longer and they might need more practice.  Here are some things you can do to help your student:

Keep reading!!!

Read aloud with them- this modeling can show them what it is supposed to sound like.

They need to find what works for them when it comes to concentration.  Don't be so quick to instill the silence.  Many kids do better when listening to music, especially music without words.  Experiment and see what happens.

Remind them to practice strategies that they learn in school.  Click here for more tips!

Choosing a book

Often, students do not like to read because they are reading books that aren't the right fit for them.  There are a lot of things to consider when choosing a book.  This video gives a good outline of what a good fit book looks like.  In addition, you can use AR levels, grade levels, or Lexile levels to find a book at their reading level (you will find those with your students MAP scores).  Here are several links that can help you find a book (or you can ask your students' teacher or the librarian).  
Lexile to grade conversion chart

Here are some book suggestions

students with high lexile levels
struggling readers

When kids read books that are too easy, they might get bored and they don't have the opportunity to practice any reading strategies, which makes it difficult to get better at reading.  If the book is too hard, they struggle so much to read the words that they cannot under the concepts.  Either way can make it a little more difficult to find a book.  If they read below grade level, the material is often too immature and not interesting to them.  If they read significantly above grade level, the material is often too scholarly.  In fact, they often get into the classics, which can be quite dry.  If you find yourself in this situation, your librarian might be a promising resource.  Finding a good fit book can really make a difference in reading attitude.

Monkey see... well, you know!

Whether they admit it or not, kids and teens really look towards their parents and other adults in their lives for role models.  They may look elsewhere for fashion and music advice, but families hold more sway over their behaviors and beliefs than they realize.  Even though it often feels as if they don't listen, they do.  And they watch.

Let's get the hard part of the discussion out of the way.  Often, parents excuse poor academics without realizing what they are doing.  Phrases like, "I didn't do well in school either," "I don't see why you have to know this,""You're never going to use this," or saying things that paint schools and teachers as the bad guys harm student performance.  When you excuse a student's poor performance because you didn't do well, you increase the likelihood they won't do well.  It can make them feel that they don't need to try and that no one expects them to do well, or thinks they CAN do well.  When you "put down" school work by saying it has no use in the real world, again, it excuses poor performance.  Poor performance is never excusable.  One might argue different aspects of school, but most students that are successful in high school are successful after high school  Students need pushed to reach their potential.  Doing this makes them more likely to be successful.  This also helps teachers know who needs help, as opposed to who just isn't doing work.  Finally, not all teachers and schools are bad.  It is unfortunate that you or your child had a bad experience, but it is unfair to generalize that to all teachers.  Most become teachers because they enjoy children and want to shape the future.  Their methods might be different than yours, but their job is different than yours.  When your student sees you talk about or to teachers disrespectfully, they feel it is ok to do the same.  This should be reserved for when they are not present.  This is hard.  But parenting is hard and I don't have to tell you that:)  Sometimes we say things based on our emotions and forget to think of how our kids are going to use that information.  I have yet to get to the years of my son using what I say against me, but I know they are coming.


Ok, now for something a bit easier.  Good reading skills will help you in almost everything that you do.  So a big part of that is to actually read.  One of the best ways to get kids to read is to model it.  I try to read with students several times a week.  It helps if you do it, too.  With older kids this can be family reading time- everybody read something.  It can be a book, newspaper, or a magazine.  Make it something everyone can look forward to and make sure they know you are looking forward to the time you guys spend together reading.  For younger children, this can be time that you read to them.  You can also talk to them about what you have read or something that you want to read.  If they see reading is something that you value enough to spend your time on (and not just require that they do), they are more likely to see it as worthwhile.

Is what I'm asking you to do easy?  No, it requires time and really monitoring what you are saying and how they might interpret it.  And you won't be perfect at it.  I frequently have to remind myself to start watching the conversations I have around my son.  Sometimes I choose dishes over reading a book with him.  But, because these things are important to me, I work hard on making time and saying what he NEEDS to hear.  Together, we can model some of what your child needs to be successful.

Just do it... the work that is

I start the year with the same promise to my students.  The only way to fail my class is to not do the work.  I meet with nervous parents at the beginning of the year; their student doesn't read well and they often have poor grades in reading.  I console them and tell them this year will be different.  Just because they don't read well doesn't mean they won't do well in my class.

My class is a lot of work.  We read- A LOT.  In class and out.  We practice for standardized testing.  We do short assignments.  We do big projects.  We do in class work and out of class work.  We write stories and we take tests.  Everyone is bad at one of those (even if it is just relative).  Being bad, even awful, at one of those isn't enough to kill your grade.  They all balance each other out.  AND I allow students to correct EVERYTHING for half credit.  So even if you are bad at something, you can improve it.  Now take into consideration that I offer weekly extra credit and it should be fairly easy to pass my class, right?

Unfortunately, that is not the case.  I fail quite a few students every semester.  Those kids all have one thing in common.  They don't do work when it is due.  I have a very strict late work policy.  That gets kids in trouble.  The kids that fail my class don't do work when it is assigned and I don't accept it after the very short grace period.

I don't believe allowing students to turn in late work benefits them in any way, at least not long term.  If you get into the habit of doing things late, such as paying bills or performing a task your boss asks you to complete, life gets hard very quickly.  School is intended to prepare students for life and allowing them to complete work at will does them an injustice.  In addition, if directions are not followed and details are not attended to, the work will not be graded.  Doing work in a timely manner is a major life skill, as is doing it the right way.

Read Read READ

A blog dedicated to improving reading ability MUST have an entry dedicated to the need to read.  You don't get better at something merely by doing the bare minimum.  Those that are great spend substantial time working at being the best.   Reading works the same way.

I tend to refer to a sports analogy.  If you want to become a better basketball player, you practice.  Sports teams practice 3-5 times a week for at least an hour at a time.  Students that play an instrument are required to practice daily.  If a young person wants to improve at a sport or talent, it is a given that they must practice.  We assume that those that are great at something practice it, even if they do have natural talent.

Reading is not any different.  If you want to become a better reader, you have to read.  I mean actually read- not just stare at the book or skim through without really paying attention to what you are reading.  Interact with what you are reading.  Make predictions, ask yourself questions, figure out what that word you don't know actually means.  Really practice those good reading strategies (which is another day's post!).

To become a seasoned reader, you have to read a variety of things.  If you only practice your spike in volleyball, you are likely only going to be good at spiking.  And since you aren't always able to spike, that's not going to be good enough.  That's why coaches have you practice all areas of a sport.  And that's why teachers have you read a variety of styles and formats.  Nonfiction reads differently than fiction.  You need different strategies to read a graphic novel than you do to read the newspaper.   All of these areas are important.  

Finally, you have to make sure that what you are reading is a good fit for you.  A student first learning to play the flute isn't going to have much fun being tossed into symphony and being expected to play along when they don't even know how to read the music.  The same is true with books.  A good teacher can help you work with materials higher than your current level and some good strategies will definitely help you compensate, but you aren't going to get far by yourself.  Of course, the reverse is true as well.  You aren't going to get better by reading something that is too easy.  Michael Jordan (I know, pretty dated example) wouldn't expect to improve his playing by practicing with 5th graders.  You aren't going to be a better reader by reading a simple book just because it's quick.  It's all about finding a book that is interesting and just challenging enough.

Then, READ IT!!!Why you should read