In School
17 weeks 6 days ago
from Maureen Szychlinski
“This. Is. Gold.”
Hearing these words come from a reluctant 12-year-old during a writing conference just about knocked me over a few days ago. For weeks, this student sat during independent writing time with little more than a few new words scribbled on his crumpled piece of paper.
As his teacher, I was nervous. Why wasn’t he writing? How was he going to learn and grow if he...
(2) 23 weeks 3 days ago
from admin
Grades: K–5
Vanessa Karwan, EdD, Turnaround Coordinator, and Evangelina Pando-Solis, EdD, Literacy Specialist
Scenario
The SIPPS program is a daily intervention of 40 minutes for all of our K–3 students. Our “SIPPSters” Team of impact teachers and kinder instructional assistants also provide SIPPS instruction, so student groups are reduced by the support of part-time...
26 weeks 6 days ago
from admin
Meredith Iserson, Second-grade Teacher, CSC Lead Teacher
“My students are beginning to treat each other with more respect based on our class norms, and coming together as a community is feeling natural.”
Please explain how CSC is used at your school.
This is our first year using CSC at Futures. Each teacher is using it in his or her classroom approximately three times per week. We...
26 weeks 6 days ago
from admin
Grades K–5
Marni Kay, Literacy Coach
Scenario
Astatula Elementary School is beginning their third year of implementation of the SIPPS program. We selected SIPPS to support our most struggling readers in second through fifth grade during our schoolwide intervention block.
Why did you decide to implement DSC’s SIPPS program?
Our school’s 2009–10 FCAT data indicated that...
26 weeks 6 days ago
from admin
Grades K–5
Gayle Morrison, Literacy Coach
Why did you decide to implement Making Meaning?
Students were becoming word callers and not “comprehenders” of what they read. This was really showing up in grades 3–5. We knew that we needed to start in kindergarten by building a consistent foundation of thinking and talking about books from read-alouds, as well as about books...
26 weeks 6 days ago
from admin
Grades K–5
Lindee Witt, Fifth-grade Teacher
“Our students are writers and they know it, and they are proud of it. They love to write.“
Please explain how BAW is used at your school.
BAW is used in our building in all grades, K–5. We started out using it only in the intermediate grades, then the word spread and the primary grades wanted it as well. We use Being a Writer...
26 weeks 6 days ago
from admin
Grades K–5
Marni Kay, Literacy Coach
Scenario
As a former first grade teacher, my teammates and I had been searching for a writing program that was systematic, explicit, and tied to literature. We were creating writing lessons for our students using mentor texts, always feeling we were missing something. As a school, we did not have a structure or program that was consistent for teaching...
36 weeks 5 days ago
from Lisa Borah-Geller
This recent article in the San Francisco Chronicle, New in schools: a bridge to kindergarten, reminded us of this recent blog on the subject. For a different perspective, try also reading: Transitional Kindergarten: Delay School at Your Child's Peril? Enjoy!
I recently found out that my son, who will turn five years old in November 2012, will be eligible for California...
(10) 1 year 4 weeks ago
from Patrick Graham
We just wanted to point out a new entry from Forrest Elementary, which is implementing the Being a Writer program for the first time this year.
Adam, in Melissa Broiles' fourth grade class, has written a striking piece of short figurative prose. Please give it a read.
1 year 18 weeks ago
from Bill Goldsmith
[Editorial note: we love that Bill was inspired to extend the strategy instruction in the Making Meaning program. We wanted to note that he teaches these lessons in a small group setting and Making Meaning, as written, is typically taught using whole class instruction.]
As the year progresses it is my goal that students begin to take more ownership of each strategy that I’ve taught...
