Modeling Books

This year I have started using modelling books slightly differently in my classroom. I have always used them for both literacy and numeracy what is different now is that they are now an observation record as well as a modelling book. What I started doing is always bringing my post.it notes to the mat area with me. As I'm teaching I make notes on who is doing what. It can be anything from who found what difficult to who was able to figure something with ease.
I found that in a very busy classroom it is difficult to remember who did what, when and where. This has helped keep my observations in one place. I also have dated evidence of what I saw. This has also been a very useful strategy to use with my Teacher Aide. She makes notes on how her group went so I know exactly what I need to catch up on and vice versa. This helps with my end of day or end of week reflections. I know where my students need to head next. I also include a CLOZE plan for reading at the back of the book. I keep some writing progressions in the writing book and stage appropriate profile sheet in the maths books.
Here are some examples of what you would see in my class:

 Reading with WALT, SC and observation notes.

 Reading level on the inside cover of each modelling book.

 Reading modelling books

 Writing: Looking at instructional writing.

 Writing instructions together.

 Writing books including targeted writing group.

 Maths books

Daily 5

After watching some colleagues of mine run the Daily5 programme in their classrooms I decided to give it a go myself. I started by introducing Reading to Self. The children an I discussed what this will look like if done well, why we should do it and how to choose book.
As time went on we went on to explore the other elements of the Daily5 programme. We went very slowly starting with 3 minutes per activity and slowly working our way up. We stopped and reflected often. Now I'm feeling like the programme is beginning to run smoothly.
I'm finding that the programme is working really well with my students. They are very motivated and are on task.
I'm busy at all times. Having a timer moving the children onto the next activity has helped me make sure that my lessons are quick and snappy. I am seeing each group for reading twice a week. This gives me time to teach a strategy and then check up on the kids and check their understanding later in the week.
I can also see each group twice a week for writing. I have class teaching sessions where I introduce a genre and set whole class tasks. Later I work with each group extending them or supporting them depending their needs in relation to the set task.
I am getting great results from my students. They are getting much more small group instruction and are wanting to complete the tasks set.

The challenge I am still facing is making sure that ALL my children are completing work at the highest possible standard for them. Some of my students do tend to take the easy road but that's a challenge I will overcome with time.

Starting the movie process

There's no point going to conference if you're not going to use all the ideas. I find that if I don't use my new knowledge right away I loose it. So I decided to start using some of the movie making know how I learned from Helen King during ULearn 2012. After teaching two of my math groups I asked the children to "Assume That I'm an Idiot" (thanks Glenn Capelli for that one). I asked my children to create educational videos to teach me how the strategies work. To be completely honest I underestimated how valuable this tool is. Some of the children who hardly say boo during group discussion were putting on their best teacher voices to tell me all about their maths strategy. I was able to watch these video creations and with in minutes I could see who needed more help and who was ready for something a little more challenging. BRILLIANT! Easy and quick assessment that uses the children's strengths (if they want to write, they can write or if they want to act/draw/sing/dance...they can). I have also started something similar with our reading programme. I have explained to my class that hey need to make sure they really understand the reading strategies we are covering curing our group sessions as they will be making videos to teach other groups about how the strategies work. I must say I've never had such attentive listeners during teaching sessions. We'll see what they come up with once we have finished but for now here are some photos of some of the children beginning to put their videos together. If this is only day two, imagine what I can achieve by the end of the term?! Starting the Movie process on PhotoPeach