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Personalizing charts to foster intention and independence

More and more, another way we've been making sure that charts become part of our writers' toolbelts is to create individual ones that are either the same as the ones on the wall or close enough that they don't require instruction for students to access. This strategy has helped so many of our students with both executive functioning and with attention issues because students choose what they need when they need it , and then they can have it right in front of them.

Here are some ways we've been doing this:
Offering charts from the bulletin boards
I was working in a fourth-grade classroom, and the teacher and I met to reflect and plan. "I keep making the same charts over and over again when I confer with students," she said. "I taught the lesson, and I've made the chart, but it's like they have to have it right in front of them."

The next day, we created an interactive bulletin board for students to access, and we taught them to take a chart when they needed it and return it when they were finished.

Our charts represented the learning targets of our information writing unit, and students learned quickly how to use them.

I've shown it to other teachers who have created similar systems in their classrooms. In a different room, a third-grade teacher offered specific tools as well as small charts for her students to take.

She taught into this board, emphasizing problem-solving in order to build intention as well as independence.

In one other third-grade classroom, the teacher laminated small versions of her larger classroom charts, encouraging students to borrow and return as needed. Her sets were definitely as initial investment of time, but the small charts have lasted!

Students have the choice of many different charts that support a variety of learning targets. In all of these classrooms, the teachers may suggest a specific chart for a student, and a student may intentionally and independently on a chart to take. What's so is that these systems support a spectrum of learners in the classroom because students can review as they need, differentiating for themselves. Furthermore, having the chart, right there in front of them, filters out many of the distractions of other charts or bulletin board features so that the focus stays right there on the intended goal for that writing session.

A few teachers have been in touch and are interested in building "bulletin board sets" over the summer. That way, as the new school year hits and the units come full speed ahead, they have the tools ready to put up for their students. Sounds good to me!

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Personalizing charts to foster intention and independence

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More and more, another way we've been making sure that charts become part of our writers' toolbelts is to create individual ones that are either the same as the ones on the wall or close enough that they don't require instruction for students to access.

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Writers Toolkit

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My last post (which you can view here) detailed how I first familiarized myself with the Teachers College A Deep Study of Character middle school reading unit by Lucy Calkins and colleagues. After creating my demonstration notebook, my mind began to drift toward a tool that teachers could use while conducting small groups and conferences. Since all of the teaching session are so clearly laid out for teachers, I knew they needed minimal scaffolding and would easily be brought to life in the classroom. Our district focus this year has been small groups and conferring, so I wanted something that teachers could keep at their fingertips to make the teaching of the unit more clear during this segment of their workshop.

And so my A Deep Study of Character Toolkit was born!

I decided to do a separate kit for each bend. This way the final product would not get too cumbersome. Remember, I want to be able to walk around with this easily, while students are independently reading. At the front of the kit I put a copy of the Bend I anchor chart, To Think Deeply About Characters..., as well as the anchor text, "Popularity" by Adam Bagdasarian.

For each session, I included the same three things:

1. The anchor chart component
Provided with the unit.

2. A strategy chart
These are charts that I've created based on the work of individual sessions. Usually, they break the work taught in each minilesson into easy-to-follow steps.

3. Any materials needed to teach the recommended small groups and/or conferences.

Here are images of the anchor component and strategy chart for session one and the small group and conferring materials for session two.

So, now that you have an understanding of what the toolkit entails, here is my process for making it...

Pulling Resources

For some of your materials, you can access the unit's online resources available through the Heinemann website. These resources are included with the purchase of your unit book. This is where I pulled the anchor chart, anchor text, and various other teaching charts included for each session (including mini-versions to hand out to students after a small group or conference- see image at right).

Creating Materials

Although some resources are provided in the online resources, I did make quite a few myself. While the Units of Study are GREAT at providing the necessary resources to teach each individual session (or minilesson), the material for the suggested small group and conferring work is usually not included. So, this is where I had to do a lot of creating. Please note, that all of the content for my self-created materials was inspired or born directly from the A Deep Study of Character unit book.

Strategy Charts

To create the individual session strategy charts, I skim the lesson for a "how-to". Usually, at some point, it is suggested that you name out the steps you took during your demonstration. This is your money-shot for finding components of a strategy chart! Look for words like debrief, summarize, recap and review. Then read the scripted text that follows, and pull out the steps. Last, let your inner Kate and Maggie Roberts (authors of DIY Literacy and former TC developers) go and get crafty! This is my favorite part!

As an example, this (from Session 2)...

...became this...

So fun!

Small Group and Conferring Materials

I use a similar process when creating the necessary resources for the suggested small group and conferring work. I carefully read and think through each Conferring and Small-Group section of the session. Often, the unit will name out specific small groups you could plan, like this example from Session 6:

I use the information in each section to develop and write a small group lesson plan; creating or pulling strategy charts, exemplars and resources as needed.

Sometimes, the unit suggests that you do some lean-in comments to support repertoire work. Think of this as a way to guide students toward the work you are teaching as well as toward more sophisticated thinking. Often the unit will provide some examples and Session One of the online resources has a print-out as well. However, to make this resource teacher-friendly I put the suggested comments into an If/Then chart.

For session five I create the following,

This chart includes all of the work done thus far in the unit from session one to four. With a chart like this, teachers can use the visuals to easily see what type of student work to be on the lookout for, and what to say when they see it.

Logistics

All of the pages are housed in sheet protectors. Single pages are organized back-to-back. However, to keep organized I only put one small group lesson including materials in each plastic protector. So when it is time to teach that lesson, you can easily pull out all the materials and go.

To make pages reusable year after year, I stuck Post-its to the outside of the sheet protectors. This way teachers can jot observations down without having to reprint the page each year. For example,

The blue tabs indicate each session of the bend. I labeled each by number, but then also put one word to remind myself what the content of that session is. (I didn't have the words at first, and although I'm getting pretty good at naming the content off-hand, I would sometimes be a session off. With the goal of making this as simple and teacher-friendly as possible-why work harder than necessary?!)

Putting this together was really a rewarding task. Like doing the demonstration notebook, this work helped to crystallize the concepts taught in the unit. Time-consuming, yes. But, well worth it- a labor of love!

What do you think? Is this something you would find useful in your classroom? What does your toolkit look like?

Let's keep the conversation going-

Lindsay

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My last post (which you can view here) detailed how I first familiarized myself with the Teachers College A Deep Study of Character middle school reading unit by Lucy Calkins and colleagues. After creating my demonstration notebook, my mind began to drift toward a tool that teachers could use while conducting small groups and conferences.

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Post-it and other brands of sticky notes are put to good use everyday by teachers and students. The Post-it website has a page filled with resources for teachers, and they have a really cool iOS app for digitizing, sorting, and sharing square sticky notes.

Those small pieces of paper that can be attached, easily removed, and repositioned can be even more useful when you print on them. While there is a printer designed to print sticky notes, you can send sticky notes through the printer you already have. You'll need a template for printing, and I just so happen to have one for you. Skip ahead to see loads of ideas for printed sticky notes.

The template is in Google Slides. Why Google Slides? It's one of my favorite design tools, and does not have to be limited to slideshows. The template has a custom page setup of 8.5 by 11 inches to match standard printer paper. I'm sharing the file in a way that forces you to make your own copy. You can edit your copy and use Google Slides' design tools to print your personalized design.

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Print Custom Sticky Notes with Google Slides

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Post-it and other brands of sticky notes are put to good use everyday by teachers and students. The Post-it website has a page filled with resources for teachers, and they have a really cool iOS app for digitizing, sorting, and sharing square sticky notes.

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Kate and Maggie are literacy consultants, authors, and speakers. They are known for their concrete solutions to tough situations, their humor, and their strong curricular, pedagogical and personal support of teachers, administrators, and students.

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A meeting place for a world of reflective writers.

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