Here is some of the great work that came from this lesson! 

Laurie asked her students inferential questions about a story they had just read The Wedding Basket. Students were observed to share out their creative perspectives and connections to the story. Students were observed to make connections with one another, such as “adding onto”, “I’m gonna add onto what____ said”.  This showed the strength of sense of community and respect among learners in Laurie's classroom.  I really enjoyed spending time with Ms. Carlson's class this afternoon!

They then moved on to practice fact fluency strategies (doubles, near doubles and 1 less/2 less). She once again encouraged him when he felt unsure by saying “It’s ok” and then provided him with time to think. He then responded with the correct answer! When he got stuck, she asked “Would you like me to skip it and come back to it later?” This put him at ease and gave him confidence to move on. 

Lizzy, you were doing a fantastic job working with your friend! He is very lucky to have you! You praised him for using his strategies, complemented him on his effort and gave him extra thinking time when needed. It was a pleasure seeing you in action!

Mina started with today’s schedule. “Today we will learn a new word family, -all. Can someone please tell me some of the word families we have already learned?” Previewing today’s phonics lesson and reviewing their prior learning is a great way to set her students up for success! Next, it was time for the kids to say good morning to each other. Sitting in their circle, each child took a turn by saying good morning to the person sitting next to them. Mina reminded them to make eye contact. I loved this- great life skill! At one point, Mina gently gave a student a cue to refocus their attention.

Once they finished their good mornings, without needing directions, the students automatically (and silently) moved to their rug spots and turned to face the calendar. Wow! It is clear that Mina worked very hard in the beginning of the school year to teach routines and expectations!! I loved being I your room, Mina! Thank you for making me feel welcome. 

I’m always impressed when Jess brings her class to the library. Today, I loved seeing the kids becoming a sea of quiet hand signals as they waited to line up for shelf-markers. There were whispers of children sharing book recommendations, as others nestled in to read. Meanwhile, Jess quietly connected with one student over books on a bench. Two thumbs up! 

The Meaghan moved into her writing lesson which was centered on the activity for Amy Spangler Make a Difference Day. Meaghan asked her students to join her on the rug and made note of students who automatically looked ready by saying “_________ looks ready.” Once all students were on the rug she thanked her class for transitioning quickly and quietly. She gave a final reminder before starting the lesson by saying “check to see if you’re in a good learning spot.” 

Once Meaghan started the lesson she explained clearly and thoroughly the reason why we are celebrating this day on Friday. She began to read aloud the starfish book (I forget the title!!). She began to have students make personal connections to the book by saying “raise your hand if you’ve ever collected sea shells.” After reading a few pages she kept students engaged by asking “does anyone have any predictions?” Once the read aloud was over she made sure to announce that “even a little thing can make a big difference!” Meaghan brainstormed with her class ideas for ways they could make a difference, she offered ideas for people who were struggling to think of one and provided encouragement when students had suggestions.  Before students were able to take the starfish template she had each student tell her their idea and she complimented each thought! 

I got to see Kendra’s class during their morning meeting this morning. I was so impressed by all the amazing classroom management strategies Kendra used in the time I was there. Kendra made every part of her morning meeting fun and exciting for her students. She gave compliments and encouraging words to students who were participating in the different activities. It appeared that Kendra’s class has been counting down to the 120^th day of school in which they have a very exciting activity planned. Together as a class they observed that there are only 3 days left until the 120^th day. Kendra showed her class a preview of the special activity they will be doing and asked students “what could we be doing with this?” as she showed them a small paper cup. 

It was clear that Kendra had the full attention and respect of every student in her class. I can’t wait to see what they end up doing with those cups on Friday! 

I stopped by Jenna’s room today and the first thing I noticed was that it was SO quiet and calm. I felt relaxed right away! I was really enjoying noticing lots of cool things around her classroom like the flexible seating options and awesome visuals (which she provided reminders about using). The kids were getting ready to make a birthday book for one of their classmates. Jenna had them do some great mental dress rehearsal by telling them to take a minute to think about what they might draw (and actually gave them a minute to do so). She reminded the kids that this book was about the birthday girl in their class and what she would like in a drawing/message, not what each individual student would like. A very helpful reminder for the younger grades! When Jenna took responses from the kids about their ideas, she was sure to check with the birthday girl to make sure the response was something she’d like. I’m sure her student felt very special!  

While students were sharing with their partners, they were all having very focused conversations on their writing. Once students had a chance to share, Laurie read aloud a student’s writing and provided and opportunity for the rest of the class to provide positive feedback on the student’s writing. Then Laurie instructed the students to make sure their partner had all the necessary information in their writing and if they didn’t they were to help their partner fill in the missing information. It was really nice to see students actively helping each other with their writing! As Laurie circulated around the room she was sure to point out when students were helping each other and thanked students for helping each other. I had a great time in your room, Laurie! 

 

Observing Crystal was such an added bonus! Crystal has an amazing ability to anticipate the needs and questions of each student. I was lucky enough to work with her for a year, and she always has an incredible ability to read minds and know what both teachers and students need! There were going to be some students without a partner, so Crystal made sure to arrange the groups so that everyone had someone to work with. She is always thinking! Crystal also circulated and checked in on the different partnerships and demonstrated great management and flexibility (as always). She is so upbeat and positive in the classroom! Tara and the class are so lucky to work with you!!

Michele then took out two big tens frames with ten counters in one of the frames. They then began to sing a song about all the ways to make ten to the tune of Baby Shark. I thought it was a great idea! It was clear that Michele and the student have done this activity before and it was also apparent that they student enjoyed it because she was smiling and laughing the whole time. What a great way to make learning fun, Michele! 

3/12/19 – Always helping others!! A SHOUT OUT to Mina Vahedi!  When I walked into the Red Birds classroom, students were eating Snack while Mina was at her desk, showing Brenda Charles how to make a Math Lesson, using the SmartBoard. Mina’s lesson was very student  oriented–and interactive. Using the same color-coded system as their math mats, students were going to make number sentences of 6, 7. 

Amy is an incredible reading specialist- I have learned so much from her through the years! During one of our conferences yesterday, Amy gave a parent wonderful feedback about their child. Her calm and genuine demeanor put the parent at ease. She is always prepared with students’ data and thorough notes from the time she spends with the students in group.  

Erin was also in one of my conferences yesterday. She is incredibly knowledgeable about each student she works with and comes prepared with work samples. I love how enthusiastic she is about the work she does in her classes.

I feel so fortunate to work with such amazing educators!  

 

Students who weren’t in Jenna’s group were working hard! They were engaged in their work and having meaningful math conversations! I can’t wait to come back and learn from Jenna!!!

 

Kendra has such a calm approach to problem solving. I can’t wait to come back and see the hard work her students are continuing to do!

She gave time for questions- "What questions do you have?" and then sent them on their way. Every single student transitioned quietly and quickly. Erin did something I've never seen done in a classroom. She had kids who were still drafting go find quiet spaces to work and then gathered those that were done drafting up by the Smartboard for a lesson on revision. I was amazing to see how focused the drafting kids were and how attentive the other students were to Erin's lesson on overused words. I felt so comfortable with the structure and clear expectations and I know the students did as well. LOVE IT! 

I popped into Laurie’s room while her kiddos were writing in their Iditarod journals.  I’ve been learning so much about this cool race by observing second graders this week.  Laurie showed her students actual footage from the race.  Super motivating!  I was also really impressed at the volume of writing her second graders were producing.  It was truly amazing!  Way to go, Laurie!  

Today Lisa Ferretti came to visit my class, just as I was finishing up a lesson on the Tundra: preparing my class for a small hands-on lesson we were about to do. Lisa was so excited and said, “Can I stay and watch? I LOVE Science!” I told her ,“Absolutely!” At that moment, Jenn Scranton arrived with her dolly full of containers and materials. Immediately, Lisa went over to Jenn and asked Jenn  if she needed any help setting up.  When Jenn replied, “Sure”, Lisa stepped right in and helped set up my classroom: filling the water containers, helping me move desks, putting models at the table groups!   

Lisa was amazing!! Lisa did what she always does- steps right in to help anyone and EVERYONE!! I ended up observing Lisa as she quickly, quietly and very busily did an amazing job of getting the “experiment” set –up while Jenn Scranton started the Intro!! THANK-YOU, Lisa!!! 

Christina’s room was full of students’ work – on the Bulletin Boards, table and “ledge” by the windows. It was clear what the students are doing in 4^th Grade just by looking at all the hands-on, creative work displayed around the room. It made me reminisce about our days teaching together (and Steve, too!)And almost thinking, “I want to go back to 4^th Grade!!!”

Amy, I wish I could go back to Kindergarten and be in your group! Such great learning in a fun, safe, inviting and calming environment!

I really loved seeing such hard workers in this classroom. It was so enjoyable.  Kate did a wonderful job presenting and supporting her 2nd grade writers during this lesson.   

I really loved seeing such hard workers in this classroom. It was so enjoyable.  Kate did a wonderful job presenting and supporting her 2nd grade writers during this lesson

Before leaving she asked the students if they thought they earned their stickers. She pressed them to explain why they earned them and helped the students to articulate that they were listening and following directions which is why they earned the stickers

I think my favorite part was that at the very end before leaving, Alex turned attention back to a thought a student must have had at an unexpected time of the session. Alex said “Did you have something to tell me that was off track? You can tell me now.” The student explained that he watched movies about dolphins before going back to class. 

Alex, you’re so good at what you do and it’s so fun to see you work in your small groups! 

Meaghan then said “now it’s time to turn our brains on high” and proceeded to ask the students what we call that important first sentence. She said “if you know it blow it in your hand” and then “if you know it say it aloud in 321”... I loved this strategy and felt like it encouraged all students to stay engaged and also for those who may be unsure to take a risk. I can’t wait to try that one in my room! 

Meaghan is a masterful teacher who, while all of this was going on, met the needs of every single student, by ensuring that there was a page of crayons to be colored in by her ELL newcomer who speaks French. She had the crayons and the page with crayons (labeled with colors) ready at the back table and when the class began the George Washington Carver work, the French speaking student worked to match the colors of the crayons and color them on his paper. 

I loved being in your room Meaghan! You are incredible! ❤️

The transition to line was super quiet! Students lined up right away with no pushing or arguing! Before leaving, the red birds sang their line up song and quietly left the room. I loved being back in the red birds room. It was like coming home for a visit. I can’t wait to come back for more lessons.

I walked into Lindsay’s classroom as she just finished giving directions for their reader’s workshop round. The center chart was on the Smartboard so everyone knew what center they were going to. She asked the students “Does anyone have a question about their job?” Everyone knew what was expected of them so the kids made a seamless transition to their centers. She had a group of kids doing Lexia on the computers, a writing center, a listening center, a word work center and a reading group. 

In her reading group Lindsay asked “What does non-fiction mean?” One student responded “non-fiction is real and fiction is not true.” She reminded them that NF books have photographs and most fiction books have illustrations. Then, Lindsay asked the group if someone would like to share some of their new learning from their moose book. One student replied “Moose are really strong swimmers!” When Lindsay introduced their new book about whales, she activated their schemas by asking “What do you already know about whales?” The kids were hooked and ready to learn more! 

I loved being in your room! You have such a calm environment in your room where all the kids feel safe to take risks. You are a great teacher!

When I popped into Kate’s room, I quickly realized that her students were taking a math assessment. I was going to leave and come back another time, but then I realized there was so much more happening than just a math assessment. Although students were sitting at their desks working independently, I noticed many different things happening. Some students who were still taking the assessment had white boards out so they could have more room to complete their calculations (I love this idea!). I also noticed some of them had a modified version of the assessment with fewer problems on each page-great differentiation! Then, students who had finished, were working on various enrichment pages. Some had clocks out to help them while others had other manipulatives. During all of this, Kate seamlessly circulated the room checking in with students as quiet music played in the background. Such amazing things happening in Ms. Ebdon’s room! 

While being with the Red Birds, I also got to see Ms. Charles in action working closely with one particular student giving them additional reminders to help them be a successful learner. Some of the calm, and helpful tips that I heard were things like, “I heard Ms. V give a reminder about calm bodies, can  you make sure your hands are in your lap?” and “It seems like you’re feeling frustrated, can you use your words to tell me what’s wrong?” 
 

Such good stuff-you two are a DREAM TEAM! 

Shout out to Mr. Tenhor who was reinforcing line expectations with his 4^th graders in the hallway. I heard Steve ask his class if they were in their line spots and then remind them that the answer to this question should always be yes! He then patiently waited as some of his students moved to their correct spots. Steve not only showed that he was holding his 4^th graders accountable for following expectations, but he also showed some serious patience! 

Shout out to Mrs. Judge who was waiting with her class before P.E. and giving students positive praise who were following expectations by saying, “I’m noticing _______is being a great self manager by ________________. I also noticed she has a great visual for putting snow gear on outside of her classroom with step by step directions. Way to encourage independence in your 1st graders! 

It was then time for students to start reading. Every student knew exactly where to go and didn’t waste any time before beginning to read with their partner. 

It was such a treat learning from Kendra and seeing all the hard work her 1^st graders are doing in reading. So impressive!

 

Students were working so diligently and quietly all around the room. It’s always so impressive to watch Jenna’s class work!

I am always so impressed coming into P.E.! We have it at the end of the day right after a 2^nd grade class. There isn’t even a 5-minute window for Aimee to adjust her curriculum, but she handles it like a pro! Today, as the 2^nd graders were finishing their class, Aimee had the 1^st graders come into their attendance spots. She had them patiently wait while the 2^nd graders left and then immediately began class. As Aimee introduced the game, she could see students starting to squirm to find partners. This is when she introduced her activation word & explained that when she said “apple” they could find their partners. Aimee explained the game after they found partners and had students help model. During her directions, a student was talking, and Aimee just stopped, gave them a look and continued when they were quiet. As the game started, Aimee encouraged students to “keep bumping” and helped guide them to partners who haven’t had a turn yet. 

 

I am always so impressed with P.E. class! Aimee is so flexible, and you can tell the students love their time in the gym. 

 

Christa used a lot of Second Step language such as, “Focus your attention on the Smart Board.” She used turn and talk to have the kids share with each other about their weekends, which was a routine that had clearly been practiced a lot! Christa went around and checked in with different table groups while they were talking. When kids shared out, she encouraged them to use the connection sign if the person sharing had done something similar to them. I loved her message that she had written on the board about her weekend, especially including their class goals as well as the whole brain responses she used with her kids! I can’t wait to come back for another visit! 

The students in Kate’s class sat quietly and respectfully during the spelling lesson. It was great to see all the students participating and using their own whiteboards. I can’t wait to come back for more learning with Kate!

 

I am so happy that I was able to see Jamie teach math! She has such a calm presence; I can tell students are learning a lot from her!! I am looking forward to visiting again (and seeing a few of my friends as they continue to learn).

I loved the idea of having students look to see who thinks like them! This way, Colleen is preventing students from just repeating the same process over and over. I am looking forward to learning more from Colleen!!

 

She then started to read her Humphrey story to them. She read with enthusiasm, stopping to ask questions about words that some students may have been confused over. “What is the cloakroom? I’m looking for a quiet hand.” You can see that her class is enjoying the story and activated by her approach, promoting their own love of reading. 

Jen’s 2^nd graders were doing readers workshop when I walked in. They were reviewing “ou” and gave examples of words with those two letters: soup, you and group. Jen explained the worksheet the some groups would be doing during independent work time. Jen gave her students a hint: “you need to say the word in your brain or out loud”. As students went to their groups, Jen reminded the students in the read to self-group that they needed to take something with them (she made a square with her fingers as a reminder of the post-its).  As Jen began her small group lesson, she asked “can you refresh my memory; are we in the middle of a book right now”? 

I can tell Jen’s class really knows the routines and expectations during readers’ workshop! 

I loved that Laurie switched how students share their turn and talk ideas. This keeps her students on their toes and makes sure they are actively listening to their partners. 

 It is clear that they have a high level of respect for one another. 

Devin was in the middle of geometry when I arrived. She was working with a small math group at her rainbow table. She provided her students with positive reinforcement by saying “Yes, you are right! These are all polygons!” Her students seemed eager to learn and each student was on task. 

The rest of the class was working on independent practice. Mark was checking in with students to help them with their work. He used a calm voice when he spoke to the students, which they responded well too. I heard several students tell him that they like working with him. So sweet! 

After a few minutes, Devin walked around to a couple of tables to check in with a few students. From a distance, I could hear her using a kind voice while reviewing the meaning of concave and convex with a student. 

There was soft music playing in the background, which really added to the calm, collaborative, and engaging environment. I wish I could have stayed longer watching you interact with your students!

When I walked in, Christa was teaching her class how to find and underline evidence in a text. The first thing I heard her say was “I’m seeing so many students that want to share. I am giving ___ time to find the evidence.” I liked how you gave your friend thinking time and also acknowledged your students that were raising their hands to share their thinking.  When the student found the evidence in the text, he shared it with the class. As Christa underlined it on the Smartboard, she responded “Nice job persevering to find the correct answer!” Another student excitedly raised his hand and said “I found another piece of evidence on the front page!” It was wonderful to see how enthusiastic he was to share.

I love how Christa encourages to her students, creating a safe environment for them to participate and take risks. I enjoyed being in your class!

Kendra has such fabulous classroom management, I’m sure the kids could carry on, by themselves! Kendra: your classroom management skills, class climate are the best, by far!!  To see a whole room of 1^st Graders  so busy, happy, respectful  and enjoy their work time was truly uplifting. You make it look SO EASY! 

Alex B – It was so nice to visit Alex as she was working with a group. Alex had 3 2^nd Graders at the table with her. The focus of the lesson  included retelling a story, using sequence words. Alex was holding the book (a version  of) The Ugly Duckling  and was  re-reading it with them. On the table was a small table“easel”   with the key words: Then, One day, Next – for the students to see and read. Alex incorporated a lot of techniques throughout the lesson. I love how Alex modeled for the students: rereading some of the story, asking a question and answering it with a full sentence and using the sequence word. Alex also prompted the students: by using the sequence word she wanted the student to use, point to the word on the table easel or , emphasize the part of the picture that would help the student answer  a  question. Alex even got the Wellington concept of Bucket Dipping! The other animals in the story they were reading, were mean to the “duck” (i.e. swan) and the students commented on that. “I know”, said Alex. They are really being bucket dippers, aren’t that?”  It was awesome!! I really enjoyed watching Alex work with the group. Thank-you, Alex!!

 

Mina, you are a real hero. Your room is calm and peaceful yet buzzing with energy and excitement and you are consistently encouraging. I think you are the world’s greatest. 

Laurie, I loved getting to see this special time with your students! You are so personal with them and I wish I could have heard you read all of Balto aloud to me, too! 

Lizzie your way with students is fun, exciting and so encouraging! It was so fun to watch you!

Jamie, you are a gem of a human and an incredible teacher. The way you have with children is loving, encouraging and challenging all at the same time. So very glad you’re here. 

To activate their schema, Christina reminded them that in their last lesson they learned that most of the immigrants arrived in the cramped steerage section of ships. Next, she introduced the lesson by saying that today; they will pretend that they are in a cramped boat. She moved the desk around to limit the rug space for available for the kids to sit. She then called the kids by table to come and join her on their boat. It was very cute and the kids were very intrigued. 

“Put your thumb up if you are ready for the lesson.” The kids responded right ways and she was ready to begin. “Welcome to our boat. Today’s question is What hardships did immigrants face on their journey to America?”  She then reviewed the lesson’s research skill goal and immigration learning goal. 

I was upset that I had to l leave to pick up my class from special because I could have stayed in Christina’s room all day! 

 

While being in Tara’s classroom, I also saw Crystal in action. She was also circulating the classroom as students were working and providing helpful suggestions to students who were having a hard time coming up with an idea. After touching base with Crystal, there wasn’t a student left who didn’t have an idea for the activity.

Tara and Crystal- the two of you are quite the duo! Those first graders are so lucky to be learning from you both!

Meaghan’s scientists were hard at work with magnets. Students were actively engaged measuring the space between the magnets. I was able to watch Meaghan wait patiently at the smartboard for her students to quiet down. I loved how while Meaghan was walking around, she would make observation: “table 4 had interesting discoveries”. I loved seeing the 3^rd graders so engaged! The classroom was full of scientific conversations! I know I could learn a lot from these scientists! 

It was so fun to visit Cindy  St. Clair’s room today. While there were so many things happening, the room was silent as the students were so absorbed in their work and working so cooperatively! All the assignments  were listed on the SmartBoard: reading folktale and answering questions in groups of 2, perimeter  worksheet, with Ms. St.Clair to make (staining) tea-stained Journal pages. I was so mesmerized by the amazing work  going on while the students sustained their focus and stamina! This is one room where I would love to be a student- the expectations were clear, the working environment was so quiet, and positive “vibes” were in evidence.