Groups

Hi, Thanks for all the rhyming ideas!
The class size is fifteen and they do not have a Smartboard. The kids usually sit at carpet for instruction activities and they have circle tables instead of desks. 45 minutes is a long time for me to do rhyming, I'm thinking about combining it with one of the other topics such as initial consonants. I think phoneme replacement can tie into rhyming too. I've emailed the teacher to ask her if she wants me to follow the Open Court lesson.

Here are more resources to help you plan your lesson:

http://www.teach.virginia.edu/...

A Rhyme a Week

Many activities for teaching rhymes.

This is a great resource. Check it out!

from the of Education, .

 

http://www.mywaytoo.com/Pages/...

rhyming cards with words, pictures, and both. Free download.

 

http://www.janbrett.com/search...

Teaching rhyme with Jan Brett books

 

http://www.songsforteaching.co...

Teach rhyme through song. Students clap their hands when words rhyme and shake their heads when words don't rhyme.

 

http://www.readwritethink.org/...

Lesson from International Reading Association site

Does this classroom have a Smartboard?

 

 

 

Message Edited by ruth.manna on 04-08-2010 10:03 PM

Ruth

Hi,
Yes, I agree rhyming words would be the easiest way to go.
Are you expected to use Open Court or can you develop your own lesson?
There are so many great picture books that are full of rhyming words that it should be easy to find a book to use or maybe a poem or poems. If you can get highlighting tape at an office supply store you could highlight the rhyming words in the poem or book.
Maybe you could make up 3" X 5" cards with word on one side and icon on the other. There could be pairs of rhyming word cards. You shuffle up the cards, give one to each student and then they find their rhyming partner. Maybe you'll want to pre-teach the cards to the whole class and then deal out the cards.
Another idea - fold piece of art paper in half. Students pick a pair of rhyming words from a word bank or from cards. They write one rhyming word on each side of paper and then draw a picture that illustrates that word.
Or maybe you could use a rhyming song. You could write up the lyrics on chart paper and use illustrations for the rhyming words.
45 minutes is a lot of time for kindergarteners so you may have time to do:
Fingerplay
Song
Book or poem
Matching game with cards
Writing and drawing time

You may want to start out with students grouped on a carpet, then have them move around, bring them back to you in circle, and then have them work at desks. You'll want to think about how you'll handle transitions.

Let me think more about this and get back to you.

Ruth

Hello, thanks for the advice. The classroom teacher says that on that day they are scheduled to do: Phoneme Replacement,  Initial Consonants, Segmentation Identifying and Counting Phonemes, and Rhyming Words. She told me to pick one of those. The lesson has to be about 45 mins and the school uses Open Court Reading, which I am not familiar with. I think the easiest lesson would be rhyming words or initial consonants. I don't know where these kids are and what they can do already so it's frustrating to me. Suggestions for which lesson I should do?

Hi,
It's becoming more common for new teachers to present a demonstration lesson as part of the hiring process. For some teachers a demonstration lesson happens at a second or third interview, or as in your case, after you have been hired. It's accepted practice in some schools and school districts, so try not to take it personally.
What they may be trying to decide is where to place you. Perhaps they are expecting a large number of first graders and may want to see how you'll get along with current kindergarteners, next year's first graders.
Or maybe they want to see you teach kindergarten because they believe those students are easiest to manage or take direction/teaching from a total stranger better than first graders. But whatever they are thinking, they want to see you teach.
Go to readinga-z.com and look around. This is a subscription site but you may be able to try it out for free. Print out a book on level A or B to use with kindergarteners. There are follow-up activities on the Web site but you may want to make up an activity that is more open-ended and creative. This might be something as simple as a drawing with a sentence at the bottom of the page.
Or you could do an activity that involves cutting and gluing, good kindergarten skills.
You might teach a song or a poem.
Or you might do an interactive read-aloud with a follow-up activity.
This lesson is about how you manage a class and secondarily about curriculum. Still you want your lesson to be tied to state standards which you can look up online at your state's state dept. of ed. Web site.
So they'll want to see how you manage a group and deal with the unexpected (sick child, misbehavior, fire drill, interruptions, etc.). As long as you are well-prepared and flexible, you'll do fine.
I hope this is helpful.
If you search on this message board under demonstration lesson, you may find more tips and strategies.

Message Edited by ruth.manna on 04-07-2010 08:53 PM

Message Edited by ruth.manna on 04-07-2010 08:54 PM

Ruth

Dear Ruth,   Thanks so much! This will help me to write the letter. Sincerely, Susie

Hi Susi,
Since your colleague asked you to write a letter of recommendation for her, you are likely friends as well as colleagues.
When you write this letter you'll want to adopt a professional, positive tone.
Here are ideas you might include:
How long you have known one another
How you work together as colleagues and team members
Your colleague as a team member/team player
Positive description of her work and her personal attributes like enthusiasm, empathy, creativity, etc.
How fortunate this school would be to have her on their team
An offer to speak by phone with your school phone number and email address.

Write your letter in Word and email to your colleague as an attachment. This will allow your colleague to address the letter to specific individual(s) rather than the impersonal, "To whom it may concern."

I hope this is helpful.

Ruth

Hi Ray,
I attended your workshop at ASCD in San Antonio which is how I learned about the Center for Urban Teaching. I'm happy to recommend the Center for Urban Teaching, although most of the time I don't know where teachers are from.
I recommend Doug Lemov's, Teach Like a Champion, too. After attending your workshop I bought this new book, read it, and have recommended Doug's book and video clips both online and to colleagues and administrators.
Effective teaching is a matter of refining one's skills in thousands of small ways. Most of us have improved our skills through years and years of trial and error. The Center for Urban Teaching andTeach Like a Champion offer new teachers shorter paths to excellence.
I mentioned Teach Like a Champion to my friend, Pete MacKay. It's on his Web site.
http://www.theteacherlist.ca/2...

Ruth

Thank you Ruth for your positive reference to the work of the Center for Urban Teaching in Milwaukee. We are dedicated to a NO EXCUSES - High Expectations approach to urban teaching. More information can be found on the website www.urbanteaching.info. I can also be contacted by email at dusseau@wlc.edu to extend the conversation about high performance teaching.   Dr. Ray Dusseau Director - CfUT  

Hi Ellen,
I thought of something else:
Recently I was at a conference and attended a workshop presented by the Center for Urban Teaching. Since you are in Wisconsin, this group may be able to give you ideas and suggestions. The Center for Urban Teaching is a joint venture of Wisconsin Lutheran College, Marquette University, Concordia Univ. of Wisconsin, and Cardinal Stitch Univ. They provide support and professional development for new teachers who are teaching in urban schools.
 Here is their phone number: 414-443-8954

Ruth

All great questions Ruth!  I have considered other areas of the country-in fact i just did a phone interview with Las Vegas.  And I have done applications in Milwaukee. With that school district I have about 30 applications - so far no calls for interviews.  I have heard through the grape-vine that some school districts are holding off with interviews until they have their budgets set up for 2010-2011. 

I have not considered over-seas...that i something I would love to do but not at this time.  I still have my parents to consider, so having to fly back on a 16 hour flight when they need me is not going to be an option.  Maybe sometime in the future....

I'm trying to get a brochure put together, a great suggestion you gave me yesterday on your first email.  I talked to a friend of mine who is finishing up her degree now and she too loved the idea.  She is going to put one together to present to schools down in Florida when she does the rounds next week while on spring break.

Thank you for all the help, the websites, and the encouragement...

ellen

Ellen,
Here is a Web site I've used myself and you might explore it.
http://www.schoolspring.com/
You can search by location, type of teaching job, age level/grade, etc. If you're willing to relocate, a site like schoolspring might help.
Scholastic has a site for teaching jobs.
http://www.schooljobsnow.com/
Here is another site that has administrative positions, but may have teaching positions too.
http://www.topschooljobs.org/

Here are other questions you might want to ask yourself:

Would you consider teaching in private or parochial schools?
Would you consider teaching overseas?
How far are you willing to drive to get to your job?
Would you teach in an urban school?

Ruth

Thanks Ruth...that helps a great deal.  I would never have thought of a brochure.  What a great idea! 

I'm just starting my career as a teacher.  I have never taught before so I have no experience to fall back on.  But I had hoped that people would see that with age comes the experience from raising your own family.  And if you can survive the teen years with 5 children, you can handle anything.  LOL

I did have  a long term subbing position in the beginning of the school year but nothing since, just a day here or there throughout the remainder of this school year.  They ask for me by name so that is a good thing...but nothing that has led to a new job.  What makes it doubly hard is that they are talking of laying off more teachers-even special ed teachers.

I've applied to the state website to look for jobs in other areas but again, I'm competing with teachers who have been at it a lot longer - hard to trump someone who has been in the trenches with special needs kids.

But again...I plan on hitting the fairs with brochure and resume in hand.  Again, thanks for that great idea.

ellen

Hi,
It's challenging to find a job now, no matter what your age. That said, your age may be a factor.
Have you taught in the past?
 Are you re-entering the teaching profession or did you recently become a teacher?
If you have teaching experience in the past, that may help you.
It may also help if you try to network in your current school or school district where you're already known. Ask the person in charge of placing substitute teachers about possible long-term subbing opportunities for the fall, like subbing for a teacher who's out on maternity leave. Sometimes long-term subbing jobs develop into full-time positions.
When you are subbing, come in early and stay late. Make sure you grade all papers and leave classrooms neat. Doing so will show school personnel that you are energetic and willing to work hard.   
Last week I spoke with a group of student teachers who are beginning to look for their first jobs. Here's what they're doing:
Brochure - You can make a tri-fold full color brochure. Go online and look for videos/help with how to make a brochure using Microsoft Word. In brochures, prospective teachers have a short form of their mission statement, summary of relevant experience, student teaching experience, color photos of themselves teaching, etc. Student teachers are planning to bring brochures and their resumes to job fairs.
Resume - More detailed than a brochure but similar content. Resume should include unique strengths like speaking a second language or playing a musical instrument.
Portfolio - A portfolio might include a copy of your license, transcript, sample lessons, and lots of photos.
Job Fairs - Check local school districts and colleges and universities for Job Fairs.

Ruth

Congratulations on your job offer at a new charter school. The class size sounds fabulous and I'm jealous because next year I will have 27 students. Small class size really does make a difference.

With regard to sending a letter of acceptance, it seems like a gracious, polite gesture, even if it's not a requirement. As a public school teacher, I don't know charter school procedures and every charter school is different. Of course you could ask if they'd like a letter of acceptance. But if you feel awkward asking, I'd suggest writing a letter.

Here are the questions I would ask:
Do you have a teacher handbook? If so, can I have a copy?etc.
If there is no handbook, you might ask about length of work day, time of arrival and departure for teachers, dress code, faculty meetings (how often and what happens) etc.
Will I be expected to work in after-school program?
What are your expectations of me? This is a general question but may yield information about working hours.
Do you have a  teacher induction program and/or teacher orientation?
Will I have a mentor teacher? How will she be matched with me?
How do you evaluate teachers? How often will you observe me in my classroom?
When will I have access to my classroom? Will I be able to work in my classroom over the summer?
Will I have a key to the building?
Do you plan to have a get-together so parents and I can meet before the first day? Some schools have a potluck or ice cream social in August to introduce new teachers to parents and children. If this is not the norm, you could suggest it. Meeting parents and children in advance of the first day will put everyone at ease.
If I think of other questions I will write more later.
Best wishes!

Ruth

Here are ideas about preparing for an interview:
Do an online search about the school. Find out everything you can about strengths and weaknesses, test scores, etc. Do the same for the school district. On the school's Web site, see if you can find photos of administrators and teachers so you'll be familiar with their names, faces, and roles.

Drive around the school neighborhood and familiarize yourself. Whether you'll drive to an interview or take public transportation, you may want to make a trip in advance of the day, just to gauge how long it will take. I know this information is on Mapquest, but it's not always accurate and you'll want to arrive on time, even better ten minutes early.

If you arrive early, you can observe the school office while you are waiting and you'll learn something about how the office works,  atmosphere, etc.

Prepare and practice answers to questions you think you may be asked. Here is a list of questions I have seen interviewers use. I'm sure you can come up with other questions. Have a friend or family member do a mock interview so you can practice responding to questions.

Why do you want to teach? Why do you want to teach at this school?
What are your strengths and weaknesses as a teacher? How will you address your weaknesses?
How will you create a classroom community with a group of diverse learners?
What is project-based learning? Can you give an example?
How would you get help for a student reading two or more years below grade level? How would you accommodate this student?
What is the difference between formative and summative assessment. Give examples of each.
How would you introduce students to a new book? Give an example.
How will you include special education and ELL students?
What areas of math do you especially enjoy teaching?
How will you use math manipulatives?
Have you used a Smartboard? How?
What books have you read lately?
What are your hobbies and interests?
How do you manage stress?

You'll want to prepare a short list of questions and make sure your questions are answered too. There may be time set aside at the end of the interview for your questions, but if not it's okay to say, "I have a few questions I'd like to ask." Interviewing is a two-way street.

Ask about induction and orientation programs and school policies or whatever seems appropriate given what you have learned during the interview. .

Message Edited by ruth.manna on 03-26-2010 06:38 AM

Ruth

Thanks for the job finding tips!  If you have any advice on interviewing that would be great.  I am always very nervous in interviews and as a result do not do as well as I would like.  I am certified K-5 and can teach reading K-12.  Thanks!

I have a few ideas for you. You are starting to look early enough. There are still jobs available. March, April, and May are good months for seeking a teaching position.

Here are questions you might consider:
Are you willing/able to relocate?
Would you consider teaching in an urban school?
What grades/subjects would you be willing to teach?
What enrichment programs or after-school programs could you lead?

The more flexible you are, the more you'll improve your chances. If you have special talents and skills (foreign language, play piano, etc.) be sure to include them in your resume and mention them in an interview.

If you haven't found a teaching position by mid-summer would you consider any of the following:
classroom assistant
special education assistant
part-time teacher
Before and After-School Leader/Coordinator
Preschool or daycare teacher

I wrote an inexpensive book that has ideas about job interviews. If you'd like I can give you ideas about what to expect in a job interview.

Ruth

Since you have to assess parents, I'd do so in a casual way. Here are a few ideas for questions: Did you learn anything that was new and/or surprising today? What's one thing you'll take home from today's workshop? Was there something we talked about that you're still wondering about? Were there topics or ideas that we discussed that reminded you of your children? Of your childhood? How could I make this presentation more effective in the future?

Ruth

Let me clarify-sorry.  We have to prepare an inservice for teachers as well as parents on the same topic.  And unfortunately we have to have an assessment to give the parents as well.  I agree with you that it could be off-setting to them but it is required.  The parents will not be part of the video session just the teachers. 

Hi Julie,
This is a tele-conference presentation for parents? When you said in-service I assumed it was for teachers.
So parents have volunteered to attend a workshop about literacy?
I'd make them feel welcome and not be concerned about pre or post-assessments. It's wonderful that they are interested and committed. How great for them and for their children!
The important thing is they're present. They will undoubtedly learn tips and strategies.
Put yourself in their position. All parents don't feel comfortable at school to begin with and an assessment is off-putting.

Ruth

Any ideas for pre and post assessments for parents?  I have never had to do assessments with parents after they have attended an in-service before?  Thanks!

Hi Julie,
Since this is a video tele-conference, is there any way you can send out an email in advance with a few questions for each participant to get a sense for the group? Participants will appreciate your interest in them and you'll be able to differentiate based on their prior knowledge.

Will participants be able to ask questions throughout? If not, you may want to include a "questions break" in the middle of your presentation as well as at the end.

I'm not sure about bingo game. Maybe you could play Jeopardy?

The "work along" is easy to make. You want to include information, places to fill in notes, vocabulary, and reflections. I don't know of any templates for the "work along." You'll want to refer to the "work along" periodically during your presentation too.

If you use slides you'll want to have a handout with your slides on the left and places to take notes on the right. Some people may prefer this familiar format to the "work along."

Ruth

The first two ideas are great however we are in a video tele-conference style situation so it will be hard to pair share many ideas.  I really like the idea of the handout at the end of what I am thinking and what I will try- and so on.  That was different and we could do that easily.  My topic is the use of the internet to promote literacy and I saw how someone had used a bingo style board with various topics on it so if they heard the key phrase used in the lecture they would cover it up but I don't know if that would qualify as a pre-test or just more of a listening style activity.   The last activity you spoke about how difficult is that one to create and would it work as a pre activity or is it better to use after the presentation?  Is there a template available for that?    Thanks for the help,  Julie

Here are a few ideas:

KWL Chart - What I Know, What I Want to Know, and What I Learned.
I do this with students and maybe it would work with teachers.
It's a way to assess prior knowledge which will help you target your presentation to your audiences' needs.

When I do presentations I like to get a sense for the group by asking each participant to share something about herself. I usually ask for three or four specifics and go around the room so all can share. If the group is too large, I might ask several questions and just get a show of hands. Again, this helps me address the needs of my audience. What I don't want to do is waste their time by telling them what they already know.

I tell the group that I hope they will ask questions throughout. Their questions are generally very helpful for me.

Pair Share - It seems like pair share or "turn and talk" would work as a way to start. Perhaps you give teachers a question to consider and a chance to talk with a partner first and then share their thinking with the whole group or a sub-group.

At the end of the session you might have a handout divided into three columns:

What's new for me                 What I'm thinking about           What and How I'm going to try

One of the problems with in-service training is the lack of follow-through. You might get participants to commit to try new strategies/ideas before they leave. If you have participants share their thinking with their colleagues at the training, they may feel more obligated to implement what they have learned.

Recently I attended a workshop at which the leader had designed what she called a "work-along" which was a graphic organizer. It was an outline of her talk. The graphic organizer had places to record notes while she talked and places to reflect creatively on her remarks. This takes time to plan but may be worth it if it leads to acquisition of knowledge/retention.

I hope this helps. If you'd like more ideas or have questions, just write back. 

Message Edited by ruth.manna on 03-16-2010 07:57 PM

Ruth

Thanks so much for the info Ruth! I'll be writing these questions down because they are very important.

As a public school teacher, our teachers' union representatives represent teachers' interests and negotiate contracts for all district teachers. We usually negotiate for a three year contract which means our salaries, raises, benefits, etc., are locked in for three years.
At charter schools I'm familiar with, teachers negotiate their own salaries with administration and the contracts are for one year.
You might ask about contracts.

You will want to ask about the length of the school year, because it may be longer than a public school year, which is about 180 days.

About teacher evaluation:
Ask what procedures will be followed for your evaluation. Make sure you understand the process. This is equally important to understand when you interview for a public school position.

Ruth

Hi,
There are both pluses and minuses about working in charter schools. As you may have noticed already at your first interviews, charter schools within one city vary a lot, just as public schools do.
Here are a few ideas now. I want to think more about your questions and write more later today, after work.
Here are a few pluses:
There may be more unity and sense of purpose among the staff. They may all have been hired in recent years by one principal or director.
There may be more opportunity to do things like extend the school day, offer enrichment programs, supplement the curriculum. Charter schools operate outside the rules and procedures that govern public schools.
There may be more order and discipline. Again, this varies school to school.
You might have a chance to earn a bonus for increasing student performance and raising test scores.
A few negatives:
You won't be protected by a union because charter schools are not unionized.
You will serve at the principal/director's pleasure. In other words you can be fired.
You may work longer hours than you would in a public school and the work may be more demanding.
Your salary may be linked to student performance.

Important questions for you to ask are:
Expectations - How long is the school day?
When will I be expected to arrive?
What duties other than classroom teaching will be expected of me?
Will I be expected to supervise on a playground or in a lunchroom?
Will I be expected to run an enrichment or after-school class or tutor students?

Staffing -
What specialists does this school have?
What is the process for referring students for special education evaluations?
What is your class size?
Will I have a classroom assistant?

Salary -
 Is my salary tied to student performance? How will that work?
Will I be eligible for a bonus?

Some of these questions are ones you'd ask at any interview.
Let me think more. Right now I have to get ready for school. 
 

Message Edited by ruth.manna on 03-16-2010 08:20 PM

Ruth

Hi, It would help me if you'd share

• Context - What were you talking about when your adiminstrator brought up this strategy?
• What age/grade are your students?
• What subject(s) do you teach?
• Are you a special educator?

I will look into this for you. Thanks.

Ruth

One more thing: Since you mentioned it's an inclusion reading block, you'll want to note whether all students are included. Again, this may or may not be in the forefront of this teacher's mind. So something to watch for. It's important to give honest feedback. But you want to do this without overwhelming the teacher. Trust your instincts. You'll know how to handle this in a positive, diplomatic way. Best wishes!

Ruth

Thank you so much that does give me some direction and focus on where to begin as I observe.  You are right when I am meeting this teacher for the first time I didn't want to come in and seem overbearing because after all I am a guest in her classroom.  I will be observing an inclusion reading block for both observations.  I will let you know how it goes and thanks again for the video link and suggestions.

Here are more video clips of effective teaching strategies from Doug Lemov's Web site. http://www.uncommonschools.org...  

Ruth

Hi, I have a few ideas for you. Since you're a graduate student who's studying to be a reading specialist you may already be familiar with these techniques. http://www.nytimes.com/interac... Controlling the Game - a reading group strategy in a highly structured reading group. Check out the video. This is one of four video clips from a recent NY Times article about excellence in teaching. Here is a link to the article which features the work of charter school founder, former teacher, and principal, Doug Lemov. Doug Lemov has a book coming out entitled Teach Like a Champion which you may want to watch for or preorder. http://www.fountasandpinnellle... Here is a link to the Fountas and Pinnell Leveled Books site. It is a subscription site, but as a reading teacher you will likely want to join. In addition to being a resource with over 32,000 leveled books, there are videos about guided reading instruction. Before you observe a teacher you might ask her if there is something she'd like you to look for during her lesson. This will give you a focus and lead to conversation after her lesson. Rather than come in with questions already written, jot down notes during her lesson. If you can transcribe the dialogue between students and teacher, or even snippets of dialogue, this may lead to conversation. So often when we are teaching, we say things or get into habits that we are not aware of and just reading a dialogue together is instructive. The teacher may see areas she might change on her own just by reading the dialogue with you. As a reading specialist you likely have a bag of tricks, tips, and strategies you could suggest. Make a short list on an index card and bring with you to the observation. You don't want to overwhelm this teacher, whom you'll be meeting for the first time, so keep suggestions light and brief, and intersperse with compliments and positive comments. I hope this is helpful. Let me know what happens, I'm interested.      

Ruth

Hi Mark, I went to your new Web site and checked it out. It's a service for teachers as well as students and their parents. I will mention www.mytowntutors.com when I can. Occasionally I hear from new teachers who can't find teaching jobs. Some work as teacher assistants and would likely welcome additional income. Best wishes in your new endeavor! 

Ruth