Today I’m celebrating the growth I see in my students. We have only a few weeks left together and it seems to be culminating in a beautiful way.
Every year at this time, we focus on Colonial America. Stidents have visited a colonial village and witnessed reenactments, watched videos, read, talked and researched a specific area of interest. This is all in preparation for next week, when our 5th grade students take our school back in time to colonial days. They set up “booths” to teach youngers about life back in time. I have done this work for the past 11 years, and each year brings different students and a slightly different me to the project. This year for the first time, they blogged their learning.
When we started blogging at the beginning of the year, there were lots of bumps. Learning the technology and overcoming problems was how I spent a lot of my conferring time. I worried was it worth it? Was it hurting writing?
Eight months later, I am celebrating students ability to navigate technology and use it as a writing tool. There are still technology bumps. Students still make mistakes and lose text. But they have learned how to fix, how to recover. Students have taught each other how to crop pictures, how to integrate the pictures with the text, and how to insert picture captions. They figured it out and kept writing. Now I confer with students on writing not technology. The last time they did this type of informational writing, every step was a struggle. This time it flew: note taking to research to flash draft to published product on our blog.
This year we started using the Units of Study from TCRWP. I knew they were good, but oh so overwhelming for the students (and me). Understanding the checklists and using mentor text took time. We’d focus on one aspect of the checklist at a time and ignore others. So much of my teaching centered around understanding the mentor text and the checklist. I worried, were they getting it.
Eight months later, I’m celebrating my students’ capacity to use mentor texts and check lists independently. When I ask, how might you use the mentor text to improve your writing? Students know what I mean. When I ask them, show me how the mentor text has helped you. They can say specifically what they did and what parts of the mentor text helped them.
Learning takes time. And it takes a bit of belief in the fact that the baby steps we are taking forward, and sometimes backward, will add up to be enough Along the road we worry: will we make it. Today, I am celebrating. In so many ways, we have made it. Students are have grown in independence as readers and writers. They may not all be at that spot that says “YES.” Some may be “STARTING TO” but all have grown along the continuum. All are moving and they all are ready for to take the next step.
6 thoughts on “Celebrating Growth: The YES and the STARTING TO”
The growth and learning that has happened in eight months sound BIG to me. You have helped the students to be ready for the next step they take. I predict that you will have a celebration party with your students soon.
Growth is growth. You should be proud of what you and your students have accomplished in eight months. They are lucky to have you as their teacher!
Awesome reason to celebrate! I love looking back and realizing how much learning has happened. Great job!
It is incredible to look at growth that can happen both in individual students and as a community of writers in a school year. Not always forward movement but hopefully always movement! I love this celebration.
Congratulations, Julieanne, on all the learning that went on in your classroom this year! I love reading about your work with your students. Your recognition that “learning takes time” is such an important one. It can be frustrating when things don’t go as planned at first, but stepping back and seeing the growth of our students makes it all worth it.
Reblogged this on Mrs. Jennifer Cimini, M.Ed. and commented:
“Now I confer with students on writing not technology. ”
Love this quote from ‘Celebrating Growth: The YES and the STARTING TO’ with a focus on the Units of Study from TCRWP by Lucy Calkins.