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Teaching

Teacher Tip: Students Love Surveys!

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Students enjoy learning about each other with the use of surveys. It’s also an easy way to learn more about the young people I work with each day, too. In this blog post, I will share a few ways I use them in my primary classroom.

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Why Is This Important?

Surveys are part of my Math instruction during the school year (e.g., the math strand of Data Management ). Due to the often interactive nature of doing surveys, students enjoy using them in class at any given time. One of my students’ favourite thing to do is talk to their peers during class time. What they may not realize is that encouraging them to talk in such purposeful ways is integral to their learning! It’s a win-win!

Image shows a picture of several different simple surveys for young students to do in class.

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A Favourite and Helpful Video

Here’s a favourite video I love sharing with my students when we start learning about Data Management and collecting data. It’s by Scratch Garden on YouTube.

Skills Students Learn With Surveys

  1. Thinking of great questions to ask others (e.g., “What season do you prefer: Winter of Spring?”).
  2. Creating a variety of surveys (e.g., “I will create a T-chart or graph the responses with a pictograph.”).
  3. Collecting and sorting data (e.g., “I will use tally marks as I ask my friends the survey question.”).
  4. Reading data (e.g., “Five people said they prefer winter. Three people prefer Spring.”).
  5. Interpreting data (e.g., “More people prefer winter. I wonder why winter is the more popular season in my class?”).

Samples of Simple Surveys Used in My Classroom

image shows four simple surveys suitable for primary classroom
Four examples of simple surveys I use in my classroom.

How I Engage Students with Surveys in My Classroom

Whiteboard and Dry Erase Markers: When I ask my students to use these tools, any task becomes a more interesting one! My primary students enjoy drawing simple surveys (e.g., a T-Chart) and collecting data from their peers on their individual whiteboards.

Paper and Markers or Pencil Crayons: For my students who enjoy using various tools as they learn each day, having the choice to use markers or pencil crayons to do their math adds to the fun. I’ve noticed how some of my students even like using these tools to colour-code their data or design their surveys.

Clipboards: This has been a game-changer for me from a few years ago. When I hand a clipboard to each student, for some reason, they become like superstars and become engaged, excited to start working! They enjoy clipping their papers onto them, then moving around the room to speak to peers and record their answers. A clipboard for each student is a resource I love having in my classroom.

Click on the images below for more details on these helpful classroom resources! *non-affiliate / unsponsored links*

Using Surveys Outside of Math Instruction

Teaching my students how to use surveys in class helps them experience success in other areas of their learning, too. For example, once they know how to create a survey, students are ready to create them or use the skills to read one at any time.

Here are some other ways I use surveys in my primary classroom:

Science: When students are learning about animals, they enjoy making surveys on various animals. After learning about animal groups, I encourage them to create surveys for each animal group. Example: “What is your favourite type of mammal: a tiger or a fox?”

Homework Task: When my students are encouraged to create a survey, then use it at home with their family, it’s always great fun when they share their results the next day with their peers. It’s real-world information for them and a great discussion opener in class.

I’m done, now what? I’m sure you can think of at least one student in class who seems to finish assigned tasks in what may seem like a few moments. Here’s a great way to engage that student in a purposeful way and keep them occupied on a different task. I encourage that student to create their own survey template and keep it in their desk (e.g., folder, binder, etc.). They will be able to use it in class at a later time (e.g., ask their peers and record their responses).

Read the previous Teacher Tip: Try Something New: Phonemic Awareness Instruction

Questions to Consider

  1. How do you use surveys in your classroom?
  2. What types of surveys do your students enjoy creating the most?
  3. What part of data management is the most challenging for your students?

Stay Connected!

Let’s chat on social media! Stay connected with Minds to Grow on Facebook, Instagram, Twitter, and Pinterest. You can also keep in touch with linktr.ee/mindstogrow.

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Professional Growth for Teachers, Teaching

Try Something New: Phonemic Awareness Instruction

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In order to further assist my students as they learn to read, I am using the book, Shifting the Balance by Jan Burkins and Kari Yates, as a resource. I will share my learning about the importance of phonemic awareness instruction from the second chapter, “Shift 2: Recommitting to Phonemic Awareness Instruction” and reflect on some ways I intend to use it in my classroom. It has also inspired me to try something totally new and I can’t wait to see how it all works out over the year.

READ THIS: “Shifting the Balance: Professional Reading for the Summer”

*non-affiliate / unsponsored link*

What is Phonemic Awareness Instruction?

In the opening of this chapter, there was a description of how certain terms like phonemic awareness, phonological awareness, and even phonics are often used as if they all mean the same thing. I have also been confused over the years with the terms. Reading this chapter has helped clarify it more for me, but I will surely revisit this chapter often to build upon and review my learning.

According to the text, Shifting the Balance, phonemic awareness “involves only spoken sounds, without letters attached” (page 38), while phonemic awareness instruction is “teaching children to notice, articulate, and manipulate the smallest sounds in words” (page 35).

READ THIS: “Talking Builds Comprehension: Create Opportunities to Talk”

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Phonemic Awareness Develops Naturally?

This was one of the topics of “misunderstanding” in this chapter, that “phonemic awareness develops naturally” (page 36). Learning to listen, learning to read, is a whole lot of work! It takes great time and effort to develop these key skills. For that reason, students need the time and regular practice to work on becoming stronger in these areas.

Reading through this chapter made me realize just how necessary it is to consistently and explicitly teach students about the sounds they hear, especially as they learn to read. It made me think about how I’m going to plan for phonemic awareness instruction in my daily routines. I definitely want to approach teaching phonemes differently this year.

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Photo by Brett Jordan on Pexels.com

What are Phonemes?

Phonemes are the smallest sounds in words. These small, individual sounds (phonemes) are what I need to help my students learn more. There are 44 phonemes in the English language. Check out Jake Pool’s post, “44 Phonemes in English and Other Sound Blends” to see a nice breakdown of phonemes.

Here is a great video that models the 44 phonemes in English.

This Chapter is So Important!

This chapter is extremely important and I’m so glad that it’s part of this book. I have to admit, however, that it was overwhelming. There is so much helpful information packed into this chapter. It is why I will revisit the chapter many more times this year in order to try out different things!

A recommendation for making this shift calmed me down after wondering how I would be able to “do it all”. The authors suggest that educators “gather what you need for thoughtful phonemic awareness instruction” (page 50). Here are the four things they suggest teachers really need to do this:

  1. Instructional Routines
  2. Word Lists
  3. Multisensory Scaffolds
  4. Assessment Plan

WEBSITE: www.TheSixShifts.com

*non-affiliate / unsponsored links*

A Routine I Will Use for Phonemic Awareness Instruction

One suggested routine is to help students learn to observe how sounds are made. The reasoning behind this routine is to give children the opportunity to see how their mouth, lips, etc. make different phonemes. I instantly loved the recommendation to have students look in a mirror to see what their mouths look like when they make certain sounds…then I remembered that it won’t work this year in class since we are wearing masks due to the pandemic.

That’s when I decided I needed to find another way to help this process start in the classroom, despite the fact that we cannot see our mouths as we manipulate sounds.

I decided that I will use a Sound Wall, one with images of mouth shapes connected to the sounds being made.

I searched through many resources online and finally selected one by Simply Kinder. Check out this awesome resource here!

I plan on instructing my students carefully and not simply placing the images on the wall before explicitly teaching them about a specific sound. I want to encourage them to use it as a reference.

letter blocks
Photo by Pixabay on Pexels.com

Other Routines I Will Try Out This Week!

  1. Blending – Students will listen to the individual sounds (phonemes) I make, then guess the word! I already know my students will enjoy the mystery of it all.
  2. Isolation and Discrimination – This routine will help students identify words that have the same beginning, middle or ending. For example, which words have the same sound at the beginning: down, dog, tag?

Closing Thoughts on this Chapter

I have learned that I truly need to be intentional about phonemic awareness instruction. If I consistently and explicitly help my students focus more on this, it is my hope that I can especially help those who may be struggling readers and writers.

How do you use phonemic awareness instruction to help students learn to read and write?

Stay Connected!

Let’s chat on social media! Stay connected with Minds to Grow on Facebook, Instagram, Twitter, and Pinterest. You can also keep in touch with linktr.ee/mindstogrow.

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Professional Growth for Teachers, Teaching

Shifting the Balance: Professional Reading for the Summer

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Shifting the Balance is a book that caught my attention recently because it focuses on a topic that I want to learn more about: the Science of Reading. While scrolling on Instagram just a few weeks ago, I noticed the term, the “Science of Reading” and it stopped me in my tracks. It was a term I had not seen or heard before and it instantly made me curious. For this reason, I started searching for resources to help me learn more about the Science of Reading. 

There is an image of a woman with long hair reading a book. There is also a photograph of the book, "Shifting the Balance: 6 Ways to Bring the Science of Reading Into the Balanced Literacy Classroom" by Jan Burkins and Kari Yates.

Shifting the Balance: My Own Summer Book Club?

I was so happy to come across the book, Shifting the Balance by Jan Burkins and Kari Yates (2021). After reading more about the resource, I decided that it was the best fit for me. I ordered the book and it is now my professional reading for the summer break! I have yet to start the book, but I’m excited to learn more about the Science of Reading through studying this resource.

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Shifting the Balance: Does Something Need to Be Shifted?

Upon looking at the cover, I see that this book is primarily suitable for teachers from Kindergarten to Grade 2. The subtitle for the book, Shifting the Balance is “6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom”. 

Hmmm. A Balanced Literacy Classroom…that’s my classroom. That’s what I have learned about from so many workshops, professional resources, and more. The title of the book was calling out my name and I knew that it would be the book to help me understand what this shift is all about!

What is Balanced Literacy Any Way?

 The term, “balanced literacy” has been at the forefront of many language programs, especially in early primary classrooms (Kindergarten to Grade 2). In my opinion, it is a broad term that describes ways to help immerse students in different kinds of language activities (e.g., guided, shared, independent work) in order to help them become well-rounded readers and writers. 

Mission to Make a Way for Learning

I personally love helping my students grow and strengthen their language skills through reading, writing, oral communication, word play, etc. The focus on having a balanced literacy program has felt like the norm for the last little while. It has become a comfort zone, so to speak, in planning my language program, and I’m very happy with the success many students have achieved. However, there are sometimes some learners who may appear to have more difficulty grasping key language skills. As a teacher who constantly wants to problem-solve, such a situation puts me on a mission to find new strategies or ideas to help me try and reach those students in a different and better way.

Growth Mindset: Time to Learn Something In A Different Way!

In the same way I wish for my students to become lifelong learners, I, too, enjoy learning and “growing my brain”. Learning about the Science of Reading is an opportunity for me to learn something new, perhaps have a shift in mindset on the approach of teaching reading, and hopefully, make me a stronger reading teacher for my students, especially those that may be struggling. 

Is this book on your summer reading list, too? Click here to buy Shifting the Balance. *non-affiliate / unsponsored link*

This Blog Post Has Just Started, But It Will Already Be Continued!

Let me repeat: I have yet to start reading, Shifting the Balance! I just received it in the mail yesterday. In this blog, I will outline my initial thoughts on the resource. I look forward to sharing more about the book in future posts! Stay tuned.

This image has the words, "What's the Science of Reading?" Learn along with me! www.mindstogrow.ca/blog.

Initial Observations

Here are some interesting things that I noticed as I skimmed through the book for the first time:

  1. The title for the introduction is, “Embracing Science and Balance”. It sounds like a way to welcome me, the reader, into opening my mind to learning about the science of reading as well as a balanced reading approach. I’m anticipating that the introduction will describe the rationale for looking at the Science of Reading. 
  1. The book is broken down into the “6 Shifts”, as described on the cover (e.g., 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom).
  1. In the Contents section, I already like how each shift (chapter) has a similar pattern:
    • “Clearing Up Some Confusion”
    • Misunderstandings
    • Summary of the Science 
    • Recommendations for Making the Shift

This image has a bookshelf with many books on it. The words, "Growth Mindset Picture Books" and "www.mindstogrow.ca/blog" are underneath the picture. Clicking on the link will take you to the blog post on Minds to Grow's website.

I’m really excited to see the breakdown from the contents because it sounds like I will be learning a lot! As I skim through the list of “misunderstandings”, I immediately agree with some, yet realize that there are many that may cause a shift in my thinking as well. That’s good! There will be growth!

I’m also glad there is a summary of the Science of Reading as it relates to each “shift”. 

When I initially started researching about the Science of Reading online, it became a bit overwhelming to see some of the information out there, hence the reason why this book seemed like a great introduction for me! 

The “Recommendations for Making the Shift” makes me smile because I know there will be some practical ways to help me implement new learning with my students. I can’t wait to dive in!

How Do I Feel About It All?

I must admit, I am a bit nervous as I prepare to dive into this book. I’m super excited to start, nevertheless! This book may stretch me in a short time. It may cause me to change some approaches in how I teach reading. I’m ready for the new learning. I acknowledge that it may mean an overhaul of what I have done before. That’s more than okay if it can help produce even greater results and help for students! 

I’m ready to go beyond my comfort zone and learn the science so that I can help struggling students.

Flipping Through the Pages of the Book

I see lots of figures and tables included on the pages. Loving that already! I am a visual learner, so these types of tools are especially helpful and beneficial to me. The book is also colour-coded (e.g., each shift has a specific colour for easy reference, I believe). I also noticed some reflection questions at the end of each chapter. I will reflect on my learning at the end of each chapter and use it this year. 

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Time to Start Reading!

This book, Shifting the Balance, is a professional reading resource for Kindergarten to Grade 2 teachers. On the website for this book, https://thesixshifts.com, I noticed that there are some great free resources available there! I will surely look into them. There is also a podcast which can help me in my journey of learning more about the Science of Reading.

If you are interested in learning along with me, consider purchasing a copy of the book.  *non-affiliate / unsponsored link*

Looking forward to sharing some of my thoughts and new learning after reading the first chapter of Shift the Balance. Hope you will join me then!

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Teaching

Perseverance: What A Roller Coaster! Teaching In a Pandemic

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Amused by Amusement Parks

Memories of my childhood include trips to amusement parks with family and friends. It would either be an amusement park that had a specific, stationary location (e.g., Canada’s Wonderland) or a small carnival that would be set-up in a mall parking lot for a short period of time. Whenever cousins from abroad would visit, I would always look forward to putting one on my list as a “Place to Go”.

I recall going one year to Canada’s Wonderland with a group of cousins. One was adamant about us going on a roller coaster. I wasn’t so thrilled with the idea, but agreed that I would try going on one of the smaller roller coasters. So, we went, and once the coaster got to the top of the first drop, I remember the intense fear I felt, the loud screaming (from myself and others), and my glasses having difficulty staying still on my face. There were even moments of laughter as I began to enjoy parts of it…until it started going down a steep incline once again. At the end of it, I was thankful it was over, yet amazed by the array of emotions from start to finish in the short ride.

 

 

Once Upon a Time…

Fast forward to March 2020.

Prior to that point in time, working in education always had its unique challenges.  When I reflect on classroom experiences from prior to March 2020, I catch myself thinking about them as the “good old days” when we could do this or do that at school.

So much was taken for granted in those much more simple times. Who would have thought that we would even consider that short while ago as much more simple times?

 

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We took so much for granted. Once upon a time, we could…

  • be in our school and classroom without masks
  • smile at others while showing our teeth (e.g., a mask-free smile)
  • share materials with peers without a second-thought
  • sing songs during class time
  • give a High-Five or fist bump without immediately thinking about sanitizing or washing hands
  • put desks in groups of 2 or more
  • attend whole-school assemblies in the gym
  • have group games or clubs after school

The list goes on and on.

As I said before: those were much more simple times, yet ones that were actually really special. I truly treasure those experiences now more than ever.

The pandemic has caused education to rapidly change (and it continues to do so each day). Post-Pandemic (whenever that will be), our classrooms, schools, and approach to teaching will permanently be different, too, compared to our Pre-COVID-19 world. We just have to keep riding out this roller coaster-of-an-experience to see what it will look like for teachers, staff, students, families.

 

A Roller Coaster Ride of Epic Proportions…

Every educator will surely have their own unique story to tell from this experience of teaching during a pandemic. In short, this is how my 2020-2021 school year has played out so far:

  • In-Person (September to December)
  • Online (January to Mid-February)
  • In-Person (Mid-February – Early April)
  • Online (April to whenever more details are available)

Switching from in-person teaching to online teaching has been interesting. So many things that can be done rather quickly or easily in-person, needs to be adjusted to fit the various media being used online (e.g., laptop, iPad, cell phone, etc.) Just the same, there are many things that can be done while learning online, that would be more difficult to do in-person.

I never imagined my particular situation this year would include switching back and forth twice (so far).

It truly has felt like being on a roller coaster of epic proportions.

So many highs, lows, a range of emotions, moments of fear, excitement, and more.

It would be easy to focus on just the lows and moments of fear, yet, I choose to focus on some of the highs because it has helped me to learn so much (and also facilitate learning for my students).

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pixel cells, idea, visualization

Perseverance: Moments of Growth During the Ups and Downs

Here is just a small sample of the amazing things that have come out of this difficult time of a global pandemic for my Grade 1 students and me:

  • They love reading and continue to show growth in their reading!
  • They are all Rock Stars simply because they continue to show such resilience each day. They are my heroes as they tackle this challenging time and adjust as needed. Side note: A favourite word in my classroom is flexible. We use it daily!
  • I have learned how to maximize my teaching time even more. Following all of the important and necessary health and safety protocols takes a lot of time out of our day. Mini lessons are powerful!
  • I have learned how to set-up and teach in a virtual classroom setting. There has been ample time to practice, refine, and practice some more.
  • My students, although just 6 years old, know how to navigate many platforms such as Zoom, Google Classroom, Google Slides, and more!
  • We focus a lot on the 4 C’s in my classroom (communication, collaboration, critical thinking, and creativity). My students have surely been strengthening their critical thinking skills and enjoy doing things creatively simply because we sometimes don’t have a choice but to be creative!

I smile as I think of other Ups during this time of so many Downs, but I will share more another time.

One of the most important things my students and I have held onto this year is having a Growth Mindset. It has helped us, and continues to help us, persevere and not give up when things get tough. We recite a Growth Mindset pledge each morning and I truly hope they will remember it for the rest of their lives because it’s simply powerful Self-Talk.

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Hold On! We’ll Get Through This Together!

This pandemic has been totally challenging for every one experiencing it. Despite it all, we can still find some beauty in our experiences. There are glimmers of hope and new learning that has emerged as a result of this time.

I know it’s been hard and continues to be tough, yet you have made it this far. This Pandemic Roller Coaster is one that has squeezed us and exhausted us in ways we never imagined, yet we are here.

Let’s continue to hold on because there are brighter days ahead. We will get through this together.

Perseverance is not a long race; it is many short races one after the other.

Walter Elliot
Teaching

For the Love of Reading: We’re Going On a Nature Hunt

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Spring is around the corner and my Grade 1 students and I are excited to go on Science Walks!

It’s amazing to see the joy in your students’ faces when they explore the outdoors while on a purposeful adventure.

Even a simple, “Let’s stop and listen to the wind moving…” becomes a joyful journey in learning.

A book that my Grade 1’s love is, “We’re Going On A Nature Hunt” written by Steve Metzger and illustrated by Miki Sakamoto.

Do you have a favourite picture book about nature?

#nature #picturebook #grade1 #teaching #journey #learning #mindstogrow #reading #adventure #explore #plants #trees #school #spring