#2ndaryELA Archive
#2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. We chat every Tuesday night at 8 pm EST using #2ndaryELA. We'd love for you to join us!
Tuesday August 16, 2016
Welcome to tonightβs chat! Please introduce yourself. Tell what & where you teach. Share your blog link if you have one.
Hi - Joe, instructional leader from CT
7th grade ELA at Mansfield Middle SChool. 1st year @ middle. 1st day tomorrow! Excited and nervous!
Don't forget: use on responses & replies to others, label your responses w/A1, A2, & follow anyone chatting with us
Hi! Tara Sullivan here in Illinois teaching grades 9 & 10 Lit and Comp.
Hi! I'm Jennifer from nor CA - I teach 8th grade ELA and 8/9 AVID and 7/8/9 Reading! I blog https://t.co/gPzZEqwbyq
I'm Julie in Kansas. Tomorrow I start my 15th year of teaching. I teach 9th grade English and a struggling readers class.
Hi Heather from Vegas. 9th and 11th
I'm Leslie and I teach 11th grade in central CA
Abby from IN. I teach American lit, journalism, & newspaper, & I LOVE learning stations!
(Newπ) blog: https://t.co/puRjBH47dz
Wendi from Richmond, VA. 8th. 16th year of teaching
10 - 12 ELA , FL I'm Thea Mann - class website, no blog (yet)
I'm Brynn Allison, chat co-host. 8 yrs teaching HS English & reading interventions in Philly. Blog: https://t.co/cyx1WlfdS8
check out our FB group to continue the conversation all week long. 1,200+ members & growing! https://t.co/yK6MKOUmJ1
Good Evening! I'm Ashley, HS EL teacher from Minneapolis, MN. Checking in to and tonight!
Dan - lit coach/teacher in suburban Chicago. Following along during dinner. Don't tell my wife :)
Jul! from Illinois (near the cornfields). I teach 7th-Lit/8th-Lit/LA
I'm Tziri and I teach 11th and 12th grade ELA and Creative Writing in a private school in Brooklyn, NY.
A1: Use stations to preview texts, build background knowledge, review lit terms Blog post on it here: https://t.co/Jloi2eMsDB
A1: I have an ex on truth for "The Open Window". Stations are: 1 non fic article, 2 poems, & a small research project on lying.
Hello all. Libby from IN. Data/Literacy coach now. Just lurking tonight.
Hello, hello, hello! I'm Temani. 6th grade ELA from Alabama.
I wrote two eBooks on centers for Bog kids
Sorry I'm late! Lisa from FL - 6th ELA
A1: using stations to intro my class, syllabus and class library. Not sure how I will use thru the year. Can't wait to see!
Q1: How do you use learning stations/rotations/centers in connection with reading?
Elizabeth from Indiana. 9th grade "inclusion" (even though we don't call it that). In and out...working on lesson plans!
I'm going to use stations for 1st day and try at other times.
A1: Stations used for large units/many skills throughout year. Planning to use full time in my blocked 8th this year.
A1: We use them for pre-reading, close readings, character analysis, analyzing lit. devices, even discussions...you name it!
Jennifer from SW Ontario, teaching 7&8 ELA. Looking forward to more learning tonight!
A1: Use stations for text-to-life connections. Have used stations on parents night.
A1: I use stations to practice various writing skills & essay parts - like writing intros, etc.
Hi All! Late due to a power outage. At my in laws! Kristy, co-host, middle school teacher blog at https://t.co/4oVU89UpbB
Just used them today for syllabus info, rules, and a book pass to preview novels and get info about reading habits
A1: I have a station activity set up for the first day.
A1: Ss have an opportunity to complete close reading cycles in stations. I call them centers, but they're the same.
I used them daily - data chats/direct instr w/me, reading group w/aide, computer for differentiation
Q2: How do you use learning stations/rotations/centers in connection with writing?
A1: still searching for ways to keep the stations going throughout the year since we don't get to teach a full novel this year
A1: These are great ideas! I have used them in the past to have Ss look at different texts related to one central idea.
A1: I've also used stations (before I even knew what to call them) to introduce the idea of perspective and critical theory
A2: Still building my stns know-how, but have used TAG feedback. Ss rotate papers and give fb before final draft. Ss <3 this!
Considering having a permanent center based on Makerspace - kids create artifacts based on Rdg and defend choices w/txt evidence
A1: I use my learning stations as more of a carousel activity w/Ss in small groups contemplating key vocab
A2 read a gr8 post on about workshop with stations. Going to try this year.
A2: Planning on using stations in writing with peer editing: each station looks at a different aspect of revision.
A2: Idea shopping for this one. My Ss not into writing risk-taking.
A2 Used stations to have students work through revision process
Yes- with Chromebooks, too! https://t.co/rW74URgjuM
A1: Use stations for text-to-life connections. Have used stations on parents night.
A1/A2 I haven't used stations that much, but have plans for them this year. I like that there are collab & indiv. Options for Ss
A1 Rotations, centers, stations. whatever you want to call them work. Achievement goes up big time knows firsthand
Q1- I use them often! Love to introduce themes-what's worth fighting for, holocaust , grammar game
A1: Considering a permanent center based on Makerspace - kids create artifacts based on Rdg and defend choices w/txt evidence
I've done something like this with essential questions https://t.co/ju1oDxQ1CI
A2: Still building my stns know-how, but have used TAG feedback. Ss rotate papers and give fb before final draft. Ss <3 this!
A1: LS on Iliad (7th) Odyssey (8th) Titanic (7th) Holocaust (8th) CR Leaders (7th) Flowers for Algernon (8th) are ones I've used.
A1: I use stations all the time to reinforce concepts. Most recently media literacy stations. Will be starting back 2 school soon
A2: I like using stations for peer/independent editing with checklists or steps for each station
A2: We do revision/editing stations. I think stations are one of the most effective ways to facilitate meaningful revision!
A1.2: It benefits Ss bc during 1st read Ss have choice (read alone, w/ partner, listen, etc.).
A2: Not sure! Can't wait to learn what everyone else does! I like revision idea
A2 I like to put EQ on center of butcher paper. Kids move around and read/write/discuss. Do formal write up at end
A1: had big trouble with ASD Student and mama. Didn't like the "constant" change (even w/ announced transition times)
A1.3: During 2nd read Ss get more individualized support. There is also a skill reminder center where content is scaffolded too.
Stations, I believe, are critical to student growth. I did them at least once a week.
Hi all! Lynn from Falmouth, MA. 16 yr jr. High ELA turned tech teacher advising school newspaper. Looking for anything new.
A2: second part of stations was writing in response to quote and about themselves today
A1-Kids love stations! Movement and independence= engagement and learning
A2: When used for revision, what are students revising? Is the student name omitted or is it a work that is not student-written?
A2: I use stations for editing in writing - students like essay editing stations.
A1 & A2 still learning but gathering a lot of great ideas from this discussion
I use a similar approach--I'll break up sources w/difficult language and have Ss examine them in stations.
Even more reason to do it.
A2: Huge Success in LS-- editing w/color-coded cards. Ss focus on skills we're working on.
A1 and A2 I use stations with folktales - diff. tales to read/respond to.
They are revising other student's writing based on pre-set criteria.
I did this also. It was awesome to see Ss so engaged bc they didn't just sit & get syllabus info, etc. https://t.co/XJptuEf82M
A1: using stations to intro my class, syllabus and class library. Not sure how I will use thru the year. Can't wait to see!
Libby has witnessed amazing growth with her students.
Q3: Are the activities in your learning stations/rotations/centers usually independent or collaborative?
A2: stations for leveled texts, too.
I think some Ts become overwhelmed with the word "stations". You don't need five million, you can have 3+ well constructed ones.
A2: I use stations in writing for practice. Practice with focus, support, organization, citing evidence...
A2: another idea is to have a jigsaw reading/writing piece and then rotate to respond and note important pieces from other groups
I thought so, too -- mom had kiddo pulled to Gen ed for ELA!
A3: Stations are a mix of both collaborative when practicing a new skill and independent for assessment.
A3: Usually a healthy mix of both...ensure accountability w/ some individual tasks but emphasize discussion & collaboration too
A3: Both. I give a choice of PIG (partner, independent group of no more than three) so they feel like they have a choice.
A2: I could see potential for learning stations when practicing quoting punctuation, citing sources, works cited building, etc.
Thanks! I'm thrilled to be a part of a great chat specifically for
A3 Often a combination of both. Independent tasks usually require written product while group tasks may be discussion
A3: My stations are collaborative but with shared responsibilty for outcomes. Both students share the grade as a result.
A3: The few stations I utilize create independent products, but students usually work together to complete.
How do you introduce the class library with stations?
A3: Both!! I think a good mix is key. My 1st day stations are modeled after 's blog post!
A3: a mix of ind and group work. Students can choose to collaborate as needed
A2: has changed my writing center rotations for the better. Ss now collaborate throughout the entire process.
Amazing video on teacher in East St Louis who Ive worked with. See it in a 7th grade classroom here https://t.co/UnItCDf6iH
groups will explore the books and write 2-3 choices they are interested in.
A3: My rotations are always collaborative, partly due to space limits but also because there is a discussion element.
A2.2: Although most of the work is done in the brainstorm phase. πΉπΉ
I made "frames" with PVC pipe, sheet protectors, and book rings to hang instructions at each center. Ss need direction reminders!
can you explain in more detail?
A3 - usually collaborative. If they are moving together, they work together!
A3: Both... and often student choice (from my selected/nes.skills). I redirect & work with different groups throughout the unit.
Is this how you did speed dating with books?
A3- both! I use task cards for independent work, group work carousel-style: watch vid clips, answer EQ...
A3: In the past collaborative, now plan to try a combination.
Very important! https://t.co/8sozDIfIq7
I made "frames" with PVC pipe, sheet protectors, and book rings to hang instructions at each center. Ss need direction reminders!
Thank you! I'm glad to be here. π
A3: Combo. We sometimes do centers in lit circles and EVERYTHING is collaborative! Just depends on the activities that day.
Yes! That's my plan!!! I'm just not calling that bc they are only 7th grade! :)
A3: Both! Independent tasks promote self-reflection and collaboration supports academic language development.
I love being able to see things in action!
I am going to call it Speed Dating!
Q4 Is there always a tangible product in your learning stations? How do you hold students accountable for their work?
A4: Accountability can be tough. I love written reflection though!
A4: Most of my stations have an assessment piece once the learning practice has occurred.
A4: If there are 2 Ss in a group and their work is worth 80%, I give the pair 160 points and ask them to divide it.
A4 Not always. I plan to rotate with them and circulate.
A4 Sometimes a written product, sometimes I just check arrangement of manipulatives in matching, sorting, etc activities
A4: Sometimes Ss record answers in nbs, small products, or larger projects. Often, individual centers build to larger project.
Another thing, while technology is great, you need some cntrs to not be so techno focused. Use different things like Legos, etc.
A4: Usually activity based but I also have them reflect as they go + big reflection at the end.
A4: today each station required a written portion in order to make it easier to track progress and participation
Of course! Understanding the prompt, brainstorming, and drafting happens together.
A4: depends on the center - some are "prep" work for a socratic sem
A4- I always have kids report out, either verbally, orally, or written
A4: There is always something to hand in to show for the time in the centers.
what about Tweeting a summary of what was learned or reflection in online discussion forums
no. if you have a teacher-led center, you can engage in formative assessment strategies
A4 Yes, usually there is a product - often it is done in their interactive notebooks, for BTS = passport, sometimes art product
A4: Usually, but I don't let this limit me. We'll do "discussion" stations...kids must "invite" me over @ some pt to earn credit
A4: for editing revising each station will have a different colored marker so edits/revisions are easy to find based on skill
Could always do an exit ticket.
A4: Pairs/groups have a little memo pad to record responses as they rotate or their responses are recorded at the station.
A4: I also made a "lab report" that has students observe, hypothesize, reflect.
I use for brainstorming & for drafting.
I have always wanted to do Socratic seminar but largest group this year is 3 for ELA
see that first eBook I already tweeted for information about a teacher-led center.
I changed my cntrs to have one tchr led one for assessments. WORLD of difference! https://t.co/I3ZHNATVK1
no. if you have a teacher-led center, you can engage in formative assessment strategies
I feel ya - one class is only 6 -- and one isn't esp. verbal.
Editing happens in stations specifically tied to skills taught (sentence structure, voice, word choice, etc).
A4: I've used polleverywhere to have students enter their responses when we have whole class discussion after a rotation.
Some of my best Socratic discussions were with my smallest groups of 3-4.
Q5 How do you manage student behavior during learning stations/rotations/centers?
Q4: I have a Jenga center where they answer questions with their group. I stand near that center to keep them on task!
A5: I have had a WS version of any stns, and just announce that misbehaving Ss will complete WS. So far, haven't had any prob.
A5 Using a timer keeps things moving and doesn't allow for off task time
Q5: During some exercises I play music at low volume. Students are taught that if they can't hear the music, they are too loud.
A5: Groups have "bounce" privs - can bounce a disruption to me.
A5: I use my positive reward system for those following directions. Those not, sometimes have to be removed & given alt. assign.
A3: It depends heavily on the center design. Reading can vary. Writing is almost always collaborative. Choice is huge though.
A5 Rotate with them?? I'm new at this! In 1st I rotated and asked questions.
Elizabeth's Jenga center is SOOOOOO cool
Ahhh the dreaded worksheet
I like the list of ideas in your article!
Q5: I use a timer displayed on the screen to keep them focused and moving so there is little time for them to be off task.
A5: when activities are engaging enough no behavior issues bec they're so busy! I also walk around the whole time.
A5: Set a timer & then circulate around the room. Pop in on their discussions. This usually does the trick management-wise!
A5: you have to set the expectations high & model, model, model. I had some of the toughest kids behavior wise & they were great!
Establish center norms and CONSTANTLY remind the students of the norms
A5: They learn quickly to work independently or we switch to non-station version. I am meeting with small groups during stations
I love your writing style!! Keep up the blog! I can't wait to keep following!
A4: Not always a tangible product. The center helps break down concepts to later demonstrate mastery. Sometimes this is a convo.
A5: Make sure Ss know expectations, rubrics, time-frame etc b4 starting. They don't want me to stop them when they're working. :)
A5: My toughest kids always LOVED centers! I think the change really worked for them.
It took some drawing out of responses, but once they got going, I just sat back and rode the wave.
A4.2: I've moved away from having to have a piece of paper to determine participation. It's more about classroom culture.
A5) Setting clear time, directions, and expectations! They are so busy and engaged their is no time to misbehave ππ€
geeked e so many teachers interested in centers! Sign up for my newsletter https://t.co/8z4AHqWapx I am center focused
A5: I always give students a checklist of the centers with a rubric. I use timers too.
A5: Model stations and allow students to practice with something simple before jumping in. This ? is all about class culture.
Thanks for chatting with us tonight. Next week's chat: See you on 8/23 at 8pm EST
dead air is REALLY powerful. Observed & admin watched 8 sped seniors thinking abt sonnets for 3 mins
A5: I draw the rotation they should follow on the board. I use a timer. I give 20 seconds for rotation.
Doing that right now! Very excited to learn more!
A5: Also-capitalize on Multi.Modalities as much as possible. This is the time for the fidgety to focus and the focused to fidget!
Was blown away by the discussion that followed (asked them a tough q)
This is good. Especially the timing piece. ππΎππΎππΎ https://t.co/82kKaOZ1nc
A5) Setting clear time, directions, and expectations! They are so busy and engaged their is no time to misbehave ππ€
We wrote three RTL, wadded paper up & had snowball fight. Then each Ss read their snowball & discussed.
A4) The object would be a checklist making sure they complete all activities at each station πππΌπ€
Enjoyed seeing everyone! Come see my on FB Katie McKnight Literacy Always posting center stuff there
Also have a "completion" center at the end for any unfinished items!
Interesting chat! Thank you!
Q3)The activities include one station of each. Independent, Collab, Tech, and Teacher Led ππ The students love it!
Very nice and super engaging I'm sure. Don't want them grappling with content and expectations on day 1.
Q2) Students use stations to move and write through and essay! At the end the have a full essay written and peer edited π»π²
it's a lot of fun and gets them all talking.
Thanks to and everyone who joined in the chat!
This was good! Thanks for a great chat. See you next week. πππΎ
Q1) Use station for , Hard Copy of books, Print Articles, and Online Reading! They choose their stations
. Tell stg you like, Ask a ?, Give a suggestion
Thanks! I popped the vid out to watch. I LOVED this unit-back when I used Man-made Monsters. I'm going back to it!
