#6thchat Archive
#6thchat is used to chat, collaborate, and grow with other sixth grade educators from around the globe. Each session we discuss a topic voted on by #6thchat participants. It's a great way to help grow your PLN and share ideas with others.
Tuesday October 4, 2016
Welcome! I'm Kristin from Lansing Michigan and teach ELA and SS. Hoping some folks enjoy our chat while VP debate competes!
If you have specific questions, ideas or thoughts, please feel free to share at any time.
Hi , I'm Sam and I teach 6th ELA in Waukegan, IL
Hi Sam! Thanks for joining in tonight!
We will use a Q1/A1, Q2/A2 format. First question coming up in 2 minutes!
Good evening! Lorena from Dodge City, Ks 6th gr SS teacher
Hi , I'm Mackenzie and I teach Math in Tennessee!
always a pleasure to join 6thchat!
Hello all at
Misty, 6th grade ELA in GA
Hi Mackenzie! So glad you are joining us!
Hi Misty! Thanks for being here tonight!
A1) Remed. is 4 Ss who need more time/reteaching; Intervention Ss need explicit instruction on skills Ss lacks to learn new concept
I think I missed your question 1?
Hi, . Marilyn, 6th grade T from southern CA.
Good evening Glad to be joining in tonight from Saskatchewan, Canada watching the Blue Jays play the Orioles at the same time.
A1: Remed is for Ss needing extra instruction @ lower level, intervention is extra help @ level to reach mastery
Q1: Remediation is for more practice on a skill; intervention is for comprehensive practice on skills before mastering new skills.
A1- Intervention- is used specifically per student & intervention is necessary for documentation for SIT process.
Hi all, 6th grade math and science teacher from MI
Ditto! I couldn't say it any better. https://t.co/9oxHa1N9bc
Q1: Remediation is for more practice on a skill; intervention is for comprehensive practice on skills before mastering new skills.
Hi Michelle! Enjoy seeing you in the stream tonight!
A2) Some schools have intervention slot all at same time w/all hands on deck; others do intervention w/in teams
A2 We try to mostly "pull in" extra support within the regular classroom. Dividing students into like ability groups.
A2: We don't have a set scheduled time, but are expected to include in daily instruction
I also wonder the impact that T relationships have on success of intervention when Ss assigned to Ts they don't know?
A2: We have the first block of every day set aside for remediation
A2- We don't have a scheduled time, but must be during class period. I have 6 classes- 42 min. each.
Yes, all at same time and they go to reading or math remediation or an enrichment class.
A2 My school schedules intervention classes during electives. What Ss "elects" to take English Louder over Art or band?
A2 we have a scheduled time but I try to include it in with every lesson for small groups on top of scheduled time
A2) At the BOY, we do our own interventions but transition into grade level interventions by S needs. Ts teach to their strengths.
This sounds like a common theme, and it is challenging to accomplish well.
Some are my students and some are not. Which to your other point is important for me to build relationship with all.
yes but if focusing on one intervention at a time, it works out most of the time.š.
This is a tough one isn't it? Ss who need interventions often find their niche and success in other electives.
that is a great idea. Could be something to consider at our school.
A3 We use for math remediation and for all of our students.
Khan academy is a great resource for math. I try to find video that goes along with every lesson for support for all Ss
or their reason for coming to school. For some an art class would be an opportunity to feel successful.
A3: Stemmed forms, , and Ss love for Math (that I can think of now)
A2: We have a scheduled time, but I try to incorporate into my daily lessons.
A3 newsela and readworks are two I frequent
Yes, we've used this too! Thanks for putting it out here.
Oh, haven't heard of Google Fluency Tutor. Easy to use? Track?
A3 we also use dream box for additional math practice
A3: I forgot, rewordify (takes readings and replaces high level vocab with easier)
Yes! I agree, although I don't teach math. I know Ss have found success with these videos!
A3 I use tenmarks some for math
I will have to check out Prodigy game!! Never heard of that one before.
I know. I think it gives us more reason to integrate arts where we can within our classrooms, too.
Easy to use and yes it tracks students progress.
A2- we are trying iStation this year w ELA. It is free for 5 years in Kansas.
Yes! This is very valuable.
I am just doing ELA but my grade level math teachers like using FrontRowED as well.
I used front rowed when I taught math. I liked it!
A4) Offer Ss diff. ways to show skill mastery (verbal, written, drawing...); Sometimes we haven't asked Ss to show in way they know
I forgot about that one! Yes! I need to revisit this one!
Q4- setting up interventions with the Ss instead of only Ts input. Ss should be part of the process.
A4: Ss love being able to choose how they show mastery. And it highlights skills in area other than just the targeted skill.
Great! Plan to check it out...thank you so much!
What she said is spot on, I couldn't say it better! https://t.co/GQx4vLGp3v
A4) Offer Ss diff. ways to show skill mastery (verbal, written, drawing...); Sometimes we haven't asked Ss to show in way they know
A4: Give Ss choice board for ways to improve skills with various activities to help
I haven't yet. Just started using it but like it so far. My other go to for close reading is
A4 Whatever interventions are used we need student buy in. Having some voice in that might add to the buy in.
A4 having multiple reading intervention groups, with each one reading different Newbery novels, can allow choice at times.
I like the paired passages. Fast Food was a hit.
Q5) Keep it simple; explicit instruction on small building block skills & systematic practice
A5: Small group instruction (even just going group to group to repeat instructions) or working 1:1 w/ Ss
A5 any that allow verbal communication as part of the intervention has produced the most growth for my Ss.
A5: Keeping language and interventions common across classes so Ss are able focus on content and less on how to, get in all classes
Such a good point! Common language and routines really do help students as they transition.
Yes! Common vocabulary and language is important. https://t.co/iEsQlQ2rC8
A5: Keeping language and interventions common across classes so Ss are able focus on content and less on how to, get in all classes
A6) Concern is with classroom size; trying to work with small group of students effectively if all Ss are still in room
A6: Time, finding the time to work on small group and offer that help is hard when we're expected to get through so much in no time
I agree! This can be overwhelming and requires patience and practice of routines.
A6- making sure you have spent enough time on the intervention. If you don't allow for time needed, growth may not show.
A6 my only concern is when admins want to dictate how I'm going to group Ss. I know my Ss, so I know the reasons for group members
A6: Biggest concern is TIME - Time to plan, run the data, remediate, and reach every child with what they need, when they need it.
YES, there are so many ways to group students besides reading level.
I agree with this too. We want Ss to learn in our defined time slot. Doesn't always work that smoothly https://t.co/2qzq7Rol7g
A6: Time, finding the time to work on small group and offer that help is hard when we're expected to get through so much in no time
Yes that is true! Professional trust is a must!
A6: spending so much time on interventions and students continuing to be behind in grade-level content
A6) My concern is administering the right formative to produce data to guide my groupings. In a timely fashion.
A7) Ss goal setting important; family conferencing if Ss are not responding or motivation poor; see if home support feasible.
A7 Communication and relationships are key. Understanding why and working as a team.
A7: Make it authentic and relevant, make it clear why Ss need the help and how it will benefit them
Q7: focusing on the growth they will make with the interventions rather than their defecit
Yes...this! https://t.co/NTEeUoyjfm
A6: spending so much time on interventions and students continuing to be behind in grade-level content
I have same issue in one class. A & B for me are at teacher station or I "keep 'em separated".
A7: Student conferences for reading, writing, and goal setting. Ps sign off on goals and after school tutoring with Parent pick up.
A7 Make sure whatever material you are using hooks the Ss to wan more. Once they are hooked then intervention will show progress.
Our chat is zipping by! Great thinking tonight. The last question is a couple of minutes away. Thank you so much for sharing!!
A7) Realtionships are key. When parents and students know we are working for their Ss needs, they'll meet us half way.
Yes! Teacher decision making by knowing what makes Ss click is important!
Q7: I think a lot of parents are scared when they hear their child needs interventions so communication and positivity is a must
A8) I find it's w/ # of Ss. Many interventions indicate small numbers of Ss but often this is overlooked & T:S ratio compromised
I'm heading out, hungry teenager just arrived home. Plan to chat next week! Thanks again for a great chat!
A8: Consistently check data, if Ss aren't improving something needs to change. Ss could also reach a point where no longer needed
A8 Important to know where we are beginning and keep checking to know if the intervention is helping. If not changes are needed.
A8) Rome wasn't built in a day. Interventions can take time but need to show progression.
Q8: frequent monitoring to make sure what you're doing is making progress so you can change if it's not working
Some students need more time and we need to be patient. https://t.co/DIdQerI4A1
A8) Rome wasn't built in a day. Interventions can take time but need to show progression.
That's what I always say when I am working on weight-loss...very true!
Thanks for a great discussion Thank you
Does anyone have any good suggestions to teach students mindfulness?
A8 a 6th grader didn't just hit intervention this year, so you must teach diligently in order to close the gap b4 heading into 7th
Thanks everyone for participating tonight! I'll get a storify soon...such great thinking and ideas tonight!
Good night everyone! Have a great rest of your week.
Being mindful of where they are, what they need, what they need to do next.
Boom...this!! https://t.co/Iyd0mXNPdX
A8 a 6th grader didn't just hit intervention this year, so you must teach diligently in order to close the gap b4 heading into 7th
Thank you, . Have a great rest of the week.
