Quick Electronic Anecdotal Notes Update

After setting my anecdotal notes up over the break that I mentioned here and here, I have been trying them out with both reading and writing conferences this week. Even though I am only two days in, I already feel like I have been able to be much more productive than I was with any of the other systems that I tried out this year. I also feel much more organized. It is such a great feeling to feel like I am getting something as substantial as finding my system in place.

Last Day

The two weeks of the break flew by (as always) and tomorrow I will be back to school. I look forward to seeing how everyone's break went. We only have two weeks (one in each language) left in the second quarter that will fly by. In social studies students will be reviewing the main concepts from Medieval Europe before taking the unit tests. In writing they will be finishing revisions and publishing their personal narratives. They will also be taking their first round of state testing in reading.

Before I know it, it will be third quarter where we will be moving on to Renaissance and Reconstruction in social studies, preparing for the state writing test (I decided to teach prompt writing as a genre before testing as others have suggested), and discussing questioning in reading, along with starting new book clubs. Once the 7th graders complete their state writing assessment, I am very excited to begin student blogs. I can hardly wait!

Third quarter always seems to go fast, and fourth quarter is the quickest of the year. It is hard to believe that I am already approaching the half-way point of another school year.

Professional Reading in 2009

2009 was a great year for reading for personal professional development. I read 22 books that have helped me to continue to shape who I am as an educator and to fine tune my practice. I can't wait to see what 2010 has to hold as I continue to read through the many great books waiting to be read on my book shelf as well as new books that will be published this year!

Electronic Anecdotal Notes 2: A Sample Document

Yesterday I wrote about why I decided to switch over to electronic anecdotal notes. Below is a sample draft document. I actually have 8 separate documents breaking down reading and writing by language and grade level. I may eventually need to look into a system where I can just have one document per grade level with a way to filter the way I want to look at data at any given moment (such as Spanish writing or English reading). In this document I placed an example English and Spanish draft on the same page, but they are actually in separate documents. I will also tab to a new row for each date to easily navigate between dates.

At the top of the document I left a space for language goal with the target literacy skill. For example, some students are avid readers in English able to read from a wide variety of genres and lengths, while in Spanish they are still developing vocabulary and find realistic fiction to be their best fit books right now. While they are able to transfer their reading strategies between languages, unknown vocabulary in some genres such as fantasy, make it hard to access it in their second language. Yet, other students are still developing comprehension strategies in both languages. By having a language goal at the top I will be able to maintain a focus on each student's strenghts and weaknesses in each language. Then I have columns for date, type (with codes), notes and next step. In this reading document I will write information that I gain from conferences, reading response letters, book clubs, and blogging.

When I open any given document there is a table with a class list to record dates that I meet with each student. I found that with a general table although I might have been meeting with students in a balanced manner when looking at meetings in general I had some gaps when looking at it broken down by language. I am hoping to be more mindful of when I meet with students by filtering out by language. In addition, I plan on highlighting the names of students that I want to meet with for various reasons. For example, if I notice through a book letter that a student is struggling with a book, I can make note of what I discovered in their individual chart, and then highlight their name to remind myself to check their anecdotal notes and conference with them.

As with any new system, I am sure that I will be making at least some adjustments, but as I mentioned, I have high hopes that it will be what works for me long term. I am thankful to all of the authors and bloggers who inspired me along the way to develop my system, such as The Two Sisters, Patrick Allen, and Two Writing Teachers. By sharing their ideas I was able to try out different suggestions and then adjust and mold them into my current set-up.

Electronic Anecdotal Notes

Electronic Anecdotal Notes

This year as I have been experiencing my first ever full implementation of a workshop approach, deciding exactly which system will work for me to record information about student conferences has been key. Many of the books I have read emphasized that each person has to decide what works best, as one person's ideas will not necessarily work for other people. This is so true, as I have gathered and tried ideas from teaching blogs and books. I have also noticed while one author explained how writing on labels was a disaster, another wrote about it being her perfect system corraborating the idea that I cannot just take someone else's system and expect it to be perfect for me.

While I am fairly new to a workshop approach, I am not new to anecdotal records. Even when I was teaching in a position with a mandated scripted reading program where I felt I could do little adjustments based on my observations of students as individuals, I kept anecdotal records. The system that worked for me at the time was to have a clipboard with a page with a table for each student to record observations. This year I first tried to have a binder as recommended by The Two Sisters, but I quickly realized a couple of problems trying to use this system. Even though I had a binder for each class, they were filling up quickly. Also, it was too bulky and hard to take to where students were. I ended up switching back to my trusty clipboard. However, I did not want to have four clipboards (one for each class in both reading and writing), so I decided to have reading notes on one side of the pages and writing notes on the back. I thought I was so clever as I just flipped the stack of papers over when it was writing time. However, some students' pages filled up quickly on one side while the other was still just getting started.

Nonetheless, none of these systems worked great for me. I considered using a notebook with a few pages dedicated to each student as I had seen others do. One of the great benefits of reading education books is that ideas usually pop into mind, even if it is not directly linked to something the author said. While I was reading Middle School Readers an idea came to mind to use a laptop. I am able to log on as myself on a student laptop to have access to my files. Last week while on break I took advantage of some time allotted to prepare for the rest of the year to set up my anecdotal records electronically.

I am excited for many reasons and think that I may have finally found my ideal system, even though I will still have to test it out to know for sure. Here are some reasons why I think it will work great:

*I teach in a dual immersion setting, and I need to pay close attention to literacy in two langauges. I did not want to have multiple clipboards for each class, but I also realized that it is nice to have notes separated by language. With a laptop, I can have a document for each language and easily navigate between the two.

*I will be able to record my notes much faster. Just as typing my reading response letter replies on the computer has been an excellent timesaver, electronic notes should also help me make the best of the valuable amount of time that I can spend conferring with students.

*I gain valuable insights from students through multiple avenues. An electronic system of notes will facilitate keeping track of different sources of observations in one location.

I realized that this post was getting way to long, so check back tomorrow to see my example document with an explanation of how I will use it.

Bella at Midnight - Medieval Connections

I have been reading Bella at Midnight by Diane Stanley with a group of my 6th and 7th grade girls as part of a book club. With book clubs I have found that I love it most when I am reading the book for the first time along with my students, so that my comments are an authentic initial reaction, rather than rereading or trying to think back to a book that I read a while back. While I would not read aloud a book without first viewing it, I have come to see that it has been effective with book clubs. I had bought the book last year and did not have a chance to have a group read it yet.

It was a fun surprise as I started reading to notice that there were many connections to our social studies unit on Medieval Europe and even more exciting to see that the students brought up the link before I was even able to mention it. Many of the events and descriptions fit perfectly with our units on the structure of feudalism, daily life, chivalry, and the role of the church. The setting made the book even more engaging, as the students looked forward to picking up on these details while also discovering the direction the plot would go. The book would have been a fun read anyway, but I especially recommend it to other students who are studying Medieval Europe.

The Chet Gecko Mystery Series

I just posted a brief review about the latest book in Bruce Hale's Check Gecko series, Dial M for Mongoose on my review site. I wanted to add a few more thoughts on this blog. Aside from being a quick-paced, humorous read from a series that my students from a range of reading levels read and loved last year, I also noticed that the book has a plethora of similes and metaphors. For my students who already love the series, I am glad to know that I will be able to use that hook to point out these literary devices.

Here are just a few of the examples from this book, but I assume that a quick skim of any of the books in the series would result in many more:

"But by this time, the odor had tiptoed on its little stink-footed feet throughout the class" (5).

"He was a tough-looking mole with a nose like an exploded eggplant and paws like a pair of catcher's mitts" (40).

"The heat swallowed me like a hungry python after a fast" (61).