December 2015 – Page 4 – Pernille Ripp

Would You Like to Be Our Readers?

December 5, 2015 Pernille Ripp

As part of our epic non-fiction picture book project, we are looking for students to share these books with. The books have been created in Google slides so you will not need to print anything or send anything, just read them and fill out a form.

If you would like to receive some of our finished picture books to give feedback on and your teach 4th grade or younger, please fill out the form. Picture books will be shared at the end of December and you will have until mid-January to provide the feedback.

being a teacher, collaboration, global, Literacy, MIEExpert15, picture books, projects, Reading, skype, student choice

Our Epic Nonfiction Picture Book Project Take 2

December 3, 2015December 8, 2015 Pernille Ripp

For the past few years, my students have written nonfiction picture books for younger audiences around the world. Last year, I decided to share the lesson plan to serve as inspiration for those who wanted it, and this year I thought I would do the same. While the foundation is the same, the process has been tweaked a bit for a more meaningful experience for the students.

The goal of the project is rather simple; create a 15 to 25 slide/page nonfiction picture book meant for a 2nd or 3rd grade audience on anything you wish to write about. Throughout this project we have been able to successfully marry tech tools with writing, as well as use Skype, Padlet, Twitter and other interactive tools.

Why this project? Because within it we have been able to work on:

How to take organized notes in a way that works for them.
How to write a paragraph and all of the myriads of lessons that are attached to that.
Grammar! Spelling! Punctuation!
How to find legal images.
How to cite sources, including images, books, and websites.
How to uncover reliable sources (yes, there is a place for Wikipedia in our research).
How to search the internet better.
How to conduct market research using Skype to ask 2nd or 3rd graders what they want to read and how they want to read it.
How to rewrite information in our own words.
How to do design and layout on a page to make it inviting.
How to create good questions.
Exploring our own interests.
How to write assessment rubrics.
How to work as a peer mentor group.
How to monitor self-engagement.

So a few details about the project:

This is a 3-week long project, anchored by a 10 or so minute mini-lessons every day and then work time the rest of class.
Mini-lessons have centered around how to take notes ( I showed them 3 different ways), how to research well, how to write paragraphs, how to rewrite information, and anything else we have had to address.
Students were able to ask questions to 2nd and 3rd grade classrooms via Skype to do market research, and incorporate that feedback into their project.
I am using this blog and Facebook to find classrooms that will assess the final product. If you would like to be one, please fill out the form at the end of the post. Those that sign up to give us feedback, fill out this Google form.
Students create their books in Google Slides for easy access for all (we check out Chromebooks), as well as easy design and layout.

Major Changes for this year:

The addition of Google Classroom.

This year we have been using Google Classroom to post tools, create the project, as well as use as a gathering point. This addition has made it much more manageable as far as giving students the information they need, as well as seeing where students are. If you have not looked into Google Classroom, this is a great project to use it for.

The Peer Mentor Group.

Students are in peer mentor groups as of today. These groups are meant to be support groups that also help hold each other accountable. Students gave me three names; a friend they know well, someone they kind of know, and a name for someone they would like to know. I then made the groups puzzling out their requests. Groups are between 2 and 4 people are will be used almost every day as an informal check-in.

The shortened timeline.

Last year we did this project for 6 weeks and although the students stayed fully engaged, we shortened it to 3 because we realized we could achieve the same deep engagement with a shortened product. It also means the students are using their time better because they know every minute counts.

The actual lesson plan:

Expectations:

Finished product should be a 15 to 25 page book, created in Google Slides, that not only includes 4-5 or so “chapters/sub-topics” but also has a glossary, table of contents, works cited, front and back cover, as well as an about the author.
Font size of text should be at least 20.
Students will use at least one print research material and supplement with reliable internet sources.
We will use the website Easybib.com to cite all of our sources which will be done in conjunction with tech tools. Cross collaboration is a great idea here.
We will spend time in class researching, writing, as well as sharing our work. Students should be able to finish this in class if time is spent wisely.

Sample: Will be shown in class and linked to here.

Modifications/Support provided:

Some students will be invited to work in small groups with me and/or support teachers.
Graphic organizers and templates can be provided for those who need to follow a format. To access them, please go to this Google presentation and make a copy as needed.

Mini-Lesson Materials:

Every day, we will focus on a mini-lesson meant to bolster the skills and needs of the students. The following mini-lessons will be taught (in order):

Exploring NF picture books; what are their text features and why are they important? Template for this discovery can be found here.
What do you want to teach the world? Narrowing down topic and finding research materials. Brainstorming research questions to guide their reading.
Who is your audience? What do we know about 2nd and 3rd graders? Preparing for our market research Skype call. Creating a Padlet with what we think we know about 2nd and 3rd graders reading preferences. An example can be seen here. Students also meet in their peer mentor groups to share their topics, their questions and what they are excited about.
Skype call to classrooms, during the call students will take notes for themselves and afterwards we will update our Padlet with what we know now. Research time reading their books.
Taking 3 column notes in notebook or Google docs. Example template can be found here. More information on this type of note-taking can be seen here
Taking notes on notecards and providing graphic organizers for the notes. (I glued 6 envelopes into Manilla folders and then laminated them many years ago. These work well for students because they can use them to organize their notes in sub-topics and can write on the folders using dry erase markers.) Here is what I share with them as an example.
Using Diigo as a way to take notes (refresher from Tech tools).
Unscrambling a paragraph – parts of a paragraph (example taken from here)
Fill in the main idea and conclusion – found here
Informal to formal paragraph – found here Alternate is writing a sample paragraph
Teach to your partner, checklist can be found here
Table of contents – what does it do, what does it need?
Glossary – what does it do, what does it need?
Self-assessment, peer edit if they want to and review, checklist can be found here
Turn in

That’s it, pretty much. Feel free to modify/adapt/share.

administration, aha moment, being a teacher, being me, principals

Dear Administrators – After the Observation

December 3, 2015 Pernille Ripp

For many years, I have been told that I am a great teacher. In fact, the first time I was told that was my second observation as a brand-new teacher. Ironic considering I did not feel great at all. I was told that I knew what I was doing, that it seemed like I was on the right path. And while it certainly made me happy to have gone through my observation unscathed and even with a compliment, it also confused me. How could I be a great teacher if I was so new? How could I not have things to work on in the classroom? How could this be the epitome of great?

So for years, I always hoped for feedback that I could use. For questions that would make me grow. Sometimes ideas were shared, most of the time they were not as administrators were overwhelmed with even more things to do. And so I found my own professional development. I tore myself apart trying to figure out what I needed to work on. I reached out to others so that I could grow. But I always hoped that one day I would work for an administrator that would push me as well.

Last year, was my first year as a 7th grade teacher, and my first observation left me sleepless and nauseated. After all, it was pretty clear to me (and the world) that 7th grade was so far out of my comfort zone and was my biggest challenge yet, and there was so much for me to still learn. I didn’t know what to expect, I didn’t know what would be observed that I may have missed, I didn’t know what would be said after.

So it was with great anticipation I went to my post-observation meeting with my principal. Anticipation because I longed to be given advice, to be pushed to reflect, to not just be told the good things but to find a path to grow. And I was not disappointed. While my principal pointed out the great, she also asked me to reflect. She gave me ideas that I could try for things she had seen that I had not. She left me articles and emailed me blog posts as she tried to support my growth. That was the first time in 7 years that someone had done that for me. That was the first time that someone said; yes, you have room to grow, even if you are good, and here are some ideas.

So to all of you incredible administrators out there, to all of you who observe. Please push us. Please guide us. Please tell us the great, but then also please tell us the things we need to improve on. Give us articles that may help, blog posts, videos, take the time to help us reflect and grow. Make it as big of a deal for you as it is for us.

Stay current yourself so that you can pass on the information to others. If you have never taught a grade level or subject that you have to observe, please learn about it. Do not assume that your experience will be enough. Please become knowledgeable so that we can use you as a mentor. Be a role model when it comes to learning and growth and share your knowledge freely. My principal, Shannon Anderson, is the epitome of lifelong learning. She is not afraid to admit when she does not know something, but she will always jump right in with you to find out. And she is not alone, I know others like her, but I also know some that are not.

I know I am asking a lot. I know that administrators have so much to do already, and yet, the role of observer and mentor is one to be cherished, one to be nurtured. To have the ability to influence someone else’s professional growth is not something that should be shoved to the bottom of a much too long to-do list. Instead, make it your passion, realize the potential influence you can exert and use that power for good.

Being told what to work on was not a slap in the face, not when done correctly, instead it was a chance for me to re-evaluate practices that I had forgotten about. To reexamine some things I thought I had figured out. It was a chance for me to learn. A chance to grow. A chance to not just be great but be better. And better is what I strive for every day.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.