Thursday, March 27, 2008

Frontloading

I found this piece to be a succinct reminder of a few simple steps that can be taken to better guide our instruction.

Frontloading Comprehension
by Dr. Bob Wortman, Educational Consultant

The brain is the organ that readers use to make sense of their world (not the eyes) - and that includes the world of print. What we do as readers BEFORE we read is often as important as what we do during and after reading.

Take the time to remind students to always read the title and look at the cover or illustration. It's an important step that struggling readers in particular don't know to take. Decide if the piece is fiction or nonfiction.

If the piece is fiction, it will be in narrative format (story form). As a reader you will be making predictions and asking questions about the three elements of story: character, plot, and setting. Doing this sets a purpose for your reading and will help you stay on track as a reader.

If the selection is nonfiction, it will be an information piece and you should quickly scan and check out any diagrams, photographs, or captions. Take note of any subheadings or bold-faced or italicized vocabulary. Then make predictions and ask questions to yourself about the main ideas. Keep in mind, there will always be important details you will want to keep track of as a reader.

As teachers, we want to notice and assess what students do as they approach a new piece of print and give them appropriate feedback. All readers need to have experience in the strategy - no matter their reading ability - for we have all encountered difficult and dense text that requires our full attention.

These strategies are very helpful when taking standardized tests. The same procedures are useful when encountering selections; there is usually a title and often one small picture that can give your brain a jump-start to the reading. The questions at the end of the selections will always tie to the elements of story (in fiction) and main idea and most important details (in nonfiction).


Sunday, March 16, 2008

Think before you write

In anticipation of our next writing pieces -- especially I-Search.

Think Before You Write

Joanna Hawkins

After teaching 7th and 8th grade students the mechanics of researching and writing a well-crafted research paper and giving the class plenty of time execute their projects, teacher Joanna Hawkins and her colleague were surprised at the mediocre results. Even the best papers were not consistently thoughtful, precise, or well developed.

However, when students gave poster presentations tied to their research papers, which had addressed the struggle of African Americans to create a nation of equality after the Civil War, the two teachers were equally surprised about the content knowledge, enthusiasm, and thinking that students exhibited.

How could the students' clear demonstration of knowledge—as seen through the poster presentations—come through in their writing? To resolve the problem, the teachers developed a process, "Writing for Understanding," to structure the research paper unit.

Writing for Understanding
Besides focusing on a big idea and framing that idea within an essential question, then helping students to structure their papers and using the writing process (draft, conference, revision) to hone their thinking, "Writing for Understanding" hinges on two essential steps: building a working knowledge of the content and processing and capturing that knowledge.

A teacher can help students build their working knowledge of the content by helping them develop relevant vocabulary and giving them opportunities to comprehend related texts through appropriate reading level materials and discussion. Frequent discussion also offers students opportunities to refine their knowledge so they will know what they're talking about as they sit down to write their research paper.

To process and capture knowledge, Hawkins advises teachers to "be intentional" about having students take notes so they have opportunities to capture their understanding in their own words. For example, in a history unit on the Battle of Dunkirk, Hawkins' students reread related texts using the essential focusing question as their lens: "How do the forces of technology, geography, desire for power, economics, and values influence the little boats' rescue of British soldiers at Dunkirk?" Using a template to break down the questions into its parts, her students analyzed the event by taking notes on each factor.

Hawkins maintains that, by using the "Writing for Understanding" process, the strongest students frequently showed levels of insight that amazed the teachers, and struggling students produced writing that showed solid understanding.

The "Writing for Understanding" Process

1) Select an enduring understanding or big idea that students should demonstrate in their written product.

2) Develop a focusing question that will enable students to approach the big idea in a specific, manageable way.

3) Build working knowledge of the content.

4) Help students process the knowledge, capturing it in notes so that they can use it in their writing.

5) Help students structure their writing so that their thinking is clear.

6) Use the writing process (draft, confer, revise) to help students produce a written product that is focused, organized, and developed to show understanding of the big idea.

Educational Leadership
October 2006 | Volume 64 | Number 2
Reading, Writing, Thinking Pages 63-66

Tuesday, March 11, 2008

Nikki Gionvanni

I just received an email from Harper Collins and wanted to give a big ELA shout out regarding the following news:

Congratulations to Nikki Giovanni, who recently received an NAACP Image Award in the Poetry category.

For anybody who hasn't yet discovered the brilliance of her writing -- don't wait and reserve further inspection of Giovanni's poetry for next February's Black History Month. ReadWriteThink.org, among others, utilizes her works in our everyday practice. Peace.

Friday, March 7, 2008

Food for thought or Utopian folly?

NEW YORK REGION | March 7, 2008
At Charter School, Higher Teacher Pay
By ELISSA GOOTMAN
A New York City charter school is promising to pay teachers $125,000, plus a potential performance bonus.

QUOTATION OF THE DAY

"I would much rather put a phenomenal, great teacher in a field with 30 kids and nothing else than take the mediocre teacher and give them half the number of students and give them all the technology in the world."
ZEKE M. VANDERHOEK, 31, who is starting a charter school that will pay teachers $125,000 a year.

http://www.nytimes.com/2008/03/07/nyregion/07charter.html?ex=1205557200&en=7ce008c928e7f083&ei=5070&emc=eta1

Sunday, March 2, 2008

Seems we have the right idea

MAGAZINE | March 2, 2008
Teaching Boys and Girls Separately
By ELIZABETH WEIL
The idea is gaining traction in American public schools, in response to the different education crises girls and boys have been reported to experience.

Tuesday, February 5, 2008

An interesting PBS series opportunity

The New York Times


Hey everyone,
I thought this looked intersting (and time-comsuming) to read/watch and to spend a few days on...enjoy!!! Carr

February 5, 2008

Famous Black Lives Through DNA's Prism

"African-American Lives 2," a four-part series on PBS that begins on Wednesday night, belies its sleepy name with the poetry of history, the magic of science and the allure of the family trees of Morgan Freeman, Chris Rock, Tina Turner, Don Cheadle, Tom Joyner and Maya Angelou.

It is the latest incarnation of the highly rated, critically successful star genealogy program that its host, the Harvard professor Henry Louis Gates Jr., presented in 2006. Then Oprah Winfrey, Chris Tucker, Quincy Jones and Whoopi Goldberg were among Professor Gates's eight guests for "African-American Lives." That was followed in 2007 by "Oprah's Roots."

This time scientists use DNA samples, and scholars peruse slave ship records, wills and other documents to recreate the histories of 12 people, including Professor Gates and one Everywoman guest.

"I conceived of these series as roots in a test tube," Professor Gates says early in "Lives," which will be broadcast on most PBS stations in two hourlong episodes on Wednesday and two on Feb. 13. Through the prism of the individual stories of rapes of black women, the failed promise of Reconstruction, the great migration of black Southerners to the North, the struggle for education, land, and freedom, Professor Gates lays bare the basic contradiction of the American dream.

Mr. Rock can be seen wiping away a tear after learning that his great-great-grandfather fought in the Civil War, served in the South Carolina Legislature, and died owning dozens of acres of land. He never knew any of that history, Mr. Rock says in the program. He recounts growing up in a working-class Brooklyn neighborhood and being bused to a white school where he was bullied.

"Until I lucked into a comedy club at, you know, age 20, just on a whim, I assumed I would pick up things for white people for the rest of my life," Mr. Rock says. "If I'd known this, it would have taken away the inevitability that I was going to be nothing."

Along with the triumphs are the inevitable tragedies. Tom Joyner, the celebrity radio personality, is shaken to learn that in 1915 an all-white jury in South Carolina convicted his two great-uncles of killing a white man. They were prosperous landowners, but were sent to the electric chair, even though evidence uncovered by the "Lives" researchers suggests their innocence. Mr. Joyner and Professor Gates said they planned to petition the South Carolina government to exonerate them posthumously.

Mr. Joyner is seen in "Lives" gathered with his extended family, reading old newspaper articles and learning a story that had been lost.

"I have had mixed emotions — grief, anger, pride," Mr. Joyner said in an interview about the program's revelations, adding, "If you feel — and all of us have these feelings — that you can't go any further, think about the people in your past and what they survived."

In addition to the celebrities, the "Lives" interview subjects include Bliss Broyard, a writer whose father, Anatole Broyard, a New York Times book critic and editor, was black and passed for white; the Rev. Peter J. Gomes, a Harvard theologian; Linda Johnson Rice, president and chief executive of the company that publishes Ebony and Jet magazines; Jackie Joyner-Kersee, the Olympic gold-medal athlete; and Kathleen Henderson, a University of Dayton administrator who competed with more than 2,000 entrants to be on the program.

Professor Gates, a co-founder of the genealogy Web site AfricanDNA.com and the director of the W. E. B. Du Bois Institute for African and African American Research at Harvard, keeps things going at a rapid pace for his guests. He whips out photographs of former slave masters (who were sometimes relatives), pinpoints the African countries of ancestors and travels to Ireland himself to track down his Irish roots. In the last episode everyone learns his or her percentage of European, Native American and African blood.

"These stories are much more in-depth than those in 'African-American Lives,' " Mr. Gates said in a recent telephone interview. "Then, a lot of documents had not been digitized, and we've learned to interpret the DNA testing better, with more subtlety and sophistication."

In one of the stories Morgan Freeman puzzles over the nature of the relationship between his white great-great-grandfather and African-American great-great-grandmother, who had eight children together. His great-great grandfather's employer owned her.

"I don't know, really," Mr. Freeman replies when Professor Gates asks him how that information makes him feel.

But, in a twist, the "Lives" researchers discovered that Mr. Morgan's white great-great grandfather sold land to his biracial sons. And they found the great-great-grandparents' headstones on that land in Mississippi, side by side, bearing the same last name and surrounded by the graves of their children.

None of the guests are 100 percent anything. Maya Angelou shakes her head in sorrow as Mr. Gates tells her that her black great-grandmother, 17-year-old Mary Lee, was impregnated by her 50-year-old white former master (who forced her to name another man as the father) and ended up in the poor house along with her child. That child was Ms. Angelou's grandmother, Marguerite.

"That poor little black girl, physically and psychologically bruised," Ms. Angelou murmurs.

"You never know how you're going to come here," Ms. Angelou said in an interview about her participation in "Lives" and her ancestor Mary Lee. "People have great weddings, and they're lucky to have it last five years."

Ms. Angelou said she initially disliked the idea of using celebrities to reclaim history but realized that they would attract viewers to examine the complexity of this country's roots. "Nothing human can be alien to me," Ms. Angelou said. "If we could internalize just a portion of that, it could get us away from the blithering idiocy of racism."

And what is race? Professor Gates asks. Ms. Broyard, who grew up thinking she was white, says in "Lives" that she believes that her father, who died in 1990, "passed" to protect his children from racism. She does not feel she has the right to call herself "black" now because it designates not just physicality but lived experience, she tells Professor Gates.

"It's a complicated message to get across," Ms. Broyard said in an interview. "We can find the geographic origins of our ancestors, but it doesn't mean that race is a biological destiny."

Still, Professor Gates sees the evolving use of DNA and records searches as ways to revolutionize how science is taught in schools. PBS is using the Web site pbs.org/aalives2 and other resources to help educators and others interesting in pursuing the information in the series.

"Forget going into a classroom and saying, 'I am going to teach you about Watson and Crick and the double helix,' " Professor Gates said. "Imagine if I could say, 'With this cotton swab, we can tell you where your ancestors come from in Africa.' "

Friday, February 1, 2008

NY Times Editorial on later start times

I believe Ms. Peterson moved our start time back to 8:30a.m. to give students a greater opportunity to be at school on time and I've seen an improvement in tardiness in my own homeroom. I came across this in the Times today and thought it interesting (and relevant), especially since many of our students in middle school are already 12 and some are pushing 16 and beyond:

Editorial

Are You Up Yet?

It is hardly a revelation that teenagers like to sleep late. But more and more research is showing that this is not just a preference — or even the result of late-night studying or instant messaging — but is rooted in their biological rhythms. All of this would be little more than an interesting observation except that most high schools start so early, and so many teenagers are having a hard time staying awake.

A recent Op-Ed article in The Times cited a National Sleep Foundation survey in which more than a quarter of the students reported that they fell asleep in class at least once a week. Researchers say this is true because youngsters — beginning around age 12 until they reach their mid-20s — only start producing melatonin, the sleep-inducing hormone, around 11 p.m. and that production peaks until about 7 a.m. In adults, melatonin peaks until around 4 a.m. Trying to wake up a teenager before 7 o’clock is like trying to awake an adult before 4 a.m.

The obvious remedy would be for high schools to start later — well after 8 a.m. A handful of schools that have switched have reported beneficial results. School officials in Minneapolis say that attendance improved and students’ grades rose slightly after they changed to an 8:40 a.m. start several years ago. In Wilton, Conn., where the high school start time was pushed back to 8:20 a.m. from 7:35, teachers and parents reported improved student behavior and greater alertness. Surveys of students in both districts indicated that they did not use the later starts as an excuse to go to bed later.

Numerous districts have considered the idea of later high school hours, only to drop it because of fierce adult opposition. Coaches complain that the later classroom hours in the afternoon would take time from their training programs and teams’ success. School bus companies would be forced to change their schedules. And many parents complained that they would have to adjust their own schedules.

Many school officials say more research is needed. We’re all for that, and for remembering that the goal is to educate youngsters — and for that they need to be awake.

Wednesday, January 30, 2008

Webinar (web seminar) for 21st Century Literacy

Here's another professional development opportunity from NCTE -- it's interactive and the presentation can be seen on the smartboard in Room 413 this Tuesday:

"Reading the Media: Helping Students (and Teachers) Become Media Literate by Teaching 21st Century Skills"

Tuesday, February 5, 2008 
4:00 p.m.- 5:00 p.m. EST

Presenter: Frank Baker

In today’s media-rich society, most of our students are media-savvy—they can multitask, text, IM, and Facebook with ease and confidence. What many of these students—and a great many teachers—lack are the sophisticated media literacy skills necessary to be successful in the 21st century.

Media literate—not just Media savvy. Join us as Frank Baker, former school administrator and contributor to NCTE’s Lesson Plans for Creating Media-Rich Classrooms, works through what it means to be media literate, and how teachers can help students (and themselves) build 21st century skills.

In this seminar you’ll learn:
1. A more complete definition of media literacy
2. The five core concepts to teach media literacy
3. Critical thinking questions for the classroom
4. Classroom applications for instruction including how to evaluate: political campaigns, marketing messages, scriptwriting, and more.
5. Resource recommendations

Frank W. Baker was a school administrator in Orlando, Florida for 11 years and a public television education specialist for 6 years. He specializes in professional development workshops on 21st century literacy skills, specifically media literacy. His workshops are hands-on and highly interactive. His goal is to help teachers make the connection between media literacy and state teaching standards. His nationally recognized web page, The Media Literacy Clearinghouse, and his workshops, have both received rave reviews.

Wednesday, January 23, 2008

CPR/ AED Training - Sat. Feb. 9th @ 9:00am

A CPR/ AED training will be held on Saturday, Feb 9th at 9:00am in the Cafeteria for the following staff members; Ms. Vasquez, Ms. Carr, Mr. Reyes, Ms. Yemmer, Mr. Asford, Ms. Kenyon, Mr. Stout, Mr. Stanley and Ms. Smith.

Monday, January 21, 2008

Martin Luther King, Jr. Day

Some of you weren't even born when Ronald Reagan was president, but here's an interesting commentary on the birth of this national holiday and the man who inspired it. I hope the link works, as blogging is new to me and I'm uncertain of its limitations.

OPINION | January 21, 2008
Op-Ed Contributor: Radical Love Gets a Holiday
By SARAH VOWELL
There’s a pleasing symmetry in Ronald Reagan forking over a day to Dr. Martin Luther King Jr.







Tuesday, January 15, 2008

Good advice for all of us!

After Sunday's track meet, as testing goes forward, and after revisiting "Lean on Me," with our students, I wanted to share this -- taken from Michael Josephson's "Character Counts."

Six Ways to Be a Model Coach

1. Everything you say or do makes an impression on kids. What they don't see, they often sense.

2. The measure of character is how you act when you think no one's looking. You'd be surprised at what kids know, hear about, and discover by accident. Behavior speaks louder and more persuasively than anything you can say. You never know who's looking.

3. Only a fraction of young people will play sports beyond high school, but most will become parents, employees, and citizens. By building their character, you'll give them and the rest of society a permanent gift.

4. Setting rules is important because young people are especially vigilant for unfairness and hypocrisy. Too many adults (and pro athletes) are selfish and undisciplined because rules weren't enforced or didn't apply to them when they were young.

5. When the game's on the line, so is integrity.

6. If you're not sure how to handle a situation, ask yourself:
• What would I tell my child to do?
• What would I do if my child was looking over my shoulder?
• Do I want my character judged on this decision?
• How would I feel if my decision was reported on the 6 o'clock news?
• If everybody did it, would it be a good thing?
• What would my role model do?

Thursday, January 10, 2008

NSLJ Track at the Armory Sunday!

NSLJ's track team will be competing in the Youth Jamboree at the New Balance Armory on Sunday, January 13th (216 Fort Washington Ave. btwn. 168th & 169th St. in Washington Hts.). Youth ages 11-15 races are from 12 noon to at 4p.m. (A, C, or 1 to 168th Street)

Ms. Carr, Ms. Smith and Mr. Jackson will depart from NSLJ at 11a.m. on Sunday morning to head downtown on the 1 train. This event is free for kids and $2 for adults. We had a blast at the last Armory Jamboree so feel free to come out and support our team in a world class venue! This track is amazing and so are the kids who run here.

Feel free to contact me with any questions -- hope to see you Sunday!

Wednesday, January 9, 2008

NSLJ in 2008

Our NSLJ BLOG PAGE is now up and running. (REALLY!) I apologize for the break in communication. Our blog page and our school website are now linked as part of

NSLJ'S SCHOOL/HOME DIGITECH PROGRAM

THE NSLJ NEWSLETTER - WEEK OF JANUARY 7th

ELA SCORING:

Notices have been placed in your mailboxes regarding scoring of the ELA.
If you are interested in scoring, you must let Sharon Cahr know immediately.

ELA TESTING:
Ms. Luke will be distributing a testing memo shortly. Please read it carefully. We must build self-confidence now and assure students that they are ready to do well on the test.

Extended Day:
Cycle I of our Extended Day Program will end on Saturday, January 12th. Cycle II will begin on Tuesday, January 29th with a focus on preparing students for the Math test. New permission slips will be sent home for our Cycle II programs.

African ~ African-American & Caribbean Heritage Celebration:
Our African, African-American & Caribbean Heritage Celebration will take place in the library during January and February. If you have any items that represent these cultures or the history of these cultures, and you are willing to loan them to our library, please see Mr. Smoot.

Second Marking Period:
The second marking period ends January 31st. Please inform students that they only have two weeks to pull their grades up. Also, these report card grades will determine whether or not they receive "Promotion in Doubt" letters home.

THANK YOU...
  • Ms. Yemmer and Mr. Chavez for our wonderful holiday performance.
  • Mr. Smoot for writing and winning a "Tween to Teen" grant for our library.
  • ELA TEACHERS for preparing our students to be successful on the ELA.
  • Mr. Mora and Ms. Pearce (AUSSIE) for preparing materials, materials and more materials for the ELA.
  • Mr. Marc Jackson for escorting students on a college trip to the Univ. of Albany and St. Rose College.
  • Ms. Neufeld and Mr. Bob Jackson (AUSSIE) for facilitating our school data collection and analysis.
  • NSLJ'S INQUIRY TEAM - Mr. Gallagher, Ms. Kuinlan, Mr. Weitzman, Ms. Luke, and Ms. Neufeld collecting, organizing and monitoring data for our special education students.
  • Ms. Usher and Mr. Gallagher for piloting our NSLJ HOME/SCHOOL DIGITECH PROGRAM.
  • NSLJ COUNSELORS - Mr. Hendrickson, Mr. King, Ms. Brisport and Ms. Usher for facilitating our Social/Emotional History survey and data collection.

"A person without knowledge of themselves and their heritage is like a tree without roots."
Dick Gregory