What's a Compliment Sandwich?

Last Read Across America Day, a local author – Eric Luper – visited the 2-3s. He told us about how he became a published author. Besides having to write A LOT, find an agent, face rejection, and persevere, Mr. Luper also told us about the support he receives from other writers.

For years, I have incorporated CRITIQUE into my classroom’s writing process. The idea is that children are authors and that the writing process should involve feedback from other writers. The lessons children can get from hearing feedback are powerful. As one of my 3^rd graders explained, “We are never DONE. We can make everything we do better.” Sharing our writing with others is a leap—we have to feel safe, trust that others are there to help us, and make sure that we are being constructive as well. How can a teacher help to create that environment?

I have had mentors who have helped me articulate the principles that can guide children in their interactions in the writing process. But last year, Mr. Luper’s description of his own process took my coaching to another level. He—as an adult—sits with other authors. They have articulated and follow a critique process they call a COMPLIMENT SANDWICH. Here are the steps:

1.     When giving feedback, you must first open with a COMPLIMENT. This compliment should be specific and refer directly to the piece being critiqued. As some of my 3^rd graders explained, this opening “makes people feel good.”

2.     Next, SUGGESTIONS are offered. We discussed, modeled and have practiced ways to offer ideas that would add to and enhance the piece. One of the aims I have for each of my writers is to learn how to add in juicy details and descriptive language. My students say this suggestion step “inspires people to do something [with their writing].”

3.     Last, the critique closes with ANOTHER COMPLIMENT. The children explain that this “makes people feel really happy and good.”

This sandwich idea has clicked with my students. They remember the steps. The process requires they provide active support and wrap their reactions and suggestions in positive language.  A supportive process means these young writers can take more risks, make more writing moves.

Last week, the 2-3s engaged in full-fledged critiques. The class was divided in half. A group of six or seven assembled and one child at a time read aloud a nature poem he/she had drafted. A second reading immediately followed and fellow writers closed their eyes. My instruction was to “see” specific things to both compliment and suggest for each other. I scribed the feedback each child received.  

Today, the children spread out and critiqued each other more informally on another piece. In small groups, they shared compliment sandwiches for an expressive writing assignment: “If you could be an animal for a day, what animal would you be?” Already, it is evident that these children are able to offer constructive feedback with a bit more independence.  

Critique requires active and creative thinking, idea generating, and synthesis. It also provides purposeful social interaction and teamwork. And as we move through the year, my goals will be that (a) suggestions become more pithy and (b) each writer comes to the critique with specific requests for feedback on a piece. 

I wish you had been a fly on the wall during these productive days. Your children are so impressive.

We are certainly on our way with this year's writing adventures.  

What a Community of Writers!

Out and About

Walking Around Downtown Troy

On our Discovering Communities walkabout in Troy, our Rensselaer County Historical Society leader, Ilene, guided the children in comparing urban, rural and suburban communities. The group was familiar with the vocabulary and readily named Troy as an urban area. We headed out into the city to investigate the environment.

Everyone received a photo of something we would see on our walk. We were expected to yell "city!" when we found an example and the group stopped. We gathered around Ilene and she explained in detail what was important about each feature. 

We hunted for things like: stoops; mail slots; boot scrapers; animals carved or placed on buildings; statues; fire escapes; alleys, services like garbage cans, newspaper boxes, mailboxes, and lamp posts; etc. A feature's use or significance was explained. Any historical importance was shared and put into context. Finally, the children began thinking through how a city operates, the services it requires and offers its citizens, and compared this urban environment to rural and suburban communities. In the weeks ahead we'll also think about how people adapt historic structures and neighborhoods to serve their current needs.

Hudson River Snapshot Day

The day was cloudy and a teeming rain was our constant companion at the Troy Dam. But no matter.  The 2-3s and 6-7s smoothly rotated through their science stations. Everyone was busy and fully engaged -- what a productive morning at the riverside!

Each 2-3 was equipped with a clipboard, data sheet and pencil. The group was broken into three teams and rotated to three stations. At each station, there was a task to complete and data to record.

Two staff members from the state's Department of Environmental Conservation and Max, one of our parents, donned hip waders and worked a 25 foot seine net in the channel. They collected lots of fish for the 2-3s to observe at one station. The children were responsible for identifying the fish using a key, and then had to record counts of each species on their data sheets. The kids got up close and personal with bass, spottail shiners, herring and a blue gill sunfish.

 

At the second station, the 2-3s ran tests for chlorophyll, pH and turbidity and recorded their findings.

At the third station, they used viewfinders to capture a detailed observational sketch of our site.

 
Kate has sent our data to DEC and the Lamont-Doherty Earth Observatory.

The Parker 2-3s and 6-7s: Citizen Scientists!! 

THANK YOU to all of the parents who drove, chaperoned and helped guide the children through both field trips.

* Thank you to Meg for the Snapshot Day photos!  

All Kinds of Buddies

Working with others is a regular part of a child's life at Parker. What are some dispositions children need to possess in order to work successfully with their peers? Patience. Kindness. Active listening. Respect. An open mind. Leadership AND the ability to yield.

Every day, my students are stretching and practicing these skills, skills that are absolutely essential for later success. The children aren't just thrown together and expected to possess the stash of tricks that make for peaceful partnerships. We prepare. We practice. Every time we get together for partner/team work, we review and name the behaviors we need to share with each other. We set ground rules. Sometimes a "talking stick" is employed to ensure that every person has a chance to speak without interruption in a group. I mediate as necessary with the goal to set the children free ASAP to reset and keep going. As a group, we reflect together afterwards and ponder what, if any, tweaks are needed for the next go 'round. Of course there are rocky moments, but my days are typically full of opportunities to watch in awe as these young people demonstrate their collaborative powers.

BUDDIES
Each Friday, the 2-3s get together with their buddies from the 6-7-8s. This formal program provides our middle schoolers with great mentoring opportunities. The 2-3s are supported in their academic work as their buddies provide regular support and feedback in reading, writing, and research. Buddies also have chances to just be together and play. During the first formal sit down for this year's partners, we invited buddies to sketch together and get acquainted. This past Friday, they huddled with books and read, then headed out into the long-awaited sunshine to blow off steam and run around. 

CONNECTING THROUGH MUDDY BOOTS
Muddy Boots provides the 2-3s a chance to act as older buddies and exercise leadership with and care taking of the K-1s. It's a joy to watch them work with their younger peers and discover outdoors. We sloshed around together two weeks ago and enjoyed the rain tapping on the leaves. We searched for evidence of the changing season and noticed the leaves had taken on more color.

The puddles gave our rain boots a workout.

This past Friday, we welcomed the sunshine and tromped up the hill above the creek. Partners were asked to search for three things: something old, something round, something beautiful. We teachers watched them hunt and make decisions together. They proudly ran back to us and shared their treasures. What a beautiful way to end the week!

Working Together

The 2-3 Assembly

 A hallmark of a Parker education is the multiple ways children get to work together. I couldn’t have asked for a better opportunity for this collaboration than our 2-3 Assembly on Friday. All I can say is what about those 2nd and 3rd graders?! 

Besides offering your child a chance to get on that stage and share skills and talents, I find this special Assembly brings many gifts to me. It reinforces that if you give a child an opportunity to own what he or she is going to share with others, every child will be motivated to do the best. The event encourages children to take risks and put themselves out there. I always feel refreshed after —I get a fuller picture of your child as a learner and member of a social network. This group showed such appreciation and constant encouragement for each other as we devoted more and more time in class to preparation and practice. It was a great two weeks of working together. Let me end by noting as well that this special Assembly is just plain fun!!  

Third Grade Mathematics

The 3rd grade mathematicians have spent several math classes sharing their knowledge of place value. Place value is a core foundational concept in mathematics. As the 3^rdgraders hone their understanding, they're exploring the structure and sequence of numbers, developing greater facility with comparing and ordering numbers, finding connections among numbers, and composing and decomposing numbers into parts (like seeing 627 as 600 + 200 + 7) to ease calculations with other numbers.

We then moved into practice/review of adding and subtracting 10. The group noted that the zero in the ones place makes for quick calculations and mental math work. I refer to 10 as being friendly and asked the students to think about how the structure of 10 makes it so easy to work with. We’re now extending our work to 100 and the 3^rd graders will be thinking about the relationship between 10 and 100.  

Working With the K-1s

Our partnership with the K-1s is going beautifully. Our Muddy Boots club brought us to the creek two Fridays ago. The children roamed on the shores, dug in the mud and looked under rocks. One group was hot on the trail of salamanders and soon attracted a crowd when they got their hands on them. Up the creek, another group was lifting rocks and finding slugs. Cool!!

 This past Friday, we took a hike on the power line trail. We went hunting for evidence of CHANGE in the season. The children noted changing leaves, cooler air, and wildflowers. We saw monarchs, listened to crickets, got hot in the sun and then made our way into the woods for shade and a cool off. What a way to end our week.

Back Together at Parker!

Our two opening days were so comfortable and pleasant. Friends greeted each other, classmates were getting reacquainted, and our group began linking back together. I marveled at how easy the transition felt. Sure, many of the children reported butterflies and funny sleep the night before Day 1 (so did we teachers!). The overall mood, though, was easygoing and happy. 

Our multi-age classrooms at Parker offer all of us--students, families, teachers--an opportunity to really know each other during our two years together. We become one version of a family. Students and I immediately fall back into old jokes, share memories, restart and revise routines, and pass traditions on to the 2nd graders now joining us. This idea of "looping" is not a new idea in education but it is not the norm in American classrooms. I know how lucky I am to be in this environment. How powerful it is to hit the ground running with my students each year.

After a brief Morning Meeting on Thursday and Friday, Sara Schuman--our 2nd grade mathematics teacher--and I launched right into our grade level math classes. Off the 2nd graders went with Sara next door. 

Almost immediately, I organized the 3rd graders into pairs and handed them a mathematics exploration from Marilyn Burns, a leading thinker in mathematics instruction. In her book, About Teaching Mathematics: A K-8 Resource, she presents the Consecutive Sums Problem. The challenge is for students to explore whether they can add consecutive numbers together to make a given sum (for instance, 2+3+4=9). The pairs were asked to work with the numbers one through 15. This work taps into students' problem solving and their creativity. They look for patterns, hypothesize and test their ideas, and have to find ways to organize and present their findings to others. They must also deal with the fact that for some numbers, they won't find a solution. The problem solving was a two day process and each pair will present and summarize their findings on Monday. I was there to help the partners get started, offer support to get them out of ruts and/or challenge them to extend their learning. Every pair was self-motivated, engaged and totally productive...on Day 1 and Day 2 of their school year!! Whoop-whoop!

Our new students toured the school with classmates and were welcomed by everyone. The 3rd graders are acting as mentors for the 2nd graders, orienting them and helping them feel comfy.

We topped off our week with our new Muddy Boots Club. K-1s and 2-3s buddied up and we hiked out into the field, to Tire Island, wound down the hill and across the tree bridges, worked our way to the pavilion and back up to the school yard. We stopped midway with Liliana asking us to pause--in silence--and look up. What did we notice? Hear? See?

Can't wait to see everyone again on Monday!