At a recent Site Based Council Meeting we discussed what students do during WIN (What I Need) time at Bridge.  Parents seemed eager to learn more about this 30 minute period where students are provided targeted instruction based on need.  Here is an update from each grade and as well as the literacy specialists:

Literacy:

The literacy specialists support students during WIN time in a variety of ways. In some cases, this is a time when the literacy specialists push into the classroom to take a group from that particular classroom for intervention. In other cases, the literacy specialists will pull students from multiple classes into one classroom or office space to provide additional support. Having the block schedule allows for this to happen seamlessly because students aren't missing any whole group instruction from their teachers.  Support is also provided to the classroom teachers by observing students and consulting with teachers to ensure that students are getting "what they need."

Grade K

During WIN time, kindergarten students could be seen doing a few activities. They are either working with a teacher to receive extra instruction and practice on literacy based skills or participating in quiet activities. Students who are working independently are either writing in their rest notebooks (free writing and drawing), independently reading, listening to books on tape, completing unfinished work, or playing literacy based games on the iPad. Students who are working independently choose their activity for WIN block based on choices presented by the teacher.  Mathematics WIN time is done during the mathematics period and at other portions of the day.  During this time, students are engaged in approrpatie math activities, games, or small group instruction based on need.

Grade 1

The first graders have been working very hard at W.I.N. time. Students work in small groups to focus on topics such as handwriting, reading high frequency words, working on fact fluency, segmenting sounds,  playing mathematics games, and editing their writing. Many students enjoy reading independently during this block, or catching up on work that they need to finish.

Grade 2

During WIN time Grade 2 students are engaged in a variety of activities. Some students work in a small group with a teacher.  Other students work independently in their classrooms. Some examples of independent activities your child may take part in are working on a Writer's Workshop piece, reading an independent reading book or rereading a book from Reader's Workshop, playing a math game, practicing high frequency word wall words or completing any unfinished work from the morning or prior days. Depending on individual student needs on any given day, teachers may select the activity for students working independently in the classroom or allow students to self select. WIN is a very busy time for everyone!

Grade 3

During WIN time, third graders are given work that reflects their individual needs. Some children are grouped together with peers from across the grade level to work on targeted skills with a teacher. Others are given independent work to complete. This may incorporate games, written work, and independent reading.

Grade 4

Each of the fourth grade teachers takes a small group that targets specific areas (comprehension, writing, math fluency, math problem solving, etc.). In addition, there are independent groups of students who may play a math or literacy game.  During WIN time, students who are not in a specified group decide what they need: this ranges from unfinished math/literacy work, completing morning work, vocabulary, FasttMath, social studies mapping, studying states and capitals and independent reading.  The students enjoy the fluidity of the groups and the variations in activities. 

Grade 5

Students in grade five work on a variety of activities during WIN time.  Teachers take small groups of students based on need.  The children enjoy switching classes and working with various teachers.  The students are engaged in a multidue of activities including:  Raz Kids Reading, Fasttmath or Fraction Nation on the computer, Word Study, reading articles from Tween Tribune and responding in writing on kidblog.org, engaging in reader's theater scripst related to a social studies unit and performing the play for the class, preparing "book talks" for the class, as well as Do The Math challenge problems.

How do we prepare for MCAS?

As you are aware MCAS testing is around the corner.  Grades 3-5 will be engaged in this assessment in March, April, and May.  Many parents have asked if we "teach to the test" or how we prepare students.  Our philosophy regarding the MCAS testing is that the students should be well prepared for this assessments as the Lexington Public Schools provides a rigorous and comprehensive curriculum K-12.  We do not "teach to the test" as we believe that the students, through their daily instruction, are well prepared.  We do however, provide them with various means to help them feel comfortable with the test taking procedures as they are prescribed by the state and we reassure them that if they do their best, that is all that matters.  The third-fifth grade teachers provided me with insight into how they work with students regarding this specific test: 

In regards to MCAS preparation, we have been working to support the students to become "college and career ready".  However, we do provide the students with specific MCAS preparation for students to feel more comfortable and familiar with the format of the test and the manner in which it is visually presented in both the student test and answer booklets.  The organization of the testing material can be confusing to our students as it is not a routine assessment we provide.  We thoughtfully select and use previously released test material from prior years' tests in English Language Arts, Mathematics, and science (grade five only).  Students are explicitly taught test-taking strategies, which can be effective and applied to any performance task in school.  For example, in grade four, students are taught how to read directions carefully using our "Signals for Success" model.  This strategy requires students to read the question first, then reread the question to circle the action or command words (such as explain, draw, show, etc.) and underline key words.  Understanding the question is the most important step of the problem solving process, and students need to be taught to slow down and reread the directions to ensure they fully understand the task.  We request that the children read and reread the directions several times as they complete each task.  The circled words should be counted and numbered to ensure students do not miss a required step.  If they do this, they can avoid rereading the entire set of directions, instead focusing on the most important elements stated in the directions.  To complete open response questions in both English Language Arts and Mathematics, there are several parts to a question, labeled a, b, c, etc.  In order to perform well and do their best, all parts must be complete and clearly labeled.  In addition to the grade 4 signals for success strategies, other test taking strategies occur throughout the year.  These may include highlighting lines/paragraphs that are mentioned within a question.  For example, if the question asks about something in paragraph 4, teachers have the students write the question number next to paragraph 4 to remind them to look to that paragraph for the answer.

Sharing student examples is another part of the preparation process.  However, teachers do this throughout the year in all content areas, because we understand that sharing models and mentor texts with students builds their understanding of the task and expectations.  For example, after completing a written response to reading or an open response math problem, students can see and analyze a student example, compare their response to the model, and identify their own areas of strength as well as areas for growth and improvement.  Often times our students' answers are stronger than the exemplars, which gives the children a boost of confidence. 

In addition, we share the rubrics or scoring guides used to assess student performance with the children.  Again, this enhances student understanding of the expectations and what is required for them to do their best.  These rubrics have been used throughout the year, and students are very familiar with them.  Students often use rubrics as a checklist, to compare their work and check to see if they have done all that is required for a specific type of task, which allows students to self-assess and take charge of their learning.

In math it is a similar focus on taking what we've worked on all year long and using it on those two days.  Students regularly are expected to and are taught how to  "show your work", using specific math vocabulary, visual models and diagrams as well as explaining an answer with words. They are also taught throughout the year that expressing knowledge about math is more important and deeper than just completiting  simple computation.  For example, many can do 1/2 x1/2= 1/4, but a 5th grade student who has mastered multiplication of fractions can explain (or show) WHY the product of two fractions is smaller.  The goal all year long, and carried over to MCAS, is to show how "much" you know about math.

Finally, one of the benefits of MCAS testing is the reward of "no homework" given on the eve of a testing day as a well-deserved treat for students.  Their "homework" is to relax and get a good night's rest, eat a hearty and healthy breakfast, and arrive to school on time.