Anchor Charts- What I did was conduct guided reading lessons during the additional 30 minute slot in the afternoon. The following day, during our literacy block, I would have a parent come in to revisit the book and jot down notes on large chart paper. As you could see in the video, the group was creating their own notes, however, this was after months of modeled meetings (probably May for the clip you are referring to).
Meetings with Students- Small group and individual meetings are important, but I lean more towards individual conferences for true growth. Because of this I meet with students once a week for an in-depth individual conference (about 5 a day at ten minutes each) and guided reading meetings once a week with a follow-up meeting with a parent.
Calmness- This is the number one, by far, most asked question when visitors come to my room- "How do you get them to be so calm and actually do what you ask them to?" I almost cringe each time because I still haven't come up with a good answer for this. This is the only strength I have that I don't know how to explain. I'm not sure how I create this each year except that I am HUGE on modeling certain behaviors at the beginning of the year. HUGE. I am also very upfront with my students about my feelings on extrinsic rewards and the damaging message they send to students. This combined with my very calm demeanor during the literacy block really helps. And the videos above show both third and fourth grade. Most are fourth, but the mini-lesson is fourth and the conference with commentary that shows much of the class during a lesson and our literacy block are from third.
I hope that helps. If it doesn't, please ask away. I am here for you. :)
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