It's the happ, happiest season of all!

Without a doubt, this is my favorite time of year.  We've settled in to a nice routine; we're all getting to know one another well; real conversations and real learning are happening; minds are growing; leaves are falling; Cubs are playing; conferences are coming up.  I love conferences in sixth grade! This is the first year that students attend conferences, and it's such an important time for them.  This is when they really start to take ownership of their learning.  There's no more talking about them behind closed doors-it's all out there in the open for everyone to know about, think about, problem-solve together.  It makes me so happy to see the students lead these conferences.  Here's what to expect at your student's conference:

• Your student will talk about what's going well for him/her
• Your student will talk about what's been a challenge for him/her
• Your student will share goals he/she has for the year

This does not just magically happen at sixth grade.  Students have already made plans for what they'd like to say.  They've seen and analyzed a mock conference.  They've checked in with us if they're worried about what we're going to say.  We've reassured many that this is not a "gotcha" format. We've not saved things up to drop like bombs at the conference.  But we've also let them know that we are going to be honest.  And they should be too.  And so should you, parents!  The only way for all of us to work together is to do it openly and honestly.  We'll do it in a loving and supportive way, of course, but we all have one goal here: We all want your student to make huge growth in sixth grade.  Sixth grade conferences are a great platform for the conversations that make that growth possible.

Second Grade Crow Buddies: How can we be reading and writing role models to younger readers and writers?

On Thursday, October 6th, our students began one of the most important experiences they'll have in sixth grade: they became buddies with Crow Island second graders.  These partnerships will last all year; we will average one visit each month.  Sometimes our Crow buddies (from Mrs. Martin's and Mrs. Dickey's classes) will come to us; sometimes we'll go to them.  Each time we'll focus on reading and writing in different ways that allow our sixth graders to be mentors to their buddies.

For this first trip, we focused on getting to know one another through reading some of the second graders' favorite books.  Something magical happens when you get these two age groups together and ask them to sit down and read.  Some second graders eagerly grabbed their book bins and pulled their sixth grader by the hand, "Come on!  We can read in my favorite spot!"  Others trudged to their bin, stopping at fourteen different rest stops and landmarks along the way, "Did you know we have a bathroom in our room?"  Once they all settled in to read, however, the magic in the room was palpable.  Some second graders read confidently while their sixth grader listened.  Other partnerships chose to share the reading responsibilities: you read a page; I'll read a page.  And yet other second graders, too unsure of their reading abilities just yet, asked their sixth graders, "Read to me, please."  

Your sixth graders were amazing in these moments.  They coached through tough words; remembered meaningful characters they'd loved as second graders themselves; read aloud with more inflection and intonation than I'd ever heard.  Some were curled up on the floor together.  Some were in window seats.  Others did their best to squeeze into a second grade sized desk (many knees probably came home a little bruised that day).  Reading connected us all in those moments, and it was pure magic.

Revision Roulette: A little game to answer the question: How can I make my writing better?

Students are often baffled by the idea that they have to go back into their writing after they've written the last word.  At sixth grade especially, they see revision work as punishment.  "What do you mean my first draft isn't good enough?  I spent thirteen and a half minutes writing it!  Also, I wrote 'The End' at the end of it, so it's clearly finished!"  If you have ever struggled to get your sixth grader to revise his/her work, please know that you are not alone.  Though it is frustrating (I blame many of my gray hairs on it), it is perfectly normal and expected behavior at this age.  But I've got a trick.  I made a game.

I made a game out of revising your papers!  Students step up to the "Revision Roulette" boards, roll the dice, and come away with a very detailed revision statement.  They return to their papers, find at least one place to insert the revision the game has given them, and revise.  When they're done, they get to visit the board again.  And here's the amazing part: they all want to visit the board again!

The game has led to amazing teachable moments this year already.  As students struggle to find ways to revise their papers, they ask questions.  Here are some of my favorites from the most recent session:

• How can I use dialogue to show the setting?
• What is onomatopoeia?  (this one's usually followed by "That's so cool!")
• What's a new or interesting way to say "scared".

Sometimes I get to play coach, explaining and using our mentor text to help a student gain a deeper understanding of what to do.  Sometimes the other writers in the room take the reigns and help us all dig deeper.  Many writers helped out with the new word for scared, for example.  

The beauty of the game is that it takes the guess work out of revision: the revision tasks are quick, engaging and meaningful.  It also takes the "I told you to add.." struggle out of the equation.  Sixth graders just do not like to be told what to do by an adult (in case you haven't noticed!), but they'll do anything the game says.  And they'll work hard to do it!  Revision: game on!

Getting my Tween to Talk: An Interesting Article

I'm probably late to the game on this one, but I read an interesting article from Huffington Post in my social media feed this week about getting your kids to talk about their day.  In the article, the parent shares that she's been asking her kids the same three questions every day:

• How were you brave today?
• How were you kind today?
• How did you fail today?

I found myself really drawn to the reflective quality of these questions.  Isn't this what we want our young learners to be thinking about, grappling with, practicing on a daily basis?  Don't these questions get right to the heart of the mindset we'd love all of our children to have?  I haven't tried it out on my own child yet, but if you get a chance to try it out at home, please let me know what you learn!  Be brave, be kind, make mistakes... 

Book Recommendation: Impyrium

On Friday afternoon, we were lucky enough to have author Henry Neff join us in the auditorium to share his writing and illustrating process.  He was so incredibly engaging, so even though I've not read his book, I thought I'd share it with you anyway.  Impyrium is a futuristic world where the very few powerful, magic people rule.  The most powerful family, however, is starting to crumble.  The fate of the family and possibly the world is in the hands of one girl.  Henry shared with us about his writing and drawing process.  He lets his drawings help him envision what his words should be.  He loves to really map out and get to know his characters.  And he left us with some solid advice: don't be afraid to write!