"This is really helping me with my writing!" said the visiting second grade student as we transitioned back to our classrooms in anticipating of packing up and going home for the day. He wore the biggest smile and melted my heart.
At the end of the day, I kept replaying this sweet smile, face, and heartfelt thinking. After four days, I had helped this student. This conversation is the best form of formative assessment. A student feels empowered. A student feels successful. A student feels his transferring of direct word study help is transferring to his writing.
As I reflected today about this quick exchange, I realized I can no longer dread this chunk of time in my day. Three days a week our grade level is to provide and plan for an intervention/enrichment block. Students who receive ELL, multi sensory systematic phonics, and sometimes speech are pulled for services during this block and no new learning is to occur. Three days a week I'm offering reteaching for students who need support with word study. My teammate is offering enrichment for students understanding our word study unit focuses. It can be frustrating at times to lose these minutes with my students. In the past our plans or ideas were complicated and hard. We tried to mix up our students across four or five classrooms. This year we've simplified. We've focused on what this idea is truly based on; reteaching to offer more time and different ways to see learning and enrichment to stretch our learners who need more than the "program".
I am grateful for listening closely; for hearing eight little words that turned dread into meaning.
Thank you Two Writing Teachers for fostering this writing community.