Rubrics

Rubrics are one of the most used methods of assessment in the classroom, and especially in the Workshop Model. They are an evaluation tool based on sets of criteria. Each criteria has descriptions of fair, good, and exceptional levels of work for students to base their classwork upon. By using rubrics, the marks that students are given are better supported by evidence of what was done well in the assignment and what areas can still be worked on. Here is an example.

Beginning to Write

Especially in regards to the Workshop Model, teachers focus more on understanding/comprehension with reading and information retention than spelling. As students begin to write, they often write letters to represent the sounds they hear, however, they sometimes do not hear all the sounds. This process of learning to write is often referred to as "invented spelling." This is a crucial part of learning to spell correctly because it allows students to find important sounds of words. As a parent, be sure to encourage this type of spelling by noting what they did well at. Maybe they wrote this sentence:

"I waked mi dg to the prk."

This is good! Notice how many sounds they included? You can say "you got most of the sounds!" or "I can read that, good job!" This will encourage your child to continue writing and listening for sounds in words they are trying to portray with letters.

As Borowski and Mayne note, young children who are asked to only write words they know will stop taking risks and limit themselves to writing only words they are sure of, which lessens creativity (2010)! They need to be encouraged to write words that portray what they are creating so that their stories are able to be imaginative and delightful.

ELL Parents

Since we live in such a wonderful country (not to brag), we have plenty of newcomers come to Canada that are new to learning the English language. This large, and growing, population are often referred to as English Language Learners (ELL - previously EAL and ESL).

The ELL population face unique challenges such as cultural differences along with having to learn the new language. Some students begin school before they are able to communicate in English - it is very difficult and overwhelming for both the students and the teachers. Children generally are placed in an age-appropriate classroom even if they have little to no exposure to the English language (Borowski & Mayne, 2010). These students then are enrolled in an ELL program where they are exposed to the English language and begin to make connections between words, concepts, and cultural traditions.

Even though there is usually a strong language barrier between the teacher and the parents, they are strongly encouraged to interact with the school environment. Schools often have relevant information for newcomers such as ELL programs, cultural events, and other activities to introduce them to other members of the community to help them feel welcome.

Tips for ELL Parents:

Encourage students to make friends at school and invite them over

Let your child see you making friends and getting involved in the community

Encourage children to participate in school and community activities (i.e. - sports teams)

Teachers! Don't forget how much these ELL students have to add to your classroom. Their own knowledge and understanding from their culture are so beneficial for learning for every student in the classroom. This sharing of different experiences and cultures allow for ELL and other students feel pride in their customs and traditions as well as valued in the classroom.

Websites of Interest

www.ncpie.org

How We Make a Difference

Our coalition seeks to:

• Serve as a visible representative for strong parent and family involvement initiatives at the national level.
• Conduct activities that involve the coalition's member organizations and their affiliates and constituencies in efforts to increase family involvement.
• Provide resources and legislative information that can help member organizations promote parent and family involvement.

www.pta.org

  National PTA - every child. one voice.

www.projectappleseed.org

The national campaign for public school improvement.

http://www.educationworld.com

Connecting educators to what works.

Interacting with Parents

When interacting with parents, it is very important to make as many positive referrals home about the students. This will make difficult situations a little easier to deal with because you have already made that connection with the parents. It may make you uneasy to initiate the first contact, however, the benefits are endless! By making contact with the parents, they will feel more comfortable contacting you, and you with them.

Be prepared when talking with parents -- have examples of student work, have a purpose for the conversation, find out who you are contacting, prepare notes about the student, and predict issues that may arise so you can be ready to discuss them. Be confident in your interactions, even if you don't feel it! (Dixie, 2011).

Parental Involvement

There is plentiful research noting that when parents are involved in the school environment, student achievement, behaviour, values, and character are improved (Marchesani, 2007).

A model, noted by Marchesani, known as the Epstein's Model discusses six aspects of parental involvement (2007).

Roadblocks (Marchesani, 2007):

• Sometimes parents are intimidated by school professionals and only deal with the school when misbehaviour occurs.
• Many parents are unavailable to come to the school because of work or caring for other children.
• Some parents simply don't want to come because they have their own lives and activities with their children. Respect their views without jugement, but keep them informed!

Helpful Hints on having parent helpers (Nathan, 1995)

• Find out the school's practice in using parents as helpers - explain to parents
• Ask colleagues how they organize having parents in their classrooms
• Ask parents what their interests are
• Make sure organization is set in place for the parents to refer to - be prepared
• Make parents feel welcome when they arrive - they are unpaid volunteers
• Create a briefing sheet for parental use
• Share learning objectives with parents
• Parents can prep materials while you address the class
• Take time to talk with the parent afterward - thank them!

Ways to communicate with parents (Marchesani, 2007):

• Weekly progress reports or newsletters
• Good news communication
• Classroom invitations
• Dining in - have a potluck!
• Community outreach 0- prepare an activity for students and parents to participate in 
• Parental participation - hassisting in the classroom or presenting about their career/job/hobbies
• Class website/blog