After reading the article entitled, "Morning Message Time: An Exploratory Study in Head Start," I began to take a more critical look at how I run morning message, and the evidence behind my methods. It is my first year teaching at the elementary level, and with all the new curriculum and students, I try to incorporate all the necessary elements to make my students successful, but I don't always have time to think critically about all of its components before setting in into action. In the article it talked a lot about how teachers should write the message in front of students, and should reinforce key vocabulary. This was disheartening to me because I was writing the entire schedule of the day in each subject on the message, and having students find certain consonants, words, or analyze interesting words. My school uses Houghtin Mifflin, and I found myself always having to scramble and use the activities in the teacher's guide, but when my reading specialist came in to do a model lesson of "Message Time Plus" I really listening closely to her methods.
From the interest sparked by the article, and the model lesson done by the reading specialist, I know feel more confident because I am doing my morning message as the article and my reading specialist suggest. After reading the article I kept questioning how writing the message in front of the students was managed, and message time plus was a perfect way to keep kids engaged, and incorporate authentic literacy experiences. Now I introduce two sight words, both past and present, and two interesting tier 2 words. Students analyze some part of the tier 2 words whether it is the amount of syllables, blends, or unique meaning. Then, we read a quality piece of children's literature that incorporates the 4 words, and then the teacher guides students to read the message as the teacher writes it. Then, kids come up and point to words they know. An emphasis not only on phonics is present here, which is what Houghtin Mifflin stressed the most in morning message, but reading comprehension flourishes because of the breadth of discussions we have about the book we are reading, and it gives all students a chance to increase their vocabulary to include higher-level words. I am loving my new routine, and the kids are so much more engaged, thanks to the article and the perfect timing of my reading specialist.
Hey Laura,
ReplyDeleteThat is great timing – and it sounds like the researchers from the original article would have liked you in the study :). I’m interested in this method of doing the morning message, and particularly that you said the kids’ phonological awareness is growing as well as their comprehension skills and therefore engagement (I’ve been thinking about this after we read the two articles this week).
I know you’ve only just begun doing it, but I was wondering how long it takes each morning, and if you’ve noticed the students using wider vocabulary, or other improvements in their other writing? It just sounds like a great way to start the day.
Cassie
Thanks, Cassie! It usually takes about 15-20 minutes in the morning to go over the words, read the story with some stops for comprehension checks, and then to write the message and analyze the words in it. I have noticed them using the big words such as "concentrate" when they would say, "Please be quiet, I can't concentrate." It is so cute when they use it, but they are better able to communicate because of this type of morning message.
DeleteI think that article really did help a lot of teachers revisit their morning message. I always write my message infront of the students and I just wanted to share with you a few ideas I use for my morning message.
ReplyDeleteWe sing a song to the tune of "if you're happy and you know it"
I always start my writing on the top.
I always start my writing on the top.
When I write another letter, Ill get better better better
If I always start my writing on the top.
You can also change it to I always start my writing on the left.
Another thing I do for morning message is I use different genres maybe once a week.
We make lists, webs, write letters to characters from our read alouds, poems, and sometimes alliterative sentences for the letter of the week.
I like to do this because it teaches different genres that you can't get to during writing. And if you do get to it during writing you don't have to teach the concept because they already know it.
I love the song you sing! What I have been doing lately is writing 2 sentences of what the day is, and what our special is. Then, below it I follow the morning message plus format. It gets predictable for the kids, so I started making spelling/spacing/grammatical errors and having them correct it. As always, things get old quickly, so I may have to use your song. Thanks! :)
DeleteThis is a perfect example that incorporating outside resources, such as research or staff member in your building can really improve instruction. Once teachers start their school year and begin a routine, many do not want to move away from that. I give you a lot of credit that you realized something was not working well, you reached out for support, and now you have a stronger start to your day. I love the way you tie children’s literature into your Morning Message. I can only imagine how beneficial it is for the students to see words and discuss skills in the message, and then see if reinforced in a story. Great job, Laura!
ReplyDelete