We have been in class for 8 full days. (172 to go but, who's counting?) I have a fun and interesting class (read: a class full of challenges). I am so fortunate to have a wonderful assistant in my room all day. She is assigned to one of my students with autism. I am so lucky to have both the student and the para in my room! The student is awesome! I can't wait to get to know him better and learn all the lessons he has to teach me. His para is so helpful and knowledgeable! I am sure I will keep you updated on both of them this year!
We launched Daily 5 this week. We have read to self for three days. On Thursday the class made it to 3 sessions of 5 minutes. My Friday schedule is different and we only squeezed one session in. I LOVE looking out upon a classroom of 1st graders reading around the room.
In my welcome letter this summer I asked each child to bring a Forever Book with them to school. I have to tell you this has been a wonderful beginning to our reading journey! Each day I read one or two of these books. The child shares why the book is a Forever Book. This may include: where they got the book, who reads the book with them, what they like about the book, etc. They are becoming a community of readers. In the library this Friday, I heard at least two students recommend a book they found to another student. In both cases the book was recommended because of something they learned about this child from his/her Forever Book.
"Hey H, did you see this book? I think you would like it because you like books about horses like your Forever Book." (I love it when I try something new and it works!)
I am waiting to get all my computer permission slips turned in. I will then start posting our Forever Books and a quote from each child on why it is a Forever Book on our classroom blog. Yes, I am going to try to blog with the kids this year. It will start by sharing quotes from the kids about their Forever books and shared writing. I hope to also share writing samples and book recommendations. I will experiment as I go. As soon as I get the permission slips and post for the first time, I will add a link to this page.
Saturday, September 13, 2008
Wednesday, September 3, 2008
fudgsicles and folders
Let me start by saying, that this post is old. I just haven't found the time to post in quite a while. Two weeks ago teachers at our school visited a large trailer park in our district. We went bearing gifts (thus the name of the post).
About 10 teachers donated supplies (folders, crayons, pencils, glue sticks,notebooks,etc) to fill 150 bags. The trailer park advertised free ice cream and school supplies. It was an awesome evening. We had about 20 teachers, including our wonderful principal, and our school counselor attend the event. We gave away all but 2 of the bags.
We gave these bags to kids of all ages. I loved seeing the little ones open their notebooks and start drawing with their new crayons right there on the picnic tables. I also gave a bag to one of my former 5th grade students. He is a freshman this year!
Every time I attend one of these events I am inspired! I remember the reason I became a teacher and I'm reminded of what strong families these children come from. It is too easy to become judgemental when we don't venture out into the community in which we serve.
About 10 teachers donated supplies (folders, crayons, pencils, glue sticks,notebooks,etc) to fill 150 bags. The trailer park advertised free ice cream and school supplies. It was an awesome evening. We had about 20 teachers, including our wonderful principal, and our school counselor attend the event. We gave away all but 2 of the bags.
We gave these bags to kids of all ages. I loved seeing the little ones open their notebooks and start drawing with their new crayons right there on the picnic tables. I also gave a bag to one of my former 5th grade students. He is a freshman this year!
Every time I attend one of these events I am inspired! I remember the reason I became a teacher and I'm reminded of what strong families these children come from. It is too easy to become judgemental when we don't venture out into the community in which we serve.
Tuesday, August 19, 2008
Word Wall Woes
I have been reading and thinking and thinking and reading all summer. Unfortunately, I have not been writing as much as I should. One of the things I have been pondering of late is the Word Wall.
When I started to teach 1st grade I was given a list of word wall words separated by quarters. All of 1st grade uses the same list. The list is good. It has frequently used words. I think there are a total of 60 words on the list.
So, in theory, the word wall should be a helpful useful resource in my room. Over the last three years, I have struggled with our wall. The kids that know all the words quickly, know them because they read well. They would know these words with little or no intervention by me. The kids that need these words are overwhelmed by the amount of words. They do not use the wall as a resource.
I introduce the words by first pointing them out in the poems that the class has already learned. I have used homework practice, given weekly tests, individual lists based on each child's known words, word rings, etc. (I'm sure there are more ideas that didn't work so well and I have blocked out of my memory) These ideas have worked to some extent, but still I am feeling that I'm just not quite getting it right.
First, because it is a predetermined list it doesn't feel authentic. I would rather put words that we are authentically using in the classroom on some type of reference for the child. Patti, our literacy coach, suggested a flip chart with different categories. I also thought of combining some ideas I have been gathering and using word books that the kids have made after categorizing individual cards. So, in other words, at the beginning of the year the kids would spend time sorting cards by category. There might be family, colors, school, etc. Each card would have a picture and then the word written on it. After we are done using these cards to sort, I would bind them together. This could be one resource we use. This doesn't address the issue of authenticity.
I would like to use some type of personal word wall for each student. Words that I feel this child needs and is ready to learn could go on their personal word walls. These could be taken from the child's writing or reading. I have thought about using ABC books. I have also thought of using a file folder. The folder could be propped on their tables during writer's workshop. The book could also be read. I still have some thinking to do...
I think I also may generate lists on chart paper with the children. I have done this on the board in the past, but then they are erased. If I used chart paper they could be kept and would be a permanent resource. So, if we are talking about families, we would generate a list of words that may be useful. (Grandma, Grandpa, aunt, uncle, etc...)
Then the question is: Do I not use the big Word Wall? How do I assess "writes common words" for the report card? Is the problem not with the word wall, but with my teaching? If you have ideas or thinking on this subject, please share them with me. I could really use some other's thoughts and experiences.
When I started to teach 1st grade I was given a list of word wall words separated by quarters. All of 1st grade uses the same list. The list is good. It has frequently used words. I think there are a total of 60 words on the list.
So, in theory, the word wall should be a helpful useful resource in my room. Over the last three years, I have struggled with our wall. The kids that know all the words quickly, know them because they read well. They would know these words with little or no intervention by me. The kids that need these words are overwhelmed by the amount of words. They do not use the wall as a resource.
I introduce the words by first pointing them out in the poems that the class has already learned. I have used homework practice, given weekly tests, individual lists based on each child's known words, word rings, etc. (I'm sure there are more ideas that didn't work so well and I have blocked out of my memory) These ideas have worked to some extent, but still I am feeling that I'm just not quite getting it right.
First, because it is a predetermined list it doesn't feel authentic. I would rather put words that we are authentically using in the classroom on some type of reference for the child. Patti, our literacy coach, suggested a flip chart with different categories. I also thought of combining some ideas I have been gathering and using word books that the kids have made after categorizing individual cards. So, in other words, at the beginning of the year the kids would spend time sorting cards by category. There might be family, colors, school, etc. Each card would have a picture and then the word written on it. After we are done using these cards to sort, I would bind them together. This could be one resource we use. This doesn't address the issue of authenticity.
I would like to use some type of personal word wall for each student. Words that I feel this child needs and is ready to learn could go on their personal word walls. These could be taken from the child's writing or reading. I have thought about using ABC books. I have also thought of using a file folder. The folder could be propped on their tables during writer's workshop. The book could also be read. I still have some thinking to do...
I think I also may generate lists on chart paper with the children. I have done this on the board in the past, but then they are erased. If I used chart paper they could be kept and would be a permanent resource. So, if we are talking about families, we would generate a list of words that may be useful. (Grandma, Grandpa, aunt, uncle, etc...)
Then the question is: Do I not use the big Word Wall? How do I assess "writes common words" for the report card? Is the problem not with the word wall, but with my teaching? If you have ideas or thinking on this subject, please share them with me. I could really use some other's thoughts and experiences.
Sunday, August 3, 2008
Breaking Dawn at Midnight
It was one of those perfect moments you try to imprint in your memory. It was 1:30 am, I was driving on a country road between South Bend and Syracuse. The van was filled by the sound of snoring and a soft glow of light. It was one of those summer nights when you can still feel the heat of the day on your skin, making the cold air rushing in the window feel wonderful.
I felt completely content to be driving this late at night or, more accurately, early in the morning. My two daughters, my husband and I had had a wonderful evening. This night had been planned for months. You see, the new Stephenie Myer book, Breaking Dawn, was released at 12:00 am August 2nd and we had been at Borders to purchase it. Maggie, my 15 year old, is an avid fan of this book series.
My dear sweet husband has been travelling for the past two weeks. He had been running off a few hours of sleep a night. And yet, he agreed to meet us for dinner, shop at the mall, and see a movie; all to pass the time before we could purchase the book at midnight. The plan was to take him to his car (He left it at his job in South Bend) after the big purchase so we could both drive our seperate vehicles home. He was so tired he fell asleep waiting in the van while we were in Borders. I didn't have the heart to wake him and make him drive all the way home (I will drive him to work on Monday).
I know, right now, some of you are thinking how crazy I am to drive an hour and stay out so late for a book that we could have purchased the next morning at Walmart. I know that my parents would have never done such an impractical thing for me when I was young. But, seeing my daughter's excitment as we waited in line (the line wrapped halfway around the store) was worth any inconvenience I may have gone through. It makes me so happy to think that Maggie gets such joy from literature.
So, as I was driving home, she was curled up in the back seat, reading the latest drama between Edward, Bella, and Jacob. She was lost in the world of vampires and werewolves. I was lost in my thought of gratitude for this perfect day and my wonderful family.
I felt completely content to be driving this late at night or, more accurately, early in the morning. My two daughters, my husband and I had had a wonderful evening. This night had been planned for months. You see, the new Stephenie Myer book, Breaking Dawn, was released at 12:00 am August 2nd and we had been at Borders to purchase it. Maggie, my 15 year old, is an avid fan of this book series.
My dear sweet husband has been travelling for the past two weeks. He had been running off a few hours of sleep a night. And yet, he agreed to meet us for dinner, shop at the mall, and see a movie; all to pass the time before we could purchase the book at midnight. The plan was to take him to his car (He left it at his job in South Bend) after the big purchase so we could both drive our seperate vehicles home. He was so tired he fell asleep waiting in the van while we were in Borders. I didn't have the heart to wake him and make him drive all the way home (I will drive him to work on Monday).
I know, right now, some of you are thinking how crazy I am to drive an hour and stay out so late for a book that we could have purchased the next morning at Walmart. I know that my parents would have never done such an impractical thing for me when I was young. But, seeing my daughter's excitment as we waited in line (the line wrapped halfway around the store) was worth any inconvenience I may have gone through. It makes me so happy to think that Maggie gets such joy from literature.
So, as I was driving home, she was curled up in the back seat, reading the latest drama between Edward, Bella, and Jacob. She was lost in the world of vampires and werewolves. I was lost in my thought of gratitude for this perfect day and my wonderful family.
Friday, July 18, 2008
I have been tagged
Tagged! Another fun round of tag is making its way through the blogging world! I've been tagged by my friend, cathy. The rules are that I have to share 6 random things about me and then tag 6 others....
First, for my randomness...
1.) I met my husband while working at a residential treatment facility for "Troubled Youth" and no, he was not a resident. We actually had the boys from our cottage act as ushers at our wedding. I did not have to restrain anybody in my wedding dress , if you were wondering.
2.) My first major in college was actually pre-med. (How do you write this? Nothing looks right) I wanted to a psychiatrist until I realized I would be in school until I was 87 years old.
3.) I had all three of my kids without the use of drugs. I now realize birthing them I can handle without drugs, but raising teenagers might require drugs. (just kidding)
4.) I was the youth coordinator at the Goshen YWCA for 6 years. It was the best job to have while raising small children. I spent every Spring Saturday lining fields for t-ball games for 6 long years.
5.) I coached middle school golf for several years...and enjoyed working with that age group.
6.) I LOVE pulling my student's loose teeth. Kids will come back to my room even after they have moved on to 2nd or 3rd grade for me to pull a loose tooth.
All of the people I would normally tag have already been tagged. Sorry.
First, for my randomness...
1.) I met my husband while working at a residential treatment facility for "Troubled Youth" and no, he was not a resident. We actually had the boys from our cottage act as ushers at our wedding. I did not have to restrain anybody in my wedding dress , if you were wondering.
2.) My first major in college was actually pre-med. (How do you write this? Nothing looks right) I wanted to a psychiatrist until I realized I would be in school until I was 87 years old.
3.) I had all three of my kids without the use of drugs. I now realize birthing them I can handle without drugs, but raising teenagers might require drugs. (just kidding)
4.) I was the youth coordinator at the Goshen YWCA for 6 years. It was the best job to have while raising small children. I spent every Spring Saturday lining fields for t-ball games for 6 long years.
5.) I coached middle school golf for several years...and enjoyed working with that age group.
6.) I LOVE pulling my student's loose teeth. Kids will come back to my room even after they have moved on to 2nd or 3rd grade for me to pull a loose tooth.
All of the people I would normally tag have already been tagged. Sorry.
My Voice Has Been Missing
It has been a while since I've posted. It isn't that I haven't been reading and thinking about school, because I have been. As I reread my last few posts I noticed how, shall I say, boring they are. If you know my writing history, you know my 7th grade Language Arts teacher killed my voice. I wrote, what I thought of as a humorous piece about stepping off the plane for the first time in Iowa. (I moved to Iowa when I was 10yrs old.) The piece was about my misconceptions about farms and the people that lived on them. The comments written on my paper by the teacher basically said that I was ignorant and that Eastern Ohio (the place I moved from) was the Midwest and I should have known better (there was more, but I have blocked it from my memory). She gave me a mediocre grade. I was definately not used to mediocre grades.
I became, what I call, a "Safe Writer". I wrote a boring yet correct intro, body, and conclusion to every writing assignment from then on. If I wasn't sure where to put the coma, I changed the sentence. If I didn't know how to spell the word, I used a different one. (yes, I was too lazy to just look it up) I rocked High School English and even may have been known to write someone else's paper in exchange for said person typing mine. You see, I never took typing in high school, I was going to be a psychiatrist, thus having my own secretary.
A few years ago I took a workshop with Ruth Ayres ( my writing hero). During the workshop we were given time to write in a writer's notebook. I have been writing in a notebook since then. My notebook isn't boring. I find it kind of funny. Why, because I know no one but me will read it. I don't worry about where the stinkin' comma goes. I write like I talk. I know that you are never suppose to start a sentence with but. But, that's how I talk.
I recently saw Ruth present at the ALL Write Summer Institute. She talked about getting rid of that high school teacher in your head. I really connected with that statement. Then I found this blog http://itsnotallflowersandsausages.blogspot.com/ and I thought, yeah, she is really funny. I enjoy reading her blog because she has a lot of voice. I decided I needed to revisit my blog.
I started to write this blog to make myself a more reflective teacher. That is still my main purpose. However, I would like to enjoy reading my own blog. If you know me in "real life", I hope you know that I am serious about being a good teacher, mom and wife yet I do not act serious while performing these duties. I have been known to make my coworkers laugh out loud at my notes during meetings (yes, I am still paying attention, just adding comments to the presentation). The kids in my class will tell you, I am the weirdest teacher they have ever had. My own kids are embarrassed by me on a daily basis. I enjoy life.
Humor has always been my fall back. Our family moved around when I was little. My dad was transferred 5 times while I was growing up. I was a chubby nerdy kid. I learned it was easier to make friends if you could make them laugh. This has gotten me in trouble many times. Some people think I am not serious if I'm joking around. That is so not true. I would just prefer to enjoy myself at work and at home. I learned pretty early in life that life is short. My mom died when I was 21 years old. My mom was a "fun" mom. My friends liked to come to my house. She was known to play cards with us into the wee hours of the morning. She would take us shopping and laugh as much as we did. That doesn't mean she didn't have rules. She just enforced them with a smile. I hope my kids will describe me as a "fun" mom some day. (I'm pretty sure that is not the f* word my 14 year old uses these days to describe me)
Anyway, I am now going to start writing with more voice. I hope you will not be too annoyed if my commas are not placed correctly. If I have a run on sentence, please ignore it. I figure if I'm trying to help my students grow as writers, I should probably do some growing myself. You may still find me unfunny, but I will enjoy writing and reading my blog more. And remember, it is all about me.
I became, what I call, a "Safe Writer". I wrote a boring yet correct intro, body, and conclusion to every writing assignment from then on. If I wasn't sure where to put the coma, I changed the sentence. If I didn't know how to spell the word, I used a different one. (yes, I was too lazy to just look it up) I rocked High School English and even may have been known to write someone else's paper in exchange for said person typing mine. You see, I never took typing in high school, I was going to be a psychiatrist, thus having my own secretary.
A few years ago I took a workshop with Ruth Ayres ( my writing hero). During the workshop we were given time to write in a writer's notebook. I have been writing in a notebook since then. My notebook isn't boring. I find it kind of funny. Why, because I know no one but me will read it. I don't worry about where the stinkin' comma goes. I write like I talk. I know that you are never suppose to start a sentence with but. But, that's how I talk.
I recently saw Ruth present at the ALL Write Summer Institute. She talked about getting rid of that high school teacher in your head. I really connected with that statement. Then I found this blog http://itsnotallflowersandsausages.blogspot.com/ and I thought, yeah, she is really funny. I enjoy reading her blog because she has a lot of voice. I decided I needed to revisit my blog.
I started to write this blog to make myself a more reflective teacher. That is still my main purpose. However, I would like to enjoy reading my own blog. If you know me in "real life", I hope you know that I am serious about being a good teacher, mom and wife yet I do not act serious while performing these duties. I have been known to make my coworkers laugh out loud at my notes during meetings (yes, I am still paying attention, just adding comments to the presentation). The kids in my class will tell you, I am the weirdest teacher they have ever had. My own kids are embarrassed by me on a daily basis. I enjoy life.
Humor has always been my fall back. Our family moved around when I was little. My dad was transferred 5 times while I was growing up. I was a chubby nerdy kid. I learned it was easier to make friends if you could make them laugh. This has gotten me in trouble many times. Some people think I am not serious if I'm joking around. That is so not true. I would just prefer to enjoy myself at work and at home. I learned pretty early in life that life is short. My mom died when I was 21 years old. My mom was a "fun" mom. My friends liked to come to my house. She was known to play cards with us into the wee hours of the morning. She would take us shopping and laugh as much as we did. That doesn't mean she didn't have rules. She just enforced them with a smile. I hope my kids will describe me as a "fun" mom some day. (I'm pretty sure that is not the f* word my 14 year old uses these days to describe me)
Anyway, I am now going to start writing with more voice. I hope you will not be too annoyed if my commas are not placed correctly. If I have a run on sentence, please ignore it. I figure if I'm trying to help my students grow as writers, I should probably do some growing myself. You may still find me unfunny, but I will enjoy writing and reading my blog more. And remember, it is all about me.
Thursday, July 3, 2008
Student Story Challenge
My last student story was inspiring (at least to me). This one may not be inspiring, but it is the student that has been on my mind this past week. Miguel* came to me this past year from kindergarten with a rather long note. It stated he didn't know his letters, sounds, sight words, etc. The note was correct. He was my least prepared student and he knew it.
Miguel* was aware from day one that he was not doing the same level of work as the other kids in the class. When Miguel* felt embarrassed or singled out about classroom performance he acted out. He often would act aggressive towards others. He was placed in Reading Recovery first round, but was kicked out of the "buddy reading program" that RR kids participate in with 5th graders every morning. He wouldn't listen to the 5th grader. He would disrupt all the other kids in the library.
Miguel* struggled through the year. I met with other teachers to discuss him and come up with ideas to use with him. He was a second language child so I could not have him tested (he hadn't had three years of English instruction) However, Miguel* didn't really speak much Spanish. When he moved here in kindergarten he spoke only English, but over the summer his "old new dad" had started teaching him Spanish. The thing was, Miguel* was really smart. He was street smart and classroom smart.
He knew that if he misbehaved enough to be removed from the other students he would not have to complete the activity. So he would act up whenever a task was difficult for him, which was often. I don't usually remove students from the classroom unless they are a danger to others...So Miguel* would throw a pencil at someone or grab someone's chair from them as they were sitting or... you name it, he tried it. I decided to give him an "out" when things got too frustrating. He would "need to go to the bathroom" or I would send him to the office with a note for the secretary. (the notes said," Miguel* needs a break from the classroom, please smile and thank him.")
I really liked Miguel*, but I don't think I did enough for him this past year. I thought briefly about retaining him. However, he was the largest boy in my class and he was angry. He was angry that he had an "old dad", "old new dad", and a "new dad" all during this school year. He was angry that he couldn't read like all of his peers. Angry that I couldn't make him be able to read. I felt that if I retained him he would be even angrier. I am worried about Miguel*. His brother is a teenager and belongs to a gang. I worry that Miguel* may also join a gang or choose the wrong path.
Because of redistricting, Miguel* will not be attending my school next year. I worry that those "other teachers" won't take care of him. (the teachers at his new school are wonderful, I should have no worries about him) I worry that with that loss of connection he will feel lost. I feel like I failed Miguel*. I hate to feel this way at the end of the year with a student. I don't feel like I did enough to change his feelings about school or life. I really tried to celebrate his successes, but he didn't feel successful because he compared himself with others. He didn't buy into the classroom community. I had moments of breakthroughs, but I'm afraid he needed more than moments.
I hope that Miguel's second grade teacher will love him as much as I do. I hope that through testing our district determines what Miguel needs and I hope that he gets whatever help he needs. I hope he begins to believe that he is a great kid. I will always remember Miguel and the things he taught me. I'm afraid he can't say the same about me.
Miguel* was aware from day one that he was not doing the same level of work as the other kids in the class. When Miguel* felt embarrassed or singled out about classroom performance he acted out. He often would act aggressive towards others. He was placed in Reading Recovery first round, but was kicked out of the "buddy reading program" that RR kids participate in with 5th graders every morning. He wouldn't listen to the 5th grader. He would disrupt all the other kids in the library.
Miguel* struggled through the year. I met with other teachers to discuss him and come up with ideas to use with him. He was a second language child so I could not have him tested (he hadn't had three years of English instruction) However, Miguel* didn't really speak much Spanish. When he moved here in kindergarten he spoke only English, but over the summer his "old new dad" had started teaching him Spanish. The thing was, Miguel* was really smart. He was street smart and classroom smart.
He knew that if he misbehaved enough to be removed from the other students he would not have to complete the activity. So he would act up whenever a task was difficult for him, which was often. I don't usually remove students from the classroom unless they are a danger to others...So Miguel* would throw a pencil at someone or grab someone's chair from them as they were sitting or... you name it, he tried it. I decided to give him an "out" when things got too frustrating. He would "need to go to the bathroom" or I would send him to the office with a note for the secretary. (the notes said," Miguel* needs a break from the classroom, please smile and thank him.")
I really liked Miguel*, but I don't think I did enough for him this past year. I thought briefly about retaining him. However, he was the largest boy in my class and he was angry. He was angry that he had an "old dad", "old new dad", and a "new dad" all during this school year. He was angry that he couldn't read like all of his peers. Angry that I couldn't make him be able to read. I felt that if I retained him he would be even angrier. I am worried about Miguel*. His brother is a teenager and belongs to a gang. I worry that Miguel* may also join a gang or choose the wrong path.
Because of redistricting, Miguel* will not be attending my school next year. I worry that those "other teachers" won't take care of him. (the teachers at his new school are wonderful, I should have no worries about him) I worry that with that loss of connection he will feel lost. I feel like I failed Miguel*. I hate to feel this way at the end of the year with a student. I don't feel like I did enough to change his feelings about school or life. I really tried to celebrate his successes, but he didn't feel successful because he compared himself with others. He didn't buy into the classroom community. I had moments of breakthroughs, but I'm afraid he needed more than moments.
I hope that Miguel's second grade teacher will love him as much as I do. I hope that through testing our district determines what Miguel needs and I hope that he gets whatever help he needs. I hope he begins to believe that he is a great kid. I will always remember Miguel and the things he taught me. I'm afraid he can't say the same about me.
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