Day 174: Summer Reading!

Thursday, June 2 was Day 174.  Our school was visited by a librarian from the local public library to talk about the summer reading program.  The idea for this year is to explore your world and other cultures through books.  The children are supposed to read 10 hours to earn a free book.  Time past 10 hours qualifies them for additional prizes.  Several of my students already signed up for the program; I hope the rest do, too.

I have quite a few books on my summer reading list.  What about you?  What can't you wait to get your hands on this summer?  Leave a note in the comment box!

Day 172: ABC Book Pictures

I posted last week about the ABC Book project I'm doing with my class.  Here are some pictures of the final project from last year. 



Cover




First page

 I plan to make the text larger this year and add more pictures for the items the students come up with this time.  I'll let you know how it turns out.

Day 143: First Scholastic Book Review!

Well, well, well.

It hardly seems real.  I actually have a book review published.  Part of my role as Scholastic Teacher Advisor is to preview new books through Scholastic and write reviews for their Facebook page.  I review the books for student interest and classroom connections.  I showed the review to my son after it was published.  He thought I was famous!

I'm in the middle of my next review (due at the end of the month for May's reviews).  Check back on the Facebook page and see what's coming up!  You just might find something to use...and your students will thank you for it!

Day 88: So...How'd It Go?

So...how'd it go?  I'm sure some of you are wondering how my observation with the Scholastic representatives went today.  If you've been following me, you know I've been a little nervous about it.  Not like a "my-principal's-coming-TODAY!" nervousness, but an "I-don't-know-these-people-and-they-don't-know-me-gee-I-hope-they-don't-think-I'm-a-nut" sort of nervousness.  That said, here it is:

8:00 a.m.: I get a buzz from the office telling me that my guests are here.  Gulp, deep breath.  Up the hallway to get them.
8:00-8:45 a.m.: I show them my room.  They take pictures.  They look over my class library, the "extra" book bins, and my personal library. (You remember that discussion from an earlier post.)  They ask questions about what kinds of books would supplement the curriculum (mainly social studies, like types of government and things like geography skills--landforms, map skills, etc.), what the children enjoy reading, and how my ordering has changed this year (I have several more boys than girls this year!).  I also tell them about my schedule, and how today is not a normal Thursday because we are usually reviewing for a comprehension quiz and doing other activities.  (If you've been reading, we are still catching up from three delays/snow days in three weeks.)  So I explain that we will be finishing the first of two comparison stories for the end of our reading theme, doing our mid-year review of grammar skills, completing Daily Edit, having read aloud (during snack time), finishing writing projects (you know, the one that should have been done LAST WEEK!), and centers for those who are finished with the writing projects.  There were no skills groups this week because the data wasn't compiled yet (We just got that this afternoon.).  I also explained the independent reading program, which they really seemed to like.
8:45-11:00 a.m.: The students come in, get unpacked, and begin morning work. After announcements at 9:00, we are off and running. See above list of things that I planned to do with the class.  We did them all, except for the Independent Reading; that's after first recess.
11:00-11:15 a.m.: Recess
11:15-11:45 a.m.: Independent Reading--The students' routine after recess is to put their things away, get their book, find a spot, and get reading.  They did that.  I put on the music (We are currently listening to Duke Ellington's "Far East Suite".), grabbed my Kindle, and got reading. About 10 minutes before the end of the period, I call students to their seats to fill out their independent reading logs and response sheet for today.  Then we get ready for lunch.
11:50 a.m.-12:20 p.m.: Lunch.  The representatives eat with us in the lounge and talk to the other teachers who join us over the staggered lunch times (Grades K-3).  We are treated to Atlanta Bread Company, which is along the same lines as Panera Bread.  (I think they are owned by the same company.  There are just too many similarities.)
12:20-12:35 p.m.: The children open a package that contain what I think was every book from the most recent Scholastic catalog.  (When the box was delivered--and hidden until today--the packing label said it weighed 31 pounds.)  There are sets of things and books on every topic: 39 Clues, Junie B., Geronimo Stilton, National Geographic readers, the Black Lagoon, Dairy of a Wimpy Kid, Babysitter's club, Music Fairies, and Flat Stanley. There are BFF books, animal books, sports books, reference books, classic stories, math stories, grammar/phonics books, and so many others.  (After school I had to rearrange my bins in the class library because I couldn't fit everything with the old configuration.  And I still have books left over to give to my students.)

These are the books that were in the box.  I tried to spread them out, but I ran out of room on the table.

These are the extra books.  I already have these in the library, so I told the children I would take out the duplicates and pass them out for the students to keep.

My bins are now turned to fit in the new sets of books.  Those that weren't in sets are in the blue bins here, in the green "extras" bins on the shelves, on the shelf waiting rotation, or in my personal library waiting for the corresponding unit to be introduced.

12:35-1:15 p.m.: I drop my students off at library, then go back and finish up with the reps, answering any extra questions and such.

Throughout the day, they took notes on what I was doing and took pictures of the students working.  They are going to take this information and create a video to be shared with the other staff members at Scholastic.  Some of the same pictures will be used in a slideshow of all of the new members this year to be shown when we are in New York next month.  (I just hope my hair wasn't sticking up too badly from the static in the air today!  I also secretly pray that they didn't get back on the road and think they made a mistake!)  You know what I mean:  You have so many neat things you do that you can't possible do all in one day (or one subject, necessarily), so you worry that you haven't done "enough" to show how brilliant a teacher you are.  Or maybe that's just my neuroses speaking right now!

Overall, they said they enjoyed my classroom organization and decorations, my students were organized and well-mannered (and no, I didn't bribe them or threaten them before the reps came), and thought I was creative.  That's good, right?  Right?

So now I'm one step closer to New York. 

Breathe...

Day 61: I Wish I Could Be a Fly on His Wall...

A few posts back, I told you all about a book I was reading by Rafe Esquith.  I have about a quarter of the book to go before I finish it, and I tell you, I will be reading more by this teacher/author.  You can find out more about him and his teaching at http://www.hobartshakespeareans.org/.

Simply put, I like the way this guy operates. Granted, I may not have all of the resources and time needed to do all of the things with my second graders that he does with his fifth graders (and some of them are not appropriate for children that young), but there are some really good ideas.

Mr. Esquith (or Rafe, as his students call him.  I don't know him so I'll call him Mr. Esquith.) does what all teachers are expected to do: he teaches skills with practical application to life.  Not just the "required-by-the-curriculum-and-used-by-such-and-such-method-because-administration-says-you-have-to" sort of teaching, but the teaching that adds in the "this-is-how-to-apply-what-you've-learned-to-other-areas-of-your-life-in-order-to-SURVIVE" kind of teaching. 

Even with my second graders, I always relate how what they are learning will be useful to them in the future.  Not in the sense of knowing it for a quiz or test, but for the practical application to things.  From math skills to science, from social studies to writing in a complete sentence (that actually has a subject and predicate and makes sense!), my students know why and how these skills will help them in their everyday lives.  I challenge my students to challenge their parents through homework assignments from time to time, especially if we've had a particularly interesting (and sometimes animated!) discussion on a topic.  I see it as a growing experience for everyone.

One thing I can say I am a bit envious of is Mr. Esquith's permission(?) to teach for teaching's sake.  Not that he doesn't have requirements through his district like we all do, but for the way he is permitted to meet and exceed those requirements.  Let me explain:

In my current district, there is this idea to "teach the basics" and "Stick with the quarterly guidelines!  You MUST cover this and that in THIS time period!  Stay away from things that detract from learning."  (In some buildings, this includes informative academic assemblies!)  "Focus on math and language arts, and, if you find the time, cover science and social studies.  But-! If you don't get to science and social studies, that's okay; the kids will get it later." WHAT?????  My students cover every subject, every day.  There's no excuse not to cover them.  Yes, it may be a little harried some days, but we do it.  Yet I know I work with others in my district who don't get to those subjects on a regular basis, if at all.  And this is education?

In my former district/school, we really tried to have the children experience as much as possible through their learning.  We had the flexibility to move around units to mirror skills.  (Ex.: We had a unit in our science series that covered dinosaurs.  We also had a unit in our language arts series that covered dinosaurs.  We moved the science unit (by a whole quarter) so we could teach it during the dinosaur unit in language arts.  For math, we had measurement around that time, so we took dinosaur lengths from our science text and other supporting texts and measured them in the main hallway.  We wrote reports.  We made fossils.  We made models.  We learned and had FUN while doing it!)  My second graders (yes, even there!) learned so much about dinosaurs.  But they also learned processes, how to gather and organize data, teamwork, planning and organization, and a host of other skills.  My colleagues and I did this type of thing for every skill/unit we taught.  This kind of teaching was ENCOURAGED. 

Sad to say that with my current district, this type of thing is not permitted.  Stay on the timeline, no matter when the holiday falls or the skill makes sense.  Don't show a video and have a discussion about what you've seen. (I get around that one by tying a United Streaming segment with other projects...) Don't move around the curriculum components so they follow a logical order and/or can be best received by the students.  (This especially for Everyday Math!)  Add in this (new/improved/better-than-ever) model/strategy/program to use (even though we're going to change it in the next few years).   It's like the children are being set up to fail.

Even with these roadblocks, there are ways to be creative with your students and help them along.  I use a lot of examples, projects, video clips, stories...basically anything I can get my hands on to help my students grasp the information I am sharing with them.  I know you all do, too.

Mr. Esquith said he often has teachers from other areas come and observe his classroom.  I think it would be an interesting experience to watch him and his class "in action," so to speak.  I say we should petition our Powers That Be for field trips (teachers only) to visit Room 56 (his classroom). We might learn something to take back and help the Powers That Be actually help the children in our districts, instead of hindering them.

Ah well.  For the time being, we can only work within the confines of our district expectations (most of the time! wink wink).  So to you, I say, "Go on with your bad self and teach those children!"  Be creative! Have fun! Be brilliant!

Day 60: Hanukkah/Chanukah

Happy Hanukkah to those of you who celebrate the holiday!  If you were not aware, Hanukkah began at sundown tonight. 

As part of my goal to introduce my students to as many cultures as possible, December is a big month for me in the realm of studying holidays from other cultures.  We learn about Hanukkah, Kwanzaa, and Las Posadas. 

During the eight days in which Hanukkah is celebrated, I try to mirror the holiday by reading part of a story that focuses on each day.  I like to read the story Pearl's Eight Days of Chanukah by Jane Breskin Zalben.  The book focuses on a family that gets together over the holiday.  Through the reading of the story, the history, traditions, and symbols of Hanukkah are explained.  There are craft projects, recipes, and songs listed throughout the book as the characters in the story celebrate each night.  There is also a glossary of terms in the back of the book.

My classes have always loved the story and the activities.  (I don't get a chance to do all of the activities, but we do some of the simpler ones.  I also send home all of the recipes from the book.  My students always get excited over the one for jelly doughnuts!)

To further explain Hanukkah, my grade level does a "Hanukkah rotation."  It was started by a former colleague who is Jewish and thought it would be a good way to expose the children to another culture.  It's a busy sort of time slot, but it's a lot of fun.

We condense our six second grades into five classes (one class gets split among the others) and do a sort of walking tour from class to class.  Each second grade teacher is responsible for a "stop" on this tour.  One teacher will read a story about Hanukkah, another will have a craft, another will have a tasting of latkes and apple juice while viewing a short video on Hanukkah, another will have the dreidel game, and another is a room where the students can be part of a discussion about the holiday, complete with a menorah and other materials.  Each station is about 15 minutes long.  When the children get back to their homerooms, they are given a plastic dreidel to keep.  The children really enjoy the rotation and are able to "experience" a holiday they may not have had access to.

Our rotation is this Friday afternoon.  I don't cook the latkes; I buy them frozen from the store and heat them through the night before.  Then they just get reheated in the microwave in the afternoon and they're ready to go.  The juice is served in Dixie cups to cut down on spills and wasted juice.  Most children like to eat the latkes with their fingers, so napkins are usually a good way to go.

How do you share the holiday of Hanukkah with your class?  Feel free to add your ideas in the comment section and I'll post them to share with the rest of us!

Day 54: Scholastic

I just want to say that I love the Scholastic Book Fair.  Every year, my school's PTA puts one on during American Education Week, and another during our annual May Fair in the spring. 

I like going through and seeing all of the shelves full of new books; the possibilities waiting to be explored and put into use.  My husband will tell you, if we are anywhere near a place that sells books (Borders, Barnes and Noble, library book sales, flea markets, etc.), the best thing is just to leave me there and come back later.  And bring something to haul off my finds.

My wallet caved to some books today after I "perused" for a bit while my students were in special.  I bought several for my children (one each to read now, and several more for Christmas--shh, don't tell!).  I also bought one for myself, titled Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56 by Rafe Esquith.  Looks interesting; I can't wait to read it!

Aside from the book fairs, I rely on Scholastic book orders (as you remember from Day 16).  I use the points accumulated from the student book orders to order books for my class library.  I also like the fact that Scholastic gives teacher coupons and will send free books if your order totals a certain amount each month.  I am guilty of buying a few items to help my class reach that dollar threshold just so I can get the points and the free books.  (Don't seem so shocked; I know some of you do it, too!  Wink, wink!)  Really, it's one of the few ways I can get books without going broke.  Teachers spend enough of their own money as it is.

I am always looking for good deals on books for my class and for myself.  I would love to hear of any sites or stores that have good deals in your area.  Leave a note in the comment box with your favorite link or store and I'll list them in a Reader Resource post.  In the meantime, happy reading!

Day 51: More Cool Ideas

We've been working on some projects in class.  Last week we read the story Owl Moon and compared it with a story called Owls.  As part of a fact-finding assessment, I had the children find 10 facts about owls in the selection and create a poster.  They turned out pretty neat.

An owl fact poster.

We have also been working on our Weather unit in science.  As part of our study on clouds, we created cloud flap books.  Each book highlights four types of clouds: stratus, cumulus, cirrus, and cumulonimbus.  The students were given a packet of cloud information to read through.  After reading through, they wrote down two facts they learned about clouds under each flap.




This is the cover of the book. We used cotton balls to create the clouds.  The children thought this was great fun.

 

This is the inside of the book.  Two facts are listed for each type of cloud.

 Another project we started this week to go along with Thanksgiving is reading the Pilgrim children set.  (A colleague has been using this project for quite a number of years and passed it on to me when I joined the team four years ago.)  I use the set as a "work smarter, not harder" project.  The books are read during Language Arts, but can be combined into Social Studies for a thematic unit.  I spend two days one one book, two days on the other, and about two to three days on a writing workshop project.

I have the Samuel Eaton book and the Sarah Morton book.  (I plan to get the Tapenum book to use in the future.)  What I currently have the children listen for is: how the children dressed, what chores they had to do, and what they did in their free time.  (We do this in a four-square.)  We then use the four-square to create a writing piece where the children write what their lives would be like if they were a Pilgrim child.  The boys write about the boy's life and the girls write about the girl's life. 

The children really enjoy learning about what life was like several hundred years ago.  They have a lot of questions and we have some lively discussions about the two books, especially when I remind the children that there were no electronics (and therefore, no TV or video games) back then!

I hope you can use some of these ideas for your classrooms.  If you try any out, leave a note and let me know how they turned out.  I can't wait to see them!

Day 47: LOVE this site!

If you're not already familiar with it, check out http://www.readinga-z.com/.  I use it quite a bit for worksheets, booklets, lesson plan ideas, etc.  The site also has several sister sites that focus on vocabulary, writing, science, and other subjects/skills. 

What about you?  Any sites you just can't teach without?  Enter them into the comments section below and I'll post them as a "Best of..." for fellow educators.

Happy commenting!

Day 32: Projects

I was thinking about the blog today and I realized that I haven't put up any projects that my students have worked on.  We have two that we recently finished and have displayed in the hallway, so I thought I'd share them with you (in case you want any ideas!).

The first project is a shape poem. About a week ago we finished our first reading theme.  At the end of each theme, there is a genre focus.  The focus for this particular theme was poetry.  We read poetry with rhyming patterns, without rhyming patterns, sensory poems, silly word poems, and shape poems.  The students really liked the idea of the shape poems, so we wrote some! 

I decided to combine two projects into one.  We used to write a sensory poem about our yearly fall field trip to a nearby nature center.  With budget cutbacks, we are allowed only one field trip this year, and that was the one cut.  So I had the children write sensory poems about fall.  (We used to write fall acrostics, but the acrostics are going to have to be done another time.)  Anyhoo, I had the children brainstorm some ideas about fall, keeping in mind that the shapes of the ideas would have to be recreated on the paper with words.  We came up with football, baseball, apples, leaves, Halloween candy, and pumpkins.  I had the children brainstorm sensory words for their chosen topics, then we turned those words into sentences.  After proofreading, I helped them create their shapes and we published the poems.  They really turned out pretty neat.  I took a picture of one of the more unusual ones--a football helmet.  There are also apples, taffy, a Kit Kat, several pumpkins, several jack-o-lanterns, a baseball, and a lollipop hanging.



This is the football helmet poem of one of my football fans.   Hope you can read it!

The other project goes along with the first story of our second theme, which is titled "Nature Walk."  The story we did the project on was Henry and Mudge and the Starry Night.  If you're not familiar with the story, it's about the experiences of a boy named Henry, his big drooly dog Mudge, and Henry's parents while they are on a camping trip.  I had the children pretend they were a character in the story; they could choose any one they wanted.  (A lot of them chose Mudge this year.  Go figure!)  Anyhow, they were to write a letter to a friend and tell that friend all about their camping trip as experienced through the character they chose.  After that, they were to include a "picture" of something they saw or did while camping. 

The projects came out pretty cute.  Some of the children drew the campsite, one drew a fish jumping out of the stream, several drew the log Mudge was chewing on, one drew the stars at night, and a few even drew the ham sandwich Mudge unpacked at the campsite.  I took a picture of one of the projects, but the photo was a little blurry.  I'll have to retake and post on Monday.

We have some other projects we'll be doing in the next few weeks; I'll try to post as we do them.  Until then, enjoy!