Two students stand up
Teacher reads the math problem (7 x 5)
The first student to recite the answer correctly stays standing the other person sits down. The next person will then stand up and compete against the winner.
Wednesday, October 26, 2011
4th grade guided reading groups
Monday morning I was asked to instruct 2 guided reading groups of students that were reading on level for the next 2 weeks. Having led one guided reading group (and that was simply a running record and assigning the next chapter) I was feeling quite nervous. I didn't feel prepared, but I knew where I wanted to go with my lesson. I've been dying to lead or be a part of an amazing book club like I keep hearing about!
So, of my two reading groups I have one that I feel is on track to discovering something great! The second day we met I started to give them the responsibility of answering the "what's next question" I give them guidance, but I let them do the discussing and only intervene when needed. I'd like to look different, but it isn't my classroom and that is okay. I am just glad I can see that it's feasible! Cause I'm so excited about the possibilities!
So, of my two reading groups I have one that I feel is on track to discovering something great! The second day we met I started to give them the responsibility of answering the "what's next question" I give them guidance, but I let them do the discussing and only intervene when needed. I'd like to look different, but it isn't my classroom and that is okay. I am just glad I can see that it's feasible! Cause I'm so excited about the possibilities!
desk arrangments
Kindergarten, 1st grade, 2nd grade, and 3rd grade desks are all tables. 4th and 5th grade have actual desks.
It wasn't until the 6th week of school did I notice fourth grade desks went from being situated individually to being paired up in pods. I understand why she put them individually at first. I think it minimizes conflicts while you get to learn which students get along with which. Personally, I like pods soo much better. I like the conversation it promotes. But then.. if the kids can't handle the temptations of being seated with other students then they'd loose the privilage of sitting with others.
She assigns each desk a numbe and letter. So pod 1 is constructed of four desks. 1a, 1b, 1c, 1d. Pod 2, Pod 3, Pod 4... etc.
She uses these to call on people to read, or to have people grab supplies, or answer questions.
As I am in her classroom I'm trying to see if I can figure out why she put each student where. I think back to Mrs. Nicholes class where she has a 1, 2, 3, and 4. 1 is a high student, 2, is high average (or a leader), 3 is a low average, and 4 might be a struggler. But as I learned at the TAWL conference you also have to consider personalities... I'm thinking the seating chart will be a big deal for my first classroom.....
It wasn't until the 6th week of school did I notice fourth grade desks went from being situated individually to being paired up in pods. I understand why she put them individually at first. I think it minimizes conflicts while you get to learn which students get along with which. Personally, I like pods soo much better. I like the conversation it promotes. But then.. if the kids can't handle the temptations of being seated with other students then they'd loose the privilage of sitting with others.
She assigns each desk a numbe and letter. So pod 1 is constructed of four desks. 1a, 1b, 1c, 1d. Pod 2, Pod 3, Pod 4... etc.
She uses these to call on people to read, or to have people grab supplies, or answer questions.
As I am in her classroom I'm trying to see if I can figure out why she put each student where. I think back to Mrs. Nicholes class where she has a 1, 2, 3, and 4. 1 is a high student, 2, is high average (or a leader), 3 is a low average, and 4 might be a struggler. But as I learned at the TAWL conference you also have to consider personalities... I'm thinking the seating chart will be a big deal for my first classroom.....
"Brint it back together"
Most teachers say "give me five" to get back the attention of their students. Very few teachers can just start talking and the kids will stop and listen.
I've noticed when I'm in charge in other schools, where I don't know the signals, I use "give me five" when they are in the middle of doing group work, but when I'm teaching and I give them directions to share quickly I tend to say, "Bring it back together"
My fourth grade teacher says, "please wrap up your conversation in 3...2....1...."
I've noticed when I'm in charge in other schools, where I don't know the signals, I use "give me five" when they are in the middle of doing group work, but when I'm teaching and I give them directions to share quickly I tend to say, "Bring it back together"
My fourth grade teacher says, "please wrap up your conversation in 3...2....1...."
"2s please read it aloud together"
I have not ran into this issue yet, but now that I am in fourth grade I'm seeing a lot of "book" work. Their math book, directions, shared reading, etc. My current teacher will ask the students to read things aloud as a group. For example, she'll ask to have all the NUMBER 2 read simultaneously the following paragraphs. It looks similar to round robin reading... only it's a little worse because there are usually 5/6 people talking at the same time. This way obviously works for her, but I'm thinking I know I don't like round robin reading... how am I going to have students read during shared reading, etc.
Saturday, October 22, 2011
Nonfiction Book Clubs
Before implementing book clubs:
~ Immerse students in genre of nonfictoin text using a variety of books for explorating and investigation
~Condcut whole class genre study on nonfiction text focusing on text features and reading strategies
~ Have students write nonfiction books incorportating text features previously studied
~ Model using "think alouds" while reading nonfiction books to class (think alouds include explict language discribing reading strategies being used)
~ Lead whole class discussion of appropriate conversational moves while participating in nonfiction book clubs
~Have class practice participating in nonfiction book clubs to gain understanding of how they work
~Interview students to determine which books to select for book clubs
Implementation:
~Teacher presents students with nonfiction books and gives brief "book talk" about each one
~Students select books *books can be rotated weekly so all students get to read all books*
~Teacher sends note of explanation home to parents stating that students should read the book and complete a journal page (journal ideas include: questions while reding, interesting concpets for discussion, new information gained)
~ Book clbus meet according to rotation schedule (students bring books and journal pages to discussion; anchor chart with "conversational moves" available if needed)
~STudents discuss book and journal notes while building on responses of each other *teacher participates as needed)
~Teacher observes and takes field notes for assessment and reflection purposes
~Students reflect on book club process, nonfiction genre, and new information
Guided reading groups happen Monday, and Tuesday,
Book clubs Wednesday, Thursday
Book discussion Friday
Students can read to an adult, partner, alone, or be read to.
Nationa Geographic for Kids great books
~ Immerse students in genre of nonfictoin text using a variety of books for explorating and investigation
~Condcut whole class genre study on nonfiction text focusing on text features and reading strategies
~ Have students write nonfiction books incorportating text features previously studied
~ Model using "think alouds" while reading nonfiction books to class (think alouds include explict language discribing reading strategies being used)
~ Lead whole class discussion of appropriate conversational moves while participating in nonfiction book clubs
~Have class practice participating in nonfiction book clubs to gain understanding of how they work
~Interview students to determine which books to select for book clubs
Implementation:
~Teacher presents students with nonfiction books and gives brief "book talk" about each one
~Students select books *books can be rotated weekly so all students get to read all books*
~Teacher sends note of explanation home to parents stating that students should read the book and complete a journal page (journal ideas include: questions while reding, interesting concpets for discussion, new information gained)
~ Book clbus meet according to rotation schedule (students bring books and journal pages to discussion; anchor chart with "conversational moves" available if needed)
~STudents discuss book and journal notes while building on responses of each other *teacher participates as needed)
~Teacher observes and takes field notes for assessment and reflection purposes
~Students reflect on book club process, nonfiction genre, and new information
Guided reading groups happen Monday, and Tuesday,
Book clubs Wednesday, Thursday
Book discussion Friday
Students can read to an adult, partner, alone, or be read to.
Nationa Geographic for Kids great books
Roving Journals
Individual: A Roving Journal is a personalized binder/composition notebook/blog/or box that is the students to keep. It will stay in the classroom and the students will take turns writing in one anothers journal.
If it is a day when the classroom journal gets read then the students will find time to write in someone elses journal when they have free time. If it isn't a day when they read aloud the classroom journal then they write in one anothers' journals in the morning.
Students can make entries how ever they want. However, encourage them to use what you are studying in class. If you are doing a poetry unit have them write their next entry as a poem.
You can asses these by randomly reading them to see how they applying what you are teaching them. It also allows you to learn about them.
Classroom: A Classroom Roving Journal is created when the teacher writes a letter to the class. The teacher also includes an artwork of some kind. It then is given to someone to take home. Together the family reads the letter and responds to the first letter. The child who took the journal home then comes back and reads it to the class in the morning to start each day. Classroom journal goes home Mondays, Wednesdays, and Fridays. The next take home day the child will take home the journal, read it as a family, and respond to the latest letter. They'll come to school the next day and they'll read it aloud... and the process starts all over.
TAWL Conference 10-22-11
If it is a day when the classroom journal gets read then the students will find time to write in someone elses journal when they have free time. If it isn't a day when they read aloud the classroom journal then they write in one anothers' journals in the morning.
Students can make entries how ever they want. However, encourage them to use what you are studying in class. If you are doing a poetry unit have them write their next entry as a poem.
You can asses these by randomly reading them to see how they applying what you are teaching them. It also allows you to learn about them.
Classroom: A Classroom Roving Journal is created when the teacher writes a letter to the class. The teacher also includes an artwork of some kind. It then is given to someone to take home. Together the family reads the letter and responds to the first letter. The child who took the journal home then comes back and reads it to the class in the morning to start each day. Classroom journal goes home Mondays, Wednesdays, and Fridays. The next take home day the child will take home the journal, read it as a family, and respond to the latest letter. They'll come to school the next day and they'll read it aloud... and the process starts all over.
TAWL Conference 10-22-11
Tuesday, October 18, 2011
literacy websites
storybookonline - actors and actresses read aloud story books. 3rd grade teachers uses it for the end of the day when parent pick ups and have left and they are waiting on the buses.
http://www.crickweb.co.uk/ks2literacy.html#looksay2 - spelling practice (word sorts)
http://www.crickweb.co.uk/ks2literacy.html#looksay2 - spelling practice (word sorts)
How the Students Make Up Room 206 by Hannah Boyer
I stole this idea from a writing workshop speaker.
She said about progress report time she'll put together a book of what each student contributes to the room.
"The important thing about _________ is she/he __________.
She said about progress report time she'll put together a book of what each student contributes to the room.
"The important thing about _________ is she/he __________.
Classroom Buddies
Pair up with another classroom. Have the students interview the other class to find out about their interest.
Writing Workshop Speaker Book suggestions
In November by Cynthia Rylant
Imagine a Day (Imagine a Night) by Sarah L. Thomson
If... by Getty Trust Publications
These books can be used to make classroom books.
Imagine a Day (Imagine a Night) by Sarah L. Thomson
If... by Getty Trust Publications
These books can be used to make classroom books.
Friday, October 14, 2011
Fun ways to get them inferring
~ Clip adds from magazines and try to have the students infer what the add is saying.
~ Take a picture of something and clip something important out. Tell the students you clipped it out so long ago so you can't remember what it was.
The example she did was a picture of a soccer team tackeling a soccer ball. But she cut the soccer ball out.
~ Take a picture (out of a magazine) and lay a piece of construction paper over it with a hole cut out so the only thing exposed is the one part you want them to infer.
The example she gave us was a a boy in a jumping pose. You couldn't see much around the object so you had to use what the kid was wearing and doing to figure it out.
~ Take a picture of something and clip something important out. Tell the students you clipped it out so long ago so you can't remember what it was.
The example she did was a picture of a soccer team tackeling a soccer ball. But she cut the soccer ball out.
~ Take a picture (out of a magazine) and lay a piece of construction paper over it with a hole cut out so the only thing exposed is the one part you want them to infer.
The example she gave us was a a boy in a jumping pose. You couldn't see much around the object so you had to use what the kid was wearing and doing to figure it out.
I stole my neighbor's recycling!
The first lesson my 3rd grader does for inferring is to...
Tell her students she has a problem. She has these new neighbors, but she hasn't met them yet. They must have moved in at night, because one day the house was for sale and the next thing she saw it was sold, but she never saw them moving. She keeps seeing their lights go on and off, but no one ever leaves the house... and it is driving her nuts so she stole their recycling this morning.
She then proceeds to pull out a recycling bag, and tells the kids she needs their help figuring out what kind of people they are.
The trash isn't actually stolen, it's hers and she puts travel brochuers and a plane ticket, gatorade bottles, protein bar wrappers, water bottles.
They then learn to make inferences.
Tell her students she has a problem. She has these new neighbors, but she hasn't met them yet. They must have moved in at night, because one day the house was for sale and the next thing she saw it was sold, but she never saw them moving. She keeps seeing their lights go on and off, but no one ever leaves the house... and it is driving her nuts so she stole their recycling this morning.
She then proceeds to pull out a recycling bag, and tells the kids she needs their help figuring out what kind of people they are.
The trash isn't actually stolen, it's hers and she puts travel brochuers and a plane ticket, gatorade bottles, protein bar wrappers, water bottles.
They then learn to make inferences.
Transition from visualize to inferring
~Use Creatures of the Earth, Sea, and Sky by Georgia Heard.
~Rewrite the words onto chart paper.
~ Fold or roll the paper up so only one line of the poem is exposed at a time.
~ Have the students try to guess what the animal is based on the evidence
~ Unroll the next line and ask them if the new information has changed their thinking?
~ Keep unrolling and discussing.
~Rewrite the words onto chart paper.
~ Fold or roll the paper up so only one line of the poem is exposed at a time.
~ Have the students try to guess what the animal is based on the evidence
~ Unroll the next line and ask them if the new information has changed their thinking?
~ Keep unrolling and discussing.
Teach students to conversate
1. Model what a good conversation looks like. Pull up a youtube video and have the students watch one, and then make observations like a scientists on another.
~Beethoven (the movie) where they are debating on keeping the dog.
~Opra video of bookclub for kids
~Joe Gould Secret
~Ramona Mysteral Meal
What did you notice? Make an anchor chart.
2. Read a small expert from a book together (each student has their own copy)
3. Give them a sticky note and write something you'd like to discuss further.
4. Add them to the Parking Lot (regroup into categories and rewrite on the board)
5. Have the students write somewhere what group they want to go to.
6. Have students go there and discuss for a short amount of time (start small)
7. Walk around with sticky notes noting good and bad behaviors you saw.
8. Do a t chart asking the students what they think.
9. Ask the students what they did to start a conversation (anchor chart)
10. Ask what they did to get back on topic
Slowly build their stamina, taking time to discuss what they did to have a successful conversation.
As groups become better at conversating together do a fish bowl
You can also have previous students who can conversate well and have them model it, or also a group of teachers.
~Beethoven (the movie) where they are debating on keeping the dog.
~Opra video of bookclub for kids
~Joe Gould Secret
~Ramona Mysteral Meal
What did you notice? Make an anchor chart.
2. Read a small expert from a book together (each student has their own copy)
3. Give them a sticky note and write something you'd like to discuss further.
4. Add them to the Parking Lot (regroup into categories and rewrite on the board)
5. Have the students write somewhere what group they want to go to.
6. Have students go there and discuss for a short amount of time (start small)
7. Walk around with sticky notes noting good and bad behaviors you saw.
8. Do a t chart asking the students what they think.
9. Ask the students what they did to start a conversation (anchor chart)
10. Ask what they did to get back on topic
Slowly build their stamina, taking time to discuss what they did to have a successful conversation.
As groups become better at conversating together do a fish bowl
You can also have previous students who can conversate well and have them model it, or also a group of teachers.
Teaching books
Catching Readers Before They Fall
Knee to Knee Eye to Eye
Minilessons for Literautre Circles
Teaching with love and logic
Letters to a Young Teacher
The Death and life of the Great American School System
Knee to Knee Eye to Eye
Minilessons for Literautre Circles
Teaching with love and logic
Letters to a Young Teacher
The Death and life of the Great American School System
"You've been pink-slipped"
Name and Date
You've been pink-slipped!
Completing your homework is your responsibility as a student.
Missing assignment ________________________________
__ I did the assignment homework, but I did not bring it to school.
__ I chose not to do my homework.
__ I forgot to do my homework.
__ I did not have the appropriate materials at home.
__ Other- please explain.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Signiture____________ _______________
Wong and Wong dvd
You've been pink-slipped!
Completing your homework is your responsibility as a student.
Missing assignment ________________________________
__ I did the assignment homework, but I did not bring it to school.
__ I chose not to do my homework.
__ I forgot to do my homework.
__ I did not have the appropriate materials at home.
__ Other- please explain.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Signiture____________ _______________
Wong and Wong dvd
Sunday, October 9, 2011
ClickBeetle
My third grade teacher uses this for a variety of reasons, but mainly to help the students get through a transition.
She says the poem and by the time she is finished they need to be seated.
~ClickBeetle
Click beetle
Clack beetle
Snapjack black beetle
Glint glitter glare beetle
Pin it in your hair beetle
Tack it to your shawl beetle
Wear it at the ball beetle
Shine shimmer spark beetle
Wear it in the dark beetle
Listen to it crack beetle
Click beetle
Clack beetle
~Mary Ann Hoberman
She says the poem and by the time she is finished they need to be seated.
~ClickBeetle
Click beetle
Clack beetle
Snapjack black beetle
Glint glitter glare beetle
Pin it in your hair beetle
Tack it to your shawl beetle
Wear it at the ball beetle
Shine shimmer spark beetle
Wear it in the dark beetle
Listen to it crack beetle
Click beetle
Clack beetle
~Mary Ann Hoberman
Determining Importance in Nonfiction
Prior Knowledge
~Must know what fiction is and how it is organized
~Bring in a variety of different topics. Let the students become familiar with them
Day 1
~Model the difference between nonfiction and fiction
~Hold up a text that a prediction can easily be made from the cover and title
~"What type of text do you predict this is?" (fiction)
~"Knowing that it is fiction, how might oyu expect the story to be organized?" (beginning, middle, end... characters, setting.... story elements)
~"What do you predict this story might be about?" (students make a prediction)
~Hold up a nonfiction book
~"What do you notice about this type of text?" Leaf through the book and read parts aloud
~"You won't find a beginning, middle, or end in this book. And you won't find characters, problems, or resolutions either."
~"Instead these types of books are nonfiction and they are organized around specific topics and main ideas, they try to teach you something. Nonfiction writing tells you something that is true. Let's read it and see what we learn..."
Day 2
~Use what you know to make predictions about its content, or what the text might teach them.
~"Remember when ____ predicted _____ in the fiction book? He was able to do that because he's learned what to expect hwen ytou read fiction. When readers read nonfiction, they make predictions about the kidns of things they expect will happen, or the types of things they expect to learn."
~Pick up a book that tells you what the book might be about by the cover and title. Example, Nature Watch Spiders by Barbara Taylor. "Right away, because of the title and photographs on the cover, I can tell it's a nonfiction text and it's going to be about spiders. See all the different spiders on the cover? I don't know a lot about spiders, but I do know they have 8 legs, and they spin webs. I'm predicting this book will be about the different spiders in the world, and that I maybe learn where they live, what they eat, and their life cycle, and even which ones will be dangerous to humans."
~Flip through the book, checking out the table of contents, the headings, and the index, explaining how these features help us make predictions about the text.
~ Do the same with some other books.
Day 3/4
~Ask the children to bring a nonfiction book they haven't read to the meeting area, get EEKK with a partner, and make predictions about wht they expect to learn.
~Have a variety of both nonfiction and fiction books ready to go that can easily be spread around the room.
~Ask the children to get a partner and choose two/thre items, and ask themselves, "Is this a fiction or nonfiction? How do we know?"
~Ask the children to bring a nonfiction book and a fiction book to the meeting area, get into pairs, and create a Venn diagram that shows the two books' differences and similiarities.
~We then meet back at the carpet and create one large diagram that combines everyone's thinking.
*Model how to use reading strategies that are special to nonfiction texts. Showing the children how to skim and scan, access the index and table of contents, use the headings, captions... etc.
Reading with Meaning by Debbie Miller
~Must know what fiction is and how it is organized
~Bring in a variety of different topics. Let the students become familiar with them
Day 1
~Model the difference between nonfiction and fiction
~Hold up a text that a prediction can easily be made from the cover and title
~"What type of text do you predict this is?" (fiction)
~"Knowing that it is fiction, how might oyu expect the story to be organized?" (beginning, middle, end... characters, setting.... story elements)
~"What do you predict this story might be about?" (students make a prediction)
~Hold up a nonfiction book
~"What do you notice about this type of text?" Leaf through the book and read parts aloud
~"You won't find a beginning, middle, or end in this book. And you won't find characters, problems, or resolutions either."
~"Instead these types of books are nonfiction and they are organized around specific topics and main ideas, they try to teach you something. Nonfiction writing tells you something that is true. Let's read it and see what we learn..."
Day 2
~Use what you know to make predictions about its content, or what the text might teach them.
~"Remember when ____ predicted _____ in the fiction book? He was able to do that because he's learned what to expect hwen ytou read fiction. When readers read nonfiction, they make predictions about the kidns of things they expect will happen, or the types of things they expect to learn."
~Pick up a book that tells you what the book might be about by the cover and title. Example, Nature Watch Spiders by Barbara Taylor. "Right away, because of the title and photographs on the cover, I can tell it's a nonfiction text and it's going to be about spiders. See all the different spiders on the cover? I don't know a lot about spiders, but I do know they have 8 legs, and they spin webs. I'm predicting this book will be about the different spiders in the world, and that I maybe learn where they live, what they eat, and their life cycle, and even which ones will be dangerous to humans."
~Flip through the book, checking out the table of contents, the headings, and the index, explaining how these features help us make predictions about the text.
~ Do the same with some other books.
Day 3/4
~Ask the children to bring a nonfiction book they haven't read to the meeting area, get EEKK with a partner, and make predictions about wht they expect to learn.
~Have a variety of both nonfiction and fiction books ready to go that can easily be spread around the room.
~Ask the children to get a partner and choose two/thre items, and ask themselves, "Is this a fiction or nonfiction? How do we know?"
~Ask the children to bring a nonfiction book and a fiction book to the meeting area, get into pairs, and create a Venn diagram that shows the two books' differences and similiarities.
~We then meet back at the carpet and create one large diagram that combines everyone's thinking.
*Model how to use reading strategies that are special to nonfiction texts. Showing the children how to skim and scan, access the index and table of contents, use the headings, captions... etc.
Reading with Meaning by Debbie Miller
"Books can help you think about important things in new ways"
Books like....
Miss Maggie by Cynthia Rylant
Something Beautiful by Sharon Dennis Wyeth
If you Listen by Charlotte Zolotow
Olliver Button is a Sissy by Tomie dePaola
Fireflies by Julie Brinkloe
gives readers access to characters who experience ups and downs of childhood, might help children gain new perspectives.
Authors often want their readers to take away something from their story.
Reading with Meaning by Debbie Miller Chapter 8
Miss Maggie by Cynthia Rylant
Something Beautiful by Sharon Dennis Wyeth
If you Listen by Charlotte Zolotow
Olliver Button is a Sissy by Tomie dePaola
Fireflies by Julie Brinkloe
gives readers access to characters who experience ups and downs of childhood, might help children gain new perspectives.
Authors often want their readers to take away something from their story.
Reading with Meaning by Debbie Miller Chapter 8
Thinking Stems
My third grade class just wrapped up their lesson on using thinking stems to be a more active reader.
They read the book How many Days to America? by Eve Bunting
Thinking Stems
I'm thinking.....
I'm wondering....
I'm seeing.....
I'm feeling......
They read the book How many Days to America? by Eve Bunting
Thinking Stems
I'm thinking.....
I'm wondering....
I'm seeing.....
I'm feeling......
Inferring for meaning with poetry
Creatures of the Earth, Sea, and Sky by Georgia Heard
Choose 6 poems that could lend themselves best to dramatic interpretation and copy them onto chart paper.
Together as a class read them several times.
"Think carefully about the poems we just read. Which one is the most interesting to you? Which one makes you think? Hmm.... what is the poem really about? Choose one you'd like to understand better"
"Once you've decided, go to the peom you want to learn more about. Take it with you and find a place in the room you can work well. You'll have about fifteen minutes to build on each other's ideas and figure out how your group can best interpret the peom you've chosen."
Figure 8.6 what the worksheet could look like
*Integrate Writing*
Children saw this activity as a way to construct riddles. They decided to write a poem together and send it home to see if their parents could figure out what they were describing.
*Integrate into the community*
Have each child write a riddle. Post it in the hallway allowing other students to try and infer what the poems are about. After a week or so, children wrote their titles of the poems.
Reading With Meaning chapter 8
Choose 6 poems that could lend themselves best to dramatic interpretation and copy them onto chart paper.
Together as a class read them several times.
"Think carefully about the poems we just read. Which one is the most interesting to you? Which one makes you think? Hmm.... what is the poem really about? Choose one you'd like to understand better"
"Once you've decided, go to the peom you want to learn more about. Take it with you and find a place in the room you can work well. You'll have about fifteen minutes to build on each other's ideas and figure out how your group can best interpret the peom you've chosen."
Figure 8.6 what the worksheet could look like
*Integrate Writing*
Children saw this activity as a way to construct riddles. They decided to write a poem together and send it home to see if their parents could figure out what they were describing.
*Integrate into the community*
Have each child write a riddle. Post it in the hallway allowing other students to try and infer what the poems are about. After a week or so, children wrote their titles of the poems.
Reading With Meaning chapter 8
Saturday, October 8, 2011
How late is too late?
I haven't really thought about how I will handle contacting parents.
For example, some teachers tell parents they don't always get a chance to check their emails on the weekends. Some teachers don't reply to emails if it is after they go home for the evening. Some teachers don't call parents back after the student or child goes to bed. Some parents say they'll get back to them within the next 24 or 48 hours. What about texts? And I don't know how I feel about it....
I want parents to know that I welcome them, I care about their children, and I'm hear if they need to talk... but then I need the parents to understand I have a life/family too. I think their defenately needs to be guidlines but... it'll be a fine line.
The email thing will be easy to clear up, because I can't check my school mail on my home computer. But phone calls? I think if they call after their child is in bed it must mean it is private enough that they needed to wait until the child was asleep. But then again... I go to bed early 10 ish...
I don't know maybe I'll figure out more later
For example, some teachers tell parents they don't always get a chance to check their emails on the weekends. Some teachers don't reply to emails if it is after they go home for the evening. Some teachers don't call parents back after the student or child goes to bed. Some parents say they'll get back to them within the next 24 or 48 hours. What about texts? And I don't know how I feel about it....
I want parents to know that I welcome them, I care about their children, and I'm hear if they need to talk... but then I need the parents to understand I have a life/family too. I think their defenately needs to be guidlines but... it'll be a fine line.
The email thing will be easy to clear up, because I can't check my school mail on my home computer. But phone calls? I think if they call after their child is in bed it must mean it is private enough that they needed to wait until the child was asleep. But then again... I go to bed early 10 ish...
I don't know maybe I'll figure out more later
"A gift for me?"
I'm sitting here reading The First DAys of School by Wong and Wong and read this fun idea I thought I would post.
Supposedly the parents of 25 out of 30 students came to Back-toSChool Night. Some parents explained that their children said they just had to come to get their presents.
What was there present?
It was a letter (that I would have the kids either type or handwrite)
Dear Mom,
Thank you for careing about me and talking the time to come and learn about my class. We have been learning about a young girl named Sadako who bravelt faught leukemia. She believed in good-luck signs. The crane was one sign, a symbol of peace and dreams come true. Here is a crane made especially for you. With it, I wish you love, peace and everlasting happiness. I love you! Love..... ,
Then there was an orgami crane the kids had made.
Supposedly the parents of 25 out of 30 students came to Back-toSChool Night. Some parents explained that their children said they just had to come to get their presents.
What was there present?
It was a letter (that I would have the kids either type or handwrite)
Dear Mom,
Thank you for careing about me and talking the time to come and learn about my class. We have been learning about a young girl named Sadako who bravelt faught leukemia. She believed in good-luck signs. The crane was one sign, a symbol of peace and dreams come true. Here is a crane made especially for you. With it, I wish you love, peace and everlasting happiness. I love you! Love..... ,
Then there was an orgami crane the kids had made.
Behavior Managfement
In the past I thought I liked this way of managing behaviors
Note the numbers on the clips instead of names.
I think I like the check list better because it documents everything! If I had a way to document what the child did to get their clip moved down then I would like it.
Maybe If I could sort problem behavior into 2 types. Maybe interupting and not follwing directions then I could make the left side of the hanging chart thing interupting and the right side not following directions. Then at the end of the day document on paper or the computer of how the behaviors were...
I don't know, that might be too complicated.
Note the numbers on the clips instead of names.I like the visual aspect of this because it is a constant reminder of good and bad behaviors
But I think I might like a check list better.
My third grade teachers use a clipboard to note of any behavior problems. They use one daily and everytime someone is off task or not doing his or her job they'll find his/her name and say, "that's a warning" and make a small note of what they were/n't doing to get in trouble (so not listening, etc.)
This year the kids need a lot of reminders. They give 3 steps before they have to fill out a think sheet. Normally they don't need but 2 reminders before they have to fill out a think sheet.
1. verbal reminder
2. back to your seat
3. safe seat (which I prefer to call a think seat)
4. think sheet
Maybe If I could sort problem behavior into 2 types. Maybe interupting and not follwing directions then I could make the left side of the hanging chart thing interupting and the right side not following directions. Then at the end of the day document on paper or the computer of how the behaviors were...
I don't know, that might be too complicated.
Thursday, October 6, 2011
End of the day song!
The other 3rd grade teacher plays a song on youtube and then the kids have that much time to get their stuff ready to go home and be on the carpet by the end of the song.
Thinking bubble
My third grade teachers have this thinking bubble they use when they teach thinking about metacognition.
It looks like this only there is a hole cut in the middle of it the size of a head.
Then as they share connections or what they are thinking they pass the bubble around and speak with the thing around their head!
The kids loved it!
It looks like this only there is a hole cut in the middle of it the size of a head. Then as they share connections or what they are thinking they pass the bubble around and speak with the thing around their head!
The kids loved it!
Students taking ownership
I'm subbing on Monday and Tuesday so today and tomorrow I am making up my subbing days. And, I'm so glad I was there today! In our course readings and classes we are taught to allow the students to take ownership for thing. Today I had the opportunity to see how teaches allow the students to take the most ownership in their classroom.
Come independet reading time she says okay here is our generated topic sheet, this folder is your writing folder/notebook, get writing.
She doesn't go over expectations or what to do or not do. She just lets them have at it.
While the kids are working, or probably not woring, she walks around with sticky notes and writes the good and bad things she sees.
They then regroup at the end of the alloted writing time and she creates an anchor chart of good things and needs improvements.
She reads each sticky note she has written and the kids decide if that is important to do or not.
For example, today we did one for writing....
She pulled up the anchor chart they worked on yesterday and says, "okay these were the things we did well, and here were the things that you all decided needed work."
So today I walked around and wrote down good things and wrote down bad things I saw happening. We then regrouped at the end of the writing time and we talked about each one. The good things were obvious but some things that I would have considered as things as needing improvement they didnt' mind. For example, I noticed friends not using both sides of a paper, but when I brought it to their attention they voted and only a couple of people cared about it.
I liked this style of teaching, because if the students come up with it and they decide it is important they are more likely to follow it.
Come independet reading time she says okay here is our generated topic sheet, this folder is your writing folder/notebook, get writing.
She doesn't go over expectations or what to do or not do. She just lets them have at it.
While the kids are working, or probably not woring, she walks around with sticky notes and writes the good and bad things she sees.
They then regroup at the end of the alloted writing time and she creates an anchor chart of good things and needs improvements.
She reads each sticky note she has written and the kids decide if that is important to do or not.
For example, today we did one for writing....
She pulled up the anchor chart they worked on yesterday and says, "okay these were the things we did well, and here were the things that you all decided needed work."
So today I walked around and wrote down good things and wrote down bad things I saw happening. We then regrouped at the end of the writing time and we talked about each one. The good things were obvious but some things that I would have considered as things as needing improvement they didnt' mind. For example, I noticed friends not using both sides of a paper, but when I brought it to their attention they voted and only a couple of people cared about it.
I liked this style of teaching, because if the students come up with it and they decide it is important they are more likely to follow it.
Tuesday, October 4, 2011
Assemblies
Until Yesterday I had completely forgot about school assemblies.
Before the students left to go to the gym she reviewed the expectations.
They were the 3 As
1. Applaud
2. Attention
3. Appreciation
Before the students left to go to the gym she reviewed the expectations.
They were the 3 As
1. Applaud
2. Attention
3. Appreciation
NEVER TASTE!
Today the class made their first observation on the butterflies they have in their classroom.
Before she let the students go she created an anchor chart of how scientists observe.
She focused on the fact they use senses to gether new information.
She told them they'll add more stuff to it later
Before she let the students go she created an anchor chart of how scientists observe.
She focused on the fact they use senses to gether new information.
She told them they'll add more stuff to it later
"You are a scientist"
Yesterday my host teacher introduced science notebooks and they students made their first entry.
Their first entry prompt was, "Draw a picture of a scientists and then write five words that describe what a scients does"
Students typically draw people in white lab coats with funny shaped bottles and colorful liquids.
She then had them share what they drew by sitting in a large circle on the carpet. Once they shared and did an eye walk (a gallery walk with their eyes) she told them what she thought a scientist was. She then pulled up a class picture of the students.
She proceded to tell them that they were all scientists and they went over the description words and related how they do that.
Their first entry prompt was, "Draw a picture of a scientists and then write five words that describe what a scients does"
Students typically draw people in white lab coats with funny shaped bottles and colorful liquids.
She then had them share what they drew by sitting in a large circle on the carpet. Once they shared and did an eye walk (a gallery walk with their eyes) she told them what she thought a scientist was. She then pulled up a class picture of the students.
She proceded to tell them that they were all scientists and they went over the description words and related how they do that.
I'm an enabler
In the past I have enjoyed 2nd grade, so much I thought I would enjoy teaching it! However, I don't know what it was about this 2nd grade class but..... this last two week rotation I just wasn't on my best game. I learned a bunch and I saw things I hadn't seen before... but as far as classroom managment and how I enteracted with the kids.... I was definately an enabler.
2nd grade is soooo much more independent than 1st grade. Which is nice, but the more indpendent they get it seems the less teacher direction is needed. Also, my host teacher looped with her kids so for the most part they were already aware of expectations and procedures, so I didn't need to do a lot of reminding (although even when I could have reminded... I didn't). I guess I felt that because they were so indepenednet if they needed me then it was for a legit reason... but now I see... nope, you give them the opportunity to talk they'll talk.
I would learn a whole lot if I student taught in her class. She is a great teacher who has given me a taste of what it means to "plan a lesson".
In this class I could focus on actually teaching and less so the behavior problems. She holds them to high expectations which I love!!!!, but I wish I could develop those high expectations for myself. Does that make sense? I would just be following her already set in standards. Although, I would be doing that anyways hopefully by Christmas they have routines and expectations down for the most part.
I don't know! We'll just have to see!!!
2nd grade is soooo much more independent than 1st grade. Which is nice, but the more indpendent they get it seems the less teacher direction is needed. Also, my host teacher looped with her kids so for the most part they were already aware of expectations and procedures, so I didn't need to do a lot of reminding (although even when I could have reminded... I didn't). I guess I felt that because they were so indepenednet if they needed me then it was for a legit reason... but now I see... nope, you give them the opportunity to talk they'll talk.
I would learn a whole lot if I student taught in her class. She is a great teacher who has given me a taste of what it means to "plan a lesson".
In this class I could focus on actually teaching and less so the behavior problems. She holds them to high expectations which I love!!!!, but I wish I could develop those high expectations for myself. Does that make sense? I would just be following her already set in standards. Although, I would be doing that anyways hopefully by Christmas they have routines and expectations down for the most part.
I don't know! We'll just have to see!!!
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