"Can we quickly run to Target before we go home?" I ask my mom while Emma crams a few more fries in her mouth.
"Sure," she smiles.
We quickly drive a few miles away. I am pondering why the leaves still haven't changed even though October is a few days away. Knowing that when the first freeze arrives my allergies will be gone. How I wish I had time to just sit, rest and enjoy nature...but not my life right now!
We walk into Target and I make my few purchases--one of them a new car seat for Gracie who is now almost 3 and has outgrown her other one. I get the bright idea to switch them out. I mean really it can't take that long right?
WRONG!! Emma and Gracie are in the front seats of my car while mom tries to read the directions to me and Emma is screaming at me to turn on Imagination Movers and Gracie is just upset because I am changing out her car seat.
30 minutes later I am sweating and exhausted, but achieved my goal. New car seat intact--check....unhappy Gracie--check...safe child--check!
Tuesday, September 29, 2009
Wednesday, September 23, 2009
Literacy Workshop is up and running....
My students have completed their first piece for me which I use as a baseline to create the rest of the nine weeks lessons. This year my focus is on making my conferring sessions count. Last year I felt so rushed trying to get to all the writers who wanted to meet with me, so I thought it through and came up with a schedule for my writers. I meet with six-seven writers a day Monday-Thursday. Then another six-seven students have an opportunity to visit with a "Guest Conferrer." Many times it is a parent who has volunteered to come in. I wrote a letter to the helper with their own conferring sheet and they meet with a writer also. So on a typical day 12 of my students (roughly 1/2 the class) talk about their writing with an adult. I love it!!! This week was my first week to start the "Guest Conferrer" and it has been a huge success. I highly recommend it. In fact, one day my principal was the guest conferrer and I called Student A up to confer with me and she said, "Well, actually Ms. S, I would prefer to meet with Ms. Sumner!" I giggled and explained while she was welcome to visit with Ms. Sumner, if there was time, I needed to meet with her because I had a special lesson in mind that was just for her.
If you would like to get this started feel free to adapt my letter and conferring records. The conferring record template was from Stacy and Two Writing Teachers and I tweaked it for my needs in the classroom.
Guest Conferrer Record for Meeting With Student
Classroom Helper
Parent Letter Asking for Volunteers
Parent Letter for Conferring
If you would like to get this started feel free to adapt my letter and conferring records. The conferring record template was from Stacy and Two Writing Teachers and I tweaked it for my needs in the classroom.
Guest Conferrer Record for Meeting With Student
Classroom Helper
Parent Letter Asking for Volunteers
Parent Letter for Conferring
Sunday, September 6, 2009
Chapter 3 Collaboration
Chapter 3 What We Know About Collaboration
Okay, so who has the book The Conversation Club by Diane Stanley on their list of books to locate or buy?
Right away page 37 first paragraph, “...If we are truly sponsoring active learning, there must be many people talking and doing at once – not just the teacher. There is no realistic option; we simply must train kids to team, give them plenty of structured practice, and then trust them to work as partners.”
Eight Ways That Small Groups Matter
1. Small Groups Are Lifelike … group, crew, office, team, line, shift, or staff it is the reality of the working world. I am so focused right now with Writer’s Workshop at school that I am drawn to think of an author. Even though the work itself is isolating it must be done alone however to become something publishable it must cross many people’s hands to reach its final publication. More importantly it must have an appeal to readers to acquire real value.
2. Small Groups Generate Energy For Challenging Work … Strength in number comes to mind here. Haven’t we all seen this in our own classrooms? Learning is a social activity this is where the ideas flow and change and take shape.
3. In Small Groups, We are Smarter … “…through talk we can actually make new and better meaning together.” What kid have we met that doesn’t like to talk? Once again the key is the well-structured groups, procedure oriented, expectations clear, etc. The engagement is there and you achieve what they state, “Minds-on every minute.”
4. In Small Groups, Diversity Is an Asset …
5. Small Groups Make Engaged, Interactive Learning Possible… Best Practice right? Enough said. I wonder if every teacher placed this three column chart of “Best Practice” ideals in their lesson plan book each week how many of them they could highlight as areas they covered?
6. Small Groups Allow Us to Differentiate Instruction… This is why we have this kind of structure. I can see that this needs to be implemented from the moment children arrive on our doorstep. From PK-12 grades. This is where I see possibly part of the reason we get students arriving in 6th grade reading at a 3rd grade reading level with all kinds of interventions but no growth. I wonder what kinds of differentiation is taking place in the classrooms they have resided in.
7. Employers Increasingly Require Small-Group Skills …
8. Well-structured Small-Group Work Enhances Student Achievement-… Drum roll please! Research shows this to be the case that “well-structured small-group work raises kids’ academic achievement as well as nurturing effective work habits, attitudes, and skill. Research by Hammond’s shows increased student achievement in such diverse cooperative models as project-based learning, expeditionary learning, learning circles, complex instruction, reciprocal teaching, and more.
Here again the value of what we do. We need to put it on our web site tell our parents tell our students!
As the chapter unfolds I feel like I am in a laboratory with a scientist. Collecting the ingredients and creating a formula. I think the six dimensions needed for high productivity and morale is most interesting. I have never read this study and once again am thankful that someone has! The discussion about “off task” behavior is most enlightening. Once again we are seeing that all learning has its social component. I like the term “maintenance” and knowing where it peaks the beginning and end of the group’s work. So we should be expecting and embracing it. It is a sign that things are going well. I like the ideas they suggest on page 51. Give them two minutes to chat and warm up or throw out a warm up question to get them going.
Ahh the resistance movement we have all had those kiddos who, for whatever reason, don’t fit in or try to grind the wheels in motion to a halt. I love their newsflash…They don’t all bloom on our shift! So don’t let the unwillingness or unreadiness of a few kids dictate what will be happening in our classrooms. Malissa you and I saw this even in the last weeks of our social studies culmination project. We still had kids that weren’t doing their part, even trying to sabotage the work at hand. I do think the kids (in their groups) handled their unwillingness much better at that point and time and I guess we did too. I know we saw the value of small group work in our book clubs, writing partnerships, and socials studies work.
I look forward to your thoguths and onward to Chapter 4.
SC
Okay, so who has the book The Conversation Club by Diane Stanley on their list of books to locate or buy?
Right away page 37 first paragraph, “...If we are truly sponsoring active learning, there must be many people talking and doing at once – not just the teacher. There is no realistic option; we simply must train kids to team, give them plenty of structured practice, and then trust them to work as partners.”
Eight Ways That Small Groups Matter
1. Small Groups Are Lifelike … group, crew, office, team, line, shift, or staff it is the reality of the working world. I am so focused right now with Writer’s Workshop at school that I am drawn to think of an author. Even though the work itself is isolating it must be done alone however to become something publishable it must cross many people’s hands to reach its final publication. More importantly it must have an appeal to readers to acquire real value.
2. Small Groups Generate Energy For Challenging Work … Strength in number comes to mind here. Haven’t we all seen this in our own classrooms? Learning is a social activity this is where the ideas flow and change and take shape.
3. In Small Groups, We are Smarter … “…through talk we can actually make new and better meaning together.” What kid have we met that doesn’t like to talk? Once again the key is the well-structured groups, procedure oriented, expectations clear, etc. The engagement is there and you achieve what they state, “Minds-on every minute.”
4. In Small Groups, Diversity Is an Asset …
5. Small Groups Make Engaged, Interactive Learning Possible… Best Practice right? Enough said. I wonder if every teacher placed this three column chart of “Best Practice” ideals in their lesson plan book each week how many of them they could highlight as areas they covered?
6. Small Groups Allow Us to Differentiate Instruction… This is why we have this kind of structure. I can see that this needs to be implemented from the moment children arrive on our doorstep. From PK-12 grades. This is where I see possibly part of the reason we get students arriving in 6th grade reading at a 3rd grade reading level with all kinds of interventions but no growth. I wonder what kinds of differentiation is taking place in the classrooms they have resided in.
7. Employers Increasingly Require Small-Group Skills …
8. Well-structured Small-Group Work Enhances Student Achievement-… Drum roll please! Research shows this to be the case that “well-structured small-group work raises kids’ academic achievement as well as nurturing effective work habits, attitudes, and skill. Research by Hammond’s shows increased student achievement in such diverse cooperative models as project-based learning, expeditionary learning, learning circles, complex instruction, reciprocal teaching, and more.
Here again the value of what we do. We need to put it on our web site tell our parents tell our students!
As the chapter unfolds I feel like I am in a laboratory with a scientist. Collecting the ingredients and creating a formula. I think the six dimensions needed for high productivity and morale is most interesting. I have never read this study and once again am thankful that someone has! The discussion about “off task” behavior is most enlightening. Once again we are seeing that all learning has its social component. I like the term “maintenance” and knowing where it peaks the beginning and end of the group’s work. So we should be expecting and embracing it. It is a sign that things are going well. I like the ideas they suggest on page 51. Give them two minutes to chat and warm up or throw out a warm up question to get them going.
Ahh the resistance movement we have all had those kiddos who, for whatever reason, don’t fit in or try to grind the wheels in motion to a halt. I love their newsflash…They don’t all bloom on our shift! So don’t let the unwillingness or unreadiness of a few kids dictate what will be happening in our classrooms. Malissa you and I saw this even in the last weeks of our social studies culmination project. We still had kids that weren’t doing their part, even trying to sabotage the work at hand. I do think the kids (in their groups) handled their unwillingness much better at that point and time and I guess we did too. I know we saw the value of small group work in our book clubs, writing partnerships, and socials studies work.
I look forward to your thoguths and onward to Chapter 4.
SC
Tuesday, August 11, 2009
Slice of Life Tuesday~News~
Honk, went my cell as I walked into my room. I'm sure that's my mom I thought. It was she said she needed to talk.
I knew my cousin was failing quickly so I picked up my classroom phone and dialed home.
"Lynnelle, do you want the news?" She asked.
"Of course, Mom," I replied. I knew I had said my good byes. I was prepared for the worst with my sweet cousin. My mind and heart were begin to believe it was real.
"He has tumors with lymph node involvement," she replied.
"What?I don't understand. Are you talking about the CT for Dad?" I ask. My mind reeling from the news. My ears beginning to burn and sound rushing into them.
"Yes," she said, "Lynnelle, the doctor's calling I'll call you back."
I clicked end. I sat at my desk. My mind racing with the same one word. Cancer. Cancer. Cancer. My dad has lung cancer. This isn't good. Lung cancer is deadly.
I find myself walking down the hallway teachers passing me getting ready to meet the new parents and students in a few hours. I walk into my friend's room.
"Caroline, my dad has lung cancer," I sob. I begin to shake as the words leave my mouth. She holds me up.
My tears rush down my face soaking her shoulder. Her words of strength and truth whisper to me.
But all the while listening to her hushed tones of comfort my heart beats to the rhythmic tune in my head--cancer, cancer, cancer.
The rest of the afternoon was a blur. I found out the details. Googled his chances. Slowly began to push down my fears, my pain, and my tears to welcome 55 new students and their parents to the 5th grade.
As 5:30 began to approach I could feel teacher mode begin, as my wonderful students arrived and I shook their hands and welcomed them. There presence helped me. The new lives who entered mine. I was able to help them at least for an hour. I hoped I helped relieve some of their fears and let them know I was ready for a great year because for a few moments I was able to relive my old normal. I knew when they left my new normal would begin.
*Please note that 3 days later we found out my father does not have cancer. He has another illness, but it can be treated. Thank you for your support.*
I knew my cousin was failing quickly so I picked up my classroom phone and dialed home.
"Lynnelle, do you want the news?" She asked.
"Of course, Mom," I replied. I knew I had said my good byes. I was prepared for the worst with my sweet cousin. My mind and heart were begin to believe it was real.
"He has tumors with lymph node involvement," she replied.
"What?I don't understand. Are you talking about the CT for Dad?" I ask. My mind reeling from the news. My ears beginning to burn and sound rushing into them.
"Yes," she said, "Lynnelle, the doctor's calling I'll call you back."
I clicked end. I sat at my desk. My mind racing with the same one word. Cancer. Cancer. Cancer. My dad has lung cancer. This isn't good. Lung cancer is deadly.
I find myself walking down the hallway teachers passing me getting ready to meet the new parents and students in a few hours. I walk into my friend's room.
"Caroline, my dad has lung cancer," I sob. I begin to shake as the words leave my mouth. She holds me up.
My tears rush down my face soaking her shoulder. Her words of strength and truth whisper to me.
But all the while listening to her hushed tones of comfort my heart beats to the rhythmic tune in my head--cancer, cancer, cancer.
The rest of the afternoon was a blur. I found out the details. Googled his chances. Slowly began to push down my fears, my pain, and my tears to welcome 55 new students and their parents to the 5th grade.
As 5:30 began to approach I could feel teacher mode begin, as my wonderful students arrived and I shook their hands and welcomed them. There presence helped me. The new lives who entered mine. I was able to help them at least for an hour. I hoped I helped relieve some of their fears and let them know I was ready for a great year because for a few moments I was able to relive my old normal. I knew when they left my new normal would begin.
*Please note that 3 days later we found out my father does not have cancer. He has another illness, but it can be treated. Thank you for your support.*
Saturday, August 8, 2009
Saying Good Byes
A simple call
leads to numbness.
Life changes in a moment,
never to be the same.
Memories of our childhood,
flash in my mind
as I drive to the hospital
to say my good byes.
The smells,
the sounds.
Those reminders
of my other memories here.
I see my aunt
your mother.
How do you say good bye
to your child?
My heart fills with sorrow,
it aches.
My sobs echo down the hall,
they do not heal you.
You are not aware.
You are not there.
I love you.
I will miss you.
How do you say good bye?
My silent prayers,
Trying to erase the sorrow here,
You are broken,
You are hurt.
Why must we say good bye?
Our childhoods together,
Our smiles in the pictures,
You hid your pain,
You carried it alone.
I'm sorry.
Watch over us,
Watch over my babies,
May you feel love,
May you no longer ache with sorrow,
Watch over your mother,
She is burdened with the loss,
Watch over you father,
Who fought to keep you here,
May happiness find you now.
Good bye, my cousin.
leads to numbness.
Life changes in a moment,
never to be the same.
Memories of our childhood,
flash in my mind
as I drive to the hospital
to say my good byes.
The smells,
the sounds.
Those reminders
of my other memories here.
I see my aunt
your mother.
How do you say good bye
to your child?
My heart fills with sorrow,
it aches.
My sobs echo down the hall,
they do not heal you.
You are not aware.
You are not there.
I love you.
I will miss you.
How do you say good bye?
My silent prayers,
Trying to erase the sorrow here,
You are broken,
You are hurt.
Why must we say good bye?
Our childhoods together,
Our smiles in the pictures,
You hid your pain,
You carried it alone.
I'm sorry.
Watch over us,
Watch over my babies,
May you feel love,
May you no longer ache with sorrow,
Watch over your mother,
She is burdened with the loss,
Watch over you father,
Who fought to keep you here,
May happiness find you now.
Good bye, my cousin.
Sunday, August 2, 2009
I love the title, What We Know About Comprehension, because there is so much to know. I am glad they crammed it into one chapter.
From my earlier days working with K-2 kiddos I learned background knowledge is so vital. You could always tell the students who had never explored beyond their backyard, had conversations with adults, let alone been read to. Having just finished summer school in June and working with Reading Academy students (K-3rd grades) I had a dose of what it is like to work with students who are our ELA learners. Imagine arriving from a refugee camp and not knowing the language let alone the social customs. Talk about a need for background knowledge! I love the sense of urgency given to us when they write, "...we need to start teaching those specific strategies right now, to every kid we see, from pre-kindergarten through high school and in every subject across the curriculum."
So what about the research strikes you as important or of interest?
I am very struck by the idea of “transactional strategy instruction” (pg 26). I think the way we currently introduce strategies in our first 20 days is important. It’s like getting them out on the table and then we can talk about them specifically as we use them in read alouds, non-fiction work, and in novel studies. I also am intrigued by the idea of Block’s work referenced page 26 “processed-based” comprehension instruction, teaching kids to articulate the processes they used to make meaning.” I reflect here on our grand conversation circles when introducing our first novel, and subsequent ones, to students and how it is a time for exploring and modeling thinking, our own and students. This is where I feel I can get behind each students contributions and probe further. The other part is getting them to go beyond articulating their thinking but writing reflectively about it. Think about this as you begin this process in August. The student that responds to a point of inquiry and you ask them to tell you more or explain their thinking. Often their response can be dismissive, "Never mind." Or they seem non-verbally to demonstrate a feeling of, “Gosh did I get that wrong or what? OR I really blew that answer!” It can often be a deer in the headlight moment for the student. This is such a crucial moment for the teachers, this is where we must support and encourage student's who take the risk, to articulate the processes they are using to make meaning. With 25 others looking on to we have a captive audience and possibly a make it or break it moment with the students. We need to send a clear message that we value everyone’s contribution.
Teach for Understanding I enjoyed this section.
Arthur Costa, “Learning to think begins with recognizing how we are thinking-by listening to ourselves and our own reactions and realizing how our thoughts encapsulate us.” Isn’t this one of our goals with our modeling comprehension strategies all along the way? We are showing the kids our thinking to perpetuate them to do the same thing. The use of sticky notes I think helps with this because it holds their thinking and helps them verbalize it when it is time to turn and talk.
The Comprehension Continuum is something I am going to copy to use when planning with teachers I love the teacher language. As a teacher I want this with my plans to reference as I reflect on my practices.
OK Girls help me out here what is our comprehension goal or mission statement?
Our goal seems to be to instruct students in ways that keep them thinking about their learning and applying that knowledge with themes from literature, and big ideas in social studies all the while merging their thinking with new information.
Finally I love the reference to Allington’s work:
1. Build in reading time. Students have to read. It is non-negotiable. My classroom mantra was: The more you read the more you know. The more you know the more you grow. I always shared with kids what research shows on reading and tell them that is why we have silent reading time in our class everyday.
2. Response principle. Students must respond to their reading everyday by talking, writing, and drawing about their thinking. Boy did this make you feel proud? We do this no question about it!
3. Explicit instruction principle. Amen
Chapter 3 collaboration love it!
Gotta run I am reading a novel Catherine Coulter's latest and it is soooooo good. It's calling my name.
Got my nose in a book,
SC
From my earlier days working with K-2 kiddos I learned background knowledge is so vital. You could always tell the students who had never explored beyond their backyard, had conversations with adults, let alone been read to. Having just finished summer school in June and working with Reading Academy students (K-3rd grades) I had a dose of what it is like to work with students who are our ELA learners. Imagine arriving from a refugee camp and not knowing the language let alone the social customs. Talk about a need for background knowledge! I love the sense of urgency given to us when they write, "...we need to start teaching those specific strategies right now, to every kid we see, from pre-kindergarten through high school and in every subject across the curriculum."
So what about the research strikes you as important or of interest?
I am very struck by the idea of “transactional strategy instruction” (pg 26). I think the way we currently introduce strategies in our first 20 days is important. It’s like getting them out on the table and then we can talk about them specifically as we use them in read alouds, non-fiction work, and in novel studies. I also am intrigued by the idea of Block’s work referenced page 26 “processed-based” comprehension instruction, teaching kids to articulate the processes they used to make meaning.” I reflect here on our grand conversation circles when introducing our first novel, and subsequent ones, to students and how it is a time for exploring and modeling thinking, our own and students. This is where I feel I can get behind each students contributions and probe further. The other part is getting them to go beyond articulating their thinking but writing reflectively about it. Think about this as you begin this process in August. The student that responds to a point of inquiry and you ask them to tell you more or explain their thinking. Often their response can be dismissive, "Never mind." Or they seem non-verbally to demonstrate a feeling of, “Gosh did I get that wrong or what? OR I really blew that answer!” It can often be a deer in the headlight moment for the student. This is such a crucial moment for the teachers, this is where we must support and encourage student's who take the risk, to articulate the processes they are using to make meaning. With 25 others looking on to we have a captive audience and possibly a make it or break it moment with the students. We need to send a clear message that we value everyone’s contribution.
Teach for Understanding I enjoyed this section.
Arthur Costa, “Learning to think begins with recognizing how we are thinking-by listening to ourselves and our own reactions and realizing how our thoughts encapsulate us.” Isn’t this one of our goals with our modeling comprehension strategies all along the way? We are showing the kids our thinking to perpetuate them to do the same thing. The use of sticky notes I think helps with this because it holds their thinking and helps them verbalize it when it is time to turn and talk.
The Comprehension Continuum is something I am going to copy to use when planning with teachers I love the teacher language. As a teacher I want this with my plans to reference as I reflect on my practices.
OK Girls help me out here what is our comprehension goal or mission statement?
Our goal seems to be to instruct students in ways that keep them thinking about their learning and applying that knowledge with themes from literature, and big ideas in social studies all the while merging their thinking with new information.
Finally I love the reference to Allington’s work:
1. Build in reading time. Students have to read. It is non-negotiable. My classroom mantra was: The more you read the more you know. The more you know the more you grow. I always shared with kids what research shows on reading and tell them that is why we have silent reading time in our class everyday.
2. Response principle. Students must respond to their reading everyday by talking, writing, and drawing about their thinking. Boy did this make you feel proud? We do this no question about it!
3. Explicit instruction principle. Amen
Chapter 3 collaboration love it!
Gotta run I am reading a novel Catherine Coulter's latest and it is soooooo good. It's calling my name.
Got my nose in a book,
SC
Tuesday, July 28, 2009
Slice of Life
Today I realized my daughter is growing up. Living with Down syndrome has been a part of our lives for over 5 years now. Life moves at a different pace. I have come to love the pace at which we move with Emma. Today we moved forward. The pace quickening a bit. Emma has officially begun a potty training marathon. Today I learned Emma thinks of herself as a "big girl." I try to not baby her, but to hear her BELIEVE she is big makes my heart swell with love, admiration, and the realization that no limits should be place on children. Tonight as Emma prepared for bed, I no longer put a toddler to bed, but a big girl.
Subscribe to:
Posts (Atom)