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.*
Tuesday, August 11, 2009
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.
Monday, July 27, 2009
Chapter 2 What We Know About Comprehension
During the 2008-9 school year I really experienced students who had not developed prior knowledge in what I thought were basic geography and social studies skills. I was shocked to discover the truth of the statement at the top of pg 22 “the prime determinant of understanding is prior knowledge.” I can remember sitting in Michelle’s (our site principal’s office) discussing my Oprah Ah-ha moment. I can’t expect my 5th graders to understand US History if they first don’t understand Oklahoma is a state in the US or their impact within our classroom community. I also noticed that students had a lack of experiences outside of our little suburb. For example, many of them hadn’t been to the lake. Most of them were so focused on their families and the upsets in their immediate lives they couldn’t concentrate on the importance of “manifest destiny” even if it was introduced with an experiential exercise.
As I am preparing my notes for my PLC on Thursday with SPED teacher, I began to ask myself if teachers really understand what comprehension is and what fluency is. Do teachers understand that fluency and comprehension aren’t the same thing? In Summer School, I had an opportunity to work with all types of learners, but specifically we worked with ELL students. The paperwork received on two little boys stated they were very good readers and they needed the program to maintain their current levels. After a few days working with them our team realized they were very fluent readers, but they had little comprehension. I believe the continuum on pg. 30 would really be beneficial to teachers (regardless of how long she/he has taught). It could easily be used as a visual for teachers of where your students are and where they need to go. Imagine how easy it would be to monitor their progress on that chart.
In response to the “going deeper” or “digging deeper” I found really patience on my part was a huge key. I needed to give them THINK TIME. Not of all us have light bulb moments. Some of us are percolators (like me) and just need time to put it all together. Teachers should respect that. Not rushing the process and letting my excitement for the activity or discussion interfere so that the meaning would come from the group.
I love how all the pedagogical reading I have completed in the last year seem to encompass one another. As I read this new book I am reminded of so many others I completed in the last year. Reading this chapter reminds me of the excitement of strategy work in reading, coupled by the changes in my writer’s workshop in the last 2 years, now I am wondering what changes will occur in my SS instruction because of this book.
Anxiously awaiting your thoughts and ready to read Chapter 3.
Lynnelle
As I am preparing my notes for my PLC on Thursday with SPED teacher, I began to ask myself if teachers really understand what comprehension is and what fluency is. Do teachers understand that fluency and comprehension aren’t the same thing? In Summer School, I had an opportunity to work with all types of learners, but specifically we worked with ELL students. The paperwork received on two little boys stated they were very good readers and they needed the program to maintain their current levels. After a few days working with them our team realized they were very fluent readers, but they had little comprehension. I believe the continuum on pg. 30 would really be beneficial to teachers (regardless of how long she/he has taught). It could easily be used as a visual for teachers of where your students are and where they need to go. Imagine how easy it would be to monitor their progress on that chart.
In response to the “going deeper” or “digging deeper” I found really patience on my part was a huge key. I needed to give them THINK TIME. Not of all us have light bulb moments. Some of us are percolators (like me) and just need time to put it all together. Teachers should respect that. Not rushing the process and letting my excitement for the activity or discussion interfere so that the meaning would come from the group.
I love how all the pedagogical reading I have completed in the last year seem to encompass one another. As I read this new book I am reminded of so many others I completed in the last year. Reading this chapter reminds me of the excitement of strategy work in reading, coupled by the changes in my writer’s workshop in the last 2 years, now I am wondering what changes will occur in my SS instruction because of this book.
Anxiously awaiting your thoughts and ready to read Chapter 3.
Lynnelle
Sunday, July 26, 2009
Memoir Monday-Back to School
Beginning of the school year. New clothes. Paper. Mechanical pencils versus Ticonderoga #2s. The excitement of a new era. The annual getting our clothes for school shopping day. All the colors of the 80s-purple was my favorite. I have to admit in my own future 5th grader eyes--I was stylin'. Long blonde hair. Tall. Purple slacks. Striped shirt with lilacs and lavenders. I had to wear it. Even though school was two days away. I had to show my friends next door. So I snuck out of the house and road my bike over to their house. Except there must have been a rock. Something that made me wreck my bike. Skinned up knees. And ruined my new clothes. Devastation. Utter embarrassment. Mom wouldn't buy me new slacks. Instead she covered the holes with patches. Now granted they were "cool" patches, but patches nonetheless. What will the 5th graders think now? Well, I guess it could be a conversation starter.
Tuesday, July 21, 2009
Chapter 1 Kids Want to Know
If I can say one thing this chapter was affirming. I love the way diversity of thinking and learning is going on in the scenarios they present. I think that is something I see in my classroom all the time and really love about being a teacher. I appreciate the discussion about asking students to look back and reflect on their learning (pg. 3). As teachers I think sometimes that is easy to neglect as we keep our busy pace with kids. So how can we ensure we take time to have students be reflective? How would that look? Charts to compare and contrast, open discussions, turn and talk, reflective writing or illustrating? I certainly think that is something we need to incorporate in our community building in the first 20 days. I like the idea of the words, "What lingering questions do you have?" It is so inviting and at the same time makes you feel as if that is the expectation and it is ok to have lingering questions.
I began to think that book clubs (as we conduct them) are inquiry circles, writing partnerships can at times be an inquiry grouping, social studies groups are all about inquiry, etc.
So my question is this: In book clubs could we not ask students to explore, reflect, and write about theme, etc in a deeper way? Can we push our thinking on this?
The last paragraph on page 6 to top of page 7 really got me excited because I could feel many of these things in my classroom and observe them. Malissa you and I got to see this when both our classes came together to finish out the year in social studies and I feel we hit the nail on the head. We were facilitators of kid's learning.
What about that quote about fifth graders were spending 91% of their school day either listening to a teacher talk or working alone! I'd die on the vine if I had to conduct my classroom like that.
How about the top of page 14 as our motto: "We teach thinking all year, every year: we teach students how to listen, view, read, gather, and engage with information; we make sure students acquire cognitive strategies, weigh ideas, develop judgment, and build knowledge; and just as important, we help them to remember, care, choose and take action"
I can't wait to read what you all have to say.
Susan C
I began to think that book clubs (as we conduct them) are inquiry circles, writing partnerships can at times be an inquiry grouping, social studies groups are all about inquiry, etc.
So my question is this: In book clubs could we not ask students to explore, reflect, and write about theme, etc in a deeper way? Can we push our thinking on this?
The last paragraph on page 6 to top of page 7 really got me excited because I could feel many of these things in my classroom and observe them. Malissa you and I got to see this when both our classes came together to finish out the year in social studies and I feel we hit the nail on the head. We were facilitators of kid's learning.
What about that quote about fifth graders were spending 91% of their school day either listening to a teacher talk or working alone! I'd die on the vine if I had to conduct my classroom like that.
How about the top of page 14 as our motto: "We teach thinking all year, every year: we teach students how to listen, view, read, gather, and engage with information; we make sure students acquire cognitive strategies, weigh ideas, develop judgment, and build knowledge; and just as important, we help them to remember, care, choose and take action"
I can't wait to read what you all have to say.
Susan C
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