A Big Deal

My kids love to write notes to each other and to friends and family during Work on Writing (Daily 5).  Seeing them voluntarily use the power of writing for their own purposes is pretty cool.  I enjoy writing notes to them as well, and I've come to find out it's a big deal to them.  (Parents have told me about their child's collection or display of notes from me.)  Honestly though, if I don't purposely plan for these notes, they don't happen.  Here's what I do to make sure I get them done.  

I choose a notepad and pre-write each child's name on the pages like you see below.  That way I won't forget anyone.

Then I write two or three a day and secretly slip them into their chat books.  (Look here to see what those are.)  In about two weeks time, every child has received one from me.  At that point, I grab a new collection of notes and start all over.  It's pretty simple, but without a purposeful plan, it can get lost in the shuffle.  Since notes from the teacher are a big deal, it's a habit worth keeping.

Real Readers and Fake Readers

Our real readers and fake readers chart states that real readers can talk about the books they read.  Fake readers can't.  In order to remind my readers that talking about books is so important, each one keeps a little checkmark in their book basket at all times.  (Bless my talented aunt and uncle for making them several years ago out of some type of study board.)  Here are some pictures of the checkmarks in action.

I spotted this reader with the checkmark in his hand as he was talking about his book with himself.  (They also use them with their reading buddies.)

This young reader was doing the same.

Here's where the checkmark lives when it's not helping a reader talk about their book.

Thanks to The Sisters for inspiring me to have my readers check on their understanding!

Read to Someone Problem Solved

My kids love to choose Read to Someone during Daily 5.  The problem occurs when there's not a someone to read to, because all the other someones have made different choices.  That's when these guys come in handy. 

My mom bought lots of animal hand puppets for me years ago.  They live in my library as you see below.

There's not a someone available to read to?  Problem solved!  They can find one here, and they're the best of listeners too.  

The Name Wall

A first grader's name is about the most important word in the world to them.  The names of their friends are up there as well, and of course they want to know how to spell each and every one.  Instead of integrating all 23 names into my word wall, I have a name wall.  (Okay, so it's not really a wall.  It's more like a poster.  Nothing fancy.)  I think separating names from the word wall makes them easier to locate, especially for those who get overwhelmed by the presence of numerous words.  Location is really important too.  Our name wall is displayed by our writing station, and the kids frequently use it as a reference during the Work on Writing portion of Daily 5 if they choose to write notes and letters to each other.  What's more, I've added the names of our principal, secretary, PE teacher, music teacher, and librarian (as well as my own) to the name wall, so kids will at times choose to write to them as well.   

It's a handy and easy-to-use resource for kids who love to write!

Saturday Sayings: Slow Down to Speed Up

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For me, this time of the school year is the hardest.  (The blood curdling scream at the top someone's lungs let out in my classroom yesterday is proof of that, and I promise it wasn't me.)  More importantly though, it's the most crucial time of the year.  The remainder of the year hinges on what I do and don't do right now.  Debbie Miller's quote says it all.  Being deliberate and explicit about the smallest of details is so important.  If my kids don't know what I expect of them, come January they are certainly not to blame when things aren't going well.  It takes lots of time and energy to be deliberate though.  Rushing into too much curriculum too early without a deliberate foundation could sabotage everything.  "Slow down to speed up" is my mantra.  I believe I made that up, but it was definitely inspired by the following quotes.  (I'm not smart enough to make it up all on my own.)

"Slow down and be consistent."  Kathy Collins, Growing Readers 60

"Spending time on procedures and management in the beginning is, in fact, good teaching and a good time investment."  Kathy Collins, Growing Readers 65

"We move slowly to eventually move fast.  The payoff is enormous."  Gail Boushey and Joan Moser, The Daily 5 42

To move slowly now doesn't necessarily mean that by the end of the year we will have accomplished less.  In fact, I believe quite the opposite is true.  We'll be able to speed up and accomplish so much more because we'll have fewer management issues to fight with along the way, and those always tend to slow us down.  I'd rather purposefully slow down now than have to slow down later out of sheer desperation.

Slow down to speed up.

Saturday Sayings: Expecting Ambiguity

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I spent three days this week getting myself educated more about the Common Core.  It's quite a big project for one little brain to take on, as some of you know too well.  I found myself being reminded of something I heard a wise professor say ten years ago when I was getting my Masters.  I could only remember a small portion, but would you believe I still have those notes?  (You never know when these things will come in handy.)  This is what I had jotted down.

"Willingness to live with vagueness."  That's the part that's been hanging around my brain this week.  Even though my understanding of the Common Core is much improved, I'm still dealing with vagueness.  That feeling can either be handled with stress or with the knowledge that this is simply part of being a learner.  Ambiguity is not necessarily the enemy.  I've learned over the years when diving into something new, to allow myself the right to not understand everything about it right off the bat.  It takes time to conquer change.  Sometimes it even lingers months into the process.  Expect some possible feelings of foolishness and a desire for lots of dialogue and questioning.  If so, according to Bahruth, it proves that learning is taking place.  

In essence, we're practicing what we expect of our students, but oddly enough, my notes say that most children do these three things rather naturally.  Maybe we can take a tip from them.  Embrace the ambiguity instead of letting it heighten our stress levels.  Whether it's the Common Core, Daily 5 (I've seen lots of posts about this lately), a new way of teaching math, experimenting with writing workshop, or whatever new content we're taking on, let's not be surprised when vagueness shows up.  Instead we can expect it, recognize it, don't let it slow us down, and know that it won't stick around forever.

Exciting? No. Practical? A Resounding Yes!

This little post is for those of you who enjoy purging your classroom of unwanted items.  Oddly enough, it's also for those of you who have closets full of stuff you can't seem to part with.  The next time a set of headphones decides to quit working, you could throw them away or even push them to the back of a closet.  Instead, cut off the chord and put them to use with your kids who enjoy a little less noise.  (Some kids like to wear them simply for the sake of wearing them.  Works for me!)  My kids love to put them on throughout the day, especially during Daily 5.  They read with them.  They write with them.  They make words with them.  I wish I had pictures of the kids to prove it, but you'll have to take my word for it.  This is all I've got. 

I've got about 10.  They hang like this for easy access.

Are you imagining where all those broken headphones are stashed?  It's time to get them out.  Or if you don't have any, grab your neighbor's before they toss them.  Now they can serve a much-needed purpose!

Purpose + Choice = Motivation

Meet Blake.  He's my best friend's son.  He was also one of my students six years ago.  He's a one-of-a-kind kid. (Literally every day after school he'd say, "Thanks for teaching us.  Drive home safely."  How many six-year olds do that?)  Unfortunately, he is currently in the ICU with severe breathing problems due to asthma.  I took an afternoon off from school this week and spent some time with him and his mom at the hospital.  I told my class where I was going and about Blake and his situation.  Here's what happened the next day, and this is only a small representation.

 Translation: Dear Blake, I hope your lungs are working better very very soon.  I am very sad that your lungs aren't working good.  Love, Garrett

Translation:  Blake, Seriously I do hope you feel better.  You know Miss McMorrow.  Love, Jackson

 Translation:  I know you don't know me, but I hope you feel better.  Love, Jackson

Translation:  Dear Blake, I hope you have your breath back.  From, Katie

  

I'll let Gail Boushey and Joan Moser, the authors of The Daily 5, explain what happened.  As they say, "Purpose + choice = motivation."  Simple, yet profound.  Without going into lots of detail, we do something called Daily 5 in my room.  The kids choose from five different things that real readers and writers do.  One of their options is Work on Writing.  (This is in addition to Writing Workshop which is always part of our daily schedule.)  If they choose Work on Writing, they also choose their purpose (small moment, note, list, letter, card, etc.) and their audience.  The majority of my kids will make sure they get to Work on Writing during Daily 5.  Why?  "Purpose + choice = motivation."  As far as the Blake letters go, I didn't tell my kids to write to him, but I said that if they wanted to encourage him and fill his bucket, they were more than welcome to write him and I'd make sure the deliveries were made. 

Motivation.  It can be a conundrum at times.  I will readily admit that I don't always hit the bullseye on this one, but whenever purpose and choice are present, motivation is close by.

  
If you believe in the power of prayer, talk to God about Blake for me if you think of it.