New Christmas Tradition

For 19 years, I've relied on Scholastic bonus points to provide me with books for my kids' Christmas gifts.  This year I couldn't find the right book, so I went on a search for another option.  This is what I came up with.  My best friend Paige helped me think this through.

I made scarves.  These were my 6 fabric choices.  

After my dear Aunt Pat cut the fabric for me and my sister-in-law, Tammy Jo, reminded me how to use a sewing machine, I sewed pockets at both ends of each scarf.

I also sewed their names on the underside.  

I'm obviously not an accomplished seamstress.  I managed to graduate from high school without ever taking a home-ec class.  Surprisingly, I've made a few quilts in my day, even though I really don't know what I'm doing.  Here's my favorite.  Look closely and you'll see several embroidered Nike swooshes.

Anyway, even though I love giving away books as gifts, I think these scarves have become my new Christmas tradition.

Saturday Sayings: Caution

I've been sitting on this quote for a long time, waiting for the right moment to share.  I've come to the conclusion that said moment does not exist.  The odds of stepping on someone's toes are high no matter the timing.  I don't know that Allington ever worries about such things, so I'll let him take all credit for inspiring this post.   

This last week one of my girls left town for three days.  Her mom asked that I send home any work that she would be missing.  I had to tell mom, "So much of what I do is hands-on.  It's too hard to replicate, but thank you for asking."  I couldn't supply her with worksheets or reproducibles of various shapes and sizes.  I did tell her that I'd love for her to read and write.  That's what we do, and that can be done anywhere.  When I spy random worksheets left behind in copy rooms, I'm often struck by the thought, "Is there a better way to teach and practice that skill?"  I don't have all the answers and Alllington would surely have some concerns about my own classroom practices, but I do believe there's a better way.  And I don't think it's just because I teach little ones.  I think there's a better way for 2nd and 3rd and 4th and so on.  Allington's thoughts seem to imply that more books and less stuff is what is best for our readers.  I would agree.  So as a parting thought, maybe we should all ponder what goes home with our kids when they're absent.  It sounds like something Allington wouldn't be afraid to ask.

Sandy Hook, you are not forgotten.  May you have strength for today and bright hope for tomorrow.

Shared Reading Turned Classroom Book (freebie)

I've been gradually creating a classroom book document.  I've already shared 10 pages worth.  (Go here and here if you're interested.)  Today I'm sharing a few new pages.  These particular classroom books are based on shared reading experiences, mostly with big books.  I've wondered how helpful it is to share these kinds of classroom books, considering not many teachers are using the same big books I am or even use big books at all.  I came to the conclusion that I want others to see the possibilities for how most any shared reading experience can be a springboard for classroom books.  Any text that the kids are reading together, basals even, that has a repetitive pattern is perfect for this.  These types of repetitive patterns are also typically built around important sight words, that when put into a class book, are read over and over again.  The benefits of these kinds of books in our readers' hands is worth considering.  Be on the lookout for the possibilities!  (Click on the each picture for your own copies.)

Santa Art

Last Friday I needed a quick and simple Christmas art project that could still bring out the uniqueness of each artist.  I found it at Art Projects for Kids.  We drew up some wonderful and unique Santas.  You can find the step-by-step directions at Kathy's site.

Saturday Sayings: The Practice of Mathematics

I've nothing against my past math teachers, but it's safe to say that for me, math was something created by dead mathematicians.  I had to memorize their thoughts and apply them to page 134.  I got A's in math, but that doesn't mean that I understood what I was doing.  It doesn't mean that I was doing the practice of mathematics either.  

I recently spent a day at a math workshop.  One of the instructors talked briefly about the shift that is taking place or must take place in math instruction.  She likened math to Language Arts.  Language Arts is not punctuation, grammar, word choice, etc.  Language Arts is putting those things into practice by putting pen to the paper and writing for real purposes.  Math is not skills, facts, algorithms, and procedures.  Math is putting those things into the practice of mathematics by problem solving, modeling, and communicating.  

It's safe to say that for too long, math has been about skills, facts, algorithms, and procedures.  We haven't shown our students that they're actually supposed to use those things as tools to mathematize their own world.  They're supposed to practice mathematics, just like they would practice writing, to see that they're creating math and making sense of it, not leaving the job to some dead mathematicians from long ago.  I haven't fully figured out how to make this happen yet.  Quotes like this one leave me with all sorts of questions.  I know I'm heading in the right direction though.  I can identify bits and pieces of it in my room and say, "That's what they're talking about."  I'm on a mission to discover how to make sure my mathematicians are always doing the practice of mathematics.  Wish me luck!

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!

Happy Haircut (video)

A few years ago I wrote this on a piece of paper to post on my desk:  Be the kind of teacher who notices new shoes.  I want to be that teacher.  New shoes, lost teeth, and haircuts are worth noticing.  They notice when we notice.

When someone shows up with a new do, we sing them a little song.  Most often the boys are the ones we serenade.  Unless a girl tells me she got a haircut or gets a drastic cut, it's not easy to tell.  Unfortunately, I don't remember who this idea came from, although I'm guessing it was the creative Dr. Jean.  I wish I could show you some faces, but I don't have permission.  At least you can see their haircut.

Be the kind of teacher who notices new shoes.