Enjoy and Embrace Learning

Happy 50th Day of School!

2012-02-02T22:41:00.001-05:00

When you teach kindergarten that alternate days your students never attend school for 100 days. The 100th day of school has become a great way to visualize and make the number 100 concrete. However, I felt if my students didn't really experience the number 100 it didn't seem the best use of our time. Then last year, I thought about the number 50 which is a fairly large number for five and six year old children and thought I could adjust things I did with 100 to 50. I'm on year two of the 50th day and we love it. I thought I would share the things we do in case any of my readers might also never experience the 100th day of school.

My students bring in a collection of 50 things. We will orally share what we have brought. We will listen intently. We will take a photograph of each student with their collection. We will share our collections via VoiceThread.

We will practice counting one to one and visualize five groups of ten as we create Fruit Loop 50 necklaces. This is a great way to visually see groups of ten with each ten being a different color. Each year I am amazed how intentional and focused my students are with counting while making their necklaces.

Dot to Dots are one way students can read and order numbers. I put out a variety of number sheets up to 50. I forgot how much fun it is to create a Dot to Dot and see the shape one creates.

We will create a class book, I wish I had 50........

We will play the Number Grid Game from Everyday Math with a modified grid to 50.

We sing, read, and illustrate Happy 50 Days to Us, to the tune of Happy Birthday.

I do hope to find a 50 piece puzzle for next year. I hope to think far enough ahead to have a parent volunteer bake cut out cookies in the number five and zero. If you know any books with 50 in the title I would love to know. Right now we look at 50 Below Zero by Robert Munsch and I'm not finding much luck with any other 50 related books.

The Illustrative Mathematics Project

2012-01-31T21:23:00.001-05:00

I'm muddling. I'm mixing, stirring, mentally confused at times, and jumbled. Then I realize I am muddling through - to achieve a certain degree of success but without much skill, polish, experience or direction. Thanks dictionary.com for helping me really think through how I feel about adopting the entire Common Core this year and the Ohio Model Curriculum for science and social studies. I haven't said much here about this huge curriculum change in my life and those of my students because I was muddling but I think it's important for people to know muddling is part of change and change takes time.

The Illustrative Mathematics Project is a recent resource I found this week on the web I think very worthy of any classroom teacher's time. The Illustrative Mathematics Project is going to be consulting with the creators of materials, test and curriculum developers. The Illustrative Mathematics Project is also going to be a place to submit ideas to share with others and reflect on the tasks on a more global scale. I'm not sure I'm excited about any of those things, right now. Maybe later.

However, what I absolutely love about this website is the organization and the ideas shared to help classroom teachers implement content standards. Here's the path I took to find a great activity which I used for a Morning Meeting activity. On the left sidebar click K-8 content standards and illustrations. Illustrations is the word used to show you an example activity/lesson you can do it directly target the standard you are trying to work on. Then I clicked on Counting and Cardinality and just kindergarten came up because it's only in our Common Core. Then I clicked on Kindergarten, to find Know number names and count sequences, Count to 100 by 1s and 10s, and then I found an illustrative lesson for counting circles. My students LOVED counting circles and I didn't know how engaging it would be for them.

I recognize a couple of developers and consultants names for this project but as a group I feel like they understand math, learning, and kids. I like how you can follow the content standards and find an activity or idea that directly relates to the teaching we are doing. I can't wait to see the additions each week to help me organize and muddle through.

I Am an Artist

2012-01-30T04:59:00.001-05:00

We often talk with children how they chose books and how they get book recommendations. It wasn't until I thought about writing this post I realized I find new titles all the time through my professional reading. I don't know if I've ever explicitly shared that with a group of learners. I will have to tuck this thought away for a conversation on my reading life with students.

I Am an Artist by Pat Lowery Collins is a book suggested in one of my current reads, The Power of Pictures: Creating Pathways to Literacy through Art, Grades K-6 by Beth Oshlansky. Beth suggests using this lesson to begin the process of thinking like an artist. The entire book is set on the premise of noticing natural things around you. For example, "I am an artist when I find a face in a cloud or watch the light change the shape of a hill." It also offers suggestions for being an artist with different actions one might do. For example, "I am an artist when I shoot water loops in the air with the hose or discover pictures in drops of rain." All of the artist examples are things children and maybe adults might do naturally based on curiosity. Never does it mention using traditional artist tools or mediums. I also feel the book has a peaceful tone. I think it's the combination of the soothing illustrations done by Robin Brickman and the need I have to read it slowly and calmly. This is not a book to read in a hurry with varying inflection.

I wish this ending line could reach all children and adults. "I am an artist whenever I look closely at the world around me. And whenever you listen and search and see, you are an artist too."

PS - This might make my PB10for10 this coming August.

Poetry Friday - Finish

2012-01-20T07:13:00.009-05:00

Photo JulineB @ Flickr

“Finish every day and be done with it.

You have done what you could;

some blunders and absurdities

no doubt have crept in;

forget them as soon as you can.

Tomorrow is a new day;

begin it well and serenely

and with too high a spirit

to be cumbered with

your old nonsense.”

This day is all that is

good and fair.

It is too dear,

with its hopes and invitations,

to waste a moment on yesterdays.

~Ralph Waldo Emerson

This poem was shared with me this week via Twelve a class at Big Picture Scrapbooking and all I could think about was school. In the midst of progress reports, starting the third quarter and the half way mark of kindergarten. My students have been with me 44 and 45 days each. The first lines of this poem tug at my heart right now. I think it's very hard to finish each day and be done with it but I find encouragement in knowing I've done what I could. So today, writing workshop is going to be a reflection mini-lesson for today's class. We need to remind ourselves what great pieces of writing look like and previous mini-lessons in hopes of raising the quality of writing.

This week Poetry Friday is being held by Elaine at Wild Rose Reader, thank you for hosting.

Learning about a Student's Reading Engagement

2012-01-17T05:00:00.001-05:00

I often tell people I was born and raised on the DRA - Developmental Reading Assessment. I am very fortunate to have started my career in the district that created the DRA. I was using it way before Pearson Education took it to the global scale it is today. I've used the primary and intermediate versions. I love the writing component which is now part of the intermediate version, even though it takes much more time to score.

I never expected this scenario to happen last week while conducting the DRA with one of my kindergarteners. I asked him to tell me about his favorite book. This is tricky for young children. The last two years I did the DRA in September and they just shrug their shoulders as a response, for the most part. I just learned last year our district said K had from August to January. So, I just did them. In January my students could all give me the title of their favorite book and that was that.

Except for one. This little boy told me about Ben Ten which is on his Dad's Ipad. I thought this was going to be his response but there was more. He told me, "It can read by itself and flip the pages by itself. You can flip the pages and you can read it. You flip the pages and it reads it for you." I really know nothing about the actual story, Ben Ten from talking to this student but I do know my student could tell me some specific details about how he reads this text and it was very obvious how excited he is being a reader on the Ipad. Excitement is motivation and that's all we need to get started with guided reading.

I pledge allegiance

2012-01-10T05:00:00.003-05:00

I pledge allegiance by Bill Martin Jr. and Michael Sampson, illustrated by Chris Raschka has been around for ten years and just this week a colleague had never seen it. I love this book for two reasons; the torn paper collage is one of my favorite mediums and the visual explanation with the written text brings depth and understanding to a big document that represents our country. The reader will come across many definitions. The reader will find out why our flag isn't green or pink. The reader will get guidance on how to act while reciting the pledge and some facts/history. Depending on your grade level you can pick and choose all the addtional information you would want to share with your students or read different bits with each reread.

I usually wait to add the Pledge of Allegiance as a routine to our day. We have so much to figure out when school starts and I want to discuss the meaning with thought and time on our side. Our new social studies standards in Ohio state, "Nations are represented by symbols and practices. Symbols and practices of the United States include the American Flag, Pledge of Allegiance, and the National Anthem." As I read this, I didn't feel confident enough to know what is expected. I went to the Model Curriculum for further understanding under content elaborations. I discovered the American Flag is a symbol and the practice is reciting the Pledge of Allegiance and singing the National Anthem. Then I looked at the Instructional Strategies only to be disappointed. They suggest playing an identification or matching game with the symbols. Am I suppose to teach more symbols than the American Flag? How about understanding the meaning of the Pledge of Allegiance? If something is worth reciting daily isn't it worthy of our time to investigate and understand? I'm not big on reciting anything without understanding. I know my students are young but I think we can begin understanding some really big thinking.

Storytelling

2012-01-08T22:42:00.002-05:00

I was introduced today to Ira Glass today via an online class, Twelve that I am taking at Big Picture Scrapbooking. When I got done watching the video clip I knew I had to share it with my teaching friends right away. Ira talks about storytelling whether it be via writing or video storytelling.

These are the highlights I walked away with; there are two powerful building blocks. The anecdote which is the story in the purest form using a sequence of actions. The anecdote needs a bait and it needs to raise a question. Then each story needs a moment of reflection explaining why did we just spent the time reading the story. He also encourages the viewer to look for interesting stories and this takes time. Not every story is worth telling and sometimes we can overdo the boring parts. He is so soft spoken when he reminds us failure is part of success. He encourages all storytellers to do a huge volume of work and to expect errors. I think these highlights are important for us to remember as writers and great advice for our students to hear. Enjoy this clip and I'm off to learn more about This American Life which Ira Glass is the host of.

Ira Glass on Storytelling from Neil Lee on Vimeo.

Poetry Friday - Serenity Prayer

2012-01-06T05:00:00.001-05:00

Serenity Prayer

God grant me the serenity
to accept the things I cannot change;
courage to change the things I can;
and wisdom to know the difference.

As I was searching for poetry that might help keep my One Little Word - Choice present, causing reflection during the year I found this prayer. I was surprised to have a prayer come up when I was searching for poetry. I honestly haven't thought of prayers as a form of poetry. Who better to ask then Poetry bloggers!

This week Poetry Friday is hosted by JoAnn at Teaching Authors.

OLW - foreshadow

2012-01-05T05:00:00.002-05:00

I had a thought the other day. I think my word change was brewing in my life before I realized it. In the past three weeks I've done two things to be an advocate for change. I didn't pick change to be an advocate but then there are surprises in life. My district offered a full day K option this year as a pilot in an attempt to meet full day K requirements that have been lifted from Ohio districts. We are not offering this option next year and I felt it was time to share some frustrations, observations, and thinking with our top administrators. Not only do we need to think about returning these full time teachers and classes back to multiple buildings, we need to look at our K attendance schedule (which has been 5 days within two weeks), the Common Core, and how we can make young learners more of a priority. I did get a response. There is timeline to discuss the future of K and I should look for an email. Yea.

Then next week our school is hosting our first Blood Drive. Tomorrow I will share a piece of writing my mother wrote for our local newspaper 30 years ago reflecting on her own days of donating blood and then her experiences of needing donated blood with our entire school community. Again, hoping to change people's minds and increase the number of pints being donated. I am personally making a change and donating blood for the first time myself and I've had this on my to do list for quite some time.

I didn't expect to be advocating for change when I chose this word. I wonder if you have any unexpected surprises with your One Little Word.

OLW - just right

2012-01-04T05:00:00.000-05:00

In picking OLW - one little word, each year I've found there is a time when something happens and it confirms my word choice. This year change felt right late one night. My second daughter is in middle school and has begun the phase of hibernating with a book and reading for long periods of time. I decided to "visit" her before bed time and read my own book on my Kindle Fire. However, I wasn't really reading at times. My mind wandered and I thought this feels right. We were physically close and it felt good just being next to her. I reflected to having infants and how comforting it was to just hold them. It just seemed to bring a deep sense of being. I also thought, if she will allow me to lay or sit near her and do my own reading then I need to accept this. It's a change in how we usually spend time but she is going to be making many changes and I will need to change with her. Then I have to pat myself on the back for these thoughts and confirm I am so much smarter the second time around raising a middle school daughter. What was your just right moment in selecting your OLW?

OLW - invitation

2012-01-03T07:58:00.000-05:00

"A year from now, you will wish you started today." - Karen Lamb

In my email from Ali Edwards she prompted OLW users to think of their word as an invitation and list what their word is hoping to bring forth. I created this list; storytelling, better health, writing, creativity, balance, joy, and worship. All things that could get really big but remember my changes are to be on the smaller side in life. Let me explain a bit more.

Storytelling - I know I am missing stories each day as they happen here with three girls. I want to be more thoughtful in capturing those. I enjoy scrapbooking but have not made much time for it in the past and sometimes it seems way too overwhelming to begin. However, stories don't just happen at home. They happen in the classroom and I think it's important for our children to tell and write their own stories. I also think it's important to share with parents stories of their children.

Better health - I've said for a while now I am going to run a 5K. I practice and increase my stamina. I get close and then things get in the way. But I also think better health includes being outside, gardening, and eating.

Writing - I want to grow more as a writer this year here within my blog and also write more outside this forum. This may be personal and professionally.

Creativity - In my classroom and out of my classroom. I know I am happier when I make things. I am more happier when my students are making things and they are too. There is excitement and enthusiasm. We all should be doing to learn and show learning. I have several hobbies I want to dabble more in or just make a little bit of time for more consciously.

Balance - I'm hoping with small changes my inner core will feel more balance. I tend to work a lot, as all teachers do. However, the poem NOW by Regie Routman is staying with me this year.

Joy - which really could be part of my blog title, Enjoy. Life gets busy. I just need to realize I am enjoying everything right now. My grandmother would often comment and seem to admire how I do all that I do and would advise me this would all end quicker than I think - when things were good and when things may not be so good.

Worship - I attend church once in a while, it does seem to be the one thing I let slide working full time. However, I do enjoy and feel better inside when I take an hour out of a week to sit and listen to the message being shared. I just hope to go more.

I hope you might think about what your word is inviting you to do. Invitations are exciting. I know it's exciting to gather with others and I'm excited to gather myself around this thinking I've shared with you.

OLW - My word means...

2012-01-02T08:42:00.001-05:00

As my friend Cathy quickly pointed out in yesterday's comments CHANGE is a BIG word. Yes it is and I was worried about how big change seems. In my initial thinking I didn't want change to suggest the intention of those huge changes life; new house, car, remodeling projects that redesign a house, baby, divorce, new career and so on. I'm taking a class, One Little Word at Big Picture Scrapbooking where Ali Edwards guides participants with monthly emails which helps us keep our word present during the year with reflection, photography, and writing.

This month we are spending time getting to know our word. Change can be a noun. As a noun it means something made different, alteration. I inferred this could be big, small or somewhere in the middle. I really did like these synonyms I found using a thesaurus; adjustment, break, refinement, novelty, switch, turn, shift, transformation, revision, variety, conversion, diversification, difference and variation.

While the definition I found for change is a noun I'm also treating it like a verb to help guide positive changes. The words I collected from the thesaurus confirmed any of my changes can have varying levels. I purposefully chose the word break for guidance in saying no or not doing something for a while. Thanks for joining my journey.

Happy New Year and One Little Word

2012-01-01T10:33:00.000-05:00

Photo via Flicker & Cangaroojack

Happy New Year 2012 and I wanted to share with you my One Little Word for 2012. Instead of creating a New Years Resolution and always wanting to have many I've chosen to participate in the One Little Word project and ideas from scrapbooker/storyteller Ali Edwards. The past four years I have chosen enjoy, aware, nuture, and discover. They have helped me do a lot of thinking as the year begins and as life gets back to normal I try my best to continue thinking about them. This year as I thought about my previous choices I don't know if I really feel any constant follow through. I'm great at creating plans and organizing things. Little truth be known my family makes jokes all the time about my "overuse" of the alphabet system. However, I still haven't run my 5K. I dabble in lots of things so I went searching for a word that would maybe be more present, causing a difference in my life.

I am welcoming the word - CHANGE for 2012. Stay tuned for more thinking this week.

One Watermelon Seed

2011-12-12T05:00:00.000-05:00

One Watermelon Seed by Celia Barker Lottridge is not a new book. I was surprised to learn it was first published in 1986 and was released in 2008 again. I picked it up at NCTE and assumed it was new and now I wonder what the first edition looked like. The jacket flap shares this edition has a bold cover and brilliant interior art. If you have the first edition I would love to know the difference.

One Watermelon Seed is a perfect book to use in helping students with two Common Core standards. Those that count by ones and then kindergarten students can count by tens. The characters Max and Josephine plant a garden. Each page the number of seeds increase by one and the reader is encouraged to read along with this repetitive phrase, "and they grew." I enjoyed the perspective visible via the illustration on each planting page done by Karen Patkau. The reader only sees parts of Max and Josephine as they plant. My favorite page is their bare feet in the garden. The middle two page spread is bursting with vibrant colors as the garden is in full bloom. The story continues by counting the harvest for each seed planted. I think the pattern of 1 seed producing 10 vegetables or fruits leads to a problem solving situation. The majority of the time each vegetable is organized in a group of ten. At the end of the story, the reader is presented with a small creature search within the illustrations. An Eye Spy within a picture book is bound to be a hit with readers. I really appreciate the natural setting for counting and counting with a purpose.

MOO HOO

2011-12-08T22:06:00.000-05:00

MOO HOO by Candance Ryan and illustrated by Mike Lowery is coming April 2012 and is a book you won't want to miss! I was very fortunate to receive this ARC while at NCTE in Chicago from Walker and Company/Bloomsbury Kids.

Cow and Owl are best friends. They do lots of things together and have great fun as friends do. As we know, friendships can be hard when new friends come and this isn't any different for Cow and Owl when Kangaroo comes. My heart tugged when Kangaroo left because Cow and Owl ignored him. Then Cow and Owl realize when Kangaroo is gone and things aren't quite exciting. Kangaroo had some good qualities and seemed to do some fun things. After this trio reunites they decide three is better than two. Isn't that a great message for students? We all know sometimes trios are hard for young children.

What I find most fascinating as a reader is the rhyming conversation between Cow, Owl, and Roo. Two word sentences convey a storyline. My students always love the word boo and will easily pick up on all these rhyming words with boo making this a great shared reading which will lead to independent reading. The monotone warm hues of color used to illustrate this text are soft and inviting. I think the characters and warmth of this book will make it a fast circulating book in our classroom library when it comes out.

This is a companion book to Ribbit, Rabbit.

Wordless Wednesday: Listening to Read

2011-12-07T21:58:00.002-05:00

I've been inspired and loved the posts Katie is doing titled, Wordless Wednesday. I saw something in my room today and thought I could join Wordless Wednesday (with a few words). I would like to give a huge shout out and thank you to Nicole from Nicole's Book Nook. She came to visit and observe me one day last month when I was modeling how to use a tape cassette with four really, really, really BIG headphones. The expression on her face made me realize how old this technology must look. I think I said, I know there must be something more current to use. She shared how she had ipod nanos in her room, loaded with books on CD and her students are independently using them. She teaches K. We could figure this out too!

I got on a small mission: asked parents for any donations, received three ipod nanos that families weren't really using, taught myself how to use itunes and created an account, and now we have three loaded nanos for read to self. It's fascinating to observe how my five and six year olds are figuring out the nanos. Thanks for the nudge Nicole, this has been invigorating for all of us.

Welcome Speech Room News Blog!

2011-12-06T22:01:00.000-05:00

I've been meaning to share my colleague's new blog - Speech Room News and now she is getting much more attention via Edublog Awards. Jenna is being considered for The Best New Blog 2011 Award. Please consider voting for her after you check out her website filled with wonderful ideas! Jenna is our Speech Language Pathologist for preschool through fifth grade. Her blog shows ideas for these various levels through photos, instructions for activities, free downloads, and diagrams. I just scanned the last four post and thought I could use her thumball idea in my classroom. I loved her integration from the classroom to her room with inferring and comics to foster language skills. Jenna is in a closet and I'm amazed at all she can get done in a small space. I love finding her working within a preschool room. It's great having someone helpful and energetic right across the hallway, I am blessed.

NCTE - Wow!

2011-12-05T22:30:00.001-05:00

Flicker - ManicMandy

I've been sitting on this post for quite some time. I wasn't quite sure where to begin. I think it all begins with one little three letter word - WOW! I didn't have any expectations for my first NCTE. I didn't really know what to expect except I was hopping on a plane, rooming with my friend Karen, and had sessions a little bit planned.

I've been pondering my thoughts from this amazing experience when Tony had so many great things to say and I thought he was reading my mind. Please make sure you catch his post and know I share his thinking. It was actually comforting to run into Tony during the course of the conference and have someone confirm the "Wow factor". Everywhere I turned there were very smart people sharing and presenting well thought out, rich thinking. Thirteen is usually considered an unlucky number not this trip. I was blessed to attend 13 lucky sessions to provoke thinking, reflection, and excitement. My whole body has been walking around with an internal sense of joy. I needed this feeling. I needed to feel excited again about the work I'm trying to do daily. I needed to be surrounded by people who believe in the same thoughts, practices, and want to discuss theory a bit. While this was a trip about teaching, my profession I think I walked away with a deeper sense of people and belonging. One reason I went was to meet people. This sense of belonging is filled with good richness. I wish I could bottle it all and share it with everyone.

My sense of belonging was cultivated by so many wonderful people. I learned from and met so many mentors in person. I can't begin to share it all here but in the spirit of belonging these moments got me there.

1. I had the pleasure of meeting Brenda Power, the owner and creator of Choice Literacy. Appreciating the good food and conversations with just lovely people this evening.

2. Yes, I did stop Donalyn Miller and ask her a question for a friend about middle school scheduling. She was so gracious and kind to answer "our" questions with honesty, concern, and caring.

3. I sat behind Lucy Calkins at the opening session and could of reached out and pinched her. I had control and didn't. I wanted to respect her personal space and found myself in wonder with the amount of notes she took during the session. Here is a pioneer in our field taking notes to help her grow within her work, a mentor of mine to keep.

4. Food always brings comfort and eating with various people always brought conversations about our work but also conversations about our personal lives, thus creating balance and belonging. I had one meal with many, including Laura Komos who I had only connected with previously via twitter. Thanks for the wonderful eats, Chicago!

5. Starbucks and giftcards made the perfect breakfast destination. One conversation with Mary Lee really got the importance of taking the unexpected, letting it work out, only to discover the pleasure and delight one would of missed otherwise.

6. I read a lot so spending some time with Kathy Collins, Ruth Shagoury, and Andie Cunningham was just delightful. I'm going to explore The Courage to Teach, something we all may need during these difficult times in education. I actually got to do a small book shopping trip with Andie and felt so inspired by chatting with her about life in general. Excitement feeds excitement.

7. I really need to thank Franki for getting me involved and connected with so many people. If you have ever spent time with Franki she is like an infection - her ideas spread quickly. She is a motivator and cheerleader! I did get my photo with her, yea!

8. I'm really not sure I would of gone if Karen hadn't been willing to be my roommate and travel companion. I usually don't travel without four others. It was amazing to pack one suitcase and a purse for four days. Karen had so much great advice for navigating ncte, great conversations, and a Chicago tour guide. She even got me to the American Girl Doll store and a bit of Christmas shopping done.

9. I loved talking with Stella and knowing she too speaks fast with excitement made our conversation probably something to watch for others. I loved walking fast in the city with Katie. I loved Ann Marie's sincere smile and excitement to be sitting together at dinner. These were times for stories and stories foster connections.

10. At one point, I was overwhelmed. I can't fib about that! At this point, I might have a been a smidge homesick for my girls. I mentioned to Cathy my pb10for10 partner I was going to stop blogging, writing, and take a break from it all. Sometimes it's best to end on a high note and walk away. Well Cathy, I'm not going anywhere. I'm back. I need this sense of belonging in my heart.

So many links I could make but I want to enjoy the writing and my connections, I hope you do too.

NCTE Presenters are Rock Stars in my World!

2011-11-08T06:59:00.000-05:00

Yesterday my program for the 101st Annual Convention for NCTE came in the mail and I did something I rarely do as a reader, I started on page one. I almost always pick up any book and flip through it from the back to the front. Lots of details, lots of presenters, and lots of text, oh my! I began feeling a bit overwhelmed. I wanted to start making a plan. I wanted to see when some of my friends are presenting. I started figuring out session codes and decided Early Childhood should be a focus of mine. I thought I could put this down until the plane ride to Chicago but that wouldn't be any fun right now. Being new I wondered if there was an index of presenters in the back and the answer is YES! This is when I got even more bubbly inside and found so many of my favorite mentors listed! I love to read professional books, my TBR pile is bigger than I would like and I get to spend time with so many of my favorite people who guide my work daily with students and help shape my thinking and philosophy. Our culture loves music. We idolize those who bring joy to our lives, making us sing and dance. I may not sing and dance at NCTE 2011 but I know I will have joy in my life as I spend time with educators who help ground me, daily. I can't wait!

If you are also new to NCTE and need a program planning starting point, go to the Index of presenters in the back and highlight those who guide you. Maybe pack your camera too for any photo-ops.

Girls Need More Block Play!

2011-11-07T05:00:00.004-05:00

While attending our state OCTM math conference last month, I attended a great session with Barbara and Diane from Bowling Green State University. I have to apologize, I didn't save my program and I didn't write down their last names. I walked away from their session and immediately made an instructional decision for our classroom. Have blocks out daily! Research is showing girls get less block play and this sets them up for a disadvantage mathematically with geometry. Less block play is fostering a spatial deficit.

I returned to my classroom and each day since blocks have been a morning choice. I took an inventory of the blocks in my room and discovered there were lots. I have a three dimensional block set in natural wood. I have colored one inch cubes. I have natural wood one inch cubes. I have a colored set of building blocks that's perfect for a table top and I have the traditional larger wooden blocks great for building on the floor. I think offering a variety of blocks provides choices and will create more spatial flexibility. I'm only offering one set at a time right now so it's something different daily. I was thrilled last week when three of my girls wanted to show me what they did with blocks. We are defying research, we are building spatial knowledge, we can do geometry in kindergarten!

Little by Little

2011-11-01T21:41:00.000-04:00

Little by Little by Amber Stewart and Layn Marlow was the perfect book to open a parent Literacy Night I had last week. Otto the otter starts the book with an I CAN DO list and an I CAN'T DO list. At first I thought this book would be great for all of the I Can statements we are encourage to create for student ownership and assessment purposes. Otto can do lots of things. His CAN'T DO list is quite short. He can't swim. If you are using your background otter knowledge this presents a problem for OTTO. As mothers often do, Otto's mother encouraged him and told him, "Little by little, you will learn to swim." He tries. He hops long the river bed. He run along the bank. He would sit and wish. His sister has even more advice, "You have to start small." Each day he did a little bit more, you just have to read the book to see his small steps. After sharing his new I CAN DO item, Otto's sister gives this wise thought, "You see. You started small...and finished big!"

My friend Cheryl introduced me to this book and listening to her read it to a group of eager kindergarten parents is delightful. Cheryl's current role in education is that of Literacy Support. My building lost her this past year and I truly miss her friendship, guidance, and feedback in my professional and personal life. Cheryl offers kindergarten parents this wise advice.

"Celebrate the CAN Do list; a lot of learning takes place along the way that will support the big surprise. Our best intentions can sometimes cause children to feel defeated. Instruction give along the way and encouragement to keep trying, will provide a solid foundation for your child to become a great reader who loves to read because..."You see. You started small...and finished big!"

Wonder Wednesday

2011-10-19T21:34:00.001-04:00

I was inspired this summer after reading Maria's post, What Would Be in Your Wonder Jar? and then I had the opportunity to chat a bit on Twitter about wondering. Lucky for me Wonderopolis was listening in and wanted to help promote wondering in my classroom. I just love this label they sent me. I was feeling pretty thrifty when I recycled a jumbo pretzel jar and washed it up. The opening is just right to put objects in and out of it. The size is just right for holding many things.

My jar has been sitting for a bit. The beginning of the year is overwhelming at times and I just wasn't sure how to launch this. My students have had so much to process in our twenty days together. I've decided wondering just comes naturally if you wait. One day we were using glue sticks to put a mural together. I started thinking out loud and mentioned when I was little we had no glue sticks. I continued to wonder why did we just have glue to work with? When were glue sticks invented? Why? The glue sticks we had to use that day were all purple. I wonder why because I don't remember glue sticks being purple when I was younger than I am now. All good teaching starts with modeling. Why not model about wondering.

This summer I read Literacy Beginnings by Fountas and Pinnell. Chapter 3 was filled with important writing about inquiry. I loved the lead quote, "Ask real questions, questions you yourself wonder about - what I call acts of inquiry. - Judith Wells Lindfors." The chapter defines two types of inquiry. The first one being information seeking and this often leads to solutions and products. Fountas and Pinnell have captured wondering as this -

"Wondering, the other kind of inquiry, is more open. We seek questions and examine alternative factors. When you and a friend discuss a recently read book or a film you've seen, you often share your thougths about why a character acted as he did or why an actor played the character a certain way. You might never know the "right" answer. The goal is often the pleasure of the process itself - speculating, asking more questions, sharing insights that are only possibilities. Using open ended questions is important with prekindergartens. Using thoughtful language as we teach is crucial to helping stimulate children's thinking."

While Fountas and Pinnell directly site thinking about prekindergartens I think this could apply to everyone of all ages. My thoughts are closer for using the jar in the classroom. I've gathered some picture book resources, and am using Wonderopolis posts to help foster the launch. Stay tuned.

OCTM 2011 - Building Number Sense

2011-10-14T15:08:00.002-04:00

What a great two days of learning and boy is my mind thinking about early childhood mathematics. Many of my sessions yesterday centered around number sense. I would like to thank Carl Jones, Anne Reynolds and Barb Weidus for each providing thought provoking sessions.

Carl Jones from Dark Co. and works with the IMPACT project said early on, "Early educators need more number sense lessons for the CCSS" (Common Core State Standards). This is very true for primary grades, especially kindergarten. He talked about students' sense of equality and the fact that they are not as good as this as teachers tend to think. He provided some research and date for student responses for 8 + 4 = ____ + 5. The findings showed as the students got older in elementary school the success for solving this problem decreased. This is a bit alarming. He also got us thinking about the English language and how it works against us in mathematics. Our names for numbers are against us for understanding the meaning or values of numbers. I think these two thoughts increase the urgency and need for number sense to be developed further than it has in the past with our emerging mathematicians.

Did you know when working with a number grid, there is a diagonal pattern from left to right where the number increases by the first single digit in the diagonal row? Did you know if you took a four square section of the number grid and added the two numbers diagonally in each direction the sum is the same? Would your students see these patterns?

Ann Reynolds from Kent State University started her session on number sense and said, "Counting to 100 doesn't mean anything, it's like singing the ABC." We all know in literacy students can sing the ABC song and not recognize letters or begin reading. I hadn't thought about this comparison from the alphabet to numbers before yesterday and think it will be helpful when having discussions with parents. Ann also shared students and families aren't playing dice games as much anymore and the visual identification for numbers on a die is essential in building number sense. She showed us several ways for students to visualize number collections organized with pennies on an overhead in a Quick Show format (a 3 second look). It's the important discussions afterwards guided with this question, "Did someone see it differently?" that helps our students begin building number sense. Students have to have a mental structure to see how numbers work and their relationship to ten. Here's another interesting thought - "Sometimes students don't focus on the math unless we push them." For example, she wished pattern blocks came in one color. It's too easy for students to refer to them by color rather than an attribute, informal, or formal names.

Barb Weidus, I believe is from Southern Ohio somewhere and does consulting through Curriculum Alignment Specialist provided participants with a plethora of ideas related to developing place value with a very heavy focus on building initial number sense. You can't go forward unless understanding numbers and their relationships as concrete for children. Barb too provided a reference to literacy. "Phonemic Awareness is a prerequisite to phonics and developing number sense is a prerequisite in mathematics." This comes from the work of David Sousa and his book, How the Brain Learns Mathematics. She spent a great deal of time talking with us about Subitizing, which is the sudden recognition of dot patterns for numbers without counting. One might want to use manipulatives but research as shown with manipulatives children tend to count the objects and not build the instant recognition. Subitizing begins with dots plates, moves to 5 frames, then 10 frames and random arrangements that are not linear. She provided language for classroom discussions with students, also - What did you see? How did you see it? The first question is looking for a number and the second is looking for an explanation.

This post is getting long but I hope you have gotten an idea or something to pursue further in your own work with building number sense and working with children.

Photo via Flicker and shimmertje

OCTM 2011 - My Presentation

2011-10-13T10:00:00.009-04:00

Today I had the pleasure of presenting at OCTM 2011 - Prime Time in Toledo. My presentation was Coin Identification, Values, and Other Standards, Oh My. Grades K-2 Creative ways to learn coin identification and values through games and hands on activities that are tiered allowing differentiation. Follow an experienced teacher's thinking through her journey helping students learn these state standards while revisiting other math standards.

For those of you who came to my session, thank you for joining me. I appreciated your willingness to be active participants and I hope you all walked away with one new idea or an idea you could tweak and make your own.

I had so much fun putting together my PowerPoint and thinking about years of working with children identifying coins and knowing their values. I have a lot I could say about this topic but I really think I should just share my PowerPoint and handouts. I wanted to have things online for my participants to help save a tree and then I decided I would like to share and thank my PLN with these ideas.

You can find my presentation Coin Identification, Values, and Other Standards, Oh My via Google docs. I have also shared Poetry for coin identification. In my presentation I shared activities and games. I scanned those pages to share with you.

At my session there was a question about Children's Literature and titles I like to use. My presentation from 2010 started with quotes for using Children's Literature. Here is my session from last year with a list of books I enjoy using for math instruction.

The Public Librarian Visits Us!

2011-10-12T12:00:00.003-04:00

I have had the pleasure of spending a half an hour over the past two days with Mr. George the Librarian and I've enjoyed every minute. My students have enjoyed every minute. Mr. George contacted our school and wanted to come visit our kindergarten students with an invitation for a pajama party at the library to sign up and get library cards! What a brilliant idea. He is the public library manager of our quaint little public library and also has several other positions within this title. Mr. George came and read books to us but his style of reading is not like any other. He is over the top with animation, sound effects, body language, and singing. I don't think anything in technology can match what he does! I found myself mesmerized and it all seemed so natural. It was interesting to learn he has done a lot of reading and studying about children, behaviors, psychology and incorporated it into his work. My students were so excited about new books, his library, and hearing more from him next week. Reading and spending time with books should be exciting! I'm so grateful to have begun this relationship with another professional who has children and books at the forefront of what he does. Thank you for becoming a partner with us and extending our learning to your quaint little library.

Poetry Friday - Target and "Haiku-pons"

2011-09-16T05:00:00.003-04:00

from Margot Wolf at flicker

a soft, cushy roll

is a cozy, happy joy

sweet squares of heaven

Author - Target

I got home last Friday to find a coupon flier from one of my favorite stores, Target. On the inside page, they define a Haiku-pon as "Poetry and savings in one. Haikus are three-line poems with 5,7,5 syllables. Every coupon used makes a new haiku, so get clipping, creating and saving." I wish I was teaching older students to use this as a mentor text with. I'm wondering how I could take something so every day, so not very exciting and write a poem to celebrate and honor those things we probably take for granted and under appreciated.

You can catch Poetry Friday this week at The Poem Farm, thanks Amy for hosting.

Literacy Beginnings

2011-09-15T05:00:00.000-04:00

Literacy Beginnings by Gay Su Pinnell and Irene C. Fountas got a lot of attention this summer as Literacy Beginnings Blog Party was hosted by several bloggers. I read several posts and thought I could gather some new information for myself and maybe some ideas to refine my current thinking. I got both and am so glad I've read this text. I think it's important to know where our children are coming from and this text includes many ideas relative to kindergarten. I do think this text is must read for beginning teachers of young children. It is packed with researched backed thinking and best practice.

My favorite chapter was, Promoting Constructive Learning: Engaging Children in Inquiry. I think I knew this but never thought about putting it in print. There are two types of inquiry: information seeking and wondering. I think information seeking is easily understood. I loved this writing about wondering, "You might never know the right answer. The goal is often the pleasure of the process itself - speculating, asking more questions, sharing insights that are only possibilities." I think the inquiry part of young children is often the best part if we take the time to embrace it within the mandates of education right now.

I found this book full of new titles for me to use with my students for a variety of reasons. I loved reading even with emerging readers, "Reading is thinking." Often one we read and hear about this for transitional readers. Often when I read a book, I'm looking for things I could implement or enhance my work with students. I loved the alphabet linking chart in this book for a few reasons. It's in color. It had two picture clues for vowels, c, and g. Each picture clue was also labeled with the word below the picture. I ordered it for my classroom and another one to cut apart so my word wall headers. I'm also interested in using the concepts about print assessment described on page 224. I also love the questions they provide to help the teacher assess a student's learning during a component of a reading/writing workshop. There is a collection of poems/chants to support literacy learning within the classroom. This is just a small snapshot of this book. I felt this text help ground my thinking about early literacy.

Howard B Wigglebottom Learns to Listen

2011-09-14T05:00:00.006-04:00

Howard B Wigglebottom Learns to Listen has a note from the author on the front inside jacket flap. Howard Binkow writes, " I used to get into a lot of trouble because I didn't listen very well. Since I learned how to really listen, I get into much less trouble and have a lot more fun. I want to help as many children as I can to become better listeners." The character, Howard B Wigglebottom is rabbit and we all know rabbits have big ears and one might think that makes them good listeners. That isn't the case here. Many scenarios happen where Howard's friends try to warn him something semi dangerous might happen but he doesn't listen and some unfortunate things happen. After quite some time, the teacher asks Howard to take a time out and starts to feel sad. He thinks about his actions and decides to start listening more. The reader then follows Howard being a good listener with many positive things happening. At the end of the story there is a great list of tips, How To Be a Better Listener and then a set of discussion questions for each page of the story. I find listening is something I have to be very explicit about in kindergarten. It's hard to be one in a larger classroom for the first time and this is a great mentor text to help us think about our own listening. Young children love having a book character to connect with.

How Will I Get to School This Year?

2011-09-13T05:00:00.002-04:00

How Will I Get to School This Year? by Jerry Pallotta is new this year and begins with a child stating they are tired of riding the smelly school bus. It's the night before school and little girl begins brainstorming lots of different ways to get to school. They all involve a different animal. For example, "I'll swim to class on a hammerhead shark. But where will I park the shark?" The illustrations done by David Biedrzycki are funny and I think my students will giggle their way through this book at the thought of the unrealistic ways to get to school. A truly fictional piece to read while thinking exploring how we get to school. I do love finding books you can easily see children enjoy. I'm predicting this will be one of them.

This Is the Way We Go to School

2011-09-12T05:00:00.002-04:00

This Is the Way We Go to School, A Book About Children Around the World by Edith Baker has been a favorite of mine to use with every age group I've worked with. This book is a great springboard for children to think about and investigate this question, How did we get to school today? I love this book because it helps children think globally beyond their own daily life. When reading this book we learn some children travel by ferry, cable cars, horse and buggy, skis, Skidoo and more. I've signed up to participate in K Around the World via twitter and am wondering how our partner class gets to school. I'll have to remember to revisit this book as we learn from each other.

How Do You Wokka-Wokka?

2011-09-07T05:03:00.000-04:00

Movement is essential when teaching young children. I think it's even more essential at the beginning of the school year. I was excited when I discovered How Do You Wokka-Wokka? by Elizabeth Bluemle at the beginning of the summer. This book is about moving and dancing in all kinds of ways. When I opened the book, I knew this was going to be just too fun to read aloud. I actually have to concentrate quite a bit with the language as you can read from the first page.

"Say "HEY!" to your neighbors

up and down the blocka

wammy-lammy-wotcha-hoo.

Do your funky wokka,

get your dance on."

As the little boy travels through his neighborhood he asks several people how they wokka-wokka and their replies are fun and described with whimsical language. Here are a few language examples -

picka-pocka-ticka-tocka

put-me-back-in-wata-wata

rap-bap biddly-ap open-up-and-boppa

I just can't wait to see how my students are going to wokka-wokka. I also think this book is worth using as a mentor text for writing ideas. The author couldn't understand her nephew when he was two. He actually started asking people, "How do you wokka-wokka?" and they all replied with various dance moves.

30 Fun Ways to Learn About Counting

2011-09-06T05:01:00.001-04:00

In looking at the Common Core for Mathematics, I am excited about the changes for kindergarten. I love the idea of kindergarten being the only grade level with a Counting and Cardinality Strand and this focus for kindergarten is quite different than what Ohio expected for kindergarteners previously. Therefore, I started searching for new resources and found 30 Fun Ways to Learn About Counting by Clare Beswick in my Internet shopping cart.

As the titles suggests, there are 30 activities to promote and engage counting with children. Here's a progression of counting I was able to "pull" out of the book's introduction.

-students match, sort, group pictures and objects

-students then count groups and attaches number words to describe quantities

-students will count one to one

-students will glance at a group and identify quantity visually

-students guess and estimate visually quantity while then counting to confirm

-students are then able to use mathematical language for comparisons

The introduction of this book is filled with wonderful tips and reminders to promote counting. Clare provides a list of items children should use for counting while also including a list of ways students can record their counting. Counting is most often a verbal skill but so much of our mathematical work needs to be made visible for others, I just loved this list. I found her list of Essential Attention Grabbing and Keeping Tips helpful. It's a great list to remind us to vary our ways grasp our students attention.

Each activity is organized with a focus. Followed by a list vocabulary, what you need, and what you do. However, we all know in any given classroom we will probably need ideas to take the main idea of a lesson further for some students. Clare provides us with ideas for taking an activity further. She also guides us with a section guiding our teaching observations for things to look, listen and note. Helping us grow as mathematical observers. As if we needed more, there is even a section on more ideas to vary the original idea. This is all within a two page spread.

This book is filled with so much valuable information. The activities are very hands on with everyday objects. They often require movement and motion which we all know young learners appreciate. I also found myself wanting to share with title with my special area teachers. They are often looking for ways to collaborate and I think letting them know about the new expectations with counting could help them become more of a partner in our mathematical learning this year. I can't wait to try everything but these are a few I will definitely get to first; Spotted Dogs, Beat that Drum, Hip Hop Bunny Hop, and S-t-r-e-t-c-h! I think many of the activities could become part of our morning meeting.

My Pete the Cat shoes are a HIT!

2011-08-29T22:31:00.000-04:00

Here they are, my PETE the CAT shoes. A wonderful raspberry color and I found them on a great sale. Why raspberry? It was/is a fun summer color. It's warm. It reminded me of raspberry sherbet. The price was right. Also, they are comfy and looked darling with any dress. Was it worth it? Yes! My kids love them. I wore them the night we met and the first day of school so they could find me. There was actually disappointment when I didn't wear them the second day of school.

We've been singing and rereading both Pete the Cat and Pete the Cat Rocking in My School Shoes. You can hear students singing during math workshop while we explore our math manipulatives. As I've been reading and rereading my mind started wondering about the writing of these two books. Is it intentional for Pete to be wearing red shoes while he is rocking in his school? His white shoes turned red first. If so, will his next adventure happen while wearing blue shoes? YES, I'm already requesting a new book about PETE. I also think PETE and Eric Litwin need to join twitter, I would follow them!

I hope your year is off to a wonderful start, mine has and it's busy. Enjoy!

August 10 for 10: Reflection

2011-08-16T00:21:00.000-04:00

I just wanted to thank everyone who has stopped by and enjoyed our August 10 for 10: Picture Book event. If you shared a top ten list, they are just fabulous and a great resource for us to turn to. I loved reading so many personal insights for the books chosen. It was fun to see books appear on more than one list. It was fun to read the different ways people collected their books. It was fun to meet new people via technology. With such a wealth of book suggestions I started out handwriting a list of books that were new to me. I also said I wasn't going to buy any books but could use the public library. Then I got excited about books and made a plan. Amazon does a three for four deal on paperbacks and wham! I was over at the amazon.com website in a flash. My goal was just one three for four grouping, four new books and this was going to show control. As I typed in titles many came up only in hard back and I passed right over those. They made it to the library list. I was really going to be able to keep to my three for four goal until, one hard cover book was a super deal. I just couldn't pass it up. A principal bought it for every teacher in her building, a picture book, a mentor text for student writing. I had to buy it and if you search the JOG you too will find the one book I got. I slightly fudged my plan. A huge shout out to Cathy for helping make this event happen, I couldn't do it without her.

August 10 for 10: Picture Book Event is Here

2011-08-10T00:01:00.001-04:00

Good Morning Everyone, it's going to be a great day! It's August 10th, 2011 and that means Cathy at Reflect and Refine Learning Building a Learning Community and I are here to host our second annual 10 for 10 Picture Books blog sharing event. I've been thinking a lot about top 10 list. In the music industry it changes weekly. I'm not that flexible or fickle. I like routine, I like what feels good, I like what I know but I am willing to change and seek new ideas. When I first looked at my list from last year a few days ago I gave a big UGH and closed the screen. Last year it was interesting to follow other's thinking and read the personal spin they took to a top ten list. I went shopping to IKEA with Cathy and she mentioned she had a focus for her 10 for 10 but never led on to what that was. I instantly thought, I don't know if I'm ready for a focus. To be honest, I don't know if I can change my 10 for 10. Let's see what happens.

My list is not in a ranking order, I've just numbered them to make sure I stop at 10!

1. Brown Bear, Brown Bear, What do you see? by Eric Carle changed my life in college and has to STAY! I was sitting in my reading methods course at SUNY College at Buffalo when Dr. Phelps read this book in class. I was introduced to a predictable pattern, shared reading, Eric Carle, collage hand made papers, turning the page slightly ahead of the text to encourage student participation and I'm sure much more. I remember thinking this was much more fun and engaging than the basal readers and reading groups I grew up with. I've never had a group of students who didn't fall in love with this book. It has to stay because reading this book is one of my fondest memories to each of my three daughters who are now bigger and I'm sure took turns reading it to each other at some point in our journey together.

2. Suddenly, is a book I found last fall and knew the minute I finished reading it with my students it would be a NEW additon to my list. Suddenly! by Colin McNaughton is perfect for helping kindergarten students think about predicting. The text is larger in size. The illustrations are very supportive to the text and using our picture clues to understand the story is essential. The text also has a pattern and would allow us as writers to think about the word suddenly and what happens following that word each time. The rest of this post was written November 10, 2011.

3. Me Hungry! by Jeremy Tankard is a complete delight to read and use with students and has to STAY. I reviewed Me Hungry earlier last year and it was a hit in our room right away. I instantly thought this book would be great for my boys and found out boys and girls would both enjoy it. I find it's easy for me to pick books in general for the entire audience and easy for me to pick books for girls in mind. My three daughters make that easy. However, this is probably the first picture book that wasn't nonfiction I thought my boys would like.

4. The Three Bears by Byron Barton has to STAY. I just enjoy reading this book to students. The text is simple and repetitive and for whatever reason my inflection I think the simple collage technique is an easy one for students to see and replicate. I love to help children figure out there's one color for each character that gets repeated in clothing and objects. My two classes shared creating retelling murals this year using Byron Barton has a mentor and then we interactively wrote our text. These were beautiful pieces of collaboration and fostered so much literacy learning.

5. I feel a bit risky putting a NEW book on my list I've never read to students but I have that much faith in this book to say it's going to be a top 10. I've been to New Hampshire five times and each time I hope, wish, and actively look to see a moose in the wild. I've seen moose crossing signs and my hopes get higher. Each time to be slightly disappointed when I realize another trip has gone by and I haven't spotted a moose. So, imagine my excitement and overwhelming joy when I found this just right book I could highly connect with!

Looking for a MOOSE by Phyllis Root is hysterical to someone in my situation. After reading the first two pages, I bought this book to share with my students and my family, without reading more. You can read the rest of this original post from July 9, 2011.

6. Cornelius P Mud, Are You Ready for School? by Barney Saltzberg has to STAY. As we reread this book together we really notice humor within the illustrations and have to infer. We can do so much thinking within what appears a simple emerging reader text. Cornelius is a great character for young students, they can connect with him. He has three books, a little series for young readers. Which opens doors for more books for my readers.

7. NEW! Pigs to the Rescue by John Himmelman is funny and had my young readers laughing. This laughter was a sign of comprehension and enjoyment. What a great combination to achieve together. Farmer Greenstalk and his family are having all kinds of problems on their farm. Each day of the week presents a new problem for the farmer, his wife, and their son. When each problem happens a group pigs come to the rescue with creative solutions. For example, one day Mrs. Greenstalk found a leak in her garden hose. When the reader turns the page they discover pigs in bathing suits carrying buckets of water and a swimming pool above their head filled with water. My students loved the repetition on every other page, "Pigs to the rescue!" The pigs continue to get funnier as the story progresses. The Greenstalks run out of milk for their last problem and they freeze hoping the pigs don't come to the rescue. The pigs don't come but someone else from the farm does. I'm excited to share there is a Chickens to the Rescue and soon to be released, Cows to the Rescue.

8. Big Mama's by Donald Crews is one of my favorite mentor text for writing and gets to STAY. He writes about things from his own life and turns it into a story for others. Visiting Big Mama is a pretty normal thing to do and our children need to see writing about everyday things can be just right. It's also a great book that easily fosters conversations for students.

9. Wilfrid Gordon McDonald Partridge by Mem Fox is about older people, it's about spending time with them, it's about memories. I want it to STAY. Memories give us ideas for writing. As in this story, memories help us remember. I think we need to work harder and bridge the gap between our young and old. I think we need to work harder as a profession helping students make writing easier by writing about memories and what is known.

10. Pete the Cat by Eric Litwin was on my list last year and has been slightly moved over by this NEW Pete the Cat Rocking in My School Shoes! (Both titles link you to my original posts for these books.) I honestly had a dream two nights ago I went to school and the room was filled with parents and students. The room was set up but I had no handouts, no sign up sheets and really no introduction to kindergarten speech planned. It bordered a nightmare and as I conclude this list I know just like Pete the Cat says, "because it's all good." the next couple of weeks will all work out, it always does.

I'm so glad you stopped by. If you are joining us this year please let us know. You can let us know by leaving a comment on our blogs. You can let us know via twitter @cathymere or @mandyrobek. We will then connect all of our list via a Jog. Make sure you settle in with a large class of water to stay dehydrated, I think the Jog will be a long one with lots of interesting things to view.

Poetry Friday - Pooh filled with Poetry

2011-08-05T07:56:00.000-04:00

What shall we do about
poor little Tigger?
If he never eats nothing he'll
never get bigger.
He doesn't like honey and haycorns
and thistles
Because of the taste and because of
the bristles.
and all the good things which an
animal likes
Have the wrong sort of swallow or
too many spikes

I am so excited for the upcoming school year for my B. She is going into third grade and is definitely a transitional reader. She found the book, The House at Pooh Corner by A.A. Milne at the library and wanted to read it before going to see the new Pooh movie. We have previously read Pooh stories organized as individual picture books or early readers when she was younger but not in this true chapter book format. I was surprised she was interested in Pooh but not really when I see the organization of this book and have had conversations with her. It's not an easy text and the characters are really fun to talk about. It's filled with poetry via songs Pooh creates and B loves to write her own songs and sings to anything on the radio. She also began walking around the house saying, "I feel like Pooh." Which lets others know she is feeling a little bit hungry, Pooh is always hungry for honey.

I also found some poetry writing advice from Pooh I'm going to save to share with students. "It's the best way to write poetry, letting things come." That is a little writing gem from A.A. Milne. Thanks for letting me discover it with you B.

Thank you to Libby for hosting at A Year of Literacy Coaching.

Pete the Cat Rocking in My School Shoes

2011-08-02T22:09:00.001-04:00

I just can't withhold my excitement! Today in the mail Pete the Cat Rocking in My School Shoes by Eric Litwin arrived at our door. Tonight for bedtime we downloaded the song, listened, read, and were rocking to the beat. Eric Litwin has done it again. He has created a jazzy tune about a blue cat that captures the hearts of readers. I didn't think anything could be better than the original Pete the Cat, until now.

I instantly knew I've found THE book to read to my students the first time we meet on August 18th in the evening. My students will come with their parents to see the room, do a scavenger hunt, and listen to Pete the Cat Rocking in My School Shoes. Then I do a little orientation with parents.

In this new adventure, Pete the Cat is rocking at his school. Pete the Cat rides the Cat City Bus with his orange backpack and green lunchbox. Two important things needed for that first day. I think children will find comfort in this book. Pete has never been to the library. Pete has to eat lunch in a loud big room. Lots of kids are on the playground running. Pete does a few other things our students will do in school. On his journey the reader wonders, "Does Pete worry? Goodness, no!"

At the end of the story we get to meet Pete's Mom and I love how she comes into the story, like all moms do at the end of the day. I have my black dress already picked out for this evening but now I have to shop and get my own Pete shoe's for school. I borrowed gray shoes from my daughter last year but this is going to need something a bit splashier. We will be rocking in our school shoes this year. My head is already thinking about collaboration with our music staff and literacy extensions.

I was a little bummed I missed the release date for this book but am grateful to my friend Franki. I also thought her post, PETE THE CAT: ROCKING IN MY NEW SHOES was so well done I didn't need to do one but my excitement won out.

RRRALPH

2011-08-01T08:43:00.001-04:00

RRRALPH by Lois Ehlert was a great book I picked up the weekend before school got out and one I found kindergartners really enjoy. It was a great book for me, since we had just rescued our second dog, C. Lois Ehlert is an author I'm always drawn to with her collage illustrations. She is a mentor for children with her written work and illustrations. She uses paper but also other objects often thrown away for details. Have you ever thought about crumpling paper and then flattening it out for texture? Have you ever thought about tearing paper for a torn edge look? Have you ever thought about getting a tool that corrugates your paper, there is one at your local craft store. Have you ever thought about using a pop can tab as the nose of a dog? RRALPH will give you these ideas and more.

RRRALPH is the story of a talking dog. The narrator shares different things they do for Ralph or Ralph does. Each time a question is asked and Ralph answers in typical dog sounds. My students LOVED figuring out how the question matched each typical dog voice, making this a great book for readers to play with words and language. Here's a one example -

I think Ralph needs a long walk in the woods.

How's the path feel on your pays, Ralph?

ROUGH ROUGH

Poetry Friday - NOW

2011-07-29T05:01:00.003-04:00

Now
by Regie Routman

What do you love to do?
Make time for it.
Work will be there
Always constant
But
Love is fleeting
So is a sunrise
The bloom of an iris
A walk in the park
A child's laughter
Time with a friend

What do you love to do?
Go do it, savor it
Now

How many times do you read a professional book and the last chapter is titled, Live a Full Life? Earlier this week I reviewed Teaching Essentials by Regie Routman where you can find this last chapter and this poem. I always look forward to vacations from school because I find time or make the time to enjoy and make my life fuller. But, why do I wait for these breaks? Regie has much wisdom on life in this small chapter. I need to remember, "I am a more interesting person if I have stories to tell that are not just about school." I hope to revisit this poem when I need nudging away from school to be a better person.

You can find Poetry Friday at Book Aunt, thanks Kate for hosting.

Pencil and Paper Games for kids

2011-07-28T12:01:00.002-04:00

Pencil and Paper Games for kids by Jane Kemp and Clare Walters was a great little discount find on vacation. This collection of games is geared for children 3-11. I picked it up to find things to use in my classroom for my Family Math activities but found many more things I could use in the classroom. Our earliest writers might benefit from Chapter One, drawing activities. Our early readers through transitional readers might benefit from Alphabet and letter games or Word games. I'm thinking these might be one way to have parent volunteers spend time with students. There is a chapter with Number games. I think older students will enjoy the Tricks, jokes and illusions intriguing. Even our social studies experts can find games that use maps, mazes and codes.

I think it's important for students to play games with others for interactions with people. I think it helps with thinking, often strategically. I think it's important to show students paper and pencil can be a lot of fun. You will find some classic games you may have forgotten, Word within words. There's a new name for the game, Boxes - Lion and Tiger. Something that is nice for the reader is each activity starts with the age range, number of players, and what you will need. Enjoy!

Teaching Essentials

2011-07-27T23:05:00.000-04:00

Teaching Essentials by Regie Routman had been in my to be read pile for quite some time. When I was packing for our vacation two days after school got out, I was purposefully going to pack non teaching books. I was trying to convince myself it's good to walk away. However, when I was gathering my books Regie Routman called my name. She's a thinker, she's global and she's always confirmed my thinking about teaching while stimulating my thinking. I'm so glad I made Teaching Essentials a vacation read.

I found these quotes helpful as I was recovering from the end of the year "crash" and actually got me excited about the following year.

-"Every child has strengths; we just need to see them and begin our teaching there."

-"Once children enter the doors of our schools and classrooms, we have an obligation to ensure they reach their fullest potential. We need to see each child as capable right from the start."

-"Once we tap into a child's interests and provide the necessary demonstrations and support to help him write, success can come quickly."

-"I believe that effective teaching is about hearing all the voices-making sure that every student is valued, hear, and respected and knows that his or her voice can make a difference."

-"We need to do everything we can to show students what is possible, through the stories we tell, read, and write with them and through the literature we use to teach reading and other core subjects."

Regie encourages teachers to become smarter. She encourages teachers to get involved with professional conversations, align our beliefs with our practices, and repeatedly encourages our work to be meaningful, engaging, and important. If we can achieve this, we can conserve time and energy. Regie encourages us to teach whole-part-whole and guides us through this thinking with her optimal teaching model. My favorite section is Start with the Student, Not the Standard. This text also covers assessment within our teaching and suggestions for analyzing student work while providing feedback. Another reason to look at this text is the guidance from Regie for creating independent, self-directed learners. This book should not have sat in my to be read pile this long.

Let's Make Rabbits

2011-07-26T08:15:00.000-04:00

Let's Make Rabbits was a to me book created by Leo Lionni. I was intrigued by the front cover when one rabbit is created with collage and another one is outlined in pencil. The book begins with a pair of scissors and a pencil asking each other what they should do today. The reader will notice a collection of warm subtle tones of various papers on the right side of the page. The pencil drew a rabbit. The scissors create a rabbit. This makes a great mentor text for collage. In a one page illustration the reader can see the various parts that were cut out to make a rabbit. The two rabbits are best friends and get hungry. The pencil and scissors each create a carrot. The rabbits rest. I do enjoy the various positions the rabbits are in to give students more ideas for their own creating. Naturally the rabbits are hungry again. They discover a real carrot and know it's real because it has a shadow. They eat it. Can you predict what happens next?

I love creating in different medias. I love to show students how to create. I think it's important for us to try and offer various materials to show and demonstrate learning.

Little One Step - Join Us

2011-07-25T07:58:00.001-04:00

I hope you have seen Cathy's post - Let's Chat About Conferring with Patrick Allen. I'm really looking forward to chatting with him and other participants and anyone who wants to join about conferring to conclude our Book Blog Chat. It feels like we've come full circle via Twitter to communicate beyond reading a book alone. We've all been inspired by Patrick and his gentle, soothing writing. He had this tweet over the weekend, "#cyberpd Humbled. All your blogs have inpsired me! An honor to be a colleague among great thinkers!" I think we will have some great conversations tonight all within 140 characters per post!

Little One Step is a picture book Patrick recommends for introducing the gradual release model to students. In a very quick summary the Duck family gets lost in the woods. Little One just doesn't think he can take another step. His legs are just too wobbly. With guidance and encouragement from his brothers he continues throught the woods, one step at a time. In kindergarten we really need to take one step at a time. I have found using a mentor text for many things to be very helpful in our journey of school life and learning. I can't wait to share this (new to me) book with my new friends!

Patrick writes this - "Little One Step can lead to a group discussion of the gradual release model. It is a perfect jumping -off point for a discussion of the model we use for our learning throughout the year. It is the perfect opportunity to talk about the talk that occurred between Little One Step and his brothers; the perfect juxtapostion (thank you Kindle for an easy definition) for the important role conferring plays in reader's workshop."

While reading this book and thinking about gradual release I found myself thinking about Conferring: The Keystone to Reader's Workshop and how this text has been a form of gradual release for my own learning. I'm glad I have Little One Step to remind me I can take things one step at a time this year.

Poetry Friday - My Grandmother a Poet

2011-07-21T23:53:00.000-04:00

A tribute

to a knight in silver armor

Who rode away

on a white charge

to a land of no pain

He left a void

where I will stumble along

Until we meet

at another time and place

Author - Geraldine G Lane

thank you flicker via kristymama3

I remember my grandmother having this poem read at my Grandfather's burial six years ago and realizing she was quite the poet, author, daily writer and I could learn from her. My grandparents had been married for maybe over 60 years. My grandparents were the boy and girl next door. My grandparents are wonderful.

My grandmother kept a diary all her life. It was part of her daily routine. She would sit at her desk each evening before bed and scribble - her handwriting was so small cliff notes about her day. She could pack a lot of thoughts into five or six lines of text. She traveled to my Ohio home twice once six years ago and then again three years ago for my birthday and she kept that routine. My aunt said in her care facility she spent at time she would take notes/drafts during the day and do a final copy into her favorite notebook at night. I love how she found writing daily in her life and this inspires me. My family is finding lots of writing and I have a collection to look through she left me to learn more about this amazing woman and writer. My grandmother passed away at the beginning of this summer, my heart has been heavy but her own words/writing let me know things are ok.

Thank you for taking the time to stop by and letting me "publish" my grandmother's writing.

Conferring: The Keystone of Reader's Workshop Part 3

2011-07-20T05:00:00.002-04:00

Our last posting for Conferring, The Keystone of Reader's Workshop #cyberpd is today, welcome. I have really enjoyed reading the same book with other people from a variety of places. I have really enjoyed the conversation and comments to help me think further and they also confirmed my thinking. I feel like I've gotten to know people better and made new friends. Thank you Blog Book Chatters for joining me on the journey. Also, thank you to Laura K for hosting this weeks sharing.

"We should observe children tinkering with words, sentences, and whole text. We should listen to children think while they explore as readers (each of us with a notebook and pencil nearby) and ask them to explain their thinking and reasoning to us."

I read this phrase early on in our reading for this session and loved it. I thought there are words here that included kindergarten/emergent readers. I loved the word tinkering. When I looked tinkering up at dictionary.com I found these two definitions applicable.

-to busy oneself with a thing without useful results:

-to work unskillfully or clumsily at anything.

I think tinkering implies my students should be messing about, exploring, and trying to work with words, sentences and a whole text. The definition guides my thinking further to understand the useful results from tinkering might not happen immediately which supports Patrick's slow down message. My conferring sessions may appear clumsily and unskillful but with time and experience I believe kindergarten students can and will show skill, strength, and understanding. If you've ever spent time with a kindergarten child then you will completely agree they can explain their thinking and reasoning. Oral language for most is their first strength.

I found the notion of walk-aways ("a tool or strategy used or discovered as students negotiate text and develop the capacity for independence, so that next time we meet and I ask, "How's iyour reading going?" they can tell me.") and the example chart a wonderful resource I think I will refer to during the year. I am wondering if my students will be able to hold on to their walk-away idea for two nights or more until they return. I wonder/imagine I will have to think aloud walk aways and with time I know they can pick up on it.

I'm going to continue pondering Patrick's list of Conferring Premises. I loved many of the ideas and wonder what I would change to make it my own as I think about K conferences. I think I will have get in school with students and do many conferring sessions before I tweak the original list to fit my room. Also, Patrick thanks for the laugh as I read a few of yours. I agree it's important to laugh while we work and find the humor in our daily lives.

My thinking is not ending but to close my posting I leave you with this from the text. "We need to slow down and get back to the business of knowing children, of knowing readers." I'm ready for this task now and can visualize it with better clarity in my kindergarten room.

Conferring Blog Book Chat Follow up Part 2

2011-07-14T23:58:00.000-04:00

I enjoyed keeping my end of the conversation going to #cyberpd last week, I thought I would do it again this week. If I was in a physical room with my Conferring Blog Book Chatters for, the conversation would probably go back and forth. We would probably take turns listening and responding. We might get excited and talk over each other or speak really fast. However, we aren't in a room together, we are in #cyberpd! So, I'm going to share some thinking I've had as I followed comments to my post from yesterday. It was so exciting to know other's were reading my thinking and took the time to respond. I really appreciate their efforts.

Cathy (Reflect and Refine) thank you for reminding me K conferences are going to be short and they should be short. I that is part of my internal struggle after five years in third grade. Teaching and learning is not always about length of time. I also love the idea and know I want to be up conferring during our independent reading time. My small group work is going to be at a different time this year. Rethinking we are together.

Debf (Primary Perspective) It's so nice to know I have a cheering section who believes I will strike a balance. We all need encouragement and support within our teaching. I'm also wondering if conferring is something I could blog or write about during the year with K. I think there might be an opportunity here.

Tony (Atychiphobia)- I didn't know you were married to a first grade teacher. How lovely. I think life with 5 and 6 year old children can easily feel like a ridiculous mess some days and that's when you take a step back, rethink and say tomorrow is another day. :) Two binders does sound crazy but with two classes and getting older in age, I've found some sanity with my organization to make one group my blue group and the other the red group. If you don't tell anyone, I even snuck around the building late at night when rooms were being adjusted to swap out my book boxes to have only these two colors. Believe it or not, I think it helps the kids and parents too.

Laura (Camp Read A Lot)- It's so nice to know others are thinking about the same things as I am. I had a conferring session this year where I learned more about the student that I had all year in guided reading. It was the side by side, one on one time that really taught me what this child needed and showed me he was struggling with something that wasn't showing up in small group instruction.

Jill (My Primary Passion) - Thank you for also thinking we can make a difference when things are short. They have to be with young students who are figuring out so much about school. Also, I think your reflection about doing more at the end of the year shows growth within a classroom reading workshop community. We always want growth and rigor!

Thank you Blog Book Chatters, I can't wait til next week!

Conferring: The Keystone of Reader's Workshop Part 2

2011-07-14T00:35:00.006-04:00

I would like to thank Jill for hosting Part 2 of this blog book chat around Patrick Allen's Conferring: The Keystone of Reader's Workshop. I finished reading Part 2 this morning and felt I needed to let my mind wander longer with my thinking. I purposefully haven't read anyone else's thoughts from my Conferring Book Blog Chatters in hopes to share my own original thinking. I know I will agree with everything they say but how can I apply Part 2 to my world.

As I read Part 2, I found myself easily applying every word to my third grade classroom from my past. However, that's not where I am now and I had to remind myself to focus on what could I take from Patrick's thinking into my room of emergent readers. As I was reading, I realized part of my struggle with my shift to kindergarten is missing the conferring piece that was easier with transitional readers and students that came daily. These ideas from the text helped me with my thinking.

-"The ritual of conferring is consistent, but there is a fluidity and flexibility of thought that continues to develop as we confer."

-"Your conference notes are solid testaments to the kind of formative assessment that can inform reading instruction."

-"Conferring allows me to gather written evidence as my students move along the gradual release model; conferring happens in the moment and so does assessment."

Hmmm, I first realized my conferring needs to be more consistent and yes balanced with small group instruction. I've struggled with wondering if they are as effective with emergent readers. My kindergarteners are babies and I say that with all due respect and affection. I've had kindergarten conferring sessions that have just taught me so much but they've been far and inbetween. When Patrick wrote, "Bringing the think-aloud into the conference is a technique to use when you first start conferring", I made this note...think alouds may need to be done much longer in a kindergarten classroom. Then Patrick quotes Lev Vygotsky, "What a child can do in cooperation today, he can do alone tomorrow." Tomorrow does not need to mean the next day. This all returns to the notion of slowing down.

So far, I've planned daily for small group instruction. I did a better job of conferring a little bit the second year but I'm thinking for the third year I need to know when I can/will confer and make it happen daily. I did it with every other grade, it only makes sense and I feel encouraged it's important with all readers. With two classes of children coming through my doors I need the one on one, side by side time to truly know individuals. I've known I've needed a Reading Conference Check Off form but seeing Patrick's with an official title just stared me in the face and I wondered why didn't I do that before? Every bit of organization is crucial in my world of two classes. I also love the idea of thinking about conferences as side-by-side and touchstone.

I'm also thinking I am going to have two binders for reading workshop (per class). One for conferring and one for small group instruction. Previously, I've put all that information on the same format for a recording sheet but now I think having a thinner binder focused on one type of documentation will be easier to use, manage, and think about. I loved Patrick's willingness to share his forms, share how a conferring session went in written form, and then show what his notes consisted of for that session. I might dabble with Patrick's conferring form as he suggests the reader does and I loved he asked his readers to include adapted from on their own pages.

I'm sure other's have shared about Patrick's RIP format, his thoughts on rigor, assessment, and 3 cheers for the section, How Might We Make Note of What We See and What We Learn, all in the name of data and children. I can't wait to see how Part 3 is going to impact my thinking.

Cat in the Clouds

2011-07-12T22:17:00.000-04:00

I think this is a great book to generate interest in weather, especially for older students. The dedication page sets the tone for the reader to want to know more about weather, Mount Washington, and meteorologist.

"Since 1932, a handful of hardy meteorologists - and courageous cats - have lived at the Mount Washington Observatory, known as the "Home of the World's Worst Weather." Heavy snow, freezing fog, and record-breaking winds make the summit of New England's highest peak an ideal location for studying the elements."

Cat in the Clouds by Eric Pinder is the story of a cat who shows up at Mark and Susan's home. Nin, gets along with Mark and Susan but not with the two house cats they already own. Mark decides to take Nin to Mount Washington. As the reader follows Nin's journey to Mount Washington these words may peak interest for further discussion and thinking; snow tracker, parka, observatory, weather instruments, white flowers called Diapensia, cold front, and various weather words. While Nin stays warm inside he watches humans try to play a game of walking on the deck with winds stronger than a hurricane. His human friends also use their arms like sails to sled across the deck on snow and ice.

The appendix provides the reader with more information on various cats that have been "mascots" on Mount Washington over the years. On April 12, 1934 an incredible storm was witnessed with winds recorded at 231 miles per hour. Luckily for my friend and I we had a beautiful day as we hiked Mount Washington this year. She is from Colorado and does this sort of thing all the time. I however, living in Ohio decided to make this my first mountain hiking experience and I am happy to say we made it to the top and I bought this book, elevation 6288 ft. You however, do not have to hike Mount Washington to find this book.

moon loon

2011-07-11T22:22:00.004-04:00

"I recently took a trip to New Hampshire for a week on Lake Winnipesaukee. It was very peaceful and I got to watch loons. A loon is special bird that dives to eat fish. In the summer it migrates to fresh water lakes to raise their young and in the winter they migrate back to the ocean."

Taken from my letter to families introducing myself before school starts. A side note, I have always sent new families a letter introducing myself, mentioning a few things they may need to help them at school, a few hopes I have for the year. I think it's really important for parents to know a little something about the person they are trusting to spend that first day of school with, at any grade but even more so in kindergarten.

When traveling, it's always fun to find books special to that area to learn more about where we've been and help us collect memories. I was thrilled to find moon loon by Sandy Ferguson Fuller to help talk to my students about my summer. The story starts with a little girl wondering why the loon she observes cries/wails? She continues to wonder more questions sharing bits of loon information which leads to further wondering. For example, "I know that loons will mate for life. Where is your wife?" The girl shares information she knows based on observations through a short verse, often in a poetic form. At the end of the summer the little girl and the loon will part. The girl leaving the lake to her home and the loon returning to salt water, ocean waters. The girl continues to pose questions about their time apart and the ending is the start of the following spring. The illustrations are beautiful and just enough to share with my new students about the fascinating bird, that swims and isn't a duck.

My own great vacation observation was having a loon swim close to the dock and watching it swim completely under the clear water. Their sound is peaceful to hear at night or in the early morning as it echos across the lake. I was then surprised to hear my family has seen them in the Finger Lakes Region just last summer. This seems a bit inland from salt water. That's a wondering I have.

August 10 for 10: Our Second Annual Picture Book Event

2011-07-10T21:59:00.002-04:00

"If you ever get to the point where you think you have it all figured out, it is time for you to quit." Patrick Allen was given this advice from his supervising teacher during student teaching and shares this pearl of wisdom in his book, Conferring: The Keystone of Reading Workshop.

Well, I'm here to say I don't have it all figured out. I keep evolving as a teacher. I keep finding new picture books to share. Some of these are old. Some of these are new. Some of these are borrowed, I'm not sure if any are blue. Which leads two friends to join forces for August 10 for 10: Our Second Annual Picture Book Event.

Here's a little history of how this blog-o-sphere event got started last year. My original thinking and my partner Cathy Mere at Refine and Reflect: Building a Learning Community, original thinking from 2010. It was such a pleasure to have Cathy contact me about my own thinking. Sometimes it's easy to doubt our own knowledge and strengths. Cathy kept probing and with gentle nudging got me thinking I might have ten picture books I've couldn't live without. She does know how to build a learning community, what a great title for her blog! So, there we have it we wanted to know what other teacher's couldn't live without in their classrooms. We wanted to learn and gather more books to use in our own classrooms. We wanted to connect with bloggers who also enjoy children's literature.

I was surprised this past November when I tweeted Cathy to say I found another book for my August 10 for 10 event. After using this book in my classroom I knew instantly it made my list. She was chuckling in the background and I'm not sure she believed I was thinking about it so soon. As I said earlier, my thinking is evolving so it makes sense my list of picture books would also evolve. I've taught K again for the second year and with more experience everything gets better. Right now, all I can tell you is I have one that will remain on my list from last year and I have one new one. What would you put on a list of ten picture books you couldn't live without?

I am borrowing Cathy's words, I couldn't say it better.

Join UsPass the news along to your friends and join us August 10th for a virtual picture book party! You might want to save your money as last year this event resulted in some new picture book purchases. Contact us on our blogs, on Twitter (@mandyrobek or @cathymere), or by e-mail to let us know you are joining this event. On the day of the event - August 10th - we will be linking all the "must have" posts. Can't wait!!

Looking for a MOOSE

2011-07-09T21:10:00.001-04:00

I've been to New Hampshire five times and each time I hope, wish, and actively look to see a moose in the wild. I've seen moose crossing signs and my hopes get higher. Each time to be slightly disappointed when I realize another trip has gone by and I haven't spotted a moose. So, imagine my excitement and overwhelming joy when I found this just right book I could highly connect with!

     a long-leggy moose -
          a branchy-antler,
              dinner-diving,
                  bulgy-nose
                     moose?

"No! We've never, ever, ever,
   ever, ever seen a moose.
      And we really, really,
           really, really want
               to see a moose."

This book was calling my name. The children journey through the woods, swamp, bushes, and hillside. The rhyming and descriptive language is so fun to read! At times, if I don't watch the rate in which I read, it feels a bit like a tongue twister. I think this book would be a great example for a writing mentor text too. You just have to read an example -

"We wade in the swamp -
Squeech squooch!
Squeech squooch! -
the sloppy-gloppy, lily-loppy,
slurpy-glurpy swamp.

I know my young students will be excited to use their picture reading skills to see how illustrator Randy Cecil has placed hidden parts of a moose or two along the journey in the background. This caused great excitement for my grown up friends I read to on vacation. The ending of the story is just what I hope to have happen one day.

Just a quick shout out to a great independent book store I always visit when in New Hampshire, Innisfree Bookshop at Mill Falls Marketplace, Meredith. They don't have a website or I'd show you a link. Maybe next time a little photo will have to be taken.

Conferring Blog Book Chat Follow up

2011-07-08T17:09:00.005-04:00

If I was in a physical room with my Conferring Blog Book Chatters, the conversation would probably go back and forth. We would probably take turns listening and responding. We might get excited and talk over each other or speak really fast. However, we aren't in a room together, we are in #cyberpd! So, I'm going to share some thinking I've had as I followed comments to my post from yesterday. It was so exciting to know other's were reading my thinking and took the time to respond. I really appreciate their efforts.

Tony (Atychiphobia)- Thank you for validating my thinking and sharing suggestions to help me achieve balance. I also appreciated you recognizing K can be a challenge.

Maria (Teaching in the Twenty First Century) - Thank you for making me feel better by sharing teachers of older students have similar issues.

Randi (Tastes like Chocolate) - I had to chuckle and could only wish to have a para professional in my room. I have tried a few ways to organize my data collecting, observations, and thinking. What I've returned to and continue to love is a three column chart, organized in a 3 ring binder. I've created a Google Doc as a pdf so you can see the actual form. Whether I'm teaching one set of students or two, as I do in kindergarten I've found I like to have all my thoughts for each child together. I find it hard to flip through a plain notebook and look for things for individual students. I use this recording sheet for conferring notes, kidwatching notes, guided reading notes, and further thinking I have.

Cathy (Reflect and Refine) - I am honored you'd hang my thinking in your room! Thank you for understanding my thoughts.

Shelley (Thoughts of a Teacher), Chris (Reading Amid the Chaos), Jill (My Primary Passion)- I found your writing so reassuring and as we ponder our own thinking and make it public it's reaffirming to know others understand.

Laura (Camp Read A Lot)- Thank you for sharing your friend's organization of having a separate independent reading time. I too have a separate independent reading time and love the feel of the room with any age group of readers. Last year I used this time for a guided reading group but it might make more sense to do think of it as my conferring time while the are all reading from their book boxes.

Shari (The Literate Mind) - I love the word urgency, that is exactly how I feel and constantly try to talk myself out of it (and others too.)

Debf (Primary Perspective) - You made me laugh out loud! I hadn't pictured my own writing as soothing, what a compliment that is. I do hope to provoke thinking, isn't that the goal of blogging and I am glad I'm reaching that small goal for you. Glad to be on another book journey together.

I'm sure all of these thoughts might have fit within the comment section to each of my commenter's but I wanted to share with everyone the power of doing a Blog Book Chat in helping each other grow.

Conferring: The Keystone of Reader's Workshop Part 1

2011-07-07T01:05:00.004-04:00

First things first, I would like to thank Cathy, Jill, and Laura K for hosting this blog book chat around Patrick Allen's Conferring: The Keystone of Reader's Workshop. It's been in my to be read pile for some time or I should say my Kindle wishlist and their idea made me take the plunge. Splash!

I couldn't put the first two chapters down! I find author's hook me by sharing tidbits about the personal life. I feel like I had a friend in Patrick by the end of of Chapter 2 and was ready to get to the nuts and bolts about conferring for Chapter 3. I found the first two chapters to be soothing and reassuring, just like I feel when I read books by Debbie Miller or hear her present. I enjoyed reading Patrick's reflections and I didn't feel rushed to read more pages to find out more answers. So far, the book feels more like a journey in helping me wrestle with an internal struggle of mine.

I have missed regularly conferring with students. I have missed...

-"Purposeful conversations that provided me with meaningful instruction-rich in strategy, inquiry, vocabulary, and skills.

-"...conversations that stretched my thinking and monitored my understanding."

-"Purpose is uncovered during the reading conference,..."

-"Conferring helps me find out new things about the reader and provides an intimate opportunity for a shared "coming to know"

-"Conferring helps me uncover a reader's learning in a manageable, thoughtful way while leading to documentable data..."

In kindergarten, I am still trying to find my groove and balance the organization within reading workshop with guided reading groups and conferring opportunities. I think guided reading is essential for emergent readers. I don't think it's the end all be all for emergent readers. I miss the amount of conferring I did with third graders. I am wondering and want to keep reading to see what Patrick might suggest for emergent/young readers/teachers.

I think the the first thing I've taken away from reading Part 1 is the guidance and need our students have to make a workshop model a success within a classroom community. Patrick is very explicit at the beginning of his year. In kindergarten, we have to be very explicit with everything to establish our routine, community, and learning. Patrick is explicit as he starts his year with conversations about stamina, trust, respect, endurance, and responsiblity. He provides questions to help you dig a bit deeper with your students during conferencing. He provides mentor text for endurance and gradual release. I think it's important and I've found it successful to explain to students what we are going to do in various parts of reading workshop. There are teacher expections and student expectations and Patrick shares them with students. I think it helps the students understand how they can use and interact within a workshop model. To quote Patrick, "learner's perception of who they are and what they can do has the greatest effect on what they learn." Patrick provides the reader with many of examples for nudging, guiding, and increasing independence. I know I learn more about a student by conferring, I know conferring is invaluable to help a student grow, I know I need to find a way to do both conferring with individuals and and strategy instruction in small groups with five days of attendance over two weeks.

If you, my readers have any thoughts, please let me know. Your thinking will help mine.

Math Workshop Resources- Dear Jean,

2011-06-30T23:15:00.000-04:00

While on vacation Jean left this comment to my blog.

"Cathy Mere (Reflect and Refine: Building A Learning Community) suggested that I ask you for a recommendation. I am looking for resources on creating a Math Workshop in my classroom. I have been doing Readers' and Writers' Workshop for several years. I want to stretch the format to Math. We use Saxon, but I want to restructure for the kind of learning I see in Reading and Writing. What books shall I read???"

Hands down, Jean I would use, read, borrow, collect books by the Math Solutions group which was all started by Marilyn Burns. I went to my bookshelf and found these four titles and didn't want to only represent one source. About Teaching Mathematics by Marilyn Burns is a great book to help grow a teacher's understanding about mathematics and has ideas for K-8. Another invaluable math resource is Teaching Student Centered Mathematics by the late John Van de Walle and comes in three different grade level bands. A new resource to me but one I am enjoying for the format of ideas and just filled with lessons is Hands On Standards by Learning Resources and available for specific grades. Now, back to Marilyn Burns and Math Solutions. She is the queen of teaching mathematics in a workshop format. Growing Mathematical Ideas is a series, one for grades K-4 and would be a great jumping point for a year of mathematics for any grade level. You can't go wrong with other books from this group either. They have some Math and Literature books, fiction and nonfiction with lesson ideas based on a book which helps a teacher feel like the are in the middle of literacy. I hope you have found these ideas helpful and enjoy your journey!

PS - I thought this was a great question for everyone with summer here to refresh our thinking.

Vacation Reading - Cesar's Way

2011-06-30T00:53:00.000-04:00

Life has been busy and in an attempt to find balance and telling myself it's okay to let something go, my blogging and sharing slipped. However, it never left my mind so I have lots to share with you and must start slow. When packing for vacation, I decided to pack books that I had in my To Be Read pile and nothing for school.

Before I can tell you about a book I read you have to meet this guy. He joined our family the Tuesday after Memorial Day. We weren't looking for a new dog or a second dog, but he found us. Back in 2007, after two years of not having a dog our family put in an application at Pilot Dog, Inc. right here in downtown Columbus, Ohio. It is a seeing eye dog training facility and has dogs that need rescuing. I honestly thought for some reason we weren't a good match for this organization since we never heard from them. It just takes almost 4 years to get a call. He is purely delightful! My 8 year old can walk him in a heel through the neighborhood. He fetches and is loved by all! I am so glad my husband pushed me a bit to get him.

In keeping all things fair, I have to share with you our first rescue who we adore. She had some service dog training for different reasons and was too friendly to continue. She is everyone's best friend. She brings us joy and crazy stories about her antics with food. She is probably more of your typical house pet and the reason I purchased Cesar's Way by Cesar Millan 3 years ago. However, I just got to reading this book and wish I read earlier. Yes, Cesar Millan is the Dog Whisperer on National Geographic TV Channel.

First, you must know this book is not a training manual. It's a book about understanding your dog starting with their pack instinct. Cesar believes in routine, I believe in routines! I'm not sure I have followed through as religiously with my dogs as they have aged and/or as more daughters were born. Excercise is essential according to Cesar and the first step in a routine for dogs. Followed by discipline and affection. He talks a lot about a calm-assertiveness with dogs and becoming their pack leader. Some of these things were familiar but not to the point of understanding through the psychology of a dog. The book began with learning about Cesar's journey to becoming the Dog Whisperer and I felt as if I was reading a biography. Connecting with a character to help understand his thinking. Just loved that! I immediately implemented some changes and have ideas to continue with for our journey with two dogs.

More Soon...

2011-06-22T22:29:00.000-04:00

I just got back from New Hampshire and have lots to blog about. Just need a bit more time to get my feet planted in the home summer schedule and get my ordering done for school next year. I never leave for summer with things undone but the minivan and family were leaving with or without me. Who could miss ten days with this view all day long? I hope your summer is going well.

Reflecting on Discovery

2011-05-15T22:34:00.002-04:00

Today, what I like most about teaching is my own learning. Things I learn in pursuit of teaching my students can be quite stimulating and rewarding. Something I've been missing in my own teaching life is the pure enjoyment of discovery and watching my students' pure enjoyment of discovery. I can't wait for Monday and again on Tuesday as 19 times 2 sets of friends see our learning in action. We now have 4 baby chicks. I"ve learned white light can make it hard for them to sleep and see. My husband bought a red heat lightbulb today and lamp for us. I had to dip their beak in the water and food to show them where it was and they are now eating and drinking on their own. Baby chicks can drown, it's not uncommon. They are active but need sleep and can quickly find it. They make an adorable chirping noise. Their feet are huge with toenails! I think I better go to sleep so I'm a little prepared for a day of discovery with my young friends. This is going to be great!

Ribbit Rabbit

2011-05-10T05:00:00.001-04:00

Ribbit Rabbit by Candace Ryan is a book meant for readers to have fun with language. Right away readers find out Frog and Bunny are best friends. They do many things best friends do. They go swimming, they fight monsters together and more but they don't always get along. Right there, I think many students could have a connection. We read about big and little things that come between them and how they solve their disputes. As the story progresses, Frog and Bunny "speak" to the reader. This is where children will love to play with words -

"Ribbit Rabbit.
Zip It, Zap It.
Ribbit Rabbit.
Wibbit Wabbit."

I found myself almost in a tongue twister and I visualize my room filled with giggles and enjoyment.

The Red Hen

2011-05-09T05:00:00.002-04:00

I was thrilled to recently discover another father/daughter collaboration for Ed and Rebecca Emberley. They have created a bright and bold retelling of The Red Hen. I find I can't resist their collage, big eyed characters. The story starts with Red Hen wanting to make a cake and the recipe's name is quite humorous, Simply Splendid Cake. If you are familiar with The Red Hen stories then you know nothing is done simply for the Red Hen or done with cooperation from friends. The familiar, repetitive pattern encourages readers to join in making this a great shared reading. I love to bake at home with my girls and bake/cook in the classroom. This book has a recipe for Simply Splendid Cake at the end of it. I better shop for the ingredients, I know B will want to make it at home.

Look See, look at me!

2011-05-06T05:00:00.001-04:00

Look See, look at me! by Leonie Norrington celebrates childhood and growth. This book is a great mentor text to help young children reflect on their own growth. The child in this book shares all the wonderful things they can do now that they are three. The text is repetitive and uses the sight word, can making the text easily accessible to emerging readers. I love the the things Leonie Norrington carefully selected to show growth. They encourage movement and we know how much young children love to move. How could they not move as they read, "I can run. I can jump. I can hop and wiggle." The book displays daily life of an Aboriginal community, making this wonderful contribution to a multicultural collection. I am wondering, what will my kindergarten students chose to include within their own, Look See, look at me!

Blue Chameleon

2011-04-20T05:00:00.003-04:00

I was thrilled to find another new book by Emily Gravett this weekend and I know my students will be too. She is a favorite author right now during our book look time each day. One of my little girls on T/Th walks around all morning with Apple Orange Pear Bear and reads it loud and clear. I think Blue Chameleon will also provide her the confidence and success she needs as an emerging reader.

I found myself right away feeling empathy for Blue Chameleon, the first thing he says in his speech bubble is, "I'm lonely." As we know chameleons do, he changes color and arranges his body to try and fit in. He tries to make friends with a banana, a cockatoo, a snail, a boot, a sock, a ball, a fish, a grasshopper, a rock, and a page with no success. He actually gives up. As we know, when we least expect it something good can happen and Blue Chameleon is no longer feeling blue. The speech bubbles continue on each page using a variety of ways to say hello. As Emily Gravett is known for in her writing style, one word phrases per page tell this story making it accessible and enjoyable for young readers.

Jump!

2011-04-19T05:00:00.000-04:00

Jump! by Scott M. Fisher was a great find this past weekend from our local bookstore, Cover to Cover. I love when I go to a conference and great books are right there for my viewing. I'm always looking for books my emerging readers can use as a shared reading and easily participate in. This book encourages oral language participation and participation through movement. My students will love to read JUMP! with energy and physically jump as each animal does in reaction to something that would scare them. For example, it starts like this...

"Well,
I'm a bug.
I'm a bug.
I'm a snug little bug,
and I'm sleeping on a jug.
Unitl I see a frog,
and I...
(turn the page)
JUMP!

You just have to pick pick up this book to see the other animals that jump in response to seeing a bigger animal. I can't wait to share this book later today with my students. I know they will be identifying rhymes with enthusiasm and enjoyment.

Interview with Franki Sibberson

2011-04-18T05:00:00.005-04:00

I recently had the opportunity to do professional development within my district using the text, Day to Day Assessments in the Reading Workshop: Making Informed Instructional Decisions in Grades 3-6 by Franki Sibberson and Karen Szymusiak. I was intruiged for two reasons. When I jumped up to teaching third grade for 5 years, this text was the foundation of my classroom and I knew the ideas within this book were important for early literacy. Since I knew the text, I felt I could reread it with a new lens and I was interested how someone would bring it down to support K-2 teachers. I would like to thank our instructor Tracy for taking the time to help primary teachers with additional research to support the ideas written by Franki and Karen related to early literacy. As our class was thinking and discovering this text, I started hearing thoughtful questions and asked my friend Franki if we could submit a few to her to answer. Thanks for stopping by today Franki, and for always being willing to help others.

What are your favorite online resources? (blogs, etc…)

I have soooo many favorite online resources. We are lucky to have lots of local bloggers as well as other bloggers who write about children and literacy. Some of the blogs I read regularly include:

All-en A Day’s Work http://all-en-a-days-work.blogspot.com//

AM Literacy Learning Log http://amliteracylearninglog.blogspot.com/

Carol’s Corner http://carolwscorner.blogspot.com/

Creative Literacy http://www.creativeliteracy.blogspot.com/

My World-Mi Mundo http://learnlovegrow.blogspot.com/

The Book Whisperer http://blogs.edweek.org/teachers/book_whisperer/

Jen Robinson’s Book Page http://jkrbooks.typepad.com/

Refect and Refine http://reflectandrefine.blogspot.com/

The Boy Reader http://www.theboyreader.blogspot.com/

Two Writing Teachers http://twowritingteachers.wordpress.com/

Watch. Connect. Read. http://www.mrschureads.blogspot.com/

Lit for Kids http://litforkids.wordpress.com/blog/

I.N.K. http://inkrethink.blogspot.com/

Kevin’s Meandering Mind http://dogtrax.edublogs.org/

I am sure I have left some out. These just popped up in my mind right away. There are so many great people who are sharing their learning and teaching. The ones I listed are mostly connected to books and elementary classrooms. I also love resources like Choice Literacy, Goodreads, and Twitter.

Are there particular mini-lessons that you do prior to book clubs to support book club conversations?
So many mini-lessons and experiences lead up to book club conversations. First and foremost, our read aloud time each day helps students learn to talk and create thinking that is collaborative. They learn in read aloud that our collective thinking is bigger and better than our individual thinking. I also do many mini-lessons that help kids practice building on each other’s thinking, getting ready to talk, changing your thinking as you read, changing your thinking as you talk, etc. My goal for book clubs is for kids to grow in their thinking because of what others say so I have to teach them to talk in ways that is more than taking turns.

How often are your read alouds purely for enjoyment?

Do your read alouds always have an instructional focus using the reader’s notebooks?

My read alouds always have an instructional focus in terms of I have chosen the book intentionally. But my goal is for the kids to participate in the conversation for enjoyment. Read Aloud is by far a favorite time in our day and I want it to stay like that. The teaching comes through natural conversations that the book chosen invites. I don’t have mandates for the reading notebook. My only requirement for read aloud is that the talk and writing somehow impacts their understanding and they have lots of ways to show me that it does. For some kids, talk is more important. For others, writing becomes more important. Read aloud offers an opportunity for them to try these things and to see the power of collective thinking and conversation. So, I would say all of my read alouds are for enjoyment but each of the books I chose is chosen intentionally knowing that it will invite certain types of conversations. I can’t justify spending ½ hour a day without being intentional about book choice. But, as I said, the kids don’t feel like there is an instructional focus. They are very in charge of the conversation and their own thinking. For them it is a powerful book talk every day. It is a big community builder too.

When brainstorming topics/lessons that the students would like to focus on for student-initiated small groups, how do you prompt or promote needed skills that you see in your assessments?
I don’t really have to prompt or promote needed skills for this. First of all, I want it to be authentic in terms of what students feel they need. I have learned over and over again that often, students have a need that I don’t really know about. My job, once they choose their group, is to then tie in the skills I know that they need. For example, if they need support in retelling and have signed up for a group trying to read and stick with more nonfiction, I may conference with the child to work on retellings. Or I may work the retellings into the nonfiction group by asking students to summarize book recommendations to others. I have found that after the first round of student chosen groups, students do a better job than I do of determining their need if this is part of the culture of the classroom. Then it is my job to fill in with the things I see that they haven’t identified. It isn’t an either or. I want to meet the needs that are important to them as well as those that I see. Since all groups are not student-initiated, this is not difficult to do. The student initiated process gives students the message that these groups are to help them grow as readers. So, when I initiate a group, they come to the group with the same attitude that they do the student-initiate groups because they understand the purpose. I am very honest with them about what I am seeing in their growth as readers.

Student choice and ownership is a big message throughout your book.
Do you think its possible for emerging readers to be successful with choice and ownership?

Absolutely! I think all readers can be successful with choice and ownership. I think the key is teaching them how to own their own reading and be thoughtful as readers. I think it also means expanding our own definitions of what we expect as readers. I believe strongly that kids need to read books at their level, but I also believe that they need opportunities to read books that are a bit easy and a bit difficult. I think there are many ways to grow as readers. I want all students finding favorite authors, rereading favorite books, knowing what to do when they are confused. For school reading to be authentic, I think it is critical that kids have choice and ownership at all ages.

You mention… ”We don’t meet with equal size groups on certain days of the week and don’t require every child to participate.” What are your thoughts about how this quote would resonate in a primary classroom?
I believe that the purpose of small group instruction is to meet the needs of students in the classroom. Years ago, in my work with small groups, I found that I spent so much time worrying about the management piece—how to fit this student into a group, how to make sure each group had the same number of children, how to make sure each group met the same number of times, etc. that I had little energy left for planning what would happen in the group. Once I freed myself of the expectations to meet in small groups with every child for the same amount of time, I found I was better able to meet the needs of students. Some students have needs that are very unique and for those students, I have more conferring time. Some skills invite small group instruction while others are better addressed individually. If I have four students who require one skill and 2 who require another, trying to even up groups gets in the way of teaching. And depending on the skill, some students need to meet daily and others need time between group meetings to practice the skills. For me, small groups and individual conferences are two structures in place to meet student need. I try to use those structures with flexibility so that the focus is on the instruction rather than the management.

How do you help lower readers choose just right books that interest them?

I think all readers deserve depth in their reading and all deserve to be interested in the books they are reading. For readers who struggle with text, there is often more scaffolding that needs done. I may conference more with that child to make sure he/she has good fit books. I also think it is important that as a classroom, we value the “easier” books. I make it a point to read aloud some books that are easier than grade level so that they become popular choices. I also think it is okay for kids to spend a little bit of time each day reading books that are difficult as long as part of their day involves books at their level. There is much to be learned from all of these experiences. I do quite a few book talks as part of mini-lesson work so if I have students who struggle with choosing books because of their reading level, I make sure to include many books in my book talks that are more at that level. I want all of my readers, no matter what level, to develop tastes as readers so I want to give them lots of choice. This often takes more work on my part in terms of embedding good choices into the classroom in various ways.

How do you manage the overlapping that can occur when book clubs and student-initiated groups are going on at the same time?
When the groups start overlapping, we have a large calendar hanging on the wall. When groups set up their times to meet they must add it to the calendar. I also add groups to calendar so students can see if there is an overlap. I do not sit in on every group so as long as kids don’t have two groups meeting at the same time, the calendar works for us, as a class to use as a guide.

How and when in your workshop do you provide strong, explicit instruction on decoding skills for your struggling readers?
In the intermediate grades, explicit word instruction happens in our word study time. I use a lot of the ideas from Max Brand (see Word Savvy: Integrating Vocabulary, Spelling, and Wordy Study, Grades 3-6) for whole class work in word study. I also pull small groups and work with individual students who have needs in decoding. For most intermediate students, decoding is not an issue. For struggling students, much of my conference time and guided writing time focuses on this explicit instruction in decoding. It is based on individual student need.

Can you give some suggestions on mini-lessons/opportunities that could support and guide students to be more metacognitive in the classroom?
I begin every year with a reading interview—asking lots of questions about each student as a reader. I do this individually and in person. I find that this initial conversation gives the students a message that I value their thinking about their reading lives. Even though those first conversations are often quick and students often answer “I don’t know.” for many of the questions, the interview plants the seeds for metacognitive work. I think opportunities are embedded throughout the workshop. If I share a skill or strategy in a minilesson, asking students if it worked for them puts value on metacognitive thinking. Share time also provides a great structure to place value on metacognitive thinking. Instead of sharing books, we use share time to really think about how we’ve changed or grown as readers. I also make sure to take time in each individual conference to learn from students. Asking them what they’ve noticed about their reading, sharing my observations, etc. helps. The student-initiated small groups and book clubs add to this metacognitive environment because students begin to anticipate these opportunities and pay attention to their own strengths and needs.

It's been a pleasure to host my colleagues' questions for Franki and I hope this helps everyone continue their own thinking and journey with literacy instruction. Remember you can always hear more from Franki at A Year of Reading.

Another day with Debbie Miller!

2011-04-16T23:34:00.001-04:00

Debbie Miller not only makes students think, she also makes teachers think! Listening to Debbie Miller is soothing and guiding. She began our day by guiding and encouraging teachers to know their beliefs and have them written down to help our thinking and practices. When planning, she wants teachers to introduce something new with time. Spread it out over days in small chunks, be responsible for the reading, students responsible for the thinking. She shared three lessons for different grade levels that were intentional and students were engaged. Each lesson she guided students with their thinking, made their thinking visible, and assessed understandings. It was interesting to listen to her talk about teaching K, 2, and 5. Many of her supports were the same within organization and guiding sucess. She also leaves room for big idea thinking, even for K. Listening to Debbie made me think if we don't give them opportunities, how do we know what they can do. Also, within her lessons the there was always a range of thinking from the concrete, connect to me to some insightful higher level thinking. If we can create work that allows a range of children to succeed than we are working smarter as teachers. She encourages us to plan thoroughly and allow the students to be part of the discovery, which requires a balance and we all know balance can be a challenge. She also guides us to have children thinking during the reading, real time and not worksheets after the reading. "There's power in giving children responsiblity to do things." She touched on the importance of choice. Choice elevates work, motivation, and quality. I know there will be more post and note sharing from some of my friends; Karen, Franki, and Deb. These are just a few of my thoughts that are sticking with me tonight. Thank you to the Literacy Connection for organizing this event, I know I'll be back next year. I love being part of this community.

Debbie Miller, in person!

2011-04-15T23:20:00.001-04:00

What a great way to spend Friday!, renewing, thinking and observing a master teacher! Her visit is the culuminating study for our local group, The Literacy Connection. Debbie said so many smart things today as we watched her work with children and took time to debrief her work with us. I find myself reflecting about the number of times Debbie refers to the act of thinking and phrases she uses to encourage students to think.

-My thinking now...
-Now when we think about that...
-Oh, think out loud.
-Who has something different with their thinking?
-Does someone have something to add to what we are thinking about?
-That was thinking.
-What were you thinking?
-Thinking about what we already know?

Here's a perfect example of being intentional. "I want you to talk like this, I use to think and now I'm thinking..." I can't wait to think more with Debbie Miller tomorrow.

I Must Have Bobo!

2011-04-11T05:02:00.001-04:00

I Must Have Bobo! by Eileen Rosenthal is a new release for 2011 and just delightful. Bobo is a sock monkey and a little boys best friend. Bobo helps the little boy every day. Together they explore, inquire, color, play, and overcome fears. Then the reader discovers how much this little boy needs Bobo because he panics when he can't find him. Earl the cat is cuddling Bobo. Twice more Earl the cat takes Bobo and each time it takes longer for the little boy to find him. In the end, the three characters find a solution to work out who gets Bobo that is charming. I think young children will easily connect to this text. I also think they would love to share their must have object that helps, guides, and soothes them.

Blue Sky Bluebird

2011-04-08T05:03:00.002-04:00

Blue Sky Bluebird by Rick Chrustowski is a great narrative nonfiction text to introduce and launch our bluebird monitoring. My student's interest was peaked today when we read it to end our day. The book tells the lifecycle of bluebirds, beginning with bluebirds finding their summer home. While reading this text students are introduced to important bluebird monitoring vocabulary; nesting box, clutch, egg tooth, nestlings, thrum, and fledging. Blue Sky Bluebird does a great job showing readers how mother bluebirds and father bluebirds help their eggs hatch and care for them afterwards. I can't wait to show them our nesting boxes, how to monitor the boxes for bluebird nests and chasing house sparrows away!

The Fox and the Springtime Blossoms

2011-04-07T05:02:00.002-04:00

The Fox and the Springtime Blossoms by Julia Rawlinson was a great way to start our day earlier this week. My first read aloud of the day could be about anything we are studying or a great book I've found for kindergarten students. The students were really excited after spring break the seasons had changed. Spring stories have seemed just right for us and this book opened a great comprehension door for us.

Fletcher, the fox is strolling through the woods using his sense to enjoy the spring season. As he enters the sunny orchard he is surprised to see such a late snow in spring. He is very worried about the animals he knows and hurries to tell them all about the snow; birds, Porcupine, Squirrel, and rabbits. Each time he is concerned for his friends. They won't be able to find food and they won't be warm. The animals are all traveling to the orchard to see this late spring snow only to discover BLOSSOMS. Blossoms from the orchard trees are blowing in the wind creating a shower of white. Hands down, we all predicted the animals were going to see the snow only to engage in a richer conversation about spring and trees.

Lifetimes

2011-04-06T05:01:00.003-04:00

Lifetimes - The beautiful way to explain death to children by Bryan Mellonie and Robert Ingpen is a graceful book I think everyone needs; young, old, family, single, couples. The first page sets the tone for the entire book.

"There is a beginning
and an ending for everything
that is alive.
In between is living."

This books explains many aspects of death and living. The book reminds us plants, animals, people and more are all living. It reminds us living things get ill or sick, it's sad and sometimes they die. The middle of the book describes the special lifetimes for trees, rabbits and mice, flowers and vegetables, butterflies, birds, fish, and people. I list everything that is discussed before people to help you see how broad the topic of death is within this book. I found reading about death and thinking about lifetimes as a cycle for other things in our world made reading and thinking about people easier. I feel this book brings peace to such a sensitive topic for everyone and helps our youngest friends and loved ones understand a difficult aspect of life.

I'm so thankful for a friend who recommended this book to me about ten years ago. I found it very helpful over spring break with B when her pet guinea pig stopped eating and drinking. He passed away two days later at 4.5 years old. Reading this book was hard, watching her sadness was hard, reading this book was comforting to the both of us. This book will help your soul, I promise.

The Diary of a Killer Cat

2011-04-04T22:10:00.001-04:00

The Diary of a Killer Cat by Anne Fine was a book B picked up for her spring break reading. B is in second grade and wants to read on her own but her Mama still savors reading together. She's really grown as a reader this year, as beginning transitional readers do. She is decoding multisyllable words with more ease. She wants to read chapter books on her own. She wants to be read to. She wants to read like her fifth grade sister and consistently checks out very hard chapter books from the school library, ugh. So, when we left school for spring break we went directly to the library and shopped for just right books for her.

The Diary of a Killer Cat was one of her picks. It had many things she was looking for; chapters, a funny title, a title that raised questions instantly, and a layout that seemed manageable for her. She liked the chapters were named by the days of the week. I liked that it was a reasonable volume of pages and something she could accomplish easily and feel success in completing a book.

The story is told by Tuffy, a cat's point of view. Tuffy brings his family a bird and then a mouse in the house. Both times his family is not thrilled at all with his treasures and they become quite upset. Things get much worst for Tuffy when he brings in muddy Thumper, the neighbors pet bunny, dead. Tuffy's family returns Thumper to his cage and not without some funny things happening along the way and the reader discovering what you expect to be true is not. B really enjoyed this book and it's fun to share an early chapter book with you for a change.

My Own Reading Life

2011-03-31T22:49:00.001-04:00

I decided over Spring Break I wanted to read an adult book for enjoyment. I've had a few books in my Kindle wishlist but I always compare the prices for the same book in paperback and hardcover and strongly believe if I'm going to read it paperless, the Kindle version should NOT be more than the paperback version. Eat, Pray, Love: One Woman's Search for Everything Across Italy, India and Indonesia by Elizabeth Gilbert was more money via my Kindle so I decided to borrow it from my local public library. I was surprised at my reactions while reading for enjoyment via a real book format.

-The book seemed so thick and heavy.
-I found the actual ending to feel so far away.
-I missed being able to look up the definition within the Kindle as I was reading.
-I missed underlining some thoughtful words I might enjoy reading later.
-I had something to share with my reading friends via Twitter and couldn't.

I think I'm enjoying my Kindle reader more than I knew. I think I like the ease of carrying it around, having resources at my fingers to help my thinking as a reader and the idea of sharing things from my reading with friends. I also saw the movie for this book and I have to say it's the first time I think seeing the movie first helped me with my reading. I think being able to visualize the setting and events in the story helped my stamina when the content was unfamiliar. The journey through India and Indonesia are filled with information I am not familiar with and the movie visuals have helped me understand a little bit more. I also realize the movie may not always be accurate for I have not traveled to either location but I feel I have a better sense for a few things. Until now, I would of been and have been against ever seeing a movie first. I think reflecting on my own reading, will help me understand my student's or my own children's reading habits.

Chicken, Chicken, Duck!

2011-03-30T22:11:00.000-04:00

Chicken, Chicken, Duck! by Nadia Krilanovich just came out last week and what a delightful new book for young readers. Duck and his barnyard friends are up to something. Set against a crisp white background the animals are the main focus and objects on each page. The animals are labeled with either their names or the sounds they would make. I think young readers will delight in reading these labels and love the interaction of the reading the animal sounds. This will be a great book for a shared reading experience. It's also going to be a great book to talk about questioning with. What are the animals up to?, will be asked as the animals move around and stand on each other. In the end, the readers find out what the animals have been up to and it's a great example of teamwork.

Pigs to the Rescue

2011-03-29T22:00:00.000-04:00

Pigs to the Rescue by John Himmelman is funny and had my young readers laughing. This laughter was a sign of comprehension and enjoyment. What a great combination to achieve together. Farmer Greenstalk and his family are having all kinds of problems on their farm. Each day of the week presents a new problem for the farmer, his wife, and their son. When each problem happens a group pigs come to the rescue with creative solutions. For example, one day Mrs. Greenstalk found a leak in her garden hose. When the reader turns the page they discover pigs in bathing suits carrying buckets of water and a swimming pool above their head filled with water. My students loved the repetition on every other page, "Pigs to the rescue!" The pigs continue to get funnier as the story progresses. The Greenstalks run out of milk for their last problem and they freeze hoping the pigs don't come to the rescue. The pigs don't come but someone else from the farm does.

Jump, Splash, Swimming

2011-03-28T05:01:00.003-04:00

If the title had you thinking I went somewhere warm and lovely with lots of water for spring break, I didn't. Those words describe another wish, dream or adventure I've been thinking about lately. I purchased a smartphone! I'm really trying to advance my own technology skills and a few things happened to lead me on this journey.

One, my husband and daughter are on their second phones since we all went to texting with her first phone.

Two, There are times when I am away from home I wish I could check my email for important things.

Three, I've had phone envy for some time with my blogging friends.

Four, I wanted to be part of the app discussions.

Five, I was still using a PDA to organize my life.

Six, I got a new van without a gps.
(Gasp, trying to save $ for future college bills.)

Seven, My new van wouldn't bluetooth with my old phone.
(Isn't that a great marketing strategy between the phone company and car manufacturing. I can't complain though "we" work for Honda.)

Eight, I need to improve my tech skills.

Nine, I need to become more tech independent and not co-dependent.

Ten, I wanted to be hip! (and not physically hip-pi-er)

After much debate, thinking, researching. I never would of thought I would be reading PC World! Nudging from friends in both the Iphone camp and the Droid camp...I got the Droid X. I seriously had anxiety just getting started and feeling overwhelmed. As my highschooler watched and said, "I knew this would happen." I decided on baby steps and to stay focused with learning and purpose.

I started with some of the basic personalizing, the anxiety started to descrease. I loved entering phone numbers via Google contacts and having it automatically set up on my phone. I couldn't give up my only email account to switch to Gmail but maybe that will come. I then got a bit frustrated with setting up my Google calendar but with help I now love it. My next goal is to enter my snail mail information and more contacts.

However, I did something my husband was urging me to do and I was semi refusing and that was to use it for music as I ran or should I say try to run. While waiting at soccer practice I downloaded music recommended in Run Like a Mother with success! Then I got my first app, for free - RunKeeper Pro. I set it up with my GPS via Google Maps and I loved it! At every half mile it tells me the running time, distance, and my pace while my music is playing. It was 35 degrees, I never run outside when it's cold and I was happy. Just a side note, RunKeeper Pro can keep track of different kinds of exercise besides running. I think the girls and I will enjoy using it for biking this summer.

I am looking for a to do app to help with my productivity. If you have any favorite things I should know please share and help me on my journey. I don't want to start treading water with this adventure.

A big shout out to my patient friends who endured questions, nudging, and encouragement - Cathy, Franki, and Betsy.

YOU'RE FINALLY HERE!

2011-03-15T05:00:00.000-04:00

YOU'RE FINALLY HERE! by Melanie Watt is her latest addition of published books with a new character I hope we will read more about. An oval head with two large eyes with thick straight eyebrows and two short rabbit ears are features to describe this new rabbit. The facial expressions and eyebrow location are carefully crafted to show emotion, thinking, and frustration. Rabbit begins the story very excited, quite joyful someone is here. Then the reader is taken on a question and think aloud journey with this delightful rabbit. While excited someone is here Rabbit is determined to find out where they were. We read about things he did while waiting because it took so long. We read about how bored he gets waiting. Then he realizes he might need to start over and celebrate they are here. Only soon to share why is was unfair to keep him waiting and examples of how annoying it was. It's also rude to make him wait and we read examples of being rude. The whole time I am reading this I'm question who is he excited to have finally here. Well we find out only to then watch Rabbit become busy talking on the phone. This book could foster a lot of life conversations in a fun and humorous way.

I'm uncertain if Rabbit is a he or she, if you figure it out let me know.

Little Mouse's Big Secret

2011-03-14T05:00:00.000-04:00

Little Mouse's Big Secret by Eric Battut is a delightful new book with charming illustrations done with oil paints. The organization of the pages are quaint, simple, and allow the reader to focus on the message easily. The left side of a two page spread has the text in a smaller font and then the right side of the page holds the illustration both set against a soft cream/yellow background. Little Mouse finds a delicious treat and keeps it a secret because he hides it. A series of animal friends come and ask the same question, "What are you hiding?" and Mouse always replies, "It's my secret, and I'll never tell, answered Mouse. I know my students will love this repetitive phrase turning this text into a shared reading. My careful young readers will enjoy the illustration on the right as the treat grows behind the Mouse's head without him knowing it. His secret gets out when the fruit falls to the ground and then Mouse decides his secret his better shared with friends. Enjoy this great new find.

Tillie Lays An Egg

2011-03-12T00:01:00.001-05:00

Tillie Lays An Egg by Terry Golson and photographed by Ben Fink is a photo essay about seven chickens sharing a chicken coop. They have nesting boxes, they lay one egg a day, and Tillie doesn't like to wait for a nesting box. Tillie wants to explore the farm and ends up laying her eggs around the farm. We follow Tillie's journeys each day of the week and the reader is always asked, "Where has Tillie laid her egg?" Some of Tillie's adventures are funny and young students will just giggle. On Saturday it is wet and rainy which nudges Tillie enough to use the nesting boxes. The photography in this book is just charming and bit nostalgic. This book is also based on a small farm and you can actually check in on the animals via a webcam. I took my class to the farm this week and we actually got to see nesting boxes, pet a chicken, feed the chickens greens from the greenhouse, collect eggs and enjoy the raining, chilly air. I can't wait to read this as a follow up to our trip and a sneak peak without them knowing to our chicken eggs arriving after spring break.

The Pencil

2011-03-07T06:28:00.000-05:00

The Pencil by Allan Ahlberg begins with a lonely pencil that one day makes a move. The pencil then gets creating with a boy who then needs a dog, who needs a cat. The reader then watches as these two animals chase themselves around drawn scenes, all in pencil. I think too often color is emphsized and I love this text as a mentor for pencil drawings. However, the animals ask for more things and they can't eat a black and white apple, so the pencil draws a paintbrush. Then the text takes you on a journey with the pencil drawing and the paintbrush adding color. The characters that have been drawn become a bit grumpy causing the need for an eraser. The eraser is helpful in fixing things until he gets too excited and erases too much. Children do this, they erase too much and this eraser did until there was just a pencil. The pencil draws things to stop the eraser; a wall, a cage, a river to name a few with no success. The pencil does find a solution and one I'm sure your children will enjoy.

The Cow Who Clucked

2011-03-05T05:14:00.000-05:00

The Cow Who Clucked by Denise Fleming is about the journey cow takes through the farm looking for it's moo. Cow visits with many animals each time leaving using this repeatable pattern, "It is not you who has my moo," said Cow. And on she went." My students and I have been talking about and recognizing repeatable patterns in text and discussing how they help us read. I know they will want to join in, making this a shared reading experience. After Cow travels far and talks to lots of animals he does find his moo, creating a happy ending, which always satisifies young readers. The illustrations with handmade papers are whimsical, detailed, and warm. Living up to the quality we've come to expect from Denise Fleming. We are going on a field trip to a farm next week, I can't wait to share it with my students.

Little Black Crow

2011-03-04T05:01:00.001-05:00

Little Black Crow by Chris Raschka is a must have for anyone collecting books about wonderings! A little boy continuously asks questions about a little black crow. One right after the other. Here are a few examples.

-Where do you go in the cold white snow?
-Little black crow, where do you fly in the stormy sky?
-Little black crow in that tall tree, are you a boy like me?

The questioning/wonderings come back around with the boy asking the crow if he ever wonders about a boy like me. I think this is a great model for children asking and thinking with stamina about one thing. The illustrations are soft and subtle in warm brown watercolor hues. We are setting up an observation window with bird feeders outside and I can't wait to use this text to model questioning/wonderings we might have.

New Red Bike

2011-03-03T22:06:00.000-05:00

New Red Bike by James E Ransome is a great new book to read this spring in any primary classroom. Tom gets a new bike and is a great role model for safety. He rides it holding both handlebars and wearing a helmet. We watch Tom ride his bike for the next few pages; up, down, and around. Tom is excited to show his friend Sam his bike. While knocking on Sam's door his bike disappears. Tom looks around, under, and behind the house for his bike. Soon to find out Sam took it for a spin. The story ends with a great solution for sharing the bike. The illustrations are created on crisp white papers which allows the reader to focus more on the watercolor and pencil drawings. As I read this book I thought my students could easily use this as a mentor text for their own writing. It's also a great story lead a discussion on sharing.

Pictures from Our Vacation

2011-03-01T05:00:00.000-05:00

Pictures from Our Vacation by Lynne Rae Perkins instantly caught my eye this weekend. Two children running down a dock, wearing bathing suits, at a lake felt like home to me. I grew up in a tiny town where I spent summer days at my grandmother's house on the lake. I was fortunate to live on a hill overlooking the lake. The book begins with a family packing for a summer vacation. The mother gives her daughter and son each a camera that sounds much like a Polaroid camera my other grandmother use to use when I was growing up. There's something magical about peeling the paper off the back and watching the photo appear without being in a dark room. The mother also gives each child a notebook to hold the pictures. This is my kind of mom! The text is involved for emerging readers but the student photo notebook entries are great models for writing. There is a photo and one sentence about the picture. The text is a good read aloud and I found myself enjoying the memories the dad shares with his children of places around the family farm. It's interesting to find out the family is actually there for the funeral of a great aunt. As the children look at their memory books they made, they realize their photos don't really remind them of much. The photos were often of random things that seemed important as little children do. I'm hoping to find some time this summer to spend on a lake and make sure my girls have a camera in hand.

Trout Are Made of Trees

2011-02-28T22:49:00.000-05:00

I was thrilled to find Trout Are Made of Trees by April Pulley Sayre on sale at the conference over the weekend. This is a perfect text for helping all students understand the food web. I think the illustrations make it accessible for our youngest learners. Collage illustrations beautifully guide this text and bring the content to life. I find the first page to provoke a lot questions and wonderings... "Trout are made of trees." A simple text filled with content rich vocabulary provides lots of opportunities for discussion and learning. Here are a few words I think are worthy of discussing; bacteria, shredders, algae, predators, caddisflies, and hatchlings. The end of the book the reader finds more nonfiction information about The Trout Life Cycle, Be a Stream Hero! and Resources for Further Information. One of my teaching mentors loved to take his students to the river and go kick seining. I've done it with children and what a great way to show students how to care for their local environment and life you don't easily see.

Enjoyed - Dublin Literacy Conference

2011-02-27T13:31:00.002-05:00

I love walking away from something I've done with the feeling of enjoyment. Saturday ended that way. It was a great day of learning, visiting, connecting, and reflecting. There's something about spending a weekend day with individuals who are willing to give up their personal time to grow professionally. The building was just filled with positive energy. I didn't attend any sessions specific to kindergarten but I walked away reflecting on my room and my own personal growth or that of my daughters. I know my smart blogging friends will be sharing their reflections so I'm going to touch on the biggest idea I reflecting on from each session and how it can relate to my room.

If I could send my daughter to Kelly Gallagher's freshmen class I would do it. His energy, passion, and understanding of education just radiated from his keynote. He urged the audience to build prior knowledge and experience to help guide reading. I think this is natural for working with emerging readers as we do a book introduction during guided reading but I'm not sure we do a great job of it in content reading or in whole class reading settings. Kelly said, "what you bring to the page is more important than what is on the page." His examples clearly made me feel this way in trying to read during his session. He also said, "all of our students should have 50% of their reading be recreational". I found myself reflecting on my own daughters and am thankful they all do this naturally. He also repeatly urged us to have our children write more, I can do that with my students.

Patrick Allen is a wealth of knowledge and insight for conferring. He believes conferring holds our workshop together and helps us think more about the pieces. He urged teachers to record themselves conferring and listen to what actually happens. I've never done this and think I should give it a try to understand more about my conferencing. Some of his key points for conferring are; talking to kids makes an impact, during conferring we are listening with all our heart, and we are doing small group work when we are conferring. The children sitting near are listening in and thinking. Patrick shared a wonderful clip of his students sharing various thoughts related to their own reading and ideas of independence. You could tell they understood the expectations, took ownership for their own learning, and were able to create meaning while reading. I wasn't able to attend his second session but his book, just moved to the top of Kindle list.

Scott Sibberson did a great job explaining and introducing Web 2.0 tools to teachers. I wouldn't consider myself a very tech person but when thinking about twitter, an igoogle page, blogging, and that I had just dabbled in sharing a google doc the night before I am using these tools. I had not even attempted to use any sort of bookmarking tool but Scott motivated me and so willingly answered questions that night to help me get started with diigo.

I love listening and spending time with authors and illustrators. Brian Pinkney said something that I think is really important for anyone working with young learners and learners of all ages to consider, "my thinking is with my hands." He also encouraged us to use "traveling time", the time it takes to get from point A to point Z and to trust that time. I think I will quote him for a long time during writing workshop, "if I start with sketching, I see where things are going - I don't with words."

Amy Krouse Rosenthal is one creative gal! She was inspiring as a person to think about life, making things, doing things simply, and being observant. I loved the sharing she did of her work with books and video and people. This sticks with me from Amy, "train your mind to think differently."

Dublin Literacy Conference 2011

2011-02-25T14:57:00.004-05:00

I can't wait for tomorrow. It's my annual journey for professional growth at the Dublin Literacy Conference. I feel so blessed to live close enough to take advantange of this great learning opportunity. Each year I see friends who live nearby, I get to make and meet new friends and I always walk away refreshed in the February crunch where winter won't go away and parent teacher conferences are in full swing.

This year I submitted a proposal to present and it was accepted. When I got the brochure for the conference I saw the amazing group of people presenting that day and couldn't narrow my own choices down to who I would see. The gracious planning committee let me know the sign up for my session was small and gave me the option to cancel and still attend. What nice people. In return I would still like to share my collection of picture books with anyone who was planning on coming or those who are interested.

I've rediscovered my love for picture books in teaching mathematics.

Here is my power point sharing why children's literature is perfect for mathematics.

Here is my collection - Something Old, Something New I've Got a Book for You.

This is my first time using Google Docs, I hope it's all there for you to view.
Enjoy.

Teaching with Intention - Reflection 8

2011-02-13T17:01:00.001-05:00

Teaching with Intention by Debbie Miller is the focus for this year and the Literacy Connection group here in Central Ohio. My eighth reflection comes in response to reading the final chapter. Debbie concludes her book with this chapter title, The Thoughtful Use of of Time. I think this quote is true all year long in education but hits home right now in February. Many schools have had an inconsistent schedule due to weather and testing dates are looming in teacher's minds. "...when getting done takes precedence over doing, when finishing becomes more important than figuring out, we've lost sight of why we became teachers in the first place; we've lost sight of what we know to be true. In our rush to try to fit everything in, we've forgotten that children learn by doing. And learning by doing takes time." I think this quote really hits home with my internal struggles in my return to kindergarten. Ten years ago we did the doing, the creating, and the figuring out at a different pace. I believe strongly we should be doing, creating, and figuring out. I think going backwards from third to kindergarten might be a hinder to the expectations and pace as I relearn how to be a primary teacher, again. Our attendance schedule as changed in the last ten years and it presents challenges. I think and hope I can regain a focus of doing more, creating, more and figuring out more as I get more understanding of the standards in each subject and can integrate them into units of study. There's is so much to do in about 90 days of school but I know in my heart there are smarter ways of going about doing this important work.

One of the things I've worked on this year, especially for reading and writing workshop is the routines and structures. I just loved it when Debbie writes, "Keep it simple. Those three words say it all when it comes to establishing creative classroom environments that support the complexities of teaching and learning. Putting into place a simple structure and a few well-though-out routines encourages, nurtures, and allows teachers and learners significant time to commit to thoughtful teaching and learning, engage fully, and thrive." I would agree the success I feel this year is from having a simple structure, clear expectations, working together to reach our goals, and involving the students in the why we are doing things has been very helpful. Debbie goes on to talk a bit about the structure of reading workshop, and the importance of conferring. She warns teachers, "touching base isn't teaching. Touching base is all about responding at the surface level to student behaviors."

Conferring is something very different.

-it's sitting right next to students

-individualized instruction

-it's about teaching deeply

-supporting children

Debbie also shares with her readers how she keeps tracks of her conferences. Each student has a small spiral notebook. She shares with the reader how she reflects and groups, "I bring children together for small-group work out of efficiency. Reading levels are a consideration, but I don't group children based on level alone." I love this! There is so much more to reading than a level. There is so much more to reading than being in an organized book group each day of school. I enjoyed Debbie's section on connecting conferences to the share piece of reading workshop.

I've found this book motivating, inspiring, reassuring, and calming. It's easy to list the outside factors that you can't control which make your teaching difficult. However, it doesn't really matter in the big picture of our daily lives with children. It's those hours and minutes that you are together learning, growing, discovering, and creating that are at the heart of what we do. We need to embrace that and enjoy.

Teaching with Intention Reflection #7

2011-02-08T22:02:00.001-05:00

Teaching with Intention by Debbie Miller is the focus for this year and the Literacy Connection group here in Central Ohio. My seventh reflection comes in response to reading Chapter 7, Assessment, Reflections, and Next Steps. My school district has been on a professional development journey with formative and summative assessment. As a primary teacher it has been a frustrating journey much of the time due to the lack of primary examples. A lot of what we've discussed, read, and watched is for transitional readers and above. Students who are capable of reading directions and complete written work with some ease independently. I completely get the work we are doing after spending five years in third grade, I don't want to send a message our work hasn't been important. It has.

This chapter by Debbie Miller was a breath of fresh air. I felt relieved to see her define and give examples of formative assessment that are best practices. "...to make their thinking visible during the process of learning something new, these authentic responses are the kinds of formative assessments that guide our instruction." As I read this chapter, I was a detective to create a list of formative assessment ideas.

-recorded their new learning on sticky notes
-conferring
-listening in
-observing
-examining student work samples
-charting student thinking
-reflecting, sharing, and teaching

This list is relevant to my daily teaching. I'm hoping Debbie Miller will elaborate more on making students thinking visible during the learning when she visits for two days. I would like to probe deeper and hear more from Debbie about, "authentic responses are the kinds of formative assessments that guide our instruction." Once you have responses and information Debbie says the next step is to study it. We can collect, observe, and confer all we want but I agree with Debbie the next step is to study it. Debbie models looking at student work and studying it, taking notes (as she always does) to help guide future planning. Debbie studies the work and then writes reflections and next steps to guide future planning, using part of her Lesson Design Form. I wonder if the Reflection Step is best completed while the lesson is fresh in your mind, to capture details and fresh thinking. Then the Next Steps could come later in the day or at night. I think writing things down in a notebook, suggested earlier in the book is essential to help facilitate learning and fostering growth.

Run Like a Mother - A Year of Reading

2011-02-07T05:59:00.000-05:00

I am going to completely "cheat" at writing a post today and give a shout out to my friend Franki at A Year of Reading. She wrote a great, great, great post of a book we both just finished. Run Like a Mother was guiding both of us since winter break in exercise and life as busy working mothers. As I read Franki's post I realized she's said it all, I couldn't add anything more. So, jump on over to read her thoughts knowing I support them one hundred percent! If you are trying to move more in 2011 this book could guide you, it doesn't have to be about running.

Teaching with Intention - Reflection #6

2011-02-02T11:41:00.000-05:00

Teaching with Intention by Debbie Miller is the focus for this year and the Literacy Connection group here in Central Ohio. My sixth reflection comes in response to reading Chapter 6, Lesson Design: Creating Lessons Based on Principles and Practices You Believe In. Debbie's work in this chapter is sharing, reflecting, encouraging, and guiding teachers to see her process in using her lesson design tool. As Debbie does best, she encourages the reader to develop their own lesson design tool that reflects what we believe in. As a reader, I feel like Debbie Miller is my own personal cheerleader. I can't wait to meet her in person when she comes to Ohio.

Debbie's lesson design plan is in depth, thoughtful, and guides her thinking. It is modeled after the gradual release model with these components; teacher modeling, guided practice within the lesson, guided practice beyond the lesson, independent practice and application. Phew! With this being my second year back at kindergarten after a long time away I agreed and loved this quote Debbie shared when thinking about planning prior to developing her lesson design. "Children and I flitted from one topic to another - it was like we studied everything and nothing." I know to really grasp the content in all academic areas it takes time, reflection, and more time. I had a mentor once tell me early on in my career, "it takes 5 years to make a good teacher." I was a little sad to hear this at first but I now understand the journey it takes to understand children at a certain age group and the curriculum. So, when I get in a little frenzy about having the moon, the stars and the sun all in alignment I think back to my wise friend, take a deep breath and say, "I've got time.

Assessment is a big focus for my district right now. The formative vs. summative, along with unit designs, knowing content standards and I Can statements. I love this thought on assessment from Debbie, "I assess where students are (this take place throughout the workshop and all phases of gradual release.) It's important to look at what we do daily to guide the next day.

These are some thoughts that Debbie wrote that jumped out to me as I read through her lesson design example and thinking.

-"the best way to begin teaching children something new is to show them how."

-"children's voices keep my teaching real."

-"synthesizing information...enhances everyone's understanding but also inspire other children to think for themselves."

-"we want evidence of how kids were applying what we'd taught them."

-"I will show you how I go about doing this, but in the end, I want you to figure out how this works for you."

Debbie does let the reader know her lesson design plan works for all content areas. I would like to think I'm as intentional as Debbie models but I'm wondering if by writing it out so explicitly it would be more intentional.

Friends

2011-02-01T04:55:00.004-05:00

Friends by Helme Heine is the story of three charming characters; Johnny Mouse, Charlie Rooster, and fat Percy (a pig). This delightful story of friendship has several key points in helping young children think about friendship.

-"Good friends always stick together."
-"Good friends always decide things together."
-"Good friends always stick together."

After spending a wonderful day together of biking, games of hide-and-seek, sailing, and attempts of finding food, they decide to spend the night together. However, finding a spot for all three friends that would work becomes a problem. The ending message is, "Sometimes good friends can't be together." I've had a couple of things come up in one of my classes about friendships in the last week and I've found myself thinking about spending time on the topic of friendship more. This was another great find from the not circulated in five years in the library, free books to your classrooms offer.

Come Out and Play, Little Mouse

2011-01-31T05:02:00.000-05:00

I happened to look at my school email Friday night and saw our librarian was offering books to classrooms that hadn't been checked out once in five years. I got excited about free books for the classroom and wondered what I might find. I struck gold (it was worth going in on a Sunday), twenty six books for our classroom library and I'm surprised the titles I gathered weren't checked out. Come Out and Play, Little Mouse by Robert Kraus is one I can't wait to share with my students. The book follows the cat's request to "Come out and play, little mouse" each day of a week. Monday through Friday little mouse responds by saying he can't play. He provides a reason which involves doing different chores or things with his mother or father but ends his reply requesting the cat asks tomorrow. Saturday comes and little mouse's baby sibling offers to answer the cat's request to play. He brainstorms lots of games they can play but Cat only wants to play cat and mouse chase. It's comforting to find out baby sibling is saved from the cat and you will have to read it to see the clever way this happens.

I see using this book for several things in our room. It's a great book to talk about days of the week and the sequence of time. The book can be read as a shared reading in two parts. The book can be used to see the sight word come in print and for locating it. The book can discuss character interactions and choices. I do love the ending and I think it has a message for adults or maybe just for me. Sunday the mice can't play because they are playing with their family. They worked with their family all week and Sunday is a day to play. I hope your Sunday had some play built in.

Somewhere Today, A Book of Peace

2011-01-30T05:45:00.002-05:00

Somewhere Today, A Book of Peace by Shelley Moore Thomas is a great compliment to The Peace Book by Todd Parr. Each page begins with "Somewhere Today" a short almost poetic phrase reminds us what normal everyday people can do and are doing to bring peace to themselves and their world. The photographs show different ethnic groups. The photographs are larger in size, bright, colorful and bright.

Here's my favorite page for you to enjoy and see the potential within this book.

"Somewhere today...
Someone
is
learning
to
do
things
a
different
way."

I think sometimes finding peace is hardest when we have to do things differently. If we can do things differently and work together in collaboration, peace can be achieved. Wouldn't this be a great message to send and develop with our students?

City Signs

2011-01-29T06:00:00.002-05:00

City Signs by Zoran Milich is a great book to compliment I Read Signs by Tana Hoban. Each page is a five by seven photograph of people and places children might encounter in their everyday adventures. Within each photo are pictures of signs which help children notices letters and words they might see everyday. This helps heighten their awareness of environmental print. I'm thinking this might be a great book to place in my building/constructing area. Now, I need to balance and make time for this space in my work with children.

Treasure

2011-01-28T05:07:00.003-05:00

Treasure by Suzanne Bloom is another book with the characters Polar Bear and Duck. This book really has the reader thinking about the word treasure as the story unfolds. Once again, Duck is quite interested in what Polar Bear is doing. It appears Polar Bear is reading a treasure map and Duck becomes quite eager to look for a treasure. He even knows a treasure hunting phrase, "Yo ho ho!" Duck even has treasure hunting gear to help them. Have you ever seen a Polar Bear ride a scooter? I can hear my classroom break out in laughter with this illustration. After diving in water and Duck quite disappointed with not finding a treasure, Polar Bear changes his mood. "We had a splendid day...and you are a treasure." I think discussing the word treasure could be an interesting conversation with students of all ages. I hope you yourself find think about the words splendid and treasure this weekend. Enjoy.

A Splendid Friend, Indeed

2011-01-27T04:59:00.002-05:00

A Splendid Friend, Indeed by Suzanne Bloom is charming, delightful, and heart warming. Polar Bear is busy reading, writing, and thinking. The illustrations show Polar Bear quite busy and preoccupied when his friend Duck keeps interrupting him with questions. Duck is a bit inquisitive or nosey depending on your perspective. He wants to be doing what Polar Bear is doing. I find myself thinking isn't this normal for friends? I also find myself thinking maybe some readers might connect Duck's behavior to that of a sibling. Duck goes to make a snack, returning with a snack and a sweet note for Polar Bear. Polar Bear is touched by Ducks kindness and returns the notes and sentiments to Duck. This story uses several sight words in the simplistic and sometimes repetitive text, making this book accessible to emerging readers.

Bow-Wow Bugs a Bug

2011-01-26T05:05:00.001-05:00

A student found Bow-Wow Bugs a Bug by Mark Newgarden in my classroom the other day and reported in, "there are no words". We talked about how he could read it and he told me he could use the pictures. I think this bothered the child and even though we talk about reading using the pictures and preview books with a picture walk. I wonder if he grasped or understood this story. The book is organized in a series of pictures, comic or graphic novel type format. The reader follows Bow-Wow through his day, almost creating mini stories with the book. He encounters other dogs and people on his journey not really getting along with anyone he runs into. He also follows a bug and it's interesting to see the bugs perspective on their day. I now understand why my student seemed a bit puzzled. There is a lot of information and thinking on each page. The reader has to infer at times and think bigger than the immediate page story. I have to think about the just right mini lesson to use this book with.

Raccoon Tune

2011-01-25T05:00:00.001-05:00

Raccoon Tune by Nancy Shaw helps the reader imagine what life for a raccoon is like during a June night. Right away the reader discovers raccoons like to come out when it's not too dark or not too bright. I think some of my animal and science lovers would be using the word nocturnal before I turned this page. As we read about the raccoons creeping, foraging, crashing, and finally opening a trash can to only find it full of trout we discover the reader is immersed in rhyme. The language is so fun to read and after the first read I know my students will enjoy filling in the blank when a rhyming pattern is figured out. The illustrations are done in varying shades of blue and grey helping to create the setting and mood for night time. These were done with oil paint by Howard Fine.

Minilessons for Math Practice

2011-01-24T22:57:00.001-05:00

Minilessons for Math Practice, Grades K-2 by Rusty Bresser and Caren Holtzman is a resource from the Math Solutions group. This book was written with the goal of providing students with practice that takes little or no preparation. After an introduction to the activity it can be repeated with ease and quickness. The activities gathered in resources also focus on discussion and questioning. Important things to do and use while teaching mathematics. I did an activity today for the first time and am really excited about it.

Fit the Facts can be used K-5. I modeled today with my own Fit the Facts. I wrote the numbers 3, 4, and 18 on the board in a horizontal line. Then I wrote my first sentence, Mrs. Robek has ______students. The students instantly knew 18 was a number to make my fact fit. Then I wrote, Mrs. Robek has ______pets at home. This was a puzzle for some, so I wrote the sentence, Mrs. Robek has _______ daughters. They instantly knew 3 fit this fact which made 4 fit the fact about my pets at home. They were really excited to be number detectives and thinkers. I did this as part of my morning message instead of a yes or no question.

To help you be succesful and quick, I did send home a little "homework" to gather fit facts for each child. I felt these were great for kindergarteners to think about for number facts within their own lives.

I am _________ years old.

I live at _____________ _________________________________ (street, drive, circle, court).

I have ______ brothers and ______ sisters.

I have ______ pets.

My favorite number is _________.

the show-and-tell lion

2011-01-24T05:02:00.001-05:00

I decided to look at my stack of books last night and pull a few to read completely through and blog about. I don't know why I let the show-and-tell lion by Barbara Abercrombie sit in a stack and not in my classroom. It's a perfect book for writing. Matthew has nothing to say for a typical show and tell classroom experience. Matthew uses his imagination to create a story about his lion, Larry. As Matthew's friends ask questions he creates more stories and his imagination is quite vivid. When his friends suggest a field trip to his house to meet Larry, Matthew knows he needs figure out how to tell the truth and with his mother's encouragement to tell the truth he thinks of a solution. Writing. He puts his stories into a book. A couple of friends struggle accepting the lion isn't real until Matthew states, he's real in my head. I love how Matthew is able to orally tell stories, is creative, and puts his stories into a book. For many children orally telling a story is the first step before putting it on paper. It's also easier for many children to tell a story than to write. I think it's important to remember the ease or talking and embrace it to promote writing. The illustrations done by Lynne Avril Cravath are beautiful and soft by using chalk pastels and acrylics.

Teaching with Intention - Reflection #5

2011-01-23T11:36:00.001-05:00

Teaching with Intention by Debbie Miller is the focus for this year and the Literacy Connection group here in Central Ohio. My fifth reflection comes in response to reading Chapter 5, Swimming with Sharks: Teaching for Understanding and Engagement. In this chapter Debbie shares her work within a second grade classroom during a nonfiction reading and writing study. In talking about organizing resources she mentions have five copies of a text for one for each resource tub that is easily read by the students. Then she points out that other text can be difficult but become manageable for students when they use the nonfiction features of photographs, captions, cutaways, and more. I think this is important to think about as teachers gather nonfiction resources for varying abilities within any classroom.

Debbie shares a project using a file folder to help organize thinking and learning. The goal is to "teach kids strategies for remembering and understanding new learning in nonfiction by making schema theory - connecting new learning to what we already know - even more concrete." I also found myself thinking this tool helps make kids thinking visible. It makes the process of learning visible. I find myself wondering how to make the thinking and learning more visible for young students, emerging readers and writers. Before Debbie shares the journey and lesson with the second graders she cautions teachers to not just turn around and do this with their students. She says it best, "The point isn't about finding the perfect lesson or progression of lessons to follow exactly. The point is to know who you are and what you're about when your're teaching based on your beliefs, your students, and the environment you are creating."

While I loved the project she shares and think it is worth every teacher's time to look at, I found myself thinking I would need to tweak it for my kindergarteners. Which is exactly what Debbie enourages teachers to do. I will have to ponder this more as we look at nonfiction this spring. I think I have a few questions to guide my pondering.

What do my students need to know about nonfiction reading?
What do my students need ot know about nonfiction writing?
What do my students notice about nonfiction books?
How do my students think while working with nonfiction books?
Is observation a good vehicle for nonfiction writing?
How can or does observation fit in with nonfiction writing?
What can my students create to show learning?