I think the first thing that struck me upon entrance to Mrs. Jahns' classroom was the amount of "doing" on the part of her students. Now, keep in mind I am here the Friday before the last (all early release) 4 days of school. Students were anxious to get ONE MORE THING published before the end of their third grade year. Unfortunately my camera does not want to cooperate with the upload so this is an image free posting session. Sorry Monica!
This a classroom full of tools for writers. A well stocked publishing center with fancy scissors, sharp crayons, several choices of paper, alphabet stencils, shape book patterns, staplers, drawing books, etc. Students were coming and going, getting the supplies needed so that they could publish their writing properly.
I watched the work for a bit and then I pulled in close to a few writers.
One writer was telling about her field trip to Pearson- yes- the place that makes the TAKS test! She had a detailed paper telling all about what they did and what they saw there. However, there were several places where I was confused. After she read her story to me, I told her about how I had never been to Pearson and how it had been a long time since I went on a field trip.
I asked her, "Do you think there are any parts in your story where you think I might get confused about what happened on the field trip?" She nodded her head yeah. I made her read it again to me and I told her I was going to stop her if I got confused. So we did just that.
I stopped her three times. Each time I asked her- "Why am I confused there?" She had great things to say- "You don't know who Rachel is!" or "You don't know where Pearson is!" or "You don't know who they are".
She of course then clarified those parts and I reminded her to always think about the people who will read what you've written, and ask yourself, "Will they know what I am saying or will they be confused?"
It was a great conference.
Next I moved over to a gentleman writing a CHAPTER BOOK! Oh yes.. you heard right. He was on Chapter 5. I didn't read all five chapters, I just started to talk with him about his book.
"Tell me about your book."
"It's about an octopus who gets lost from him mom and looks to find her."
"Wow, that sounds interesting. What has happened so far?"
He gave me a good synopsis.
"What is going to happen next?"
He shrugged his shoulders. "I kind of figure it out at I write it."
Oh??!!! Oh no....no.. that is not how writers work is the thought that came through my head! I of course did not say it that way. Instead, I grabbed a chapter book (Romona and Beezus) from the (very well stocked I might add) Classroom Library. I showed him the chapters listed in that book.
I asked him, "Do you think Beverly Cleary just figured this book out as she wrote it?"
He shook his head no. I said, "How do you think she did it?"
"She had a plan for it."
"Maybe we need a plan for your book too. A plan can always change, but I do think writers like you and writers like Beverly Cleary have 'an idea' of a plan before and while they write." So together we made the plan and I left him the plan for his future chapters on a post-it note. Kids KNOW how writers work, sometimes they just need us to hold them accountable for doing what writers do!
This again was a classroom full of doing which is why I'm so sad that none of my pictures seem to want to upload. "Server rejected" is the message I am given.... well fooey!
It was a great day and a great visit with writers in 3rd grade at Academy. I also got to go give a hug to a former Kinder student now in 4th grade! She had been in Mrs. Jahns' Classroom the year before!
Thanks for inviting me to your classroom Monica.
Everyone... have a GREAT SUMMER!
Tuesday, May 24, 2011
Saturday, May 14, 2011
Welcomed with Open Arms in Clifton
Awww... Clifton! I have been there several times over the last few years to train staff and walking the halls I saw so many familiar faces. Before heading inside I watched a PK class have races out front. I had forgotten all about RACES! I used to do the same thing with my Kindergarten class at the start of recess beginning in the spring. Kindergarten kids (and in this case PK) are so cute when they RUN!
I wasn't just there to watch recess however, first up on my schedule was Kindergarten! You know how much I love it down in Kindergarten. I showed up in time for some singing and dancing. "Who let the N out? N.. N...N..N...N"
I of course joined IN! Then we all hunkered down on the rug for our mini-lesson. Ms. Ripley was showing kids how to write MORE in their stories. More in the middle than just one sentence. We had a great time watching and helping her think about MORE to say in the middle about the class trip to the zoo. The students were itching to get to their own writing. And WRITE THEY DID! Wow, Ms. Ripley, you have really taken these writers far this year! LOOK at the writing that Kindergarten kids are doing in Clifton!
I was with both of the writers whose stories are featured above and I made each of them talk through their story first. They didn't want to, but I made them. Talking it through it so important. That is how the part about the giraffes long blue tongue and how the elephants were eating the hay with their trunks became part of their story. If they say it, most often they will write it in their story too! Thinking about an ending was something else we talked about. If this were my class if might be something I would do a few mini-lessons about. How do you think of a sentence that ends a story- a sentence that doesn't sound like there is more story coming? I think these two writers got it!
I was thoroughly enjoying my time in Kindergarten, but they left me and headed out of the room on their way to an afternoon activity class... bye Kindergarten... I hear 1st Grade calling my name!
I walked into Jennifer Gauer's classroom and she sat me right down next to Zac. Evidently Zac was eager as a beaver to "publish" his writing, but didn't want to take the time and care it takes to get something to a publishing state. Jennifer had recently made some Writer's Checklists to help her 1st Graders think about all the things necessary during an editing or revising stage before publishing. I asked her if she gave me liberty to go after this the way my writing heart was telling me to and she said "YES PLEASE!"
The first thing I knew I needed to do with this checklist was color code it. When kids edit/revise I want to see evidence of that work on their papers and I always did that using colored pencils or crayons. In 3rd grade they used those four sided colored pens. The first three things on the checklist were easy- Name, Date and Title. Check, Check, Check. The next ones were not so simple. And I actually would change the order on the checklist- something I didn't realize until I started using it with Zac.(See how it is reordered below).
Next We should have checked if all the sentences matched the title. We made that green. We read each sentences and asked "Is that about the seasons?" We found that a sentence about jumping in leaves all night long and playing at his cousin's house had nothing to do with the seasons and using a green crayon, Zac crossed them OFF! This was a big deal! I really thought he might fight me to do this, but he went right along with it.
Next we checked if there were at LEAST 3 sentences, yes, of course. But after crossing off parts, his story was not as long as he wanted it so we had to brainstorm other things about the seasons he could add to replace the unrelated sentences he had crossed off.
Next up were periods and capitals. I like that these went next to each other. We made periods orange and capitals blue. We read each sentence checking that there was an end mark. If there was he made it orange... we found ONE that was missing. His face was priceless. I resisted the urge to say "I told you so- that is why we edit." Now we had orange periods, and after every orange period there should be a blue capital. Again he found a place where he had forgotten to use a capital. "I told you so"! :)
Finally came spaces. There was a spot that needed better spaces and he grabbed for his eraser. I explained that rather than erasing it, editors have marks they can use to show better spaces. I showed him how he could draw a line with his purple crayon to show where he knew better spaces should go. If he would have erased I would have lost my "evidence" of editing. I left Zac to write more about the other three seasons- all he had mentioned were details he knew about fall so he needed to give the other three seasons equal justice within his story. When I came back I noticed he had continued the editing plan on his own with his newly added sentences! See below...
WOW! WOW! WOW!
I love my job!
I wasn't just there to watch recess however, first up on my schedule was Kindergarten! You know how much I love it down in Kindergarten. I showed up in time for some singing and dancing. "Who let the N out? N.. N...N..N...N"
I of course joined IN! Then we all hunkered down on the rug for our mini-lesson. Ms. Ripley was showing kids how to write MORE in their stories. More in the middle than just one sentence. We had a great time watching and helping her think about MORE to say in the middle about the class trip to the zoo. The students were itching to get to their own writing. And WRITE THEY DID! Wow, Ms. Ripley, you have really taken these writers far this year! LOOK at the writing that Kindergarten kids are doing in Clifton!
I was with both of the writers whose stories are featured above and I made each of them talk through their story first. They didn't want to, but I made them. Talking it through it so important. That is how the part about the giraffes long blue tongue and how the elephants were eating the hay with their trunks became part of their story. If they say it, most often they will write it in their story too! Thinking about an ending was something else we talked about. If this were my class if might be something I would do a few mini-lessons about. How do you think of a sentence that ends a story- a sentence that doesn't sound like there is more story coming? I think these two writers got it!
I was thoroughly enjoying my time in Kindergarten, but they left me and headed out of the room on their way to an afternoon activity class... bye Kindergarten... I hear 1st Grade calling my name!
I walked into Jennifer Gauer's classroom and she sat me right down next to Zac. Evidently Zac was eager as a beaver to "publish" his writing, but didn't want to take the time and care it takes to get something to a publishing state. Jennifer had recently made some Writer's Checklists to help her 1st Graders think about all the things necessary during an editing or revising stage before publishing. I asked her if she gave me liberty to go after this the way my writing heart was telling me to and she said "YES PLEASE!"
The first thing I knew I needed to do with this checklist was color code it. When kids edit/revise I want to see evidence of that work on their papers and I always did that using colored pencils or crayons. In 3rd grade they used those four sided colored pens. The first three things on the checklist were easy- Name, Date and Title. Check, Check, Check. The next ones were not so simple. And I actually would change the order on the checklist- something I didn't realize until I started using it with Zac.(See how it is reordered below).
Next We should have checked if all the sentences matched the title. We made that green. We read each sentences and asked "Is that about the seasons?" We found that a sentence about jumping in leaves all night long and playing at his cousin's house had nothing to do with the seasons and using a green crayon, Zac crossed them OFF! This was a big deal! I really thought he might fight me to do this, but he went right along with it.
Next we checked if there were at LEAST 3 sentences, yes, of course. But after crossing off parts, his story was not as long as he wanted it so we had to brainstorm other things about the seasons he could add to replace the unrelated sentences he had crossed off.
Next up were periods and capitals. I like that these went next to each other. We made periods orange and capitals blue. We read each sentence checking that there was an end mark. If there was he made it orange... we found ONE that was missing. His face was priceless. I resisted the urge to say "I told you so- that is why we edit." Now we had orange periods, and after every orange period there should be a blue capital. Again he found a place where he had forgotten to use a capital. "I told you so"! :)
Finally came spaces. There was a spot that needed better spaces and he grabbed for his eraser. I explained that rather than erasing it, editors have marks they can use to show better spaces. I showed him how he could draw a line with his purple crayon to show where he knew better spaces should go. If he would have erased I would have lost my "evidence" of editing. I left Zac to write more about the other three seasons- all he had mentioned were details he knew about fall so he needed to give the other three seasons equal justice within his story. When I came back I noticed he had continued the editing plan on his own with his newly added sentences! See below...
WOW! WOW! WOW!
I love my job!
Good Times with Tyler Tigers
My travels this week took me to Belton ISD and Tyler Elementary. Let me first mention that before I had moved here to Texas, I would visit Jeff as much as possible down in Texas. I came over Spring Break in Michigan to pound the pavement and find a teaching job. Tyler Elementary was the FIRST elementary school I knew about in the area and I used to watch the students coming and going in the morning and after school from our front porch. This week I got to go inside for the first time- not before driving by our old farmhouse first though!
First, I went to Ms. Sarinana's room. She is the first grade bilingual teacher at Tyler. I have never been in a bilingual classroom. I first noticed a little girl who did not come to the carpet with everyone else and was just choking back tears at her desk. Come to find out she only speaks Spanish and was a little overwhelmed to say the least. What a blessing that Ms. Sarinana was able to talk to her in Spanish about her assignment when the class got started. WOW! That was a wonderful experience for me to witness firsthand.
Today was a day for poetry in first grade. They were working on a poem using their five senses. Sensory details! The mini-lesson started with Ms. Sarinana modeling her own thinking and brainstorming of a poem using her five senses about the BIG storm that had just ripped through the town! The one that had me up the night before when I should have been fast asleep checking the weather and calming my dogs down myself.
The students would be doing the brainstorming of the poem today and Ms. Sarinana was showing them how to think about the things they could see, touch, smell, hear, and taste about a certain event or experience. The students watched her and then they were off to work at their desks on their own graphic organizer. I will be honest, I was not sure how they would handle this task. It seemed HARD! These kids knocked it out of the park! Several wrote about the storm, but many came up with their own unique ideas... rollerskating... the carnival... etc. This was great! I am hopeful that some "final" poems will come my way! I would love to see them! Did you hear that Yolanda? Wink! Wink! Check out some of the ideas...
Way to go first grade! Thanks for sharing your classroom and your writing with me!
Down the hallway I traveled to THIRD GRADE! Remember... third graders are bordering on scary to me! By THIS time in the year they are almost FOURTH GRADERS! I am not funny or smart in the eyes of FOURTH GRADERS, but I walked in and put on a brave face! Don't let 'em see you sweat right?
I was a little late, so I had missed the mini-lesson but anchor chart evidence showed me they were working on the Trait of Word Choice. I loved the feel of writing time in this classroom! There was a high expectation of on task behavior, but there was not an expectation that confined writers to their seats. That was the first thing I noticed. Some students wrote at their desk, some were at a round table at the back of the room, some wrote and talked with others, some wrote privately and pensively.
I wish I could have recorded it. It was exactly the atmosphere of "Workshop". There was movement, there was noise, there was flexibility, there was choice, but there was WRITING, and a LOT OF IT! Great job creating that culture Susie! I can't wait to use some of these photos in my PowerPoints as well! That is the "look" of Workshop.
Now on to the writers! I talked and conferenced with several, but a few stand out. One gentleman I pulled up next to, was writing about a trip to Six Flags. He had nothing on the paper when I sat down. I asked him what he wanted his writing to be about and he said
"Six Flags".
I kept pushing, "But WHAT about Six Flags?" He looked at me funny.
I kept going. "I have never been to Six Flags before." Now he laughed at me- that is not possible right? "I don't know anything about going to Six Flags! I don't know about the rides. I don't know what you can do there. I don't know how far away it is. I don't know what kind of clothes to wear."
That got him to talking. He started telling me the INS and OUTS of Six Flags.
"Maybe that is what your story could be about. Your story could tell someone who has NEVER been to Six Flags, like me, the things they need to know about the place."
He pushed his glasses up on his face, got his pencil and started his first sentence.... "I think you should learn things before you go to Six Flags."
YES! Writing success... an interesting topic with a unique voice. I think the importance of THINKING about what you want to say before you write it also bubbled up in this conference.
Next writer was Angelita. Angelita was writing a story titled My Favorite Sport. I sat down and started my conference with one of those questions y'all learned about that GET THE WRITER TALKING... I said "What are you working on today as a writer?" Some kids read their story, but Angelita helped me zoom into what she needed as a writer that day.
"I'm working on picking good words to use in my story." She pointed to the word fantastic! (spelled ventastik) She knew that was a good word to use in her story. Problem was, I noticed she used it again in the next sentence, so it lost its pizazz! I asked her to listen as I read her story out loud to her. I said listen for where you use that awesome word, fantastic. I read. Her eyes got big after I read.
I said "what did you notice?"
"I kind of used it too many times."
"What do you mean?" I asked.
"I used it once, and then I used it again right away."
"So what do you think you should do?"
"I think I should find another word to use."
Hmmm.... interesting idea Angelita! :) Score one for me... and YOU!
The conference continued and we found other great words to use including the word excruciating- yes I spent time in a dictionary in 3rd grade.
Thank you Belton for opening your classroom doors to me! It was truly my pleasure!
First, I went to Ms. Sarinana's room. She is the first grade bilingual teacher at Tyler. I have never been in a bilingual classroom. I first noticed a little girl who did not come to the carpet with everyone else and was just choking back tears at her desk. Come to find out she only speaks Spanish and was a little overwhelmed to say the least. What a blessing that Ms. Sarinana was able to talk to her in Spanish about her assignment when the class got started. WOW! That was a wonderful experience for me to witness firsthand.
Today was a day for poetry in first grade. They were working on a poem using their five senses. Sensory details! The mini-lesson started with Ms. Sarinana modeling her own thinking and brainstorming of a poem using her five senses about the BIG storm that had just ripped through the town! The one that had me up the night before when I should have been fast asleep checking the weather and calming my dogs down myself.
The students would be doing the brainstorming of the poem today and Ms. Sarinana was showing them how to think about the things they could see, touch, smell, hear, and taste about a certain event or experience. The students watched her and then they were off to work at their desks on their own graphic organizer. I will be honest, I was not sure how they would handle this task. It seemed HARD! These kids knocked it out of the park! Several wrote about the storm, but many came up with their own unique ideas... rollerskating... the carnival... etc. This was great! I am hopeful that some "final" poems will come my way! I would love to see them! Did you hear that Yolanda? Wink! Wink! Check out some of the ideas...
Way to go first grade! Thanks for sharing your classroom and your writing with me!
Down the hallway I traveled to THIRD GRADE! Remember... third graders are bordering on scary to me! By THIS time in the year they are almost FOURTH GRADERS! I am not funny or smart in the eyes of FOURTH GRADERS, but I walked in and put on a brave face! Don't let 'em see you sweat right?
I was a little late, so I had missed the mini-lesson but anchor chart evidence showed me they were working on the Trait of Word Choice. I loved the feel of writing time in this classroom! There was a high expectation of on task behavior, but there was not an expectation that confined writers to their seats. That was the first thing I noticed. Some students wrote at their desk, some were at a round table at the back of the room, some wrote and talked with others, some wrote privately and pensively.
Now on to the writers! I talked and conferenced with several, but a few stand out. One gentleman I pulled up next to, was writing about a trip to Six Flags. He had nothing on the paper when I sat down. I asked him what he wanted his writing to be about and he said
"Six Flags".
I kept pushing, "But WHAT about Six Flags?" He looked at me funny.
I kept going. "I have never been to Six Flags before." Now he laughed at me- that is not possible right? "I don't know anything about going to Six Flags! I don't know about the rides. I don't know what you can do there. I don't know how far away it is. I don't know what kind of clothes to wear."
That got him to talking. He started telling me the INS and OUTS of Six Flags.
"Maybe that is what your story could be about. Your story could tell someone who has NEVER been to Six Flags, like me, the things they need to know about the place."
He pushed his glasses up on his face, got his pencil and started his first sentence.... "I think you should learn things before you go to Six Flags."
YES! Writing success... an interesting topic with a unique voice. I think the importance of THINKING about what you want to say before you write it also bubbled up in this conference.
Next writer was Angelita. Angelita was writing a story titled My Favorite Sport. I sat down and started my conference with one of those questions y'all learned about that GET THE WRITER TALKING... I said "What are you working on today as a writer?" Some kids read their story, but Angelita helped me zoom into what she needed as a writer that day.
"I'm working on picking good words to use in my story." She pointed to the word fantastic! (spelled ventastik) She knew that was a good word to use in her story. Problem was, I noticed she used it again in the next sentence, so it lost its pizazz! I asked her to listen as I read her story out loud to her. I said listen for where you use that awesome word, fantastic. I read. Her eyes got big after I read.
I said "what did you notice?"
"I kind of used it too many times."
"What do you mean?" I asked.
"I used it once, and then I used it again right away."
"So what do you think you should do?"
"I think I should find another word to use."
Hmmm.... interesting idea Angelita! :) Score one for me... and YOU!
The conference continued and we found other great words to use including the word excruciating- yes I spent time in a dictionary in 3rd grade.
Thank you Belton for opening your classroom doors to me! It was truly my pleasure!
Wednesday, May 11, 2011
My Heart is Whole... In Kindergarten
I spent the morning in Kindergarten today! I was greeted with many hugs and smiles and looks of awe! There is nothing like a visit to Kindergarten to make you feel like a SUPERSTAR! Some little girl didn't even know my name yet, but she ran over and said "I made this for you". She proceeded to hand me a piece of paper that had been colored on. I took it with a reaction that showed what a treasure I believed it to be and proceeded to back it with tape and wear it on my shirt for the duration of my visit. It is now inside my Writer's Notebook.
Shortly after my arrival it was time for the Writer's Group Meeting where I was introduced to the class as Mrs. Sommers's teacher! Make note of time number two that I felt like a SUPERSTAR! Mrs. Sommers was showing the class her Writer's Notebook and I couldn't help it- I went and retrieved my own from the bag I brought in... SUPERSTAR episode 3. Students were finishing up letters to soldiers today and many who were finished would be making their photo envelopes for their ideas folder. (Thank you Writer's Workshop Institute).
The first thing that became evident when I saw students leave the rug (after having turned and talked with a partner about their writing plans for the day) was that this is a classroom where WRITING TAKES PLACE! Student folders were overflowing with papers and students knew exactly what to do when writing time began.
Mrs. Sommers had a list of students to confer with about their soldier letters. I am so happy to have this picture to replace the one I use of a teacher with a RED PEN in her hand. Rhonda- watch out- your picture is going to be part of my powerpoints now. Look how intent she is! Look how focused on that student! What a gift she is giving her writers- her full attention!
I let her work as normal, and I pulled in close to some writers. Unfortunately names are escaping me so another description will have to do. I sat down next to a gentleman with the cutest squishy cheeks you ever did see! He was writing a story called Me and Scrappy. Little did I know that Scrappy is a frequently chosen topic. His story read...
Me and Scrappy
Me and Scrappy
He rides in the car because my mom picks him up.
Yes.. that is where the story ended. I settled in as a listener first. And I said... who is Scrappy?! He said, "My dog!" Oh... I explained to him that I had no idea who Scrappy was (everyone in the class knew, but not me). I asked him if Scrappy was his Uncle? He laughed. "NO" I asked if Scrappy was his brother... "NO". His classmates piped in and said, "It's his DOG!" OK. "Where did you write that?" I asked the cute squishy cheeked gentleman. We worked out a new opening sentence. "Scrappy is my dog. I am his daddy." The second part the student came up with all on his own.
Next I asked him to tell me more about his dog. He told a story about Scrappy and the fence, Scrappy and the bed, Scrappy and how he jumps on him. I looked at this writer and explained that he had not written any of that down on paper. He shook his head and assured me that he had. "I don't see it!" I said looking at the paper in front of me. He started digging in his folder and sure enough- he pulled out not one, not two, but FOUR other stories about Scrappy. And he HAD in fact written those things in those stories. Turns out, my conference should have been about more ideas for story topics with this little guy.
I spent a little time with Andrew. Very quiet and soft spoken. When I sat down next to him, his eyes got all big and his face blushed a little. "ME? You want to talk to ME?", he seemed to be saying. Andrew was just getting ready to start writing a new story. "About what?" I asked him. "About when my mommy gets the baby out of her belly!" Ah... Kindergartners have such a way with words! They are even funnier with their illustrations of such things! He explained that his mommy is having a baby- a baby brother. I asked questions to try and get his mind going with what could make a good story. I left him to work.
When I came back, he had his folder closed and was working on his picture envelope. "Are you done with that story?" I asked. He shook his head yes. "Well let me see!" I said. His story read:
I am happy my mom is having a baby.
Yes folks- that was IT! I shook my head.. I scratched my temple... I looked on the back of the paper? I asked "Is that it?" He looked surprised to be called out on the table. "You didn't write about how you are going to help him learn to read like we talked about. You didn't write about how you don't want to change his stinky diapers like we talked about?" He started to smile. "I don't think you are done." I said. He got his pencil back in his hand and he continued to write! When I left he had it on the NOT DONE side of his folder to keep adding more details to tomorrow! Praise God!
Alas it was time to get on the road to Waco. I began packing up. Over came a sweet cherub whose name I never did get. She had been writing about her Calico cat that day. She opened with...
"Can I ask you a question?"
I should have known not to allow that from a Kindergarten student I had just met, but I said,
"Sure!"
"Are you pregnant?" she asked. I know my eyes got large, I swallowed my pride, and instantly sucked in my (slimmer than it was last year this time) stomach and said, "No dear, I am not pregnant." She continued to stare at my belly a few more seconds... she may make a good Nancy Drew someday, examining the clues.
Thank you Kindergarten for a NON SUPERSTAR sendoff. I will reconsider this outfit more carefully before wearing it again in the future and I will admit, I have been holding in my stomach ever since.
Shortly after my arrival it was time for the Writer's Group Meeting where I was introduced to the class as Mrs. Sommers's teacher! Make note of time number two that I felt like a SUPERSTAR! Mrs. Sommers was showing the class her Writer's Notebook and I couldn't help it- I went and retrieved my own from the bag I brought in... SUPERSTAR episode 3. Students were finishing up letters to soldiers today and many who were finished would be making their photo envelopes for their ideas folder. (Thank you Writer's Workshop Institute).
I let her work as normal, and I pulled in close to some writers. Unfortunately names are escaping me so another description will have to do. I sat down next to a gentleman with the cutest squishy cheeks you ever did see! He was writing a story called Me and Scrappy. Little did I know that Scrappy is a frequently chosen topic. His story read...
Me and Scrappy
Me and Scrappy
He rides in the car because my mom picks him up.
Yes.. that is where the story ended. I settled in as a listener first. And I said... who is Scrappy?! He said, "My dog!" Oh... I explained to him that I had no idea who Scrappy was (everyone in the class knew, but not me). I asked him if Scrappy was his Uncle? He laughed. "NO" I asked if Scrappy was his brother... "NO". His classmates piped in and said, "It's his DOG!" OK. "Where did you write that?" I asked the cute squishy cheeked gentleman. We worked out a new opening sentence. "Scrappy is my dog. I am his daddy." The second part the student came up with all on his own.
I spent a little time with Andrew. Very quiet and soft spoken. When I sat down next to him, his eyes got all big and his face blushed a little. "ME? You want to talk to ME?", he seemed to be saying. Andrew was just getting ready to start writing a new story. "About what?" I asked him. "About when my mommy gets the baby out of her belly!" Ah... Kindergartners have such a way with words! They are even funnier with their illustrations of such things! He explained that his mommy is having a baby- a baby brother. I asked questions to try and get his mind going with what could make a good story. I left him to work.
When I came back, he had his folder closed and was working on his picture envelope. "Are you done with that story?" I asked. He shook his head yes. "Well let me see!" I said. His story read:
I am happy my mom is having a baby.
Yes folks- that was IT! I shook my head.. I scratched my temple... I looked on the back of the paper? I asked "Is that it?" He looked surprised to be called out on the table. "You didn't write about how you are going to help him learn to read like we talked about. You didn't write about how you don't want to change his stinky diapers like we talked about?" He started to smile. "I don't think you are done." I said. He got his pencil back in his hand and he continued to write! When I left he had it on the NOT DONE side of his folder to keep adding more details to tomorrow! Praise God!
Alas it was time to get on the road to Waco. I began packing up. Over came a sweet cherub whose name I never did get. She had been writing about her Calico cat that day. She opened with...
"Can I ask you a question?"
I should have known not to allow that from a Kindergarten student I had just met, but I said,
"Sure!"
"Are you pregnant?" she asked. I know my eyes got large, I swallowed my pride, and instantly sucked in my (slimmer than it was last year this time) stomach and said, "No dear, I am not pregnant." She continued to stare at my belly a few more seconds... she may make a good Nancy Drew someday, examining the clues.
Thank you Kindergarten for a NON SUPERSTAR sendoff. I will reconsider this outfit more carefully before wearing it again in the future and I will admit, I have been holding in my stomach ever since.
Monday, May 9, 2011
Conferring in the Country... I mean Hubbard
Another day with real live kids and I must say it was another experience that solidified in my mind that- kids are awesome!
I started my time in Hubbard conferring with a little boy named Thomas. There were several writing opportunities for students on that day, but Thomas was writing about his field trip to the zoo. The first thing I noticed about his work was the way he had modified his large illustrations box to be instead several smaller boxes, each showing different animals. I also noticed that his first sentence was nonfiction and giving a fact he learned on his field trip. I started, by asking him to "Tell me what you were thinking with your illustration". He proceeded to tell me that he saw many animals and wanted to write about each one. "So this is going to be a nonfiction piece?" I asked. "Yes." He replied. He was very sure of himself. I like that in a writer! I mentioned to him that sometimes in nonfiction pieces that
authors and illustrators will add labels to the pictures. I suggested that might be something he would want to think about in this piece. (he has them in this picture, but he did not have them at the time of the conference). I also asked what his plans were for the rest of the writing. He told me he wanted to write the facts about each animal. I told him that would be great. I pointed out each animal in his picture and had him say what was most interesting about each. I left him to work and could hardly wait to see what he continued to add to his writing. By the way... check out his illustration of a giraffe!
I love it!
When I came back to Thomas 10-15 minutes later or so... his writing was completed. Not only did he write a fine piece of nonfiction, but his idea (and of course the desire for praise like the praise I poured out on him in the conference we had) spread like wildfire to other writers in the class. See the piece Thomas finished as well as the way his idea spread to others. This could lead to a series of mini-lessons on writing nonfiction.
The finished piece by Thomas.
The idea Thomas had, as used by his classmates.
The second interesting conference I had was with a shy girl named Lindsey. I instantly zoomed into Lindsey's picture and asked her about her illustration. See below.
I asked her to describe the picture. I asked specifically about the lines by the monkey's mouth. She said that was to show that they were making sounds. I asked her how she knew to draw it like that and she shrugged. I told her that is how illustrators DRAW sound in their pictures. I then asked her if she had every used word in her pictures before.
Then I asked her to show me the part in her story where she wrote about the sounds. She had not done that yet. I told her that when you use the sounds in your story it is called Onomatopoeia. After the group at the table got done laughing at the "funny word" we had more conversation about what it means and how a writer could use sounds in their story. I helped Lindsey brainstorm the sound the monkeys were making and we thought about how she could spell that. We brainstormed other sounds that could be in a story about the zoo. The sound of the bus horn beeping, the sound of the kids yelling, the sound of the leaves blowing. Again, this writing conference idea caught on like wildfire.
As I was headed out the door and back on my way to Waco, I had a student call out, "What's it called again when you put sounds in your story?" I love my job!
Tuesday, May 3, 2011
Thanks for a great year!
Melissa, thank you so much for being such a wonderful instructor/presenter throughout these 5 workshops. You truly are amazing at what you do. I have enjoyed putting your teachings to use (well, trying to anyway) and I am excited to watch myself grow and build on your teachings for years to come.
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