Mentor Text Series: Week of January 8

Though I have been away from writing for awhile, I haven't stopped thinking about what works for kids as learners. In fact, this fall, I began collecting my thoughts about how primary classrooms can begin to embed and embrace digital reading and writing for primary learners. Tony Keefer and I shared some of our thinking at NCTE and I am excited to dig deeper in January with some amazing leaders and thinkers in the tech and workshop arena. Beginning the week of Jan.8th, I will be blogging alongside:

Bill Bass at Mr. Bass Online
Troy Hicks at Digital Writing, Digital Teaching
Kevin Hodgson at Kevin's Meandering Mind
Tony Keefer at Atychiphobia and
Franki Sibberson at A Year of Reading

We are excited to initiate conversations around mentor texts in the digital writing workshop. We hope you will join us by reading, commenting and sharing your thinking. We are all smarter together. Looking forward to learning with all of you!

Traditions

A friend of mine noticed that I haven't blogged since August. With the move to a new home over the summer and fall, I have to tell you it was hard to keep up. Blogging has taken a back seat to keeping up with organizing a new home space, taking care of my family and my students. I didn't realize how much I have missed it until my husband and I began talking about the changes that our family has undergone in the last 6 months. We reflected on the pros and cons of our life. My biggest complaint was the time I have lost writing and thinking with others through blogging. So, I am excited but a little anxious (hoping I can keep up with my personal goals for writing 3x a month) about coming back to writing, reading and learning with you.

I thought today, I would share some of the beautiful representations of tradition made by my first graders this year. After reading books like Every Friday, The Relatives Came, My Forever Dress and The Hat that Clara B. Wore my students were able to think about what tradition means in the character's lives as well as in their own lives. We had much discussion about tradition and

I invited students (and their parents) to post pictures of their family traditions in a google presentation doc.

This google doc allowed me to introduce students to a new tool for technology, allowed students to collaborate and witness a document being built over time and also allowed them to easily share and explain their traditions visually to one another using our projector.

After sharing and talking about our traditions, I asked students to think of a (picture) symbol that would represent a tradition that was meaningful to them. For example, Surabhi created a traditional Indian dress to represent her tradition of dressing up on special occasions, Jason choose a tray of cookies to represent his tradition of making cookies for Santa, and Tiya chose a diya (clay lamp filled with oil) to represent lighting lamps on Diwali. All of their symbols uniquely representing the special tradition celebrated with their family.

I modeled how to sketch and plan their symbol on paper and then introduced them to embossing on heavy gauge foil (an idea I grabbed from Family Fun magazine) with wooden pencil like rods. The students later colored their embossed symbols in with colored sharpies and then wrapped them up as a gift for their family.

I think you might agree that their creations were amazing. My class this year has embraced opportunities for showing what they know by drawing, building and creating. I have found myself looking for new ways to meet their needs as writers, readers, mathematicians and scientists where they can use their ideas and their hands to create. It is challenging me to build new traditions for the students in my classroom.

August 10 for 10 Picture Books

I haven’t had as much time as I would like to blog this summer but I wouldn’t miss August 10 for 10!! So, thanks to Cathy and Mandy for hosting this great event.

This summer I thought I would share 10 books I am adding to my own classroom library and think a little about why they will work for my primary kids.

Here goes:

Brownie and Pearl Take a Dip by Cynthia Rylant

Brownie and Pearl Take a Dip is the fourth in Cynthia Rylant’s series for early readers. In this third book, Brownie (an adorable little girl about the same age as primary kids) and Pearl (her brown and orange pet cat) prepare for a swim in the small blue pool. Brownie gets her suit, Pearl gets her beach ball and they both put on their sunglasses. Brownie takes a dip and so does Pearl but she doesn’t last long.

These two characters are perfect for first graders. Last year I noticed a number of girls wanting to hold on to this series in their book bins. The text on each page is short and a bit repetitive. This book and many others in the series like: Brownie and Pearl Step Out and Brownie and Pearl Get Dolled Up, Brownie and Pearl See the Sights make up one of my newer baskets of series picture books in the classroom library. And coming in Sept: Brownie and Pearl Hit the Hay.

Blue Chameleon by Emily Gravett

I love this book because it has so much versatility. It could be a color book, a label book (that tells a story), or even a book about finding a friend. It is one of those books to read at the beginning of the year because everyone could read it after read aloud. It is also a book you could easily pull out and study pattern and repetition in as writers. And, I would pull this out later in the year to discuss what the book is really about. Emily Gravett is a genius.

A Rainbow of Animals by Melissa Stewart

I am always on the lookout for strong non-fiction titles for primary readers. I often am looking at the pictures/photographs, the amount of text, the organization of the book when deciding on whether it would be a beneficial primary read. This book of animals organized by their colors according to the rainbow. It has crisp colorful photographs with just the right amount of text for emergent and transitional readers. I love it!

The Adventures of Max and Pinky : Superheroes by Maxwell Eaton III

The notion of bravery in first grade drives much of what we do throughout the year and especially in the in first month of school. So, I am looking for “superhero” stories everywhere I go. (I happen to find this book while surfing the shelves at half price books.) In their superhero adventures, Max and Pinky transform into superheroes after trying many superhero outfits. Mighty Max and his stubby sidekick (Pinky is so confused about what a stubby sidekick is) save whales, battle snow monsters until, yep, Pinky is upset with his title and quits. Will their superhero friendship survive? This book of course embraces kids being able to do anything but also made me think about how often upset feelings happen in the classroom. Pinky and Max can help model how friendships do overcome.

No One But You by Douglas Wood

I loved this book the moment I read the first page which reads:

There are so many things in the world,

So many important things

To be taught

To be shown.

But the best things,

The most important ones of all

Are the ones no one can teach you

Or show you

Or explain.

No one can discover them

But you.

The book places you (the reader) in many places and moments where noticing and wondering are of the essence: dangling your toes into a pond, blowing the seeds of a dandelion, and embracing the softness of a puppy. I love how it enables you to feel truly in charge of your learning when so much of student learning is often controlled by what we as teachers do or have to do in the classroom.

A Ball For Daisy by Chris Raschka

One of the first studies we think about as readers and writers in the classroom is a study about pictures. It is crucial that young readers and writers really take time to think about how pictures help us understand a story and about how we as writers create pictures can help the reader understand our thinking. I have used titles like The Zoo by Suzy Lee and How to Heal a Broken Wing to help us study pictures.

A Ball of For Daisy by Chris Raschka is a wordless picture book that I enjoyed reading this summer. It is about a dog and her ball. It has lots of opportunities for predicting and thinking solely using the pictures. Chris also uses multiple frames on a page to show the passing of time thus allowing us to help kids think about how they could do the same.

I Spy with My Little Eye by Edward Gibbs

My students love I Spy books. They also love the Spot 7 series books. I think it is because of the simplicity in these finding books. We as teachers feel guilty when kids want to sit with these for hours but really we have to make sure they get time to do just that: sit and be with a book they enjoy. We can balance with our objectives and curriculum and expectations but I also think they should sit and be with books they love, even books that they may not be reading continuous text. We want them to think and enjoy reading. This book: I Spy with My Little Eye is a perfect primary think and read. It is repetitive and very predictable: both great things for our early readers and even the readers we think should be doing more. I think it will make all kids happy.

Sparkle and Spin : A Book About Words by Ann and Paul Rand

Ok, this book was a book given to me in my district’s word study curriculum. It is very old but so great for introducing kids to thinking about the power of words and what they are. I am thinking it would be a great read before asking kids to think about their favorite word. A great way to start the year with thinking about the importance of words in many contexts.

The Little Hummingbird by Michael Nicoll Yahgulanaas

Last fall I heard Ann Marie Corgill share this title during our NCTE presentation and I am just getting to purchasing it. It is the story (based on a South American tale) of a little humming bird bravely carrying water droplets attempting to douse a forest fire while her animal friends run from the raging fire. It sends the message to all kids that there is strength and dignity in bravely standing up for what you know is right.

Fish Wish by Bob Barner

Lastly, I read Fish Wish this summer and realized it might have some possibilities in our study of patterned text during writing workshop. As writers, we look hard at pattern books for ideas, structure, endings, beginnings and craft. I am thinking kids might love to begin their pattern books like Barner, “ If I were a ________.” And then imagine and share why. This book has a structure that kids can emulate in their own writing.

School Shopping 2: Word Play and Practice

I was unpacking lots of goodies today that I purchased from Resources for Reading and Really Good Stuff.

First the blue cylindar shaped supply bin (of which I bought five for the tables around the room) will hold the pencils, scissors, glue sticks and colored pencils for each table. The white trays, tactile letters, large letter stencils and blue polymer molding stuff are all for word play. I always need sturdy industrial strength magnets (yellow) and I bought 3 bags of colored magnetic counters because the kids always love to sort, pour, pretend with little trinkets. Lastly, I am trying the Ticonderoga triangular shaped first write pencils for students who may still need help with their pencil grip (seem to always have a few).

Last year I purchased letters and strings for my word play and practice. I often find myself looking for fun things that kids can use when playing with letters and exploring words. I also have tried to set up some areas designated for play and exploration with words.

I used this stand with magetic white board last year. This year, I found a small tray with dry erase capability. I like it because it has a little depth to the tray top so it can contain plastic letters, polymer sand, playdough, etc. It also folds up nicely to fit under my white table.

I am thinking about placing a basket of books at the end of the table that engage kids in word play. I like How to Build An A and Animal Soup. I think a few alphabet books would be great and Ook the Book for later on when we think about rhyme and notice patterns in words. I will also have our name chart (student's pics and names) close by or possibly handy so kids can make and talk about each other's names.

For now, let the thinking continue for room set up and new ideas.

Do You Know Which Ones Will Grow? by Susan Shea

Last week I sat down with my science curriculum to map out some science units. My goal was to come up with 3 big ideas that will encompass the more specific targets that are laid out in earth, space, life, physical and technology strands of science. I came up with 3 themes for these that I think will help kids understand that curriciulum targets aren't just a one day learned in isolation kind of thing. ( I think I've struggled with this for years thinking I had to do magnets for 2 days and then matter for 3 days, etc.)

The first idea we will be exploring will be change. I want to introduce kids to wondering about changes inside and outside ourclassroom. As I begin to map out some paths we might take, I am beginning to collect picture books that will help us think about change. One that I love for primary kids is called Do You Know Which Ones Will Grow? by Susan Shea.

Why? It is filled with pattern and ryhme . It teaches kids about living things that change and grow and then asks if non-living items (like cars, watches and cupcakes) can grow. It has lift the flaps and great pictures. It is a great science read aloud and will fit in nicely with our pattern book study we dive into at the beginning of first grade.

Other great reviews about this book can be found at :

Carol's Corner and

100 Scope Notes

If you have books to share that work for science read alouds, feel free to share!

School Shopping: Blank Books

Fourth of July has come and gone which means that the summer is about half gone. My writing life feels the same. So I decided to jump start myself with some quick posts about books, ideas and changes I want to make in my own classroom for next year.

After attending the All Write Consortium this summer in Indiana, I have some ideas for organizing reading and writing assessments that I have always felt messy about. I found these blank books at Star Beacon here in Columbus yesterday and I think they may help me and my kids keep track of student goals and my conferring notes. Listening to Ann Marie Corgill and Debbie Miller at All Write, I was reminded of how important it is to document student process. I think these little blank books will be perfect for jotting conferring notes and setting goals for kids. In the past, I kept my notes with me in a single notebook, but I really like the idea of each student having their own journey of learning and goal setting in their own hands( how nice to be able to have the kids reread the notes or a few words we set in a goal together because they have their little blank book with them). I know they are small enough to fit in a folder and a book bin (and they were very reasonable 17.95 for 20 blank books). These are also the kind of books you could just make yourself if you had the time.

On to more thinking about the classroom, books and our new home. Hoping to close next week and pictures to follow. Happy Saturday!

A Time of Change

I have taken a break from frequent postings over the past couple months as my family slowly packed and moved out of our home. We are blessed to be staying with family (my sister, brother in law, neices and nephew) as we patiently wait for news about our next home. "Camp DiCesare" is what our living situation has been termed by a neighbor and I think the name fits. Needless to say, you can imagine the change we are all bravely (and some generously) experiencing.

So I started thinking about the way each one of us feels about change. Reaction to change seems to depend on so many possible variables. Some of us dive into new places, circumstance and situations unafraid. While others need some support, time or comfort when something is new. We all have different comfort levels for change in our lives and even in the classroom. Next year, I will not be changing grade levels (staying with first) but I will be thinking about the many changes I will adopt in my teaching.

Some of the changes I am thinking about are subtle, like changing my room set up and the size of my whole group space on the floor. I want to condense it so I can use the whole space more wisely. Other subtle changes include switching book baskets that aren't as loved and replacing them with newer books or series.

Larger changes that I am thinking about are the "bigger picture changes" that reflect my beliefs and the messages I want to send in the classroom and home to parents. One of these bigger changes is fine tuning my curriculum night presentation so that I can effectively share with next year's parents what is most important for young learners: (using pictures of students) working together, listening to each other, sharing, noticing the world around them and teaching them how to ask questions and search for answers. Sending these messages helps the families understand what I believe in and what will be most valued in the classroom. Another change I am thinking about is modeling and providing more opportunities for kids during reading workshop share. This time is trickier for me than writing workshop share. With writing workshop share, I can often find and ask kids to share writing that demonstrates an idea introduced during minilesson (while engrossed in a unit of study). Kids are excited to share and take turns well as I keep track of who and what is shared in my assessment notebook. With reading workshop share (I am a little less organized) I find myslef asking for volunteers to show how they've tried a strategy or reflected on some reading behavior or choice but I am less able to make my way around the room because I often grab a group of kids for guided reading, a book share or a student for aconference. I find often it is the same kids volunteering. This winter I read a great post called Share Time written by Katie Keier and Pat Johnson on their blog: Catching Readers Before They Fall (also the name of their book) about ideas they use for student sharing during reading workshop. They talk about the three structures they use for young readers during share: selected students, partner shares, or "whip around the circle" shares. I am hoping to use their ideas to help me think about and change up my reading workshop share next year.

For me, change is what pushes me to grow and search for answers. When I am frusterated by change, reflecting on what I'm supposed to learn or how the change will help me, brings me closer to accepting and embracing change as an opportunity.