I hope you haven't been holding your breath since my last "Website Wednesday" post. I had a bit of a blog break for awhile. Now that I've returned, I'd like to share another wonderful website:
http://www.bookadventure.com/
My computer is not letting me do a screen capture right now to show you how neat this website looks, but just click the link and find out for yourself! This is a FREE website sponsored by Sylvan Learning. My 2nd grader loves playing games, doing the quiz-o-matic for prizes, and finding books. I use it at school to help with my students, especially the ones that are struggling to find the perfect book. This site doesn't list all the books in the world, but it does a good job of narrowing down the level, topic or interests, and priority of book suggestions. Think how long that would have taken us in the card-catalog days! :)
Happy Wednesday and if you are in the land of Oz- Stay warm snow buddies!
Wednesday, January 19, 2011
Monday, January 17, 2011
When 2 Year Olds Read
I'm sharing this video of my son, a "reader" at an early age. While I thought I was just an awesome parent, I soon realized that it was more of his intellect that allowed him to be this bright.
* I wonder, what do we do with kids that read this young?
* What do we do as teachers to ensure that these children don't become frustrated with academics that may be "below" their level?
* What effect has NCLB had on these types of readers and writers?
Later this week, I'll try to post some enrichment activities for kids like Zachary that may be well above their grade level and need challenging tasks to keep them behaving and thinking appropriately.
Friday, January 14, 2011
Writing Essentials- Chapter 3: Share Your Writing Life
If teachers are to teach writing well, they must see themselves as writers . . . good writers . . . confident writers . . . growing writers. Teachers that write with their coworkers, and bond as a staff, also have higher achievement in their student reading and writing scores. While most teachers have the “no time” excuse, snap-shot writing can be introduced as a way to quickly write and share important ideas in our lives and teaching. When staff shares their ideas through “snap shots,” it is a time for celebration of writers and a time of bonding as a team.
Students need to see that their teachers are growing writers as well. We are always in the process of learning and growing. When we share our writing with our students, we show them that we write for many different purposes, but it always helps expand our thinking. Students need to know the connections between reading and writing . . . books and authors . . . readers and writers. They need to understand the purpose for writing as well as have a valuable audience for which they are motivated to write. When we read various texts, we need to model how we watch what authors do and how they craft their pieces. Books can be an excellent springboard for getting writing started and having organization for writing.
One of the most practical ways to teach writing is to explicitly model it for our students. In essence- we should practice what we preach. It is important for students to watch us struggle and solve problems. Our students need to observe how we plan, practice, think, and write. If we write our example before we show it to students, they miss some of the most important parts of learning how to be writers. We need to show them the entire process.
Writing is a recursive process rather than just linear. Good writers go back and continue with their previous writing rather than constantly starting new ideas. They revise and refine. Teachers need to envision themselves as writers- having real writing experiences in front of the children, showing children how writers think, and most importantly celebrating the writer’s growth.
Some questions to ponder about this chapter:
• Would my staff be willing to write together as an effort to create bonds and collegiality?
• Do I do “snapshot writing”? How might it be implemented into my classroom?
• What process do I use as a writer? What are my “practices”?
• Is my writing life apparent to my students even when I’m not directly teaching?
• What are some characteristics of growing writers?
Students need to see that their teachers are growing writers as well. We are always in the process of learning and growing. When we share our writing with our students, we show them that we write for many different purposes, but it always helps expand our thinking. Students need to know the connections between reading and writing . . . books and authors . . . readers and writers. They need to understand the purpose for writing as well as have a valuable audience for which they are motivated to write. When we read various texts, we need to model how we watch what authors do and how they craft their pieces. Books can be an excellent springboard for getting writing started and having organization for writing.
One of the most practical ways to teach writing is to explicitly model it for our students. In essence- we should practice what we preach. It is important for students to watch us struggle and solve problems. Our students need to observe how we plan, practice, think, and write. If we write our example before we show it to students, they miss some of the most important parts of learning how to be writers. We need to show them the entire process.
Writing is a recursive process rather than just linear. Good writers go back and continue with their previous writing rather than constantly starting new ideas. They revise and refine. Teachers need to envision themselves as writers- having real writing experiences in front of the children, showing children how writers think, and most importantly celebrating the writer’s growth.
Some questions to ponder about this chapter:
• Would my staff be willing to write together as an effort to create bonds and collegiality?
• Do I do “snapshot writing”? How might it be implemented into my classroom?
• What process do I use as a writer? What are my “practices”?
• Is my writing life apparent to my students even when I’m not directly teaching?
• What are some characteristics of growing writers?
Thursday, January 13, 2011
Writing Essentials- Chapter 2: Start with Celebration
When was the last time you celebrated taking a risk? I know that as a bit of an introvert, I am not big on taking risks, especially if I know there is a high likelihood that I will fail. Our students need to take risks in order to become better and learn. Taking risks is part of the growth of knowledge. We need to create a compassionate, caring classroom that fosters and encourages risk-taking in writing. Our students need to be celebrated for the risks that they do take, no matter how tiny they might be. Most children start out thinking of themselves as writers. It is the experiences they have had with mistakes they’ve made that start making them hesitant to take risks. Teachers need to create a sincere connection with their students and have a trusting bond.
Routman says:
“It takes so little to turn a student into a writer: a human connection, teacher modeling, supportive conversations before writing begins, an appreciation of the student’s efforts, sincere affirmation, real writing for a purpose, and a reader that the student values.” (pg. 21)
Storytelling can create such a strong starting point for writing starts. Reading and telling children a story gives them exposure to rich vocabulary, enriching experiences, and connections with others. Our personal lives are shared with students when we tell them stories and they relate to us as teachers and as fellow human beings. Oral language skills and literacy are very closely linked. Most children and teachers love to talk with each other. By engaging in purposeful conversations and sharing stories, writing ideas and prompts can become clear. Children will write about what they know best.
A powerful display of sharing writing is through poetry. Encourage children to write free verse, to play around with words, and to explore books where author’s share great language in poetry. Poetry can be so powerful in demonstrating how fun it can be to play with words and make them work for us to make meaning and humor.
In all, our kids need to be celebrated writers and risk-takers. They need to know without-a-doubt that they have power to create writing that is worth reading. As teachers, we are responsible for giving our students that motivation, encouragement, and most importantly, the trust to take risks.
Some questions to ponder about this chapter:
• What stories do you tell to your students? Besides personal experience, what are some good resources?
• Do you “protect” story time in the classroom?
• How can journals be used productively in the classroom?
• Do I give my students enough time to tell stories or share their experiences with others?
• Do my students view themselves as great writers and storytellers?
Routman says:
“It takes so little to turn a student into a writer: a human connection, teacher modeling, supportive conversations before writing begins, an appreciation of the student’s efforts, sincere affirmation, real writing for a purpose, and a reader that the student values.” (pg. 21)
Storytelling can create such a strong starting point for writing starts. Reading and telling children a story gives them exposure to rich vocabulary, enriching experiences, and connections with others. Our personal lives are shared with students when we tell them stories and they relate to us as teachers and as fellow human beings. Oral language skills and literacy are very closely linked. Most children and teachers love to talk with each other. By engaging in purposeful conversations and sharing stories, writing ideas and prompts can become clear. Children will write about what they know best.
A powerful display of sharing writing is through poetry. Encourage children to write free verse, to play around with words, and to explore books where author’s share great language in poetry. Poetry can be so powerful in demonstrating how fun it can be to play with words and make them work for us to make meaning and humor.
In all, our kids need to be celebrated writers and risk-takers. They need to know without-a-doubt that they have power to create writing that is worth reading. As teachers, we are responsible for giving our students that motivation, encouragement, and most importantly, the trust to take risks.
Some questions to ponder about this chapter:
• What stories do you tell to your students? Besides personal experience, what are some good resources?
• Do you “protect” story time in the classroom?
• How can journals be used productively in the classroom?
• Do I give my students enough time to tell stories or share their experiences with others?
• Do my students view themselves as great writers and storytellers?
Wednesday, January 12, 2011
Writing Essentials- Chapter 1: Simplify the Teaching of Writing
If someone told you that they would simplify your teaching, would that just make you exuberant and jump for joy? Aren’t teachers usually looking for ways to simplify and refine what they are doing? Sometimes it is in the name of saving time, but other times it is serious, ethical, purposeful teaching that is just simpler than before. By simplifying, we get back to the basics of teaching. Whether it be reading, writing, math, or themes (yes, I really listed that), teachers need to get back to the simplicity of the subject matter. While pressures are mounting for performance testing and standards-based assessments, isn’t it true that we are getting further away from making our students citizens and making them standardized performers?
In the book Writing Essentials by Regie Routman, she provides real-life examples of how to simplify our teaching of writing so that our students start to enjoy it and see purpose in it. By taking the focus away from procedures, processes, genres, and strict standards, we can give students the desire to learn writing and think of themselves as great writers. Students need to start out with efficacy about their writing. It seems that most teachers have negative experiences or thoughts about writing and that is apparent in how they approach teaching writing as well as writing in general. When teachers start to write together, as a team, and start to enjoy writing, they pass that love onto their students. The core beliefs of teachers have to know that they themselves are writers and that they will be great teachers of writers.
If you are reading this as a teacher, it does not matter what grade level you teach- writing skills and strategies are the same across all the grade levels. Writing is writing. It should come to no surprise that good readers make good writers and vice versa. Our writers need real world applications for their writing. They need motivation and purpose for being a writer. When they have intense motivation to get their purpose or message across, they will perform to the high expectations. They may not go through the entire writing process or perform well on every piece of genre text you teach, but when they are passionate about being a writer and are encouraged to be a great writer, they will most generally rise to those expectations.
Simplify your teaching of writing- look at what writers do, why they do it, and how they do it. Teach explicitly and purposefully to your students and most importantly, foster the students need for encouragement and motivation.
Some questions to ponder about this chapter:
• What are my Top 5 Things I do to Ensure Students become Excellent Writers?
• What does are my colleagues shared beliefs about writing and teaching writing?
• What makes a great “writing program”?
• What do I do as a writer?
• How do I indirectly influence my students as writers?
Saturday, January 16, 2010
What Matters NOW
This is a post from a blog I've recently started reading. I haven't read the entire PDF, but I did think it was worth the time to look at. As a teacher, I'm always looking at new ideas, ways to become a better person and ways to make my instruction more suitable for my students. So, here's the document (let me know if the link doesn't work please). Let me know what you think!
What matters to YOU right now?
What matters to YOU right now?
Wednesday, January 13, 2010
23 Things KS- Week One: Blogging
I've joined an online PLC to learn more about using technology in education and libraries. A friend introduced me to 23 Things Kansas and so I thought I'd give it a try. I mean, what else do I have to do this semester as I wait out on my reading specialist program. I've been a blogger for a couple years now and thoroughly enjoy it. Mainly, I've used my blog for family-related news, pictures, stories and information, but I'm starting to have an interest in having more of a professional learning community through the use of blogging.
If you have any suggestions about how to use blogs with elementary students, please leave me a comment to let me know! Thanks.
If you have any suggestions about how to use blogs with elementary students, please leave me a comment to let me know! Thanks.
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