Thursday, December 10, 2009
Florida Center for Reading Research
This site is wonderful. There are activity links for each component of reading instruction. Each activity is complete with lesson plans and game board activity pictures and materials. Loads of research and other great information. Check it out!
Sunday, December 6, 2009
Saturday, December 5, 2009
Tuesday, December 1, 2009
Tuesday, November 17, 2009
These are some pictures I took of writing in the classrooms. I should have turned over video duties to one of you guys. I kept forgetting to take pictures. maybe in the next few weeks I can slip in and take a few more photos of their writing. Check out the one with the dogs on a row. He is writing "The chihuahuas are fighting over a bone. He used the king of ing kid crown to write the ing ending after it was introduced. I loved the concept of this writing. Almost looked like a chorus line instead of a fight. I love the ideas they have as they draw and write. I prompted him to find out why they were fighting, where they were, whose bone it was etc. I Would like to see this story line develop!
This video would be a good way for those visual and auditory learners to have another way to practice number writing. I have the poems and practice writing books that are used on this viseo if you need a copy.
I am not advertising hooked on phonics but did think this video would be one that would be a good way to reinforce word families.
Wednesday, November 11, 2009
Wednesday
Thank you so much for letting me come in this week. I am sorry that it seemed so rushed and the transition time between rooms took longer than I did anticipate. Just remember that the biggest thing I wanted to share with you while I was in your room were some of the resources that I do have for writing. When children can have access to writing centers, materials and adult support for writing they will expand and grow very quickly as writers and readers. Remember to try and build choice into their writing as much as you can. Share the pen, have word banks that relate to the units of study and give them the opportunity to write and share their writing every day. Our time was so short we did not get to the share time. At the end of journal writing, try and let two or three children share what they wrote or post their writing on news boards and in class books.
Think out of the box and use materials other than paper and pencil to write for those learners that have motor problems or who need the sensory experience and movement of something larger than a pencil.
It is always a little hard going into another teacher's classroom and not really knowing what they expect the children to do and not do within the setting. A little harder to gain and have classroom control when the environment is not the one you created or own. I really enjoyed seeing so many writers on the verge of independent writing. It is exciting seeing the transition from not thinking they are writers to knowing they are.
Please take time to comment a few times if you can on the blog. I will get the power point loaded on the blog if possible. If I am not successful, I will email it like we planned. If you could, please read it and make some comments about it as well. I would like for each of you to look at some of the links on the right and let me know what you think. The two Kid Writing sites are loaded with ideas and information. I will also be getting a little evaluation form to you after the Power Point to fill out to give me some feedback. I really do appreciate you welcoming me into your classroom home and for all that you do for our children every day.
Think out of the box and use materials other than paper and pencil to write for those learners that have motor problems or who need the sensory experience and movement of something larger than a pencil.
It is always a little hard going into another teacher's classroom and not really knowing what they expect the children to do and not do within the setting. A little harder to gain and have classroom control when the environment is not the one you created or own. I really enjoyed seeing so many writers on the verge of independent writing. It is exciting seeing the transition from not thinking they are writers to knowing they are.
Please take time to comment a few times if you can on the blog. I will get the power point loaded on the blog if possible. If I am not successful, I will email it like we planned. If you could, please read it and make some comments about it as well. I would like for each of you to look at some of the links on the right and let me know what you think. The two Kid Writing sites are loaded with ideas and information. I will also be getting a little evaluation form to you after the Power Point to fill out to give me some feedback. I really do appreciate you welcoming me into your classroom home and for all that you do for our children every day.
Tuesday, November 10, 2009
Found a picture of some of my sticker stories. Sorry not so close up. The little awards are attached and have something on them like ___ is really good at _____. I pick something they are doing well. COuld be making their pictures match their words, leaving spaces, using sight words, adding detail etc.
Education is not the filling of a pail, but the lighting of a fire.
William Butler Yeats
Another Day!
Had another fun day today with your kiddos. Thanks for having patience with me as I leave my trail of materials. LC did you find my Paw of "saw"? Ha! Just wanted to remind everyone that during journal writing time there is no way you can really keep young children occupied and engaged long enough to get around and conference with every child. (I do know this...just so much to get crammed into a short time...plus I am having fun...sooooo I continue!) LOL I used numbered tables in my room and I kept track of who I was able to conference with that way. Started at a different table each day and just made the rotations. I also would have another activity at the table they could work on while they waited for a conference turn. As their skill increases, so does engagement and length of time that they can be productive. Small group writing workshop gives you the chance to meet with each child and capture those focused moments.
I stapled those quick assessment checklists to the back of their journal pages today. I just check them off as we conference and I always found that to be a good way of keeping track of progress and it always helped me to get to know and remember where they were as writers. Helps to keep me focused on ability, how much support they still need as a writer and what they are doing well on their own. You have a copy of some blank ones I gave you in the packet. I just cut them out and keep them in a pocket or baggie as I go around to conference. I keep saying I want a little pocket apron they have at Lowe's or Home Depot for all the little items that come in handy.
I can't say enough how excited I have been to be in your rooms and to see the growth the children are making as readers and writers. It is so heart warming to see them become so confident and proud of themselves. I hope you will be able to use the popcorn words I made for you. I usually would just pick two or three words a week to introduce and add to the word wall and I would use those words in the question of the day, the morning message and try to have them be in the books that we were reading during guided reading groups if at all possible. Also, I have a small sheet with blends and digraphs that I would keep on the tables along with word wall word sheets, number word sheets and color word sheets if anyone is interested. Oh, I also have some of those blank open ended writing pages if anyone would like a copy for writing workshop.
The link to the kid crowns is off of the Kid Writing link. They print out in color and they say "king of ing" typed up but I found if you leave it that way the children try and copy the words "king of" as well. I just cut that part off or cover it with ing. These are very useful in teaching those irregular sight words.
Another thing I have used to help those children who have a hard time getting started with a drawing and thinking up an idea to write about is to use a sticker. They get to pick the one out they want. I have a vast variety of them that spark interest. They place the sticker on the blank page and draw a background scene around the sticker. Then they write about their sticker story. I use this technique more specifically during small group writing workshop where I can model a mini lesson on how to draw the background. They get highly creative with these and make great wall displays and class books.
If you have any questions or would like anything, just jot it down in the comments section. LC you get the prize for the first comment! You can comment under anonymous without an account but just leave initials so I will know it is you. This is found under profile. You just have to scroll down after your comment and do a word verification. I chose this option so we would not get any spam comments. See ya tomorrow.
I stapled those quick assessment checklists to the back of their journal pages today. I just check them off as we conference and I always found that to be a good way of keeping track of progress and it always helped me to get to know and remember where they were as writers. Helps to keep me focused on ability, how much support they still need as a writer and what they are doing well on their own. You have a copy of some blank ones I gave you in the packet. I just cut them out and keep them in a pocket or baggie as I go around to conference. I keep saying I want a little pocket apron they have at Lowe's or Home Depot for all the little items that come in handy.
I can't say enough how excited I have been to be in your rooms and to see the growth the children are making as readers and writers. It is so heart warming to see them become so confident and proud of themselves. I hope you will be able to use the popcorn words I made for you. I usually would just pick two or three words a week to introduce and add to the word wall and I would use those words in the question of the day, the morning message and try to have them be in the books that we were reading during guided reading groups if at all possible. Also, I have a small sheet with blends and digraphs that I would keep on the tables along with word wall word sheets, number word sheets and color word sheets if anyone is interested. Oh, I also have some of those blank open ended writing pages if anyone would like a copy for writing workshop.
The link to the kid crowns is off of the Kid Writing link. They print out in color and they say "king of ing" typed up but I found if you leave it that way the children try and copy the words "king of" as well. I just cut that part off or cover it with ing. These are very useful in teaching those irregular sight words.
Another thing I have used to help those children who have a hard time getting started with a drawing and thinking up an idea to write about is to use a sticker. They get to pick the one out they want. I have a vast variety of them that spark interest. They place the sticker on the blank page and draw a background scene around the sticker. Then they write about their sticker story. I use this technique more specifically during small group writing workshop where I can model a mini lesson on how to draw the background. They get highly creative with these and make great wall displays and class books.
If you have any questions or would like anything, just jot it down in the comments section. LC you get the prize for the first comment! You can comment under anonymous without an account but just leave initials so I will know it is you. This is found under profile. You just have to scroll down after your comment and do a word verification. I chose this option so we would not get any spam comments. See ya tomorrow.
Monday, November 9, 2009
Reflections on today's writing
I hope everyone has had a chance to see this site and look forward to your comments and ideas. The lesson today was a very August "beginning-type" lesson with a lot thrown out at once for fear of running terribly over the time limit. You know your children much better and understand what their capabilities are and how much support you need to provide much better than I do. Some groups may be more ready than others to start learning blends, chunks and vowel patterns. Mini lessons can be designed by you based on the need you see the day before during writing workshop. This process is a scaffolded process. I was impressed with the independent writing I saw today.
Writing Workshop really is designed and runs better to be done in a small group setting. I always managed this in afternoon workshops that gave children the opportunity to work exclusively in small groups. Two were teacher led and three were independent. I varied content so some were literacy, math, science, social studies etc. and I always did writing. My assistant would also use the conferencing techniques when she did writing at her small group table. During whole group conferencing, it is almost impossible to get to each child in that small amount of time. I would always just try to make sure that I would get to the children the next day that I was not able to see that day. It is also helpful to have something else at the table they can work on while they wait to conference. That keeps engagement a little higher. It might be read a book or work on a skill and concept page. As their writing skill increases, they stay engaged with the writing because they can do it without as much adult support. Journal writing was always a way that I demonstrated some of the thinking process that goes into writing and to indroduce new concepts and add new words to the word wall.
I would like to do some more journal writing tomorrow and would like to use a small checklist to assess their writing authentically while we are conferencing. We will staple it right to their writing after they finish. Could we get some staplers handy?
Saw some cool things from children with IEP's today as we supported their writing. One child who had been used to tracing an adult's drawing pointed to a simple vocabulary picture book and found what they wanted to draw and proceeded to look at the picture and draw it themselves. Then they wrote the word "I", traced the word like and then wrote the first sound of the item they drew! YAY! Another was very verbal about identifying their picture and how the people in the picture were feeling. Let's think about some more ways we can have the curriculum accessible to all children with even simple modifications like this. Great work.
Writing Workshop really is designed and runs better to be done in a small group setting. I always managed this in afternoon workshops that gave children the opportunity to work exclusively in small groups. Two were teacher led and three were independent. I varied content so some were literacy, math, science, social studies etc. and I always did writing. My assistant would also use the conferencing techniques when she did writing at her small group table. During whole group conferencing, it is almost impossible to get to each child in that small amount of time. I would always just try to make sure that I would get to the children the next day that I was not able to see that day. It is also helpful to have something else at the table they can work on while they wait to conference. That keeps engagement a little higher. It might be read a book or work on a skill and concept page. As their writing skill increases, they stay engaged with the writing because they can do it without as much adult support. Journal writing was always a way that I demonstrated some of the thinking process that goes into writing and to indroduce new concepts and add new words to the word wall.
I would like to do some more journal writing tomorrow and would like to use a small checklist to assess their writing authentically while we are conferencing. We will staple it right to their writing after they finish. Could we get some staplers handy?
Saw some cool things from children with IEP's today as we supported their writing. One child who had been used to tracing an adult's drawing pointed to a simple vocabulary picture book and found what they wanted to draw and proceeded to look at the picture and draw it themselves. Then they wrote the word "I", traced the word like and then wrote the first sound of the item they drew! YAY! Another was very verbal about identifying their picture and how the people in the picture were feeling. Let's think about some more ways we can have the curriculum accessible to all children with even simple modifications like this. Great work.
Monday's Lesson
Today's lesson will just start slowly as an introduction and procedural lesson. We may not get a chance to get to the conferencing stage but this is okay. We will save work to complete for tomorrow. As we do get to the conference stage tomorrow, I want us to think about the ways we can design and adapt conferencing/lessons to account for the different ways of learning, engagement and expression. "Kid Writing" does not have many suggestions for adaptations built in but I think that is mainly because it is a good base for learning (the three tiers are represented through adult and environmental support)and we can adapt as we need to based on the needs of our students. Thank you again for letting me come into your classes and I will post some reflections tonight.
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