I was able to find a few minutes last night to finish up our Donors Choose proposal. If you haven't heard of this website - it's a place where donors can search for classroom projects they'd like to support. It is an awesome concept and I'm excited to take part.
Over the next week, I'll be submitting two more proposals - one for big books, and one for chart paper. In the meantime, if you'd like to check out our current DC project...
Go to: www.donorschoose.org
Click on "Projects" (upper right)
In the keyword box: search 661420
*or* you can search gaters (yes, with an E) - both bring up the same proposal.
Our proposal is called: It's as easy as an easel. I'm hoping to be granted an easel rack for the classroom, so we can create and display our anchor charts in one spot. You can read more about it on the proposal page.
If you have any of those $10 Donors Choose cards that Starbucks was handing out a couple of weeks ago, or if you would like to sponsor a project, I ask you to take a couple of minutes to consider helping us work towards being granted the easel.
Have a great evening! Until next time....
Tuesday, October 18, 2011
Monday, October 17, 2011
Book Report FAQ's
Good morning, GATEr parents!
There have been a few questions regarding the book report. I'm hoping to answer most of the frequently asked questions here, just in case you have the same question as well! If you have any additional questions - please let me know so I can answer them.
When will this project be completed?
The pumpkin book report project will be completed 100% at home. If your student is unable to complete it at home, please let me know so I can work with them during recesses. Students will bring their book report to Student Led Conferences (Oct 27/28) and they will be presenting it to the class on October 31st (and November 1st if needed).
What will my student need to bring in to the conference?
The paper bag with the story element candy pieces inside, and the pumpkin decorated like a character in the story.
What about a written report?
The "written" part will be on the candy pieces. There is no formal written report for this project.
How long should my student be spending on the project?
Every student will spend a different amount of time on it. With 24 different levels of learning in the class, there will be 24 distinct projects brought to conferences. For example, some students are reading chapter books and some students are reading picture books. There is a distinct difference it takes in the time to read the two texts. Each project will take 2-4+ hours from starting to read the book to carrying the pumpkin in to the classroom.
What should their pumpkin look like?
Students have seen color examples, and copies of examples have been included in the instruction packet. The student should take a main character's physical traits, and create a pumpkin based on what they look like.
Awesome! Glitter galore!
If at all possible, please limit your glitter consumption. If absolutely necessary, glitter glue is a great alternative to the loose glitter that tends to get everywhere once it comes into the classroom.
How can I help my student prepare for the oral report?
The oral report will be very casual and (hopefully) low-stress for the students. At this point in the year, I'm more concerned with the comfort level of the students standing in front of their peers than the duration/content of the speech. Students will present their pumpkin, and share their favorite element. They will then answer 1-2 questions from students, as well as 1-2 questions from me. I use a "question-suggestion-compliment" format in which students have the opportunity to ask the speaker 2 questions, then two students can give suggestions, and finally 2 students can offer compliments.
The bag can be decorated in any way, right?
Well, yes and no. I've asked the students to draw/decorate the front of the bag like the cover of the book. The back of the bag is at their discretion but hopefully relates to the text.
We only have one bag. What if we mess up on the front drawing?
I've suggested to the students that they may draw the illustration on a piece of paper, and then glue it to the bag. We even reviewed the importance of glue sticks - liquid glue is very challenging to work with for paper-to-paper bonding!
Can I come see the oral presentations on Monday?
OF COURSE. Please - always feel free to come in - there's no need to ask or make sure I know you're coming. Be sure to check in at the front office! We will begin presentations at approximately 9:45, and they will go until noon (lunchtime). There will be brain breaks in between.
Do the books have to be at the students' level?
Not for this project, but they will be asked to present books at their level for all future book reports. Students can present picture books or chapter books.
What if I can't afford a pumpkin?
Please, let me know if this is the case. I would be happy to (quietly) provide one. As a single mom - I know these things can be challenging, especially toward the end of the month. I don't want finances to hinder your student in any way, shape, or form. Just send me a note saying that a pumpkin sounds great!
Do you have any other questions? Please, let me know so I can include them here!!!
There have been a few questions regarding the book report. I'm hoping to answer most of the frequently asked questions here, just in case you have the same question as well! If you have any additional questions - please let me know so I can answer them.
When will this project be completed?
The pumpkin book report project will be completed 100% at home. If your student is unable to complete it at home, please let me know so I can work with them during recesses. Students will bring their book report to Student Led Conferences (Oct 27/28) and they will be presenting it to the class on October 31st (and November 1st if needed).
What will my student need to bring in to the conference?
The paper bag with the story element candy pieces inside, and the pumpkin decorated like a character in the story.
What about a written report?
The "written" part will be on the candy pieces. There is no formal written report for this project.
How long should my student be spending on the project?
Every student will spend a different amount of time on it. With 24 different levels of learning in the class, there will be 24 distinct projects brought to conferences. For example, some students are reading chapter books and some students are reading picture books. There is a distinct difference it takes in the time to read the two texts. Each project will take 2-4+ hours from starting to read the book to carrying the pumpkin in to the classroom.
What should their pumpkin look like?
Students have seen color examples, and copies of examples have been included in the instruction packet. The student should take a main character's physical traits, and create a pumpkin based on what they look like.
Awesome! Glitter galore!
If at all possible, please limit your glitter consumption. If absolutely necessary, glitter glue is a great alternative to the loose glitter that tends to get everywhere once it comes into the classroom.
How can I help my student prepare for the oral report?
The oral report will be very casual and (hopefully) low-stress for the students. At this point in the year, I'm more concerned with the comfort level of the students standing in front of their peers than the duration/content of the speech. Students will present their pumpkin, and share their favorite element. They will then answer 1-2 questions from students, as well as 1-2 questions from me. I use a "question-suggestion-compliment" format in which students have the opportunity to ask the speaker 2 questions, then two students can give suggestions, and finally 2 students can offer compliments.
The bag can be decorated in any way, right?
Well, yes and no. I've asked the students to draw/decorate the front of the bag like the cover of the book. The back of the bag is at their discretion but hopefully relates to the text.
We only have one bag. What if we mess up on the front drawing?
I've suggested to the students that they may draw the illustration on a piece of paper, and then glue it to the bag. We even reviewed the importance of glue sticks - liquid glue is very challenging to work with for paper-to-paper bonding!
Can I come see the oral presentations on Monday?
OF COURSE. Please - always feel free to come in - there's no need to ask or make sure I know you're coming. Be sure to check in at the front office! We will begin presentations at approximately 9:45, and they will go until noon (lunchtime). There will be brain breaks in between.
Do the books have to be at the students' level?
Not for this project, but they will be asked to present books at their level for all future book reports. Students can present picture books or chapter books.
What if I can't afford a pumpkin?
Please, let me know if this is the case. I would be happy to (quietly) provide one. As a single mom - I know these things can be challenging, especially toward the end of the month. I don't want finances to hinder your student in any way, shape, or form. Just send me a note saying that a pumpkin sounds great!
Do you have any other questions? Please, let me know so I can include them here!!!
Tuesday, October 11, 2011
Field trip success!
I know it was a great field trip when kiddos fall asleep in the bus on the way home. Despite the rain, an overwinded tour guide, and only having 45 minutes to see the zoo - it was a blast.
I seriously wish there was a way to post pictures of the trip online... but as a parent, I'm resistant to do so. When you come for conferences, I will have one of the computers up & going with a slideshow, so you can see what a great time we had. It was just awesome.
Don't tell the kids... but I snuck into the gift shop and bought a momento of our trip! Be sure to ask them about it tomorrow night.
Tomorrow is Wacky Wednesday, where we'll be working with our expert text. I'm excited for the students to start writing and typing their essays, so they can share them with you at conferences. My coworkers think I'm insane for having second graders write seven-paragraph essays... but I have faith.
Two of the words we're focusing on during expert text: carnivore and herbivore. It was awesome to see this vocabulary in action today when a student would see an animal and say "chomp chomp" if it was a meat eater. It's nice to know the lessons we're learning in class are cementing.
It truly feels like there aren't enough hours in the day, and the hours I do have - I want to spend with kids. I am doing my best to keep the blog updated and to do everything I can to keep you informed of what's going on in the classroom... and want to be sure to encourage you to ASK ME if you don't know something or if you are unclear about anything. I am always looking for new blog inspiration!!!
If anyone has an hour of time either this week or next, I would love to get some things scanned into the computer. It's an easy task that just needs time to accomplish. Please, stop by anytime if you're able to help.
Alright, I'm off to do dinner and homework. You all should be proud - I've cooked two nights in a row! (I'm starting to convince myself that the oven is for more than just storing my purse.)
Have a great night, everyone!
I seriously wish there was a way to post pictures of the trip online... but as a parent, I'm resistant to do so. When you come for conferences, I will have one of the computers up & going with a slideshow, so you can see what a great time we had. It was just awesome.
Don't tell the kids... but I snuck into the gift shop and bought a momento of our trip! Be sure to ask them about it tomorrow night.
Tomorrow is Wacky Wednesday, where we'll be working with our expert text. I'm excited for the students to start writing and typing their essays, so they can share them with you at conferences. My coworkers think I'm insane for having second graders write seven-paragraph essays... but I have faith.
Two of the words we're focusing on during expert text: carnivore and herbivore. It was awesome to see this vocabulary in action today when a student would see an animal and say "chomp chomp" if it was a meat eater. It's nice to know the lessons we're learning in class are cementing.
It truly feels like there aren't enough hours in the day, and the hours I do have - I want to spend with kids. I am doing my best to keep the blog updated and to do everything I can to keep you informed of what's going on in the classroom... and want to be sure to encourage you to ASK ME if you don't know something or if you are unclear about anything. I am always looking for new blog inspiration!!!
If anyone has an hour of time either this week or next, I would love to get some things scanned into the computer. It's an easy task that just needs time to accomplish. Please, stop by anytime if you're able to help.
Alright, I'm off to do dinner and homework. You all should be proud - I've cooked two nights in a row! (I'm starting to convince myself that the oven is for more than just storing my purse.)
Have a great night, everyone!
Tuesday, October 4, 2011
Today was the day!
In all of the trainings, classes, discussions, etc. that teachers attend - the essential question always comes down to, "How do you know that the student gets it?" I'm thrilled that I work in a district in which the student is the center of the focus, and where the focus is on how we know that a student understands.
We talk, in jest, at times - in saying "Trust me, you'll know when it happens."
Ladies and gentlemen, today was the day. Trust me - it happened.
We've been working on the routines for reader's workshop for five weeks now. We've been tracking how long we've been 100% engaged, learning how to use our voices, working on what good readers do, etc.
Today, I finished our mini-lesson, and then worked 1:1 with a couple of students. At the end of my second readers conference, as I was writing some notes about how it went, my ears tuned in to the productive chatter happening in the room. I heard kids talking about their reading. I heard kids coaching on each other with how to pronounce words ("Try saying it with the other sound.") I heard kids reading to someone with voice and expression. I cautiously looked up -- and saw the same things I heard.
I've never had 100% of my kids *SO* actively engaged, for so long.
Of course, I celebrate these kinds of things. I had to pull out my camera and start taking photos and video. Even with that minor distraction - I still had total engagement. I loved walking around asking kiddos what they were working on, and actually having them tell me. In detail.
It gave me goosebumps and brought tears to my eyes. As a teacher, it's amazing when you recognize that all the things you're trying to do are making a difference. That the students are finding value in what you're trying to show. That all the time we've spent on routines and procedures pay off in the end.
I can't wait for Thursday when we get to do it all over again.
We talk, in jest, at times - in saying "Trust me, you'll know when it happens."
Ladies and gentlemen, today was the day. Trust me - it happened.
We've been working on the routines for reader's workshop for five weeks now. We've been tracking how long we've been 100% engaged, learning how to use our voices, working on what good readers do, etc.
Today, I finished our mini-lesson, and then worked 1:1 with a couple of students. At the end of my second readers conference, as I was writing some notes about how it went, my ears tuned in to the productive chatter happening in the room. I heard kids talking about their reading. I heard kids coaching on each other with how to pronounce words ("Try saying it with the other sound.") I heard kids reading to someone with voice and expression. I cautiously looked up -- and saw the same things I heard.
I've never had 100% of my kids *SO* actively engaged, for so long.
Of course, I celebrate these kinds of things. I had to pull out my camera and start taking photos and video. Even with that minor distraction - I still had total engagement. I loved walking around asking kiddos what they were working on, and actually having them tell me. In detail.
It gave me goosebumps and brought tears to my eyes. As a teacher, it's amazing when you recognize that all the things you're trying to do are making a difference. That the students are finding value in what you're trying to show. That all the time we've spent on routines and procedures pay off in the end.
I can't wait for Thursday when we get to do it all over again.
Subscribe to:
Posts (Atom)