Day 179: End-of-the-Year Party!

Day 179 was our End-of-the-Year Party.  If your school is like mine, the "party" is somewhat of a wrap-up to everything.

The day started with my kiddos taking a survey.  Every year I give the students an evaluation to fill out.  The first part is about them: what they've accomplished/goals they've met, new friends they made, etc. The second part is about the class/classroom: what lessons they liked best, what lessons weren't their favorites, and suggestions for improvement. (I always have to clarify on this one because I can't change things like the school-wide discipline policy, recess times, etc.  There are always a few kiddos who want to adjust those!)  The final segment is about me:  Did I treat them fairly?  Did they feel safe?  What was the best/worst advice I gave them? I tell the students to be honest; they are not going to hurt my feelings by their responses.  I take the surveys and read them over so I can gauge my teaching for next year.  I have actually taken some suggestions from students in previous years and changed things from time to time.  I've been thinking of doing a smaller version of the survey at the end of each quarter or semester as well.  We'll see what happens.

After that, we cleaned out the last few items from their desks (crayons, pencils, and final "fun" sheets) and cleaned up the room a bit.  By that time, it was time for recess and independent reading time, which led us into lunch.

Lunch was held in the classroom.  We had pizza, chips, and juice.  Some of the children also brought an extra snack or two, so they also had those.  During lunch, the students watched a slide show of the year, courtesy of one of our parents who took pictures of a lot of our class activities. 

After the slide show, the class had a surprise for me so I was asked to step out of the room for a few minutes while they got ready.  When I was given the signal to come back in, I came in to see my students standing at their desks with roses in their hands.  Each student then came up to me, gave me hug, presented me with a rose, and told me thank you or some other appreciative statement.  After that, each of the parents came up and presented me with a rose and said something nice about me and/or the year.  The whole thing was very sweet and slightly overwhelming.  I was a little teary by the end.  Here is a picture of the final bouquet:

There are more than two dozen roses in here. Every time I think about it, I get a little teary eyed.  It really was a thoughtful gesture.

 
After the hugs and tears and more hugs, I took the students to special.  During that time, the room was cleaned up and the desks were wiped down.  The room parents prepared the afternoon activities to be ready to go when the students returned from special.

Once the children were picked up, we prepared to go outside for about an hour (not much longer, as there was a heat advisory that day.  Even with that, it was cooler outside because of the breeze than it was in the building.).  We went down to one of the fields and played water games: Duck, duck, goose (where you threw a water balloon at the person's back instead of tapping them on the head), balloon toss, water tag, and the student favorite, free for all.  When everyone was sufficiently drenched, they stretched out on their beach towels and had juice and Popsicles.  After that we took a group picture and prepared to go in for a craft activity.

Back inside, the students painted picture frames to be filled with a copy of a class picture (courtesy of the same parents who provided the slide show).  The students finished their  paintings and went outside as they finished.  After recess we read under the fans and waited for dismissal.

A long, hot, fun-filled day.   

Day 178: Talent Show!

I told you all a little while back that the second grade was going to put on a talent show as a tie-in to our last language arts theme of the year, which was named, "Talent Show."  We scheduled it during the last week of school for a few reasons: the grade level would be finished with the theme, the students would have sufficient time to practice, and we wouldn't get in trouble for taking away from "instructional time." (Our principal frowns on anything that takes away from classroom instruction; if we schedule a speaker or something, it must have a direct connection to the curriculum.  Not that we would just waste time, but it's better to be on the safe side.)  Moving on...

Permission slips were sent home during the second week of May; those who wished to participate had to send their forms back two weeks before the show date to give me time to double-check song lyrics (ALWAYS do this!), arrange performances, reserve the space, and make arrangements with the custodian for mikes, lights, etc.  Even with the deadlines, there were some changes as late as the day before (lost slips so notes were sent in, people dropping out or changing what they were doing, etc.  It was a little crazy for a minute there, but we got it all together.).

Talent show morning began as a scorcher.  The show was scheduled to begin at 9:30 and last until 10:45-11:00.  It was a humid 84 degrees at 8:45 when the children came in.  Let's just say that once all six classes, teachers, and various family members were in the cafeteria/multipurpose room at showtime, the place was toasty, even with the doors open!

Any students who were performing came up the to cafeteria first so we could arrange them in the order they were going to be on stage.  (Their classes came up later.)  Then we could have one act on stage while another was getting ready and the third was "on deck."  This way we could keep the flow going with a minimum of interruption.  Once the children were finished, they came back and sat in their seat; we returned them back to their classes afterward.

We broke the show into three sections to allow for changes. (Some acts had mats or needed to have the area cleared, props put up, etc.)  This also allowed our hosts (students from the classes) to have a break.  In all we had about 30 performances, so the hosts introduced about 10, as well as our "laugh breaks."  Laugh breaks are segments where two or three students tell jokes to the audience; our version of a commercial break.

Once we got started, things went along pretty smoothly.  We had one student forget her dance routine in the middle of the song, but she came back later and started over.  She rocked it!  We also had quite a few singers (with music and a capella, solo and in small groups), some dancers, a few gymnasts, a pogo stick act, hula hoops, piano recitals, baton twirling, a comedy skit, a guitar act, sports demonstrations, cup stacking, and several students who created artwork for display (portraits and sculptures). 

Overall, the show lasted just over an hour and a half, and we were able to get out of the cafeteria in time for kindergarten to get in and sing their farewell song for their parents.  (It was a little hairy there for a minute; I wasn't sure we were going to make it!)

The children enjoyed the show and were able to show off all of their talents.  I would say that if you plan to do this with your class or grade level, allow plenty of time for organizing and a few extra minutes in the show schedule to allow for little mishaps (because they will happen!).

In years past, we also provided refreshments after the show, but we didn't this year because it would have been cruel to keep the parents in that heat much longer!  But if the idea floats your boat and the weather (or air conditioning) works for you, then go for it!

Day 177: Letters to Incoming Second Graders

I wish I could say this idea was mine, but it isn't.  This idea was given to me by a former colleague, who used to do the project with her students.

So what is it?

I have my students write a letter to the next group of second graders.  I have my students write about what they learned this year, projects we did, field trips we had, etc.  They also get to tell their favorite lesson from the year (insects and mobiles were favorites) and give a bit of advice to the reader ("Don't lose your pencils!" and "Always listen."). 

After the students write their letters, I file them away for the first day of school.  When the first day comes, I place them on the desks in a random order and use them as an icebreaker/introduction as to what we will be doing over the course of the year.  In the case that I have more students than letters (which I think will happen this coming year with classes being cut and all), I will have the students share with a partner and keep the extras to read aloud. 

An alternative I have heard is to have the students write persuasion letters to their teachers at the end of the year.  My daughter did this as a project in fourth grade.  Her teacher had the class write to her and explain why they thought they deserved to go on to the next grade/why they would make good fifth graders.  They had to include things like study habits and attitude.  Very eye-opening, I'm sure.  She also had them write letters to the fifth grade teachers to introduce themselves.  I haven't tried either with my second graders, but judging by the enthusiasm in which they wrote their letters, I think they would enjoy the task.

Finally Here: Day 176: Haiku Hike

Monday, June 6, was Day 176.  To keep my students involved, we spent a portion of the day on a "haiku hike."  We read the story Haiku Hike, which is a student-published book from Scholastic.  I love the book because the students explain what a haiku is, use haikus to lead us through their hike in the woods, and give extra little facts about the things they write about. 

After reading the story and giving a few more examples of haikus, I took the children on a hike on the school grounds.  I told them to write any ideas they could think of while observing their surroundings.  I told them to focus on movement (i.e.,swaying), color, shape, feel, etc.  I was amazed at the number of things they were able to find: lilacs, blackberry bushes, spiders, robins, butterflies, forget-me-nots, poison ivy (on the other side of the playground fence near the fields), ants, cherry trees, daisies, and so many other things.

When the hike was over we came back to the room and I gave the children a few minutes to look over their notes and add to them.  Then I went over the expectations of the haiku, stressing the syllables in each line (some children like to count the words instead).  After that, the students began drafting their poems.  Through several drafts, syllable checks, format checks, and spelling checks, all of the students were able to publish a haiku with an illustration.  Below you will find a few examples:

If you can't read it, it says:
Daisy
Soft as a blanket.
White, yellow, green. Colorful. 
Swaying in the breeze.

This one says:
Hostas
Soft green and white leaves.
The back of the leaf is rough.
They are small and wide.

The children really enjoyed the experience and were very proud of what they had done.  I was proud of their effort and creativity.  Try this one with your kiddos!

Day 172: ABC Book Pictures

I posted last week about the ABC Book project I'm doing with my class.  Here are some pictures of the final project from last year. 



Cover




First page

 I plan to make the text larger this year and add more pictures for the items the students come up with this time.  I'll let you know how it turns out.

Day 167: A Visit From the Weatherman

Day 168 saw a visit from a local television weather forecaster.  One of the science units in second grade focuses on weather.  The students learn what a meteorologist is and does, what tools are used to forecast the weather, what the water cycle is and how it relates to weather, how seasons change, and what dangerous weather is.  As an extra step, I also have my students do research reports on different types of dangerous weather.  So to find out that an actual meteorologist from TV was coming to visit the school....!  Well, that was just the highlight of the students' day!

When he visited, he started off with some weather-related jokes.  One of the student favorites:  "What is a tornado's favorite game?  Twister!"  After that, he had student volunteers come up to help demonstrate things like the four elements of weather (temperature, wind, air pressure, and humidity), the water cycle, how thunder is created, dangerous weather, and safety tips for dangerous weather. He also showed students some of the tools he uses and let them take a look and try them out.  He also show them his "pet tornado," a device the creates a tornado in a jar at the flip of a switch.  (I think everyone wants one now!)  At the end, we took a group picture of the students with him and he broadcast it on the 5:00 newscast.  So the students got a chance to meet a local celebrity, learn a bit, and be celebrities for a day themselves.

It was a good day.

Day 163: Talent Show!

Day 163 began the talent show season in my grade level.  In our reading anthology, the final theme is called "Talent Show."  Basically, the theme shows how people can have many different kinds of talents; not everyone who has a talent is a singer, dancer, or musician. 

As a wrap-up to our reading anthology theme, my grade level puts on a talent show.  The students are allowed to do traditional talent-show performances, but we also allow things like art displays, joke telling, dramatic/comedic readings and monologues, sports demonstrations, and acrobatics.  In past years we have had everything from cheer leading, hula hooping, dancing, and singing to musical performances, jokes, photography displays, and magic tricks.

The students perform for our grade level only, and performance is optional.  Parents and grandparents are invited to watch the show, and refreshments are served afterwards.  The children really like the chance to show off talents they may not have been able to show otherwise.

Our show is not until June 8, during the last week of school.  I'll let you know how it turns out!  

Day 158: Mother's Day

Today we worked on Mother's Day projects.  I know some teachers do theirs a few days ahead, but I find that sometimes little ones have a hard time keeping a secret, so I do mine a day or two before the weekend.

I've done various projects through the years, but this year we made cluster pins for Mom.  The students worked with me in stations to hot glue crystal beads onto pin backings.  Why pins?  I had the idea of "My mom's a jewel," and it was the easiest project to do with my kiddos.  (And, I had a hard time finding the proper cording for the necklaces I had originally planned to do!)

Result?  The students loved it!  I provided a range of colored beads, ranging from clear to gold to champagne.  Some of the beads also had an iridescent sheen on them.  The students planned out the beads they wanted to use (one even painstakingly picked out only her mom's favorite colors), and I helped them glue their designs (and reglue escaped beads!).

While the beads were setting, we created our cards.  Then we wrapped our pins in felt and tissue paper (a little cushion for the trip home!)

Here are some pictures of a final product:

Top view.  Isn't it purty?

Ooh.  Sparkly.

Day 157: Cinco de Mayo!

Day 157 was Cinco de Mayo.  We did a few things to learn about the day.  First, we viewed a short video on Brainpop Jr..  (For those of you not familiar, Brainpop Jr. is a website that provides short videos, quizzes, and activities on all topics for students in grades K-3.  Brainpop (without the junior) is for upper grades.  Check it out!)

Then we read a bit about Cinco de Mayo and made tissue paper flags. The flags are supposed to mimic the ones used in parades or fiesta celebrations.  Seeing as I work with second graders, more intricate designs could be a bit hard for most of them.  Anyhow, the students enjoy cutting the patterns (and it's a good review of symmetry as well!).

To make the flags, you take a sheet of tissue paper and fold it into quarters, lengthwise.  Then you fold that length in half so the free edges touch.  Then you cut the paper similar to the way you cut designs for a snowflake, being careful not to cut too close to the fold lines.  Otherwise the flag will fall apart once it's opened.  Open the flags and hang for decoration.

Day 155: Inspiration

A few months ago (and sometime last year) I was sent an e-mail called "What Teachers Make."  I only recently found out the name of the author of this poem (which was actually published several years ago).  If you've read it, you know how funny it is.  If you've not, then you are in for a treat.

I was sent a link for a video of the author himself reading the poem at an inservice.  Reading it online is one thing, but hearing it said by the author himself takes it to a whole new level. The author, Taylor Mali, is not only a teacher, but a comedian, performer, and slam poetry artist.  That said...

Sit back and hold on to your hats. 

Enjoy and be inspired!

Day 154: Happy Teacher Appreciation Week!

To all of my fellow educators,

Thank you for all that you do every day, for every child.  I know that sometimes it is a thankless job, that there are days you want to scream or cry (or have done both), your building may be run down, your administration may not seem to be supportive, your classroom is crammed tighter than a can of sardines, your team may be driving you crazy, you're on 15 committees on top of working 80 hours a week--and getting three hours of sleep, parents may be giving you a hard time, yet another test is taking you away from teaching the basics, budget cuts have left you with paperclips and two pencils, the class pet has died/had babies/escaped--again, and paperwork can look like Mount Everest.

But...

Little Johnny has finally mastered his addition and subtraction math facts, Sally has increased her reading fluency, someone has left you a hand-drawn picture that says "You're the Best Teacher Ever"--complete with hearts and smiley faces, your students are showing growth, everything you've taught all year is finally coming together, you get a good review from your principal, the class plants haven't died, one of your students gave you a high five/hug/ear-to-ear smile (because you are awesome)...

And you realize that you wouldn't have it any other way.

Enjoy your week!

Day 151: Project Update!

My students finished their projects on The Wartville Wizard.  Here are some of their finished drawings:



I love the look on his face.




Stylish, even when covered in trash.




Trash as hair accessory and earrings.  Priceless.




So much trash that it floats above him.

 The students really enjoyed this project!  I think they were surprised to find out how much trash they make, even as little children.  They also learned how they can cut down on the amount of trash they generate and how to properly recycle/reuse/dispose of everything.

A good lesson for anyone.

Day 149: Earth Day Projects

I usually dedicate a whole week to Earth Day stuff, but since this week was a short week due to the Easter holiday, I had to cut back a bit.

Monday, we read about our human footprints in National Geographic's Human Footprint.  The students couldn't believe the amount of stuff ONE person uses in a lifetime.  On Wednesday we read The Wartville Wizard by Don Madden. (Tuesday was when we did our egg project because that's when my class was scheduled for computer lab.) Thursday, I had the children pretend they were a resident of Wartville and draw what they would look like with trash all over with them.  (This after we brainstormed what type of trash they would produce as children: straws, candy wrappers, gogurt containers, etc.) I'll post those pictures in a few days.

We also watched School House Rock Earth.  The children loved the video and some of them were still singing the songs as they were dismissed.  If you get the classroom edition, you will get bonus content to use with the students as well as a teacher's guide. 

Another thing I like to do to supplement my Earth Day lessons is show pictures/share articles from National Geographic. I think pictures really make the issues real to the children.

Happy Earth Day!

Day 148: Egg Update

Here are some of the students' egg projects I referenced in Day 147.

Nature-themed

Another nature theme

Day 147: Easter/Spring Project

With the Easter holiday upon us, I know many teachers like to read the story Rechenka's Eggs by Patricia Polacco.  In the story, the eggs are decorated in the Ukranian style called pysanky.*  (She also shows the style in the story Chicken Sunday.) 

*For those of you who aren't aware, Patricia Polacco's grandmother was of Russian descent and showed Patricia how to decorate the eggs Ukranian style. 

As an activity, I read Chicken Sunday to my students as part of our study on Patricia Polacco.  Once we read about the part of the characters decorating the eggs, I stop and explain the process to the students before finishing the story.  Once the story is finished, I take the students to the computer lab to view a site about pysanky and see a clip online. (We don't have Smartboards or laptop projectors for every room, so the easiest way for me to do it is to take the children to the lab and use the projector there.  You do whatever works for you.) 

Anyhow, we visit Eve's Eggs, a site of egg artist Eve Butterly.  Her site covers the history of pysanky, the different styles/techniques used for decorating, and features a gallery of eggs that she has done for occasions from weddings to baptisms. There is also a link on her homepage that will take you to a videoclip of her creating one of the eggs featured in her gallery.  She does a very good job of demonstrating and explaining the process as she goes along.

(FYI: If you can find a video clip from Reading Rainbow Program Episode #84 (the one that features Rechenka's Eggs), Patricia Polacco herself will demonstrate the process.  That's actually the first place I saw it years ago, but I can't seem to find the whole clip online. If you find it, please send me the link in the comment box and I'll share it!)

Anyhow, after we visit the sites and watch the videos, I allow the students to create their own version of the pysanky egg.  I provide each student with a sheet of white drawing paper and a tracer of an egg large enough to fill the space.  I also give them guidelines as to what types of shapes and colors should be used on the eggs.  Past that, I allow them to create their own.  We began the project today; I will post some of the final designs tomorrow.  They are coming along great!

Stay tuned!

Day 146: Service Projects Update!

Today we got our updates for our service projects.  Our project to raise money for Japan raised nearly $2,000 to send overseas.  Our project for the Leukemia and Lymphoma Society (Pennies for Patients) raised over $5,400 for the organization.  Yay!

Day 145: Thundercake!

Today saw my class finishing up the story Thundercake in our anthology.  I love this story, written by Patricia Polacco.  If you are not familiar, the story is about a little girl (Patricia) who learns not to be afraid of thunder while helping her grandmother gather ingredients for a "thundercake."

My students love this story and are especially excited to learn that the recipe for thundercake (which belonged to Patricia's grandmother) is in the back of the book (and on the website linked above).  Every year I have students who are surprised to learn that you can use tomatoes in a cake, but they get over it.  Mostly because I bake a thundercake (or rather, thunder cupcakes) for my classes every year and share it as a surprise snack.  (Truth be told, you don't even taste the tomatoes through all the chocolate and strawberries!) 

If you've never made a thundercake for yourself (or anyone else), I encourage you to do so.  You will not be disappointed.  (And it doesn't even have to be a thunderstorm for you to enjoy it!)

Day 144: Cows, Cows, Cows!

Day 144 was our field trip for the year.  Due to budget cuts, each grade level in the district is restricted to one field trip a year.  In years past we have gone on two to three--to a local zoo, a museum, or a wildlife center/nature park.  This year we went to a dairy.

Since our grade level is so large (six classrooms), we have to divide our field trips over two days.  One half of the grade level goes one day; the other half goes the next day.  Fortunately for us this year, we went on a nice sunny day.  The group that went the day before us had to tour in the rain. Ugh.  (Did that one year.  Not fun.)

Anyhow, we toured a local dairy farm and they shared with the children how milk gets from cow to table.  They also told how milk used to be delivered to your house in glass bottles (so amazing to the children!).  We had a chance to peek into the factory where the milk is pasteurized, homogenized, and bottled for distribution.  (This with the help of a window cut between the wall of the lecture room and the factory.)  The children really enjoyed watching the bottles come down the conveyor to be filled, washed off, and whisked away again.

After the peek into the factory, we went on a walking tour throughout the farm.  The children had a chance to pet some newborn calves and goats.  (The cow liked to lick that day and some of the students had their hands, shoes, and/or pants tasted!)  They learned how much a cow needs to eat each day to produce milk.  They also learned about milking, the difference between Guernsey and Holstein cows, and had a party in one of the antique barns on the property, complete with ice cream made with the milk from the cows on the farm.

Hungry anyone?

That's a lot of milk!

When we left, the dairy sent us away with coloring books and stuffed cows for the children.  In all, the children had a great trip and learned a lot.  

Mmmmmmoooooooo!

Day 142: Pennies for Patients Update

We started our campaign for Pennies for Patients over a week. Our school goal is $3,000.  As of Tuesday, April 12, we raised over $2,600.  Can't wait to find out the final total!

Day 140: Board Game Party!

Friday, April 8 was Day 140.  This day saw us complete our spelling and comprehension quizzes, writing workshop, recess, independent reading time, a tasty lunch (thanks to the International Days food tasting), special, and board games.

Board games, you ask?  Yes.  Board games.

Friday afternoon was my class reward party for good behavior.  I keep a marble jar on the filing cabinet, and it is the students' job to fill it by meeting behavior expectations (no one moving their clip for poor choices, walking quietly in the hallway, being extra considerate of others, etc.).  When they fill the jar, there is a reward party.  Depending on the time of year, that reward may be extra recess, a movie, ice cream/Popsicles, or a board game party.  I allow the students to vote on the kind of reward they will have.

I asked the students to vote on Tuesday, and they overwhelmingly voted for board games.  So I told them to bring in their favorite board game on Friday, and we would play those instead of doing social studies or math.  I provided snacks and music, and they provided the entertainment.  In all, it was a success.  The children monitored themselves, games were shared, no pieces were lost or broken, and I even got a chance to play a game or two.

After that,the students had recess.  Then we packed up to go home.

It was the perfect way to start the weekend.

Day 139: Animal Report Update!

Animal reports are finally finished and displayed!  My students did a lot of interesting animals this year, from white peacocks, panthers, and cobras to hermit crabs, coconut octopus, and elephants.  Here are two examples of what the projects look like once they are finished:

This is a student's report on the snowshoe hare.

Another student's report on the white peacock.

Once all of the organizers were done, the students drafted the information they had.  After drafting, students conferenced with me and wrote their final drafts.  Regarding the pictures, two sessions in the computer lab allowed me time to let the students find the pictures they liked.  Many of the pictures could be found through the clip art feature on Windows, but some had to be found on the Internet through Bing images.  After the pictures were printed, I coordinated the paper to match the pictures for the final display.  The students are very proud of what they've done and couldn't wait to see the final products, which range in length from one to four pages.  They can't believe they actually did "all that work"!

I, of course, knew they could.  It's just nice to know that they realize it for themselves!

Day 138: Ahh, Italia!

Wednesday, April 6 began our school's International Days.  Every year, we study a country as a school-wide effort for three to four days.  We have speakers, singers/dancers, food tastings, cultural trivia, and the school is turned into a mini version of the country of focus.  Over the past few years, we have studied China, Switzerland, Ireland, and Mexico. 

This year, we journeyed to Italy.  We learned about the country, listened to the Italian national anthem in the morning, made venetian masks, listened to (and sang along with) a group of Italian singers, enjoyed a presentation on the culture of Italy, and had a tasting at lunch, complete with an accordion player and tablecloths in the cafeteria.  The students tasted fresh mozzarella, Italian bread with olive oil, garlic bread with bruschetta, and pizzelles.

Some of the masks my students made for the occasion.

The PTA does a wonderful job of setting things up.  All of the halls are decorated according to theme, and the artwork displayed is done by the students of that particular hallway.  The students make giant (read: adult-sized) pictures of things that represent the country we are studying.  This year, the kindergarten hall way displayed pasta bowls, the first and second grade hall was gelato cones and pizza, the third grade hall was an olive tree orchard, the fourth grade hall was churches/cathedrals, and the fifth grade hallway was full of gondolas. All of the hallways had words related to the theme suspended from the ceiling. 

One of the signs on the first/second-grade hallway.  Other signs said "Delicious" and "Sweet."

In the specials hallway, there was a scene from Italy, complete with mosaics created by the children.

The Leaning Tower of Pisa (outside our school library)!

The Coliseum.

A bridge into another part of Italy.



Some of the mosaics done by the students.  The entire specials hallway is decorated with them. All kinds of materials were used: noodles, beans, paper, buttons, foam shapes, tile, sequins, pasta, cereal, rocks, and string.

Ciao, Italia!

Day 135: Helping Japan

A few days ago, I posted about my school's project to help Japan. Well the deadline came and went.  My class raised $85 to help the victims of the earthquakes and tsunamis by doing chores/jobs around the house to "earn" five dollars. 

I'm not sure what the final building total is yet, but I will let you know when I find out!

Day 131: Calling All Cooks!

Today we began the next story in our anthology.  We are reading Jalapeno Bagels by Natasha Wing. If you aren't familiar with the story, it is about a little boy of diverse cultures who is trying to decide what treats to take into his class for International Days to represent his heritage. His mother is Mexican-American and his father is Jewish.  His parents own a bakery that make tasty treats from both cultures. The recipe for the bagels is a representation of both cultures coming together.

As a class project, I ask my students' parents to submit one or two simple recipes that represent their family heritage or culture.*  I ask for two because I know that some of my students come from diverse backgrounds, just like the boy in the story.  Over the years I have gotten recipes from all over the world:  France, Puerto Rico, Germany, Ireland, China, India, Vietnam, Iran, Lebanon, and Mexico, to name a few.  I can't wait to see what recipes are submitted this year!

Once all of the recipes have been submitted, I type them up and organize them into cookbook sections.  I then submit to book to be copied so that each child has a copy to take home as a keepsake.
 
Do you have any neat heritage/culture projects you do?  Feel free to share in the comment box!

*This project can also be used for a cultural/heritage unit in social studies.

Day 130: Help for Japan

Day 130 saw the arrival of a school-wide project to help Japan.  One of the first-grade teachers on my staff created a fundraiser that all students can participate in and benefit the victims of Japan's earthquake and tsunami.

The project is fairly simple: Each student does five jobs/chores around the house to "earn" $5.00.  Once the jobs are done and the student has "earned" his or her reward, that money is place into an envelope and turned in to me.  I then forward the envelopes on to the teacher in charge. She has contacts at the Red Cross who will send along our donations and letters of encouragement.  It is projected that if each child in our school participates, we can raise over $3,000 to help provide supplies and meet the needs of the Japanese people.  For students who can't afford the $5.00 donation (or choose not to participate), the teachers have signed up to be sponsors for those students and donate in their place.

I explained the idea to my students and they are very excited to begin this project.  I will keep you updated as to our progress. I can't wait to see what we do!

Day 124: Happy St. Patrick's Day!

Today was St. Patrick's Day, so the building was bathed in green.  We had a good day today, some of which is highlighted below.

In the afternoon, we had an assembly on Irish dancing.  One of the second-grade girls is a competitive Irish dancer and offered to dance for us a few weeks ago.  She partnered up with a first-grade girl who also studies the art.  During the assembly, the girls wore their full costume and performed for kindergarten, first grade, and second grade.  They also answered questions about dancing, Ireland (one has been there already), and the costumes.  As a surprise treat, our assistant principal also performed an Irish dance she remembered from her days as a competitive dancer.  She explained that her grandmother was from Ireland, and Irish dancing was a huge part of her childhood.  I think the children were very impressed with what they saw.

When we returned to the classroom after the assembly, we were greeted with the work of "leprechauns."  Student desks were moved; chairs were stacked or on top of desks; bookbags, lunchboxes, and jackets were strewn about and hanging from various surfaces; and math manipulatives were all over the floor, along with the whiteboard and easel they usually rest on.  The students (being the sweet children they are) immediately began cleaning up the room (after they got over the shock, that is).  Then they promptly began searching for the leprechaun, which they didn't find.  No gold or wishes for us today.

Even so, I hope you were able to enjoy the luck of the Irish a bit yourself!

Day 123: Teacher Fail

I really should have known better.  Really.

Remember I told you about the animal report projects I assigned to my students?  And about the web sites I gave for research? On the letter I updated and printed in a hurry because I only had a 30-minute break that day? Yeah, well, there was a problem.

The day after I sent home the projects, I received an e-mail from one of my parents stating that one of the sites was showing inappropriate content for children.  She wasn't angry or anything, but thought I should know so I could warn the other parents.  I will not go into what content, but I think you know where I am going with this.  Anyhow, I checked the site and sure enough, what I read there made me blush.

Insert thought here: Oh no.  (Along with a monster-sized panic attack, stomach flip flops, a cold sweat, and an overpowering feeling of doom.)

Insert second thought here:  WHAT happened?

Well, it seems that the nature site I have used for the past three years has either been bought by a new owner or hijacked by someone.  (I'm thinking the latter because the information used by my students in the past was still there, but there was what appeared to be chat boxes all over the page, like new search windows.  These boxes held the questionable and rather disturbing content.)

Insert third thought here:  FIX IT! NOW! BEFORE OTHER PARENTS GO TO THE SITE AND SEE THE CONTENT AND THINK YOU'RE AN IDIOT TEACHER FOR EXPOSING THEIR CHILDREN TO SUCH FILTH AND RALLY TO HAVE YOU FIRED! (Not sure they would go that far, but it really was a pitchforks and torches moment in my mind.)

SO...
I sent out an emergency e-mail to all of my parents explaining what happened and taking full responsibility.  I also sent them a replacement link (which I tested before I sent).  I also had my students copy a note in their planners, telling the parents to avoid the one site and use the other.  No issues since.

Catastrophe averted. Pitchforks and torches stored safely away.

Lesson learned. I will be sure to double check the websites before I assign them for use.  I usually do, especially if it is something we are doing together in class.  I was simply in a rush and didn't take that extra step.  Totally my fault.  Won't happen again. 

Like I said, lesson learned.

Day 122: Animal Reports

As a wrap-up to the Amazing Animals theme in my reading series, I always have the students write animal reports.  The students get to practice researching and writing nonfiction text.  I tell them they are going to be the "experts" on their animal.  Students choose three of their favorite animals, and I assign them at random.  Once their organizer is done, we have a writing workshop to write out our reports.  After that is finished, we hike to the computer lab and find photos to go along with our reports.  The end result is a project that looks like an official scientific report.

I'm pretty excited to see what my students come up with this year.  In the past, most of my students have done "popular" animals: lions, red-eyed tree frogs, shark, various dinosaurs, tigers, dolphins, and polar bears.  Only three of those animals made the cut this year.  On the list this time are animals like peacocks, snowshoe hares, cottonmouth snakes, giraffes, hippos, and veined octopus. 

The organizers are due this coming Tuesday.  I plan to have the projects written by Friday or the following Monday at the latest.  (How will I have time, you ask?  My state is taking its yearly academic tests in reading, writing, math, and science in Grades 3 and up, so we second graders have some extra time in our schedules!)  I will post pics of the final projects once we have them finished.

Stay posted!

Days 112-116: Read Across America Week

I know, I know.  A group of days all together?  Well, yes.  These days cover Read Across America Week.  At my school we have a theme day for each day of the week.  Here's the rundown of what we did each day:

Monday: School Spirit/Book and a Buddy Day
Monday (Day 112) was the last day in the month of February. In my school this is our designated School Spirit Day.  The students wore our school colors and brought a book to share with a buddy.  During independent reading time (all week), they read with a buddy and got to share some ideas about each book.
Tuesday: Crazy Hair/Socks Day
Tuesday (Day 113) was one of the favorites for the week.  The students came in with all manner of crazy hair and/or socks.  There was colored hair, just-got-out-of-bed hair, many ponytails, braids, colored hair extensions, and an updo held in by pencils (mine).  The socks ranged from mismatched to various prints (tie dye, stars, stripes, sport figures, words, and slipper socks). 
Wednesday: Dr. Seuss Day
On Wednesday (Day 114) we wore our red, black, and white to represent The Cat in the Hat, one of the best-known Dr. Seuss characters.  We also brought in our favorite Dr. Seuss books to share with the class.  The cafeteria served birthday cake in honor of Theodore Giesel's birthday. In the past we had volunteers dress as the Cat in the Hat and visit the students during lunch, but that didn't happen this year.
Thursday: Pajama Day
Thursday (Day 115) was the most favorite day of the week.  The students came to school in their pajamas.  They also brought their slippers, stuffed animals, blankets, and their favorite bedtime book.  We camped out on the floor of the classroom with our books and read to each other.
Friday: Beach and a Book Day
Friday (Day 116) was a day spent at the beach.  The reading specialists in the school turned our cafeteria into a beach for the day, complete with inflatable palm trees, beach balls, and the sounds of the Beach Boys and the ocean waves.  Each grade level was assigned a block of time to come and visit the beach.  The students brought in a book, a beach towel, and sunglasses.  When we got to "the beach," laid out our towels. Once we were situated, we played a few games of beach ball volleyball, where the students tossed around about 12 beach balls to Beach Boys songs.  After that, we settled on our towels and listened to the sounds of the ocean while we read.  It was hard to leave after our session!

Throughout Read Across America Week, the morning announcements include a snippet or two from different Dr. Seuss stories.  The children have to guess which story is being read.  It always amazes me how many stories my students know!  I also push aside our regular read aloud during this week to read different Dr. Seuss stories to the students.  A few years ago I bought Your Favorite Seuss: A Baker's Dozen by the One and Only Dr. Seuss, and I read to my students from that.  I  like to include some of the background information the book has for each story.  For example, the Grinch character is based on Theodore Giesel himself.  And the story Green Eggs and Ham was written on a bet from a publisher that Theodore Giesel couldn't write a story that used less than 50 individual words.  (He won, by the way.) The children always get a kick out of those little extras.

Some other activities we do during this week are:
*We complete a sequencing activity with Green Eggs and Ham.
*We rate the Cat in the Hat in The Cat in the Hat Comes Back as if he were a student (listening skills, problem solving, etc.).
*We explore Seussville on the computer during lab.

The children really enjoy the things we do this week, and it sort of jump starts them again, even though some of their minds my be looking ahead to spring already.

If you are looking ahead to next year and want to look up books to plan your Read Across America Week or Dr. Seuss Day, check out this site.  You will find resources for books, board games, videos, movies, and a comprehensive listing of all Dr. Seuss books.

If you have any ideas or other neat sites, drop me a post!

Day 108: Yet ANOTHER Two-Hour Delay!

Ah.  The snow that was supposed to fall Monday night came down like it was it's JOB.  Here's the thing: When I left physical therapy at 7 p.m, the sky was dark and there were just a few stray snowflakes.  No big deal, right?  WRONG!  By 9 p.m., there was about three inches on the ground.  What? Where did THAT come from?  Needless to say, I went to bed that night a little frustrated because I knew there would be another delay.  Which would set my plans back a day.  The plans I carefully prepared over the weekend (and had already printed out) for my two-day absence later in the week.  The plans that had to be replanned, readjusted, and reprinted so they would be ready Thursday morning. Grr. 

I know what you're thinking.  "Just cut and paste the work from your template."  Ah, if it were only that easy.  See, now I had to move my Friday comprehension quiz into next week (not on a MONDAY, though), and had to push my language arts block forward.  Which means that I had to come up with a "filler" day for Monday so the students could have time to get ready for their comprehension quizzes (because you know they probably won't remember over the weekend...).  I also needed to adjust Social Studies because we had to take some of that time on Tuesday to finish language arts activities.

I have the plans fixed now, and am hoping no other weather-related interruption occurs while I'm gone.  There isn't any in the forecast, but you know what they say about the best-laid plans...

Day 103: The Day After the Sugar High

Well, as the title says, today was the day after the sugar high.  I don't think I've ever been able to make this observation before, since all of our parties are usually on a Friday or right before a long break, but I noticed that nearly all of my kiddos seemed a bit "mellow" today.  (I can't say all of them, because there are usually one or two that continue to race through their day at seemingly breakneck speed.)  I think it was the effect of coming down from a sugar high induced the day before by various forms of sugar: chocolate, juice, candy, cupcakes, etc.  Either that or the excitement of the party wore off because, well, we had the party!  It's probably the latter, but I think my reasoning is more creative.  Go figure.

My students came in today ready to get down to business.  As usual, I gave them the plan for the day right after announcements and gave them a few heads up regarding what was coming for the rest of the week  (mainly a new format for comprehension quizzes--which will now include a short open response section--and notification that we will be taking our next unit quiz in Social Studies.). 

We are finishing up the story Officer Buckle and Gloria in our anthology this week.  In the next few days, the students are going to write a letter to Officer Buckle and Gloria from the perspective of one of the students at Napville Elementary School.  They are also going to get a chance to offer their own safety tips to Officer Buckle.  (Wish I could take credit for this project, but this one came straight out of the anthology series.)  I'm looking forward to seeing what kinds of tips they come up with, considering the fact that they can't copy a tip from the book.  I tell them to think of things their parents might tell them around the house, like "Don't sit too close to the TV," or "No jumping on the bed." While I've had some interesting tips written by students over the years, my favorite tips are "Don't ride your dog like a horse," and "Don't jump on your brother's head."  I am not making those up.  The illustrations that went with the tips said it all.  I'll try to post the final projects later this week, once the children have had a chance to work on them.

Until then, I'll enjoy the calm and imagine what kinds of tips will be coming my way.

Day 101: Hi-larious!

If you've been following, you know that Thursday, February 10, was the 100th Day of School.  I had my students write about what their lives will be like when they are 100 years old.  While their stories were pretty cute, their pictures were even funnier.  I've posted a few below for your perusal.

Here are two of my students at 100 years old.  One is a dancer who shares her craft with students while the other is an Academy Award-winning actress.

These are three more students at 100 years old.  There is a scientist/inventor (of the jet-powered wheelchair), a pediatrician, and the student who said his job will be to tell kids to stay off his lawn.  Can you guess which one he his?

 

Here are two more students at 100 years old.  One is a police officer; the other is a veterinarian.

I thought their pictures were too cute.  It's always funny to see what children think being "old" is, but I was surprised at the number of canes, gray hair (or no hair), and age spots they drew on their self-portraits.  All except one student, that is.  He wrote on his paper that he'll discover a pill that will make you 8 years old again.  Ah, the good old fountain of youth! 

Day 99: Preparation for 100th Day

Tomorrow is the 100th Day of School, due to the snow days we've had.  Our celebration will have to be cut short because tomorrow also happens to be a previously scheduled inservice for teachers.  The students have a two-hour delay.  Which means that some of the neat ideas I had planned for language arts will have to be pushed to next year.  (I usually read a story and do some activities with it, the students create a 100 book, and we write about what our lives would be like if we lived to be 100 years old.  We'll have time to do Daily Edit and write about our lives at 100 before it's time to go to lunch.)

After lunch, we have special.  Then we have social studies.  Since we are talking about natural resources and goods made from those resources, we will see if we can come up with 100 products and categorize them.

During math, we will see if we can come up with 100 ways to add/multiply/subtract/divided to get answers of 100, write our names on the number grid to determine what patterns our names make, and add the numbers of our name to see who's name comes closest to equaling 100. (You assign each letter a value from 1 to 26 and go from there.  The students do their first names only.)  If there is time, we will have a 100-piece puzzle challenge to lead us into recess.

After recess, it will be time to pack up and go home. 

I don't make as big a deal of the 100th day as kindergarten and first grade does, mainly because by the time they've reached the 100th day with me, 100 is not such an awe-inspiring number to them anymore.  They are more interested in 1,000 and 10,000! 

Day 98: More Resources for Black History Projects

Here are the resources I blogged about yesterday.  Some of the sites may be a little harder to read depending on the grade level you teach.  In addition, there are many, many sites out there, but I tried to pick a few that had information about a lot of  people (to save parents from hopping all over the Internet).  I hope you can use them!  (If you do use them, drop me  a comment or an e-mail and let me know how it went!)

FYI: I also told the children they could use books or articles; all of their research does not have to be online.  Speaking of which, don't hesitate to add in your local public library website; many have links to kid-friendly research sites.

Anyway, here they are!

www.biography.com (under the History channel website)

http://www.gardenofpraise.com/ 

www.gale.cengage.com (go the free resources link for Black History)

http://www.academickids.com/

http://www.blackinventor.com/

www.bridgew.edu/HOBA/gallery.cfm

Also, here is a list of names (along with gender and designation) that I assigned in my class...with a few extras in case the student picked someone they've already heard about or read about.

1. Thurgood Marshall-male-Supreme Court Justice

2. Shirley Chisholm-female-Congresswoman

3. Mae Jemison-female-Astronaut

4. Marian Anderson-female-Singer

5. George Washington Carver-male-Scientist

6. Ralph Bunche-male-Political scientist

7. Duke Ellington-male-Musician/Composer

8. Booker T. Washington-male-Educator/School founder

9. Mary McLeod Bethune-female-Educator/School founder

10. Elijah McCoy-male-Engineer/Inventor

11. Benjamin Banneker-male-Inventor/Scientist

12. Wilma Rudolph-female-Olympic athlete

13. Jessie Owens-male-Olympic athlete

14. Matthew Henson-male-Explorer

15. Ruby Bridges-female-Civil Rights pioneer

16. Harriet Tubman-female-Abolitionist

17. Arthur Ashe-male-Athlete

18. Alvin Ailey-male-Dancer/Choreographer

19. Sojourner Truth-female-Abolitionist

20. Phillis (also Phyllis) Wheatley-female-Writer

21. Langston Hughes-male-Writer

22. Ida B. Wells-female-Early civil rights activist/Co-founder of the NAACP

I couldn't get the organizer to load; I still haven't figured out how to get the PDF to load on the blog page.  Basically, it's the basics (birth and birthplace, death, place/manner of death, marriage); obstacles faced during life, contributions to American history/society; lessons learned from reading about the person, questions the students would like to ask if they could meet that person; five additional facts learned.

I use the grade as a double grade; one for social studies (research) and the other for language arts (write ups and presentation).  Remember: Work smarter, not harder!

Conference Part Deux...Where Do We Go From Here?

Friday was the second round of report card conferences; the last set of the year barring any serious downturns in academic progress by individual students.  It's sort of nice to have them done (except two that needed to be rescheduled for this week).  I feel like the parents have a better idea of what/how their children are doing in class.  To me, the first report card conferences are kind of a wash, because unless you have a kiddo with serious behavior and/or academic issues, there isn't a whole lot to report.

Now before you get upset, here's what I mean:  First quarter, for the most part, is pretty much review of what students have learned in the previous year.  In my school, the first two weeks are used to establish routines and give diagnostic testing like DIBELS and Guided Reading Levels. (The upper grades also have their own form of standardized test practice/assessments.) Then we have our own grade-level testing (math prowess, sight word recognition, etc.).  Only in the third week do we really get into working (without interruptions).  By then, one-third of the quarter is nearly gone.  Then you review all of the things your students learned in the previous grade for another two or so weeks.  Then, and only then, do you get into the skills that help define your grade level.  By then, it's time to start gathering together the report cards and accompanying sheets for conferences.

To me, second quarter is a better indication of how a student is going to do for the rest of the year.  By the time second quarter is over, you have gotten into the "meat and potatoes" of grade-level skills and the students are working more independently.  You can really begin to see what your students are capable of.  Does that mean that you've sat back and took it easy first quarter?  Not at all.  If you teach small (K-2) children, you know that a lot of that time during the first quarter is spent trying to make them less dependent on you.  Sure, you do a lot of hands-on, helicopter-type teaching and you go step-by-step with them through most things, but by the time the second half of second quarter rolls around, you realize they can do more things on their own.  They are reading directions for themselves.  They can write more than a few words for responses.  They're starting to develop those critical thinking skills.  Their attention spans are longer than three to five minutes.  They know where the free time (i.e. "I'm done.  What can I do now?") materials are--and use them appropriately.  You can see their growth and are excited for what the future quarters hold (because you already know the projects and things you have planned for them, now that they have matured a bit and can handle the task at hand.)

In my conferences, I always give a newsletter that highlights what we will be covering in the next quarter.  (If you're new to the blog, check out this link and this link for examples.) This quarter will see my students doing two research reports: one on Black History and the other on animals.  These are not projects I would have attempted earlier in the year; the skills just weren't there.

I can't wait to see what happens!

Day 96: Thawing Out

No, I haven't dropped off the face of the earth. I have been snowed in.  As predicted, the snow came through and the ice followed.  We had two snow days and returned to school today--just in enough time for report card conferences.  My students have officially had the shortest academic week of the year: two whole days. 

These past days have brought the snow day total to three so far this year.  We've had quite a few delays, but there isn't a limit on those.  I think we have reached our allotted snow days for the year now, although we might have one to spare for the remainder of winter. 

Although, I could be the folks in a picture sent to me earlier today.  The interstate was plowed but it was flanked on each side by what looked like 10 to 15 feet of snow.  I'm not sure where it was, but I'm thankful I'm not there!

Tomorrow is report card conferences for the second quarter.  Report cards went home this afternoon. (Very pleased they did not have to be given at conferences again this time.  They were supposed to go home Tuesday, but we know what happened there.  Anyhow, I speak with parents tomorrow.)

Tomorrow is also Wear Red day or Go Red for Women Day.  You are supposed to wear red to support those who have heart disease and other heart-related conditions.  I usually wear red on this day, but I really try not to wear red on a day when a parent may want to argue with me over a child's report card.  (Not that I'm expecting that to happen, but I've had some situations in the past!)  It's sort of like waving a red flag in front of an angry bull. I usually try to wear soothing colors like pastels or shades of blue or green.  I know, I know.  I may be thinking too much into it.  What do you think? 

So I'm off to get ready.  I need to iron my clothes, eat dinner, and relax for just a minute.  (I was at school today until 6 preparing for tomorrow.  Then I had to run to Target to pick up treats for the candy basket.  Then I went over my own children's report cards with them before we took my youngest to his Nana's for the night.  (She's watching him while I'm doing conferences and my husband is working.)  My oldest has a regular day of school tomorrow; middle school doesn't have conferences.

Ah well.  My pizza is calling.  More to come tomorrow!

Day 95: Report Cards...On Ice?

Report cards go home tomorrow.  Which is sort of great because then they (and all of the accompanying pieces*) will be out of my hands and I can relax until the end of the quarter.  Not so great is that fact that the local weathermen are calling for another winter storm.  We are supposed to get several inches of snow tonight, which is then supposed to be topped off by about an inch of freezing rain at some point during the day.  And if that isn't enough, the rain/snow/icy wintry mix is supposed to slow down and then reappear with a vengeance tomorrow into Wednesday.  Which means that, while we are finally caught up with our work, we may just be pushed back again because of the weather. That also means that depending on what happens, these report cards may not be leaving me for another day or two. Ugh.

*Oh yeah.  Those extra pieces.  I had my report cards in front of me this evening because I like to arrange them in the order I will meet parents during conferences.  I also like to have an extra copy of everything that goes into the envelope in case there is a question about anything.  (Call me obsessive, but I like to be ready and there is just no way I can remember every single detail about every child.)  In the envelopes (this time) I am to put the following: the report card, the comment form, the math checklist for the quarter, the most recent Guided Reading/DIBELS results, and a health sheet from the nurse.  All in a regular business-sized envelope.  Oh, and the students who have IEPs, 504s, or GIEPs (gifted) have extra documentation.  Some of these children take home two envelopes.  I actually toyed with the idea of putting in my quarterly newsletter, but I think I may burst the seams of the envelope.  I think I'll just save those until Friday.

Let's all hope for a quick thaw.

Day 94: Report Cards--Again!

Oh, it's that time of year again.  The time when most teachers are scrambling to get their report cards finished.  If you are hyper-organized and already have yours done, I applaud you, I envy you, but this post is not for you.  For the rest of us who are pretty organized to somewhat organized to "Organization?"; this post is for us.  (Nothing against you hyper-organized folks, but we just can't breathe the same air as you. We aren't worthy.)

That said...

I neglected to post last night (Thursday, January 27) because I was working on those blasted report cards.  I had a meeting with my assistant principal the other day and she was asking how things were going.  I made a comment that things will be fantastic once these report cards are finished.  She agreed with me, as she had a taste of them at the end of the first marking period; she was covering for a colleague.  (One of my colleagues was out on extended leave with a spouse who was battling cancer.)  I asked her when the report cards were going to be redone.  (These were supposed to have been redone quite a few years ago.)  Or at least made digital for the elementaries (middle and high schools already have this capability).  She had no idea when.  So until then, we are forced to work with these unclear, unusable report cards that most people don't understand anyway.

I can't wait to have the report cards updated.  The process of getting report cards done should be so much easier.  (I say, "should," because we know how things sometimes get done.) I can only wait and hope.

I'm curious.  What are report cards like in your districts?  Do you still use the carbon paper like I do?  Are they as confusing or--gasp!--worse?  Or are you fortunate enough to have a district that has joined the digital age (in all grade levels) and do yours online?  Share, won't you?

Well, it is that time again.  I feel like the guy on the donuts commercial: "Time to make the doughnuts."  I have as much enthusiasm, too.  Somebody save me!  (Or at least recommend a good chocolate or pastry...)

Day 93: More Hours Gone

I. Am. SO. Tired. Of. SNOW.

I know there are many of you out there who have been reading my posts and wondering what I am complaining about because your cities and towns and school districts have been endlessly pounded by the winter storms that have been coming through since December.  I heard on the news that there have been eight major storms since December.

While we have had several delays and one snow day, I know countless others have had many snow days (and may have already reached your allotment for the year).  I know I should be thankful that I am not in one of those areas (and I am thankful), but I am tired of the snow.  It's just enough to be a nuisance.

Today we had another two-hour delay.  The kids are getting used to the routine, seeing as this is the fourth in four weeks.  (Add that to the snow day and early dismissal and the hours just tick away.)

My students know that on delays, there is no morning recess, no independent reading time before lunch, and the rest of our day is squeezed a bit or adjusted and carried over into the next day.  We managed to finish all of language arts, social studies, and half of math.  That lesson will be carried over into tomorrow.  The kiddos know we are about business and have managed to try and calm themselves before entering the room in the morning.  I have really appreciated that.

Friday is supposed to have flurries all day with another inch or so of precipitation.  We are also supposed to get another storm toward the middle of next week; right before conferences.  Joy.  I remember a few years ago, conferences had to be rescheduled and done on teachers' own time because the snow was so bad.  (If you've been reading a while, you know our conferences are usually done during a school day while the students have off.)  A lot of unhappy people that year.  I just want to have the snow pass early or late.  No rescheduling, please!

Next Wednesday is Groundhog Day.  I wonder what ol' Phil is going to tell us...as if we can't already guess.  An early arrival of spring, if that were actually possible, would be truly appreciated right now.

Day 90: Back in the Saddle

It's Monday and we have gotten back into a routine!  Yay!  We reviewed spelling words, defined vocabulary, read and discussed a story, reviewed how to spell plural words, did Daily Edit, and read independently.  We learned how to read a land and water map and create our own.  We began our math test.

My kiddos seemed like their old selves today, working hard and eager to learn.  It's a shame to think that this might go out the window come Wednesday; we are supposed to get yet another massive snowstorm depending on where the front falls.  I really hope this one misses us; I just don't think I can take another one at this point!

I would like the front to move out all of this cold air, though.  This morning I left the house to a balmy 8 degrees.  The temperature did not get above 13 degrees.  Sometimes I wish it were spring already because I hate being cold!

Ah well.  We will be inside and working hard.  We're back in the saddle, again!  

Day 88: So...How'd It Go?

So...how'd it go?  I'm sure some of you are wondering how my observation with the Scholastic representatives went today.  If you've been following me, you know I've been a little nervous about it.  Not like a "my-principal's-coming-TODAY!" nervousness, but an "I-don't-know-these-people-and-they-don't-know-me-gee-I-hope-they-don't-think-I'm-a-nut" sort of nervousness.  That said, here it is:

8:00 a.m.: I get a buzz from the office telling me that my guests are here.  Gulp, deep breath.  Up the hallway to get them.
8:00-8:45 a.m.: I show them my room.  They take pictures.  They look over my class library, the "extra" book bins, and my personal library. (You remember that discussion from an earlier post.)  They ask questions about what kinds of books would supplement the curriculum (mainly social studies, like types of government and things like geography skills--landforms, map skills, etc.), what the children enjoy reading, and how my ordering has changed this year (I have several more boys than girls this year!).  I also tell them about my schedule, and how today is not a normal Thursday because we are usually reviewing for a comprehension quiz and doing other activities.  (If you've been reading, we are still catching up from three delays/snow days in three weeks.)  So I explain that we will be finishing the first of two comparison stories for the end of our reading theme, doing our mid-year review of grammar skills, completing Daily Edit, having read aloud (during snack time), finishing writing projects (you know, the one that should have been done LAST WEEK but had to be changed due to all of the snow days and delays), and centers for those who are finished with the writing projects.  There were no skills groups this week because the data wasn't compiled yet (We just got that this afternoon.).  I also explain the independent reading program, which they really seem to like.
8:45-11:00 a.m.: The students come in, get unpacked, and begin morning work. After announcements at 9:00, we are off and running. See above list of things that I planned to do with the class.  (We did them all, except for the Independent Reading; that's after first recess.)
11:00-11:15 a.m.: Recess
11:15-11:45 a.m.: Independent Reading--The students' routine after recess is to put their things away, get their book, find a spot, and get reading.  They do that.  I put on the music (We are currently listening to Duke Ellington's "Far East Suite".), grab my Kindle, and get reading. About 10 minutes before the end of the period, I call students to their seats to fill out their independent reading logs and response sheet for today.  Then we get ready for lunch.
11:50 a.m.-12:20 p.m.: Lunch.  The representatives eat with us in the lounge and talk to the other teachers who join us over the staggered lunch times (Grades K-3).  We are treated to Atlanta Bread Company, which is along the same lines as Panera Bread.  (I think they are owned by the same company.  There are just too many similarities.)
12:20-12:35 p.m.: The children open a package that contain what I think was every book from the most recent Scholastic catalog.  (When the box was delivered--and hidden until today--the packing label said it weighed 37 pounds.)  There are sets of things and books on every topic: 39 Clues, Junie B., Geronimo Stilton, National Geographic readers, the Black Lagoon, Dairy of a Wimpy Kid, Babysitter's club, Music Fairies, and Flat Stanley. There are BFF books, animal books, sports books, reference books, classic stories, math stories, grammar/phonics books, and so many others.  (After school I had to rearrange my bins in the class library because I couldn't fit everything with the old configuration.  And I still have books left over to give to my students.)

These are the books that were in the box.  I tried to spread them out, but I ran out of room on the table.

These are the extra books.  I already have these in the library, so I told the children I would take out the duplicates and pass them out for the students to keep.

My bins are now turned to fit in the new sets of books.  Those that weren't in sets are in the blue bins here, in the green "extras" bins on the shelves, on the shelf waiting rotation, or in my personal library waiting for the corresponding unit to be introduced.

12:35-1:15 p.m.: I drop my students off at library, then go back and finish up with the reps, answering any extra questions and such.

Throughout the day, they took notes on what I was doing and took pictures of the students working.  They are going to take this information and create a video to be shared with the other staff members at Scholastic.  Some of the same pictures will be used in a slideshow of all of the new members this year to be shown when we are in New York next month.  (I just hope my hair wasn't sticking up too badly from the static in the air today!  I also secretly pray that they didn't get back on the road and think they made a mistake!)  You know what I mean:  You have so many neat things you do that you can't possible do all in one day (or one subject, necessarily), so you worry that you haven't done "enough" to show how brilliant a teacher you are.  Or maybe that's just my neuroses speaking right now!

Overall, they said they enjoyed my classroom organization and decorations, my students were organized and well-mannered (and no, I didn't bribe them or threaten them before the reps came), and thought I was creative.  That's good, right?  Right?

So now I'm one step closer to New York. 

Breathe...