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...
February 23, 2011
February 15, 2011
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.
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.
February 13, 2011
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.
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!
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| 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. |
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| 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? |
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| Here are two more students at 100 years old. One is a police officer; the other is a veterinarian. |
February 9, 2011
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!
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!
February 8, 2011
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!
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!
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)
www.gale.cengage.com (go the free resources link for Black History)
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 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!
February 7, 2011
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!
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!
February 3, 2011
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?
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!
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