Currently ~August and Celebrate SAID

Well, well, well!

When you are three days late to a party you are REALLY LATE to the party.

I just checked and Farley has 400+ people already linked up to her monthly "Currently" Linky Party.

Now, don't I feel like a LOSER?!?!

Although my school year hasn't officially started, I did have a very long meeting on the first of August and then all-day Kindergarten Camp on the 2nd of August. So, needless to say, I had to be absent from the interwebs because I was just too tired to do anything else!

Here is my August Currently (hopefully, I make it into the 400's!)

1) Listening: Wow, I had no idea how noisy baby clothes are in the dryer! We had to turn up the television and it is in a room far away from the laundry room. I'll have to remember that nugget when our little man is trying to sleep.

2) Loving: Scott tried out a new recipe for blueberry cobbler and it is delicious.I've gone back for seconds and thirds. Get that pan away from me!

3) Thinking: Pregnancy brain can really be a pain in the butt sometimes. I thought my memory was bad before. It is terrible now! I'm going to have to start writing things on my arm just to keep track of my thoughts.

4) Wanting: This one is pretty self-explanatory. I'm so annoyed with this aching pain that I want to use a knife to dig out the nerve pain that is shooting down my lower back and into my leg!

5) Needing: It really does pay to rip these workbook pages out ahead of time as opposed to during the school year, but, geez, do I hate doing it. This is the time I really wish I had parent volunteers at my school. I know, sad, right?

6) B2s must haves: 

a) Duct tape - for the past few years I have discovered the joys of fancy duct tape. I use it to decorate buckets and boxes, to differentiate between my Kinder stuff and my first grade stuff, and to keep my organizers from falling apart.

b) Ink Joy Pens - these pens are so great for everyday use. I'm a huge fan!

c) Calendars are so important. I've been using them since the sixth grade and I can prove it. Much to my husband's chagrin since they are taking up space in our closet. Basically, a planner is my calendar, scheduler, journal, diary, and note taker. I COULD NOT go a school year without one. Even with the magic of technology, I would still rather use my paper planner. Call me an old lady - I dare ya!

I gotta say I just love this month's currently paper. It is so cute!

Thank you, Farley.

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And now on to something completely different:
My favorite sister, Jill, has an editorial to share.
As a Kindergarten teacher, we lay the foundation for the rest of our students' education. To belittle what we do as K teachers is to belittle the whole Kindergarten experience. Personally, I have had some (not all) upper-grade teachers tell me that K/1 teachers shouldn't get pay raises or that their grade is so much more work than ours. I nod my head and move on because I am a total wimp when it comes to confrontations, but it does bother me. A LOT! I don't think one grade is more difficult than others, but I do think we all work equally hard at what we do and it is a shame to belittle any teacher.
Alright, so here is Jill's POV:

Said is NOT dead!

This is Andi’s sister, Jill. 

As we work through pre-planning days, I am often drawn to the subject of writing as our school wide plan has many great features, yet it is not cohesive.  I reflect on how each grade builds on each other and then I have a mini breakdown when it comes to the word SAID.

Here is my rant about my dear friend – Mama SAID.

While it very cute to have a funeral for SAID, I as a kindergarten teacher, have great sadness for this ritual.  I even heard my principal go on about such a “cute” lesson she saw at some school visit where they went through a whole funeral for my friend.  Oy - the pain I felt and the smile and nod I had to muster to her.  Blech.  I choose my battles carefully and that was not the day.

Well, guess what – Today IS the day.

FOR THE LOVE OF ALL THINGS GOOD – DO NOT KILL MAMA SAID!!!!!

Here is my story…

I teach 5 year olds that SAID is a VERY special word.  In fact, she even has her own special spelling.  Oh, yes – we will see many “sed” on papers.  And actually it is to my delight.  Yes, delight.  A 5 year old hears a beginning, medial and final sound in the word.  EXCITING – people!!   We kindergarten teachers work HARD for this stuff!

But there comes a day, where you talk about all of the wonderful news and information we: our friends, characters and own creations can say… and we learn that crazy “sed” is actually SAID!  Who knew??

Not 20  - 5 years (ok, maybe a few by now, but not enough to remember to write it that way). 

This is my job, SAID is on my high frequency word list. I break their hearts and mend them at the same time.  SAID makes our stories both read and written come alive.  When we learn SAID, we even get to use the beloved puppet theatre <<that takes up too much room, so I carefully plan this event>> to write plays for the stuffed animals in our room. 

SAID is glorious,

UNTIL… a few years later someone KILLS HER!!!!!

What??? Why???

To me, she is the matriarch of all things wonderful. 

She is still written in all books past, present and future…

PLEASE, I BEG YOU, PLEASE

Begin a new ritual to celebrate her glorious family!

Instead of killing her, celebrate her family reunion and let the whole family shine.

Search “ways to say said” on Google and you will find many lists 300 words strong!!

Glorious, I told you-

Mama SAID has a rockin’ family.

Let me introduce you to some of her family.  Each group is special and yet different than the others. For the older students, you can even go on a genealogy hunt for all of the cousins, twice removed…

Here is a start of the family tree:

The Quiet family:

whispered, uttered, hissed, inferred, whimpered

The Loud family:

bellowed, screamed, screeched, proclaimed, blabbed, called, yelled, shrieked, whooped

The Grouchy family:

moaned, complained, demanded, hissed, argued, interrupted, lied, disagreed, objected, glowered

The Happy family:

smiled, sang, joked, giggled, laughed, cheered, grinned, gushed,whooped

The Sad family:

bawled, begged, fussed, sputtered, pouted, cried, wailed, fussed

The Shy family:

sighed, huffed, stammered, purred, persuaded, breathed

The Noisy family:

repeated,  gurgled, chastised, crabbed, mocked, rambled, retorted, squawked, pestered

The Unsure family:

questioned, wondered, asked, requested, inquired, posed, queried

Well, you get the idea…

Like I said, Mama SAID has a big family. 

My vision for a school wide goal would be to build that family tree grade by grade.  

Kindergarten is that solid foundation- we learn to love Mama SAID:  The trunk and strength to all things vocal. We might get a surprise visit from a few relatives, but for the most part we learn about dialogue, mama’s special spelling and those crazy macaroni things that you use instead of a word bubble called quotation marks.  

First grade begins learning the relatives and gets at least a dozen of them in use fluently.  

Second grade doubles up and works with at least 2 dozen of the family. 

Third grade (the typical FUNERAL YEAR – aaghghhgha)  We arrange a family reunion with about 4 dozen members and begin to sort them into their families.  

Fourth and Fifth grade each get to double the branches.  They learn “cried” might fit in 2 families: loud and sad, just as there is a Robert in the Smith branch and the Thomas side of the family.

Glorious Mama SAID.

Now as she gets up in years, she enjoys her retirement, makes an appearance here and there, but for the most part, lets the rest of her lovely family do the work… 

Do you feel my pain?  Don’t kill her – celebrate her, she deserves it.

And to support my case, here are a few common core standards that can also help keep our sweet Mama SAID alive and celebrate her family:

In our Language Strand:  We want a command for vocabulary acquisition and use in all grade levels.  We learn to clarify meanings through our use of Mama SAID’s family.  We learn word relationships and nuances be defining the shades of meanings when we sort her family and decide “who is stronger/weaker?”  Which word tells my meaning best?

In the Speaking and Listening Strand: We improve our presentation of knowledge and ideas when we are selective of which variation of SAID makes retelling most accurate or clear.

And ultimately in our Writing Strand:  We thoughtful and specific in our writing products and purpose.  We want our readers interpret the meaning we intended.

I shall now step down from my soap box.  Mama SAID and I need now to just relax, be quiet and enjoy a beverage :)

~Jill

In Pictures and In Words *Part 1

Have you ever really wanted to do something and just kept putting it off?

Well, I do that all the time. Blame it on procrastination or just sheer laziness. Sometimes, I need a PUSH.

Thank goodness for this glorious blogging community!

I was so excited when I saw a book study for Katie Wood Ray's, In Pictures and In Words, was in the works for this summer. There was my PUSH.

I have been meaning to read anything by Katie Wood Ray for a while now and just never got around to it. Reading and math are always in the way!

Geez, why are they so darn important?

Writing instruction just doesn't seem to get as much screen time as those other two subjects. And it should have equal billing! Writing goes hand in hand with reading, for goodness sakes. 

{And then, they wonder why so many teachers feel inadequate at teaching writing. Duh!}

On to the book at hand:

Katie Wood Ray is a breath of fresh air. In Pictures and In Words highlights the best practices of quality writing instruction for teachers. The first six chapters of the book  explains why illustration study matters. The second section {chapters 7-11} will review fifty different illustration techniques for writing instruction.

Our wonderful host for the first section of the book, Deedee {Mrs. Wills Kindergarten} has written an excellent reflection of the book. I love the way she explains the chapters and includes examples from her own class. What a great way to bring the book to life!

For my contribution to the book study, I'll be answering the Guided Questions:

1. How might you explain to students that illustrating is composing?

I teach first grade at a Title 1 school. I'm lucky if 35% of my class can decode simple cvc words. I can guarantee that about 4-6 of my students will not know all of the alphabet. Getting them to illustrate during writing workshop has never been much of a problem because that's all they can do!

During our mini-lessons, I will make sure to elaborate on the fact that my students are authors, even if, all they can do in the beginning is illustrating. They are telling a story through pictures and soon they will be adding those words.

We'll work on those details in their illustrations. Whether its color choice or the amount of pictures on the page. Each part matters in their story telling. Then, we'll connect it to their words.

2. How might your attitude towards writing affect your students' willingness to write?

Sometimes I refer to myself as a salesperson and not an educator. I am selling them reading, writing, math, science, social studies, technology, etc.

My passion becomes their passion. If I am super excited about something, they are super excited about it, too.

Okay, there may be a few nonbelievers, but that's another reason why I love teaching first grade. I don't get as many apathetic students as I did in fourth grade.

I love to write. I always have. I bring in journals and letters from when I was a girl and share with the class. When I'm not conferencing with a student I'll spend some time writing and share my thoughts during share time.

We make HUGE deals about each other's writing when we share. They eat it up.

Littles love to hear how awesome they are. We make sure to point out specifics from their writing that made it so great.

Last year, one of my students started writing a fairy tale of her own and her characters were kids from the class. Everyone laughed and pointed at each other. They were really funny. Then the next day, another child started a fairy tale as well. The third day, three more kids had written silly fairy tales. They all thought they were hysterically funny and they were writing. Oh, they were writing. The power of their words had created a wave of excitement throughout the room. It lasted about a week and a half and then it died off. But, it was exciting to see them inspire each other instead of me doing all of the work!

3. How might you help students build stamina in their writing?

This is actually going to be easy for me. I've been practicing the Daily 5 management system during my reading block for several years now and its ALL about building stamina for reading and writing.

We start small. Writing for 3 minute increments at a time and slowly build additional minutes every day until we reach our goal of 20-25 minutes of independent writing.

It is NOT as easy as it seems.  Building stamina requires a lot of patience and perseverance, but it works. It works people!

We model, practice, check-in. Model, practice, check-in.

Sometimes, we need to incorrect/correct model many times before we can add on an additional minute.

There are some days that are better than others.

Hold strong and have faith. You'll break them!

I HIGHLY recommend reading the Daily 5.

It's the BEST! {Really, it is!}


4. What language might you use with your students when you talk about reading like a writer, both as a writer of words and pictures?


I really enjoyed this part of the book. Probably because I can relate to it so well. 
As a blogger, I am always reading as a writer.  I look at the blogs that I enjoy and think, "What is it about them that keeps me coming back? Is it humor, pictures, topics of interest?"


As a teacher, I will make sure to include the author and illustrators name often as I refer back to their books during lessons. Students will hear about the decisions the author and illustrators made and how it may apply to their words and illustrations. My language is important because I need to bring these authors and illustrators to life for my students. Bring value and a sense of urgency to their writing.


5. Name several books you would gather for your classroom's units of study on illustration.


I am going to have to get back to y'all on this one because I have a ton of great books in my classroom and I don't remember all of them. Sorry!


Okay, here are a few I can think of that I love off the top of my head:


*Maggie and the Pirate, Ezra Jack Keets







*I am the Dog, I am the Cat, Donald Hall





*Fortunately, Remy Charlip





I'll add to the list when I start going back to my classroom.


So far, I'm loving what I'm reading. Katie Wood Ray makes me feel good about myself and the choices I have made as an instructor. She puts developmentally appropriate practices ahead of all of the hustle and bustle administrators like to demand of us. AND she values conferring and sharing! Sharing time is so important to our littles.


If you'd like to read more about this book study, please go to Deedee's blog {here} and check out her post and the others linked up.


Thank you, Deedee!

Work on Writing

There are many reasons why I love the Daily 5.

Like ...

it's research based,

it builds independence and stamina,

 students work at their own level and pace,

the Sisters are the two coolest teachers ever,

and students are engaged in meaningful work.

Seriously, the list could go on and on.

Today, I wanted to share a little about the Work on Writing portion.

I hold 'Writing Workshop' at another time in the day, but for twenty minutes during any given round of the Daily 5 you might see some of my students quietly and independently writing in their journals.

Every year, this 'daily' (as I like to call the fab five - read to self, read to someone, work on writing, listening to reading, and word work) is a favorite among my students. In fact, I had to start choosing the 'dailies' for my students instead of giving them choice because everyone would only choose writing!

During Work on Writing, students are able to write in their journals on any topic of their choosing. Then, at the end of the round, they can share their stories (the kids favorite part.) When we have our mini-lessons, I'll teach them how to enhance their writing. Just some very brief little 5-7 minute lessons. All of the more difficult longer writing lessons are held during Writing Workshop time.

Work on Writing is a 'daily' that my students can start on Day One of school. At first, it is a beast to keep the kids sitting independently. But as you build their stamina and show them how to solve some troubleshooting problems that may arise, you'll notice your students lasting longer and writing better. It's pretty awesome.

Here are a few examples of one of my student's progress throughout this year:

***It has to be noted that this child is OBSESSED with whales and marine life. It is her passion. She has written about other topics, but for the most part, it's all about those whales!***

Beginning of the year:

Mid Year:

and

Now:

I cannot break some of my really southern kiddos of the "git" problem they have!
We have discussed this a million times!!

 I could have picked a longer piece, but this one cracks me up.

Also, I have other students who can fill pages of their journals in twenty minutes. Their stories are great, too. Typically, the girls love to write about their friends and animals.  The boys like to write about vehicles, their cool toys, or cowboy stuff.

I chose this child's work in particular because she is a struggling student.

The Daily 5 is rad!

Also, I really don't miss creating weekly centers. And the printing of center pieces. And the cutting of said center pieces. Which leads to laminating of them. Then, the cutting, again. Plus, you've got the organizing and storing of these center pieces. Oh ya, the printing of the coordinating work page to go with the center. And, last, the dreaded grading of the center work pages. Yep, don't miss that...

Anywho, if you have read some of my previous Daily 5 posts and there is a document you'd like to have but for some weird reason Scribd is asking you to pay for it, then just shoot me an e-mail and I will send you the document (for free!)

Have a great weekend!

A Rockin' Good Time

Rocks, man, rocks!

How much fun does teaching about rocks sound? About as much fun as teaching about soil!

 Thanks to Reading A-Z, an Aims science project, and our iPod Touches, we managed to learn a lot about rocks and enjoy ourselves at the same time. Oh, thank Heaven!

We began with the question: What makes rocks break?

Reading A - Z has this great little book about rocks. It is a level C book, but it is totally appropriate for the lesson.

Screen shot of the book.
Readinga-z.com is awesome!
I love their leveled readers.

This book is great for building background knowledge and learning the proper vocabulary on the subject. Many of my kids have never seen a "mountain" mountain (landfills don't count) in their lives, so reading the word boulder was brand new for them.

Then, we matched the vocabulary words with the proper sentences and added them to the anchor chart.

On to the science project...

The project is called Ice Breakers and it is from an Aims activity book. First, we discuss how rocks can break in nature. The kids speculate how rocks break to make boulders, stones, pebbles, sand, and dust. When one of them finally brings up water, I asked them how would water break the rocks? Do you think it will break if it was frozen?

We fill out the prediction chart:

For the project, you will need water balloons, plaster of paris, and the freezer. I prepared the water balloons ahead of time. I called the kids up one at a time and had them help me mix the plaster of paris and add it to their model rock.

We let the rocks dry in the classroom. Then, we put them in the freezer for two days. After the two days, I took the water balloons out and the kids were amazed to see that the plaster had cracked off and the balloons had broken.

We concluded the activity by using our iPod Touches.

The kids had to verbalize the activity and explain what they had learned using the app Sonic Pics.

The app has them add pictures, text, and their voices to create a little video project (like a power point.)

*I'll have to add one of their projects in another post.

Then, for some writing fun, we wrote about what we would build with a bunch of rocks. They were cute and enjoyed thinking about how we use rocks.

Here's a copy of the writing activity:

Download (60 KB)

Enjoy!

Rules to Write By

Got any free wall space?

So far this year, my kids have had a difficult time grasping the concept of adding -ed and -ing to words and spelling them correctly.

I've made these posters to help them fix this problem.

Feel free to use these posters as a guide to help your students learn how to add    -ed and -ing to words.

Or you could shrink them and add them to their little dictionaries, homework binders, or portable word walls.

Happy Tuesday!