It was nice getting in touch with Marianne, who it turns out, now teaches all three of the ESOL kids who transferred out of my Schools A and B, to whom we wrote individual friendly letters. The classes involved were, in order of our meetings, School B- First Grade (writing to Kevin), School B- Fourth Grade (writing to Jose F.), and School A (writing to Alejandro F.)
The children put such care and thoughtfulness into their letters to their old classmates (whom they missed to varying degrees--some poignantly. And some barely knowing them, but writing considerately or even by means of introduction), personalized writings, some with illustrations and spring break decorations.
It was a heart-warming, authentic, communicative writing experience!
I think my students and I appreciate a meaningful writing task. Besides, I would have felt terribly guilty for promising the students on those departure days that we would keep in touch...and not follow through!
As for the students who suddenly have to move out of state or even return to their home countries...I have much less control over that situation...only a prayer ;)
Thursday, March 28, 2013
March 28, 2013
Go Fish! was enjoyed by a first grade and a second grade group to pass the time after a test was completed, and in the last few minutes of school before...Spring Break! However, for games to be a worthwhile learning activity, rules must be adhered to, otherwise, what's the point?
The prime educational game of the day, which was a change of pace for the advanced first grade group, was Flip N' Match Homonyms, essentially a concentration (Memory) game utilizing homonym pairs. I still need to thank Christine Williams for ordering these games (among others, still unused) last year. The kids loved it...and I saw remarkable teamwork (partners), strategy, and engagement. Giving children opportunities like this is a better motivation and reward than stickers and bribes.
Plus, I could really appreciate how sharp the minds and recall (Memory!) of these first graders are. I am feeling dull and definitely in the "age 40-up" set by comparison. They can run circles around me!!!
The prime educational game of the day, which was a change of pace for the advanced first grade group, was Flip N' Match Homonyms, essentially a concentration (Memory) game utilizing homonym pairs. I still need to thank Christine Williams for ordering these games (among others, still unused) last year. The kids loved it...and I saw remarkable teamwork (partners), strategy, and engagement. Giving children opportunities like this is a better motivation and reward than stickers and bribes.
Plus, I could really appreciate how sharp the minds and recall (Memory!) of these first graders are. I am feeling dull and definitely in the "age 40-up" set by comparison. They can run circles around me!!!
Monday, March 25, 2013
March 22, 2013
I attended the SPED job fair to inquire about available positions. Updating your resume is an opportunity for life review, a sober reflection of where one is in the working economy.
Fortunately, my mentors are encouraging me in strength areas--character, protocol, rapport, inspiration, love of learning, ability to listen and grow, and creativity.
Fortunately, my mentors are encouraging me in strength areas--character, protocol, rapport, inspiration, love of learning, ability to listen and grow, and creativity.
March 23-24, 2013
My scheduled Saturday root canal became a tooth extraction: at age 40, the prognosis is that the detected stress fracture (and subsequent infection) will likely happen again due to my teeth-grinding. So, I was referred by Dr. Kathy Lee, endodontist, to Dr. Mitcherling, oral surgeon.
I was very impressed by the sympathetic, skilled, and upbeat demeanors of these professionals. They seem to know that they are meeting you at a vulnerable moment and want to buoy you with confidence.
Indeed, the oral surgeon even bowled me over with astonishment at how clearly I articulate my speech sounds..."it's almost eerie...I thought you must be from out of state, like Boston...your voice would be good on radio."
I was very impressed by the sympathetic, skilled, and upbeat demeanors of these professionals. They seem to know that they are meeting you at a vulnerable moment and want to buoy you with confidence.
Indeed, the oral surgeon even bowled me over with astonishment at how clearly I articulate my speech sounds..."it's almost eerie...I thought you must be from out of state, like Boston...your voice would be good on radio."
Thursday, March 21, 2013
March 20, 2013
I was successful with the second grade at School B by providing appropriate motivation and learning supports for them to finally do some writing.
I turned the paragraph writing assignment about a ball sport into writing a Sports Riddle.
Class went like this:
First, because students had expressed disappointment and jealousy at my parameter that not everyone could write about soccer, I started them off with a QuickWrite activity to "write as many words as you can to describe the game of soccer. The winner has the most descriptions. You have 3 minutes. Go!"
Then, I scribed their descriptions. I also gave them sports vocabulary and concepts such as rules and the object of the game. Next, I turned the easel around to show them my Sports Riddle. We checked off which words (provided by them) that I used. I referred them back to a Word Web that I had modeled using for them previously.
The benefit of reminding of them of the Word Web was to show how it could actually be useful in writing a good riddle. They also saw that the riddle did not have to have EVERYTHING, only sufficient detail to infer what the sport was.
While they were writing, I had a sports book available (Famous Sports by Cameron Fox, pub. Penguin Young Reader, 2001)) for them to refer to. Also, to motivate them about the enjoyable aspect of riddles, I read aloud vivid descriptions (adjectives and verbs, and place nouns) of animals (from the picture book Africa Calling, Nighttime Falling by Daniel Adlerman, pub.Charlesbridge, 1996). A book doesn't have to be explicitly a riddle book: just as I had done with the students at School B, I simply omitted the words naming the sport from my model (from the textbook and a piano book featuring sports)
The students first completed their Word Webs, and then moved on to their 2-5 sentence riddles that contained sufficient description. The students were happy to share and edified by useful and practical suggestions to describe their sport accurately and effectively. I was charmed by one student who even cleared his throat dramatically a few times to read. I gave a discarded costume jewelry tiara to the best riddle writer! She was very happy and proud.
I turned the paragraph writing assignment about a ball sport into writing a Sports Riddle.
Class went like this:
First, because students had expressed disappointment and jealousy at my parameter that not everyone could write about soccer, I started them off with a QuickWrite activity to "write as many words as you can to describe the game of soccer. The winner has the most descriptions. You have 3 minutes. Go!"
Then, I scribed their descriptions. I also gave them sports vocabulary and concepts such as rules and the object of the game. Next, I turned the easel around to show them my Sports Riddle. We checked off which words (provided by them) that I used. I referred them back to a Word Web that I had modeled using for them previously.
The benefit of reminding of them of the Word Web was to show how it could actually be useful in writing a good riddle. They also saw that the riddle did not have to have EVERYTHING, only sufficient detail to infer what the sport was.
While they were writing, I had a sports book available (Famous Sports by Cameron Fox, pub. Penguin Young Reader, 2001)) for them to refer to. Also, to motivate them about the enjoyable aspect of riddles, I read aloud vivid descriptions (adjectives and verbs, and place nouns) of animals (from the picture book Africa Calling, Nighttime Falling by Daniel Adlerman, pub.Charlesbridge, 1996). A book doesn't have to be explicitly a riddle book: just as I had done with the students at School B, I simply omitted the words naming the sport from my model (from the textbook and a piano book featuring sports)
The students first completed their Word Webs, and then moved on to their 2-5 sentence riddles that contained sufficient description. The students were happy to share and edified by useful and practical suggestions to describe their sport accurately and effectively. I was charmed by one student who even cleared his throat dramatically a few times to read. I gave a discarded costume jewelry tiara to the best riddle writer! She was very happy and proud.
Monday, March 18, 2013
March 13, 2013
Our school handled a Code Red situation admirably, at 2:55 p.m. I was with a 2nd grade pullout class: we were sharing and evaluating our sports riddles. With the extra time that we had to remain in our classrooms, I shared a twisted fairytale written by my son's kindergarten teacher, "The Three Little Vampires and the Big, Bad Werewolf"
By the time I got to my night class, I was exhausted. My teacher and classmates were sympathetic.
By the time I got to my night class, I was exhausted. My teacher and classmates were sympathetic.
March 12, 2013
Guided practice:
Now, let's go back to problem of our library books.
(Elicit student input.)
What was the specific problem?
How did you feel? Why?
What did you do as a consequence?
How did you solve the problem?
How do you feel about it now?
Anticipate the ESOL curriculum guide writing skeleton for Day 2 in series:
A problem I had was ------. This made me feel ------- because -------. I decided to -------. I solved the problem when I -----. Now I feel -----.
Now, let's go back to problem of our library books.
(Elicit student input.)
What was the specific problem?
How did you feel? Why?
What did you do as a consequence?
How did you solve the problem?
How do you feel about it now?
Anticipate the ESOL curriculum guide writing skeleton for Day 2 in series:
A problem I had was ------. This made me feel ------- because -------. I decided to -------. I solved the problem when I -----. Now I feel -----.
March 11, 2013
I need to refresh my mind on how my RRT mentor would like me to deliver a series of two writing lessons on problem-solution.
The model is supposed to be based on the story we already read and discussed--"Birds in the Garden."
What about the hook? (preliminary) And then, to follow up the model, the guided practice?
Hook: I was wondering, have any of you ever not returned your library book on time, like past the due date or when the school librarian expected it back?
How did you feel? What happened?
Turn and talk with your partner.
The model is supposed to be based on the story we already read and discussed--"Birds in the Garden."
What about the hook? (preliminary) And then, to follow up the model, the guided practice?
Hook: I was wondering, have any of you ever not returned your library book on time, like past the due date or when the school librarian expected it back?
How did you feel? What happened?
Turn and talk with your partner.
March 9-10, 2013
My daughter's last weekend before turning 13! She spent her second weekend volunteering at the assisted living center. We realized that it is not a good idea to be sucked into the negative energies of a particular resident who always has to be right, even when I am correcting my daughter in being respectful, responsive, and helpful. I let my daughter know that she could not play the victim, in letting it appear like she "rather go outside to play."
Well, it is all for the best that I play the chaperone role rather than be a helicopter mom: it is also not proper for the facility to use me as an extra staff member--as it could become a liability issue regarding care of their own residents.
Well, it is all for the best that I play the chaperone role rather than be a helicopter mom: it is also not proper for the facility to use me as an extra staff member--as it could become a liability issue regarding care of their own residents.
Friday, March 15, 2013
March 14, 2013
Happy Pi day. I have been experiencing some success introducing the picture books referenced by the Teaching Math article that I am reflecting on. I introduced One Watermelon Seed to the ESOL kindergarteners, and Two of Everything to a first grade section. The students become very animated counting the objects and predicting what will come next in a series. The picture books complement the themes my students have been exploring: Make-Believe vs. Reality (kindergarten) and Cultural Traditions (Grade 1).
Wednesday, March 13, 2013
March 8, 2013
I was surprised by a high-performing second-grader's tears when I was correcting her independent assessment in class. I had just pointed out the same correction to another high-performing student, who instantly acknowledged the minor correction--painless. But why should I be surprised? I was sensitive myself--I still am--and doggedly concerned about my own creativity not being stifled. Another student in the class resembles me for taking extra care in his writing assignments and the even the way he leaves the classroom. God bless these kids!
Monday, March 11, 2013
March 6, 2013
Today was the snow day that was just a bleak, rainy one in Dundalk. The upside was that in the morning I was able to evaluate a tricky math problem, enjoy the first half of Bourne legacy, and see the chiropractor!!
Sunday, March 10, 2013
March 5, 2013
The principal at School A tells me to invest in myself. The principal at School B tells me to think of it like college. Pretty consistent, I'd say!
Thursday, March 7, 2013
March 7, 2013
This post isn't about teaching ESOL in the elementary setting, but about my part-time tutoring job at the community college. Tutoring algebra walk-ins is my forte, but lately I have been scheduled to tutor biology students by appointment as soon as I arrive. Here's the rub: I'm no expert or even a science major. How can I prevent what happened last Thursday, where a type-A student came in with the assumption that I would know more than I do, without the benefit of any context from her class coursework or notes, just her abstruse pharmacological text? I guess I shouldn't panic and I should maintain a humble attitude. In addition to the Internet resources (my fear was that she would be turned off by my typing straight into the search engine, which is something she could do herself), I could introduce her to more basic biology texts from our cabinet.
Reflecting on how I crumbled in the face of her expectations to be given lucid explanations straight from the horse's mouth, regardless of a student's ability level, they must learn to ask the questions and begin to do the work themselves. In other words, teach them to fish (as opposed to just giving them the fish)....
My regret last week was that I ended up describing what she should do...we wasted time when we could have been using resources together, armed with guiding questions facilitated by me, if she didn't seem to know where to begin. Be a professional learning facilitator--this is where training should kick in :)
Reflecting on how I crumbled in the face of her expectations to be given lucid explanations straight from the horse's mouth, regardless of a student's ability level, they must learn to ask the questions and begin to do the work themselves. In other words, teach them to fish (as opposed to just giving them the fish)....
My regret last week was that I ended up describing what she should do...we wasted time when we could have been using resources together, armed with guiding questions facilitated by me, if she didn't seem to know where to begin. Be a professional learning facilitator--this is where training should kick in :)
Wednesday, March 6, 2013
February 27, 2013
At School B, they have clearly been ramping up for the MSAs. Not only was there a pep rally complete with an MSA song, but coming in to the lobby, there has been a dry-erase board counting down the days (since Day 19?). There definitely is a festive spirit in the air, a second Christmas?
February 26, 2013
My RTT mentor is encouraging me to stretch a bit...not a bad idea since I need to dust off the ELMO projector since the conclusion of month-long WIDA testing. Three things to consider: audio files, exploring DVD resources (not assuming they are all outdated), and trying previewed segments of video.
March 4, 2013
Reflections on Friday's lesson, before meeting with mentor:
Focus unclear regarding "ball games": is it just about types of games, because I forgot to reference important properties of balls, i.e. round, rolls.
Model probably would be improved with a text-dependent question following the use of the word web. I need to show a clear purpose.
Focus unclear regarding "ball games": is it just about types of games, because I forgot to reference important properties of balls, i.e. round, rolls.
Model probably would be improved with a text-dependent question following the use of the word web. I need to show a clear purpose.
February 25, 2013
I met with my two 5th graders today at School A. I'm trying to encourage them to set personal learning goals. It's obvious that one has spelling needs related to his transfer of Spanish sounds to written English (he excels at reading comprehension, but why is his spelling so atrocious?), and the other student (Urdu language background) would benefit from expanding on the details in his writing thru revision.
Monday, March 4, 2013
March 1, 2013
It was hard to drag myself in today, especially considering my coughing jags and my last-minute dental appointment. What brought me in? Bus duty...and my assistance plan to do a videotaped lesson.
Alas, the lesson was truncated from 25 minutes to less than 20 due to an MSA drop everything and dance type of pro rally. All I could do was feebly wave my exit tickets in the air, in the direction of the flipcam that my intention was to guide my students toward that assessment. Reflections on Monday when meeting mentor.
Alas, the lesson was truncated from 25 minutes to less than 20 due to an MSA drop everything and dance type of pro rally. All I could do was feebly wave my exit tickets in the air, in the direction of the flipcam that my intention was to guide my students toward that assessment. Reflections on Monday when meeting mentor.
March 2-3, 2013
The MSAs begin on Monday. Students in grades 3-5 will be busy testing. I received email updates from my principal and vice-principal at School A that I will be relieved of proctoring and accommodations duties in order to continue instruction with grades K-2.
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