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 -----.
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