Soggy Spring #SOLC17

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Two Writing Teachers

The rain has made the ground squishy and soggy.

The birds are excited to pull juicy worms from the dirt.

The green sprigs of daffodils and snowdrops peek up, some flowering.

The trees are covered with moss, their leaves beginning to bud.

The water in the stream gushes, splashes and flows over rocks.

The air is sticky and fragrant and gentle.

The rain brings new life to the earth.

Prior knowledge...activated! #SOLC17

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Write every day in March.
Write about the small moments
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Two Writing Teachers

It was easy to get back into my small group reading routine today.  

Nearly all of my students came 

bursting into my little room, eager to get back to 

reading 

writing 

30 minutes out of their classroom to talk my ear off (otherwise known as "reading intervention").

My 5th graders were pretty chilled out due to the time change.  Our next text in the LLI red intervention kit was Six Snakes That Share Our World.

Little did I know that I have a huge snake fan in my small group, G.

G has not had the easiest time transitioning from English to Spanish, especially because our district's bilingual program currently ends after second grade.  G has great ideas, but decoding gets in his way.  He is soft-spoken and very curious.  I had no idea how a text about snakes would light up this kiddo's brain.

G started the conversation about snakes (pythons versus boas, what they eat, how they move).  Then J and C even chimed in with more facts.  We previewed the pages, and C noticed a map that noted there are no snakes found in Greenland, Iceland, Ireland, Antarctica or New Zealand.  The facts and questions and discussion was happening so quickly, I could barely keep up.

"I think Kakapos (the New Zealand bird we read about last week) are not threatened by snakes, based on this map," stated C.

WHAT?  

I looked at K, the only girl.  Even she had lots of questions for the snake crew.

"Did you hear him?" I asked her.  "I need to drop the mic!"

"Here, Mrs. Rayner," K handed me a pencil and smiled. "You can do a pencil drop!"

Here's to my students showing their genious.  Even after a week of PARCC testing.  Even after losing an hour of sleep this weekend.  Even if it took a book about snakes (ewwwww).

Fashion #SOL16 13/31

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Two Writing Teachers

Today I spent a fun day with my youngest daughter, Allison.  We had a quiet morning until we realized we had lost an hour of our shopping day due to Daylight Savings. (Grrr - tomorrow will be rough!)

We snarfed down some crackers and cheese to hold us over and headed to the shop full of prom dresses.  Yes, it's only March, but it's fun to get to the shop within a week of its opening.  The selection is great and it's not terribly crowded.

I was amazed (as usual) at the vast variety of shapes, styles and colors.  It would shock me if anyone left empty handed.  There were rows and rows in all sizes, every color of the rainbow (plus all the metallics), and styles including mermaid, a-line, trumpet and ball gown.

Yup, I'm one of those people.  Addicted to the fashion shows, especially on TLC.  I will not say no to watching "Say Yes to the Dress" or "What Not to Wear" or my new favorite, "Love, Lust or Run."  I'm by no means a fashionista.  Allison thought about majoring in fashion merchandising or purchasing for awhile, but to us, fashion is a hobby.  One we watch and find interesting from our couch!!

I think the most intriguing aspect of fashion is the psychology behind it.  Perhaps people feel like it's important to look like a fashion model - thin, angry, angular.  Then we have more curvy models (hooray!) featured.  Women especially are caught up with the size printed on their clothes, and we can't help but feel inadequate when the number is two digits.

The good news about today is that I saw more smiles than frowns.  Even when girls tried on a dress that wasn't the style or color they wanted, the salesgirls and moms were all smiles.  The music was upbeat and the lights made the sequins sparkle.  The salesgirls were complimentary with every single dress my daughter and the girls around us tried on.  When some girls didn't want to step out of their dressing room, the salesgirls went over and provided positive feedback.

It's all about feeling your best and wearing clothes that you love.  If you're into fashion or fashion psychology, I recommend Stacy London's book, The Truth About Style.  She is so supportive of women wearing clothes that accentuate their positive attributes and make them feel good.

from Amazon

Spring? SOLC #26

 I went for a walk this morning.

It sounded like spring.
Birds were chirping
and flying between trees.
Dogs were barking
at all the people out walking.
Squirrels chattered and
shook tree branches
as they climbed.


It looked like spring.
Leaf buds were popping
out of tree branches.
Green blades of grass
outnumbered
the dried, brown clumps.
Clear running water
flowed through the creek bed.




It felt like winter.
The "real feel" temperature
was 26 degrees.
The wind was
out of the north.
The snow piles remained
from Monday's surprise storm.

The weather forecaster
promises
warmer weather
next week.

Here's hoping for
true spring
to arrive
SOON! 

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Two Writing Teachers

Writer's Helper SOLC #12

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Two Writing Teachers

In our integrated science unit, our goal and summative task is to have students explain cause and effect of fast and slow earth changes.  The first grader l.o.v.e. talking about fast changes (tornado, hurricane, VOL-CA-NOOOOOO!).  They get a little excited about slow changes, but only when I write the word erosion very slowly on the anchor chart.

Today I had them pick a fast change and a slow change.  Then we put our notebooks away.  This afternoon, we looked at pictures, talked with our buddies and then tried to write how the fast or slow change affected the earth.

Yup.  Tricky.  But not impossible.

As I was circulating and helping, jotting and talking, encouraging writing and discouraging a few arguments, I saw a little bit of magic happening at the table.

M has blossomed into a full-fledged author.  I am not kidding when I tell her that I want the first copy of the first (and second and tenth) book she publishes.  She spends nearly every day writing.  It's really exciting to talk with her about her writing.

S has a great attitude and helpful personality, but S isn't a writer yet.  She has great listening comprehension and understands what we're talking about, but the words (and sometimes letters) don't yet flow from her pencil.

I encouraged the kids to work together, talk together and write together.  S ended up next to M.  I watched M do what I do for S during writing time:

S:  I want to write about volcanos.  They melt the trees with the lava.

M:  (writing on a sticky note).  Okay.  They melt the trees.  Here you go.

S:  Do I write that?

M: Yes.  I wrote it, now you copy it.

S: Thanks!

M:  Ok!

I think my eyes were a little shiny as I made a little gasp.  Both girls looked up.
"Thank you for working together.  My heart is full of excitement about your writing!" I exclaimed.

Ok.  I'm a drama queen.  But words couldn't express how proud I was of the girls working together to find success for all of them.

Little N next to them spoke up, "Can I get some help over here?  This is hard work!"

M and S:  Okay!

Some Days SOLC #6

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Two Writing Teachers

I watched the movie "Alexander and the Terrible, Horrible, No Good, Very Bad Day" tonight.  The book is near and dear to my heart as a reader, a parent and a teacher.  

I read the book as a kid and really loved how grumpy Alexander was about everything.  I was a very dramatic yet happy child (can you say, "mood swing?") so I could totally relate.

I remember reading about Alexander to my daughters.  Then they both had Mrs. A for 5th grade, two different years.  In her room, you could escape to "Australia" (a corner full of pillows) when the day was just too much for you.

This school year I'm finding it hard not to be Alexander.  I'm constantly running the highlight film of my teaching day in my head and I can only find the faults.  It's something I really need to work on. 

Loved this quote from the movie.  

"I think you just gotta have the bad days so you can love the good days even more."

Way to frame it, Alexander!

Priorities (Feelings) SOLC #4

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Two Writing Teachers

Science kit repacking (frustrated)

Headed for home at nearly 7 (exhausted)

Talked with college daughter (uplifted)

Hot dinner in the crock pot (impressed)

Younger daughter helping friend (proud)

Laundry, garbage, kitchen duty (bored)

Planning (inspired)

Planning (stuck)

Ask friend for help (hopeful)

Planning (refocused)

Nag younger daughter to get in the shower (annoyed)

Remember to slice (anxious)

Read a comment (calmed)

Eat a mini cheesecake (satiated)

Put computer away until tomorrow (sleepy)

Two Very Different Days

Monday

One teacher, full of ideas for the day, welcomed her class.

Students flew into the classroom

Many made more than one trip back to their locker

One didn't want to read, or do math, or do anything

but talk with his buddy at the top of his lungs.

The whining started early - "She's ON my DESK!"

A friendship was rekindled with one who was away.

Books were written, markers broken, pencil tips snapped.

Arguments about who was first and who cut in line.

Lunch time couldn't come fast enough

Three ice packs after recess.

Many clothespins shifted from green light to yellow light.

No matter what we tried, someone was left out or bothered or 

sad...sad... sad.

Two emails and one phone call home.

One exhausted teacher.

Tuesday

One reflective teacher, working on only 4 hours sleep, welcomed her class.

Students remembered their folders and made only one trip to the classroom.

Kids asked about the schedule... "Just like yesterday? Good!"

Books were read, turn and talk was fine, EEKK buddies were helpful.

The little bit of whining was redirected.

Only a few bandages needed for paper cuts - lots of authors today

One discussion about one collaborative scary story (please, no blood, okay?)

Children remembering to raise their hands

Sifting of rocks, gravel and sand in science (overheard: "Mrs. R is SO COOL!")

One chocolate bar to the custodian who swept up the mess

One tired and calm teacher.

Lessons learned:  When you stay calm, they stay calm.  Take your time.  Don't sweat the small stuff.  

Snail's Pace

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Two Writing Teachers

It's the start of week 3 in the new classroom.  The big, disorganized, can't remember where anything is, classroom.

I've decided to take a snail's pace when it comes to the cabinets and shelves.  I inherited many materials from last year's teacher (thank you to J!) but there are also YEARS of books and other materials from previous teachers who left many "treasures" behind.

I'm not discouraged by a classroom full of supplies.  Really.  I just wish I had the time to sort, purge and organize.  (Don't laugh at that last word!)

Instead, I'm spending time really thinking about instruction.  I'm being mindful when it comes to reader's workshop, writing time and math. I'm taking my time in launching the Daily 5.  We are going slow to grow, as my friends Michelle and Karen always say.

I'm trying to find one-on-one time with each student each week. I'm complimenting good behavior more than I'm correcting mistakes.  I'm letting students explain directions to each other.  I'm asking students for feedback.  I'm apologizing for misplacing the timer (for the 5th time!!!!) and forgetting to bring the cushions (I fixed that today.)

I'm trying to keep a snail's pace.  I'm building relationships and trust with my students.  I'm taking each day as they come.

I'm asking my colleagues for help.  I'm trying not to whine (it's hard!).  I'm trying to smile and get lots of sleep.

Taking a snail's pace is new for me.  I think I like it.

Progress

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Two Writing Teachers

Progress

We are all making progress in my house this June.  We have many different goals and dreams, but everyone is taking small and large steps.  

My youngest daughter (nearly 15) conquered her cluttered, tchochke-filled room and closet with just a little help.  She felt better about sending her stuffed animal collection to the basement or my classroom ("Mom, the kids need to have a Read With the Bears Day in your room!").

Her room is nearly ready for a fresh coat of paint, now that we've removed some furniture (*See my progress below) and cleared her space.

My oldest daughter (gulp, a senior) has been applying for a part-time job and deciding which colleges she needs to visit this summer before diving into the application progress.  I've tried my best to give her space and not nag her about the job apps (I'm failing miserably!).  She's asking lots of friends about where she should apply and has successfully answered hundreds of personality and work style questions on these 45-minute applications.

My husband is now at the 5-week mark after heart surgery.  He wasn't cleared to drive yet (UGH!) but he has helped me fix up a few items around the house with a screw gun and circular saw.  This week he plans to spend some time in his office and maybe work a touch on the basement.  He's determined to get into cardiac rehab ASAP so he can start working out.  

I took the bookshelf from my youngest's room and plan to house my home library collection in the basement.  I bought clear shoeboxes and started sorting a few shelves of books.  The basement floor is a total disaster, as I only work on this project when we have crummy weather.  I'm so glad that I've started to sort what I have - I didn't realize how many books need to be in my classroom library.  Once I can get back into school, I'll purge and organize there, too.  This project is long overdue, and I'm excited to finally be making progress.

New friends SOLC #16

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Two Writing Teachers

My youngest made a positive transition from junior high to the high school back in August.  She made the pom squad, had the right class placements and knew lots of people because she's a friendly, outgoing, silly kid.

Now that spring has almost sprung, poms season has finished.  She has more down time.  More time to think and text and chat.  She spent two weeks feeling down and dark.  Her grades slipped, she felt alone, she didn't know why.

We attended a meeting a school. Talked about more providing academic challenges.  Discussed changing a few things so her peer group would be mixed.  She needs positive, goal-minded people around her.

This week she's been more positive, more willing to try new activities - those usually out of her comfort zone.  She's mentioning new friends.  Girls that are in band, and involved in the community.  Girls that accept her silly, upbeat nature and don't call her weird.

I'm hoping my youngest will continue to find the right people for her circle of friends.  She is a loyal friend, but she continues to be let down and sometimes shunned by others.

I truly hope her new friendships bloom, and she will grow from her experiences.

Embracing their differences SOLC #7

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Two Writing Teachers

I've been doing a lot of observing this week.

We're in a testing routine which places me in a classroom environment, not my usual resource settings.

When you're walking around the room, there's lots of time to think and notice.

I've noticed all the different cultures present at our school.

I've noticed the perfectionists, the lost lambs and the determined.

I've noticed the students who gain confidence and those students who suddenly lose confidence.

I've heard the sighs, the gasps, the breathy "yes" cheer, and the "oh no"s.

I've heard the wiggling, the tapping, the papers falling to the floor.

I understand that it takes a variety of students to make a classroom, and a variety of classrooms to make a school.

I'm thankful for the great amount of read aloud time I'm getting in a fourth grade classroom.  So many ideas from many children of different home lives, income levels, learning styles and personalities.

We are different.  

We are here at school for a shared purpose.  

We all aren't in the same place in our learning, but 

we're all in this together.