Game Day #SOLC

 

Read more Slice of Life stories at

Two Writing Teachers

We made it to the final day before spring break!  I stopped at Target last night to get a new Uno deck (cards!) and a bag of Cuties (snacks!).  Friday was established as game day for all my groups.  My reading groups could not be more different from one another, and that showed through their choices of games, cooperative game play and noise level:

1st period enjoyed a quiet round of Uno with dim lights.

2nd period shared a noisy BINGO game with two other classrooms over Zoom.  Then we jumped into an Uno game until the bell rang and the students flew out the door (whew!).

3rd period settled into their regular Trouble Battle (their words) with accompanying soundtrack of their favorite tunes.

7th period calmly and politely played BINGO, then transitioned to Uno.  They helped each other learn to shuffle cards.  Then they were RELENTLESS in the game (lol).

8th period couldn't get enough of the spinning BINGO number selector.  After a game, they lost interest and stamina and their phones took their attention.

9th period.  One short game of Uno.  Many outbursts.  Cards on floor.  Kids pacing room. Dismissal could not come soon enough.

Hooray for SPRING BREAK!

Bright moments #SOLC

 

Read more Slice of Life stories at

Two Writing Teachers

This week has been especially bumpy at school as we navigate to the last day before spring break (FINALLY!).  Kids are tired and grumpy, and I'm exhausted trying to keep my reading lessons engaging and entertaining.  To finish the week, I'm determined to note some of the bright moments this week (not in any order):

• When we read about two brothers who survived the 2011 Joplin, MO tornado, my 6th grade groups were completely engaged in reading, looking for text evidence and discussing the text.
• One of those 6th grade students is now referring to himself as "an unpublished author."  He has written around five books (I think it's two different series) and illustrated a bunch of comics.  When he said he wasn't an author, I corrected him - he's definitely an author!
• After the tornado reading, a student shared a nonfiction book she wrote on Book Creator about tornadoes when they studied them in science.
• One of my 7th graders turned to his classmate and said in all seriousness, "Dude - have you seen your scores? You really need to get your head in the right place."
• One of my silent, earbuds-always-in 8th graders put his phone away and totally focused on an assessment.  His score improved by an incredible amount.  I saw the tiniest smile on his face when I congratulated his focus and effort.  

These moments remind me of why I appreciate working with young people.  Now I have a few more ounces of patience for tomorrow.

Whew! What a Week. #SOLC

 

Read more Slice of Life stories at

Two Writing Teachers

It's been a long week.  I'm have a cold.  

This week a full moon and nice weather on Wednesday made for some interesting student behavior.  

Today at lunch duty, a chocolate milk came sailing in the air towards me as I rolled the garbage can around.  

Thankfully, it hit the ground in front of me without too much of a splash.

It's been a long week.  You'll find me on the couch.

Board Games for the Win #SOLC

 

Check out the March writing challenge at

Two Writing Teachers

Each month we have an early release day.  This gives students a compressed schedule (25 minute classes) so teachers can have professional development time in the afternoon.

Back in November, I decided to bring Apples to Apples Junior and Uno for my small groups (grades 6-8) to play on an early release day.  Uno was a huge hit, especially with my students who are new to the United States.  It was easy for them to pick up the rules and play.

Apples to Apples Junior became a favorite for 6th graders.  I let the "judge" sit in my rolling chair as they decided which nouns submitted best matched the adjective card they pulled.  I was secretly pleased that they were learning or reinforcing some juicy vocabulary as they played.

In January, I discovered we had the game Trouble in our basement.  I wasn't sure how it would go over with my very particular middle schoolers.  

It was magical!

When my "too cool for school" 7th grade group of boys entered the room that day, one called out, "Oh wow - throwback to elementary school!" They immediately wanted to know how to play, but one student kept adding rules.  I went along with it because what he didn't realize was that one rule was helping us win!  I swept the game with a bunch of Double Troubles and rolling 6s.  The boys were borderline sore losers, but they definitely enjoyed the competition.

Fast forward to today.  The four boys in that same 7th grade group patiently waited for two of them to complete a running record for me.  Then they jumped into their game with a mature vengeance.  There was a tiny argument about someone over-jumping their roll, but overall it was a clean game. 

I'm thrilled that some old fashioned board games are interesting to today's students (phones were barely out!).  I don't know how long the Trouble game streak will continue, but students are willing to engage in reading and writing during the other four days of the week to earn the opportunity to play a game on early release days.

A Day of Books and Learning #SOLC22

 

Check out Two Writing Teachers!

Read more slices of life posts!

Today was our county-wide professional development day.  This means we could stay at our base school or travel to a variety of sites to choose what we wanted to learn about.

I had the privilege to learn all about incorporating more multicultural books with Dr. Risé Jones.  She's an expert in youth empowerment, and facilitated a wonderful discussion and book sharing experience at one of our larger public libraries.

Throughout the day, I felt hopeful and discouraged.  Yes, it was magical to realized that many of the recommended books were already on my classroom bookshelves.  At the same time, I thought about those same books collecting dust.  

Why?  Well, I'm at middle school.

My students walk into class and usually pull out their phones. Sure, it's reading (texts, Snapchats, etc) but they don't check the bookcase first.

I have brought books from home and the library that mirror interests (SOCCER!  COMICS!) my students have shared, but they sit on the shelves.

I'm realizing that I need to start giving book talks, maybe even move the bookcase, and remember to give students time to read.  If we build this habit into our class period (good night phones) every day, maybe more students will find books they enjoy.

I'm grateful for this day of learning and reflecting.  I'm not discouraged about the lack of reading in my class.  We still have over a quarter left in the school year.  We can adjust and try new things. 

I won't give up :)

Coffee Makes It Better? #SOLC22

 

Join us for the

Slice of Life

writing challenge!

Two Writing Teachers

Yesterday morning one of my quiet 8th graders, M,  spoke up.

"Ms. B cried in class yesterday.  There are students who just can't stop talking back to her."

We talked a bit about how it made M and Ms. B feel.  I shared that I felt bad for both Ms B. as well as the students who aren't causing trouble.

"Should we do a little something for Ms. B?"  I asked M.  "Can you quietly find out if she is Team Dunkin or Team Starbucks?"

M looked a little confused, but then her eyes lit up.  "I can do that!" she replied.

After discovering that Ms. B is Team Dunkin, I told M I would get Ms. B some Dunkin in the morning.  M worried that she didn't know what kind of coffee would be best.

"No worries," I replied.

Flashback to 2015.  I've gotten a job at an elementary school in a new district.  Each month, there are school-wide emails exclaiming, "Thanks Starbucks Fairy! I definitely needed the boost today!"

I wondered who this "fairy" was.  I wondered why people - seemingly random -- were getting Starbucks cards.  The excitement was palpable.  People didn't expect a card, but were super happy to have a $5 card in their mailbox on a random day.

This morning, I handed M a $5 Dunkin card and envelope.  With my pen paused, I asked her what we should write.

"Sign it from an anonymous student in period 8," stated M.  "Tell her we hope she smiles when she gets a coffee from us."

M then grabbed the pass to quickly and quietly place the card on Ms. B's desk next door (luckily she has a meeting during our class!).

We don't know if coffee makes a rough day better, but we hope Ms. B knows that her students care about her.

Growing Pains #SOLC22

 

Curious about the 

Slice of Life writing challenge?

Check it out at:

Two Writing Teachers

It's only my second year (out of 21 years total) that I've taught middle school reading.  I don't really count last year ... we were virtual, then hybrid, and I pushed in to ELA classrooms to provide interventions.  

It's always been easier for me to connect with older vs. younger elementary students, so I wasn't too worried about moving to middle school to teach 6th graders and most 7th graders, but I definitely was reluctant when it came to 8th graders.

Last year, I spent the early months of 8th grade teaching time apologizing.  Apologizing for text and strategies that were probably too easy for them.  Most of the group were working at nearly grade level, and the other students who weren't didn't engage as much.

Thankfully, I had one student who loved to read.  I made sure to deliver books (with parent permission) that she ordered, and she always participated in all the reading, writing and discussions we did.  Eventually the 8th graders and I found our learning groove (one in person, one remote). I stopped apologizing and just taught.

This year, I have two groups at each grade level, all in person, and lots of different personalities.  I haven't done as much apologizing this year, but there's been lots of negotiating (work first, electronics later), listening to their rants ("The science/math/etc teacher is so mean!") and snack-supplying (middle schoolers are ALWAYS hungry). 

Many of my 8th graders challenge me in different ways.  I'm now realizing that they are struggling to figure out who they are outside of their family.  They need to push back on SO MANY things in order to figure out their independence.  I'm doing my best to balance reading instruction with social-emotional conversations.  Above all, I'm trying NOT to react to some of their antics (if everyone is safe, a little goofy behavior is ok... right??).

Whew.  They have growing pains, and so does my teacher brain!

Quarter end #SOLC21

 

Thank you, Two Writing Teachers,
for hosting this month-long writing challenge!

Tomorrow is the last day of what felt like the longest quarter of this school year.

Yes, it was extended because our district provided us an opportunity to receive the vaccine (#grateful), but it feels like we've been in quarter three forever five-ever.

In January, we welcomed some students back to the building.  This brought a welcomed feeling of normalcy.  We weren't just talking to screens, and there was the chatter of socially distant discussions in the classrooms.

February brought us some short weeks (holidays, PD and vaccine #1) so that month seemed to go quickly.  Midterm grades were reported and students were made aware if they needed to dig into assignments.

Now we are 3/4ths through March.  Some students are excited to return to school next week for the first time since March 2020.  Others will begin to come daily (some wish they could come less frequently - learning in pajamas is comfy!).  These past two weeks have been the BIG PUSH to encourage, cajole and pressure students to finish their work!  and turn it in! so they can finish the quarter with a decent grade.

I'm looking forward to beginning the final quarter of the year.  This school year has been like no other.  We've learned SO much and adapted at every turn.  I'm hoping to try some new mini lessons and get more books (safely) into the hands of students.  Welcome, quarter four!

Mysteries #SOLC21

Thanks to TWT for hosting this month's writing challenge!

For the second half of this quarter, I've been focusing on teaching the skill of making inferences.  I have enjoyed finding texts that are interesting to my students (and me!).  When the rover, Perseverance, was sent to Mars, I found a pair of texts about rovers (nonfiction) and future life on Mars (graphic novel).

When I asked students what kinds of stories they enjoyed, many of them wanted stories with suspense.  Many of them wanted spooky / creepy / horror stories.  I obliged the 8th graders (since I only have one group of them) and bought each a copy of Don't Turn Out the Lights.  I chose a few short tales to read with them, and I pointed out the more intense (spiders coming out of heads!  plague turns neighbors into zombies!) selections to the students who wanted to read those.

In reading all these mysteries, I'm reminded of the stacks of books I would carry home from the library every other week.  My goal was to read every Nancy Drew mystery (I think I did).  Once I finished those and the Encyclopedia Brown series, I delved into Agatha Christie's books.  Later I enjoyed books by Dean Koontz and earlier Stephen King novels.  

As we read a short story today called "An Unexpected Visit,"  I wanted to point out ALL the clues in the text (because I knew the ending).  Then I stopped myself.  To truly enjoy a mystery, you need to have the satisfaction of figuring it out on your own.

What's next? #SOLC21

 

Read more Slice of Life stories at
Two Writing Teachers

Our pandemic plans are going well with the 6th graders in my reading intervention groups.  We focus on a skill and choose a variety of texts and tools that will help them practice the skills.

Since it's my first year delivering middle school reading interventions, I have to admit, I'm struggling at times with the 8th graders.

Don't get me wrong - they are a great group of students.  We've built rapport and mostly do the assignments I provide.  They really like the collection of spooky stories book I bought each of them so they could have their own text to read.

As we approach 4th quarter, I'm trying to figure out what's next.  I see two of the students in person every other day, and then work with three others remotely on the opposite days.  When I shared my thinking about "what's next" today, I mentioned that I'd like to do more writing.  

"Yes," said S.  "We are always on our Chromebooks."

I mentioned this writing challenge and said I was working to write every day on whatever I choose.  I wondered out loud if that sounded interesting to them.

I got a couple of shrugs, but that won't discourage me.  As we walked back to class I replied, "We will figure something out."

That's what we will do.  We will figure out (together) what's next.

Half birthday surprise! #SOLC21

 

Interested in joining our monthly writing challenge?
Check out Two Writing Teachers

"Stop by my room when you can!" Elizabeth wrote in our Google chat this morning.

"I'm waiting for a student on Zoom, but then I'll check in," I wrote back.

I went back to checking my class page and putting the finishing touches on my slides for the day.  When I looked up, Elizabeth was standing by my desk with a box and a card.

"Happy half birthday!  I'm your birthday buddy!" exclaimed Elizabeth.

I was shocked.  I remembered signed up for our staff birthday buddy program.  I forgot that we started after my birthday, so I wrote down my half-birthday instead.

"Oh wow!" I gushed as I opened a box full of delicious chocolates, sweet-smelling candles, tasty tea bags, a book of quotes and so many more little items of joy.

My card had the signatures of some of her ELA students, and that made my smile even bigger.

What a sweet surprise on my half-way to 52nd birthday (!!) that made my Monday SO much brighter.

Student engagement #SOLC21

Need a place to share a story?
Check out Two Writing Teachers

This year is my first teaching reading groups at middle school.  I have hybrid, in-person and remote groups.  I was concerned about making the switch, but I realized that doing so during such a tumultuous school year actually has worked to my advantage (read:  we are all new to pandemic teaching).

This week my 6th grade groups (some hybrid, some remote, some in-person) explored a pair of texts that focused on the rescue of a dog floating on a piece of ice in the Baltic Sea.  

Earlier in the week, I showed pictures, maps and introduced some vocabulary.  Then I stopped talking and let them read.  It was SO difficult to sit there and stay quiet while they read one of the longest texts I've shared all year.  If there was time, we shared our reactions.  

To get student input, I created a Pear Deck (Google Slide add-on).  Students could highlight text evidence, type inferences, and answer questions.  I launched it for every group and received quite a surprise.

Nearly ALL of my students were engaged.  

Not everyone placed input on the Pear Deck, but everyone participated in some way, sharing their thinking with their voice or in the chat.  I'm still reveling in the amount of participation I've had from my students the past two days.

Are we finally in the groove of routine, expectations and conversation?  Have I built a safe environment for them to try?  Maybe the text was on the easy side and they felt some success?

Maybe I shouldn't overthink and overanalyze. Maybe I should just enjoy the "good tired" I'm feeling from this week, and go into tomorrow with a smile and satisfaction that something actually worked well for many of my students.

I will do my best

Everyone wants to know how I will teach this school year.

"Will you be online?"  

"Are the students coming to school?" 

"What's the hybrid thing?"

I overhear conversations about school in the store, at the salon, and all over social media.

Parents are frustrated, community members are opinionated, and everyone is nervous.

This is my response:

I will do my best, just like every other school year.

I will strive to learn each student's strengths and interests.

I will read books and talk about them so students can be inspired to read.

I will use all my markers to make drawings and sketches to share ideas and promote thinking.

I will be patient with my quieter students, my outspoken students, and all the students in between.

I will encourage my students to find their voice and be confident enough to use it.

I will take care of myself (eating well, sleeping more, finding peaceful moments) so I have the energy to keep doing my best.

All students deserve a positive school experience, no matter the model of instruction.

Reader's Theater #SOLC19

Read more Slice of Life stories at
Two Writing Teachers

We were invited by the fourth graders to watch their reader's theater performances, three in all.  Last week, to help fill their brains with schema (and do something different and intentional during state testing, the fourth grade class studied Greek myths.  Jenna, their teacher, chose three scripts that helped tell the stories of Persephone & Demeter, Arachne & Athena and Pandora's box.

The fifteen students were separated into three groups of mixed abilities and genders.  The students learned about the Greek myths in small groups with the teacher.  Then they had time to practice.  Each group was allowed one prop or scenery, and no more.

Jenna is a teacher who is always thinking.  She's not brash or outspoken.  She's doesn't put on a teacher show for the kids every day.  She teaches well, and her students grow.

The students posed for pictures before the performances began.  I coached them from the audience, "Pretend you are reading.  Keep scripts down away from your face.  We don't know what words are on your script, so we won't know if you mess up!"

Our math interventionist and principal also came to watch.  We were all so excited to be part of this exciting learning experience.

I sat back and watched my intervention students read alongside their peers.  None of them stood out.  Sure, their voices tended to be quieter, but all of them were brave, fluent readers.  The students helped each other stay on track, especially when a line was chorally read by two or three students.  You could tell they had practiced multiple times.

What an amazing time we had in fourth grade today!

You're welcome! #SOLC19

Read more Slice of Life stories at
Two Writing Teachers

Last year, all the interventionists and I (reading and math) shared a classroom.  We were in the last room down the primary hallway, so many people didn't venture down to see us.  The students LOVED that room, with it's bookshelves for dividers, puffy pillows on the floor and some days (gasp!) we used the SMART board. 

This year, our kindergarten population POPPED and our intervention team (including me!) moved all the stuff (not the pillows) to our former-computer-lab-then-STEM-lab-now-open-room in the middle of the library media center.  We set up the middle tables as "mission control" - a workspace for each of us, facing each other.  We designated the outside tables as "visitor parking" for our OT, PT, math coach, orchestra teacher and band teacher.  The now-open-room is now called ...

The LIT lab.

Now don't stress about our math interventionist.  She's a big reader, too, and LIT lab sounds way cooler than the calculation lab or the equation lab.  See what I mean?

This year has been a challenge as we are all traveling on carts.  The math and dual language interventionists went with push-down-the-hall, two-shelf carts.  I ordered a rolling crate on Amazon.  When it's nearing 8:10 and it's time to head to the classrooms we work in (thank you to all who host us!), we roll three across the hallway to our destinations.

The LIT lab is a place of safety.  We can close the door and talk openly.  There are rarely students in the LIT lab ... only for one-on-one testing or OT time, if needed.  It's a purely grown-up space for stuff and us.  

Have you heard the song from Moana, "You're Welcome!" sung by Dwayne Johnson?  It's become the unofficial song of the LIT lab.  We are a pretty accommodating bunch (especially if you ask us!) and we do our best to help out classroom teachers, the library staff (who buys us chocolate!) and each other.  When we express gratitude to each other, it's almost always in song.

As much as I hated the idea of pushing in to classrooms (I am a LOUD teacher), it's working.  I bring my bookshelf to my students every couple of weeks, or I drag a box of graphic novels with me.  I'm forced to stay organized and on top of my materials because my cart is very small.

The LIT lab gives us a place to let out a bit of stress steam, and has made our relationships stronger on the intervention team.  You're welcome!

From: https://youtu.be/79DijItQXMM

Second favorite teacher #SOLC19

Read more Slice of Life stories at
Two Writing Teachers

(DING!) 

The messaging software made my phone ding and buzz.  I got a message from my friend, and former coworker, Jaclyn, a 4th grade teacher.

(DING!)

Jaclyn wrote, "Guess who found out they are S's SECOND favorite teacher today?  ME!"

Back in 2014-2015 I taught a high-energy, creative bunch of first graders.  It was my first (and last) year in a general education classroom.  That year we learned about building a community (the hard way) together.  Through the ups and downs of that year, kids moved in and out, and we did our best to learn.  I say we because the whole rest of my career has been in reading intervention.  Small groups, all grade levels, short bursts of time spent together.

(DING!)

I wrote back, "Second favorite teacher?  You are so cool.  Who got first place?"

(DING!)

Jaclyn replied, "You did! Come be a mystery reader!"

Oh my dear S, the most struggling reader in my class who managed to make friends with EVERYONE that year.  She had a smile that filled the room and more perseverance than ALL of the other kids.  I was so touched that S even remembered me.  I had moved on to another school in a different district when my students went to 2nd grade.

(DING!)

"I would love to read to the class,"  I replied.

It's a pretty amazing feeling to be someone's favorite teacher.

We Got a Grant! #SOLC19

Read more Slice of Life stories at
Two Writing Teachers

"Why can't their be Boys on the Run?" asked T.

"Well, I don't think there's a program like that," I replied.

"Would you make a program for the boys?" T pressed on.

"You know if I ran a club, you'd have to read, too," I chuckled.

"We would read.  Just let us run first," T asserted.

I filled out my first-ever grant proposal this year.  The idea was easy... get kids active first -- running, jumping rope, or doing yoga.  Then connect choosing an exercise, sticking with it and charting progress to reading (choose a book, stick with it, etc).  Then kids would find books and read.

My colleague, Elisa, was totally on board.  

"I love running.  I'll get those kids and you running a mile or two!" Elisa promised.

"Running?  No thanks," I thought.

Fast forward to this past Friday.  We had a surprise delivery of a very LARGE check from our district foundation for our new after-school club, Kids Run and Read.

What did I learn?  I learned that I can take an idea and follow through with the help of my students, my colleagues, and hard deadlines.

P.S.  I still won't choose to run, Elisa.  :) 

This week #SOLC19

Read more Slice of Life stories at
Two Writing Teachers

The grownups got unexpected news and did not want to hear it.

The kids had indoor recess again and again.

The grownups prepared to give a state test.

The kids practiced taking the state test.

The grownups collected headphones and computer chargers.

The kids reluctantly left their computers at school.

The grownups are stressed.

The kids are grumpy.

What a week.

A Clean Desk #SOLC19

Read more Slice of Life stories at
Two Writing Teachers

When the student opened her desk, I winced as I looked inside.

"That desk has roaches," her classmate stated.

"No, it doesn't," replied the owner of the desk.

Since the bell rang, I asked the student if I could help with her desk.  

"You worked hard for me today," I told her.  "So I would like to help you."

I offered to stack her notebooks and books, and then place all the papers in a folder.

She said I could.

I started the deep dig into her desk.  I placed books and notebooks to the side.  I moved past paper, after paper, after paper, finding assignments and newsletters from long ago. 

I think about how discouraged she must be each time she opens her desk.  It got away from her.  

I find her folders and place important notes and classroom coupons and math charts inside.

Her classroom teacher helps me decide what papers should stay or go.

Books get returned.  Pencils sharpened.  The desk is wiped clean inside and out.

I didn't do this chore for praise.  I don't intend to berate the desk's owner tomorrow.

I just wanted to help this child have a chance to succeed tomorrow, with a clean desk.

Working to keep routines #SOL19

Read more Slice of Life stories at
Two Writing Teachers

We have had our share of crazy winter weather in 2019.  I expected snow days, but we've had three (unprecedented) late start days to deal with ice storms.  This is four-day week may turn into a three-days-and-a-late-start.  There's a full moon tonight.  State testing is scheduled for mid-March. 
Some Most All teachers are stressed.

I know I can't wave a magic wand (I used to have one!) and make my developing readers have amazing stamina, instant book love and grade-level text understanding.  I do think I can help my readers improve, day by day, by keeping our routines in place:

• Checking in with each other (What's new?  How are you feeling?  I like your new shoes/shirt/haircut.)
• Previewing vocabulary, text and photos (What do you notice? What questions do you have?)
• Reading (Read that part to me.  Read these sections to yourself.)
• Thinking & Discussion (What are you thinking?  What evidence can you find?)
• Writing (Summarize your learning.  What was the theme?)
• Wrap up (Choose a stopping point. Plan for tomorrow.)

We try to follow our routine every day, even if some steps are short.  I work to ask deeper questions during our discussions, but I try to push my students to lead the talks.  Some days are better than others.

I hope spring will be here soon.  I know I'm not alone.  This winter has been a roller coaster!