Game Day #SOLC

 

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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!

Board Games for the Win #SOLC

 

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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.

Student engagement #SOLC21

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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.

Reader's Theater #SOLC19

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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!

Mystery Reader #SOLC19

I arrive in the parking lot and take a big breath.  I've arrived at the school I used to teach at.  My former first graders (now fourth graders!) have talked about me to to their current teacher.  She invited me to be a mystery reader.  They don't know I'm coming.

I take a minute to calm my nerves.  I haven't been back to see students in a couple of years.  My former principal has moved on to another job.  The rest of the office staff remains.

"OH MY GOODNESS!" one secretary yells.  She then wraps her arms around me.

"Look who's here!" calls out the other.  "I'll let Jaclyn know you are here."

I sit outside the new principal's office, feeling out of place yet right where I belong.  I did work here for 12 years.

Numerous former co-workers walk by, doing a double-take as they see me.  The custodian (who usually works nights) teases, "Back to teach first grade again?  I'm sure they could use your help with the plant unit!"

I'm finally given the signal that it's clear to walk down the hallway towards the fourth grade room.  As I enter, 30+ kiddos are sitting on the rug with their eyes covered.  After I'm seated in the mystery reader chair,  Jaclyn signals to them they can open their eyes.

"OH WOW!" "Look who's here!" "Hey!"  I can't figure out who said what as I see their faces light up.

It's so good to see my former firsties in these lanky, long fourth grade bodies.

I read a favorite book from first grade:  Sam and Dave Dig a Hole.  A new student wants to provide commentary as I read.  I show patience even though my students get annoyed.

We laugh, we reminisce.  A few are convinced that I don't remember their names, but I surprise them with telling them stories about themselves from first grade.  We snap a picture with the whole group of students, and then take pictures of the eight students (of my 18 original first grade class) who still attend the school.

***
This school year my students are fifth graders.  They will be leaving the school in June, bound for middle school.  I plan to contact my other friends, their fifth grade teachers, to see if I can join them for a fifth grade send-off.  I never thought this class would imprint themselves on my heart like they did.  We survived and thrived during my first and only year (of my career) as a classroom teacher.  I will not forget them.

Second favorite teacher #SOLC19

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(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

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"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

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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.

Spilled Coffee #SOLC19

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Yesterday afternoon, I helped a student by cleaning out her desk.  I wrote about it in this slice:  A Clean Desk.

This morning, the student came looking for me. 
"Thanks so much," she said as she gave me a big hug. 
"You are very welcome," I replied.  "I was happy to help."

About fifteen minutes later, I met the same student and her four classmates for reading intervention. 
I gave each student a book, and we started previewing vocabulary and activating their schema.  At this point, I knocked over my venti latte.

I was able to grab a roll of paper towels and contain the mess.  Luckily I did not end up with a lap full of coffee, and the student next to me only had a few drips on his book.

As this was all happening, my student with the freshly cleaned desk grabbed a wad of paper towels and jumped in to help. 
"Stop laughing and help us!" she chided her classmates.

The rest of the lesson was a wash, including one student's stinging remark, "I thought grownups were supposed to be responsible."

I sighed and responded, "Yes, but sometimes we are clumsy humans."

I'm grateful for the kindness showed to me by my student who I helped yesterday.
Yes, friends, spreading kindness is worth your time.

A Clean Desk #SOLC19

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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.

Skipping #SOLC

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Today I took a reprieve from administering our state standardized tests.  Two of my co-workers took make-up test duty so I could meet with my intervention groups.

When I picked up my first group of students, one had to take a make-up test, so that left me with two third graders.  (If you had my six third graders, you'd also split them into two groups of three!)

These two are not the easiest students to work with first thing in the morning.  She likes to tell long, elaborate stories that could be labeled tall tales.  He is not an early riser, having spent long hours on his computer the night before, looking up scientific facts that his classmates prefer not to hear.

Since this is my first group of the day, I make a decision on my way to pick them up that I'm there to help and coach and not lose my temper.  It's not easy.

Today, the two walked ahead of me, as usual.  I could already feel the tension build up in my neck as I could only imagine the competition that would ensue when they got to my room.  Would the drama be over a certain chair?  Scientific fact disagreement?  Pointing out that a story couldn't be true?

Then I saw it.  You could have knocked me over with a feather.

She started skipping.  He looked over, and then began skipping along with her.  In unison.

They skipped all the way to my classroom.

Unbelievable!

Crazy for origami #SOLC

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My fellow reading interventionist, Elisa, and I are hosting a group of fourth graders for standardized testing this week.  Congratulate us - they've completed 4 of 7 assessments and we are all still friends.

I realized today that I have a pet peeve.  I didn't realize how much the sound of folding paper can unnerve me during testing.  Especially when the friends keep getting up to get more paper.

These kids have gone crazy for folding origami shapes.

They just. can't. stop.

I tried to encourage them to read or even draw quietly.  It didn't work.

They have made boats, swans, hats and "creative" items (can't call them mistakes).

This afternoon I finally gave in once all students had completed their tests...

I connected my computer to the SmartBoard and found an origami for kids website.

The kids were so excited!

Guess we will need more paper in our room.

Sharing my writing with students #SOL18

Do you want to write a Sliiiiice?
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Today I decided to bring my intermediate intervention students (grades 3-5) into the world of Slice of Life.  No, I'm not ready to host a group of student slicers... yet, but boy was I pleasantly surprised at how my day went!

First I explained that I had participated in the Slice of Life writing challenge for the past 6 years.  I received the following questions:

"Why?" asked Ruby (3rd grade)

"Do you win a prize?" asked Erick (4th grade)

"What is a slice of life?" asked Isabel (5th grade)

"Can we try?" asked a few students!

I read my 2012 slice about chocolate chips to each group.  (My students are well aware that I'm a chocoholic.) Then we talked about why I would write about chocolate (see previous statement.) 

Next I had them draw a pizza with eight slices.  Ivan (5th grade) noticed that my pizza looked more like an orange slice.  (Hmmmm.  Maybe I should have done that instead!).  We all brainstormed what people, places, FOOD, gadgets and animals they could write on their pizza.

Finally each student chose a "slice" of pizza a wrote for a few minutes.  I didn't have a chance to capture all the topics, but they ranged from friends, phones, teachers to candy, Takis and tamales.

I'm glad I felt brave enough to read one of my slices.  I'm super pleased that each student filled a pizza with lots of ideas, and EVERY student tried writing a slice.

"Freedom!" #SOLC17

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Usually my oldest students (this year, 5th graders) are my most interesting students. 

This year is no different. 

Today, J walked into the room, raised his two fists and announced, "FREEDOM!"

"What are you free from?" I asked.

"Reading a book with my teacher.  She had so many questions."

"She makes our brains work too hard," K chimed in.

Can you guess that today was the final day of classes before spring break? 

Wishing a relaxing break to all who have finally arrived!  For everyone else, happy weekend!

Prior knowledge...activated! #SOLC17

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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).

Tackling a Classroom Library #SOLC17

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This week I've assisted our new-to-teaching third grade teacher, Sarah, administer the PARCC assessment.  (Why yes, my legs and feet are sore!  How did you know?)

It's been neat to be part of a classroom community for three days.  Today I decided to spend the entire day with the class and help out Sarah organize her classroom library.

"Do you mind if I cause some chaos?" I asked Sarah.  She was game because she has LOTS of books and wasn't sure where to start.

With an hour between testing and lunch, I invited the class to grab a stack of books and divide them between fiction and non fiction.  After a few minutes of struggle and confusion, I clarified the difference.  We then organized fiction into chapter books, picture books and series.

Next came non fiction.
"Is that real or fake?" someone piped up.

We clarified non fiction and decided to have three big categories:  people, science and animals.

Lunch time and specials came and went.

The kids returned to class and started another PARCC session.  I moved a few books and made more of a mess in non fiction (sorry, Sarah!) 

Today's reflection on our work:  It wasn't very quiet.  It wasn't totally productive, but it was a great effort.  I am seriously impressed by the size of Sarah's library.  She is quite the book finder!

Fuzzy buddies #SOLC17

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My shoulders and elbows are a little bit stiff today.  Nope, I didn't play tennis or work out yesterday.  I spent the afternoon gluing googly eyes to pom poms.

Yes,  you read that correctly.

Last year I was wandering the aisles of Hobby Lobby, looking for something to make for my students about to take the PARCC assessments.  I considered...

• stress balls (too bouncy)
• balloons with flour (too messy)
• candy (too much sugar)
• erasers (too small)

Then I remembered a little fuzz ball with feet and antennae that I got from the fun fair in elementary school.  That was it!  I would make a fuzzy buddy!

Allison (my youngest) helped me glue eyeballs on pom poms last year.  Then I gifted them to the intermediate students at school.

"See, they don't have a mouth, so they are quiet!" I explained.

By the end of the week, some of the students had built little houses for their buddies, and even the "coolest" 4th grade guys were being protective of their new fuzzy pet.

This weekend I bought supplies and received help from Mikayla, a friend of Lindsey's on spring break.  We crafted over 200 fuzzy buddies.  Today I slipped into the 3rd-5th grade classrooms.  I started in 5th grade with kiddos who had a buddy last year.

I showed them a pencil kit from the principal, and then I held out the bag of buddies.  

"Hooray!  Cool!  Oh, yeah!" resounded through the room.

My sore shoulders are worth it.  My heart is full!

The Reading Nest #SOL16

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It's April.  We have less than 30 days of school (yes, we will finish in MAY!)

and my little "birds" are flap, flap, flapping their "reading wings."

I, the sweet, smiling enabler, take on a new persona every spring.

My little birds are not very happy with me.

I become the mama robin

who has sat on the eggs in my nest

keeping them warm and safe from predators.

My little birds are chirp, chirp, chirping

hungry for more words,

longer books 

("Can I have a chapter book, please?")

Their reading wings are the strongest they have been all year.

They really don't want to try to fly.

They are too scared, but

I begin to nudge them closer to the edge of the nest.

When they look at me with big, worried eyes, 

waiting for me to help them with a tricky word,

I pause, I count in my head, I prompt them,

"You try."

They can usually get the word, but I'll whisper help if they need it.

Some of my brood are stronger than others.  

They teeter on the edge of the nest,

encouraging their fellow "feathered" friends

to join them in a trial "flight" with a book.

These birds are ready for short flights on their own.

They refuse to wait for an introduction to the text - 

they jump right in and begin reading on their own,

usually leaving the safety of the table for a comfy spot on the floor

where they exclaim,

"I can read it by myself!"

Some birds need a bigger push towards the edge.  

These are the birds that I will welcome

back to the nest in August.

These are the birds that need more meals

of strategies, easier texts and positive reading experiences.

I will always be back at the nest

where the little ones can find me

amid a variety of juicy texts.

From McHenry County

"Can you read this? Pleeeeeease?" #SOL15

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My first reading group of the morning are four sweet, yet challenging, boys from one of our first grade classrooms.  It's taken nearly two months to develop a routine for them to get to my room, let alone work in our reading intervention program.  I'm happy to report that all of us (I'm the most likely to get distracted!) are following the routine pretty smoothly.

I use a lot of hand signals and facial expressions to get their attention and encourage them to quietly grab their bags and head down the hall to my room.  Usually one of their exuberant classmates announces my arrival when she sees me in the hallway.  Sure, it's fun to be "famous" (LOL) but I'm encouraging her to silently smile when we meet eyes.

Once the boys get to my room, the routine is to "warm up their reading brains" by reading a book.  I usually have to use some stickers as positive reinforcement (Book bag?  Sticker.  Reading?  Sticker.) but they are settling in pretty easily.

Today M brought a Hot Wheels book with him.   He was very excited to have this book from the library.  He asked if he and C could share my wide teacher chair to read.  The two of them sat and poured over the pictures, making quiet conversation about cars, drivers and sharks.  The other boys were reading their little books, finding success with more words than usual.

It was a sweet, happy reading moment. <Sigh>

When I asked them to grab a white board for word work (usually their favorite) activity, M looked up.  "Can you read this?"

"How about after we finish word work?"  I replied.

"Pleeeeeeease???" responded three of the four boys.  The fourth clasped his hands in front of himself and made puppy dog eyes.

How could I resist?  I read the book aloud to them, and they sat, enraptured by the story.  It made me smile to see them caught up in a story, even if it was about miniature cars being attacked by sharks.

M held up another book.   "How about this one?"  he asked.

"Let's read it tomorrow!"  I responded.

"OK - I'll leave it here.  Don't let anyone take it.  Promise?" M insisted.

Don't worry, M.  I plan on taking a few minutes of our time together each day to read to you.
It's important.  It's essential.  It's magical.

Image from Scholastic

"That's the Lady!" #SOL

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Today was day five of school, and I've been in lots more classes, and assessing more students.  I'm quick to smile and wave at kids in the hallway, and when I quietly slide into classrooms, I have many kids volunteering to read with me.  (How awesome is that!?!?)

I'm also one of the people who works the morning car line.  With four of us directing traffic and receiving kids, it's getting easier each day.  It's fun to treat kids like celebrities as they arrive at school.  I make sure to have a smile, help little ones exit the car, and wish their parents a great day.

Today as I walked past some primary kiddos, one girl pointed at me and called out to her classmates, "That's the lady!"

"Who me?" I replied.

"That's the lady who took me out of my car today!" she told her friends.

"Did I do a good job?" I asked her, with a sheepish smile.

"Uh huh!" was the answer.

Day.  Made.