Oh how great it is to see that the kids are understanding what you're teaching!!! I have my high kids that are always on top of everything and understand exactly what I teach and are able to apply it. I have my middle kids who are average and I have my low low kids who have to be taught on a different level. I guess that's usually how it is.
Now, I have this one student: Earl. He is on the low end of the average students. He is also very rambunctious and gets distracted quite easily. He doesn't get much help at home (not a great home life and his parent is illiterate). During reading time, we have our minilesson (Earl bounces up and down on the carpet- can't sit still), then they go to their reading spots with their partners and read individually, then read with their partners (Earl and his partner argue all the time and spend their time trying to get the attention of the partnerships around them rather than read). They have lost many recess times, gym, and art because of this. Lately they've gotten a little better, due to some behavior plans I've started.
So, today, we had our lesson (deviating a little from our school's reading curriculum) on word families. If you know the word, "pot" then you know the words, "lot" "not" "rot", etc. If you know the word "night" then you know the words, "fight", "light", "fright", "tight", etc.
We have also had lessons recently about chunking tricky words to figure them out.
So my Earl. I sat and had conferenced with Earl and his partner Sarah. I gave them a new book: The Forgetful Bee and had them try and read it to me using all the strategies that they knew. Earl does surprisingly well with the first page. Great job. Now it's Sarah's turn. She gets stuck on the word "forgot". Earl then jumps in and says, "Sarah, chunk the word. Watch." He then proceeds to cover up "got" and tells her to sound out the word, "for". He even tries to give her a hint and says, "If you know the word....(he thinks for a bit) "nor" then you can figure out this word. Fff....."
Sarah says, "for". Then Earl uncovers the word "got". Now read this word. Sarah still struggles.
"If you know the word "not" (which Sarah HAD read before) then you know this word." Sarah still doesn't get it and Earl can't help himself but blurt out "Got! Then you put them together. Forgot." At this point, I am in utter disbelief. This is Earl? MY EARL???? WOW!!! "Great job!!!!" I am so happy to hear him explain these strategies! He's showing me that he's internalized these strategies when he's able to teach someone else. And the way he did it. Wow. The light bulb is on! What a great feeling. He is so not the kid that I would expect this from. He made my day.
Monday, November 17, 2008
Friday, November 7, 2008
We're a faaaamily
I've worked really hard this year to build a strong sense of community within my classroom. Today I saw the cutest and most wonderful thing. I picked up my students from lunch. They were playing Duck Duck Goose while waiting for me to get there. As soon as they saw me they all came rushing over to me to give me hugs and tell me all about their lunch. But, then I see a few kids lagging behind. One student had started crying-he's sooo super sensitive and a bit immature- because he didn't get chosen to be the Goose. The cute part was that he had about 5 class mates, rubbing and patting him on the back and holding his hands with these solemn faces saying to him, "It's okay." "Maybe next time Jose." "Don't be sad. Sometimes I don't get picked either."
Oh gosh, it made my heart melt. I let the classmates console him the whole way up to the room. By the time he made it to the classroom, I gave him a little squeeze for a hug and asked him if he was okay. "I am now Ms. T."
Oh gosh, it made my heart melt. I let the classmates console him the whole way up to the room. By the time he made it to the classroom, I gave him a little squeeze for a hug and asked him if he was okay. "I am now Ms. T."
Cookie Monster vs. The Count
I've had many lessons on the election with my first graders. We've read Duck for President and answered the prompt: If I were running for president of the farm, I would...
They wrote down what they would do and drew a picture to match. I loved the answers I got. So cute. Here are some:
"If I were president of the farm, I would give the animals treats for all their hard work."
"... I would give them a beautiful and warm place to live" (and the drawing looked like the inside of a house with beds and pillows and blankets :)
"... I would pay them for all their work." (smart kid. already thinking about capitalism)
We related Duck for President to real life. We looked at pictures of the presidential candidates and their running mates. We also looked at the picture of George Bush. I was surprised to hear them yell Obama's name as soon as I pulled out his picture. They also knew McCain's picture. Good for them. I don't think I knew anything about politics or the elections and presidential candidates when I was in first grade.
We read Scholastic News about the presidency and learned fun facts about each presidential candidate. I love this magazine.
The kids were so into the election, I decided to keep going with it. I found this great lesson online about Cookie Monster vs. The Count. We're having an election to vote for our (imaginary) Helper of the Class. Every time two kids are in an argument, Cookie Monster promises to give everyone cookies. The Count promises to bring the two kids together and talk about the problem to fix it.
Of course everyone wants Cookie Monster. But I was surprised with the students who voted for The Count. Kids never cease to surprise you. One of them, I figured would get it- this student's one of my brightest. The other though... She is an English Learner. She cannot verbalize complete thoughts in English and won't try in Spanish either (I'd accept either). She seems so lost sometimes when we have our discussions that I'm not sure she really understands what's going on even with all the visual cues I use. Yet here she comes with her paper, "I well vote the count because tak pepol fix." *I will vote for The Count because he talks to people to fix their problems.* Good for you ELL! :) Way to have a deeper understanding and think for yourself!
Anyway, so over the course of a few days, when student disputes come up, we talk about what would happen if we had either Helper and which one would help the situation more. Then we will have our own election. I will make a "voting booth" for students to vote in and a ballot box to drop their ballots in. This teaches them the process of an election and that they have the power to decide! It teaches them the importance of voting and engages them to learn about politics!
All I have to say is that I'm going to have a kick ass bulletin board. :)
They wrote down what they would do and drew a picture to match. I loved the answers I got. So cute. Here are some:
"If I were president of the farm, I would give the animals treats for all their hard work."
"... I would give them a beautiful and warm place to live" (and the drawing looked like the inside of a house with beds and pillows and blankets :)
"... I would pay them for all their work." (smart kid. already thinking about capitalism)
We related Duck for President to real life. We looked at pictures of the presidential candidates and their running mates. We also looked at the picture of George Bush. I was surprised to hear them yell Obama's name as soon as I pulled out his picture. They also knew McCain's picture. Good for them. I don't think I knew anything about politics or the elections and presidential candidates when I was in first grade.
We read Scholastic News about the presidency and learned fun facts about each presidential candidate. I love this magazine.
The kids were so into the election, I decided to keep going with it. I found this great lesson online about Cookie Monster vs. The Count. We're having an election to vote for our (imaginary) Helper of the Class. Every time two kids are in an argument, Cookie Monster promises to give everyone cookies. The Count promises to bring the two kids together and talk about the problem to fix it.
Of course everyone wants Cookie Monster. But I was surprised with the students who voted for The Count. Kids never cease to surprise you. One of them, I figured would get it- this student's one of my brightest. The other though... She is an English Learner. She cannot verbalize complete thoughts in English and won't try in Spanish either (I'd accept either). She seems so lost sometimes when we have our discussions that I'm not sure she really understands what's going on even with all the visual cues I use. Yet here she comes with her paper, "I well vote the count because tak pepol fix." *I will vote for The Count because he talks to people to fix their problems.* Good for you ELL! :) Way to have a deeper understanding and think for yourself!
Anyway, so over the course of a few days, when student disputes come up, we talk about what would happen if we had either Helper and which one would help the situation more. Then we will have our own election. I will make a "voting booth" for students to vote in and a ballot box to drop their ballots in. This teaches them the process of an election and that they have the power to decide! It teaches them the importance of voting and engages them to learn about politics!
All I have to say is that I'm going to have a kick ass bulletin board. :)
Report Cards (1st year story)
Ahhh report cards take quite long to do. I thought I'd do a little a day and leave the comments for the last day. The comments take forever!
Anyway...which leads me to remember my first year teaching when I had to do report cards for a gifted and talented class. Well, somehow my gifted and talented class wasn't so gifted and talented. How they passed that test, I do not know. But they did and expected special treatment. A good chunk of them were below grade level! In a G & T class!!! So, based on the way that the whole grade decided to grade the kids, I graded my students. Many of them got 1's (the lowest grade you can get- Far Below Grade Level). Their reading scores were lower (sometimes about 2 levels lower) than the teacher had noted on their report cards in June of the previous year. So I take forever to do these report cards for the first time ever and turn them in.
Now, if you didn't know this before, I'm going to enlighten you. Gifted and Talented parents hold a lot of weight. They know how to get what they want. They know where to go to complain. And believe me, they'll complain about anything and everything. They have an email chain and phone list. Every night they talk to each other about what was sent for homework and how good it was. --This is what my kid said happened today. Well, this is what my kid said. Teacher's so inexperienced. She doesn't know what she's doing. I don't like how she talked to my Patty. I didn't like her tone of voice when she talked to me today.......
So my principal calls me into her office the day after I turn in the report cards. "Ah, you know Ms. T, I was looking over your report cards and noticed that many kids are promotion in doubt. How is that?"
"Well, Ms. Principal, I tested them and that's where they are. Far Below Grade Level."
"Okay....well, let me just show you their report cards from last June. Do you see here how this student who you're giving a '1' got a '4' (the best grade you can get) in June? And they are supposedly reading at a level K and you put their level as an E?"
"This student is definitely not at a K."
"Okay, well, I actually didn't check these grades last June. And the teacher is not at this school anymore. Nevertheless, we can't give the students the grades you gave them. The parents won't accept it."
"So, are you telling me I have to change the grades I gave?"
"I mean, you just need to look at your notes on the children and give them the grades that you feel based on your observations. You don't have to focus so much on how you tested them. For example, this student- the mom is.... well, you have to be very careful with her. I'd follow the previous teacher's example with the grades." (which meant that I should give this student 3's and 4s which mean he's at grade level or far above grade level. psh.)
This is my first year- I can't argue with the principal.
"Okaay..."
"Turn them in again tomorrow. Let me know if you have any questions." OF COURSE I have questions! You're telling me to NOT grade the students based on what they can do. I have to paint a pretty picture just for the parents to be happy. Aghhhh what have I gotten myself into?
"Alright... I'll have them in by tomorrow."
I had to change ALL the grades. From 1's and 2's to 3's and 4's. I put in some 3- (three minus) and 2+ for the students who really had no business being in G&T- but I for the most part changed everything. How unethical is that? And I was forced to do it. Why? Because the principal was scared of the parents. Of their power. They all act so high and mighty because their kids are labeled and "G&T". Please. Get over yourself and accept your dumb child for who they really are and for the help they really need.
Anyway...which leads me to remember my first year teaching when I had to do report cards for a gifted and talented class. Well, somehow my gifted and talented class wasn't so gifted and talented. How they passed that test, I do not know. But they did and expected special treatment. A good chunk of them were below grade level! In a G & T class!!! So, based on the way that the whole grade decided to grade the kids, I graded my students. Many of them got 1's (the lowest grade you can get- Far Below Grade Level). Their reading scores were lower (sometimes about 2 levels lower) than the teacher had noted on their report cards in June of the previous year. So I take forever to do these report cards for the first time ever and turn them in.
Now, if you didn't know this before, I'm going to enlighten you. Gifted and Talented parents hold a lot of weight. They know how to get what they want. They know where to go to complain. And believe me, they'll complain about anything and everything. They have an email chain and phone list. Every night they talk to each other about what was sent for homework and how good it was. --This is what my kid said happened today. Well, this is what my kid said. Teacher's so inexperienced. She doesn't know what she's doing. I don't like how she talked to my Patty. I didn't like her tone of voice when she talked to me today.......
So my principal calls me into her office the day after I turn in the report cards. "Ah, you know Ms. T, I was looking over your report cards and noticed that many kids are promotion in doubt. How is that?"
"Well, Ms. Principal, I tested them and that's where they are. Far Below Grade Level."
"Okay....well, let me just show you their report cards from last June. Do you see here how this student who you're giving a '1' got a '4' (the best grade you can get) in June? And they are supposedly reading at a level K and you put their level as an E?"
"This student is definitely not at a K."
"Okay, well, I actually didn't check these grades last June. And the teacher is not at this school anymore. Nevertheless, we can't give the students the grades you gave them. The parents won't accept it."
"So, are you telling me I have to change the grades I gave?"
"I mean, you just need to look at your notes on the children and give them the grades that you feel based on your observations. You don't have to focus so much on how you tested them. For example, this student- the mom is.... well, you have to be very careful with her. I'd follow the previous teacher's example with the grades." (which meant that I should give this student 3's and 4s which mean he's at grade level or far above grade level. psh.)
This is my first year- I can't argue with the principal.
"Okaay..."
"Turn them in again tomorrow. Let me know if you have any questions." OF COURSE I have questions! You're telling me to NOT grade the students based on what they can do. I have to paint a pretty picture just for the parents to be happy. Aghhhh what have I gotten myself into?
"Alright... I'll have them in by tomorrow."
I had to change ALL the grades. From 1's and 2's to 3's and 4's. I put in some 3- (three minus) and 2+ for the students who really had no business being in G&T- but I for the most part changed everything. How unethical is that? And I was forced to do it. Why? Because the principal was scared of the parents. Of their power. They all act so high and mighty because their kids are labeled and "G&T". Please. Get over yourself and accept your dumb child for who they really are and for the help they really need.
Subscribe to:
Posts (Atom)
Posts
