As I was surfing the Internet exploring the many blogs that I read, a noise occurred. Hard to describe the noise, but it sounded like a bird knocked into the side of my house. It was enough of a noise that made my cat pause and take his attack stance. It was enough of a noise for me to go investigate.
I pulled the curtain near the window just to show anyone who might have been outside that there was someone inside. I then noticed that my pantry light was on. I hadn't been home all night and the thought raced through my mind...how did that get turned on?
I reach my hand out, take a deep breath, and open up my pantry door...half expecting someone to jump out. Now, let's step out of this for just a moment...what did I really think I was going to accomplish? Scare the intruder with my smelly self (I worked out earlier and just haven't had time to shower yet...I've been busy!)?
After sitting down and taking in many deep breaths to alleviate my racing heartbeat...I remember opening up the pantry door earlier to grab the can of black beans needed for the new recipe my mentor and I made at her house. Lesson - Shut off the light when you're finished with it...and come up with a better plan to scare people!
Thursday, February 28, 2008
Wednesday, February 27, 2008
If you wait, it will come...
On Monday, I had the privilege of having our writing coach in my classroom where I taught a lesson on how the author we are studying used a repeating line. Then I asked the kids, "What do you think I want you to try today?" Today, I gave a lesson on how Lynn sets up her problem, solution, and has a few events in between. We used her book, Winter Waits. Then I had the students turn to each other and talk about how they were going to be like Lynn today. One of my students, D, told me that she was going to try a repeating line.
Okay, conference time! I watched two boys turn to each other and start talking. I joined in because one of the boys was on my list. He started talking and wanted to add more to his writing. The other boy then asked him, "is this your planning?" "This is my title." "Maybe add more - add characters."
I then interrupted the conference, because I wanted to know more about his thinking. He wanted to add more, but wasn't sure where. I showed him how Lynn stretched her writing with action and description. I also showed him to use spider legs. So he and the other boy went and worked together and reread and then added more. BTW, he had a repeating line in his writing. I was so happy, I had tears in my eyes. I'm just very proud of the hard work he has done. Granted, there's some work to do with conventions, but the ideas are what are so important! Here is what his draft looks like now.
Another conference I had involved a student who often becomes overwhelmed with too many things...so I introduced the question, "How do you eat an elephant?" "One bite at a time." So, I asked him, "How do you write a story?" "One sentence at a time. I have a picture of his plan. I am very impressed with how he knows exactly where his story is going and has important details of the story written, but not in a way that I had showed. I am so glad I got to see his plan. He knows exactly what is going in his story, just not the way that I expected.
I also met with another writer, the D from above. She told me that she was modeling her story after Horton Hears a Who, but she flip flopped the main characters. Her repeating line is "But we didn't get him yet." (or something to that point) She is having the elephants chase the monkey and each time the monkey escapes. I had her revisit her writer's notebook and write down different ways she would want the monkey to escape...Not to pat myself on the back, but I feel like I did a nice job with my conferences today and encouraged these writers to make choices in their writing for themselves, and not for me.
Okay, conference time! I watched two boys turn to each other and start talking. I joined in because one of the boys was on my list. He started talking and wanted to add more to his writing. The other boy then asked him, "is this your planning?" "This is my title." "Maybe add more - add characters."
I then interrupted the conference, because I wanted to know more about his thinking. He wanted to add more, but wasn't sure where. I showed him how Lynn stretched her writing with action and description. I also showed him to use spider legs. So he and the other boy went and worked together and reread and then added more. BTW, he had a repeating line in his writing. I was so happy, I had tears in my eyes. I'm just very proud of the hard work he has done. Granted, there's some work to do with conventions, but the ideas are what are so important! Here is what his draft looks like now.
Another conference I had involved a student who often becomes overwhelmed with too many things...so I introduced the question, "How do you eat an elephant?" "One bite at a time." So, I asked him, "How do you write a story?" "One sentence at a time. I have a picture of his plan. I am very impressed with how he knows exactly where his story is going and has important details of the story written, but not in a way that I had showed. I am so glad I got to see his plan. He knows exactly what is going in his story, just not the way that I expected.
I also met with another writer, the D from above. She told me that she was modeling her story after Horton Hears a Who, but she flip flopped the main characters. Her repeating line is "But we didn't get him yet." (or something to that point) She is having the elephants chase the monkey and each time the monkey escapes. I had her revisit her writer's notebook and write down different ways she would want the monkey to escape...Not to pat myself on the back, but I feel like I did a nice job with my conferences today and encouraged these writers to make choices in their writing for themselves, and not for me.
Tuesday, February 26, 2008
She's adorable!
I don't watch the Star Wars movies, but she does a great summary! And who taught her how to recap at the end? Sorry to Deanna, I stole this from her blog...but I figure we have different people that read our blogs, so it might be okay...
Monday, February 25, 2008
I am loved...
With being out three days, this is what I came back to! My class is wonderful and sweet! Their thoughtfulness is one the reasons that I love being their teacher! They covered the board with messages and cards they made! I missed them too.
Reflection - what does it all mean?
I began a unit on inferring with my class today. I also had the privilege of having our writing coach in my room today. Through talking with her, an idea was given to me that in order for me to grow, I need to write about what occurs in our class and reflect on it. Tonight's my first attempt.
***Quick note to add*** I should be doing so many other things. I actually have grades entered, but I have dishes to do and thank you cards galore to write and address...but what am I doing? Surfing the net and wondering if we will have all of the snow they are forecasting!
On to reflecting - In reading workshop, I read Officer Buckle and Gloria...later in the day, one of my students returned the chair she had borrowed and said, "Don't stand on a swivel chair. Rule #77." She remembered it from the book...another girl then also said the same comment (she hadn't heard the other girl)...I love that they notice so many things in the text and feel free to talk during our reading time. I had another teacher observing me and I'd love to hear what she thought about the students making comments while I was reading. I'm sure there's a time and place for students just to listen, but at the same time, if they aren't sharing their thoughts either on paper or out loud, how do I know what they are thinking?
I made sure to say...I'm inferring. I was blown away when a student that I conferenced with shared an inference she made. Then during our sharing time, two more students shared their inference and said, "I'm inferring". It was wonderful! My next step in inferring is to continue modeling and gradually bringing them in with sharing with partners as I read. I'd also like to talk a little about how my experiences from life (schema) helps me create my inference. I'll be introducing this as a Venn diagram. Just not sure exactly when I'll introduce the reproducible.
In writing workshop, one huge comment that I made that I'd like to start changing...We're studying Lynn Plourde and how to write like her. Today, I focused on her repeating lines. When I sent the kids off, I said, "What do you think I want you to try today?" What I could and should have said to give them the decision is "What do you want to do as a writer today to write like Lynn?" In my conferences, I need to ask them what they are doing to be like Lynn. As long as they are paying attention to a writer's craft and they are attempting to model their writing after a strong writer, I should push them in that direction. I know there are times and places to have writers do exactly what the focus lesson was, but I need to give my students ownership of their writing.
***Quick note to add*** I should be doing so many other things. I actually have grades entered, but I have dishes to do and thank you cards galore to write and address...but what am I doing? Surfing the net and wondering if we will have all of the snow they are forecasting!
On to reflecting - In reading workshop, I read Officer Buckle and Gloria...later in the day, one of my students returned the chair she had borrowed and said, "Don't stand on a swivel chair. Rule #77." She remembered it from the book...another girl then also said the same comment (she hadn't heard the other girl)...I love that they notice so many things in the text and feel free to talk during our reading time. I had another teacher observing me and I'd love to hear what she thought about the students making comments while I was reading. I'm sure there's a time and place for students just to listen, but at the same time, if they aren't sharing their thoughts either on paper or out loud, how do I know what they are thinking?
I made sure to say...I'm inferring. I was blown away when a student that I conferenced with shared an inference she made. Then during our sharing time, two more students shared their inference and said, "I'm inferring". It was wonderful! My next step in inferring is to continue modeling and gradually bringing them in with sharing with partners as I read. I'd also like to talk a little about how my experiences from life (schema) helps me create my inference. I'll be introducing this as a Venn diagram. Just not sure exactly when I'll introduce the reproducible.
In writing workshop, one huge comment that I made that I'd like to start changing...We're studying Lynn Plourde and how to write like her. Today, I focused on her repeating lines. When I sent the kids off, I said, "What do you think I want you to try today?" What I could and should have said to give them the decision is "What do you want to do as a writer today to write like Lynn?" In my conferences, I need to ask them what they are doing to be like Lynn. As long as they are paying attention to a writer's craft and they are attempting to model their writing after a strong writer, I should push them in that direction. I know there are times and places to have writers do exactly what the focus lesson was, but I need to give my students ownership of their writing.
Sunday, February 24, 2008
Saturday
I was overwhelmed and amazed at what transpired on Saturday. For those who don't know...it was actually my 30th birthday and I had plans with my small group to eat lunch and then I was just getting together with very few friends and my sister. I didn't want it to be a big deal, so I kept the group extremely small. As I walked into the restaurant Saturday afternoon, I started noticing things that didn't make sense. I saw friends of my parents walking and even one of my friends with her boyfriend drive in their truck. My sister, with the help of many, decided to throw me a surprise party. This was only the second surprise party I have had and it was so much fun! I am still sorting through the kindness and love that was bestowed. And amazed at how many people knew about it and had talked, behind my back, about it. It was the best birthday I could have ever asked for!
My first attempt at writing a poem: (it's a first draft)
Opening presents...
Yet, ripping the envelopes
Seeing creativity from Hallmark
Reading the messages
Seeing text that was perfectly meant for me
Feeling and beginning to understand
Love pouring out
Blessed and filled with gratitude
Undeserving of the kindness
Overwhelmed with love
Somehow thank you doesn't seem enough.
I'll be posting pictures later...it was a day that I won't soon forget!
My first attempt at writing a poem: (it's a first draft)
Opening presents...
Yet, ripping the envelopes
Seeing creativity from Hallmark
Reading the messages
Seeing text that was perfectly meant for me
Feeling and beginning to understand
Love pouring out
Blessed and filled with gratitude
Undeserving of the kindness
Overwhelmed with love
Somehow thank you doesn't seem enough.
I'll be posting pictures later...it was a day that I won't soon forget!
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