I put a counter on this site and it seems that people have been finding their way here looking for information about modeled writing.
My only post about it was deleted. I'm so sorry.
So, quickly, here is a little about modeled writing:
Write. Are you a writer? Are you a good writer? How can you teach children to write if you aren't?
"Well, they're just in second (or first, or tenth) grade, so it's not really at the level..."
No. Sorry.
If you can't write well enough for someone to say, "Hey, this is pretty good." then you need to practice. Yes, even if your students are in first grade. Because they know.
When was the last time you wrote a narrative? And these little kids have to tell stories about themselves but you don't? Start writing your stories.
Here is a blog whose author tells good story:
http://www.widelawns.blogspot.com/
That is my first bit of advice on modeled writing. Start writing.
Next bit: Modeling an Authentic Writing Process
Saturday, November 10, 2007
Sunday, July 29, 2007
The End of my Teacher Blog (Which Isn't an Education Blog)
This teacher blog has a few posts and some aren't so bad. I might update it now and then if I do teachery things, but for now, it's done.
Wednesday, May 31, 2006
I Stole This Idea From...
Ms. Issippi
The best part of 2nd grade was...
"publishing my All About Book."
"when we are in recess playing tag."
"I like the art."
"that we went to (State Museum of Science and Industry) every month."
"...And the most important thing is that you teach us."
"you get to learn a lot of dinosaurs all die."
The worst part of 2nd grade was...
"when the teacher and the kids are doing and activity maybe a kid is behind and I think that the teacher should wait for the student to catch up with the other kids."
"doing my raf-grafs." (rough drafts) -- same student who thought the best part was publishing her All About Book.
"when it was during recess when it was raining and we had to play outside with all the cold and slippery things from the rain."
"the fairy tale 'cause that waisted most of my energy by writing."
"that So-and-So and So-and-So played when teacher is talking."
The best part of 2nd grade was...
"publishing my All About Book."
"when we are in recess playing tag."
"I like the art."
"that we went to (State Museum of Science and Industry) every month."
"...And the most important thing is that you teach us."
"you get to learn a lot of dinosaurs all die."
The worst part of 2nd grade was...
"when the teacher and the kids are doing and activity maybe a kid is behind and I think that the teacher should wait for the student to catch up with the other kids."
"doing my raf-grafs." (rough drafts) -- same student who thought the best part was publishing her All About Book.
"when it was during recess when it was raining and we had to play outside with all the cold and slippery things from the rain."
"the fairy tale 'cause that waisted most of my energy by writing."
"that So-and-So and So-and-So played when teacher is talking."
Tuesday, May 23, 2006
Interview with a Real Writer
Here are excerpts from an interview with one of my second grade students. She gave me permission to publish them here.
"I like to write about interesting things because it makes me feel good and when other people read it, it's exciting."
"When I write my story, at first I don't know what to say. I want the first part to be interesting. I try to put... when I'm writing a fairy tale I try to put magic in it."
"Sometimes I want to cry and I get nervous or lazy and I just talk to myself to make it better and then I write."
"Sometimes I... when I think to write a story I make a mistake. I think of all the good things in the story: the end part and the middle part. So I don't know what to put to make the beginning interesting."
"I write. I make sentences out of it and it makes my story better. That's kind of how I revise it."
"I sometimes I write my writing fast and then when I revise it or edit it with my red pen I think how can I make it sound better. For example I wrote, "she saw a house with four chicken legs" and it doesn't sound interesting. "She went to the woods. She saw a gate. The girl was curious so she opened the gate and went inside where she saw a house with four chicken legs." It makes you curious about what's inside. And it makes me curious about what to write next when I write my story and I think what I should write next for people to read."
"I think a lot what I should write. It's hard for me to write something interesting. Sometimes I stretch and just go to the restroom and come back, read a book and put it away and then I just write. What really helps me is when I read my story over and over and I see what makes sense and what doesn't."
"I sometimes have to put an arrow to move my words to make it sound better. And do you know what? One day I wanted to make a story but my mom said we had to go to stores and stuff. So I brought a pencil and notebook and I sat in front and wrote ideas about my weekend. And it helped me because I didn't have to go all the way to school and remember... ... my sister wrote, "The cat is sticking its tongue out at Student." So I wrote a story about it and I still have it but I don't know where it is. I wrote fast. I wrote in pen."
We finish up and I thank her.
"Can I show you the story I wrote?"
"I like to write about interesting things because it makes me feel good and when other people read it, it's exciting."
"When I write my story, at first I don't know what to say. I want the first part to be interesting. I try to put... when I'm writing a fairy tale I try to put magic in it."
"Sometimes I want to cry and I get nervous or lazy and I just talk to myself to make it better and then I write."
"Sometimes I... when I think to write a story I make a mistake. I think of all the good things in the story: the end part and the middle part. So I don't know what to put to make the beginning interesting."
"I write. I make sentences out of it and it makes my story better. That's kind of how I revise it."
"I sometimes I write my writing fast and then when I revise it or edit it with my red pen I think how can I make it sound better. For example I wrote, "she saw a house with four chicken legs" and it doesn't sound interesting. "She went to the woods. She saw a gate. The girl was curious so she opened the gate and went inside where she saw a house with four chicken legs." It makes you curious about what's inside. And it makes me curious about what to write next when I write my story and I think what I should write next for people to read."
"I think a lot what I should write. It's hard for me to write something interesting. Sometimes I stretch and just go to the restroom and come back, read a book and put it away and then I just write. What really helps me is when I read my story over and over and I see what makes sense and what doesn't."
"I sometimes have to put an arrow to move my words to make it sound better. And do you know what? One day I wanted to make a story but my mom said we had to go to stores and stuff. So I brought a pencil and notebook and I sat in front and wrote ideas about my weekend. And it helped me because I didn't have to go all the way to school and remember... ... my sister wrote, "The cat is sticking its tongue out at Student." So I wrote a story about it and I still have it but I don't know where it is. I wrote fast. I wrote in pen."
We finish up and I thank her.
"Can I show you the story I wrote?"
Wednesday, April 12, 2006
60 Minute Recess
Is this irresponsible? Perhaps not as irresponsible as leaving the blogosphere for over 2 months, but that's another post.
My little class and I are in the Pacific Northwest all winter. We come outside for recess or dismissal blinking like moles. There is one north-facing window in our classroom that faces a wall. It's not so useful. The students have actually commented to me that they can't get any writing ideas from looking out the window (as advised by a handout they use) because there is nothing there.
I haven't done it yet this year but I believe in the 60 minute recess. The students' play evolves. They have the time to move beyond the hand slapping games. First they get bored with what they know, and then they become inventive. For students who spend most of their time inside, this is valuable time. It's something that I wish I would do every 3 weeks or so. I've also observed that for the first half hour the boys and girls play separately but after enough time has passed, they will start organizing games together.
My little class and I are in the Pacific Northwest all winter. We come outside for recess or dismissal blinking like moles. There is one north-facing window in our classroom that faces a wall. It's not so useful. The students have actually commented to me that they can't get any writing ideas from looking out the window (as advised by a handout they use) because there is nothing there.
I haven't done it yet this year but I believe in the 60 minute recess. The students' play evolves. They have the time to move beyond the hand slapping games. First they get bored with what they know, and then they become inventive. For students who spend most of their time inside, this is valuable time. It's something that I wish I would do every 3 weeks or so. I've also observed that for the first half hour the boys and girls play separately but after enough time has passed, they will start organizing games together.
Tuesday, February 14, 2006
AD/HD (aka ADD, air head, special, poor...)
I have it. I've been treated for it for just over 3 years. One of the hardest questions I've come to terms with is, "How can I make up for all of the lost opportunity?" Sad answer: "I don't think that you can."
One thing I haven't come to terms with is the incredible correlation of characteristics of poverty according to Ruby Payne (from her book A Framework for Understanding Poverty) and characteristics of my own AD/HD. During staff development meetings where we study Ruby Payne's work and discuss the way our impoverished students act, speak and learn, I've consistently thought, "That's just like me!" It's very disconcerting and I connect my own lost opportunities with theirs.
Here are the "characteristics of poverty" from her Framework book.
Oral Language Tradition
Payne: "Casual register is used for everything." I can use formal register with more effort, but I use casual register at work more often than not. I've been known to say, "Dude, we were all chillin' in writer's workshop listening to CSNY." I do use formal register with my students but I don't bother with my colleagues -- they already know how to speak it.
Background Noise
According to Payne (and actually I notice it from my calls to parents), there is constant background noise in homes in poverty. There is also constant background noise in my head!
Negative Orientation
Payne: "Failure at anything is the source of stories and numerous belittling comments." Having AD/HD often means listening to automatic comments in your head like, "You're slow. You'll never get anything done." Or, "You aren't understanding this. You don't understand anything."
Time
Payne: "Time only occurs in the present."
Lives in the Moment, Does Consider Future Ramifications
Payne: "Being proactive, planning ahead and setting goals are not a part of generational poverty."
Lack of Order/Organization
Payne: "...unkempt and cluttered. Devices for organization (files, planners, etc.) don't exist." There is no lack of evidence that disorganization and AD/HD go together.
Well, that's only seven out of 20 but look at these ideas from her book Understanding Learning the How, the Why, the What. In the chapter on teaching abstract processes, Payne lists several skills and strategies that students from poverty struggle with and must be taught explicitly. I think that many of these apply to people with AD/HD and I wonder how many of them are used by AD/HD coaches. Here are several/most of those skills. The stuff in parentheses is mine.
Using planning behaviors
Focusing perception on a single stimulus (paying attention to details)
Controlling impulsivity
Exploring data systematically
Using appropriate and accurate labels (I don't care what those GLAD people think, "Pictorial Input Chart" isn't appropriate -- it's a diagram, people.)
Orient data in time (follow a sequential plan, follow directions)
Gathering precise and accurate data (I often mix up the clock hands.)
Visually transport data (accurately copy from one visual source to another)
There are other skills on the list -- but I'm really good at those. I don't know how it applies to others with AD/HD, though. They involve map reading, making judgments or generalizations and identifying patterns, making comparisons, organizing data (For some reason, I can do this.).
I love this book! It's much, much more useful (for teaching any student, really) than A Framework.
One thing I haven't come to terms with is the incredible correlation of characteristics of poverty according to Ruby Payne (from her book A Framework for Understanding Poverty) and characteristics of my own AD/HD. During staff development meetings where we study Ruby Payne's work and discuss the way our impoverished students act, speak and learn, I've consistently thought, "That's just like me!" It's very disconcerting and I connect my own lost opportunities with theirs.
Here are the "characteristics of poverty" from her Framework book.
Oral Language Tradition
Payne: "Casual register is used for everything." I can use formal register with more effort, but I use casual register at work more often than not. I've been known to say, "Dude, we were all chillin' in writer's workshop listening to CSNY." I do use formal register with my students but I don't bother with my colleagues -- they already know how to speak it.
Background Noise
According to Payne (and actually I notice it from my calls to parents), there is constant background noise in homes in poverty. There is also constant background noise in my head!
Negative Orientation
Payne: "Failure at anything is the source of stories and numerous belittling comments." Having AD/HD often means listening to automatic comments in your head like, "You're slow. You'll never get anything done." Or, "You aren't understanding this. You don't understand anything."
Time
Payne: "Time only occurs in the present."
Lives in the Moment, Does Consider Future Ramifications
Payne: "Being proactive, planning ahead and setting goals are not a part of generational poverty."
Lack of Order/Organization
Payne: "...unkempt and cluttered. Devices for organization (files, planners, etc.) don't exist." There is no lack of evidence that disorganization and AD/HD go together.
Well, that's only seven out of 20 but look at these ideas from her book Understanding Learning the How, the Why, the What. In the chapter on teaching abstract processes, Payne lists several skills and strategies that students from poverty struggle with and must be taught explicitly. I think that many of these apply to people with AD/HD and I wonder how many of them are used by AD/HD coaches. Here are several/most of those skills. The stuff in parentheses is mine.
Using planning behaviors
Focusing perception on a single stimulus (paying attention to details)
Controlling impulsivity
Exploring data systematically
Using appropriate and accurate labels (I don't care what those GLAD people think, "Pictorial Input Chart" isn't appropriate -- it's a diagram, people.)
Orient data in time (follow a sequential plan, follow directions)
Gathering precise and accurate data (I often mix up the clock hands.)
Visually transport data (accurately copy from one visual source to another)
There are other skills on the list -- but I'm really good at those. I don't know how it applies to others with AD/HD, though. They involve map reading, making judgments or generalizations and identifying patterns, making comparisons, organizing data (For some reason, I can do this.).
I love this book! It's much, much more useful (for teaching any student, really) than A Framework.
Wednesday, February 08, 2006
Stuff We Said Today
"This is a lot of work, but you can't rush through it or I'll make you do it again. I have high expectations, you know! I'm not an easy teacher."
"Don't tell me you're drinking coffee!" -- Student on her way into PE after lunch
"You have a coffee! I'm drinking a mocha." -- The one behind her
"I don't have an idea. It's hard."
"Where can you get an idea?"
"Stuff."
"What do you mean, stuff!?!"
"Ha, ha, you just gave me an idea, teacher."
"Okay, then get to work."
"Mrs. Teacher stayed here until like 7 or 8 o'clock last night!"
-- Former student who was here for a family night and off by one or two hours in my favor, to his friend in the hall outside my room.
"Don't tell me you're drinking coffee!" -- Student on her way into PE after lunch
"You have a coffee! I'm drinking a mocha." -- The one behind her
"I don't have an idea. It's hard."
"Where can you get an idea?"
"Stuff."
"What do you mean, stuff!?!"
"Ha, ha, you just gave me an idea, teacher."
"Okay, then get to work."
"Mrs. Teacher stayed here until like 7 or 8 o'clock last night!"
-- Former student who was here for a family night and off by one or two hours in my favor, to his friend in the hall outside my room.
Monday, January 30, 2006
Monday, January 23, 2006
A letter regarding the entire second grade:
Dear Principal,
At a time when so much pressure is being put on teachers to improve, I wanted to take some time to send sincere compliments to you and all who work at your school. I hope you will take the opportunity to read this letter to your staff at your next staff meeting.
My name is Docent and I work at the Chemistry Lab at the Big State Science Museum (BSSM). Since the school year started, students from The School have visited BSSM on several occasions. In every case, your students have behaved in a manner that sets the standard for visitors. Without exception, your students are enthusiastic, polite, and thoroughly enjoyable. They ask great questions, share equipment and take turns, and even help other students perform experiments. The School students routinely do every experiment in the Chemistry Lab, making certain they understand directions before proceeding. Students have many opportunities to make a mess when they experiment, and believe me they do, but then they always clean their area before moving on. The kids seem interested in learning as well as having fun. It's obvious you work hard with your students to achieve this level of sustained interest.
Here at the Museum, we have the opportunity to work with many students from all over The State and Neighboring State. I want you to know we notice that your students are among the best. Keep up the good work.
The Chemistry Educator
Big State Science Museum
At a time when so much pressure is being put on teachers to improve, I wanted to take some time to send sincere compliments to you and all who work at your school. I hope you will take the opportunity to read this letter to your staff at your next staff meeting.
My name is Docent and I work at the Chemistry Lab at the Big State Science Museum (BSSM). Since the school year started, students from The School have visited BSSM on several occasions. In every case, your students have behaved in a manner that sets the standard for visitors. Without exception, your students are enthusiastic, polite, and thoroughly enjoyable. They ask great questions, share equipment and take turns, and even help other students perform experiments. The School students routinely do every experiment in the Chemistry Lab, making certain they understand directions before proceeding. Students have many opportunities to make a mess when they experiment, and believe me they do, but then they always clean their area before moving on. The kids seem interested in learning as well as having fun. It's obvious you work hard with your students to achieve this level of sustained interest.
Here at the Museum, we have the opportunity to work with many students from all over The State and Neighboring State. I want you to know we notice that your students are among the best. Keep up the good work.
The Chemistry Educator
Big State Science Museum
The Grass is Much Greener
I'm not really an every day everyday teacher. I only work Monday, Tuesday and every other Wednesday. The rest of the time I rehab a 1908 transitional Victorian-Craftsman house. This is my childhood dream and it's wonderful but after two weeks of plumbers in nonstop rain, we're left with a stinky basement toilet, a shower on the main floor, and a sink in the kitchen. And that's how it's going to stay until many, many other things are completed. We sleep on the second floor; you can imagine the convenience of this setup.
I've only worked seven days this month and this morning the students actually looked bigger. They're showing academic growth too which I can credit to my great partner.
Managing contractors is interesting and challenging, but it was such a relief to come back to this group of kids and a clean classroom. Even better is that I don't prefer renovating.
I've only worked seven days this month and this morning the students actually looked bigger. They're showing academic growth too which I can credit to my great partner.
Managing contractors is interesting and challenging, but it was such a relief to come back to this group of kids and a clean classroom. Even better is that I don't prefer renovating.
Thursday, January 12, 2006
Skip to number 20.
I've been sitting here working in fits and starts, writing, deleting, writing, deleting. I can't reflect in whole thoughts right now. I think it's because I need to get back to school and get more work done. Maybe a list will free my mind a bit...
1. Reread those chapters from the Ruby Payne book and ensure that student tasks consider those great ideas that I have forgotten.
2. SPED Referrals
3. Follow through with the huge list of parent concerns.
4. Plan a science unit that dovetails with expository writing and research.
5. Go through the math standards to see how we're doing and hang them up to check off and keep on track.
6. Review the next year's state math test to see if we're getting close.
7. Hang up student work.
8. Wash my coffee mugs.
9. Find a copy of that 2nd grade grammar book in the store room.
10. Worry about my students and whether I'm doing well enough for them.
11. Create a better visual of the writing process for the students. A flow chart that can keep them working on any phase independently. Something small that won't take up the whole wall.
12. Pull back from over-teaching the process in #11.
13. Get them to finally publish something and then pull back.
14. Go back to modeled writing every day.
15. Take back the time given to checking in homework.
16. Make homework so rewarding that I don't even have to check it off. They'll come in waving it in my face.
17. Be more specific in what I want from them in writing. Model it.
18. Write first drafts on the spot. Have it come out great and show them, "See, it's easy."
19. Remember that it's not easy.
20. Make the students create the flowchart that they need to use in their process.
21. When they ask me what they need to do, make them figure it out. Model "How to Write" as an expository example.
22. Plan a science unit so we actually have something to write about.
23. Read that book about rocks, Everybody Needs a Rock. Become indignant and write our own rules about finding our own rocks. Go to the garden and get the rocks. Decide whether we followed our rules or not and then reflect and adjust. Get all disillusioned with our damn garden rocks and go out and buy a big flashy pre-mounted, labeled rock collection. Re-write the rules so they reflect the new collection. Make those the right ones. Decide we need to buy another collection in New Zealand.
24. Wonder and give thanks that Student brought her truly lovely rock collection to school on the exact day that I was teaching "Observe and Wonder".
25. Wonder why my head was too full to realize that Colleague was saying that we need to plan the Earth science unit.
26. Take the planning day already! Wish we all had a week up in a snowed-in cabin with a big pile of good books but no easel pads and good subs back home.
1. Reread those chapters from the Ruby Payne book and ensure that student tasks consider those great ideas that I have forgotten.
2. SPED Referrals
3. Follow through with the huge list of parent concerns.
4. Plan a science unit that dovetails with expository writing and research.
5. Go through the math standards to see how we're doing and hang them up to check off and keep on track.
6. Review the next year's state math test to see if we're getting close.
7. Hang up student work.
8. Wash my coffee mugs.
9. Find a copy of that 2nd grade grammar book in the store room.
10. Worry about my students and whether I'm doing well enough for them.
11. Create a better visual of the writing process for the students. A flow chart that can keep them working on any phase independently. Something small that won't take up the whole wall.
12. Pull back from over-teaching the process in #11.
13. Get them to finally publish something and then pull back.
14. Go back to modeled writing every day.
15. Take back the time given to checking in homework.
16. Make homework so rewarding that I don't even have to check it off. They'll come in waving it in my face.
17. Be more specific in what I want from them in writing. Model it.
18. Write first drafts on the spot. Have it come out great and show them, "See, it's easy."
19. Remember that it's not easy.
20. Make the students create the flowchart that they need to use in their process.
21. When they ask me what they need to do, make them figure it out. Model "How to Write" as an expository example.
22. Plan a science unit so we actually have something to write about.
23. Read that book about rocks, Everybody Needs a Rock. Become indignant and write our own rules about finding our own rocks. Go to the garden and get the rocks. Decide whether we followed our rules or not and then reflect and adjust. Get all disillusioned with our damn garden rocks and go out and buy a big flashy pre-mounted, labeled rock collection. Re-write the rules so they reflect the new collection. Make those the right ones. Decide we need to buy another collection in New Zealand.
24. Wonder and give thanks that Student brought her truly lovely rock collection to school on the exact day that I was teaching "Observe and Wonder".
25. Wonder why my head was too full to realize that Colleague was saying that we need to plan the Earth science unit.
26. Take the planning day already! Wish we all had a week up in a snowed-in cabin with a big pile of good books but no easel pads and good subs back home.
Tuesday, January 03, 2006
Emergency Personal Day
Asbestos in the Bathroom is Better than Dry Rot in the Crawlspace
Yeah. I actually know the difference. How? Because I just spent 5 hours cleaning up about a gallon of vermiculite insulation that poured out of our wall as the plumbers took off the sink. Thing is, they didn't know what it was and tracked it all over the house. There is less than 1% asbestos in this stuff so it doesn't really qualify for the people in little suits and tented house. The guy who tested it said it would be fine to clean it up. The people in the safety equipment store said it's okay as long as I wear the little mask and bag it up in the big yellow bag, tape with duct tape, and bag again.
If I call in sick and I'm not really, really sick, I usually get a migraine or something. I take an emergency day just to let in late plumbers and go over the job with them (which actually was a perfectly valid reason according to our contract and common sense) I get stuck with an emergency.
Yeah. I actually know the difference. How? Because I just spent 5 hours cleaning up about a gallon of vermiculite insulation that poured out of our wall as the plumbers took off the sink. Thing is, they didn't know what it was and tracked it all over the house. There is less than 1% asbestos in this stuff so it doesn't really qualify for the people in little suits and tented house. The guy who tested it said it would be fine to clean it up. The people in the safety equipment store said it's okay as long as I wear the little mask and bag it up in the big yellow bag, tape with duct tape, and bag again.
If I call in sick and I'm not really, really sick, I usually get a migraine or something. I take an emergency day just to let in late plumbers and go over the job with them (which actually was a perfectly valid reason according to our contract and common sense) I get stuck with an emergency.
Thursday, December 15, 2005
United Colors of Second Grade
This morning:
Mexican Student: "What color was he?"
Russian Student: "Ummm, sort of yellowish, like light brown."
(Two students trying to identify another.)
Another conversation:
Asian Student: "Yeah, my aunt has a cat named Ginger, one named Frosty and one named Sparkle."
White Student: "Is she white?"
Asian Student: "No, how can she be white if she's my aunt and I'm not white?!?"
White Student: "No, I'm talking the cat named Frosty!"
Asian Student: "Oh. Yeah, she's white."
Mexican Student: "What color was he?"
Russian Student: "Ummm, sort of yellowish, like light brown."
(Two students trying to identify another.)
Another conversation:
Asian Student: "Yeah, my aunt has a cat named Ginger, one named Frosty and one named Sparkle."
White Student: "Is she white?"
Asian Student: "No, how can she be white if she's my aunt and I'm not white?!?"
White Student: "No, I'm talking the cat named Frosty!"
Asian Student: "Oh. Yeah, she's white."
Wednesday, December 14, 2005
Sample Classroom Schedule
Edit 2/08: If you're here searching for "Sample Classroom Schedules" or the like, I'm sorry to say that the post title is ironic. Until then, I recommend huge chunks of time for meaningful student work (reading, writing, solving problems of all sorts) preceded by very succinct lessons. Stick to the basics, integrate the curriculum, don't include "required" items if they're not good for the students.
Well they were amazing today. Informal conferences, spontaneous partner reading, attempts to remember and record the titles of every book ever read, catch-up reading tests, listening center, word study, new center practice, a little problem-solving... They can do things! They just worked and worked and I got to walk around facilitating. Teacher paradise. I did round us all up for a couple of lessons during that little academic free-for-all, though. They needed some sort of teaching today!
Now all of this did leave us quite off schedule. They figured it out and let me know, "Teacher, we skipped Writer's Workshop." So before lunch we discussed the afternoon schedule.
"We still have to do art."
"Are we going to skip math?"
"What about the free time we almost earned, can you give us a point? We were good."
"We have to do Writer's Workshop so we can have the publishing party."
I know but you were all having such a good morning in reading that I didn't want to interrupt you. You're right. Umm, maybe. No, but you were great workers. Yes, you're right.
Sometimes this job is too much fun.
So we ended up having read aloud and art all afternoon even though the intention was to also include writing and a book study. I don't feel too guilty because their art improved so much. They do need basic art skills! I'm actually going to look up or find a book on basic art skills for children. I know it barely fits into our plan, but... I just want them to have some art. Art is good. Not tested, but still good. They are behind in it and it will matter someday in middle school when they have to make a poster or something. Come on, some are still learning to cut on the lines. That stuff matters! Sheesh. So much guilt to get over.
In the morning I'm going to ask them what they think our schedule should look like. Maybe (I hope.) they'll decide that they need to make up the math and writing from today. Either way, they're going to make it up. 'Cause I'm the teacher.
Well they were amazing today. Informal conferences, spontaneous partner reading, attempts to remember and record the titles of every book ever read, catch-up reading tests, listening center, word study, new center practice, a little problem-solving... They can do things! They just worked and worked and I got to walk around facilitating. Teacher paradise. I did round us all up for a couple of lessons during that little academic free-for-all, though. They needed some sort of teaching today!
Now all of this did leave us quite off schedule. They figured it out and let me know, "Teacher, we skipped Writer's Workshop." So before lunch we discussed the afternoon schedule.
"We still have to do art."
"Are we going to skip math?"
"What about the free time we almost earned, can you give us a point? We were good."
"We have to do Writer's Workshop so we can have the publishing party."
I know but you were all having such a good morning in reading that I didn't want to interrupt you. You're right. Umm, maybe. No, but you were great workers. Yes, you're right.
Sometimes this job is too much fun.
So we ended up having read aloud and art all afternoon even though the intention was to also include writing and a book study. I don't feel too guilty because their art improved so much. They do need basic art skills! I'm actually going to look up or find a book on basic art skills for children. I know it barely fits into our plan, but... I just want them to have some art. Art is good. Not tested, but still good. They are behind in it and it will matter someday in middle school when they have to make a poster or something. Come on, some are still learning to cut on the lines. That stuff matters! Sheesh. So much guilt to get over.
In the morning I'm going to ask them what they think our schedule should look like. Maybe (I hope.) they'll decide that they need to make up the math and writing from today. Either way, they're going to make it up. 'Cause I'm the teacher.
Monday, December 12, 2005
What I Know
K:
Write at a regular time of day for a pre-determined period of time.
If it comes out badly, just keep going and fix it later. Next time it will be better.
Have an idea first. Know your purpose and what you want to say.
W:
Do I have anything to say?
Will I ever actually set a regular writing time for myself?
If I ever answer the first two questions, could I write with a pencil or am I too spoiled by the computer?
L:
Stay tuned.
Write at a regular time of day for a pre-determined period of time.
If it comes out badly, just keep going and fix it later. Next time it will be better.
Have an idea first. Know your purpose and what you want to say.
W:
Do I have anything to say?
Will I ever actually set a regular writing time for myself?
If I ever answer the first two questions, could I write with a pencil or am I too spoiled by the computer?
L:
Stay tuned.
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