This year I decided to bring back one of my favorite segments: Celebrity Story Saturday! It seemed fitting since we have so many new faces in the building this year.
The thing I love best about this segment is seeing what book the teachers pick to read. I ask teachers to choose either their favorite book or a book that they love sharing with their students.
To start the year, I bring you Ms. Friedman! Ms. Friedman is a first grade teacher here at the Hills. This is her first year in the classroom and she moved here from Indiana. She chose to read the book How Do You Hug a Porcupine?
Click the link to watch the video {HERE} or watch it below!
Thank you, Ms. Friedman! Way to start the year off right!
For those of my followers who were wondering if our school garden would ever "sprout", boy did it ever!! Of the original seeds planted, from my students last year, only the corn survived replanting. The other plants in the garden were planted during our Reads & Seeds summer reading program.
Currently, we have squash, pumpkin, corn, tomatoes, and peppers planted. On the other side of the barn there are 2 planter boxes that are just waiting to be filled with our fall crops. (I'm thinking spinach or cabbage).
At any rate, my students and I have checked on our plants everyday when we go out to recess. Imagine our happiness when we found a perfect squash just waiting to be picked! I told the kids to expect a taste testing the next day.
I went out and bought some squash so we'd have enough for everyone to have some, as well as some for research purposes. For those of you who don't think there's a difference between store bought and "home grown", check out this pic.
The bigger one is the one we grew. I bought 4 squash total. Here are the others next to ours.
Pretty sad actually. I showed my students ours and one of the store bought. I asked them if they could tell which one came from our garden. The class was split between those who thought the smaller one was ours (cause it looked "dirty" like it might have come from a garden), and those who though the bigger one was ours (cause it looked pretty big when we saw it yesterday).
I had chopped up the other squash and gave each student a piece to hold and inspect. We've been working on adjectives in our writing, so we used our 5 senses to describe the squash. We created a chart of our words. The "taste" and "hear- sounds like" sections were filled in after our tasting. We read the book The Ugly Vegetables before making the chart, hence the title. :)
Here's the squash chopped up and ready for tasting. We all found it a little sad when we cut our perfect squash. :(
Everyone had to try it. No exceptions. I told my students to be quiet while eating so they could hear how the squash sounded when chewed. They were as quiet as they could be. :)
Some of my kids really dug into the squash, while others just pretended. However, when I pulled out some salad dressing, everyone decided that squash was the best veggie ever and asked for more.
I think our first tasting from our garden was a success! My students can't wait until more veggies start to sprout. Everyone has their eye on the corn, but I'm not sure how to tell when corn is "done". Guess I'll have to Google it.
Welcome to another year at Clifton Hills Elementary! This is my 10th year at the Hills, and my 3rd year in 3rd grade. This past summer, Mrs. Kapp and I ran the Reads & Seeds reading program held at the school. We had a great time seeing our students each week, and our school garden continues to grow!
Technically, school started about 2 weeks ago, but this is the first time I've had to sit down and document how wonderful I anticipate this year being. Currently I have 21 students in my classroom.
We have a plethora of new teachers in the building, but we also have a new Assistant Principal! Mrs. O moved north to be with her family and we will miss her greatly, but Ms. Newson is here and she's already rockin' the Hills! (In a good way) :)
To start the year, I decided that we needed to get on Ms. Newson's good side. So, the students and I read the books The Emperor's New Clothes and The Principal's New Clothes.
We compared the stories and created a chart. (sorry about the picture quality!)
To go along with the stories, I had my class create a new wardrobe for Ms. Newson.
Now I've had my students do this activity for Mr. Evans, but I don't think he fully appreciates the idea of a new wardrobe. (Unlike the principal in the story.)
Ms. Newson was thrilled to get so many fabulous outfits! In fact, she was so happy that she chose three of her favorites and wrote the students notes explaining what it was about their outfits that she enjoyed so much.
Here's a picture of all the outfits:
Here are the 3 favorites:
Here's a look at the whole board:
Thank you, Ms. Newson for helping us get a great start to the year!
Let me start by saying that my school is NOT a 1:1 school. (unfortunately)
My Principal saw an email for a technology PD go through his mailbox and thought, "Technology! Why, that's right up Delk's alley!" or something along those lines. I was called and told that this was a PD just for me. I was to attend and bring back valuable information for the rest of my building.
Challenge accepted.
What I love about HCDE is that their PDs are information packed. No, Clifton Hills is not a 1:1 school, but we are blessed with a plethora of technology. While we might not have an ipad in every hand, we do have enough that any technology PD would be found worthwhile. If you'd like to see what Hamilton County has available for 1:1 schools, check out their website: 1to1hcde.org
Since I an ever the obedient worker (stop laughing!), here are some take-aways I had today from the different sessions I attended.
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Introduction to IPADs in the Classroom
The instructor, Michael Stone, put all of his information for this session online. You can find his notes at:
His presentation was more geared toward middle and high school teachers, but I know that elementary teachers can utilize the information as well. You can follow him on Twitter @CoachStone12
iPad Tips
Doceri (app) for presentations. This app works best with an appleTV, but can work with a Promethean as well with a connector.
Invest in a productivity package like iWork, or Google Docs. Google Docs is free.
Join Twitter. I am actually very new to Twitter (@generaldelk), but apparently it's a must have for educators. He shared that there are some Twitter chats that are very helpful: #1to1iPad, #edtechchat, #PBLchat, and #TNedchat (use tweetdeck.twitter.com to organize your tweets)
Invest in note taking apps. Notability, Note Taker HD, Paper Port Notes, and Evernote are some that work well.
Dabble with apps!Most apps have some form of free trial, if they're not already free. Play around with them. See what they can do! If you're not a fan, then delete it and move on!
Educreations (app) allows students to create and share lessons
Symbaloo.commakes and shares web bookmarks. For those of you who like things color coded and organized, then this is the website for you!
Invest in business collaboration tools- ones that allow you to control the iPads in the room. Make sure that students aren't playing games, they're following along with the lesson! Idea Flight Enterprise (app), Join Me (app), Near Pod (app)
BookPress (app) allows students to create and share iBooks. Students also have the opportunity to buy hard copies of their work!
Find video editing tools- allow students to create video presentations. Animoto, iMovie, Stop Motion Studio, Magisto, O Snap Time Lapse & Stop Motion Creator
You can check out graphite.org to find app reviews before you buy.
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Digital Citizenship
How do you use the Web? Are you thoughtful in your browsing?
Access- to information. Google is my friend. :)
Commerce- buying and selling. Find sites that you trust. Don't trust your information with just anyone!
Communication- keeping in touch professionally and personally
Literacy- knowing from where you get your information. Know if the site is reliable. Don't just assume that since it's online that it's true.
Etiquette- mind your manners. Remember the Golden Rule
Law- just because it's online doesn't make it yours. No stealing
Rights & Responsibilities- Be a good digital citizen. Don't trample on someone else's rights while trying to keep your own
Health & Wellness- not just using WebMD, this means to limit your technology time. Go outside. Read a book. Go to sleep. Don't let technology run your life.
Security- Your business is your business. Don't put it all out there for everyone to see.
I chose this session because it was called Creating with Technology on the schedule. I stayed because I love learning new tips and tricks to use in my classroom. :)
Turn your tablet into a document camera. Allow your students to make/ take videos and pictures. Students tend to be visual learners, so let them show what they have learned! (Doceri app was recommended for this)
Todays Meet(website) for classroom collaboration, or 81Dash.
Create a shared folder for easy collaboration. Dropbox, Google Drive, or Sugar Sync were suggested. For schools with Chrome Books, Google Drive is the one for you!
Make videos, lots of videos. It forces kids to think through pieces that make up the whole. How is everything in the video going to fit together? Let's plan it out...
Own your own PD. Take time to read blogs and books that correspond to your grade/ subject. Participate in twitter chats. Mr. Stone added a list of Twitter chats that he finds interesting in his notes. Last summer I hosted a Book Study here on my blog. You can check out the book Teach Like a Pirate at the top of my blog in the labels section, or click {HERE}.
irubric.comlets you create, share, edit, and print rubrics from across grade levels and subjects.
Hour of Code- allows students to become familiar with computer coding. Our librarian, Mrs. Kapp, had each class participate in an Hour of Code last year and the kids loved it! Check out code.org for age appropriate coding activities.
Drawp for School (app)- for managing a 1:1 classroom
Explain Everything (app) allows teachers and students to create tutorials. Imagine the creativity and information to be shared!
Join a Public Learning Network- or create one! Last year I joined a PLC (Professional Learning Community) that was specifically for elementary science teachers. I loved it! If there's something that you're passionate about, and you can't find learning group for it, make it yourself! Surely you can't be the only one in the county interested in whatever it is. Find some people, get some study material, and have fun learning together!
This is more than just research projects, or doing a culminating activity at the end of a unit. PBL is taking a topic and dissecting it until you know all its dirty little secrets. My students have done research projects in the past, and had a great time completing them, but this goes above and beyond. Honestly, I would like some more training with this. Maybe some planning time with my team and someone who has done this before. (hint, hint Hamilton County!)
But I did come out of this session with more than just a desire to know more. I was introduced to the website blendspace.com. Mrs. Kapp uses Blendspace, and even created one for our President Research Project, but I've never gone to the website to make my own. I think this site is amazing! You can put all your links, materials, and pictures about a topic all in one place! When it comes to PBL, I can imagine it would be very helpful to have your information all in one place and at your finger tips. I can't wait to use this site more!
Thank you to PEF, Hamilton County, and you outstanding teachers who made this PD informational and fun! I can't wait to use some of these tools in my school this school year!
It was almost sad to see Day 3 come and go. By the third day of training strangers are no longer strangers. We become colleagues of a sort, all working towards a common goal, just miles (and counties) apart. On the flip side, we are all tired of sitting in the same chairs, looking at the same (amazing) posters on the walls. (Seriously, I'm in love with the posters she had in her classroom. I'll share the pics I took at the end.)
Day 3 was dedicated to Unit 5: Reading Standards: Close Reading of Informational Text
Close reading is just what the name suggests: getting close with the text. "Close reading requires us to go below the surface, analyze, reread, and create a mental model of our learning"... for each sentence, phrase, and paragraph. Sounds heavy. Sounds difficult. Sounds boring.
Let's break Close Reading down. When you think "Close Reading" I want you to think of a cowboy with a lasso.
The lasso is the Magical Lasso of Learning, just waiting to ensnare text and squeeze information out of it. How is the Magical Lasso of Learning able to squeeze information out of the text? Its power is in the weave, my friend. The power's in the weave.
Everyone knows that a good rope is made of different strands woven together to ensure its strength. This lasso is no different. The Magical Lasso of Learning is made of two sets of strands: Language Comprehension and Word Recognition. Each strand is made of different fibers, which we will now look at more in depth.
Language Recognition
1. Background Knowledge- learned concepts, facts, and experiences a reader brings to reading
In other words, what has the student already been taught/ shown about the topic he/she is reading? If the passage is about pandas, does the student already have a picture of a panda in his or her head, or should the teacher have one ready to show? Is the panda in a zoo? Has the student ever been to a zoo, or is that a new concept?
Students who have more reading and life experiences tend to have better background knowledge. Teachers should begin lessons activating (and sometimes creating) background knowledge so that students can be on the same page.
2. Vocabulary- words that enable thought and communication
How extensive is your vernacular? Are you comfortable with the word vernacular? Vernacular is your common, everyday language. Language that you are comfortable using. Students who are readers tend to have a more extensive vernacular because of the amount of words with which they are introduced. If a student's vocabulary is only based on what they have heard, that will severely limit their word intake. As teachers, we should keep this in mind and try to incorporate at least 2 read-alouds per day into our lessons. The read-alouds will add vocabulary to the auditory learners, as well as demonstrate proper fluency, diction, and pronunciation of words.
3. Verbal Reasoning- this includes logic, insight, abstraction, classification, and association
When I first saw the definition for this term, my first thought was of those logic puzzles that my little sister used to do. I hated those. I simply didn't have the patience for them, but my sister would sit for hours working out who lives where, had what pet, and wore what color shirt.
Verbal Reasoning is really much simpler. It's so simple that you probably do it without even realizing it. For example, when you read the words broccoli, carrots, and squash, your first thought should be.... ? Right! They are all vegetables. Or your thought might have been things that grow in my garden, things my children won't eat, or things that I need to get at the grocery. At any rate, you were able to put those words into a category in your head. That's Verbal Reasoning.
p.s. You do it in science, social studies, and math too; not just during "reading" time.
4. Language Structure- Word structure, sentence structure, paragraph structure... they all go together.
When I think of Language Structure, I think back to 7th grade English when we had to dissect sentences into their parts. (nouns, verbs, subject, predicate, etc) Language Structure is basically how we put words together in order for them to make a point. Sentences need 5 things in order to be complete: subject, verb, makes sense, capital letter, and a punctuation mark. Language Structure is knowing how to put those things in order properly.
5. Literacy Knowledge- knowledge of text structure and genre
Literacy Knowledge is being able to read a text and know whether it is informational or narrative. Informational text use different text features such as table of contents, captions, index, and glossaries to share information. Narrative text uses point of view, characters, voice, plot, setting, etc. Literacy Knowledge allows students to recognize the difference between Snow White and Queen Elizabeth II.
Word Recognition
1. Phonological Awareness- the conscious awareness that words are made up of segments of speech that are represented by letters
Phonological Awareness can be done in the dark. No sight necessary. If you can hear the word, recognize that the word is made of sound, and know that letters make sounds, then you have mastered PA. Congratulations!
2. Decoding (and Spelling)- the act of translating a word from print to speech using sound-letter correspondence and syllable patterns
We discussed decoding and syllabication a lot on Day 2, so I don't want to rehash it here. Basically, decoding is seeing a word and being able to break it into pieces.
3. Sight Recognition- Recognizing words on sight
Otherwise known as Sight Words. With practice, more and more words will become sight words. Hopefully, through practice, most of the words in this blog post are sight words. Sight words don't require the reader to chunk or sound words out. They don't require context clues or the use of a glossary. We start learning sight words in Pre-K, if not already at home. You can find list of beginning sight words just about anywhere. Most schools use the Dolch word list.
With all these strands in our Magic Learning Lasso, we should have no problem Close Reading any text with which we are presented.
In order to help my students with their Close Reading, we have come up with Close Notes.
My students are expected to use Close Notes with any text they are reading. I even let them mark....(shhhh)... in their textbooks (gasp!) on occasion. I simply point out that I am preparing them for college, where buying textbooks that have already been marked is a very wise thing to do.
I start my class using Close Notes from day 1. Anytime we are reading a text whole group, my students had better have a writing utensil in their hands prepared to mark the text within an inch of its life. (You should see our science workbooks.) At the end of the lesson, students compare their notes with the notes of a partner. Did they find the same things interesting? Was there any new learning, or was it all review? Did you catch all the vocabulary words and definitions? Is there anything that needs clarification?
So you see, Close Reading isn't as boring as it might seem. In fact, Close Reading is possibly the most interesting reading you can encounter. When utilized properly, Close Reading can help readers delve into different worlds, different times, and a variety of different genres. Close Reading ensures that readers have an up-close-and-personal relationship with the text; the characters, plot, setting, and solution of a narrative text, and the ins and outs and new learning of informational text.
For those of you who know my personal genre of choice, that makes for a pretty wild ride. :)
So, the next time you find yourself reading, take time to reflect on the text. If you can't place yourself in the text as a character, or turn and talk to a partner about new learning, then you're doing it wrong.
My backside hurts, my knees are tight from sitting, I'm sure I've gained a few pounds from all the chocolate I've eaten in the past 2 days, and my brain is pounding from all the new information shoved at me.
I. COULDN'T. BE. HAPPIER!
Maybe it was the company (thanks, Abby Roach Connally), maybe it was the topic, maybe it was the hands-on activities, or, heck, maybe it was all the free chocolate, but I had a great time today in PD.
Today we tackled units 3 and 4. (We will finish 4 tomorrow). The main focus was on the importance of decoding, spelling, and word recognition. In fact, the title of unit 3 is:
Unit 3: Reading Foundational Skills Standards: Teaching Decoding, Spelling, and Word Recognition, Part 1
Fancy that, huh?
As you might know, decoding is basically the sounding-out of words. It's a reading strategy with which I'm sure you are familiar. You've probably been doing it since kindergarten, and might even be using it even now when you read the newspaper. (Maybe it's just me, but some countries' names are a little tricky.)
If it's a strategy with which you're comfortable, then I'm sure it comes as naturally to you as breathing. Hardly worth a second glance.... unless you understand the behind-the-scenes of decoding. It's not as simple as it looks. In fact, the first step in reading and decoding has nothing to do with your eyes, and everything to do with your ears.
Let me throw two vocabulary words at you:
Phoneme: the smallest unit of sound
Think of phonemes as being the atoms of words. All spoken words are made up of phonemes, some more than others. The word CAT had 3 phonemes (sounds): C-A-T. The word RAIN also has 3 phonemes, since it is created with 3 sounds: R-AI-N.
Grapheme: a letter or group of letters representing a phoneme
Graphemes are how phonemes are created. CAT has 3 phonemes, so it also has 3 graphemes since it took 3 letters to create it. RAIN also has 3 graphemes since it takes 3 letters, or groups of letters, to create it.
Once you can hear a sound (Phonemic Awareness), you learn to recognize the letter that makes the sound (Phonics). Once you learn the letters and their sounds, you learn how letters can be combined while still hearing the individual sounds (Blends) or when the combined letters make a single sound (Digraphs). Combine all those, and now you are ready for SYLLABLES.
6 Types of Syllables
1. Closed Syllables- a syllable that ends in a consonant sound or sounds. (cat, top, brisk)
2. Open Syllables- a syllable that ends in a long vowel sound spelled with a single vowel letter. (be, no, he)
3. Vowel-Consonant-e Syllables- includes a vowel immediately followed by one consonant and the silent letter 'e'. (ate, rope, bike)
4. Vowel-r Syllables- vowels immediately followed by the letter 'r' in the same syllable
er, ir, and ur are pronounced /er/
ar is pronounced /ar/ in an accented syllable (argue) and /er/ in an unaccented syllable (dollar)
or is pronounced /or/ in an accented syllable (orbit) and /er/ in an unaccented syllable (doctor)
5. Vowel Team Syllables- includes vowel sounds spelled with more than one letter. Vowel teams are made of two or more letters to represent a vowel sound. (ai, ay, ee, igh, oa, ow, ue...etc)
6. Consonant -le Syllables- ends with a consonant immediately followed by -le (bundle, giggle, uncle, able)
When I was in school, I was taught to "clap out" syllables. Words had beats, my teachers told me, and clapping them out helps you to hear just how many syllables each word contained.
Well that's all fine and dandy, but inevitably there would be that one student whose southern accent is so thick that the word "hi" sounds like it has 5 syllables. Or the jokester of the class who thinks he's in a rock band and starts clapping to the beat in his head.
Instead of clapping, might I suggest Duck Lips? To successfully accomplish Duck Lips, one must purse their lips, then pinch them. Once you have done this, then hum the word whose syllables you are counting. Students will be able to hear and feel the syllables with their Duck Lips.
Here's an example of Duck Lips:
What a wonderfully astute and brilliant child. His parents must be so proud! :)
What's next? Ah, yes. Now we must practice.
As we learned yesterday, teachers must share information through Explicit Instruction if they really expect their students to learn. Simply follow these steps:
1. Model/ Demonstration (I do)
2. Guided Practice (We do)
3. Individual Practice (You do)
But to this we must add something more. Something to really get our lesson across and stick with our students for the rest of their lives. Get ready, everyone. We're about to get crazy up in here.
Multi-sensory Instruction
1. Manipulate objects- allow students to use things like magnetic letters or index cards, tap their fingers, slide chips or tokens; anything that lets kids manipulate and move things. Let students know that the items represent letters or letter sounds (of they are blends or digraphs) in order for them to make words.
Check out these websites for letter tile printables:
2. Movement with Verbalizing- build associations through movements
It's like when teachers taught their students the months of the year using the Macarena. Movement with a purpose helps students learn information.
Many teachers now use Whole Brain Teaching, which has students use hand motions to help them remember words, facts, and details.
Whole Brain Teaching: Kindergarten
3. Engage all senses- see, hear, tough, and talk.
Move it ------> Say it -----> See it
The more your students are engaged, the more they are learning. Better yet, if they can teach it to a peer, then you know they have full comprehension. Give students opportunities to manipulate, explore, and move. This can be done in whole group, small group, or in pairs.
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One more question before I leave you alone.
Do you ever feel a little.... irregular? Feel that something just isn't right? You're going along in life, feeling like you're on top of the world only to realize that those rules by which you ran your life were all... lies?
Welcome to the world of Irregular Words, my friend.
Remember the rule "I before E, except after C"? That is a load of malarky.
So, you see, they're really more like guidelines anyway. :)
The reason we don't have any real tried-and-true rules in the English language is because our language isn't really ours. Relatively speaking, America is a young country. We were settled by peoples from different nations and language backgrounds, who were, in turn, founded by peoples of different nations and languages... and on and on back through history. Here are some examples:
Anglo- Saxon Words
short, commonly used words
basic colors, basic body parts, numbers, compound words
Let's welcome Mrs. Kapp to the blog today! Since I wasn't able to attend, Mrs. Kapp graciously agreed to fill us in on everything that happened!
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Mrs. Delk is allowing me to guest post to her blog about this week's Reads and Seeds. We missed her while she was away at training. Can you believe that we have already had 6 weeks of Reads and Seeds?
This week we hosted a very special guest, Justin Hoenke, from the 2nd Floor of the Chattanooga Public Library. He tweeted:
We learned that the plastic comes on a large spool and that is threaded into the printer. You have to select a file to print and send the file to the printer (this is very similar to printing on a regular printer). The computer sends the selected file to the printer and the printer prints the object. The amount of detail in a 3D printed object is amazing. The amount of time that a print takes is dependent on the complexity of the design and the size of the object. The 3D printer that we were using only prints one color at a time.
After Justin shared the ins and outs of 3D, the kids were able to choose an object to print. Justin created a great menu of items from thingiverse.com that could be printed in 15-20 minutes so that each participant could leave with a 3D printed object. Go check out some of the amazing things that you can print.
Once the design was chosen, and the print was started, kids were able to choose from our available maker stations while they waited for their turn. Today, we offered weaving, legos, play dough, and mask making. We recycled last week's green paper from the Photo Booth by turning it into a mural.
The kids were amazed by the printer and several watched and waited while their objects were being printed. Justin stayed by the printer and answered questions about the process with with the students. We are so grateful that he brought the printer to our school for us to use.
Here are some pictures from this week! We had Playdoh, looms, and masks for students to play with while waiting for their turn.
Here is a sampling of some of the things we printed today:
Photo courtesy of Jenny Wells
A bracelet!
If you are in the Chattanooga area, you can check out the 3D printer on the 2nd floor if you have a teen or tween. Adults are welcome to print on the 4th floor. You can find more information on the Public Library's website.
Thanks again General Delk for letting me write on your blog. We look forward to seeing everyone for our last Reads and Seeds on July 29th.
