This past week my Brentwood School first graders took a break from the rigorous first grade curriculum to study a bit of American history...the journey of The Pilgrims to America. We spent the week learning about the Pilgrims' experiences, their ship~ The Mayflower, and the first Thanksgiving feast. Our national holiday really stems from the feast held in the autumn of 1621 by the Pilgrims and the Wampanoag to celebrate the colony's first successful harvest.
The Pilgrims' brave adventure began in 1620 when The Mayflower left Plymouth, England with 102 passengers and about 30 crew members on board. During the 66-day voyage, the Pilgrims faced many storms, two deaths and one birth. On November 11, 1620, The Mayflower reached what is now the shores of Massachusetts.
A highlight for me was seeing the children create charming oil pastels and watercolor paintings of The Mayflower. We recently studied vocabulary words in a Transportation Unit that included learning nouns like 'cargo' and 'ship'. I think this may have enriched their understanding of The Mayflower voyage! As the children drew their beautiful depictions of this merchant ship, they learned that it brought the English Colonists to New England in 1620. It was not at all like the cruise ships that many people travel on today.The Mayflower didn't have private cabins with windows and beds for each person. There were no TV's, air conditioners, fancy meals, shops, or swimming pools. Traveling on the ocean 400 years ago was a very different experience than it is today.
Most ships at that time were merchant ships. This means that they were made for carrying cargo, like barrels of food or clothing, or big pieces of wood, from one place to another to be sold. Before The Mayflower sailed to New England, it had been sailing around Europe carrying food and cloth. This cargo was probably stored in the lower decks of the ship, in one big open storage area. There were no windows on this deck because windows might let in seawater, and then all the cargo would get wet. A little water would leak in anyway, so this area was always cold, damp, and dark.
The storage deck also had very low ceilings. They didn't need to make the decks very high because barrels and boxes weren't very tall . The ship was built this way to save space for the decks where the sailors lived and to make the ship safer. A ship that was too tall might tip over and sink in the water.
The crew lived on the upper decks. There were about 26 crewmembers on The Mayflower on the journey from England. The Master, in charge of sailing the ship, was Christopher Jones (we would call him “captain” today.) He probably had his quarters, or living space, at the back of the ship, called the stern. This was the driest and most comfortable area on the ship.The common sailors, or regular workers, had their quarters at the front of the ship, or bow. There were also officers on The Mayflower, who were responsible for sailing and navigating the ship.
The ship carried 102 men, women and children in 1620, on its only trip to New England. So, where did the Pilgrims live on The Mayflower? That's right, they all had to live in the dark, damp, cold cargo decks down below the crew's quarters. The passengers were 'the cargo'!
Each year the children at Brentwood School will hear varied details of this important slice of American history in their classrooms. I hope our study of the Pilgrims' mode of transportation helped to bring our first grade vocabulary lessons to life.
For further study visit:
http://www.scholastic.com/scholastic_thanksgiving/voyage/
Happy Thanksgiving to my Room 24 families!
http://familyfun.go.com/thanksgiving/
Sunday, November 21, 2010
Sunday, August 15, 2010
Getting the School Year Off To a Great Start!
It's so true that the role of the family takes center stage when it comes to supporting the learning process in a child's life! I recently listened to an interview of educator Cheri Fuller, author of 'School Starts at Home- Simple Ways to Make Learning Fun' talking about equipping kids for lifelong learning. She stated that more than 50 research studies show that when parents get involved in their child's learning, their kids are more likely to stay motivated. But what does that look like practically?
Establishing worthwhile routines can help. Just like the athlete who needs to put a regimen in place to be at his peek, your first grader needs basic routines to stay motivated.'Rou-tine':is defined as "an unvarying and constantly repeated formula." Consistency is the main ingredient!
Here are my picks for the top four daily routines to establish with a first grader:
1. Get studying! Set up a daily study time. Get into the habit of sitting down in a quite location, free of distractions, same time, same place where you and your child can focus on the homework assignments and get that sense of accomplishment from finishing a task. Remember to affirm your child for genuine effort rather than intelligence. Intelligence praising can lead to an attitude of 'I don't need to study."
2. Value writing! Good thinking and good writing go together. Reading and writing go hand in hand. Write notes to your child and value what they write, displaying those precious pieces.
3.Practice communicating! Ask your child to share a highlight of his/her day. Children who are communicative and respectful to parents will be to other adults as well. Daily face-to-face conversation, free of distractions can help a child relax and focus at home and at school.
I would love to hear of what works in your home! Please share a comment or two about the routines you find helpful.We're all in this together, for the children's sake!
Establishing worthwhile routines can help. Just like the athlete who needs to put a regimen in place to be at his peek, your first grader needs basic routines to stay motivated.'Rou-tine':is defined as "an unvarying and constantly repeated formula." Consistency is the main ingredient!
Parent educator, Barbara Colorosso puts it this way:
"Our children are counting on us to provide two things: consistency and structure. Children need parents who say what they mean, mean what they say, and do what they say they are going to do. Our goal as a parent is to give life to our children's learning—to instruct, to teach, to help them develop self-discipline—an ordering of the self from the inside, not imposition from the outside."
"Our children are counting on us to provide two things: consistency and structure. Children need parents who say what they mean, mean what they say, and do what they say they are going to do. Our goal as a parent is to give life to our children's learning—to instruct, to teach, to help them develop self-discipline—an ordering of the self from the inside, not imposition from the outside."
Here are my picks for the top four daily routines to establish with a first grader:
1. Get studying! Set up a daily study time. Get into the habit of sitting down in a quite location, free of distractions, same time, same place where you and your child can focus on the homework assignments and get that sense of accomplishment from finishing a task. Remember to affirm your child for genuine effort rather than intelligence. Intelligence praising can lead to an attitude of 'I don't need to study."
2. Value writing! Good thinking and good writing go together. Reading and writing go hand in hand. Write notes to your child and value what they write, displaying those precious pieces.
3.Practice communicating! Ask your child to share a highlight of his/her day. Children who are communicative and respectful to parents will be to other adults as well. Daily face-to-face conversation, free of distractions can help a child relax and focus at home and at school.
4. Enjoy reading together with 'paired reading'! "Paired Reading" is a practice strategy that helps children improve their reading skills. It combines two powerful techniques:
*the tutor and the child reading together and * the tutor letting the child read alone while providing encouragement and supportive coaching.
1.) Start out by agreeing on a set time each day to read together for about 5 to 15 minutes.
2.) This technique can be used with assigned reading. After that, let the child choose from a selection of grade level appropriate books from your home collection or the library.
3.) Use a starting signal where you will both read the text aloud. "Together Reading" means you will have to adjust your speed to meet the child's needs. The reading should still have some flow so it sounds natural.
4.) If the child hesitates or misses a word, give the child the correct pronunciation and,if needed, the definition.
5.) Your child can tap you at anytime to signal that he/she wants to read independently. At this point you become a cheerleader, making lots of positive comments and giving help when needed.
6.) At the end of your session have a simple, relaxed conversation about what has been read.
1.) Start out by agreeing on a set time each day to read together for about 5 to 15 minutes.
2.) This technique can be used with assigned reading. After that, let the child choose from a selection of grade level appropriate books from your home collection or the library.
3.) Use a starting signal where you will both read the text aloud. "Together Reading" means you will have to adjust your speed to meet the child's needs. The reading should still have some flow so it sounds natural.
4.) If the child hesitates or misses a word, give the child the correct pronunciation and,if needed, the definition.
5.) Your child can tap you at anytime to signal that he/she wants to read independently. At this point you become a cheerleader, making lots of positive comments and giving help when needed.
6.) At the end of your session have a simple, relaxed conversation about what has been read.
I would love to hear of what works in your home! Please share a comment or two about the routines you find helpful.We're all in this together, for the children's sake!
Friday, May 7, 2010
Changes
My second graders are putting the finishing touches on their Open House projects and the 'end-of-the-year party' is being planned. It's time to wrap up another second grade year. This time will be different though as I set my sites on a new endeavor. After 13 years straight teaching second grade, I will be returning to the first grade classroom at Brentwood School! Although I've been teaching primary-aged children for the past 30-something years, each and every class has been unique. That's what I love about teaching...it is ever-changing and never boring! Looking back, my first assignment was in 1977 in San Francisco as a student teacher in a first grade classroom at a three-story school in the Western Addition of the city. The next year I started my career teaching a first/second combo class in the Bay Area suburb of Hayward, Ca. Then my husband and I decided to move our young family to the picturesque farm community of Brentwood, Ca right on the edge of the central valley in East Contra Costa County. In the fall of 1987, I began teaching reading intervention in our delightful hometown. Over the past 25 years in Brentwood, I've had the privilege of teaching kinders, first, second, and third graders to the best of my ability. I can truthfully say that I value each and every teaching position I've been given, especially because of the people I've met along the way. Each of these interesting and worthwhile assignments have become a part of my teaching experience. As I ride the wave of change once again and plunge back into first grade, I'm glad to say that my teaching career remains a dynamic adventure. And for that, I am very grateful.
Monday, March 1, 2010
Paired Reading the Dr. Seuss Way!
It's Dr. Seuss Week at Brentwood School. It's a time when the children enjoy the rhyme and repitition of Seuss-style literature and his humorously bold and colorful artwork Most second graders have moved through the beginning stages of reading and are now working on reading smoothly and focusing on meaning. Books by Dr. Seuss can get you far when it comes to developing a smooth and fluent oral reading presentation. I'd like to recommend using Dr. Seuss books for 'paired reading' as a powerful motivator to boost your child's literacy growth.
"Paired Reading" is a practice strategy that helps children improve their reading skills. It combines two powerful techniques:
*the tutor and the child reading together and * the tutor letting the child read alone while providing encouragement and supportive coaching.
1.) Start out by agreeing on a set time each day to read together for about 5 to 15 minutes.
2.) Let the child choose the reading material.
3.) Use a starting signal where you will both read the text aloud.. "Together reading" means you will have to adjust your speed to meet the child's needs. The reading should still have some flow so it sounds natural.
4.) If the child hesitates or misses a word, give the child the
correct pronunciation and,if needed, the definition.
5.) Your child can tap you at anytime to signal that he/she wants to read independently. At this point you become a cheerleader, making lots of positive comments and giving help when needed.
6.) Have simple, relaxed conversations about what has been read.
If Dr. Seuss books are used with this type of program everyday for 12 weeks you will see noticeable results!
"Paired Reading" is a practice strategy that helps children improve their reading skills. It combines two powerful techniques:
*the tutor and the child reading together and * the tutor letting the child read alone while providing encouragement and supportive coaching.
1.) Start out by agreeing on a set time each day to read together for about 5 to 15 minutes.
2.) Let the child choose the reading material.
3.) Use a starting signal where you will both read the text aloud.. "Together reading" means you will have to adjust your speed to meet the child's needs. The reading should still have some flow so it sounds natural.
4.) If the child hesitates or misses a word, give the child the
correct pronunciation and,if needed, the definition.
5.) Your child can tap you at anytime to signal that he/she wants to read independently. At this point you become a cheerleader, making lots of positive comments and giving help when needed.
6.) Have simple, relaxed conversations about what has been read.
If Dr. Seuss books are used with this type of program everyday for 12 weeks you will see noticeable results!
Sunday, December 27, 2009
Santa Wrote Us Back!
The kids in Room 24 have been practicing their letter-writing skills for quite a few weeks now. They've learned about date placement,as well as how to write the greeting, body, closing and signature of the friendly letter format. With all of this new-found knowledge they couldn't help but write letters to Santa Claus before going on our winter break. To our surprise, hand-written letters arrived from the North Pole on the last day before vacation! Santa's elf-helpers answered each and every question, drew pictures for the children and signed each letter with their official elf names! Although the elves' letters were a real treat, I was moreover impressed with the letters the children sent out. Each child's letter was written with beautiful handwriting and embellished with ornate drawings for Santa. And talk about thoughtful questions and unselfish attitudes...wow! The children definitely proved they are learning how to write an engaging friendly letter. No doubt Room 24 made the 'nice list' hall of fame this year!
Monday, September 7, 2009
The Cat, the Opossum and the Research Zone!
Over the past few weeks a second grader in my classroom has been talking and writing about her encounter with an evasive little critter. Her dramatic animal adventure is a good read! Here is part one of her first draft:
"It all began when Stupid draged a opossum in for my mom to surprise her...it was a gift. (Stupid is my mom's cat.We call him Stupid because he does some things that are stupid. For real!) My mom picked up the possum in a towel and set it in a bucket, and left it in the shed all day long. She put him in there so the cat couldn't get to him. When me and grama got home we checked on the opossum and he was still alive so we decided to take him to the Lindsey Museum. We headed there at comute time, so it took us a long time to get there. My grandma stoped in clayton to see if he was still breathing, and he was, so we kept going to Lindsey. Forty-five minutes later, we arived in the Lindsey parking lot and my grandma lifted the paper towel and the possum was gone! We searched the whole car and could not find him. Oh my goodness!!!" As Payton told her story, the children naturally asked for more information about this little creature. What does it look like? Where does it live? What does it eat?
The start of this dramatic animal adventure, so eloquently penned, became the catalyst that launched our second grade classroom into the Research Zone!!!
So, what exactly is 'research'?
It's a verb that means 'to study thoroughly.'
It's also a noun that means 'scholarly investigation; a close, careful study.'
In our case, each student has been asked to choose an animal they want 'to study thoroughly'.The ground rules for this in-class project are simple...
1. Read everything you can find about your chosen animal.
2. Name and classify your animal; whether it be a vertebrate or invertebrate, warm-blooded or cold, along with other defining characteristics.
3. Make a poster that shares at least four facts you've learned as you've researched, with either a photo or drawing of your animal.
4. Finally, share what you've learned with the class!
Now our library visits and computer lab lessons will become an opportunity to learn more about animals and the fundamentals of research and writing, propelled by this naturally motivating topic and second grade science standard. Of course, each student can take it a step further and write a dramatic animal adventure, whether it be real or make-believe! Now wouldn't THAT be interesting!
"It all began when Stupid draged a opossum in for my mom to surprise her...it was a gift. (Stupid is my mom's cat.We call him Stupid because he does some things that are stupid. For real!) My mom picked up the possum in a towel and set it in a bucket, and left it in the shed all day long. She put him in there so the cat couldn't get to him. When me and grama got home we checked on the opossum and he was still alive so we decided to take him to the Lindsey Museum. We headed there at comute time, so it took us a long time to get there. My grandma stoped in clayton to see if he was still breathing, and he was, so we kept going to Lindsey. Forty-five minutes later, we arived in the Lindsey parking lot and my grandma lifted the paper towel and the possum was gone! We searched the whole car and could not find him. Oh my goodness!!!" As Payton told her story, the children naturally asked for more information about this little creature. What does it look like? Where does it live? What does it eat?
The start of this dramatic animal adventure, so eloquently penned, became the catalyst that launched our second grade classroom into the Research Zone!!!
So, what exactly is 'research'?
It's a verb that means 'to study thoroughly.'
It's also a noun that means 'scholarly investigation; a close, careful study.'
In our case, each student has been asked to choose an animal they want 'to study thoroughly'.The ground rules for this in-class project are simple...
1. Read everything you can find about your chosen animal.
2. Name and classify your animal; whether it be a vertebrate or invertebrate, warm-blooded or cold, along with other defining characteristics.
3. Make a poster that shares at least four facts you've learned as you've researched, with either a photo or drawing of your animal.
4. Finally, share what you've learned with the class!
Now our library visits and computer lab lessons will become an opportunity to learn more about animals and the fundamentals of research and writing, propelled by this naturally motivating topic and second grade science standard. Of course, each student can take it a step further and write a dramatic animal adventure, whether it be real or make-believe! Now wouldn't THAT be interesting!
Saturday, August 1, 2009
It's a Brand New Year!
Last Tuesday was the first day of another school year! I'm getting to know 20 second graders and their loving families. It's always so refreshing to see the level of passionate care that parents have for their precious children. Attentive communication reigns as we discuss goals and expectations at Back to School Night. Many stay to visit a little longer than necessary. It's just so RIGHT to see families providing that level of respectful advocacy for the children's sake. It's a beautiful thing to observe and participate in as these families of second graders and I begin a year-long partnership.It's a brand new year filled with new opportunities ...And as we say every morning in Room 24,"What a great day to get up and get going!"
Tuesday, March 24, 2009
Volcanoes in Hawai`i
Check out the powerpoint called "Volcanoes, The Earth at Work":
http://www.nps.gov/havo/forteachers/index.htm
Visit the Lyman Museum:"Telling the story of Hawai`i, its islands and its people":
http://www.lymanmuseum.org/
It was a thrill for me to visit the active Kilauea Volcano on the Big Island of Hawai`i last Monday! I was there because my husband and I and our two sons ventured over to Hilo, Hawai`i in celebration of our 30th anniversary. We visited the Hamakua Coast where my husband's grandmother and father were born and did some family research while we were there, thanks to the Lyman Museum. We also got a firsthand glimpse of an active volcano at Volcano National Park. If I was teaching in Hilo, this is where I would take my class on a yearly field trip! What an awesome display of the 'Earth's Materials', as it's called in our current second grade science unit. I witnessed the scorched, steaming earth inside the crater, marveled at plant life returning against all odds, and walked inside a lava tube! One evening at sunset I walked a mile on Pahoehoe (a dried lava flow that looks like poured out pancake batter) to see the current eruption flowing into the sea. When the 2000 degree lava hits the water it creates a plume of white steam with an orange glow that is awe-inspiring.I walked back to my car with a flashlight in silence and in total darkness. It was so cool! I wish I could have brought the kids in Room 24 with me... Next week I'll see their happy faces again and share my volcano adventure!
http://www.nps.gov/havo/forteachers/index.htm
Visit the Lyman Museum:"Telling the story of Hawai`i, its islands and its people":
http://www.lymanmuseum.org/
It was a thrill for me to visit the active Kilauea Volcano on the Big Island of Hawai`i last Monday! I was there because my husband and I and our two sons ventured over to Hilo, Hawai`i in celebration of our 30th anniversary. We visited the Hamakua Coast where my husband's grandmother and father were born and did some family research while we were there, thanks to the Lyman Museum. We also got a firsthand glimpse of an active volcano at Volcano National Park. If I was teaching in Hilo, this is where I would take my class on a yearly field trip! What an awesome display of the 'Earth's Materials', as it's called in our current second grade science unit. I witnessed the scorched, steaming earth inside the crater, marveled at plant life returning against all odds, and walked inside a lava tube! One evening at sunset I walked a mile on Pahoehoe (a dried lava flow that looks like poured out pancake batter) to see the current eruption flowing into the sea. When the 2000 degree lava hits the water it creates a plume of white steam with an orange glow that is awe-inspiring.I walked back to my car with a flashlight in silence and in total darkness. It was so cool! I wish I could have brought the kids in Room 24 with me... Next week I'll see their happy faces again and share my volcano adventure!
Monday, February 16, 2009
IF I WERE PRESIDENT.....
On this President's Day, 2009, I'd like to share my second graders' unprompted and unedited thoughts on the presidency as well as quotes from their letters to President Obama.
The letter to the president was a homework assignment, which usually includes the input of a loving parent.(I truly believe that the parent is the child's best teacher.)
"If I Were President" was a 10 minute 'quiet write'. I assisted spelling help to those who asked for it. With regard to ideas, I asked them to, "Put on your thinking caps and give it a go!" Those second graders are awesome people, eh?
Dear President Obama:
*I am so happy that you are the president of the you nited Stats of Amarica. Your doters are so cute. So is your wife.
*I hope you will help the poor. Also i hope every one will be kind to others.
*I hope you will end the war. Also I would like you to help people who have lost their jobs get new jobs.
*I hope you will be the bestest president. I hope you will enjoy living in the white house. I hope you will make great laws. Ok, thank you. (Pleas send a picture of the Whitehouse.)
*I'm very glad you won! I voted for you! I like you as a president!
*I hope that the economy gets better for this country. I hope that you will be a good president and help the people of the world.
*I think you deserve that puppy. You did a good speech. I think you are a good president.
*I hope ther no more killing and I wish the wold was clean. I hope you have a great life.
*I want you to stop the war and I want you to help the poor people.
*I want you to help people with more new places to work so they don't lose there house...and pay more money to all teachers. Thank you President Obama.
*I hope that you make new ruls to help people in need.
*I would like you to keep the bad people in jail longer.
*I hope you will help families to keep their homes and their jobs...keep our country safe.
* You are a nice president. I hope that you can do right things. I hope you can help more kids to have more opportunities to have medical insurance.
*I hope you will do your promis like it sead.
Sent to the White House in February of 2009
from the graduating 'class of 2019'... presently my second grade students in Room 24 at Brentwood School.
IF I WERE PRESIDENT....
...If I were president I woud not want to be president because it is to much work.(Honesty Award here!)
...IF I were president I would be a good president to America.
...I woud help persons so they can be happy.
...I would be a grat president. I would help pepl.
...if I was prezidunt i wood be a good prezidint and not yell at my pipoll
...I would make the world a better plase.
...If I was president I wold get a warriors stadeum. (Another Honesty Award deserved here!)
...if i were president i would be a good president to all the people and my friends.
...i would help clean the eath.
...I would make good laws and give away money to people who don't have money.
...If i were presesident i would help the society and be a nice presedint.
... i would chande laws, make all cars fuel efficient cars, go green, save the planet, make healthier foods, and make a better place. WE ARE ALL AMERICANS!!!!!!!!!!!
Quotes from the Awesome Kids in Room 24.
The letter to the president was a homework assignment, which usually includes the input of a loving parent.(I truly believe that the parent is the child's best teacher.)
"If I Were President" was a 10 minute 'quiet write'. I assisted spelling help to those who asked for it. With regard to ideas, I asked them to, "Put on your thinking caps and give it a go!" Those second graders are awesome people, eh?
Dear President Obama:
*I am so happy that you are the president of the you nited Stats of Amarica. Your doters are so cute. So is your wife.
*I hope you will help the poor. Also i hope every one will be kind to others.
*I hope you will end the war. Also I would like you to help people who have lost their jobs get new jobs.
*I hope you will be the bestest president. I hope you will enjoy living in the white house. I hope you will make great laws. Ok, thank you. (Pleas send a picture of the Whitehouse.)
*I'm very glad you won! I voted for you! I like you as a president!
*I hope that the economy gets better for this country. I hope that you will be a good president and help the people of the world.
*I think you deserve that puppy. You did a good speech. I think you are a good president.
*I hope ther no more killing and I wish the wold was clean. I hope you have a great life.
*I want you to stop the war and I want you to help the poor people.
*I want you to help people with more new places to work so they don't lose there house...and pay more money to all teachers. Thank you President Obama.
*I hope that you make new ruls to help people in need.
*I would like you to keep the bad people in jail longer.
*I hope you will help families to keep their homes and their jobs...keep our country safe.
* You are a nice president. I hope that you can do right things. I hope you can help more kids to have more opportunities to have medical insurance.
*I hope you will do your promis like it sead.
Sent to the White House in February of 2009
from the graduating 'class of 2019'... presently my second grade students in Room 24 at Brentwood School.
IF I WERE PRESIDENT....
...If I were president I woud not want to be president because it is to much work.(Honesty Award here!)
...IF I were president I would be a good president to America.
...I woud help persons so they can be happy.
...I would be a grat president. I would help pepl.
...if I was prezidunt i wood be a good prezidint and not yell at my pipoll
...I would make the world a better plase.
...If I was president I wold get a warriors stadeum. (Another Honesty Award deserved here!)
...if i were president i would be a good president to all the people and my friends.
...i would help clean the eath.
...I would make good laws and give away money to people who don't have money.
...If i were presesident i would help the society and be a nice presedint.
... i would chande laws, make all cars fuel efficient cars, go green, save the planet, make healthier foods, and make a better place. WE ARE ALL AMERICANS!!!!!!!!!!!
Quotes from the Awesome Kids in Room 24.
Sunday, January 25, 2009
'People Who Make a Difference'
All second graders in California explore the lives of actual people who make a difference in the lives of others. The purpose of this unit is to understand the importance of personal integrity. As we learn the stories of extraordinary people we see how our lives are affected by the actions of these heroes now and long ago. In turn, we ponder how our own actions can positively affect those around us. The social studies standard is stated in this way:
To kick off this inspiring unit we learned about the great American Dr. Martin Luther King Jr. Following the lesson, the children did a five minute 'free-write'. Here are some of the unedited, and very precious, journal entries of my students:
"Ther were unpher lawrs. Today we are equel. He had a dream. Dr. King was good ."
"There were unfair laws. Martin had a dream. There were 2 water fountains one for black people and one for white people. Then he was born the one who changed our lives. Martin Luther King Jr. Not everyone liked his plan. Some people burned down his house just becuase of his plan and then a few years later he said I don't want my children to be judged by the color of their skin! I want them to be judged by their own caricter! Right! everyone cheered. Then it became true. Restraunts let all people in. libarys, schools, and everything!"
"They codnot shar water fountains."
"When Dr. king was around white people sat in the front of the bus. today people can sit wherever they want on buses and trains."
"...that spich that was a vary gud spich...doctr loothr king was a gud gud gud prsun...dont get mad at pipl that has difrint culrd skin....evry budy dusint have black skin and wigt skin. im happy are you happy cuz i am."
"Back then some schools were only for white children. Other schools were olny for African American children. this way children were segregated from each other."
"It's against the law to keep people apart..."
"today: people can sit wherever they want. you might make a new friend the next time you are on a bus or a train!"
2.5 Students understand the importance of individual action
and character and explain how heroes from long ago and the
recent past have made a difference in others' lives.
To kick off this inspiring unit we learned about the great American Dr. Martin Luther King Jr. Following the lesson, the children did a five minute 'free-write'. Here are some of the unedited, and very precious, journal entries of my students:
"Ther were unpher lawrs. Today we are equel. He had a dream. Dr. King was good ."
"There were unfair laws. Martin had a dream. There were 2 water fountains one for black people and one for white people. Then he was born the one who changed our lives. Martin Luther King Jr. Not everyone liked his plan. Some people burned down his house just becuase of his plan and then a few years later he said I don't want my children to be judged by the color of their skin! I want them to be judged by their own caricter! Right! everyone cheered. Then it became true. Restraunts let all people in. libarys, schools, and everything!"
"They codnot shar water fountains."
"When Dr. king was around white people sat in the front of the bus. today people can sit wherever they want on buses and trains."
"...that spich that was a vary gud spich...doctr loothr king was a gud gud gud prsun...dont get mad at pipl that has difrint culrd skin....evry budy dusint have black skin and wigt skin. im happy are you happy cuz i am."
"Back then some schools were only for white children. Other schools were olny for African American children. this way children were segregated from each other."
"It's against the law to keep people apart..."
"today: people can sit wherever they want. you might make a new friend the next time you are on a bus or a train!"
Tuesday, December 30, 2008
Second Graders Learn to Research
Research:
v. 'to study thoroughly.'
n. ' scholarly investigation; close, careful study.'
Over the last few weeks my second graders have been learning what it means to 'research', thanks to the help of dedicated parent involvement and high-interest topics.It all started with a visit from a father of one of my students who is a park ranger. He brought in animal pelts and other hands-on learning tools to spark the interest of my students.'Ranger Pat' did an awesome job of sharing valuable information with a fun, interactive presentation that catapulted us into the research zone!
After that, each student chose an animal they wanted to study.The ground rules for this in-class project were simple...
1. Read everything you can find about your chosen animal.
2.Name and classify your animal; whether it be a vertebrate or invertebrate, warm-blooded or cold, along with other defining characteristics.
3. Make a poster that shares at least four facts you've learned as you've researched, with either a photo or drawing of your animal.
4.Finally, share what you've learned with the class!
Suddenly every library visit and computer lab lesson became another opportunity to learn more about animals. Even 'Friday Freetime' transformed into 'animal research study hall'! The kids were actually begging for more time to work!
When the class returns from winter break next Monday they will pick up where they left off and continue this project through the month of January. propelled by a natural, high-interest motivational topic: THE STUDY OF ANIMALS!
v. 'to study thoroughly.'
n. ' scholarly investigation; close, careful study.'
Over the last few weeks my second graders have been learning what it means to 'research', thanks to the help of dedicated parent involvement and high-interest topics.It all started with a visit from a father of one of my students who is a park ranger. He brought in animal pelts and other hands-on learning tools to spark the interest of my students.'Ranger Pat' did an awesome job of sharing valuable information with a fun, interactive presentation that catapulted us into the research zone!
After that, each student chose an animal they wanted to study.The ground rules for this in-class project were simple...
1. Read everything you can find about your chosen animal.
2.Name and classify your animal; whether it be a vertebrate or invertebrate, warm-blooded or cold, along with other defining characteristics.
3. Make a poster that shares at least four facts you've learned as you've researched, with either a photo or drawing of your animal.
4.Finally, share what you've learned with the class!
Suddenly every library visit and computer lab lesson became another opportunity to learn more about animals. Even 'Friday Freetime' transformed into 'animal research study hall'! The kids were actually begging for more time to work!
When the class returns from winter break next Monday they will pick up where they left off and continue this project through the month of January. propelled by a natural, high-interest motivational topic: THE STUDY OF ANIMALS!
Monday, November 10, 2008
Second Graders ROCK when it comes to Geography!
I'm amazed at the geographical learning curve I've seen in my second graders over these last two and a half months! We've just finished a unit called "Families Now and Long Ago". Through the study of our family histories and the various countries from which our families descended, we studied world geography and an appreciation for each culture represented. Every student completed a poster report based on a country from which their ancestors immigrated and shared their report in front of the class.
Korea,Philippines,Russia,England,Scotland,Ireland,Italy,Portugal,Spain and Mexico...what a wealth of heritage resides amongst us! As we concluded the unit, many of these kids voluntarily shared what they've learned about their family heritage in front of 40-plus adults at our annual family feast. With public speaking being hailed as a #1 fear for so many, I was amazed at the grace and ease with which these second graders communicated! Congratulations and thank you for sharing your new excitement about world geography. May this be one important building block in the development of your communication skills and love of learning!
Korea,Philippines,Russia,England,Scotland,Ireland,Italy,Portugal,Spain and Mexico...what a wealth of heritage resides amongst us! As we concluded the unit, many of these kids voluntarily shared what they've learned about their family heritage in front of 40-plus adults at our annual family feast. With public speaking being hailed as a #1 fear for so many, I was amazed at the grace and ease with which these second graders communicated! Congratulations and thank you for sharing your new excitement about world geography. May this be one important building block in the development of your communication skills and love of learning!
Saturday, September 27, 2008
LIFE CYCLES
We just wrapped our unit on Plant Life Cycles. We learned that a plant's life cycle describes how long a plant lives or how long it takes to grow, flower, and set seed. While plant life cycles are continuous, the study of a plant life cycle begins with the seed. (Though we introduced the seed as a plant part that can grow into a new plant, it is important that children understand that plants can also grow from cuttings, bulbs, tuber pieces, or runners.) Some seeds have an outer layer called a seed coat, which provides protection and nourishment for the baby plant inside. When a seed germinates, a small root begins to grow downward and a shoot grows upward. When the shoot breaks the surface, the plant is called a sprout. The sprout uses water and nutrients from the soil along with sunlight and air to grow and change into a seedling. It's been a joy to watch your children learn about plants. I was amazed by their excitement when we planted the lima bean seeds and watched them sprout! How wonderful to find joy in the simple yet profound gifts of nature. May we always be amazed!
Wednesday, August 13, 2008
Second Grade GEOGRAPHY Lessons:
Your second grader is beginning to learn about the fascinating study of geography!We're starting off by learning a little bit about each of the seven continents and the oceans surrounding them.
A continent is defined as a large unbroken land mass completely surrounded by water, although in some cases continents are (or were in part) connected by land bridges. The seven continents are North America, South America, Europe, Asia, Africa, Australia, and Antarctica.
Our first stop is North America...Yes, we are talking about our homeland, The United States, as well as Canada and Mexico, right?? A lesser known fact is that the Caribbean Islands, Central America, and Greenland are also considered part of North America.
I hope you have an opportunity soon to open an atlas with your child and explore together. This is a wonderful way to build and extend vocabulary in a natural setting.
If you are like me, you'll learn something new along with the kids!
Sunday, July 13, 2008
Lessons from Thomas Edison
One of the amazing people we will learn about in second grade is Thomas Edison, considered one of the most prolific inventors in history, holding 1,093 U.S. patents in his name, as well as many patents in the United Kingdom, France and Germany.
Here are a few quotes that illustrate the dynamic thought process of a person who used his talents for the benefit of others.
* Genius is one per cent inspiration and ninety-nine per cent perspiration. Accordingly, a ‘genius’ is often merely a talented person who has done all of his or her homework.
*Time is really the only capital that any human being has and the thing that he can least afford to waste or lose.
* If parents pass enthusiasm along to their children, they will leave them an estate of incalculable value.
* If I find 10,000 ways something won’t work, I haven’t failed. I am not discouraged, because every wrong attempt discarded is often a step forward.
* The first requisite for success is to develop the ability to focus and apply your mental and physical energies to the problem at hand - without growing weary. Because such thinking is often difficult, there seems to be no limit to which some people will go to avoid the effort and labor that is associated with it.
* There is no substitute for hard work!
Here are a few quotes that illustrate the dynamic thought process of a person who used his talents for the benefit of others.
* Genius is one per cent inspiration and ninety-nine per cent perspiration. Accordingly, a ‘genius’ is often merely a talented person who has done all of his or her homework.
*Time is really the only capital that any human being has and the thing that he can least afford to waste or lose.
* If parents pass enthusiasm along to their children, they will leave them an estate of incalculable value.
* If I find 10,000 ways something won’t work, I haven’t failed. I am not discouraged, because every wrong attempt discarded is often a step forward.
* The first requisite for success is to develop the ability to focus and apply your mental and physical energies to the problem at hand - without growing weary. Because such thinking is often difficult, there seems to be no limit to which some people will go to avoid the effort and labor that is associated with it.
* There is no substitute for hard work!
Saturday, June 14, 2008
Paired Reading
Most second graders have moved through the beginning stages of
reading and are now working on reading smoothly and focusing on
meaning. I'd like to recommend 'paired reading' as a powerful
motivator to boost your child's literacy growth.
"Paired Reading" is a practice strategy that helps children improve
their reading skills. It combines two powerful techniques:
*the tutor and the child read aloud together
*the tutor lets the child read independently while providing
encouragement and supportive coaching.
1.) Start out by agreeing on a set time each day to read
together for about 10 to 15 minutes.
2.)Begin each session by reading an 'old favorite' followed by a new read.
(A trip to the local library will help you to stock up on
early reader chapter books that your child helps select.)
3.)Use a starting signal(i.e.-shoulder tap)
for"together reading",where you both read the text aloud.
You will have to adjust your speed while modeling natural flow.
4.) If your child hesitates or misses a word just give
the correct pronunciation and the definition,instead of sounding out.
5.) Your child may 'shoulder tap' you at anytime to signal the desire to read independently. A second tap would signal adding your voice in choral reading once again.As the tutor,your job is that of a cheerleader,making positive comments and offering support as needed.
6.) When finished,have a simple, relaxed conversation
about what has been read.Then add the newly enjoyed book to your
child's collection of old favorites.
If this type of program is used in your home everyday
for the next 6 weeks I think you will see awesome results!
reading and are now working on reading smoothly and focusing on
meaning. I'd like to recommend 'paired reading' as a powerful
motivator to boost your child's literacy growth.
"Paired Reading" is a practice strategy that helps children improve
their reading skills. It combines two powerful techniques:
*the tutor and the child read aloud together
*the tutor lets the child read independently while providing
encouragement and supportive coaching.
1.) Start out by agreeing on a set time each day to read
together for about 10 to 15 minutes.
2.)Begin each session by reading an 'old favorite' followed by a new read.
(A trip to the local library will help you to stock up on
early reader chapter books that your child helps select.)
3.)Use a starting signal(i.e.-shoulder tap)
for"together reading",where you both read the text aloud.
You will have to adjust your speed while modeling natural flow.
4.) If your child hesitates or misses a word just give
the correct pronunciation and the definition,instead of sounding out.
5.) Your child may 'shoulder tap' you at anytime to signal the desire to read independently. A second tap would signal adding your voice in choral reading once again.As the tutor,your job is that of a cheerleader,making positive comments and offering support as needed.
6.) When finished,have a simple, relaxed conversation
about what has been read.Then add the newly enjoyed book to your
child's collection of old favorites.
If this type of program is used in your home everyday
for the next 6 weeks I think you will see awesome results!
Friday, June 13, 2008
Welcome!
I am finally up on the times and have a blog!
I will be posting info from the classroom, special events, and my insights on a monthly basis.
Thanks so much for reading and I look forward to hearing your responses also!
-Janie Potter
I will be posting info from the classroom, special events, and my insights on a monthly basis.
Thanks so much for reading and I look forward to hearing your responses also!
-Janie Potter
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