Pockets of Words

I have several half-finished posts of the last few weeks. It has been a bit crazy. I am working on writing up the lessons I have done, with learning objectives and GLE’s and then reports on the students progress– all for the beginning of the winter semester. When finished, I will post excerpts on the rest of my lessons.

In the past few weeks, we have done many exciting things. In summation:

Tuesday- special ed and 2nd grade
We have been working on the building blocks of writing. We began with words, and then moved on to identifying writing conventions in sentences and finally in paragraphs. It’s tough for this group. Many of them have reading problems; spelling is very tricky also. They are very bright and want to see things, but get frustrated in the process. They can write in sentences, but don’t understand the why’s or how’s, so we have been moving backwards in order to move forwards, talking about writing like a map to others understanding us. They are not yet to the point of writing longer pieces in paragraphs, but I hope when we get there, they will understand it, not just do it. In the meantime, they seem invested and engaged and I love working with them.

This past week, we made paper snowflakes, which most had never done before, so it was fun to show them that. We had spent the previous week working on “winter words” and completing the sentences “Snow looks like…” and “Snow feels like…” as part of our work with description. Before we made our paper snowflakes, they were asked to write on notecards why they liked winter and what snow feels like. Our brainstorming from last week was up for reference. Once they did that, we made decorations stringing the notecards (or other writing about snow) from the snowflakes. I ook some pictures, which I’ll upload at some point.

Tuesday Biography Group– 6th grade
In recent weeks, behavior and focus has been tricky with this group. They seem engaged in the ideas, and will write quietly for a while, but they are easily distracted. I have to give them assigned amounts or I only see one paragraph or a few sentences– none of which remotely begins to display their thoughts or ideas. we keep talking about it, but not enough seems to be at stake, or they seem to not want to communicate badly enough. I have toyed with thoughts about this– maybe a self-conscious age, maybe simply not liking the work, maybe being “first” to finish still has some value for them. It’s strange, because the other half of their class that I see on Thursday does not have this problem, and I have yet to encounter it with other groups– even though I have taught the same age for several years. I am beginning to wonder if it’s just the group dynamics– still, it’s a problem for me to keep an eye on.

That being said, we have continued to work with the genre of biography. We have read biography excerpts, brainstormed about what info. to include, and begun listening exercises, for them to pick out important parts and try to re-tell the story of someone’s life– as they will do with our real-life speakers. I verbally told them the biography of Sojourner Truth. They listened and took notes and then wrote about her, reconstructing it all. Many got the idea of creating a story with a character and a plot and a plight, seizing on the meaty details. I think they get it and are finally ready to really roll with some live guests. We are also hoping to soon have Liberian penpals.

Thursday 5th and 6th grade
These groups continue to be easy and so so engaged. Due to schedule complications this week, we had shortened amounts of time, so I went to their rooms instead, as it took less transition time and I wanted teacher involvement. Last week we had written about gifts we received and discussed what it means to communicate our thanks. This week, I showed them how to make origami “cups”, which really look to me like beautiful envelopes (thanks to Martha for teaching me!). I bought beautiful origami paper and strings and beads. I had made several examples ahead of time. So I went in and introduced them to origami and jogged their memories about haiku, making a connections about Japanese culture. Then we discussed that the paper cups was a lovely decoration for the holidays (for trees), for their doors, for gifts, or a nice way to slip a note or message to someone.

The kids seemed to love it and everyone got into it. In Ms. P’s 5th grade, I worked with the whole class, as there are usually just three who don’t come to me. It was fun to include them. Ms. P. worked alongside of us and then helped the kids, which was awesome. It was so great to leave the room with them all making something. Since Martha has showed me how, I have slipped poems into those little envelopes a lot, so I know it is something they will do– so easy and elegant. It was a nice holiday craft with some writing to it. And I really liked working with Ms. P., who is new to the school this year.

On a different note, I went yesterday to the children’s “Christmas Songfest” as it was called, which was lovely. They worked so hard and did such a good job. The interesting thing was how many parents and grandparents attended– it was standing room only. I have been to every performance, awards assembly and spelling bee since the R4W opened and I have never seen more than 15 or 20 parents. It’s the middle of the day and most work, but it was packed. I’d say easily 100 adults there, which made me proud to see. But it proved, if their kids is performing and they know it, they will come. It made me think we should do a huge reading at the end of the year. Not everyone will be able to read, but we can work something out. I’d love for their parents to see what they are capable of and how very good they are.

More lesson info soon, and I’ll be back in class the 2nd week in Jan.