I haven't been able to post lately because I still don't have internet (or cable) in my new apartment. I wanted to post this last week . . .
So I recently started centers with my second graders and one of the centers is the Writing Center. Students can choose what they want to do at the center as long as they are writing. One of the things they can do it write a letter to someone. We were brainstorming who they could write to and one of the girls suggested their old ESL teacher. All of the kids chimed in that they were going to write to her too. Here are some of the letters they wrote.
I miss you so much. Even when you write to me I feel real sad because I want to see you. Ms. G I want to see you in school again because your the only ESl teacher that's funny and The only esL teacher who likes to play with her students.
We want you to come back. I wish I was with you.
I have been learning alot but it's not so much fun to learn aney more please come back
You would think that my feelings would be hurt that "learning isn't fun aney more" or that Ms. G is the only "funny" (fun??)teacher. I have heard from other teachers that Ms. G was really good. I can tell by the things that she left in her room for me and the organization that she must have been. The kids really loved her and I think that is great. Last week I thought to myself that I know the kids do like my class they just haven't gotten to know me for long enough to really love me. The next day one of the students wrote a letter to me telling me that there are so many fun things to do in my class. (They really love centers.) The real proof that they enjoy ESL though was today when I picked up the students all of them were in different "special classes" (gym, library, computers) and all of the kids came running when they saw me at the door. They didn't care at all that they were missing their "fun" classes.
Showing posts with label Centers. Show all posts
Showing posts with label Centers. Show all posts
Monday, October 16, 2006
Thursday, September 28, 2006
Our First Day of Literacy Centers
Things are finally coming together. This week I've been picking up most of my kids and by next week my program should be in full swing.
And I am sooo ready. This week I did running records on all of my kids to get their reading level. Then I made up guided reading groups and schedules. I'm now putting the final touches on my centers so that I can start guided reading as soon as possible. Resources that I've read say to wait about six weeks before starting guided reading so that students know the procedures for centers, how to rotate, what to do, who to go to for help, etc. While I am doing guided reading the students have to be able to do centers and rotate with minimal direction. I know this is a huge task but I don't have six weeks to wait to start helping my students grow their reading levels (I have 5th graders on a kindergarten level!!). So, I'm going to teach centers procedures and routines as quickly as possible. (Two weeks maybe?) I'm thinking that with only 10-12 kids (not a full class of 30) it should be manageable.
I got started with the process today. I'm so excited to have "opened" my first center. I did it with the second grade group. First we did our morning message which talked about how exciting it was to open our first center--the Drama Center. Then I read aloud The Little Red Hen (for the second time). I involved the students in the story by giving them character puppets (color photo copies from the book) to hold up when I read their characters part. Students chimed in when I read "'Not I,' said the dog." Then next step was to have two students come up to the front and demonstrate what to do when they went to the Drama Center. First they had to decide who would be the Hen and who would be the other three characters. Then, they retold the story using the cut outs. Next, I moved the cut-outs to the Drama Center and let students try it out two at a time. While they were doing that they rest of us stayed in the Library (or the "Reading Center") reading books. (Later, when I officially open the Reading Center, I'll show them all of the stuff they can do there such as using the whisper phones, how to share pillows and chairs, using our "Book Talk" wall, etc.) I also had two students at the writing center drawing a picture about the story and writing something about it. (Again, I didn't show them everything they could do at the center just yet. For now the focus is on learning the Drama Center).
So now all of the students know how to use our first center (we'll have to review procedures of course). I'll open centers one by one until they know the main centers that we'll be using. Finally, we'll practice rotating, working in the centers, and using the management board for a few days before I pull guided reading groups. I'm so excited that I started the first step in this process today. And it went really well. The kids were excited about starting centers and they were well behaved.
(As a side story, I have one kid, Jose, who had been asking me when we would start centers every day this week. After we went through this whole process he asked "Now are we going to do centers?" "We were just doing centers," I told him. "No, I mean centers with the pillows. And we get cookies." Right, I did tell him that when we started Centers we would get to use the pillows--not during Message Time and not today because we were leaning the Drama Center. As for the cookies, it sounds as if the old ESL teacher used to give them cookies on their way out the door. And here I thought he was so thrilled to do centers.)
A few things about the Drama Center . . . Another name for it would be the "Story Retelling Center." That's really what the kids are getting ot of it. They are practicing sequencing the story, remembering the parts, the characters, the beginning/middle/end of the story etc. For my ELLs I think it is great because it gives them the chance to practice oral language skills too. And, another thing I'm so excited about is that my student in the group who is a real newcomer (speaks no English) was able to successfully participate in the center. I paired him with a more advanced student who did the part of the Little Red Hen while he did the other three characters. All he had to do was hold each one up and say "Not I, said the cat," "Not I, said the dog, "Not I, said the mouse." He'd heard those lines so many times during the read aloud (and participated as well) that he was able to be successful in the center.
The next center to open is the "Writing Center." Bernie the Bear (a stuffed animal who lives at the Writing Center) has written the class a letter and invited them to write back. That and other fun activities are in store for them next time.
And I am sooo ready. This week I did running records on all of my kids to get their reading level. Then I made up guided reading groups and schedules. I'm now putting the final touches on my centers so that I can start guided reading as soon as possible. Resources that I've read say to wait about six weeks before starting guided reading so that students know the procedures for centers, how to rotate, what to do, who to go to for help, etc. While I am doing guided reading the students have to be able to do centers and rotate with minimal direction. I know this is a huge task but I don't have six weeks to wait to start helping my students grow their reading levels (I have 5th graders on a kindergarten level!!). So, I'm going to teach centers procedures and routines as quickly as possible. (Two weeks maybe?) I'm thinking that with only 10-12 kids (not a full class of 30) it should be manageable.
I got started with the process today. I'm so excited to have "opened" my first center. I did it with the second grade group. First we did our morning message which talked about how exciting it was to open our first center--the Drama Center. Then I read aloud The Little Red Hen (for the second time). I involved the students in the story by giving them character puppets (color photo copies from the book) to hold up when I read their characters part. Students chimed in when I read "'Not I,' said the dog." Then next step was to have two students come up to the front and demonstrate what to do when they went to the Drama Center. First they had to decide who would be the Hen and who would be the other three characters. Then, they retold the story using the cut outs. Next, I moved the cut-outs to the Drama Center and let students try it out two at a time. While they were doing that they rest of us stayed in the Library (or the "Reading Center") reading books. (Later, when I officially open the Reading Center, I'll show them all of the stuff they can do there such as using the whisper phones, how to share pillows and chairs, using our "Book Talk" wall, etc.) I also had two students at the writing center drawing a picture about the story and writing something about it. (Again, I didn't show them everything they could do at the center just yet. For now the focus is on learning the Drama Center).
So now all of the students know how to use our first center (we'll have to review procedures of course). I'll open centers one by one until they know the main centers that we'll be using. Finally, we'll practice rotating, working in the centers, and using the management board for a few days before I pull guided reading groups. I'm so excited that I started the first step in this process today. And it went really well. The kids were excited about starting centers and they were well behaved.
(As a side story, I have one kid, Jose, who had been asking me when we would start centers every day this week. After we went through this whole process he asked "Now are we going to do centers?" "We were just doing centers," I told him. "No, I mean centers with the pillows. And we get cookies." Right, I did tell him that when we started Centers we would get to use the pillows--not during Message Time and not today because we were leaning the Drama Center. As for the cookies, it sounds as if the old ESL teacher used to give them cookies on their way out the door. And here I thought he was so thrilled to do centers.)
A few things about the Drama Center . . . Another name for it would be the "Story Retelling Center." That's really what the kids are getting ot of it. They are practicing sequencing the story, remembering the parts, the characters, the beginning/middle/end of the story etc. For my ELLs I think it is great because it gives them the chance to practice oral language skills too. And, another thing I'm so excited about is that my student in the group who is a real newcomer (speaks no English) was able to successfully participate in the center. I paired him with a more advanced student who did the part of the Little Red Hen while he did the other three characters. All he had to do was hold each one up and say "Not I, said the cat," "Not I, said the dog, "Not I, said the mouse." He'd heard those lines so many times during the read aloud (and participated as well) that he was able to be successful in the center.
The next center to open is the "Writing Center." Bernie the Bear (a stuffed animal who lives at the Writing Center) has written the class a letter and invited them to write back. That and other fun activities are in store for them next time.
Wednesday, August 30, 2006
We have to go to school tomorrow??
So I did go into my classroom everyday this week. (Sorry to those of you who suggested that I not, but I am still a very new teacher going to a new school and I needed the chance to sort through a retired teacher's things, organize furniture, and just get a sense of the place. I'm sure that when I've been teaching for ten years I won't need to do that anymore. And just in case you were wondering, no I certainly did not do it to kiss up to the administration.) Having said that, I didn't spend nearly as much time in my room as I had hoped to. Monday was the biggest day I arrived around 11:00 and stayed until 5:30. It took me ages to set up the furniture just how I wanted it with centers and the library as the focus of the room, etc. Tuesday I showed up in the afternoon and only stayed about an hour and a half because I had to run to my event at the Heritage House. Today I decided to take care of some last minute things before going into school. I also wanted to take my last opportunity to sleep in on a weekday so I didn't get the early start I had hoped for. I had to go to my old school and load up my stuff and bring it to the new one. I saw my TFA friends there. I thought I would be really sad to leave them but seeing my old room I was just sooooo happy that I don't have to spend another year in there. Seriously. So. Happy. By the time I got to my new school it was 4pm and the principal had already left so the janitor would only let me put my stuff in the auditorium. I really wanted to get a few hours of work in but I guess it will have to wait for tomorrow.
I am very much in denial that school is starting tomorrow. I mean seriously, I have to set my alarm tonight? I have to get up at 6am? I know that I am going to school tomorrow but it doesn't feel like school is starting.
I am very much in denial that school is starting tomorrow. I mean seriously, I have to set my alarm tonight? I have to get up at 6am? I know that I am going to school tomorrow but it doesn't feel like school is starting.
Friday, August 18, 2006
Last Weeks of Summer
So it's now the home stretch until school starts. I must admit, I haven't really done much to prepare for the upcoming year. The two workshops that I attended did put some ideas in my head so I kind of know where I want to go but I haven't really had time to think things through and get some real planning done. My excuse is that I've had a lot of grad school work to do. (Online courses are much more labor intensive than the in person classes). I just have two papers left to finish, one due Sunday and the other Wednesday. After that, I'm free to focus on next year.
This year I feel like I am starting all over. Not only am I going to a new school so I don't know entirely what to expect, but I plan on doing things a lot differently than last year. I had such small groups last year that I could get away with minimal planning. A lot of what I did in class was actually working one on one with students. Next year that won't be the case. My main structures for class next year are going to be read alouds, centers, writing workshop, and something I learned at the CLI institute called Message Time Plus. I will put those elements together to form a sort of literacy block. There is still so much to think about and plan though. And, I've never done writer's workshop so I am kind of worried about that.
Next week I hope to sketch out some ideas for routines, organization and planning. The week of the 28th I plan to be in my classroom getting set up the whole week. Then the next week school starts. Seriously, where did the summer go??
This year I feel like I am starting all over. Not only am I going to a new school so I don't know entirely what to expect, but I plan on doing things a lot differently than last year. I had such small groups last year that I could get away with minimal planning. A lot of what I did in class was actually working one on one with students. Next year that won't be the case. My main structures for class next year are going to be read alouds, centers, writing workshop, and something I learned at the CLI institute called Message Time Plus. I will put those elements together to form a sort of literacy block. There is still so much to think about and plan though. And, I've never done writer's workshop so I am kind of worried about that.
Next week I hope to sketch out some ideas for routines, organization and planning. The week of the 28th I plan to be in my classroom getting set up the whole week. Then the next week school starts. Seriously, where did the summer go??
Saturday, February 11, 2006
4th Grade Reading Centers
My group of fourth graders comes to my room four times a week for a 90 minute block. This is my most consistent group as I see them at the same time each week. One of my goals for this group is to increase their reading levels so just before the Christmas break I started a sort of "Centers" rotation. In the first 15 minutes of the lesson I do a "mini lesson" where I tell them what they will be working on at the centers or I model a skill for the reading or writing center. Then they rotate between the Independent Reading, Writing and Conferencing centers which are 20 minutes each. Then the last 15 minutes of class we share about a book or do exit slips or something to wrap up the class.
So far this set up is working really well. We do the centers two out of the four periods that we meet. I really like it because the conferencing center gives me time to work one on one with students (I only have three in this group). One of the students is on a mid first grade reading level so I am helping him with sight words, phonics, spelling patterns and reading fluency. The other two students are on a fourth grade level but one seriously lacks comprehension. While the other does pretty well, he needs someone to push him to work hard and read books that will advance his level. I'm lucky that I only have three students so I can really differentiate by making different graphic organizers and activities for each student for each center.
The students definitely notice that they are not all working on the same things at centers. I've spent a good deal of time talking to the students about how each student is working on what they need to become better readers. The main issue is with the one student who is on a first grade level. He feels embarrassed to be reading "baby books" and the other kids see me working with him on sorting words by short vowel sounds and yell out from their center "That's easy!" Of course then he hears me trying to get a student to identify the main idea and (having been listening in) he says (correctly) "That's easy. It's . . ." I just keep telling them that every one is different and needs help with different things.
To try to motivate my lowest reader, I showed him a book that is on the level that I want him to be at by the end of the year. I told him that if we worked hard he would be able to read this book on his own. He wanted to try it right away so I let him. He was barely able to read a paragraph. I told him that I see him trying and that he'll definitely be able to master this book by June. I think that that book will be a sort of marker of his progress.
The main thing that is stopping this from being a perfect situation is that the students don't really like doing the centers. They always complain when it is a centers day. I'm not really sure why they don't like it. Maybe because they are expected to work quietly and independently for a full 60 minutes? A couple of other kinks that I am working out are planning something for the writing center that takes them a full 20 minutes so they don't finish early and finding enough books that are on students' correct levels (I have a really small library). I also talked to my mentor and we discussed making some of the centers activities seem more fun. One idea of hers was to make a mobile with the main idea and key details hanging on string from a hanger. They could go for that. I'll have to think about some other ideas as well.
I am determined to keep this up until the end of the year in any case. I know that the one on one time has been the most beneficial thing that we've done all year. I am already starting to see progress with my lowest level student.
So far this set up is working really well. We do the centers two out of the four periods that we meet. I really like it because the conferencing center gives me time to work one on one with students (I only have three in this group). One of the students is on a mid first grade reading level so I am helping him with sight words, phonics, spelling patterns and reading fluency. The other two students are on a fourth grade level but one seriously lacks comprehension. While the other does pretty well, he needs someone to push him to work hard and read books that will advance his level. I'm lucky that I only have three students so I can really differentiate by making different graphic organizers and activities for each student for each center.
The students definitely notice that they are not all working on the same things at centers. I've spent a good deal of time talking to the students about how each student is working on what they need to become better readers. The main issue is with the one student who is on a first grade level. He feels embarrassed to be reading "baby books" and the other kids see me working with him on sorting words by short vowel sounds and yell out from their center "That's easy!" Of course then he hears me trying to get a student to identify the main idea and (having been listening in) he says (correctly) "That's easy. It's . . ." I just keep telling them that every one is different and needs help with different things.
To try to motivate my lowest reader, I showed him a book that is on the level that I want him to be at by the end of the year. I told him that if we worked hard he would be able to read this book on his own. He wanted to try it right away so I let him. He was barely able to read a paragraph. I told him that I see him trying and that he'll definitely be able to master this book by June. I think that that book will be a sort of marker of his progress.
The main thing that is stopping this from being a perfect situation is that the students don't really like doing the centers. They always complain when it is a centers day. I'm not really sure why they don't like it. Maybe because they are expected to work quietly and independently for a full 60 minutes? A couple of other kinks that I am working out are planning something for the writing center that takes them a full 20 minutes so they don't finish early and finding enough books that are on students' correct levels (I have a really small library). I also talked to my mentor and we discussed making some of the centers activities seem more fun. One idea of hers was to make a mobile with the main idea and key details hanging on string from a hanger. They could go for that. I'll have to think about some other ideas as well.
I am determined to keep this up until the end of the year in any case. I know that the one on one time has been the most beneficial thing that we've done all year. I am already starting to see progress with my lowest level student.
Wednesday, December 14, 2005
Random Tidbits
It's been a little while since my last post. Lately I either haven't had anything to say or I've just been too tired to sit down and write. So, here's a little update from the last week.
My supervisor from the region (I can't remember her acronym) came to see me for the third time this year. This was the first time that she stopped by when I didn't have a class. She stayed and talked to me for two and a half hours! I'd like to say that it was really great and she helped me a lot, but actually, I felt like she was talking to herself most of the time. I'm not sure exactly what her role is. Is she there to make sure I'm doing what I'm supposed to? (She said she wasn't.) Or is she there to help me with instruction? (She didn't do that at all.)
Anyway, there were actually two good things that came out of the conversation. The first was when I asked about observing some other ESL teachers. I told her that I wanted to visit some other K-8 Pull-out teachers so that I can see what they are doing, how they have their rooms set up, what they are teaching, etc. She gave me some names and has since introduced me to some teachers. Hopefully I can get those observations set up soon.
The other good thing was that we got to discuss the ridiculous room situation that I have. (On her previous visits she hadn't realized that I was sharing my room with two other people. As if I would divide my already small classroom in half by choice.) I told her about all of the disruptions that I have been having in my room and she was appalled. When I was at the regional office last week we both spoke to the head of the ELL department and they are planning a visit to my school next week. (I have my fingers crossed but I'm not expecting any miracles).
* * *
In other news, I am now a co-adviser to the 8th grade yearbook at my school. One of the 8th grade teachers (and fellow TFAer/friend) got a yearbook in her box with a post-it on it saying in effect that she was the new yearbook advisor. (The post-it did ask her to "accept" the position, but clearly this task was being handed to her since she was a new teacher who wouldn't rebel and say no.)
I offered to help her out. Actually, I'm REALLY excited about this. I worked on both my junior high and high school yearbooks. I have a lot of great memories of yearbook camp, photo shoots, and rushing to get pages in before a deadline. And now I have a book to show for all that work. I can't wait to get started leading these eight graders to produce a book of their own.
My co-adviser and I haven't had a chance to meet and start planning yet but we have some time since we're not allowed to start with the kids until after the ELA test. I am slightly concerned about how we're supposed to produce an entire book in just two to three months but I have to remind myself that this isn't going to be an award winning high school book. Still, I have seen the books from the past years and I know that anything we do will greatly surpass what they have done in the past. The books left a lot to be desired with some pages completely lacking pictures and several pages completely devoted to teachers and administrators. I want the kids to know that this is *their* book about *their* 8th grade year. It's not about teachers' inspirational quotes or 8th graders' thank yous to the administrators.
Producing this book is going to be a ton of extra work for both of us (advisers) but it will be worth it. And, as a bonus, we get to use the 37 1/2 minutes after school which means I won't have to plan for "small group instruction" (which by the way would be more students than I usually teach).
* * *
Today I went to the monthly ESL professional development. The topic of the meeting was the new "Science Initiative" in the region. Basically the science people got together with the ELL people and decided that we should try to teach language in the context of science for the benefit of all. Last year was all about the "Math Initiative" and we were told that we shouldn't forget about that. The presentation consisted of a quick run down of what the science initiative is followed by what's hard/easy for ELLs in science. Then we did a *40 minute* jigsaw activity to model what we could do with our kids. Then the meeting promptly ended.
There was no discussion of how we are suppose to teach science in ESL. I understand teaching language through content areas but where in my schedule do I do this? Do I devote a period a week to science, half of the periods, all the periods, or maybe simply use science books for a read aloud? All of these questions were running through my head as they were bringing the meeting to a close without time for Q&A. I asked after the meeting and, after giving me a look as if this were obvious, they told me that this was just a suggestion. If we want we can try it out and see how it works for us but if not that's ok too. They are not mandating anything.
The meeting actually got me thinking that I might be able to try this out with my fourth grade group. Right now I see them for four 90 minute blocks a week. I just started do reading groups (or centers) with them this week (for two periods a week). For the other two periods I could use science as my content area to teach vocabulary, language and writing skills. I think this would be fun for the kids, give me a focus on what I can do for unit themes, and hopefully help the 4th graders on their science exam in the spring.
During the first part of the meeting we had a presentation from a sales rep who showed us some really great materials to use in our classroom. Coincidentally (or not) they introduced a new science kit with Fountas and Pinnell leveled readers in them as well. I'm going to talk to my principal about ordering the science stuff. She did recently tell me that I had some money to spend for ESL (actually, I asked) and I'm sure that they will be all about efforts to raise test scores.
What do you think about that Ms. Frizzle?
* * *
I am really looking forward to going home for Christmas. I haven't been home since TFA induction in June so I haven't seen most of my family since then. And, as a bonus, the weather will be 20 to 40 degrees warmer there. That said, I'm not in a total pre-Christmas funk. Actually, I'm feeling pretty good. I've read/seen the graphs showing the slump that first year teachers usually go through leading up to Christmas before then starting to rise again after the New Year. Maybe I already hit that low, or maybe it will come late for me and in January I will be hating life. For now though, I feel like I am finally getting organized and on track. My schedule is now set, I'm planning on a weekly instead of daily basis and I have some idea of what I want to teach until June.
* * *
Lastly, I went to an information session at the TFA office last night about working at the summer institute. It's going to be in NYC this year and for NYC corps members only. As a first year corps member, I'm only qualified to apply for operations director positions (as opposed to instructional positions). There are only six positions available at each institute so it might be pretty competitive. And, institute starts just 5 days after school gets out (staff will get there the day school ends). I'm still thinking about whether or not I will apply. It sounds like an interesting opportunity though.
My supervisor from the region (I can't remember her acronym) came to see me for the third time this year. This was the first time that she stopped by when I didn't have a class. She stayed and talked to me for two and a half hours! I'd like to say that it was really great and she helped me a lot, but actually, I felt like she was talking to herself most of the time. I'm not sure exactly what her role is. Is she there to make sure I'm doing what I'm supposed to? (She said she wasn't.) Or is she there to help me with instruction? (She didn't do that at all.)
Anyway, there were actually two good things that came out of the conversation. The first was when I asked about observing some other ESL teachers. I told her that I wanted to visit some other K-8 Pull-out teachers so that I can see what they are doing, how they have their rooms set up, what they are teaching, etc. She gave me some names and has since introduced me to some teachers. Hopefully I can get those observations set up soon.
The other good thing was that we got to discuss the ridiculous room situation that I have. (On her previous visits she hadn't realized that I was sharing my room with two other people. As if I would divide my already small classroom in half by choice.) I told her about all of the disruptions that I have been having in my room and she was appalled. When I was at the regional office last week we both spoke to the head of the ELL department and they are planning a visit to my school next week. (I have my fingers crossed but I'm not expecting any miracles).
* * *
In other news, I am now a co-adviser to the 8th grade yearbook at my school. One of the 8th grade teachers (and fellow TFAer/friend) got a yearbook in her box with a post-it on it saying in effect that she was the new yearbook advisor. (The post-it did ask her to "accept" the position, but clearly this task was being handed to her since she was a new teacher who wouldn't rebel and say no.)
I offered to help her out. Actually, I'm REALLY excited about this. I worked on both my junior high and high school yearbooks. I have a lot of great memories of yearbook camp, photo shoots, and rushing to get pages in before a deadline. And now I have a book to show for all that work. I can't wait to get started leading these eight graders to produce a book of their own.
My co-adviser and I haven't had a chance to meet and start planning yet but we have some time since we're not allowed to start with the kids until after the ELA test. I am slightly concerned about how we're supposed to produce an entire book in just two to three months but I have to remind myself that this isn't going to be an award winning high school book. Still, I have seen the books from the past years and I know that anything we do will greatly surpass what they have done in the past. The books left a lot to be desired with some pages completely lacking pictures and several pages completely devoted to teachers and administrators. I want the kids to know that this is *their* book about *their* 8th grade year. It's not about teachers' inspirational quotes or 8th graders' thank yous to the administrators.
Producing this book is going to be a ton of extra work for both of us (advisers) but it will be worth it. And, as a bonus, we get to use the 37 1/2 minutes after school which means I won't have to plan for "small group instruction" (which by the way would be more students than I usually teach).
* * *
Today I went to the monthly ESL professional development. The topic of the meeting was the new "Science Initiative" in the region. Basically the science people got together with the ELL people and decided that we should try to teach language in the context of science for the benefit of all. Last year was all about the "Math Initiative" and we were told that we shouldn't forget about that. The presentation consisted of a quick run down of what the science initiative is followed by what's hard/easy for ELLs in science. Then we did a *40 minute* jigsaw activity to model what we could do with our kids. Then the meeting promptly ended.
There was no discussion of how we are suppose to teach science in ESL. I understand teaching language through content areas but where in my schedule do I do this? Do I devote a period a week to science, half of the periods, all the periods, or maybe simply use science books for a read aloud? All of these questions were running through my head as they were bringing the meeting to a close without time for Q&A. I asked after the meeting and, after giving me a look as if this were obvious, they told me that this was just a suggestion. If we want we can try it out and see how it works for us but if not that's ok too. They are not mandating anything.
The meeting actually got me thinking that I might be able to try this out with my fourth grade group. Right now I see them for four 90 minute blocks a week. I just started do reading groups (or centers) with them this week (for two periods a week). For the other two periods I could use science as my content area to teach vocabulary, language and writing skills. I think this would be fun for the kids, give me a focus on what I can do for unit themes, and hopefully help the 4th graders on their science exam in the spring.
During the first part of the meeting we had a presentation from a sales rep who showed us some really great materials to use in our classroom. Coincidentally (or not) they introduced a new science kit with Fountas and Pinnell leveled readers in them as well. I'm going to talk to my principal about ordering the science stuff. She did recently tell me that I had some money to spend for ESL (actually, I asked) and I'm sure that they will be all about efforts to raise test scores.
What do you think about that Ms. Frizzle?
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I am really looking forward to going home for Christmas. I haven't been home since TFA induction in June so I haven't seen most of my family since then. And, as a bonus, the weather will be 20 to 40 degrees warmer there. That said, I'm not in a total pre-Christmas funk. Actually, I'm feeling pretty good. I've read/seen the graphs showing the slump that first year teachers usually go through leading up to Christmas before then starting to rise again after the New Year. Maybe I already hit that low, or maybe it will come late for me and in January I will be hating life. For now though, I feel like I am finally getting organized and on track. My schedule is now set, I'm planning on a weekly instead of daily basis and I have some idea of what I want to teach until June.
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Lastly, I went to an information session at the TFA office last night about working at the summer institute. It's going to be in NYC this year and for NYC corps members only. As a first year corps member, I'm only qualified to apply for operations director positions (as opposed to instructional positions). There are only six positions available at each institute so it might be pretty competitive. And, institute starts just 5 days after school gets out (staff will get there the day school ends). I'm still thinking about whether or not I will apply. It sounds like an interesting opportunity though.
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