I REALLY want to show you the WHOLE thing about this project, but instead I’ll just show you two pictures as a tease for a later story. They’re the pictures of the day for today, but they’ve been in the works since last week at this time. And you know, I think I’m just going to let you wonder. To let the pictures speak for themselves and see what happens….:)
Did you know that sometimes at the end of the school year, kids FORGET that they’re supposed to be nice to each other and follow the rules at their school? That happened to us. So, we sat down and made a chart of #nicethingstodoandsay to help us remember how to show that we care about each other.
Here’s a picture of what it looks like:
We figured that if we could use this chart to help us, then you could, too! So we decided to share it–with our Robinson friends, and even people outside of our school. With kids AND with grown-ups! Anyone can read it and use it to help them show someone they care about them.
We know we are going to use this list. What about you? How will YOU show that someone else matters? What #nicethingstodoandsay will you choose? Leave us a comment, or tweet to us at @jbeardensclass to tell us how it’s working out for you!
As I mentioned in my post, we’ve got guest authors on the blog this weekend! Here’s a post by Ella Marie and Sara. I know they’d LOVE to hear your thoughts on their work! 🙂
On of my favorite finds in recent years is Mystery Skype. I’ve tried it with several classes in several states, and even did a Mystery Skype with my friend Ms. Turken while she was teaching overseas in Ecuador!
As I have written about previously this year, there are many things I have brought from 5th grade with me that I’ve been excited to try with my firsties, and Mystery Skype is one I finally pulled out of the bag this week (mainly because of an invitation from a friend on Twitter to schedule one soon!).
The idea of Mystery Skype is really simple (try to figure out where the other class is located by asking yes/no questions), but it can take some time and practice to get good at it. I knew I needed to practice with my kiddos before our first “real” MS, so I called on my friend Ms. Turken for help again. She was totally game.
I asked her to help us by letting us Skype with her class, and at first I was just going to work out the kinks of having kids come up to the camera, making sure we talked loud enough, etc. Then I thought it could be cool to try to actually do a Mystery Skype…INSIDE of our school! So I asked Ms. Turken to take her kids to a secret place in our building and we would try to figure out where they were located by asking good questions!
Before they called us, we spent some time working out the logistics of how you would even begin to narrow down someone’s location in this big, wide world of ours. Using Google Maps and a map of our school, we had some up-front teaching about continents, countries, states, cities and how to narrow down a location by eliminating the possibilities. We talked about directions and how just asking north, south, east, west can cut out a HUGE part of the world that they are considering. We also talked about landmarks (both natural and man-made), and how these can be helpful in determining a location, as well. When we looked at our Robinson maps, we connected these ideas to the floor our friends might be on, as well as our school “landmarks” they might be near, like the gym, cafeteria, library, elevator or bathrooms. They caught on really quickly, and were excited to get started!
Our friends called us and kiddos got busy! Rm. 202 kids were paired up with a friend, and they worked together to study the map, consider the clues they got from our friends’ answers, and then decide on our next question. Pairs took turns coming up to the computer to ask their question and get the answer.
Our questions went like this:
1. Are you in the basement?–NO
2. Are you on the first floor?–NO
3. Are you on the 2nd floor?–YES (at this point they all knew they could just focus on the sheet that had the 2nd floor on it!)
4. Are you in the NORTH part of the building?–NO (this is the end where we are)
5. Are you in the EAST part of the building?–YES (this part had 5 classrooms in it, so again we narrowed our focus!)
6. Are you near MRS. FRY’S CLASSROOM?–YES
7. Are you in MRS. HONG’S CLASSROOM?–NO (she is next door to Mrs. Fry)
8. Are you in MRS. FRY’S CLASSROOM?–YES!!! YAY!! WE FOUND THEM!!
After a bit of cheering and a few high-fives, we debriefed on how the experience went, as well as what we’d do for the “real” Mystery Skype session in a few weeks. We used the protocol of “plusses” (things we’d do again) and “deltas” (things we’d change). I’d say they had some pretty great insights!
I especially thought the one “watch their actions” was a good idea. It came because of the question we asked about our friends being “near Mrs. Fry’s room.” Millie noticed that Ms. Turkens’ friends were snickering and covering their mouths when they answered, which told her that they were probably IN her room. We agreed that often watching how someone reacts can give clues.
I was beyond impressed with how well both classes of firsties did, and am continually amazed at how well “little” kids do with “big” kid things like blogging, Twitter and Mystery Skype. I’d say it’s proof that you should never underestimate someone because of their size! WAY TO GO, RM. 202 KIDDOS!
I have posted a picture much like this for the last several years:
In the past, it’s been a much bigger map on a different wall (that wall is now our word wall so we had to use a different space), but it serves the same purpose: showing kids all of the connections they’re making on their blogs, Twitter and our class blogs. It’s an amazing feeling to have people you don’t even know read your words and find them interesting enough to talk about. And somehow this seems even more important and amazing for younger learners.
So I need your help! When you read our blog, talk to us on Twitter , or comment on our Kid Blogs, could you please tell us where you’re from so we can add you to our map? We’re excited to start seeing the connections that can be made!
Or “This protocol worked really well with 5th graders and I was dying to see how it would work with my first graders.” The answer? Read to find out! 🙂
When I taught 5th grade, I read about a protocol called List-Group-Label for organizing ideas and learning new vocabulary. Originally the structure was applied to geometry vocab, but I’ve used it with topics in Science and now Social Studies, as well.
First, we needed to explore. So I gave them some maps. And if you have known me for longer than 5 minutes you could probably guess the kinds of maps they were given. Any guesses? See if you can figure it out in the pictures…
(Can you see? It’s the Happiest Place on Earth!)
After they had a chance to explore their maps–well 4 different ones actually–they came to a blank chart like this one and were supposed to add their ideas about what all of the maps had in common:
After they had worked for a little bit…
It looked more like this:
That’s the LIST part of list-group-label. Now, normally with big kids, I have them group the post-its by how they are similar, but for many reasons, I led this next step with my kiddos. After I grouped them, the chart looked like this:
See how they’re in groups now? It was great to see how many similar ideas kiddos came up with! They were spot on with their noticings!
Next came the LABEL step, so I made the post-its into a web so we could see the groups as well as write the labels:
Working together as a class, we decided what each group had in common, and what statement we could make about maps and how they work based on the information. I was IMPRESSED!! These kids had loads of background knowledge about maps and their features, which made our use and study of them easier. This is one reason I LOVE this protocol–it quickly gives me a good idea of the class’ schema on a topic, which helps me know where to go next. They are doing the work and making the connections, which is meaningful work, and they are having fun! Win, win, win for everyone!
Our finished web about maps! Pretty comprehensive, wouldn’t you say? 🙂
Now, I have to focus in on one bubble of this web for a second. Look at this one:
This particular bubble has a great story. One of our friends was gone on the day that we first studied our maps, but returned on the day we were reviewing the web we had made. She said, “Wait, there’s something else you should add!” She proceeded to describe “that thing that’s on there that tells you which way you’re going. You know, like ‘Never Eat Soggy Waffles!’ ” “Of course!” we all thought, and we added a bubble about compass roses. The best part? The chart originally had a big empty space here, so it was like it was waiting for this super-smart addition!
Well, as is always the case in our room, this conversation sparked a great idea for the next step: we needed signs in our room that told us which way was which way. Kiddos quickly got to work in small groups creating direction signs for our walls. Another “best part” of this project? Every single sound in the words NORTH, SOUTH, EAST, and WEST can be figured out by first graders using word wall words, resources in the room or knowledge about sound chunks. ANOTHER win-win as we could connect literacy to our social studies work! 🙂
What smart suggestions for ways to improve our room and give us new resources to help us learn! I LOVE what they look like, too, and how they add to the “kid” feel of our room. KID WORK everywhere! 🙂 Great work, Rm. 202 friends!
If there’s one thing we do well at Robinson, it’s make memories! (Wait, who am I kidding–we do so many things well!) From the Halloween parade to the Holiday Sing-Along and the end-of-year staff vs. 5th grade kickball game–fun is part of our culture! Besides fun, though, we know how to make meaningful memories, too.
Today was one such day. 🙂
It’s Veterans’ Day, and as we have for the last few years, we had a fabulous assembly planned—well Mrs. Kesler and her very talented cohort had a fabulous assembly planned–and our kiddos were a big part of it. They have been working since August and this year it did not disappoint!
The day began in the gym, and once we were all settled, some 5th graders led in a procession of our guests of honor: veterans from every branch of the armed services. I’d love to say I had a video of this, but I just couldn’t take one–partly because of logistics, partly because of respect, but mainly because I wouldn’t have been able to see the buttons on my iPad through the tears in my eyes. Our kids gave a standing ovation while they came in, and sang a medley of all of the branches’ songs. Very powerful.
Then, in turn, each grade level shared a special patriotic song they’d been preparing with Mrs. Kesler in music. I know I’m a little biased, but first grade may have been the best (don’t tell my 2nd grader!). Here’s their performance (get ready–it’s pretty great!):
The rest of the program was very special and included many other songs, as well as videos with words of wisdom from some of our visiting veterans. 🙂
We had some conversations in our classroom as well, and wrote letters to some important veterans in our lives. Mr. Raeber, Nate’s dad, and Mr. Wehrle, Amelia’s grandpa, were both in attendance for our special day and so we wanted to make sure we said our thank yous in a special way. Check out our kiddos’ kind words:
I didn’t get to catch Amelia and Mr. Wehrle because they were at the reception following the ceremony, but I did get to snap a sweet picture of Nate and his dad outside our classroom. Mr. Raeber was in the Navy for 24 years! Thank you for your service, sir! We appreciate you!
A couple of other sweet things happened during our day that I just had to capture and share, too. 🙂 Kylie came in this morning telling me about a special locket she had that held pictures of her grandfather who was a veteran, but who had passed away recently. Her mom had pinned that locket to her sleeve, and so he was here with us, today, too. Wow.
Later on, after our assembly during Writer’s Workshop, kiddos were brainstorming how they could include Veterans’ Day topics in their work. Millie was inspired to write a song. 🙂 Darn it–I should have gotten her to sing it. Instead, I just have the lyrics–written on a flag!
What a great day of celebration and remembrance! 🙂
How did you celebrate Veterans’ Day?
In first grade we have many really important lessons to learn. Some of the most important ones are simply about how to be learners!
We’re lucky to have some well-designed lessons that are part of a program called Second Steps; these are part of the foundation for our work that continues in gr. 3-5 with the Olweus Bullying Prevention Program.
Every week, Mrs. Wilson comes to our room, often accompanied by her friends Puppy and Snail.
Together they have taught us about listening with our whole bodies (including our eyes and ears and brains), how to focus (and we even have attention-scopes for this purpose!), how to use our self-talk to help us do the right thing and keep trying, and also how to be assertive (which is a GREAT BIG word for a first grader with GREAT importance).
Often there are times for students to turn-and-talk, hearing someone else’s ideas about a topic.
Makayla and Sara share ideas with each other in a turn-and-talk conversation.
While I love the time during the day when Mrs. Wilson is here, the lessons she teaches and the songs we learn to help us remember the concepts, my favorite thing is when I see and hear kids applying them outside of those times! I often see kiddos using their attention-scopes to get refocused, hear them use their self-talk to encourage themselves to try again or solve a problem and also hear them being assertive as they “ask for help out loud” (which is a line from The Learner Song we sing).
The lessons are simple, but have staying power and build a STRONG foundation for these learners. Yay Second Steps!
One more thing…check out who showed up in our school pictures and will be in our yearbook this year!:
You may have seen a post floating around Facebook and Pinterest about a STEM Cup Stacking Challenge:
(photo courtesy of corkboardconnections.blogspot.com)
It’s similar to the Marshmallow Challenge that I’ve done several years with my 5th graders: build something really tall with your supplies and your team, using cooperation and problem-solving. Great idea for any group of kiddos, but I especially love it for littler ones who are just beginning to learn about what it takes to work together, try something and have it fail, then rework the plan to try again. This activity fits the focus we have on being gritty, as well as having a growth mindset and trying even when things are hard. And yes, the first time we did it, it was hard. 🙂
Cup Challenge Take 1:
The first time we did this challenge, kiddos had 30 cups, their small group and 12 minutes. Most thought they were done in about 2 minutes, and most used the same strategy. Do you see how all the towers look the same? One thing that also happened during this is talking. Loud talking. And much arguing about what to do next. So when we were finished with this first try, we sat together to talk about it. We talked about plusses (things that went well) and deltas (things we could change next time):
They noticed that our list of things to change was REALLY LONG and go busy thinking of ways to do things differently when we tried it again. (When I mentioned that we could do it again, by the way, there were many cheers from the rug!) Working on the floor instead of tables was suggested, as well as not being able to leave your own team’s spot. We also agreed that they would get one warning about their voices and then any teams that were still loud would have to work the rest of the time in silence. Oh, and one more change was more time–they got 18 minutes instead of 12 (which was really the original plan anyway, we just ran out of time).
Cup Challenge Take 2:
Check out our chart the second time around. They were SO EXCITED about how the columns had changed!
What a change that happened when kiddos reflected on what worked–and what didn’t–and then planned how to redo the challenge in a different way. I’m excited to see all of the many things they learned here, and how those lessons touched so many subjects at one time! Way to go, Rm. 202 kids! 🙂
We have a very special community of learners in our school–both children and adults. 🙂 Last year I highlighted the fun and learning we experienced on our Olweus Bully Prevention Program Kick-Off Day (wow…that’s a mouthful for sure!). Olweus is the program that we use with grades 3-5 to help prevent kiddos from developing bully-like behavior. The focus is on turning bystanders into defenders.
In grades k-2, we start with a series of lessons from a program called Second Steps. It is teaching kiddos about learning behaviors, as well as how to be assertive, ask for help and also help others. That, in tandem with our work around our Robinson Road Rules, will set a strong foundation for the work that they will then do in 3rd grade and beyond (Olweus is also a priority in our middle schools!).
So, this year on our first half-day (when we also had our first Read with Your Roadrunner), we again had our Olweus Kick-Off Day. It was a little different doing this with first graders, but no less magical as we had great conversations and talked about what it mean to stand up for ourselves and help our friends, too.
We focused the morning around this great book by Kathryn Otoshi:
In the story, Blue is a great color, but he is pushed around by Red, and all of the others colors are too scared to stand up to Red and help Blue. And then 1 moves into town. 1 is different, and decides to stand up to Red, saying NO! when he is pushed around and then encouraging all the others to do the same. Eventually, 1 helps his friends become stronger, but also finds a way to be kind to Red and include him, too. And yes–there is a happy ending!
We read the story and had a super conversation about what it feels like to be Blue, as well as Red, and how one of the reasons Red probably acts that way is because he is lonely. We shared times when we’d felt like each of the characters and focused on the importance of being strong and standing up like 1 did in the story.
After that, we illustrated our own version of the story:
We also decorated 1’s that will become part of a poster to remind us how IT JUST TAKES ONE to make a difference! What’s been the most exciting about this day is listening to them use the language from the story in our everyday lives. I’m hearing them talk about being 1 and standing up when they hear their friends being treated in a way that isn’t ok. And when they don’t remember to be 1, we are having great conversations about what to do next time. This is the important work of first grade right here, as we mold friends, citizens and leaders for today and tomorrow!
20somethingkids and 1kookyteacher 