Pumpkin Pie Plans

If you’ve been here much this fall you’ve read many posts about pumpkins.  We’ve read lots of books about pumpkins, planned and created amazing Literary Lanterns out of pumpkins, and then, because of a super lead from Mrs. Meihaus, returned our pumpkins to the wild depths of the Robinson Woods from whence they came.  Ok, not really, but we did take them out to see what would happen next, with our fingers crossed that we’ll grow a pumpkin patch. 🙂

Well, over Thanksgiving, while I was working on dessert with my own family, it seemed to just make sense that our Rm. 202 family needed to make, bake and ENJOY a pumpkin pie together.  I mean, come on, right?  PERFECT!!

And of course, true to 20somethingkidsand1kookyteacher form, this story is going to SUPER LONG because I kept the whole story to myself until the very end.  Apologies–I’ll try to save as many words as I can and instead use pictures and videos of my kiddos instead of lots of teacher words from me!

1.) We used the 3 Act Task that I had learned about a couple of weeks ago to start our thinking about what would be the best way to cut our pie and therefore how many we might need to bake to feed our class.  I showed them these images and asked what they wondered…

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They came up with these questions:

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We decided to tackle the last one:  Which is the best shape of pie to make for all of us?  But even before we could figure out the answer, we had to determine what we meant by the word BEST.  We agreed that it was the pie that fed the most people with the least amount of work and the biggest piece!

We worked in small groups to try out triangles and rectangles to see how we could make those shapes and sizes work.

We eventually agreed that triangles would give us a bigger piece of pie, as well as would be much easier to cut all the same way (so it would be fair for everyone), and so another group got busy working with the recipe.  We used this one, from The Minimalist Baker.  It’s vegan and so perfect for all of the allergy concerns we have in our room (and which was why I tried it for my Thanksgiving, too–everyone could eat it!!).

We did some quick multiplication and figured out we’d need to make 3 pies to get enough pieces for all of the kiddos plus two teachers, and so then we had to look at the amounts of each ingredient we’d need to have (that way I’d know if I had enough of everything at home already like I thought I did).

With some moments that reminded me of the Feast Week work we did in 5th grade several years ago, some of my first grade friends helped me triple the recipe.  Wow!

Once we had the details figured out, the kitchen ok’ed to use (thanks Ms. Barbara!!), and all the ingredients brought to school, we got busy!  We carved out the morning to make and bake our pies so that then we could eat our pie for dessert after lunch.  I have to say THANKS  A MILLION to my Rm. 202 friend Rachel for taking care of pictures for us while we made pies, and man did she take a lot! I cannot decide which ones to share so I’ll just play a slideshow here so you can see her great work and the smiles on all the faces of the Rm. 202 bakers!  Plus I love how things look so different when someone else takes the pictures instead of me. 🙂

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We got a little surprise when we took our pies to the oven to be baked–Ms. Barbara gave us a tour of the kitchen!  What a treat to see where the lunchtime magic takes place and it definitely gave us more of an appreciation for what those ladies do for us every day!

We cut our pie (using our super smart thinking from math earlier in the week!) and then plated it, topped it with whipped cream (well most of us did!) and then chowed down.  Some kiddos were worried that they would not like the pie, so we agreed that they didn’t have to eat the whole thing, but just take a “thank-you bite,” which is a way to say you appreciate the time and energy it takes to make a great dessert.  We got mixed reviews on the pie, but I think the thumbs-up have it with this one.

I’d say these three were the happiest about pie.  Could have probably eaten the whole thing themselves! Love their smiles!!

Ok, I will be done now, and will leave you with this picture.  It sums up what I wanted to happen at that old kitchen table in my classroom and kind of reminds me of what Thanksgiving looks like at home.  Only this one was celebrated with my Rm. 202 family. 🙂  I am definitely thankful for them!

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Rm. 202 Room Tour!

I am SO excited about the changes that have recently happened in Rm. 202.  (In case you’re just joining the story, be sure to catch up here before you go on.  I promise it’ll help this video make more sense. 🙂  Or at least it will make you super happy because you read the stories of some super cute and super smart kiddos solving problems!) But beyond the changes we’ve made in our room, I’m even more excited that the room tour is finally finished so we can officially show it off to you–from a kid’s point-of-view!  With the help of Rm. 202 kiddos, my own kiddos Riley and Allie, and even Ms. Turken (our next door teaching neighbor), we created a video to show how each zone works and explain what we might do in each one.  It ended up a little long (almost 10 minutes!), but we promise it’ll be worth your while to watch it (and maybe even share it, too!).  Grab your popcorn and press play below when you’re ready!  Here we go!

I wanted to take just a second to put in my two cents about the positive changes I’ve seen in my students since we first started addressing ICEL and working to create a more engaging, motivating experience in Rm. 202. 🙂

One of the biggest positives that has come out of our room redo is the amount of time my students spend engaged and learning.  While I thought I was doing a great job of making things interesting, open-ended, giving lots of choice and opportunity in their learning, my students’ behavior was showing me that they needed more.  Or at least that they needed something else.   What I realized after our zone creation was that our environment previously offered TOO MUCH choice. Too much room for interpretation and too many things that were confusing to many kiddos.

Watching the way Rm. 202 students interact with both our room and each other now, I can see how much more confident and safe many of them feel.  Before, when I thought I was providing a place to be free and creative, for many I was creating a space that was unfriendly and unpredictable with too many unknowns.  I see now that, in many ways, I KNEW how things were supposed to work, but students were less sure.  Now that areas are clearly marked and labeled, and THEY HAD A JOB in creating these areas, students are never unsure about what is allowed and what is not, nor do they wonder where they should go to work on certain things.

Another thing I didn’t anticipate but that I LOVE is how clean our room has been over the last few weeks.  Partly this came about because when you move things around you end up throwing away a lot of junk, sweeping under things, decluttering, etc., but I know it’s always because now EVERYONE knows where EVERYTHING goes!  No longer is there a question about where the games are housed, or where the Lego shelf is supposed to be, whether or not you should have books or iPads in a certain part of the room, or where the art supplies go.  There are a couple of kiddos who have really taken it upon themselves to help keep this up, too, and this makes the whole thing so much easier.  We’ve begun teaching a couple of kiddos exactly what it means, too, when I say “clean up”–as this was a skill in which they were lacking.

I am SO GLAD that we did this, and am super glad that the benefits can be seen by all of us who live in Rm. 202–not just me.  I don’t know if you caught it, but I believe that in the video section about The Kitchen, Mara mentioned that zones help us feel more calm.  I can totally see now that my students needed more freedom within a  STRUCTURE with STRONG BOUNDARIES, not just freedom that came willy-nilly or with lots of breathing room.  There are some kids who can function in any situation, but there are some who have a hard time figuring things out when there is lots of “gray.”  This renovation, if you will, added a layer of black and white that we didn’t know we needed.  And the best part is that it all happened BEFORE we left for Winter Break, so now we can start the New Year fresh and clean in a brand new room, looking ahead to some amazing days to come!  🙂

Happy New Year, Rm. 202!

Before you go, can I ask you a favor?  If you’re a parent of a friend in Rm. 202 and you have a specific story to share about how our redo has helped your kiddo, will you share it in the comments?  We’d love to hear more about the positive ways our problem-solving has helped.  If you’re a friend of Rm. 202 and have a question, comment or suggestion for us, will you share it also?  We’d love to tell you other parts of the story that maybe we missed. 🙂  THANKS FOR VISITING!! 

Trying Out Our New Zones: Rm. 202 Kids Take Over–Part 5

The morning after Riley, Allie and I worked our magic, kids were greeted with this question on the easel:

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To watch their eyes as they came in and saw the changes was priceless (and no, I don’t have any pictures of it. Sorry!).  I think my favorite response, though, was Mara’s.  She said, “Wow–it looks AMAZING!!”

After kiddos had a chance to check out the new layout, we went through strict directions of how each zone was meant to work–at least the general idea of them.  I walked everyone around really slowly and explicitly showed them around, looking at the supplies that were in each space, talking through why we put it where we did and explaining the way Riley had thought through the process of building the new classroom.  I’m pretty sure this took at least 40 minutes.  I meant business.

Next I had kiddos rotate through each zone, thinking through what the “rules” should be for that section of our room.  Each small group had a turn in each zone, and took time jotting their ideas on the chart paper placed in each area.

Partner Zone
Zero Zone
Reading Zone
Kitchen
Hands-On Zone

Next I let kiddos choose a place to begin and we practiced what it would be like to work in each new place in our room.  Ok, thinking about it now, we should have done this practice part FIRST so that they could better think about the “rules” part, but now I’ll know for next time.  It worked out ok the way we did it.

Kiddos chose the place they wanted to start, and then everyone spent about 10 minutes in each zone, trying it out, getting a feel for how it would function for us.  They had a choice of what to do there, but had to make sure that they followed the guidelines of the space–that they were silent in the ZERO ZONE, that they were reading in the READING ZONE, etc.  They were VERY excited about this.  As with the last part, this took close to an hour of very focused time as we learned to use our new room in an appropriate way.

The next day we thought through how the zones had worked for us.  I asked them to tell us what they liked and what they would change:

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So far I think I can say that this has been one of the most positive things that has happened in our community this year.  I know it is so because of work we’ve done along the way, but the instant changes that happened in the volume of our voices, the number of incidences of disengagement and the increased student engagement have been obvious.  The kiddos seem more at ease, more motivated and happier.  Who would have thought that could happen with just a little bit of a furniture switch-around? Ok, well I, at least, hoped it would have. 🙂

 

Riley Helps Out: Rm. 202 Kids Take Over–Part 4

The subtitle of this should add: “And Allie does a little bit, too!”

After kiddos left on Monday and we had our chart of what they wanted in our new room layout, Riley and Allie and I got busy.  And in case you’re new here and aren’t sure who I mean, let me show you my cutie-pie kiddos.  Riley is in 4th grade this year and Allie is a new kindergartner at our school.  It has been fun to have them join me at school, and is also great how often they help me in my teaching.  They have such great ideas and different takes on things than me–I like to throw things at them and see what they think I should do.  They are often the ones that help me come down off the ledge and keep me from doing things that are TOO crazy in Rm. 202.  Thanks, kiddos. 🙂

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And…this year Riley has become the superstar room planner of my dreams. 🙂  Because he has been in such a responsive and collaborative classroom this year, he’s learned a lot about how to really think through how your space works and how to fix things when they don’t work the way you wanted them to work.

So after reviewing the chart my class had made and thinking about how we could best use the furniture and room space available to us, we let the ideas fly.  I love that I could hear what the conversations had been like in his room as he said things like “Let’s just try it and see what we think” or “What about this?”  He had some great ideas for where each zone should go and gave conclusive support as to why they made sense.  My favorite part was when he used our cubbies to create the hands-on zone on one side of the room, explaining that the height of the cubbies would create a nice sound barrier as kids worked there.  It’s a place my cubbies have NEVER been and I had NEVER thought of putting them there.  The block box fits PERFECTLY into the corner of it and there’s plenty of floor space and table spaces for kids to work creatively and collaboratively without bothering each other.  Genius!

He suggested the corner be where we put the reading zone (again–a place I have NEVER put the library in the 5 years I’ve been in this room), because it allowed us to have a white board to put charts, share ideas, and it created a cozy space.  He wanted the shelves to face outward so we could put the soft pillows against them to provide a nice place to sit.  AND we found a way to use 3 cubbies to stack tall enough for a lamp to light the area.  It’s one of the only places in my room with an outlet, so again–genius move, Riley. 🙂

The rug is next to our ActivBoard now and is a nice, open space for our class to meet together, or for partners to work or even for kiddos to work alone with lots of space.  I have lots of favorite parts, but the back corner near the sink is now officially called The Kitchen, and has our big ‘ole kitchen table to work at.  I’ve always wanted a space like that in my classroom, to  help bring home to school, and I think it’s going to be just what I’d hoped for.

While I wanted to have a tour and some pictures in this post, I think those make more sense in later parts of the story.  In fact, my kiddos will be working on how to present how our room works as we begin this next week together.  I want them to tell how it’s changed our lives and explain the best parts of the new layout.  Stay tuned for that!

Also in the plans for next week is an invitation to Mrs. LeSeure’s class to come check out our space.  Without them and their expertise, I don’t think our space would have been so well-imagined.  You guys rock!

 

The E in ICEL: Rm. 202 Kids Take Over–Part 3

Our class has been doing some super work lately with trying to figure out how to be our best learning selves and problem-solving about how to do that.  I’ve been helping them by thinking through the ICEL protocol:

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An unexpected transition to the E in ICEL (which is the ENVIRONMENT in which your students are learning, the WHERE of learning) came when we were in Ms. Turken’s room on Friday morning.  As we were working on writing after visiting with Mrs. Marks’ friends, I noticed how differently focused, engaged and quiet my kiddos were.  I noticed the different ways they spaced themselves out,  as well as the people they were working with (along with the fact that many of them found quiet places to work alone).  I noticed that they were all writing, they were all productive and they were all using supplies kindly, efficiently and in the correct way.

We took a second before we left their room to have a chat about what they noticed.  I wondered if they felt the difference.  They mentioned things like the corner of the room where there were two low beach chairs and a low table where kiddos could read.  Callahan thought it was like the Zero Zone in our library. He and Kaiden found that to be a great place to work quietly next to each other.

We all noticed that there were many different kinds of spaces to use for work: places for singles, partners or small groups; places with chairs, and places to sit low and kneel on a rug.  Keira found a bench where she could lay down to do her writing.  Rachel was tucked away on a little bean-shaped table around a corner working alone, and Peter found a hexagon table on the other side of the room where he could work alone as well.  Ms. Turken’s room has a kidney table (or some kiddos call it the rainbow table) where there were 5 or 6 kids all writing and chatting together; Penny chose the rolley chair.  Even with that many kids all in the same place, they were focused on their work.  A low rectangle table looked similar to that on the other side of the room.

Even their rug was a mystery.  It’s the same rug that we have in our room, in generally the same part of the room, and has books on three sides of it just like ours.  But no one seemed distracted by the books, kiddos didn’t sit WAY at the back and everyone seemed to be focused on the teacher chair and the easel.

We agreed that there were some things that we could take back to our space and try to emulate in our room so that we could try to get the same results.  Maybe there were some things we didn’t know we needed until we saw them somewhere else.  Our next step was to have kiddos draw pictures/maps with their ideas for what our new layout could look like, but this was a little bit problematic because we hadn’t done much map work like that before.  I was able to see in their illustrations, though, what was important to them.  We all agreed the Zero Zone was a must, and that we could try different tables/spaces; all of our tables are round ones.

Since I knew the whole “zone” idea was a big one to them, I suggested another place they could visit that had zones.  I hoped this would give them another vision for what they might want/need.  I called on my friend Mrs. LeSeure, who is both a master at space planning and who I knew had already gone through many designs in her own room this year.  My son, Riley, is in her class, and with 27 students and an interesting room shape (it’s a small octagon I think), they have had to be very creative with how they put the people and the furniture in there for the best results.  Just like Mrs. Marks, she agreed to let us come over and learn from her kiddos.

The next school day, which was Monday, she sent some of her friends to take my first graders to explore their space.  The 4th graders were each in a different zone of their room, and groups rotated to each place, learning about how that space is used and how they decided it was an important place for them.  Half of my class went as a time, and then we came back together to share out what we had seen.

We talked and put together a chart of our thoughts.

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As students shared their reasoning behind what they liked about each zone and why they thought it would work for us, we decided if it was something that was possible for us to actually do.  We agreed that probably all of this chart was, except for the pet.  Mrs. LeSeure has a turtle named Javy, and kiddos thought he would help some of us be calm and focused while we work.  It’s a bit of a jump right now, so I assured them that when we get the worms from Mrs. Berger after the holidays and can work with them with their composting, it will work in the same way.  Crossing my fingers that that will happen. LOL

By that point, it was the end of the school day and we had to go home.  But I knew that my work wasn’t done.  I asked Rm. 202 kids if they trusted me (as well as Riley and my kindergartner, Allie) to do some work after school.  Then they could try it the next day and we could see what happened.  They agreed and left VERY EXCITED to come back the next morning.  And now I know YOU’RE very excited to come back and read about it in my next post, right?  I’m excited to tell you the next chapter. 🙂

Kids Teach Kids: Rm. 202 Takes Over–Part 2

I know…Kids Teach Kids usually means students have researched something they are interested in and are sharing their new knowledge with their class–and we will definitely do that version of KTK later on this year–but for now it has to do with some great things we learned from Mrs. Mark’s class last week when we went for a little visit.  Let me explain. 🙂

Last week on Friday (the day after we had tackled our first step of ICEL and put kids in charge of our schedule), I was again looking for ways to enhance engagement and help kiddos dig in a little deeper into things in our class.  I was still considering the problem-solving protocol of ICEL and was contemplating both I and C…

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…and hoped that I could challenge my writers in a different way by having them see what other first graders were doing with their nonfiction book writing.  I asked my neighbor and friend Mrs. Marks (remember her double dog dare from last time?) if she would allow us to come learn from her kiddos, as I had seen some CRAZY great stuff in there on a recent pop in to chat about something else.  She was more than happy to oblige and we went over for a lesson from her kiddos.  My students had a mental list of look-fors and were also directed to ask questions about what they saw during our visit.

We saw some pretty great writing in Rm. 204!  They had added all of the “smart” things we’d been learning about that non-fiction writers put in their books to make their readers understand.  We saw headings, diagrams, pictures, bold words, table of contents, glossaries and labels.  And we saw really excited writers with whole folders full of books!  Needless to say, this was inspiring to my kiddos!  I would have to say, one of the biggest things we walked away with, too, was all of the different sizes of books that were made in Rm. 204; our books are all just regular paper-sized books on 8 X 11 in. paper.

As we left Rm. 204, Mrs. Marks invited my writers to take a little book from her pile to try. We were so excited about the teeny-tiny ones she had!

Of course our next step was to return to our room and get to writing, yes?  Well, almost.  Ms. Turken (our Rm. 203 neighbor) needed our room for a messy project with her class (because we have a sink!), so we were working in her classroom for the morning.  So…our next step was to return to HER room and get to writing.  I didn’t even stop to give directions or even talk about what they had seen from Mrs. Marks’ class–I wanted them to get busy and SHOW me what they learned by using their new knowledge. And boy did they do just that!

See all those tiny books?

One thing we noticed about Mrs. Marks’ books that was different than our work was that they were using mentor texts to help them with their own writing.  Kiddos got ideas as well as examples for text features from the books they were reading, and then made their own texts based on those texts.  We had been just using what we were experts at and what we have personal knowledge of.  This mentor text idea was very helpful to many of my kiddos, and was the support that many of them needed to get moving on their writing.  Oh, and Ms. Turken’s room has markers, which was also a great addition (ours have been put away for a while because we couldn’t take care of them….). 🙂

We have not quite finished this writing cycle, but will do so by Tuesday, so I will share what our final products looked like.  Thanks Mrs. Marks’ friends for adding some spice and excitement to our Writers’ Workshop!  We love to learn from our friends and when kids teach kids great things can happen!

Hour of Code: Our Favorite Part of the Week!

Remember when I showed this picture from my last post?

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Remember that kiddos wanted to code?  Well if we had asked them that a week before, many of them would not have had any idea of what that even meant.  But thanks to friends in our school like Ms. Turken (our Rm. 203 neighbor) and Mrs. Sisul (our AMAZING principal), we are now ROCKSTAR coders and LOVE to spend any minute we have creating with code.org and our Scratch Jr. app on our iPads.

In response to that question I asked in our teacher group, Mrs. Sisul suggested that she come spend some Hour of Code time with my class. OF COURSE I said yes!

She started by explaining to Rm. 202 kids how they are all smarter than computers.  Some of them weren’t so sure about this, but then she explained that everything a computer does has to be entered by a human, who writes in a special language telling the machine what it should do.

Then we watched in intro movie about people who code and how and why they do that.  Next she explained about how there are two languages that computers understand, BLOCK and JAVA SCRIPT.  We were going to start with the block kind of coding, using a really popular movie as our topic–STAR WARS!!

We got started and indeed were able to spend an HOUR OF CODE before we went home that day.  In fact, we probably could have spent DAYS and DAYS of CODE if we were able to.  Rm. 202 coders are so excited by what happens when they put the right blocks in the right places and the game works the way they want it to!  Many of them got all the way to level 8 and were able to CREAT THEIR OWN GAME by using blocks.  Amazing, right?  Many kiddos have been using Scratch Jr. to do some pretty great things, too!  I’m excited by their excitement and by how well this fits into the creativity, curiosity and wonder that is a foundation of our classroom culture.  Thanks for teaching us this new language, Mrs. Sisul–we’re excited to become fluent in using it!  Hope to be able to share more soon! 🙂

Rm. 202 Kids Take Over!

This will be the first of several posts that document some changes that have been taking place in Rm. 202’s neck of the woods over the last two weeks.  We’ve been dealing with some struggles and are working on working through them.  Kind of like in the beginning of the year when we were working on working together.  Remember?  And in true Rm. 202 and Robinson form, we’re problem solving as a class to figure out what to do.  LOVE THAT!  It hasn’t been easy, but with so many great brains working on the solutions, it’s coming along.

Here’s the beginning of the story…

We had had many days where our class was struggling to follow directions, listen to each other (including me!) and struggled with working well as a group.  Of course I was frustrated, and knew that it meant something had to change.  Luckily, because I know that these choices mean they’re telling me something (rather than just that they’re bad kids, or trying to make me crazy, or that there is no hope! LOL), I choose to try to figure out how to help them change those choices, by teaching or reteaching behavior, or by restructuring some other part of what we do everyday.

And because I work in the best school in the best school district anywhere, I am lucky to know about using a problem-solving model with most every classroom bump in the road.  I learned years ago about how to use the ICEL protocol for this problem-solving and it came in SO handy to us lately.  Basically it helps you problem-solve through a variety of items, starting NOT with the kids in your class, but with how you are teaching them.

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So as I worked through how to best respond to the struggles we were having, I logically started with the I in ICEL, which has to do with HOW we’re learning and HOW I’m choosing to present things.  Sometimes an easy tweak in this area can provide the response you were looking for.  And also luckily (wow–do you get how blessed I am? LOL), I have a super supportive group of coworkers who are ALWAYS willing and able to help.  We happen to have a place to post questions and ideas so I wrote this, looking for some suggestions:

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And like I said, there ended up being LOADS of friends who gave their support and ideas for how we could respond, and even better than just helping me, anyone who read the thread could benefit. #collaborationforthewin

This response was what got us to this blog post today:

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And since I cannot step away from a double dog dare, but more because I knew she had a point with her suggestion and was thinking we’d get some good results from it, I started our next day with this as our easel question:

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Apparently I haven’t asked a question like this in a while, or they are programmed to answer this “learner” question in a certain way, because on our first draft thinking, their responses were “be quiet” or “listen to the teacher” or “be a good friend.”  Of course those are all good things, but what I was asking was more like the answers on this second draft are responses I as expecting.  The notes are grouped by type and the big pile at the bottom (not surprisingly) say PLAY.  The rest say things like READ, WRITE, CODE, and DRAW.  And yes, there were at least two that said they’d enjoy doing anything.  Yes, girls, you’re my favorite students.  LOL  Just kidding!

We gathered for morning meeting and got busy building our schedule for the day.  Again, this surprised my students MUCH more than I thought it would; I think I give them choice ALL THE TIME and work to be really responsive to what they need and want.  Funny that this seemed so crazy to them.  Anyway, we decided that they could choose to do something from the list of blocks/cars, art, Legos, or iPads.  We also reviewed how, since this was normally the time when we did writing and sci/ss, they had to figure out a way to include those things in their work.  I also gave the offer to let some friends help me start a bulletin board that first grade was in charge of making–4 friends took me up on this offer.  The rest made their choice and got busy with their learning plan for the day.  They had to start in their area by talking with the others kids there about how they’d use the tools they had available to them.  As we got busy, I shared with them that we would stop to share our work after a chunk of time (I think I gave them about 40 minutes).

Once they had time to work on their creation, we gathered in each area so groups could report to us on how they spent their time.

When we returned later in the day, we got busy writing a report on how we had spent our morning.  More on that later!

Oh, and I know you want to know how it went….this was one of the most pleasant mornings we’ve had together in a while. 🙂  They had choice, they were engaged, they managed their bodies and were in charge of their learning.  And I went to lunch with a smile on my face (for whatever that’s worth. 🙂 ).

Please be sure to come back for the next chapters of the story–it’s a great one!  Rm. 202 kiddos have GREAT ideas! Can’t wait to tell you about it.

Ho, Ho, HOT CHOCOLATE!

I’ve told you how amazing Rm. 202 kiddos are, right?  And I think I’ve shared with you how amazing their parents are, too, right?  Well here’s another post that proves that fact.

Mrs. Callier had a project to suggest to us for a fun Friday afternoon and of course we had to say yes.  We scheduled the date and she prepared her activity and came so ready that I didn’t have to do anything!  Love those kinds of projects!

Ok…so basically kiddos were going to do a painting project of a chalkboard mug that they could write a message on, and then add the hot chocolate, marshmallow and candy cane stirrer to make a cute “treat” for a loved one.  Well, or for themselves. 🙂

Kiddos had SO MUCH FUN, Mrs. Callier (and Grandma Becky!) did a great job with directions, management and best of all, kiddos went home with a goodie that they had made that they were SUPER proud of.   Check it out!

The finished product turned out so cute!  I didn’t get a pic of everyone’s mug (because some were still drying as I walked around), but these turned out just like we had hoped!

Thanks so much for a fun Friday afternoon, Mrs. Callier!  We appreciate your help and your idea for such a great project! 🙂

#classroombookaday UPDATE: Week 16 (yep, we’ve missed a few)

Whew!  I’m pretty sure I blinked and November was over, and I also took a look and now we’re on WEEK 16 of our book-a-day (or a little more!) challenge.  I think I shared that we’ve now moved to the inside of our door, but if not, here’s a pic so you’ll see what we’re up to now.  Sorry to have missed the last 3 weeks! Thanksgiving break always throws a little bit of a wrench in the works. 🙂

So…here’s where we are as of last Friday, December 9:

We’re up to 266 books!! I am still wondering if my prediction of 500 will happen, but for sure we’ll get close to filling up this side of our door before Spring Break!