#classroombookaday UPDATE: Flipped Upside-Down!

Remember in my last update when I mentioned Jonah’s perspective on our display wall? I finally had some time yesterday to flip it upside-down and it makes me wonder why I didn’t do it long ago!  What a great example of how seeing things through a kid’s eyes can make so much of a difference.  It was an unplanned and unexpected change, but was definitely for the better!  Now we can really watch it fill-up (because I guess before it trickled down the wall??)!

It’s a small change but definitely one that will make a difference! I wasn’t at school today so I didn’t see the kids’ response to it–can’t wait to see what they say tomorrow! 🙂

What do you think?  If you have a #classroombookaday display, I’d love to see it!

Robinson University–2018 Edition

I know you already know I work at the best school in Missouri, and perhaps the world. :). We have such an amazing community of families and teachers, and we make things happen for kids.  Last Friday was another example of that amazing community working together to provide priceless experiences for all the kids in our school.  Let me tell you about it. 🙂

I am sure at some point on this blog I’ve written about Robinson University (hereafter called RU), but the version that was unveiled on Friday was even better than ever.  Until now, first graders have not “officially” been involved, but instead we made up our own rotations for kiddos to do, alongside the “real” ones that bigger kids did.  This year it was decided that we could indeed join in with the rest of the school.  Yay for that decision!

In short, RU is a program we run on half-days at our school (which are half-days so that teachers can participate in professional development in the afternoons), which are designed to provide unique and different experiences for students–experiences that they may not normally or otherwise have an opportunity to take part in.  They are available during school hours so that EVERYONE can participate.  We’ve done some version of it for the last 5 or so years, but this was seen as the 2.0; many changes were made with structure and offerings that were an improvement on our original ideas.

Children were given the option of some 30 different classes, and all classes were taught or facilitated by parents, friends and community members of Robinson School.  In the past, students had only 2 or 3 classes, as we stretched them out over the entire semester of half-days. Now kiddos choose their 10 favorites and then are assigned 6 of those–one for each half-day, so that they are able to participate in 6 exciting and different experiences throughout the year.

Teachers were assigned as faculty liaisons to work with one of our presenters, and I got to participate in a session about DNA.  I got to work with a fabulous mom of a fabulous student I had a couple of years ago, who is a real research scientist and came with real science to teach us about what DNA is and how it works.  Cool, right?

I have loads to tell you about that (since I was present in that session), but first I want to share some pictures from the other sessions to give you a little taste of the exciting things our Roadrunners were able to do AT SCHOOL last week! :). Check it out. 🙂

Aikido

  • Aikido (a different style of martial arts) is “The way of harmonizing energy,” known as the art of peace.

Let’s Make Breakfast!

  • Come and have fun mixing and making a delicious breakfast of Dollar Pancakes, cheesy scrambled eggs and Island Smoothies. Breakfast always tastes better when you make it yourself! 

IMG_3148-min

Creative Writing

  • Have you ever dreamed of writing and illustrating your very own picture book?  If so, this course will teach you all about the creative writing process from a published children’s book author.

fullsizeoutput_8fb-min

Food Science

  • Let’s make gummy worms! Come explore the Science of food!

IMG_0189-minIMG_0211-min

Happy, Healthy Kids

  • You will learn lots about healthy living and how healthy living makes you feel happier and stronger. We’ll also make fruit ice cream (no sugar/no dairy!) and it is YUMMY!

Healthy, happy kids-min

Microbiology–Learning about GERMS!

  • Let’s test the 5 second rule in this session that investigates microbiology and our germ-filled world! We will explore what germs are, why they matter, where they are and how experiments and can help us learn more about them. 

IMG_7452-minIMG_7463-min

Stop Motion Videos

  • Come and make your very own stop motion video!

IMG_0367-minIMG_0359-min

What Does a Veterinarian Do?

  • We will discuss the skills and tools used in veterinary medicine. We will discuss some fun and interesting cases and work together to learn to think like a veterinarian.

IMG_3613-minIMG_3637-min

(This one was taught by a very special Rm. 111 parent!  Thanks for helping out, Mrs. Hendrickson!!)

Yoga

  • Explore how yoga, movement and breath can be both fun and relaxing. 

I would have LOVED to have had pictures from all the sessions (there were also sessions that including geocaching, swimming, Keynote, School of Rock, World Bird Sanctuary, Jedi training [fencing], cake decorating and so many more I can’t even list them all!!), and unfortunately I didn’t get every smiling Rm. 111 faces on this post, but hopefully by the end of the year of RU I will be able to do so. :). Stay tuned.  The next session is on November 2!

Ok…so here’s the details on the session I was in–it was all about What is DNA?  It was led by my friend Dr. Ariel, who is a research scientist.  She came to teach us about what it is, why it’s important, and we even EXTRACTED some DNA from a strawberry!  Emily, a 5th grader who attended the session (and who can be found on this blog from several years ago when she was a first and second grader!) named him Jeff.  Unfortunately, Jeff gave his life for science and we were amazed when the little cotton-like strands actually came out of the test tube right before our very eyes!  Check it out…

(P.S. I have a GREAT video of the whole DNA extraction process but it it turned the wrong way and I can’t get it to rotate!! Ugh.  If you know to do that and want to give me guidance I’ll do it and post it here later!)

 

What Do You Do All Day Anyway?: Phonics

So far in this series, I’ve shared our journey from our first Heggerty lesson through to our 3rd try with getting it right, after doing some reflection and thinking about videos of our lessons.

Kids have been asking about what part of our day we will record next, and that has yet to be determined (there are so many options!), but in the meantime I thought I’d share another part of our day that has been going pretty well.  It’s kind of a big deal in first grade to understand how phonemic awareness and phonics work together to help them understand words and apply that knowledge to reading and writing.

We started a new program this year and I’m excited for how it’s going so far, as well with how it has affected kiddos’ thinking already.  Let me share a little about what we do with phonics every day in Rm. 111.  Oh, and since you may be wondering (because I know for a long time I was unsure, too) about the difference between phonemic awareness and phonics, here is a chart from Heggerty’s website to explain how they are different but related:

Screenshot 2018-09-30 18.10.47

First of all, I feel like I should introduce you to a very good friend of all of us in Rm. 111–Rasheed the Lion!

IMG_5366

Isn’t he fabulous?  He has a SUPER name with lots of interesting features, like a capital letter, a digraph, a long e sound (made with double letters!) and a consonant at the end.  It has 2 syllables, 7 letters, and is a pattern of tall letter, 2 small letters, tall letter, 2 small letters and another tall letter.  We’ve been learning LOTS of things just like that about our own names, too, and have put them all on our word wall.

One important thing we did at the beginning of our study was learn how to correctly write our names AND how to spell and write the names of our friends!  They are important words in our lives and we need to know how to use them quickly and accurately. In our Rug Clubs (which are small groups we work in while we study phonics), we practiced with white boards and markers (which every first grader LOVES) and a “marked-up” version of our name that showed us exactly how to form each letter.

Screenshot 2018-09-30 21.46.16

Each student got their own name written in this form so they could practice how to write it quickly and correctly.  At this point, many first graders were still working on using lower case letters in their names.

See Rasheed’s pencil?  It’s because he knows how to use Professor Words when he studies names, and we do, too!  We looked at our own names and were super-smart professors as we shared our thinking with the rest of the class.  We pointed out vowels (short and long), as well as blends and digraphs, as well as number of syllables and anything else that was interesting.

After we had studied everyone’s names (including names of our friends in Rm. 112), we started to study other words in the same way.  We call these words SNAP words, because we should be able to say them in a “snap.”  Most of them are words that we learned in kindergarten, and we are reviewing them before we begin to learn new first grade words.

Most recently, we’ve been working on sorting words by a variety of features.  Students have worked with their carpet partners to identify vowels (short or long, how many, which ones, etc.), number of letters, number of syllables, etc., and then shared their sorts with the class.

Here’s a fun phonics game for you to play:  can you name the way these words are sorted?  Leave us a comment to tell us what you notice about how we chose to sort each group!  We’d love to hear how smart you are about phonics, too!

fullsizeoutput_8d6

How were these words sorted?  What do you notice?

fullsizeoutput_8da

Here’s another one.  Look carefully–it’s different than the last one!

fullsizeoutput_8e0

This one looks easier than it is!  How did Rm. 111 friends sort these SNAP words?  Tell us in the comments!

One last thing…check out our word wall as of last week.  We were AMAZED that we added 37 SNAP words to the wall!  Can’t wait to watch it fill up with more words that we can read in a “snap!”  Stay tuned!

IMG_5583

 

#classroombookaday UPDATE: Week of September 24, 2018

This week seemed to be extra busy with reading! We were able to add 17 books to our display, and we’re SO CLOSE to 100!!  Hoping to hit it this upcoming week and share the good news with you on the blog next time.

But for now, here’s what our wall looks like:

IMG_5641

We added lots of different titles:

I think my favorite story from the week actually comes from a first grader, not a book.  It’s a story of perspective, and taught me something about how adults see things differently than 6-7yos.  Let me explain…

On Wednesday, I was excitedly adding a big load of pics to the wall, and telling the students around me about how we were almost at 100.  Jonah, a friend from Rm. 112, commented on how he didn’t realize we had read that many books, and that he didn’t know how many pictures were actually up there.  Incredulously I asked him, “Don’t you ever look at our display?  How have you not seen all those books out there??”  He looked at me very matter-of-factly and said, “Well I do, but I look at the WALL, not the PICTURES!”  At first it seemed a little funny, but then I realized that, yes, indeed, the thing at eye-level for first graders is a big. blank. wall.  I know I should look up there at all those pretty book covers, and kiddos do too–if I tell them to, but yep, most kids who look at our display probably just see a wall.

It really made me start thinking about who that display is for, and how I can make it more kid-friendly.  While there are LOADS of ways that we interact with it on a daily and weekly basis, and I can point out how the space is filling up and how we’re close to 100, there is probably a better way to do it.  Starting with putting the pictures at the BOTTOM of the wall instead of the top.  That’s where kiddos are anyway, right?  It would probably makes more sense to them that the wall is FILLING up anyway, if they could see it reach up to the top and ACTUALLY FILLING up, rather than coming down the wall.

I know it’s a small tweak, and obviously one I hadn’t thought of, but I was SO GLAD we had had that little conversation, because it got me thinking about how many other things I do that maybe I think are kid-centered, kid-led or kid-friendly, but that are instead geared toward me.

So I’m fixing the wall. I’m flipping it all upside-down and we will indeed watch the wall FILL UP as we go through this year.  Can’t wait to share the changes with you next week!!

In the meantime, have you ever had a kiddo tell you something that flipped your thinking upside-down? I’d love to hear about it! 🙂

#WDYDAA: Phonemic Awareness Revisited

I started a series a couple of weeks ago to help families (and any other blog readers!) know what happens in Rm. 111 all day.  We started by sharing Phonemic Awareness, for which we use Heggerty’s program.

Since my last post, we have done some really important work in regards to what our phonemic awareness time is supposed to look like and sound like.  We have watched our videos and reflected on what we are seeing that are “pluses” and “deltas.”  After we had recorded and reviewed three different sessions, I gave Rm. 111 friends a challenge to see if they could have a “perfect” session of our Heggerty lesson.

Take 1 and Take 2 of our Heggerty Reflections

As you can see, these two sessions don’t look that much different.  I have to admit that part of the problem here was my fault–we recorded with my iPad in selfie mode, so many friends were super distracted by seeing themselves on the screen and could not focus on our learning.  Oops.  One super easy way we decided to fix it for our third take was to simply turn the iPad around.  Sometimes it’s so simple it’s funny. 🙂

Before our next lesson, we reviewed what the expectations were for them as learners (we reviewed both our listening rules as well as both sides of our charts), and got ready to show how amazing we were.  Additionally, a friend suggested that we invite Mrs. Wessel to come back to see us in action since we’d worked on our learning behaviors, since she had been there for our first session.  It was a great idea, and thankfully she was free!  It was also great that she could come, because she also served as our videographer again (which was much less distracting than my iPad on the table LOL).

So…I’m writing this post to show you what our Heggerty lessons look like now–to both highlight our learning but also how smart we are and how we have such growth mindsets!  We were determined to get it right, to show what we know, to help everyone learn and to follow all of our listening rules (which are to have eyes watching, ears listening, voice quiet and a still body).

IMG_5277

Listening rules (and our Zones of Regulation chart, which I will share about later!)

I’m really proud of my Rm. 111 learners and how they’ve grown!  Celebrate this chart and this video with us, please. 🙂

fullsizeoutput_851

Our third Heggerty reflection chart.  Beckett asked to make this chart for us, and made the plus and delta that way because he knew that we’d have LOADS of good things and a small amount of deltas.  LOVE IT!

We’d love to hear what you think! Kids LOVE when they know people see their smart work and want to give them a shout out for it!  What questions do you have about our phonemic awareness lessons? I KNOW my friends would love to tell you about what we do everyday–and WHY we do it! 🙂

 

#FDOFG2018: Readers Gonna Read

We have been reading ALOT in first grade, and much of it has been reading aloud together.  But not all of it. 🙂

We have also been working very hard to learn the habits of good readers, to read both independently and with our partners and also to choose the right books for us.  I’ve been so proud with how quickly our Rm. 111 readers have gotten into a groove and begun to build their stamina.

IMG_5478

We’ve learned some BAD HABITS to drop and some GOOD HABITS to pick up.  Readers thought it was really funny when I acted out the bad habits during our lesson.  Ask your reader to show you what those bad habits look and sound like, then to show you what we should do INSTEAD. 🙂

Each week we have a learning partner, with whom we turn-and-talk on the rug, and also partner read.  We use these partners in other ways, too, through out the week as they are quick to find.  Some of our work time during Readers’ Workshop is read-to-self and some if read-to-someone, so we sit right next to our partners so we can quickly move from one job to the next.  Check out some pictures of us being our best reader selves, back-to-back in read-to-self and side-by-side doing read-to-someone. 🙂

Read-to-Self

Lots and lots of read-to-someone!  We’ve learned that we need to read ONE book at a time, and also that we can do partner reading in 3 ways: popcorn reading, choral reading or I read, you read.  We LOVE this time of day!

#classroombookaday UPDATE: Week of September 17, 2018

We’re moving and grooving with books in first grade!  While our wall is not filling up as quickly as last year, it’s still so great to watch the new books appear as our first grade classes read them and they are posted. :). I love to watch the faces and comments as kids walk by (kids from 1st grade and from the rest of the school!) and they make connections with the covers.  Reminds me of the many reasons why this is such a great project!

Here’s our wall as of Friday, September 21–we’re up to 72!!

IMG_6885

This week we added these books:

We had another great week of books–Dr. Seuss (because we’re working on rhyming!), Peter H. Reynolds (because he’s awesome and also because Dot Day was last week!), and many that are just plain fun!

What suggestions do you have for us to read this week? 🙂