Misunderstood Principal Shark?

I love Twitter.  I love Twitter for lots of reasons, but one of them is because things like this pop up sometimes:

And then I’m in the right place at the right time and we win SHARK SWAG for our whole school!!  The WHOLE SCHOOL!?  Pretty cool, right?  And because we’ve gotten book swag from Ame Dyckman before, I knew it was going to be great. 🙂

So after a few messages where we exchanged information and numbers and such we got a super box in the mail:

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I ran right to Ms. Davis to start brainstorming how we’d get all this fabulous stuff into our Roadrunner’s hands, and to open that awesome box!  We found 600 bookmarks and stickers and the nicest note from one of the nicest authors around. 🙂

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We made a plan for something fun, and it included a shark costume, a principal and a read aloud.

In the meantime, my class got busy divvying up the bookmarks and stickers so they’d be ready for everyone on the special day.  All the while I told my first grade friends about part of the plan, but that they had to cross their hearts to NOT TELL ANYONE about the secret book swag.  I also kept the rest of the plan (the shark-principal-read aloud part) a secret and told them they’d find out later.


We had to reschedule once, but finally it worked out for today’s big event.  We sent a generic “tune into Facebook Live at 2:45–it will be worth it!” email to the school and crossed our fingers.  I corralled some of my 1st grade and kindy friends to be present for the actual read aloud and we were set. 🙂 ❤

But when we showed up for the actual read aloud, it was EVEN BETTER THAN I HAD EXPECTED!  I mean I’ve heard our fabulous principal read before, and I know she’s got some mad skills, but this was above and beyond.  I mean–the whole thing in a SHARK COSTUME!  It was just too much. 🙂 .

 

Check out how AMAZING a time it was in our library today!

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After we returned to our classroom, we did a few end-of-day things and then got busy delivering all those book goodies to our Robinson Roadrunner friends!  They were so happy get our (ok, well Ame Dyckman’s) swag and we were SO EXCITED to share it!

Thank you, so much, Ame Dyckman, for writing amazing books that we love to read and thank you, Mrs. Sisul, for being such an amazing ambassador for reading and books and fun in our school!! WE ARE SO LUCKY!!

#classroombookaday UPDATE: Week of February 25, 2019

This week we got to 367!  February is a weird month–feels like almost every week we’ve had something extra or surprising with our schedule, and this week as no different–we had a surprise ice day on Thursday.  But then Friday was a 1/2 day, which includes school-wide programming, so it means less reading time for us in Rm. 111.  Anyhow, we did get 7 new titles on our wall, and enjoyed everyone of them!

Here’s our wall currently:

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This week we added these new books!

We have happened in to a Dan Santat study, as he has written and illustrated SO MANY amazing books–most of which become our new favorites!  This week were two I had never even seen before!  Sylvester and the Magic Pebble is an oldie that I had never read, and Stand Tall, Molly Lou Melon was a not-so-oldie that I’ve read lots and lots of times and never gets old!  Cows Can Moo! Can You? came as a recommendation from a first grade friend, which always makes for a good read aloud.  Be Kind is a goodie that you can read over and over and over (and connects to our recent Kindness Week activities as well as the Kindness Quilt our school school is working on), and Little Dragon and the New Baby is a sweet story and loads of first graders can make connections with the way Little Dragon didn’t want to have a baby to share his things with–at first. 🙂

Another great week of read alouds in first grade!  Can’t wait to see what this upcoming week brings!

Kindness Quilt MATH

I have shared about how we started building our Kindness Quilt and then an update on how it’s growing!

Here’s another SUPER idea that grew out of it, based on a conversation we had in math a week or so ago. 🙂

Kids had been asking questions about how big the quilt might be, or how many squares we have gotten so far from other classes, and also just “What will it look like?”, so I pulled up this picture for them to reference.

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Then I asked them to think of two things (based on the protocol you might do with a 3 Act Lesson): What do you notice?  What do you wonder?

These were their answers:

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Now…the whole point of the wonderings was to give them some tasks to complete, right? So we then went back through that list of questions and tried to decide which were ones we could actually use math to figure out.  We noted connections, as well as marking off ones that were just interesting, but not “answerable.”

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After we had discussed the ones that we could actually tackle, mathematicians were invited to choose one with which they could get started.  Everyone declared their favorite and went to get started.  There were no “rules” except that they had to find a way to record their thinking so they could show us their answer.  (As a sidenote, as we got started, we had to have a conversation about what “recording” might mean–we use Seesaw so frequently that it only meant “using your voice to tell about your work.”  Oops. Guess we should talk about that more often. )

As kids got started, it was fun to watch the different strategies that they employed, including iPads, number lines, and fingers.

And aside from the different tools they chose to use, it was great to watch how EVERYONE had a place to enter this investigation!  No one felt like they couldn’t do it, like it was too hard or like it was no fun.  This was a highly motivating topic (they had all made the quilt!), with interesting questions (that they had come up with!), and they got to choose which question they wanted to answer (based on any criteria–which was easiest, which was most interesting, which was most challenging, etc.).  EVERYONE was engaged, for the whole time!  Kiddos worked alone and in partners–again, their choice–to answer as many of our wonderings as they could.

Check out what they discovered!

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What questions would you ask about our quilt?  We’d love to hear them–and maybe even try to answer them! 🙂

 

Building Relationships: Lunch Bunch

Last week I posted about how our Morning Meeting Feeling Circle helps build relationships in our classroom.  That same day something else happened that I was reminded of that also does this same thing: Lunch Bunch. 🙂

Several years ago in my classroom I had a routine of inviting kiddos to eat lunch with me–either I would choose a day to come to the cafeteria or they would be invited to come to our room to eat lunch there.  For some reason (I forgot?) I haven’t done this for the last few years on a regular basis.

This year, however, I have several kiddos who regularly ask me if they can eat with me.  This occasional situation turned into something official earlier this year when I had enough different kiddos ask that it just made sense to make it a “thing.”  So, now, on most Tuesdays, anyone from our class is invited to join me in our room after recess for Lunch Bunch.

I remember the first few times we did it, only about 8 or so kiddos came.  That’s still pretty good odds, though, I’d say–about half of our class.  As time has gone one, though, EVERYONE has started to join us!  Now we even look around and figure out who’s not there with us.  Isaac is usually the one who volunteers to go to the cafeteria to get whoever is left.  🙂

I think we had several kiddos missing on this day, so it’s not everyone, but it’s most of us. 🙂  Oh, and Isaac didn’t make it into this selfie, so he wanted one of his own. 🙂

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And then so did a few other friends.  (And I think if we’d have had enough time for me to work my way around the room, everyone would have wanted a selfie with Mrs. Bearden. 🙂

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Lucy and me 

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Makhi and Mrs. Bearden (and a photobomb from Beckett!) 🙂

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Me and Avant 🙂

It’s funny how just a change of place, or a change of thing can impact how you interact with kiddos (and how kiddos interact with each other).  Ok, I guess it’s not really a surprise, though, since food is such a universal thing and breaking bread together helps people of all ages and cultures to get to know each other better–this is true even of first graders!

I love how our conversations run the gamut and how much they are willing to share about themselves, often without even having to ask them anything!  There are usually quick connections made over foods we have that are the same, or a really funny conversation started by someone asking about something I have in my lunch that no one else in the room would eat!

Lunch Bunch has become a staple of life in Rm. 111 and I don’t think I could (or would!) change that.  A couple of times our Tuesday routine has had to adjust because of a meeting or inside recess and kiddos are SO UPSET!  They are always so quick to ask if it can be moved to the next day or the next day.  And you know, if I’d let them, I think most kids would come to eat with me every day!  I know it makes them feel special and a part of something, and you know–I feel that way, too!  Getting to know my students as PEOPLE helps me in so many ways as I help them as learners!  What a super special time we have together. 🙂 . Can’t wait to see what happens this week!

 

#classroombookaday UPDATE: Week of February 19-22, 2019

Hi and welcome back to the blog!  I’m so glad you keep coming back to check up on what’s going on–because we’re excited to share it with you!

The wall display is up to 360 and looks so amazing!

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Every day that goes by brings more and more interested onlookers to our display!  I think they might be wondering how long will we fill up the wall!  Or maybe where will it go when that happens.  We do have some ideas for where it will go (spoiler–look up!).

This week we added these new titles to the wall:

You’ll see some of our sweet stories from Kindness Week last week, and also a Mo Willems favorite we hadn’t read yet.  My favorites were the two that included diverse characters–Big Hair, Don’t Care and Whoosh! And the best part, those two were probably the kiddos’ favorites, too!

What should we read this week? 🙂

Kindness Week 2019: Valentine’s Day

Yes, I know I mentioned that we’re NOT doing Valentine’s Day and instead choosing to celebrate a whole Kindness Week.  Well, the last day of Kindness Week was Valentine’s Day, and so we did indeed focus a little more on kindness and a did a couple of extra special things.

First of all, through out the whole week we worked to write compliment cards for each kiddo in our class.  Rather than have kiddos spend time and money on Valentine’s cards from the store, we hand make them for our friends.  Starting on Monday wrote and wrote and wrote, using a checklist to spell names right and to make sure we included everyone.  Also, before we started writing, we brainstormed some words we might want to say.

Once we got to the afternoon, kiddos had some Valentine’s Choices.  Many were even things we would normally do, just with a Valentine’s Twist.

Kids could choose to decorate a bag for their compliment cards,

play a math game,

color,

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play a board game,

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and/or  build with Rig-a-ma-jigs (which I could probably write another whole blog post about!).

Even without a big ‘ole party full of candy and sugar and glitter, we had a SUPER time!

But wait–we weren’t done!  We ended the day with a sweet treat of KINDNESS CAKE!!

What is Kindness Cake you ask?  Well basically it’s chocolate cake (that kiddos voted for) with red vanilla icing (which kiddos also voted for) but also has root beer (because we have to make it egg free) and had some pretty amazing decorations–which I’ll show you in a minute.

After we had red icing (really red icing!), each kiddo added a cake topper we had made earlier in the day on which we had written a way we can show kindness at home.

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After we served the cake, kiddos were given the challenge of doing whatever act of kindness they got in their piece of cake!

We ended the day with that snack of Kindness Cake, popcorn, Capri Sun and Arthur on the big screen.  What a fun day!

Happy Valentine’s Day! Hope yours was as sweet as ours! ❤

The 112th Day of School?

If you’ve been here for a while, you know that I have done some reflection on the appropriateness of celebrating the 100th Day of School (at least outside of kindergarten).  Last year we decided to commemorate the 111th day of school in a small way instead because that was our room number. Not the most creative reasoning, but Rm. 111 kids really stepped up and we did some awesome things around the number 111!

This year we talked about doing the same thing again (new class, same plan) after I explained to them about how we didn’t need to do the same thing they did in kindergarten–this is first grade, after all!

Well, because of two “too-cold” days off, our 111th day of school fell right after World Read Aloud Day, right after Global School Play Day, after a visit to the Black History Museum and some brownie baking and smack in the middle of Kindness Week!  Whew!  We were (and would be!) so busy–and no one had asked about it in a while–that I figured I’d let the day come and go and no one would notice.  I know–not fair, but hey, it’s what I did. 🙂

And it did come and go….at least for one day. LOL . On Wednesday, the 112th day of school, Ali noticed on our ten-frame number on the board that we had in fact missed our special day!  Oops. 🙂 . She asked me and I was honest with my answer.  She seemed fine with that explanation, but pretty much insisted that we fix it by doing something that day.  Ok, Al, you’re right. 🙂

During our Morning Meeting that day we talked about our new plan for the day (and yes, I admitted my mistake).  They had ideas similar to what some of my previous classes have done, and thankfully most of their suggestions were totally appropriate and “doable” without much planning.  Together we decided that we would read 112 books, have 12 extra minutes of math (which sounds weird but was the concession I could give them when they first asked for 112 extra minutes!), and that we’d do some reading/writing/drawing about Black History Month later on in the day.  Pretty great ideas, I’d say!

Before we got busy with our reading goal, we talked about how we would make 112 books happen.  Sam had a great idea of thinking about it like a math problem, and he helped construct a ratio table to figure out how many books each would need to read.  We ended up with 7 or 8 each, and quickly discussed how we’d keep track.  Chart paper and post-its for the win!

Remember how in the post about Twenty Yawns I talked about how great it is when the numbers work out for you?  Well, it happened again as the chart we used could fit 9 sticky notes across.  You can use multiples of 10 – 1 to figure out how many you have pretty quickly.  LOVE IT!

Anyhow, we worked pretty much all morning on this, but ended up getting to our goal (and a bit past it!) just as it was time for lunch.  PERFECT!

Oh, and I’ll share what happened in that extra 12 minutes of math in another post soon!  The afternoon when they worked on Black History Month was also great, but I didn’t get any pictures of it. 😦 . I LOVE how excited these kiddos are about learning, and how much of that includes books!

There’s Math in That Book!–Twenty Yawns by Jane Smiley and Lauren Castillo

I remember when we were reading Going Places and Beckett found some pretty amazing math in a picture that was in the book.  We tweeted to Peter H. Reynolds to ask him if he knew about it, and/or if he did it on purpose.

We were tickled when he replied–because when authors talk to you it’s a BIG DEAL!!

Well, we were reading another book the other day–Twenty Yawns by Jane Smiley and Lauren Castillo–and something similar happened.

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As we finished the book (which is a super sweet story about a girl who is trying to go to sleep and not surprisingly does lots of yawning), I asked why the author would have named the book Twenty Yawns.  I thought someone would say “because there are 20 yawns in the story,” but surprisingly that was not what they suggested.  Somehow we got into a little tat about how there were 21 yawns in the book.  What??  I’m still not entirely sure if the friends who were so convinced about the 21 yawns were for real, or if they wanted to cause a ruckus, but regardless, Ali saved the day by saying we should count them and figure it out.

So…we went back through the story and paid attention to how many yawns were on each page, creating an equation that looked like this:

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Next we talked about the different ways kiddos could PROVE that there were or were not 21 (or 20!) yawns in the book.  Our list looked like this:Screenshot 2019-02-18 13.26.11

It was actually really lucky, too, how the problem worked out because we have been working on combinations of 10 and I was hoping that kiddos would find the 10s in there first, and then quickly come to the answer of 20.  Not all did, which is fine–we’ll keep working–but many did. 🙂 .

Check out some of our thinking (which we are still working on, by the way!).

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I LOVE it when we can take a story and turn it into a math problem!  What an authentic context and motivating activity. 🙂 . And while anytime we stretch our math brains it’s a good thing, I especially love it when the numbers in the book match the numbers we’re working on.  Way to go, Smiley and Castillo!  Did you do that on purpose for us? 🙂

What books have you read that have math in them?  Tell us about it so we can try it, too! 🙂

 

A Fabulous First Grade Friday in February! :)

Sometimes we have whole days where great things happen!  Last Friday was just one of those days.  🙂

It started in the morning when we got to visit the 5th Grade Black History Museum.  For the past few years, 5th grade has done a project to research famous black Americans and then share their findings with the rest of us.  This year it was extra special for our class because we have LOTS of 5th grade siblings.

It started with an introduction by a few 5th grade greeters and a giant sign:

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Then we were able to walk quietly through the museum and learn about the exhibits from the 5th grade historians.

When we returned, we recorded some of our learning in Seesaw to share with each other and our families.  We were excited to notice that some of the people we heard about in the museum were not new to us, as we’ve been doing lots of reading of our own, including a great book I’ll share more about later, called 28 Days.

Later on in the afternoon, we got to show off our baking skills (which we first honed making pumpkin pie, remember?) as we made brownies to share with families in the Robinson Food Pantry which was open that evening.  All of the first grades baked a treat, which was accompanied by a sweet note.

See?  A fabulous first grade Friday! 🙂

Kindness Quilt 2.0

Over the last few years, our school has begun to look differently at Valentine’s Day, choosing to celebrate an entire week (or even month!) of kindness, rather than just one day of candy and treats.  We even had a team of teachers to brainstorm and share ideas that kids might do to show kindness, a calendar with suggestions and videos and displays around our school.

Another such idea that our whole school took on was the Kindness Quilt.  It was actually a project that my class started last year, but something that never made it to the blog!?  It was a project sparked by a book–as many of our best ideas are!–which we started with ourselves and then shared with others, eventually inviting our whole school to participate. 🙂

This year many kiddos and teachers knew it was coming, since they had made the quilt last year.  We all started again, though, with the same inspiration: the book The Kindness Quilt by Nancy Elizabeth Wallace.

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The story is about a little bunny who is also celebrating kindness in her school, looking for kind acts around her life as she goes through the week.  Instead of finding just ONE kind thing she did, she finds SO MANY she decides to make a quilt out of her random acts of kindness.  The quilt started with just herself and her classmates, then grew from the small bulletin board to the big one, and then eventually spread to other grades in her school.  OF COURSE we wanted our kindness quilt to do the same thing!

I invited (and reminded) the rest of Robinson to join in our quilt endeavor again, and asked for teachers to let me know who wanted to participate.  Very quickly classrooms started to tell us they needed supplies, so we got busy putting together supply bags for them to use.  What great counting practice!

Once we had shared quilt squares with so many classes, we also had to make sure we had made quilt squares of our own!  The directions were to 1) show your act of kindness on the white square using a torn-paper picture, 2)  use the words “Kindness is…” and tell about your picture, 3) matte your picture on a bigger colored square, 4) decorate the edges of your colored square.

(A quick aside on why they have to use torn-paper: first graders can always benefit from activities and movements that increase their fine-motor skills.  Using pinchers to tear small bits of paper helps strengthen their fingers, which helps in handwriting and other small movements.  Also, there is a different level of planning and thinking involved with making a picture out of tiny shards of paper than just drawing it with a pencil, and I want them to be challenged to think in a different way. 🙂 We have done this before, so they were not surprised by the request, but yes, there are still some who fuss about not being able to use scissors!!).

Once we had enough squares done to start mounting them, I pulled out the butcher paper and got to work.  Ms. Pachan and Makayla (a SUPER 5th grade helper who works in our room–and Makhi’s big sister!) helped out with this job, too.

Check out some of our AWESOME squares!

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And just so you can get a sneak peek of how our quilt will look (although at the end it will be MUCH MUCH bigger, here’s all the quilt squares as of Thursday afternoon):

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I can’t wait to share updates as it grows and grows and we continue to celebrate kindness, long after Kindness Week is over!