Tuesday, April 22, 2014

Easter Egg Root Words

Ahhh.....spring time.  The time of year when my house becomes overrun with multicolored plastic eggs that get one day of use and then clutter up my living room.  For the past few years, I have given these eggs a new life in my classroom while practicing root words (recycling....perfect for Earth Day! ;))

Though the lesson I did the past two years worked well (read about it here), I just wanted to do something a bit less "competitive".  So here is what we did this year.

In preparation, using a permanent marker, I wrote the root words that we have been studying on the eggs.  One root per top, one root per bottom.  The eggs were then placed unmatched in little baskets.  In total, there were about 10 whole eggs per basket (give or take.)

The students were to take two sides of the egg, one top and one bottom, and create a brand new word.  The word that they created needed to be NEW, nothing they have ever heard before.  Words like "Unigraph" or "interpost" would be acceptable, however "telephone" or "subscribe" wouldn't.  When the students choose two egg halves, if a real word emerged, they had to rechoose one of the egg halves.    I gave the students a trifold recording sheet and asked them to use it to record 5 invented words.  

Once the student had invented 5 words, a definition needed to be created for each.  Now, a literal translation simply wasn't allowed.  If a student created "circumport" the definition could not be "around carry" since that is what the individual roots actually mean.  Instead, the student could say that when you circumport something you carry something back and forth, without actually using it as it was intended (ie: what I do with my papers to grade and teaching materials on the weekends...and they just stay in my trunk ;))  

The kids really wanted to give the literal definitions, and it took quite a bit of coaching and modeling to get them away from that and into the "dictionary" definitions.   But overall, I think most of the students "got" it quite quickly.

A picture was then to be drawn of the new word to compliment the definition and the part of speech, based on the definition, was to be determined.

Students also had to write two sentences using the new word in context, and include context clues in the sentence itself.  So writing something like, "The monograph is not working." wasn't enough.  They needed to write a sentence more like, "The monograph is not working so I need to write my own one word sentences instead of letting the machine do it."

The final piece of this was to take one word and create a "test" question for it.  We have been doing this a lot in class (every week actually, during our root word study...which I promise to write about soon) however I always give the questions and the students answer them.   So to make this more challenging, I asked the students to come up with their own question and the 4 multiple choice answers.  This was REALLY challenging but so valuable.  The kids were able to dissect the words even further and this activity allowed them to really think.

Here is a copy of the trifold that we used for this activity.
This was a really good way to get the kids thinking a bit more abstractly about the root words we have been learning.  It helped them to dig deeper into the meanings of the roots and determine how they fit together to form the language we speak today.  In total, this lesson took about 20 minutes to create the words and think about the definitions.   The sentences took another 20 minute session, and the quiz question was another 15 minutes (I had them do some think-pair-share on that as a prelude to actually writing the question and answers.) 

What do you do for root word study to get the kids thinking outside of the box?

Saturday, April 19, 2014

Walking the Colonies

One of my students' most favorite time during the school day is when we do The Walking Classroom.  That is one of the first things they ask me in line, before we enter the classroom.  "Are we going to do The Walking Classroom today??"

Sample of my bulletin board
I wanted to capitalize on this enthusiasm, as well as get a little bit of social studies in (since our unit, the Colonies, isn't actually covered in the lessons on the WalkKits.) So I thought and thought and came up with this little gem of an idea that is working super splendidly for me....Walking the Colonies!

This is actually something you don't need The Walking Classroom for.   We just are outside walking, so I do the two programs in conjunction with each other.

So what is this Walking the Colonies, you say?

Basically, my kids walk laps around the track.  As they are walking, they are keeping a tally of the amount of laps that they complete.  When we come back into the classroom, I add all of the laps up.  Then, using a scale of 1 lap = 1 mile, we go to our big map of the colonies (you can see basically what it looks like in the picture above)  and move around from destination to destination.

Just a sample of one of the Information Cards
When we hit a destination, I lead a little mini-lesson on the founding of that specific colony. Using information cards that I wrote, summarizing the most important events leading to the founding of the colony, the students get a nice introduction to the region.  We talk about it and discuss why the colony was founded.  Then, we head off to the next destination the next day.

I also have posted in the classroom a running tally of exactly how many "miles" have been traveled, both in total and between destinations.

Each of my students has their own folder with the little information cards that we have reviewed. That way, they have a record of the learning that they can then reference in our social studies unit. They also have a record of how many actual laps they have walked as well as how many actual miles they personally have walked.
As we move from one destination to the next, I have the kids input the miles it from the previous stop and then the total miles that have been walked by the class.  They also keep track of how many laps they personally have walked and how many REAL miles that equates to.  Usually they get in about a mile a day walking.

What I really like is that the kids are not just learning about the colonies when we get back to class, but they are pushing themselves to walk farther on the yard each day.  They walk just a little bit faster, getting their heart rate up just a little bit more, moving their blood and getting their bodies to work just a little bit better.  The added challenge of the "tour of the colonies" gives them an end-goal to work for too.  They want to go that one extra lap so that we will get to Maryland or New Jersey just a bit sooner.

Now, you don't actually have to walk to do this program.  You could have the kids read a certain amount of pages each day to equal a mile, then have the class move from destination to destination. They can earn a set number of table points, or complete a certain amount of homework assignments. You could also just do the mini-lessons and move around the colonies that way. 

 Anyway, that is just a fun little way I have tried to get more social studies into my day.  And now, I am going to give one lucky winner a chance to do the same.  Just leave a comment on my blog telling me how you get social studies into your day, then enter the Rafflecopter, and I will give one of these Walking the Colonies packs away to one lucky winner.  Enter by midnight April 20 though...as the rafflecopter will close then.  Good luck!

And if you just can't wait, you can get the Walking the Colonies pack here.  If you happen to win, I will let you pick something else from my store that is priced the same.

a Rafflecopter giveaway

Wednesday, April 16, 2014

Reflections on Read Aloud

This summer, I read The Book Whisperer: Awakening the Inner Reader in Every Child and was inspired to change my entire reading block.  I loved every word that was written and found myself nodding in agreement page after page.   As I began this school year, I was determined to have a "Book Whisperer" classroom.

Then the year began.

And I went back to my old ways.

Now, part of this is due to the fact that I was really only in my class for 4 weeks before my little one was born.  But the other part was due to my own ingrained habits.  Old habits are hard to break!

So instead of going all in, I decided to make small changes.  I can do small changes.  The small change came with my read aloud.

I have always read aloud to the kids, however, if something needed to "go" for whatever reason, it was always that.  I decided that my read aloud time would be a sacred time in the class this year.  That it would be something that we would never not do.  So I had to get it woven into my daily schedule so seamlessly that it couldn't be forgotten.  It is now part of our clean up routine at the end of the day.  Kids clean up, come to the rug, we read.  Done and done.

And I have to tell you...my class excites me so much now.  We have read some books that are rather heavy and difficult.  The Giver .  Among the Hidden (Shadow Children #1) Among the Impostors (Shadow Children #2) (the kids wouldn't let me stop at just the first book in the series ;))  The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup and a Spool of Thread .  I know that these are books that the kids would have passed up in the library.  Yet each of these books has illicit a response from the kids that would make any teacher's heart smile.

If you follow me on Facebook, you know how much I talk about the books we are reading.  I just LOVE the feeling I get when I walk to my line in the morning and the kids greet me with questions or predictions or inferences they have made about the reading from the day before.  My students beg me to read more when I stop at the end of a chapter.  They check the books we are reading out of the library so that they can read ahead.

What's even better is that the kids aren't just checking out Diary of a Wimpy Kid or Dork Diaries from the library anymore.  They look at the Newberry winner list and check out books from there.  They have learned that just because a book doesn't grab you within the first 4 pages, doesn't mean it isn't worth taking the time to read.  The Giver didn't get us until about 2/3 of the way through.  But once we were hooked, it was all we could do not to keep reading every minute of every day.  I remember vividly the moment Among the Hidden got us.  Page 40.  Every pair of eyes was staring at me as I read the last line in the chapter, then begging me to keep reading (which, of course, I didn't....gotta build up the suspense ;))

I know that this year I have created lifelong readers out of these students, which was the ultimate goal of The Book Whisperer in the end anyway.  While I didn't make major changes in my room, I am taking baby steps.  And those baby steps are working.  As one of my students said, when I was "convinced" by my class to read just one more chapter of our book, "Mrs. M is the BEST teacher ever!"  Just for reading aloud.  What could be better than that??

Monday, April 14, 2014

Disney Nature's Bears {a movie review}

My family (minus my photographer hubby)
Last weekend, I was invited to see the Disney Nature movie Bears.  This movie, which will be released this Friday, April 18, is the story of the first year of life for two little bear cubs and their mama in the wilderness of Alaska.

This is movie is true to form for Disney.  A story has been artfully woven from the footage the photographers were able to get while following these animals over the course of the year.  You see the bears in the den after birth, exploring the new snow-covered land around them, attempt to navigate the dangerous world of other bears, and desperately try to find enough salmon and other food to make it to the next winter.  The scenery itself is breathtaking and the bear cubs are just too cute!

My two children, ages 7 and 4, (well, I did take all 3, but my 6 month old was more interested in me than the movie ;)) really were very invested in the movie by the end.  They enjoyed the visuals and narration.  I think the "G" quality of the movie really spoke to them.  There were a few parts that had my daughter snuggled up a bit closer to me (the single male bears are territorial and do fight quite a bit...scary for some of the younger folks) but overall, the kids learned about the life of the bears and enjoyed seeing their trials and tribulations over the first year of life.  This clip here was their favorite part.  They couldn't stop talking about the crabs and the bears!

As a teacher, my mind was spinning on how I could incorporate this movie into my classroom.  I think what really spoke to me was how the filmmakers were able to take a nonfiction nature film and weave a "fictional" story into it.  There was a plot and end goal (the bears were trying to find food, make it to the "golden pond" and not starve.)   There was personification through the narration.  There was suspense and action.  I think that using the elements of both fiction and nonfiction, the storytellers were able to grab the audience and bring them in.  Showing students how both of these genres can be woven together would be a great lesson (or set of lessons.)  With all of our talk about text dependent questions and pulling evidence from the text, I think a lot could be used with this movie along those lines.

Here are also some activities that Disney Nature has put out to accompany the film.  There are some great photos in here that would definitely be a good addition to your classroom, as well as some good lesson starters that could spark even deeper exploration of issues facing these bears and our environment.

Do you ever use nature films in your room in this way?  Are you planning on seeing this one?  I would be interested to hear your thoughts!

disclaimer:  Though I was invited to this movie by Disney Nature, the opinions above are in no way influenced by that.  The thoughts are my own.

Saturday, April 12, 2014

Bright Idea: The 60-Second Clean-Up

I hate when my classroom is messy.   It drives me crazy when there is paper or other things strewn all over the floor.  I mean, why does there have to be a junky mess everywhere?   It makes sense to me that if a mess is made, it should be picked up.  So from day one of class, I teach my students how to clean up and show them the that I expect that their workspace will be spotless. (seriously, I don't allow trash on my floor.  Ever.  I just can't take it.)

One thing I implement in my room is the "60 second clean up".  It is the easiest, fastest way I know to get the room spic and span.  Here is how it goes.

I count down aloud from 60 to 0.  During that time, the students are moving around the room, some with brooms, some without,  picking up any mess that they made.  Pencil shavings are swept.  Pieces of paper are picked up.  Anything that has been dropped is removed from the floor.

By the time I get to 10, the students begin heading back to their seats.  When I reach 0, they are all sitting with their hands folded.

There are only two rules:  Everyone helps.  No talking.

It is quick and simple and painless.  My room is clean and we have a place to function that we can be proud of.

How do you get your students to keep their areas and the common class space clean?

Want more Bright Ideas??  There is a whole Pinterest board dedicated to awesome ideas you can implement in your own classroom!

AND Then hop around to the blogs below for even more awesome bright ideas!