The best part? For at least this year, I'll have a book that none of the kids have read. I won't have to hear, "Oooh, I know what happens!" and it'll be a great literature discussion! Here is Book 1!
Showing posts with label ELA. Show all posts
Showing posts with label ELA. Show all posts
Saturday, August 15, 2015
NaNoWriMo Update
I have posted before about taking on the NaNoWriMo challenge with my students. For the last two years, I have spent the month of November plugging away at a novel with a goal of 30,000 words. They wrote and published their own books and told me that I should do the same with my two novels. So I figured, why not? It was many hours of proofreading, formatting, researching information about self-publishing, more proofreading, and more formatting, but I think it was all worth it in the end. The proof of the second book is already on its way, and with any luck I'll have both done before the school year starts.
The best part? For at least this year, I'll have a book that none of the kids have read. I won't have to hear, "Oooh, I know what happens!" and it'll be a great literature discussion! Here is Book 1!
The best part? For at least this year, I'll have a book that none of the kids have read. I won't have to hear, "Oooh, I know what happens!" and it'll be a great literature discussion! Here is Book 1!
Monday, February 16, 2015
NaNoWriMo
NaNoWriMo stands for National Novel Writing Month. During the month of November, people from all over get together and set their own personal word count goals, with the big idea being that you get a novel drafted in a month (or at least a good start to a novel). Last year, I happened to find the NaNoWriMo website just a tad late, on November 1st. But as it was a weekend, I figured I had a whole day and a half to revamp my writing plans for the month and bring out a new challenge! My students had mixed reactions, but even the most reluctant were happy when they could set a small word count goal, such as 500 words. We didn't quite plan as much as I would have liked, but the enthusiasm was infectious, and final word counts ended up between 1,500 and 9,000 words. Of course, if they were going to do it, I figured I had to promise to do it too, and I ended up writing a novel over just over 32,000 words.
I knew it was a project that I wanted to do again, and the resources that are available from the Young Writers Program are amazing. So, this year we started in October with the planning stages. First, we put away our inner editors, and then we started planning characters, settings, plot arcs, dialogue... all the things that make a good story! We set our word goals, and when November 1st hit, we all started writing. At the end of the month, everyone in the class had once again met their word goals, and my small group of 6 boys had written a total of more than 45,000 words, including one Choose Your Own Adventure book. A student from the previous year wanted to do the project again and added 10,000 words, and I wrote a sequel to my first book to add on another 30,000 words for a total of just over 85,000 words! Incredible!
We took a short break from the novels, and then started on the revision/editing process. Since students are always looking for new books to read, and I'm always looking for ways to get them to respond to literature, this was a perfect match. Each student got to take home another book and proof and comment right on the draft as they read. The kids conferred, revised, read, edited, smiled, and asked eagerly for the next book. We then worked on formatting the text in class, and during art class they worked on cover designs and publishing. In the end, each of the kids had their own published novel.
And me? Well, the kids kept telling me that I should publish my book, too. So that's my next project. Here are a few of their published books on display.
Sunday, May 25, 2014
Mad Libs - Part 2
As a follow up to one of my most popular items, School-Themed Mad Libs, I have put together a set of 4 Animal-Themed Mad Libs which is available on TpT! There is a
separate recording sheet for the list of words before students put their
answers into the story so the teacher can then
check the list of words for correct parts of speech before having the
student their list of words into the actual story.You can also find my original Mad Libs which are school-themed on TpT.
Biography Partner Projects
My students recently finished a biography partner project, which was designed not only as a reading and research project, but also to help students work on their organization, time management and cooperative skills. I wanted to stress the process and quality of work with this project. I used the ‘Who Is/Who Was’ series of biographies, since they are all about the same length, and they include a starting place for the timeline requirement. The entire project took 4 weeks, with children working on this both in class and for homework.
I started by grouping students into pairs, keeping in mind their work habits and organizational skills. Each group looked through the list of famous people and chose their top three, and from those lists I assigned books. The first task was to work on reading the book and taking notes as they went. They had to set nightly reading goals with their partner, but I gave a general guideline for when their book should be finished. They were also working on the ‘Looking Back In Time’ sheets, researching other events that happened during the decades that their famous person was alive. I gave the last 5 minutes of each class for students to set new goals, split up tasks, and update their Time Management planners.
Once a group completed the reading and note taking, they moved on to organizing their notes into topics. This step was time consuming, but it was since mostly useful for those doing reports or flip-flap books, I think I would only use this as a tool for those students who needed it.
Projects were the next step. Students were required to do the timeline, including both events from the life of their famous person AND events happening in the world at the time. They also had to choose which project(s) to do. They could either choose to do one writing and one art project, or a mixed writing/art project. Students then worked on writing up steps checklists for each project and a list of needed materials before drafting or working on the project. The rule was that both partners must work on each project so that they had to communicate their ideas and find a way to evenly distribute the work.
On the due date, students came into class with all of their projects and materials from the process. They had to grade themselves on their grading sheet, organize all of their notes and planning sheets, and then highlight their actual contributions to the project on the steps checklist. They turned all of these items in, along with their Time Management/Materials sheet. We then spent the next few days presenting projects and even invited the first grade class to see our projects, since they were doing biography projects, too! Here are a few of the projects.
I have put the packet of instructions, planning sheets, examples etc. up for sale on TpT. Included in this packet are:
Instructions
Grading Sheet
Looking Back In Time (research/notetaking sheet)
Time Management Planner
Materials Planner
Steps Checklist
Notetaking Sheets
Notes Organization Sheets
Project Overview Sheet (Projects noted with *)
*Timeline Instructions
Timeline Planning Sheet
Timeline Template
Timeline Sample Page
*A-Z Booklet Instructions
A-Z Template
*Interview Instructions
*Flip-Flap Book Instructions
*Cereal Box Instructions
*Biography Hanger Instructions
*Poster and Report Instructions
*Museum Display Instructions
Museum Display Explanation Card Template
*Scrapbook Instructions
Scrapbook Planning Sheet
*I Am Poem Instructions
Teacher Checklists (3 versions)
I hope you find it useful!
I started by grouping students into pairs, keeping in mind their work habits and organizational skills. Each group looked through the list of famous people and chose their top three, and from those lists I assigned books. The first task was to work on reading the book and taking notes as they went. They had to set nightly reading goals with their partner, but I gave a general guideline for when their book should be finished. They were also working on the ‘Looking Back In Time’ sheets, researching other events that happened during the decades that their famous person was alive. I gave the last 5 minutes of each class for students to set new goals, split up tasks, and update their Time Management planners.
Once a group completed the reading and note taking, they moved on to organizing their notes into topics. This step was time consuming, but it was since mostly useful for those doing reports or flip-flap books, I think I would only use this as a tool for those students who needed it.
Projects were the next step. Students were required to do the timeline, including both events from the life of their famous person AND events happening in the world at the time. They also had to choose which project(s) to do. They could either choose to do one writing and one art project, or a mixed writing/art project. Students then worked on writing up steps checklists for each project and a list of needed materials before drafting or working on the project. The rule was that both partners must work on each project so that they had to communicate their ideas and find a way to evenly distribute the work.
On the due date, students came into class with all of their projects and materials from the process. They had to grade themselves on their grading sheet, organize all of their notes and planning sheets, and then highlight their actual contributions to the project on the steps checklist. They turned all of these items in, along with their Time Management/Materials sheet. We then spent the next few days presenting projects and even invited the first grade class to see our projects, since they were doing biography projects, too! Here are a few of the projects.
 |
| Cereal Boxes |
 |
| Flip-Flap Book |
 |
| Poster and Report |
 |
| Museum Display |
 |
| Accordion Book Timeline |
 |
| Shape Timeline |
Instructions
Grading Sheet
Looking Back In Time (research/notetaking sheet)
Time Management Planner
Materials Planner
Steps Checklist
Notetaking Sheets
Notes Organization Sheets
Project Overview Sheet (Projects noted with *)
*Timeline Instructions
Timeline Planning Sheet
Timeline Template
Timeline Sample Page
*A-Z Booklet Instructions
A-Z Template
*Interview Instructions
*Flip-Flap Book Instructions
*Cereal Box Instructions
*Biography Hanger Instructions
*Poster and Report Instructions
*Museum Display Instructions
Museum Display Explanation Card Template
*Scrapbook Instructions
Scrapbook Planning Sheet
*I Am Poem Instructions
Teacher Checklists (3 versions)
I hope you find it useful!
Saturday, March 29, 2014
Student-Led Portfolio Conferences
November is a time for Parent-Teacher conferences, which I must admit are not my favorite. I spend so much time trying to think of everything I need to say to a parent, organizing my ideas, gathering work samples and finding just the right way to phrase some of those difficult messages. And inevitably, the minute a parent leaves or an hour later it hits me... the one thing I forgot to tell them!
Spring is another conference, but this time around students are leading the way. Over the next few weeks I will spend time reflecting with my students, sharing in their joy of obstacles overcome and looking at what challenges still lie ahead. It is hard enough for me to organize my own thoughts, but to get students to do it and share it with their parents is even harder! The students have individualized short and long term goals, but that is just the start!
Last year, teaching third grade, there was one standard sheet that the students had to fill out for every subject area they reflected upon. While I think it was good to get the kids into the mindset of reflecting upon their own work with the same questions over and over, the drudgery of the same sheet of paper with each reflection wore some of them down. So, this year I decided to spice things up a bit and create a mix of forms for the kids to use. A few self-assessment sheets where they get to fill in smiley faces or number bubbles, some charts and lists, and then a few written responses and goal setting sheets. We will spend the next few weeks reflecting, organizing, and preparing for conference day, when the students will take the lead and share their own assessment of their progress so far this year. I am looking forward to their thoughts, opinions and reflections!
I have tweaked a few of the sheets so that they are more generic for any other teachers who may be looking to do something similar with their own students, and I have placed them in my TpT store. Included is a long-term goal sheet, a short-term goal sheet, and a full set of printable sheets for students to use as a reflection tool for a student-led portfolio conference. Reflection sheets are a set of questions that a student can answer related to that area, and can be used in conjunction with work that they have pulled from the year. Sheets include:
*Cover Sheet
*Student Checklist
*Math Self Assessment (4th Grade Everyday Math topics up to Ch. 7)
*Math Reflection Sheet
*Reading Reflection Sheet
*Writing Reflection Sheet
*Spelling Scores Recording Sheet
*Science Reflection Sheet
*Social Studies Sheet
*Work Habits Self Assessment
*Growths and Goals Sheet
*Goal Setting (with parents) Sheet
*Special Area Reflection Sheet
*Generic Reflection Sheet
Spring is another conference, but this time around students are leading the way. Over the next few weeks I will spend time reflecting with my students, sharing in their joy of obstacles overcome and looking at what challenges still lie ahead. It is hard enough for me to organize my own thoughts, but to get students to do it and share it with their parents is even harder! The students have individualized short and long term goals, but that is just the start!
Last year, teaching third grade, there was one standard sheet that the students had to fill out for every subject area they reflected upon. While I think it was good to get the kids into the mindset of reflecting upon their own work with the same questions over and over, the drudgery of the same sheet of paper with each reflection wore some of them down. So, this year I decided to spice things up a bit and create a mix of forms for the kids to use. A few self-assessment sheets where they get to fill in smiley faces or number bubbles, some charts and lists, and then a few written responses and goal setting sheets. We will spend the next few weeks reflecting, organizing, and preparing for conference day, when the students will take the lead and share their own assessment of their progress so far this year. I am looking forward to their thoughts, opinions and reflections!
I have tweaked a few of the sheets so that they are more generic for any other teachers who may be looking to do something similar with their own students, and I have placed them in my TpT store. Included is a long-term goal sheet, a short-term goal sheet, and a full set of printable sheets for students to use as a reflection tool for a student-led portfolio conference. Reflection sheets are a set of questions that a student can answer related to that area, and can be used in conjunction with work that they have pulled from the year. Sheets include:
*Cover Sheet
*Student Checklist
*Math Self Assessment (4th Grade Everyday Math topics up to Ch. 7)
*Math Reflection Sheet
*Reading Reflection Sheet
*Writing Reflection Sheet
*Spelling Scores Recording Sheet
*Science Reflection Sheet
*Social Studies Sheet
*Work Habits Self Assessment
*Growths and Goals Sheet
*Goal Setting (with parents) Sheet
*Special Area Reflection Sheet
*Generic Reflection Sheet
Sunday, September 22, 2013
Spelling Headaches Finally Solved
It's always a challenge moving to a new grade level, and I've been feeling like I'm trying to dig my way out of a hole ever since the year started. All of the wonderful plans I had put together in my head, and in some cases on paper, finally had their chance to be implemented, and while some of them worked out well, some of them didn't go as well as I'd hoped.
Spelling has been my biggest nemesis so far this year, but I think I have finally gained the upper hand! Last year I continued using Words Their Way, but I just wasn't happy with it in the end. My summer planning put me on a path to use a modified version of Spelling Connections so that students would have their own, individualized list of words, practice with using words in context (something I just couldn't get to work for me with the way we were using WTW), and get extra practice with grammar skills. I used the WTW spelling inventory at the start of the year, and I just couldn't figure out how to mesh the missing spelling patterns for some kids with the lessons in the book. So, a new plan was needed.
I finally decided on using both programs (Spelling Connections and WTW), alternating between lists each week, but the details were still fuzzy on how exactly to implement everything. First, I had to go back to the original assessments and place each student at an appropriate spot in both programs. Out of 10 kids (yes, 10... it's part of the reason that I CAN do this!) I have 4 groups in SC and 6 groups in WTW. I decided to use the SC program the first week since it was easier to wrap my head around, and the lists were already premade, which made it easier to get everyone started with Spelling City. Thankfully, that all went smoothly!
No matter how many times I thought I'd had a plan for the WTW weeks, I just kept finding problems with my solutions. When I left work on Friday, I knew that next week would be a WTW week, and I still didn't have the details sorted out on how to implement it smoothly! After hours of working on it this weekend, I FINALLY have a plan!
I started going through the WTW program and creating lists of 15 words from each sort that represent all of the different spelling patterns being covered, including some of the extra words that are listed in the book but are not part of the sorts. I then double checked my lists against the different lessons that use those patterns in the SC book and made any necessary changes. Each list is being printed out and put on a 4x6 index card with a heading like WW Sort 19 (Within Words Sort 19) or SA Sort 4 (Syllables and Affixes Sort 4). The lists are also color coded by which book they came from to help us keep them organized. Those short headings will then be used for the Spelling City lists, and hopefully will be easy enough for the kids to remember.
So, on Monday morning, each child will get their sort card (they may have to share with a friend) so that they can copy their 15 spelling pattern words into their agenda. I will meet with each student/group to discuss their sort. They will then add any words they misspelled from last week's test to their list, followed by any words on their misspelled words card (which is where I've been writing down any words they have misspelled in their writing). If they still have spaces to go in their list of 20 words, I have a few math vocabulary words they can choose from.
Their homework/classwork will be from a spelling packet where I've broken the activities down into groups... Practicing the Pattern, What Does It Mean?, Break It Down, Playing With Words, and Just for Fun! That way, I can assign work based on what they need... spelling patterns, vocabulary, etc. They will also be able to use Spelling City for practice, although they will have to go in and practice their list in two parts... the WTW sort words and their individual list.
Whew!
Spelling has been my biggest nemesis so far this year, but I think I have finally gained the upper hand! Last year I continued using Words Their Way, but I just wasn't happy with it in the end. My summer planning put me on a path to use a modified version of Spelling Connections so that students would have their own, individualized list of words, practice with using words in context (something I just couldn't get to work for me with the way we were using WTW), and get extra practice with grammar skills. I used the WTW spelling inventory at the start of the year, and I just couldn't figure out how to mesh the missing spelling patterns for some kids with the lessons in the book. So, a new plan was needed.
I finally decided on using both programs (Spelling Connections and WTW), alternating between lists each week, but the details were still fuzzy on how exactly to implement everything. First, I had to go back to the original assessments and place each student at an appropriate spot in both programs. Out of 10 kids (yes, 10... it's part of the reason that I CAN do this!) I have 4 groups in SC and 6 groups in WTW. I decided to use the SC program the first week since it was easier to wrap my head around, and the lists were already premade, which made it easier to get everyone started with Spelling City. Thankfully, that all went smoothly!
No matter how many times I thought I'd had a plan for the WTW weeks, I just kept finding problems with my solutions. When I left work on Friday, I knew that next week would be a WTW week, and I still didn't have the details sorted out on how to implement it smoothly! After hours of working on it this weekend, I FINALLY have a plan!
I started going through the WTW program and creating lists of 15 words from each sort that represent all of the different spelling patterns being covered, including some of the extra words that are listed in the book but are not part of the sorts. I then double checked my lists against the different lessons that use those patterns in the SC book and made any necessary changes. Each list is being printed out and put on a 4x6 index card with a heading like WW Sort 19 (Within Words Sort 19) or SA Sort 4 (Syllables and Affixes Sort 4). The lists are also color coded by which book they came from to help us keep them organized. Those short headings will then be used for the Spelling City lists, and hopefully will be easy enough for the kids to remember.
So, on Monday morning, each child will get their sort card (they may have to share with a friend) so that they can copy their 15 spelling pattern words into their agenda. I will meet with each student/group to discuss their sort. They will then add any words they misspelled from last week's test to their list, followed by any words on their misspelled words card (which is where I've been writing down any words they have misspelled in their writing). If they still have spaces to go in their list of 20 words, I have a few math vocabulary words they can choose from.
Their homework/classwork will be from a spelling packet where I've broken the activities down into groups... Practicing the Pattern, What Does It Mean?, Break It Down, Playing With Words, and Just for Fun! That way, I can assign work based on what they need... spelling patterns, vocabulary, etc. They will also be able to use Spelling City for practice, although they will have to go in and practice their list in two parts... the WTW sort words and their individual list.
Whew!
 |
| An example of the WTW lists I am printing for the 4x6 cards |
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