What We're Reading

One of my favorite parts of summer is the local library's annual reading program. I've always loved reading and it was so exciting that over the summer I was rewarded for reading! Even as an adult I join the adult summer reading program. I'm excited to say that my daughter, while she can't read yet, shares my love for books and we read at least one book every night and go to the library to log her books so she can earn stickers and prizes! We are just about half way through our summer break and I thought I'd share some of our favorite books so far.....

1) Fancy Nancy Explorer Extraordinaire
Why we love it: aside from loving Fancy Nancy for all fancy words and exciting adventures, this book adds an element of learning. My daughter was excited to learn about the different types of leaves and the difference between a moth and a butterfly. It sparked her curiosity as a scientist and I know these are subjects we can and will explore more this summer.

2) The Berenstain Bears and Too Much Vacation
Why we love it: it was a humorous book about a vacation that has gone terribly wrong. But it was also a book we can learn from, we talked about how to make the best of any situation and that sometimes you just have to laugh about what is happening.

3) Nancy Clancy Secret Admirer
Why we love it: this was our first chapter book!!!! The chapters are short which makes it easier to holder a young readers attention. The friendship between Nancy and her best friend Bree is a great examples of friends being there for one another. I also liked how the story ended... I won't give it away but it kept it PG which was perfect for my little girl!

4)  Pirates Don't Change Diapers
Why we love it: the young boy in the story has to watch his baby sister while his mom runs to the store and his dad takes a nap. We are expecting our second child and this book helped my daughter see the humor and joy of having a younger brother or sister. We laughed through the whole book!

5) Spaghetti in a Hot Dog Bun
Why we love it: this book my daughter picked all by herself. I had never heard of it before but boy am I glad she picked this one out. I will be purchasing this for my personal collection ASAP! This book focuses on how we are all different and it's ok. It encourages children to always do the right thing, even when others around them aren't making the best choices! 

What are your top five children's books of the summer so far?

Self-Evaluation Equals Becoming a Better Teacher!

Confessions: I miss blogging, I miss connecting with other teachers in a way that only happens in the virtual world of teacher blogging! I want to be at the I Teach K conference in Vegas! I want to be asked to be a presenter! I want to share with the world my joy of learning and help other teachers the way I know I can…. I just don't know where to start!

To help me get back into blogging I decided to take the #Kinderblog14 blogger challenge. Challenge 1,  write the blog post you've been meaning to write, or have had on the draft board and never finished. For almost a week now I tried to figure out where to start, where to jump in… then I checked my draft board and found this one I started back in NOVEMBER! Like I said, I haven't blogged in a LONG time!!!!

So here is what I started writing back in November 2013:

As many of you know I've been posting a lot about my excitement of working in a new school... well 39 days down and that excitement hasn't changed. I'm finding that this new school is pushing me to become a better teacher than I ever imagined! Both my APs (assistant principals) have set the bar pretty high for me and I am doing everything in my power to reach that bar.

This past week I started doing math centers. Our math curriculum is centered around the use of a text book, which for my ELL students I have found to not be very engaging. I got permission to use the textbook as I see fit and teach the concepts in various ways, including centers, games, and hands on learning! I still have to administer the mid-chater and end of chapter tests from the program... which if all goes well my kids should be able to do because my centers and hands on approach will hopefully help my kiddies learn the math concepts. So center based math it was. We are focusing on the numbers 0-9 as well as the terms, greater than, less then and introducing simple adding and subtracting (without actually introducing those terms: I have three apples, my brother has 2 more apples than me, how many apples does my brother have).

I met with one of my APs last week to share what I was doing and he challenged me - how are you holding the students accountable to what they are learning? How are you tracking what they are doing? Good question! I have 6 tables in my classroom - so I made 6 centers.

This is what I used to do: One center was a teacher lead center where I work on the skills each group needs. Right now my big focus for the majority of the class is to master the idea of one number at a time. My high fliers are working on counting on, and addition problems using the terms more and less. This center always had some sort of product I could keep and file - whether it was a page stapled in their math journal or their math tests. I had one center that was math books - we don't have a lot of time to read/look at books and I thought this might be an interesting way to bring books into another part of our day. I had a number writing center, and a few games of matching numbers.

After meeting with my AP and his questions about accountability I started to think... hmm... I need to find a way to make these centers have more meaning. I scoured the internet and found some great teachers who were willing to help me out! One teacher in particular: Crystal @ Kreative Kinder was amazing!!! I mean above and beyond when it came to answering my millions of questions (and she's willing to answer even more of my questions!) I've spent most of the time picking Crystal's brain about literacy centers (because, yes trying one new thing at a time is just not going to work for me!) but one great idea I got from Crystal was to basically have two centers in one. First the kids would do a paper and pencil activity which would be followed by a quiet activity.

And here is my current follow-up:
The reality - my goal of doing centers all the time fell much shorter than I like. Lack of supplies and cost were only part of the problem. Trying to learn a new curriculum AND trying to invent and incorporate centers was challenging to me at times. I decided that I needed to slow down and not jump in without looking. I spent most of the year embracing the new curriculum I was teaching and trying to learn the ins and outs of it. I wanted to get a good handle on the curriculum, figure out what I love and what I hate would like to improve upon for the next school year.

I think I have a good idea now on what our literacy and math curriculums are all about and I'm excited to spend time this summer planning and trying to make them a bit more interactive. Do you have any suggestions or favorite teacher bloggers who have great kindergarten math center ideas?

I really hope this blogger challenge helps get my creativity for blogging flowing again! :)

The First 28 Days

Wow! I can't believe 28 days has already gone by... where has the time gone? It has been quite an adventure getting used to my new school, which I am loving by the way. Sometimes taking a blind leap of faith really does work out for the best in the end!

My new school is nothing like my old school... here's a breakdown of some of the major differences (in now particular order):

• I am now in a Title 1 school - this has been a big change for me. We are lacking many basic supplies and I have had to reach into my own pocket to purchase supplies for the classroom that I never thought I'd have to buy. I've also had to adapt many of my practices to make them work with the supplies I do have. It's been a learning curve but it's pushing me to be a more creative and engaging teacher!
• The students wear uniforms - personally I think this is a wonderful thing. I never have to worry about someone coming in wearing inappropriate items.
• There is an unspoken dress code for teachers - while our contract does not outline a dress code the teachers in this school dress with pride, nice clothes and nice shoes every day... jeans and sneakers are frowned upon. 
• Take Risks! - We are encouraged to take risks and try new things. We are encouraged to take our curriculum and make it work for our students. We are encouraged to do what it take to get through to the kids so they can learn! We are encouraged to be creative and make teaching and learning fun! 
• Learning Centers - We are expected to have literacy centers 4 days a week and teach guided reading during this time. While I'm still doing assessments my students are loving the idea of having center time and are thriving on it. 
• Copies are limited - We have to submit our papers a week in advance and have proof of why we want to use it. I have not yet taken risks with my copies and have been making copies at home which isn't cheap!
• No printers - We don't have free access to printers. I am used to having a printer at my ready all day long. Now I have to be extra prepared - everything has to be printed out at home and brought in. This is taking A LOT of getting used to for me!
• Collaboration is limited - I'm used to meeting and planning together every day... here we are working towards that but I often find out about projects and activities that the other teachers are doing after the fact and have to rush to figure out how to make the activities they are doing work with my class.
• New Curriculum - The school took on two new curriculums this year - math and literacy.

With all these differences it's been a struggle the first 28 days to get organized and figure out how I want to do everything. I am finally getting into a nice groove.

It's taken me a while to figure out the best way to teach our new literacy curriculum. There isn't any research on this new program that has been widely adopted and it's the first year it's being used so everyone is learning as they go which means there are no "experts" to go to when you have a question. I've got a good handle on the reading aspect of this new program - but I'm still struggling with figuring out the best way to teach writing based on this program. I'm also trying to figure out the best way to make cross-curricular connections with social studies and science. The best part though - PROJECTS!!! We are encouraged to do projects, lots and lots of projects. My goal is to get ahead of the game in my planning so I can figure out some great projects for SS and Science!

I'm also trying to find some great math projects/activities that tie into my math curriculum. We teach math for 2 periods, which is longer than I've ever taught math... so I'd love to spend part of that time doing hands on projects to reinforce what I'm teaching.

It's been a struggle to keep up with all the planning that I have to do this year but I'm hoping to get ahead of the game at some point. I'm also trying to plan everything out so that come next fall everything is ready to go!

Close Reading

The big push in my school right now is close reading. My principal has been encouraging the early childhood teachers to introduce the idea of close reading to our kids, as young as Kinders, to better prepare them for the state exams.

I for one thought this was a bit of a challenge and wasn't sure my kiddies would understand or get much out of a close reading. Boy was I pleasantly surprised by what happened last week!

Each week we study to pieces of music. We have been focusing on The Beatles and last week we were listening to and reading "Good Day Sunshine" and "Octopus's Garden." I was trying to find parts of one of the songs that would engage the kids in a good conversation. I decided that I would hold a discussion and close reading of "Good Day Sunshine" and talk about leisure time.

First things first is I printed just these lyrics and made them nice and big on the overhead (man a smart board would have been awesome to have for this lesson!) Here are the lyrics I put up.

We take a walk, the sun is shining down,

Burns my feet as they touch the ground.

Good day sunshine,

Good day sunshine,

Good day sunshine.

And then we lie, beneath a shady tree,

I love her and she's loving me.

She feels good, she knows she's looking fine.

I'm so proud to know that she is mine.

Once the lyrics were up I introduced my kids to the idea of leisure time. I explained that leisure time is a period of time that you are not working or at school or doing homework. It's a time when you are free to have fun and play or do the things you like. The kids really seemed to grasp this new term. After a lively discussion of what leisure time is and some things they might do and what they think leisure time is I turned on the overhead and I read through the lyrics once. Then I said to the kiddies that i was going to read the lyrics one more time and they had to listen for text evidence of something the character in the song did for leisure. They were so excited about this activity they were practically jumping out of their carpet squares to answer my question! They did a great job and were able to find the lines "we lie, beneath a shady tree" and "We take a walk." 

Not only were my kiddies able to find text evidence of leisure time but then they could back up their text evidence by explaining what leisure time was. I was super-dee-dooper proud of my kiddies!!

Rainbow Conferences

When I first started teaching Kindergarten I had a wonderful mentor teacher, Mrs. S. She taught me so much that first year and I'm fortunate enough that she is willing to continue to mentor and guide me whenever I need some help. One of the things we talked about was the importance of scheduling reading and writing conferences.

You see when I first started Reading/Writing Workshop I found that I was constantly conferencing with the same children over and over again, which unfortunately meant certain children weren't getting enough conference time with me. Mrs. S. suggested that I figure out a system of keeping track of which children I conferenced with each day. I loved this idea and I sat down to figure out a way to keep track of my conferences.

My first year I created a simple calendar grid that I used to track my conferences, but over the years I developed it to become what I now call my "Rainbow Conferences." So what is "Rainbow Conferences"? It's a two system method of keeping track of whom you conference with and when.

The first part is a monthly calendar.

I make one monthly calendar for reading AND another one for writing. I think it is very important to maintain two separate calendars. The calendars are color coded to help you keep track of which days during the week you are supposed to conference with each children. For example - if Samantha's name is in row 1, then I know I conference with her on Mondays so any box that is red means it is a day I am supposed to conference with Samantha. It looks more complicated than it really is, I promise! The bright colors help draw my eye to the correct boxes to help me keep track of my conferences. 

For reading and writing I use similar keys to help mark my conferences. I always mark a capital 'C' if I had a regular conference with a student. I mark a 'G' or write the word 'Group' across any boxes I may have held a group conference with. I also keep track of any assessments I do with the students as well as if a student is either out of the classroom or absent for the day. I find that by keeping these calendars all together I can quickly glance and see when I did an assessment with a student last and if I need to do another one. I keep these in my teacher binder. Below is an example of how I would mark my reading conferences:

The second part of my conferences is a poster I created that is also color coded. I print and laminate these posters and hang them on my wall. I fill in all of my student's names on the correct day of the week so I can clearly see who I am supposed to conference with. 

I really love this system for keeping track of my conferences, they have helped me over the years make sure I get to all of the children in my class as much as possible. 

Now I'm sure you are wondering, "How do you decide which children to conference with each day?" Well that one was actually very simple for me. Since I teach Kindergarten I don't have a good judge of what levels they are on so for the beginning of the year I set up my calendars in alphabetical and reverse alphabetical order. For example if my reading conferences are alphabetical than my writing conferences would be reverse alphabetical. I may swap around a few names if I have too - I ALWAYS make sure that I am not conferencing with one person for reading and writing on the same day! That is very important to me!!! 

As the year progresses I group my students (whether it be formally or informally) and use these groupings to help organize my conference days. In reading I organize my students by their reading levels. We use colors and letters for our reading levels - so I schedule all my "red dot/level A" readers for the same day, if there are more than 5 students on the same level then I schedule the remainder of the students on the next consecutive day. Some months I just line my kids up on my calendar from beginner readers all the way to advanced readers. Other months I make my groups based on their reading levels and than randomly assign a day of the week for each group. 

For writing, again, in the beginning of kindergarten I don't have a good judge on their level so they are just simply scheduled alphabetically. But as the year progresses, similar to reading, I schedule them in groups based on their ability. 

The reason I group my students and then add them to my calendar is to help make my conferences run more smoothly. If I know I'm meeting with all beginner writers on Monday I have the option of 1) pulling them as a group and working on a skill they all need to improve on or 2) have my "bag of tricks" ready with activities and lessons for beginner writers and meet with them one-on-one. I find it a lot easier to be thinking and focusing on one level of writing (or reading) rather than meeting with a beginning writer, followed by an advanced writer, and then some average writers thrown in too. The skills they all need are so different and having to change gears so often during conferences is not very easy. 

So that my friends is what I like to call my "Rainbow Conferences!" I hope you enjoyed a glimpse into what they are all about! If you are in love and want to learn more about them, including some tips and tricks, plus get an entire set of 2012-2013 school calendars for both reading and writing already mapped out for you then head on over to my Teachers Notebook Store or my Teachers Pay Teacher Store and pick up your copy today! I'd love to hear your thoughts on this system or how you organize scheduling your conferences!!! 

Thanks for stopping by today :)