Online Portfolios

Thursday wrapped up the first week of my OWP Content Literacy class and meant hearing from a fabulous guest speaker, Betsy Woods.  Betsy was my coteacher last summer for our online Historical Perspectives class.  She teaches at Milford HS and is a wealth of knowledge...particularly when it comes to technology!  And she is OWP's new "Professional Coordinator."

She shared tons of great tech resources with us that are housed here in her online portfolio.  I am particularly excited for some possibilities with audio recording, both students and myself for student feedback.  I'll keep you posted as I try it out!

Does anyone else give audio feedback to their students?  How has it worked for you?

Guest Blogger Bette: OWP Take-Aways

I have hit the guest blogger jackpot! Chelsea was talking up my blog and another awesome Ohio Writing Project colleague asked to share her summer take-aways....uh, heck yeah! So without further ado, I will let Bette introduce herself! Thanks again, Bette (and Chelsea!)

Hi, my name is Bette Williams. I am a kindergarten teacher at Bogan Elementary. I have taught kindergarten for 15 years. I really enjoy writing activities in my classroom and try to combine the activity with a craft for a culminating activity as often as possible. I am currently in the Ohio Writer's Project 4 week summer session where I have met some amazing teachers and have been getting great ideas to  include in my writer's workshop this school year. Here are my thoughts for a kindergarten character study.

What you need: 

-Several different versions of the story Goldilocks and the Three Bears such as: Believe Me, Goldilocks Rocks by Nancy Loewen.

 

 

-A character web of Goldilocks using the traditional story.

-Several colors of construction paper, tissue paper, googly eyes , markers and glue.

1. Read the traditional story of Goldilocks and the Three Bears. Fill out the character web together as a class, brainstorming ideas as students copy responses onto individual papers (you can do this as a class, depending upon the time of year and student ability).

2. Read Believe Me, Goldilocks Rocks by Nancy Loewen.This story is a modern version of Goldilocks. She takes a dare from Red Riding Hood to visit the bears home while they are away. The kids will love how Goldilocks uses  her cell phone to take pictures as proof of her adventure. Discuss the difference in this view point. How is Goldilocks the same/different? 

3. Again brainstorm ideas for a character web of Goldilocks. How is this character web different? How is it the same?

4. Create a Goldilocks using the supplies listed above. Goldilocks should match the character web created. Is she a traditional Goldilocks or does she look more modern? Let the kids really experiment with this project. I have the basic shapes available, arms, legs, head and a trapezoid for the body. Students can change the body shape , and skin color, and add googly eyes.

Other books your students may enjoy:

 

Beware the Bears by Alan MacDonald

The Three Snow Bears by Jan Brett

Yours Truly, Goldilocks by Alma Flor Ada (this text works for letter writing and is a great book to pair with upper class buddies. For example my class works with a third grade classroom.)

Common Core: I can statements

K.RL.1    I can ask and answer questions about what was read.

K.RL.2    I can retell a story.

K.RL.3    I can name the characters , setting , and events in a story.

K.RL.9    I can compare characters and events from different stories.

K.RI.9     I can compare two stories

Guest Blogger Chelsea: OWP Poetry Take-Aways

Back by popular demand (okay, she actually asked if she could write something for me...even better!), I have a post for you today from the one and only Chelsea Wirtz.  

Chelsea wrote a great post for me a few months ago (has it been THAT long?!) using Screencast on Exploding the Moment that you should check out here along with an introduction to Mrs. Wirtz too.  I'm so glad she's drinking the OWP Kool-Aid and can't wait to steal hear more of the great ideas she has worked on this summer!  Be sure to check out hew new blog here.

When I thought about going back to school for my Master’s degree, (after not being a students for four years!!) the idea of joining a program and adding yet another thing to my plate was exciting, stressful, and yes, overwhelming.  Many friends (including Amy!) suggested that I try an Ohio Writing Project class to see if it might be something I’d be interested in.  I took an OWP weekend workshop in February called "Revision and Reflection."  Needless to say, I was instantly hooked.  When the workshop ended on Sunday afternoon, I left with a plethora of resources that I could use in my very own classroom.  This was the first class that I had ever attended where I didn’t feel like I was just completing busy work.  I knew that OWP’s courses would help me become a better teacher. 

Lucky for me, OWP offers of Master of Arts in Teaching in English program, in which you earn a Master’s degree through their courses and research.  The first step to this program is to complete OWP’s four-week class, a workshop called "Teaching of Writing."  Throughout the past four weeks, I’ve met some phenomenal teachers, made some friendships that I know will last a lifetime, and gained a variety of ideas that I plan to implement in my own classroom. 

Although this summer seems to be sneaking away quickly before my very own eyes, I’m excited to try some of the great ideas my friends have given me.  I’m truly inspired to spice things up!

This year, I plan to teach poetry at the beginning of the year as a personal writing unit.  In my experience, 5^th graders are hesitant to write poetry, but through Love That Dog by Sharon Creech, they gain an appreciation and love for poetry.  My goal is to deepen this love.  During my OWP four-week experience, I gained some insight that I’m excited to share with all of the poetry-loving teachers out there!  Below are my top three favorite ideas that I’m excited to try out in just a few short months!

1. This I Believe

The This I believe project is one that awakens the heart and observes who each participant is individually.  According to www.NPR.org, “During its four-year run on NPR, This I Believe engaged listeners in a discussion of the core beliefs that guide their daily lives.  [NPR] heard from people of all walks of life – the very young and the very old, the famous and the previously unknown.”  What better way the start the year off by asking your students what they believe.  How many opportunities do children get to tell others what’s most important to them?  This is an excellent way to get your students thinking about what makes them unique, and I’m quite sure that you will instantly learn a great deal about your kids by the end of this activity. 

You might start this activity by showing students an example for inspiration.  For his 100^th day of school Tarak Mclain, a seven year old from Austin Texas, chose to write 100 This I believe statements.  Listen to Tarak read thirty of his statements using this link: Tarak Mclain

After hearing Tarak’s ideas, have students create a list of This I believe statements in their Writer’s Notebook.  You can specify a number, if you wish, or have students write as many as they can think of.  Have students choose their top ideas to form a This I Believe poem. 

This I Believe by Chelsea Wirtz

I believe in exceptions to the rule.

I believe in compromises.

I believe in laughter and fun.

I believe in the motto “everything happens for a reason”

I believe in making the most of each day.

I believe in being thankful for what I have.

I believe in giving back to my community.

I believe in thinking of others before myself.

I believe in saying “I love you” before I hang up the phone or leave for the day.

I believe in walking in someone else’s shoes before reacting.

I believe in second chances.

I believe in getting to know new people.

I believe in “it’s okay to be different."

I believe in the motto “God will only give you when you can handle."

I believe in kindness.

I believe in “if you don’t have something nice to say, don’t say anything at all.”

Another great way to incorporate this activity into your classroom is to have students write statements about which rules they think should be applied to the classroom.  This would be an excellent way to create a “classroom constitution”.   

2. 6 Word Memoirs

This activity is one that would be fantastic to use to get kids to START writing, especially at the beginning of the year!  I mean hey, you only have to write six words!  Easy, right?

 The idea of a 6 Word Memoir is to tell a story in just six words.  If you try this out on your own, you may realize that it’s probably harder than you initially expected. 

Examples of 6 Word Memoirs:

·         Going back to school is difficult.

·         Who knew I was still shy?

·         Huge weight is off my shoulders.

·         Some people need to open up.

·         Classroom community makes the room exciting.

This would definitely lead to some fascinating stories that I’m sure your students would be excited to expand on in their Writer’s Notebook!    

Visit http://www.sixwordmemoirs.com/ to see how your students can post their memoirs on the official 6 Word Memoir site!

3. Class Symphony

For this poem, students will choose their favorite song.  Encourage students to not only consider the most popular songs that are currently playing, but songs that also have a deeper meaning to them personally. 

Then, have the kids write their favorite line(s) on a sheet of paper or a sentence strip.  Post the lyrics on a bulletin board or wall, and there you go – you have your very own class symphony.  It’s amazing how beautiful the words to the many different songs sound when you read them together as one.

I hope you can use these ideas to build a safe and fun writing community for your kiddos!  Happy writing!

-Chelsea

Tips for Student Teachers

Me and Erica before showing kids how it's done at laser tag

 

Not only is Sweet Student Teacher one of my all-time favs, she is today's guest blogger!  Erica was full of energy and enthusiasm and passion and has some wicked dance moves to boot!  I miss her already, especially when a kid says something wacko and I just want to look up and get a look of similar confusion from another adult.  She is a serious model of how to be a kick butt student teacher, so I especially wanted her to share her insights, not just for other student teachers, but also those of us who are preparing to host a student intern.  I wish her alllll the best!

 

It has been four weeks since my student teaching experience at Mason ended. I still think about the wonderful teachers and students that made my semester so special. When Amy asked me to write for her blog, I figured an advice piece for future student teachers would be a good way to reflect on all that I have learned from this experience. So for all of you college students preparing to start your professional internship, I hope this helps!

1)      Enter the school with an open mind. By the time you begin your student teaching, you have most likely spent several semesters in classrooms getting field experience. Every school is different and it is important to enter each new school with no expectations.

2)      Never be afraid to ask questions and be completely honest with your cooperating teacher. If you are ever confused about anything, don’t pretend that you understand. When I entered Mason, I had no idea that “review sheets” and “unit reviews” were different things. Instead of calling everything a review sheet, (which I would’ve done), I asked questions. The more questions you ask, the more confident you will be when giving instructions and assignments to the students.

3)      Always maintain a level of professionalism.  Keep in mind that you are making an impression on everyone around you. Student teaching is exhausting at times but you never want to let your appearance show it. Always show up to school looking nice and classy. Professionalism is also displayed in your behavior. About three weeks into the semester my cooperating teacher thanked me for never having my phone out. I was shocked to think that any student teacher would spend the day texting but it does happen. Do yourself a favor by keeping your phone away in your bag.

4)      Welcome any feedback you can get. Your cooperating teachers will give you constructive criticism but it’s because they care. Be open to any and all suggestions and don’t get offended by it. Sometimes it’s hard to hear that you need to work harder on something, but it will make you a much better teacher in the end.

5)      Last but not least, observe and take away. The best thing you can do is watch your cooperating teacher and take notes. I sometimes wrote down word for word how my teachers handled a situation or presented an assignment. The best thing you can do is take away ideas and strategies from veteran teachers. By the end of your semester, chances are you’ll want to be just like them.

GOOD LUCK AND HAVE FUN!

 



 

Historical Perspectives

I can't believe how fast this school year is winding down and that my summer plans are already beginning to take shape.  Among those is an online class I will be teaching with the Ohio Writing Project.  It's one of my dear loves and a great network of teachers who want to continually grow in the art of teaching.

Our course is called Historical Perspectives (fancy!) in historical fiction and nonfiction.  I'm so, so excited to share with these teachers some of my work with book clubs and writing, but even more, to learn from them. 

And the resources and ideas are already coming in.  I met last night with SATP (Summer Awesome Teaching Partner...she has to have a derivative of my school team's nicknames!) and it's going to be an amazing course.  Contact me or OWP now if you're looking for summer credit!

Two resources just to whet your appetite:

1. Our required text is going to be one of my ALL-TIME FAVORITES!  The Guernsey Literary and Potato Peel Pie Society by Mary Ann Shaffer and Annie Barrows.  You will not be disappointed...even if you're not a history buff!  It's told through letters by some of the MOST endearing characters in all of literature.

 

2.  The other is an article, Nonfiction as Mentor Text: Style, by Myra Zarnowski, Marc Aronson, Mary Ann Cappiello of School Library Journal.  It gives an annotated list of great nonfiction texts with VOICE and author's craft!  Always a win.  I can vouch for An American Plague by Jim Murray.  It flies off my shelf when students discover the amazing Fever 1793 by Laurie Halse Anderson.  TWO amazing texts!

Mary Ann Shaffer (Author)

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Sidenote:  When I did a Google image search for the OWP logo for this blog, two pictures with yours truly in the background popped up!  Good thing it was a good hair day!