So adorable, and so easy!
Enjoy!
Tuesday, February 10, 2015
Literature Circles | Day One
Back from another snow day and delay, right into the swing of things...
Today we met in our literature circle groups and started day one activities. Overall this took us about 60 minutes. Here's exactly what we did in order:
1. Both classes received their clothespins and other supplies (packets and books).
2. Groups sat with their literature circle group and support teacher.
3. Groups read the rules (my advice to the children is to have the person whose birthday is next read the rules, see poster):
4. Then students finished the cover of the literature circle packet (name, group members, illustration of book).
5. Next students opened up their book packet and completed "Before Reading" and "Who is....Kate DiCamillo or Roald Dahl". For the author bio page, Sue and I split up the classes and I took the Kate DiCamillo groups and Sue took the Roald Dahl groups. Then we came back together after about 10 minutes.
6. Finally students read the directions for day one literature circle planning and received information on their clothespins.
What are the clothespins? Each student received a clothespin with their name on it. When students are completing reading and their literature circle jobs, the clothespin is inside the bucket (see picture), when students are done with the assigned reading and their jobs, their clothespin is on the rim of the bucket. This allows students to easily see who is done so they can work on something else until their group is ready.
All groups decided on a page number (everyone chose a few chapters to start), placed their clothespins in the bucket and then students were able to independently read for a few minutes before we ended.
Today we met in our literature circle groups and started day one activities. Overall this took us about 60 minutes. Here's exactly what we did in order:
1. Both classes received their clothespins and other supplies (packets and books).
2. Groups sat with their literature circle group and support teacher.
3. Groups read the rules (my advice to the children is to have the person whose birthday is next read the rules, see poster):
4. Then students finished the cover of the literature circle packet (name, group members, illustration of book).
5. Next students opened up their book packet and completed "Before Reading" and "Who is....Kate DiCamillo or Roald Dahl". For the author bio page, Sue and I split up the classes and I took the Kate DiCamillo groups and Sue took the Roald Dahl groups. Then we came back together after about 10 minutes.
6. Finally students read the directions for day one literature circle planning and received information on their clothespins.
What are the clothespins? Each student received a clothespin with their name on it. When students are completing reading and their literature circle jobs, the clothespin is inside the bucket (see picture), when students are done with the assigned reading and their jobs, their clothespin is on the rim of the bucket. This allows students to easily see who is done so they can work on something else until their group is ready.
All groups decided on a page number (everyone chose a few chapters to start), placed their clothespins in the bucket and then students were able to independently read for a few minutes before we ended.
 |
| bucket (clothespins are inside) |
Literature Circles | Behind the Scenes Planning
During our Literature Circle kick off week, after hours, there was a lot of planning happening.
Who would be in what group?
What books would we read?
How would we group the kiddos?
First of all we decided that the students would be cross grouped.
This would allow some peer learning to occur. I also wasn't worried because we had enough teachers to support each group.
Secondly, we decided that we would allow the students to give input on the book they were interested in reading. This would allow a more invested reader. How did we do this? Well very much like the Academy Awards night, during the first day of our kick off, we had each teacher take 2 books (different titles) and every so often we would pause the day one discussion and read aloud to present each book. Every student heard all 8 titles and plot. The following day (Wednesday) the students completed a google doc in the computer lab to specify their 1st and 2nd choices and why.
What a great idea!
On Thursday, Sue and I met and laid out all the groups with the teachers.
We took a few things into consideration of course: Reading levels, behaviors, other scheduling concerns, etc.
We actually didn't have any students choose BFG, so in the end we had 7 groups.
Thirdly, I gathered all the books. I actually had all of them (because I am a crazy book lady, I visit used book sales like it's my second job). And we also wanted the students to have meaningful work that they would complete when they weren't working on their jobs and waiting for their groups. One of my favorite TPT sellers TheBookUmbrella, has just right novel work and they have all the novels that we were working on. I am also using a James and the Giant Peach book companion by Creekside Teacher Tales, because the vocabulary cards are awesome!
I'm looking forward to sharing more with you, especially the official start of our different novel groups!
Who would be in what group?
What books would we read?
How would we group the kiddos?
First of all we decided that the students would be cross grouped.
This would allow some peer learning to occur. I also wasn't worried because we had enough teachers to support each group.
Secondly, we decided that we would allow the students to give input on the book they were interested in reading. This would allow a more invested reader. How did we do this? Well very much like the Academy Awards night, during the first day of our kick off, we had each teacher take 2 books (different titles) and every so often we would pause the day one discussion and read aloud to present each book. Every student heard all 8 titles and plot. The following day (Wednesday) the students completed a google doc in the computer lab to specify their 1st and 2nd choices and why.
What a great idea!
On Thursday, Sue and I met and laid out all the groups with the teachers.
We took a few things into consideration of course: Reading levels, behaviors, other scheduling concerns, etc.
We actually didn't have any students choose BFG, so in the end we had 7 groups.
Thirdly, I gathered all the books. I actually had all of them (because I am a crazy book lady, I visit used book sales like it's my second job). And we also wanted the students to have meaningful work that they would complete when they weren't working on their jobs and waiting for their groups. One of my favorite TPT sellers TheBookUmbrella, has just right novel work and they have all the novels that we were working on. I am also using a James and the Giant Peach book companion by Creekside Teacher Tales, because the vocabulary cards are awesome!
I'm looking forward to sharing more with you, especially the official start of our different novel groups!
Literature Circles | Kick Off Week
Snow, snow and more snow! I am happy to report though that we did get to kick off our literature circles this week (even with 2 delays and a snow day). Every year I get super excited to start literature circles. It's a great time of the year because the classroom is running like clockwork, there is amazing classroom community and the kids LOVE to read! This year I am doing mixed groups with the classroom across the hallway. This teacher and I have been doing a lot together this year, especially in Science and it's great for the kids to work with other classrooms to get ready for the big move to middle school.
In the past I have focused on an author study literature circle and last year I did Kate DiCamillo (which was great!). This year I have added a little bit of a twist. We are going to do a genre study (Fantasy) with the authors Kate DiCamillo and Roald Dahl. Very excited!!
This week during the kick off, on Tuesday, we had the students come into my room and sit in a large circle. One of my rules for literature circle meetings, is that students sit knee to knee so everyone can hear and see each other. I have a great poster that we discuss that goes over the "How, What, Why, etc". and we discuss the "rules". The rules are read every time a group meets by the Discussion Leader. This is a document that I created for the packet.
The packet I use for literature circles in from superteacherworksheets.com. A long time ago, I started using the sheets from the site for this particular unit. Unfortunately, that was when the site was free. Now you have to pay. Luckily, I saved them as a pdf!
So how did we practice?....Well, we listened to the first 15 chapters of James and the Giant Peach by Roald Dahl, a little each day. (I have all the books we are doing in class on CD for a coordinating listening center).
The great thing about this, (James and the Giant Peach) is that this will continue to be our Tier 1 read aloud novel and it will also be my Tier 2 group novel. So these students will get a double dose of fluency and comprehension. (it's all in the planning).
Every day we met (Tuesday-Friday) we practiced one of the jobs. One day we did 2 jobs (illustrator and Story Connector). I would have the students know what they were responsible for before we started listening. I also had a book for all the students (lots of borrowing). I feel that this is really important when you are listening to a book on tape. I wish I could post the job pages. They are great because they tell the students "What your job is" and "What your job is when you meet with your group". They know both objectives which is very important. I also have a Literature Circle bulletin board so the students can refer to it for help.
We ended the week with meeting our group teacher and our group members. I am going to do another post talking about the behind the scenes planning that went into this unit. Have fun!
In the past I have focused on an author study literature circle and last year I did Kate DiCamillo (which was great!). This year I have added a little bit of a twist. We are going to do a genre study (Fantasy) with the authors Kate DiCamillo and Roald Dahl. Very excited!!
This week during the kick off, on Tuesday, we had the students come into my room and sit in a large circle. One of my rules for literature circle meetings, is that students sit knee to knee so everyone can hear and see each other. I have a great poster that we discuss that goes over the "How, What, Why, etc". and we discuss the "rules". The rules are read every time a group meets by the Discussion Leader. This is a document that I created for the packet.
The packet I use for literature circles in from superteacherworksheets.com. A long time ago, I started using the sheets from the site for this particular unit. Unfortunately, that was when the site was free. Now you have to pay. Luckily, I saved them as a pdf!
So how did we practice?....Well, we listened to the first 15 chapters of James and the Giant Peach by Roald Dahl, a little each day. (I have all the books we are doing in class on CD for a coordinating listening center).
The great thing about this, (James and the Giant Peach) is that this will continue to be our Tier 1 read aloud novel and it will also be my Tier 2 group novel. So these students will get a double dose of fluency and comprehension. (it's all in the planning).
Every day we met (Tuesday-Friday) we practiced one of the jobs. One day we did 2 jobs (illustrator and Story Connector). I would have the students know what they were responsible for before we started listening. I also had a book for all the students (lots of borrowing). I feel that this is really important when you are listening to a book on tape. I wish I could post the job pages. They are great because they tell the students "What your job is" and "What your job is when you meet with your group". They know both objectives which is very important. I also have a Literature Circle bulletin board so the students can refer to it for help.
We ended the week with meeting our group teacher and our group members. I am going to do another post talking about the behind the scenes planning that went into this unit. Have fun!
Sunday, February 8, 2015
Blizzard Bags and Online Learning
Last year our district implemented Blizzard Bags and Online Learning, a way for students and teachers to continue valuable school work during snow storms and to avoid making up many days at the end of the year. Last year we had 3 Blizzard Bag days which cut down our make up days. This year we have had 1 day so far and our planning on a few more. I highly recommend reading information from my classroom site if you have questions regarding these days. They have worked out well for our students and staff.
Blizzard Bags and Online Learning
Blizzard Bags and Online Learning
Classroom Website | The Link to Communication
I find that having a classroom site to post dates, homework, printables, etc. is such a great resource and communication for parents and other teachers. I use teacherweb. It does cost money, but it's really easy to use, reliable, and I love that I can upload files, make background changes and other things, with ease. One great feature is the "newsflash". Parents can sign up their cell phone number and/or other numbers along with emails to receive important and timely news. I usually use this as a reminders for important events or when the district has announced a "Blizzard Bag/Online Learning Day". It takes out the confusion of what is going on.
I also link my website through our district webpages to make communication easier and less frustrating for everyone.
I also link my website through our district webpages to make communication easier and less frustrating for everyone.
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