My new plan is to introduce the website to my students at the beginning of the school year by showing them some stories that I have written and sharing my writing process (Erin's suggestion). After we build up a collection of shared writing we will work together to publish a few of our writing pieces using Storybird. I have a feeling this is going to work much better. I will post in more detail once we begin our writing journey this fall!
Saturday, June 30, 2012
Revisiting Storybird
Tonight I came across a wonderful Blog called Kleinspiration. The author, Erin Klein, recently had an article published in the Classroom 2.0 Book Project. Her article, Digital Writer's Workshop, was about troubleshooting through collaboration and reflection when using digital writing tools in the classroom. One of the tools she discussed using was Storybird.
I introduced Storybird to my second graders this year (click here and here for previous posts) and found they were really excited about creating stories using this tool in the beginning but that their excitement fizzled rather quickly. Many of my really motivated writers did not even complete their Storybird writing projects leading me to believe the tool wasn't appropriate for such young children. After reading Erin's article I am newly inspired and ready to try again this coming fall. She suggested having students write first and then use Storybird to publish. When I introduced Storybird to my kiddos this past year they chose illustrations first and then tried to create a story based on those illustrations. This was REALLY HARD for them because writing fiction is CHALLENGING for 7 and 8 year olds. My students were also trying to create their stories using Mini Dells. This was a challenge because the screens were so small!
My new plan is to introduce the website to my students at the beginning of the school year by showing them some stories that I have written and sharing my writing process (Erin's suggestion). After we build up a collection of shared writing we will work together to publish a few of our writing pieces using Storybird. I have a feeling this is going to work much better. I will post in more detail once we begin our writing journey this fall!
My new plan is to introduce the website to my students at the beginning of the school year by showing them some stories that I have written and sharing my writing process (Erin's suggestion). After we build up a collection of shared writing we will work together to publish a few of our writing pieces using Storybird. I have a feeling this is going to work much better. I will post in more detail once we begin our writing journey this fall!
Tuesday, June 26, 2012
Free Technology for Teachers
If you are looking for new and innovative ways to use technology in your classroom the Free Technology for Teachers blog written by Richard Bryne is a MUST SEE! He is incredible. I can hardly keep up with all of the wonderful things he has been sharing. Sometimes he posts 5 times in one day!!!!!
Talk about making learning contagious! After each post he briefly describes how the technology applies to education. Below each post there are 4 additional links to other posts you might be interested in.
If you are using technology (and I really hope you are!) in the classroom you have now found your pot of gold at the end of the rainbow!
Some of my favorites so far are:
Wednesday, June 13, 2012
Digital Observation Forms
I, like many of you, have been searching for a better way to contain all those observational notes I collect when conferring with students and share that information with our Title 1 and Special Education teachers for years. Last year I tried using a "penseive" like the one the CAFE sisters suggest. I thought it was the best thing since sliced bread in the beginning, but by the end of the school year I realized it wasn't the best tool for me. I still wasn't able to communicate the way I wanted to with our Title 1 and Special Education teachers and I found the notebook to be a little cumbersome.
I was given an ipad to play with this summer by my school district and decided I would first use it as a teaching tool for me. I created a conferring observation form for reading, math and writing using Google Forms. I kept the forms as simple as possible. Below is a sample of the Reading Observations form that I made. I am keeping the form and all of my reading lesson plans on a private Google Site that I made for easy access while conferring.
The reason I think this is so wonderful is that each time I submit an observation it puts all the data into a spreadsheet. I can view the data in several different ways: by student, strategy, books the student has read, etc. Also, by sharing the form with my colleagues we can all enter our data while working with students and view it! This will allow all of us to be on the same page with our struggling students...the information will be at the tip of our fingers.
I was given an ipad to play with this summer by my school district and decided I would first use it as a teaching tool for me. I created a conferring observation form for reading, math and writing using Google Forms. I kept the forms as simple as possible. Below is a sample of the Reading Observations form that I made. I am keeping the form and all of my reading lesson plans on a private Google Site that I made for easy access while conferring.
The reason I think this is so wonderful is that each time I submit an observation it puts all the data into a spreadsheet. I can view the data in several different ways: by student, strategy, books the student has read, etc. Also, by sharing the form with my colleagues we can all enter our data while working with students and view it! This will allow all of us to be on the same page with our struggling students...the information will be at the tip of our fingers.
Tuesday, June 12, 2012
Summer Learning Opportunities
This summer I am posting to my classroom website on Tuesdays and Thursdays in an effort to keep those sweet second graders I had last year connected to learning over the summer. Before the last day of school I modeled and taught them how to comment on our classroom blog. We talked about social media etiquette and what a great blog comment would look like.
If you click here you will see the first post of the summer and can follow the rest from there. Last week was the first week we were out of school and I haven't had any students make a comment on any of the posts yet. Hopefully that will change soon! I am also recording the posts using Soundcloud for those little ones who might have a little trouble reading the entire post independently.
Graphics by DJ Inkers
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| Is what I am going to write true? |
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| Is what I am going to write helpful? |
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| Is what I am going to write interesting? |
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| Is what I am going to write necessary? |
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| Is what I am going to write kind? |
If you click here you will see the first post of the summer and can follow the rest from there. Last week was the first week we were out of school and I haven't had any students make a comment on any of the posts yet. Hopefully that will change soon! I am also recording the posts using Soundcloud for those little ones who might have a little trouble reading the entire post independently.
Graphics by DJ Inkers
Thursday, May 31, 2012
Student Led Conferences
WoW! This year flew by! It is hard to believe tomorrow is our last day of school, but it is. We finished our student led conferences last week and in some ways have struggled a bit to stay focused during our last few days together. One of the last things students shared with their parents during their conference was "Technology and Summer Learning Opportunities." One of the options they have is to sign-up to our classroom blog via email to recieve posts from me on Tuesdays and Thursdays over the summer. My hope is that we can continue to keep our learning community alive and well over the summer using technology. In an effort to do this I taught my students how to comment on our classroom blog. I modeled commenting for them and then we practiced. You can check out their comments and our classroom blog by clicking here. Throughout the summer I plan to post fun, engaging activities that students can try at home. I am hoping they will try some (if not all) of them and then comment on how the activity turned out. I also let them know they could email me any projects that they do and I will post them on the blog.
Here are a few pictures of our portfolios and the work that we shared during our conferences.
Here are a few pictures of our portfolios and the work that we shared during our conferences.
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| Students created "Wild & Calm" self portraits. I got this great idea from Art Projects for Kids. |
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The first pocket has our agenda. The math section is a "Show What You Know" piece. Students do the math while their parents watch. We review before the conference. I find that some parents have a really hard time allowing their child to do this part without jumping in and taking over though.
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This year we created Reading Posters using Glogster EDU. You can check them out by heading to our Classroom Blog and clicking on the "Student-Led Conference" tab at the top.
Next came our writing section. This year I typed each students September and May writing samples and put them in the front. I wanted parents to notice the growth their child had made in word choice, sentence structure and content before they looked at their child's spelling and conventions. Sometimes it is hard to see past the errors. Next I put the planning sheet from their personal narratives so parents could see the process their child went through to create the story. Then students showed their published digital version of the story here. Students also had a non-fiction research piece of writing about dinosaurs and all of the letters they wrote to their parents throughout the school year.
Tuesday, April 17, 2012
Personal Narrative Project
I LOVE teaching 7 & 8 year old children about the writing process. Some of my mentors are Regie Routman, Katie Wood Ray, Ralph Fletcher, Lynne R. Dorfman, Rose Cappelli and Lucy Caulkins, to name a few. So...when I recieved my February, 2012 issue of The Reading Teacher and read the article Combining Traditional and New Literacies in a 21st Century Writing Workshop by Jennifer M. Bogard and Mary C. McMackin I added them to my "mentor" list and jumped in feet first to try my hand at integrating easy to use technology into the stages of writing.
WOW! What a fascinating process. I am so thankful their article was published! Throughout the month of March my second grade students participated in a Slice of Life writing challenge. This provided students with several snippets of their life to choose from when selecting a writing topic for a personal narrative story.
Bogard and McMackin suggested a 5-step process for writing a narrative story in their article. This is what that process looked like for us.
Step 1: Planning
Anyone who has worked with young children knows they do not spend much time planning what to write! Typically they think of an idea and get down to business. Bogard and McMackin suggested that you begin this process by having students map out key points of their stories using a graphic organizer. Here is the organizer I made for my students. Graphics are from Scrappindoodles and DJ Inkers.
Story Map
Step 2: Developing Stories Through Recorded Oral Rehearsal
How come I never thought of this! Such a wonderful idea. It really helped students remember and add so much more detail to their writing! Second graders made short videos of themselves telling their stories using Glogster EDU. They have worked with Glogster EDU independently so this went fairly quickly. As always, we had a few technical difficulties, but overall it only took us a couple of days to get everyone recorded.
Step 3: Listening, Critically Thinking and Conferring
After the children recorded their stories they listened to themselves and wrote their stories out on paper. We finished this just before heading off for Spring Break. Perfect timing if you ask me! A week away from their stories did wonders for their editing.
Upon our return to school we worked on adding details with our writing partners. Students practiced adding details through questioning. A strategy taken from Mentor Texts: Teaching Writing Through Children's Literature, K-6 by Lynne R. Dorfman & Rose Cappelli. As we continued to write we focused on word choice; thinking about making use of special vocabularies we have under our belts. Leads; making them more interesting using mentor texts. And endings; working hard to compose satisfying endings for our audiences.
Throughout these lessons I continuously referred to our Writing Process chart to remind students that we can move back and forth through the process until we decide to finally publish for our intended audience.
Narrative Project Checklist
Step 4: Creating Storyboards
Once students completed our checklist they were ready to create their storyboards. Throughout the entire process I modeled each step with a story that I was writing along with them. A few students had trouble deciding where their text should end for one slide and begin for the next. A little extra 1:1 time in this department was helpful for them.
Here you can see students using their planning sheets to organize their stories.
Step 5: Creating Digital Stories
This was one of the most exciting parts of the entire process! The kids loved recording themselves as well as listening to themselves reading aloud. It has done wonders for their editing, fluency (expression & prosody) and self esteem. We used Photo Story 3 which is a free download for PC's and super easy to use. The video will work best if you make sure all the photos you use and the finished photo story are saved in the same file. To avoid technical difficulties I went ahead and created each photo story on my computer rather than have the kids try to do it independently on their Mini Dells. Next year I will start this process earlier in the year and hopefully have time to teach the kiddos how to upload their own photos and create a photo story independently. I can't wait to get them all finished and published on our classroom website. Here is a sample of one students finished product. I uploaded the photo story to Youtube in order to embed it into my blog.
WOW! What a fascinating process. I am so thankful their article was published! Throughout the month of March my second grade students participated in a Slice of Life writing challenge. This provided students with several snippets of their life to choose from when selecting a writing topic for a personal narrative story.
Bogard and McMackin suggested a 5-step process for writing a narrative story in their article. This is what that process looked like for us.
Step 1: Planning
Anyone who has worked with young children knows they do not spend much time planning what to write! Typically they think of an idea and get down to business. Bogard and McMackin suggested that you begin this process by having students map out key points of their stories using a graphic organizer. Here is the organizer I made for my students. Graphics are from Scrappindoodles and DJ Inkers.
Story Map
How come I never thought of this! Such a wonderful idea. It really helped students remember and add so much more detail to their writing! Second graders made short videos of themselves telling their stories using Glogster EDU. They have worked with Glogster EDU independently so this went fairly quickly. As always, we had a few technical difficulties, but overall it only took us a couple of days to get everyone recorded.
Step 3: Listening, Critically Thinking and Conferring
After the children recorded their stories they listened to themselves and wrote their stories out on paper. We finished this just before heading off for Spring Break. Perfect timing if you ask me! A week away from their stories did wonders for their editing.
Upon our return to school we worked on adding details with our writing partners. Students practiced adding details through questioning. A strategy taken from Mentor Texts: Teaching Writing Through Children's Literature, K-6 by Lynne R. Dorfman & Rose Cappelli. As we continued to write we focused on word choice; thinking about making use of special vocabularies we have under our belts. Leads; making them more interesting using mentor texts. And endings; working hard to compose satisfying endings for our audiences.
Throughout these lessons I continuously referred to our Writing Process chart to remind students that we can move back and forth through the process until we decide to finally publish for our intended audience.
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| This is the chart we use to remind ourselves of the writing process and how it works. |
Step 4: Creating Storyboards
Here you can see students using their planning sheets to organize their stories.
Step 5: Creating Digital Stories
This was one of the most exciting parts of the entire process! The kids loved recording themselves as well as listening to themselves reading aloud. It has done wonders for their editing, fluency (expression & prosody) and self esteem. We used Photo Story 3 which is a free download for PC's and super easy to use. The video will work best if you make sure all the photos you use and the finished photo story are saved in the same file. To avoid technical difficulties I went ahead and created each photo story on my computer rather than have the kids try to do it independently on their Mini Dells. Next year I will start this process earlier in the year and hopefully have time to teach the kiddos how to upload their own photos and create a photo story independently. I can't wait to get them all finished and published on our classroom website. Here is a sample of one students finished product. I uploaded the photo story to Youtube in order to embed it into my blog.
Wednesday, April 11, 2012
Dinosaurs, Dinosaurs, Dinosaurs!
It is all about Dinosaurs this month in my second grade classroom. Rawrrrrrrrrrrr! Our unit began right after we returned from Spring Break. I introduced the unit with a very sorry looking "egg" made out of a brown paper bag (I just can't bring myself to paper mache anymore). Inside was a triceratops puppet. We had done some inferring previously during our read alouds, but I think we need to keep working on that strategy (as you can see from some of their answers after each clue).
After discovering our unit of study we dove into it by reading Professor Potts' book, Uneversaurus. This is an excellent book that explains how we know what dinosaurs looked like even though no human has ever seen one. After reading the book we used our imaginations, bubble wrap, white butcher paper, sponge rollers and yellow, magenta, turquoise and black Crayola tempera paint to mix colors and create our own dinosaur skin. The kids loved this! We then traced one of three dinosaur patterns onto our skin to create our own version of a dinosaur.
This week we are also learning about fossils and did a mini dinosaur dig in the classroom. Again, my students LOVED this! A couple of years ago I found a great replica of a T-Rex skeleton at Costco of all places. I layered the "fossils" in a clear tote with potting soil and let these budding scientists have at it. My class is small this year (15 cutie pies) and two were absent today so I broke them into 3 groups. We had "diggers," "recorders," and "washers." Each group rotated through each job. In order to give everyone a chance to discover a fossil I had to stay on top of the rotation of the first two groups. By the third group they were on their own. I love standing back and watching kids discover and learn without me in the way. The "washsers" started trying to figure out how to assemble the pieces. They kept encouraging the "diggers" to keep digging for fossils they thought they still needed. Then there was a whole conversation between the "recorders" about how archeologists don't always find all the bones they need to assemble the skeleton.
It was pretty exciting...to say the least. Stay tuned for more of our dino discoveries.
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| The idea for this chart was inspired by one Deanna Jump posted on her blog. |
After discovering our unit of study we dove into it by reading Professor Potts' book, Uneversaurus. This is an excellent book that explains how we know what dinosaurs looked like even though no human has ever seen one. After reading the book we used our imaginations, bubble wrap, white butcher paper, sponge rollers and yellow, magenta, turquoise and black Crayola tempera paint to mix colors and create our own dinosaur skin. The kids loved this! We then traced one of three dinosaur patterns onto our skin to create our own version of a dinosaur.
This week we are also learning about fossils and did a mini dinosaur dig in the classroom. Again, my students LOVED this! A couple of years ago I found a great replica of a T-Rex skeleton at Costco of all places. I layered the "fossils" in a clear tote with potting soil and let these budding scientists have at it. My class is small this year (15 cutie pies) and two were absent today so I broke them into 3 groups. We had "diggers," "recorders," and "washers." Each group rotated through each job. In order to give everyone a chance to discover a fossil I had to stay on top of the rotation of the first two groups. By the third group they were on their own. I love standing back and watching kids discover and learn without me in the way. The "washsers" started trying to figure out how to assemble the pieces. They kept encouraging the "diggers" to keep digging for fossils they thought they still needed. Then there was a whole conversation between the "recorders" about how archeologists don't always find all the bones they need to assemble the skeleton.
It was pretty exciting...to say the least. Stay tuned for more of our dino discoveries.
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