Tall, bearded smile full of laughter
Swing low, sweet chariot
Strong arms covered with a pearl snap work shirt
Coming for to carry you home
Riding in the truck down a quaint country road
Swing low, sweet chariot
Windows down, no a/c, wind blowing through my hair
Coming for to carry me home
Munching on a BabyRuth candy bar, headed to the pasture
Swing low, sweet chariot
Calm, patient, gentle hands weaving through the cattle, pouring dust upon their backs
Coming for to carry you home
Tuesday, July 31, 2007
Wednesday, July 25, 2007
Developing Characters
Bluebonnet Writing Project
Teaching Demonstration
Title of the Book: Farfallina & Marcel
Author: Holly Keller
Illustrator: Holly Keller
Publishing Information: “Green Willow Books” HarperCollins Publishers
ISBN: 0-06-623932-X
Suggested Grade Level: Intermediate
Goal: Students will be able to identify and understand the importance of character development within stories. Not only will they be able to identify character elements but students will apply characterization to their own writings.
Objectives: Students will listen to the story, decipher what types of characters are being presented, complete character maps within groups, and incorporate character elements into their own personal narrative.
TEKS:
4.10 (L): represent text information in different ways such as in outline, timeline, or graphic organizer
4.12 (H): analyze characters, including their traits, motivations, conflicts, point of view, relationships, and changes they undergo.
4.15 (C): write to inform such as to explain, describe, report, or narrate
Research Supporting this Lesson:
By using picture books, the teaching of literary elements is accessible to all students regardless of age and reading ability. The illustrations and text encourage students to connect their reading and writing experiences in the creation and revision process.
Lester Laminack supports this when he writes, "the presence of both artfully crafted language and detailed art [in picture books] provides the young reader with cues for constructing meaning" (37).
Laminack, Lester L. 1998. Volunteers Working with Young Readers. Urbana, IL: NCTE.
Procedures:
1. Have students come up with an adjective that starts with the same letter as their first name to describe themselves.
2. Students will then get into groups of four and introduce their new name and learn the name of others in the group. Repeat two-three times until names are remembered. Do you think that adjective is the only description of that person? Could there be more descriptions used to describe each classmate? If so what type of descriptions?
3. Pull up character map on computer to give an example of a more detailed example of character development. Discuss the elements used to describe a character.
4. After discussing the elements of a character, groups will select one member to analyze physical, personality and emotional traits. Each group will share the elements of their member with the rest of the class, while the class guesses the member.
5. Read book to class without showing any pictures. Students must listen carefully so that they can figure out what kinds of animals are being used in the story.
6. After reading discuss what types of animals the characters were and what information provided their answer. So, if those would not have been there would you have understood the character?
7. Have groups complete a character map about Farfallina or Marcel using the computer:
http://www.readwritethink.org/materials/storymap/index.html
*Discuss the use of dialogue as a way to include character elements.
8. Have students think of a time when they grew apart from someone very special. Students will then complete a character map describing that special someone.
9. Students will then write a narrative about why or how they grew apart, while using character descriptions including dialogue.
10.Students will then share with group members. Group members will listen to see if they can get a true understanding of the characters in the story, then share their findings.
11. If time permits have students pick another person’s narrative and make an illustration based on what they read in the story.
Reading/Writing/Drawing Connection:
1. Use a picture book to discuss the importance of character development within a story.
2. Write a story about a time when you felt abandoned by a special someone.
3. Draw an illustration based on another student’s narrative.
Discussion Protocol:
What did you learn about character development from this lesson?
What was your favorite activity from this lesson?
How will you incorporate character development into your own writing?
Extension/Service Projects:
1. Students can create a skit including dialogue to act out their stories.
2. Students may create a board game based on the possible life of the characters.
3. Write in a diary about the day in the life of the character.
4. Have students pull out a past narrative and trade with a partner, partner will to fill out character map to show how well the author described the character, have students discuss what is good about the story and what can be added.
Teaching Demonstration
Title of the Book: Farfallina & Marcel
Author: Holly Keller
Illustrator: Holly Keller
Publishing Information: “Green Willow Books” HarperCollins Publishers
ISBN: 0-06-623932-X
Suggested Grade Level: Intermediate
Goal: Students will be able to identify and understand the importance of character development within stories. Not only will they be able to identify character elements but students will apply characterization to their own writings.
Objectives: Students will listen to the story, decipher what types of characters are being presented, complete character maps within groups, and incorporate character elements into their own personal narrative.
TEKS:
4.10 (L): represent text information in different ways such as in outline, timeline, or graphic organizer
4.12 (H): analyze characters, including their traits, motivations, conflicts, point of view, relationships, and changes they undergo.
4.15 (C): write to inform such as to explain, describe, report, or narrate
Research Supporting this Lesson:
By using picture books, the teaching of literary elements is accessible to all students regardless of age and reading ability. The illustrations and text encourage students to connect their reading and writing experiences in the creation and revision process.
Lester Laminack supports this when he writes, "the presence of both artfully crafted language and detailed art [in picture books] provides the young reader with cues for constructing meaning" (37).
Laminack, Lester L. 1998. Volunteers Working with Young Readers. Urbana, IL: NCTE.
Procedures:
1. Have students come up with an adjective that starts with the same letter as their first name to describe themselves.
2. Students will then get into groups of four and introduce their new name and learn the name of others in the group. Repeat two-three times until names are remembered. Do you think that adjective is the only description of that person? Could there be more descriptions used to describe each classmate? If so what type of descriptions?
3. Pull up character map on computer to give an example of a more detailed example of character development. Discuss the elements used to describe a character.
4. After discussing the elements of a character, groups will select one member to analyze physical, personality and emotional traits. Each group will share the elements of their member with the rest of the class, while the class guesses the member.
5. Read book to class without showing any pictures. Students must listen carefully so that they can figure out what kinds of animals are being used in the story.
6. After reading discuss what types of animals the characters were and what information provided their answer. So, if those would not have been there would you have understood the character?
7. Have groups complete a character map about Farfallina or Marcel using the computer:
http://www.readwritethink.org/materials/storymap/index.html
*Discuss the use of dialogue as a way to include character elements.
8. Have students think of a time when they grew apart from someone very special. Students will then complete a character map describing that special someone.
9. Students will then write a narrative about why or how they grew apart, while using character descriptions including dialogue.
10.Students will then share with group members. Group members will listen to see if they can get a true understanding of the characters in the story, then share their findings.
11. If time permits have students pick another person’s narrative and make an illustration based on what they read in the story.
Reading/Writing/Drawing Connection:
1. Use a picture book to discuss the importance of character development within a story.
2. Write a story about a time when you felt abandoned by a special someone.
3. Draw an illustration based on another student’s narrative.
Discussion Protocol:
What did you learn about character development from this lesson?
What was your favorite activity from this lesson?
How will you incorporate character development into your own writing?
Extension/Service Projects:
1. Students can create a skit including dialogue to act out their stories.
2. Students may create a board game based on the possible life of the characters.
3. Write in a diary about the day in the life of the character.
4. Have students pull out a past narrative and trade with a partner, partner will to fill out character map to show how well the author described the character, have students discuss what is good about the story and what can be added.
Thursday, July 19, 2007
Small Wonders
As a rancher's daughter growing up near a small rural town I had all the amenities nature could provide. An adventurous stroll down by the creek into the mystical (in my mind) wooded area was an everyday activity. Even as a typical teenager I would find myself venturing out to see what new things I could discover. It wasn't until I moved away for college that I realized how lucky I was to have had such a wonderful "backyard". I quickly began to miss my expeditions into the great outdoors; you can't ask for much more than to be one with nature. Nature might just be the most peaceful, precious, unpredictable, honest, and underappreciated attribute to our world.
During my serene walk through the River Legacy Park my memories of days ago wandered back into my mind. The cascading song of the locust played continuously as I walked across the forest floor, reminding me for the first time that I have yet to catch one this summer. I had also forgotten how captivating the dragonfly could be; a soothing sensation came over me as my new found friend searched for a place to take a rest. Surprisingly, dragonfly's best friend butterfly was fluttering around from flower to flower. Yes, it is true that many of us can see these two beautiful insects anywhere, but do you see them amongst the vast trees shielded from the chaotic hustle and bustle of that thing we call life? I think not. You truly can't appreciate them until you are in their refreshing "true" element.
Hesitating leaving behind the two friends' entertainment I slowly continued on the path ahead to discover the luscious green land full with trees. A brief stop at the creek caught me magnifying the area to discover the "original weaver", the spider and his wondrous web of wonder. I was fascinated by his structure. I warped back into my childhood self as my journey continued. I took a deeper look into every tree, bug, flower, seed, bird and sound as if they were brand new. I was in heaven watching the small wonders that make up nature.
Sad, but true I realized while on my drive home that even this "country girl" had wandered away from her love of nature. So, if I can stray from the joys of nature, then those who have never known the joys may never find it. With this being said, I realized how underappreciated and overlooked our precious natural environment is, but with more inspiring people like those at River Legacy maybe the awareness of our "small wonders" will be taken to a new level. Luckily, I have been reacquainted with my old love and now I am newly inspired to share with others.
During my serene walk through the River Legacy Park my memories of days ago wandered back into my mind. The cascading song of the locust played continuously as I walked across the forest floor, reminding me for the first time that I have yet to catch one this summer. I had also forgotten how captivating the dragonfly could be; a soothing sensation came over me as my new found friend searched for a place to take a rest. Surprisingly, dragonfly's best friend butterfly was fluttering around from flower to flower. Yes, it is true that many of us can see these two beautiful insects anywhere, but do you see them amongst the vast trees shielded from the chaotic hustle and bustle of that thing we call life? I think not. You truly can't appreciate them until you are in their refreshing "true" element.
Hesitating leaving behind the two friends' entertainment I slowly continued on the path ahead to discover the luscious green land full with trees. A brief stop at the creek caught me magnifying the area to discover the "original weaver", the spider and his wondrous web of wonder. I was fascinated by his structure. I warped back into my childhood self as my journey continued. I took a deeper look into every tree, bug, flower, seed, bird and sound as if they were brand new. I was in heaven watching the small wonders that make up nature.
Sad, but true I realized while on my drive home that even this "country girl" had wandered away from her love of nature. So, if I can stray from the joys of nature, then those who have never known the joys may never find it. With this being said, I realized how underappreciated and overlooked our precious natural environment is, but with more inspiring people like those at River Legacy maybe the awareness of our "small wonders" will be taken to a new level. Luckily, I have been reacquainted with my old love and now I am newly inspired to share with others.
Tuesday, July 17, 2007
Theory, Politics, Hope and Action
I am aware of all the issues that are involved because of litigation, rules and stipulations, but this article was a wonderful eye opener. I think it is sad when we place a student who obviously can't speak english into a regular class room expecting them to prevent themselves from drowning. It is not fair. My biggest pet peeve about teaching is the standardized testing. I understand the need for it, but I don't agree with the emphasize and judgement that is put on it. When you live in a society where 10 year old straight A students are so worried that they are going to "fail" a test that they have a mental breakdown, then you know that things could be improved.
Tolerating Intolerance: Resisting the Urge to Silence Student Opinion in the Writing Classroom
Wow, is the word that first comes to mind after reading this article. "Hats off" to her for having the courage to withstand that semester. She has an extremly good point. If she had not let him share his opinion, he probably would have lost respect for his classmates and professor. I was shocked about how candid all of his classmates were when he present his paper. The most interesting thing about this article is how he valued his own writing and his contribution to his classmates. That is pretty cool.
Authenticity in Writing Prompts
I think that anyone including adults prefer to have a writing prompt that is relevant to them in some shape, form or fashion. I know that in college if I had a prompt that had nothing to do with anything I found interesting, I really did put a lot of effort into writing my essay. I always try to use writing prompts that will relate to my students. Sometimes, I have to help them relate the prompt to their life. After they see the relation then the light bulb goes off and they enjoy writing.
Skeletons out of the closet
I love the analogy of the cartoon. I really, really like the idea of having a basic sentence referred to as a skeleton which needs skin, muscle and etc. It reminds me of Janelle's cracking open the egg (sentence). These both are great ways to make revision a little bit more exciting. I also like to use the "sandwich" when it comes to details, because you don't just want meat and bread. That would be boring! =) Especially students at a young age need the revision process to be referred back to something they can visualize.
Mozartians, Beethovians, and the Teaching of Writing
I agree with this article in many ways, however since I teach fourth graders and they come to me with no basic knowledge of how to even remotely get started on a story; I must say that at some point you have to help them understand the basic organization format. I do think that after that you have to let them figure out what works best for themselves, because ultimately that is how they become writers. They have to find their own unique voice and techniques. We all have our own little "ways" even if we have been taught otherwise. I agree that the pressure of writing a certain way can "turn" a student off from writing and that is very sad.
Ratiocination
I really like the idea of using ratiocination in the classroom. When I was doing my methods semester in college my cooperating teacher and I taught ratiocination to the students and they seemed to do fairly well with it. I think it could work better if you emphasize the "clues" because students would become more excited and interested in the assignment.
Critical Narrative
There I was standing with the biggest smile while I nervously waited for more of my new students; all I could hear was the excitement in every child’s voice as they hustled and bustled down the hall to meet their new teachers. The first day is always exciting! I had just seated a little girl who was overjoyed to become a Boyd’s Bee; she beamed from ear to ear. As I turned to take my place at the door, I bumped into a little girl whom appeared to have a ten pound weight lingering around her neck. Her hand was stuck to her mother’s as if someone had plastered super duper glue onto them. Not even a crow bar held by Arnold Schwarzenegger could pry them apart. “Hello, I am Mrs. Padilla and this is my daughter Celeste.” She said as she lifted Celeste’s head with her own hand. “Well, I am Ms. Boyd and I am very excited that you are going to be in my class” I stated with such joy and enthusiasm, yet Celeste still had an indifferent look upon her face. I tried to make small talk with her but it wasn’t working, she would just shake her head, nod, look down or twiddle her thumbs. I walked Celeste over to her new headquarters in my classroom and asked her to read the letter I had waiting for her. As I walked Mrs. Padilla out, she informed me that Celeste was extremely shy and had a lack of confidence in her abilities as a student.
I didn’t realize exactly how timid and reluctant Celeste was until we started a small scavenger hunt in which she just drifted off into the outskirts of the groups. As I watched Celeste, my childhood past inundated into my thoughts, I remembered how incredibly miserable it was to be so shy. In my own mind I had an immediate connection with Celeste, yet she had no inkling of a clue of the link. Painstakingly, I knew exactly how she felt. She was going to be a hard egg to crack, could I stand the challenge…. I hoped so! I walked over to Celeste and begin to tell her information about myself so that she could get started on the hunt, my favorite food, color, music and pet, when I would respond to one I would have her respond as well. We soon realized we had a lot in common, and finally a smile began to emerge onto her face. “See, we are all getting to know one another and you know you want to find out about everyone.” She replied, “I guess so.” I walked her over to a couple of other students and she began to question them in the softest, quietest voice she could muster. One step towards the goal accomplished… class mingling.
Throughout the rest of the day I worked on making her feel comfortable within the classroom and tried to build her trust in me. I knew I had to gain her belief and confidence in me before we could build on her own self-assurance. At the end of the day I looked into her cumulative folder and discovered she had previously been held back and had failed third grade along with the Reading TAKS, but was placed in fourth grade anyway. This new information gave me an insight into the reasons that caused her to feel the way she did. As the next few weeks went on I realized that Celeste was not only having a hard time finishing work in an ample amount of time but she struggled immensely as a reader. Yet, she was not labeled as having any type of learning disability; however she was labeled as a second language learner. So, being naïve I just assumed that this was causing her to struggle as a reader. Immediately, I began to incorporate more ESL strategies with her, but they really didn’t seem to work as well with her as they did the other students. What else could I do? I decided to ask Celeste her opinion on the scenario, who better to find out from than the student.
Celeste informed me that last year’s teacher had tutored her and given her a colored overlay for her papers when reading. Covered overlay, could she have dyslexia? Why hadn’t someone told me about this, if her teacher from last year knew this than why had she not written it on the student placement paper. This would explain the struggle as a reader and the prolonged time it takes to finish work, and the extreme lack of confidence. I decided to dig through her thick cumulative folder again and analyze each single paper to see if there was anything written about the possibility of dyslexia. After about 30 minutes of reading each document, I discovered another placement form that said “Celeste is being placed in 4th grade pending Dyslexia Testing”, pending, no one had even remotely discussed testing her for Dyslexia and it was already the second six weeks of the school year. I immediately went to my principal and worked on getting the ball rolling on the testing for Celeste; of course I had to show the only proof of evidence, grade placement documentation. But, I wondered why is there not a way to inform the student’s new teacher about all of this, obviously with all of today’s technology you would think that this could have been listed on the database as well.
I began to incorporate dyslexic strategies into Celeste’s everyday routine with me. The colored overlay seemed to help and sometimes I would print things on colored paper for everyone so that she wouldn’t feel so different from everyone else. Although, my students did a good job at not even mentioning the fact that she used one. We always talked about how every student was smart but we had different paces and ways that we all learned. I began to research more strategies to focus on for Dyslexic children and I found that the most beneficial for Celeste was just allowing her more time to complete assignments, giving her clear instructions and repeating them, using visuals and reading aloud with her. I also used a reading program that went back to the basics of phonics/phonemes with her and sent the workbook home with her for her parents to help. I assigned a peer tutor for Celeste, whom she got to pick because I wanted her to feel comfortable.
Toward the middle of the second six weeks I heard a rambling knock on my classroom door, “What now, I don’t have time for this I am in the middle of a lesson”, I thought to myself as I opened the door with a look of frustration. Standing outside my door stood sweet Celeste, with her head down as if she were an armadillo trying to pull herself into a little ball to escape the situation. Along the lines of her rosy red cheeks droplets of sad tears trickled down her face and fell to the floor. “Celeste, what is wrong?” as I wrapped my arm around her like as if she was a wounded bird, and she began to sob uncontrollably. I suddenly found myself standing in front of this child in utter confusion as to why she could be crying. I placed my hand under her chin and pushed her head up so that I could look into her brown puppy dog eyes that were full of sadness. After telling her in the sweetest softest voice I could manage that it was okay to cry and that I was her to help, but I must know what is going on. She began to speak with a muffled voice, “Ms. Artho sent me here.” “Why”, I asked, “Because I didn’t finish my assignment in time”, while she spoke she looked up at me with this “please help me, Ms. Boyd” look that tore my heart to shreds. Celeste continued to inform me that she had diligently worked on the assignment, but just wasn’t able to finish. I believed her because I understood her situation. I had discussed Celeste’s problems with her two other teachers but it was clear at this moment that we as teachers needed to collaborate better as colleagues for the students. I gave Celeste a hug, I explained that it is okay to take more time and that I would discuss the issue with Ms. Artho over lunch. She seemed to feel better when I allowed her to stay in my classroom for the rest of the 10 minutes before lunch, where she again diligently worked on her assignment. At lunch, Ms. Artho and I discussed Celeste; she informed me that Celeste shutdown with her after she was questioned about not finishing the assignment in the amount of time allotted. I suddenly realized that I had gained Celeste’s trust; we had created a bond because she was able to discuss her feelings with me, this was progress.
A few more weeks went by and Celeste was finally tested and “labeled” dyslexic. I still was careful on singling her out in class discussions, we had developed a way for her to communicate that she understood. She would jot down key words on her paper for me to see as I walked by; if she wasn’t correct I would shake my head no. This would take place while other students raised their hands and gave verbal responses; she just wasn’t quite ready for that. I decided that I needed to start building her up by using questions that she could answer whatever and not be wrong.
After reading a chapter from the “Mouse and the Motorcycle” I asked the simple question of “How would you have acted if you were Ralph?” and naturally hands shot up like rockets all around the room. “Yes!” I thought they are really going to participate. “Garret what would you have done?” I would have raced away in the car and never returned home again!” the sound of laughter up roared among the class as I even had to giggle at the thought of that. I felt as if the entire class was enjoying answering this simple, basic, and “can’t be wrong” question. A little light bulb went off in my head … maybe I should call on Celeste, this would be an easy answer for her to give so that she would start to gain confidence in herself. Bingo! “Celeste, how about you?”, She turned and looked at me as if I had just ran over her favorite dog, Leo and crushed her soul to the size of a pomegranate seed. Like a well-oiled machine her head begin to be pulled down by the heaviest weight of all, her lack of confidence, and embarrassment of her drastic learning disability. My heart sank to what I thought at the moment, was a bottomless pit of inconsideration. “How could I have put her on the spot like that?” How am I going to fix this step backwards that I just made?
Although, I had a minor setback with Celeste it turned out to be a huge building block for her progress. After, the incident I knew I must make a mends with her because she was very likely to shutdown like a robot and lose all trust in me. I asked Celeste to eat lunch with me, she seemed reluctant but I convinced her to. I knew she was upset with me and it was not good. She was as fragile as a flower when it came to her emotions. Lunch turned out to be my saving grace to help her continue her trust in me and build upon her self-dependence. We talked about how it made her feel and why, she felt as if she would get the answer wrong. I explained that it was a question that you can’t get wrong because it is based on what you believe. We talked about all the times other students had gotten answers wrong and how no one laughed or gawked at them. She explained to me how incompetent she still felt sometimes when other students rushed through work, read a book faster and etc. We talked about how things would not come easy for her, but it didn’t make her any less smart than her classmates, if anything she would gain more knowledge from this. By the time lunch was over we both agreed that she would start working on feeling more confident in herself. Of course, the battle was yet to be over.
I began to praise Celeste for minor things; we set short term goals which she usually met and it helped boost her belief in her capabilities. Even the other students would help me in praising her; it was really neat to watch the kids help her as well. I would point out the excellent things she did in writing class and use her written response answers in reading class as examples of how to answer questions. Naturally, she was still very weak, so we continued the one on one reading, practiced writing together and keep working on corrective reading. She seemed to be finding and believing in herself. The attitude of “giving up” faded away and the positive “I can do this!” took its place. Towards, the end of the year Celeste began to volunteer to participate in class discussions and she would even ask to read. And it wasn’t even the usual I’ll raise my hand then change my mind when I get called on approach it was the real deal. She was confident, was she always right? No, she wasn’t but I made sure to turn her answer into something that was right by the time she was done speaking. I would help her process it.
All through the year, Celeste had never finished a reading or a writing benchmark because our district only allowed them to work on it during the school day. I always ensured her that she would have an ample amount of time. Evidently the ample amount of time provided her a passing score for both her reading and writing TAKS. When I informed her of the results she began to cry as did I because for once in her life she was finally successful at something. Finally, all of her hard work, hours of tutoring and the belief in herself had paid off! The most gratifying of all was when her mom came to visit me on the last day of school. Mrs. Padilla said with tears in her eyes, “I wanted to personally come tell you thank you for all that you have done for Celeste this year. She is a changed child; she has never been so confident in herself and achieved so many things like she has this year. She is happy.” I couldn’t help but cry I gave her a hug and said “Thank you for sharing Celeste, she did all of the work, it wasn’t me. I have learned more in one year from her than any one person or book could have taught me.”
I didn’t realize exactly how timid and reluctant Celeste was until we started a small scavenger hunt in which she just drifted off into the outskirts of the groups. As I watched Celeste, my childhood past inundated into my thoughts, I remembered how incredibly miserable it was to be so shy. In my own mind I had an immediate connection with Celeste, yet she had no inkling of a clue of the link. Painstakingly, I knew exactly how she felt. She was going to be a hard egg to crack, could I stand the challenge…. I hoped so! I walked over to Celeste and begin to tell her information about myself so that she could get started on the hunt, my favorite food, color, music and pet, when I would respond to one I would have her respond as well. We soon realized we had a lot in common, and finally a smile began to emerge onto her face. “See, we are all getting to know one another and you know you want to find out about everyone.” She replied, “I guess so.” I walked her over to a couple of other students and she began to question them in the softest, quietest voice she could muster. One step towards the goal accomplished… class mingling.
Throughout the rest of the day I worked on making her feel comfortable within the classroom and tried to build her trust in me. I knew I had to gain her belief and confidence in me before we could build on her own self-assurance. At the end of the day I looked into her cumulative folder and discovered she had previously been held back and had failed third grade along with the Reading TAKS, but was placed in fourth grade anyway. This new information gave me an insight into the reasons that caused her to feel the way she did. As the next few weeks went on I realized that Celeste was not only having a hard time finishing work in an ample amount of time but she struggled immensely as a reader. Yet, she was not labeled as having any type of learning disability; however she was labeled as a second language learner. So, being naïve I just assumed that this was causing her to struggle as a reader. Immediately, I began to incorporate more ESL strategies with her, but they really didn’t seem to work as well with her as they did the other students. What else could I do? I decided to ask Celeste her opinion on the scenario, who better to find out from than the student.
Celeste informed me that last year’s teacher had tutored her and given her a colored overlay for her papers when reading. Covered overlay, could she have dyslexia? Why hadn’t someone told me about this, if her teacher from last year knew this than why had she not written it on the student placement paper. This would explain the struggle as a reader and the prolonged time it takes to finish work, and the extreme lack of confidence. I decided to dig through her thick cumulative folder again and analyze each single paper to see if there was anything written about the possibility of dyslexia. After about 30 minutes of reading each document, I discovered another placement form that said “Celeste is being placed in 4th grade pending Dyslexia Testing”, pending, no one had even remotely discussed testing her for Dyslexia and it was already the second six weeks of the school year. I immediately went to my principal and worked on getting the ball rolling on the testing for Celeste; of course I had to show the only proof of evidence, grade placement documentation. But, I wondered why is there not a way to inform the student’s new teacher about all of this, obviously with all of today’s technology you would think that this could have been listed on the database as well.
I began to incorporate dyslexic strategies into Celeste’s everyday routine with me. The colored overlay seemed to help and sometimes I would print things on colored paper for everyone so that she wouldn’t feel so different from everyone else. Although, my students did a good job at not even mentioning the fact that she used one. We always talked about how every student was smart but we had different paces and ways that we all learned. I began to research more strategies to focus on for Dyslexic children and I found that the most beneficial for Celeste was just allowing her more time to complete assignments, giving her clear instructions and repeating them, using visuals and reading aloud with her. I also used a reading program that went back to the basics of phonics/phonemes with her and sent the workbook home with her for her parents to help. I assigned a peer tutor for Celeste, whom she got to pick because I wanted her to feel comfortable.
Toward the middle of the second six weeks I heard a rambling knock on my classroom door, “What now, I don’t have time for this I am in the middle of a lesson”, I thought to myself as I opened the door with a look of frustration. Standing outside my door stood sweet Celeste, with her head down as if she were an armadillo trying to pull herself into a little ball to escape the situation. Along the lines of her rosy red cheeks droplets of sad tears trickled down her face and fell to the floor. “Celeste, what is wrong?” as I wrapped my arm around her like as if she was a wounded bird, and she began to sob uncontrollably. I suddenly found myself standing in front of this child in utter confusion as to why she could be crying. I placed my hand under her chin and pushed her head up so that I could look into her brown puppy dog eyes that were full of sadness. After telling her in the sweetest softest voice I could manage that it was okay to cry and that I was her to help, but I must know what is going on. She began to speak with a muffled voice, “Ms. Artho sent me here.” “Why”, I asked, “Because I didn’t finish my assignment in time”, while she spoke she looked up at me with this “please help me, Ms. Boyd” look that tore my heart to shreds. Celeste continued to inform me that she had diligently worked on the assignment, but just wasn’t able to finish. I believed her because I understood her situation. I had discussed Celeste’s problems with her two other teachers but it was clear at this moment that we as teachers needed to collaborate better as colleagues for the students. I gave Celeste a hug, I explained that it is okay to take more time and that I would discuss the issue with Ms. Artho over lunch. She seemed to feel better when I allowed her to stay in my classroom for the rest of the 10 minutes before lunch, where she again diligently worked on her assignment. At lunch, Ms. Artho and I discussed Celeste; she informed me that Celeste shutdown with her after she was questioned about not finishing the assignment in the amount of time allotted. I suddenly realized that I had gained Celeste’s trust; we had created a bond because she was able to discuss her feelings with me, this was progress.
A few more weeks went by and Celeste was finally tested and “labeled” dyslexic. I still was careful on singling her out in class discussions, we had developed a way for her to communicate that she understood. She would jot down key words on her paper for me to see as I walked by; if she wasn’t correct I would shake my head no. This would take place while other students raised their hands and gave verbal responses; she just wasn’t quite ready for that. I decided that I needed to start building her up by using questions that she could answer whatever and not be wrong.
After reading a chapter from the “Mouse and the Motorcycle” I asked the simple question of “How would you have acted if you were Ralph?” and naturally hands shot up like rockets all around the room. “Yes!” I thought they are really going to participate. “Garret what would you have done?” I would have raced away in the car and never returned home again!” the sound of laughter up roared among the class as I even had to giggle at the thought of that. I felt as if the entire class was enjoying answering this simple, basic, and “can’t be wrong” question. A little light bulb went off in my head … maybe I should call on Celeste, this would be an easy answer for her to give so that she would start to gain confidence in herself. Bingo! “Celeste, how about you?”, She turned and looked at me as if I had just ran over her favorite dog, Leo and crushed her soul to the size of a pomegranate seed. Like a well-oiled machine her head begin to be pulled down by the heaviest weight of all, her lack of confidence, and embarrassment of her drastic learning disability. My heart sank to what I thought at the moment, was a bottomless pit of inconsideration. “How could I have put her on the spot like that?” How am I going to fix this step backwards that I just made?
Although, I had a minor setback with Celeste it turned out to be a huge building block for her progress. After, the incident I knew I must make a mends with her because she was very likely to shutdown like a robot and lose all trust in me. I asked Celeste to eat lunch with me, she seemed reluctant but I convinced her to. I knew she was upset with me and it was not good. She was as fragile as a flower when it came to her emotions. Lunch turned out to be my saving grace to help her continue her trust in me and build upon her self-dependence. We talked about how it made her feel and why, she felt as if she would get the answer wrong. I explained that it was a question that you can’t get wrong because it is based on what you believe. We talked about all the times other students had gotten answers wrong and how no one laughed or gawked at them. She explained to me how incompetent she still felt sometimes when other students rushed through work, read a book faster and etc. We talked about how things would not come easy for her, but it didn’t make her any less smart than her classmates, if anything she would gain more knowledge from this. By the time lunch was over we both agreed that she would start working on feeling more confident in herself. Of course, the battle was yet to be over.
I began to praise Celeste for minor things; we set short term goals which she usually met and it helped boost her belief in her capabilities. Even the other students would help me in praising her; it was really neat to watch the kids help her as well. I would point out the excellent things she did in writing class and use her written response answers in reading class as examples of how to answer questions. Naturally, she was still very weak, so we continued the one on one reading, practiced writing together and keep working on corrective reading. She seemed to be finding and believing in herself. The attitude of “giving up” faded away and the positive “I can do this!” took its place. Towards, the end of the year Celeste began to volunteer to participate in class discussions and she would even ask to read. And it wasn’t even the usual I’ll raise my hand then change my mind when I get called on approach it was the real deal. She was confident, was she always right? No, she wasn’t but I made sure to turn her answer into something that was right by the time she was done speaking. I would help her process it.
All through the year, Celeste had never finished a reading or a writing benchmark because our district only allowed them to work on it during the school day. I always ensured her that she would have an ample amount of time. Evidently the ample amount of time provided her a passing score for both her reading and writing TAKS. When I informed her of the results she began to cry as did I because for once in her life she was finally successful at something. Finally, all of her hard work, hours of tutoring and the belief in herself had paid off! The most gratifying of all was when her mom came to visit me on the last day of school. Mrs. Padilla said with tears in her eyes, “I wanted to personally come tell you thank you for all that you have done for Celeste this year. She is a changed child; she has never been so confident in herself and achieved so many things like she has this year. She is happy.” I couldn’t help but cry I gave her a hug and said “Thank you for sharing Celeste, she did all of the work, it wasn’t me. I have learned more in one year from her than any one person or book could have taught me.”
Wednesday, July 11, 2007
Becoming your own expert, Whose writing is it anyway?........
Gillespie's article supports exactly what I have been realizing this past week. I have found a new empathy for my students when it comes to writing. I didn't realize how easy it is to forget what it is like to be a student and specifically how hard it is to put your true thoughts on a piece of paper.
I love what they have done at McNeil Canyon Elementary, I wish the same was done in my school district. It makes me realize that it can be accomplished. Many of my students shut down with the writing process. If I could make things less intimating and let them use their creativity more I think I would see better results. I plan on starting the year out with a new approach, I think I am going to just free write for a few weeks before I really get into the formalities of the writing process. I want the kids to see that they too can put thoughts on their paper so they trust and believe in themselves. I would be ecstatic if I could make my little students trust themselves so much that they wouldn't want me to help them come up with ideas to write about. I want them to create their own voice. Of course, I am in charge of guiding them to that place especially since writing is completey new to them when they enter the realm of writing. But how wonderful would it be, if by the end of the year they became "annoyed" with me if I tried to intrude upon their personally writing. I have a whole new plan... I am starting to get really excited about this upcoming school year. =)
I personally think that the use of technology is just going to continue to expand. It has become a great way for many people to express themselves. I wish my fourth graders could have more skills by the time they make it to class and I wish I had the capability to utilize a computer lab for content area purposes more often.
I love what they have done at McNeil Canyon Elementary, I wish the same was done in my school district. It makes me realize that it can be accomplished. Many of my students shut down with the writing process. If I could make things less intimating and let them use their creativity more I think I would see better results. I plan on starting the year out with a new approach, I think I am going to just free write for a few weeks before I really get into the formalities of the writing process. I want the kids to see that they too can put thoughts on their paper so they trust and believe in themselves. I would be ecstatic if I could make my little students trust themselves so much that they wouldn't want me to help them come up with ideas to write about. I want them to create their own voice. Of course, I am in charge of guiding them to that place especially since writing is completey new to them when they enter the realm of writing. But how wonderful would it be, if by the end of the year they became "annoyed" with me if I tried to intrude upon their personally writing. I have a whole new plan... I am starting to get really excited about this upcoming school year. =)
I personally think that the use of technology is just going to continue to expand. It has become a great way for many people to express themselves. I wish my fourth graders could have more skills by the time they make it to class and I wish I had the capability to utilize a computer lab for content area purposes more often.
Carrots
When I see those crunchy, tasty carrots I can’t help but think of my childhood. I can remember coming home from school and getting my “after school snack”... Of course you are thinking, cookies and milk, well not in my house. My mom always had veggies for a snack. Waiting on the kitchen table for me and my brother was a snack tray full of celery, carrots and broccoli with ranch dressing. Believe it or not I loved eating all three of my snacks especially the carrots. My brother and I would try to see who could make the loudest noise with the carrots and celery. He would usually win because his “crunch” would always be surprisingly louder than mine even though I would take the biggest and hardest bite of all time. Although, I loved my mom’s idea of a snack I would sometimes get sad and with a whine I would ask “Why can’t we have cookies like Jessica’s mom?” Jessica was and still is my very best friend, and her mom always gave us chocolate chip cookies and milk when I went home with her. But no…… my mom had to be healthy. Even my brother thought it was lame and I am sure that sparked my negativity towards the whole idea, I tended to take on his wonderful ideas as my own! Looking back on it now I realize that my mom had the “perfect” idea of a snack and I am going to do the exact same thing when I have kids. Who cares if they think cookies would be better, they too will soon learn!
Tuesday, July 10, 2007
Teacher Research
I love the idea of journaling during the class day and I have often tried to do this in my own classroom. It does allow a way for you to really look back and see if what you are teaching is working and what isn't working. I think Mohr has the right idea about pretending to make more mistakes as a teacher to let the students catch on to it. They tend to care more or pay attention more when teachers make mistakes. It makes us more realistic in their eyes, I always let my students know that I make mistakes as well. I think that I am going to attempt to do a better job at "researching" my techniques as a teacher during the coming school year. This class is really reminding me what it feels like to be the student again, I have a new found appreciation for my students!
Monday, July 9, 2007
First three articles about NWP
After reading the three articles, I now understand a little more about the NWP and how it came about. I agree with James Gray's thoughts about some students writing a "perfectly formatted" five paragraph essay, yet not having a center topic to express. I do think there is a way to establish a "thesis statement" and not make it too dull or basic. However, many of my students have struggled using details to establish and create a well rounded and focused paper. Details, details and more details that connect to the heart of the essay are so imperative. Details allow the reader to understand the true voice of the author.
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