Stay put? Go back?

I wonder if I should start paying attention to my dreams more. On several mornings this past year I’ve woken from a dream in which I’m in the classroom, or I’m teaching, or I’m surrounded by kids, or I’m doing something teacherly – and then I wake up and feel like I’m missing something. Should I go back to the classroom?

I’ve been in this profession since 1990. Teaching has been my life. After 26 years in, however, teachers usually start looking at how many years they have left, when and how to retire. I've found myself doing the same. I know I'm not totally content in my current position. For the last two years I’ve been in a support role, coaching new teachers, providing professional development, running data, and going to meetings.

It’s just not as satisfying as the teacher life. There’s nothing like teaching kids how to write, reading with them, getting them excited about new things, and letting them figure things out for themselves. It’s fulfilling and heartbreaking and joyful to be responsible for a classroom kids who depend on you in different ways; you get to watch them grow, you form relationships with them, you push them and protect them. Teaching is how you move the world forward, how you connect with the future, how you keep dreams alive. I miss that.

Now, I know teaching isn’t what it used to be – and that if I were presently in the classroom, I would be complaining about the paperwork, the lesson plans, too much testing, demanding administrators, and disengaged parents, and the pointless meetings.

But I still miss teaching. And I know that, if it’s popping up in my dreams as often as it does, it’s because my soul is trying to tell me something.

Half Teacher, Half Super Hero

Most of us are required to wear an ID badge at school. I wear mine on a lanyard, to which I've attached a large white button with black lettering, stating: “HALF TEACHER, HALF SUPERHERO”.  I’ve felt that way for a long time, but this past year I believe it even more. I wear these words as a mantra, a shield, and a shout out to all my fellow educators. Who else but a teacher can know what it’s really like?

We pay our respects to the children and educators lost in Newtown, Connecticut on December 14. While the grim news affected our entire country, it touched teachers in a most profound way. Who would ever imagine that the joyful place called school would one day invoke the saddest of tears? And, are we even surprised that teachers would step forward to protect those in their charge?

I’m even more determined to make it known, that ours is the most humbling of professions. The huge expectation placed on our students as indicated in the new standards, and the incessant testing that robs us of teaching time, wears at us. Teachers are more burdened than ever with district mandates, tight schedules, and the urgent need to reach every student. A typical school day with its ups and downs– bad behavior, laughter, the discovery of a weeks-old muffin in a desk (and an accidental science lesson!), multiplication facts that make you shake your head, great discussions, no homework and MIA parents, and the collective “Nooooo!!!!” when the bell rings and it’s time to go home – is tiring, overwhelming, heart-breaking, and inspiring.

I often tell myself “I’m done!” with this exhausting work, it’s just too much sometimes. And yet, I fall in love with it again day after day. Right before we broke for the holidays, my newest student - who has only been here a few months – laughed at a joke I told in class. His eyes lit up and he guffawed! Another student, who refused to speak since September, began to bloom during guided reading, as she shared the story of her arrival to the U.S. – a connection she made after reading When Jessie Came Across the Sea. Moments like these mean a lot to a teacher, especially a teacher of ELLs.

It’s been too easy to criticize teachers lately. But when it gets really tough, and when it counts the most, we stand firm. And so, in the New Year, I recommit to being the best teacher I can be. I’ll teach my kids with energy and enthusiasm. I’ll prepare engaging lessons. I’ll keep myself informed. I’ll have high expectations of my students, but I’ll also be sensitive to their needs. I’ll watch over them.

I’m half teacher, half superhero.

Babbles and Confidence

It's the start of spring and that awesome time of year when my students begin to "blossom". I feel relieved this month; my students are finally showing progress. At the same time, I'm finding that I've left some holes in my teaching OR that my students have not fully grasped a skill OR that they "forgot" OR... all of the above.

My students, English Language Learners, have varying levels of English proficiency. The typical reading or math lesson takes us double (and triple) time; I need to pre-teach vocabulary, develop prior knowledge, and spend lots of time clarifying text. I can't get through any kind of lesson without stopping often to make sure my kids are "getting it". We're often weeks behind the other classes.

So this week, during a mini-lesson on alliteration, and after we looked at (and played with) several examples from authentic text and lots of tongue-twisters and trabalenguas in Spanish, I stopped to review the difference between sounds and letters. I wrote "Cassy catches coffee quickly in a cardboard cup" on the board, and asked the class -

"What do you notice about this sentence?" No reaction. (OK, I'll ask it in a different way.)

"CCCassy cccatches cccoffee qqqquickly in a cccardboard cccup. Do you hear anything interesting?"

Blank stares. (That's OK, I'll do "wait time".) Five seconds, ten... fif-

"I know!" one of my buddies calls out. "They all have the same letters!"

"And those letters are...?" I prompt.

Crickets chirp. Five seconds, ten...

Someone's raising her hand - YES! "Tell me charming lady! What do you see? What do you hear?"

"The alphabet!" with a huge smile on her face.

"The alphabet. Yes, the alphabet." (Well, no, that's not what I was asking, but I'll go with it, see if it gets us where we need to go.) "The alphabet has two kinds of letters, and those letters have different kinds of sounds. Can anyone tell me what kinds of letters are in the alphabet?"

Sssshhhhhh. (Geez kids, now you're quiet?)

A hand shoots up. "Yes sir! What kinds of letters are in the alphabet?"

"Upper ones and lower ones!"

"Well... " (I don't want to discourage him, but - )

"Small ones and big ones!" he tries again.

Oh no. Really? (My face is probably changing now. I. MUST. REMAIN. CALM.)

One of my "top" reading group kids raises his hand. Aww. I bet he was waiting to give his classmates a chance. "Babbles," he says.

"Babbles?" I ask. "Babbles?" I repeat. I don't get it.

Another hand waves. I call on him, silently hoping the fire drill will go off.

"And confidence. Babbles and confidence."

Yep. Babbles and confidence.

Stand Up... I'll Help You

Last Thursday morning, as I walked my class in to the school, I tripped and fell on the sidewalk.  It was one of those slow-motion knee, to hip, to elbow falls that took forever to finish. I found myself lying on my side, on the walkway, the blue sky above and morning noises all around me. As I lay there, I couldn't help thinking "Oh my God! How many people just saw that?" I wanted to disappear!

As I shook my head in disbelief (I have just FALLEN!) and tried to hoist myself back up, my students all of a sudden surrounded me, like a wall. It was like they were protecting me from the others - the other kids, the parents, the teachers! One of the boys stood in front of me, set his feet firmly apart, and extended his hands to me, saying, "OK miss, venga. Párese... yo la ayudo." (OK miss, come on now. Stand up... I'll help you.) He actually stood firmly enough that I was able to lift myself up with his help. 

The rest of the children were soooo quiet.The girls brushed me off, and the boys scattered to collect my things which had landed all over the place. My books and papers had flown out of my book bag, my yogurt had splattered all over the walkway. No one said a word!

We walked in like we always do, but the boy that had helped me up, kept his hand on my elbow as we took the steps to the 2nd floor and in to our classroom. The kids were all still so quiet. All morning, through math, then word work and writing, they were really quiet. Every now and then they'd ask again if I was OK. 

Later on, as we started reading, they were still somber. I had to snap them out of it!  I said "Hey guys! Remember when I fell this morning? Wasn't that hi-LA-rious? Ha ha ha ha haha ha haha!!!!!!!" I laughed at the visual I conjured up, of my shocked self laying on the sidewalk. And then, like dominoes, a chuckle spread though the room, turning into full-out belly laughs. 

I thought all day about how my kids reacted to the incident, how they remained respectful, and how they showed me their concern. They seemed worried all morning, until I got them to laugh about it!  I'll never forget how protected and loved I felt; my students stood by me and looked after me. 

It's gratifying to know that in the two months we've been together, my students and I have developed a relationship that allows us to care for each other and laugh together. And I salute their parents for the fine job they've done so far in raising kind children.

Humbled...

Take out your cellphones, please.

Last night, while in bed, I used mobile technology to get a quick answer.

Late Night with Jimmy Fallon was running a repeat of their July 7 show. A band called My Morning Jacket was the last guest. When they started to play Circuital, which I had never heard before, I was captivated by the intriguing way in which the song began. I often get hung up on certain pieces of melody, and I just had to know who these guys were.

Luckily, my Nook Color was at arm's reach. OK, the Nook is supposed to be a reader, and that is how I use it for the most part. However, I wanted to find the name of the song, and I wanted to hear it again, to affirm that I had indeed come across a sound that pleased me. I switched on the browser to my Nook, did a quick Google search, and there they were. A band and a song I had never heard before, and that I would certainly look in to further.

This morning, after reading the article Mobile Tech in Classrooms Boosts English Learners, it occurred to me, the same on-the-spot-let's-find-out could take place in my classroom. If my students were each handed mobile devices at the beginning of the school year - like Nooks, iPads, tablets or netbooks - their worlds would be made larger, and language learning would be enhanced.

Or, what if my students were permitted to use their cellphones in class? This past year, of my 19 fourth-graders, nine of them had their own cellphones. What if I devised activities where my students would be allowed to use their cellphones to access information, submit answers, collaborate and be even more engaged? Until mobile devices are provided to ALL learners, why not let us use what is already in our students' hands?

We Can Do Better

When I first welcomed him to our classroom back in September, "G" warned me, in all his toughness, "there's nothing you can do to make me like school". I was taken aback by his statement, but instantly took it as a challenge. We struggled the first several weeks as we got to know each other. He had to learn to trust me, while I had to figure out what set him off.

I learned quickly that G had two huge issues: divorced parents and what looked to me like dyslexia or dysgraphia. Which of the two? I'm afraid we never got to that. Although G had been referred to I & RS last year, all he got this school year was two marking periods of tutoring! I had him in my lowest reading group, gave him extra time at writing conferences, and tried different tactics for getting him through his literacy difficulties. (Classroom teachers are not necessarily equipped to address the needs of dyslexia and dysgraphia, unfortunately.) I also had to muster up some serious patience, especially at the beginning of the year, during his outbursts which involved shoving furniture, throwing school supplies, and trying to engage me in arguments. His little face would turn red, he would huff and puff, he would cry. He would tense up and pinch or squeeze his arm. ( I later recognized this as his attempt to control himself.)

I knew, of course, he acted out of frustration. He lived with his mother one week, his father the next. G clearly had a preference for his dad's place. I could easily tell on a Monday morning whose week it was, by the angry look on his face. His family situation, coupled with his learning difficulties, made for a very angry little boy.

As the year progressed, G did get better academically and socially. He did very well in math. He contributed very thoughtfully to classroom discussions. And although his independent reading ability was well below grade level, he developed a desire to read. I often found him engrossed in the Diary of a Wimpy Kid series, which took him way longer than his peers, but held his attention. He eventually overcame some of his distaste for school. His classmates often teased, "See?!! You DO like school!" He learned to curb his emotional outbursts and he practiced self-calming techniques.

I know we should have done more. As much as I advocated for G, my school was not able (or willing?) to address his needs more appropriately. Some forms were filled out, a few questionnaires completed, and ONE meeting held to discuss his case. By the end of the year, his case was left... open? hanging? in limbo?

G left for summer vacation a week earlier than his classmates, while I was still grading benchmark tests. He said "Bye Miss!" as he took off at the end of his last day, and that was that. My eyes later filled up at his response to a persuasive writing prompt, where he was to explain why our school is the best in town:

Also the techors here cold relle chang a person. Like me befor I cam to this school. I hated being in school. However, the techors changed me. I still don't like school but now I can't sae I hate going and being in school. Also the techers are alway fair about stfo.

This is the "stuff" that makes me want to do better.

School's out for summer

On this last day of school I wanted to say so many things to my students. But there were cumulative folders to fill out, books to put away, papers to file, a final assembly to attend, summer paperwork to distribute, and letters to send home. Sorry kids - your teacher didn't have a chance to share some last thoughts.

Five minutes before the bell rang, I said "OK guys. Last time I'm going to say it. Let's line up for dismissal." And all of a sudden I felt a little lump in my throat. I looked away to hide a tear that welled up, and started down the hall, downstairs, to the gym, where I delivered my kids every day for the past year, so they could catch their buses to various parts around town.

I grabbed the first child's hand, I'm not sure why, and walked with her like that until we got to the gym. She looked at our hands and raised them, saying "This is something I'm going to remember."  And with that, I hugged my 4th grade buddies, whispering a few special words to each, and sent them on their way. 

¡Adelante mis niños! 

Weather Conditions

Her face struck me, in a sad way, in an "awww" kind of way - 
downcast brown eyes forced me to see I had been thinking only of myself.
I was relieved at the thought of a snow day, even giddy -
many of us, overworked and unappreciated get to feeling that way
this time of year.
But not her, nor her little friends.
Several of them were downright disappointed at the possibility of NOT having school.
What kind of kid doesn't LOVE a snow day?
That would be the kind that sits in my room
looking at me expectantly for the next big thing...
prime numbers, possessives, paragraphs,
and PEMDAS.

Niña, I think to myself, I need this day. 

Maestra, she says with her eyes, I need you more.

Arizona... estoy contigo

This morning I am struck by the latest post over at La Bloga.  It was Arizona's Day of Action yesterday.  People marched in the scorching heat to protest Senate Bill 1070 - a bill that invites harassment and mistreatment of Latinos.

A colleague of mine, for whom I have little patience, recently asked me what I thought about the latest in Arizona.  I can't have this kind of conversation with this person; there's too much ignorance there.  How do you explain that people often come here out of desperation? Out of need? And what about dreams and visions?  Are brown people not allowed to hope for something better for themselves and their children?

My colleague, for the hundredth time, says "they" take some of our jobs. I ask, "Are you willing to pick fruit in the hot sun all day long? Would you stand in an assembly line fastening plastic bits to metal parts? Would you mind bussing tables and washing strangers' dishes? Would you scrub toilets? Can you imagine taking on two or three of these jobs just so you can get by?

And now I ask you - mi colega
would you deny food to Maria who stands in
the lunch line, anticipating the
warmth in her belly that will come from a sandwich
and a carton of milk?
Do you want to send Alex away, whose dad has just
moved his family of five
to a third floor apartment
in a run down house,
no air-conditioning?
And what about Wanda,
who excels in class, writing colorful poems and
hopeful stories - the top student -
would you send her back to a place
where school is unstable?
Would you take from these children
because, as an American
it's your duty to stand for "what's right"?

Student to Teacher

I taught one of my favorite lessons today, and was reminded of how exciting it is to take children to the next level. The lesson was part vocabulary, part poetry, part metaphor, part Black History Month, part "this is your teacher telling you she wants you to keep trying".

We read this poem together. I choked up on the first read, as I always do. Hughes does that to me. We then read it in parts, we role-played, we talked about message and meaning, and the poet's use of the vernacular.

No, I don't teach high school English. I teach 4th grade English Language Learners.

"Did you like this poem?" I asked as the bell rang for lunch.

"Oh YES Miss! That's how my mom talks to me!"

"Now THAT's some good advice he gave in the poem."

"I LOVE how you read that Miss!"

"Can I keep the paper Miss? Can I memorize it?"

"Let's do another one tomorrow Miss!"


Mother to Son, by Langston Hughes (1902 - 1967)

Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.

His Running Shoes

This’ll be tedious –
I know
you have a hard time
making up your mind
I drag myself to the sports store
For the eighth year in a row
I used to pick and choose
What you’d wear on your feet
To school
“These are cool” I say
Noting the reasonable price-tag
“These seem light and comfortable”
when the very washable mesh fabric and darker design
Catch my eye
But this year you’re drawn
To black with yellow piping
Crazy combination
“You’ll grow tired of these fast” I mutter
You try them on
Even have your dad tie them for you
Even now…
Big boy with long legs
You jump to your feet, bounce in place
Feeling the cushion, the give, the flexibility
Things I must learn to be –
You pretend to run around the shop
Testing how swiftly you’ll run
As I watch your feet grow at heart-pulling speed

Speaking of Super Heroes...

While catching up with Literanista - the first blog I ever followed, and one of my constant favorites - I found out that the actress who played Wonder Woman is a Latina!

Linda Jean Córdova Carter is the beautiful brunette who played Wonder Woman. I remember being a kid and watching the weekly episodes, fantasizing about having special powers like hers. I had the long, flowing black hair, and I recall making wrist bands out of gold gift wrap which I wore a few times during long, wonderful hours of play with my sisters and neighborhood playmates. I think I even wanted a Wonder Woman costume one year for Halloween, but my oddly-shaped preteen body wouldn't allow it.

Now, as an adult I still love the idea of super powers! I encourage this kind of creative thinking with my students, and I look for books (like Super Cilantro Girl) where kids become super heroes.

So, what a sorpresa to learn that Wonder Woman was/is a Latina! Is that why I connected with her? I invite you to visit Literanista's blog, then follow her to another cool blog - Mulatto Diaries - and enjoy "No Wonder I Loved Wonder Woman".

By the way, I fancy myself Book Woman... more on that later. Stay tuned.

Hunger and Hope - Bloggers Unite

I teach elementary school in an urban setting where each of my students receives free breakfast and lunch. When lunchtime comes around and I take my kids to the cafeteria, they all of a sudden become more talkative and almost giddy.

In a line they inch up to the kitchen, where they watch as the lunch lady serves a rubbery chicken patty on a yeasty bun, or runny macaroni and cheese. The food is dropped, hurriedly slopped, on to a Styrofoam tray, often with a plastic-gloved hand. Several kids will ask for "two" of whatever is being served. They'll take a milk carton as well, checking the date as I've taught them to do, and a piece of waxy, bruised fruit that is piled up in a plastic bin.

Once they prance over to their tables, my kids unwrap they're straws and drink their milk. Then, they contemplate the food before them. YOU would not serve this food to your children. It's a tray filled with carbs and low-grade food. One day, my kids were served tater-tots (potato rounds), bread, corn, and a cookie! But most of the kids eat, quickly, they're starving. For some kids in my school, it's supposedly "the best" they'll get all day.

Today, bloggers are writing about hunger and hope. I have to think about my students. Children here in our country are hungry. They deserve good, nutritious food, fresh fruit and vegetables. Why is it that, in our country, food aid programs consist of low-grade, sub-quality left-overs?

Children in my school are hungry; they deserve better.

The Good Boys

My two nephews were watching TV when I stopped in to my mom's yesterday. I was impressed at how well they were behaving. While I had lunch with my mom, the boys joined us at the table for some milk and homemade cookies. One of the boys told me about World Wars I and II, and what he learned from the Pearl Harbor movie. The other boy told me about an upcoming fishing trip with his dad. It was a pleasant insight in to the boys' interests.

The boys left the table after a while and enjoyed some silliness, like crawling and creeping around the house, and sneaking up on me. Later, I heard them giggle as they gently tossed around what I thought was a small Frisbee. Their abuelo (grandfather) was not amused, but I assured my dad that no es nada (no big deal) and the boys returned to their cartoons.

Before I left, I tore out two slips of paper from a notepad in my bag. On each, I created an "Excellent Behavior" note, promising a special prize in the future, as long as they could present the slip of paper to me next time we meet. I handed the "coupons" to the boys and watched as they read them. They exchanged smiles, folded the slips back up, and placed them in their pockets. I kissed them good-bye, and made my way out the door.

I had to turn around though, realizing I had left my book on the table. As I walked out again, I peeked in on the boys. They were reading their coupons to each other!

Awesome. Now, assuming they're successful in preserving those little slips of paper for a few weeks, what should the prize be? Must it be a thing?

Langston Hughes in the 4th Grade

My students have experienced several different types of poetic forms since September. I use specific poems and certain poem forms (haiku, list poems, auto-biographical) to encourage English language development with my ELLs. Since the beginning of the year, my students have made enormous gains in English proficiency. Even more remarkable, is that they have emerged as thoughtful writers and thinkers.

Yesterday I kicked off National Poetry Month with "Poem" by Langston Hughes. It's one of the most touching and simple poems I know.

Poem

"I loved my friend.
He went away from me.
There's nothing more to say.
The poem ends,
soft as it began-
I loved my friend."

The students discussed the poem in groups; they touched on how "short and simple" the poem was, and how sad, "even though the poet didn't even say sad!" I then asked them to write a five-paragraph essay about a time when they lost someone or something they loved. They got right to it, first planning, then writing their first drafts. I did not have to coax anyone to write. Writing flowed freely, even from the three children who are often reluctant writers.

I was able to conference with half of the class yesterday, and the rest today. I was floored by the quality writing they had produced! My students wrote about lost friends, lost relatives left back home in their countries, lost pets, and a lost necklace. While they read to me, some of them got a bit choked up, and some managed to provoke a tear or two in my eyes. (Of course, I had to look away, or pretend like I was distracted by something on the other side of the room!)

Several students started to publish their work today. The rest will do so tomorrow, I'm sure. And today we read another poem, Life Doesn't Frighten Me, by Maya Angelou. They loved it and want to write their own poems about their fears.

These days... are magic. There's nothing more to say.

How to Stay Sane...

During the course of the school year, we teach four types of writing - expository, narrative, persuasive, and descriptive.

The "How-To" piece is one we practice often; this type of expository writing forces the students to think of steps in a process, using sequence, transitional words, illustrations and examples. The "How-To" is factual and logical. We often start our students with prompts such as "How to make a sandwich", or "How to wrap a present", or "How to give a baby a bath". Then we move on to more sophisticated topics which stem from reading non-fiction text, such as "How to start a vegetable garden", or "How to build a bird feeder", or "How to make a home-made volcano."

All of these rely, of course, on background knowledge. You can't ask students to write about things they haven't experienced, or don't care about! But what if you asked the kids to think about how to make their teachers crazy? You know they're experts!

I was feeling somewhat frazzled last week with a billion things to do. We were all in need of a little levity. So I invited my students to write "How to make your teacher CRAZY!"

The results were fantastic. My students couldn't wait for writing time. With this piece, they moved more quickly than usual from planning, to drafting, to revising, to editing. During writing conferences, I laughed out loud at what they dared to think up!

This time, each and every student published their writing. I made a cut-out of a crazed teacher (looks familiar?) and put everything up on the bulletin board outside our room. This piece of writing, frivolous as it was, showed me what I needed to see. My kids have come a long, long way.

I'm crazy about them.

Mami and the Dancing Tiger

El baile del tigre caught my eye as books with cats on the covers always do. The cover shows a tiger dancing with a little girl. I once tried to “commission” my sister to paint a portrait of me sitting in a cat’s lap, the cat reading me a story. I suppose I always fancied interacting with animals that way, in a fantasy world. At any rate, I borrowed El baile del tigre from the school library and was enamored by the story and the drawings. This book now carries a special memory; I had the pleasure of hearing my own mother read it to my students.

Originally published in English as The Dancing Tiger, Malachy Doyle creates a precious story of a little girl who discovers a tiger dancing in the forest in the moonlight. You can only see him when it’s quiet and the moon is full. One night, the little girl ventures out into the woods and surprises the tiger in mid-dance. He whispers to her not to tell anyone what she has seen. He promises that, if she keeps the secret, she can return to dance with him when the moon is full. And from then on, the little girl visits with the tiger once a month, season after season, to dance as only a little girl and a tiger can.

The illustrations by Steve Johnson and Lou Fancher are truly special, in particular the scene where tiger and little girl waltz in the newly fallen snow, leaving their prints. This book is translated very well. The poetic text is perfect for teaching mood, setting, and descriptive language. One could even integrate the concept of seasons and phases of the moon. Personification also comes to mind, as we’ve recently discussed examples of this in my class.

In the end, the narrator is revealed as an old woman who brings her granddaughter to the forest, to continue enjoying this wonderful fantasy. The woman sits and beholds the magic of the little girl and the dancing tiger in the moonlight.

Last week, our school held a special day-long reading event, with invited guest readers. I seized the opportunity to bring my own parents to school to read to my students. I handed my mother this book to read to my fourth graders. She was wonderful, pausing to show the pictures, holding the book up for all to see. She read to my class as if she were reading to her own grandchildren. While she read to my students, I hoped that for a moment, they would remember their own grandmothers. I know that Mami and I both tucked the moment away in that place of special memories.

Riding the train

My students and I had a great week of technology-infused learning.

First, I had the pleasure of wheeling the wireless lab (a cart containing laptops) into my classroom. Until now, other teachers had been monopolizing the cart; I would see it being moved from here to there, to the same rooms every time. I always wondered how those teachers were using them. After talking with the computer teacher, I signed out the lab and was pleased to learn I would be able to keep it for two weeks. Awesome!

So this past week, during the literacy block, I had planned to use the interactive website Into the Book to review and practice using specific reading strategies, such as making connections and visualizing. The site allows students to read passages and practice applying these strategies for comprehension. However, once every student had a laptop at his desk, I was reminded of all the little things you have to go over with 13 kids who are using laptops for the first time. And in my case, it's ELLs who have not had the same access and experience with computers to begin with.

"Open it like this."
"Turn it on... press the power button."
"Press Ctrl and Alt and Del...at the same time...where are the keys?...... Here, and here, and here..."
"Enter the log in..... enter the password.... take Caps lock off!.... Didn't work? Try it again....."
"Type this address into your browser.....

And on and on it went.... 13 times. Wow.

When we finally got going, the kids loved Into the Book. There were, of course, some passages and vocabulary they needed my help with. Overall, the site was useful for my ELLs. We also reviewed some keyboarding skills, so they'll be ready for next week, when we'll try using them during Writer's Workshop.

The second highlight of the week was the grand entrance of the Smart Board, brought to us by the Math coach. We had planned for her to do a 45 min. lesson on attributes, but when she saw how excited my kids were, she ended up staying all morning. She showed us how to set it up, how to use the various functions, and she also did several activities involving math and language arts. The Smart Board is amazing! I was so grateful to her. It was like having my own real-world hands-on training. I'm ready to use it every week in some way. I know I will.

If we are to move our students along academically and linguistically, each and every one of us ought to try new things. I for one do not want my students to be held back by language; technology is for everyone. I know there is some reluctance out there, people who are not yet ready to give things a whirl. And I certainly recognize that time is a factor; I always wondered how I would ever "integrate" technology into my teaching.

Now, it's even more clear to me. It's about making some thoughtful changes and keeping the kids engaged. It's reaching out, teaching, and encouraging each other. This kind of teaching is like jumping on a train and going to exciting places with the most enthusiastic, wide-eyed travel companions.

The Golden Rule

The Book Fair is being held at school this week.

"Who has money?" asks the librarian, and like a kid, I raise my hand. Books do that to me. I have a twenty dollar bill in my pocket, and a plan to buy a book for my son, one for my classroom, and one for me. I can't wait to browse. "Don't open a book unless you intend to buy it!" the librarian warns.

"This one sounds interesting!" and "I'd love to read this one" and "Oh! I have to get this one!" are my attempts at getting the kids to feel what I feel when surrounded by books. Some of the books, well - I open them, hold them up to my nose, and smell them. My students are used to this. I love the way new books smell. Fresh, new, clean, hopeful, possible.

There are so many, I want them all. But I hold back. Better to go back later. Then, Mr. B, a fellow teacher and one of the friendliest folks at school, points to this silly-looking book, telling me he owns it. I open it and smile, inside and out.

Do Unto Otters by Laurie Keller is a book about manners. A family of otters moves into the neighborhood, and Mr. Rabbit wonders how they'll get along. The illustrations and captions are both amusing and cute. There are several playful expressions and "ways of saying" things that I find useful for my English language learners.

I love this book. I bought it for my students and myself. We can talk in class about how to treat others, what to expect from others, how to live by example. I might even have my students create their own "How to treat others" books.

I would give a copy of this book to each of my colleagues, if I could. But I wouldn't give one to Mr. B. He already knows how to treat otters.

Gung Hei Fat Choy!

It's Chinese New Year!!! and the Year of the Ox!

I've prepared a week of exciting lessons that incorporate China. We'll be reading Yeh-Shen - A Cinderella Story from China, retold by Ai-Ling Louie, and The Greatest Treasure, retold by Demi. I'll be able to use both stories for lessons on story elements, character traits, and for a compare/contrast study. There is also plenty of rich vocabulary in these stories for my ELLs to experiment with and add to their word wall.

During writing, we'll use these stories to talk about similes and metaphors, and later to examine descriptive language. I want my students to write a reflective piece about why and how they are like their animal in the Chinese zodiac. We'll also read Chinese Proverbs, collected by Ruthanne Lum McCunn. I'll then invite the students to select their favorite proverb to paraphrase and illustrate.

Since we're already into geometry, we'll use tangrams and work on visual/spatial skills, symmetry, and patterns. We'll review geography skills using maps of China and Asia. I've prepared science lessons on Chinese inventions and phases of the moon. We'll also take a look at the Chinese zodiac; kids (and adults!) like to figure out what animal they are.

I'm also hoping to assign a couple of art activities, which they'll end up having to do at home anyway. One is a fan; the design on the fan tells a story. I'll use this as a follow-up to the stories we read, but I'll also give the option to create an original story. After they look at art depicting dragons, and examine a Chinese Dragon website, they'll also get to design their own dragon, including its name, special features, and qualities.

I know I've over planned, as usual. I know it's wishful thinking that we'll get to all of it, considering interruptions, fire drills, and the reality of having to clarify and facilitate language for my ELLs every step of the way. But I'm hopeful. My kids are enthusiastic, and they're making great strides in so many ways. Besides, I know where they're at and I go with it. I'm helping and pushing them along gently, backing off when I know I must.

As the Chinese proverb says - You cannot help shoots grow by pulling them up.