Three months have passed since I've updated my blog. I've wanted to come back here, several times, but my mind was overloaded with extra work and responsibilities. I couldn't find my way back in the way of a coherent "What I've been up to" post. But now, things have calmed down a bit, and my husband encouraged me to at least write a paragraph to get started (or restarted).
The problem is, the paragraph I want to write will take me forever. I'll scrutinize my words too much. I won't just write. I'll dwell on how it sounds, if it flows, if it makes sense. I'll either reveal too much or too little. This paragraph will about the writing I want to do, the kind I wish would just flow, as it does for others. This paragraph will be telling. It'll be empty, but it'll say a lot. It'll hint at things and be quite clear. It'll be a pointless little paragraph, but it'll make a point at the same time.
I need to write more.
Showing posts with label writing lessons. Show all posts
Showing posts with label writing lessons. Show all posts
Wednesday, June 1, 2011
Thursday, April 2, 2009
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.
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.
Thursday, March 26, 2009
How to Stay Sane...
During the course of the school year, we teach four types of writing - expository, narrative, persuasive, and descriptive.
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.
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.
Sunday, January 25, 2009
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.
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.
Thursday, January 1, 2009
Teachers/Writers Book Review: Teacher Man
Several years ago, I read Frank McCourt’s Angela’s Ashes and then his ‘Tis. Both were excellent memoirs, difficult to put down. McCourt’s stories of an impoverished childhood in 1930s Ireland and eventual return to America at the age of 19 were gut-wrenching and frustrating, yet fascinating. It is amazing how much a soul can put up with, and still come out fighting.
I purchased Teacher Man some time ago, and let it sit on my shelf for quite a while. I picked it up a couple of days after Christmas, and was hooked by a line in the Prologue; “There should be a medal for people who survive miserable childhoods and become teachers.” Recalling the first two books, I figured McCourt’s journey as a teacher would be a challenge as well.
While reading Teacher Man, I reflected on the habits and styles of teachers I've had, as well as my own. I could certainly relate with McCourt’s inner struggle with curriculum, with being expected to teach it in a certain way and time frame. I also understood the tiredness, the endless piles of paperwork, the conflicts in and out of the classroom, the perfect and difficult students and parents. I recognized the tremendous loneliness that often takes hold in this profession.
I purchased Teacher Man some time ago, and let it sit on my shelf for quite a while. I picked it up a couple of days after Christmas, and was hooked by a line in the Prologue; “There should be a medal for people who survive miserable childhoods and become teachers.” Recalling the first two books, I figured McCourt’s journey as a teacher would be a challenge as well.
While reading Teacher Man, I reflected on the habits and styles of teachers I've had, as well as my own. I could certainly relate with McCourt’s inner struggle with curriculum, with being expected to teach it in a certain way and time frame. I also understood the tiredness, the endless piles of paperwork, the conflicts in and out of the classroom, the perfect and difficult students and parents. I recognized the tremendous loneliness that often takes hold in this profession.
I felt even more kinship with the writer as he told of the occasional joys of conversations with kids, the ways in which students surprise us, reminding us they are people with their own stories. I felt the triumph McCourt must have sensed when he strayed (often) from prescribed material and improvised his lessons, frequently winging it. The results were beautiful, exciting, authentic, artistic, and empowering for both students and teacher. Equally humbling were the lessons that did not call the students' attention, or that just plain fell apart.
I did not have the pleasure of being in one of McCourt’s classes, but after reading this book, I feel as if he is one of my best-loved teachers. He moved me in the last chapter, which is comprised of just two words. At the moment I read them, I felt they fit somewhere in my life but wasn’t quite sure.
I realize today, at the start of a New Year, I will not specify resolutions. In everything, simply, “I’ll try.”
Saturday, November 1, 2008
My Autumn Eyes Behold...
golden leaves on the lawn
scarlet apples in a basket
a baby-blue sky above the neighborhood
the black shadows behind the trees
a milky-brown hot cocoa between my hands
a cerulean river through the forest
an orange sun between the clouds
the pink faces at the playground
These are some lines from my students' poems. They paint quite a picture, don't they?
For students who speak Spanish as a first language, this activity provides practice in the adjective-before-noun structure of English. (In Spanish, the adjective follows the noun.) It is also useful in its use of prepositions. This is a natural and relevant way to learn English, rather than the old-fashioned "grammar lesson".
scarlet apples in a basket
a baby-blue sky above the neighborhood
the black shadows behind the trees
a milky-brown hot cocoa between my hands
a cerulean river through the forest
an orange sun between the clouds
the pink faces at the playground
These are some lines from my students' poems. They paint quite a picture, don't they?
For students who speak Spanish as a first language, this activity provides practice in the adjective-before-noun structure of English. (In Spanish, the adjective follows the noun.) It is also useful in its use of prepositions. This is a natural and relevant way to learn English, rather than the old-fashioned "grammar lesson".
Tuesday, October 28, 2008
Beyond the classroom, in the fall
My students come from diverse Hispanic countries and have only been in this country a year or more. Often, some of the lessons that most general program classroom teachers would present are out of reach for my students, as they have not lived the experiences that many native-born American children have enjoyed.
A writing activity that I love to do this time of year takes me a few extra periods than it would in the classrooms of my colleagues. I call the activity “My autumn eyes behold”. It can be done at any time of year, but I like to do it in the fall when the changes outside invite so much discussion and inspiration.
However, I work in an inner city school where most of my students live in apartment buildings or 2- and 3- family homes. Most of the trees near my school are scraggly and skinny, held up by string and stakes. The few leaves that manage to hold on, change colors, and fall to the ground are ignored, I think, and become just part of the litter that blows through the street. So, before I ask my students to “describe what you see on an autumn day,” I invite them to join me for a “walk”.
Imagine my students’ amusement when this morning, as it poured rain and thundered furiously outside our window, I announced we would go for a walk. “But we’ll get wet!” and “It’s too cold!” they complained. “We’re going to pretend” I said, as I turned on the LCD projector and shared a slide show (on Power Point) of the most beautiful fall images I could find on Google. I played Aaron Copland’s Rodeo – Four Dance Episodes while we toured golden mountains, trudged through leafy yellow forests, sailed on a crystalline blue river that wove through a toffee-colored canyon, and picked orange and (surprise!) white pumpkins in a field where a scare-crow stood guard.
Accessing prior knowledge is an important part of good teaching. In my case, I often have to create and simulate experiences so that my students may have a bank from which to retrieve information. I cannot assume that they’ve seen the glorious colors of autumn, that they’ve sipped a cup of hot chocolate after raking leaves, or that they’ve jumped in to a pile of leaves and stared up at the sky.
After our “walk”, I asked the students to make a list of all of the things they saw. After a few minutes, we brainstormed a list of the colors we saw. I expected they would say “red, orange, yellow, etc.” as other color words are not yet part of their vocabulary. Next, I provided a list of color words that would broaden their personal word banks, as well as more closely describe what they saw.
Then, I did one of my famous “mini-lessons”; I read Under, Over, by the Clover by Brian P. Cleary. This fun book is about prepositions, which my fourth grade students need exposure to in order to develop proficiency in English. After a shared reading, we created a list of prepositions, and posted those at the board as well.
Finally, I posted the following pattern:
(color) (object) (where you saw it)
I asked my students to develop several of these phrases, using the lists we created. Tomorrow we'll revise, rewrite, and edit as needed. I'll also conference individually with several of the students, and have them tell me about their writing.
This poetry-writing activity is a painless way to facilitate vocabulary and word-order skills.
A writing activity that I love to do this time of year takes me a few extra periods than it would in the classrooms of my colleagues. I call the activity “My autumn eyes behold”. It can be done at any time of year, but I like to do it in the fall when the changes outside invite so much discussion and inspiration.
However, I work in an inner city school where most of my students live in apartment buildings or 2- and 3- family homes. Most of the trees near my school are scraggly and skinny, held up by string and stakes. The few leaves that manage to hold on, change colors, and fall to the ground are ignored, I think, and become just part of the litter that blows through the street. So, before I ask my students to “describe what you see on an autumn day,” I invite them to join me for a “walk”.
Imagine my students’ amusement when this morning, as it poured rain and thundered furiously outside our window, I announced we would go for a walk. “But we’ll get wet!” and “It’s too cold!” they complained. “We’re going to pretend” I said, as I turned on the LCD projector and shared a slide show (on Power Point) of the most beautiful fall images I could find on Google. I played Aaron Copland’s Rodeo – Four Dance Episodes while we toured golden mountains, trudged through leafy yellow forests, sailed on a crystalline blue river that wove through a toffee-colored canyon, and picked orange and (surprise!) white pumpkins in a field where a scare-crow stood guard.
Accessing prior knowledge is an important part of good teaching. In my case, I often have to create and simulate experiences so that my students may have a bank from which to retrieve information. I cannot assume that they’ve seen the glorious colors of autumn, that they’ve sipped a cup of hot chocolate after raking leaves, or that they’ve jumped in to a pile of leaves and stared up at the sky.
After our “walk”, I asked the students to make a list of all of the things they saw. After a few minutes, we brainstormed a list of the colors we saw. I expected they would say “red, orange, yellow, etc.” as other color words are not yet part of their vocabulary. Next, I provided a list of color words that would broaden their personal word banks, as well as more closely describe what they saw.
Then, I did one of my famous “mini-lessons”; I read Under, Over, by the Clover by Brian P. Cleary. This fun book is about prepositions, which my fourth grade students need exposure to in order to develop proficiency in English. After a shared reading, we created a list of prepositions, and posted those at the board as well.
Finally, I posted the following pattern:
(color) (object) (where you saw it)
I asked my students to develop several of these phrases, using the lists we created. Tomorrow we'll revise, rewrite, and edit as needed. I'll also conference individually with several of the students, and have them tell me about their writing.
This poetry-writing activity is a painless way to facilitate vocabulary and word-order skills.
Monday, October 20, 2008
A funny topping to write about
My fourth graders, who are English Language Learners (ELLs), are accustomed to writing daily in every subject. On most mornings, I post a few journal prompts at the board, from which they may select one to get them started. Every now and then though, between the morning routines and the hundred things that happen simultaneously before first period, I neglect to write a topic at the board.
This morning, one of the boys raised his hand and asked, “Mrs. L? What are the toppings?”
“The toppings?”
“The toppings Miss. What are we supposed to write about today?”
“OH! The toppings! Well let me write them for you right this minute! I’m sorry about that!” I replied, trying to hide my amusement. I approached the board, and wrote the following:
pepperoni
mushrooms
extra cheese
sausage
anchovies
(I couldn’t help myself.)
“That’s for a pizza!” he giggled, as his classmates caught on and laughed.
I then took advantage of that teachable moment to display two words I hadn’t realized might cause some confusion. Toppings and topics sound different to you and me, being native speakers of English. However, for those who are learning this language, these words may be difficult to differentiate.
Once we all got over a case of the giggles, we discussed the different spellings and meanings of these words. For homework, they will write a couple of sentences using each of the words, showing they know the difference between the two.
After 18 years in the classroom, I’m still learning not to take anything for granted, and I’m reminded about how much fun I’m still having
This morning, one of the boys raised his hand and asked, “Mrs. L? What are the toppings?”
“The toppings?”
“The toppings Miss. What are we supposed to write about today?”
“OH! The toppings! Well let me write them for you right this minute! I’m sorry about that!” I replied, trying to hide my amusement. I approached the board, and wrote the following:
pepperoni
mushrooms
extra cheese
sausage
anchovies
(I couldn’t help myself.)
“That’s for a pizza!” he giggled, as his classmates caught on and laughed.
I then took advantage of that teachable moment to display two words I hadn’t realized might cause some confusion. Toppings and topics sound different to you and me, being native speakers of English. However, for those who are learning this language, these words may be difficult to differentiate.
Once we all got over a case of the giggles, we discussed the different spellings and meanings of these words. For homework, they will write a couple of sentences using each of the words, showing they know the difference between the two.
After 18 years in the classroom, I’m still learning not to take anything for granted, and I’m reminded about how much fun I’m still having
Thursday, June 5, 2008
Paperwork and kites
I feel as if though I’ve been hit by a truck. Everything aches, but I’m not sick (at least I don’t think I’m sick.) I am incredibly tired and my feet hurt. When I get home after school I just want to sit and do nothing. I am drained and I am not being the mom I should be. I’m blessed to have a spouse who more than helps out. In fact, he does most of the mom stuff while I do SCHOOL WORK!!!!!!!!!!
It’s the last month of school folks! And instead of winding down, we are building up to a frenzied last few weeks of crazy schedules, assemblies, end-of-year testing, class projects, a class trip, field day, and PAPERWORK, PAPERWORK, PAPERWORK! It’s an exhausting time of year, though many folks tend to think a teacher’s life is easy. Well, you don’t even know…
I love teaching. It’s the most fulfilling and intense work you could ever hope to do. BUT, the bosses ask for more and more each day. Everything is due at the same time. They expect us to keep teaching until the last day, although they ask for forms, data, results, reports, lists – and they want everything right away! When are we supposed to do all of this?
On a positive note, my students presented the results of two projects today. One was based on KITES, the other on BODY LANGUAGE. I was very pleased with most of their work, especially the poetry-writing portions. My students, who came to me in September with poor writing skills and very little English, have come a long way. I get choked up…
“The First Time I Saw a Kite” by Bryann
I saw something
all up in the air
in the clouds.
It covered the sun,
little pigeons followed it.
It flew in the air around the trees.
I was amazed.
I thought it was an eagle
I thought it was trying to
say something to me
like “Come fly with me”.
I wished to go up in the sky
and fly
with my friend.
OK. Now I feel better. If only all I had to do was teach...
It’s the last month of school folks! And instead of winding down, we are building up to a frenzied last few weeks of crazy schedules, assemblies, end-of-year testing, class projects, a class trip, field day, and PAPERWORK, PAPERWORK, PAPERWORK! It’s an exhausting time of year, though many folks tend to think a teacher’s life is easy. Well, you don’t even know…
I love teaching. It’s the most fulfilling and intense work you could ever hope to do. BUT, the bosses ask for more and more each day. Everything is due at the same time. They expect us to keep teaching until the last day, although they ask for forms, data, results, reports, lists – and they want everything right away! When are we supposed to do all of this?
On a positive note, my students presented the results of two projects today. One was based on KITES, the other on BODY LANGUAGE. I was very pleased with most of their work, especially the poetry-writing portions. My students, who came to me in September with poor writing skills and very little English, have come a long way. I get choked up…
“The First Time I Saw a Kite” by Bryann
I saw something
all up in the air
in the clouds.
It covered the sun,
little pigeons followed it.
It flew in the air around the trees.
I was amazed.
I thought it was an eagle
I thought it was trying to
say something to me
like “Come fly with me”.
I wished to go up in the sky
and fly
with my friend.
OK. Now I feel better. If only all I had to do was teach...
Friday, May 30, 2008
What do you want to be when you grow up?
Today was Career Day at my school. Again, the intent is a good one, but these things tend to get so tedious! Visitors to my class included a vocational school director, a restaurant owner, an electrician for NJ Transit, a nurse, a bank president, and a lawyer/author.
While I respect and appreciate these people for taking the time to come to our school, most had no idea how to speak to kids. They talked and talked and were all over the place. And my students are English Language Learners, so huge parts of what is said gets lost. However, two of the presenters were successful in catching my students' attention.
The electrician had been a former student of the school and was from the community. He brought his gadgets with him, devices/tools he uses daily in his job. The kids got to hold these instruments, examine them, ask questions. Visuals and manipulatives are so important, especially when working with ELLs. This guy was good.
The lawyer/author made on an impression on my students as well, partly because of what he had to say, and because of what I've been doing all year in class. Ken Isaacson http://www.kenisaacson.com/ recently published his first novel Silent Counsel and brought his book to class. My students were excited to meet a "real" author. He discussed his studies and career as an attorney and his newfound satisfaction at finishing his book and seeing it at Barnes & Noble. My students had some great questions about why and how he wrote the book. He told my kids to always think "What If?" and that these two words would lead them to write. Many students shared that they too want to be writers. (How cool is that?) Once he left and we had a little down time before dismissal, some of the kids took out their writing portfolios and started new projects. I didn't say a thing. Just smiled.
While I respect and appreciate these people for taking the time to come to our school, most had no idea how to speak to kids. They talked and talked and were all over the place. And my students are English Language Learners, so huge parts of what is said gets lost. However, two of the presenters were successful in catching my students' attention.
The electrician had been a former student of the school and was from the community. He brought his gadgets with him, devices/tools he uses daily in his job. The kids got to hold these instruments, examine them, ask questions. Visuals and manipulatives are so important, especially when working with ELLs. This guy was good.
The lawyer/author made on an impression on my students as well, partly because of what he had to say, and because of what I've been doing all year in class. Ken Isaacson http://www.kenisaacson.com/ recently published his first novel Silent Counsel and brought his book to class. My students were excited to meet a "real" author. He discussed his studies and career as an attorney and his newfound satisfaction at finishing his book and seeing it at Barnes & Noble. My students had some great questions about why and how he wrote the book. He told my kids to always think "What If?" and that these two words would lead them to write. Many students shared that they too want to be writers. (How cool is that?) Once he left and we had a little down time before dismissal, some of the kids took out their writing portfolios and started new projects. I didn't say a thing. Just smiled.
Sunday, May 18, 2008
Hectic week ahead!
What a weekend! I spent it all right here, at my computer, preparing a couple of workshops. I'm presenting them at the NJTESOL-NJBE Spring Conference www.njtesol-njbe.org this week.
One workshop is about www.colorincolorado.org, a website I've been involved with for the past four years. It is an excellent English/Spanish website for educators and parents of ELLs. It has been a tremendous opportunity to be part of a group of educators from across the U.S. who contributed to this great resource.
In the other workshop, "Practical and Engaging Strategies for Teaching Writing to ELLs", I'll be showing bilingual and ESL teachers how I get my students excited about writing while they increase language proficiency. Part of the workshop involves getting my audience to do some writing. It's always a risk you take, when you try to show others why you do what you do. Most importantly, I want my participants to walk away understanding that our students can be the most amazing writers, when and if given the right activities and supports.
One workshop is about www.colorincolorado.org, a website I've been involved with for the past four years. It is an excellent English/Spanish website for educators and parents of ELLs. It has been a tremendous opportunity to be part of a group of educators from across the U.S. who contributed to this great resource.
In the other workshop, "Practical and Engaging Strategies for Teaching Writing to ELLs", I'll be showing bilingual and ESL teachers how I get my students excited about writing while they increase language proficiency. Part of the workshop involves getting my audience to do some writing. It's always a risk you take, when you try to show others why you do what you do. Most importantly, I want my participants to walk away understanding that our students can be the most amazing writers, when and if given the right activities and supports.
Friday, April 18, 2008
Garden of poets
I mentioned earlier that it's National Poetry Month. We've been reading and writing all sorts of poems in my 4th grade bilingual classroom. The kids really like Langston Hughes' Mother to Son and got a kick out of Reasons Why. They've been looking for more on-line and at the library.
Today, I shared a "dedication" poem pattern, in which my students were to think of one very dear person to/for whom they would write. The pattern encourages the writer to think in the past tense and recall moments shared. For my bilingual students, it was also a great exercise in word order and description. I held individual writing conferences in the back of the room, where I had the students read me their work. To get them to reach for more, I'd say "tell me more about _____" and they would return to their desks, revise, add, delete, all that good stuff.
One boy wrote about his dad in Dominican Republic. When he was done reading it to me, he looked up and I saw his eyes were all teary. Divorce had separated him from his father and country. The poem broke his heart and mine. The detail and story in that poem were something else.
I'm growing writers in my classroom. Beautiful.
Today, I shared a "dedication" poem pattern, in which my students were to think of one very dear person to/for whom they would write. The pattern encourages the writer to think in the past tense and recall moments shared. For my bilingual students, it was also a great exercise in word order and description. I held individual writing conferences in the back of the room, where I had the students read me their work. To get them to reach for more, I'd say "tell me more about _____" and they would return to their desks, revise, add, delete, all that good stuff.
One boy wrote about his dad in Dominican Republic. When he was done reading it to me, he looked up and I saw his eyes were all teary. Divorce had separated him from his father and country. The poem broke his heart and mine. The detail and story in that poem were something else.
I'm growing writers in my classroom. Beautiful.
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