The other day I had the opportunity to accompany five Wiley students to the 39th annual Urbana School District Young Authors Celebration. I have written quite a bit about the Young Authors program in the past and continue to feel a great deal of gratitude that I get to work in a district that so thoroughly supports this program for our students in grade K-8.
During the celebration, we got to listen to a professional storyteller, Mama Edie, who told students that we are all storytellers: any time we come home from doing something and start off with, “Guess what?!” we are preparing to tell a story. I love telling stories. It is often the way that I introduce new topics in my classroom, whether it is fractions (talking about the time I messed up a recipe because I didn’t double the ingredients correctly), or early American history (the story of the Revolutionary War), I am always telling stories.
I also love listening to stories. My students have wonderful experiences and they rarely shy from telling them, no matter how silly or how serious they may be. I listen to podcasts as I bike to work so I can listen to the stories of other school leaders, I watch documentaries, television shows, and movies to listen to the stories others have to tell, and I surround myself with music to embrace those stories, too.
So it should be no surprise that, when given the opportunity, I find ways to let my students tell stories through their writing. Inspired by an activity I used at the Young Authors celebration yesterday, I had my students today engage in collaborative storytelling using Rory’s Story Cubes to start the stories.
Students broke up into groups of four and spread out in the room. Each group was given a sheet of paper, a pencil, and four random story cubes. Then they were given five minutes to start telling their stories. Every five minutes, they would rotate papers, read what the previous group wrote, and continue the story, using the story cubes if needed or just picking up where they left off. This provided a great way for them to tell stories together, have fun, and work on writing, all at once.
As students read each others’ stories, they began revising and editing, making corrections and clarifying confusing points. They supported one another and engaged in the writing process in a way that they don’t often do. While I won’t be able to do a writing activity like this every day, it was a great way to kick off the return of Mr. Valencic teaching writing. (My student teacher is finished on Friday and so we decided to transition back some instructional control to me today, starting with writing so that he wouldn’t start a new unit and have me finish.)
How have you engaged in collaborative storytelling? Do you find it valuable?
Basal readers get a lot of grief in education circles these days. Prepackaged curriculum that claim to meet all of the many complex requirements of teaching, with teacher’s editions that have all the answers and worksheets for everything, all meant to make teaching easier, more straightforward, and user-friendly.
Of course, anyone who has spent just one day in a classroom knows that the basal text rarely works that way. Students don’t respond the way the book says they should, their answers are so far off-base that the teacher finds himself wondering if they were even in the same room, let alone the same story, and the diverse needs of students are rarely met with the handful of worksheets that claim to be differentiated but, in reality, usually aren’t; at least, not well.
However, there is a balance to be found. There is a way that a basal reader can be used in the classroom as a way to establish baselines with students but not take over instruction. My first year teaching at Wiley, I relied on the basal heavily, mostly because I honestly didn’t know what else to do. (I still did guided reading, groups, too, but I definitely used the pre-packaged curriculum a lot.) Over the past few years, I’ve used it less and less. I don’t think I used it with my entire class once last year. This year I’ve decided to revisit this teaching tool.
My goal is to use the shorter selections as the foundation of my whole-class lessons in literacy before switching over to guided texts with smaller groups. I am also going to use the comprehension questions at the end of selections to give students more opportunities to put thinking into practice. In addition to the reading selections, I am going to use the spelling/vocabulary features with my students. I am not convinced that the spelling features are the greatest thing out there, but I am willing to try using them again in an effort to support my students’ ability to expand their vocabularies and apply understanding of parts of words and speech.
We are going to dive into our first story from the text next week. We started today with the spelling, looking at words with long a (such as gray and pain), long e (like sweet or chief), short a (like pass or scratch), and short e (such as send or smell). While this link provides far more words than the 25-word list found in the book series, it is a useful reference for seeing the kind of words that students may encounter. Unfortunately, the document is for every single selection in the basal reader, instead of being a separate document for each story.
I am hoping that I can find the right balance between using the basal reader provided by my district and using the other resources for guided literacy and specific supports for students as I get to know them better throughout the year.
Wow. I know I have decreased my blogging frequency this year, but I just realised that it has been over two weeks since I last updated and that is pretty bad, even for me.
It has been a really busy two weeks. In addition to everything we have had going on in my classroom, I am in the final weeks of my master’s degree program (graduation is on May 14!) and I have been spending a lot of time after school working on collecting artifacts from my internship, writing reflections, and doing a massive online training module that is required for my principal’s endorsement. (Speaking of which, I am 99% certain I’ve mentioned this at least once in the past two years, but my master’s degree is going to be in educational administration and I will be receiving my principal’s endorsement so that I can one day move from the self-contained classroom to the principal’s office. I am not sure when that is actually going to happen, though.)
So, what has been keeping us so busy over the past two weeks? Here are a few highlights: (more…)
Today I found myself teaching an impromptu lesson on Roman numerals to one of my guided reading groups. It wasn’t a part of my plan at all, but I was happy to quickly change course when a student asked a question about them.
The question itself was fairly simple: she wanted to know what it meant in her book when it said “Chapter VI.” I asked if she knew what Roman numerals were and she said she did not. I asked the rest of the group and they had similar responses. So I quickly turned and pulled out one of my whiteboards and one of my few remaining Expo markers and wrote out the Roman numerals:
I = 1
V = 5
X = 10
L = 50
C = 100
D = 500
M = 1,000
Then we briefly discussed how the numerals are used to express different values. One of the students asked me what they used for zero and I explained that there wasn’t a numeral for zero. They found that very odd but then we continued discussing how to represent various numbers of greater and greater size. I would write some numbers in Arabic numerals and have them convert to the Roman numerals and other times I did the opposite. As they were looking at the numerals, one of them asked what you do when the number is greater than 1,000 and I explained that the convention was to draw a bar over the numerals and that represented “times 1,000.” Then I gave them the big challenge: 2,134,694.
After much discussion, this is what they came up with:
They read it out loud as I checked their work:
“M bar, M bar, C bar, X bar, X bar, X bar, I bar, V bar, D, C, X, C, I, V.”
A student was walking by at that moment and said, “Mr. Valencic, why are chanting a witch spell?!”
We laughed and explained that they were Roman numerals. I think the student thought we were crazy.
What a wonderful way to end a short week before parent-teacher conferences and a day of professional development!
How do you respond to unexpected questions?