School has already started in many parts of the country or will start next week. This week’s Poetry Friday poem goes out to all students and teachers who are facing one of school’s inevitable features: the spelling quiz.
Enjoy!
Perfect
Kenn Nesbitt
Today I managed something
that I’ve never done before.
I turned in this week’s spelling quiz
and got a perfect score.
Read the rest of the poem here…
1 comment August 27th, 2010
This week’s Quick Tip comes from Janet Allen’s recent book, Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12. In Inside Words Janet provides teachers with important instructional tools that support building background knowledge; teach words that are critical to comprehension; provide guidance during reading and writing; develop a conceptual framework; and assess students’ understanding of words and concepts.
You can download one of these tools today titled Concepts and Vocabulary: Categories and Labels. This activity helps student think about a cluster of technical vocabulary words and students categorize and label the words based on common attributes.
Add comment August 17th, 2010
In “The Words Came Down!” English Language Learners Read, Write, and Talk Across the Curriculum, Emelie Parker and Tess Pardini detail workshop formats for reading, writing, and content-area studies. In this Quick Tip, they talk about ways to help ELLs read independently during reading workshop. This is especially a challenge for teachers when some of their students speak little or no English. But strategies like Buddy Reading ensure that all students can work independently.
Independent Reading Time
A favorite lesson for some primary teachers at Bailey’s to introduce children to the expectations of independent reading is a reading response to a Big Book called Bubble Gum by Gail Jorgensen. The children in the book learn to blow a bubble bigger and bigger and bigger. The last page has a great illustration of a popped bubble all over the children. The class enjoys acting out an innovation on the text of Bubble Gum. Without speaking, they pretend to unwrap gum, stick it in their mouth, and blow and blow. As they blow, they spread their arms out wider and wider. They carefully walk with their arms spread out to a place in the room where no one can pop their bubble.
If a child steps into or sits too close to someone’s “bubble space” then the balloon pops. Loud words can also pop a bubble. After the children can do this without fuss, the teacher explains that they will now take books inside their bubble to read alone. Later, after children learn to read independently in a bubble space, we show them how to let a friend come in and sit shoulder to shoulder in their bubble for buddy reading.
Buddy Reading
At the beginning of the year, teachers might find that there is a natural flow into this time of joyful book sharing and choose to establish the routines of buddy reading before those of independent reading. Buddy reading is an important option for reading work when students are not able to sustain independent reading for more than a short time. Buddy reading is important for many reasons.
In order to establish a calm working atmosphere for buddy reading time, Tess clearly models her expectations in a “fishbowl.” She demonstrates the procedure with one child as the others watch from the circle. She asks the students to comment on what they notice. They watch as Tess and her buddy discuss their choice of books at the bookshelf and then sit side by side with the books they have chosen, deciding which one to look at first. As Tess and her buddy talk quietly about the pictures or as one of them reads to the other, the students listen and hear them decide that they are ready to change books and then discuss what their next choices should be. Because the students have noticed all this, Tess knows that they are ready to practice this procedure themselves.
Then Tess joins the circle and asks two other students to model the procedure, again inviting brief comments from the class. She wants to move on quickly so that the whole class can practice the procedure. Tess names the ELLs, one by one, and tells them to pick a partner. She wants this first experience to be with a child with whom they feel comfortable interacting. Then Tess moves around the room, gently refocusing students on the expectations if necessary. After about ten minutes, the class meets back in the circle to reflect on how the experience went and discuss any modifications that might be necessary.
When it is time to practice this routine again the next day, the class helps to create a list of expectations first. For example:
1. Choose two books.
2. Sit side by side.
3. Sit at the same level.
4. Listen to the speaker.
It is simple to add pictures to this list so that the expectations are just as clear to the second language learners. The list is a reminder that can be revisited at any time.
The fishbowl technique can provide invaluable guided practice in many situations. It clarifies expectations for all students, but it is also a helpful way of making sure our ELLs see and experience the expectations with the group. There is then less chance of them misunderstanding directions, doing something the wrong way, or embarrassing themselves in front of their peers.
Our buddy reading expectations usually begin with pairs of children going to the library corner and choosing two books each. We talk about suitable spots for reading and places to avoid (like behind the door), and then the children are free to take their books anywhere in the room within the teacher’s sight to read, to look at illustrations, and to talk. Therefore, you will find children under the tables, squeezed into nooks and crannies, or sitting on our feet under the reading table as we work with other students (a great spot for ELLs to be absorbing reading behaviors!).
There are many ways to structure this time that depend on teaching style, schedules, class size, and makeup. But for us, the nonnegotiables are the elements of book choice and the opportunity for talk. Thus, we might modify our framework to involve more or less structure, depending on the needs of each year’s class. We might ask them to read the books in their book boxes to each other, or let them choose to do this if they wish. If necessary, we will pair up our ELLs with students who will be good language or behavior role models.
Sometimes we want to designate the partners for a particular learning or social purpose, but more often than not, we want the ELLs to have an opportunity to enjoy books with a friend, perhaps being able to talk in their home language about the text. Having an opportunity to discuss concepts or content in their home language is going to give the ELLs a chance to expand their understandings. These understandings provide the knowledge around which they can begin to build their English vocabulary and control of sentence structure.
Add comment June 22nd, 2010
“I want to hear laughter. Humor is essential! I want to see writing displayed on the walls that reflects what kids do at that age. Instead of typing up correct (standard) first grade stories, put stories on the walls written in their own handwriting, in their own zany spellings.”
Patrick Allen recently interviewed Ralph Fletcher on his blog, All-en-A Day’s Work. The two discuss Ralph’s latest book, Pyrotechnics on the Page, what makes for playful writing, and how to promote playful language in the classroom. Patrick is the author of Conferring: The Keystone of Reader’s Workshop.
Add comment May 17th, 2010
Stenhouse editorial director Philippa Stratton has been named Outstanding Educator in the English Language Arts for 2010 by the National Council of Teachers of English (NCTE). The award, which will be presented to Stratton at the NCTE annual convention in November, recognizes a distinguished national or international educator who has made major contributions to the field of language arts in elementary education.
Stratton, who co-founded Stenhouse in 1993 with her husband Tom Seavey, was honored for her decades of work “shaping some of the most important innovations in literacy education, including whole language, readers’ and writers’ workshop, reading comprehension strategies, literature circles, and literacy centers.” Prior to starting Stenhouse, Stratton worked in the London offices of Heinemann and moved to the U.S. where she and Seavey began to develop Heinemann’s publishing in the field of literacy education.
In announcing the award, NCTE highlighted the enormous impact the books Stratton has edited have had on education: “With her quiet, behind the scenes work spanning decades, Philippa Stratton has dramatically influenced the profession of English language arts.”
“I’m very fortunate to have had the opportunity to work with so many wonderful authors and colleagues over the years,” Philippa said. “I see this award as a testament to the importance of giving teachers a platform to talk with, and learn from, one another. Tom and I founded Stenhouse to highlight the voices of individual teachers and I continue to be inspired by the creativity and commitment that teachers bring to the huge challenges they face in teaching students to become independent readers, writers, and thinkers. And some even make the time to write about their work while in the midst of it — amazing!”
The award will be presented at the NCTE convention in Orlando on November 18th by NCTE’s Elementary Section, which represents a diverse group of teachers, literacy coaches, reading and special education interventionists, teacher educators, and school administrators interested in literacy development and in literacy teaching at the elementary school level.
Read more about the award on the NCTE site.
4 comments March 17th, 2010
How is a metaphor like a power tool in the hands of a good teacher? That’s the subject of Rick Wormeli’s new book, Metaphors & Analogies. It’s also the focus of a contest and online discussion we launched with Rick in January. Several teachers shared with us their favorite teaching metaphors and discussed ways metaphors can help students make sense of abstract concepts, connect new ideas to background knowledge, and highlight relationships between language and image.
Now, Rick has rejoined the conversation to select the winning entries in the metaphors contest and share his thoughts about the wonderful submissions. Read Rick’s commentary on the most interesting metaphors teachers submitted.
And check out the conversation and share your thoughts on our Metaphors & Analogies Group.
Add comment March 15th, 2010
Over the last few years, we’ve expanded our focus across the school and the content areas to include such topics as school leadership, classroom management, and social studies. This spring marks the debut of our first books for math teachers, beginning with the four-book series, Zeroing In on Number and Operations: Key Ideas and Common Misconceptions. Each of the easy-to-use flipcharts focus on a two-grade span: 1-2, 3-4, 5-6, and 7-8.
While the subject matter may be different, Stenhouse math books will look and feel very much like our other titles. Reading a Stenhouse book is like a one-on-one conversation with a particularly thoughtful and generous colleague. Our authors write about what they’ve learned from their own successes and failures in years of working with students and fellow teachers.
Just as with our literacy books, we began the development of our math line by seeking out the best teachers and teacher educators in the country. We look not simply for expert teachers, but for teachers who can write about their experience and knowledge in a clear and engaging voice. Our new math editor, Toby Gordon, is particularly well-suited to find these teachers. Toby has spent the last 20 years publishing professional books for math teachers, and she’s excited to develop a list of math titles at Stenhouse that complement our literacy titles.
So try out one of our new math books by Lesley University professors Linda Dacey and Anne Collins. And look for more Stenhouse math titles in the coming months.
Add comment January 27th, 2010
The Metaphors & Analogies Group on Ning is generating a lot of interesting instructional metaphors along with enlightening exchanges about how to use metaphors effectively in the classroom. Over the weekend, Rick Wormeli added his comments to several of the discussion threads that have been started by members of the group.
The suggestions have been posted to the group cover a range of topics, from reader’s workshop and writing instruction to science and middle school mathematics. And the metaphors range from the mechanical (conveyor belts and elevators; flash lights vs. flood lights ) to the handcrafted (patchwork vs. tapestry) to the athletic (NFL playoff brackets).
If you want to submit a metaphor for the contest, add a comment to the Comment Wall by January 29th. Or, just check out the topics in the Discussion Forum and add your own ideas or start a new thread. Rick will be visiting the group periodically throughout the month to add his thoughts.
Add comment January 19th, 2010
In his new book, Metaphors & Analogies: Power Tools for Teaching Any Subject, Rick Wormeli demonstrates a wide range of classroom uses and benefits for a well-constructed metaphor. A good metaphor can help students make sense of abstract concepts, connect new ideas to background knowledge, and explore relationships between language and image.
Rick provides a wealth of examples of these kinds of metaphors and analogies in his book. Now, he wants to hear from you. How do you use metaphors to teach difficult concepts or reach students who are struggling with a new idea? Send us your favorite classroom metaphors and your thinking about the metaphor. (See the instructions below for joining our Metaphors & Analogies Group on Ning and entering the contest). Rick will comment on several of the submissions and he will also select the 10 most interesting ones for special recognition: the teachers who submit the most interesting metaphors and explanation will receive a free copy of Metaphors & Analogies.
So sharpen up those metaphors and join the conversation.
Watch Rick’s video welcome to the Metaphors & Analogies website and contest
Browse the book Metaphors & Analogies online
How to Submit
1) Go to the Stenhouse Publishers network on Ning
2) Click Sign Up at the top of the page (or Sign In if you have already joined one of our Ning groups in the past)
3) Once you’ve signed up, click the Metaphors & Analogies Group and then click to Join the Group in the top right corner
4) Click on “add a comment” to submit your classroom metaphor and explanation by January 29, 2010 (limit of three submissions per teacher). In your submission:
a) Describe a metaphor or analogy that you’ve used or plan to use during this school year. Explain your choice. The transparency of your thinking is what we’re after because your insights will stimulate our own.
b) Share at least one limitation of the metaphor you chose. A limitation is anything that could result in a misunderstanding if accepted without full analysis. For example, is cutting up a pizza the best metaphor to use when teaching fractions? What potential misapplication or misunderstanding could occur when using this comparison?
c) Tell us how you might improve your chosen metaphor to make it more appropriate for the students you serve or to prevent misunderstanding or misapplications from occurring. For some ideas about improving a metaphor, refer to the Metaphor Quality Scale.
1 comment January 8th, 2010
Like clockwork every week, Zsofia McMullin has been delivering timely posts to the Stenhouse blog—from Quick Tip Tuesdays to Poetry Fridays. Last week, Zsofia delivered again right on schedule: Samuel Benjamin Varadi McMullin arrived a week early and just in time to earn a full year’s tax deduction for the proud parents. Everyone at Stenhouse is thrilled for Zsofi and her husband Drew.
9 comments January 6th, 2010