The Power of Words

We can all use a hug...

I’ve been sharing picture books during mini-lessons last week and this week. With PARCC testing every other day, I feel that enjoying reading and writing on our off days is very important. For example, on Friday we shared Hug Machine and Extra Yarn. We discussed how they had similar themes of kindness (among others) and pulled examples from each book of evidence of the theme. So while they were absolutely doing the work of readers, we also focused on he enjoyment as well.

Today I had a plan originally to share Journey and Mirror Mirror. Then, I heard that my students in each class are having some issues with the words they are using. They are teasing and taunting their friends. I think what is happening is that they’re goofing around and saying things they think are funny. However, they are on topics that some children are sensitive about, and it is giving them a blow to their confidence. I talked to a parent and a few kids and knew I needed to address it, but how?

 

I decided to keep my original two books and add another two and a video. I began our lesson by talking about the power of words – what we say, like the beautiful and smart language in Mirror Mirror. We read it in awe, what a beautiful book. Then we looked at Journey and discussed how the absence of words can say something on its own.

Then I shared Hello, My Name is Ruby and we looked at the power of our words, even when we don’t intend to hurt someone, we can ruin in their day unintentionally. The kids were excited to see Philip Stead’s illustrations after reading his book Special Delivery last week.

Finally, I pulled out Misty Copeland’s Firebird. Many of my students didn’t know who she was, so we studied her words, Christopher Myers illustrations, and Misty’s author note. We talked about her perseverance. Then, I shared this video.

By the way, for you teachers of older students, before beginning the video I said to the kids, “This is a video of Misty Copeland, who we just read about. First, please be aware that she is essentially in an outfit similar to a bathing suit. Please don’t let that be the focus of your attention. Listen to the words and how they contradict the image you are seeing on the screen. Be ready to talk about it.” I figured it was easier to address her lack of apparel that have them giggle through the entire video. It worked. Each class sat with rapt attention.

When we were done we talked about how the people that were turning Misty down were wrong and how she didn’t let them hold her back. She became what she knew in the heart she could be.

I asked them to do a quick write then thinking about this idea. Our words can be used to propel people forward and up, or to tear them down. How have they been using words lately? Also, are they listening to their hearts and becoming what they are meant to be, or are they letting others limit their potential.

It was a packed lesson, but one I think was important. These fifth graders are on the cusp of becoming who they are meant to be. The adults in their lives need to continue to be there to guide. I cannot wait to see them reach their full potential.

Random Sunday Thoughts - Standardized Tests

It seems that everywhere I go lately, I’m having conversations about education. I’m not sure if it is because CCSS testing is upon us and in the media, or if people just know that it is a topic I’m remotely knowledgeable about, but the topic has come up repeatedly of late. Family gatherings, dinners with friends, Facebook messages, and more—people have a lot to say about education.

I’m asked what my opinion is quite a bit, which is interesting. I don’t claim to be an expert. What the reasoning is behind the Common Core movement and standardized testing, I cannot speak to. It is not something I understand. What I do understand, what I do feel like I’m knowledgeable about, is what happens inside the walls of my classroom. What I know is what is developmentally appropriate for a fifth grader, a knowledge I think these other “experts” might be lacking in.

Recently I have had many conversations on what the future holds for education. Whether I am hopeful or not. Whether I think we will see an end to the endless testing that currently has a grapple hold on this country. Where that zeal for testing came from.

I don’t understand it. I truly don’t. This is where I’m not an expert. I read that we are being measured against other countries. That tests like the NAEP (National Assessment of Educational Progress) showed that we weren’t performing as well as others, so we need to change things up. But then I read books like The Smartest Kids in the World and see how if we really want to be like Finland, we’re completely off track. They have a standardized test, from what I’ve read, one time, in high school. So one week of tests before you go to college versus two to three weeks a year from third grade through ninth? Hmm.

As a teacher of ten-year-old kids, I just cannot make myself care too much about these tests. Beyond being irritated that they are taking weeks of instruction time away from me, I don’t want to think about them. How our country measures itself against another country also doesn’t concern me. I don’t think you can compare children like that. I don’t think that success on a standardized tests equates to success in life, or that failure on one equates to failure in life. Nope, not buying it.

What I do put stock in is my assessments in my own classroom. Does a child have a zeal for learning? Do they work well with others? Do they have the stamina needed to finish a task? Do they give up easily or can they persist when given a difficult task. I think these things can tell me a lot about a child.

Scores on standardized tests tell me nothing, beyond what that child was capable of for that moment in time. They are not numbers I will pour over and think about for large chunks of time. But charts like this one that Penny Kittle shared on Twitter recently? Yep, I can look at this and see cause for alarm. I can look at this and be moved to want to talk to people. To change up what is happening in our classrooms. To be moved to change.

Education should be a topic that is on our lips and being discussed at family gatherings. I think more people should be knowledgeable and speak up on what they want for the children of this country.

I pray every day that I will still be teaching when the government wakes up and sees we are pouring money into a black hole. We do need some change. We do need to help our students grow.

Standardized tests, however, are not the answer.

What is the answer? Trusting teachers, providing good quality professional development, promoting choice in the classroom, continued conversations, and books – for the love of god, fund the libraries and the librarians – that is where we should begin.

Celebrate This Week - Conversations

When I was thinking of what to write for today—the 72^nd week of Celebrate this Week on Ruth’s blog—I thought of conversation. I love to talk. Those that know me won’t be surprised by that comment. But I think talk is undervalued in our classrooms. It is critically important for our students to process and grow. For that reason, I am celebrating conversations this week.

Conversation with students

Conversation is the cornerstone of our classroom. Turn and talk is something the students do in any given mini-lesson. It can also be a management technique. When I taught a lesson on Wednesday—after a snow day—I noticed everyone on the carpet was trying to share a story in response to my question. In my mind, I was reminding myself to breathe. I knew that what they did the previous day had nothing to do with the lesson at hand. I also knew they would find anyway possible to weave it into their answers because in their eleven year old minds, it was the only thing important. So I stopped and said, “Yes, Suzie, that is awesome that you got to go sledding yesterday. How about you all turn and talk to your neighbor for just a moment. Share what you did yesterday for our snow day.” And then, in two minutes, they were done. They just needed to get the stories out so they could focus on the lesson at hand.

This week and next I made a goal to hold as many reading conferences as humanly possible. I gave myself over to them. No preconceived goals or teaching points needed. During these two weeks of PARCC testing I just want to sit with each student and talk to them. How’s their book going? What do they like about it? Anything they want to share. It has been awesome and I feel like I’m reconnecting with my students and centering myself at the same time.

Conversation with colleagues

As I mentioned, this week has been our first week of PARCC testing and it would be easy to have negative conversations. I could fill blog posts with that and my thoughts about these darn tests. But, I also know how easily it is to go down that rabbit hole. I didn’t want my week to be negative, so I sought out positive conversations this week. I asked my friends what was interesting that was happening in their classrooms. I talked to former teachers substituting in our building this week about what was going on in their lives. I had an amazing conversation with a really smart colleague over lunch about what the future was of our district and education in general. I talked to some of the reading teachers in my building at a PLC meeting and just shared ideas. I left the week feeling rejuvenated and so hopeful for what is to come.

Conversation with friends and family

I love staying home. Absolutely love it. I think my happy place is at home. Travel is fine. Going out to dinner is lovely. But I am my happiest either in my classroom or in my house. It calms me and relaxes me. That being said, I love to see friends and family. Last night I went to a family dinner at my brother’s home. I got to catch up with family, see relatives that were in town visiting, talk to my cousin about what makes a good teacher, and just laugh. It was wonderful. And, even though all of my being says it would rather stay home tonight and hibernate, I’m going to go out to dinner with my husband and then plan on catching up with friends for a bit. The conversations will feed me for some time and I know I will be grateful I went.

Wishing you a wonderful weekend and terrific week next week.

Creating the Six-Star Top Ten List

This morning in my bleary-eyed state after waking, I stumbled across Brian Wyzlic’s blog post (HERE). I loved reading about the conversation he had with a student, and I really loved hearing about Colby Sharp’s secret six-star book list. My wheels immediately began turning. What books would make my top ten list? How would I even quantify such a list? I decided to turn this topic over to my students.

Each day of Language Arts we begin with a quick write. Sometimes I read them a poem, a short text, a picture book, some days we watch a video, and some days we look at an image. Regardless of the way we begin, we always then take the time to write off of that “piece” for two minutes. Today, I shared Brian’s blog.

Each class began shifting in their spots as I read them the post. They knew a quick write was coming. In the first class, a boy in the front of the room piped up as soon as I was done, “Good Lord, you’re going to have us try and come up with our ten favorite books, aren’t you? That’s an impossible task!” The buzz between the students was immediate as I assured them that yes, that was exactly what I wanted them to do.

In each class the students wrote for two minutes (our typical quick write time) and then turned to share with their neighbors the books they had added to their lists so far. The three classes are usually quite varied in their responses to any given lesson, but today’s lesson had the same impact on all three groups.

In each class the students returned to their notebooks to continue refining their lists after the mini-lesson.

In each class books and authors were debated as to whether they should be included on a list such as this.

In each class books in a series were brought up. Some thought that you should just be able to include the whole series for one spot. Others thought that was cheating and you should only include your favorite in the series.

In each class I witnessed favorites from when the children were small making the lists.

Most lists included a variety of novels, picture books, and graphic novels.

In each class children ended up adding books to their “to read” list because the books were on a friend’s top ten list.

My favorite conversation happened across the classes. We noticed that many of the books were not placed on the list because they were necessarily the “best book written.” Many of them made our list because of the memories that we associated with that book.

For example, one of the books on my list was Sylvester and the Magic Pebble by William Steig. Now this is a fabulous book on its own, however it is on my list because of the memory I have of my mom reading it to us when we were small. Also, because of the way that my mom answers my boys when they ask what is for dinner, “pickled oats, sassafras salad, and timothy compote,” which is a line from the book.

One of my students picked the first book that made her love reading. Another selected a book that made him feel that he was a reader for the first time, way back in first grade. Many are planning to blog about their lists when they are done.

Watching my students pull book tubs off of the shelves, flip through reading lists from this year, and turn and talk about books read years ago was an amazing way to spend my day. I felt completely surrounded by book love. It was a wonderful feeling.

Creating a top ten six-star list is an impossible task – I have at least twenty-four on my list right now. But discussing books, celebrating memories, and finding connections through story? That is what I want my classroom to be about. Every. Single. Day.