Five for Friday: Loving summer!

Well, my Five for Friday is going to seem a bit scarce compared to the school year! lol Here is what's been going on this week.

I've really been enjoying my summer and getting to relax some with my babies!

Here's a pic of all three of them being lovey on my bed! So sweet!

Teemo

Pumpkin

As we speak, I am at Barnes and Noble working on a Wonders modeled lesson for a workshop I will be doing in August. I'm working with another fabulous teacher, Nicole Nelson. We will be modeling how to teach a day 1 and day 2 lesson at the workshop. This should help new teachers and teachers who are just overwhelmed with the textbook series. I feel very unqualified to be modeling this, considering my lessons are very different. I teach using novels, as you all know. I connect my novels to the big idea in Wonders, but I don't spend a lot of time on the Wonders stories. 

For those in my area interested in the workshop, it will be August 4th at Stoner Hill from 8:30-3:30. It should be online soon!

Right now, I'm working on tweaking my Inventors Project. I am so excited about it! It will be so much fun for the students! Be looking for a post soon with it on my TPT site!

I currently have two other projects on my TPT. My Holocaust Research Project and Top 5 Contributions to Medicine project. These can be done without reading the novels that we read. We read Number the Stars before they complete the Holocaust project, and we read The Apprenticeship of Lucas Whitaker before doing the Top 5 Contributions to Medicine project. Check them out!

Right now I am reading 4 awesome books! 

I am loving all the knowledge I am gaining from this book! I will be taking a workshop next month to, hopefully, reinforce what I've learned! I wrote a post on some things I've learned a few posts ago. I'll be adding more information as I continue to read that will help teachers!

This book is so fascinating. It's written by Temple Grandin, who was the first autistic person to graduate from college. The book includes all sorts of information about how autistic children/people's brains work and how to teach them. It's definitely helping me understand my non-neurotypical students!

I actually started this book during the school year, but didn't have the time to finish it. I had a wonderful student last year with Dyslexia. He ended up getting Most Improved Student for the year! His parents and all the research I did helped me better reach him. I really connected with him and understood Dyslexia so much more. This book takes a different approach with Dyslexia. Instead of looking at it as a disorder, it looks at how Dyslexia can actually be an advantage. Many inventors have Dyslexia! Find out why by reading this book!

Aside from all my research, I am also reading this one for myself! It's so great! I have such an analytical mind that I often question my faith. This book definitely is helping me!

Last, but not least, I am a new God Mother to our close friends' new baby boy, Liam! Check out how precious he is!

Have a great weekend!

RAPP Star Strategy for Prose Constructed Response Writing

Good evening all!

     Today I attended a fabulous workshop by the lovely Leia Lewis Henderson.

     The workshop taught us how to implement her RAPP Star Strategy to help students answer constructed response questions after reading a text. Leia created her very own rap song to engage her 4th grade students. This coming school year Leia will be teaching 6th grade. I definitely think that her RAPP Star Strategy can be implemented in every grade level. It would just need to be modified for the lower grades.

     Leia began her lesson by teaching us the song lyrics. You can download the lyrics for free on her TPT website {HERE}. She then gave us a graphic organizer and notes page to help us understand the strategy further. We then delved into a text together and utilized her notations as we read. Here are some examples of notations that good readers use while reading (These are not Leia's, but are similar):

 This one can be found {HERE} for FREE!

 Or you can make your own anchor chart with symbols you like.

     After reading the text, we then used the RAPP Star Strategy to answer a constructed response question. Here is an image of the strategy from her FREE power point (with lyrics guide):

     This strategy is fantastic, and I am so excited to implement it! I will be purchasing her CD with two versions of the song set to music! You can purchase that {HERE}.

     If you would like more information on the strategy or would like to attend one of her upcoming trainings please e-mail Leia at leia@leialewis.com!

Have a fantastic night and enjoy your summer break!

Behaviors Related to Poverty and How to Address Them

Hey all,

     I've been doing research on behaviors of children in poverty and how teachers can communicate with the children appropriately. In June, I'll be taking a class based on Ruby Payne's book, A Framework for Understanding Poverty. I'm really excited about taking this class! I really have a heart for my students who are living in poverty. I want to understand them better so I can empathize and build even stronger relationships with them. Plus, I need to understand what their behaviors mean when I have to correct their behavior. So, here are some things I've learned:

1) When a student laughs when disciplined, they are saving face in matriarchal poverty. Teachers need to understand the behavior and tell the student 3 or 4 other behaviors that would be more appropriate.
2) When a student argues loudly with the teacher it is because poverty is participatory. The culture of poverty distrusts authority and sees the system as dishonest and unfair. The teacher should not argue with the student. Instead, the teacher should use a 4 part sheet (think sheet) and have the student write answers to the questions. The teacher should model respect for the student.
3) When a student gives an angry response it is based on fear. The teacher should question what the fear is, loss of face in front of peers, not doing well on an assignment, etc? The teacher should respond in adult voice (negotiation, allowing issues to be examined in a non-threatening way). When the student cools down, the teacher should discuss other responses they could have used.
4) When a student uses inappropriate comments or vulgar comments it is because of a reliance on casual register (casual talking/family talk/peer talk). The student may not know formal register (how to communicate in a school or work setting). Have the student generate (or teach the student other) phrases that could be used to say the same thing.
5) When a student physically fights it is because he/she knows that is a necessity to survive poverty, and kids only know the language of survival. They do not have the language or belief system to use conflict resolution skills. They see themselves as less than a man or a woman if they do not fight. The teacher should stress that fighting is unacceptable at school, and examine other options that student can live with at school rather than fighting. One option might be not to settle business at school...
6) If the student always puts his/her hands on someone else, it is because poverty has a heavy reliance on non-verbal data and touch. Allow the student to draw or doodle. Have the student hold his/her hands behind their backs when in line or standing. Give them as much to do with his/her hands as is possible in a constructive way.
7) If the child cannot follow directions it is because there is little procedural memory is used in poverty. Sequencing is not used or valued. The teacher should write the steps on the board, and have the student write the steps needed to finish the task at the top of the paper. Have the student practice procedural self-talk.
8) If the child is extremely disorganized it may be because of lack of planning, scheduling, or prioritizing skills is not taught in poverty. He/she might not have a place at home to put things so that they can be found. The teacher should teach  simple, color coded, method of organization in the classroom. Use the five finger method for memory at the end of the day. Have each student give a plan for organization.
9) When a student only complete part of a task it is because he/she does not have procedural self talk. Children in poverty do not see the whole task. The teacher should write all the parts of a task on the board, and require each student to check off each part of a task as it is completed.
10) When a student is disrespectful to the teacher it is because those in poverty have a lack of respect for authority and the system; they do not know any adults worthy of respect. The teacher should tell the student that disrespect is not a choice. Identify for students the correct voice and tone and word choices that are acceptable. This allows the student to practice.
11) When a student harms other students physically or verbally, this may be a way of life, probably a way to buy space or distance. It may have become a habitual response, because poverty tends to address issues in the negative. The teacher should tell the student that aggression is not a choice. Have students generate other options that are appropriate choices at school. Give students phrases that can be used instead of the one(s) used.
12. If a student cheats or steals it could be indicative of a weak support system or weak role models/emotional resources. It may also indicate extreme financial need or little instruction/guidance during the formative years. The teacher should use a metaphor story to find the reason or need behind the cheating or stealing. Address the reason or need. Emphasize that the behavior is illegal and not an option at school.
13. If a student talks incessantly, it is because poverty is very participatory. The teacher should have students write all questions and responses on a note card two days a week. Tell the student that he/she is allowed 5 comments a day. The teacher should build participatory activities into the lesson.

Later, I'll be posting different posts about the difference between adult talk and parent talk and some worksheets/strategies for the students to use.

:)
I hope this helps!

Five for Friday: I can't believe the school year's over!

I love these kiddos!

(My homeroom class)

To start off this week, I gave my students the letters that I wrote them. It was so awesome to see them reading what I wrote. Their faces lit up and some even cried. They told me how honored they felt for me to write each and every one of them. I absolutely adored reading the letters they wrote back to me! I even had one student write me an e-mail after graduation day, because he felt like he needed to say more. How precious is that!

Here's a picture of the students reading the letters and writing me back.

This week my students and I created a memory "quilt". Each student drew a self-portrait and added his/her name to it. It's an amazing keep-sake for me. This year has been so special! I hung the quilt up on their graduation day! Parents really enjoyed it!

Aside from my sweet letters, my students also made me signs, wrote more letters, and drew pictures for me this week! They're so sweet!

Graduation was bitter sweet. It was really hard to goodbye to my students. I know I may never see or hear from some of them again. I definitely cried a lot during the ceremony. A.C. Steere has impacted my life in so many ways. I work with amazing people who are genuine. I have amazing parents who want to help as much as they can, and I have great students. I have fallen in love with my school and kiddos. Teachers learn so much from the kids they teach. I'm so happy that this career path chose me. God definitely knew what he was doing.

My students hanging out before the ceremony:

After the ceremony, we had a great reception. I hugged as many of my students that I could find! The cafeteria was definitely packed. I didn't get that many pictures on my phone, but here are a few.

I have been so overwhelmed by the gifts, letters, and cards that I have received this year. My students and parents are so thoughtful. I definitely did not expect summer/goodbye gifts. 

A fabulous student drew this amazing picture for me. (From left to right: Ms. Montgomery, student, me, and Mrs. Mills)

Flowers from students

A fabulous single-sheet laminator from a co-worker and student.

This beach bag is so cute! A few parents chipped in and got us all one of these! 

I am ready to relax for summer, but don't think I won't be planning, creating, and blogging! 

Really going to miss these kids!

I'm tearing up as I write my goodbye letters to my students. I am going to miss them so much! They have made such a huge impact on my life! Their smiles will forever be in my heart. I hope that parents know how much I love what I do, and that I truly care about their children. I want the best for them. I pray that some come back to visit or write to me. Teaching brings so much joy, but it is so hard to say goodbye.

From our Gator Race (5K run)

Field Day Selfie

Gator Buddies at the beginning of the year

Dancing in class