Sunday, October 8, 2017
Anchor Charts
I have been teaching my English learners a lot of English grammar these past two months. I have used lots of mentor text and teacher examples as we go. I also have been using anchor charts and make anchor charts out of doors, cabinet doors, and other places. I have been too busy to post, but then one trusted colleague encouraged me to continue to post even if it was just a little bit. Here are some of my anchor charts that I have been using. I wish I had snapped photos of the mentor sentences that I had written on chart paper. I have plans for those which include lamination and clothes hangers. My students have asked me to get them out, so that they can review them. What they have forgotten is that they have written them in their Writer's notebooks.
Revision, Revisions, Revisions
I had a very pleasant time on Thursday. I was able to go into a classroom and teach a revision lesson to fourth grade students. We worked on what it means to revise. I first entered the classroom with the book Hair by Sandra Cisneros. I used to book to as a Reading and Writing connection.
First, I had the fourth grade writers come to the convening area near a white board. I introduced myself as, "My name is Ms. Ucles. I am a writer." I asked the other students to introduce themselves as writers. They did so. Then I asked them a question, "What do writers do?" They gave me lots of answers. Then I asked, "What does revision mean to you?" They gave me varied answers. I then wrote the word revision on the board. I told them,"Revision means many those things that you just mentioned. To me, revision is creating the magic for the reader. I don't mean spells or taking a rabbit out of a hat. I mean that once I get my words down, I now have the opportunity to take my writing to new heights for the reader. I can go from okay, to better, to best just by revising. Today, we are going to do just that."
I then read them the book Hair to the students. When I finished reading it out loud, I asked them to think of something that the book reminded them of in their lives. I said, "When I read this book, as I was saying it reminds me of my grandma and how she used to pin her hair up with these black little curlers. The whole apartment smelled like the get Dippety Do. When I would come over to visit, she would have her hair pinned up with a plastic cap on her head. It also reminded me of my mom who used to do the same thing. I remember the curlers and the hair dryer she used to use on Saturday nights. What does this book remind you of?" Some students gave various answers. "Today, you will write about those connections for 5 minutes. We won't talk, but write about our connections. Then after five minutes, we will reconvene." The students and I wrote. The room was very quiet as everyone was writing. After five minutes, I asked the students to finish by writing their last sentence. We reconvened in the meeting area. I shared my piece. I then placed it underneath the document camera. I revealed my revision pens to the students. I purchased about 50 multicolored pens from Staples the previous day. I invited the students to pick two different colors to use. I picked a purple color to use. (Previously, I wrote with blue ink.) I told them that I used the different color ink to track the movement of my mind. The purple ink color to represent my first write. The second green color represented my first revision. It was my first attempt of creating magic for the reader. I read through my piece of writing aloud. Then I read the first sentence aloud. As I read it aloud, I revised the sentence and used the word insert and add. I then went through the rest and revised the short paragraph using green ink. I then invited the students to go back to their writing and see if they could create some writing magic. They took me up on my invitation and I watched the magic envelope the classroom. Some read theirs aloud and some didn't. I loved seeing the thinking and problem solving. They tried to make their writing better for the reader.
Finally, after 5 minutes, I asked to them to look over their writing. I read my first two sentences aloud with a before and after. I asked, "Which sounds better this way or that way?" They said, "The second sounds better." I asked, "Why?" They then explained why. I asked, "Can you see what I am talking about the second time?" "Yes," they said. "Then, I am helping the reader understand by choosing precise wording." I told them, "Now, go over what you wrote. Compare the first write to the revisions that you made. Is it better? Share with a partner your revision decisions."
Then I said, " I am going to revise again to see what happens. I don't just revise once when I write. I go through it multiple times finding ways to make my writing better for the reader. Let's find out what pops this second time." I told them that I changed pens to red to show my second attempt at creating magic for the reader. I went through and make some revision decisions with my writing, and I including them in my thinking. I then invited them to try revising a second time to see what other revision decisions they could make. They revised for five minutes and used the second colored pen. As I walked around, I could see such great thinking. So many decisions were being considered! I asked them to stop and look over their writing. I read my second revision aloud. Before I began reading, I asked them to find a their favorite part of my writing. I told them that I had one particular part that I loved and that I thought that I had nailed. I read it through. I asked them to share with a partner what their favorite part had been. They then shared out loud. I followed up with, "Why did you like it?" I then shared the pen drop moment. (Moment that you feel that your writing was great.) Most of them told me that they liked the part that I had selected. I gave them time to look over their writing and find the pen drop moment.
Finally, I shared with them the acronym RADAR.(Jeff Anderson and Kelly Gallagher Write Like This) I said, "When we revise we sometimes replace words and phrases with others that help the reader see. Other times we add new words and sentences to make our writing clear to the reader. Still other times, we may decide to delete words and phrases that don't belong or that we might want to delete and replace with more precise and concise language. At times, my way need to reorder or rearrange sentence and paragraphs. I went through the first three sentences and asked them, "What did I do here?" With guidance, they were able to tell me. I gave them a letters to code the process. I used R for replace, A for add, D for delete, and RE for reorder or replace. After I had done modeled the process, I invited them to do the same with their writing. They did so. I think asked them to share with a partner.
After that, I invited two student volunteers to share their changes with their writing to be displayed underneath the document camera. They read it and explained what were their revision decisions. It was so cute! What a wonderful writing kind of day! Wow!
This took me 60 minutes to do with numerous school interruptions from outside the classroom. We made it work! Normally, if time is limited, this could take two days. I have left some student samples of their work. I love teaching fourth grade students!
First, I had the fourth grade writers come to the convening area near a white board. I introduced myself as, "My name is Ms. Ucles. I am a writer." I asked the other students to introduce themselves as writers. They did so. Then I asked them a question, "What do writers do?" They gave me lots of answers. Then I asked, "What does revision mean to you?" They gave me varied answers. I then wrote the word revision on the board. I told them,"Revision means many those things that you just mentioned. To me, revision is creating the magic for the reader. I don't mean spells or taking a rabbit out of a hat. I mean that once I get my words down, I now have the opportunity to take my writing to new heights for the reader. I can go from okay, to better, to best just by revising. Today, we are going to do just that."
I then read them the book Hair to the students. When I finished reading it out loud, I asked them to think of something that the book reminded them of in their lives. I said, "When I read this book, as I was saying it reminds me of my grandma and how she used to pin her hair up with these black little curlers. The whole apartment smelled like the get Dippety Do. When I would come over to visit, she would have her hair pinned up with a plastic cap on her head. It also reminded me of my mom who used to do the same thing. I remember the curlers and the hair dryer she used to use on Saturday nights. What does this book remind you of?" Some students gave various answers. "Today, you will write about those connections for 5 minutes. We won't talk, but write about our connections. Then after five minutes, we will reconvene." The students and I wrote. The room was very quiet as everyone was writing. After five minutes, I asked the students to finish by writing their last sentence. We reconvened in the meeting area. I shared my piece. I then placed it underneath the document camera. I revealed my revision pens to the students. I purchased about 50 multicolored pens from Staples the previous day. I invited the students to pick two different colors to use. I picked a purple color to use. (Previously, I wrote with blue ink.) I told them that I used the different color ink to track the movement of my mind. The purple ink color to represent my first write. The second green color represented my first revision. It was my first attempt of creating magic for the reader. I read through my piece of writing aloud. Then I read the first sentence aloud. As I read it aloud, I revised the sentence and used the word insert and add. I then went through the rest and revised the short paragraph using green ink. I then invited the students to go back to their writing and see if they could create some writing magic. They took me up on my invitation and I watched the magic envelope the classroom. Some read theirs aloud and some didn't. I loved seeing the thinking and problem solving. They tried to make their writing better for the reader.
Finally, after 5 minutes, I asked to them to look over their writing. I read my first two sentences aloud with a before and after. I asked, "Which sounds better this way or that way?" They said, "The second sounds better." I asked, "Why?" They then explained why. I asked, "Can you see what I am talking about the second time?" "Yes," they said. "Then, I am helping the reader understand by choosing precise wording." I told them, "Now, go over what you wrote. Compare the first write to the revisions that you made. Is it better? Share with a partner your revision decisions."
Then I said, " I am going to revise again to see what happens. I don't just revise once when I write. I go through it multiple times finding ways to make my writing better for the reader. Let's find out what pops this second time." I told them that I changed pens to red to show my second attempt at creating magic for the reader. I went through and make some revision decisions with my writing, and I including them in my thinking. I then invited them to try revising a second time to see what other revision decisions they could make. They revised for five minutes and used the second colored pen. As I walked around, I could see such great thinking. So many decisions were being considered! I asked them to stop and look over their writing. I read my second revision aloud. Before I began reading, I asked them to find a their favorite part of my writing. I told them that I had one particular part that I loved and that I thought that I had nailed. I read it through. I asked them to share with a partner what their favorite part had been. They then shared out loud. I followed up with, "Why did you like it?" I then shared the pen drop moment. (Moment that you feel that your writing was great.) Most of them told me that they liked the part that I had selected. I gave them time to look over their writing and find the pen drop moment.
Finally, I shared with them the acronym RADAR.(Jeff Anderson and Kelly Gallagher Write Like This) I said, "When we revise we sometimes replace words and phrases with others that help the reader see. Other times we add new words and sentences to make our writing clear to the reader. Still other times, we may decide to delete words and phrases that don't belong or that we might want to delete and replace with more precise and concise language. At times, my way need to reorder or rearrange sentence and paragraphs. I went through the first three sentences and asked them, "What did I do here?" With guidance, they were able to tell me. I gave them a letters to code the process. I used R for replace, A for add, D for delete, and RE for reorder or replace. After I had done modeled the process, I invited them to do the same with their writing. They did so. I think asked them to share with a partner.
After that, I invited two student volunteers to share their changes with their writing to be displayed underneath the document camera. They read it and explained what were their revision decisions. It was so cute! What a wonderful writing kind of day! Wow!
This took me 60 minutes to do with numerous school interruptions from outside the classroom. We made it work! Normally, if time is limited, this could take two days. I have left some student samples of their work. I love teaching fourth grade students!
Teaching English Learners and Simultaneous Bilinguals-Pronouns and Antecdents-Explicit Instruction-Patterning
I have been working with my students on tracing pronouns back to the antecedent. We have studied subjective, objective, posssessive, and reflexive pronouns. I wanted them to be able to identify the different pronouns and to understand the function. Understanding pronouns requires a knowledge of their cousins, the nouns. We could even say, their parents. In order to understand a pronoun, you would need to know that the pronouns takes the place of a noun. The nouns should be written first and then the pronoun can be introduced. If that is not the case, then we have a vague pronoun reference. When I introduced this, I talked to my students about how my mother always uses a vague pronoun reference. My mother, with our many conversations, says, "Well, you know that they say that you should drink more coffee. They say coffee is good for you." That always drives me crazy. I always ask, "Mom, who are they?" That question always gets her angry. She gives me the frustrated look and states, "You know. The doctors!" I then reply, "No, Mom. I didn't know because you didn't first state who they were. You were vague." I let the students know that their job as writers is to be clear to the reader. To be clear, the reader has to be able to see what you are talking about. When we start with the pronoun, the reader become blind. I then introduce subjective pronouns. We then read mentor paragraphs from articles and books where the antecedent (noun) is introduced primarily. Then we find the pronoun in the same sentence or in the next sentences. I teach them to trace the pronouns back to the antecedent. As I had taught them previously, we code the singularity and plurality of the nouns and pronouns by coding them (1)(one) and (+1)(more than one).(This idea was adapted from Gretchen Bernabei's Grammar Keepers.) I discuss how they should agree or if not the reader will be confused. I love teaching this. I have included some photos of their work.
First, I teach them the academic terms like antecedent and then we move onto subjective pronouns. (This idea came from Jeff Anderson's book Mechanically Inclined.) Throughout the next two week, I introduce objective pronouns, possessive, and reflexive pronouns.
We find the pronouns, trace them back to the antecedents, code the antecedent and pronouns, finally we code them to check for agreement. We do this through the use of mentor text and editing invitations taken from the research of Jeff Anderson's Editing Invitations and Mechanically Inclined.
I show them published examples paragraphs from published text. We discuss what we notice and trace the pronouns back to the antecedent. Then I have them try writing sentences where they first mention a noun and then continue with other sentences using pronouns. I show them how to do this with my own writing and by imitating previously studied mentor text. They write their antecedents and pronouns in their notebooks and on sentence strips. Finally, they are invited to collect (Invitation to Collect) examples that they find in books and articles. My students do this with a partner. They write examples in their notebooks and are prepared to share with other partners and the class.
I have included some photos of their work and other coding that they have done with nouns. I hope you find this helpful.
First, I teach them the academic terms like antecedent and then we move onto subjective pronouns. (This idea came from Jeff Anderson's book Mechanically Inclined.) Throughout the next two week, I introduce objective pronouns, possessive, and reflexive pronouns.
We find the pronouns, trace them back to the antecedents, code the antecedent and pronouns, finally we code them to check for agreement. We do this through the use of mentor text and editing invitations taken from the research of Jeff Anderson's Editing Invitations and Mechanically Inclined.
I show them published examples paragraphs from published text. We discuss what we notice and trace the pronouns back to the antecedent. Then I have them try writing sentences where they first mention a noun and then continue with other sentences using pronouns. I show them how to do this with my own writing and by imitating previously studied mentor text. They write their antecedents and pronouns in their notebooks and on sentence strips. Finally, they are invited to collect (Invitation to Collect) examples that they find in books and articles. My students do this with a partner. They write examples in their notebooks and are prepared to share with other partners and the class.
I have included some photos of their work and other coding that they have done with nouns. I hope you find this helpful.
Saturday, September 23, 2017
Hurricane Harvey Book Club
There was a book club created during the trying times and aftermath of Hurricane Harvey. A second grade teacher in Cy Fair ISD started the club for her students and a few teachers. It grew from 70 people to thousands of participants. Teachers and students created videos of reading their favorite books. A teacher friend of mine added me to the group. I saw some of my SBISD colleagues reading on there and teachers and students from all around the United States and the world. I wanted to participate, but my best books were at school. I decided to go into my garage and try to find something to read in English and Spanish. If it wasn't perfect, then that would be okay. The purpose was to share and lift people's spirits. I have included the two videos that I made. They can be found on my You Tube Channel.
Writing Up a Storm...On Plates, Wrapping Paper, and Cabinets
My students and I have been writing up a storm. We have been studying proper and common nouns. This week we continued our study of common and proper nouns, singular and plural nouns, and finished the week tracing the pronouns back to the antecedent while studying subjective pronouns. They had the opportunity to find the antecedent and pronoun patterns within their own writing and using mentor paragraphs from published books. In addition to that, we continued writing about personal experiences using artifacts such as plates and wrapping paper. I have included photos of student writing and my use of cabinet and door space. I have been using my Dry Erase Markers on my cabinets and doors.
Monday, September 4, 2017
The Gift of Time
The Gift of Time
I have looked at tons of posts from Facebook and Twitter about Hurricane Harvey. Many of them have focused on being able to be there for our students when we return to class. Many of them have given a list of suggestions about how to help our students cope with the aftermath of Harvey on their lives. I really found these articles and suggestions to be helpful, but the question still remains: how are we supposed to help the students when we haven't quite processed this horrible event in our own lives? The purpose of those articles was to give educators tools to help our students. Who is going to help us? How are we supposed to deal with all of this? I am dealing with it all by writing this post. For me, writing is the key to helping me understand what has happened. It is cathartic.Yes, I know I survived an 800 year event and that it was catastrophic. It certainly was, but now I need time to heal and talk about what happened. Now I need to express the fears that I have. I need to express the fact that I wake up afraid. I have to remind myself that everything is okay and it is not raining outside. When we get the first real rain, I will be fearful, and it will bring back memories of being enclosed in a closet with my sister, nephew, two dogs and cats numerous times due to tornado warnings. It will bring back my fear of falling asleep to find my home inundated with water. It will bring back fear that I might have to climb on my roof and wait for help from the Coast Guard. Fear, yes, lots of fear. I know it will take time, as time heals all wounds. That is why I am writing this post to confront this fear and hopefully be able to move on.
I want to personally take some time to thank my superintendent, Scott Muri, for recognizing that we all need time. Not only do our the students and parents, but teachers, staff, and administrators need precious time. We need time to process, understand, and begin to heal. We need time to clean up and return as close as possible to normal. School starts back next week. I can't wait to get back to my students and get back to normal. I know with this extra time, I will continue with the healing process. Again, thank you Dr. Muri for giving us this time to recuperate and heal so that we can be the best for each other and for our students.
Rebuilding-Post Harvey and the Aftermath
I have never been more fearful of a storm than with Hurricane Harvey. I am mentally, physically, psychologically, and spiritually exhausted. Sleep has evaded me numerous times. When I do dream, my dreams are sporadic and chaotic. I can't rest because I wake up hearing the pelting of rain even though it hasn't rained for a week. I peer into a hole that has been patched in my bedroom ceiling. I am the fortunate one. My repairs are nothing. Nothing compared to friends and family who peer into flooded houses and breathe in the toxic fumes of mold and backed up sewage.
The last week has been a blur. As of Sunday, I couldn't remember what day it was. I just wanted to get back to some kind of normal. In other ways, I feel shell shocked and somewhat paralyzed. I have binged watched KTRK Channel 13 News from Thursday, August 24th to Friday, September 1st. Face Book, Twitter, and group texting were my best friends. They kept me in touch with friends and family through this horrendous time. I am truly grateful for social media. With social media, I was able to stay in communication with so many.
I wrote a post on Thursday, when my sister and nephew were able to safely return to their home. I wanted to leave my thoughts intact on that day. Please read below:
I felt extremely stressed thinking about the bayou behind my house, and if it would hold the flood waters from entering my neighborhood.The rain wouldn't stop. At times, we would catch a break, but that was mostly during the day, for about an hour or two. I feared nighttime. It seemed that at nighttime the rains were relenting. I kept vigilant and stayed up most nights. Chief Meteorologist Tim Heller, from KTRK Channel 13, advised the viewers to stay up because the water might creep in the house while we slept. I thought of Katrina and how people took shelter in their attics. They had to use hatchets to make a pathway to the roof. "Don't go to the attic," Tim Heller kept saying. I had my ladder ready in the garage in case we would need it to get to our roof. The rains we so unforgiving. I couldn't imagine staying on the roof in the cold night with rain pelting my sister, nephew, and me. It was so cold and harsh. I drove to the bayou to see what was happening. Each time, it seemed to hold, but the levels were getting close to bridge. We had about 12 inches to give. "Stop raining!" I kept thinking. During this time, I was able to find out how my friends were doing in Houston. We kept encouraging each other on Face Book, Twitter, and by text. We asked for prayer and words of consolation. My family in Ohio and beyond were also communicating with me through Face Book and texts. I left many posts begging for prayers. They came through in a big way.
Monday morning, at 2 am, my brother-in-law, who decided to ride out the storm in his trailer, phoned my sister to let her know that the water was rising in his neighborhood. In his area, it had never flooded, but the water rose to the middle of his car's tire and up the first step to his trailer. He didn't know what to do. Should he stay or go? If he left, he might encounter higher levels of water en route to my house. He wasn't a confident swimmer. Not only that, but an elderly neighbor refused to evacuate. After much consideration, my brother-in-law decided to stay and ride the storm out to help his neighbor.
Finally, after three days of constant rain, I decided to see if there were any hotels with vacant rooms near my house. The first two hotels were overbooked. On the third try, The Days Inn near me gave me a room on the third floor. My sister, nephew, and I went out in the pouring, pelting rain to bring what we could to the hotel. We made four trips. When I finished, I was completely drenched. My adrenaline must be overtaken me because I don't remember feeling cold at all. I was determined to do what I could before a potentially flooding situation. While in the hotel, I met so many people that were fleeing the flooding in their areas. One man told me that he had driven for 8 hours to get to the hotel. He only lived 5 miles away from the hotel. His apartment complex had completely flooded out and roads were difficult to traverse. I met so many people who were worse off. Others feared that their areas were in imminent danger of flooding. I felt a sense of relief knowing that I would be safe on the third floor, but wondered how bad the flood waters would be if we received the twenty-five inches of additional rain that were forecasted. "We can't take that much rain!" I thought. I begged my family and friends to pray, pray, pray! There was nothing else we could do. It wasn't up to us anymore. We were helpless. Monday night, during the weather forecast, Travis Herzog (KTRK Meteorologist), announced some good news. He stated that Harvey moved onto the East and that the Northwestern parts of Houston would receive less rain than projected. I eyed the bayou. It was holding steady and the water levels weren't increasing. The next day, I woke up at five am to watch the news cast. I peered down at the bayou and it seemed to have lowered! I couldn't believe it. I watched Travis Herzog show us how Harvey was moving away from us and was headed toward East Texas and Louisiana. That was fantastic news. By noon, I could actually see the reeds in the
middle of the bayou. What a gift!
The last week has been a blur. As of Sunday, I couldn't remember what day it was. I just wanted to get back to some kind of normal. In other ways, I feel shell shocked and somewhat paralyzed. I have binged watched KTRK Channel 13 News from Thursday, August 24th to Friday, September 1st. Face Book, Twitter, and group texting were my best friends. They kept me in touch with friends and family through this horrendous time. I am truly grateful for social media. With social media, I was able to stay in communication with so many.
I wrote a post on Thursday, when my sister and nephew were able to safely return to their home. I wanted to leave my thoughts intact on that day. Please read below:
 |
| View of the Bayou from my hotel Monday, August 28th |
Monday morning, at 2 am, my brother-in-law, who decided to ride out the storm in his trailer, phoned my sister to let her know that the water was rising in his neighborhood. In his area, it had never flooded, but the water rose to the middle of his car's tire and up the first step to his trailer. He didn't know what to do. Should he stay or go? If he left, he might encounter higher levels of water en route to my house. He wasn't a confident swimmer. Not only that, but an elderly neighbor refused to evacuate. After much consideration, my brother-in-law decided to stay and ride the storm out to help his neighbor.
 |
| Morning view of Bayou on Tuesday, September 29th |
 |
| Afternoon view of Bayou on Tuesday, September 29th |
Finally after 6 long days, I breathed a sigh of relief! My family was fine, but at the same time, many people were suffering. Many of my friends had to rescued after Saturday/Sunday/Monday rains. They were rescued by boats floating through their once dry neighborhoods. One friend, had to flag down a boat to help her with her two elderly parents who could barely walk much less swim. They made it to the George R Brown Convention Center. In Face Book posts, another friend chronicled how the water inched closer and closer to her house and neighborhood. By Monday, flood waters entered her house. She was rescued by boat. Still others friends evacuated their homes because the Barker and Addicts Reservoir released tons of water over multiple days. The initial days of rain from Tropical Storm Harvey didn't overwhelm their neighborhood, but the reservoir release brought in droves of water. They waited on street corners for boats, dump trucks, and jet skies to rescue them. Many are displaced in shelters or are staying with family and friends.
When I arrived home from the hotel, I appreciated my humble abode even more.
I appreciated seeing a blue sky emerging from the clouds on Thursday evening. I appreciated being able to drive to Hart's Chicken and order the greasiest comfort food of fried chicken and red beans and rice. I appreciated seeing my neighbors talking to each other outside swapping horror stories. I appreciated the great gift of family and friends who checked up on each other. I am truly grateful.
As the water subsides in Houston, I know that we will not be the same. Mine life, for one, has changed. Although I am grateful, I feel afraid now, and an uneasiness fills my soul. What if my house had flooded? What would I do? How would I survive? Where would I live? When will the next storm hit? Will I be as fortunate? Parts of me want to pick up and move, yet I want to dig my heels in and fight. Maybe this feeling of uneasiness is normal, and quite possibly it will subside. I don't really know. We will see. All I know is that I survived an eight hundred year storm with catastrophic implications. In the next storm, will I be as fortunate? Only God knows. One day at time.
When I arrived home from the hotel, I appreciated my humble abode even more.
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| Blue skies emerge in Cypress, Texas on September 30th at 6 pm. |
As the water subsides in Houston, I know that we will not be the same. Mine life, for one, has changed. Although I am grateful, I feel afraid now, and an uneasiness fills my soul. What if my house had flooded? What would I do? How would I survive? Where would I live? When will the next storm hit? Will I be as fortunate? Parts of me want to pick up and move, yet I want to dig my heels in and fight. Maybe this feeling of uneasiness is normal, and quite possibly it will subside. I don't really know. We will see. All I know is that I survived an eight hundred year storm with catastrophic implications. In the next storm, will I be as fortunate? Only God knows. One day at time.
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