Write With Me

While preparing for the writing portion of the standardized test (iLEAP for my third graders), we completed a week-long adventure in writing that we called Safari Camp Write Along!  We used the Safari theme because I always ask them, "How do you eat an elephant?" and they reply, "One bite at a time."  The analogy is for anything big going on that might seem overwhelming, like a ten page test, or writing an essay.  You attack it one step or one question at a time.  I use the book Seven Blind Mice to introduce and reinforce this idea.
With that in mind, we looked at the different components of writing each day.  On Monday, we looked at titles, hooks, and endings (restated endings).  On Tuesday, we used the rubric that will be used to grade their writing and the students became the teacher and graded sample writings from other children provided on our state's Louisiana Believes website. By Wednesday, we were learning about ELABORATION, or where to slow our stories down, hover like a helicopter, to add details and descriptions.  This strategy can turn a great story into an excellent one!  When Thursday rolled around, we were ready for figurative langugae, or as we nicknamed it - SHAMPOPI. That stands for: similes, hyperboles, alliteration, metaphors, personification, onomatapeoia, paradox, and idioms.  These can be used in any part of writing to improve its readability.  Then, on Friday, we wrote.  Students used what they had learned to write some of their best stories ever.
Of course, like at all camps, we had a camp song.  I wrote a song that addresses all the parts of writing, to the tune of "Lean On Me," but we retitled it "Write With Me."  Enjoy the videos below that shows my two classes singing the song.
http://youtu.be/N0tf7NJwaKQ
http://youtu.be/v2Xx9QJVXrI
Also, in case you might want the words to the song...I am willing to share.

Write With Me

By Lisa Rodriguez

(to the tune of Lean On Me)

Sometimes when we write
We all have pain, we have to brainstorm
But if we are wise
We’ll make a plan that helps us go on.

Write with me, when you're not strong
And I'll help you plan, create a beginning
For it won't be long
'Til I'm gonna need, a restated ending.

Please swallow your pride
Look at the rubric, do some revising
For, no one can write your story for you
That’s as mesmerizing.

Write with me, when you're not strong
And I'll help you plan, create a beginning
For it won't be long
'Til I'm gonna need, a restated ending.

You just add elaboration, more details to show
We all need those details to write on
I just might have a story that you'd love to know
We all need those details to write on

Write with me, when you're not strong
And I'll help you plan, create a beginning
For it won't be long
'Til I'm gonna need, a restated ending

Just write now
(Make a beginning)
Write now
(Start with a hook)

Just write now
(Make your three main points)
Write now
(Add some evidence)

Just write now
(Use a thesaurus)
Write now
(Try some fancy words)

Just write now
Make your ending strong.

 

Narrative Writing

I actually videotaped this during the last school year, but I finally put it together and am now posting it.  This strategy really works, but like all learning, it takes practice, practice, practice. Thanks to Thinking Maps for creating it. I hope it helps in your class as it has in mine.
https://youtu.be/q_96rIFWd2A

It's always a great feeling when you finish reading a good book.  My third graders felt really good after finishing the novel, Sarah, Plain and Tall.  They were eager to share their favorite parts of the book before sharing a bread and cheese snack fashioned after the snack in the book.  

Watch the videos below to check it out:

http://youtu.be/IVpjoRFj_iA

and 

http://youtu.be/QUsr0aV5gEE

What will be our next book review?  Be sure to come back to see. 

To celebrate an American folktale legend, Johnny Appleseed, the students made apple turnovers, wrote 'how to make apple turnovers' stories, and worked together as a team to create a yummy treat and special memory on the day before this hero's birthday.
Check out our video on Youtube at:
                    http://youtu.be/xXs3BULEi0g

Adverb Song

So, on our second day of learning about adverbs, we decided to sing our adverb song.  The students agree that the song will really help them remember about adverbs.  Since we switch classes this year, of course we have a morning version and an afternoon version.  Check it out!!!

So welcome to the 2013-1014 school year!  What's new this year?  Third graders will be switching classes.  I am teaching the ELA block and Ms. Corcoran is teaching Math and Science/Social Studies.  Together we are facing the challenges of common core and as a TEAM, teachers, parents, and students, we will be successful. 

On the first day, both classes had learned the five class rules, the class-yes, and mirror.  By the end of the first week, both classes knew teach-okay, mirror words, hand and eyes, lines, and all about the Super Improvers Wall.  With these vital Whole Brain Teaching parts in place, our year will shape up nicely.  Tune in regularly and see how we're doing.

Stone Soup

This week we have been reading the folktale Stone Soup.  Along with the story, the skill was making inferences (always a tough one). Students really seemed to be getting into the story and really looking for clues to infer deeper meaning.  All of the third grade classes at my school decided we would make our own Stone Soup on Friday.  It was a great activity to end the week and start the Thanksgiving holiday!  Students became the villagers in the story and brought their own ingredients to add to the soup.  The soup cooked in a crock pot all day, so our appetites were growing as the day progressed.  By noon, the entire hallway made your mouth water!  Students wrote recipes including the specific ingredients brought by their classmates and then wrote how to make the soup including all the steps.  The first step was to put a stone in it.  The weird thing was, when we finished the entire pot of soup, there was no stone left!  I even offered a reward for whoever got the stone, but no-one had it!  I don't know whether to be freaked out or just think that someone just wanted a souvenir.  Anyway, the whole event was a huge success, and enjoyed by all.  Check out the video to see for yourself.....
and Happy Thanksgiving to all!!!!!!!

End of the Year SIW and ELA & Math wall

So right before testing in mid-April, this is what my back wall looked liked showing all of the ELA and Math standards we had learned so far.  It was a great reminder for the students and provided a sense of accomplishment when they saw it everyday.  Of course, for testing, I had to take it all down.  What a pain, but I don't want to take any chance of my students not getting all the points they earn on the iLEAP, so down it all came.  The red background sports the ELA standards and the blue one of course is Math.  It worked well for this year, however, I ran out of space for Math.  I think I will try some kind of pocket chart for next year.
Now, the Super Improver's Wall was totally amazing.  I was so excited to see how well it worked!  But more importantly, the students couldn't wait each week to see how they improved.  This picture was taken two weeks before the end of the year.   I actually ended with two students becoming living legends!  As their privileges, they were exempt from homework and tests!  I was happy to see that it worked out that there was enough levels to last the entire year.  It's incredible how hard those students worked to get a star.  They were so proud to bring their cards home to show their parents when they reached the next level.  After the leader level, there was different opportunities for them to earn or enjoy.  The end of the leader level, students had their pictures with two crazy friends revealed on the student leader board.  After the captain level, students could get water when they wanted (but could not abuse this privilege) by saying Captain Water.  It continued during the Star stage. At MVP, students had their pictures taken with a small trophy by themselves and it was placed on an MVP board. Superstars were allowed to just write their first name only on their papers (like superstars)!  Hall of Famers only had to do their Reading and Math homework.  I've already mentioned what the Living Legends received.  I used this to show improvement in their test scores, behavior, superspeed 100, homework, and sometimes for specific classroom activities.  It works.  It really works!

Superspeed 100

I don't know about everyone else, but with the new Common Core, Math is moving extremely fast this year.  Thank goodness Whole Brain Teaching has the Superspeed 100 to come to the rescue.  I am going to be sharing it with the other teachers on my grade level and I thought I would make a video.  Most teachers learn better by seeing something in action rather than just hearing about it.  You really learn by doing.  I'm hoping after seeing this, it might help them to 'do' it! 
Superspeed 100, for those of you who don't know, is like skill and drill with addition and subtraction facts, but in a way that students will beg you to practice.  You need to pair students as partners first.  Right now I'm calling one side of the pair "Peanut Butter" and the other side is "Jelly."  You pick who will go first.  The ones who go first, put their paper on the problems with no answers, while the other student checks with the answer side.  You time the students for one minute.  (We do this whole class, but it can be done in centers.  We do it whole class because they can get pretty loud when calling out the answers.)  While checking, students can either tell their partner when a mistake is made and keep track of how many mistakes or they can just keep track.  After one minute, the teacher calls STOP and the partner tells the other their score letter first and number second.  The problems are on the sheet like a grid: letters across the top and numbers on the left side.  We've set up a special section in the back of our math journal for recording their scores.  Each day we date it, and record the score.  You can ask about their improvements daily or weekly.  I add a star to their Super Improvers Wall if they improved over the week.  After the Peanut Butters go, it' s the Jellies turn.  Again, one minute on the clock.  Then record their scores.  For third grade, I'm only using the addition and subtraction pages and the GNARLIES.  I started with two weeks of addition. Then, we worked on two weeks of subtraction facts.  These two sheets have the facts in order, so that students can spout off the sums or differences quickly remembering the pattern.  This is what builds their speed and accuracy.  Soon, just looking at the fact brings the answer to their brain.  After the students are feeling some success, you want to shake things up with the GNARLIES.  The gnarlies are the same facts, but now all mixed up with the hardest ones at the beginning.  I am using them like this:  Monday - addition, Tuesday - subtraction, Wednesday - addition, Thursday - subtraction, and Friday - GNARLIES.  There is no set rule on this though.  You do what you think your students need.  Every class is different.  Oh, I store the sheets in sheet protectors to save them and keep them on a ring so that it's easy for me to take them off and on daily. 

Here is a brief video to demonstrate:  http://youtu.be/UgXSoxDE1ds

Growing a Brain

So, what do you do when your students look at you with that clueless look in their eyes?  Here's what we decided to do.......GROW A BRAIN!  Yes, you know that Oriental Trading is a favorite teacher shopping spot already.  Well now, they sell brains!  So this savvy teacher bought enough brains for my whole class plus all the teachers who visit it.  (We could use the extra 'brain power' too :))  Not only did this turn out to be a science activity, but also a writing activity.  Since we are trying hard this year to use our WHOLE BRAIN, we thought we would start by growing one.

Watch the video to see how we did it!