Out of the Box

Please forgive me, I have been absent from this blog. I won't bore you with the details, but my "regular" schedule is no longer what I'm used to. Besides my responsibilities as an ESOL teacher, I also teach 2 'corrective' programs. The changes this year have taken a lot of energy and joy from my usual day. I am not facilitating clubs, although I will put together a student committee for Multicultural Day. I'm more involved in helping to facilitate a better school atmosphere through a set of interaction panels of students, parents, teachers and other staff. I believe this will be a major player in achieving the positive academic improvements we need.

As teachers, our daily duties also include "management", discipline, and order. For the most part, our students are a normal bunch- some good, days, some not-so-good, some horrendous. Fortunately,the horrendous days are increasing in number. Even at lower grade levels, there are some children who have issues that cannot be solved by the school, and possibly, not by the parents. Some kids need therapy, medication, toughlove, or any combination. Teachers are expected to be able to enthusiastically convey the necessary information the children need to learn, as well as "do well on the Test".

Besides teaching, compiling bindersful of data, in the most recent grid from the latest "messenger, planning further professional development", and dealing with the inconsistent heat extremes in the building, other myriad building issues, rodents, creepy-crawlers, and being given the newest "fix" on Thursday, to teach on Monday.

Is it any wonder this blog was on hold? We just had our 5th snow day of the season. There is a 3-day weekend ahead. I can breathe, sleep, and eat. I even made cookies! Everyone's plan books are in school, because we've been out since Wednesday. Who would've thunk it? I'm not an on-line planner, although I'm sure younger staff members do that all the time. I'm old-school.

Anyway, this rant has ended. The blog is ressurrected. I hope someone reads it!

What's the Catch?

I can appreciate a "pay off" for a job well done. As a parent and teacher, I understand the idea of "incentive" to get someone to do something. HOWEVER, I also know that doing something because it is the right thing can be its own reward. Oh, sure, I'm an adult, so I recognize the meaning of "intrinsic". That understanding came simply from the process of growing up.

I grew up with both parents, and Mom stayed home with the kids, while Dad worked 6 days a week until I was 15. With 3 children, there was not a lot of money, vacation, or expensive birthday and holiday gifts. My point: we were not given gifts, bribes, or material incentives to help in the house, rake the yard, etc. It needed to be done, and if we didn't do it (correctly!), there were consequences: wrath and frustration from parents.

This is my frustration : any new academic schoolwide challenges have to have a gimmick and prize pizza parties to get kids and apparently, parents, to "buy in" and support. What about "this is what you need to learn to be successful in school"? Gee, I thought grades were the reward. Maybe having your work posted prominently on a bulletin board, or on the family refrigerator. If a teacher wants to provide individual effort or accomplishment recognition, great. I'm all for it, and do it sometimes myself.

Another reason I have issue with some schoolwide academic contests (I'm not talking about spelling bees, either) is this: there are students, primarily those with learning differences or English as their second language, who simply "are not there yet". These students are pretty much kicked to the curb, because the contest "rules" do not include the differentiation or adjustments that would permit these individuals to "be winners". Worse, their own 'adapted learning' may prevent the class as a whole to "win", creating resentment from the occaisional classroom teacher and the other students.

Now, I believe, if a person (me, in this case) is going to make a fuss about something, a solution or alternative should be offered. Here it is- simply put something in place, people. It is what is it is. the children need to learn vocabulary, teach it, and develop whatever the class needs to reinforce the words and skills. Keep it low-key, in-class, and award stickers or candy if you are so inclined, for sincere EFFORT as well as results.

Yes, parents should support the learning of their students, and make sure homework is done as neatly and correctly as possible. I don't think a child's self-esteem should hang on winning a pizza party for their class.

Summertime, and the Livin' is Easier!

I hope my students are enjoying the summer as much as I have been!

My husband and I just returned from a fantastic vacation to San Francisco. This amazing "city by the bay" has incredible architecture, history, and diversity. I want my students to learn about the similarities and differences. Despite the fact that most of my students were not born in the USA, they often do not get the opportunity to travel outside their neighborhood, unless it is to visit their home country. I've taken lots of pictures, bought several books, and plan on being able to share as much of the experience as possible. If I can figure it out, I may add a photo to this blog, as well. I now understand the song "I Left My Heart in San Francisco"!

There may be a big change this Fall, as it is possible my school responsibilities will require me to work in two schools. It's all in the numbers, and the final decision may not come for a few weeks yet! I will post the information either way, as soon as I know. I do miss "my kids", and this year's 8th grade in particular has some of my very favorites! I've also had some of them since 4th grade, when they first came from their home country, with no English at all.

I encourage everyone to begin stocking up on school supplies as soon as the sales start, and continue to READ in English. Book stores have recommended reading lists, and if you don't know what to pick, ASK for the list! Keep your brain working!

I will try to reach as many of you as I have emails for, and hope you spread the word!

Hoping you're having a safe, blessed summer!

Plagarism vs. Original Thinking

By this time of the year, you might expect more language-proficient students to be able to compile, analyze, and compose their own thoughts and reflections on their research. Students have been reading, taking notes, and writing essay responses, constructed responses, and answering open-ended questions. Ideally, this time of year should be perfect for getting reasonably good writing. Unfortunately, this is not usually the case.
Over the last two months, 7th and 8th grade have had research assignments. They had similarly typed directions, suggestions, and objectives. They knew what they would be graded on. I have a total of 12 students in these 2 groups. Only one-third followed any directions, one was exceptionally well-done. Two out-right copied information--they could not explain the vocabulary. Two kept "forgetting" the "finished" work at home. The others were such poor quality, I have not figured out how to grade them.

I am uncertain of why so many students appear so dependent on being spoon-fed and coddled. They were able to select their topics. I know their parents care a lot about their childrens' education, even though they are themselves unable to help, due to their own lack of English. The students have ample opportunities to type and print the work at school or at the public library. I supply many research materials, and take the students to the school library at least once during the process.

I know I was not the most diligent student, but I remember staying up until after 1:00 a.m. typing a paper, pre-computer. Having to rip the paper out near the last paragraph because I made a mistake that white-out couldn't correct is not something you forget. These kids have it so easy. Push-button editing.

Teachers show so many ways to organize information: diagrams, graphic organizers, columns, webs, outlines, and complete sentences and paragrpahs. The process builds upon itself, until ultimately, a series of informative paragraphs has been assembled. Adding pictures (yes, those can be photocopied!) is the icing on the cake.

Yet, the papers I get do not reflect anything except perhaps 30-60 minutes of time copying from a book or website. We all lose, not being able to learn from the experience. The productive students still have to endure the rants of a frustrated teacher, and the others merely wait till the voice stops.

Parents--please don't accept anything but quality from your child. Neatness, following teacher directions, and honest effort mean so much. Meeting a deadline--well, we all know the importance of being on time. Let's teach our kids the benefits.

My Young Scientists

"Young Scientists" are the 4th and 5th grade students who are involved in my semi-weekly Science Club. These students can't get enough of the "how and why" of things around them. Their eagerness to understand and experience some of the everyday mysteries makes each meeting energized and special. The students are like puppies, all trying to absorb and analyze simultaneously. It can be fun and exhausting at the same time!
Our focus has been on "Kitchen Science" for the most part. We've examined carbon dioxide, acids and bases, yeast, and how air has weight. We also examined plant structures, and vegetable spoilage. We've planted bedding flowers in the raised beds outside of the school, to encourage bees and butterflies. I have encouraged the students to keep science journals, but have learned that the journals must stay in class, because they are usually forgotten!
There's only a fe weeks left to the school year. I know we will be planting our "hallway planter" next time. The planter is a repurposed cabinet base and a discarded sink. A drainage bucket is be placed beneath the sink to catch overflow and general spillage. The plants will all be in small pots, and be tolerant of bright sunlight, so they will thrive in the bright lights of the corner hallway. Hand tools and other supplies will be kept underneath, and a lock to prevent anything from walking away. Most of th supplies are from mini-grant from Philadelphia Horticultural Society (Thank you!). I'm hoping the plants will survve the summer in the homes of the students who care for them here. Next year, who knows?

Putting It All Together

The puppet show idea was so inspiring, my more proficient 8th graders chose it as a way to help present their Service Learning Project, dealing with Teen Pregnancy. They researched and wrote 4 scenes, and I simply edited to assist the flow of the story. I videotaped it, and it will be burned to a CD for final submission. It was a lot of fun, and a LOT of takes!
Much of all the classes' lessons involve the applications of the skills and vocabulary they have learned this year, from me and their classroom teachers. My 4th grade students are writing stories about "their magical friend", after comparing several versions of Cinderella stories. I found it intriguing how most of the group simply wanted a magical pal to play with. Speed, being invisible, and "buying stuff" are frequent wishes. No pumpkin coaches for this crowd!
I'm seeing more thought from my 6th grade students, as they analyze poetry with an environmental theme, and 7th grade has been contemplating the effects of The Dust Bowl (1930's) on the national economy and family impacts. I expect this to be extended to a more personal perspective before the month is over.

The whole school is preparing for Multicultural Day, a school-wide celebration at Morrison, that has long been a rite of Spring. I was happy to inherit this tradition, starting from my predessor, and I hope it will continue if I leave. (The District is shuffling the deck and forcing transfers among teachers in Philadelphia, and it is likely I will be one of them. I'm hoping to stay, but know that I will be wherever I'm supposed to be. I dislike the uncertainty, and possible prospect of packing and leaving, but I know I can positively affect students wherever I am. )
Multicultural Day celebrates the things that make the world go 'round--geography, food, art, music, literature, etc. This year, there is emphasis on avoiding stereotyped craft projects, and focusing on a more interdisciplinary approach. For example, graphing population shifts, climate, or examining the history of a traditional art form. Students are really learning about the country, rather than doing "hit and run"-pick-a-country-do-a-craft,or make some food. It's more fun, and it's great to read some of the writings and see some of the art projects in the hallways!
Last week, I got a new student from Haiti, speaking French and Creole. As much as I always enjoy the challenge of new students, I am really appreciating the effort from this student as he transitions into a new country, language, and culture (especially the school culture)! Additonally, it is extra motivation for me to recall some of my "forgotten", unused, high school French. Although I use English in class, I want to be able to compliment his work in a language he understands! The first six months are often the most challenging for a new "entering-level" student. If his time and effort continues during the summer, he will be immensely more comfortable and competent when he starts high school in September.

Many students (and teachers) are counting the days till the end of the school year--I'm more interested in how many more amazing projects my students will complete! Appreciating and applying what you've learned is a legacy that will last a lifetime!

It's SPRING!

I can't believe so much time has passed! At this point, we have completed both ACCESS and the PSSA testing. The challenge now is to keep everyone engaged, interested, and learning new things. The objective of "you will need this for the test" is gone, and other than the regular Benchmarks, the pace has slowed a bit, and we can all take a collective deep breath and then EXHALE.
I like to keep the students engaged, and developing projects by using the skills students know while introducing new things. Integrating creativity while doing cross-curricular activities keeps my students motivated and interacting in new ways.
One of the projects I'm working through has been making puppets with some of my classes. The puppets are basically socks, and sometimes with a cardboard-based body. It's a lot of fun for me, to see how my students create new characters. When my big, shy-guy 8th grader learned to sew button eyes on a sock, and broke into giggles when he grudgingly looked at its new "face"--it made my day!
After writing a short "bio" for each puppet, the students (with minimal guidance from me) composed short skits for their puppets. My 4th grade boys created a scenario for their alien-monster-ninjas. The 5th grade girls contrasted their personalities with a happy-go-lucky singer, and her serious friend. Eighth grade dealt with a party, and which girl the boy would dance with first. I hope to have my more advanced 8th graders make puppets this week. I may give them a specific story line, and have them design and write to that situation. I may let them simply go for it!
I will be doing a similar project with Multicultural Club. PARENTS-please allow your students to gather up any old, unmatched socks in the house--small or large, intact, or hole-y. I have buttons and thread, as well as "yarn" needles that do not have sharp points. A few girls that do know how to sew may use a regular needle--I have those, too. Besides teaching "character development", I have taken some personal enjoyment in showing the kids (especially the boys!) how to sew on a button! Life skills!
After the skits are written, the students will practice "performing" them for the rest of the class. I plan to have them ultimately perform them for a few classes of 1st and 2nd grade classes. The students will have a 'stage', and if possible, I will videotape them, so they can watch it afterwards. I may even get one of our talented tech people to show me how to upload it to this blog, for your own viewing! Keep your fingers crossed for this- I do plan on having the students behind the stage, so you will not see their faces. I think the audio may be on a separate track. I have very little idea how to make that happen digitally, but I've been assured it can be done. I'll let you know!

On another note: Parent-Teacher conferences were this past week. I was disappointed that out of my 35+ students (those are the students I see daily), I only saw parents for 7. Being able to share with parents the joys and struggles of the classroom is important for all of us, to stay "on the same page". I know many parents do not have computers, and are not able to read this blog. Those of you who can (and do!), I sincerely thank you, and encourage other parents to stay in touch with their childrens' teachers. We all make a special investment in the students, and will be more effective in the long haul when we are able to communicate regularly.
Thank you!

Ok-in a nutshell, here's the skills this project develops overall: small motor skills, planning and brainstorming, creative writing, reading, editing, character development, public speaking.

Hard Work, Challenges, More Hard Work...Success!

Two messages in one day!
It's often evident that young people (and sometimes not-so-young) tend to have a sense of entitlement. The world "owes" them something, just because of some circumstance--like breathing? I find it infuriating.

I understand how Life can be unfair or cruel. I've been looked down on, and not just because I'm short. My mother taught me that I would have to work harder and be better, just to be considered "equal". Life isn't always fair, parents tell their kids. Deal with it, work harder, be better than the other guy.

I'm sure you've heard much the same thing. So has our new President. Was his a charmed life? No. Barack Obama's childhood and youth has been publicly documented. He had his problems, too. He worked harder, didn't give up, and has been more successful in the public area than anyone. Imagine being the first African-American President!

Obviously, President Obama is not alone. There are many inventors, pioneers, politicians, clergy, teachers, writers, actors, musicians,artists, explorers, and more who have struggled, endeavored and accomplished things that have become part of American (or world) culture. I want my students to learn from their experiences, just as we want our children to learn from our own.

While I am also still doing ACCESS testing (till nearly the end of February), I am pulling my students as often as possible, and have given them a long-term assignment. This assignment will be a MAJOR part of this marking period's grade. Briefly, this is a reading and research project, which will be due in late February.

Students have chosen a history-making African-American's biography to read at home. They will be making notes of key events, words, struggles, and achievements, and I will be guiding them (during class) in composing a timeline for the person's life. My goal is to enable the students to understand that success is not without personal effort and hard work.

Thank you in advance for encouraging your student to continue to work, not only in school, but also in pursuit of thier personal interests. Through our efforts and their own, we will raise a generation of appreciative, conscientious, successful young people and adults!

Celebrating Culture

You don't have to have a "holiday" to recognize and celebrate something special or timely. This time of year, it's cold, rainy, and generally unpleasant outside. Inside schools, there's always something going on! 

One thing I appreciate so much about what I do, is the ability to recognize and celebrate the cultures and backgrounds of my students, including those in Multicultural Club. We have been spending extra time reading African folktales, and my 6th, 7th, and 8th grade classes are reading biographies of well-known African-Americans, and their valuable contributions to our society and culture. More on that project another time...

In the midst of all this, I want to enable the students to understand that different cultures intertwine, weave, and bind us together, not unlike a quilt. To this end, I am having a special lunch with my hard-working 7th grade class, where we will share (my treat) traditional Chinese holiday foods. I am hoping all of that class will be able to participate, because as with fabric, if you pull out a thread, it leaves a hole, or empty line. Like life, we are in this society together, and our cultures and differences are what bring us together, yet distinguish us as individuals.  

Gaining ACCESS

The end of the calendar year is upon us, with all the hectic holiday activity.For a large part, students have pretty much hung out their personal "on vacation" shingle. We teachers are still doing our jobs, because of the curriculm we follow.
In ESOL classes, we are preparing for the season of ACCESS testing, which will begin after the break. I will be taking class groups for instruction, but on a less regular schedule. My Beginner level will continue to meet daily, however. Other groups may be cut to 2 or 3 times per week. Students are "tiered" by level, as well as grades 3-5, and 6-8. As a result of the grouping requirements and test admisistration guidelines, testing will continue for several weeks.
The areas to be tested in groups are Listening, Reading, and Writing. Speaking tests are individually administered. Nearly all the students are familiar with the style of the test, and do best in the Listening and Spaeaking areas. Reading and Writing are more of a challenge, because they are based on "academic language"-the language of regular classroom subjects. Students need to use language, reason, make comparisons, and draw conclusions.

But for now, we are gearing up to "stand down". There are a major celebrations ahead-Christmas, Hannukah, and Kwanzaa. All are family-focused and joyful. I hope and pray for all of you to have a happy, healthy, warm, and safe holiday! God bless you and yours!

Too Little, Too Much

One thing (of many!) I have learned about my students is that many of them have no homework support. Granted, for some, the parents do not speak or read English. Yet, there is always a neighbor, cousin, aunt, or SOMEONE to come to school to translate when necessary. I asked a Hispanic friend about this, and was told that many parents feel as though school is the kids' job, they have their own work to do. So, those kids have no one to check for directions to be understood, no rubrics or guidelines to be followed.
Unfortunately, the quality of the work isn't checked, either, or even if it was done. I will refuse to grade an assignment that I cannot read. Call me picky...This week, my Beginners had a project due. One really stood out--lots of pictures, 3D lettering, reasonably good sentences, followed nearly ALL of the project requirements. Really nicely done. It seemed too good to be true. I was right. Mom had done all the writing, and drawn the (required) map, although the student had supplied the information. He had glued the letters and photos on, and that was all.
Another Beginner turned in his homework, all correct and neat. The problem? It wasn't his writing. The after-school program worker had written the words. "She wanted to help", he told me. I wrote a note and stapled it on the next homework page: "Your encouragement and support are welcome, but please let (student) do his own writing, so he can get used to the spelling. Thank you!"
Having raised 2 sons, I know the temptation of wanting to help with homework, especially projects. My older son accepted help much of the time, the younger one refused any assistance starting the day we each took a "learning inventory survey". He was 8. (He is now 23. )Our styles were vastly different, and he recognized that how I thought what he needed was what I had needed in order to learn. Ouch.
I encourage parents and other caregivers to do this--
1) Please go through the directions with your child.
2)Make certain the work is relatively neatly done and complete.
3) If they ask for help, have them explain to you what they already know, and see if you can aid ironing out the kinks.

Learning is a process that is often hard work. We all need someone who will encourage, guide, and coach us to be our best, to do our best. That, I believe, is also a parent's job.

draft
11:12:00 AM
by mrsriley
Delete
1 – 1 of 1

Pride in Heritage

My students have an advantage over most of the rest of us. They know where they are from, and they possess pride in their heritage. They know who they are, and have an idea of expectation, based on that knowledge. For those of us who were born here, or are from a long line of Something-Americans, we do not often think about the traditions of our ethnic heritage.

This is one of the reasons why I enjoy facilitating Multicultural Club. It gives students a chance to understand what heritage is, and the traditions of backgrounds other than their own. Up to this time, we have explored mainly foods, music, and folktales. Food has been the most popular!

So far, though, I have discovered that most of the African-American students in Multicultural Club do not appear to have a sense of history regarding their actual ancestry. Grandparents are from Georgia, or South Carolina. There has been no oral history, no something passed down prior to that. I fully acknowledge the terrible sins associated with slavery. This is not about that, but the proud traditions connected to clans, bands, tribes, brotherhoods, and other filial associations of blood relatives. The students do not know what country of Africa holds the key to their personal beauty or ancestry. Some students have knowledge of a mix with Native American or other ethnicity. That being established, the next two themes for Multicultural Club will be Native American and African. These themes are so broad, I am aware that I will not be able to explore a tenth of what the students deserve, but awareness of similarities and differences, based on region is a place to start. I welcome any parental input and assistance!

On the other hand, my Beginning-level students are steeped in their own culture and tradition, and only now are learning their new culture. My 5th grade students just asked me about the first Thanksgiving. I'm happy that my simplified version aligned with what one of their fathers told them! The project assignment (due Monday, 12/1) involves doing a little research (we did that in the school library, and in class) and assembling a poster project about their birth country. All the instructions and goals went home last Monday, with the point values for each of the required elements. It's so important for all children to know their heritage is valued, and to have a sense of joy in their history!

New Opportunities!

One thing I believe in wholeheartedly--we all have a purpose in life, and ultimately it involves doing something that serves others. It may be through work, our words, or just "being nice". Today, at a teachers' meeting, I learned of a new way to "be nice" and help those who need it.


When you finish reading this, go to http://www.freerice.com/. This website is sponsored by the United Nations, and they provide rice to people in Third World countries whenever you correctly answer a multiple choice question, 20 grains per answer. Not much, you might think, but it mounts up as you have fun answering questions, which get a bit harder as you go. You can clink on the link on the site, to see one location where many hundreds of pounds of rice have saved adults and children from starvation.


There are several subjects and languages to choose from. I was able to test a little of my Spanish vocabulary, as well as achieving Level 41 in English vocabulary. Wow, there are a LOT of words I didn't know! There are 60 levels, so I have a long way to go to complete this area! You can do Math questions, too.


I know you are encouraged to do Study Island to help improve your skills in Reading and Math. I'm asking that you also spend a little time regularly to help other children and their families. To boost your efforts, I plan to establish a "Free Rice" Word Wall, possibly right outside the classroom. Whenever you reach any level, please print out or handwrite the 2 hardest words (or Math problem) you just learned. Include the word and its meaning, along with your name. All the information will go on this Word Wall! Let's see how many words and how many people you could help!

Notoriety may be fleeting, and the rewards are intrinsic, but being nice feels good, too!

PS-Look up the words you don't know! ;-)

Making History!

My goal this week is to engage the students, especially 7th and 8th grades, in the immense significance of Barack Obama's election to the Presidency of the United States. This would have been an impossible dream only 40 years ago. Just in my lifetime, America has moved from Jim Crow laws, forced school busing, and segregation to having an African-American man elected to the government's highest office. WOW!
In light of this, the following project has been assigned. It is due next Wednesday, Nov. 12. The grade will depend on the quality of the finished work.
Here are the guidelines:
(the sample layouts will be presented in class, I don't know how to add them to this!

FOR 7TH-8TH GRADE ESOL STUDENTS-
Making History! Poster project
ESOL developing/expanding level

Objective- Students will compile news articles to capture and appreciate the historical significance of Barack Obama’s election!

Materials -

At least 2 English language newspapers
2 banner headlines
1 foreign language newspaper or magazine
4-6 pictures
4 news articles (minimum)
Optional- Internet commentary from other world leaders
Large poster board or tri-fold

“Editorial” comments-
In their own words, student will describe what the historical importance of this election means to them, the country, and the global community. Writing should reflect an understanding of the articles included with the project. Editorial should be centered on the board. Articles and pictures must be neatly cut and glued to the board.

The editorial must be in ink, preferably typed and SPELL-CHECKED.


Sample project layout-

Grading will be based on completion of all elements required, writing, and neatness.

Beginning-level

1 English-language newspaper, with banner headline
1 foreign-language newspaper or magazine, with headline

Students will select 1 article from each paper, with pictures.
Poster board

Editorial- Student will write about why Obama’s election is important to them as a newcomer to America. Basic understanding of the news articles should be reflected in the editorial.

Headlines, articles, and pictures will be neatly cut out and glued to the poster board or tri-fold. Student editorial should be typed, or in ink, and centered on the board.

Sample project layout

PLEASE contact me by phone or 'comment' with any questions or concerns!

You've Got the POWER!

Students- are you happy with your progress in class (my class or anyone else)? Are your parents bragging about your report cards, or just putting it in a drawer? Parents, do you want your children to enjoy the satifaction that comes with real understanding of learning?
There ARE choices you can make to change things for the better! first, there's the obvious: come to school each day, do all the required work, pay attention. Sometimes, however, you might need extra time or extra help. as a student, do you ASK the teacher if they could help you at lunch, after school, nor whatever? Do you ev er do homework with a friend who is really good at the thing you struggle with? Parents, are you hearing teacher's voices all the time, telling you about the struggle your child is having?

OK, let's be serious. ..there IS something we can do! POWER HOUR!! An "extended day" may offer the extra time your child needs. Small groups, focused instruction. If your child scored BASIC on either Reading or Math, they SHOULD be in Power Hour. If they scored "below basic', they MUST attend, or they will fall further behind.

I am strongly encouraging some of my developing-level students to sign up. Parents, if your child is not being successful, please contact the school for the form, if your child has not brought one home already. Few things are as joyful and less stressful as a child who is successful in school!

Limits, Deadlines, and Due Dates

This message is (mostly) for parents...



We all have rules and restrictions in everyday life--speed limits, comfortable room temperatures, bill payments, when we need to be at work, etc. Some limits we don't like or agree with, but we need to operate within them, or deal with consequences we don't like! What mom has had a pregnancy go well past her due-date, and has dealt with different types of fallout, results, and reactions? (We don't want to go there!)

So it is with school assignments, from routine homework to longer-range projects and writing reports and such. Work is DUE on a specific date. Penalties exist for delinquent work. Excuses don't cut it! (Sorry, officer, I didn't realize a residential neighborhood had a 25 mph speed limit.) I know "I forgot it/left it home/lost it" means "It's not done." Not acceptable-period.

My 7th grade class has a biography writing project we have worked on since Tuesday. The due date for the complete, final copy is Monday!
From past experience, I know I can expect the following results-some beautiful projects, some good, and a few, poor quality or MIA. Students have a somewhat revised rubric, which closely resembles the one in a previous blog. They know what do, and how to do it correctly. The limits have been established.

Yes, there are limits. There must be boundaries for students and children for discipline, safety, and to prepare them for the rules and limits of life as future adults. As adults, we should expect RESPECT for what we know, do, and teach our children. We want to keep them safe, and teach them responsibility. We want them to be proud of their accomplishments, and not try to "sneak around" the rules, because that will diminish their personal effort and growth. As adults, we know that the most self-satisfaction is knowing we did our best, whatever the task.

Let's work together to get the best from our students!

"Clubbing!"

This message is all about the clubs!



Science Club for 4th and 5th grades-

We will meet every other Tuesday , beginning tomorrow, October 21. Meeting time is 3:15 to 4:15 pm. I plan to have as much hands-on activities and fun as we can. Full 100% attention from the students is going to be the key to how much we can accomplish each week. Once we get more settled, I will try to print up some of the experiments, so you can do them at home. Additionally, we will eventually write some basic lab reports, reporting our observations. This valuable skill will come in handy when test time rolls around!



Our first few meetings will focus on Kitchen Chemistry--using items found at home. I do not expect to be using "chemistry set" materials. SAFETY is the first concern, fun is second! Your child will be bringing home a "safety contract" for both of you to read, sign, and return to me. this is the first time a Science Club has been offered, and I'd like to make it a tradition!



NEEDED--colorless water and soda bottles, all sizes, but especially 1 liter and smaller . Please wash them out first, so any leftover juice or soda doesn't attract "little critters"! ;-)





MULTICULTURAL CLUB!

This is a club focused on learning the many parts of cultural traditions, and enjoying as many as possible! We will make crafts, food, and appreciate the musical and literary heritage of different countries and tribes around the world. If you have any unused craft or art materials (beads, twine, buttons, etc.) PLEASE send them along! If you have a skill you can teach (weaving, for example), I hope you are able to share this gift and teach us! That would be an amazing blessing!

Also, I would love to add to the classroom/club collection of folktales from around the world. If you have any you would like to donate or share, they may be dropped off any time. Either send them with your child, or if you are at school, drop by room 316. Thanks in advance!



Parents--none of these clubs can happen without your support and encouragement of your child to pursue the joys of learning new things! THANKS!

For Your Information-- Parents of 6th and 7th graders!!

Seventh grade is the year high schools will be looking at when they determine if your child is eligible for any special programs or specific admission qualifications. Parents of 6th graders, this is a "heads-up", so you can help your son or daughter begin to form better habits, in academics, or possibly behavior. Seventh-grade parents, I want to urge you more than ever to encourage your child in academic pursuits, or in the arts, mechanical, or whatever their particular strength may be.

Philadelphia has a great number of excellent public high schools, from the "special admissions" (strong academic, performing arts, or perhaps admission by lottery), to academic/vocational programs.

I encourage students (especially in 7th grade) to start thinking about what kind of work they want to do as adults, that could benefit others. I get many different answers including doctor, football player, veterinarian, artist, and mechanic. We often write about the things we are good at doing, and that make us happy. Sometimes they change their minds about their original dream!

When the high school applications are given out in 8th grade, we research the students' visions for the future, and the type of preparation (apprenticeships, college, etc.) certain careers require. This is a fairly extensive project, using a graphic organizer to address different areas. When the time comes, you will see the rubric!

I am aware that many families move to the States for education and job opportunities, and so their children can have "a better life". Although these children are still very young, it's never too soon to help them to realize their potential as happy, productive individuals!

Teaching them to communicate effectively, orally, or writing, is so important, whatever they choose--

It is a privilege for me to be able to help guide your child!

Under -"Constructed"

I don't know who dislikes state testing most: students or teachers! All year, teachers are introducing concepts and skills we need the class to know by "test time". We do not "teach the test"! We teach the students concepts, information, and hopefully, the skills to do their best.



I have an additional challenge--to help students who are not yet fluent, or even comfortable, in the English language. Once students are here for one (1) year, they are required by No Child Left Behind legislation to take all the parts of the test--Math, Reading, and Writing. For grades 4, 8, and 11, Science is in there, also. Unfair, certainly. Ridiculous in concept and practice--you bet. Should this be overhauled and Changed? You decide (please vote!)



SO--in order to help the students do as well as possible, we often work on a skill known as "constructed response". Basically, a question is asked about a reading passage, the student turns the question around so it can read as a sentence, and ends the statement with information from the story. Then, the student has to find support for their response within the passage. Scoring is based on the clarity and support of the response.



Teachers at grade levels 3-12 (yes, high school, too) work on this skill. Reading passages are designed for grade-level ability. Many students, for one reason or another, read below grade level. Second-language students, depending on their English level, are still learning basic communication vocabulary, and are less competent with academic language ( that's how second-language acquisition works). Teachers are FORBIDDEN to help students on this test. Some areas allow for a word-to-word dictinary, but no definitions. This takes a lot of time, so ESOL students will be testing in the ESOL classroom, not in their regular class. PSSA TESTING BEGINS MID-MARCH.



I will be regularly working on the skill of "constructed response" throughout the year. This week, ALL skill levels will be doing this in ESOL, but focused at the students' language level.



Parents-you can help! When your child is reading a book or story for school (or fun!), ask them a specific question about it, and when they respond, have them show you where their information came from. This keeps you "up" on their reading, and helps them think about what they are reading.



For bilingual parents---please translate this information for a non-English-speaking/Reading parent of a school-age child. If I knew how to translate this into all the languages spoken in my class, I would!

Together, we can help your children to accomplish great things towards their future!

Thank you!

CLUBS!

4th and 5th grade Science Club will meet this Tuesday, 10/21, from 3:15-4:15pm. Your child should be bringing home a "Permission to Participate" form for you to sign.

Multicultural Club will begin Wed., 10/28--same time, same form to sign! Thanks!

"EXCITING" WRITING!

Hello, again!



What's more interesting to read than a story so full of descriptive words you can see, feel, and smell the setting? Does your mouth water when you read about, say, a rich, chocolaty dessert?



The students aren't going to be writing travel brochures or cooking show scripts, but nearly everyone is working on using synonyms and finding brighter, more vivid adjectives to describe what they are writing. In other words, they are going to kick their writing up a notch or two!



Not everyone has an easy time thinking of bright, beautiful adjectives. ALL STUDENTS SHOULD HAVE A THESAURUS at home. Roget's Thesaurus is probably the best well-known, but Webster and Oxford are good, also. I have found the inexpensive dictionary-thesaurus combination to often be disappointing. A thesaurus has an alphabetical listing of words, but gives a list of SYNONYMS (words with similar or same meanings).



Let's try something!

Tell me what you feel when you read "I walked on the beach." Anything??



So what? What kind of day was it? What do you see? Where is this beach? Are you alone? Do you smell anything? Use your thesaurus to find words that mean the same as (for example) blue, hot, or summer. Rewrite the sentence, replacing the old, familiar words with the new ones you just learned!

"I strolled along the warm, pink sand towards the amusement pier, as the clear turquoise waves rolled in. The smells of sunscreen and salt filled my head."



Are you starting to get a picture in your head? Are you there?



Yes, it takes longer, but if the reader wants to keep reading, you did a good job! Don't forget to write NEATLY, or type it, if you can. Mom, if you type the stories, feel free to correct spelling, or run spell-check! However, please do not change the word order of the sentences, so I can see if your child is learning good sentence structure. Thanks!



Please contact me with any questions you have regarding this, or any assignments!