A Novel Lapbook Project

When I was a little girl, I loved it when my teachers would assign me a project.  It didn't matter what the subject as long as it had an element of creativity in it.  Education has certainly changed since the 70s, but my love of the project hasn't!  Although now I see it from a different perspective.

I teach in a Title I school in which 85% of our students are socioeconomically disadvantaged.  When it comes to projects, many do not have the at home support that I had growing up.  As an educator, it is important to keep in mind that many students are working alone on projects without an adult to guide them, or perhaps the support is there, but it is limited.  Projects need to be designed to be accessible for all students, no matter their backgrounds.

Beyond that, standards and expectations are different. My shoebox diorama in 1977 would depict a favorite scene from a book with a sentence or two about it.  I think if I had to make one now, it would have to include a well-written summary free of personal judgments or I would have to use evidence from the novel to describe the scene in depth.

I have seen lapbook projects all over Pinterest and TPT, and I knew I wanted to have my students try something like that as a culmination for books we had read. I had assigned my students a variety of what I called "Classic Books"--books that I remembered reading from my childhood.  My kids were all about the "latest, newest thing" this year and I wanted them to understand that "old" does not equal "bad."  So I gathered up some beloved books written before 1985 (30 years or older was my guide) and hooked them in with some book talks.  And, in spite of themselves, they really enjoyed reading them (and begrudgingly conceded my point.) I needed a book project that I could apply to any book and would meet my 6th grade standards.  I found a few great ones on TPT but none specifically designed for 6th grade--so I decided to create one myself.

I was pretty pleased with what most of them did.  Here are a few pictures of some of them (I forgot to take pictures and when I remembered only a few kids still had them at school.)  I would love to give this product away to the first five people who leave a comment below or email me at ihavetwoquestions@yahoo.com.

 

One Size Doesn't Fit All

If you have ever bought a "One size fits all" shirt, you know that, while it often holds true in theory, the reality is that the shirt really doesn't look good on most people.  For some it is way too large and on others it is too tight.  The shoulders might encroach into the sleeve area and it could hang too long on the torso.  Instructional materials remind me of those shirts.

As I continue my journey into the Common Core, I am looking at working with my third set of instructional materials in math.  Next year we are going to try Eureka Math.  I attended a district training on it and have spent the past few weeks looking over the materials.  There is much I like about it, but there are also parts that are worrying to me.  And it has been that way with all of the instructional materials I have been given for many years now...even before Common Core.

Over the years, I have come to realize that just because a text book presents the material in one way, it doesn't mean that is the correct way to teach it.  As professionals, we need to look at the materials we are given with critical eyes.  Just because something new comes along, it is not necessarily better.  In fact, it might be worse.  It also just might be worse for the group of kids you have in your classroom this year...but it might be perfect for next year's students.   And the following year might require a combination of things that "have worked before" or maybe something entirely different.

Give yourself permission to do what is best for the students in your room--trust your instincts.  Design lessons that get to the heart of the standard, make them as engaging as possible, allow for struggle for that is when real learning occurs.  Start small....as it will get easier.

Teaching is an art, not a science.  It is not about trying to put the same shirt on every student, but instead, it is about bringing a variety of different outfits into your classroom.  It is about encouraging some students to design their own get-up because they are ready for the challenge.  And it is about giving extra support to those who don't feel comfortable in their clothing.

A textbook, no matter how well-designed, will never be able to do that because a textbook doesn't know the children.
But we do.

Who Was Series.....Making it work in 6th grade!

I love the "Who Was" biography series.  Many years ago Amazon was offering them in a 4 for 3 sale, so I decided to grab a few.  I have continued to add to my collection as more books have become available (although I certainly don't have them all!)  Generally written at a 3rd to 4th grade reading level, these books are not only fun to read, but are also informative.  And the kids loved the cover illustrations!   For the past three years, I had my students read a biography and complete a ""Who is Behind the Secret Door?" project.  It used this really cool foldable that I found here.  The kids enjoyed doing this because the "secret door" made it cool.  (You can find the directions and a rubric here for this project.)

However, this year I wanted to do something a bit different.  Common Core Standard RI 6.5 asks students to "analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas."  RI 6.8 wants students to "trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not."  We worked on these concepts together through a read-aloud I did with them called George Crum and the Saratoga Chip.  Then they worked on them collaboratively with the KidsDiscover Ancient Greece magazine--we identified a claim made by the author and found evidence to support the claim.  Then it was time for them to try it independently--but I didn't want them to struggle with the text and the "Who Was" series is perfect for that.

Most of the books in the "Who Was" series make a claim in the first chapter of the book or within the last few pages.  Students had to identify a claim made by the author (I did verify each one with them before they started proving it--I didn't want them to choose a sentence that was incorrect or too difficult to prove.  Only two of the books posed any real difficulty in finding a claim.)  Then they had to prove the claim by citing evidence from the text.  The best part for them was drawing the subject--using the cover as a guide.  They made them about the size of the books --and they really worked hard to make them look good.  After they cut out the person, they traced the outline onto lined paper--I gave them colored lined paper that I found at Walmart because 6th graders love bright colors!   Then they flipped the colored paper over and wrote their response on it (that way the writing was visible when you turned the picture around.)  We taped the picture to the writing at the top and taped a bamboo skewer (also from Walmart) on the back.   Then we stuck them in a foam board I had.  They were so proud of their finished projects.  And they made a great display for our Open House.

Country Fair!

April has been a busy month for me this year.  

Besides the normal day to day operation of navigating a classroom full of hormonal preteen kids---picture screaming girls and too cool for school boys--we have been getting ready for testing.  With the changes in our administration the past few years and the new computer based assessments, things have not rolled out as smoothly as in the past.  However, after many hours of reading and re-reading the test administration manuals, I finally felt I had a handle on it.  The instructions reminded me of slogging through IRS tax code---what should be simple and straight-forward is written in a complicated, vaguely threatening manner.  We have two weeks down, and two weeks left to go.  I think my favorite moment must have been running back to class after our recess break to make sure that we got logged back in before reaching the dreaded 20 minute time limit of no return.  Most of them made it---but there were a few kids who didn't type their log-in information correctly and they didn't beat the 20 minute countdown.  One was laughing hysterically because he forgot the "n" in his name which is why the computer wouldn't recognize him---I did have a thought that perhaps hysterical laughter is not the best testing environment, but since I was just a few breaths of self-control away from it myself, I rolled with it.  All in all, I will say that it was a learning experience for next year.

The other major event that was consuming my life was our annual school carnival, the Country Fair.  The very first year of this event (which was like 23 years ago) it was a small shin-dig with a "country" theme--there were hay bales and themed activities.  The name stuck, but the event has evolved over the years.  Now, it is a school fundraiser (each grade level earns about $300 to use for field trips and what-nots) with about 30 homemade booths.  The teachers and students from our high school Key Club operate the booths.  Our PTA helps to subsidize it by buying the prizes which enables us to keep the ticket prices low ($0.25 per ticket and most games are one ticket to play.)  We sell hot dogs, nachos, soda, and chips.  It really has become an event that is embraced by our community--present and former students love the Country Fair.  It is a lot of work to organize it all, but well worth it in the long run.  I can remember how much I loved my elementary school carnival when I was a child, and how sad I was when it was no more.  My 6th graders are a great help too...the day after the fair, they had the trash removed from the playground, all of the leftover prizes sorted, and all of the games & equipment boxed up for next year in just TWO hours.  (And they worked cheaply too---they got to pick TWO leftover prizes each---the thrill of it all!)

I have a list of all the booths we operate, complete with instructions.  If you would like a copy, please feel free to email me.  I would be happy to send it to you.  Most of the booths are simply made with basic materials.  (Trust me when I tell you that if I can make it, anyone can.)   Some popular booths include the Dinosaur Dig in which we bury many plastic dinosaurs in the sand of our volleyball area--those who find the rare black-footed dinosaurs (courtesy of a Sharpie pen) win an additional prize; the Cake Walk (donations from the families of our first graders); a game called Bug Your Teacher in which little plastic bugs are tossed into cups with the teachers' pictures on them, and the Chicken Coop in which they pick a plastic egg and get whatever prize is hidden inside.  I try to add a new game every year--"Cover the Circle" was in "beta testing" this year (I think I will have to make it stronger in the future--as I only used a piece of foam board from the Dollar Tree when putting it together.)  I purchased  a set of vinyl stars and put a circle in the middle of the foam board.  Each player received three stars to toss to try to completely cover the circle....sounds simple, but it was harder than one would imagine.

Here are a few more pictures from the beginning of this year's Country Fair:

Parent Conferences: 5 ideas to make them a success!

Depending on the situation, parent conferences can be tricky.  Ideally they should be informative and constructive.   A benefit to all parties involved:  student, parent, and teacher.  However, they don't always work that way and an unpleasant conference seems to last forever.

Over the years, I have developed a few rules that I follow to make conferences as painless as possible.

1)  BE PREPARED
It is important to have everything that you need for the conference before you begin.  Collect any data you might wish to share with the student's parents and have it at your fingertips.  Last year I used a notes app to input it into my iPad--right before the conference, I pulled up the data of the appropriate student and reviewed it quickly.  This year, I just used a large index card to jot down all the test results I wanted to talk about.  I also like to have selected student work samples in folder along with the report card.  I include any requests from the office in here (such as address verification, signature cards, etc.)  I will have the students organize their folders for me before conferences begin--this gives them a chance to see their report cards and the work that will be shared.  Which brings me to rule #2....

2) NO SURPRISES
Parents, like most people, don't want to be surprised with bad news.  It takes time to process anger and disappointment.  If a student, a week before conference, decides to vandalize his chair, don't wait a week later and spring it on the parent as she is sitting there.  Send a note or call.   Make sure you have sent progress reports home (and received back verification that they have been seen--that is experience speaking there!!  I have been conned by many 6th graders in the past...the sweetest and most innocent kids in the world!)  Let's face it, a "B" might be a good grade in your eyes, but an unacceptable grade from the parental perspective. And there is no way of knowing that ahead of time.  If your students are old enough, showing them their report cards and having them share their grades with their parents is a great strategy.  I let my students know that the first words out of my mouth are, "Jojo Bear saw his grades--did he share them with you?"  The answer is almost always yes and for those parents who have been kept in the dark, they immediately steel themselves for bad news.

3)  BE POSITIVE AND PROACTIVE

Make sure to find some positive things to say at each conference.  And for the negative things that you have to mention, figure out how to say it in a way to have the child move forward in a positive direction.  Jojo doesn't put enough effort into his work? Encourage the student to put forth more effort to produce work that is more reflective of his ability.  Lolo talks too much?  Suggest that by working on controlling her talking, she will be able to achieve greater success.  Or perhaps that while her talking doesn't interfere with her performance, the other students get distracted which makes it harder for them to learn--and Lolo probably never considered that.  

4) STAY CALM AND DON"T TAKE IT PERSONALLY
Whatever it may be, it is rarely personal.  I have had parents ask me "How many years have you been teaching?" (And not in a good and friendly way.)  I have been told that Jojo says the class is boring and  Lolo doesn't like school.  This past year, I had a parent question a book that I chose to have the kids read in class--an award winning book that was age appropriate.  The child had been reading it for three weeks and the mother waited until conference to bring it up (teachers don't care for surprises either!)  Years ago, a seasoned pro gave me this advice, "It is rarely about you--there might be things going on at home that you are unaware of, there might be long-standing educational issues that you didn't cause, they might just be people who are rarely satisfied."  I keep that in mind whenever I am faced with a difficult situation at a conference.  I listen to the concern, address it (if it is possible,) and avoid getting defensive.  Sometimes it takes all of my will-power to do that.

5) SCHEDULE BREAKS
Sometimes conferences run long.  Sometimes parents arrive late.  Sometimes you need to rest and regroup.  Putting breaks into your conference schedule allows for the unseen to happen and not wreck havoc on your schedule.  I typically will do no more than 5 conferences in a row....that is one hour and forty minutes of being professional, polite, and informative.  Taking a break gives you a chance to catch your breath, stretch your legs, and clear your mind.

Lastly, if you can have the student at the conference, it will make a huge difference.  Sometimes parents focus more on what is minor to you...being able to have the child hear what you have to say allows you to continue the dialogue with the student in the coming days.  This isn't one of my "rules" because I can't control whether or not the child attends.....but I do request and hope for it.  :)

What else do you do to make your conferences go well?

Pi Day!

I LOVE PI DAY!

I own a ridiculous amount of "pi" shirts and look forward to this day every year.  (The fact that it was a once-in-a-lifetime one this year made it even more special.)
In the past we have measured circles to see that the circumference divided by the diameter does indeed equal pi (or close enough considering 11 and 12 year olds are doing the measuring with strings.)

But Common Core took away circles from me.  And I am so behind in math this year, I wanted to figure out some way to celebrate without losing a day of instruction.  Far too much time later I found Frequency and PI on TPT--it was perfect.  We haven't started our statistics unit yet, but I know that when we do, they will remember this activity.  The kiddos got to create a line plot of the first hundred digits of pi.  The instructional pieces were clear, the list made collecting the data simple, and the kids were completely engaged.

We took "pi" breaks and had "pi" moments throughout the day.
We watched this youtube video and sang this song a ridiculous amount of times (they loved trying to keep up.)
I told "pi" riddles (Why do bakers love mathematicians?  Because they have pi!) and talked like a "pi"rate.
I shared a lot of random pi facts.  One of my kiddos was "How do you know all this?"  I think he thought I was making everything up.
Finally, at the end of the day, I passed out this Pi infographic to use to impress their teachers next year and we enjoyed some pie while completing  a Pi Day poster. 

 It was an ePIc day!

Report Card Comments

The second trimester is over.  Parent conferences are next week.  And my report cards are finally done. Writing the comments on the report cards is something that I always spend a considerable amount of time agonizing over.   I figure I have written thousands of comments in my 20+ years, but finding just the right descriptors for each student can be a real challenge--words have such power.  I want to give specific information that can be helpful to my students and their parents.  My kiddos are old enough to understand what the comments on their report cards mean, and they read them with interest.  It is important that they have something to be proud of and something to work toward or maintain.  The ones who aren't working up to their potential need to know that I expect them to do better and that I believe they are capable of it.

I don't know about you all, but when I am stuck on a comment, I type, delete, type, delete, etc--it is so frustrating.  I will often head out to the Internet searching for inspiration.  Often I will come across the perfect phrase that gets me over the hump and keeps my finger from viciously stabbing the delete button once again. I wanted to share some of the comments that I have written this year, just in case any of you out there need a phrase or a paragraph.  

Here are a few (with the generic names of "Joe" and "Jen")--

Joe is a capable student.  When he applies himself, he can produce good work.  However, he has many missing assignments this grading period which have significantly impacted his grades.  Please make sure to check his student planner every Friday evening as missing work is noted in there on a weekly basis.  With greater effort, I know that Joe’s grades would be more reflective of his abilities.   In mathematics, Joe has greater difficulty.  He understands the concepts that he learns but struggles with retention and basic computation. He regularly receives interventions in this subject and I encourage him to spend extra time at home working with basic skills  Joe works well with others and is well-liked by his peers. I have enjoyed getting to know him.

Jen has continued to make good progress toward meeting grade level Common Core standards.  Overall, she has put more effort into her work this grading period and should be proud of her hard work.  In the area of Language Arts, I encourage Jen to work on her word choice and sentence structure to increase the complexity of her writing.  She grasps new concepts in math, but would benefit by developing the habit of checking to see if her answers make sense.  Jen is an active participant in classroom discussions and is a real asset to the classroom.

Joe has continued to make progress toward meeting Common Core grade level standards.  He enjoys learning new things and working with technology.  Joe has continued to monitor his understanding of new material by asking questions when confused and contributing to classroom discussions.  Completing work in a timely manner has been a greater challenge for him this trimester, and I encourage him to use his time more productively in the classroom and to spend extra time at home to finish assignments if needed.   Joe is well-liked by others and is a natural leader.

Jen has continued to make progress toward meeting Common Core grade level standards this trimester.  She has put forth more effort to complete her assignments in a timely manner, but there is still room for improvement in this area.  Jen would benefit by making sure to focus on instruction and to ask clarifying questions when unsure of a new skill or the criteria of an assignment.  She has made improvements in her interactions with other students in the classroom as well as her attitude.  I am impressed by her efforts.

Joe has continued to make progress toward meeting grade level standards.  He is an active participant in all many classroom discussions, and he is able to convey his thoughts clearly.  In math, Joe fully understands the concepts, but he would benefit by checking over his work.  He needs to be sure to learn the different procedures for finding solutions as he tends to rely on his exceptional number sense skills. In the area of reading, Joe still needs to fully support his responses with solid evidence from the text and clear explanations.  He is a voracious reader and his comprehension is excellent. When Joe puts forth effort to produce quality work, he is always successful.  I enjoy hearing his ideas as his perspectives are interesting and thought-provoking.

Here is the link to a few pages of comments.  Please feel free to use any or all that you find helpful.  If you would like me to email you an editable copy of them, feel free to shoot me an email.