I’m not sure what to call what I’m attempting… maybe “author study plus” where the “plus” means more authors and more subject areas? The following is a list of the books I plan to read aloud with my Grade 3s this year as we work to … Continue reading Story, a powerful teacher
I recently put some thought into how I motivate reluctant writers. Sometimes a pencil and a blank page is overwhelming for students. Introduce a collaborative element Teach students how to collaborate on writing projects. This can happen on paper or it might happen through … Continue reading 10 Hacks for Reluctant Writers
How do I even begin to consolidate my learning over the past three days? There is Just. So. Much. My mind is left feeling completely full. You know that amazing feeling of being amongst your tribe? That. Probably the most valuable part of the conference … Continue reading Mind: blown
Wordless books are such a powerful source of inspiration in my classroom. As an immersion teacher, one of my primary concerns for students is always in building their vocabulary (it’s pretty hard to read, write, listen and speak without words), and increasingly, my immersion classroom is also a learning space for ELL students. As a budget concious teacher, I love that wordless books serve my classroom in both English and French.
I find that there is something magical about a book printed on paper and shared with a group of students sitting near enough to see the images. When sharing a book with my class I ask them to be patient as there are sometimes small enough details that it takes a minute for me to show the book around to the entire group.
For very young students, wordless books allow children to demonstrate reading behaviour as they develop the literacy skills to make sense of text.
But wordless books aren’t limited to only very young students. I have used wordless books with every level from Grade 1 to Grade 8.
Wordless books are an excellent source of vocabulary. One of the activities we do is a PWIM (picture word induction method) type activity where students look through the book and “shake out” as much vocabulary as they can find. Students write this vocabulary on sticky notes, which we post in the classroom and use for writing later.
Use them to tell
Wordless books are a great way to take away the intimidation factor in getting students to use second-language vocabulary. As we read, I often ask students to turn and talk to a neighbour about the action occurring on the page. The key to success with talk time is to keep it short! 30-45 seconds max! After that, students tend to get into off-task discussions. This is a one sentence discussion. I will often ask students to make connections or predictions as we read. This is a structured response (In the book when ________ happened, I made a connection to ________ in my own life when______). I don’t use a “fill-in-the-blank” format, but I want students to use a formal structure for responding or predicting and to think critically about their reading.
Asking students to write using wordless books is a great way to take out the intimidation factor of not knowing where to start. There are lots of ways to have students write:
1. Each student write a one-paragraph part of the story. In the end you have one coherent story to publish as a class.
The Book With No Pictures
Now for the complete opposite! The Book With No Pictures is an awesome way to illustrate the power of interesting language and effective punctuation for students. It’s funny and students love to play with the voice of the author.
After reading a book with students I will leave it out as a highlighted book in the classroom library for about a week or so. The highlighted book of the week becomes a hot commodity for a while and then I usually put it away to help it maintain its magic. When I put it back out again months later, students are delighted to “rediscover a book”.
Wordless books are an excellent way to integrate technology into the classroom, too. For me, there is something very visceral about opening the pages of a physical book and I think for children that turning the pages of a physical book is important, too. A good way to integrate technology at this point would be to use an iPad as a part of publishing student work. I have used book creator to photograph each page from the book and add student text directly onto the original author’s page. I have alternated pages (one from the author, one by a student author). This app also allows students to record their voices as they tell the story (good way to integrate speaking as story telling).
I think that wordless books really support the multi-literacies required of children in today’s classrooms. Today’s child is exposed to many types of text where not only the words on the page are important to understanding the message but where images have an equal importance in helping the reader understand.
These days I have been challenged to integrate technology in a classroom where I am not in charge of all of the technology. In the past, I have run a one-to-one classroom and found it easy to integrate technology all day long everyday. Now that I am sharing with the school and have to very deliberately book technology time for my students, it has changed the way we use it.
I have recently begun using GAFE with my students and with some other groups around the school. With my students in third grade, I found that it was easy to integrate by training up a few students and then using them as my “expert” students to get everyone going.
I find that Googledocs is one of the easiest places for my students to work, as they then have immediate access to their documents at home. In addition, I ask that my students share documents with me when they are ready to for teacher feedback. I can use the comment function in the student document and provide students with an immediate, just-in-time, mini-lesson related to their work and they are able to integrate the feedback immediately without having to copy out their entire document a second time.
This has been a good way to interact with students and I feel that it has improved the quality of their work.
I have used edublogs for some time now with lots of success. I like that it meets the CBEs tools 2.0 guidelines (this is key!) as everything can be locked down and moderated by me with lots of freedom for students. There is an app, which makes it easy for students to access. There is a cost for the pro version ($39 for a single classroom with a max of 50 blogs or a bulk upgrade that works out to about $8 per classroom), but I consider one of the costs of doing business. I have always allowed myself a certain budget for classroom extras like smelly stickers, coloured sticky notes, etc… whatever makes it fun to be in my classroom, but have recently begun to allocate my personal budget to technology-based expenses, like blogs. Our Calgary Public students also have the option to blog using D2L, which I think could be fairly easy, but requires students to log in, adding a small layer of complication for young students, but also adding a layer of security.
Students have quickly developed the habits of good bloggers. They visit often. I often use blogs as enrichment work, where students who are “done early” can go and write. In grade one, we use them often for sentence writing using dictée words. In grade four I used them for movie and book reviews, book reflections, and word work.
My students have developed the habit of taking pictures of work that cannot be recorded otherwise (for example, building with shapes) and posting to their blogs. This way students can mark up their work and tag it so that they can easily find it and reflect on it later.
Students have the ability to read and post on other students’ work, which requires some pre-teaching around good Internet citizenship, but even after all these years, I have never had a student post an inappropriate comment.
1. use a common login name and password and make it as short as possible especially for young learners.
2. Set up the edublogs app on your ipad and plug in all student names so that when they go to login all they have to do is find their name and click on it.
3. Name blogs with a common name and link all blogs from your class page. This way students can easily find each other’s blogs.
4. Don’t force it. If you have students who are reluctant to blog you can’t force them to share. My feeling is that we need to respect the feelings of students who feel self-concious about sharing. In the past, I have had these students keep a paper journal when their peers were blogging on the computer or to have them blog, but to lock their page with a different password that was only known to me and her parents.
5. Decide how you want to use the blogs. I have a class blog, which students are welcome to post on, and individual student blogs, which students tend to use most often.
6. Use the blogs OFTEN! I have found that by sharing the fact that I blog, blogging often with students, and frequently sharing their blogs in class, students have become excited about their blogs. It is a way to make their learning explicit and they enjoy sharing.
But aren’t I just making extra work for myself?
I think it’s true that what you do in your classroom must follow your own personal interests and students tend to adapt from year to year. There are teachers who love music and students spend a year learning through music, there are teachers who love art and students spend a year learning through art. Technology is no different. Students in my classroom tend to get an immersion in technology for a year but it’s no different that any other creative extension in our classrooms. It allows students to speak, to photograph, to make movies and to express their learning in ways other than pencil and paper. I find moderating blogs and providing feedback no different than when I sit down at my desk with a basket full of journals and a purple pen (I love my purple pen!) except that I know my students are more likely to read the feedback and questions written on their blog and making edits and revisions becomes simple.
Moderation generally takes me a few minutes per week for comments and the same amount of time I spend marking journals per week. I have everything tied to my own smart devices and tend to moderate “as I find the time”… a few minutes after school, recess time, a few minutes before school.
With blogs, students know they have an audience and I find the quality of their work tends to improve as they know they are being read.
I generally use the blogs for the year I am with students and leave them open to my students for the year following. Most students lose interest in their blogs after leaving my classroom, but there are always a couple who continue to publish without prompting.
I personally blog at the value of wonder to share ideas and keep a record of my “good” ideas. I don’t know about you, but the last time I changed classrooms I moved 10 large Rubbermaid totes. Which is ridiculous. Time to start keeping a digital record of what works and what doesn’t. I love that my posts can be tagged for easy finding later on. Looking for a quick idea to throw in a math centre? I just have to look at my tags.
I have been working over the past few weeks on an author study on Eric Carle with my grade ones. We have been working on the needs of plants and animals in science, so his books fit in nicely. This art project took place in three parts:
1. Tissue paper painting. This did not work so well for me. A half a dozen of my students created beautiful pieces but most had a hard time understanding what the final project was to look like. Nothing ventured, nothing gained.
2. Eric Carle butterflies. Students each painted four sheets of paper. The instruction was to use vibrant colours that were neighbours on the colour wheel.
3. Cut out the shapes to form a butterfly and glue them onto large white background paper. I liked the result so much that I decided to use the same style for our classroom collaborative art project that will be auctioned off in a school fundraiser this spring. I cut small papers 3″x3″ and had students create butterflies, houses, community buildings, and people and plants we see in our community. They were allowed to let the art escape the confines of their paper and the effect was beautiful. I will choose enough art so that each child is represented in the auction piece and the remaining “inchies” will be matted and sent home as Mother’s Day gifts.
Eventually the art will be linked via QR code to the students’ blogs, which will host their related inquiry work on Alberta lakes and animals.