Literary Experiences and Observations in the Classroom

I believe everything we teach is a literary experience yet, I will list the one's that are more obvious!

• There are three read a loud sessions daily. One picture book in the morning to focus us. Four to six picture books after lunch to settle us. One novel/chapter book in the afternoon to teach us. Kass charts with students story elements like main characters, setting, main events, problems and solutions. They review at the beginning and add on details at the end. On Friday morning students vote on their favorite morning book from the four that were read that week. They write down the title, using capitals, and the secretary tallies the votes. I was able to read their favorite book this week, a new book for me, titled Wanted: New Best Friend. The children were able to recall, retell, relate and rejoice in the humor of this book.
  
• The children read the board in the morning for direction on an independent activity.
• Reading Workshop is diverse. Children were asked to bring in a favorite book from home the first day of school. This book stayed at school for a week and a half. The books were categorized based on theme, size, color etc. A math activity demonstrating area, perimeter, weight, pattern and mirror images were elicited with these same books. Kass and I each chose a favorite from the stack and read it to the children. And lastly, the children shared their book with a friend. Other Reading Workshop lessons include a weekly poem that teaches a rime and is fun and engaging. It is read each day by the whole group. On Friday they illustrate the poem and put it in their Poetry Notebook. Care is taken in teaching the children how to draw. Stick people are not allowed! :). Kass teaches phonics (McCrakin) during this time also. The biggest aspect of Reading Workshop is their book bag where they keep about six "Just Right" books. These are books they can successfully read either through the words or the pictures. Thus, picture books are always an option yet, chapter books need permission to be in the bag. The "five finger rule" defines a Just Right book. Each week the children will pick new books for their bag. These are books sorted throughout the classroom. Their are dots on many of the books that indicate their levels. The children spend significant time (developmentally appropriate) reading from their books bags. Emphasis is placed on re reading for details and practice.
  
• Writing Workshop includes a composition book for each student where they will write throughout the year. Handwriting Without Tears and Spelling Review books are utilized. A fun lesson involved three line drawings, simple forms. The student could choose one, two or all three and then draw a picture with them. They then wrote about what they created. Another engaging activity involved the children listening to a description of an alien being. Kass described it's facial features and the students drew the alien. They were all very different and told us a lot about the student's ability and willingness to not only draw but of course hear details. There is a Word Wall with the student's name and photo as well as a word from the weekly poems. The students are then expected to right these words conventionally. There is a Writing Area with blank paper and lined paper, markers, colored pencils, rubbing crayons, glue, pencils, scratch paper, a Family Meeting list for "issues" that need to come to the group, a Book Share list if a student has a book they have read and then want to share with others, and lastly Happy Notes that a student can fill in the To, From and For, ie. "for being a good friend".
  
• Author's Chair culminates Reading and Writing Workshop. The audience is asked to restate what the author just read.
  
• Snack is a literary event. Kids can sign up for News. They tell something and maybe show something and then three questions can be asked. Happy Notes are given out. Book Shares occur and Family Meeting issues are discussed.
• Dolch Word practice will begin in a few weeks. Parents support this rote activity.
• Assessments for spelling were conducted while Kass spends Reading Workshop time reading with individual children to check where they are. I believe DRA's will be conducted before October.
  

The First 8 Days :)

I have had a productive and engaging 8 days with 22 1st and 2nd graders at Chugach Optional. I am benefiting from the role models around me who I meet, plan and collaborate with. I watch closely, absorb ideas by taking notes, collecting materials for my personal collection and by teaching myself. I want to try to mirror my mentor's style and routines as much as possible.

On day one, Wednesday, I was given 15 minutes (or so) to teach Yoga. I created a routine and quickly created a list of kids who wanted to teach their own poses! I teach this everyday, modifying the routine a bit, adding details, slowing them down to breathe and of course adding to the routine with each new pose the children offer. I have been able to stay within the 15 minutes while the children are engaged and improving their technique.

I was asked to be a part of a rotating team of afternoon readers. After lunch the three primary classes split into two groups for reading. The other teachers (2 now that I am involved) have time to prep and plan. I read for 30 minutes, 4-6 books, on 3 different occasions now. I choose a variety of books, mostly fiction and of varied length so that I don't run over the time frame. I love reading to kids!

On day four, Monday, I was given the morning routine to teach. After our 15 minute morning transition with some parents helping to settle their children into an activity at their tables, I bring the class together on the carpet to read a story. We then do attendance (Zangle), lunch count and then calendar (math-Bridges). This all takes about 30 minutes. For the rest of the week I basically did this routine. Kass, my mentor teacher, enjoys reading also so we take turns and she introduces new routines like jobs and then gives the group to me. I have felt very successful doing all of this with Kass' support.

Later Monday afternoon I taught an art project that involved the children making penguins. They worked in partners to make one penguin. 30 minute block. The intent was to make speech bubbles that reflected the rules that were talked about the day before. We did not have time to do the the bubbles this day so I picked it up Tuesday afternoon and taught for another 30 minutes. I cut up the list they brainstormed and gave a strip to each child so they could copy it into their speech bubble. They are now mounted on the wall in the classroom for reflection. (I forgot my camera at school so will post a picture of them later)

On Wednesday I taught the Youngers (1st graders) handwriting (from the Handwriting Without Tears curriculum). I continued with another lesson on Friday.

These were my first experiences teaching on my own during this internship. I am also actively involved throughout the day supporting everything Kass is doing. I feel very comfortable in this classroom and school and I appreciate every moment.

One of the most challenging things for me is keeping a-tuned to the schedule and knowing what will be taught next. Kass over plans (in a positive way) and has many quick things that she can pull out of her bag of tricks. I watch her decide to extend an activity that the children are still engaged in while ending others if children are disengaging. I see when she transitions with physical stretching in the hope that it will change their nervous system response to the next lesson.

I am excited when I use my lesson plan book! The second week looked like a mess with things scratched in and out and moved around. Now that I understand how things are so very fluid, this coming week looks much more tidy. I was also excited when I received my first inter school mail from a teacher friend of mine. These little things help me feel like a real teacher.

The three primary teachers have a planning time together on Thurday. I join in, listening intently, copying down the plans that Kass is writing in the lesson plan book. Kass and I then meet daily to decide what I will teach.

Next week our intern schedule changes. I am a bit sad about this as I would love to continue this process by being completely present. Yet, I know I will gain a lot from our classes along with the time for reflection and preparation. I plan on using some of my mornings to observe the other two primary teachers. So, next week I will have to give up the morning routine time yet, I will be able to continue the story time and yoga.

Kass will allow me to help her teach the math unit on penguins. (Bridges). Tuesday afternoon I will teach them how to play and then make a Travel Game. They have to spend money on their way to Antarctica and this first game is the class against me! Wednesday I get to teach a math and science activity that involves the whole group, ice and water. The goal is to get the water as close to 60 degrees as possible. I will then support the children to write about the process. This math unit will continue through the next few weeks.

A big thank you to Kass, Sharon, Leigh, Anne and the rest of the staff and parents for everything....!

Welcome Board

The theme within and without of Chugach Optional is the birch tree. There is a pillar at the entrance that represents the birch tree trunk while inside there are large shapely leaves hanging from the ceiling. When I was thinking about the Welcome Board for Kass' Family Group I wanted to use leaves. I used the die-cut machine to cut out the leaves, added each kids name and floated them down the river. The blues in the batik background that Kass picked out looks like the flow of a river.

I also wanted a sense of the seasonal movement through the year. I used watercolor paintings by children from Waldorf schools, calendars that I have collected to show the seasons.

Kass has a beautiful board above this display area that she uses to document daily activities, I wanted to tie this into the Welcome Board so people would take notice. I put up a simple saying to catch people's interest. I tried to keep the language simple so that emergent readers would have a chance at reading the board.

I look forward to seeing all the other ideas.

Good luck tomorrow. Kimmer

Incredibly Lucky Intern

I am so fortunate to be an intern this year with Kass Friend at Chugach Optional. There are many reasons I feel this way...

• My children have gone through elementary school at Chugach. The girls just moved on this year. My son Connor had Kass for two years and then both of my girls, Ali and Grace (twins) were in her class also. Thus, I have had four years with Kass already, and at a time in my life when I was able to be in her classroom as a parent.
• The staff at Chugach is a small family who obviously support and like each other. More than that, most are true friends. They have invited me in very naturally.
• Teaching in an optional setting is the only way I really know how to teach. The Primary Team is a group of three, four including me. We plan together and support each other. I am learning how they work together and do things differently. I am so excited by this opportunity to see these long time master teachers in action everyday. The fluidity I know will be available to me within the three classrooms and ultimately the entire school is exciting.
  

These last two days were like old times in a way. Helping Kass set up her room. Yet, there is a big difference in that I know I am a much bigger part of what is unfolding. It will become mine for a time and so every nuance is important and every detail worth noting and understanding.

I thank all of the staff for swishing by me with your smiles and lifting me up as I float through the hall on my cloud of happiness.