Before I Head Into the Classroom...

Another first for me!  Blogging.  I mean, actually setting up and writing a blog.  Not something I really intended to do, but since this year means many changes within the classroom (and standards) I figured this would be a good place to start. 

Our state is implementing the Common Core Standards and technology (i.e. blogging) is a huge component.  Not a tech savvy person, I do try to learn as much as I possibly can.  You know what?  It's easier to ask my teens to do it for me.  Alas, they won't be in the classroom to teach with me, so *insert grumpy voice* I guess I'll do it myself. 

Before you bail, let me just say I intend on keeping an updated blog of all things inside my classroom.  Many of the things incorporated in my classroom are ideas I have found/bought on the internet.  There are so many people who are wonderfully gifted and I try to utilize and form their creativity into my teaching.  There is nothing out there that someone hasn't already thought of, someone hasn't done, or hasn't used.  Ideas morph and shape to fit our own teaching style, needs, and wants.  So, while the year is chugging on, I will share what has worked for me, what didn't---and ultimately, find a place just to relax in my teacher state-of-mind.

As my first post, I would like to say that over the summer I have reflected on moments in the classroom from the previous year.  I had more 'Woot woot' moments than my first year teaching.  *applause, please*  I also tried dozens, and I mean DOZENS of new things.  Some were self-inflicted, while others were administration inflicted. 

Last year our school adopted a new reading program; a basal reading program.  I didn't have a hard time adjusting to it because it was JUST my second year of teaching!  Yet, I know several teachers had to switch gears from what had become 'normal' for them.  I was also trying to incorporate the Daily 5 program (aka The Two Sisters) at the same time.  Not. Fun. At. All.  Trying on one new pair of pants is all fine and dandy, but have you ever tried on two at the same time...and different brands???  Well, you look sorta goofy in the dressing room mirror.  It was a struggle to zip and button those pants, but I did get an idea how they felt--at the same time.  Not a great analogy, I know, but you get the idea. 

I will share with you an idea/concept I intend on keeping this year.  It is called The Great Poetry Race (link at bottom).  I found it on TeachersPayTeachers (TpT) and as usual, morphed it to fit my wants.  During the routine teaching of reading, I felt that 'formal' fluency teaching just wasn't going well.  There wasn't enough time spent reading aloud, nor were there many opportunities to read different types of poetry.  Our poetry unit fell in April, and I wanted to expose my students to different poets and forms of poetry WAY before then.  So, I searched on the web and found out about the GPR.  Let me say, it was FABULOUS!!!  My students LOVED...HEART...LOVED it!!! 

This is how I did The Great Poetry Race.  Each Monday students were given a poem.  On the back of the poem was a 'listener signature page'.  It was simple.  Students read ALOUD to someone, that someone then signed the page (and dated).  They had all week to do this.  They were allowed to take it home, and read to anyone who could sign their first and last name.  Here's why:  there will be a student who WILL try to cheat.  He/she will sign names for people they have not seen.   So, I had to make up rules that fit situations.  I allowed students to read to family/friends over the phone, as long as a parent/guardian signed the name and wrote 'phone' beside the name. 

Anyway, students who brought back their SIGNED paper on Friday (with more than five signatures) earned five points.  Normally, I don't give a homework grade because I  have students who would receive little to no help at home. But I do give 'participation' points.  Now, I know teachers are thinking "Wow!  That's a lot of points!"  And I realized it really could be unless I adjusted the amount of grades.  It all worked out (no grade inflation, promise).

Now, my students had plenty of opportunities to read and there was a condition attached to this:  they had to read to me.  Every Monday morning I would present our poem with a flourish (and rounds of cheers and applause, SERIOUSLY) and would read to the class.  Then we read it together.  I explained any words that might be unknown or confusing.  I tried to pick funny poems and classic poems.   Kids still love Emily Dickinson and Edgar Allan Poe --YAY!  I should probably apologize to my teacher-friends, as my students bugged them quite a bit reading to them!  (Yeah, get ready for it...we are starting the year off with this!)

The student with the most signatures won the race for the week.  They received a medal and their choice of something from the treasure chest.  Let me tell you, the winner is so proud that they will wear that medal all day, the next week, the month... Then, I took all the papers that met the conditions and drew at random two papers.  They won something as well!  I had a paper with each name and would write the signatures in the appropriate box for each student.  The graph was kept in our reading center (on the board) so it could be seen by students.  At the end of the year, all the signatures were added up and the top three students won a special end-of-the-year prize. 

Before you ask, NO late papers unless that student is absent.  That's all you have to do!  Students will love it, it isn't time consuming, and what better way to build fluency outside of the classroom?

I have another idea I am keeping for this school year, but that will be saved for another post! 
Until then, keep on seeking for some normalcy!

http://www.teacherspayteachers.com/Product/The-Great-Poetry-Race-Fluency-Kit