Monday, June 13, 2016

Cute Doesn’t Cut It in Teacher-Created Curricula

The classroom was buzzing with activity. Students happily chatted away while cutting out construction paper figures, occasionally glancing at the teacher’s sample to figure out how to put the snowman together. It was winter, and students were creating snowmen. On the snowman, they were to attach a round writing template and write about a favorite winter activity.



By all appearances, the students were making great progress. They were accomplishing their tasks with independence, building fine motor skills, and they were writing. Accommodations could easily be made for students; one might dictate a single sentence to an adult, while another might write a paragraph. But something was missing.

“Hmmm….” I pondered.  “What’s the point?”

While the students were clearing clearly enjoying the project, very little learning was actually going one. There hadn’t been a writing lesson preceding the craft project. And, students would not be receiving feedback on their writing or expected to revise their work. Rather, the snowmen would be posted in the hall as a cute bulletin board displaying student work. That was the point. It was cute.

Therein lies the problem with “activity-based lessons” – those lessons that are designed to keep students busy and create something cute to take home. In this age of increased expectations, cute doesn’t cut it.

When teachers design curriculum to use with their students, it is essential that they have a clear, objective-based purpose for each lesson.  Otherwise the lesson becomes a time-filler.

Think of the classroom as a cruise ship.  The passengers (students) are headed to a destination (the learning objective). The captain’s job is to navigate to the destination.

The teacher is the captain of the ship, not the activities director. It’s the teacher’s job to guide students to accomplish goals, not to simply fill the day with fun activities. We set goals that are based on clear objectives. Without having a destination in mind, we could find ourselves wandering aimlessly in the vast ocean of education.


Creating curriculum is one of the great joys of being teacher, and teacher-created curriculum is clearly the most beneficial to our students. We know what our students know and what they need to know. We need keep in mind that with the creative outlet that curriculum development gives us, we have a responsibility to keep our lessons focused on our goals. Because lessons that have that cute factor (and nothing else) just don’t cut it.


Sunday, February 28, 2016

From Veteran Teacher to Novice Librarian

Has it really been a YEAR (?!) since my last post?  So many exciting things have happened. I am now a teacher-librarian in our wonderful school. It is a perfect fit for me, and I love working with all of our kids, instead of just those in my classroom.

It's been a steep learning curve, but I have learned so much this year about what being a teacher-librarian means.  Fortunately, I have had a lot of help from many, many people. (Shout out to Lorrie, our amazing former, now retired, librarian; Susan, librarian extraordinaire a nearby school; an dedicated crew of volunteers who have taught me so much -- too many to name; and the supportive group of experienced librarians our district library services department).

What Does a Teacher-Librarian Do?
Being a teacher-librarian is not just about reading a story and then helping kids find and check out books. That's a tiny part of my job. I've described my new job as 50% teacher, 50% retail store manager -- except that I'm not "selling" anything (technically). The reality is that I'm selling kids on reading.

Teaching in the Library
I teach each class of students in our K-5 school once a week. That's 27 classes. I work with K-2nd for 30 minutes and 3rd-5th for 45 minutes.  I typically teach a lesson for about half the time, and help students with checking out books for the other half.  I'm fortunate, because I have library volunteers who manage the check-in/check-out process. That allows me to work directly with the students.

Figuring out what to teach has been easier than I had imagined it would be. That's thanks in large part to the American Library Association's published Learning Standards.

In a nutshell, my lessons focus on...

  • Developing a love of literature (I get to share great books with kids!)
  • How to access library resources (books, digital media, etc.)
  • How to evaluate library resources
  • How to use library resources
  • How to understand library resources

Managing the Library
The other part of my job is managing the library's resources. We have over 13,000 books in our library and another 1,000 digital resources. It's my job to make sure that those resources are well maintained and up-to-to date. Fortunately, I worked in retail management for a couple of years when I was just out of college, so I have had some experience with inventory, budgets, reports, staffing, etc.

This part of the job is quite different from classroom teaching, but I'm loving it!  I'm a pretty organized person, and I like having things "just so", so I'm pretty comfortable with the order in the library.

Thinking About Becoming a Librarian?
If you're thinking about it, leave me a message in the comments! I'd be happy to share my experiences as a novice librarian with you!

Monday, January 19, 2015

Make-a-Wish Fundraiser Bundle

When my friend Melissa Cloud at A Teaspoon of Teaching mentioned that she was looking for donations for a Make-A-Wish fundraiser bundle, I knew I had to jump on board. You see, we are a wish family.  My son John was granted a wish trip 2 years go.  It was an amazing trip for our whole family, and I am so grateful to Make-a-Wish for giving us that time to reconnect after a horrific year.

I know a lot of people aren't quite sure about what Make-a-Wish does. Make-a-Wish grants wishes to kids who have a life-threatening illness. The purpose of the wish is to give the kids something that they want to do, to be, to have, or to go a place they want to see. It gives the kids and their families something positive to focus on besides "the disease", and the results are life changing.

John's wish trip came at a point when we were all still reeling from his diagnosis of a life-threatening autoimmune disease and months of chemotherapy. We were scared and unsure about what his future held.  Our lives were full of doctor's appointment, hospital visits, blood tests, surgeries, and the adjustment to living life with Wegener's Granulomatosis.

HIs wish was to go to Washington, D.C. He loves international politics and wants to study international relations.  He also wanted to look at D.C. colleges.  Quite simply, it was amazing week. In addition to looking at colleges, we had behind-the-scenes tours of museums, monuments, and the Capitol building. One of the highlights was when he got to stand behind the podium of the press room in the Capitol.

When a child is granted a wish, it's because he or she has a life-threatening disease. When that happens, the disease affects the whole family.  For some families, that condition is something the child was born with and lives with every day. For other, it comes with no warning. From that moment on, life changes irrevocably. That's what happened to us.

John's Story
In October 2011, John was a healthy, active 14-year-old.  He was a top student, a member of the track team, and the captain of the 9th Grade Football Team at Albuquerque Academy. He was in peak physical condition. 


A week after football season ended, John began complaining of mild joint pain. On November 9, the pain in John’s knees and feet was so intense he couldn’t get out of bed. His pediatrician ordered blood tests for joint disease. Two days later, the blood tests come back negative, but over the next week, John’s joint pain worsened. We asked for a referral to NM’s only Pediatric Rheumatologist. The earliest appointment was in January.

We were frantic. We knew something was seriously wrong because John was in so much pain. Another doctor's appointment revealed that he had a large amount of blood and protein in his kidneys, It was Thanksgiving week, but thanks to the intervention of a family friend, the rheumatologist stayed late one night to see John. During the appointment, John's condition rapidly deteriorated.  He became so weak he couldn't walk, his eyes were red and swollen, and he was exhibiting neurological symptoms.  The doctor said he had to be admitted to the hospital immediately. 

That night, they took 12 vials of blood to begin 45 blood tests. Over the next two days, teams of doctors streamed in and out of the room, conducting their own exams. He had CT scans, MRIs, x-rays, blood tests, and ultrasounds. The specialists were stumped because none of John's symptoms fit together. Among other issues, he had a high fever, optic neuritis, ear infections, nosebleeds, “spots” on his lungs, blood and protein in his urine, and neurological deficits. They suspected he might have picked something up during our travels to Africa, Mexico, or Central America, and were researching tropical diseases.


Two days later, on Wednesday, November 23, a blood test had came back positive for high levels of ANCA. The diagnosis was Granulomatosis with Polyangitis (also known as Wegener's Granulomatosis, Weg/GPA). 

The medical team began treatment immediately with prednisone and Cytoxan, a chemotherapy drug. Despite receiving treatment, John was in acute kidney failure. A kidney biopsy revealed that the disease had attacked 90% of John's glomeruli (filters) in John kidneys. They decided to use an extreme measure to save his life – plasmapheresis. During one treatment, John had an anaphylactic reaction to donor plasma. The quick actions of the doctors and nurses on the floor that day saved his life.

Fortunately, plasmapheresis worked in halting the deterioration of John’s kidneys. They began to improve. On December 9, after nearly 3 weeks, he was released from the hospital. 

Within a few weeks, John was back in school. While he no longer takes monthly infusions of Cytoxan, he takes an oral chemotherapy drug and prednisone daily. His prognosis is good. This disease is not curable, but it is treatable. He continues to battle the disease with his strong will and positive attitude.  

He's a senior this year, and is trying to decide which college he will go to.  The D.C. colleges that he visited during his Make-a-Wish trip are among those at the top of his list.

Make-a-Wish Bundles
If you are a K-12 teacher, and you are interested in supporting Make-A-Wish, please consider purchasing one of the following bundles. I know we'd all love to see another child's wish granted!

Grades Pre-K-2nd Bundle
Grades 3-5 Bundle

Grades 6-12 Bundle

Thursday, January 8, 2015

Literature Links: Something About a Bear by Jackie Morris

Next week we will be starting our "Goldilocks and the Three Bears" Thematic Bear Unit. I love the bear unit in winter because it feels so cozy. I can't keep myself from yawning as I read Sleepy Bears by Mem Fox. My classroom already has teddy bears hanging out in the book nook.

I found a new book this week that will serve as the perfect introduction to the different types of bears we will study.  Something About a Bear,  by Jackie Morris, was featured on the International Reading Association's "The Best Picture Books of 2014". As soon as I saw it, I had to have it.

It arrived today (thanks, Amazon Prime!) and I have to say that I am not disappointed!  Take a look at the gorgeous illustrations!


The book is beautiful, and I love the flowing text that introduces the distinct characteristics of bears around the world.

I hope my students love it as much as I do!

Thursday, November 20, 2014

Turkey Time! Keep Activities Meaningful During Thanksgiving Festivities

I don't know about you, but the week before Thanksgiving is one of the more challenging of the school year. In my district, we have parent-teacher conferences right before the break, which means I have an added layer of objectives to reach this week.

Don't get me wrong -- I LOVE parent-teacher conferences because I get to brag on my students to their greatest fans. But, I have a lot to do if I want to gather meaningful work samples which serve as formative assessments, and complete summative assessments that will direct our progress forward.  (I love using my assessment journal this time of year because the assessment pages give me so much information about my students' progress!)

In other words, this week, I need to...

  • test kids
  • get last minute work samples
  • keep them engaged
A couple of years back, I made a goal to transform Thanksgiving week away from being activity-based (meaning, a lot of things to do, but not a lot of substance), to being instructional activity-based (meaning, the things we do have a meaningful, instructional purpose).  

One of the things I came up with is this cute turkey craftivity that focuses on research and informative writing skills. The kids are loving Turkey Time, and I love the time I get while they are working on their research, writing, and craftivity!



I tie the theme together with fiction turkey books. A class favorite is Run, Turkey, Run! by Diane Mayr.  The kids love calling out "Run, Turkey, run!" 

I hope you have a happy Thanksgiving, and that week leaded up to it isn't too stressful!  Enjoy your family time!



Sunday, November 16, 2014

Sunday Spotlight! Harvest Time Center Activities



Today I'm putting the spotlight on one of my favorite products for fall.  It's on sale for 20% this week.

I especially love this one the week before Thanksgiving break -- when I am getting ready for parent-teacher conferences.  These center activities are the perfect way to keep students meaningfully engaged while I assess individual students.




This set includes everything you need to set up a center routine. 
•5 math centers
•5 ELA centers
•a list of recommended thematic literature and informational text connections
•display cards (to use on your center rotation schedule and materials tubs)
•blank student name cards (for your center rotation schedule)
•student/center rotation tracking form

Each activity comes with...
• cover page
• activity cards
• cards holder label
• directions card
• response worksheet



Next, I'm putting the spotlight on my of my favorite stores!  Check out 3 Sassy Sisters! 


This trio of sisters creates bright, colorful classroom displays, and high quality thematic activities to keep students engaged. I love their stuff! You can follow them on Facebook and at their blog. They are fun, creative, and energetic!

Would you like to join the Sunday Spotlight linky? Hop on over to Countless Smart Cookies. Here's what you do:

Here's how SUNDAY SPOTLIGHT works: 

1. Pick a product to spotlight from your TpT store. Put the products on sale for at least 24 hours. The amount in which you discount is completely up to you. Write a description in your blog post about your product(s)! If you have multiple products you'd like to spotlight, go for it! If you want the product to stay on sale for a longer time, go for that too! 

2. Pick another TPT-er to spotlight! Post a description of their store, put the link of the store/Facebook/blog/any social media site they use to your post. Encourage your readers to follow the teachers you spotlight and leave feedback! We wouldn't be the great teachers we are if we didn't collaborate, right? ;) -RIGHT! What you share with your readers is up to you and the seller! 

Have a great weekend, and enjoy finding some new teacher creators to follow!

Saturday, November 15, 2014

You Oughta Know About a Reading Group Tool Kit



For today's "You Oughta Know..." blog hop, I decided to write about a tool kit I've been using with my reading groups.  You would think that I'd have figured this out earlier.  Such a simple solution to a complex problem!

The problem: keeping my students engaged during reading groups. I'm not even talking about the rest of the class (I use work stations to keep them engaged).  I'm talking about the four kids who have to sit and listen while one student reads a page orally.

The solution: I created a reading group tool kit with things I had around the classroom. Suddenly,  my students are engaged, even when they are not the one reading orally.

The Tool Kit:

  • transparent discs
  • craft sticks and googly eyes
  • dry erase markers and clear transparency film
  • rubber bands


Here's a quick over view of how I use the tools:
  • Transparent Discs (the kind we used to use with overhead projectors): Have students pre-read the text. They mark words according to your directions. In this reading, I had students mark all the words they knew by sight.  Sometimes, I have them mark specific word patterns or sight words. On other days, I'll have them color code words (i.e. they mark sight words red and phonetic patterns blue).  The advantage is that I can quickly assess what as student thinks they know so I can focus their attention on decoding strategies.
  • Craft Sticks + Googly Eyes = Tracking Stick (to help you keep your eye on the words...): Glue a googly eye to the end of the craft stick.  Have students use the tracking stick while other students are reading the text. Again, it provides me with a quick assessment of who is actually tracking while another student reads orally.  

  • Dry Erase Markers + Clear Transparency Film  (I'll upload a photo when we use this tool next week): Have the students pre-read the text for decoding. Have them each place a piece of transparency film over the page, and mark the page (per your directions) with the dry erase marker. Example...mark the words with a specific cvc pattern, or circle the punctuation mark that shows excitement. Again, you've got a quick visual assessment of what they students can do.
  • Rubber Bands: We use lots of terms when reminding kids to use a variety of strategies.  "Tap it," "Chunk it," "Stretch it..." The rubber band provides a visual and kinesthetic tool to stretch words out to hear the sounds. They love it! (So far, no one has shot a rubber band at someone else!)
What tools do you have in your reading tool kit?