For the past few weeks now, we’ve been chatting about our plans for summer reading in class. The fifth graders have shared book recommendations with each other, chatted about when and where they’ll read this summer, and have even made plans to connect with each other around their reading while they’re away from school.
After casually chatting with each other and recommending books the past couple weeks, we sat down to draft our plans today. Because we spent so much time thinking, talking, and jotting about our plans, the kids were ready and anxious to get drafting today! Some students sketched their ideas, some wrote paragraphs, some created charts- all the plans were different and created with each fifth grader’s personal vision of their summer reading in mind. No two plans looked the same.
In addition to choosing which books they’ll read, they discussed how they will access their books, when and where they’ll read, and how they will connect with others around their reading. A few fifth graders made plans to connect with each other digitally and two groups of students formed book clubs that plan to meet in person.
Many will access books through our local libraries and our online middle school digital library. Some asked if they can borrow books, and I said yes. Even though they are heading to a new school next year, I trust I will get (most) of the books back. Part of the reading plan for students borrowing books is figuring out how they will get the books back to me- some will send the books back with younger siblings while others will figure out different means to get them back to the classroom.
While drafting their plans today, the fifth graders were truly giddy with excitement about the possibilities to come. This entire school year, my biggest goal, my most important goal, was to make choices as a teacher that would lead my students onto a path of lifelong reading. After watching and conferring with them today around their drafted plans, I feel like that goal is on its way to being accomplished. Simply put, it feels really good.
Tomorrow, we’ll revisit our drafted plans for revision and then start to generate ideas for putting the plans into place. One of my posts next week will share a few finished plans for summer reading. Until then, here are a few drafts…
For some further thinking on summer reading, Kari Yates and I share some ideas here.
The absolute best thing that has happened in my classroom this school year has been our commitment to reading a picture book a day. Now, I say our instead of my because this is a group effort between my students and me. A few months ago, my fifth graders decided that they also wanted to choose and read aloud books to the class. You can read about that here.
Somedays, our read alouds are hilarious and have us all laughing out loud. Other days, they get us thinking about something we studied in a content area. On days like today, they bring about an incredible conversation that we’ll hold with us for a long time to come.
While reading the book aloud, we stopped at a few spots to discuss Harvey Milk and what an important contribution he made to humanity. Our conversation took a turn when my students learned that he and Mayor George Moscone were assassinated for being who they are and standing up for all people. The conversation then went on to discuss how we might react when we see, hear, or face discrimination- if we don’t feel safe standing up to a bully or bigot, we know there is safety in friendship. Showing someone kindness, understanding, and friendship is something we can always feel safe doing. It is something that will also spread the feeling of safety to others. We can also always report bullying and bigotry- the safe ways to do this were discussed.
Then, the conversation took an even deeper turn. One of my students shared that her older sibling in 8th grade is transgender. She went on to describe how she hurts so much knowing that some people make her sibling feel bad just for being who they are. As she was talking, another of my students put their hand on her shoulder just to send a message of love and support for her sibling.
Another student shared that her cousin is gay and that he’s a cheerleader. She bravely told us that at first she thought it was weird, but then she realized over time that nobody can make the determination of what is weird or not for someone else, and that her whole family loves her cousin and they love watching him cheer.
Another student said she felt it was “disgusting” that there are people in our world- in our community who feel they are better than other people because of how they were born. Yes, she said disgusting. I told her that I agree.
Picture books make all topics of humanity accessible. They give us an access point from which to have safe discussions about topics we may not know how to approach. On our classroom book a day journey, I’ve realized more and more how as adults, we are the ones who tend to make things awkward and uncomfortable- kids don’t. Kids seem to get it. Kids see and understand the humanity and worth of their fellow human beings in a way that has unfortunately, and terrifyingly escaped many adults. Participating in classroom book a day this year has only confirmed this idea again and again.
Post #6 in the Last 20 Days of Literacy Series… Written in quite a rush after the teaching day and right before heading to the Shark Tank in San Jose to see my beloved San Jose Sharks take on the St. Louis Blues in game two of the Western Conference NHL Final. GO, SHARKS!
After our class novel read aloud for the day, I introduced my students to a new project we’re embarking on as a reading community. I told them that each of them will create slides to accompany a book talk that they will give on the day before our last day of school. Their task was to think about and choose the book that meant the most to them this school year for this project, and create the book talk and accompanying slides around it.
Cheers erupted! The fifth graders were so excited to jump into this new project! We’ve both written books talks and created Google slides before. So, I decided just to let them have at it. I figured they could just start without having to listen to me talk much further. So, after not saying much more than that, I invited them to get to work.
A few students jumped up and proceeded to walk to different areas in the room to grab their reading notebooks, Chromebooks, and pencils. Others walked over the the Books We’ve Read Together bin to look through our class read alouds to jog their memories about the different books we’ve read as a group this year.
However, over half of my class remained in the meeting area. One student asked a question. I answered it. Then he got to work. Another student did the same.
Eventually, I had a line of students in front of me who needed clarification about our work for the period. At first I was admittedly a tad frustrated- why weren’t they just getting to work? We’ve done this before. They know how to do this! What’s the issue…
I then realized it. It was like a big lightbulb went off while ten students were staring at me waiting for their turn. I was the issue.
Clearly, I did not model, show an example, or even sufficiently explain how to get started in this work. I made the assumption that they could just get started without much direction of any kind, and I assumed wrong.
Sure, many of my kids were off and running with their pencils flying across the page or their chosen books already in their hands being reread. However, most were not. I did not give most of them what they needed to get started. So, instead of letting it go and answering their questions individually, I stated out loud, “Please quickly give me an indication if you feel I need to better support you in getting started.”
Heads started nodding, a few hands went in the air, some gave thumbs up, and a sense of relief washed over many faces.
So, we started over. Those who wanted to keep working kept working. Most met me back down in the meeting area and I got a do over.
When I was in my teaching credential program at San Diego State University back in 2001, a wise professor told our cohort of eager student teachers this about classroom management… “When there’s an issue, first look in the mirror before you look in the microscope.” I keep this advice with me even 18 years later.
After looking in the mirror, realizing I was the issue in class today, and then forgiving myself and reteaching the lesson, my students started writing and creating some incredible book talks and slides.
A few years ago, I was given the best advice about teaching math that I have ever received.
“Christina, you will start feeling more comfortable with teaching math as soon as you make the decision to approach it in the same way you teach literacy.”
Those words, spoken by my friend and then math coach, Mangla Oza, have stayed with me years later. Mangla’s words have propelled my math thinking and my students’ math learning forward since that day.
Like many of you, as an elementary school teacher, I am responsible for teaching all subjects- not just the subjects that I have most intensely studied as a student myself. If you’ve taken a look at the requirements of elementary school teachers, or if you are one yourself, you know that this is no easy feat. In my multiple subject, self contained, fifth grade classroom, lesson design, implementation, reflection, and redesign is a constant process- the kids are new each year, therefore so are many things I do. No two classes ever receive the exact same experience- nor should they!
So, for the past few years now, I’ve held Mangla’s words close. Those words have actually guided much of what I do across the entire teaching day. I now approach math (and all the other elementary school subjects) with the same thinking that guides my reading and writing decision making.
When thinking of a new lesson, I first think about what my students already know. Then, I consider ways to get them interested. More often than not, the way to get them interested is to tap into their curiosity and invite them into inquiry.
I attempted this on Thursday and Friday when we we started a study of circles. That’s right- Pi Day came late to fifth grade in room A1 at Nixon School this year. Back in March, on March 14th specifically when Pi day is traditionally celebrated in schools, we weren’t in a place in our studies where we could just throw in Pi. It would have been out of place and not exactly meaningful. Now that we are concluding our geometry unit, I thought I’d introduce it. I knew the interest was there, and gauged that my kids were ready to dig into this study based on many different assessments- informal conversations, observation during group and individual work, and student math work samples.
After some informal assessment- asking who was familiar with pi and how to measure the dimensions of a circle and listening to partner talk, we dove into inquiry using this web page on Smithsonian’s site: A World Full of Circles.
As an entire class, we viewed the first two circles on the page as a group. I invited students to ask and jot down questions, describe what they noticed, and to think about these circles using our first draft of a guiding question: Why are circles important?
After doing this with the first two images, I invited students to go through this process on their own or with a partner. So, they busily got to work observing, wondering, noticing, questioning, chatting, and jotting…
After my students’ exploration time, we shared our thinking, questions, wonderings, noticings, and observations as a whole group. My entire goal for this first day was to get students thinking and wondering about circles and why they are important. Well, as a group, we came to realize that important was not exactly the best word. We revised our initial guiding question of why are circles important, and narrowed down our new guiding question to a few contenders:
Why do developers make communities and other places circular? Why and how are circles so often found in nature? How can circles be made to look perfectly symmetrical? What more can we learn about circles to apply our own lives?
The next day in class, we revisited circles. We talked a bit about our ideas from the day before and angled our workshop time to explore circles found in the classroom. So, I invited the fifth graders on an exploration of sorts- I invited them to view the classroom in a way they never had in their first 164 days there. I invited them to view it as a place to explore circles.
After student exploration around the classroom, I then introduced a way for us to think about how mathematicians might start to measure and compare circles. I wrote terminology used when thinking about circles on the whiteboard, modeled how to measure the different aspects of a circle under the document camera, and then invited students to try it on their own with the circles they found in the classroom. So, off they went to explore measuring circles…
Many students in class already had background experience with this vocabulary, as is evidenced in some of their writing from the day before. But, for others, it was brand new.
Having the time to think about this terminology, apply it to the work they did in discovering and exploring circles around the classroom, and then ultimately reflecting on what they learned through discussion and writing (some examples of this are seen below), naturally provided access points for all students. They all came to this work with different understandings about circles, and were all offered a way to explore them that hopefully fit their academic and intellectual needs.
In reflecting on the past two days’ math lessons, I’m realizing that the more I infuse the moves of good literacy instruction into my math lessons, the more engaged my students are with the work. The more engaged they are with the work, the more they will benefit from it.
Some of these moves I borrowed from literacy instruction included invitation into inquiry, reading and viewing images and descriptions, lots of group and partner discussion, writing to question/wonder, writing to think, writing to discover, and writing to reflect.
I used to think infusing literacy into other subjects meant reading aloud a picture book to go along with a lesson. I still think this is a good practice, but I now know that this practice needs to be a bit more intentional…
On Thursday, the first day of this study, I decided to read aloud a picture book that I felt would complement the lesson nicely. If you’re an upper elementary teacher or middle school math teacher, you probably guessed correctly that I read aloud Sir Cumference and the First Round Table. During the first few pages, my fifth graders loved the clever play on words, and even tried to figure out the math diagrams displayed on the pages. Then, the conversation took a different direction altogether…
"Why is it all men at the round table?"
"The one woman is solving problems and not getting any credit."
"That's not right."
"But, it's fiction!"
"Well, the author could have decided to make things different."
I couldn’t help but smile inside when this conversation arose. It certainly isn’t one I intended, but it was an unintended bonus. My thinking then went into a different place. I thought that maybe this isn’t the best book to share with my students because it perpetuates the misguided idea that men need to be in charge. However, without this book, this conversation wouldn’t have happened on Thursday. It’s just something more to reflect on, and should probably be a whole blog post on its own.
Who knew our math learning could take us in so many different, yet really important directions! I’m really looking forward to continuing this exploration next week.
Magic seems to happen when the moves of literacy instruction are infused into math class. Perhaps there are many math teachers out there who knew this all along. I’m still on my learning journey with this idea, and it’s a wonderful journey to be on!
Now, imagine if instead I just assigned my students a worksheet?
Take a look at today’s teaching schedule. As you can see there was not much instructional time. If I had absolute control over my teaching day everyday, it would probably look different than this. Alas, I teach in a school community that highly values learning outside of the traditional elementary school subjects of reading, writing, and math as much as it values learning inside of those subjects. While the lack of traditional academic instructional time irks me on days like this, when I take a step back and think about the benefits of all of these programs, I realize how fortunate my students are to receive consistent learning in the arts and physical education. It’s rare. It shouldn’t be.
Where I teach, days like this are a common occurrence. The scheduled assembly, music class, and PE class are completely out of my scheduling control. Plus, every Wednesday is an early dismissal day for students. While all the other days of the week students are dismissed at 2:30, on Wednesdays, they are released at 1:20. Our Wednesday afternoons are dedicated to staff, grade level, IEP, SST, and parent meetings. On the rare Wednesday where we don’t have a meeting, we might have a district-wide professional development afternoon, collaboration time, or teacher prep time. Obviously, my instructional time is limited on Wednesdays- even more so today due to the hour long assembly this morning.
However, lack of instructional time is not an excuse for robbing kids of precious learning moments. I’m a firm believer that we must make use of the valuable little time we have on days like these. Also, the saying that we make time for what we value is so true. If we value it, we do it.
Years ago, I made the deliberate choice to make time for self-selected independent reading every single day. Some days, independent reading time lasts 45 minutes. On days like today, we independently read for 15. Those 15 minutes of time matter.
We should never discount even small chunks of time- we must make the most of the valuable little time we have on the days where we feel like we have no time at all.