Category Archives: Parent Resources

#SOLSC20: Day 15


Beginning . . .

Parents and Caregivers

Where should I begin if I am a parent/caregiver and I am thinking about planning for activities with my children while they are on break from school?  Of course it will depend upon their ages, the amount of time to be spent, my goals, and the expectations from school. Here’s an example of a “Task Board” that I might share with parents of primary students. This task board only includes six sources (all hyperlinked if you use the link below the picture) to narrow the focus. If this board was an initial template, the caregivers could then consider the devices that their children would use and type of access:  QR code, link on home page, folder of activities for that child or even some form of a schedule/routine to be collaboratively constructed. And equity especially for access . . . Only one of these choices requires student access to technology and that is the drawing one which would be available on phones.

One idea for beginning conversations . . .

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Screenshot 2020-03-14 at 11.36.41 PMLink to download this Parent/Caregivers Elementary Task Board Here.

For additional ideas, you might go back to the resources listed here to add in different links/choices.

Criteria Considered for Students Aged 4-8 (PK-2)

1. Planning for activities at home:

  • Kristi Mraz and Dr. Nathan Lang-Read resources

2. Include choices in inside/outside activities and academic/nonacademic

  • At Home Learning

3. Include art / drawing

  • Draw Every Day (online)

4. Include reading/thinking

  • PBS – Molly of Denali

5. Include writing

  • Lynne Dorfman and TWT

What is your focus?

What criteria would you use to determine your needs at this time?

How will you match children’s needs and your goals?

What would you add to an “Intro” parent/caregiver Task Board? 

Added:

Wow, check out Clare Landrigan’s post today – Dear Parents (Link)

And visual family schedule from Katie Muhtaris (Link)

Jarrett Learner:  Finish the Comics (printer needed, (Link)

Mo Willems:  Lunch Doodles (Link)

Over 30 Virtual Field Trips (Link)

Homework – Karen  (Link)

Time for Kids Free Digital Library – Access (Link)

25 Ideas Non-Screen Activities At Home – pobble.com (30 day trial)

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Thank you, Two Writing Teachers, for this daily forum in March. Check out the writers and readers here.

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#ILA18


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Dear Austin,

Thank you for the amazing warm welcome,  a supportive place to celebrate with friends,  the learning, and the many great dining adventures.

Love,

#ILA Attendees





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Spontaneous combustion of tortilla chips . . . Austin, Texas news . . . here



Celebrations . . .

Celebrating meeting so many in our #G2Great family as well as friends near and far.

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A book birthday.

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A real live face to face birthday!

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With friends

With friends from afar. . . FB Live (Julieanne & Justin) Facetime (Kitty & Justin)

With friends we have known for years are are just now meeting IRL (in real life)

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Our Montana connections!



The learning . . .

From the President of ILA, Doug Fisher . . .

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and not because of zip code!

From Cornelius Minor 

“Being nice in the face of oppression is not enough. Nice does not create change. Kindness does. Kindness means I care enough about you to call you out.”

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For more from the keynote – see Mary Howard’s facebook post here.

From Courtney

We don’t know what we don’t know.

Trust the wisdom of our children.

Ask them.

From Jess

Check the language you use.

Who does not fit in?

How can I be more inclusive?

Listen, Research, Self examine.

Also – look at the books you have out when parents and students arrive.  Do they see themselves in your classroom?

From Kate

Learn more than you can do.  Keep learning.

Keep your head and heart ahead of your actions.

From Kim Yaris and Jan Burkins

“What’s more important than text level when considering text selection by teachers?1) Student Identity,

2) Joy,

3) Reading Process,

4) Depth of Thought

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From Reading Wellness

A weight lifting metaphor

3#  =   light effort- People magazine

5#  =   A Kitchen House – Kathleen Grissom

8#  =  Where good ideas come from – Steven Johnson

10# =  Theoretical Models and Processes of Reading – Alverman

Why is this not the same for our students?



Dining

Recommendations from the locals . . . Thank you, Terry and Clare.  We loved Uncle Julio’s.

And then pure decadence.

Banana Foster Bread Pudding.

Melt in your mouth.

Not Soggy.

Pure scrumptiousness!

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How was your Saturday?  

#DigiLitSunday: Stamina


 

Last August, the most difficult day of our trip to Rome was the very first day because it was not a typical day of just 24 hours.  We traveled on the plane overnight.  The perfect opportunity to rest.  Yes, restful, if you were used to traveling like a sardine.  Space between seats was extremely limited when reclined as most passengers were so inclined.  At the airport it was “Hurry Up and Wait” to get baggage collected and through customs.  And then the rain. All.Day.Long! The bus was always parked “just a little ways away” on this day where we had three stops scheduled but yet no “sense of the flow of travel or the schedule” on a bus with 50+ new best travel friends. Our sleep cycles disrupted, dining on new schedules, and walking, walking, walking.  On this day we discovered that the “step” measurements by my siblings were not the same; however, they agreed, we walked over ten miles.  Several of us had to call on every last fraction of an ounce of our stamina just to crawl into our hotel rooms.  Our energy had ebbed with the waning hours, the uncertain schedule and the never ending first day of travel.

I tell that story because any new adventure brings a bit of angst.  Last Monday was the first day of the August #TCRWP Writing Institute which began with a stirring keynote by Lucy Calkins for 1300 attendees, large group sections, simultaneous lunch schedule for all, small group sections and closing sections.  Content may have been familiar or unfamiliar, but the intensity of the schedule both physically and mentally could also make one question one’s personal stamina.

YET have high expectations.Stamina:

Synonyms include “endurance, staying power, fortitude, strength,toughnessdeterminationtenacityperseverancegrit”

Although it’s August, there are many stages of “school life” across the country:  students who have been in session for over a week, those who are returning this week, those that return in the looming weeks of August, and of course those who don’t return until after Labor Day in September.

Is back to school “stamina” a teacher issue?  A student issue? Both?

Already, I can hear the voices . . .”My kids can’t sit still that long.”  “I can only start with five minutes.”  “I’ll be lucky if they are able to sit for two minutes.”

It’s not about torture and being mean. Be realistic. 

YET have high expectations!

Plan for your situation!  And be purposeful!

Reading Workshop

Begins Day One.

Reading.Happens.EVERY.Day.

NO.EXCUSES!

If it’s a “Non-negotiable”, plan for how it will go on Day 1.  Plan for some book exploration.  Think about a soft start.  Think about how your respect for your students, their time and their year will be evident in all that you say AND all that you do!

It’s not about cutesy perfectly organized classroom libraries.

It may be about having students organize the library

as they review the books.

Do you have a book bin of “Favorite Treasures from Years Past”?

It may be that the students have book baggies

that were filled at the end of the last school year.

It may be that you create book baggies for your students . . .

ready and waiting for eager hands to cherish! 

When is it a physical challenge?

When is it a mental challenge?

How do we merge the two challenges?

What series of “work” will you begin on Day 1 in order to build stamina?

Writing Workshop

Begins Day One.

Writing.Happens.EVERY.Day.

NO.EXCUSES!

If it’s a “Non-negotiable”, plan for how it will go on Day 1.  Plan for some small “bits of writing”.  Think about a soft start.  Think about how your respect for your students, their time and their year will be evident in all that you say AND all that you do!

No rushing off to buy “The First 20 Days” .

No “cutesy” worksheet of “interests to fill in.

Writing Units of Study are written to begin on Day 1.

If you change the order, read the first bend of book 1.

What habits do you need to build?

What writing of your own will you share?

When is it a physical challenge?

When is it a mental challenge?

How do we merge the two challenges?

What series of mini-lessons might you use across the day to build stamina?

Read Aloud

Begins Day One.

READ ALOUD.Happens.EVERY.Day.

NO.EXCUSES!

If it’s a “Non-negotiable”, plan for how it will go on Day 1. Think about how your respect for your students, their time and their year will be evident in all that you say AND all that you do!

What book?

When?

Where?

So many decisions?

When is it a physical challenge?

When is it a mental challenge?

How do we merge the two challenges?

How will your Read Alouds progress so that your students 

will be independently sharing THEIR OWN Read Alouds by the end of this year?

What are your classroom non-negotiables?  

How will you build your stamina?  

How will you help your class build stamina?  

What’s your plan?

 

 

#SOL17: Silver Lake


Where do YOU begin?

Here’s a simple list of words from my writing notebook

Begun with an early morning observation

Sipping coffee

Waking up

At Silver Lake

Some words from the present.

Some from the past.

Some added over time.

words

How does a list evolve?

Grow?

Morph?

What categories would you make?

While waiting for inspiration to strike,

I’ve learned to keep my fingers moving across the keyboard.

Looking for photos

Looking for organization

and word clouds suddenly appeared in my brain.

word cloud oneword cloud twoword cloud threeword cloud fourword cloud five

Changing colors

Changing shapes

Changing colors

Adding a filter.

Using a visual as a stimulus . . .

Ready to write!

One of Those Moments

One of those moments

Etched on my cornea

Burnt into my brain

Captured in my heart

Gray sky

Combinations of clouds

White, thin, wispy

Surrounded by large and fluffy white-topped clouds

With an under girding of gray

Ready for a sprinkle or

Perhaps a shower or

Sheets of rain or

Buckets full pouring from the heavens

Harmony in thoughts shared

Rich in laughter

Engrossed in fun

So much to do!

A boat ride,

Pictionary,

Writing talk,

3 Truths and a Lie, and

Learning to play a ukelele.

Friends

Voxer Cousins

Readers

Writers

Thinkers

Teachers

Students

Bound together by a few moments in time

One of those perfect summer moments!

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June 24 – Silver Lake, MN

How do your thoughts become your ideas?  

What shapes your format?

Where does your organization come from?  

How do you share this process with your students?




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                      Process:

My first draft was totally a description – what I saw, heard and felt while outside

But it seemed really boring

And felt like it could be any lake anywhere

So this is Draft Two . . . after some revision!

 

#DigiLitSunday: Summer Slide


summer slidedigilit-button

Is this your belief?  

For your students?  

For yourself?  

How would we know?

What is summer slide?

Summer slide reports what students lose over the summer if they don’t read or write.  Reading and writing over the summer can promote growth for students.  But is that growth equitable?  Does it work for all students?  How much do they need to read and write?  Renown educator and researcher Richard Allington addresses this issue in School Library Journal here.

WRITING

There isn’t a lot of research about summer slide and writing.  Graduate students might want to consider that for an action research project.  What is the effect of “not writing” for a student after they write daily for 180 days?  How could we measure that? This may just be a cartoon but think about this from a student perspective for just a minute.

summer slide three

READING

There are many different infographics outlining summer slide. Which one will motivate you to action?

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summer slide info.JPG

What can teachers and parents do?  Ask questions!

Writing:

Decorate new journals

Wonder logs for the summer

Writing stories with your child

Make a summer writing heart map of ideas to write about

Continue blogging – slice of life/ kidblog

Keep Learning Going Through the Summer series – #TWTBlog

Student or Adult Writing Partners

Reading:

Brain Chase

TBR Lists – (To Be Read)

Establish Reading Partnerships for conversations about the book

Set personal reading goals

Start a series (or two)

5 Apps for Summer Learning (not all are free)

summer slide four

How will you share this information with your students and their families?

summer slide five

 How will YOU continue your own learning over the summer?  

What professional book will you read?  

What book study will you join?

How will you model that “love of learning”?

summer slide six

#SOL15: How many ways?


Does this chart look familiar?

ways to read a book

What does this chart really mean?

What does it look like to read a book in different ways?

As you read the following, think about which chart category applies?

Crinkle the pages

Squeeze the duck on the back cover – “QUAAACK!”

Label the pictures: duck, dog, dog, rabbit, rabbit, goldfish, goldfish, duck – one word per page

Use the same sentence stem for each page:  “I see a __________.”

Name the sound the animal makes with its name for each page.

Name the action the animal makes as it moves in a two word sentence. (“Goldfish swims.”)

Ask a question about each page:  “Do you see the _________?”

Name the picture and say something about its color.

Name the picture and say something about its size.

Count:  “One duck, one dog, two dogs, one rabbit, two rabbits, one goldfish, a second goldfish, and one more duck.”

Take the pages out of the mouth and turn them slowly again, without any words!

Tell a story beginning with “Once upon a time there were some animals . . .

Point to the picture and name the animals again!

How many ways did this grandma read one 8 page book?

How have you taught parents to read a wordless paper book?

What can you add to this list?

slice

Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here. 

Parent Resources for Common Core – ELA and Math


Wow!  More and more resources are available for teachers as they develop lessons to meet the requirements of  the Common Core.   Parents and community members who would like to view some Exemplar lessons for English Language Arts at grades 3, 7, and 8 can do so at this link.

Publications designed to explain the Common Core to parents are available for each grade level at the following links provided by the Council of the Great City Schools .

Parent Roadmaps for English Language Arts – Kindergarten through 8th Grade

Parent Roadmaps for Mathematics – Kindergarten through 8th Grade

How have you informed your parents of the changes required by the Common Core?  And your school community?  How could these resources help your communication processes?

 

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