So what’s been on the “FUN agenda” while in New York City?
Dining out! So many choices and so much visiting . . .
with Erika from Malaysia, Sandy from California, Allison from Arizona . . .
Riding the metro,
a Broadway show,
and spending time with friends from near and far!
Enjoying my #OneLittleWord – JOYFUL in New York City!!!
What is on your list for “JOY” this summer?
* * * *
And if you have not YET read enough about #TCRWP writing,
Past blogs about Writing Institutes:
2013 Kate Roberts and Close Reading at Writing Institute I did not blog daily. I had Lucy Calkins for large group and Colleen Cruz for my small group with coaches and administrators and I felt totally lost . . . a non-writer adrift in a sea of writers!
What did I learn on Sunday in New York City?
Who Knew? This is a map that lists the neighborhoods in Manhattan (sorry, Brooklyn friends). They are literally also divided into “uptown”, “midtown”, and “downtown”, as well as “east side” and “west side”.
Not this “farm girl” from Iowa!
What sparked this interest in the “make-up” of Manhattan?
“We tell the stories of 97 Orchard Street. Built on Manhattan’s Lower East Side in 1863, this tenement apartment building was home to nearly 7000 working class immigrants.”
Do check out the linked museum title above because the “Education” tab includes lesson plans and primary sources that history aficionados will love. The whole premise of learning about the “lives” of these families from the historical documents of the times as well as the personal stories is spellbinding! Goosebumps!
The “sweatshop” tour was our goal and Janeen was an amazing tour guide. She enabled us to time travel back to the 1890s to imagine what life what like in a 3 room 352 square foot apartment occupied by the Levine family – no running water, no electricity, privies in the back yard, . . .
When I hear the word “sweatshop” this is an example of the image that comes to my mind.
But the original sweatshops, before electricity and the “factory” model, existed in the tenement apartments where individuals would run their own business, hire workers, and work incredibly long hours in their own living quarters. Here is a photo of a postcard purchased at the museum (no pictures allowed on the tour) of an example of a dress made in this apartment rented by the Rogarshevky family.
Sewing the dress pictured above (sold for $15 retail) netted this business $0.25. How many dresses would they need to complete during their six-day work week to make $10.00? The virtual tour is linked here so you can see and hear this information yourself.
What do you know about the history of immigrants in your own family?
Where did they come from?
Where did they live and work once they arrived in the US?
How did they have to adapt in order to survive?
What is the role of “oral histories”?
We ended our day at Isabella’s with a different bit of learning. Fellow slicers, TWT bloggers, #tcrwp attendees gathered for fun and fellowship.
Vicki Vinton, Sandy Brumbaum, Julianne Harmatz, Allison Jackson, and Tara Smith and myself. What a great beginning to our “TCRWP” learning week!
TCRWP Writing Institute begins today!
Where and what will you be learning this week?
Accelerating Readers with Brooke Geller
Our agenda for the day:
Supporting complex texts and close reading during units of study
- Gallery walk
We displayed our learning in charts, brochures, flyers, and even blogs so class members could walk around and see evidence of learning. It’s fascinating to see our learning displayed in so many ways.
- Round table conversations
We met in grade level groups and discussed issues, questions, and/or concerns. See notes below.
Brooke read aloud from Stand for Children by Marion Wright Edelman and then we each stood and said who we were standing for.
Notes from grade level round table conversations:
Grade 7: Using some tips from Tracy Fell including personalizing student notebooks, writing at personal reader’s history and publishing it the first week of school. Brooke shared this possible schedule for 7th grade.
|Reading Workshop||Read Aloud…
|Reading Workshop||Reading Workshop|
Under this schedule Mondays and Wednesday will be component days and will include some vocabulary work. This particular group of teachers will also have “Great Works” studies three times a year for 3 week units where they will do a whole class book.
Grade 6: Because there is a focus on world cultures, they were looking for additional texts. Home of the Brave, Long Walk to Water, Your Move by Eve Bunting, and Inside Out and Back Again were all mentioned! They also talked about how characters change across series like Harry Potter – book ladders available on the #tcrwp website and this document was shared by Sandy Brumbaum.
Grade 5: Discussed launching the first unit and working with the close reading lenses at the beginning of the year. Because many students have not come from workshop classes, discussion centered around transitions including: reviewing curriculum calendars from grade 4 and concerted vertical alignment with adjacent grade levels. READ ALOUD – Popularities – From book – My first French Kiss One teacher shared using Home of the Brave (Applegate) early in the year with close reading work and then coming back to it later in the year as a part of author study. HF – Counting on Grace
Grade 4: They talked about access to notes from other grades, Goodbye 382 Shin Dang Dong for social issues, The Can Man, A Room of My Own, and Those Shoes, and Getting Through Thursday.
Successful Book Clubs
Brooke reminded us of the videos that show students talking about books like Bud not Buddy, My Name is Isabelle and Night (MS) and that it is helpful to let the students see the videos so they have a picture of their goal.
However, that video will NOT take the place of a mini-lesson.
Possible scenario for envisioning Book Clubs ( coaches, admin. & teachers)
- Watch video
- Create a T chart of what want/ know about a book club
|Looks Like||Sounds Like|
- Students set goals for own book club
- Meet as a book club
- Watch the video again and reflect on own work
- Revise chart based on own work, the video, and reflection
Social Studies Centers with Kathleen Tolan
We began with a whole group close reading of the Gorillas NF Read Aloud Video
- Notice the tone. How would you describe it?
- List the different ways the teacher engages the students?
- What methods of teaching are used?
- What scaffold or supports are used to maximize learning for all?
- What skills are children being prompted to use?
- What level of questioning is being used?
- What evidence of accountable talk do you see?
- Is the teacher able to assess students understanding of the content during the read aloud?
- How might assessment follow this read aloud?
These questions provided a variety of lenses to process the demonstration!
Whole Group Activity Boston Massacre
We used a basic picture like this by Paul Revere and compared it to two other versions:
Discussion questions included:
Who benefits from Paul Revere’s image?
Who was the image created for?
And how does it affect that person in that time period?
Why did Paul Revere tell the story this way?
(We worked with two other pictures that my Mac is not allowing me to copy)
Then we layered in “The Bloody Work of King Street” by Paul Revere.
A great ending to our work with Social Studies Centers but just the beginning to our curiosity about all those old pictures of The Boston Tea Party and ALL of those old stories.
Kathleen’s wisdom: Probably 30% of what you believe is actually true!
We want our students to read something and then put it up against facts. They need to be able to judge misinformation.
Many thanks and accolades
3 songs sung by teachers
A tribute to Walter Dean Myers who passed this week
Kathy Collins – Keynote Not so random thoughts on Butterflies, Thigh Gaps, and Teaching
Thigh gap, unattainable body mechanics, compared to NCLB!
So very funny! Such a good way to end the week. Kathy left us with a note of hope as she read the book, The Little Brute Family.