A Little Bloggy Catch Up

This past week was a tad crazy... so I kind of neglected my blog! However, there was so much going on that I HAD to do a Funday Sunday post to share all the great fun we had learning this week!

I am so proud of my kiddos! We are up to 15 minutes of stamina for Read to Self & Word Work as well as 12 minutes of stamina in Work on Writing and 8 minutes in Read to Someone.

I chose to introduce each choice (except listen to reading) within the first 2 weeks and work on building the stamina of each. Once Work on Writing is up to 15 the kiddos will get to choose between the 2 of them. They won't have full choice until all 5 choices are up to 15 minutes though.

In reading, we worked all week on asking questions while reading. We read The Dot & The Wednesday Surprise, stopping & jotting questions on sticky notes.  Kiddos' exit ticket was picking their "best question" and sticking it to our anchor chart. We then went back the next day to talk about which questions were answered "right there" in the book, could be answered with inferences & which couldn't be answered. We also tried applying this strategy during read to self... all definitely still a work in progress :)

We did a mix of fun activities during math this week... We did a lot of hands on manipulative work, specifically in figuring out if a number was even or odd at the end of last week and beginning of this week.

We played our first I have, who has? game - this was a free place value game I found.

We attempted "interactive journals" for the first time! (My first time too & I'm enjoying creating foldables for this coming week & our next unit too which I plan to share!) 

We launched Social Studies this week with a fun craftivity. We made these last year too and the kiddos enjoyed it just as much this year too. The "levels" are Me, My Town, My State, My Country, My Continent, My World. Will post this craft as a freebie soon!

I hope your week was as fun filled with learning as ours was!

It Takes a Village

Here is the final book review for my graduate class...

Set in the African village Benin, Jane Cowen-Fletcher's It Takes a Village, tells the story of a young girl named Yemi and the strong community that helps her. Yemi is asked by her mother to take care of her brother Kokou during market day. When Yemi and Kokou go for a walk, Kokou quickly wanders off. While Yemi is searching for her brother and worried he might be hungry, thirsty, warm, tired, etc., he is being taken care of by various villagers at the market. When Yemi finally finds her brother, she learns that it truly takes a village to raise a child.

This story offers an accurate depiction of the Benin culture and a reviewer on Amazon even stated that she had lived in Benin for 2 years and found the illustrations, culture and values to be extremely accurate.

Reading Level:
DRA 20
Guided Reading: L
Interest Level:
 Pre-K-2

Themes: family, community, African culture, responsibility

Teachers... here are some resources to help you to use this book in your classroom.

Web Resources:

• Scholastic Extensions:  This Scholastic page offers some discussion questions as well as ideas for connecting this story to and teaching about writing thank you notes.
• Lesson: This link will bring you to a word document that offers a lesson plan to go along with the story.
• SlideShare: This link will take you to a slideshare presentation for a lesson using this story. The lesson focuses on responsibility and good citizens and therefore offers a nice Social Studies connection.

Vocabulary: market, compound, mangos, wandered, vendor, searching, responsible, support, restless

Activities:
Before Reading:

• Ask students what they think the African proverb "It takes a village to raise a child" means.
• Take a picture walk and ask students to share what they see that seems different or the same from their town.

During Reading:

• Read the story a first time without showing the pictures. As you read have students tell about the movie in their head or draw a picture showing what they are visualizing. Then read the story showing the pictures.
• At the beginning of the story, show students Benin via Google Earth or use this link for students to learn facts about Benin. This could also be done before/after reading.
• Right after Yumi's brother wanders off, ask students to make a prediction about what Yumi might do and what might happen to her brother.

After Reading:

• Discussion Questions
• How is the setting different from your community?
• How would you feel if you lost your sibling in public?
• How do you think Yumi was feeling when she lost her brother? How do you know?
• Do you think Yumi made the right choice when she went searching on her own for her brother? Why or why not?
• Create a Venn Diagram comparing your town and Benin

Across the Curriculum: Social Studies
Use the slideshare link to help you create a lesson about community, responsibility and good citizens.

How My Parents Learned to Eat

I'll be posting some books in the fashion that can be seen in my "Great Books" section of the blog over the next few weeks. I am currently in a multicultural literature class and we are to read, review and come up with ideas for a multicultural book for 6 out of the 8 weeks of class. I decided this week (2nd book review) to make my technology connection posting the book to my blog. I will also back-post the first book I presented and the other books I review.

So for part 1/6 of this multicultural literature series I will be presenting How My Parents Learned to Eat by Ina R. Friedman.

Told by their daughter, this story is a story of an American soldier and a Japanese “school girl” who met while the narrator’s father was serving in Japan. Although they really liked each other, both were afraid to go out to dinner with the other for fear of embarrassing themselves, not knowing how to eat the “right” way. The narrator's father learns to eat with chopsticks while her mother learns to eat with a fork. The couple agrees not only to teach each other “how to eat” but they also agree to be married and eat both with forks and chopsticks.

Reading Level:  DRA Level 20-24
                            Lexile Level 450L

Teachers: Here are some resources for you...

Web Resources:

• Kid's Web: Explore Japan: On this site, students can explore folklore, virtual culture, nature, food and more about Japan. This is a great resource if you use How My Parents Learned to Eat as a kick off for your students to compare and contrast the United States and Japan.
• Explore & More: This site offers an interactive map where students can click on Japan (and other countries) and explore different aspects of the chosen country. There is also a teacher section with various other activities.
• Global Diversity through Literacy: This site offers a kid-friendly connection between How My Parents Learned to Eat and facts about Japan. The site also has lesson plans included.

Vocabulary:  ashamed, encouraged, foreign, gobble, museum, recognized, realized
Key Words: chopsticks, fork, knives, restaurant, taught

Activities:
Before Reading:

• Have students start a KWL telling what they know about Japan or what they know about specifically food/eating in Japan and what they'd like to know about food/eating in Japan.
•  Have students predict why they think the narrator's parents had to "learn to eat."

During Reading:

• When the narrator's mom learns how to eat with a fork, have students discuss how she is learning to use a fork differently than they typically use a fork.
• After the narrator's mom and dad "learn to eat" ask students to predict how the story will end.
• Ask students: why do you think the narrator's mom and dad are embarrassed to eat in front of each other?

After Reading:

• Complete the L of their KWL
• Compare and contrast how the narrator's parents eat using a Venn Diagram.
• Learn how to use chopsticks!

Across the Curriculum:

• There are many Social Studies connections you could make, learning about different cultures and their eating habits.

Friday!

Our first full week is over and I survived, horray!

I've had both a few reminders why I LOVE teaching and a few reminders why teaching is a REALLY DIFFICULT JOB!!!

As long as it's worth it at the end of the week, then I say it's the right place for me!

Anywho, I'm linking up with Five for Friday on Doodle Bugs Teaching this week...

Here are my 5 (random) things from this week...

#1 REAL Silent Reading... on Tuesday we had our first day with actual SILENT reading... aka I didn't have to stop them 36-hundred times and ask what silent reading should look like, hooray!

They're so cute with the giant pillows and reading buddies and they are still in love with my new lovely purple carpet!

#2 Number line patterns! The kiddos had to decide on a pattern and have their partner figure out what it was. A few students went nuts with this... counting by 1000s, counting by 10s but starting on a random number, etc. I was very impressed!

#3 They all finally finished their hopes and dreams rocket and they are decorating our back wall on what was a very boring bulletin board before! Some of their hopes and dreams were simply adorable :)

 

#4 Communities with a focus on our town and rural vs. urban is a second grade SS strand, so today we discussed what communities we belong to and made this cute craftivity! Will be posting a copy soon on TPT so check back soon.

 

#5 Finally, we have kicked off writer's workshop. Here are some of the strategies we came up with a class for when we don't know what we should write about!

 

Ready to re-coop this weekend, get some sleep and enjoy my fiancee and puppy!

Bad Kitty Runs for President

Hilariously Educational!

Nick Bruel takes us on a hilariously entertaining (yet educational) journey with Bad Kitty as she learns about the election process in Bad Kitty for President. This children's graphic novel if filled with fantastic (an also hilarious) illustrations as the narrator talks Bad Kitty through the election she is running in against Big Kitty, since Old Kitty has already served his 8 years and can't run again. Big Kitty hits the campaign trail: kissing babies, throwing fits, getting donations and more. But does Bad Kitty (or Big Kitty) have what it takes to become president? Find out who wins, while learning an awful lot about our own election process, I promise you will laugh (and probably learn something too)! And seriously teachers, what better way to teach your kiddos about the election if it is an election year or if teaching voting is in your Social Studies curriculum (like it was for me in 2nd grade this past year!)

Reading Level: DRA 40
                      Lexile 690L
                      Guided Reading R
*I think the reading level is so high because of all the content vocabulary, my second graders loved this book and could handle reading it with some help on the content words.*

Teachers... here are some resources to help you to use this book in your classroom...

Web Resources:

• Activities: This link provides some fun activities you can do with your class after reading.
• Trailer: Show your class this hilarious book trailer video before reading!
• Series Website: Find out about the author and the other Bad Kitty books here!

Vocabulary: All these words (with really fantastically funny definitions from Edna) are in the back of the book. Be sure to directly teach these words as without vocabulary instruction this book will be difficult for many 2nd and 3rd graders.
President, office, primary, election, nominee, party, delegates, convention, caucus, 527 group, debate, moderator, polling station, ballot, write-in candidate, register, absentee ballot, democracy

Activities:
Before Reading: Create a KWL with your class with the title: Voting and Elections. Have your kiddos generate responses for what they know and want to learn about elections.

During Reading: (This could work as an after reading activity too)
Have your kiddos create a vocabulary journal for an election.
Students can write the word, write their own definition then draw a picture to help remind them what the word means.
When I teach with a book with so much vocabulary, I often break the class into 4-6 groups and give each group a word. Each member will write the word, their own definition and draw a picture. When the groups are done, they will "jigsaw" (mix the groups up so one member of each word group is now in the mixed group i.e. you have a group for president, office, primary and election, there are 4 kiddos in each group. When they jigsaw EACH group will have one member from president, office, primary and election)
The kiddos teach their new group about THEIR word. If there is time, the students can choose one or more of the words they learned from a group member and add the word to their vocab journal.

After Reading: Finish the L from your KWL, having students generate responses to what they learned about elections.
Discussion/Journal: Do you agree with who became the Cat's president? Why or why not?

Cross Curricular: Social Studies
You are already teaching a Social Studies concept just by reading this book to your class, but why not take it a step further?

• Have a class election: Read some other great election books such a Duck for President or Grace for President. Have your kiddos run for president of the class. What kind of power will the president have? How will the class hold the election? You can have lots of fun with this!
• Instead of voting for a person, vote for what the class can do as an extra activity. The trick is, the class has to figure out how they can get the ideas down to only 2 to vote for. How will they promote their favorite idea? How will they tally the votes?
• Find out if your local town hall will give your students a tour through the voting process: standing in line to vote, filling out the voting card, submitting it into the machine, etc. Maybe they will even let your kiddos vote in a mock election!

Flat Stanley

Flat? But how?

I can't believe I haven't posted about Jeff Brown's first in the Flat Stanley series, Flat Stanley. This was one of the first real chapter books I read with my higher readers at the beginning of the year in guided reading. They got hooked, and even when they were more than able to read tougher books, they were determined to read as many in the series as they could before the year was over.

In Jeff Brown's first of the MANY to follow Flat Stanley books, Stanley goes to sleep a normal, 3-dimensional boy, only to wake up with a bulletin board on top of him, leaving him completely flat. The doctor had no idea what was wrong, and other than being flat, Stanley was perfectly healthy. Stanley finds he can do many things as a flat boy that he couldn't when he was normal size. Find out about Stanley's mail adventure, police work and even being used as a kite. Will Stanley ever go back to normal? Find out in Flat Stanley, and I'll bet you get hooked and want to read more and more of the Flat Stanley series!

Reading Level: DRA 24
                       Lexile 640L
                       Guided Reading M


Teachers... here are some resources for this chapter book...

Web Resources

• Fun for Students: Check out these fun online games and activities your students can use to get even more into the Flat Stanley series!
• Flat Stanley Community: Use this resource to find out about great Flat Stanley apps (have an iPad in your classroom?). This website also tells you how to use Flat Stanley to teach about Earth Day, Symmetry and more (Click resources & teaching materials)
• Printables & more!: Find vocabulary, word searches, discussion questions, and more. (Not every link here works, but many do!)
• FREEBIE from me: Comprehension questions using T.A.P. (turn it around, answer it, prove it)

Vocabulary: altered, bulletin, disguise, dread, grating, jealous, jostle, ordinary, portable, recent, wedge

Activities

Before Reading: Discussion or journal: In the picture on the cover, Stanley is coming out from under a door. What other things do you think you could do if you were flat?

During Reading: Discussion or journal: How is Stanley's brother Arthur feeling? Why is he feeling that way? Pretend your Arthur. How would you feel and why?

Have a class "debate." One group tells why it would be great to be flat while the other group tells why it is better to be normal size.

After Reading: Compare and contrast Stanley and Arthur. Create character maps for each of them.

Arthur came up with a great idea for how to make Stanley not flat anymore, can you think of other ideas for how you might have helped Stanley? Illustrate your idea(s).

Across the Curriculum: Social Studies

• Classroom Adventures: Use these ideas to have your own traveling Flat Stanley in your classroom. Maybe you could send Flat Stanley to relatives of students in your class who live in other parts of the country or world. Use a map to keep track of where Stanley visits. Use your traveling Stanley as a way to introduce geography and other Social Studies content!

Happy Reading (& Running!) =)

Amber Brown is Not a Crayon

Will Amber Brown survive without her best friend?

Amber Brown and Justin Daniels have been best friends since Amber can remember. They are the perfect pair. Justin helps Amber with fractions, while she helps him with spelling. Amber has better handwriting, and Justin is a much neater gluer. The friends have known Justin would be moving eventually, ever since his father moved for a new job. Secretly, Amber has been hoping Justin's family's house would never sell. But then, when it does, their friendship begins to change... What will happen in Paula Danziger's Amber Brown is Not a Crayon?

Reading Level: Guided Reading: N
                        Lexile: 720L


Teachers... here are some resources for you...

Web Resources

• Extension Activities: these are great activities to complete with your class after reading Amber Brown is Not a Crayon. The last activity "Takeoff" goes great with Social Studies, yay for cross-curricular ideas!
• Reading A-Z: If your school has a subscription to Reading A-Z, here is a link that will take you to a lesson and discussion questions for this story.
• Literature Enrichment: These activity ideas create great extensions that you could do as a whole class, in reading groups or book clubs depending on how you choose to use this book in your class.
• FREEBIE from me! Here is a comprehension sheet using T.A.P. (Turn it Around, Answer It, Prove it) It's a google doc and you can easily get rid of the T.A.P. icon if you don't want it  or message me and I can send you a copy without it.

Vocabulary: Here are some words you may want to pre teach, point out, etc. before or during reading.
active imagination, anchovies, applauds, charity, combination, contributed, debate, defend, gory, immature, imitate, obnoxious, promotion, sarcastic, torment (you can find more words through this link)

Activities
Before Reading: Discussion or journal: In this story, Amber Brown's best friend Justin is going to be moving away. Have you ever had a friend move away? How did you feel? How would you feel if your best friend moved away? On the cover art of one edition of this book, it says "fighting with your best friend is no fun" why do you think Amber and Justin might be fighting in this book, based on what you know about someone moving away?

During Reading: Discussion or journal: Amber and Justin stop talking to each other when Justin starts packing. Why does Amber Brown stop talking to Justin? Do you think she is making a good or bad decision by not talking to him? Why? What would you do the same or different?

After Reading: Amber Brown and Justin now live far away from each other. What are some ways Amber Brown and Justin could stay friends? Pretend you are Amber Brown and write a letter to Justin about how things have changed now that he's gone. Pretend you are Justin and write a letter to Amber Brown talking about your new school.

Cross Curricular: Social Studies See the link above for a great Social Studies connection... think, traveling in your classroom just like Amber Brown's class does!

Happy Reading (& Running!)

Mockingjay

The final book of The Hunger Games

Suzanne Collins brings us Mockingjay to wrap up the Hunger Games. I couldn't help myself... soon after finishing Catching Fire, I just HAD to know why Katniss had been snatched from the games and who had taken her out of the arena. I greatly enjoyed Mockingjay, but just as I said regarding Catching Fire, the first Hunger Games definitely was Suzanne Collins' best. However, Mockingjay is well worth reading as it is fast paced and exciting and ultimately lets you know where and how Katniss and Peeta end up. Katniss has survived her second time in the arena and eventually wakes up to find she was taken out of the games by the rebels. Gale and her family have escaped District 12. District 13 does exist. A revolution, which had meticulously planned saving Katniss from the games is in full swing. The rebels want Katniss to be the voice of the revolution. Katniss is not sure she trusts the rebels, but as it turns out, she has little choice in whether or not she becomes the rebellion's Mockingjay.

Reading Level: GLE: 5.3
                        Lexile: 800L

Teachers: Here are some resources to help you teach this book...

Web Resources:

•  Hunger Games: Click here to see symbols, questions, themes and more for each of the three books.
• Across the Curriculum: Check out this site for some discussion questions that will help you connect this novel to Civics and Social Studies.
• Mockingjay Game: Here is a link to the "act of goodness" game that aligns with Mockingjay.

Vocabulary: Here are some words I picked out: enigmatic, indelible, conciliatory, immunity, ultimatum, dissent, spontaneity, incongruous, repudiate, decimate, coup, hijacked, innocuous, furtive, vendetta, censor, absconded, evocative, expedite

Activities:
Before Reading: Where do you think Katniss has been taken at the end of Catching Fire? Predict where she is and who has taken her.

During Reading: Compare and contrast District 12 and District 13. Which would you prefer to live in and why?

After Reading: Write your own epilogue where Katniss and Peeta's lives end up differently after the war.

Across the Curriculum: Check out the 2nd link under web resources for ideas to connect this book and the revolution to Civics/Social Studies.

Collins, S. (2010). Mockingjay. New York: Scholastic Press.

Happy Reading (& Running) =)

The Lemonade Crime

 Who committed the Lemonade Crime?


 The Lemonade War series written by Jacqueline Davies brings back the lovable siblings Evan and Jessie Treski in The Lemonade Crime. Remember when Evan stole Jessie's lemonade stand money only for it to then go missing? Well, Evan and Jessie as well as Evan's friends all think Scott Spencer stole the money. They are even more sure he stole the money when he comes to school saying he just bought an Xbox 20/20 with his own money. Evan and Jessie can't stand Scott and of course Jessie has to find a way to prove Scott is guilty. She becomes so obsessed with the trial that her own rules of fairness seem to be slipping away. She arranged a trial before a judge, witnesses, and a jury of his peers all from Class 4-O. The stakes are high, will Jessie be able to prove that Scott is guilty? Read to find out in The Lemonade Crime.

Reading Level: 630L
Interest Level: Ages 9 and up

Teachers: Here are some resources to help you teach this book...

Web Resources:

• Teacher Guide: This teacher guide to The Lemonade Crime provides activities to use in the classroom along with the book such as Reader's Theater, character chart and more.
• The Lemonade War: This website is the home page of the Lemonade War Series. It provides fun activities for students and resources for teachers.

Vocabulary: Many of these words' definitions can be found right at the start of each chapter: fraud, revenge, eyewitness, hearsay, accused, impartial, due diligence, sarcasm, defense, bona fide, jury, perjury, prosecution, plaintiff, defendant, contempt, forfeit, verdict, amends

Activities:
Before Reading: Preteach the word accused and have a class or small group discussions about a time when you accused someone of something. Connect this idea to Social Studies, have you watched the news lately? Did you hear about anyone being accused of a crime?

During Reading: Write in your journal then discuss as a class, do you think Scott Spencer is guilty? Do you think Jessie is being fair? If she is not being fair, why does this go against her character?

After Reading: At the end of the story, Scott gives Evan his money back. Choose 1: Write a letter in the perspective of Scott where you explain to Evan why you stole the money; Write a letter in Evan's perspective telling Scott how you feel now that you know he took your money; Write a letter in Jessie's perspective to Scott explaining why she lied in court.

Across the Curriculum:
Social Studies: Choose a problem within the classroom (or make one up) and create a court in the way that Jessie did being sure to have people for each role in the court. Have the issue be resolved by the jury.

Davies, J. (2011). The Lemonade Crime. Boston: Houghton Mifflin Harcourt. 

 

Happy Reading (& Running) =)

Walk Two Moons

Two Stories Weaved into One

On a road trip to Idaho with her grandparents, Sal tells a story about her friend Phoebe to keep them entertained on the long journey. While she tells this story to her grandparents, she tells the reader a story about herself and her relationship with her mother which has changed her in many ways and made life with her father difficult at times. She also tells the reader about her struggles moving away from her childhood home and beginning a different life. As the story goes on, the reader begins to realize the story of Phoebe is also a story about Sal as well. Sharon Creech addresses issues that many young adults face in Walk Two Moons. I enjoyed it more than The Wanderer... you can see my blog about it here.

Reading Level: Flesch-Kincaid Index 4.9

Teachers: Here are some resources and ideas to help you teach this book...

Web Resources:

• Scholastic : This link takes you to Scholastic's page for Walk Two Moons. In the top right box labeled "resources" you will find a discussion guide, writing prompts, extension activities and a lesson plan.
• Discussion Questions: Here are some more discussion questions to help with this book.
• Study Guide: This study guide includes everything you need to teach this novel... character lists, synopsis, teaching ideas and more (for the teacher) and activities, connections, tests and more (for the students) 

Vocabulary: Here are some words that may need to be pretaught: ornery, lunatic, omnipotent, remarkable, ruination, damsel, diabolic, pandemonium, shrapnel, agenda, aspen, malevolent, cantankerous, warble, malinger, muesli, console, amnesia, miscellaneous, cholesterol, unadulterated, peculiar, besieging, omnipotent, geyser, disuade 

Activities:
Before Reading: Have you ever been on a road trip? What do you imagine a road trip would be like? Write a few paragraphs in your journal explaining what your road trip was like or what you think a road trip would be like.

During Reading: Make a flow chart marking important points of Phoebe and Sal's separate stories. Make note when their stories intertwine with the same events. 

After Reading: Sal tells us at the end of the story that Phoebe, Ben, Mrs. Cadaver, Mrs. Partridge and maybe Mr. Birkway are coming to visit. Write an entry in your journal describing one of the following:

• the preparations for the drive to Sal's
• the car ride to Sal's house
• the visit at Sal's house 

Be sure to use lots of descriptions so the reader can see what you are writing.

Across the Curriculum: This book could be used in geography. Try mapping out the journey Sal and her grandparents took to get to Idaho.

Creech, S. (1994). Walk two moons . New York: HarperCollins.

1995 Newbery Medal Winner

Happy Reading (& Running) =)