Weekly Writing Prompt [The Day I Was Jack Frost.]

ELA teachers have a plethora of writing materials out there to help students get their brains rolling. I love thinking of new and innovative ways to get a student's brain ready to write. One way I do this is through simple phrases. Simple phrases help clear the cob webs. Sometimes the hardest part is just starting, so when that first piece is written for you, I find it easier to run with it, fabricating an entire story or poem just because I took the time to let my brain fashion something out of another something.

Today's prompt was one of those ideas that came to me when I saw the simple phrase: "The day I was..." You could insert any number of possibilities into this blank, "The day I was __________." Jack Frost came to me on a blustery day, but many others came to my mind like,
"The day I was Mickey Mouse."
"The day I was Mother Earth."
"The day I was a millionaire."
"The day I was married and widowed."
"The day I was an astronaut."
"The day I was the teacher."
And I'm sure you could come up with many, many more.

My example:
"The day I was Jack Frost I was in a dangerous mood. My heart was cold as ice and my very breath was brutal. I could freeze a heart with just my scowl and my stare was brutal. My inner turmoil was so intense that icy vehemence encompassed me, radiating to all who walked in the same room. I was cold down to my core and I couldn't stop shaking. A cloud hung over me. I was right on the verge of blowing at any time, to let the cold pour out of each and every pore and fiber in me. To besiege and attack, I was not satisfied with a gentle fall. I wanted to harass from all sides, making others has cold as I felt."

Professional Reading [The End of Molasses Classes by Ron Clark]

This is one of those books that every teacher should read for professional development. There are 101 reasons why, but for the sake of time I'll only chat about a few of them and encourage you to read his book - be inspired!

Ron Clark offers example after example as to why we should never, ever have excuses for not making things happen. Each story he shared hit my heart effectively - inspiring me as a Christian, wife, mother, teacher, friend... that no matter what I do, do it well (and as he said, do it with wild abandon). My all time favorite quote that I do not want to forget,

We could be here all day with my favorite sections and quotes, so for the sake of summary these were some of my favorites:

• Don't destroy a dream.
• Not every child deserves a cookie.
• Define high expectations.
• Uplift each other.
• Listen.
• Give all that you've got.
• Get to know your students in nonacademic settings.
• Be selfless.
• Making excuses won't make it happen.
• Be excellent.
• Create moments.
• Love learning.
• Treat students as they were your own.
• Push innovation - beyond your imagination.
• Know names. (This is something I am terrible at remembering. I had the hardest time getting names to stick (until they did something naughty). So I found this particular section super convicting.)
• Use music.
• Know your students.
• No matter your circumstances - don't let moments pass you by.
• Make learning magical
• Do good - get good.
• Live fearlessly.
• Love what your students love. (I once went skeet shooting with a student and found a book on the topic, because I could not get the kid to read at all. I knew that I needed to know something about one of his interests in order to get him interested. That's one of my own examples of this one at work. Also, I found that I really enjoyed it and I'm pretty good at it!)
• Create lasting traditions.
• Create a culture for learners and love. (For the first two weeks we focused on expectations and loving one another. I did 2 weeks of bully training found here: Teachers Notebook and Teachers Pay Teachers
• Create a community environment.
• Encourage students to encourage each other.
• Use chants, kinesthetic learning, and music. 
• Stress the value of a strong work ethic.
• Realize the power of gratitude and appreciation (I've been working on a unit for that since October of this year and the more research I do on the power of gratitude I could go overboard on exclamation points for this one!)
• Set the bar high for parents, too!
• Ask the hard questions - "What do you want this school to be?" (They have to be prepared for the hard answers, if they want greatness, they must put forth greatness themselves!)
• The staff must love one another. "[The staff] knew that through loving one another they would really be helping children. When the kids come to our school they see nothing but a team of individuals who want to be at RCA and how love one another." p.261 I have been part of some amazing teams of teachers and I know when we work together for the success of the student, success doesn't seem unattainable. However, I have been part of some pretty terrible teams that fought and disagreed on everything. When attitudes stink and respect thrown out the window, the environment tanks. No one wants to be in that kind of environment and it's nearly impossible to create a positive learning environment.
• Build a powerful network and work hard to keep those people, "I tell teachers and schools that want to receive donations that they must realize it's all about building relationships and having the patience to start small, show appreciation, and then take the proper steps to increase the donation." (p.306) and the one question he always asks possible donors is one worth writing down, "What would you like to see from RCA in order to get your foundation to a point in the future where you might consider a gift for us?" (p.314)

Now these may seem like "duh" no brainer principles, but it takes a tremendous amount of effort to actually apply them day in and day out. Thankfully his book is full of excellent examples, shared alongside his fallibility. When he shared his failures, followed by his reflections and hindsight, I found him very relatable and thankful for his willingness to share those mistakes and what he learned from them.

If you're like me and find this list overwhelming you must know that from beginning to end two qualities were abundantly clear as he built a successful school: tremendous work ethic and to simply care. Everything on that list stems from those two characteristics. Resolve to work hard and care for your students and your co-workers. When you do those two things that list will just work itself out!  

One of my favorite parts of the entire book was the section for parents. Seriously, every parent in today's day and age needs to read this book. His knowledge and experience and expectations will help you do your important job well. Read it. This particular section is only a little over 40 pages long, a big whoop for all that this will rouse within you. Let me give you a pretty wonderful, motivational  example to wet your appetite,

"Currently at RCA, more than half of our school is scoring over the 90th percentile in math, and I can say, with full confidence, that it is largely due to the role the parents are playing in the preparation for the tests throughout the year." p.256

Teachers, why is parent involvement so important? I'll let Clark answer that with this amazing truth:

"The key is to open the doors of your school to the parents, to invite them in, and to make them feel like a part of their children's education. Once you have done that, it becomes so much easier to work with them on issues that are standing in the way of their child's success, and it makes dealing with any parent issues so much easier to handle." p.259

Another favorite topic (okay, I have many) is his discussion on a teacher's worth, a teacher's education, how much they should be paid and why, and his view on tenure. I think it's worth reading, considering, and joining the debate. I won't give all those details away, GO READ THE BOOK!

His vision for education is one to get excited about. Someday I'd like to visit, but for now it was wonderful seeing it through his eyes in his book.

"Our purpose is to create new and innovative ways to educate children and share our findings with others in a professional development setting." 

Weekly Writing Prompts [Shining in the Middle of the night.]

When I have a crazy week followed by another crazy week, I spend a week playing catch up! That's three weeks gone and I find it incredibly frustrating. Our craziness began the last weekend of January. Our dog Quigley had been sick for weeks on end and he took a nose dive that Friday night and had a horrible night Sunday into Monday. It was heartbreaking. In the end we had to let him go. His liver failed and we have no idea why. That week was a difficult one with two weekends of visiting family and then extra babysitting needs from some individuals in our church. I finally feel like I'm (temporarily) back on top of things. I say temporarily with confidence knowing that something else will come up eventually to upend my blogging schedule! That's life as a wife and mother of little people, not to mention life with family and friends, and as I recently found out... that's life as a pet owner.

With that said, here is the weekly writing prompt:

I tear apart books that were thrown into the recycling bin and create all kinds of book crafts. One thing I thoroughly enjoy doing is taking words and phrases to create my own poetry (more on that at another time). I also take favorite sections of books and poetry for students to use as inspiration in their own writing.

This particular section was taken from Lewis Carroll's poem titled, "The Walrus and the Carpenter" which offers an intriguing idea with which to write. Once the writing is complete I encourage you to read the poem in its entirety and ask students to share their own writing with the class: The Walrus and the Carpenter.

Here is my example if that is helpful for you:

The sun was in an ornery mood that day. Tired of being predictable and following rules. Tired of the same old duties day after day. After thousands and thousands and thousands of years of his obedience, he decided to allow himself one day of fun. He laughed at the chaos that ensued and thoroughly enjoyed the Earth's surprise. For Mother Earth didn't know what to do and became quite cross. Tossing her waves, causing her mountains to quake, compelling eruptions, and brewing storms. She was in a fury! The more Mother Earth gave rise to her anger (in the most unbecoming ways) the louder the sun laughed and the more he fanned the fire. One by one the planets attempted to help. Mercury felt too close to both of them, reluctant to take sides. Venus tried a lovey-dovey approach, which only agitated them further. Mars sided with the sun angering the Earth even more. Jupiter argued with Mars, thinking Mother Earth's anger was justified. Saturn rolled her eyes and told the sun to, "Put a ring on it already!" Uranus was a butt to everyone. Neptune was too far removed and wanted to stay out of it - completely. But when he was unable to, he was all out of orbit! One by one the sweet stars twinkled a bit of kindness and each act changed each of them slowly, but it was enough to calm things down. As time elapsed, the stars were seen as wise. For one alone may not have changed the course, but together - with each small act of kindness - eased anger, hate, and pride.

Your turn...

An Idea To Cultivate a Love of Learning From One Mom to Another (For teacher's too!)

My "Professional Development" book of the month is Ron Clark's The End of Molasses Classes: getting our kids unstuck: 101 extraordinary solutions for parents and teachers. So far this book has inspired me as a mother and a teacher - to step it up a notch (or 2, or 3, or 101). 

One of the ideas that I had to share was of a mom who found creative places for her children to study before a test. She listed all kinds of places that offered free admission and adventure to enjoy as a family and study the material learned for any particular lesson or unit (Clark included letters from parent's throughout his book, this idea was from Mrs. Nesmith, mom of Cameron, class of 2012, in chapter 31, Show them how to study; don't expect it to come naturally). I love that idea! As a reading teacher who began each year discussing and writing about a student's favorite place(s) to read - I took this mom's idea and made it my own. 

Before I go there (and encourage you to do the same) let me explain. I used this prompt (Where is your favorite place(s) to read your favorite book?) for two reasons:

1. It helped me determine my readers from my non-readers. Readers have favorite places to read. Non-readers typically have no idea this is even a thing.
2. It helped me cultivate a love for reading. As favorite places are discussed, written down and shared it always amazed me how quickly readers and non-readers alike got lost in their own idea of a favorite place. And eventually grew into this delightful bucket list of places they'd like to visit and read a book! As the year progressed, and their love for reading grew, they were able to talk about their favorite place to read. Encourage students to find a drink... grab a snack... pick a book about your favorite thing to do (for example, where I'm from, most boys picked hunting)... go to your spot... and enjoy. I loved hearing how they'd get lost in this place.

As a mom who wants to cultivate a love for reading in my own children, I couldn't wait to take this mom's idea and run with it! The idea of taking my girls on adventures - with a book - appealed to me on so many levels. I'm making it a goal to go to new places with snacks, drinks, and a book. Explore, learn and see something new, make memories and take the time to enjoy a book too. My brain is rolling... there's an old abandoned church out in the middle of a field I would like to see (bring a blanket, snacks, and books!), hiking trails with marvelous views (bring snacks and a book!), go to the Tin Roof Sundae (enjoy ice cream and - you guessed it - books!), the possibilities are endless and the result is memorable reading excursions. 

And that in and of itself is amazing.

Did you know that the majority of my non-readers or struggling readers had no memory of their parents reading to them? They also hand no positive memories or experiences that included books or stories. Be that parent who provides memorable moments surrounded by books. The most amazing gift you can give your children is wonderful memories surrounded by books and learning. Also, be that teacher who provides memories surrounded by books! Especially if your students possess zero memorable moments with books, make sure you give them one (or a hundred). Cultivate a love for reading beginning with the things and places they love the most! 

Parents and teachers, I'd love to hear how you pulled this off. Please share!

4 Reasons to Like Emily Dickinson's Poetry

I have written before of my love for poetry. It is one of my favorite forms of literature and creative writing. There is freedom to write down your thoughts as they come to you and joy when you find the right word to finish a thought, or rhyme, or create a witty play on words. Reading and relating to other poets, however, is even better. Poetry is inspirational. Emily is one of those poets I enjoy even more after reading about her. I can relate to Emily in so many ways. It wasn't until reading the introductions, editor's notes, and forwards to Emily's poetry books that I learned to enjoy her poetry all the more!

Never ever skip those pieces before or after reading a book. It adds depth and makes the book come alive in a completely new way! This is what I would've missed had I not taken my own advice...

1. "She rejected conventions, cared for no set technique, no formulas of versification, no fastidious rhyming." (Ellis, M., Pound, L. and Spohn, G., A College Book of American Literature, I, The Later Nineteenth Century, p.9) 
2. It is said that the effect of her poetry is "gayety, joy, and utter independence." (Ellis, M., Pound, L. and Spohn, G., A College Book of American Literature, I, The Later Nineteenth Century, p.10) That statement is true when you read the subjects of her poetry: nature, everyday life, and her love for her family.
3. Very little of her writing was ever published and the only reason they ever made it to the printing press was because they were found (by accident) after her death. She did not write with an intention to be published. She wrote for the pure enjoyment of it and for her family to whom she sent little notes and poems across the yard. Her humility is remarkable.
4. This is Emily's own test for poetry, "If I read a book and it makes my whole body so cold no fire can ever warm me, I know it is poetry. If I feel physically as if the top of my head were taken off, I know this is poetry." I love that test! If it were for no other reason than that particular statement, I would love Emily all the same.

Here is one of my favorites,

This would also make a wonderful writing prompt!

Weekly Writing Prompt [Write me as one that...]

Poetry is one of the most inspirational places for me to visit. Sometimes it's one or two lines that catch my eye, or the moral or theme that twangs the heart strings, or the overall idea the author is trying to convey speaks to my soul, or the innumerable clever word choices, play on words, arrangements, rhymes - they all transport me to the wide world of words.

Here is one line that makes an excellent beginner phrase for a student to finish and expand upon, taken from a book of prose sitting in the recycling bin. Breathe new life into it by writing a story or poem to get creative juices flowing...

Think about it, if anyone were to write about you, what would you want them to write?

My example:

Write me as one that passionately lives.

Lives by faith alone.

Saved by grace alone.

In Christ alone.

According to Scripture alone.

For the glory of God alone.

Write me as one that lives for Christ,

Dies to self.

Lives for His glory

And not my own.

Write me as one that loves God

And loves others.

Who serves Christ 

by serving others.

Write me as one that laughs at the time to come;

that trusts in Christ,

that delights in His Word,

that longs for His face,

that worships Him as King,

that fears nothing, because nothing is outside of His control.

Write me as one that passionately lives.

Write me as one that lives for The One.

Write me as one of His.

- Rebecca Lowery

I have many more phrases taken from poetry that I'll be sharing these next few weeks. Plus a writing lesson that I cannot wait to share with you - for free! Stay posted...

3 Supplementary Reading Tools I Use With My Kindergartener

Before teaching my 5 year old, I was a 7th and 8th grade reading teacher. I was hired to fill a position in a Title 1 school that did not have a curriculum and the school possessed limited resources. Needless to say, it was a tremendous learning experience.

Still, I have learned more as a teacher-mom than I ever did as a junior high teacher. Being a parent challenges and excites more than any other job. When she hits milestones or when I get to witness light bulb moments, I cannot tell you how thrilled I am to be apart of her reading journey! It's definitely had ups and downs, but compared to teaching a classroom of failing, struggling, angry-at-the-world, pre-teen readers I am enjoying this process immensely.

I'm sure I'll share more of this journey as the years progress, but for now these are the resources I use to supplement our reading curriculum:

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Mobymax.com is a free resource for teachers and homeschoolers. There are lessons for every subject area imaginable. It's easy to use, and while my daughter enjoys doing a 10 minute phonics lesson on the computer, she's also learning valuable computer skills. Win, win. There are many reasons to love this website, but I love this independent learning tool to gauge growth and offer practice, practice, practice in a different place/voice other than mom.

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The Pyramid Reading Game is a super simple activity that my emerging reader finds quite hilarious and fun. She ponders each sentence as it progresses and I enjoy hearing her think alouds - asking why, connecting, laughing. And as she practises CVC and sight words she's also working on fluency (voice inflection with punctuation, speed, accuracy) and comprehension. Every day she wants to do more than one. This is the general idea:

The

The dog

The dog ran

The dog ran to

The dog ran to me to 

The dog ran to me to hop

the dog ran to me to hop on

The dog ran to me to hop on my

The dog ran to me to hop on my lap
The dog ran to me to hop on my lap and

The dog ran to me to hop on my lap and lick

The dog ran to me to hop on my lap and lick my 

the dog ran to me to hop on my lap and lick my hand.

I added the -ck and -nd ending blends to this one and she does so well reading it that the next set of pyramids I create will have more 4 letter words.

Buy 25 of them (just CVC and sight words) for $2 at my Teachers Pay Teachers or Teachers Notebook shops.

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Bob Books are a series of simple readers that encourage and motivate emergent readers! My daughter was so thrilled when she read her first book on her own that she wanted to jump on the opportunity to learn the words in the next book in order to read it too! How could I say no to that?! I've heard the argument, "aren't they just memorizing the book?" Isn't that what reading is? Memorization? You memorize the sounds each letter makes, you memorize sight words like "of" (phonetically - uv), you memorize new word meanings, and commit to memory the alphabet, sight words, cvc words, & crazy rules like, i before e except after c (unless it's words like weird). Reading is the act of training your brain to remember the letter sounds to recognize words automatically (ahem, memorization). If my child can memorize a word in one of these Bob Book's and then turn around to recognize it in another book, well then the books are doing their job! Plus, it's motivating her to want to continue to read! Those are all things worth accomplishing! In fact, she is so excited about it that she shows off her reading skills to daddy as soon as he walks in the door and to anyone else willing to listen to these "enthralling" (wink, wink) reads.

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Sometimes we spend so much time arguing about where to start, what resource to use or not use, that we miss the big idea: what works with one student may not work with another. And there is no absolute right or wrong way to teach a child to read. Are you teaching them the letters and the sounds they make and how to apply that knowledge when they open a book? Are you introducing them to a variety of text? Reading to them? There are countless resources out there that I'm sure will be wonderful supplements to your reading curriculum (if used as they were intended to be used). These are the resources I use and see success with and they are great for parents and teachers alike. I hope, if you decide to use them, that they offer the same results we have experienced.

P.S. The first two sources I wish I would have known about when I was teaching struggling readers the art of reading. Both would've been extremely helpful and I would recommend either of them to teachers struggling to teach struggling readers to read.