Capturing Our Thoughts

My students make so many interesting observations. They share profound things that make me literally freeze in my cute shoes. These thoughts must be captured. They must be considered by others. I shouldn't be the only one fortunate enough to hear them.
Thankfully, we have Writer's Notebooks. They are mobile and don't require charging or upgrades. We can be imperfect there. We can try out ideas like a new pair of shoes. We can pin down our thoughts with No. 2 pencil points.

But as writers of the digital age, we also have other tools to record our thinking. We have our classroom blog & a class Twitter account. We can't keep them in our desks, & sometimes, the websites are down, but they prove their own values. Indeed, with these tools, we've learned the power of an audience. A comment from a teacher in Austin sparks a geography lesson. A reply from a class in Ohio gets us thinking about similes. These happenings are powerful, for they fuel the next post, or the next tweet. Thus the writing lives on.
How is this maintained? What is the process? I wish I could give the exact steps. Quantifying these moments in a way that can be replicated is impossible. I go with the words spoken. I listen to my students as they talk, and I apply the thought to a concept. It doesn't take an expert ear, but it does take a willing one. Are you willing to let go of the way you planned to teach something? Can you share it in the form your students need to hear it?
A writer's notebook is where it begins. A writer's notebook is where the thoughts are tossed about. But sometimes the thoughts must go elsewhere.
Sometimes we must bottle them in electronic containers to be clicked open by trackpad or mouse.
Then they are free again.
Free to be considered by others. Free to amaze others. Free to be.

Layers of Learning

Students make connections in my classroom every day.  During our read-aloud or a discussion on a topic,  one mention of a word or place reminds them of an event or memory in their lives. They raise their hands, and their faces light up when they hear something familiar or have an experience to share. They cannot wait to tell you all about it! They are so happy to tell you. They MUST tell you.

The same things happens to their teacher ---me-- too.

For example, I might attend one committee meeting one day where we might discuss a topic I happen to be thinking about. Then at another committee meeting--on an entirely different day---I might hear the same term again. It continues in my reading. I might hear that same phrase in a blog post I'm checking out , or come across it on Twitter.
To really drive it home, I might be having lunch at a conference with people I've just met, and one of them will mention this same term yet AGAIN. I'm interested. I listen. I learn. I ask questions. The cycle continues. And then I know:

These are not coincidences.

Because I am constantly pursuing literacy, books, writing, learning, reading, technology, innovation, etc., my worlds are continually colliding--in a great way! One aspect feeds gloriously into the other. One avenue takes me down a path I've just traveled. The results: a constant layering of experience and learning that never gets too stacked up or unruly. I can pile on the stack because unlike a tower of cards, it won't ever topple.

I know what my students feel like when they say, "I've heard of that!" I know exactly how hard it is NOT to share it!

Now, I actively seek those connections. I've stopped waiting for them to appear. In every aspect of my day-to-day, I'm connecting one thing to another.

But I don't raise my hand to share it! All I have to do is BLOG!

Edcamps: A Great Place to Learn!

I went to my first Edcamp because the integration specialist at my campus recommended it.  She is someone who always has great ideas, so I followed her advice!

Edcamps are informal conferences where teachers share ideas. Anyone who wants to share a good lesson, tech tool, or strategy signs up on a board. There's no worry about having handouts or a full presentation ready. You can sign up that day to present. Or not! You can attend whatever sounds good to you, and then, if it isn't the right fit for you, you can try another session. It's all free!

The energy at Edcamps is contagious. Everyone there is an eager learner-- ready to exchange ideas. Attendees gain the benefit of everyone else's practice. People are willing to talk and answer questions. You can start great conversations over coffee or lunch. Plus you can also win some great door prizes at the end!

This past Saturday, I attended Edcamp Dallas--my third Edcamp. What an amazing day!  I met up with friends from Twitter, and we talked like we'd known each other forever. I connected with new people, too, and I was inspired by many. (These connections will continue!) I had lunch with a great group of teachers who are my new friends. I even presented! (I didn't think I would, but others encouraged me, so I gave it a try.) Even though I'd had a long week, I felt energized because I knew I was picking up some new ideas AND sharing something that meant a lot to me (classroom blogging).
If you look around at the people at an Edcamp, everyone looks happy to be there!  This is the big AHA moment of Edcamp for everyone. Shouldn't our students also feel this way about school? We should do everything we can to offer this same environment for students.

I woke up early on a Saturday to attend, and I had lots of other things to do (like a grad school assignment or two). But what I learned will end up saving me so much more time later. What I learned will make my classroom an even better place. I couldn't afford NOT to go. I would have missed out on so much!

So the next time you hear of an Edcamp in your area, check it out!

Have you been to an Edcamp before? I'd love to hear about your experience!

Books Around the Room



 

When I want to know which books are popular with my students right now, I look at their desks. The most sought after book never is on the shelf for long AT ALL, and is passed around like a plate of cookies with every one taking a share for themselves.

 

 

Here are two books that fourth graders are reading right now:

 

 

I read the ARC this  summer. The book is available in stores now.

Infinity Ring by James Dashner
Publication Date: 8/28/12
Published by: Scholastic, Inc.
Pages: 192

The main characters in this book live in a dangerous America where natural disasters are common, and they are on a mission! There's time travel, adventure, history and a lot of excitement mixed in this book, and it grabs readers from the beginning. It's the first in a series written by multiple authors, and my readers can't wait for the 2nd one coming out in November.

from barnesandnoble.com



Then there is SQUISH!

Squish 4: Captain Disaster by Jennifer L. Holm & Matt Holm
Publication Date: 8/25/12
Published by: Random House Children's Books
Pages: 96

My students cannot get enough of this graphic novel series. Squish is an amoeba in grade school who is trying hard to make it through! He has friends, faces challenges, and his dad gives him advice along the way. In this installment, his soccer team isn't doing so well! There's lots of action and fun in this book, and my students already want the next one!

Which books are popular in your school?

A Teaching Tool I Cannot Do Without

The Scholastic Book Fair is an annual event at my school. I look forward to it more than a shoe sale. People who know me understand this.

Before the Book Fair, our school librarian plays the preview video for classes to watch. The video highlights some of the books available for purchase, and my students always enjoy watching it. SO DO I.

I sit and watch it with them. Our imaginations are all held captive by the titles, the great book trailers, and the promise that a great book is within our reach.

I watched this year's Book Fair Preview with my new class in the library this week. Though we are a new community, we ARE a community. We were ALL "oohing" and "aahing", and this made my heart glad. Though we've only been in a school a few weeks, Reader's Workshop, exposure to books, and book talks have clearly had an impact.

I smiled as we watched together. We were all having a wonderful time. But then the preview for INSIDE OUT AND BACK AGAIN by Thanhha Lai came on. And I stopped laughing.

I was immediately taken back to the experience of reading this amazing book last December.

When I heard Thanhha Lai talking about the book and the main character in the video, I started to remember what it was like to read the book. I started to go through the emotions of the character's struggle. The memories of the richness of language came flooding, and as I told my librarian "I've read this book!", I could hear my voice crackle, and small, quiet tears began to fall. They were enough tears for me to wipe away, and I could hear one of my students saying, "Mrs. Alaniz! You're crying!" I reassured them by saying, "I'm fine. Books just make me feel---sometimes they make me feel happy and sometimes they make me feel sad. That's what good books do."

And looking back on that moment now, I knew it was a powerful teaching moment. In that moment, I know my students are beginning to see just how passionate I am about books. I want them to know that good books affect me, and that even after I read them, I never forget them. They leave an imprint that makes me better. They leave a stamp on me that brands me in a good way. . maybe in ways I will never realize.

My passion for reading is more valuable to me than any PD book I could ever own. It is more valuable to me than any workshop. It is more helpful to me than any strategy, activity, or program. It will never fade, lose value, or need a new subscription. It goes with me, and it's easily shared.

That's a tool I cannot live without.

It's Monday! What are you reading?

It's Monday, so I'm joining Jen and Kellee over at Teach Mentor Texts in their weekly meme. We share our past, present and future reads for the week.

Afer not being able to read as much as I wanted to last week, I made it a point this week to read whenever I could. Reading for me is a necessity, not a luxury, not an add-on, not a when-I-can-get-to-it kind of thing. It's something I must do to be happy.

This week I read two books:

 

Infinity Ring by James Dashner (I read the ARC I picked up at ALA, but it's out now!)

 

 

This is an exciting adventure with lots of history mixed in! It's at the Book Fair now, and my students want to read it. It reminded me of the 39 Clues series since future installments in the series will have different authors. Check it out! 



 

from Amazon.com

Third Grade Angels by Jerry Spinelli

This is a classroom/school story of a boy who tries really hard to be good all the time at school and earn his "halo". I really enjoyed it! It teaches about responsibility and making good choices in a very fun way! 

 



 

What I'm reading now:

  

 

 

Skinny by Donna Cooner

 

I picked up this ARC at ALA this summer but haven't had the chance to read it.

Today, it feels like the right time for me to read this book. Do you ever feel like there is a right time for a certain book? It's hard for me to put it down, but that's exactly the kind of book I needed! This is a YA novel about a teen who faces the struggles of obesity and the decision she makes for herself. I can't wait to finish it.

 

What I WILL read:

 

Lately, my reading moods have been particular. I don't really know what I will read until I walk over to my shelves and take a look. I do know one book that's in my future:  SQUISH #4 by Matt and Jenni Holm! (I will also be reading a few grad school textbook chapters.)

 

Shoe choice today: My silver/orange Nikes that are great for a teacher to wear on a busy Monday!

 

 



Our Graffiti Wall

This is the Graffiti Wall outside my classroom. I got the idea from Donalyn Miller, author of The Book Whisperer. It's black butcher paper stapled to the wall. We will use it to write quotes/favorite lines from books we read. We'll write on it using metallic markers. Students will share their quotes with me, then I'll hand them a marker to write on the wall. My students will write the title of the book, the author's name, and the page number where the line can be found. (Again, all of these ideas are from Donalyn Miller.)

I didn't introduce it until the second week of school. I thought I'd establish my reading community first, and I think that was the right decision. To do this, we read some great picture books together:

We read:
C.R. Mudgeon by Leslie Muir & illustrated by Julian Hector (a sweet picture book about a hedgehog who is stuck in a rut!) His new neighbor is named Paprika, and she is VERY different. It's a great story about friendship.

 

 

 

I Want My Hat Back by Jon Klassen

This is a GREAT picture book about a bear who has lost his hat. It's a very clever, and it inspires a lot of debate/discussion. My 4th graders loved it. We still talk about this one. (Buy a copy for yourself!)

My students are reading more and more, and they are learning to spot quality writing. When I read picture books aloud, I highlight lines I think are really terrific.

Now when I read aloud, THEY are pointing out the lines to me.

"That should go on our wall," they say.
This was the first quote:

(Capture the Flag is a middle grade chapter book that's making its rounds in my classroom these days! Check out all of Kate Messner's books!)

When the wall is filled, I'll take a picture of it, take it down, and put up another sheet of butcher paper.

It's a display that doubles as a writing tool. But it's also a way we capture the word gems we come across. I'm anxious to see how it looks when it's filled!

Thanks, Donalyn! You continue to inspire teachers with your great ideas!