It's an Epidemic!

If you haven't heard of Daily 5, then you should stop reading right now and research it and buy the book now!  On a serious note, it's one of the best investments I've ever made.  Students are engage in authentic reading and writing work.  There's a section of the Daily 5 wherein the kids get extra writing (outside of Writing Workshop), which we call "bonus writing."

The students can explore several different kinds of writing.  They can do postcards, stories, letters, lists (like grocery lists, etc.) and poetry.  I had not yet introduced poetry to my kiddos, thinking that it would best be served later in the year.  However, year after year, my kids usually take favorite poems and turn them into their own by changing a few words.

This year, thanks to a little girl in my class named Ivy and her burning desire to write, and to use her new found notebook, an EPIDEMIC started in my room.  She took one of her favorite poems, Color Cats, and started writing color cats, and color hats and kept going.  When Ivy shared, she got the kids so excited, that her friend, Alexys began writing about color bats...and the whole -at family had been investigated,  Then Ava introduced Color Horses.  And when that poem had been explored, Katie started in on our "I Love Colors" chant and turned it into I Love America.     They got hooked on the rhythms and the rhymes and began feverishly creating.

This is only the beginning, as Ivy exclaimed she is filling her entire notebook.  Good on her promise, it has been at every recess, including lunch recess.  I can't wait to see what she creates!

I love these kind of "epidemics" as my friend Tammy calls it.  Because the kids are loving words and language and, oh my goodness, are they learning?

I am enthralled....

Poetry Fun - Dramatize!

I LOVE poetry.  It teaches so many things.  And because I love it, I think my joy passes on to the kids.  Through the years, I've developed some tips for teachers to help them get the most from their poetry experience.  I hope they're helpful!

Since it's almost Halloween, I shall share one of my favorite poems, "I Eat Kids," by Dennis Lee.  I've decided my main idea is to assist kids in not feeling afraid of terrible things, and that they are strong and tough.  Instead of the whole poem, I only use the monster's and child's dialogue and then I make up motions for it. First the kids show me an angry monster and use monster voices.  On the child's dialogue, they turn themselves around two times and spread their feet apart, with hands firmly placed on hips.  In a scolding voice, they tell that monster off, and punch him with one finger in the shoulder.    If I get brave enough some day, I will video myself and show you some of the actions I've created.  The kids Love it!

Here are some general  tips I use when choosing a poem and acting it out: 

I.  Choosing a Poem
     *  find a poem that speaks to you, that you find appealing
     *  if you don't like it, it won't sell

II.  Visualization
     *  Take yourself on a visual journey of the poem
             Drump the Grump - (poem by Jack Prelutsky, A New Kid on the Block) Imagine yourself
             covered in slimy, gooey garbage - best of all, liking it!
             Spaghetti  Spaghetti -(another Jack Prelutsky) - even if you don't like it, you can pull it off by
             thinking of something you like a lot , and sitting in a pile of it.
     *  Be the object, if it's about an object
           If you're reading a poem about a balloon, imagine your skin stretched so tight that you feel you
           are going to burst; or imagine you are bobbing along the ceiling, it scratching your back or 
           you're just checking it out?
     * When performing, all objects in your mind stayin in the same place.  It's a storytelling
         technique.  If makes things more real if you pick objects up and place them some place.  (the
         same place)

III.  Voice - Explore and change your tone and pace
      *   Play with the language.  Use your voice to change the tone and affix meaning to the poem
      *  tone - high, low, sharp, crisp, draggy - Let the poem dictate this
      * tempo - fast, slow, pauses on words to clarify
                        commas and periods
      * tell jokes - practice with telling jokes first, pausing on punch lines
      * clarity/fluency - are the words you are speaking spoken clearly?  Does it flow?

IV. Your Body
     * move minimally
     * stand tall or straight unless the text dictates differently
     * be careful of non-verbal cues

V.  Main Idea
     * Summarize what you want your point to be so that the message gets across to your audience

You're probably thinking, "What does this have to do with first grade?"  Imagine if you had the love and creative world of a first grader, and you had loved poetry at this age....you'd never have to be frightened of it again, and it would take you places, just as reading does.  And when you feel comfortable with someone else's poetry, then you begin the journey to writing your own.

Happy writing, and happy poeming! 
Cheers, Marie

Why We Write

When I first encountered the Lucy Calkins' writing, I was so afraid!
How does it look?  Can I do it?  Is it an effective program?  A million questions went through my mind.  You know; I'm sure you've gone through this on many of your curriculum adventures.

One brave teacher  allowed me to go to her room and observe, and my prinicipal covered me for 15 whole minutes.  That was a big deal to me because I know how busy principals are.   In those minutes, what I observed was students engaged and enthralled with writing, and I was hooked.   I KNEW this was the program for me, and even though I wasn't sure of myself,
I took the plunge!   I've been in love ever since.

Here's my favorite part:  I get to learn so much about my kiddos, their favorite things, what gets them excited, what moves them,  what matters - heart and soul things.   And talk about building community, the kids enjoy hearing each other's stories because they can relate to each other.  Talk about connections! 

So, last week, one of my kids who was having trouble getting started writing knew that he was supposed to get to share with the class that day....I hadn't gotten back around to him yet, so I was almost afraid of what he would share that day (usually I try to get around to previewing them all first)...to top it off, it was a day the literacy coach popped in..."well this ought to be good I thought to myself. "

Well,  the little boy wrote only 3 lines and repeated them.  

Here they are:  "No Bee Bee Stop or I'll spank you!  No Bee Bee Stop or I'll spank you!  No Bee Bee Stop or I'll spank you! "  (I tried to write it like he did...)

The kids were rolling over on the floor laughing, and they didn't even know key details!   So when 2 stars and a wish came around, the kids said they loved how he made them laugh, but they really wanted to know who Bee Bee was (his cat, which really made the kids laugh harder) and why did he want to spank her?   (because she kept meowing)...I asked him how that worked for him, and he said, not too well, because she kept doing it. 

This was validation for him.  It was an aha moment, and a teachable moment on how important it is to be clear...but also taught the kids how important it was for them to write and tell us about their lives.  

The coach, by the way, stated she wanted badly to introduce that she had a text to self connection with her dog and their family pizza eaten off the counter, but that she didn't want to distract the kids..

See what I would have missed had I never taken the chance?   It's such a flexible program, research based, and best of all, AUTHENTIC.

This is why we write; OUR WRITING CONNECTS US....