#SOL14 - The Dumb One

"Could we do that?"

I look down at the magazine cover he's reading. An astronaut hovers above the Earth, seeming to stand just above the blue curve of our planet in the blackness of space.

"Hmm, do what?" I ask, leaning closer to inspect the magazine cover.

He looks at me, incredulous, flopping forward on his desk to rest his head in his hands.

"Stand on the Earth like that," a mumble comes from beneath his hoodie, which now covers his face.

"We are standing on the Earth, though."

"No, not like that," he says, lifting his head up to look at me again. He seems heavily weighed down, for a nine year old.

"Well, I don't know..." I begin.

"Well my teacher would know. I think you must be dumb," he turns over on his desk again, looking up at the ceiling. He could not possibly appear more bored with this conversation if he tried.

I fight back a grin.

"You think I'm dumb?"

"Yeah. You don't know very much. My teacher would know if we could do that. I'm gonna ask her when I get back to class."

We talk a little longer about Earth and space, but somehow the gravitas of our conversation doesn't seem to pull him in. By the time I walk him back to class he nearly soars through the halls, happy to be back in the comforting atmosphere of 'the smart one.'

Slice of Life Tuesday: The True Meaning of Success

Today was the first day of our state writing test, or STAAR. We've spent nearly 8 months together -- reading, writing, thinking, questioning, reflecting, and more.

They're stronger. More confident. Well-prepared.

They have created a solid craft as writers in the months we have shared.

I'm not worried. My stomach isn't twisted in knots.

This is a strange phenomenon.

By all accounts, I probably should be concerned.

Even though what they have learned is solid, it's possible they haven't grown enough to pass at the state standard. They came to me struggling to learn. They arrived such a short time ago, with low self esteems that often got in the way of their own success -- and this had to be tended to before we could do anything else.

So. We've grown by leaps and bounds. They are proud of their writing -- where once it was difficult to write a coherent sentence, now there are paragraphs of well-thought sentences.

I could not be more proud of them, each and every one. And results from this test won't shake that away.

It's Monday! What Are You Reading?

It's Monday, so I'm popping in on Teach Mentor Text's meme. Click the graphic above to join the fun!

Last week I really struggled to get any new books read -- something about finishing 21 narrative report cards, getting ready for this week's STAAR writing test, among other things.

Over the weekend, I started reading The Sister's Grimm: The Fairy Tale Detectives by Michael Buckley.

One of my student's had recommended it, and I can never turn them down! I'm currently on page 153 -- so about halfway done. It's a fast paced read and I can see why my students enjoy it so much. More on that when I finish. My reading goal this week is to finish it by Friday.

I'm also reading Encyclopedia of an Ordinary Life by Amy Krouse Rosenthal.

Since I'm participating in the A to Z Blogging Challenge in April, I'm finding this book to be a huge help! I've been cataloging my own list of possible encyclopedia entries about my life, and plan to use my list to keep me writing throughout April. Regardless of whether or not you're in need of inspiration for a month of alphabetized writing, I highly recommend Encyclopedia of an Ordinary Life.

Since my goal is to finish both these weeks by Friday, I'm already browsing my to-read list for my next great read. I've had my eye on The One and Only Ivan by Katherine Applegate.

I fell instantly in love with Home of the Brave, and I'm fiercely devoted to an author once I'm hooked, so this book could be about nearly anything and I'd read it -- but I'm delighted to see that it's something I'm actually happy to read. Now, to get my hands on a copy!

I'm also pining for a good YA book, but nothing sounds quite right just now. I've read a lot of dystopian fiction lately (it's been a favorite genre since I actually WAS a young adult), and I'm feeling a little tired of the same old story lines. It doesn't help that I'm elbow deep in my own dystopian YA novel edits. So maybe something else? Fantasy perhaps? A good mystery?

I'm just not sure -- what do you recommend?

It's Test-Taking Day!

Each year, same thing: a special meeting to train us to have the wherewithal to undergo the precise measures that must be taken on this very special test-taking day.

Each year, same thing: I wonder what dolt has actually done the things we're being told specifically not to do, unless we'd like to find work in another career path once next school year rolls around. I mean, they wouldn't tell us not to do it unless this had actually happened before, right?

So today, without further delay, I give you a day in the test administering life of my imagined version of the teacher that caused all this ruckus in the first place:

I wake up, squinting against the light coming in through the window.  Light? It mustn't be. The clock registers the amusing truth: it's late. Much later than it should be. I guess I had one too many drinks at Al's Drink Emporium last night. Shrugging, I amble through my morning. Let 'em wait, I always say!


When I reach the school, the halls are buzzing with activity. Kids scrambling to class, teachers milling in the hallways drinking coffee and chatting happily about the big day.


Oh that's right, I think to myself. It's test-taking day! I chuckle to myself at having forgotten this important day, and head to class to make sure my little sweethearts have arrived safely. After tossing a few orders out, I head to the office. Time to pick up our tests!


The halls are quiet now, so I slip into the teacher's lounge and rummage around for the coffee. It seems nobody had time to put on a fresh pot this morning, so I figure it's the least I can do to get one started. Once I have a nice steaming cuppa Joe, I check my mailbox. Empty. I head off to grab those tests.


My assistant principal is waiting for me, test packet in hand, toe tapping. He looks like he barely slept at all last night. 


"You were supposed to pick these up thirty minutes ago!" he glowers, "Hurry back to class! It's test-taking day!"


With a smile and a nod, I grab the tests and am on my way.  Eesh, I think, he sure is testy today. I can't help but chuckle at my little joke. I am so witty!


Back in class, I mumble good morning to the kids and start passing out tests. The sooner we start, the sooner it's over. May as well get going.  I have a list of kids that are supposed to have special accommodations, but I forgot to get the right materials, so I say a little prayer that they'll be okay without them. There's also a huge list of instructions I'm supposed to read, but what the heck -- they've seen this stuff before.


"Let's get this show on the road!" 


Pencils go up, booklets open. Heads snap down and begin reading through endless passages meant to measure their knowledge.


I love test-taking day. A nice full day of peace and quiet! I snap open my phone and check my Face Book page. There's a new comment thread on the latest movie, so I send my thoughts. I glance at the clock. Only two minutes have passed. This is going to be a long day. Good thing I brought along a nice, long book. Taking those few extra minutes to myself this morning is definitely going to pay off.


We're supposed to stand and roam the classroom, monitoring student progress. What a bore! I have a seat behind my desk and flip my laptop open. There's a great shoe sale on Target and I really need to update my Pinterest boards. Surely that will kill some time.


A hand pops up in the air. It's little Suzy.


"What is it?" I ask.


She motions for me to come over.


Great. These kids are always interrupting me! With a long sigh, I walk over to her desk.


"What's the problem?"


She tells me she doesn't understand a word in the passage she's reading. I explain what it means, pat her on the head and walk back to my desk. My good deed for the day. Besides, I feel a little bad that I didn't give her the reading overlay she's supposed to have. Oh well, lesson learned!


The rest of the morning passes fairly quickly. My phone rings a few times, but I silence it each time -- I certainly won't take any phone calls during a test! I have snacks and bottles of water set up in the back of the room, so the kids can get up and serve themselves when they need something. Sometimes they stop and chat a bit, which is a nice break for them, I think.


Just before lunch, I decide to order myself a pizza. All this test-taking business has really made me work up an appetite! When the pizza guy arrives, I tell the kids to leave their tests at their tables and grab their lunches. We sit around the room eating our food. On test-taking day, nobody eats in the lunchroom. Too loud. So we chat quietly, discussing the test and offering advice to each other. It's a real brainstorming session! By the time the kids get back to work, I think they feel pretty excited to finish the test.


It feels too quiet now, so I turn on the radio. Nothing like a little heavy metal to really get those brain juices flowing! A few kids look up in alarm, but once they realize it's just some good old fashioned rock and roll, they quickly get back to work.


I open my purse and grab a bottle of bubblegum pink nail polish. May as well use this time wisely! My nails could really use a new coat of color. I set to work applying the polish to my nails, determined not to notice the two kids in the corner whispering to each other.


Another hour passes and I realize I really need a bathroom break. I don't want to stop the kids in the middle of all their hard work, so I slip quietly out the door and head for the bathroom. I don't really like using the bathroom nearest my room -- the light flickers like I'm in a bad horror film -- so I go down to the next hall. I'll only be gone a minute, so I'm sure the kids will be fine.


By the time I get back to class, a few of the kids are all grouped together looking at each other's tests.


"Whoa, guys! What's going on in here?" I ask, surprised that they aren't still working.


They scramble back to their seats without another word.


Bobby, my very brightest student, informs me that he has finished his test. I grab it up and head back to my desk. He starts drawing pictures to pass the time. I glance over his work and see that although he circled all the answers in his test booklet, he hasn't bubbled in all the answers on his answer document. He's had such a long day of testing, I hate to bother him again. I grab a pencil and fill in the rest of the answers for him. Problem solved!


I realize I can use Bobby to help me out. I call him over and tell him that he's earned the special privilege of Official Test Monitor. I even give him a little badge to wear, made out of construction paper. I am really outdoing myself today!  Bobby spends the rest of the afternoon wandering through the class, keeping everybody in line. I think he really enjoys his new responsibility.


Slowly, all the kids turn in their tests. We're done! I congratulate the kids on their hard work and tell them they can have free time for the rest of the day. Cheers and hoots of celebration ring through the room. I mentally pat myself on the back for being so awesome. And while they're playing, I can give myself that pedicure I've desperately been needing. This is turning out to be one of the best test taking days of all time!


After looking through their work and grading all the tests myself, I hand all the huge bundle of tests and answer sheets to one of my most trustworthy students and ask him to run it down to the office.


Another test taking day successfully completed!

It's Monday! What are you reading?

After reading Laura's post over at Camp Read-a-Lot, I decided to postpone my planned post on possibility (whew, say THAT 3 times fast!) and join the fun over at Teach Mentor Texts for their weekly "It's Monday! What are you reading?" meme.

As I've done since reading Donalyn Miller's The Book Whisperer a couple of years ago, I challenged my kids to join me for a #bookaday goal over Spring Break. Some jumped at the chance, while others set a somewhat smaller goal. Today we checked in, and I was super excited to find that most of my kiddos met or exceeded their goals!

Here's what I read:

1. Lemonade by Bob Raczka
2. Wonderstruck by Brian Selznick
3. Ladybug Girl by David Soman
4. Goodnight World by Willa Perlman
5. Stars by Mary Lyn Ray
6. Ruth and the Green Book by Calvin Alexander Ramsey
7. I Can Hear the Sun by Patricia Polacco
8. When I Was Young and in the Mountains by Cynthia Rylant
9. Tulip Sees America by Cynthia Rylant
10. Write Like This by Kelly Gallagher (started, not finished)
11. Encyclopedia of an Ordinary Life (started, not finished)

Several of my books were narrative style picture books, since I was amping up to share some great mentor texts with my kids this week. We'll be taking our STAAR writing test next week, so it feels like a good time to munch on some scrumptious words. And I'm just loving Gallagher's Write Like This. His thoughts match my own feelings on what writing should look like in the classroom, and as I was already planning to spend the week revisiting how narrative and expository writing can be written about the same topic but in different ways, much of what I read in his book helped me decide on a new way of presenting the information. Win!

Today I shared Ruth and the Green Book with my students. Before I read the book, we made a list of our purposes for writing, using Gallagher's model. After they had a list of styles such as expressing and reflecting, informing and explaining, and taking a stand and proposing a solution, I passed out sticky notes and asked them to write words and phrases in the story that helped them to determine the author's purpose for writing.

Ruth and the Green Book is an excellent resource as a mentor text! Although the style is narrative, all the students noticed that Ramsey also informs and explains, as we learned many facts about life as an African American in the 1950's and how the Green Book came into existence. Some of my students also felt that the story had elements of the take a stand model as well, since Ruth definitely takes a stand of her own in the story. Wonderful mentor text, and a Bluebonnet choice for 2012-2013, as well! Double win!

After we read, I asked my students to come up with possible prompts for writing that would result in a story like Ruth and the Green Book. They came up with several prompt ideas, including:

• Write about a time you were left out
• A time you felt afraid
• A time someone was mean to you

And more! We made a list and they each chose the one that spoke to them and began writing their own narrative that matched their chosen prompt. An excellent writing day, to say the least.

I'm eager to continue reading Write Like This and start working on my writing plan for next year! It never ceases to amaze me how much a good book can change a life, a day, or even a moment in one person's life. 

new test, no fear

This year I keep hearing the same things over again:
Standards have changed!
The new STAAR test is more rigorous!
Writing must happen across the curriculum!
There's no time for the fluff writing that used to happen!
FEAR! BLAME! GUILT! WORRY!

Uh, okay... so my 4th grade students have the unique experience of being the first to take this new, highly rigorous writing assessment at the end of the year.

So they are expected to write two short pieces instead of one longer piece.

And one of these compositions will be an expository piece.

Oh, and don't forget the stamp across every thing we're told this year, "No. Fantasy. Writing. At. All. Period. No. Matter. What."

At district meetings, there is nail biting and fretting and eyes filled with horror.

At faculty meetings we look at graphs and bullet points and pie charts on the importance of rigor and excellence and content area writing.

And at each meeting, I grit my teeth and swallow down the words I want to say. No, let's amend that. I swallow down the words I want to scream:

Who cares?!

I mean, in all seriousness, why should this test alter what we've already been doing? My students write what they want, how they want, and whenever they want. Along the way I offer them learning experiences that hone their skills and broaden their craft.

The point is, if you lead your students to love learning, it doesn't matter what tests get thrown at them. A master learner has no reason to fear being asked to show what they know. We're delighted to share our knowledge.

We have already been writing expository pieces, to explain our learning across the curriculum, persuasive pieces, letters, poems, narratives, and God forbid, the poor stepchild of the 2011 writing year, fantasy. When they have free time, they'd rather write than read or even draw. When I offer writing opportunities outside of school, many of them jump at the chance to participate.

If we are already doing what is best for students, the introduction of a new rigorous state test is not a reason to freak out and board the windows against the demons of free thought.

Let the STAAR come, I say, and we'll show it what we're made of.

slice of life tuesday: it's about the kids

30 days ago, I was excited to bring a cornucopia of new ideas into this school year. Plans for a new word study program, ideas from writing workshops I attended over the summer, and a commitment to a daily math workshop all acted as catalysts to launch me happily into a new year of experiments to enjoy.

2 weeks ago, I walked through the hall towards my room, smiling to myself at how fortunate I was to spend my days doing something I love. I couldn't imagine doing anything else. The ideas I brought into the classroom were shifting and changing into activities that would work for my students. Although there were bumps along the way, I felt confident.

7 days ago I left a meeting feeling like all my hard work meant nothing, that it was impossible to meet the needs of my students, balance the desires of my principal, and implement the type of instruction I believe in -- all at the same time.

This morning I welcomed my intern and quickly found a way to involve her in the class, focused on my students, laughed at my mistakes, and generally enjoyed the day with my students. I almost recaptured the beginning of year joy, almost let go of the mounting stress.

This afternoon I sat down to a faculty meeting where I listened to a woman encourage us to stay positive and bit my lip through a discussion about testing -- although my mind rattled and the words bubbled up in my throat so fiercely that I thought I would either burst into tears or burst into hysterics if I didn't speak up.

Tonight I'm thinking about the devotion so many teachers have to their students. Not devotion to a test, or an objective, or even a single subject or style of teaching. It's not devotion to a campus, although we do certainly tend to become territorial! We get up early each morning, often shuttling our own children out the door, already thinking about our students. We spend the day at our wit's ends, racking our brains for that one right way to reach each student. After hours each day trying to find the solution of how to fit the monstrous amount of necessary teaching into a schedule that laughs at anything more than the bare minimum, we say goodbye to our students, go back to our rooms, and begin grading, planning, assembling, and plotting all over again.

I'm thinking about how I fill my huge bag each night and drag everything I can fit into it home so I can continue working. I'm thinking about sitting behind my laptop or a book or papers into the late hours of the night, grading and planning and assembling and plotting ways to make sense of the days that are completely beyond all sense.

I'm thinking that it doesn't matter if you call it a TAKS or a STAAR or any other name. It doesn't matter if we teach TEKS or Common Core. It’s not about the data or the numbers or the graphs and the statistics.

It’s about the kids. It’s about the pure, real learning that happens when children and teachers meet each other every day ready to work together. It’s about keeping it real in a school system determined to forget that teaching is not about the numbers – it’s about the kids.