Finding Your Story

There is no greater agony than bearing an untold story inside you.-Maya Angelou

Well, I’ve been a little busy since my last post. Summer is almost over and I’ve been busily plugging away at my doctoral classes and have recently returned from the Apple Distinguished Educator Institute in Miami. These institutes provide me with inspiration and refill my creative cup to begin a new school year.

once-upon-a-time-719174_640Our institutes often focus on the power of story. We all have one. As a kindergarten teacher working in Charleston, SC, I wasn’t convinced I had a story…and if I did, who would want to hear it? As educators, we neglect our story and we downplay it. We use the word “just” in apologetic tones as if to say, “I’m JUST a teacher”. I found great inspiration in one of our keynote speakers in Miami.  Jason Hall, founder of Slow Roll Detroit, reminded me no story is too small. You can see his story here. My two take aways from his story is “leave no one behind” and “sometimes the journey redefines the destination”.

So, back to the idea of story. Adults aren’t the only ones with a story. My youngest students, even at age 5, have a story. Our job is to nurture that story and help them see their stories matter. Often, we relegate young children to the side because they are “too little ” and they can’t possibly have anything worthwhile to offer. How many times have you said “Yes, uh, huh” absent-mindedly as a child is talking? I’m not pointing fingers here…I’m just as guilty. We are busy people. But, when we do that often enough, we reinforce to that child their story isn’t  worth telling. They become less willing to flex their creative muscles because they don’t feel capable, they don’t have anything to say.

Jason Hall

Jason Hall

Maybe you aren’t comfortable with you whole story yet. Maybe you are working on a verse or two. Here is my current verse. I’m excited to continue to build my story one verse at a time. With a new school year 3 weeks away for me, I’m vowing to lean in more. I’m committing to nurturing the story in my students. I’m committing to nurturing my own story and the stories of others. Jason Hall has it right…roll slow, leave no one behind, and embrace the idea that the journey can redefine the destination. His story started small and as he shared it, it became epic.

 

In other news, I wanted to quickly share a few websites that are great for royalty free, attribution free images.

Pixabay

Morguefile

Photosforclass:  This is student safe and all images come with automatic attribution.

In the spirit of story and my new-found inspiration, my new closing line will be…

Share your story…do epic stuff.

 

End of Year Roundup

It’s May…teach yourself. -Jen Hatmaker

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Image by Jen Hatmaker

People, truer words have never been spoken. The countdown is on here and we are doing a serious blitzkrieg to the finish line with 10 days of school remaining. Correction, 8 full days and 2 half days. There is no kind of tired like end of the school year tired, but with active, wiggly, excited, over the top five year olds, I must forge on. This tidal wave of crazy is unavoidable so I just get on the wave and ride.

In an effort to maintain some sanity, we are busy with a lot of choice writing. Many students choose to write more about interests from our thematic studies, others gravitate toward journal writing, and some want to capture/savor moments from field trips. During choice time, when students choose to write, they not only choose the topic but they pick the genre and the tools. As students engage in authentic work, they learn more about app functionality and share features with one another. In this sense, they really are teaching themselves. When they next use the app, their work is 100% focused on the learning (the writing, the communicating, etc), not the app itself.  Even the youngest students can learn quickly how to live and think inside of an app as well as move across apps.  Our job as teacher of writers is to focus on the writers and teach writers -not apps.  We need to help them apply and share learning, and grow their skills. So, in our classroom kids often choose between Pic Collage, Drawing Pad, Feltboard, Paper Desk Pro and Book Creator.

Here are a few samples of their work from the last two weeks. None of these were assigned. It was all their choice during their free writing times.

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The children are app smashing, creating, and collaborating. Their energies are currently directed toward choice writing and not toward mischief (thank goodness). By using student interests and prior experiences, students are actively and authentically writing. We have a collaboration table in the classroom where students can go and discuss writing ideas with peers. These can turn into lively, rich conversations, which in turn, produce some pretty amazing writing.

For my readers who are nearing the end of your school year, hang on and ride the wave. It’s May…they can teach themselves!

Today we will do exciting new things. Let’s get to it.

iTunes U and You

The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. -Martin Luther King

itunes uThinking critically and intensively is not reserved for older students. We work diligently to create learning experiences in kindergarten that allow our young students to think deeply about various topics. Having iPads allows us to enrich learning experiences in a way that wasn’t possible before. One of the iPad tools that is often overlooked is iTunes U. Why iTunes U?

  • It is a free repository of classes and educational content
  • Students have access to content anytime and anywhere
  • Content is easily updated and changed
  • Discussion feature allows rich conversation between students

While there are a large number of free classes available on iTunes U, perhaps you should consider creating your own. With the end of the school year only a few weeks away, it seems odd to be thinking of adding new things to your teaching bag of tricks, but this is the perfect time to do so. You can use some of your summer to create your own courses. It is easy to do. Simply log into the iTunes U course manager using your Apple ID and add your content. What are the benefits to creating your own course?

  • Content is more meaningful to students
  • Content can be customized
  • Easy to create, easy to update
  • All resources are in one place: books, documents, videos, images, web links and apps

Here is the link to a Spiders course I created for my kindergarten students as well as one for teachers on Personalized Learning and another course created by a 4th grade colleague about my school and how we innovate instruction using iPads.

iTunes U allows you to customize the learning experience for your students, even the youngest ones. It is also a great way to create a learning portfolio for students. Up to 5 people can collaborate on a course so you and your colleagues can work together and share the wealth. If you aren’t comfortable creating a full course initially, create a chapter and keep adding. It is easy to update any time.

If you aren’t already using iTunes U, consider giving it a try. It will open a whole new world to your students for learning and engaging in content.

Today we will do exciting new things. Let’s get to it.

The Power of the iPad in Kindergarten

Technology won’t replace teachers, but teachers who don’t teach with technology will be replaced. -unknown

Last week, our school iPads were replaced.  We were very excited to exchange our iPad 2’s for the new iPad Air.  Our old iPads served us well but were suffering from frequent app crashes. The replacement took about a week…no small feat when you are talking about over 800 iPads. The excitement over the idea of new iPads was suddenly replaced with the knowledge that we would be without iPads for a few days. My kids quickly realized this and asked, “Um, how will we do our work with no iPads?”  I responded, “I’m not sure…maybe we will do some worksheets.” Puzzled, the kids responded with, “What are worksheets?” You see, they had never completed one before.

It was definitely like going back in time and I’m certain I don’t ever want to teach again without having those devices. My students were used to having choices about their day and about demonstrating their learning. I was used to personalizing their learning and serving as a facilitator while they directed themselves. Student-centered and student-directed learning is one of the keys to educational change.

So, now we have our beautiful new devices and the kids immediately went to work. Their work. We have been working on number stories in their math journals. Even though I’m providing the number stories, there is still choice. For example, Sam had 7 buttons.  Some were blue and some were yellow.  How many of each were there?

Here are a couple of samples from my kids:IMG_0004

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One was being a wise-guy, but still got the right number of buttons. By making these number stories open-ended, students have the ability to use multiple pathways to get to the answer. Another student and a partner, worked together to create what we call an “incredible equation”. One of the students was stronger in math (clearly, as he is able to multiply and divide at age 5) and the other was working on grade level. Together they made this:

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By letting my students work where they are, and not where a worksheet forces them to be, the sky is the limit. The iPads give my students the freedom to move on, to move up, and to be in charge of their learning.

So, yes, I am thrilled to have our iPads back. We saw first hand the power of the iPad in our classroom. Even though we have only 22 school days remaining, we are going strong to the end!

Today we will do exciting new things. Let’s get to it!

Teacher Created Texts in Book Creator

Either write something worth reading or do something worth writing.-Benjamin Franklin

 Writer…this is not an adjective I would use to describe myself, but is something I sure am doing a lot of these days. Aside from this blog, my doctoral classes provide an endless source of writing “opportunities”. Writing and reading go hand in hand in literacy development; and as we are encouraging our students to read and to write, modeling is an appropriate strategy to use. We model reading daily for our students, but how can we model writing in such a way that our students have continued access to these writing samples?

I’ve written here about using iBooks Author to create leveled texts for my students. You can also see my story here.  I still use iBooks Author to create books for my students and I also use Book Creator to create books as well. We are studying the rainforest currently and I’ve made a few books pertaining to the rainforest for my student’s iPads. Here are a couple of sample pages:

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This book on sloths is one of their favorites. I used the drawing tool to create an arrow pointing to the 3 toes.

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The book on leaf cutter ants has vocabulary words underlined and the book on jaguars has my voice over if students need it. These books took 5 minutes to create. You can get many images from Creative Commons free. When I finish these books, I upload them to Showbie which allows my students to download them on their iPads. Another colleague on my team has created some rainforest books also. This way, we can share with each other and double our resources.

By creating your own books, you are able to control your own text complexity and content. I have also created some fiction books based on student interests such as dirt bikes, super heroes, baby animals, and princesses. These books are pretty simple but the kids love them. The side benefit is the children are able to see you as a writer and have your books to use as a guide as they are writing.

Teacher created texts provide you the flexibility to control text, vocabulary and content as well as provide your students anytime books, personalized content, and a model for writing. It is a small investment of your time that pays big dividends!

Today we will do exciting new things. Let’s get to it!

 

 

What Should We Be Doing? Using iPads to Personalize Learning

The more time you spend contemplating what you should have done… you lose valuable time planning what you can and will do -Lil Wayne.

Can you remember who you were before the world told you who you should be? We live our lives shouldering the burden of “shoulds”. Social media bombards us with images of what the perfect size is, what the perfect cupcake should look like, what the perfect home should look like and what the perfect wedding should look like. We are watching the “highlights” of people’s lives and comparing them to our “behind the scenes”. As professionals, we are held to some standard that determines what a perfect teacher or classroom should be, that often doesn’t come close to resembling the real world. It is enough to crack the sanity of even the most self-confident adults. So, how much more burdensome are these “shoulds” on our students…these little people who carry seeds of hope, creativity, innocence and wonder?

Students are so worried about what their work should look like, they miss the whole point of the activity. They don’t want to be wrong because they should know the answer. They want all of the parameters spelled out so they can produce.  This isn’t learning.  It is a recipe. As a doctoral student, I find myself looking for exact parameters on some of my assignments and find it very disconcerting when the assignment seems vague or broad. I am conditioned to want the recipe so I can produce what it is my professors want. The recipe is comforting because it lays out exactly what I should do. After all, isn’t that the whole point of the assignment?

Actually, no. The point is to problem solve, think critically, collaborate, research, think some more, write, hypothesize, write some more, and come out on the other side with a deeper understanding of the concept than before I started. Our students yearn to achieve but it is up to us to discard that recipe. It is up to us to teach and model divergent thinking, to allow students to struggle a bit, to learn to persevere when their first attempt isn’t successful and to allow for variations on a theme.

In our iPad math journals, students aren’t given a closed ended question that has one answer. Open format questions create greater potential for deeper reasoning. Students have the ability to think in flexible ways and not just provide the answer they should give. An example is: Ben has 6 buttons.  Some are green and some are purple.  How many of each?  Another is the example below. Students come up with their own addition problems.

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Giving students voice and choice to demonstrate their understanding of concepts frees them from following a recipe to produce a standardized product. Whether it is open ended activities in math journals or writing about their favorite super hero, we need to remove the “shoulds” from their vocabulary and ours… and shift toward “could”.  What could  be the answer here? What could you write about today? What could you be doing right now? Should somehow implies wrongdoing or shame but could allows room for thought and possibility.

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By using our iPads to personalize learning, give students voice and choice, and shifting our use of the word should to could, we open up possibilities, change mindsets, and give students freedom to be themselves. Heck, if adults did the same thing for ourselves, we might have a lot less anxiety and little more peace of mind!

That being said, the comic below shows my constant doctoral mindset:

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Ok…so, I have a little work to do on myself…

Today we will do exciting new things. Let’s get to it!

Building Early Literacy Skills With iPads

Reading without reflecting is like eating without digesting -Edmund Burke

I am on spring break this week. It has been such a luxury to linger over coffee and the newspaper in the mornings. That has been about all of the luxury I’ve been able to enjoy because even though I’m on spring break from my job, I am not on spring break from doctoral classes. I have been immersed in scholarly articles on early literacy. So, while this is all fresh on my mind, I am going to share a few work samples from some of our recent literacy activities on iPads.

We have been using the Feltboard App for word work quite a bit lately. Here are a few samples:

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While we don’t usually work with /ow/ and /ou/ in kindergarten, it was a conversation in one of my reading groups and one of my students created this:

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My kids love speech bubbles! This was in response to a class read aloud.

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This is a 4 square writing organizer on Feltboard App. Students can transfer ideas from this to an organized short paragraphs.

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Using the app to recreate scenes from a story can help students have deeper conversations about a read aloud activity.

 

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This was created in Drawing Pad app during our insect unit.

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Literacy extension activities are important in building emergent literacy skills. When we read a book together, we often do some kind of literacy response. The iPad is perfectly suited for these extension activities with creation apps that allow students to show what they know by making their thinking visible, extend their thinking and  reflect on learning. We read for a variety of purposes. Sometimes I read to my class simply for pleasure, other times, after I read, we focus on building decontextualized language skills. We move beyond the concrete and talk about intangible aspects of the text. This allows me to help take their language skills to the next level. When we use the iPads to enhance literacy skills, we are synthesizing both tangible and intangible language. It encourages children to use more complex language forms. Simple activities such as rhyming words scaffold learning for more advanced literacy skills.

Immersing young children in literacy activities all throughout the day builds a strong foundation upon which future skills are built. These activities, along with reflection,  help students “digest” what they read and makes them better readers.

 

Today we will do exciting new things. Lets get to it!

Mid-March Madness with iPads in Kindergarten

All the world is a laboratory to the inquiring mind. ~Martin H. Fischer

We are only 7 days away from our spring break. I love my job, but am ready for a breather. The kids are ready too. You can say we have our own brand of mid-March madness! Today’s post is a bit of a hodgepodge of things. It is pretty reflective of my mind these days…all hither and dither. I wanted to show you some of the work going on in class and since the samples are from different subjects, I’m offering a bit of a Pu Pu Platter today. You know, a little appetizer from which you can pick and choose.

In writing, we are using mentor texts like crazy! We are working on adding details, expanding our writing and using various means to write. Sometimes the kids choose paper, sometimes iPad. Here are few samples.  The first one is a graphic organizer for writing about the pond. The student used Pic Collage to create the organizer.

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In this sample, the student used the app Paper Desk Pro as a Reading Response journal after hearing the story In the Tall, Tall, Grass by Denise Fleming.

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This last writing sample is one child’s Writer’s Workshop for the day. She chose this piece to be published from her writing folder.

 

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In math, we’ve been working on addition, subtraction, and 3-D shapes.  Here are a few pages from one child’s math journal created in Book Creator app. This image and the next are from the app Number Pieces.

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This app is Number Rack. They are like rekenreks.

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This is a screen shot from the math journal created in Book Creator. Students took photographs of 3-D objects in our room and labeled them.

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In addition to these samples, the students are working on their own books in Book Creator and projects in Explain Everything. They are planning their own day, choosing apps for demonstrating their learning, reading constantly and using inquiry skills across the curriculum. This is such a fun time of the year with kindergarten. With only 49 days remaining in this school year, I’m soaking it all up and enjoying my time with them. They need me for so little now and I enjoy just sitting and being part of their world.

Giving kids of all ages voice and choice in their learning provides deeper learning opportunities and long-term connections to the world around them.

Today we will do exciting new things. Let’s get to it!

Building Reading Comprehension with iPads

To me one of the most important skills learned in elementary school is reading comprehension –Erik Mickelson

Are you feeling it? You know…the drag of a winter gone on a little too long and spring just slightly out of reach? Are you feeling pulled in a million different directions? Could you use just a hot minute to sit for a bit and just be? I feel your pain. It’s this time in the school year where we have to dig deep and summon our inner teaching ninja and go the distance!

3803377162_ef4b7847c8_zIn my doctoral classes, we are working on scholarly writing. This is something that doesn’t come easy for me. I like to write, just not in the scholarly fashion. What I am finding during this process is I need to visualize what I am trying to say and what the authors of the scholarly journals are trying to say, in order for it to make sense to me. Without this visualization process, it all seems like meaningless words flowing on and on. How too, must our students feel when reading something that seems foreign?

 

My focus lately has been on these two  ELA Common Core State Standards for kindergarten:

CCSS.ELA-LITERACY.L.K.5.C   Identify real-life connections between words and their use

CCSS.ELA-LITERACY.RL.K.7  With prompting and support, describe the relationship between illustrations and the story in which they appear

In using my own experiences of late with academic reading and writing, I decided to take a closer look at these standards and dig deeper with my students. I read a couple of pages from Bringing the Rain to Kapiti Plain by Verna Aardema. This text is rich with imagery and language. I didn’t show them the book cover or the pictures of the first few pages.  I read the pages a few times before I let the children draw. I instructed them to think about the words as I read them and make a picture in their minds. Then, the students used Drawing Pad to draw the images they saw in their minds. Here are a few samples of their work:

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While this activity was engaging and the students enjoyed it, what happened later was unexpected. Some students came together during their choice time and shared their pictures.  They compared them and talked about why they drew what they drew. They asked for the book so they could have a book talk.  They discussed knowing what “a plain” was since we had recently talked about landforms. They had conversations about why birds built their nests in the ground (the text mentions “grass for the ground birds to nest in”). They made a list of questions in their notes app. They wanted to know when we could research the answers to these questions. Here is one list they made:

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Who knew that a quick 10 minute activity designed to get students to visualize words and meaning would turn into so much more?

Reading comprehension is a critical skill for students to develop. Finding creative new ways to build this skill can help all students think critically.

Today we will do exciting new things. Let’s get to it.

 

 

Teacher Created Texts in Book Creator

Literacy is one of the greatest gifts a person could receive. -Jen Selinsky

My kindergarten students are becoming voracious readers and most of them are ready for some fresh book selections. I like to create books for them to read and you can read more about that here. While I love using iBooks Author to create multi-touch books, I realize not everyone has access to a Macbook to create them. A good alternative is Book Creator. This is one of my students’ favorite apps to use, and it is a great way for educators to create their own texts.

Quick and easy are two mandates from time-pressed educators in creating learning materials for students. In fact, my dissertation topic will be looking at the successes achieved in classrooms that use e-books to enhance literacy and creating an implementation model. Why aren’t more educators creating their own texts? Is it will or skill?  Or, is it a lack of awareness of the power of these texts in literacy development? (Your comments below would be very welcome here as I am starting to research my topic!)

Anyway, back to quick and easy…Book Creator meets this demand. Take a quick inventory of your students’ interests and get to work! The boys in my classroom love dirt bikes and super heroes. Ten minutes later, I have 2 books cranked out to be added to their iPads. My girls love Disney princesses and baby animals. Ten more minutes and 2 more books. I use the Add Sound feature to assist with some necessary vocabulary words. I underline the word, speak the word using Add Sound, and place the speaker icon next to the underlined word. Then I upload the book to Showbie, our workflow app. My kindergarten students are able to go into Showbie independently and download the books to their iBooks app.

Here are a few screen shots:

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My students have been independently reading and partner reading with these books.  Some have asked if they can create their own books with drawings they have created on the iPad. One student started his own Super Hero book last week because I omitted one his favorites. Way to problem solve!!

Watching their excitement each time they download a new book is satisfaction enough for me. When they ask me for more, I remind them they are able to create their own books as well!

If you have Book Creator, I hope you will work on creating some books for your students.  If you don’t, what are you waiting for?

Today we will do exciting new things. Let’s get to it!