Month by Month Reading and Writing for Kindergarten |
The Teacher's Guide to the Building Blocks |
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Kathleen - Hi everyone. This is open chat, so start chatting about literacy practices. Who uses the Building Blocks model by Cunningham and Hall?
Cindy - What do you think of building blocks? I like it most because it is so multi-level. My big problem is I have 2 half day sessions and can't get it all in. My biggest struggle is with the predictable writing charts. I like them...just can't seem to work it all in!!
Rhonda - I'm researching this for my Master's degree. I'm just starting
Elle - This is my second year using BB by Cunningham...and I love it!
Kathleen - Rhonda, are you a member of the 4-Blocks mailring here at Teachers.Net?
Rhonda - No I'm not. Should I be?
Elle - I teach all day K...so time is not a factor
Cindy - What is a mailring?
Linda EC - I have only used buliding blocks for 2 months. I love it!
Kathleen - Cindy, I agree about time in the half day session. So you take longer to do one chart. and some complete the chart with smaller groups, attention spans not always enabling you to keep the whole group together for everyone's indiv. contribution
Elle - We loved the name games, and writing class books....
Kathleen - mailring is an e-mail discussion group
Rhonda - How often do you chat in a mailring?
Kathleen - Rhonda, the mailring is a great place to get and share ideas. Pat Cunningham, Dottie Hall and Cheryl Sigmon consult there, too. Sign up free at http://teachers.net/mailrings
Elle - The children's names are now on our word wall...and we add new words each week...great tool for writing!
Cindy - What is the format of a mailring? How is it different from a chat board? I love the early childhood chat board. Do you get lots of ideas from the mailring?
Peachy/K/NC - Cindy, I am finding the same thing with a half day program.
Kathleen - a mailring is discussion via e-mail with many other teachers of that grade level or interest
Kathleen - LOTS of ideas in the mailrings, yes. It is just talking to hundreds of others by e-mail, all with something in common
Rhonda - Can we actually speak with Pat Cunningham?
Cindy - I love the way the kids notice the words all around them. They actually use the word wall. Ours is very, very simple. Right now only names and 7 sight words. We add one per week now.
Kathleen - You can post a question in a mailring and have MANY responses within minutes.
Rhonda - Thanks for the address. I'll try it.
JD - can someone describe what the building blocks are
Kathleen - Rhonda, Pat sometimes posts advice in the mailring, or you can e-mail her. I'll post some addresses for web sites and pages here at Teachers.Net that will help you. Stick around for this meeting, I'll share more
Cindy - I'll try the mailring too, Thanks for the address. I love learning new things.
Kathleen - JD, Building Blocks is the Kindergarten precursor to the 4-Blocks Literacy Model. It is a systematic, multi-level, common sensse approach to literacy development for k
Peachy/K/NC - Kathleen, do you use a word wall?
Kathleen - Peachy, I have only the students' names on my word wall. will add some others during the year, but not too many.
JD - How much writing are your k's doing this time of year?
Kathleen - If you need more information about Building Blocks and 4-Blocks resources here at Teachers.Net, e-mail me: kathleen@teachers.net
Cindy - Has anyone tried "doing words?' I saw a presentation on it at a workshop. It was for 2nd semester kg. I don't know enought about it to try it.
Linda EC - JD building blocks takes writing to its simpliest form letters make words, words make sentences. This approach to writing has amazed me
vicki - everyone in my class is writing a least a simple sentence. some are writing more
Elle - My K's write every day.....
Kathleen - JD, some more than others. I have one who is writing 2-3 full sentences with most words spelled conventionally. Many others are applying invented spelling using beginning consonant, some final consonant. I have scribble stage too
Peachy/K/NC - Mine also, Elle. Kid writing, of course.
Kathleen - Cindy, probably "making words" putting letter tiles together to spell words?
Kathleen - Some of my kids just turned 5 in Dec.
Elle - Definitely Peachy....but I see definite differences since using BBlocks and the word wall
JD - I just ordered the book "kid's Writing" anyone using it?
Cindy - Here's what I remember about doing words. Each child tells the teacher a word for the day. The teacher writes it for them. They trace it, read it to a friend. Do an activity at circle time with the words. Keep them on a ring.
Peachy/K/NC - Mine were five by Oct. 16th.
Addie k/mo - cindy, what grade was that for?
Kathleen - THE book for kindergarten Building Blocks literacy is Month by Month Reading and Writing by Hall and Cunningham. I'll post information about a sale on Building Blocks and 4-Blocks materials before the end of this meeting
Peachy/K/NC - Yes, I use Kid Writing. I think it is great!
Kathleen - Cindy, that is Ashton Warner's "key words" technique
Elle - I use some of the Kid Writing...great resource
Kathleen - Did my post about Key Words disappear?
Cindy - Something new for my writing time is allowing more time for the children to share their writing. I had been skipping this very important step. How they love to share!!! Again, time is such a problem in a 2 1/2 hour session, with all the special classes!!!!
JD - I have Month by Month but where does it say it is for building blocks?
Kathleen - Cindy describes Sylvia Ashton Warner's Key Words technique
Addie k/mo - we have been doing the predicatable sentences since the beginning of the year and the kids really seem to enjoy this. they like the classbooks we make from the sentences
Cindy - Addie, Doing words was a second semester kg. activity at the workshop I went to.
Kathleen - JD, it doesn't really say Building Blocks on the book, you're right, but that is the one
Elle - I agree Cindy.....sharing is an important part....and we often skip it due to time.....
Addie k/mo - cindy, i started doing the sharing time too at the end of our writing workshop and they really like it. i think that they work harder during the writing time and get more done, so that they have something to share. plus it allows practice at listening and speaking. i had been neglecting this step too until this year.
Elle - I am attended one of Columbia's Writing Workshops last summer...and have started doing Writers Workshop in my room...the kids are thriving in their writing...it is an amazing difference from years past
kim/k/ga - my kids just started with journals after christmas. they seem to enjoy it, especially if they get to share what they wrote.
JD - Elle. In writers Workshop do you do editing etc?
Addie k/mo - it is really neat too, the kids pretty much manage the sharing time themselves...i just get them started. most days i listen, but sometimes other things come up and the speaker finishes and then chooses the next speaker.
Peachy/K/NC - I agree, Elle. Mine really took off when we started using it. They enjoy writing.
Kathleen - kim, try starting from week one with journals next year, see if it makes a difference
Cindy - I'm still getting some children who want to copy what I model. Do you have any students that have trouble developing ideas? What pre-writing skills do you do besides modeling?
Elle - As part of mini lessons, I do teach some simple editing rules.....those who are ready use them....those who aren't don't.....for example, using carats.....crossing out.....etc
Addie k/mo - i have two fifth grade girls who sometimes come down to help during writing workshop, so they have been helping kids type at the computers and print their writing. then the kids take these pages back to their seats and illustrate them. i three-hole punch them and they put these pages in their notebooks along with their other writing.
kim/k/ga - can anyone tell me where i can get the building blocks for kindergarten and the month by month books? a teacher on my team has them, but we both need them at the same time and i can't run off the entire book
Kathleen - Cindy, I take down my writing sample (model) when it is the kids' turn to write, and I am firm from the beginning that the writing has to be THEIR ideas
lynne - Cindy, have them draw a picture first, then write about it? I think they get more confident if you begin this way
Kathleen - kim, e-mail appnacorns@aol.com to order the book/s, video. Just tell them what you want, include your snail mail address.
Cathy/K/FL - Have any of you read or do any of you use writing based on the book Kid's Writing? I can't remember the author.
Addie k/mo - cindy, as i monitor the kids who are writing, i try to see what the individuals are doing and extend them a little...i might help them sound out a word better. maybe they are getting the beginning and ending sound so i ask them if they hear anything inbetween...or if they have written a sentence i might ask them what goes at the end so that we know that it is over.
Cindy - Thanks for the suggestions. I do stress drawing is part of the plan of writing. I wasn't sure why lou told me to shut up so I ignored.
kim/k/ga - Kathleen, thanks. I plan to do just that. I am a first year teacher and had several teachers tell me not to start them at the beginning because the kids would have no idea what they were supposed to do. I think if I started it earlier, they would writ
Peachy/K/NC - I do, Kathy. I like the way they get the kids going on "thinking" like a writer.My kids pose and stare off into space and then, sure enough, they come up with something of their own!
Addie k/mo - kim, not to start them at the beginning of what?
Kathleen - kim, your instinct is right, why not let them start? they can start with drawing and scribble writing if that's where they are. If you get into Building Blocks, you'll want to start right away with journal writing
Cindy - How much time do you spend on writing? Do you publish most of their writing?
lynne - kim, I have done it both ways...start at beginning and at second semester. I think if you start at the beginning, the children do SO much better and develop further along. Writing just becomes a natural part of the day!
kim/k/ga - addie, at the beginning of the year
Addie k/mo - cindy, my kids write at least 20 min per day every other week (the title one teacher is in my class and half are doing writing workshop with me and half are working with her on file folder activities) plus, other activities during the day contain writing also.
kim/k/ga - thanks lynne and kathleen!! I have noticed that a lot of my kids do well with writing in small groups and with my guidance, but when i tell them to write on their own, they go blank. i think starting at the beginning of the year would have been better a
Addie k/mo - kim, i start mine writing at the beginning too. you have to accept them where they are and move from there. i think the kids have more confidence and arent hampered with the idea that you have to do everything exactly right to be a writer.
Cindy - Do you think it's a bad idea to use a timer and tell the students they have to work on their writing/drawing until the timer goes off? I've been doing that and I think I'm getting better results.
Betty/K/IL - We take dictation for the first month, then start Journals in October. That's also when we encourage the kids to sound out their own words in class books etc.
JD - Addie, how is writing workshop different than a regular writing time
lee/k/ga - love all the comments about writing. mime are writing up a storm because of WW and journals from the beginning of the year
Cathy/K/FL - How much adult assistance do your children need when writing?
Addie k/mo - i find that mine do better in small groups too, we usually have a guided writing activity that goes with our theme weekly and i pull aside small groups of kids. they get more assistance sounding things out and more coaching and encouragement to keep trying.
Betty/K/IL - I'd say about 1/3 of my class can write independently, the other 2/3 need assiatance
Kathleen - Cindy, I was going to say that the timer might be inhibiting, but your experience proves otherwise
lee/k/ga - at first journal have a lot of pic and then letters and words to match the pics and by november they had some sentences :) I love what they can do!!!!
kim/k/ga - cindy, my kids also write for about 20-30 minutes every other day (Tues. and Thurs. is writing workshop) and they sometimes write in their journals for morning work before the bell.
Betty/K/IL - I leave my journals on a shelf and the kids often choose to do journal at choice time
Cathy/K/FL - Addie, do you "adult" write under the children's writing?
Kathleen - I think "assistance" has to be what Addie describes (coaching and encouragement) but not spelling and giving too much help. Otherwise they will not experiement and become independent writers
Betty/K/IL - I agree Kathleen.
Addie k/mo - in my room, the difference is that they can write and draw about whatever they want. they are also allowed to work on pieces for days at a time should they choose too. it is the same as some people would call journals, but i decided not to use that term, since i read an article where some parents dont like "journals" because they think that the kids might write something personal. not real likely in k, but i decided that i liked the name writing workshop better.
Peachy/K/NC - I do, Kathy. Do you?
Lisa - I have my kids write from the beginning of the year, too. I model the different stages of writing and explain that it doesn't matter which stage they're in as long as they try their best. The problem I have is when you accept scribble writing and random letter writing from day one, how do you convince them that they can write with sounds? They write with sounds when they have 1 on 1 help but revert back to random letters when they aren't given help. This is a big problem with my middle kids.
Betty/K/IL - Peachy i do too. I'd like to think the paretns would want to keep the K writing as a keepsake
Addie k/mo - no, cathy, as a rule i dont, but i had a child a few years ago that absolutely wouldnt try writing anything without knowing he was "right", so i made a deal with him. he had to try on his own and he was not allowed to erase his original attempt, but then i would write it "correctly" and he could copy it if he wished.
Cathy/K/FL - Yes, I do too. I read that in the book Kid's Writing. It is supposed to give the children a reference later to use, which is one of the reasons to do it.
Peachy/K/NC - I didn't use adult writing under the child's writing untill I started using Kid Writing.
vicki - is it ok to give a dictated sentence following guided reading ? This seems to help my high risks kids in their journal writing
lee/k/ga - addie-I love the idea of 5th grade helpers! I'm going to get help from our 4th grade buddies this week! Thanks!!!!
Cindy - I have a student who wants me to tape pages together for his drawings and writings. I just love it. He really loved it when I read "Papa Please Get the Moon for Me" because Eric Carle has those fold out pages. So now all of his writings have about 5 pages taped together. He's mister detail. So much fun!!
Cathy/K/FL - What do you think of Kid's Writing and how do you use it in your classroom, Peachy?
Kathleen - Lisa, I find that most will move on to the next stages naturally. But a few need more nudges to go back and "use what you know about letters and sounds"
Addie k/mo - lisa, that is probably where they are at....i would try to encourage them to at least get the first sound (if they are capable at this point) and then if they do random letters after that it is okay....then when they are successful with that help them move on
Betty/K/IL - vicki, I am still taking dictation for my at risk kids. i want them to get the print concepts
Paulie - We are at the stage of writing in yellow for the kids what they want to say . . . then they trace the letters. The "top" group sounds out words tho . . .
kim/k/ga - Paulie, do you do that for your low group?
Kathleen - Does everyone do (almost) daily message (modeled/shared writing) with the whole group?
Paulie - We already did scribbles writing and making randowm letters some also use beginning sounds
Kathleen - Paulie, is this kindergarten?
Peachy/K/NC - I really love it, Cathy. I startted it in Jan. just the way they recommend in the book. It's works! Mine seem more comfortable with writing and they have an idea in mind about their topic before they get to school!
Addie k/mo - to get the kids to "move on" from scribble writing, when we have introduced all the letters (i do one letter per day), i simply tell them that since we have worked so hard on our alphabet papers, i know that they have learned some letters, so from now on their words need to contain letters, they can be any ones they want, but no more scribbling.
Paulie - top group doesn't need the yellow
Cathy/K/FL - How independent at writing are most of your students? Can they actually write a sentence using phonetic spelling?
Paulie - Yes I am in K
Kathleen - Cathy, some of mine write sentences, just a few right now.
Kathleen - Paulie, what age/grade is this?
Cathy/K/FL - Peachy, It has really inspired my journal writing . Next year I plan to start the first week of school.
Kathleen - paulie, I see your response now. I recommend trying next year to start without the traced writing.
Paulie - k Kathleen?
Betty/K/IL - Cathy, I have a wide range. Mostly I am happy if they can get one thought on paper
Addie k/mo - at this point, my highest students can write a sentence phonetically, my middle ones can at least label pictures with phonetically spelled words...some of my low ones are still writing random letters or correct beginning sound with random letters following
Paulie - Kindergarten
Kathleen - Paulie, the emphasis should be on composition, not letter formation right now (that could be done separately)
kim/k/ga - cathy, some of mine can write a sentence or two using sight words and sounding out the words. Most of mine try to do that, but only a few you can actually see the word (missing a couple of sounds)
Paulie - we did not start with traced letters
Cathy/K/FL - Kathleen, I'm glad to hear that. From some others it seemed like ALL the children should be writing in complete sentences.
vicki - all of mine can write a sentence phonetically. they started spelling our words as a game, now everyone is trying to spell everything in the room
Paulie - we started with a picture and scribbles
Kathleen - Paulie, for what purpose do you do the yellow tracing writing?
kim/k/ga - cathy, i get the same impression from some of my colleagues
Paulie - and then random letters sometimes beginning sounds
Paulie - So they can get the concept that they can write complete thoughts
Kathleen - Paulie, sounds like the natural progression through the stages of writing :-)
Cindy - My son needs the computer now to type, so I'm signing off. Thanks, I feel inspired by all of you!!!
Cathy/K/FL - Well, it sounds like I'm in the same boat as everyone else!
Paulie - then we let them do beginning and middle and ending sounds
Addie k/mo - mine started with picture and scribbles (a couple you couldnt tell which was which) and some random letters, two writing phonetically and one with mostly conventional spelling
Paulie - I got the idea for using yellow from teachers.net teachers last year
Kathleen - Paulie, I don't understand, You "let them" do beginning and middle and ending sounds?
kim/k/ga - do you follow the building blocks page by page?
Paulie - like they want to write winter they write a w and a n and an r
joyce/k/pa - I'm curious...what is everyone's pace in intro'ing the alphabet? we didn't start officially until Jan.
Paulie - sometimes a t in it too
Kathleen - no, I don't follow it page by page. I find that I've been doing most of it even before I heard about the program
Addie k/mo - one thing with the predictable sentences...i find that the kids like to copy these onto their writing workshop papers or sometimes they do innovations of them...i am seeing lots of "I like..." sentences and "I wish I had 100..." sentences lately
Kathleen - Paulie, they wouldn't be held back from writing beginning, medial and end sounds before that, right?
Betty/K/IL - Kim, i refer to the building blocks book, but I teach 1/2 day and find it hard to fit everythin in
Paulie - we do sounds every day for all letters we introduce a letter -- not in order -- when we are through with the one before
Cathy/K/FL - I don't know if I'm wording this correctly, but how do you motivate those middle of the road students to be more independent in their writing- not copying their best friends or what you wrote or the words on the board for them to choose from?
Paulie - e top group writing at any time
Peachy/K/NC - I've been talking about all the letters rather than introducing individually this year.
Paulie - we alwasy refer to previous sounds too
kim/k/ga - addie, i see a lot of that too. we do a lot of sentences together with sight words and rhyming words, etc. and they love to copy what we have done together.
vicki - i didn't introduce letters one at a time this year. we used an alphabet chart and the letters in their name. I couldn't believe it but it worked great!
kim/k/ga - cathy, that's a good question. i 'd like that answer too.
Paulie - half day here too hard to do a real challenge
Paulie - We used names too
Addie k/mo - when i do a mini lesson, i always do it on the overhead and erase it before they start working. i also emphasize from the beginning when we are doing patterned writing that they cannot write exactly what was in the book, cause "those are joy cowley's ideas or those are eric carle's ideas" and their papers have to have their own ideas.
Kathleen - vicki, yes I've found that letter of the week slows us down, time is precious in half day k, why not cover all letters sooner and in more natural ways
Betty/K/IL - Cathy i work in small groups for writing. We brainstorm a topic before sharing about our weekend. We journal usuallyon Mon. I do phonemic awareness activities from hallie yopp's book to motivate them. Like "Punch it OUt" and "Turtle Talk"
Ann/K1/CA - I commit the unpardonable sin of introducing the letters and sounds together
Paulie - never do a letter a week
Peachy/K/NC - What do you all do about sight words?
kim/k/ga - we started intoducing the letters the second week of school. we have saxon phonic and i just went in the order the program goes. now i am working with my lower ones on the letters and sound all over again. i still have three who don't know them!
Addie k/mo - ann, why do you say that is the unpardonable sin?
Ann/K1/CA - My reading recovery teachers were ready to crucify me for it!
vicki - we take sight words from our shared reading and guided reading
Paulie - read sight word, have them repeat it spell it they spell it read again memorize
Ann/K1/CA - I HAVE to do it that way. witha K-1 there is no other way!
Ann/K1/CA - Sight words? I take them from the shared and guided reading, athough I have a list of 50 they are supposed to know
Kathleen - Peachy, I use the ones I can in daily sentences, charts. Never flashcard type work. If it's not a word that we use naturally, I don;t worry about it
Paulie - We do each sound every day showing the letter we use zoo phonics
Addie k/mo - i have the kids match the sight words to our big books as mini lessons. some kids learn to read the words, some are doing visual matching and learning the concept of what is a word. we have been adding sight words to the word wall and the children who are ready are beginning to refer to the wall.
Sara - I think it makes sense to introduce the letters and sounds together...otherwise, what would it matter what the letter looks like?
Paulie - I try to find sight words that will make a sentence with the cvc words
Betty/K/IL - today i had my kids act out the morning sentence. it was fun! (Sight words)
joyce/k/pa - in structured lessons we intro both cursive and print forms of the letter, as well as the sound...spend the week brainstorming words for that letter, talking about spelling and special sounds (ex:digraphs) as they come up. It works really well--the package is complete for them. We don't use the Blocks, but an approach called Assured Readiness for Learning (ARL) hs
kim/k/ga - sight words.. they are given four a week, they write them for homework and read them, we make sentences out of them, we add them to their sight word books.
Ann/K1/CA - I agree. I went to a conference this last weekend and the speaker talked about how to teach letters to kindergartners. He said: Teach the SOUND first, because it is what they know. Then show them the letter and say "This is a picture for that sound"
kim/k/ga - sara, i agree. my kids really got it
Sara - we have a sight word wall (from p. cunningham) with commonly used words and their names
kim/k/ga - ann, that is how i taught the letters and sounds (gave sound and showed letter)
Betty/K/IL - Ann, that is why I start with the easy guys when I review sounds to the at risk kids. /B/, /D/ etc.
Ann/K1/CA - how many per week kim/ga?
Addie k/mo - i have put some sight word activities in our centers as choices...we have a sight word game that they can play that i update weekly, i have them stamping color words with our letter stamps and then they trace them with the correct crayon and in another center they can find sight words in newsprint. they can either highlight the whole word or they can find it letter by letter and connect the dots. they use neon crayons to highlight the letters or words.
Ann/K1/CA - Addie, I have tried the "hunting for words" thing in magazines and newspapers. I find the kids get really frustrated and cannot stay with it.
Addie k/mo - so , ann, do you not introduce the letter names at all?
Ann/K1/CA - YEs, but the sound first
kim/k/ga - ann, they are given four new words a week to studay at home and at school. They were also given a list with sight words on it to master and send back.
Ann/K1/CA - How nice, kim. Do you have cooerative parents?
Addie k/mo - that is why i gave them the option of the "dot to dot" way to find them, cause some words are not in there frequently enough. i will admit, this is not their favorite activity. they like other centers better.
Ann/K1/CA - My parents are blown away when they find out kindergarten is academic
Ann/K1/CA - Good idea, Addie
vicki - we build sight words on the overhead with magnetic letters, they also have to build our shared reading with word cards in a pocket chart
Kathleen - Building Blocks forum: http://teachers.net/mentors/buildingblocks where you will find links to other resources
Addie k/mo - most of our parents expect k to be academic here. they would be upset if they thought the kids were playing too much.
Sara - My kids love to come up to the morning message and circle "matches," words that are the same. Words like "will" and "have" have become sight words through that game.
kim/k/ga - yes, my parents are very good. however, i have only received two sheets back with the words mastered. i am still shocked that i have not received more of them.
Addie k/mo - when we build the predictable sentences they get practice with sight words too.
Sara - Addie, same with mine! :)
Ann/K1/CA - Well, I guess that is changing in CA. I try to let the parents know at orientation that it is NOT an extension of preschool. I expect them to write their names, learn their letters and sounds, etc
kim/k/ga - most of my parents knew that they would be doing work in kindergarten. i only had a few who thought they would play all day.
Ann/K1/CA - kim, that seems like what I would get. I have one boy who I would have to say has mastered K curriculum and is now hard at work on first grade....at home. I also have one who after 5 months still cannot recognize a letter
Betty - One more thought, I believe children do learn through play...
Kathleen - I do believe in my heart that we are being pushed to expect more than necessary, too soon, from our kindergarten students
joyce/k/pa - boy, do I feel out of the loop...sounds like a lot of pushing going on...are you talking whole day here? can't believe you can really do all this and not have the kids feel stressed...what happens to those who are not developmentally ready for it?
Ann/K1/CA - Since I teach a K/1 my time alone with the K is limited. I have one hour a day. Yes, Kathleen, I agree. We NEED to have some developmentally appropriate expectations in there
Cathy/K?FL - Kathleen , Amen! Amen!
Addie k/mo - ann, are the parents receptive when they know this up front? we have an open house/meeting the night before school starts and my presentation is divided into five sections, introduction, reading objectives, math objectives, social/behavioral objectives, and ways parents can help.
Peachy/K/NC - Amen, Kathleen.
Ann/K1/CA - joyce, they flounder
Kathleen - Interacting (playing included) in a well prepared environment supplemented with good multilevel small group instruction produces very nice results
kim/k/ga - ann, i have three boys who cannot give all the letter names or sounds. they are possible retention cases.
Ann/K1/CA - Addie, I would have to say they are for the most part. Most realize very soon during orientation that their child is not ready
Ann/K1/CA - we don't retain
Kathleen - kim, at this point in the year they are being considered for retention because they don't know ALL of the letter names and sounds?
Ann/K1/CA - Some really want their kids to be learning. about half are there for the free babysitting
Addie k/mo - kat, i think that it is a problem when the kids HAVE to be doing this, that and the other. our kids still dont have to be reading when they leave k, although some are. i hope we dont go that far in our expectations here, but i worry with all the emphasis on testing that the solution seems to be to teach everything faster and earlier.
Jenn - WOW I wish our K would retain, but they dont.
joyce/k/pa - doesn't that just break your heart? We used to push with vocab/pre-primers and I hated the look they got in their eye...the way we're doing it now feels so much more natural..it's good to see the kids beam when the gears start to mesh.
Cathy/K?FL - Ann, That sounds tough for you and sad for them.
Ann/K1/CA - Addie, ours are required to read a patterned book - reading recovery level 3
Kathleen - Addie, that is the direction in which we are going. It's up to us to stand firm for reasonable expectations.
Addie k/mo - and more DIRECT teaching, rather than letting them discover the objectives on their own
kim/k/ga - kathleen, yes. we were to send out the first notice jan. 15 and have conferences. since then, those parents have been working with their child and i have seen some improvement
Ann/K1/CA - Yes Cathy. What do you do with a child who has never been to school before; who has no idea how to sit for more than 10 seconds; who cannot follow a simple direction?
Kathleen - Remember Lillian Katz's slogan: Just because a child CAN do something doesn't mean /she SHOULD be doing it.
Peachy/K/NC - Our state is now expecting SO much before they enter first grade.
Addie k/mo - that seems too hard to me...i mean, some kids can do it and are ready and happy to read...others can read even better, but it shouldnt be a universal expectation
Ann/K1/CA - Yes, Addie, I feel like my kids are the empty cups and I am filling them with learning. Everything I was taught in ed. classes says that is not the right way to teach
Jenn - Peachy, that is good because our 1st has SOOO much pressure
Cathy/K?FL - Having taught in an urban school setting before, you assume nothing and start from ground zero to at least give them a good start in the right direction
Ann/K1/CA - Addie, tell that to the politicians in Sacramento, CA who have never set foot in a classroom but who write the ed policy!
Ann/K1/CA - Yes, Cathy I teach in a low SES environment
Cathy/K?FL - I totally agree, Addie.
Addie k/mo - ann, the obvious answer is you teach them about school and help them to develop an attention span...as i see it, you really dont have a choice, you cant move on and teach what you need to until basic "school behaviors" are under control
Jenn - AMEN Addie, that helps when they come to 1st
Ann/K1/CA - Yes, Addie. I try to hope that while I am working on appropriate school behaviors that they are absorbing some of the learning. After Jan. 1st I really start pushing.
Cathy/K?FL - Perhaps first grad teachers should stand firm, too, in what is right for the children and not the politicians. Sorry! You've caught me on my soapbox.
Addie k/mo - and try to provide those things that you have to teach in a more hands on movement oriented way so that they can start learning some of the academics while the social behaviors are getting under control.
Ann/K1/CA - YEs, addie
Kathleen - I recommend Richard Gentry's Literacy Map: Guiding Children Where They Need to Be http://www.amazon.com/exec/obidos/ASIN/1572557370/teachersnet
Addie k/mo - that is true, cathy....if the first grade teachers, who are also feeling pressured begin to cave to it, they look to us to send them a "more advanced product".
Ann/K1/CA - That is what I do. Lots of playdough and stuff and I casually introduce playdough with letter cutouts
Kathleen - Cathy, I have that soapbox too. :-)
Addie k/mo - ann, sounds like you are doing what you can the best you can given the circumstances.
Ann/K1/CA - I like Cathy's soapbox.....I could go on and on
Kathleen - I have to leave, continue for as long as you wish. Thanks all, it's great chatting with colleagues. :-)
Ann/K1/CA - Most of my kids are showing tremendous growth. But it can't be done without parent involvement. Too bad some parents see that as the teachers not doing their jobs. I had one say "why do you expect me to help him? Isn't that what school is for?"
Cathy/K?FL - Wow, it's 10:00 on the east coast - way past my bed time. I've really enjoyed this chat. I guess my next online addiction will be the building blocks message board. Goodnight!
joyce/k/pa - oh, ann, you've hit the nail on the head...parents can help or hinder, but the ones that get to me are the ones that have no ecpectations for their kids
Addie k/mo - ann, that is frustrating...i try to give the analogy of piano lessons or even athletic practices...they teach the skills, but practice is required to master the skills. you wouldnt expect to learn to play the piano or play football without practice, so how would you expect to learn to read without practice?
Ann/K1/CA - I agree. That is why we do homework, isn't it?
Addie k/mo - that should be the purpose for homework.
