Posted by: jockmackenzie | April 26, 2012

Reading – little kids and bigger kids

This post contains a logo, a little kids reading survey, and a middle school survey. Your input is requested.

As mentioned in my post of March 6 2012, I will act as the Teacher Supervisior or Program Co-ordinator or Grand Poobah (haven’t come up with the right moniker just yet) for a month-long program in July for 30 emerging readers who will have finished Grade Two. Sadly, they will have completed Grade Two but won’t be reading at grade level. That’s the role of Reading College.

Part of the our job will be to determine a pre-  and post- attitude toward reading. To that end, our friends in Camrose who run Reading University at Augustana University  have suggested the following Garfield survey. Several of our classroom teachers who are sending students to our program have opined, “The survey is a bit long and somewhat redundant.” A similar writing survey is much longer.

I am including the Garfield survey here and would ask for reader comments: Which questions (if any) do you find redundant?

So that’s the “little kids’” survey. I would certainly appreciate any thoughts you have – please comment if you can.

And now for the “bigger kids.” I have a copy of the September 2003 issue of Voices from the Middle, A Publication of the National Council of Teachers of English and I refer to several of the articles when I am thinking about reading for the middle years. In an article by Mari Beth Bennett (From Practice to Preaching: Helping Content Area Teachers Teach Comprehension), she includes a survey that I think is worth sharing:

As with all of my posts, I intend all that I share to be of practical use to classroom teachers. I trust those whose ideas I pass along will appreciate the concept of creating a better world for today’s students.

Posted by: jockmackenzie | April 10, 2012

Classroom Management – Students working in groups

Everyone loves group work!

Recently, I had the pleasure of acting as a University Facilitator for four students in their final practicum at Red Deer College. As I watched each of these fledgling teachers interact with students, I was pleased to see them employing the tools of teaching in effective ways . . . but I did have my moments of concern.

On one occasion, the practicum student concluded the introduction to her lesson and announced the students would work in groups. All of the disasters of years past came flooding back – What if she allowed them to find their own partners and someone was left out? What if the students least likely to get anything done chose to work together? What if it took an interminable time to sort out the groups?

POOF! She pushed the upper left corner of her SMARTboard and the groupings appeared. She had predetermined the groups and all began well!

And now it’s time for my hint. My habit, as early in the school year as possible, was to create a list of twos and threes for each of my classes. I made pairs of students who I knew could work together. I then tried to switch things up and make threesomes who could work together – and not just the twosomes with an added partner. If possible, I made pairs of boys as well as pairs of girls, then I made pairs that were boy/girl combos. The threesomes were always mixed.

By having a list of twos and threes, I felt prepared for almost any eventuality. If I wanted foursomes, I simply joined two pairs, and for sixsomes, I joined two groups of three. 

Of course, there were occasions when I did allow students to choose their own groups. And on these occasions, there were times when someone was left out. I considered it a life lesson. Why was someone overlooked? We talked about it and dealt with it. I can remember saying, “It’s okay if you want to work in a small group – a group of one.”

P.S. If Classroom Management is an area of interest, see the previous entries under the titles:

Classroom Management: A Quiz, Classroom Management:Creating an Identity, Classroom Management: more than entertainment, Classroom Management:Learning Students’ Names #1, #2, #3, Classroom Management:Knowledge of Results (Code Names). There are also several entries under the titles Classroom Discipline and Classroom Rules.

Posted by: jockmackenzie | April 2, 2012

Teacher Reading – “Teaching Middle School Language Arts”

I met Anna J. Small Roseboro through the English Ning, a site used to share ideas. She kindly sent me a copy of her new book shown below. As you will see in the second photo, once I found my supply of sticky tabs, I was hardpressed not to put at least one on every page. That’s how good this book is! TMSLA is a gold mine of ideas. I encourage you to check it out.

Posted by: jockmackenzie | March 23, 2012

Sharing -sites to follow

The whole idea behind Teacher Man, Teacher Ms. is the sharing of ideas. To date, I have been sharing my ideas. On rare occasions, people who visit the site leave comments. On even rarer occasions, the people who have visited and who leave comments are fellow bloggers. Today I’d like to share the sites from two of these visitors. I encourage you to visit their sites and borrow the wonderful ideas they have to share . . . and, if the spirit strikes you, leave a comment.

Differentiation Daily has proven to have great ideas gleaned from a variety of sources. See www.differentiationdaily.com

I have recently come across this site but been impressed by what I’ve seen. Go to http://thatwritinglady.com

Posted by: jockmackenzie | March 12, 2012

Student Writing – Writing for a Reason: Free Stuff

thanks to ciker.com for the image

Writing for a Reason – Free Stuff

Back in the day, I taught my students how to write friendly letters and business letters. These days, email has, for the most part, replaced these time-honored forms of communication.

But when kids are asked to write to someone, even when they are simply learning “how” to write to someone, I always feel better when the letters or emails are actually sent.

My most recent forays into writing to real people came in the form of asking my students to write away for “free stuff.” I was amazed at the results and the kids were even more thrilled.

I began by asking each class to discuss amongst themselves the concept of writing away to someone, a big company or manufacturer or business related to any area of their interest, for something for nothing. One boy was a real golf fanatic so he thought he’d write to the manufacturer of his favorite ball, one of the girls was into a particular kind of make-up and another loved a brand of T-shirts. After some time for discussion, we listed the ideas for all to see. And by the second day of the project, when all of my classes had had time to brainstorm, we had a significant list of possibilities.

For those students who couldn’t think of a product, I suggested travel. Tourist bureaus and chambers of commerce all over the world will send information, and, as it turned out, small trinkets with advertising about their country or province or city, etc.

The students were quite excited. We studied the format of a request and the language necessary i.e. how to express one’s interest in a product or service or place and then how to ask politely to get something for nothing.

Back when I sent actual letters, the school paid for the postage. With email, it was all free. And the results were amazing. The golf fan got a free sleeve of his favourite golf balls, the t-shirt girl actually got a free t-shirt. One of the kids wrote to a major soft drink manufacturer and was showered with bling – pencils, stickers, posters.

Bottom line – making it real made it work. 

Posted by: jockmackenzie | March 6, 2012

Reading College – Summer Reading Camp for Grade 2s

Don’t miss the last paragraph.

I have recently been asked to be the “Teacher Supervisor” at a program we (the Red Deer Public School District) are calling Reading College. The idea is to find 30 “emerging readers” who will finish Grade Two in June. We will offer them free busing, free breakfast, morning snack, lunch, and afternoon snack and 21 days of a summer reading camp to be held at Red Deer College.

To handle the teaching role, we are going to hire 6 graduates of the Middle Years Program, a 4-year Bachelor of Education degree, from the same Red Deer College. The students will be organized into three groups of 10, effectively providing a 5:1 ratio. It is our intention to rotate the three groups through the pairs of teachers who will provide a wide range of activities related to reading: letter and sound recognition, phonics, sight words, leveled and theme and shared reading, and experiences to provide life experiences to reading and its importance.

We are excited to have the venue of the college as it promises to offer a myriad of possibilities to enthuse and encourage our young readers. Support from the community has been tremendous.

And now for a request. Have you been involved in a similar endeavor? Do you have ideas, activities, suggestions, or best practices you feel would be beneficial to our Reading College students? Please comment or contact me.

Stay tuned for updates.

Posted by: jockmackenzie | February 27, 2012

Story Writing – using “Snow White and the Seven Dwarfs”

thanks to freesdisneyclipartsite.com

thanks to disney-clipart.com

The Story of Snow White and the Seven Dwarves

 Grimm’s Fairy Tale version – translated by Margaret Hunt – language modernized a bit by Leanne Guenther

 

Once upon a time, long, long ago a king and queen ruled over a distant land.  The queen was kind and lovely and all the people of the realm adored her.  The only sadness in the queen’s life was that she wished for a child but did not have one. 

 One winter day, the queen was doing needlework while gazing out her ebony window at the new fallen snow.  A bird flew by the window startling the queen and she pricked her finger.  A single drop of blood fell on the snow outside her window.  As she looked at the blood on the snow she said to herself, “Oh, how I wish that I had a daughter that had skin as white as snow, lips as red as blood, and hair as black as ebony.” 

Soon after that, the kind queen got her wish when she gave birth to a baby girl who had skin white as snow, lips red as blood, and hair black as ebony.  They named the baby princess Snow White, but sadly, the queen died after giving birth to Snow White. 

 Soon after, the king married a new woman who was beautiful, but as well proud and cruel.  She had studied dark magic and owned a magic mirror, of which she would daily ask:

      Mirror, mirror on the wall, who’s the fairest of them all?

 Each time this question was asked, the mirror would give the same answer, “Thou, O Queen, art the fairest of all.”  This pleased the queen greatly as she knew that her magical mirror could speak nothing but the truth.

 One morning when the queen asked, “Mirror, mirror on the wall, who’s the fairest of them all?” she was shocked when it answered:

    You, my queen, are fair; it is true.

    But Snow White is even fairer than you.

 The Queen flew into a jealous rage and ordered her huntsman to take Snow White into the woods to be killed.  She demanded that the huntsman return with Snow White’s heart as proof. 

 The poor huntsman took Snow White into the forest, but found himself unable to kill the girl.  Instead, he let her go, and brought the queen the heart of a wild boar.

 Snow White was now all alone in the great forest, and she did not know what to do.  The trees seemed to whisper to each other, scaring Snow White who began to run.  She ran over sharp stones and through thorns.  She ran as far as her feet could carry her, and just as evening was about to fall she saw a little house and went inside in order to rest.

 Inside the house everything was small but tidy.  There was a little table with a tidy, white tablecloth and seven little plates.  Against the wall there were seven little beds, all in a row and covered with quilts.

 Because she was so hungry Snow White ate a few vegetables and a little bread from each little plate and from each cup she drank a bit of milk. Afterward, because she was so tired, she lay down on one of the little beds and fell fast asleep.

 After dark, the owners of the house returned home.  They were the seven dwarves who mined for gold in the mountains.  As soon as they arrived home, they saw that someone had been there — for not everything was in the same order as they had left it.

    The first one said, “Who has been sitting in my chair?”

    The second one, “Who has been eating from my plate?”

    The third one, “Who has been eating my bread?”

    The fourth one, “Who has been eating my vegetables?”

    The fifth one, “Who has been eating with my fork?”

    The sixth one, “Who has been drinking from my cup?”

 But the seventh one, looking at his bed, found Snow White lying there asleep.  The seven dwarves all came running up, and they cried out with amazement.  They fetched their seven candles and shone the light on Snow White.

 ”Oh good heaven! ” they cried. “This child is beautiful!”

 They were so happy that they did not wake her up, but let her continue to sleep in the bed.  The next morning Snow White woke up, and when she saw the seven dwarves she was frightened.  But they were friendly and asked, “What is your name?”

 ”My name is Snow White,” she answered.

 ”How did you find your way to our house?” the dwarves asked further.

 Then she told them that her stepmother had tried to kill her, that the huntsman had spared her life, and that she had run the entire day through the forest, finally stumbling upon their house.

 The dwarves spoke with each other for awhile and then said, “If you will keep house for us, and cook, make beds, wash, sew, and knit, and keep everything clean and orderly, then you can stay with us, and you shall have everything that you want.”

 ”Yes,” said Snow White, “with all my heart.”  For Snow White greatly enjoyed keeping a tidy home.

 So Snow White lived happily with the dwarves.  Every morning they went into the mountains looking for gold, and in the evening when they came back home Snow White had their meal ready and their house tidy.  During the day the girl was alone, except for the small animals of the forest that she often played with.

 Now the queen, believing that she had eaten Snow White’s heart, could only think that she was again the first and the most beautiful woman of all.  She stepped before her mirror and said:

    Mirror, mirror, on the wall,

    Who in this land is fairest of all?

 It answered:

    You, my queen, are fair; it is true.

    But Snow White, beyond the mountains

    With the seven dwarves,

    Is still a thousand times fairer than you.

 This startled the queen, for she knew that the mirror did not lie, and she realized that the huntsman had deceived her and that Snow White was still alive.  Then she thought, and thought again, how she could rid herself of Snow White — for as long as long as she was not the most beautiful woman in the entire land her jealousy would give her no rest.

 At last she thought of something.   She went into her most secret room — no one else was allowed inside — and she made a poisoned apple.  From the outside it was beautiful, and anyone who saw it would want it. But anyone who might eat a little piece of it would die.  Coloring her face, she disguised herself as an old peddler woman, so that no one would recognize her, traveled to the dwarves’ house and knocked on the door.

 Snow White put her head out of the window, and said, “I must not let anyone in; the seven dwarves have forbidden me to do so.”

 ”That is all right with me,” answered the peddler woman. “I’ll easily get rid of my apples.  Here, I’ll give you one of them.”

 ”No,” said Snow White, “I cannot accept anything from strangers.”

 ”Are you afraid of poison?” asked the old woman. “Look, I’ll cut the apple in two.  You eat half and I shall eat half.”

 Now the apple had been so artfully made that only the one half was poisoned.  Snow White longed for the beautiful apple, and when she saw that the peddler woman was eating part of it she could no longer resist, and she stuck her hand out and took the poisoned half.  She barely had a bite in her mouth when she fell to the ground dead.

 The queen looked at her with an evil stare, laughed loudly, and said, “White as snow, red as blood, black as ebony wood!  The dwarves shall never awaken you.”

 Back at home she asked her mirror:

     Mirror, mirror, on the wall,

    Who in this land is fairest of all?

 It finally answered:

    You, my queen, are fairest of all.

 Then her cruel and jealous heart was at rest, as well as a cruel and jealous heart can be at rest.

 When the dwarves came home that evening they found Snow White lying on the ground.  She was not breathing at all.  She was dead.  They lifted her up and looked at her longingly.  They talked to her, shook her and wept over her.  But nothing helped.  The dear child was dead, and she remained dead.  They laid her on a bed of straw, and all seven sat next to her and mourned for her and cried for three days.  They were going to bury her, but she still looked as fresh as a living person, and still had her beautiful red cheeks.

 They said, “We cannot bury her in the black earth,” and they had a transparent glass coffin made, so she could be seen from all sides.  They laid her inside, and with golden letters wrote on it her name, and that she was a princess.  Then they put the coffin outside on a mountain, and one of them always stayed with it and watched over her.  The animals too came and mourned for Snow White, first an owl, then a raven, and finally a dove.

 Now it came to pass that a prince entered these woods and happened onto the dwarves’ house, where he sought shelter for the night. He saw the coffin on the mountain with beautiful Snow White in it, and he read what was written on it with golden letters.

 Then he said to the dwarves, “Let me have the coffin. I will give you anything you want for it.”

 But the dwarves answered, “We will not sell it for all the gold in the world.”

 Then he said, “Then give it to me, for I cannot live without being able to see Snow White. I will honor her and respect her as my most cherished one.”

 As he thus spoke, the good dwarves felt pity for him and gave him the coffin.  The prince had his servants carry it away on their shoulders.  But then it happened that one of them stumbled on some brush, and this dislodged from Snow White’s throat the piece of poisoned apple that she had bitten off.  Not long afterward she opened her eyes, lifted the lid from her coffin, sat up, and was alive again.

 ”Good heavens, where am I?” she cried out.

 The prince said joyfully, “You are with me.”  He told her what had happened, and then said, “I love you more than anything else in the world.  Come with me to my father’s castle.  You shall become my wife.”  Snow White loved him, and she went with him.  Their wedding was planned with great splendor and majesty.

 Snow White’s wicked step-mother was invited to the feast, and when she had arrayed herself in her most beautiful garments, she stood before her mirror, and said:

 Mirror, mirror, on the wall,

 Who in this land is fairest of all?

 The mirror answered:

 You, my queen, are fair; it is true.

 But the young queen is a thousand times fairer than you.

Not knowing that this new queen was indeed her stepdaughter, she arrived at the wedding, and her heart filled with the deepest of dread when she realized the truth – the evil queen was banished from the land forever and the prince and Snow White lived happily ever after.

 

For more stories and story writing ideas, please see: Story Writing – using “Goldilocks and the Three Bears” and Story Writing – using “Little Red Riding Hood” and Story Writing – using “The Three Little Pigs” and Story Writing – using “Rapunzel.”

Posted by: jockmackenzie | February 16, 2012

The Topic Sentence – First, second or last?

Topic sentences often appear as the first sentence in a paragraph. Alternatives exist. Which do you prefer?

A hedgehog’s quills are its most obvious, most interesting feature. The quills, actually stiff, hollow hairs, have no points, are not barbed, and unlike porcupine quills, are not easily removed from a hedgehog’s body. The quills can be both a defensive and an offensive mechanism. When attacked, a hedgehog will roll into a protective ball. On some occasions, a hedgehog will attack a predator and throw itself against the attacker. In both cases, the point is made.

Everybody has one; why shouldn’t I? Yes, having a credit card opens a new, exciting life. My little piece of plastic is the key to instant happiness; I never have to wait to get that new top, the latest CD, a snack when I’m hungry, or a treat for my friends. It’s way safer than carrying cash and handy to slip into my jeans. Am I awed by its power? Do you think I don’t know there’s a monthly statement? Hey man, give me a little credit!

She lives in a $1.3 million home on Marrowstone Island, Washington. That’s not too expensive if your earnings have topped $50 million. And earnings like that make sense if your books have sold over 70 million copies and have been translated into 37 languages. Add blockbuster movies to the list, add being named Author of the Year for 2008, and then throw in being listed #49 on Time Magazine’s list of 100 Most Influential People. Yes, Stephanie Meyers is a success story.

Posted by: jockmackenzie | February 7, 2012

Teacher Man and Teacher Ms. – the Musical Versions

I’m not a great singer. When I wrote new words to the Spiderman theme, one titled Teacher Man and the other Teacher Ms., I knew that singing the words at teacher gatherings would be memorable – but for the wrong reasons. Fortunately, two talented singers have solved my dilemma. Here are the words sung by the son and daughter of local music teacher, Greg Wheeler, from Hunting Hills High School. Thank you Ryan and Laura.

Click the “start arrow” below to hear the audio of this song:


Teacher Man

Teacher Man, Teacher Man,

Always follows his lesson plan.

Pure of heart, good and kind,

Educational mastermind.

Look there –

There goes the Teacher Man.

Can he teach?

Listen, bud,

Teachin’ and learnin’ are in his blood.

When in need, don’t forget

He’s the underdog’s safety net.

You there –

Are you the Teacher Man?

In the hall, the class,

When the truth isn’t clear,

Mumble, “Sassafras.”

Teacher Man will appear!

Teacher Man, Teacher Man,

Friend of every school, Teacher Man.

Payday comes,

He’s ignored.

Helping is his reward.

Look out, got to be a

Teacher Man

Teacher Man, Teacher Man,

Friend of every school, Teacher Man.

Payday comes,

He’s ignored.

Helping is his reward.

Look out, got to be a

Teacher Man

In the hall, the class,

When the truth isn’t clear,

Mumble, “Sassafras.”

Teacher Man will appear!

Teacher Man, Teacher Man,

Always follows his lesson plan.

Pure of heart, good and kind,

Educational mastermind.

Look there –

There goes the Teacher Man.

Teacher Man, Teacher Man,

Friend of every school, Teacher Man.

Payday comes,

He’s ignored.

Helping is his reward.

Look out, got to be a

Teacher Man

Click the “start arrow” below to hear the audio of this song:


Teacher Ms.

Teacher Ms., Teacher Ms.,

Always happy with what she is,

Pure of heart, good and kind,

Educational mastermind.

Look there –

There goes the Teacher Ms.

Can she teach?

Listen, bud,

Teachin’ and learnin’ are in her blood.

When in need, don’t forget –

She’s the underdog’s safety net.

You there –

Are you the Teacher Ms.?

In the hall, the class,

When the truth isn’t clear,

Mumble, “Sassafras.”

Teacher Ms. will appear!

Teacher Ms., Teacher Ms.,

Friend of every school, Teacher Ms.

Payday comes,

She’s ignored.

Helping is her reward.

Look out –

There goes the Teacher Ms.

Posted by: jockmackenzie | January 30, 2012

Reading – Importance? Purpose?

There are lots of students who don’t like school. As a teacher, I am a bit sensitive when I hear or read complaints. When I read Sue Grafton’s G is for Gumshoe, I was not surprised to find this passage:

          “How’d you manage to go to school?”

          “I didn’t if I could help it. I hated school. I couldn’t see the point. To me, it all looked like preparation for something I didn’t want to do anyway. I was never going to work in a feed store so why did I have to know how many bushels in a peck? Is that an issue that comes up for you? Two trains leaving different cities at sixty miles an hour? I couldn’t sit still for junk like that. Nowadays they call kids like me hyperactive. All those rules and regulations, just for the sake of it. I couldn’t stand it, I never did graduate.”

As teachers, we are always faced with making school important and purposeful. Some students need a lot of convincing, some don’t. I remember reading a 2003 copy of Voices from the Middle, in particular an article called “A Sense of Story” by the much-loved Young Adult author, Avi. He said, “In my office, I have a photograph of a blind boy. The boy is without hands or arms. War did that to him. But the photo shows him reading a Braille book – with his tongue.”

For the students who do need convincing, there are a number of things we can do. One of those things is to chose relevant reading material. Here’s one example:

For most middle school students, a driver’s license is somewhere in the foreseeable future. As I suggested in a recent entry (Reading Skills – Use the Phone Book), students can immediately grasp the value of something like a phone book or a Driver’s Handbook. This later book provides an excellent opportunity to teach the reading of symbols as well as how to read pictures/diagrams.

I attended a workshop in Calgary where two young teachers showed this old dog a few new tricks. They used a story called “the House.” Initially, they asked the audience members to read the story and underline whatever was deemed important. They didn’t explain in detail, just asked us to note the “important” parts.

When we were finished, they asked us to re-read “The House” and underline anything that would be important if we were robbers. Afterwards, they asked us to do a final reading and underline anything important to a student who was thinking about skipping school.

I wasn’t sure who to credit for the story (and I still don’t) but I found an interesting site for you to try the same exercise. Just click on this link – http://www.learner.org/workshops/teachreading35/session3/intpop.html

If you’d prefer the story by itself, here it is:

The House

The two boys ran until they came to the driveway.  “See, I told you today was good for skipping school,” said Mark.  “Mom is never home on Thursday,” He added.  Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard.  “I never knew your place was so big,” said Pete.  “Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.”

There were front and back doors and a side door that led to the garage, which was empty except for three parked 10-speed bikes.  They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother.

Pete wanted to see the house so Mark started with the living room.  It, like the rest of the downstairs, was newly painted.  Mark turned on the stereo, the noise of which worried Pete.  “Don’t worry, the nearest house is a quarter mile away,” Mark shouted.  Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard.

The dining room, with all the china, silver, and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches.  Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.

“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den.  Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer.

There were three upstairs bedrooms.  Mark showed Pete his mother’s closet that was filled with furs and the locked box that held her jewels.  His sisters’ room was uninteresting except for the color TV that Mark carried to his room.  Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use.  The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.

If we can persuade students that what they read is important and purposeful, we are two steps closer to engagement.

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