sol17-17 When do we go home?

I am participating in the
Slice of Life Story Challenge (SOLSC).
All participants are writing about one moment, one part of their day, every day of March 2017. 

A big thank you to Two Writing Teachers for providing this unique opportunity
for teacher-writers to share and reflect.

This was a draining day at the end of a long, mixed-up, irregular week. If routine and predictability are the best thing for preschoolers, then no wonder this week was so hard. We had the wacky snow/no snow day. We had two days of two hour delays. We had piercing cold temperatures, making outdoor play near impossible. We had one of my teaching team (my Teaching Resident) get chosen for a jury, meaning we had two days of subs and we will have more subs next week. Oh please please please, let it be Friday!

The day was long. L - O - O - O - N - N - N - G - G - G!

Then, during naptime, I got to slip out of my room and down the hall to the kindergarten classrooms, which were having a Young Author's Celebration. Their students had written "How To" books. Oh, this was fabulous! I got to sit and have stories read to me, by students that were - so very recently - preschoolers! How can it be that they are writing and reading? So fabulous. 

Here are the titles of a few of the books that were read to me: 

How to Draw a Tiger

How to Swim in a Pool

How to Play Mario Brothers

How to Make a Salad
How to Read a Book
How to Write a How To Book

I returned to my classroom with just one hour of the school day left, full of energy. I could write a book -

How to Re-Energize

and it would include being read to by former students.

SOLSC #22 How do you relax?

During the month of March, I am participating in
the Slice of Life Story Challenge.
All participants are writing about one moment, one part of their day, every day for thirty-one days. My slices will be primarily about teaching preschoolers.

Check out the Two Writing Teachers website for many more reflections on teaching.

I arrived at school this morning so tightly wound. My mile walk from the metro didn't soothe me as it typically does, because my mind raced with all that I must get done between now and Friday. It was a little bit like this - 

findlostlibrarybookreportcardsneedtobe

finalizedyoumustfigureoutattendance

totalswhereisoverviewofcurriculum

planninginformationtosharemustwrite

notetoheadofschoolbeforevacationprint

outstoriesandphotosforportfoliosmust

completegolddatabeforevacationtoo

Friday is coming - and it is going to be great, this I know! My husband and I are flying to Scotland, spending spring break in Edinburgh with our son Bryce, who is there for a semester abroad. I am so so so excited! But, wow, there is so much "doing" between now and then. 

The good news is - today was the beginning of our special intersession at my school. Each day, instead of centers, the preschool and Pre-K classes are mixed up and divided up into small groups to pursue fun new activities. My intersession group this spring is called "Great Books in Great Places" - I and my colleague Ms. McNeil are walking the neighborhood with eight children and a bag of picture books, stopping to read in lots of fun new locations. Yes, it is a sweet way to teach!

To introduce the intersession, we sat in our early childhood book nook and read Dr. Seuss' Ten Apples on Top. I explained that we would search for great places to read as we walked. Today, I brought a backpack filled with books about outdoors. We stepped out into the brisk air and walked up the street, up the hill, around the corner. We stopped to read whenever a child asked to stop.We had no sooner left the school when the children asked to sit on a concrete pad. We read The Listening Walk by Paul Showers, which led to us listening to and repeating all the sounds of the world around us - different birds, cars, the horn of a big truck, wind, laughter and voices, a bulldozer, hammering, and even a foam plate that the wind blew down the road. As we made our way down the road, we found a tree with a huge root system and the children thought that was a perfect place for another book (Birds, by Kevin Henkes). As we made it up the hill, there was an open field where some children sat while others collected sticks, all in earshot of the reading. Here, we read two books - one, a song, Inch by Inch: The Garden Song by David Mallett and, two, a book about friendship, Hot Day on Abbott Avenue by Karen English. We were just bending the corner of the road when we realized we had to get back to school in a very few minutes...we raced back! Yikes! That was the fastest hour of teaching ever...and we have so many unread books in the backpack still. Tomorrow we will walk and read again!

I realized I was no longer tightly wound. I felt happy, carefree, lighter. Note to self - seek fresh air, walking, children, and books; a good mood will follow.

SOLSC #21 Where is the book?

During the month of March, I am participating in
the Slice of Life Story Challenge.
All participants are writing about one moment, one part of their day, every day for thirty-one days. My slices will be primarily about teaching preschoolers.

Check out the Two Writing Teachers website for many more reflections on teaching.

I searched through my book collection for Eric Carle's The Grouchy Ladybug, which a colleague wanted to borrow. I found the book and set it down on the table for one moment, in the midst of our very busy centers time, while I helped a child find a tissue, mediated a squabble between a couple other preschoolers, tied a loose shoelace, and guided children at the writing center. But, wait, I set the book down on the writing table. Where was it? Where did it go? Didn't I put it right here? Around and around I looked, wondering if I imagined finding it, that perhaps it was on the shelf still? Then I saw them, three girls in the block area - reading the book in the midst of their pretend. They were reading the book aloud, reading it together, helping each other to remember the words - and, I suppose, helping their stuffed animals get to sleep on their block beds. Adorable. Yes, preschoolers see themselves as readers!

Tuesday SOL: What a Wonderful World

This is a Tuesday Slice of Life for Two Writing Teachers. 

Check out their website for many more reflections on teaching.


______________________________

Something I love about our school, which ranges from preschoolers (Pre K-3) to middle school, is our pairing of each of the younger classrooms with an older classroom. This school year, the Big Cats preschoolers will get together with first graders (the "Double-Headed Rattlesnakes") for partner reading each Friday. These structured pairings allow for the most beautiful and unexpected interactions, providing opportunity for role modeling by older students, with younger students basking in the singular attention of an older student. For our older students, I think there is even a "letting down of the guard" - a chance to be a little more relaxed and confident about their reading skills, as they casually and comfortably read to their younger partner. Sometimes, the pairings result in new friendships, with children happily reconnecting if we see one another in the hallway or elsewhere in the school.


Last year, after our partnering was well underway, one of my preschoolers ('Mary') began to refuse to sit with her partner, and even said to me,
"I don't want to go to the first grade class."

"Why, Mary? Tell me what is wrong. Why are you sad about reading with your partner?"

"Because she always reads to me!"

"She always reads to you?" I echoed, somewhat confused. This is my classic technique, when I fail to grasp something, I simply restate the words that were said...buying myself a little time, hoping they'll say something more that will clarify. I really did not understand.

"Yes. She never lets me read to her."

It's true, every now and again, I do have preschoolers who can read…but this little friend was not one of these. However, she loved our picture books, devoured them daily, imagined stories to go with the pictures, and saw herself as a reader. Imagine how easy it would have been to retort to this three year old - "But, Mary, you do not know how to read." I did not. I was thrilled by her confidence! My preschoolers see themselves as readers! I simply said,

"Oh! You want to read to her, too!?"

I turned to her first grader partner - "Would it be okay if Mary read to you, today?"
and she said, "Oh, sure! That would be fun!"
and off they went happily, to read together.


This past Friday, the Double-Headed Rattlesnakes came down to meet us for the first time this new school year. We introduced the pairings of students. Several first graders have younger siblings in my class, and we purposefully pair these siblings to read together - an extra special connection, in the middle of the school week, to have a little sibling time.

We will read together for thirty minutes each week, but this first Friday was simply to meet one another, to share your name, to talk with one another about your favorite stories. Several three year olds got up to grab books from our bookshelves, sharing some of their favorite books with their new first grade friends. After a little conversation time, getting to know one another, both classes settled in together on our meeting carpet to hear a read-aloud together.



Another special part about this past Friday was its date - September 11th. How to recognize the significance of this day with preschoolers? For me, since 2001, it has been the tradition of reading a special book - What a Wonderful World (illustrated by Ashley Bryan, written by George David Weiss and Bob Thiele) followed by playing the song by Louis Armstrong. This book is a beautiful story song, celebrating children, diversity, love. This year, since my September 11th book reading dovetailed with meeting our first grade reading partners, I read the book to the entire combined group.

This was an incredibly special read-aloud for me. Just three short years ago, many of these first graders were my preschoolers. There I was, reading the words aloud and looking over my audience, seeing these now much bigger first graders with the same faces they had in preschool, sitting snugly and amiably with their new three year old reading partner, happily engaged in the familiar book. Many of the first graders read along with me, recognizing and remembering the words. Everyone was so quiet and focused when we played Louis Armstrong, and I enjoyed their enraptured faces listening to his throaty words. One student noted, "My daddy sings this song to me."

Then, it was time to go. "First graders, it is time to line up. Say goodbye to your Big Cat friend, ask them if they'd like a high five or a hug from you before you leave."

For the siblings, this was hard. Some tears were shed, saying goodbye to the older loved one. One first grader plied his sister with many kisses on her cheeks. But for most of the pairings, they were saying goodbye to someone entirely unfamiliar, not known. I noticed a couple of my preschoolers shook their heads at this offer of a high five or a hug - not yet willing to be friendly with this new big student. This was worthy of a follow up discussion...

When the first graders left, we talked about how hard it can be to meet new people. "Did anyone have a funny feeling in their tummy?" I shared how some say it feels as if you have 'butterflies' in your tummy. A couple of children nodded. I coached, "There is a fluttering, a pulling. It helps me to take deep cleansing breaths. We'll get to know these first graders over time. We will see them each Friday. We will become friends, in time."

It is early in the year. We have just met.

I see friends shaking hands
saying "how do you do?"
they're really saying 
"I love you."

SOLSC 2015 #4: May I sit and hear the book with you?

Each day during March, I am participating in the Two Writing Teachers Slice of Life Story Challenge (SOLSC). All participants are writing about one moment, one part of their day, every day for thirty-one days. My slices will be primarily about teaching preschoolers. Check out the Two Writing Teachers  website for lots more reflections on teaching. Thanks especially to Stacey, Tara, Anna, Beth, Dana, and Betsy for hosting this writing challenge. 

*******

I love reading to children, but it is also a real treat to sit alongside them as someone else reads a book. Sitting there amongst the children, I see them in new ways.

Just this past week, Ms. Kim [my Teaching Resident] was reading the truly fun and fabulous 'twisted' folktale The Three Little Wolves and the Big Bad Pig (by Eugene Trivizas and Helen Oxenbury) and I had this opportunity. Ms. Kim sat in our big cozy chair and all the children sat on the rug in front of her; I joined the children on the floor, sitting at the back of the group.

I spent the rest of the day chuckling about some of the antics I observed. 

Truly, it was like putting out one small fire after another!

The children settled in to hear the good story. Within seconds, they were very excited by the title itself, offering immediate feedback - "That's funny! It's not three pigs!" "Why is it the Big Bad Pig!?," many voices at once, a few "No, ME! I'm talking NOW!", and I am on alert, watching the many sparks fly due to their unbridled enthusiasm…Will they settle down? Will Ms. Kim regain control? Do I need to intervene?

[Yes, Ms. Kim's voice was strong and confident, her body language was completely at ease, and she quieted the children with the simple invitation, "Well, let's see! Let's hear the story."]

Ms. Kim had set up her phone on a nearby chair, in order to tape herself doing the read-aloud. From my place in the audience, I notice one preschooler become engaged with this phone...he immediately loses interest in the book. "I see phone, I see phone," he whispers, and he scampers towards the phone, adding, "phone games." 

[That is a fire that must be extinguished! Sorry, buddy, you will play phone games when you are with your family - it's not happening here at school!]

I no sooner intervene, scooping him onto my lap, when another child shrieks "I can't see! I can't see! I can't see!" A small fire begins. Unbelievably, the preschooler in front of her - who is breaking our sitting rule by being on her knees - gives her a quick glance and immediately adjusts her body position, sitting down on the floor, without a word from me! Yes! Fire extinguished!

[This is learning, preschool level - and I get to relax, now, right? Let's hear that book!]

Right next to me, a child gets up on his knees and starts groping his own bottom. Not just scratching, but both hands in - SPONTANEOUS FIRE! I am on the scene! I give him a very strong stage whisper and point towards the bathroom. 

[This same toilet trainer once explained - with similar mannerisms observed - "I am keeping the poop in." We will have none of that during this fine book! Oh my!]

Okay, let me settle back. I realize, somehow, there are now three children on my lap. Something about holding my phone lover in my lap has attracted two others. And these new two become my set of kindling wood, as they begin to argue over space on my lap. "Shhhh!" I admonish, "We are listening!" Both children go quiet. However, one, who always does the right thing, looks at me with furrowed brow, frustrated to be admonished, and her look alone is about to send me into gales of laughter. There are a few residual embers, but this small fire has been extinguished. 

We get to the part in the book where the Big Bad Pig takes a sledge hammer to the wolves' house and the children are beside themselves with confusion, excitement, perhaps even horror.  It begins to feel again as if twenty-one small fires are erupting, there are so many comments and questions. Ms. Kim gains control with a simple, "We are listening to [names of child] now," and this child explains artfully - "Maybe the Big Bad Pig does not know how to make friends?"

I'm not sure I have ever heard something so funny - we teachers are now creating our own small fires, trying hard to not giggle, and it takes a few more minutes for us all to settle down. Ms. Kim adds, "No more questions right now - let's find out what happens."

Okay, I settle in. This should be nice.

Immediately, a girl begins to wail! Not whimper, not a small cry, but a full-blown loud-pitched wail. This is quite a disruption for a videotaped read-aloud! This is an emergency fire! I must get to the rescue! I toss aside the three on my lap (well, I'm sure I was more polite than that), and embrace the one who is crying, turning her wailing head onto my shoulder, to muffle the cry, and I whisper calmly, "Breathe, breathe, breathe" while my eyes race madly over her body to see what is bleeding, what has happened. She begins to soothe, and I whisper, "What happened, what is wrong?" and she whispers back "That boy said I cannot ask any questions right now." 

[Oh, I see, that was not an "I am bleeding" cry; it was an "I feel indignant" cry. This is something else we are working on in preschool - appropriate reactions to problems. I see we have much more work to do!]

Truly, the rest of the read-aloud is a bit of a blur. I know a couple children jumped up to see the book more closely, one stepping accidentally on another child's hand; two "best friends" had to be separated from one another because of their private, staccato conversation in the midst of the teacher reading; someone was pulling at a loose thread on my shirt, who I largely ignored because he was at least very quiet; and a variety of other small fires. 

Yes, it is fun to be sitting in the midst of the children, seeing the book with all new eyes.

Tuesday SOL Why not write a book?

This is a Tuesday "Slice of Life" for Two Writing Teachers. Check out their website for lots more reflections on teaching.

*******

This past Friday, our early childhood team attended a fabulous conference presented by the Teachers College Reading and Writing Project, entitled "Seize the Moment: Rise to the Challenge of Pre-K." I heard and learned so many great things. I was particularly impressed with a presentation by Matt Glover, a literacy consultant, entitled "Give Kids the Richest Possible Immersion in Read Aloud, Shared Reading, and Talk About Books." 

Isn't funny how you can't judge a workshop by its cover title?
I read the workshop title and I thought for sure I would learn some neat tricks for my own read-alouds on how to engage the children. 

Matt Glover began the session with a brief film clip of his then 2 1/2 year old daughter reading aloud Mo Willems' Knuffle Bunny. This was adorable! You could see that she was very familiar with the book, seeming to imitate mannerisms and expressions, reading with a rhythm, laughing at known jokes. Truly precious!

He asked, Was she a reader?

Yes! I think so! Sure, she's only 2 1/2, and I suppose most of what I heard was a little girl reciting words from her memory, but, wow, she was projecting her voice, even changing her intonation, turning those pages with authority - yes, she was a reader!

Did you hear the sound of my hand hitting my forehead last Friday morning? 
This workshop wasn't about adults performing read-alouds for children, but instead it focused on the simple and awesome idea of encouraging preschoolers to see themselves as readers and writers.

This is how you help preschoolers see themselves as readers and writers, 

through simple, daily opportunities just as Matt Glover shared with us in the film clip,

asking children, regularly:

"Would you read this book to me?" 

"Would you like to write a book?"  

You are setting the expectation that preschoolers are readers and writers,

He spoke beautifully of 'nurturing development and honoring approximations' - in other words, with these very young children, notice and encourage the very small behaviors, such as

turning pages of a book,

making up dialogue for characters,
noticing different characters,

reading to oneself,

imagining a story,

remembering a story,

recalling special words in a familiar text,

connecting pictures to words,

looking at a page and making up meaning,
thinking up a plot,

and so much more.

I loved that he wasn't talking about giving directions such as,
"This is how we read a book, see we turn it page by page…" but, instead,
nudging children along,
"Tell me, what do you see? - Oh, yes! You are reading!"
Matt Glover suggested that we not get too hung up on accuracy or on writing down the specific words they say as they read…but, simply, to foster the child's ability to read and write -- making reading and writing 'the norm' for every child. Give children the time and the space to be readers and writers!

This is how we help preschoolers think like readers and writers.

So, what was the first thing I did on Monday morning? What was my immediate take-away from the conference? (Don't we always take away at least one thing?)

Monday morning, I placed many, many blank books (nothing special - several pages of paper stapled together) in the writing center and invited children to write a book. What a hoot! This table was filled all morning along (see photo above). The preschoolers soaked up this opportunity.

The table was filled with writers. 

They were sure of their artistry, sure of their writing. At the end of centers, I invited them to read their books aloud. They were sure of their words!  [And, amusingly - as Matt Glover had forewarned - the story changed, each time they re-read their book!]

It's okay!

They are preschoolers.
They are preschoolers who see themselves as readers and writers.

Let me share one…here is Naima's first book… it has four pages ...

Naima told me it was "a little bit scary book, about loud noises," and that is all she wanted to share.
Again, it's okay!

She sees herself as a reader and writer.

SOLSC #6 The Read-Aloud

I am posting every day during March as part of the annual "Slice of Life" Challenge for Two Writing Teachers.  Check out their website for lots more reflections on teaching.

*******

Beginning in March, and continuing the remainder of the school year, the Resident Teacher begins to have more "chunks of the day" to call her own - times when I am placed firmly into the observer role. We have a fancy name for this transition period - "release of responsibility."

I think I will call it "the catbird seat." I find it delightful.

I love being able to be in the background, watching and supporting. I love being with the kids, seeing the classroom from their point of few, feeling their emotions. They are so, so funny!

My catbird seat for the read-aloud means
I am nestled on the floor,
amongst the children,
at least one child on my lap,
others cuddled at my sides.

The picture book read-aloud is always a feat for a new teacher - learning to hold the book wide open and comfortably static, so that everyone can see. She provides a gentle reminder at the outset, "Move your bodies so that you may see the book that I am holding up right here."

A huddle of children is sitting down,
as close to the teacher's knees as they can possibly get.
There are a couple are laying down, on the fringe of the mass,
plus one is behind the chair that the teacher is reading from...
There's one sitting with her back to the book, watching the lunches being set out on the tables,
two are facing each other, quietly talking, ignoring the teacher,
and one seems to be fixated on the stuffed animal in her lap, also ignoring the teacher.

But I'm not fooled.
These little ones are simply getting ready for the exciting book.

I smile, thinking that this relaxed atmosphere wouldn't fly at many public preschools today. I mentored a teacher a few years ago whose school expected her to have a room full of preschoolers sitting cross-legged and quiet, eyes on the teacher...any departure from this strict position, and the child was sent to the "sit and think" chair. I don't think I will ever fully understand the point of these restrictions. Goodness, have you watched adults settle down in a movie theater to watch a film? We're all over the place - checking phones, repositioning ourselves in chairs, whispering and giggling. I believe the teacher's job is to set the simple expectation of respecting one another [be good listeners, protect each other's space/body] and have faith that children will 'settle in' if the book is worthwhile.

Our book read-alouds have the expectant air of a new theater release, with everyone joyfully gathering.

She begins to read the book and,
as if on cue,
hands fly up into the air with burning questions and comments,
I have something to say!, 
I have a question! 

When a preschooler wants to be heard,
they can't resist perching on their feet,

Our most recent "theater release"

getting up on one knee,
jumping up with hand in the air,
gesticulating wildly.

There's a domino effect,
one preschooler playing off another.
The one who was laying down,
the one who had her back turned,
the one who I thought was nestled in my lap,
well,
they are all on their feet,
too excited to sit back.

They are right on top of one another,
desperate to see and be heard.

And those whose view is now being blocked cannot contain themselves either -
"I CAN'T SEE! I CAN'T SEE! IT'S YOU!! I CAN'T SEE!"

(Then there's the one keen observer who takes note of the classmate who has scooched onto his knees, and immediately bellows an indignant "I CAN'T SEE!" even though this keen observer is positioned to the side or in front of the classmate on his knees, by no means with an impaired view of the book. This child is the parliamentarian of the class, the keeper of the rules.)

When the teacher hesitates for a mere moment in calling out someone's name to give a comment,
then, another child just speaks LOUDER, more rapidly.

Everyone is spirited now,
just wanting to be part of the animated conversation,
by contributing a new thought,
so echoing their classmates words - what was just said a moment ago - verbatim,
or simply raising their hands,
belonging.

Back and forth,
lots of animated discussion,
a gentle reminder by the teacher when the talking seems excessive -
"Remember our class rule - never what?"
"NEVER INTERRUPT A GOOD BOOK!" they shout, completing her sentence.

"Let's settle in."

But the very next page of the book
provokes another burning question,
which, of course, means a preschooler has jumped back up on his feet, and...
well, you get the idea...

In the catbird seat,
all of this makes me chuckle.

Maybe a lively read-aloud means you've read the best book in the world - engaged them to the max?
There is no doubt in my mind that these preschoolers love books!
We are cultivating readers.

**************

(A daily share by a preschooler, in their own words)

A Story Collage by Caroline

Puddles. Two boys were jumping in a red puddle. And then Mommy said it was time to go in for lunch. “Coming, Mommy!” And then the Mommy says, “You can go play where you want to play, but come back inside when it is time for dinner.” “Okay!” Then the boys heard a scary noise. Then they went heard another noise and it went “Grrr! Grrr!” That was the bear. The boys picked out a big long pencil and shocked the bear but it didn’t hurt. And then they went to chase a butterfly. Then they wanted to fly like an owl but they didn’t have wings, so they began to climb up the tree house and play with the owl. Then it was time for naptime and they came back inside. But they really wanted to shock the bear again but the bear went back to its cave.  But then Mommy said “Naptime’s over.” But then Mommy said, “There might be a really big puddle outside.” They went outside and there was a really big puddle and they jumped and jumped and jumped. The bear said “Who’s jumping in my big hat puddle?” And then they ran and ran back inside. Then the Mommy said, “Do you want to chase another butterfly?” And they said “Yeah!” and they chased another butterfly. And then the butterfly saw that pencil and it ate and ate and ate. The End

SOLSC #2 There's no such thing as "end"

I am posting every day during March as part of the annual "Slice of Life" Challenge for Two Writing Teachers.  Check out their website for lots more reflections on teaching.

*******

As I mentioned in an earlier blogpost, we've been in the midst of a very fun Ezra Jack Keats author study. This past week, we celebrated the conclusion of this unit by re-reading and dramatizing many of his books. After lunch on Friday, as we waited for families to come and pick up their children on this half day of school, I spread out all the books we have read and ended up getting a very powerful photograph:

Truly, the children are not done with Ezra Jack Keats. 

I overheard them talking as they look through the books, about

"Peter," "Archie," "Louis," "Roberto,"

"Archie has a cat." [Pet Show]

"Amy lives next door" [Dreams],

"He likes her!" [Apt 3],

"He invited her to a party - you can't say 'boys only' " [A Letter to Amy],

"Louis moved to a new house" [The Trip],

"He is a scary man but now he is a nice man" [Louis],

"Did you see the monsters?" [Hi, Cat!],

"The cat got stuck in the box and the dog was mean," [Dreams]

"Those boys tried to hurt them, but they had a trick!" [Goggles]

I have heard similar snippets as they are playing in the classroom, these past few weeks. 

Maybe my focus is changing. Maybe I'm ready to delve into other topics. But, these little ones are still very much in love with the characters and stories of Ezra Jack Keats. 

This is a beautiful thing to observe,

this engagement,

this learning,

this wonder.

I have no doubt that they will make many more connections as the year goes on.

They will recall special moments.

They will continue to enjoy his books.

They will remind me of details.

There's no such thing as "end." 

Tuesday SOL - Slow down, summer!

Tuesday Slice of Life with Two Writing Teachers

***
Not much of a "slice of life" to offer today,
except,
I can't believe
Thursday means August.
July has been lovely.
Time to think,
sleep, relax, exercise,
connect with friends,
travel with my family,
cook new recipes,
enjoy movies, books, games
and even
reflect and prepare for the new school year.
Kinda sad to see July go.

***
A few more story props created for my book corner - thank you, summer:

Knufflebunny by Mo Willems

Peter and the Wolf (my version - by Vladimir Vagin)

The Gingerbread Man (my version - by Jim Aylesworth, illustrated by Barbara McClintock)

Summer fun - creating story props

Summer is a great time for getting a few miscellany projects done for the classroom that I never seem to have time for during the school year. I am having fun this summer creating additional story props for some favorite picture books. Each year, I notice how much the children enjoy retelling their favorite tales through these. I only have a handful and I am determined to build my collection. 

Today, I created a simple set for Owl Babies by Martin Waddell. I love this book! These adorable owls experience a preschooler's biggest fear at the outset of a school year - is Mommy coming back? The book is momentarily harrowing and suspenseful, and concludes with the reassurance that Mommy always comes back.


Here are my story props for Owl Babies:

The tree that the owls live in.

The owl babies - Sarah, Bill, and Percy.

Mommy Owl.

I try to reduce the story to just a handful of pieces - its main characters and the setting. I purposefully create these props very simplistically: recycled manila folders as card stock, colored pencils, an hour of drawing, and basic laminate (or even clear tape for small pieces) adds up to the proper mix for me. I think the simplicity of the story props makes the whole storytelling much more accessible to the student (and often leads to them trying to creating stories on paper themselves).

I think it is important that the materials and my time/effort to be small enough that I don't feel frustration or anger if they are torn or damaged. I want the children to use these over and over; I understand that they will be tugged on and used roughly at times, while children learn the process of taking care of these pieces. These story props can be repaired quickly and cheaply with clear tape!

[Wouldn't it be great if picture books came with card stock replicas of the main characters of a book?]

SOLSC #17 Bring on the books!

Two Writing Teachers' Slice of Life Story Challenge (SOLSC)

I was looking through my recent photos of our preschool fun, getting these ready to post on our  photo sharing site for families, when I found myself smiling at how much the children are reading. No matter what else is going on, no matter what the time of day, there are always children lost in a book. I love it!

These photos both comfort and excite me - although we typically have just one whole-group read-aloud everyday, we are cultivating a love of reading!  The children find books irresistible.

Bring on the books!

A parent shares a book at the start of the day.

"Wait a minute? You are reading Abiyoyo? I want to hear it again, too!"

Our visiting Teaching Resident, Ms. Martinez, reading to children.

May I read them a book?

Declan had finished his second grade math test quicker than his classmates.
His teacher suggested he spend a little time with the Big Cats, while his classmates finished up the test.

This is one of the silver linings of a preschool embedded within an elementary school, having older students come and visit us.

We were just getting ready for Storytime.
He asked if he could read the preschoolers a book,
"I could read this one," he said,
finding one of our recent favorites, Jeremy Draws a Monster (by Peter McCarty).

I was delighted with his offer. I knew it would be wonderful for the children to have an older student read to them. "Oh, the children love that book!  Yes, that would be great! You read to them first, and then we'll follow you with our special book of the day."

He sat down in the reading chair and all the children quickly arranged themselves at his feet.
He began to read, holding the book to face the children and reading the words upside down.

He was, truly, a teacher.

I was amazed at how transfixed the children were by his reading.  There were none of the usual side conversations; instead, all eyes on Declan.

The children were fabulous listeners.  As this familiar story continued, one preschooler couldn't contain himself any longer and blurted out "He's going to make the monster go away!" and, the floodgates opened and everyone started sharing at once, wanting to tell Declan what they remembered from this favorite tale.

Declan stopped reading.  He stared at the preschoolers.  Then, he slowly, without a word, closed the book, with his fingers stuck inside as a placeholder.

This caught me so off guard - this perfect imitation of a teacher.  I had to turn my head, to hide my smile and stifle my laughter at this delight.

Yes, he was, truly, a teacher.

"He closed the book!" one preschooler said, in alarm.
"Stop talking!" another exclaimed.
"Read more! There's more!" one couldn't resist.
Declan stared back, saying nothing.
The children went quiet.

Assured that they were listening, he opened the book and proceeded to finish the tale.

Oh, how I struggled not to guffaw!

Later, he came up to me and said, "Ms. Ingram, let me share a technique I learned in my class - when Ms. Coleman thinks we are talking too much, she closes the book until we are quiet.  Did you see how it worked with these kids, too?"

I nodded and smiled (once more, resisting the urge to laugh aloud with sheer delight),
"That is a very good technique. Thank you for sharing it with me. It is very hard to read aloud when others are talking, isn't it?

Thank you for reading to the children, today. You, Declan, are truly a teacher. "