Kevin Henkes Puppet Project

One of my favorite parts of the Kevin Henkes author study is the family projects that the students bring in. They are asked to make puppets for one of Kein Henkes' mice stories. I love the creativity and pride that the students have. I love seeing the book that they choose as their favorite. Thank you, Kevin Henkes for such delightful stories!

Sleepover, 2015

One of the things I love the most about our annual First Grade Sleepover is the way that family's get involved in the event.  This year our theme is "...lions and tiger and bears. Oh my!" to go with our Wizard of Oz school theme.  One of the things that families are asked to do with their child is to make a lion, tiger or bear - stuffed animal for Sleepover.  The directions are emphatic that you don't have to sew and that the idea is simply to have fun with your child.  The week before they are due, we make stuffed animals/pillows with the children that come from the large mobile home community.  These children are mostly second language students and so we incorporate making the animals/ pillows during the day that we tutor after school in their community.  Parents are invited in to help stuff and make the creations but we supply all the "stuff."   The picture on the right below with the big bear show the pillows that the students made together after school at the MARC. 

A parent in the classroom volunteered to make four extra pillows, just in case another student showed up without one, and of course, they did, but for the parents that are actually able to work with their children to make something special, this becomes  a wonderful shared experience.  The pillows and animals come in the week before the event to they can be displayed in the lobby on the evening of Parent's Night.

On Parent's Night students come with their family to make a keepsake pillowcase.  Each student sends in a pillowcase (and we ask that parents that are able, to please send in an extra), so that we make sure to have a pillowcase for every student that shows up.  We had over 100 children show up with their families to make pillowcases!   The first grade teachers have plenty of stamps set out with acrylic paint so each child can work with his family to make a pillowcase.  As they leave, the students are given a little bag of Teddy Grahams.

It's just such a nice tradition!  Teachers who now have grown children talk about still having the pillowcase that their child made in first grade.

The actual day of Sleepover began with a parade filled with first graders in pajamas, dark halls, flashlights and glow-in-the-dark bracelets.  The students ended in the Dinning Room watching and meeting the Wizard of OZ characters while they ate breakfast and the Principal (in her red sock puppet pajamas... with footies!) lead a dance party where first grade teachers danced on the stage and students danced to all the popular kid songs.  

Then it's off to Center about literature run by the Resource Team.  The music teacher reads a children book about a party under the moon that includes singing and dancing, of course.

Coach provides an active outside game that included a read aloud!

Art read the popular Paddington Bear that ended with a painting art project.

And Mrs, KK, our Media Specialist ended our day with a shadow puppet show of one of our favorite books, Ira Sleeps Over complete with popcorn and dancing with a disco ball!

What an amazing day!

Such a sweet tradition

Today in a plain brown envelope a mom sent me a copy of Dr. Seuss' book, Oh, the Places You'll Go.  She asked if I would please write a note to her son about his kindergarten year.  When I opened the book, his preschool teachers had already signed the book and the mom's note explained, that it was her intention to send the book to each of his teachers at the end of the year secretively, and then to present him with the book at his high school graduation!  Is that not the sweetest tradition ever?!!

Family Night- Native American Style

This week we are putting the last touches on our Pow Wow to be performed on Friday, but tonight was our kindergarten family event.  PTA hosted dinner and then families were invited to go to their kindergarten classroom and make a dwelling for their tribe.  Our families who will represent the Might Iroquois Nation made longhouses.  The Sioux made teepees, the Inuit made igloos, the Seminoles made chickees...  At the same time our fifth graders presented their Native American projects.  Each group had a table and presentation about the tribe their class had chosen.  These are the same fifth graders that once were presenting Pow Wow in Kindergarten.  The children could  travel through the hallways with their families and listen to the various presentations and get a passport stamped.  After their passport was stamped they presented it to the Principal for a treat!  It is a fun night that represents our Circle of Life Native American projects.

Parents work with their child to make a Native American dwelling.

Longhouses of the Iroquios

5th grade student projects about the Mighty Iroquois Nation

5th grade student projects about the Hopi tribe

The Sun and Our Skin

Our last Science lab had to do with what the sun does to our skin.  Each child was given ten white beads to string on a pipe cleaner and turn into a bracelet.   

The students were told that the sun's UV rays would penetrate the beads.  Depending on how much of the sun's rays were absorbed, the beads would turn colors - the more rays, the darker the color.  The children were so amazed as the beads turned bright colors in the bright Florida sun.

Next we put some beads in clear bags and covered the outside of each bag with a different SPF sunscreen - from a 4 to a 60

The students made predictions and discovered that the sunscreen did block the sun's rays.  The higher the sunscreen the lighter the beads.  Next we went inside and wrote about our experience in our Science journals.  Children took the beads home to explain to their parents what they had learned.

Parents' Celebration

It's that time of year when many classroom celebrate Mother's Day.  In Mrs. Ruark and Mrs. Timmons' kindergarten classroom they combine Mothers and Fathers and have a "Parents Day" Celebration.  They invite mothers and fathers in for a brunch between the two holidays.  This year they decorated the desks with placemats made by the chidren and with  "Happy Parents Day" cards.  They added fresh flowers to each table.   Each child practiced going to get his waiting parent in the hallway and invited them into the room.  The children were so proud to be walking their parents into the room and showing them their placemats and cards.

The agenda was posted on the board.

The parents and children started by eating!

They played a few games.  For one of the games, the parents sent in baby pictures and as the pictures flashed on the screen each child and parent tried to guess who it was.  The parent child combination with the most matches won a prize.  I don't know who enjoyed the game more - the parents or the children!

The highlight of the morning was the booklet that the children presented to their parents.  The children had worked on them all week in Writers' Workshop.  Below is one example.

Such a wonderful morning of celebration!

Kindergarten Round-up

Welcome to Kindergarten Round up.  You probably have that at your school too - a time when new kindergarten parents can come to the school, get a tour of the building and begin the registration process.  About two weeks ago we had such a night at Chets Creek.  Many parents came with their kindergartners, met the Principal and toured the building with one of our kindergarten teachers before they took the registration information home.

However, we have noticed over the years that our families from our neediest community do not come to Kindergarten Round-up.  Instead they wait until school starts and come with their students on the first day or first week of school.  We generally have 25-35 new kindergartners from this community each year and instead of having time to prepare for the new year they just walk in totally unprepared.  This year we decided to address the problem by having a second Kindergarten Round-up in their community.  Instead of them coming to the school, we went to the community, to the MARC.  Since many of the families are second language, the Principal made sure to have  an interpreter on hand to translate.  The Principal started by introducing herself, just like she does at the traditional Round-up.  She even brought her 8-month old daughter with her so the parents could see that she was a mom too.  She explained the registration information and then gave the families a visual tour of the school through a PowerPoint of slides.

The night was quite successful with about 16 new kindergartners represented.  The Principal gave the families other dates, one each for the next three months, that she would be at the Community Center to accept registration packets and answer questions.  This is just one of the many attempts that the school has made to build a bridge that will make it easier for all of our children to be successful.  Now we will be prepared for each of these new kindergartners.  They will walk into school on the first day with their names on the class list outside the door, with their names on their cubbies and school supplies on their desk ready to go.  They will know that they are expected and that they belong.  What a great way to start!

Pow Wow 2011

Today was the culmination of our month long study of the great Native American Nations.  When Chets Creek opened, Chief Jumping Frog was a Kindergarten teacher and she brought the tradition of a Native American Powwow around the Thanksgiving holiday with her from another local elementary school.  Today Chief Jumping Frog Principal Susan Phillips and that tradition have evolved from one of teaching our children that Native Americans use bows and arrows to hunt buffalo and all live in tepees to an in-depth study of First Americantribes across this country.  As the years passed we became dissatisfied with our simple ceremony and began to delve into all of the differences among the First Americans that inhabited our land.  We learned that the Sioux really did live in tepees but the the great Iroquois Nation were people of the longhouses and the peaceful Lenape built wigwams and Inuits actually lived in igloos...  As each tribe researched the clothes that their tribes wore they found that many of the Natives used the skins and feathers of the animals that they hunted in their area and that the Seminoles of our native Florida used shells which were abundant along the shore and that each tribe had different traditional garb so the costumes of the Powwow took on different colors and shapes.

It was not long before we knew that we wanted to involve parents more heavily into our study so homework for the month became family projects.  Families were asked to tell their children stories of their own childhood and their child's early days and to make knots in a counting rope as they told each story just like the beautiful Iroquois story of a Grandfather who tells the story of the birth and childhood to his blind grandson in the beautifully written and former Book-of-the-Month Knots on a Counting Rope. Children bring their ropes back to school and share one of their favorite stories with the class. 

A cardboard gingerbread shape is sent home and families are asked to decorate the native child after researching how their child's tribe might dress.  These colorful First Americans hang in our hallways.

Parents are invited in Tuesday before Powwow for a night of fun as each tribe gathers their families to make replicas of the types of houses that their tribe might have lived in and then these are also displayed in the hallways.  You can walk through the halls and see Seminole  chickees,  Hopi adobe homes, and plank houses with totem poles from the Nootkas...

Several years ago we decided to keep all the information together on a Native American wiki.  Not only is there space for each of the tribes to upload information but on the home page there is a copy of every letter sent to parents, lists of materials to gather for the many projects, invitation sent to first graders, and a million of the other little details that help to keep us all organized!  What a gift each year as we recreate this tradition at our school.  This is a HUGE project and is only accomplished because the work stands on the shoulders of the teachers who came before.

It wasn't long before we began to worry that we were sending our children from Chets Creek with many stereotypes about Native Americans because we were only talking about how Native Americans used to be, but we knew that our five years olds were too young to take on the rich, but sometimes difficult histories, of our tribes, so we decided to bring the tribes alive again in Social Studies in fifth grade.  Our older students do projects that include "compare and contrast" and then do models and PowerPoint's and include many different kinds of technology.  They join us on the night that we have kindergarten parents in for "Make 'n' Take" and make their presentations to the kindergarten children and their families.  Each child gets a "passport" at the beginning of the night and has it stamped at each stop.  When they fill their passport, they can collect a Native American bracelet from Chief Jumping Frog as they leave for the night.  This addition to our curriculum brings our study full circle.

Today was the great Powwow celebration.  Fifth graders joined us by helping to give out programs, holding authentic Native American flags, dressing with colorful tribe-related sashes and roping off the Powwow area and performing a million different chores.  Kindergartners performed Native dances and songs in Native tongues, dressed in their Native costumes.  Chief Chets Creek performed a traditional grass dance that is actually performed to stomp the grass flat before a Powwow.  He had researched, not only the dance and specific dance steps, but the costume, which was replicated by a parent. Parents and children enjoyed the entire Powwow presentation, led by Chief Jumping Frog, of course, and snapped a gazillion pictures.

But that is just the start of the day.  The kindergarten children visit centers throughout the day, led by our Resource Team and each one teaches something important about the tribes.  A real tepee is erected around the flagpole (amazing to behold).  The children enter in disbelief and look up at the beautiful paintings on the inside wall of the tepee.  This is one of the most anticipated and meaningful stops of the day.   Peaceful Waters (Media Specialist KK Cherney) tells stories about the "three sisters."  Each child leaves with seeds of corn, beans, and squash to plant at home.  As she tells the stories Drawing Hands paints a picture.  Peaceful Waters then tells of the native tradition of a talking stick and as she passes the stick to each child and adult, she asks them to tell of one thing they are thankful.  Many of the children are thankful for family and friends - Daddy coming home from Iraq, a grandmother that has been sick, a new baby brother.  A few are thankful for their teachers (thank goodness) and a few are also thankful for dinosaurs and videogames and toys!  The adults always seemed surprised when Peaceful Waters asks each of them to name the thing they are most thankful, but it is not unusual to sometimes see grown men cry.

Next the children visit Colorful Wind (Art Teacher Jen Snead) and she teaches them about the natural dyes used to paint and communicate.  Children are surprised to learn that the Native Americans so long ago could not run to Walmart for paint and brushes!  Then the children experiment by painting with such things as beets and blueberries and spices.  At another art center the children mold clay into balls and then discs and use shapes of native designs to make a keepsake that will be fired and returned. Some of these will be used on necklaces and some will find their way onto Christmas trees commemorating the child's first Powwow.  At that same center each child is given a piece of animal hide (or crumpled brown paper bag) and encouraged to use some of the Native American designs from a chart to write a story. 

Chief Sing um Song invited the children in and taught them a Native song.  They got to beat the steady beat on drums and then used paddles pretending to row boats to the beat of the paddle song.  Today my class visited this center as the last one of the day and Music teacher, DeeDee Tamburrino, was just as upbeat and excited to teach this last group as she had been to teach that first group so much earlier in the day. 

The children always need a break to run and play so the PE teachers divide the tribe into groups and let them compete, much like the Native American kids did.  They have a list of things that they can find in the elements on a picture list and have to find each of the items in the wooded area of our property.  Some of the items are planted such as bird eggs and nests and animal fur and others are found in the natural surroundings such as rocks, sticks, bark, and pine cones.  As they come with their treasures, the teachers discuss how the Native American's used each of these items from their environment. Today, because it was a little blustery, the children gathered around the natural fire heat, much like children must have done in days gone by.

The tasting center is always a fun break.  The children get to taste carrots, dried fruit and apple slices.  They enjoy corn muffins and popcorn and even a taste of beef jerky.  Our Speech Teacher, Moe Dygan, a true hunter, also prepares venison from one of his catches, pork from a wild bore and turkey.  Many of the children make their first connections to the game that the Natives hunted and our own food supply.  Moe also brings in many artifacts of his hunting days for the children to see.  He shows the children real horns and hooves, reinforcing vocabulary we learned during The Three Billy Goats Gruff.  The children, and parents, sit spell bound as he speaks.

I don't even know how to explain how I feel about this day or this entire unit.  It has evolved over time, but there is just so much to be proud of as we complete this unit.  I am so proud of my colleagues and our parents who give and give and give - all who really put out the extra effort to make it such a rich learning experience for our children. Am I tired? EXHAUSTED!  But it is so worth it... The learning, the fun, the collegiality...  It just makes me proud to be a Creeker!

P.S-  Oh, and did I mention that my daughter-in-law helped lead the great Iroquois Nation and my granddaughter was with the peaceful Lenape tribe?  Yes, Kallyn I know that is is Lena-PAY and not Lena-PEE!  So-o-o-o proud to be a Creeker and have the opportunity to watch this tradition pass through the generations of my own family!

The End of Molasses Classes, Post 2: Parents

The Role of the Parent in the Success of the Child
Ron Clark spends time talking about a parent's accountability in Part 2 of his book.  There are so many of his points that I would like to turn into little articles for parents and even for teacher parents with their own children! 

I really like #26 where he talks about not being a helicopter parent.  He reminds parents that they can't always come to the rescue and bail their children out of trouble.  It is sometimes better that the child deal with the natural consequences.  That is the better lesson, but as parents we want to save our children from the hurt and pain.  But... it's the hurt and pain that are the lasting lesson and change the behavior- something we call learning!

 He also cautions against buying a video game system unless you want to police what the child is playing.  I love this because I don't think parents always realize that a gaming system can become a lifelong addiction and can fill too many hours that are meant for play and fun.

My all-time favorite - #32: Realize that even very good children will sometimes lie!  How many times have you heard a parent say, "My child does not lie!"  But the reality is that even the best of children will sometimes lie to get out of trouble.  Think about your own childhood.  Can't you remember at least one time that you lied. because the lie was easier than accepting the consequence?  The point to this section of the book is that parents are the long term answer to a child's success.  We, as teachers, can touch a child - maybe even change a child or save a child - but long after we have come and gone in a child's life, the parent will be there.  Ron implores parent to be the difference in their own child's life.  Right on, Ron!

Barnyard Book Bingo

This year the Principal planned a series of treats for children that meet their Readers-to-Leaders goals each nine weeks. The first grade Readers-to-Leaders goal for the first nine weeks was to read 25 books; the second nine weeks to add another 30 books; the third nine weeks to add another 30 books and then even another 30 books for the fourth nine weeks. The final goal is to read a million wrods this year. The goal is cumulative so for this second nine weeks the children had to have read 55 books to meet their goal.

First grade teachers at our school have decided to interpret this goal in different ways. Some teachers have the children record one book every day that they read at school during the Readers' Workshop. In our class we have decided to require the children to read the books to meet the goal at home. While we have time every single day for the children to read independently, it is also important to us that they develop the habit of reading at home every night. It is a part of their nightly homework and is a habit that will be required of them for their entire career at Chets Creek.

Meeting their goal is a big job for a first grader. First of all they have to remember to change out their book every morning, selecting a "just right" book from their book bin to take home. Then they have to remember to remind mom or dad that they have to read. We consider this the child's responsibility. It's not enough to just read. Then they have to pull out their login sheet and write the date, the name of the book (once the child starts chapter books, about 15 minutes of reading a night counts as "a book" which is usually several short chapters) and the level of the book. On Fridays they have to remember to turn in their log and get a new sheet for the new week. However, we have learned that first graders CAN complete this task and if their parents offer a little support, the children have no trouble at all! Last nine week we were so disappointed when only 11 of our children met their goal. We realized that many of them did not understand our expectation and neither did their families. It was a new routine for our families. We have worked hard this nine weeks and today 18 of our 29 children met their goal and enjoyed the Principal's Barnyard Book Bingo! We expect even more children to make their goal this next nine weeks as they realize the pay-off... and even more the last nine weeks! We think we are teaching children a lifetime habit.

Today was fun with a Dining Room full of first graders excited that they had made their nine weeks' reading goal. Our Principal called the barnyard animals as the children marked their Bingo cards. Every child had the opportunity to yell "Bingo!" and to get a prize along with a special pencil. Most of all, the children just had lots and lots of fun! They can't wait until the next nine weeks when the Principal promises to KISS A PIG!

And how about the children that didn't get to participate? They were in the room.... reading, but more than that, several of them have asked to take home two and three books a night so they can catch up! Our goal is that every child in our class understands that they will become better readers if they read! Will let you know how it goes...