Nonfiction Digital Research Projects: Part 3

This is the last of a three part series.  Part 1 was about my shift in thinking about nonfiction and part 2 was about the instructional practices.  

I heard about Thinglink several times in twitter chats especially #5thchat. I was intrigued by the opportunity to combine facts, photos and videos. I sat up a teacher account for free, and I received individual emails and passwords. It is very teacher friendly. I wanted to continue our writer's workshop but integrate technology. The power of connecting their writer's notebook and their final digital presentation was important because my goal continues to focus on the best tool for the project. I have never assigned research topics, but I am totally guilty for spending way too much time on one research project.  From start to finish, we completed our first round of research in two weeks.  The students really enjoyed this project, and I want to share some of their reflections. There was a huge shift in their thinking about technology and how they have redefined research. 

Here are a few example enjoy!

Titanic Comes to an End

Surfing

Time Saver: Have you tried using labels?

Like all teachers, we are constantly looking for ways to save time in our classrooms, last year through twitter I read some tweets about using peel off labels for a time saver. One of my biggest problems last year, in fifth grade, was the amount of time it would take my students to cut out and glue in the problem of the day in math.  I would even trim them down (which took my time because I would copy, then trim) and still searching for glue sticks--I am sure you know the routine. 

This process in math worked wonderfully.  I would type out the problem of the day print on labels, cut them into 4 groups of 6 and place them on their desks. Works like a charm.  Below is an example that I will use the first week of school.

So this summer, I have been thinking about how to save time in other areas. I love starting my literacy workshops with quotes. I share with my students why I like them and how they influence me as a reader or writer. I share a picture book for a mini lesson read aloud and then I ask my students to reflect on the quote. Finally we share how the quote touches them or connects with the picture books that I have read. Perfect workshop for the first week of school.  However, I wanted to jazz my literacy labels up so this morning I found this idea. I am so excited to share these with my students.  Here is the link on how I made them:  Avery Labels.

I found this quote in Aimee Buckner's book:  Notebook Know How: Strategies for the Writer's Notebook which is an excellent book if you haven't read it because of all the examples she uses from her classroom.  I will share this book with my class and the forward that Ralph Fletcher wrote for the book.  I love making the connections for my students.  At the start of the school year, I spent several days reading and discussing Ralph Fletcher's books including" Marshfield Dreams (favorite chapters as mini lessons), Twilight Comes Twice, and last year I read aloud: Flying Solo.  I am excited to introduce this author study using these labels to connect the reading and writing.

I am still on the hunt for a Walt Disney graphic for one of my favorite quotes: 
"There is more treasure in books than in all the pirate's loot on Treasure Island."

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Who Owns the Learning? Ch. 5-6 #CyberPD

As I read Chapter 5 and 6, I felt more comfortable as an educator. There were not any views that were shaking me up and I was excited to reinforce so many ideas that I have been thinking about this summer.  On pg. 68 “..the world from one particular viewpoint.” Solidified my decision that I will be starting a class blog for Room 228 this year.  As I reflect on the chapters and the bigger picture of the book, I realize that I need to “break down the walls” to begin to help my students explore empathy. We have explored empathy through conversation mainly around our read aloud and other picture books, but I had not considered exploration through the Internet. In the introduction as Alan interviewed top executives, he found this trait to be one of the most important ones that they are looking for in hiring their employees. I believe it is never too early to begin to open the walls and explore different locations through skype, blog about our class activities, which allow for global comments and continue to grow professionally by continuing to grow through PLN including twitter and #5thchat.

Throughout the book, Alan suggests "that teachers have a hard time giving up control and not bringing all the answers to the table" p. 69.  I personally don’t feel that way about the integration of technology. My struggle is with integrating it so that it is part of the learning and not an add on like whip cream and cherries on a sundae.  I am shifting in my thinking primarily because of a conversation at our district’s tech house last week. Like I mentioned in earlier posts, I was focusing on being restricted by the number of digital tools in my class along with getting hung up on the best app.  After the conversations which went something like “don’t focus on the tool or the app, focus on the learning outcome and if it is Internet based any device will be able to access it.” Those words shifted my entire summer thinking on July 11 along with reading this book, I am positive that I will have more to write about this topic because I only have about a month to make some huge decisions. But one has already been made Room 228 will be blogging next year and breaking down the walls. Thanks to conversations with Mary Lee, Karen and Cathy.

Thanks to Laura for hosting this week on her blog: Ruminate and Invigorate along with Cathy (Reflect and Refine)  and Jill (My Primary Passion). Together the three of you really encouraged me to stretch my thinking and connecting with other colleagues is amazing. I am looking forward to the twitter chat #CyberPD.

Golf Courses in Math

We just completed our Geometry Unit, and I am constantly searching for activities that enrich and that are not just paper/pencil. It is my goal for each math unit this year to find an activity that extends as well as allows students to apply the new math concepts.  I was at a total loss until #5thchat a few weeks ago about math.  I read a tweet about building a miniature golf course.  I wish I could give credit because I totally borrowed this idea.  Thanks to all my #5thchat friends!!

Sharing their golf courses

 For our last week of the unit, every student was assigned to build their own mini golf course on Monday.  I did not make any other homework that entire week. Sending the message that this assignment was important.  On Friday, each student presented their golf course and shared the criteria that was in the handout.  When I asked the class, if I should use the same assignment next year, 100% said YES!

Look above, see the note pocket. She made cards for every hole to show students which angles were used!

Finding the Right Track with Reading

I have written about my concerns about how there has been a shift in the focus for instruction in reading. I am not going down that path again, so I am going to take you on my journey on how I am trying to shift my thinking.  

Whenever I am confused, disgruntled, or just searching I typically find my answers on twitter or blogs.  For me the digital world is an amazing learning ground because there are so many different perspectives. I love that about connecting with others.  I read blogs and think how can I apply that?  I read a tweet and bookmark it for a future unit.  I participate in #5thchat on Tuesdays (the BEST) chat in my opinion and walk away after an hour feeling like I have been to a conference.  Back to my shift.....

Learning With Joy What's Important? An Annotation Intervention
Either 1. a whole lotta nothing underlined or 2. a whole lotta everything underlined.  When I mentioned my observation, I asked how people know what to underline or highlight in a text: "You underline what's important, Mrs. Taylor."  I was reminded the importance of slowing down and helping students remember what to highlight. In our class we call it (HH = highlighter happy).  

A Year of Reading Visuals in Non-Fiction Here are pictures of our hallway display and some of the students' work. They had a lot of fun with this. As you see, they could use their life and their interests. I'm hoping that when we do more nonfiction writing, they remember that they don't need to do research to write nonfiction!  I was reminded the importance of allowing students to create their own display to show understanding and most of all allow time for fun.

A Teaching Life Slice of Life: Thanksgiving Togetherness As we move from one period to the next, his mood does not lift.  Concerned, because he is usually a rambunctious sort of kid, I catch him on his way out the door to lunch.  Normally, he is the first bounding out of the door, but today he moves reluctantly.John, I ask, is everything alright?  He pauses, thinks, and, just as I prepare to hear of some terrible news, he says, I guess I just miss the Thanksgiving togetherness.  I was reminded the importance of taking time to read my students faces, notice when they are not so rambunctious and most of all ask, is everything alright?

Thinking Stems OLW: Listening When Planning Small Group Instruction Over and over again, you see "Behaviors to NOTICE, TEACH, AND SUPPORT" written on almost every page.  It took me to January of this year to make the connection to my recording tool.  It is simple.  I write NOTICE, TEACH, SUPPORT at the top.  Then, six boxes to record student information.  I do not plan out the week.  I plan out the day.  This form encourages me at the end of each reading group to reflect and reminds me that what I notice is important.  I was reminded to slow down and not plan the week ahead. To take time to notice my students, plan (teach) appropriate lessons and then support their learning.  

A Year of Reading  Classroom Charts  love the story our classroom charts tell at this time of year.  I looked around the room today and loved looking at the evidence of the conversations and learning that have started our year.   I was reminded even when the schedule gets too full and I need to save time don't lose the time to develop anchor charts.  The conversations and the time spent is crucial to introduce the new focus but also to learn about where my students are as learners.

There seems to be a pattern in the blogs that I look back and reflect on.  Remembering to slow down, observe my students as readers, and remember they are 10 years old.