For the Love of Reading!

My students love one 15 minute block of our day more than almost any other. They don't repeatedly ask when it is coming, count down on a calendar or describe it to their friends and family. But they do notice days when we can't participate in it. It has become an escape, a mood booster, and a safe haven.

This is D.E.A.R. ( Drop Everything And Read) time in my Kindergarten classroom. Fifteen minutes of absolute silent reading time. If you visit the room during this time, you'll notice most of the lights are off, slow jazz is playing in the background, and students are scattered throughout the room lying on the floor, sitting at a desk, or curled up in the library. Though Kindergartners often ask "what's coming next?," "how long until snack time?," or "is it time to go home?,"throughout the day, when they enter our room again after recess- they rarely say a word. Their "you time," as I refer to D.E.A.R., has begun.

So how can we, as educators who see the value in learning and reading and the connection between the two, help to develop this love of reading in all of our youngest learners?


ONE.

The first step to fostering a love of reading is to love reading  y o u r s e l f. Emanate the love of reading through your pores. "To love reading" doesn't mean you need to love all novels, or Shakespeare, or sports articles. Love the act of reading and what it can bring to you and your life. Find out which topics and genres inspire you. Bring up your personal reading frequently with your students. Explain how you found a new recipe and it led you to the best gumbo you've ever made. Share with them the instruction manual for a new class game over the document camera. Read them a passage from a novel you're reading with all the passion and expression you can muster. You may even find that you develop a new genre interest yourself!

This is so important because may times students don't remember what you say, but they do remember what you do. You could explain the importance of reading a million different ways but watching you, students will see your engagement, passion, and purpose. Watching you may be the reason your students are motivated to read or, they may simply copy you and fall in love by accident.

TWO.

Give them time to share about their reading experiences. Too often, we rush from one subject of the day to another. Though we may try, it is so difficult to conclude each lesson with a review or discussion of what was learned. But reading is never to be rushed. Reading, by definition, is the act of making sense of written text. In order to make the most sense out of a written text, we need to be able to understand, make connections, and infer. These strategies for understanding do not develop as a result of pure reading speed; they emerge under fluent reading. Fluent reading is reading at about a conversational pace. Any faster and meaning begins to be impaired. Any slower, and meaning also becomes impaired.

After engaging in any kind of reading activity, students should be prompted to share in a conversational environment. Maybe a turn and talk with friends about the book they found. Maybe sharing whole group about their personal favorite part. Or simply a thumbs up or thumbs down and having a discussion on how it is okay to dislike some books. Discussion leads to drawing conclusions which leads to thinking about reading. This thinking about reading helps the young reader to discover and take the time to figure out what he or she likes, doesn't like, and needs to explore more of. It sets the stage for reading as being a thoughtful activity- not just a 20 minute daily chore.


THREE.

Introduce your students to new genres, types, and series of texts. Have many different types available in your classroom library always, but also pick personalized books for your students. Make a list of the students and a place for their interests to be recorded. Once you make this list, it will be easier to provide some books directly specified for them. Books that are catered towards the interests of your students not only entice them to pick up the book, but also take away some anxiety about the difficulty of reading. Every once and a while, throw a book in a student's bin that deviates from their interests to introduce a new genre or topic.

Each classroom should include a student-friendly library with all books available to all readers all year round. The idea of a classroom library isn't to remind students of their reading level or to push them to read a level higher than they are currently- but it is to grow a love of reading. Fountas and Pinnell share this opinion as they deem that reading levels are for guided reading groups and are not meant to bind a reader to a certain set of books.

The books included in your library should be in a range of topics, lengths, and genres. They should be organized in a meaningful way that is appropriate to the age of the students (for example character bins versus by author's last name for the younger students). Lastly, the books should be the responsibility of the students. They should be taught where each book belongs and where it doesn't and expected to treat each book as such.

FOUR.

Set not just the mood, but create an entire reading environment.  Reading takes concentration. Even before students can read actual words, we can enhance their concentration skills by focusing on the pictures and story line and by ensuring they are in a conducive environment. We tend to read to our children in a quiet bedroom when we are comfortable and focused. Or on the couch with blankets and snacks on a rainy afternoon. Reading takes focus and requires minimal distractions. Otherwise, it is too difficult to focus and the meaning of the text falls apart, leading to inattention or "boredom."
We, as teachers, are asked to fit so much into our daily lessons that we may just barely squeeze in some time for free choice, quiet reading. Many teachers of younger elementary grades avoid it completely, deeming it ineffective if the students cannot read yet or are only early readers. But we must remember that reading begins before the reader can read alone. It includes story telling, pictures, book handling, and sense making. Any child can enjoy the act of reading.

So create a reading environment and watch how effective it really is!

Our reading environment looks like this:
1. dim lights
2. total silence (I don't do reading buddy peers at this time - it is their "me time")
3. light jazz music in the background
4. flexible seating
5. reading buddies (stuffed animals)
6. a teacher who is reading, too ♡


FIVE.

One of the best ways to encourage and grow a love of reading is to story tell. All different cultures and peoples have told stories for centuries. Some cultures still feel uncomfortable writing down their ideas and tales for fear that they will diminish in value. Some Native American peoples still hold this belief today. The idea is poignant: writing things down, while allowing the story to reach a larger audience, frees the author of remembering each and every detail of the idea or event. The story no longer needs to be rehearsed in the author's mind and is no longer part of their every day. A different atmosphere is created when stories are told aloud. It takes away the need for reading skills and requires a complete focus on the plot and emotion of the story so as to engage the audience without pictures.

Twice a week, on Tuesdays and Thursdays, we begin writing block with story telling. A few children per day sit in my rocking chair and share a complete story of their choice. It can be a personal narrative, made up fiction, or a non-fiction informational story. This activity grows their love of the story. Their knowledge of story parts. Their understanding of characters. Above all, it allows them to develop their interests and watch the emotions of their peers. Story telling allows children to fall in love with the story line and the excitement of the plot so that when they begin the difficult task of reading... they are already motivated by the promise of a good story.

SIX.

Maybe the most crucial step to take in developing lifelong readers is to read with your students. Not to them, not shared with them, but next to them. This past summer, I listened to a few of my teacher friends complaining about how they were supposed to get their young elementary and even Kindergarten students to read to themselves quietly. Though I also loved the idea of a peaceful and productive D.E.A.R. time, it often was loud, unruly and unproductive. After all, how could I expect these young children who are full of energy and can barely read to enjoy 15 minutes of quiet "reading?"

Just like any other skill children need to learn, we must teach our children how to be a reader. I don't mean how to read. How to be a reader. And just like any other skill, we must do as we say and say as we do. Children copy our behaviors. I found this to be true for reading when one afternoon, I was overwhelmed (imagine?!) and needed to use the children's D.E.A.R. time to review an article for an after school meeting. I sat in the rocking chair, among my Kindergartners who were sprawled across the floor, and began reading. Within two minutes, I had a student come up to me to ask what I was doing. Why I was reading it. What it was about. Whether or not I liked it. Then, she returned to her book, grabbed it, and brought it next to me. She, and soon a few other students, read alongside of me for the remainder of the D.E.A.R. time. I, however, could not focus because I noticed the power of my teacher presence. It's as if the students thought: Oh, it's not just "good for me," its good for everyone. 

Every single day, I read alongside my students for 15 minutes.

I believe in simplicity.

Waiting to master each subset phonics skill and following a particular reading procedure each time you pick up a book is difficult for students AND teachers to follow. It creates an anxious and tense environment where reading is considered more systematic than enjoyable. Becoming a lifelong reader begins and ends with loving reading. It is not only based on phonics skills. Just as we cannot teach a classroom full of disconnected and anxious students, we cannot expect lifelong readers to come solely from timed readings, DIBELS testing, and teacher-chosen passages; as these are things disconnected from the heart and mind. Engage your students' hearts and minds and you've created the most important foundation for life-long reading.

The Magic of Quiet Buddies: Independent Writing

I am a writing fanatic. I believe that if children become good writers (not just "academically good" but also confident, comfortable and creative), they will become better readers, mathematicians and scientists. And I'm not the only one; research shows the importance of the ability to write and to write well. So how do we foster it? When and where do we begin?

If you've read my previous posts on writing, you know that we, as a class, dive right into it. Writing is about telling a story or explaining a phenomenon. These skills appear in children almost as early as they can form sentences. (This is why it is so important to read, read, read to your child!) However, we as teachers- and parents- often see our children struggle with writing and dislike the subject in school. The writing our students do produce is often less complex and detailed as the stories and arguments they can make orally. And this phenomenon continues well beyond the primary grades. We are always looking for ways to foster and improve their details, structure, word choice etc. And almost above all, our students are always asking too many QUESTIONS. How do I start? What do I say next? How do I spell that? Is this good?

A lot of these excess questions can be the result of two factors:

1. Ineffective mini-lessons or writing preparation by the teacher (moderately likely)
2. ANXIETY AND LACK OF CONFIDENCE FROM THE STUDENT (most likely)
*** You're wondering why I'm not including disinterest? Disinterest in explaining one's own thoughts, opinions, personal stories or fantasies just sounds plain silly. We talk, explain, argue and daydream about these things because WE ARE INTERESTED. So the problem, my friends, is not disinterest; it is the stigma of difficulty that surrounds writing.

How to Create An Independent Writer's Workshop 

A teacher has to first make sure that he or she has properly prepared the students for their writing assignment. I do not mean with weeks of mini-lessons and instruction to make sure they can use periods correctly and spell "the" and use a subject and verb in every sentence before they ever get their hands on a writing paper. Those skills develop over time, as they become better readers and writers. What I do mean is that the teacher needs to ensure that the students feel confident, are able to find the tools they need BY THEMSELVES (pencils, erasers, word wall, idea suggestion chart, extra paper), and have had experience with written texts. Their experience with written text can be as simple as a read-aloud; where you point out where the words go, what they say, and how the pictures enhance the meaning. Before writing, the children should be taught the behavioral expectations of quiet writing time and shown some models of what you expect. Peers modeling the expected behavior at their desks.Writing samples written in front of the children by you. When you model, the spelling should be correct, but the story simple, like one a student may tell.

Teacher mini-lesson preparation: done. And most of you probably already do this.

So what do we do about the anxiety and lack of confidence then (YES it appears as early as K- especially with students who have had experience with writing in Preschool)? We create a writing mood, much like a yoga instructor does at the beginning of a class. Calm the anxiety, and set the expectation for silence (yes I said silence in a Kindergarten classroom), with music, dimmed lights, and the beloved, adorable and sought-after quiet buddies.

The Best 5$ You'll Ever Spend

This, is a quiet buddy. 

I've seen them with feet, I've seen them with hair, I've seen them big and I've seen them nearly minuscule. They are NOT my original creation. But they are amazing. And a bag of pom poms, googly eyes and some hot glue cost no more than 5$.

Quiet buddies are afraid of noises and are very shy. They do not like, and will not be, touched. In fact, if they hear much more than a whisper, they jump right back into their pail for the remainder of the day. They also are taken if they are played with or hurt (sadly this happened once- and only once, when he realized he was the only one without the privilege of having one) That's the deal and there's no exceptions. The little things are afraid of us, by golly! But they sure do love writing and stories- that's why they come out! To experience our creativity!

When the students are preparing for writing and they're calm in their seats (or wherever they choose to be), the lights are dimmed, and the music is playing, I get out the buddies. I carry them around in a tiny dollar store plastic pail and hand them out to students who are exhibiting not just expected behavior, but ALSO a concentrated effort with their writing. You can't be ineffective in here, kids.

When they are first introduced, they are given out nearly as soon as the students are showing expected behavior. As the year goes on, and the students' expected independent work time increases, the quiet buddies take longer to come out. A bit of a "weaning off" and a challenge combined. The students also find they enjoy writing totally silently! Its helpful and effective! They're proud of the work they can create this way!

If you are skeptical of whether or not they work, come visit my former student- who struggled with some disabilities and was possibly the most difficult student behaviorally- who still carries around his quiet buddy in his pocket to this day! (He is in 3rd grade now!) At the end of the year, I sometimes let the students take home a quiet buddy to help them adjust to their new grade or to keep at home for when they do their homework. They are just so excited. Who wouldn't be? They're SO CUTE!

Sayings to Quell the Questions

Yes, you will always have a student or two in the beginning who still won't stop the questions or has major anxiety about drawing and writing. My expectations for these students remain the same.

Here are some sayings to help stop the questions and encourage writing:
- If I tell you what to write, it will be my story!
-Tell yourself what you want to explain out-loud, then draw the picture to match. Do the words last.
-Start with a picture.
-Write down whatever you hear.
-If you're writing is done, add as much detail as you can to the picture.
-Reread your work out-loud so you can see what comes next.

*The commonality between all of these sayings is that they are short and do not initiate a further conversation between the student and teacher*

Back to work, writers. 

"I would make funny faces!"

How Long Does It Take To Create a Well-Oiled Writer's Workshop?

Of course, no teacher, in any grade, can expect perfection immediately. And every year, every batch of students is different! However, the time it takes to create this atmosphere depends on you. It depends on your true heartfelt expectations. If you don't think they can handle it, they won't. If you truly believe they can- they will do it. They will match your expectation. If you expel calmness and a confidence in them- they will develop to be calm and confident.

And by all means! I do not expect these children to not need any help! They raise their hands if they need my assistance and I will meet them wherever they are. Also, during the writing workshop, while the classroom is calm and nearly silent- I actually CAN meet with students who are struggling, along with all other students to meet their individual needs towards becoming a better writer. I can do this because expectations are clear, consequences are known, and it is quiet.

Takeaway:

In order to create confident, independent writers, you want to foster creativity and expression during writing block. Its ok to start over; its ok to make mistakes; its ok to write just one sentence and explain the rest in your picture. If these things are explained to be "ok" and even "helpful towards their growth as writers," there will be less questions, goofing off, and half-hearted pieces. If students are aware that you won't help them write their story or spell their words, they figure out a strategy for themselves and develop independence and confidence in their writing. If expectations for behavior are set and consistently reinforced, they will be followed. What we're looking for from our youngest students is an independence and a confidence in their own ability to share something important to them (no matter WHERE they are in their development)with an audience of readers. This creates excitement, desire, and, hopefully, lifelong writers!

How do you run writer's workshop in your room? Leave your responses in the comments below!

"My Kinders Can't Write!" The Importance of Independent Writing

I have used three different programs to teach writing in Kindergarten. Before the start of every school year, I ask myself how I am going to approach writing in my classroom. And how I can make it better. And how I can make them more successful. And how I can do writing justice. And how I can connect it to something meaningful for them. And how I can make it relaxing and empowering- not stressful and hard. And how I can do all of this without getting overwhelmed.

When we ask Kindergartners to write, we are asking them to do an amazing feat. Most children at 5 or 6 are just mastering- or even maybe beginning to GRASP- the letters of the alphabet. Let alone what those new symbols mean. Let alone how they sound. Let alone connecting the sounds in common words to their written symbols and to their varying fine motor skills and to their ATTENTION SPAN. By now, we've forgotten what we wanted to write and we need to begin again. Que movement, noises, pencil eating, scribbling. Que frustration. This, my friends, is why writing and Kindergartners make both teachers and students squirm.

It is also the reason why we give our Kindergartners starter sentences, or god forbid- have them copy sentences we have pre-written. I am of the belief that writing is always a creative endeavor. The argument is that sentence starters are easier for young children. Less questions, less movement, more quiet. However, writing isn't about finishing a sentence. We write to share an opinion or inform others of something worthy of knowing. We write to share our feelings and help others work through theirs. Writing is not about perfectly crafted sentences, dictionary spelling, and uniformity. Writing is, as a wonderful quote once explained, "a painting of the voice."And with our youngest students, it can be just that- a drawing, some labels, or a full blown paragraph. All of it must be considered writing.

Why I Almost Never Give Sentence Frames (and the rare instances when I do)

For my average, never-written-more-than-my-name Kindergartner, I do not provide sentence frames.
Why?! How do they start? Don't they cry? No. Here's my reasoning:

1. Sentence frames can, and often do, turn into a crutch, not a scaffold. Students who begin using sentence frames learn how to write the second half of sentences. They learn how to finish someone else's thought. They focus on spelling, sight words and letter and sound relationships. But writing isn't about adding the finishing touches. Not everyone starts their sentences the same way. Writing is about sharing your ideas in your way. If a child has age-appropriate speaking skills, in English or another language, and appropriate motor functioning, he or she can formulate a sentence from their own ideas. Writing is not about finishing a sentence. It is about creating an idea, organizing it in a way that makes sense, and transforming it down on paper. This is what students should be practicing when they write. Many children, when the sentence frame is no longer provided feel just as overwhelmed and unsure as a student just beginning to write at the start of the year. Is it possible to wean the student off of sentence frames? Yes. Is it unnecessarily hard for many? Definitely. 
2. We need to model that the goal of writing is sharing your voice, not just answering a question. Taking away the sentence frames allows students, because it forces them, to THINK.  We need to get back to the basics and think about why we teach writing to our students. We need to think about why writing is an important skill to learn. The process of writing should be introduced and reiterated to students each day as a way to share what is in your head on paper. Its a way to make your ideas permanent and gives you the ability to share them with many people over and over! We need to make sure we do not stress appropriate grammar, spelling, and form during the writing block. Writing topics and abilities are as unique as the person who creates it. That is what makes it so amazing.
3. Analyzing writing from students who do not use a sentence frame gives the teacher so much valuable information. We can see, of course, how our students are understanding grammar, spelling, word order, and word choice. We can see how they use punctuation. Yet, when students are writing totally independently, we can also see their idea formation, ability to stay on topic, amount and type of detail, ability to display their voice, excitement, or lack thereof, story organization, the list is endless. You can choose to look for specific traits each time you review their writing or you can see what "pops out at you." Because with independent writing, something will pop out at you. Sentence frames are limited, independent writing is unrestricted. 

When To Provide Sentence Frames

Like anything in teaching, there are exceptions. For children who are below grade level in speaking, motor functioning, and/or language skills, the sentence frame provides a model of appropriate speech patterns on which to build off of. It also allows this student to respond to questions on the same level of his or her peers but within his or her ability level- avoiding frustration. For these students, the sentence frames help them perform above their independent level; for students with age-appropriate speech and motor functioning, it provides an easy way out. 

Just keep this in mind:

We are providing sentence frames when necessary because their presence provides students that display below-level language and motor functioning with an avenue to share their ideas and participate in the curriculum successfully. 

Asking students with language and or motor challenges to create, organize, and then write down a sentence independently would create extreme stress and is likely to lead to a hatred towards writing. Point being: it is TOO HARD. Writing is a way of effectively sharing, not a struggle with letters and translation and grammar. Using sentence frames for these students allows them to participate in sharing their ideas and thoughts with others. Use your best judgment; you know best.

Isn't Writing Stressful for the "Average" Student Too?

The quick answer is, of course! Isn't it stressful for YOU? When you need to organize YOUR thoughts and pick the right words and phrases to make it sound just right? There is a certain, productive amount of stress related to writing.

This productive stress is what helps us to ask ourselves the questions: Who is reading this? What would they like to hear? What do I want to say? Which words should I choose? Is this sentence making sense? Will this make the reader laugh? Should I add more detail? This is the good stress. This is the stress that creates a writer who understands his or her audience and can tailor their writing to be the best that it can be. This is the writer that is proud of his or her work.

But can Kindergartners really do this? To their own degree, yes. We can model these questions as we teach the children how to write in our mini-lessons. Maybe for a week, the students will focus on the question, "who will read this?" They will then learn to tailor their writing for peers, authority figures, younger children, etc. 

My point about stress is this: If a student isn't ready to use letters and words in their writing, they shouldn't be doing it. It doesn't take away stress to copy a sentence frame. They will be copying someone else's words without meaning. Doing something we don't understand can be stressful. Their writing should reflect what they can do: pictures and a few labels. If the student is ready to use letters and words in their writing, they should be doing so at their level. That may mean choppy, hard to read sentences. But they are their sentences. They reflect this author and his or her abilities. 

I understand the use of sentence frames to reduce stress in students, especially in the beginning of the year. But we have to make sure we know when and when not to use them. Is it just because we want this project to be uniform, cute, and readable? Wouldn't we rather have work reflecting the abilities of the children, so we know what needs to be taught next to advance their skills? Is the sentence frame even helping students who cannot yet read or use those words in his or her own writing or speech? On the other hand, is it necessary or just restrictive for students who can already write? Take time to think about that and how it relates to your own students and classroom environment.

So Now What?

First, you have to be prepared to see some pretty dicey writing pieces. And not just dicey- varied. Incredible variation. And like mentioned above, they will shock you! Some of the "average" students will shine like a star in their creative endeavor of writing. Likewise, some of the "above average" students will piece together a very bland, short, and feelingless piece due to anxiety or disinterest. I call this not knowing just what writing is for and the power that it has! Now you know what you need to teach your students, even the ones who can "already write." Writing, actual writing, in a Kindergarten will take time, much positive support, a quiet and relaxing atmosphere, clear directions and high expectations, and a clear and uncomplicated mini-lesson. MOST OF ALL, it takes your confidence. They can do this, so they will. Your confidence will reflect on them and they will believe in themselves! Whatever their writing pieces have to look like to represent their ability, so be it. But they can do it!

Here's K using finger spaces between her words
in her free-write journal!

Here's my friend B sounding out beginning sounds!

There will be more specific posts on writing to come! 

It is such a valuable and magical time of the day. 

Share your thoughts in the comments and stay tuned! 

Ten Tips for Making Your Library a Ten!

Happy New Year ! As the kindergarteners and I get ready to ring in the new year, I find myself creating a new list of books I NEED for the classroom. Each month, as one of our science and social studies units closes, a new one begins. Where to begin when the science and social studies standards for Kindergarten in Massachusetts are so broad.....and.....abstract in many ways?

BOOKS. Literature is where you will find the most effective and meaningful way to bring science and social studies concepts into focus for our youngest learners. I use literature to begin discussions on a unit of study, introduce the topic, delve into deeper points of understanding, and connect learning to other relevant topics.

We also use literature to discuss topics of concern or urgency. In Kindergarten, this may be anything from the birth of a new sibling, a lost tooth, or how to appropriately and effectively get along with others.

So how can you create, update, or revamp your classroom library? I've got ten ideas that helped me to create this classroom haven!

1. Choose the Right Space

One of the most common comments I hear from other teachers about my library is how cozy and relaxing it is. They comment on the plants, flexible seating, plush rug and basket of read-to-me buddies. The second most common comment? "I wish I had space for a library." They then begin explaining how there just doesn't seem to be room for a library "corner" let alone a shelf of books.

Newsflash: if a library is really important to you- you can fit it. Every year, when I rearrange my room, the first area I build in is the library. The rest of the classroom is built around IT. Libraries should be in a quiet, relaxing, and secluded area. Given this, a great place is one of the corners of your room. Take two book shelves, book carts or even just walls of milk crates on their sides and close in the area. I always make just a small opening- so that only a few are welcomed inside at a time. Remember, it isn't a play area.

I've had small rooms, big rooms, and a room with a brick wall, greenhouse side, and trapezoid shape. You can make a library in any room.

On the left is a picture that shows the amount of space I used in one of my libraries (my current one). Just big enough for three...maybe 4... people. Inside, there is a basket of stuffed animals, various cushions, a tall tree, a listening center and a green bin of audio books to choose from. Later in the year, the children make book recommendations and will hang them on the colorful clips. This really motivates them to both try new books and read for detail and understanding. 

Heres a "kid view" of the book shelves from inside the library. To the left is our animal basket!

Here's another example. This was my favorite library. Our room was on the fourth floor-yes, i said FOURTH. The library was in the corner of the room by the huge window. Cozy-yet bright and sunny. The wall behind this little reader was always covered with themes for the month; specific authors, units of study, or just cozy decorations. 

2. Spend the Extra $ on Good Bins

Ok, this took me three years to figure out. I tried buying bins at the Dollar Tree (I love that store, I really do), and at places like Big Lots. We all know that teacher's spend boat loads of their own money- so bins, I figured, could be cheaper. NO. These black bins (in the library shown above) warped, tipped, and snapped throughout the year most likely costing me more money-and a ton more time- then buying good bins to start with. Above all, they frustrated the children while they were attempting to put the books away correctly and led to more damaged books and less interested students.

With that said- I did not purchase my bins from an expensive and overpriced "teacher store." I found my favorite, durable, hard plastic bins at Target dollar spot! These are the purple bins shown in the first library. What you are looking for in a bin is hard plastic you cannot bend with a slight push and solid sides-no holes as in my cheap black baskets. Target even had labeling pockets to go with them. Overall I spent about 20$ on my book bins and haven't seen a scratch or a tipped bin since.

3. Choose a Book Labeling System

This part of library creation is more of a personal choice than a one-sizes fits most attitude. For the younger students, I would recommend setting up a system that teaches what book organization is. Number systems or author last names may be too confusing and inappropriate for the students who are just mastering the alphabet and can't even remember to pack their homework correctly.

In our library (for Kindergarten) we organize our books by genre. I have bins for fantasy, fiction, math, science, cultures, holidays, history, alphabet, rhymes, poems, animals, and well known authors. Each of the bins is labeled with a color sticker and the books belonging to that bin have a binding sticker that matches. Students are asked to look at the book binding sticker and place it in the matching bin. Easy, appropriate, organized and independent for even the youngest learners.

I have seen other libraries labeled by author, book series (Llama Llama books, Arthur etc.) and reading levels. You may need to try a few different categorizations before you land on one that is organized enough for you and works for the students. With older students, they may even be able to help create the system.

In our classroom, we have a librarian (weekly job) that is in charge of ensuring the books are safely back in their appropriate bin at the end of the day. As everyone cycles through the jobs, everyone learns how to categorize the books and voila! No misplaced, stepped on, or left out books!

4. Brand Your Books!

Don't forget to do this step- and don't leave it for last! The first thing you should do when you have collected the books you want in your classroom library is to label them with your name and classroom number. Many people use stamps or stickers. I personally prefer using Avery labels that I can design myself to match my classroom theme. With labels, you can reposition their placement if need be, easily remove them for name changes or worn sticker replacements without ruining the book. Stamps, while easy and cheap, are more permanent and may bleed through or not show up on shiny pages.

If you want to see an example of some book labels, I have included mine for free below!

Book Labels

Other teachers, students, and school personnel WILL borrow your books. As they should! That is the point of a library! To share ideas and inspire everyone! But, many teachers have copies of the same books.... or at least think they do... Point being: books are easily misplaced, taken, and "lost." If your books are labeled, you have a much better chance of seeing them again ! Books are expensive and precious, claim them proudly!

5. Add Specialty Labels for Notes/Ideas

Recently, I have begun a new project in my classroom library. As mentioned in the beginning of this post, I use books as the backbone for all learning in my classroom. After using the Traits writing program last year with my bees, I began loving the use of mentor texts to teach writing ! (post about which books I love best for writing instruction coming soon!)

Anyway, for the books that I want to include in my writing mini-lessons and curriculum, special labels and sticky notes are added in addition to the library labels. I write notes with key words such as character development, sequencing, plot design, award winning pictures etc. The notes have page numbers for easy reference. Then when I am looking for a specific book to teach a trait, I can easily find and grab it. I keep a master list of all the writing books and the traits they exemplify handy so I can grab quickly!

6. Teach the Kids to use it correctly AND LET THEM

SADDEST TRUTH: Most teachers keep a stash of the most prized, award winning, interesting books hidden away in a bin in the closet from the students. Why? Because young students (even some older ones) ruin books. Its just the truth of the matter. They enjoy them fully. Tear through pages to find the ending, point viciously at a picture they found appealing, use their sticky hands to ruin corners and edges. Then, the books are ruined for read alouds and future enjoyment.

In my classroom, all books are available to the students at all times. "Kid" books and "teacher" books alike. Again, why? Because that's what they're for! Teach your students proper handling skills, get a library cop, and let your students enjoy. Hold them responsible- they can be held responsible for more than they lead on. You buy the books for the students, you say, but then keep them hidden away. Students should be able to enjoy Halloween books in June and Johnny Appleseed 1,000 times.

Still not comfortable? use your scholastic points, or teacher gift cards, to buy duplicate copies. Your private books can be kept safe and air-tight, while the same stories can be thoroughly loved year round.

Just a thought...

7. Make it Cozy

Books, especially in this generation of students, are not naturally coveted. They don't make noise, flash fun points or rewards, or play music. They require the use of imagination: work. While I still have yet to meet a student who doesn't love to be read to... I have met many who do not enjoy reading alone. They page through books faster than they can even blink and claim "I read it, its done" or worse "I'm bored of books."

That is why I make my library as inviting and exciting as possible. Options to listen to books, cuddle with a partner, use a comfy chair, enjoy "books of the week" from the green bin, and post up a book review are a few of my best ideas.

I bought the library rug off of amazon here. This is just one option I decided to use in my room to go with the colorful rustic theme. Although the library already has carpet underneath it, the colorful carpet adds a bit of "special area" charm that makes it enticing. Plus, its beautiful!

Our fern I bought at Michaels for less than 30$ and it is one of the decorations that the children and teachers really enjoy. It adds a calming and escaping sensation where children enjoy reading under and sitting beneath.

I also put mini posters at eye level for a sitting, Kindergarten reader. They add color, inspire book choices and create a home-like space!

Recently, I've seen a lot of book boats-made out of storage containers or laundry baskets. Maybe my next library addition...

8. Use it as a Reward, Never a Punishment

Don't ever say: "If you can't behave at that center, you'll just read a book"  MANY teachers are guilty of this. BUT DON'T DO IT. In the same way you should never use reading or writing activities as a punishment instead of missed recess/privlidges, don't use the library or reading in general as an activity associated with bad behavior. That directly connects reading as a "last resort" activity or even "boring." We do it because it is a quick fix- get the child away from the situation, alone, and occupied. Yet, it creates the WRONG association with reading.

Instead, try to talk up the library, and there will always be a student to help you sing its praise! Use it as a reward for good behavior, a class incentive (discover a new library book day), a daily routine (such as DEAR time), or an "I'm Done" activity for finishing work appropriately and well.

Lastly, don't forget that the students need to be taught how to use the library. How to read with a friend (knee to knee, whisper voices, taking turns), how to read alone (where to find trackers, how to sound out words, where to turn pages), how to put books back, where to find books of interest. The list is endless. Make it a mini-lesson. Make it a learn-about-the-library-Wednesday. Teach it like you teach science or math.


9. Fill Your Library with GOOD Books

Ok, so all books are wonderful for children to engage with and read. BUT, if you are going to spend, lets face it, your own money on books for your kiddos-make them worthwhile. How do I know which books to pick? Of course, a book with a Caldecott, Pulitzer Prize, National Book Award, or Newbury Medal is a good place to start. Another great place to look? A fellow, seasoned teacher's library. They have actually tried out the books again and again and know which ones the children truly enjoy. They also know tricks to reading them, and tips for helping the students understand the concepts within. They may even know follow up activities or lessons.

Another wonderful recourse is Miss Magee's reading blog. She has written reviews on many children's books for all elementary ages and provides a teacher's opinion on some new and exciting literature. Check it out!

There are a few places in my area that are stars when searching for discount classroom books:

My favorite?

Park Street Books in Medfield Mass. This house-turned-bookstore is filled with rooms of award winning, overstocked books. Teachers receive a discount and gain access to thousands of classroom must-haves for an average price of 5$ per book! Worth the drive!

Some other Massachusetts stores are the Book Oasis and Storybook Cove. Check them out!

10. Don't forget fantasy

Fantasy? Shouldn't I be saying nonfiction? In my opinion, the newest reading programs for our youngest learners are focusing heavily on nonfiction books. This makes some sense. Children are not as likely to find nonfiction books appealing on their own and benefit greatly from learning some facts and true events. At this age, they have much to learn and its easier to teach them facts then fix misconceptions later on.

Fine.

But, with this movement, people are forgetting about fantasy. There isn't time. It isn't as relevant to include. Dare I say, its even considered less important. As a whole, curriculum seems to value fantasy and fiction less. What we cannot forget is that these genres are popular and sought after by children for a reason. They are engaging, funny, and full of imagination. Just like our youngest learners.

Fantasy and Fiction Benefits:
-teaches plot in a sequential manner
-includes multi-layered characters
-grabs attention
-builds a true love of reading
-teaches morals and values
-exemplifies author's purpose
-has various settings
-allows opportunities for inferencing and predicting
...just to name a few

So, get going with the creation or revamping of your classroom library! and DONT FORGET THE FANTASY!

Open House: Oh My God!

All teachers' favorite day of the year, right? Each year, while preparing for open house, I am always faced with fears and anxiety about what to say. What do they need to hear? What do they want to hear? What should I say?... or what shouldn't I say? How should I say it?

This year, I streamlined my open house and received awesome feedback from my parents. AND it was much less nerve racking and easier to prepare!

Trick? Engage them, make them laugh, and give them markers!

Open House 2016 Schedule 

1. Initial welcome and paper grab
2. Mystery reader sign up
3. Helping hands grab
4. Find your seat
5. Read your student note
6. Explore the classroom
7. Powerpoint Presentation
8. Write a note to your student
9. Final private comments

As the parents slowly fill the classroom, I have them file towards the reading table where each paper they will need is layed out in a row. On the smart board (I am lucky!) I stream pictures of the students so far this year in the classroom. I find that this brings the parent nerves down and gives them something to talk about with each other. And smile about! 

On the reading table, I have 

• a sign in sheet-so I can be sure who showed up, and which parent(s) in particular from each family
• a copy of the powerpoint slides (so they don't need to look at me if they don't want to) AND so that they can keep it and bring it home to read when they forget
• a SHORT summary of the math, literacy, writing, and science programs I use (basic 2-3 sentence summary and overview of topics/skills covered for the year)
• Mystery Reader sign up sheet and description

On a separate, highly decorated table, I have our helping hands sign and many, many little hand cut outs with labels of supplies we need and wish list items for the classroom

Parents can take one (or multiple) hands as a reminder of what they would like to purchase to provide for the classroom.

Our Mystery Readers are parents and family members from the classroom who sign up for a time to come into the classroom and read 1-2 books. They can choose any book from home or arrange to use one of the books from our classroom. It is a perfect way to make the home to school connection more concrete and real. Your Mom reads too?! The students are always unaware of when and who is coming into the classroom so it is a surprise to all! Just don't forget to tell your secretary that it is a surprise so the name doesn't come blaring over the loud speaker!

Get Your Freebie Here!

Next, the parents find their child's seat and are surprised by a "note" written by the student to the parent about what their family enjoys doing. They always write something wonderful about excessive sleeping, tv watching or partying. Never fails to produce laughs :) During this time, they are also encouraged to explore the room and ask questions.

After about ten minutes, I gather everyone back together and go through the slideshow. I have included some of the slides below that I bought from the not so wimpy teacher and absolutely LOVE! 

When I finish going through the slides, I pass out a paper to the parents to fill out and to be left on the desks for the kids to see in the morning. The kids LOVE IT. It makes the fact that their parents cared enough to come more real for them.

                                                                                                                           FREEBIE !

Finally, I end my spiel and pass out a final comments sheet.

One More Freebie :)

Hope this helps ease the pain pleasure of Open House! Enjoy your FALL!!!

and, happy teaching!

Ms. Hendsbee

Classroom Reveal and Kindergarten Organization!

Now that it is October and testing, settling in, and becoming a part of a new school culture is a little bit under control, I can finally share my new classroom! When I found out that I was moving schools this year, I turned my anxiety about all of the boxes, tiny pieces, and hot weather around into thinking it was my chance (FINALLY) to organize my entire classroom correctly! I am SO excited to share it with you all! Hopefully some of my tips and tricks are helpful :)


Here is my meeting area. I always feel like it is very cluttered and so I tried hard to organize and lessen the mish-mosh on the walls. The pink bin directly next to my chair holds math, writing and literacy tools we use or will use each day. Daily lesson materials and quick grabs (flash cards, read alouds, pointers) are all found here.

My favorite part of the meeting area at the beginning of school is the covered alphabet cards hanging at the top. Instead of showing all of the alphabet letters at once (which can be both overwhelming and distracting when we are teaching one at a time), they are covered with a piece of construction paper. Before each letter is introduced, we guess which animal or object might be on the card (they are from the Journeys reading program). This allows them to get excited about what can be a mundane and repetitive procedure. The kids get SO excited to guess the object and I can quickly tell who understands and remembers beginning sounds and who's still learning.

Our simplified morning meeting area - schedule chart, calendar, 100's chart, place value chart, days of the week, and weather/seasons

(we LOVE PETE)

Our daily objectives 

(I have mine on wipe-off cards so I can add to the basic common core standard or create my own)

Our math display board (now covered in shape monsters!)

Our math shelf

I find that keeping the math tools open and labeled with pictures and words helps keep them accessible, exciting, and easy to refer back to (when they need help). The little bees are always digging through them at transition times and asking to play with them at choice-WIN.

How do I store my math tools? Again, I have had them open because I have found when they are stored tightly and neatly in pretty containers, the children and I forget about them! On the left, I found what I believe is the BEST way to store our endless types of die. I got this bead box at Michaels and made sure to buy one with removable dividers so that I can fit all of my different sized die perfectly. LOVE IT.

While the children do have their own library, I always make sure our browsing bookcase holds books relative to our science, social studies and writing themes. It allows them to preview books and topics before we cover them more fully.

Some of our tables and our back wall- I LOVE the brick wall (which used to be the outside of our school building as my class is an addition). It adds so much character and rustic feeling. Can you tell that's my theme?

Here's our word wall. Now, I've tried EVERYTHING for word walls: hanging ribbons holding sight word cards, removable cards on velcro, magnetic words... BUT I finally found a system that works. Each circle pendant has one uppercase letter inside of it and is magnetized to the board behind it. This  allows me to move the letters up, down, left wherever they may need to be to allow space for many sight words under one letter category. I then take the Lakeshore primary colored library pockets and label each one with one of our sight words (using mailing labels for easy printing and sticking). Next, I take three popsicle sticks per pocket and label them with the matching sight word. Students are able to come up to the wall, choose a sight word they need to spell correctly, and then take one popsicle stick to their seat.

THIS ELIMINATES : whining over whose turn it is with each word or how long he or she has had the word. ALSO, it ensures and reinforces independence with knowing and learning the sight words. Makes writing time much more relaxed and autonomous....

Sorry for the blurry picture! I promise I will soon make a post all about the word wall! But here is what the wall looks like with a few of the sight words stuck up there.

Here is the back left of the classroom and our vocabulary wall- soon to be covered with words to know from the unit (i.e. tier 2 and 3 words)

OUR LIBRARY

Don't do it, they said. It will take up too much valuable classroom space, they said. The children will absolutely ruin your books, they said. Well, I did it. And I've been doing it now for years. Yes, the books (my own books used for read abounds and instruction, and also their own to browse with) are all out, all year round, and reachable for every child. The books do get more ware and tare BUT what are they for anyways? To look at once during a lesson? NO. Classroom libraries are about promoting literacy ALL THE TIME. Any interest, whenever you want. Halloween in April? Christmas in September? Chapter books without pictures even when you can't read? Yes, exposure = knowledge= excitement= motivated and advanced readers!

A view from the entrance to the library. I LOVE my new rug. I found it on amazon- Rainbow Chevron Rug

Here the students can enjoy some of their peers art work, and maybe later this year keep track of books they loved with hanging book lists? Hmm....

Then, I redid my book bins. And NO, these were NOT expensive. I got all of the bins from the Target dollar spot this past summer. They are durable, beautiful, and at LEAST half the price of all other good bins I've ever seen.

In my library, books are labeled not by DRA level, but by a category that the children can understand at the Kindergarten level. I want the children to get a sense of why and how libraries are organized in a categorized way. The categories I created for my library are: well known authors, history, science, animals, feelings and all about me, culture, songs, rhymes, math books, alphabet books, audio books, and holiday books. Some categories have more than one bin. I then labeled the bins with both a picture clue and wording and added a coding sticker at the top. Each book in the library has a color and design coded sticker on its binding. I teach the students to look for this sticker when putting the books away and throughout the year, they grow in how often and accurately they can put them away. 

Our class rules created TOGETHER. This gives them some responsibility and connection to the rules so that they know these are what they truly do agree with and promise to do.

Back shelf where my literacy and math centers are lined up and ready to be grabbed and used!

Literacy shelf set up similarly to math, open and accessible with a hanging tag explaining its contents.

Art Shelf labeled and accessible to the bees for play or choice time. Yes, I leave out glues and paints and they do choose to get messy and even sometimes make a mess by accident. But we live, we learn, and we have fun. 

Panorama of the "rustic classroom"!

Our mantra :)

Hope you enjoyed the tour! Happy Teaching!