Follow our class blog throughout the year for updates on our latest class happenings, projects, insights, and to watch us grow! We are excited to share our year with you.
-Ms. Baier & The Stars of Second Grade
We've been studying plants as our last science unit in second grade. Goals for this unit include identifying plant parts, understanding the four basic needs of plants, understanding the plant life cycle, and making observations about plants. We recently planted marigolds with Mrs. Wescott's preschool class as a community building science activity! Second graders were paired with a preschooler and taught their younger partner about plant parts and plant needs for survival. We're now taking care of the marigolds and our classes will meet again in June to plant the flowers near the WPS front entrance! To share our work and experience technology meaningfully, I taught our second graders how to create an Animoto.
If you aren't familiar with Animoto, it is a very user-friendly site where you can choose awesome templates to share photos and create short videos using the templates. You can also add music and/or text to your video. I was SO impressed with our students' savvy abilities and quick learning on making these videos. The students were super excited about their products and also navigating the process independently. First, I taught them how to create an Animoto by modeling the process on the SMARTBoard in our classroom. Students took their own notes on each step of the process. Then, they brought their notes to the computer lab and went to it on their own! It made my heart happy to watch students eagerly signaling to each other to watch the video they made and begging me to share them all on the SMARTBoard back in class. We will share them with our preschool partners, and now I want to share them with you. Please view these with your student and feel free to ask them questions about the process!
Enjoy!
*On a mac, if you hover your mouse over the student names, a little box underneath should appear that you can click on and it will take you to the video. Not sure what this looks like on a PC but these links should work!
You might have caught word that I was out of the classroom on Friday. I was chosen by the State Department of Education to serve on the Connecticut Dream Team, a statewide collaboration amongst 97 teachers in partnership with LearnZillion and the State Department of Education to support teachers in implementing the Common Core State Standards. I am working on the K-2 Math team to create a quality, student-evidence based lesson plan and supporting activities to meet each second grade mathematician where they are in developing a conceptual foundation of addition within 1,000.
Anyway, as part of the opening remarks, the LearnZillion staff showed us the following video. It spoke to me deeply about why I do what I do each day. Why I wanted to be a teacher in the first place. Why your student is so immensely special.
So this morning, I shared the video with our students. I showed it once and asked them to consider why it might be an important video to show. One student said "so you, as a teacher, will believe in yourself." I thought that was ironic because I was showing it to them as a student so they believe in in THEMSELVES. I appreciated that comment so deeply, though, because I often am my own worst critic-hoping and working tirelessly to make sure I am impactful, intentional, and purposeful in my teaching.
Then we read the lyrics together (actually, everyone joined in and more sang the lyrics) and I asked them to tell a partner what they think the song means. One student said "it's about taking control of life for yourself" and another said "about being kind so you can let others shine" and a third said "standing up for yourself and having the assertiveness to do that."
Just wow.
We ended this moment with just my most sincere wish beyond wishes that if they leave my classroom on the last day of school believing in themselves, I will have done a pretty good job at my job. I told them the line that spoke loudest to me in the song was "you're original, cannot be replaced" and that that's the part I need them to know.
I wonder what the "sparks" that ignite their lives will be as their bright futures unfold. Fun to daydream about.
Enjoy!!
"Firework"
Do you ever feel like a plastic bag Drifting through the wind, wanting to start again? Do you ever feel, feel so paper thin Like a house of cards, one blow from caving in?
Do you ever feel already buried deep six feet under? Screams but no one seems to hear a thing Do you know that there's still a chance for you 'Cause there's a spark in you?
You just gotta ignite the light and let it shine Just own the night like the 4th of July
'Cause, baby, you're a firework Come on, show 'em what you're worth Make 'em go, "Aah, aah, aah" As you shoot across the sky-y-y
Baby, you're a firework Come on, let your colours burst Make 'em go, "Aah, aah, aah" You're gonna leave 'em all in awe, awe, awe
You don't have to feel like a wasted space You're original, cannot be replaced If you only knew what the future holds After a hurricane comes a rainbow
Maybe a reason why all the doors are closed So you could open one that leads you to the perfect road Like a lightning bolt, your heart will glow And when it's time you'll know
You just gotta ignite the light and let it shine Just own the night like the 4th of July
'Cause, baby, you're a firework Come on, show 'em what you're worth Make 'em go, "Aah, aah, aah" As you shoot across the sky-y-y
Baby, you're a firework Come on, let your colours burst Make 'em go, "Aah, aah, aah" You're gonna leave 'em all in awe, awe, awe
Boom, boom, boom Even brighter than the moon, moon, moon It's always been inside of you, you, you And now it's time to let it through-ough-ough
'Cause, baby, you're a firework Come on, show 'em what you're worth Make 'em go, "Aah, aah, aah" As you shoot across the sky-y-y
Baby, you're a firework Come on, let your colours burst Make 'em go, "Aah, aah, aah" You're gonna leave 'em all in awe, awe, awe
Boom, boom, boom Even brighter than the moon, moon, moon Boom, boom, boom Even brighter than the moon, moon, moon
After yesterday's reading lesson, I was literally giddy. I dropped the students off at recess and rushed into our third grade classroom to gush over my students to Mr. Tenholder. Let me explain.
We're doing a genre study of biographies and this week, we've been closely reading about Dr. Martin Luther King, Jr. All week, we worked through one biography in our reading minilessons about Dr. MLK, Jr. We read the text. We decided what made it a biography. We carefully digested the text by creating a graphic organizer chronicling his life. We asked ourselves "what is this author trying to help me understand?" and wrote sticky notes justifying our thinking. Then, it was Friday.
Two weeks ago I went to a workshop on Close Reading. It was like being back in school for me, and it was energizing and refreshing. I learned some new strategies and I couldn't wait to try them out. So yesterday, to close out our week of focusing on Dr. MLK, Jr.'s biography, I launched our work for the day with a 2 minute clip of the "I Have a Dream" speech. Watch here, from about minute 12:00 to minute 14:00. Before viewing, I frontloaded a question: what jumps out at you? What WORDS jump out at you? WHY?
We discussed for a moment what jumped out at students. I told students to turn and talk to the person next to them about this. I heard amazing tidbits of conversation going down. I heard things like:
"He keeps repeating the phrase "I Have a Dream" over and over again..."
"He's talking to so many people and this speech is not just for him, it's for everyone..."
"There are white people standing behind him supporting him"
"His voice jumps out at me"
"He's talking about white and black boys and girls joining hands because some places, they couldn't."
The energy in our room was electric right then. When I asked students to turn back to me, they begged to watch it again! I said we'd end our reading block that day by watching it again and discussing it a bit more. But for now, I had something just as special in store.
I've been really working with students on close reading...purposefully rereading texts with specific focuses in mind to dig deeper and develop a fuller understanding. One strategy I learned at the workshop I attended was using multiple, varied sources for close reading, like video and photographs.
So, here was my next move. I displayed this image on the SMARTBoard:
I modeled what I was going to have students do carefully. I gave a good 10 seconds of think time to view the photo and then I said. Okay...I notice MLK Jr. is linking arms with two white men and they are smiling. This makes me think they are proud to be standing up for what they believe is right at heart. Then a student couldn't help but pipe in. She said "but I notice the woman in the background is looking off to the side frowning..." and I said "oh, I hadn't noticed that. It makes me wonder if she is worried that she's taking a risk by protesting?" Then I moved on to a bit more inferential thinking and I said "here's what I think this photo is really about: Dr. MLK Jr. is marching because he is making a point--a point that he is longing for equal rights, and people all around him, black, white, whatever--are too." We wrote all of this on the SMARTBoard together.
Finally, after much hype, I gave students their own photo to analyze and write about. And when I gave them this photo...a shocked, deeply engaged calm kind of swept through the room and it was awesome. Here's the photo I gave to students:
And here's what some of them wrote about it:
"I notice MLK Jr.'s face looks calm..."
"I notice two white policemen are arresting him. They're young. They think what he's doing is wrong. But they're wrong."
"I notice Dr. MLK Jr. is wearing fancy clothes and a fedora...it looks weird to be arresting him when he's dressed so nicely..."
"I notice his hand is waving, like maybe reassuring his family or his people."
All of these noticings made for rich discussions...because your students were getting to the meat of what this photo really means. We talked about this photo really meant that it was not fair for him to be arrested for standing up for equal rights and more.
We watched the video one last time. This time, students picked out MANY key words in Dr. MLK Jr.'s speech. Many more than after the initial viewing. This is what close reading is all about. It's like when you watch a movie for a second time and notice something you didn't notice the first. So this time, students said the words that jumped out at them were:
"I have a dream..."
"LET FREEDOM RING!"
"The places he was mentioning were all in the south...Mississippi, Tennessee..."
etc.
And to end our time together, one student piped up: "Guys, we are doing all of this for a big reason. So we keep our country's mistakes in mind for our future."
Yes, this is why I am doing this with your students, summed up perfectly from one of our own seven-year-olds. This is why I teach your students, for moments like these.
