In just a few days we will be in the Tree Swallow classroom, reacquainting with old friends, getting to know new friends and learning how to be and learn together as a class family. Part of how that will happen will be to get know each other. We’ll share about our summer break, ourselves and family and our hopes and dreams for the coming school year. I thought I would start:
I am the oldest– by two minutes, of a family of five: one boy, four girls, one of whom is my twin. I was born in South Lake Tahoe, California, but really grew up in Carson City, Nevada. I remember building sagebrush forts with thatched roofs and collecting fuzzy caterpillars in Folgers coffee cans.
I moved to Oregon during middle school (uhg,...moving in the middle of the year is hard…) to a small town on the coast called Coos Bay.
This is where I went to High School and where my Grandpa taught me to drive. This is where I learned to make Grandpa Toast (a cherished recipe very much like cinnamon toast).
After that I moved to Eugene, where my daughter Yasmine was born. About nine years ago, I came to this area to continue my study of Education at Pacific University. Almost seven years ago, my younger daughter, Lily was born here. In 2004 I graduated from Pacific with a degree in Early Childhood/Elementary Education and my teaching license. My family celebrated with me by throwing a party. The party was fun, but more than anything, I was happiest to sleep after all those years of working so hard.
I then helped develop program and curriculum and taught at a private pre school in Beaverton.
In 2007 one of my big hopes and dreams came true: Forest Grove Community School. And with a group of 21 remarkable kids (that is you), we built a Tree Swallow classroom family where everyone has a “voice”. I continue to live my dream, now in my third year with FGCS.
This summer, I took a trip by plane for the first time ever! I also took a trip by a speedy train, a short punt (a smallish, flat-bottom boat propelled by pushing with a long pole) down a river and got stamps in my brand-new passport. As if that wasn’t adventure enough, I did a “make-over” on our classroom (the best iteration yet), including refinishing a bench for the classroom library. I also made several new variations of soup (again, the best I have ever made, yet…) and made my first loaf of sourdough bread. Phew…. I am looking forward to the school year starting and things slowing down….. Ha! Ha!
This year, I hope to continue with my goal of learning guitar. I also want to learn French. Lastly, I have a goal to write even more this year.
I know this school year is going to be super! I feel very fortunate for this opportunity and for being able to spend time with all of you and call it my job. It is good to know you!
Oh! The places you'll go in the Tree Swallow classroom this year...
This year, our overarching focus is “Backyard”. Within this topic, we will be scientists, writers, explorers, artists, researchers and agents of change in order to foster an understanding and love of our local place. Along with hands-on, outdoor inquiry, we will explore this topic immersed in two Storylines (fall and spring). What is a Storyline, you ask?
Storyline is both a method of creating and implementing curriculum using the elements of story:
Setting: The scene in a particular time and place
Characters: People and or animals (or insects)
Plot: A way of life to investigate
Conflict/Problem-solution: Real problems to be solved.
By creating and interacting as characters in a story, teacher and students create a context for learning content and skills with the active and personal involvement of each student. Tasks (a need to know and learn information or skill) arise from the context of the story, and becomes significant and meaningful, a “real-world problem”. Issues explored within the context of the story are both extracted from and applied to real-world, local needs and environments. Storyline is also art-rich, emphasizing asthetics and an ethic of excellence in work produced.
I have used elements of Storyline in past years of teaching and this summer I spent time in a workshop to learn more. I am very excited about inviting the Tree Swallows to our Fall Storyline, “A Bug’s Life”. I wrote this storyline with many kids in mind!
Feel free to contact me with further questions and/or comments.
"Reading, Writing, 'Rithmetic"...
Along with mathematic activities incorporated in thematic studies, beginning the 3rd week of school, we will teach math by grade level, three days a week. This will be three separate classes, taught by the three different Level One teachers.
Now, Read This! In the morning, five days a week, students spend an hour in Readers’ Workshop. Within this period, students engage in Literacy Centers that are designed to support growth and experience in reading, writing, speaking and listening. Centers support various learning styles, interest and skill, as well collaborative and social learning. While all students spend some time engaged in a variety of Literacy Centers, students also participate in Book Clubs have 4-6 students at same readiness/skill level based on reading inventory assessment which occurs at least three times during school year) to develop skills as active, critical readers while fostering listening, speaking and writing to interact with and respond to literature. Nurturing a culture of reading and the concept of one self as a reader also occurs throughout daily experiences (DEAR, read-alouds and buddy reading). This year we will share more of our beloved author Roald Dahl with “Charlie and the Chocolate Factory” and later, “James and the Giant Peach.” (we love, love, love, The BFG)
S-p-e-l-l-i-n-g (or Word Study): Words Their Way is a developmental spelling program. The students study words based on spelling patterns on a continuum of spelling development. Word sets are introduced weekly and the students spend time sorting these words by spelling categories (same and different rules). Each day of the week, the students have tasks that they are to do with their word cards, to become more familiar with the words, and the categories. At the end of the week, students take a word quiz to assess masery of words and spelling patterns. Students are assessed using a developmental spelling inventory in the fall, winter and spring, and these and weekly word study tests help to determine appropriate placement for the Word Work Group.
The "Write" Stuff...
Writers’ Workshop begins with seeing ourselves as “writers.” To support this goal, we will create our Writers Notebooks by adding photos and clippings to a composition book. By personalizing a notebook, time and attention fosters a sence of ownership, ceremony and pride. After we create a means for us to record our writing, our workshop begins with personal narratives. Students will be writing about family, goals and experiences in order to foster community. Tree Swallows will also write to reflect on daily experiences (reflection pages and daily journals) as well as writing to respond to and explore our place (nature journaling).
Wait!....What about Learning Centers?
Of course we will have centers this year—imagination station, take-apart and even sewing. Centers are designated areas and activities designed to support multiple intelligences and to encourage play and independent interest. Centers include reinforcement activities for concept or skills covered during other core times (i.e., math games and writing center) as well as extension centers that extend ideas we are exploring (i.e., science center featuring rocket design or happy sock construction). Centers Time this year will be at the end of our day.
It is all “special”, but….
Three days a week (one per day) we will have “specials”: Two Art days and one Physical Activity, or P.A. We will begin our Specials the first full week of school. On Tuesday and Friday afternoons, the Tree Swallows will have art with Teresa, and on Thursday, Physical Activity with Rick.
Out and About is fundamental part of our program, placing our students and the learning outdoors and in our local community. We have O&A each week on Wednesday afternoon. Remember Tree Swallows, always come prepared for an outing – walking shoes, water bottle and curiousity, as our studies often takes us into the “wild”….plus, this is Oregon after all, and therefore often wet.
Birthdays and Volunteers and Snacks, Oh, my….
HAPPY BIRTHDAY TO YOU…..
Birthdays are very important in the Tree Swallow classroom. After all, they are celebrations of the joy that is each of you! We celebrate by having each Tree Swallow offer a wish on a penny to the birthday Tree Swallow and a happy birthday wish in the form of a song and an inedible “treat” from the Birthday Chest. Some students really want to bring in "treats" to share with their class. Please consider some healthy options if you want to bring something in. Some hits last year: bagels, fruit, special erasers or pencils.
Over the first few weeks, the students will be creating “birthday boxes.” These are decorated “reused” boxes or canisters that are put at “Message Center” during the students birthday week. Peers write a special message for the birthday Tree Swallow and place it in the box. On his or her birthday, he or she will take it home to read the many special wishes.
I know we have many summer birthdays; we will celebrate summer birthdays on the half birthday.
HATS OFF TO YOU...
This classroom and this school would not be what it is without our families. We have been so fortunate to have tremendous volunteer support, so thank you. I will be introducing and inviting volunteers into the classroom over the course of the second and third weeks.
That said...here is our first plea: We will have our morning and lunch break in our play yard we need volunteers to be with students, monitor and play with the class while at break. Please contact me or Vickie in the front office for further information if you are able to commit to this volunteer opportunity. WE NEED YOU!
FOOD FOR THOUGHT…
In this classroom, we have a shared family snack. This has worked well for the past two years, (aside from the few minor glitches of schedule share…). On a rotating schedule, each family contributes a healthy snack from two of three food groups (proteins, whole grains, and fruits and veggies). It provides opportunity for students to try new foods, for us to have a shared “meal” and to think about and apply concepts around nutrition and mathematics. This calendar will be available the first full week of school. Please send a healthy snack for your child the first two days of school
And now, back to the beginning…
The goals of the first few weeks in a classroom are getting to know each other and the shared space, establishing expectations of how to be together, voicing our “hopes and dreams,” and building a community of learners ( “a class family”). Through writing and art activities, the students will share what makes them each unique and learn what makes us each alike. We will use small-group cooperative brainstorming and whole group discussion to begin the process of creating our classroom expectations for being together. This is not an easy task– creating “laws and rules” democratically, and we will see our share of frustration. However, it is so important that each member has a “voice” in deciding how we are with each other, with our space and with the tools that we use. These agreements will guide classroom procedures and activities through the year.
In addition to developing our class family we will begin to nurture our school community as well. Through “buddy projects,” our students will begin (and continue) building relationships with students outside their classroom. These buddies collaborate on a variety of projects. Merlin Buddies: We are proud to be reading buddies and pen pals with this Cluster 2 class,(4,5,6 grade) for a second year! Merlins class is led by our former Out and About teacher, Gretchen. Peace Buddies: Beginning our first year, this partnership groups three or four students, one from each Cluster 1, 2, and 3 to explore citizenship and stewardship projects, especially around ideas of peace.
I can hardly wait, friends!
Rachel
Feel free to contact me with questions, comments or compliments by email or phone, 503-880-5478
