Woodbrook Teachers Explore New Text for Professional Development

A Student Discourse on "Bud Not Buddy"

Christine Kelly is diving into multicultural text.   Here are her students thoughts on "Bud Not Buddy."
Christine explains, "I don't think the kids look at Bud as an African American... They just look at him as a kid...."

Teachers, what are your thoughts on how children perceive race when reading multicultural text.  Feel free to comment.

Cultural World Fair - Fourth Grade

Students as Cultural Experts
By Christine and Jamela

The students chose to research countries from every continent.  They prepared dynamic presentations about the different world regions.  The entire school was invited to partake in the research and sample student prepared dishes from around the world.  The students became teachers and experts based on their research.  The students were very invested in their work.  It was truly student led.  The students were given opportunities to conduct research on computers and interview people from the various cultures.  Parents fully supported it by attending the fourth grade success night.  They volunteered their time to prepare the foods and guide students in their learning.  This was a multidimensional learning experience that has become a school tradition.  Every class in the building attended this event making it a universal learning opportunity.

The Phoenix

Cat Forsely said, "What we give our attention to – stays with us... What we let go of – will let go of us."
The Phoenix
(A Phoenix is a mythical bird who rises from its own ashes and needs to die in order to be reborn.  This is a story of a student-teacher relationship that caused a student to rise and change her self perception. )
By Jamela
     I taught Tanya during her fourth grade year.  She is now a fifth grade student who is performing on grade level, but below her potential.  Why is this?  She appeared to have a lack of motivation.  After I got to know her it became evident that she wanted to be successful but didn't know how.  She comes from a background that doesn't offer many academic role models.  Wealth and popularity are valued more than education.   As her teacher, I was charged with the task of getting her to understand that intelligence is an asset.  The biggest breakthrough I have made is that she now understands that school is not a place where you have to entertain your friends... that raising your hand to answer a question is more important than going to the office on a behavior referral.  Now as a fifth grader, she is so much closer to realizing her own greatness as a student because she has now internalized the importance of academic success.  She is no longer in the office but eagerly sitting at her desk yearning for new knowledge.
By Corrie
     I began working with "Tanya" in reading six weeks ago.  Through my conversations with her, I was easily able to tell that she is a very intelligent girl.  However, she was not performing well on her classwork or assessments.  I began my work with her by asking her about her interests and goals.  I came to understand that her self-perception was not very high and that the opinions of her peers mattered more to her than she was willing to admit.  She has been accused of bullying a few times this year, and, now that I know her, I believe these incidents occurred because of low self esteem and feeling "shot down" by those around her.  It took a few weeks before Tanya realized I that I am on her side and that I believe in her.  I've shared with her that I believe she has the gift of a brilliant mind, and because of that, she has much to share with the peers and adults in her life that is valuable and meaningful.  Her work in our reading group has been stellar and her writing is reflective and demonstrates strong comprehension of what she has been taught.
     Three weeks ago, she asked me if she could have lunch with me.  Since then, we've eaten together each week.  During this time, we listen to music and talk about her interests: friends, sports, her trepidation about upcoming middle school years.  A few days before our school’s midyear review, I met with Tanya to glean her views on what should be continued, adjusted, started, and stopped in fifth grade.  I explained to her that I chose her as my midyear review topic because I see her as a great success story who will make Woodbrook proud.  This conversation with her guided my thinking for our midyear review.  She shared her positive views on our math program and our reading time.  She expressed frustration about feeling that not all of her teachers welcome questions, and she told me that if she thinks she's going to get shot down, she will just choose not to ask questions.  THIS should guide our thinking as a PLC and as a student-centered school-- In order for all of our students to feel the intrinsic desire to learn, grow, and succeed, it is our JOB to provide a space where they feel safe and encouraged to take risks.  It is our JOB to teach UP to them, not DOWN to them.  It is our JOB to believe in our students' capabilities and put in place necessary supports to guide them to high levels of achievement.

Students Review Multicultural Text

Dinner at Aunt Connie's House by Faith Ringgold

A Book Review by Hannah and Wendy

We gave this book five out of six stars. This book shows famous Black Americans and their accomplishments.  For example, Dorothy Dandridge, Zora Neal Hurston, and Madame C.J. Walker.  Madame C.J. Walker's invention is the hair straightening comb also known as the hot comb.  There are many more famous Black Americans.  Did you know that if the typewriter had not been invented, we probably wouldn't have the keyboard.

Hannah said, "I really enjoyed this assignment because I learned about famous African Americans."

Wendy said, "It was great being on the announcements.  It made me feel important!"

First Grade Fun with Black History Biographies

Ms. Green is currently doing her unit on Famous Americans.  She made a purposeful effort to expose the kids to famous Black historical figures both men and women.  Check out her creative usage of graphic organizers on Harriet Tubman.

A Daily Dose of Black History

As the Diversity Resource Teacher at Woodbrook, I create daily announcements about African American inventors.  The primary level students draw a picture of the invention on a February calendar.  The upper elementary students keep a journal that allows for daily reflection.   Students answer questions at the end of each week and enter a raffle for an educational prize.  We also have a Black Inventor Showcase with contributions from our teaching staff.  My second grade class also created inventions to exercise their critical thinking  and problem solving skills.  I explained to my students that African American inventors had to be incredibly creative and utilize the few resources that they had.  Check it out!  Feel free to comment!

Text Choices?

I started a nonfiction unit on writing biographies.  I wanted to let students choose books that they were personally drawn too...  Wow, I was so incredibly surprised...  The entire goal of this writing project was to expose students to important historical figures...  Of course, I wanted to create a space for my minority students to learn about leaders in history who looked like them...  Well, Jay, an incredibly bright hispanic girl, chose Frida...  She enjoys art and dreads writing...  I have never seen her so engaged in text.  "Look Ms. Wills, she's from Mexico!  She likes to paint like me!"  Jay exclaimed.  On the other hand, I have another hispanic student who chose Madame C.J. Walker.  Another interesting example is one of my students, who is not a minority, chose Nelson Mandela....  All it takes is options and availability of different varieties of text.  Children are naturally curious.  My take away point from this entire experience was that students are equally intrigued by representations of their personal history and new discoveries of other cultures.  Balance is key...  What are your thoughts on this?  Feel free to comment...

The Underdog

A few weeks ago, I was asked to compile and share data on a student for our midyear review.  This student is not in my homeroom class, and I thought about changing my mind at the last minute because I am not fully aware of the obstacles he has displayed in other school settings.  However, I wanted to paint a picture of my interactions with him for one hour a day.  I think that T.J. has reshaped my approach to teaching.  He is a classic example of how if students are not learning the way we teach... we have to teach the way they learn...

Who is T.J.?  When T.J. first walked into my room for reading groups on the first day of school, I saw a child who was unable to make eye contact and participate in reading discussions with other students.  Later on that week, I learned that he had an obsession with Star Wars and fiddling with his hair that often distracted him from completing independent reading and word study assignments.  I discovered that his home life and upbringing were not only different from all of the other students in the class, but quite a contrast from my family background.  As the Diversity Resource Teacher at Woodbrook, I have tried to be more culturally responsive and reflective about how my students home life affects the way that I deliver instruction.

T.J.'s reading level coming into the second grade was a guided reading level F/G, and I thought that maybe, just maybe, he would be at a J at this point... He is instructional on both L and M level text.  He exceeded his own expectations as well as mine.  How did he do this?  T.J. is a part of a viable and consistent co-teacher model where he receives biweekly reading conferences to follow up on his progress with specific reading strategy usage in his independent text.  He also receives Title Support from the same reading teacher that co-teaches during his reading block.  This consistency is a contributor in his academic and social progress.  He is also able to see his fluency growth through a daily program called, "Read Naturally."  This has proved to greatly increase his words per minute from 52 to 65 words per minute.  T.J.'s spelling, word study, and handwriting are an ongoing obstacle.  His co-teacher and I working to address this through word hunts and dictated sentences.  Weekly meetings with my co-teacher have been very effective in supporting T.J.

In math, T.J. is on grade level and has a basic understanding of mathematical concepts but he needs reinforcements with explaining his thinking.  I do not have him for my entire math block to address this, but I have had the opportunity to work with him during our grade level "Extended Learning Time."  This instructional period is driven by exit slip data and midyear item analysis information.  During this time, he has worked on creating strategy museums to display and explain his thinking while gaining stronger mastery.  This particular instructional tool has helped to address our SIP goal which is for ALL students to unpack their thinking.  For the students performing in the middle range, review is essential which takes place in the form of STMath, a revamped pacing aligned by investigations, and daily math routines. 

So, who do I see when I see T.J. now?  I see a student who holds his head a little higher and participates with less hesitation.  Someone who started to be more focused when he moved up in our flexible reading group model....  Someone who proudly says on Fridays, "I finished my independent packet....  Did you see?  I finished my work..."  When I look at his published writing from "Being A Writer."  I do see a lack of organization and questionable illustrations, but more importantly I see creativity and an outlet for expressing emotions.  T.J. is a student who I had the opportunity to see win an engineering contest.  It was obvious that his peers didn't see him as much competition, but he prevailed with flying colors.  A father figure was not present, but his family was there supporting him in the only way they knew how to...  a family that is "different but not deficient."  T.J. is one of the many students who continuously teach me how to listen, observe, and respond without judgment.  This is a skill that I am not always successful with, but I am trying to improve on with all of my students.  So, next year when I have another T.J. walk into my room with similar issues, I won't put a ceiling on what they can accomplish.  T.J. is a student who has gained some self-awareness, reading stamina, and managed to close his own reading gap.  He's a student whose emotional maturity is not developed for reasons that I as a classroom teacher can't control.  Some next steps for him could be receiving support from professionals in the building who have a higher level of expertise with social and emotional support.

T.J. is  a resilient learner who may always be misunderstood socially, but he has started to see himself as valuable, important, and capable.

Check out this Responsive Classroom Article on Connecting with Families...

http://www.responsiveclassroom.org/article/welcoming-families-different-cultures