A is for America Flashcards Review

Children's book author Tom Maloney recently contacted me to share that he had created sets of 20 flashcards for each of the United States for use with students, the project appropriately names A is for America.  Maloney invited me to choose a set to review, and of course I selected my home state Illinois.  As a 3rd/4th multigrade teacher, I teach about the history and geography of Illinois every other year as part of our 4th grade social studies curriculum.  I agreed to review this product in hopes that I'll be able to incorporate it into my instruction next year.  (This year we are on 3rd grade curriculum, super boring study of "Our Community"...)

The Illinois set included 20 words--obviously that means there is not a card for each letter of the alphabet; it seems that Maloney instead decided to choose the most relevant words and facts about Illinois.  I have to appreciate this as sometimes ABC books can get a little...creative...with their pairings of letters.  On the front of each card is the vocabulary word, ex. "B is for Bridge," with the fact displayed on the reverse side in a short rhyme, ex. "Old Chain of Rocks Bridge, Madison, Illinois.  Let the fact about this bridge be known and unfurled, For it is recognized as one of the longest pedestrian and bicycle bridges in the world."  (Huh, who knew?!  I guess I have a lot to learn about Illinois!)

I really liked the short nature of each fact--very manageable for kids to read--and the rhymes.  Cute, catchy, and informative.  The only thing I would really like to see improved is some color.  We all know that kids are more likely to pick something up to read if it is eye catching, and the cards are pretty plain--white backgrounds and plain black letters.  I would love to see color, and more importantly pictures of these historical landmarks and sites, added to the cards.

Maloney also included a list of ideas for ways to use the cards in the classroom, something which I always appreciate in an educational product, as well as a corresponding word search.  I'm not much of a worksheet teacher, but word searches are always a fun homework or filler activity.  Since we take a trip to our state capital, Springfield, on the years we study Illinois, I will definitely be filing the word search away as a bus activity!

Overall, I will definitely use these cards in my classroom next year when we study Illinois.  I was able to download the set of 20 flashcards as a pdf, but if you purchase them through the website, you will receive a set of sturdy, laminated cards.  Since mine are digital, I plan to print them on colored cardstock, laminate them, and hole punch the corners to store them on a ring.  This way, they will make a short flip book for kids to read and learn about Illinois.

Thank you to Tom Maloney for the opportunity!

Disclaimer: I was provided with a digital set of cards and corresponding worksheets free of charge in exchange for writing this review.  I was not compensated in any other way, and all opinions are my own.

Writing in the Content Areas: Social Studies (oh, and vote for me!)

You want to know what one of my absolute favorite things is?  When you are teaching a lesson and the students get SO excited about the topic/concept/whatever that it evolves into something much bigger than you'd planned.  Our pacing/plans are so regimented in my building that I have very little flexibility to change things up in response to students' interests and questions, but I managed to do a little of that in social studies last month.  Let me tell you, it was SO WORTH IT.

Let me back up...awhile back we were reading about the first colonial settlements in our social studies text (Roanoke, Jamestown, and Plymouth), and my kiddos were absolutely FASCINATED by Roanoke and the mysterious disappearance of the early settlers.  To tell you the truth, I was pretty fascinated along with them and was quick to indulge when the kiddos begged to hear more about the settlement.  Since no one is breathing down my neck about pacing and scope/sequence of my social studies instruction, I figured if the kids were at least showing a PULSE about a topic, why not stretch it out and explore it a little deeper?  (Who can resist when kiddos get excited about learning...)

On our second day, I introduced the words "speculations" and "evidence" to the kids.  We talked about how there is SOME evidence from Roanoke, and many speculations, but not even historians know for sure what happened to the settlers.  (This seriously baffled them.  At first they seemed to think I was hiding the truth from them.  They thought it was pretty cool that they were thinking of answers to a question that even historians hadn't solved!)  We watched a short United Streaming video clip, then I read aloud this awesome book:

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While I was reading and during the video clip, students took notes in a T-Chart in their learning logs.  The left column was to record evidence we know for sure, and the right their own speculations. After reading and taking notes (with plenty of discussion throughout!), students got into groups and shared their Roanoke theories, adding to their T-Charts.  We then came back together as a full class and created a class anchor chart with our evidence and theories.  I told the kiddos that their theories could be as realistic or bizarre as they wanted, but they all had to be based on SOME evidence.  Needless to say, some of my 5th graders got REALLY creative...

Then comes my favorite part.  Each kiddo chose a theory that they liked best and wrote a story to explain it.  A few chose to explain in an expository format, but several wrote completely awesome journal entries from the points of view of Roanoke settlers.

They turned out fabulously!  Some theories were completely crazy, including bands of pirates and underground settlements, others went so far as to explain how the carving of the word "CROATOAN" was really an anagram for the settlers' TRUE location...all in all, super creative and amazing.  And even though the stories were fictional, all of the students included true facts about Roanoke, so it was a great learning opportunity.  I absolutely loved this assignment and would have dragged out Roanoke even more if I could have, but eventually I figured that I should probably try to squeeze in other important history topics before the end of the year...you know, like slavery or the American Revolution or something like that... :)  But what can I say, kids' getting excited about learning is like crack for this teacher.  LOVE IT!

Are you able to connect your content areas to literacy?  With our structured literacy series, it's tough, but every now and them I try to bridge social studies and writing workshop.  Sometimes it works better than others though!! :)

Oh, and I just found out my blog was nominated for a Fascination Award!  Stop by and vote for me by clicking on the emblem on the side of my blog!  I'll be your best friend... ;)

More Writing Gems & The View from Here

First off, a big THANK YOU to What the Teacher Wants for featuring my post 12 Tips for Surviving Your First Year Teaching as part of Management Mondays!  Also, welcome to my new readers!  I'm glad you're here. :)

This week in literacy we read a short article about Lewis and Clark.  Needless to say, my already social-studies challenged students are now sufficiently chronologically mixed up, as we are also studying the american revolution...we talked about valley forge and how the soldiers didn't all have shoes yesterday, and sure enough today one of the kids is worrying about lewis and clark not having shoes...ANYWAYS, I was hysterical when I read this writing response from  one of the kids:

PROMPT: Do you think you would have wanted to be a part of Lewis and Clark's expedition?  Why or why not?
(Warning--spelling is FRIGHTFUL...)

How is THAT for voice?!

On a different note...I also wanted to share with you the view from my desk...it's now facing the wall after one of my many furniture moving adventures, and I like having my little bulletin board right at eye level.  Here it is:

Memos, to do lists, and some smile-inducing things like pictures of my family (including the adorable kid pic of me and big brother with our halloween pumpkins at the top!) And some quotes...on the left side is a page I pulled from a magazine with one of my favorite quotes:

Do not ask what the world needs.  

Ask what makes you come alive, and go do it.  

Because what the world needs is people who have come alive.

This quote was really special to me my senior year in college when I was spending a lot of time puzzling over my life and post-grad choices...it's a great reminder that I teach because, even when it's draining, it really makes me feel alive.  :)


Hanging in the bottom center is another piece of inspiration.  I was recently reminded of the poem "Undivided Attention" by Taylor Mali by Lauren, my fellow Girls on the Run Coach.  A beautiful poem about teaching, I decided to hang a copy right at eye level.  (Read the full text here) Because some days you just need a little reminder why you're doing this job...

Hope you're having a great week!  Yay for a day off school tomorrow!

Friday Ramblings

This morning I attended a professional development on our new social studies series.  I am EXCITED to report that the series ROCKS!!!  I literally can't wait to begin using it, and actually plan to incorporate a lesson or two into my current social studies unit on the American Revolution.  We are using the TCI Social Studies Alive curriculum, and it is loaded to the gills with interactive components.  I know that I (and MOST teachers) spend hours upon hours trying to come up with interactive lessons and hands-on activities to bring social studies to life, and TCI has it all right there for you.  It even has a digital presentation to go along with EVERY lesson!  So. pumped.  I would love to hear more about it from a teacher currently using it!

Does anyone currently use TCI Social Studies Alive in their classrooms??

While I must say I was bummed to return to school after the training (I love my kids, but honestly a full day of grown up talk and a long lunch would have been nice...), there were several other "little happys" in my day. :)

Like this daffodil that was waiting for me when I got back to school!

And this note from a VERY VERY challenging student who hates me about 70% of the time.

And the cherry on top, the new Bondi Bands I ordered Tuesday arrived!!!

I couldn't resist using the 5 for $25 coupon I received when I ordered two of these headbands before my half-marathon.  I LOVE them and was thrilled to pick out 5 more of the super cute designs.  Seriously, they are so comfy and don't slide around at all.  Best of all, not only are they sweat-wicking, but they are super wide so they hold back all of my crazy fly-aways.  Now, if only I could RUN!!!

Which brings me to another topic...tomorrow I am registered to run in a 10K at a nearby arboretum.  I have been looking forward to it for months and was super excited about running with a friend and walking around the arboretum after.  Enter complications...

First of all, it is raining and nasty cold here.  It is supposed to be rainy and nasty cold tomorrow too.  Second, I have a sinus infection and next to no voice.  Third, I have yet to surpass 2 miles with my bum IT bands...

As much as I hate wasting money, all signs point to a NO GO for me for tomorrow.  :(  Oh well, there will be other races.  The bondi bands can wait.  ;)  Instead, I am looking forward to a quiet night in my jammies with a movie and tea to soothe my throat...and hopefully a productive work day tomorrow!  

What are your plans this weekend?  

Hmmm...good try, but no...just, no...

Okay, seriously.  I know we fail at teaching social studies these days (no, thank YOU NCLB!), but...I mean...honestly...I have no words.

Sail America

In Sahara Special by Esme Raji Codell, super teacher Miss Pointy calls math class "Puzzling" science class "Mad Science" and social studies "Time Travel."  I pretty much love those labels.  Well, my kiddos and I have been engaging in a little bit of Time Travel lately...for our social studies unit on Colonial America, we've been doing the Interact Sail America, a "time travel" research project that had the kids research colonies and create travel brochures to attract new settlers.  After weeks of hard work, most of the kids finished their brochures this week.  The results are priceless:

 Such wisdom.  The printing press and firearms DID indeed change the nature of things.  Although I have a feeling neither were invented in New York...and that gun does not exactly appear time period appropriate...

Well, while Native Americans did not actually FOUND Pennsylvania, at least she acknowledged that they were there first!

 This one could only be better if it said "Enjoy our Southern Comfort."  :) 

Henry Hudson is looking pretty good these days!

Social Studies Education in the Public School...or lack thereof...

OR: "No, thank YOU, No Child Left Behind!"


In a day and age where the teaching time is fleeting and assessments are many, any subject that's not tested falls to the back burner.  Every bright-eyed, idealistic young student teacher swears, "Not in MY classroom!  I would never give up teaching [science/social studies/creative writing/fine arts/fill in the blank...]!!!!"  But then, there we are in the real life classroom, with AYP, NCLB, state testing, and other crushing pressures suddenly on our shoulders.  And even us liberally educated, once-idealistic teachers suddenly start filling afternoons with practice pages from test-prep books instead of read alouds, interactive units, and creative projects.  (Sorry, but my mood is already headed south in anticipation of spring testing!)


To further illustrate this inevitable transformation, here is a glimpse into the teacher I always knew I'd be: I did my senior research project on Peace Education, and presented it to peers and professors having reached the conclusion that themes of peace and conflict resolution must be woven into the very fibers of one's teaching, must be at the very heart of every lesson, unit, and activity.  I adamantly voiced that a culture of peace in the classroom COULD and WOULD help change the world.  (God I know.  So young, so naive.)  


Don't get me wrong--I still believe in those things.  It is just that there are MANY other things on our plates in the real life classroom!  And there just plain isn't time to do it all.  I'm not squeezing in mini-lessons on conflict resolution strategies, studying subversive topics in American history, or holding regular classroom meetings to problem solve "issues."  Nope, not even close.  


I admit: Social studies has never been my favorite subject to teach.  I'm not sure why, but I'm just not excited about it.  That being said, though, I in no way underestimate the importance of social studies education.  How can we expect to NOT make the same mistakes in the future that mar our nations past if we aren't educating children about our history?  How can we expect tolerance between countries and peoples without studying, and thereby appreciating and understanding, the differences in the world?  Yet social studies education is sorely lacking in classrooms ALL OVER America.  In fact, our state gave any hope of adequate social studies education the kiss of death when it decided it wasn't important enough to make it onto the state test.  (Not that I'm complaining about that--I would probably kill myself if I had to prep the kids for ANOTHER test...)  


And this week, when we read about the American Revolution in our literacy book, I was appalled, yet not surprised, by the complete and utter lack of background knowledge my kids have on American history...Yes, I know it's MY job to teach them.  God knows I'm trying.  But something to work with, please...


ANYWAYS, here they are, the two quotes straight from the mouths of my little darlings that inspired this rant and made me die a small death inside.  Two utterances that truly illustrate how much we (myself included) are failing the youth of today in social studies education:

Miss Teacher: "What country was the Patriot army, the American army, fighting against in the Revolutionary War?"
Student: "Boston?'
Miss Teacher: *shakes head* "No...just, no..."

Student's vocabulary word sentence for the word tyrant: "Lincoln is tyrant of the revolutionary war."

The future of America, ladies and gentlemen.

God help us all.

Pourquoi Stories: Class Book

While I LOVE teaching intermediate grade kiddos (I actually had a NIGHTMARE that I had to teach Kindergarten last night...*shivers*), one thing that often makes me sad is that we do way less "cute" work.  Actually, at times this is something I LIKE about big kids, but come on, every teacher likes a good bulletin board filled with cute work now and again!  Well, as promised, I made the Pourquoi Tales from last week's lesson into a class book.  The kids were thrilled!!!  We spent 15 minutes of social studies today sitting on the carpet and listening to students share their tales from the book.  It turned out great, and was wonderful to see them get so excited.  I definitely plan to incorporate more writing into class books in the future (even if just copies of expository essays or narratives!), because they get the biggest kick out of both seeing their writing in a book, and reading their classmates' writing.

Pictures (sorry for the smudges!  I blurred the names)

The Bee Story was a few more pages...but you get the idea ;)

Pourquoi? Because I said so.

I have a secret to confess.  I don't like teaching social studies.  I know, it's horrible...Actually, the TEACHING is not so bad, but I dislike the planning part because I very rarely have original and engaging ideas for social studies.  And since I don't have inspired lesson ideas, I don't enjoy the teaching as much as I do other subjects.  Once in awhile I do stumble across a great interact or simulation (I adored the Hacker Trail westward expansion interact we did last spring!), but between our outdated sub-par social studies curriculum, and the fact that there is little or no time in the day for social studies anyways, my lessons are usually not quite what they ought to be.

source

Right now, we are in the middle of a half-assed unit I threw together on Native Americans.  Now I just said I'm not into social studies...well, I am REALLY not into the social studies curriculum on Native Americans.  First of all, it's way too much.  No, we are not going to study EVERY tribe, and no, I really don't want to do tribe research projects.  I would much rather focus on traditions of Native American cultures, then begin moving onto settling the New World/revisit Native American roles in that.  Anyways, in my ongoing quest to find engaging, meaningful lessons that connect to Native American traditions, I found this fantastic unit on Pourquoi Tales (how & why stories, often myths and legends) on the fabulous website Read Write Think.  If you have never looked around there before, definitely check it out!  It's a gold mine.

Over the past two days (I squeezed it into such a short time because we weren't using our literacy series for the two day week, plus our intervention block was cancelled.  Helloooo tons of teaching time, it's so nice to meet you!!), I read aloud 3 or 4 Pourquoi Tales from different cultures, including a few from Native American tribes.  The kids also read a few for homework.  We worked on identifying the aspects of the genre, as well as discussing the cultural elements from the stories.  The class LOVED listening to the stories (and hello, we know I am a big sucker for any chance to a. read out loud and b. read picture books to my class), and really got a concept of the genre.

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Then, after exposure to a few tales, they worked with partners to come up with an idea for their own pourquoi tale to explain something in the world.  They filled out planning guides (provided by Read Write Think!!) and started drafting their stories.  One thing that they struggled with a little bit was coming up with plot events that can link to an eventual solution that explains their element in nature.  For example, one student wanted to write about why the cheetah has it's spots, but couldn't think of any ideas for events that would lead to that.  It took a lot of conferencing with me for some of them to get ideas, but once they did, they ran with them!!!  The stories are so creative.

After writing and revising, they recopied the stories onto construction paper and illustrated.  When we come back from break, I'm planning to laminate the pages and bind them into a class book.  Hopefully beforehand, if I am feeling extra ambitions, I will have a chance to photocopy them all and make individual black and white booklets of the stories for the kids.  They seemed excited about the class book idea, but disappointed that they wouldn't be able to take their story home.  I definitely recommend this lesson, and not just as a Native American unit link.  Genres, especially traditional literature genres, are a highly tested area, but tend to be very confusing for kids.  While "Pourquoi Tale" isn't a specific genre, I feel like my class has a much clearer understanding of legends and myths after this lesson.  And, I am SUPER excited to get the book all put together.  I will post pictures of that next week!

Trail of Tears (or, how I actually taught some social studies and attempted to make it meaningful)

Okay, I admit it.  I don't like social studies very much.  It's just not my thing.  Our text books suck, there's not enough time, it's not a tested area, blah blah blah.  I could go on forever.  My team has been teaching Native Americans in social studies, and I just can't see how learning all kinds of little things about different tribes is going to prepare them for the real world.  Especially since some of them can barely read.

Anyways, I finally made it a point to teach SOME social studies last week and this week (because I actually need to put a grade on the report cards!!), and decided that, since the curriculum is less than satisfactory, I'm going to teach about things that I think matter.  So, I decided to teach about the Trail of Tears.  I wish we could do a whole unit on it, but with the intense guidelines I have for teaching reading, there is just not enough time in the day.  A couple class periods would have to be enough.  Today, I sat my kids down on the rug and had them think about the area in which they live.  They, we talked about how it is different today from hundreds of years ago.  We discussed what the land was like, and of course, who lived here.

Then, I "remembered" a notice that "had been in my mailbox" at lunch.  I unrolled a scroll and read the students the District Relocation Act that stated that our district had the right to remove any class from its classroom to make space for "more important" students.  The kids were outraged--to my shock, many of them believed it!  We discussed fervently all the reasons why we should resist the proclamation, and some of the reasons why we should just do what it said.  After a few minutes of discussion, the time came when it was time for us to "relocate."  The kids were angry that they weren't allowed to bring their backpacks, books, or supplies.  We walked out to the sidewalk and sat down.  "This is our new classroom,"  I said.  Angry, frustrated cries filled the air.  The students couldn't believe that our principal would allow this.  Why were WE the class to be kicked out, and not the other fifth grades?  How could other students be more important than us?  What will we do if it rains tomorrow?  What will happen to all of our stuff????

When I brought the students back to the classroom, I told them it was all a simulation.  I still am shocked that they thought it was real!  5th graders constantly surprise me.  So often, I think they'll be too old for something, but really they're still just kids.  They love sitting on the carpet, listening to me read picture books, art projects, and the firecracker cheer.  They believe me when I say we are being removed from our classroom and will be having class outside. (I guess my proclamation looked official!)  But then again, I hear them discussing things that they are WAY too young for.  So you never can tell...

In any case, they definitely got it today.  When I read aloud "Samuel's Memory," a story of a child on the Trail of Tears, they sat in awe, and I could feel how distressed they were.  (Then of course, they say something like, "He got served!" at the end, and I have to give them a talk about respect for the seriousness of this...but you can't win 'em all!)  This activity reminded me the importance of social studies, but more importantly, the importance of relevent social studies.  My students aren't going to leave the classroom thinking about the shelter the Hopi tribe built.  But I know today they left thinking about the unfairness of the Trail of Tears.

In fact, as we were discussing Andrew Jackson and the Indian Removal Act, one of my students raised his hand.  (I apologize, but this quote is just paraphrased--trust me, though, this was the general idea) "Miss Teacher, I don't mean this in a bad way, but, well, was Andrew Jackson white?  Because, I mean, sometimes people think they're better than people of other races."  (This student, by the way, is Hispanic, like many of my students.  My school is very diverse, with many different ethnicities represented).  This was one of those moments when I WISHED I knew the exact right thing to say.  Lightbulbs were going off around an imaginary sign in my brain that read "TEACHABLE MOMENT!!!!"  But...this wasn't one of the questions I'd anticipated.  The best I could do was, "Yes, he was.  And you're right.  Our country has a terrible history of discriminating against people of other races" (we had, afterall, been talking about Civil Rights that morning).  I went on to remind him that it wasn't just one group of people discriminating against the Cherokee, it was the majority of the country.  And I'm not sure if I answered his question correctly.  They don't teach that kind of thing in ed studies.  But...well, it reminded me that this kind of question and this kind of historical event are the ones that really matter to my kids.  They live that question.

So I'm glad that I made time for social studies today.  I am interested to see where we go tomorrow...

(PS- during this same lesson, I had a student tell me that Native Americans are extinct.  Then, when I corrected him, actually tried to fight me on it.  This wasn't a conversation I ever anticipated having...
"-Oh, that's why Native Americans are extinct.
-Actually, there are many still living in the United States.  You're right, many did die, but we still have...(gets cut off)
-No, they're extinct!
-No, actually...
-Are too!"
You can't make this stuff up.)

More Fun...

I brought home a whole bin of papers to grade tonight...but I only got as far as writing tomorrow's newsletter--at this point, I see even that as an accomplishment!  It was another touch and go day in the fifth grade zoo with regard to my "difficult" child.  We had another rotton morning, but the afternoon went well.  I am trying SO HARD to choose my battles, but honestly, I don't know which ones to choose sometimes!  My goal for myself for tomorrow is to find ways to distract him before he has the opportunity to spiral out of control.  And of course, to choose my battles better.  *sigh*  They really did not teach my enough in college.  Why isn't there a class in how to get these situations under control?  (And yes, I've tried every trick anyone has ever told me or that I've ever read about)  Also, why isn't there a class in how to make yourself come to work, composed and calm, and face the next day?

Well, things really aren't that bad.  It's just frustrating.  I want to help this kid so bad, and I hate the fact that I can't figure out something that works.   But we are taking baby steps...baby steps. 

On the bright side, I FINALLY made time for social studies today.  Miracle!!!