Monthly Archives: February 2014


Thursday afternoon found me hunched over a table in my room. Finished with my parent conferences for the day, I was trying to find my focus and grade the last of the pre-post informational stack. I kept hearing the sound of children’s voices- which I always hear after school since my classroom is downwind from the after school club. It is usually a cacophony of screams, yells, random vocalizations and adult shouts of directions and requests for silence and lines. I tried to shut it out and focus, but it was insistent. And then I started to really hear it. It was actually a beautiful symphony of young voices in perfect unison and it didn’t stop- not for a long time. They were singing a popular song, over and over. It made me start thinking about the memory skills and fluency skills that were happening in a totally self-selected and playful way. Hmmm. How could I harness that energy? Fluid fluency is such a gatekeeper in my classroom right now. We read and memorize a lot of poetry to help us build our fluency, but songs… not so much.

Then, the sun went down and I kept working and eventually got home- life went on. I kind of forgot about it.

Next morning, at Breakfast in the Classroom (WHICH I HATE)- they served bananas. For some reason a few months ago I felt compelled to share the Raffi song “Bananaphone” (which you can learn more about here )with my class. That first morning I started to sing it, sort of under my breath, and they asked what I was singing. I told them, but they hadn’t heard of the song. “WHAT?” I asked. How could they have not heard that song? It was a staple when I taught Pre-K so many years ago.

“Don’t need quarters, don’t need dimes, to call a friend of mine!”

So I found it on my iPhone, since the district filters won’t let me get to such dangerous music… and we were off.

“Ring ring ring ring ring ring ring banana phone…

Ping pong ping pong ping pong ping panana phone.”


Now it is a tradition on banana mornings.

And on Friday, they begged for the lyrics. OH! Of course! And suddenly I had my natural pathway to that admired fluency and memory tutor. Music! A song! And a purpose! And they think it is all their idea! Which it sort of is.

“I’ve got this feeling, so appealing,

for us to get together and sing. Sing!”


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Grading Out Loud

Yesterday I was saddled with 60 pieces of writing- two per student. We just finished a unit of study from Teachers College Writing Project on informational writing. Two on-demands: a before-the-unit piece and an after.

I was sitting quietly, at my dining room table, with a cup of tea to warm my bones on this chilly, windy day. Reading over the pieces, I felt proud of my work. I was color-coding the grades. I would be able to look back and see how things improved. They would, right?

They would right?

If my instruction was effective…if…

Geez, would I see a lower second score on some of these? What would that mean? I do damage? They were tired of writing after that mammoth of a unit? Something in between?

I started on a student’s before-piece. She struggles with spelling, capitalization and sentence structure. It is usually difficult for me to read her writing. I began to score it. Not impressed.

Then my daughter came into the kitchen, asked me what I was working on, and I began to read it aloud to her, in full drama mode from the beginning. We were both completely blown away by the voice of the piece. It was funny, heartfelt, risky and clever. At one point I had to stop- we were laughing so hard at her funny point, I couldn’t keep reading. Snort-laughing, tears, gasping for breath. FUNNY.

And then it hit me. I had completely missed it. Her voice was absent to me in my first reading. The mechanical difficulties of the piece- misspellings and run-ons galore-  made it easy to skim over the finer points she was making and I missed the brilliance that was on the page.

It makes me wonder, how often have I done this? What hidden passions and expertise and witty gems have I missed because I didn’t take the time to read it out loud like a performance?

And, it makes me REALLY wonder- where does the responsibility for clarity lie? Finding it or making it? Must I always fish it out? Or does a nine year old child have the responsibility to apply their knowledge of sentence structure and capitalization to their writing- especially a “show me what you know piece?”

I love teaching grammar. I have a lot of fun ways to make it come alive for my fourth graders, and they see its relevance. We laugh, we act it out, we have sentence smack downs, we imitate great writers, but they don’t always apply what we learn. I know this is normal- most teachers know it and complain about it, live with it, work to improve it. And my AHA moment today could be seen as the PERFECT example of why punctuation-for-effect, a Common Core Standard, is so vital for children to grasp and use. I know my student’s piece would have been clear to me, and anyone out there who was reading her work, no out-loud necessary, with even a minimal application of standard grammar and punctuation.

But she chose not to use it. And I chose to read it out loud, on a lark, and there we met.

What does this teach me? Seems like a lesson for both of us.


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