What was it like to be the first woman to play baseball in a men’s professional league? How was a woman able to break through this barrier in the 1950s? Crystal Hubbard tells the story of Marcenia Lyle’s first experiences with baseball as a young girl in the beautiful picture book, Catching the Moon. Catching the Moon features a determined Marcenia who is confident in her abilities in the face of obstacles that might have seemed insurmountable to some. Because Marcenia faces a problem that, once solved, leads to another problem, her story is the perfect one to use to teach students the problem-solution text structure.
Before reading Catching the Moon aloud, I would do a picture walk with students. I would invite my students to make predictions based on the cover image which features a young girl with a baseball mitt on her hand who is looking out of her window at the moon. After that, I would have students make some additional inferences as I share some of the following images before reading.
Picture Walk – Catching the Moon
|Cover image of a young girl who is looking at the moon.||What do you notice about the child on the cover? How do you think she is feeling? What might she be thinking?|
|Pages 5 and 6 – image of a man watching children playing on a playground. Some children are jumping rope and some are gathering on a pitcher’s mound with baseball equipment||Why do you think there is a man watching the children as they play? Why do you think one girl is walking toward the boys on the pitcher’s mound? How do you think the girl is feeling?|
|Pages 7 and 8 – images of a girl wearing a dress and playing baseball||Why do you think the girl is wearing a dress? When you look at the girl’s face on the last picture on the page, how do you think she feels?|
|Pages 9 and 10 – image of a girl shaking hands with a man and many children cheering; image of the children walking away||What do you think the man might be saying to the girl? Why do you think a boy has his arm around the girl as they’re walking away? Does the girl look happy? How might she be feeling?|
|Pages 13 and 14 – image of children playing baseball||Look at the girl’s facial expression. How do you think she is feeling?|
|Pages 15 and 16 – image of children cheering as the young girl talks to the man||What can you infer about the girl’s feelings by looking at her? What do you think she might be saying?|
|Pages 17 and 18 – image of the girl talking to her parents; image of the girl walking away from the man and several boys||In the picture on the left, the girl looks excited. Why do you think she looks the way she does in the picture on the right? What might have happened?|
|Pages 19 and 20 – image of the young girl looking out the window at the moon||What do you think the girl might be thinking?|
|Note, it is not necessary to ask questions about all of the images listed. These are suggestions. The teacher may pick and choose the images that will best build anticipation.|
After building anticipation, I would say, “Let’s read to find out what happens in this story!” When teaching the problem-solution text structure, I want to allow students time to turn-and-talk about specific problems a character faces and make predictions about how the character might solve the problems. In Catching the Moon, Marcenia’s peers see her as a skilled baseball player and a valued teammate. She has earned the respect of her friends by working hard and playing well. However, Marcenia encounters many problems due to stereotyping and sexism.
The first problem she encounters is that Mr. Street – who is the manager for the St. Louis Cardinals and is running a free baseball camp for kids – doesn’t want to accept Marcenia into his baseball camp because she is a girl. I would read up to the point where Mr. Street first says, “’But I don’t take girls in my camp’.” (p.9) and ask, “What do you think Marcenia might do now?” I would invite students to turn and talk and pose some theories before continuing to read. Students can stop and jot, as well. When we discover Marcenia’s solution (playing hard and stealing home) and Mr. Street’s response (offering her a space in the camp), we can check to see if anyone predicted this outcome or something similar.
The next problem Marcenia faces is that her family is not excited about her going to the camp and her father says that he cannot afford cleats. I would continue to read to the end of page 20 and ask, “What do you think Marcenia will do now? Do you think she will give up on her dream? What do you think will happen next?” At this point, I would have students turn and talk again and brainstorm some possible solutions. I would invite them to stop and jot in their notebooks. After this, I would continue to read and would check to see if anyone predicted that Mr. Street would give Marcenia cleats.
The final problem in the story is that Marcenia needs to get permission from her dad to attend the camp. I would stop at the end of page 24 and ask, “How do you think Marcenia’s father will react? How do you think he will feel when he sees Marcenia’s new cleats? Do you think he will allow Marcenia to go to the camp?” Again, I would have students turn and talk about possible outcomes, continue to read, and check to see if anyone predicted the outcome.
This book lends itself to some great discussions about determination, perseverance, and overcoming hardships. I like to discuss the societal problems of the time with my students. Marcenia faced sexism and stereotyping. We can also infer that her family struggled financially. I like to have students reflect and make a connection to their own lives by posing the questions, “In your opinion, why do some people think some things are ‘boys only’ or ‘girls only’? Have you ever wanted to play a sport or participate in an activity that was designated for the ‘other’ gender? Were you able to do it? Did people accept you?”.
If you want to save a ton of planning time, check out my narrative nonfiction bundle on Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Narrative-Nonfiction-BUNDLE-3577866 I will keep adding to this bundle (even though it’s not technically a “growing bundle”) as I develop new lessons.
From today until October 31st, 2019, I am offering my Catching the Moon book companion lesson, graphic organizers, and exit ticket for FREE on Teachers Pay Teachers. In return, I would LOVE some feedback – even if it’s just a kind word or two.
Grab Your FREE Copy of my BOOK COMPANION Narrative Nonfiction – Catching the Moon through October 31, 2019!
The countdown for back-to-school has begun. Perhaps some of you have already gone back to school! I have a few more weeks, but I’m thinking about the year to come, planning and preparing, and reflecting.
As I have been reflecting, I have been thinking about anchor charts and how, on the one hand, they’re important and how, on the other hand, I do not enjoy making them. At all. Before you yell at me, let me explain. When I was a new teacher 30 (yes, literally 30 – 1989) years ago, I made tons of anchor charts. It was very time consuming and I did not enjoy it, but I knew they were important. Over the course of many many years, I have created, stored, and thrown away too many charts to count.
Fast forward to (probably) 2012, maybe? I discovered mini posters and I have used and loved them with all my heart ever since. Here’s why. I honestly see my students using them more. I rarely ever saw my students using wall charts. We would create them and then they would hang on the wall until we started a new unit. It’s entirely possible that I was doing something wrong. However, I now create mini posters by the ton because they work really well for my students and me.
When I am building community and establishing routines, I bring out the text coding and turn-and-talk posters. Then, the mini posters (I also have bookmarks) go in their notebooks for year ’round references.
To help us remember math rules, I have even and odd, prime and composite, PEMDAS, GEMDAS, BODMAS, and BEDMAS (I use PEMDAS, but if you use one of the other acronyms, I’ve got you covered), and integer arithmetic posters for student notebooks. I’m planning to make more throughout the year, so stay tuned.
The convenience of mini posters simply cannot be beat. I love how they’re with me all the time (on a flash drive) for easy printing and distribution. I love how I can create colorful posters and mini posters, as well as black and white mini posters since I typically have easy access to a black and white printer.
Do you use mini posters? If you do, I have some great ones for you to add to your collection. If not, I hope you’ll check them out!
I’m adding PDFs of the Chris Van Allsburg discussion cards that I posted last year.
If you use these in your classroom, I’d LOVE to hear about it in the comments!
I love task cards. I use them in every subject area, but I used to always associate them with math. Not anymore. I started using task cards for novel studies this year and it has changed my life. Maybe that sounds silly, but I mean it. For many years, my colleagues and I would create and copy novel study packets for our students every week. The groups were differentiated and the packets were text dependent, so we had to precisely calculate how many packets were needed in order to not waste too much paper. So, as a language arts and social studies teacher, I had two classes every year. There were between 25 and 30 students in each class and each packet was 4 pages long. (This is starting to sound a little like “When I Was Going to St. Ives”.) Invariably, at least 5 students would lose their packets, so the teachers would have to run more copies of the packets. It was a nightmare. You get the picture.
I decided to create discussion cards for my novel studies and I’m NEVER going back. Why? Glad you asked. I type up the questions on discussion cards, print them out on card stock, laminate them, and distribute them to my students at the beginning of a class meeting or guided reading session. I have discussion questions ready for a session. Each student only answers one question to prepare for the discussion. S/he writes the answer to the text dependent question in his/her notebook. After that, we have a discussion and use accountable talk to agree, disagree, add on, and clarify. When the discussion ends, students return the cards to me and their answers remain IN THEIR NOTEBOOKS. No one has a packet to lose.
Creating this system also helped me organize, facilitate, and model discussions with the whole class novel, The Tiger Rising, so that I could set up expectations for the rest for the year. I am excited to launch book clubs using this system.
Please enjoy the discussion cards for The Tiger Rising. I do not sell these on Teachers Pay Teachers because I did not write them, myself. I do have several sets of discussion cards, complete novel studies, and digital novel studies on TpT. All are linked below.
If you use any of my discussion cards in your classroom, I would LOVE to hear your feedback!
Fonts by: Amanda Newsome A Perfect Blend Teaching Resources
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Where did I go for the second half of 2018? Well, the state of Virginia sent me a letter (actually an email) that said (and I’m paraphrasing) “you have six months to take two classes to complete your certification”. What? I thought I had three years! Well, two years had passed in the blink of an eye and I was starting the third year. Whoops. Anyway, long boring story short, I had to take two undergraduate courses: World History and Introduction to Economics. I spent the first half of the school year going to work, teaching (obviously), planning, grading (sometimes), and reading and studying for these two classes. I survived! I made an A in history and a B in Economics. I have my life back and am committing to blogging again!
My goal for 2019 is to grow. I want to continue to learn more about teaching my new grade level (4th grade) and about teaching gifted learners. I want to read more for pleasure. I want to write some pieces that truly impact others. I want to travel.
What are some of your commitments for 2019? How do you want to grow? I’d love to read about your thoughts in the comments!
Hello, fellow Virginia teachers! I’ve really enjoyed participating in the follow loops that keep popping up. It’s been great to have the opportunity to connect with other educators across the country and all over the world.
It has inspired me to create a #followloop of my own! Join in on the fun!
1. Follow your host, @amazingmaterials4you
2. DM @amazingmaterials4you for photo and caption to post. (I’m also okay with you using a #repostapp!)
3. Click on the hashtag #virginiateacherfollowloop
4. Follow everyone who has the picture and caption.
5. Comment on their picture with a heart of any color (since #virginiaisforlovers) and give them 24-48 hours to follow back!
6. Tag your #virginiateacherfriends, if you’d like, too!
#teachersfollowteachers #teachersofinstagram #followloop
#virginiateachersunite #virginiateacher #virginiateachers #virginiateachersfollowloop
Let me start by saying that I have been jonesing for an island vacation for some time now. I dream of Hawaii, Tahiti, Bermuda, and Turks and Caicos on a fairly regular basis. I drool and practically cry when I see other people’s island vacation photos on Instagram. I’ve been saying to myself, “maybe next year” for several years. Finding the passport I thought I had lost hasn’t helped either! Am I glad that I found my passport? Of course, but it’s made the wanderlust grow.
In the midst of one of my first world pity parties, I remembered that I had heard of a little island off the coast of Alabama for many years and had never been there. My mom lives in Mississippi and I was going there anyway, so I thought, “Why not check out this little island?” We did, and it did not disappoint!
The day we arrived was a Sunday. We grabbed the keys to the beach house from the realty office, dropped our luggage (and dog) off at the house, and headed straight to the beach! Since a picture is worth a thousand words, I’ll let you look at what we found.
After walking around and taking some pictures of this gorgeous, white sand beach with huge dunes and plenty of marsh surrounding it, we decided to go grab a bite to eat at J.T.’s Sunset Grill. We enjoyed a nice meal and these beautiful views while we ate.
On our first full day, we were looking for the dock where dolphin and lighthouse tours launched (we didn’t find it) and just happened upon the Audubon Bird Sanctuary. Wow! We only saw one bird (a woodpecker), but the loop around the lake was so gorgeous. I couldn’t believe something so unspoiled was within easy driving distance of Northern Mississippi.
After a walk in the woods and lunch, we headed back to the beach. This time, we headed to the end of the island where there were just a few families enjoying the water, sun, and white sand. A quick trip to Beach Planet (Treasure Trove) to shop and then we were ready to spend the evening at the beach house, researching lighthouse and dolphin tours.
We reserved a spot on The Duke for a dolphin and lighthouse tour. Many people (including me when I was younger) think the name of the island is “Dolphin Island” and, after this tour, it’s certainly easy to understand why! We arrived at the Marina pretty unprepared (my bad), but the shop had lined canvas bags, ice, and cold drinks, so our problem was easily solved. We embarked on a “three hour tour” (cue the “Gilligan’s Island” theme song) with several different families. On the way to the lighthouse, there were a few dolphin sightings, but after we passed the lighthouse, they were EVERYWHERE! Dolphins are such delightful animals. To me, they always seem to be having such a great time.
We rounded out our day with dinner at the beach house and a little more research on what to do next.
During the previous evening’s research, we read about the Dauphin Island Estuarium and decided that we needed to check it out. We lucked out and arrived pretty close to an 11:00 AM feeding time and got to see the different fish and reptiles eating.
After lunch at Islanders and an afternoon at the beach, it was time to shower, get dressed, and try to catch one more island sunset. We went to Pirates Bar and Grill and enjoyed some drinks by the pool while catching a really beautiful sunset.
Our stay here was brief, but it was just what we needed for a little self-care break. About an hour into the drive back to Mississippi, Sweet Home, Alabama came on the radio. I’ve never been a big fan and, in the past, would certainly have changed the station. This time, I let it play and smiled as we waved goodbye to Alabama. We hope to see you again, soon, Dauphin Island! Thanks for a great four days.
Do you need anything for a fun beach getaway?
The article below appears in the July 2018 edition of A Teacher’s Magazine if you’re interested in ordering it and reading more! Here’s a link to a six-month subscription: A Teacher’s Magazine – August ’18 to February ’19. Here’s a PREVIEW! There are so many great articles for back-to-school that, even if you didn’t order it at the beginning of July, it is worth grabbing now or any time before school starts.
In 1989, I was a new, fresh-faced first year kindergarten teacher who “discovered” the magic of Lucy McCormick Calkins by reading the book, The Art of Teaching Writing. I had never heard of writers’ workshop and I eagerly implemented the strategies I learned from her book into my classroom routine and her sage advice into my own philosophy. Teaching using a workshop model has always been my way.
RITUALS AND ROUTINES
At the beginning of every school year, whether I am teaching kindergarten or fifth grade or any grade in between, I start with building my community of writers. In order to write real pieces with voice and depth, students have to feel safe and know that reactions and feedback are coming from a place of care. They should never feel attacked or mocked. That’s why it’s crucial for students to have a lot of time to play around with and share seed ideas before they choose a seed that they want to nurture and grow into a fully developed piece. I like to spend a week or two modeling how to brainstorm and how to gather seed ideas, as well as how to ultimately choose the seed to grow into a fully developed piece.
When launching the workshop, it is important to establish rituals and routines (of course) and to ensure that every child has a notebook. Every year that I have taught third grade or fifth grade, my students have enjoyed bringing in stickers and magazine clippings to personalize their notebooks. I also always have age appropriate magazines and a variety of stickers on hand for those students who forget or who may not have as much support at home to gather the materials they need or want in order to personalize their notebooks. After students finish decorating, I cover the outsides of the notebooks with packing tape or clear contact paper for durability. This year, since I have three classes, students store their notebooks in bins on a community shelf, but I have also had students store their notebooks in their desks when I have had one or two classes.
BRAINSTORMING AND PLANNING
In my current district, the pacing guide outlines pretty basic ideas for launching the writing workshop, but there is a lot of room for interpretation. I spend several days with students working on generating ideas across genres (what types of informational, narrative, and opinion pieces can they write about on the same topic) and with audience in mind (do they want to write a letter, a list, or a story). I also have them think about their favorite genre (which, for most is narrative) and then have them brainstorm ideas for it and for other genres. It may seem like overkill, but as the year progresses and they (inevitably) say, “I can’t think of anything to write”, I have them return to the wonderful lists they generated at the beginning of the year.
|Newspaper Article||Personal Narrative||Newspaper Article|
After spending about a week generating ideas, breaking in our new notebooks, and practicing routines, it’s time to commit to a topic! It’s time for students to really “dig in” and decide what pieces they want to write. I like for them to really analyze their options and justify their choices. It’s time to break out the sticky notes! I set them up for success by providing sentence stems such as “This is a good idea because…” for them to write on their stickies and by having them discuss their options with peers. After some chatting and sharing, I have them fill out an exit ticket that I keep on file for when I check in with them during conferences.
Now’s the time to help them recognize and use resources (three, then me). We explicitly talk about each child’s strengths and also do a gallery walk around the room to look at anchor charts. In addition, I provide small anchor charts for them to glue into their writing notebooks in a “reference” section to use throughout the year. Over time, they all learn that John is a great speller, Mary has a phenomenal vocabulary, etc. but at the beginning of the year when we’re building our community, it helps for them to know that their peers can be resources and that they can be resources, too. Some students may need a lot of scaffolding here – particularly your reluctant writers. In this case, it’s important offer some suggestions such as:
“I’m an expert at…”
DRAFTING AND REVISING
During the drafting period, many students really struggle with accepting even the most constructive feedback and actually revising as they go. The temptation to say, “I’m done” is so great. It’s pretty hard to resist. As a teacher, I try to model making changes myself and accepting (and actually using) feedback, but that’s not always enough. Modeling is great, but mentor texts can also help immensely during this time. You can encourage your students to rewrite parts of their pieces from different perspectives. Now that the movie version of Wonder is out, most students have at least seen the movie and many have read the book, as well. Spending a class period talking about Via’s, Jack’s, Summer’s, Justin’s, Miranda’s, and (of course) Auggie’s perspectives can help students see how their own characters’ points of view get at (or don’t get at) the heart of their stories. Taking time to read Voices in the Park can also help students see how authors use different points of view to tell the same story.
Another option for teaching revising during writing is to have students look at ways that they can incorporate symbolism into their stories and what better story to use to teach that skill than Beauty and the Beast. It is absolutely chock-full of symbols! In 2017, my students really enjoyed thinking about the symbols in the story. They jotted their thoughts about what the symbols represented on sticky notes (what would we language arts teachers do without sticky notes, amirite?), then placed their notes on chart paper, and finally took a gallery walk around to read and discuss the charts before they settled in to incorporate some symbols into their own writing. Were they all successful? No. Did they all try? Yes! Attempts are always important – especially when building that community. Knowing that taking risks is safe is priceless.
Exploring a variety of leads is also a good way to revise during writing. Looking at some basic leads – action, question, snapshot, sound effect, and talking – and trying them out can help students decide how best to start their pieces. It’s also important to look at how they want to end their pieces and exploring a variety of conclusions – offering a reflection, stating a lesson learned, restating the thesis, etc. – can help students stay focused and avoid ending their pieces with “the end” or “to be continued…”
When students have really reached a point where they’re ready to write (and, perhaps, even if they haven’t quite reached it), I have them break out the laptops. I create an assignment on Google classroom and they begin typing away. They love having the option to share their work with peers electronically and being able to give and receive targeted, helpful feedback.
EDITING, PUBLISHING, AND PRESENTING
We’ve all heard of COPS, but I like CUPS better. CUPS stands for Capitalization, Usage, Punctuation, and Spelling and is more aligned to what I, as an adult, do when I am editing my own writing. Here, if your community has trust and feels safe taking risks, your students can help each other simply by offering a pair (or several pairs) of fresh eyes to look at each others’ pieces and make those final tweaks before printing. At this point, students can think about how they want to present their pieces. Do they want to illustrate them? Do they want to do a dramatic reading with different voices for different characters? Do they want to make a Google slides presentation? Do they have different ideas?
When I was a new teacher, I had an Author’s Chair that was a special place for one student to sit and share while everyone else sat and listened, ostensibly preparing to comment. I abandoned the Author’s Chair when I moved to fifth grade in 2011. One problem I always had with the Author’s Chair was that it was too product oriented. I wanted to focus on the process as a whole class. Writing conferences are great (and necessary), but students don’t learn as much about the process their peers are experiencing if this is the only venue for feedback in their classroom. This is (one of the many reasons) why I love Google classroom! As I mentioned, students can share their living documents and get feedback from peers as well as from me on this platform. I also like to circulate and check in with students as they write and ask (quietly), “Would you like to share that with the whole class?” as I check in. If a student responds, “No”, that’s fine. It’s an option.
In conclusion, setting students up for success in writing at any grade level involves building a caring and supportive community of peers and teacher(s) as well as giving students plenty of time to explore genres, topics, leads, conclusions, and literary elements. Some will soar. Others might come along a little more reluctantly. Consistency is key. May you have a magical and magnificent year with your community of writers in 2018-19 and for many years to come!
We wanted to help you celebrate your Fourth of July 🇺🇸 with a BANG 🎆 and let you have a treat for you plus a little something for your class! 💸 We’re giving away TWO SETS of $20 gift cards ($40 TOTAL) so spread the word! 🗣 Follow the steps below to enter this great giveaway!
1️⃣Like this picture and follow me @amazingmaterials4you 💁♀️
2️⃣Comment below: what is your favorite way to celebrate the Fourth?! 🇺🇸
3️⃣FOR AN EXTRA ENTRY: Tag up to FIVE friends in the comments! 😍
4️⃣Tap the picture to see where to go next. When you’ve gotten back to me, you’ve completed the loop! 😃
This giveaway will close at 8 PM EST FRIDAY JULY 6TH. Winners will be announced that evening and will be contacted by @pieceofcakeinsecond. You must follow the steps for each picture to be eligible. *This giveaway is not endorsed by Instagram and is independently given by the above accounts.*
In addition to this giveaway, I’m participating in some hashtag sales. I hope you’ll check them out! Amazing Materials for You
As always, I love to share some of my favorite resources with my readers. If you decide to purchase any of these books, I will receive a small commission. Thank you so much for your support.