Introduce Your Classroom and Your Demonstration Idea to Us

[Kimberly Cuevas]

We’re so glad you’ll be joining us this summer.

First…Please share a paragraph with us about your classroom. What are you proud of in that room? What do your students do while they’re with you?
Then…Please share a paragraph with us about what you’re considering as the topic for your 90-minute demonstration lesson. What’s your background with this topic? How did you decide (true enough, you may still be deciding) that this was the best topic for your demonstration?

These paragraphs will be discussed in small groups at our retreat at Granlibakken. Please include enough details in each paragraph so that those who read your words can formulate some deep-thinking questions to ask you.

[Stacey Saulsgiver]

Hi
I have been teaching kindergarten for seven years and I LOVE it. Everyday the five year olds grow tremendously in their skills. Those that don't are many intriguing challenges for the year. I am thrilled to be part of their enthusiasm for learning. They want to learn and our eager to learn. I don't how you all do it in the upper grades. Bless you!
Writing is an integral pat of the curriculum but unfortunately it is one that is often shoved to the side. With my little ones I have grasped first hand the concept read in many books of "writing to read". Writing drives their reading abilities.
Currently we do journals in the classroom, celebrations of writing, author chair of their published books and we create big classroom books spun from a mentor text. I want to do more trait writing in the classroom and using the trait language with that.
I am thinking about interactive writing in the classroom with Marzano's strategies for my demonstration. I am intimidated by the fact it appears everyone knows exactly what they are doing and I appear to be a step behind. I know myself enough to know that I am slow to get started but finish strong.

[Patty Foncault]

Stacey, I know what you mean about feeling behind everyone else. That's my normal way of feeling. Take for example this whole "ning" thing. Talk about a day late and a dollar short! Everyone else is finished with the race and I'm just approaching the starting gate. Oh well, better late than never, to use another well worn phrase.

Stacey Saulsgiver said:

Hi
I have been teaching kindergarten for seven years and I LOVE it. Everyday the five year olds grow tremendously in their skills. Those that don't are many intriguing challenges for the year. I am thrilled to be part of their enthusiasm for learning. They want to learn and our eager to learn. I don't how you all do it in the upper grades. Bless you!
Writing is an integral pat of the curriculum but unfortunately it is one that is often shoved to the side. With my little ones I have grasped first hand the concept read in many books of "writing to read". Writing drives their reading abilities.
Currently we do journals in the classroom, celebrations of writing, author chair of their published books and we create big classroom books spun from a mentor text. I want to do more trait writing in the classroom and using the trait language with that.
I am thinking about interactive writing in the classroom with Marzano's strategies for my demonstration. I am intimidated by the fact it appears everyone knows exactly what they are doing and I appear to be a step behind. I know myself enough to know that I am slow to get started but finish strong.