This blog was started back in March 2007 as a way to share my passion and love of teaching. At that time, I was paired with a team teacher, Lauren Rifloff, who shared my beliefs and was a perfect compliment to my abilities. She loved taking the lead when teaching writing, I loved taking the lead with reading instruction. She was/is a fantastic artist, I have trouble with stick figures. Our class study of poetry was magic in her hands because she loved the freedom of poetic expression, my feelings about poetry were lukewarm (although she's sold me on its merits). We read stories from picture books and chapter books seated side-by-side, me voicing and her signing. We shared a love of stories and read to our students several times a day.
She was always ready and willing to assist me in conducting research for my doctoral courses relating to reading development for children who are D/deaf and hard of hearing, examining American Sign Language, and unpacking best practices.
The days went by smoothly as we taught our kindergarten and first grade students over the course of nine years. During that time we shared a great deal professionally and personally. I grew to love her like a sister. I'm happy that so many of our experiences in the classroom are documented here in this blog because it was a time of growth, challenge, and joy for me.
She left to have her first son, but I always held out hope that she would return and we could resume our partnership. However, I guess that's not going to happen now because she's become a superhero in the Marvel Cinematic Universe (MCU)! Her sure-to-be blockbuster hit, ETERNALS, is out this week. Lauren plays Makkari, the first Deaf superhero in the MCU. Yep, she's making history!
She is doing a lot of press right now to promote the movie, but embraces her time as an educator in the NYC Public Schools. That is evident in this segment about her on ABC News (see below). Lauren embodies the spirit of, "When one rises, we all rise".
Now it seems the whole world knows what I've always known - Lauren is SUPER!
Dickie Hearts with some of the first grade students
Remember Me is a song from the Disney/Pixar animated Dia de los Muertos themed feature film, Coco. The haunting lament to dearly departed loved ones tugs at the heartstrings, especially for those of us currently dealing with separation and loss.
Yet, grief is a serpentine trickster. For mixed in with the pain is the joy of remembrance. Those bittersweet memories that speak to our core and make us appreciate what was, even as we struggle to somehow process it all. Death, life, memories, meaning, purpose, struggle, and finally the possibility of peace slither through our thoughts. As is often said about many things, "It's complicated".
This year was filled with loss of many kinds. COVID-19 changed our educational landscape. Children were separated from classmates, teachers, and the school community. However, we all found new ways to connect - remotely through Zoom or in person keeping socially distanced and wearing masks.
In the midst of all these changes, Kori Rushton of IRT Theater reached out to ask me to partner with her on new project. Our last collaboration was an American Sign Language (ASL) music video for Dear Theodosia from the wildly successful Broadway musical, Hamilton. This time she suggested my first graders record the up-tempo version of Remember Me in ASL and Mexican Sign Language ("legua de señas mexicana" or LSM). I was immediately onboard, so the planning began.
Students sign Recuérdame (Remember Me) in LSM
To start, we needed a Director of Sign Language (DSL) to interpret the song into ASL. Dickie Hearts, an actor, screenwriter, and filmmaker, who is also Deaf, openly gay, and trés charmant was a perfect choice. Dickie recorded his wonderful ASL interpretation and I taught it to the in-person children, while my friend and coworker, Maria, taught the remote students.
The class embraced this project with gusto. Every morning for weeks we spent time perfecting another line, adding the right facial expression to go with the movements, breaking down a complex sequence, or working on timing and fluency. At night, parents told me their kids reviewed it on their own with unbridled enthusiasm. The project brought excitement and purpose back into the stressful reality of our daily lives. It was something joyful we could create together.
Kori and Dickie enlisted the help of Gabriel Arellano for the LSM translation. Everyone (students included) met for a Zoom workshop with Gabriel to learn general information about LSM and, specifically, how to sign the Spanish verses of the song.
Recording the song in four languages (English, Spanish, ASL, and LSM) was Kori's idea...and challenge. Miraculously, we pulled it off! Well, we did it with lots of work and lots of practice. As time went on I began to realize just how much I was asking of my students. It was a lot, but they were champs. That was never more apparent than when we started filming.
Our Director, Alana Campbell (left), setting up a shot
Enter our indefatigable Director/Director of Photography, Alana Campbell. Alana is a documentary filmmaker who's worked at NBC Dateline, NBC News, National Geographic Channel, PBS, Oprah Winfrey Network, and more. She came up with the story or framework to contextualize the song. Her vision placed the lyrics as an ode, not only to lost loved ones, but also the loss of social interaction brought about because of COVID.
In the video, students begin on Zoom, removed from one another physically. After months cooped up in their apartments they were feeling antsy and restless. The video strives to capture that forlorn period of time, as well as the thrill of being back together once again. As the camera moves back and a row of happy, smiling children stand alongside Dickie signing and dancing, it feels, to me, like an exhale.
First Grade students and teachers (Remote and In-Person) visit with Kim Weild on March 17, 2021
Once upon a time...
Many moons ago...
It was a dark and stormy night...
It was the best of times, it was the worst of times...
There are as many ways to begin a story as there are stories. It is said that everyone has a story, but, truly, everyone has many stories. Stories and storytelling are woven into our DNA. They are an integral part of being human. They are the reason Homo sapiens have survived and prospered when other species of man have not. It is our ability to gossip and share information that allows us to work together in large groups (learn more about all this by clicking here).
The power of storytelling cannot, and should not, be undervalued.
Through the ages man has shared stories in many different ways. That progression has been skillfully rendered by Dan Yaccarino in his children's book I AM A STORY.
I asked Kim Weild to read Dan's book during her Broadway Books First Class guest artist visit because Kim has dedicated her life to telling stories. The stories she tells are often stories of those whose voices are easily overlooked by society. It is through one of those stories that I introduced Kim to my first grade students.
In 2017, she teamed with playwright Charles Mee Jr. to direct his play SOOT AND SPIT about the life and art of James Castle. James was born deaf into a poor Idaho farming family in 1899. He was also autistic, and most likely dyslexic. His childhood was isolated and lonely. Yet, he found a way to communicate. He told stories through his art.
It was his art that I studied for a week with my students in preparation for Kim's visit.
As D/deaf and CODA/SODA children (CODA/SODA = Children or Siblings of Deaf individuals), my students have firsthand knowledge of the joys and struggles associated with deafness. Even without that background, they could empathize with feelings of right and wrong elicited from James Castle's drawings.
We began with this image of young James being taunted by his classmates. James used soot and spit to create his art on scraps of paper taken from the trash. Such was his need to express his thoughts and feelings because, as a child without language, his ability to communicate was limited.
His story could have easily fallen through the cracks for us, if it weren't for Kim Weild shining a light on it. His story stayed with the students long after Kim's visit. As I write this, her visit is already 5 weeks in the past, yet a student referenced James Castle this week when we read the book Drawn Togetherby Minh Le and Dan Santat. She stated that the characters in that book used art to communicate "Just like James Castle tried to do." Yes! A wonderful connection - exactly right!
We followed our week-long study of James Castle's art by studying another project spearheaded by Kim. It was a 2016 storytelling workshop with the students at our school, which culminated in a book and a show called HOW THE I BECOMES THE WE.
Here, Kim facilitated a series of workshops for children in Grades 1-3 highlighting different ways to tell a story. They included ASL Alphabet Handshape Stories, The Physical Embodiment of Story, and Writing/Drawing. This was through her theater company Our Voices. A company that is "dedicated to investigating themes of otherness in society whether they are culture, language, gender, sexual orientation/identification or ability." In short, telling everyone's story.
The embrace of diversity and respect for others had the children wondering...
Why did Kim like to tell stories so much?
How did her job as a director help her tell stories?
They also had questions about specific shows. One was related to the Broadway show AMAZING GRACE(Kim was Associate Director). It is a story loosely based on the life of John Newton, an English slave trader who later became an Anglican priest and eventually an abolitionist. He wrote many hymns, including Amazing Grace. One student asked Kim, "Why did the main character in the show change his mind? (about slavery)." This led to some rather deep discussions in class and with Kim.
They also were curious about her experience working with Keith Hamilton Cobb on AMERICAN MOOR. This is another powerful show "examining the experience and perspective of black men in America through the metaphor of William Shakespeare's character, Othello."
The conversations built upon one another. Each helping to create background knowledge, which provided context for understanding. All this through the content of theatrical shows. All of this through storytelling!
I found it incredible.
After we signed off of our Zoom meeting with Kim the children began writing their thank you cards. One student veered from this to make a sign highlighting the message she took away from Kim's visit.
Robert Ariza visits with First Grade on February 24, 2021
Robert Ariza has a beautiful voice. He appears comfortable singing in any musical style; from the smooth, dulcet tones of Sky Masterson in GUYS AND DOLLS (think Frank Sinatra or Harry Connick Jr.) to the swift, rapping wordplay of the titular character in HAMILTON. In fact, he's played both roles - the former in concert with the Billings Symphony Orchestra and the latter at Chicago's famed CIBC Theatre - since making his Broadway debut in 2015 with Deaf West's revival of SPRING AWAKENING.
However, I first saw him perform in the Off Off Broadway production of Charles Mee Jr.'s SOOT AND SPIT. The play, directed by Kim Weild, tells the story of James Castle. James created art - using the tools mentioned in the show's title - as a means of self-expression. As an deaf man with autism in the early 1900s, he lived a life of isolation without access to spoken or signed language. Art was his language. In SOOT AND SPIT, his art comes to life to tell his story. It was a fascinating theatrical experience made even stronger when Robert Ariza sang a show-stopping duet accompanied by his own guitar playing. It was gorgeous. A fan was born!
I met him after the show and asked if he might be interested in being a guest artist with Broadway Books First Class. He was, but shortly afterwards he left to join the National Tour of LES MISERABLES. That was soon followed by a year-long gig in Chicago with HAMILTON. Then, the pandemic caused my program to halt for a year delaying his visit even further.
Robert Ariza with his Broadway Books First Class t-shirt
It took four years, but we finally worked it out! Robert's visit happened to coincide with our 100th Day of School. This milestone in a school year has become a time of celebration and a guest artist visit is certainly a great way to honor the day.
This has been a year of change and upheaval, so when he visited via Zoom, we had some students participating from home and others joining from the classroom. The experience isn't the same as a face-to-face, in-person visit, but the value isn't lost.
For his read aloud, we chose the book THAT IS NOT A GOOD IDEA! by Mo Willems. It is a story with an unexpected twist at the end, which only very savvy readers will see coming. Because of COVID-19 restrictions, I sent Robert a copy of the book beforehand (signed by the class), along with stickers for him to sign and mail back to me. On the stickers, Robert wrote a "hello" to each student along with his autograph. After the visit, each student received their own copy of the book with the personalized sticker on the inside cover.
As you can see in the video, Robert's reading included fun voice characterizations of the hungry fox, the mama goose, and the portentous foreboding of her little ones. There was also a nice ASL interpretation from my friend and coworker, Cheritha.
The reading was followed, as always, with a question-and-answer session. This was based on the work I had done with the students in the weeks leading up to Robert's visit. During that time, we talked about his background and his performances. We learned a lot from his answers to our questions, which were...
1. Is it hard when somebody is sick and you have to do their performance? (This was based on his job as a swing in SPRING AWAKENING. He also learned ASL for this show!)
2. Do you have any ideas for other shows? (Robert writes music and composes, which sparked this question.)
3. What's your favorite show and why? (This was one we kept coming back to in our visit. INTO THE WOODS is one of Robert's favorite shows, but pinning it down to a favorite role he's played is more difficult. He's performed some treasures from Marius in LES MISERABLES to Alexander Hamilton in HAMILTON.)
We wrapped up the Q&A with a song. Robert played and sang BLACKBIRD by The Beatles for us.
In the days after his visit some of my Broadway babies could be found humming or singing this song. As always, we sent our guest artist a package with thank you cards and a Broadway Books First Class t-shirt.
Thank you, Robert!
It's exciting to see what the future has in store for the generous performers who visit with us. I KNOW Robert's future is bright. We all look forward to welcoming him back again one of these days, but next time in person. He may just have his Tony Award by then - I wouldn't be at all surprised.
Testing the Broadway Books First Class virtual waters with Mary Testa
Mary Testa inspired me to set aside my reservations about altering the structure of the guest artist visits. I was initially reluctant to accommodate for the upheaval caused by the COVID-19 pandemic. I figured we'd pause things and pick back up again when this mess was behind us. However, it was already a year since Tony Award winning director Kenny Leon visited in January 2020. I'd either have to compromise the in-person visits for something virtual, as the rest of the world has had to do, or place the program on an extended hiatus.
As I was grappling with this decision, I watched Mary Testa and Jonathan Freeman conduct a live signing on Instagram to raise money for Broadway Cares. They were charming. They also had some nice words to say about Broadway Books First Class. It was heartening to see that virtual events could emulate some of the warmth and connection of a face-to-face interaction. So, I decided to "take the plunge" (that phrase is a nod to Mary Testa's tour de force performance in Queen of the Mist).
Mary (a three-time Tony Award nominee) immediately accepted my invitation. We selected the children's book Firenze's Light by Jessica Collaco for her reading.
Firenze's Light encourages the reader to SHINE ON! It is a message we both embraced and were eager to share with my students. One advantage of the Zoom platform is that I was able to record the reading to share with a larger audience. Now, others can enjoy the story told so expertly by Mary with her funny voices (my favorite is Kirie, the beetle), her humor, and her empathy.
I worked with the students for a month to prepare for Mary's visit. We studied all 12 of her Broadway shows, from her debut in Barnum to the recent, celebrated revival of Oklahoma! The discussions about the shows led to inquires into mythology and voodoo (Xanadu and Marie Christine), characters who are mean vs misunderstood (Chicago, Xanadu, and Wicked), history, humor, and the impact of costumes, wigs, and make-up. In fact, as very visual children they were captivated by Mary's hair across the spectrum of her performances.
As we went along, I wrote down their questions. In the final days before her visit we selected three main ones. You can listen to Mary's answers below (videos have ASL interpretation and captions are enabled).
Question #1 - Why did you want to be on Broadway?
Question #2 - What was your favorite show and why?
Question #3 - What do you do now that Broadway is closed?
Things went so well that I've already scheduled other guest artists for February and March. I know I am taking a leap of faith by planning ahead because our school schedule has changed every single month this year. But, I am determined to make it work somehow. And with my brilliant students, their supportive parents, and talented guest artists we will undoubtedly succeed.
It's the vision of Kori Rushton, an educator at Brooklyn Collaborative and the producing artistic director of IRT Theater. Kori brought all of the elements together: she chose the song, assembled the creative team, and handled all of the scheduling details.
The result is a beautiful version of the song in ASL performed by Kori's high school students, my kindergarten students, and Gabriel Silva. The students learned the sign language using an interpretation by Brandon Kazen-Maddox. I worked with my young students a bit every morning to piece the verse together. Brandon was there on the day of the shoot to support the students and model for them in person.
I am very honored to have been involved in this collaboration. I know it meant a lot to my students who are a mix of deaf, hard of hearing, and hearing children with deaf parents. The work supports Kori's passion for celebrating #deaftalent.
Planning is already underway for the next one! Enjoy...
My kindergarten students have entered into an exciting partnership with Brooklyn Collaborative on creating a student ASL recording of Dear Theodosia from the musical HAMILTON. We've been rehearsing a section of the song - seen beautifully interpreted by Brandon Kazen-Maddox in the above recording - containing these lyrics;
You will come of age with our young nation
We'll bleed and fight for you, we'll make it right for you
if we lay a strong enough foundation
We'll pass it on to you, we'll give the world to you
And you'll blow us all away
Someday, someday
Yeah, you'll blow us all away
Someday, someday
It is incredible to witness how quickly my young students pick it up and infuse it with feeling and emotion. I look forward to sharing the finished product when it is ready.
Stars from the Broadway Revival of CHILDREN OF A LESSER GOD celebrate language, literacy and learning with students in Pre-K and Second Grade
I never imagined when I started Broadway Books First Class three years ago that I would be welcoming my former team teacher and friend, Lauren Ridloff, as a guest artist. And I certainly could never have imagined she would be accompanied by the handsome, affable star of The Mighty Ducks, Dawson's Creek, and The Affair, Joshua Jackson! Yet, here we are.
2018 Broadway Revival
Lauren made a huge splash on Broadway this season in Children of a Lesser God. She earned Outer Critics Circle, Drama League and TONY AWARD! nominations for her performance as Sarah Norman Leeds and became the darling of publications like The New York Times. Everyone was enthralled with this woman who, as Variety put it, "comes out of nowhere to knock us off our feet".
But, she did have a life before all the attention and accolades. Once upon a time Lauren used to dwell in that proverbial land of "nowhere" with me. Together we taught kindergarten and first grade at PS347 in Room 201 for 9 years and, as I have written in many blog posts, she has always been fabulous.
So, you see, she was really never "nowhere" after all. She was contributing to the development of young minds as an outstanding educator, a fierce defender of young children and a perfect partner - first as a teacher and then as a wife and mother. However, this new chapter allows her to leave a lasting impact and serve as a positive role model on a vastly broader scale.
Of course, Joshua Jackson has been a role model since he stepped on the scene in 1992 with The Mighty Ducks. His character, Charlie Conway, is the kid every parent wants to call their own. He is ethical, empathetic and kind. I know this because we watched the movie in preparation for his visit and I've laughed my way through a lot of quacking ever since. When Josh stepped into my classroom it was to a chanting chorus of, "QUACK! QUACK! QUACK!"
We also watched a scene from Dawson's Creek involving a tearful goodbye on the beach between Joshua's character, Pacey Witter, and his teacher. It may or may not have been an appropriate relationship and the mention of it in front of our young audience made Josh laugh disbelievingly and blush a little (rest assured, the 2-minute scene out of context is quite innocuous).
Photo Credit: Eileen Lograno
Joshua Jackson fingerspells his name for the Pre-K and Second Grade students
It was a bit surreal to welcome Lauren back into the classroom after 6 years, but it ultimately felt like a true homecoming. As with all guest artists, I spent the week prior to her visit preparing the children by discussing her work. Only once, when I welcomed former student Eden Duncan-Smith, have I ever known so much about a performer or felt as though I were welcoming family.
My words were filled with love, pride, and tremendous joy as I explained her journey to the Great White Way. Lauren's trajectory from ASL tutor to the lead in a Broadway show is the stuff of fairy tales. It is almost unheard of and yet, proves to even the most skeptical that anything is possible.
I seized upon this theme by selecting the children's book Happy Dreamer by Peter H. Reynolds for Lauren and Josh to read. It is a beautiful story encouraging children to embrace their creativity, nurture their dreams, and celebrate all the ways they are unique. The illustrations are colorful, imaginative and sometimes, even shiny! The timbre of the book speaks to my aesthetic of encouraging creative chaos and cherishing the dreamers.
Lauren Ridloff and Joshua Jackson reading HAPPY DREAMER by Peter H. Reynolds.
(What Kind of Dreamer Are You?)
The reading was conducted in both American Sign Language (ASL) and spoken English with the teacher in Lauren on full display as she engaged the children in a dialogue and guided Josh to highlight various elements in the illustrations. The majority of the students in attendance have parents who are deaf, while some are deaf or hard of hearing themselves. Inviting guest artists who can communicate using the children's first language is an important consideration for me and a valuable experience for the students. Congratulations are in order for Josh, whose ASL development continues to grow since I first met him in the Berkshires last summer.
Near the end of the book the author asks, "What kind of dreamer are you?" and offers up a bunch of options. Students and teachers alike raised their hands in response to each choice. This informal poll showed conclusively that the adults in the room were mostly "Nap Happy" dreamers, while the children favored more active manifestations.
Photo Credit: Eileen Lograno
A student asks, "How did you become an actor and why?"
The reading was followed by a question and answer session. We learned that Josh started acting when he was 10-years-old because his mother was in the business. He liked playing so much that he stuck with it (and rather successfully too!).
Lauren shared some challenges associated with the role of Sarah. One was that it required her to use her voice, which she decided not to use when she was 13-years-old. There were both physical and emotional considerations surrounding this stipulation, but in time she found power in reclaiming her voice on the stage.
Josh also shared his challenge with learning a new language, ASL. Their supportive relationship showed the children that difficulties can be overcome with a little help from your friends - an important message for the young ones to embrace.
My favorite picture - Lauren and Josh signing books for the students
The visit concluded with Josh and Lauren hunkering down into preschool-sized chairs and autographing 30 books and chatting briefly with each student. It was also the time that many teachers swept into the room to say hello to their former coworker, Lauren, and catch a glimpse of Joshua Jackson.
Photo Credit: Eileen Lograno
"You get a book! And you get a book!"
It is a very special thing that amidst all the hubbub, the demands for their time, an exhausting schedule, and just a little more than a week before the Tony Awards, Lauren and Josh made visiting a class of young children a priority. That, to me, speaks of character worthy of Charlie Conway and tells the children in no uncertain terms that they are dreamers worthy of attention. It's a beautiful message. Thank you both for making me a Happy Dreamer!
You can watch some highlights from Josh and Lauren's visit in this short clip created by Jamie Kirkpatrick (with additional footage from Eileen Lograno).
I've been wanting to create a short video to showcase the program for some time so that folks who are interested can see what takes place during one of these events.
Happily, I was fortunate enough to discuss this with professional film editor Jamie Kirkpatrick (My Friend Dahmer). Jamie recorded Ali Stroker's visit this past November and edited together a short film capturing the excitement of the occasion.
Our next collaboration hopes to showcase the professional theater artists who've visited thus far. The roster of generous performers is growing and I celebrate each and every one.
A personal renaissance has emerged lately, which has reignited my passion for language and linguistic development.
Once upon a time, I discovered American Sign Language (ASL) and it clicked for me. ASL changed my life and, at first, I pursued it through weekly classes, using work books and videotapes to immerse myself in this visual language until it literally crept into my dreams.
In those early days I'd practice fingerspelling everything I heard while watching TV to build dexterity and muscle memory. I'd seek out opportunities to sign even though I'd become flushed with embarrassment at my lack of skill in both receptive and expressive language.
I studied the linguistics of ASL, the structures of grammar that native users know intuitively but second language learners must be taught. And slowly, in the company of some incredible - and patient - role models I actually started to think in ASL (rather than first formulating a thought in English and then translating it).
All of this was to achieve my goal...
to be a good teacher
to work with children who are Deaf and hard of hearing
to convey my message though ASL with clarity.
I never wanted to be an interpreter. I still don't. But, there are circumstances when I need to step in and interpret during the day. As it happens, this semester I have the great, good fortune of mentoring a student teacher with over 30 years experience as a sign language interpreter (including Broadway).
So, when opportunities come up that require me to interpret we've decided it would be nice to flip the script and let her take notes and supply feedback.
It has been transformative, thrilling and inspiring.
She is taking me to another level by fine-tuning my presentation and making me aware of things I never would have thought about on my own.
She has taught me a lot - e.g., imaginative uses of classifiers, new vocabulary, how to utilize wait time, etc. - but my favorite note was, "Nice letting the 'seal do the work'". Basically, this refers to allowing the child to see what is happening for themselves rather than trying to interpret it. She related a story about a trip to the Central Park Zoo where the children were watching a seal lounging in the sun and pointing out that rather than interpreting his movements it was smarter to simply let the children watch the seal. "Let the seal do the work" is applicable to a great many situations.
I love our discussions about what I am doing well and what I can improve. One thing is clear to me, no matter how many degrees I get I will always enjoy being a student.
My former work wife, the incredibly beautiful and loving Lauren, and I created a series of videos in American Sign Language to instruct and inform. That practice has started up again this year with my new work wife, the incredibly beautiful and loving Oni. How lucky I am to find myself surrounded by such dazzling, strong, and caring women year after year.
The latest incarnation of ASL videos takes the form of parent newsletters, which we place on our class page. The newsletters are presented in English and ASL to provide options and accessibility for every parent and caregiver. We write the newsletter together detailing the teaching/learning taking place in the classroom and then Oni weaves her magic on video (see below).
One of these days I look forward to starting up again with some instructional videos on ASL and providing literacy tips for parents. What ASL lessons would you find interesting?
Learning to spell and read sight words: should, could, would, her, over, number
Learning consonant (e.g., st) and digraph blends (e.g., sch)
Introducing r-controlled vowels- ar, or, er, ir and ur.
Using conceptually accurate signs for words and phrases
Scooping sentences for phrasing/fluency
Guided Reading Groups focusing on developing reading skills and fluency (summarization, retelling, how to figure out unknown words, segmenting/blending)
Writing
The Writing Process - prewrite, write, revise, edit, publish
NonFiction writing - State a topic sentence, comparing themselves with a child from another country, give several examples of similarities and differences and providing a sense of closure
Using the 3 sentence rules: Capital letter at the beginning of a sentence, capital letters for proper names and places, capital I when it is used alone, leaving spaces between words, and ending punctuation (period, question mark, and exclamation point), using commas
Math
Comparing Numbers and Two-Digit Addition and Subtraction
Using symbols to compare numbers (greater/lesser than, equal to)
Making a model to compare numbers
Adding and subtracting double digits
Using a 100 chart to add
Using place value to add
Using models to add
Making 10 to add
Solving addition word problems
Vocabulary (including ASL): is greater than >, is less than <, equal to =,
Social Studies
Families in Communities
What is a community?
There are different kinds of communities
How to use a compass
Community resources
Learning about the different NYC neighborhoods/boroughs
You just need to know where to focus your attention.
About three years ago a documentary film maker wondered if there was a story to be told at my school.
He arranged a visit to see if he could fashion a film around our unique setting.
After spending some time in my classroom and talking with us, he felt certain there was indeed a story.
However, it was not one he could tell. He simply couldn't decide where to look.
Happily, this wasn't the case when we were visited late last year by a crew of Danish filmmakers eager to capture our story.
Through interviews with students, teachers, parents and administrators they highlighted the joys and challenges inherent in educating deaf and hard of hearing children at a dual language (American Sign Language and English) school.
The part I found most fascinating during this experience was watching the cameraman. Where did he point his camera? And through his lens I began to see things I see everyday with fresh eyes.
I followed his gaze to a group of children sharing a book in our reading nook and thought, "Yes, that a story right there!" What would I think about these children and the classroom environment if I only had this picture to go on? It really does speak volumes about their ability to share, to learn, to engage, to focus.
In the thirteen minute film below I throughly enjoyed seeing how the camera focused on the small moments in the classroom. The hands fingerspelling a word. The inquisitive faces of the children. The motion and energy of the school. Although the film is in Danish and sign language these things are universal.
I am grateful that it taught me, once again, where to look.
It turns out I am surrounded by some pretty amazing things.
Data collection for my doctoral research on reading assessments used with children who are deaf and hard of hearing is just about complete!
I am eternally grateful to the teachers, district superintendents, school principals, academic directors and generous researchers who have supported my work. The aforementioned have helped spread the word and/or given their precious time to complete my short online survey.
Originally, I optimistically anticipated I could generate over 100 responses in just four weeks. In reality it has taken about 16 weeks to reach that goal. The process of spreading the word has been an involved and time consuming task.
It has also been quite amazing. I have not started the process of formal data analysis but the surveys and interviews have given me much to ponder. It is an exciting time!
I anticipate closing the survey on February 14, 2014 - a personal Valentine to myself. This means there is still time for anyone who meets the criteria to participate.
Qualifications to participate in this study are:
Teachers currently working with K-5 students who are deaf and hard of hearing.
Teachers working within the Northeast Region of the United States (New York, New Jersey, Pennsylvania, Massachusetts, Connecticut, Maine, Vermont, New Hampshire, Rhode Island, Maryland, Delaware and Washington, D.C.
Teachers involved with teaching and assessing reading development for students who are deaf and hard of hearing.
If that is you (or someone you know) please take 10 -15 minutes to complete the survey. The link can be found here.
Finally, a big THANK YOU to my wonderful coteacher Oni for helping me create this short ASL video to promote the survey. Ain't she sweet?
I am proud to promote and celebrate Pointy Three. The story first grew in the imagination of its author Adam Stone. It was then refined with the support of the incomparable Lauren Ridloff. Lauren is narrating the story in the video below along with illustrations by Joyce Hom.
Congratulations to my inspirational friends for being ASLized!
Jack and the Beanstalk is my favorite fairy tale. Although I am a huge fan of Porky and should gravitate towards The Three Little Pigs, Jack holds a special place in me wee heart.
Our kindergarten children have been studying fairy tales (elements such as Once Upon a Time and Happily Ever After), good and bad characters (Is Jack really good? Is the giant so bad? Arguments can be made for and against both perspectives), and the conflict/resolution dynamic.
Fairy tales capture our collective imaginations. The rich, diverse takes on these timeless stories only enhance our involvement. Children's book illustrators such as Steven Kellogg, James Marshall and Paul O. Zelinsky have entertained our wide-eyed, excitable students time and time again.
We are also blessed with a handful of wonderful storytellers at our school who all said "yes" when we asked them to come and tell our students their favorite fairytale in American Sign Language. Last year I posted Whitney's retelling of Rumpelstiltskin. Now I would like to share Doug's retelling of Jack and the Beanstalk. The video is without sound but since the story is probably very familiar I invite you to view it and see if you can follow the story. You might even learn a few signs.
Years ago I wrote a blog post entitled Fear in which I touched upon Struwwelpeter, the deliciously creepy series of German cautionary tales for children. These fearful (pretty) stories with vile (funny) pictures meant to instruct good little folks are fairly freaky.
I blame my German heritage for the fact that I also find them entrancing. No matter how hard I push against my intrigue with darker subject matter I continue to peek through my fingers for a glimpse.
The latest glimpse comes courtesy of author Adam Gidwitz who weaves his tale of Hansel and Gretel into the original fairy tales by The Brothers Grimm. The brother-sister team of Hansel and Gretel do more than defend themselves from witches in tasty houses. They outsmart and outwit crafty warlocks, well-meaning parents, frightful dragons and even the devil himself!
It is hard to stay away from tales this delicious so you can imagine that when Adam visited our school I found my way to the reading. I was early so had an opportunity to speak with Adam before the 3rd, 4th and 5th grade students arrived. He signed my book ("To Gary, A Grimm fan and a great guy - awesome to meet you!"), posed for a picture and answered all of my exuberant questions with a friendly charm.
As classes began to arrive I took a seat on the floor and settled in to listen to a excerpt from Faithful Johannes. Adam is a storyteller. It became immediately evident that his years as a teacher (he still teaches - bravo!) have prepared him well for stepping before an audience of children and holding their attention.
He also described the origins of the stories and how he came to write this book. Unfortunately I couldn't stay for the question/answer session following the reading but everyone told me afterwards how "interesting", "funny", "great" and "entertaining" he was.
The same adjectives can be used to describe the book. It looks like the golden apple didn't fall far from the tree.
As stated in the last post, fairy tales were very popular with my kindergarten students this year. I give a great deal of credit to our skilled ASL storytellers who were kind enough to contribute 7 different fairy tales for our enjoyment (interesting to note that the number 7, along with the number 3, is itself connected with fairy tales).
The most popular was Whitney's dramatic reenactment of Rumpelstiltskin - both the overall story and her portrayal of the little guy himself.
Our investigation of fairy tales focused not only on "Once Upon a Time" and "Happily Ever After" but those necessary elements that take place between those words. Things like characters (good/bad, which is ultimately subjective as was noticed by the kids when they stated that Goldilocks was wrong or when they began to see things from the point of view of the wolf in The Three Little Pigs), conflict/resolution and perspective.
The video below is shown without sound, captions or voice interpreting. This is a conscious choice based on the belief that they would distract from the rich interpretation and impact of Whitney's performance. This is also a pretty well known story so these elements may prove unnecessary. I would be interested in feedback as to whether or not this is the case.
Thank you Whitney and all of our fantastic storytellers!
Please note that in order for this video to upload to fit the 10 minute limit imposed by YouTube it was necessary to edit 6 minutes from the story.
This was the 40th anniversary of Earth Day and it is no secret that we have been less than gracious to ever-giving Gaia.
Big changes may come if we refuse to make little changes now.
As a child I was always moved by that television commercial with the American Indian who rides his horse through the debris and pollution of our once beautiful landscape and sheds a quiet, helpless tear.
And that was quite a while ago; before we knew about global warming, the melting ice caps or the hole in the ozone layer. The poor guy would really be a mess nowadays.
Thankfully, there are folks out there making those little adjustments in their daily lives to help stave off a future too frightening to ponder.
Todd Parr, an author with a big heart (as evidenced by the fact that he personally sent me autographed copies of 5 of his wonderful books along with other goodies), writes of some ways children can make our world a place where we are all "happy and healthy!"
If Joseph Campbell is the guru of the comparative mythology game then I want to play that part in the kiddie version.
Joe's scholarly investigations into world mythology helped shed light on the great mysteries of existence. In order to understand the collective modern 'we' he uncovered the commonalities of what it has always meant to be human, that struggle to make sense of our world and our place in it.
These life lessons and rites of passage propelled mankind forward through storytelling. Fairy tales are also tools for understanding larger concepts. They contain digestible chunks of wisdom and serve as cautionary tales for developing minds. Like the great myths and legends they attempt to sooth our fears, help focus our attention and separate good from bad.
Joseph Campbell looked for common threads across cultures, times and civilizations. Shifts in understanding or circumstance directly influenced the mythology. This can also be said for adaptions made in the retelling of classic fairy tales or more specifically in the story of Little Red Riding Hood.
Illustrator Trinia Schart Hyman based her work on the original tale by the Brothers Grimm (Jacob Ludwig, Carl Grimm & Wilheim Grimm).
Her love of the character shines through in this award winning retelling of the traditional story. Grandma and Little Red get eaten alive by the wolf and are subsequently rescued by an intrepid woodsman.
Little Red Riding Hood learns her lessons - to keep her promises, to stay on the path, to mind her manners and to avoid talking to strangers (especially big bad wolves).
Author and illustrator Ed Young created a Caldecott Medal winner with Lon Po Po: A Red Riding Hood Story From China in 1990.
This is a haunting rendition of the classic tale containing exquisitely drawn Chinese panel pictures . It follows the adventures of a determined and terrifying wolf as he tries to get the best of young Shang, Tao and Paotze.
However these three crafty, enterprising girls have a trick or two up their sleeves and in the end the wolf proves no match for them.
Flossie and the Fox written by Patricia McKissack and illustrated by Rachel Isadora is an African American tale about a wily fox, notorious for stealing eggs, and a bold little girl.
In this adaptation the fox gets outfoxed by Flossie when he meets her in the woods. She insists upon proof that he is a fox before she will allow herself to become frightened. She taunts him stating "you a rabbit" or "you a rat trying to pass yo'self off as a fox".
All of his attempts to prove that he is indeed a fox fail miserably. The frustrated creature is finally outdone by Flossie and a fierce dog.
There are many, many, many variations on the Little Red Riding Hood story. It is interesting to read and compare these - and other fairy tales -with children to not only teach them about things like diversity and perspective (cultural, individual) but to get their take on them as well.
I will leave you with a short video that I made with Lauren entitled Fairy Tales. If you are at all interested in American Sign Language (ASL) watching Lauren is like a master class.
Summer will officially begin for me late tomorrow afternoon when the last day of the school year is complete.
Teaching is an amazing way to spend your days but part of being a teacher is taking time during the summer months to refresh.
I plan to do just that.
This will be my first summer in 13 years of teaching that I will not be teaching either summer school (elementary) or teaching college students.
To kick off the summer season Lauren and I created another short American Sign Language video to highlight some of the words that you will probably be using as the temperature rises.
In this video we focus on the words - sun, hot, beach, vacation, summer & fun.
We also provide three sentences in ASL using these simple words.
So, put on your sunglasses, blow up the beach ball and enjoy the ride.
