Category Archives: Language Arts

Chronicles of COVID-19, Part 5

Here is one of the latest entries from Our COVID-19 Diary by Kids Around the World.

ECE LFH 2020 Diary (1)

I’ve seen a large contingent from New Jersey, which is actually where I was born and lived until I was 10 years old.  Some other trends I’ve seen – almost everyone has a pet, most students seem to miss going to school (although there are a few who are loving this educational model!), and many students are enjoying the extra family time.

I hope that we will get more entries this week!  See the above link for how to access the diary and troubleshooting tips.

Chronicles of COVID-19, Part 4

For those of you who are keeping up to date with our COVID-19 Diary by Kids Around the World, today’s update is a poignant reminder of the sacrifices being made by many to help stave off the spread of this horrible pandemic.  As you can read in the entry below, some first responders cannot live with their families during this time because their work opens them up to being infected every day.  Let’s thank Mary, her family, and all of the other people who are doing so much to help us during these scary times!

P.S.  If you want to have your student add to the diary, please read the post linked above.  It gives important information about how to share it, and why some may be having technological issues.

ECE LFH 2020 Diary

Chronicles of COVID-19, Part 3

If you haven’t seen the updates that I’ve made to this post, please check it out.  There have been some difficulties out there in accessing the COVID-19 Diary that I shared.  I think I inadvertently turned off editing when I tried to fix them, but I’ve turned it back on.  Unfortunately, you may still have issues if your district blocks access.

Here are two more entries from Our COVID-19 Diary by Kids Around the World.  It looks like a lot of contributors own cats, and all of them, so far, have pets!  Hmm… I’m already seeing lots of math possibilities with this project as more people add to it – graphing pet numbers, mapping locations, etc…

If you haven’t shared the Diary with your students and asked them to add to it, please do!  I would like to make this as globally inclusive as possibly.  (Did I just make up a new phrase?  I’ll have to Google that…)

Our COVID-19 Diary from Kids Around the World (9)

 

Our COVID-19 Diary from Kids Around the World (10)

Smithsonian Distance Learning Resources

I recently mentioned the Smithsonian Learning Lab in this post , which features some great lessons for Women’s History Month.  Now, the incredible educators at Smithsonian have a page of links to resources they have specifically curated for distance learning during this time of quarantine.  It includes information on how to use the Learning Lab, links for learning more about COVID-19, and resource collections with a national audience in mind.  In addition, there are D.C. specific lessons (which are separated by grade level, and can certainly be used whenever they fit in any curriculum), lessons for caregivers to use with children, and resources for tweens and teens.  The last two categories also include games and maker activity links.

Thanks to the Smithsonian for providing these well-organized spreadsheets full of links that will appeal to any age group and in any subject!

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Image by Mudassar Iqbal from Pixabay

 

Chronicles of COVID-19, Part 2

Traffic is starting to pick up on our COVID-19 Diary by Kids Around the World.  I wanted to share the following entries from two friends who have been separated by miles and a pandemic, but still keep in touch.

Keep sharing out there!  As you can see, I am trying to comment on each one!

Our COVID-19 Diary from Kids Around the World (6)

 

Our COVID-19 Diary from Kids Around the World (7)

 

Our COVID-19 Diary from Kids Around the World (8)

 

 

Distance Learning and Chronicles of COVID-19, Part 1

One of my biggest pet peeves is filling out paperwork at doctors’ offices, especially ones that I have already visited in the past.  I feel a quiet rebellion overtake me when I am given a clipboard full of forms that ask me questions I’ve already answered about everything from my gender to my health history.  I’m tempted to use biographical information from Anne Boleyn to see if anyone notices.  Birthday? 1501.  Major health issues?  Decapitated head.

In this day and age of computer technology, I have an overwhelming suspicion that the medical office database already knows more about me than I do, and that I’m just being given these sheets in the hopes that I won’t notice that I’m still in the waiting room 30 minutes past the time my appointment was supposed to begin.

I’m sure you’ve deduced that I’m making the connection between my own hatred of “busywork” and the way our students feel when they think they are being given assignments just to pass the time.  The number of homeschooling/distance learning resources out there are overwhelming right now, and many educators are spending this week coming up with plans for their students.    As Sonya Terborg, one of my favorite colleagues who I need to meet in IRL, mentions in this blog post, it is important that educators begin with the end in mind.  Mistakes will still be made, but we can avoid the largest and most predictable one – assigning busy work that will serve no purpose.

The above reasons are why I provided the COVID-19 Diary by Kids Around the World yesterday.  I know that many students love to share about their own experiences, and that they often like an authentic audience.  I am also hoping they will learn from what others have to say, and will gain a broader perspective.

I considered using other tech tools such as Flipgrid or YouTube, but settled on using Google Slides because of the flexibility of being able to choose if you want to add your own video or just write.

As Sonya asks in her blog post, “… what are we doing to connect them with each other in meaningful, authentic ways, and how are we supporting and planning for the same opportunities for student agency that have become so revered in the classroom?”

Here is a slide provided by one student today who has chosen to connect, and I hope that I will have many more to share in the future!  Please share this with any students you know!

Our COVID-19 Diary from Kids Around the World (2)

A Woman’s Place

Anne Showalter, who works at the Smithsonian American Art Museum has created this resource for educators, “A Woman’s Place is in the Curriculum: Teaching Women’s History Through American Art and Portraiture,” a wonderful compilation to use for Women’s History Month from the Smithsonian Learning Lab.  There are three Learning Lab Collections that are free to use: “Persisting and Resisting: Exploring Women as Activists,” “Who Tells Your Story: Exploring Women and Identity,” and “Remaking the Rules: Exploring Women Who Broke Barriers.”

(You can find out more about Smithsonian’s Learning Lab here.)

Each collection contains images and artwork for the theme, as well as a webinar for each topic.  The webinars were done live late last year, but you can watch the archived videos to get ideas for discussion and background information about the assets provided in the collection.  “Exploring Women Who Broke Barriers” has a Powerpoint Presentation from the Webinar here.  “Persisting and Resisting’s” Powerpoint can be found here. I might have missed it, but I do not see one for “Who Tells Your Story.”

I like how the presentations give ideas for using Visible Thinking Routines from Project Zero in to develop deep discussions about the artwork.  (You can see some other posts I’ve done about using a couple of these routines here and here.)

Since it’s Women’s History Month in the United States, you may want to consider adding at least portions of these to your curriculum for March.  But I think you will see that there are enough resources to make for enriched learning throughout the year!

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Smithsonian American Art Museum, Smithsonian Institution. “Smithsonian Learning Lab Resource: Sun Mad.” Smithsonian Learning Lab, Smithsonian Center for Learning and Digital Access, 2 Nov. 2015. learninglab.si.edu/q/r/166274. Accessed 5 Mar. 2020.