Writers Workshop Tip: Headphones Help Them Concentrate

Writers Workshop can be made easier and headphones can help. I have found that using headphones during my writers workshop time helps my kindergarten students concentrate better, reduces noise and adds a "hook" of interest. Writers workshop time can be super-productive with the help of some old headphone sets. Here is how I organize my headphones and how they work for me.

Why I Included Headphones into Writers Workshop

I have found that making headphones available regularly to my students has been beneficial. It started because I knew I was going to have a student who would use noise cancelling headphones regularly and I wanted headphones to feel "regular" in our room. I also wanted to give my students who enjoy quiet times a mini-escape while they work.

I didn't know how powerful they were going to be. I had one student who regularly asked for them even when it wasn't writing time but independent work time. While they do little to block out noise when compared to the occupational-therapy version, they did work for many students.

How I Included Headphones into Writers Workshop

I simply let students know the purpose of them and modeled using them when I was doing a write-aloud. It really was that simple. I created a hanging space for them on a wall in the classroom. We even use an old pencil sharpener fixture to hang a pair.

The blue hooks pictured above came from the Dollar Tree. I should add them to my list of things worth purchasing!

{Recognize the author this kinder-author is modeling after?}

Tips

My tips for including headphones into your classroom whether you have them available for only during writers workshop or for the entire day is to have a plan in place for when multiple students want to use them and you don't have enough. Just as with anything, I most often approached it with "sometimes we do, sometimes we don't" philosophy since I am big on recognizing that sometimes life 'appears' unfair. {'cuz let's be real, when you're five and you don't get your way... most things feel unfair}

I eventually began to let students use them throughout the day once I felt comfortable with them and the new procedures we had set for using them. Often students felt they just needed them even for a few minutes before passing them onto someone else or returning them to the hooks.

How to Make Headphones for the Classroom

I took headphones that no longer worked from our classroom stash and also made an appeal from our computer lab tech to save some for me. I simply cut the cord with scissors to keep just the band. I also earned a "whisper phone" (different from the ones I use in the detective center) from my points with scholastic book orders. This one I model specifically for using to hear the sounds when writing and reading.

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More on Writing:

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No David... Revisited
creating a writer's workshop folder in kindergarten

Think it might work in your classroom? What tips do you have?

If you like what I do here on KindergartenWorks, then be sure to subscribe today. I look forward to sharing ideas with you weekly.
- Leslie

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releasing painted lady butterflies in kindergarten

Here is the next step in investigating painted lady butterflies in kindergarten. I previously laid out how I like to order the larva and my tips for investigating and allowing them to grow. This is the last section of the three part series.

> Read about ordering and setting this unit up 
> Read about investigating and housing the larva and pupa

Releasing Painted Lady Butterflies in Kindergarten

We try to find a butterfly once they have emerged that has crumpled wings. It's a great connection piece to discussing the "useless as wet paper" wings as mentioned in the story Stellaluna. This butterfly becomes our main specimen. The other butterflies stay in their dome for regular observation. I allow students time to observe as they walk by without too much hindrance during the day.

Our main specimen gets to help us observe the parts of the body up close under our document camera since he is less likely to fly away. We observe the hairy abdomen, eyes, antennae and proboscis. I will also take out a more regular butterfly that seems calm {but always share my expectations of remaining still if it flutters away} and we observe the wings and color patterns.

This part of our observation always affirms that they are indeed painted lady butterflies and I will also sit everyone in a circle and walk slowly past as the get to see the top and underside of the wings and the body up close. As we move onto writing about our observations, I do a detailed drawing as a model which most of them attempt to follow.

While we have them we feed them fierce grape Gatorade in a shallow bowl that has a plastic sponge to keep them from drowning. We are sure to observe one whose wings make it less likely to fly away on the sponge to observe how it uses its proboscis (tongue).

There comes a time when the butterflies have to be released. Normally they can live slightly longer than a week in our classroom habitat and lay eggs.

Now, when we are ready to release them... it seriously takes about 45 mins. to get everyone a butterfly, take a snapshot close up (like you see below) and actually out the door to release them.

But, for this day, I don't mind climbing the walls to capture the fly-aways and return them to their rightful owners (reminds me of the first few days if kindergarten). It's worth it for the smiles of awe.

And as we depart outside, I watch through a camera screen as little ones hold onto, chase down, stare in wonder at their beloved creatures of flight, I mentally start the process of releasing of "my" kinders as they truly are ready to fly away too.

More on Science

studying butterflies for kids
investigating painted lady butterflies in kindergarten
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Here comes the end of the school year! Ready for it? {wink} If you like what I do here on KindergartenWorks, then be sure to subscribe today. I look forward to sharing ideas with you weekly.
- Leslie

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investigating painted lady butterflies in kindergarten

Here is the next step in investigating painted lady butterflies in kindergarten. I previously laid out how I like to order the larva and my tips for making the process go smoothly. Since it's one of my favorite things I do in a year, I want to be sure to do it justice in this three part series.

This is science that we do in place of our science curriculum since I find ours rather lifeless. This is the opposite and really draws the best out of my readers and writers. Here are my tips on leading some investigations after your larva have arrived.

> Read about ordering and setting this unit up

Investigating Painted Lady Butterflies in Kindergarten

Add caption

Investigating Painted Lady Larva

Investigating the larva or caterpillars of a Painted Lady butterfly really only takes two things in my opinion. That would be time and magnifying glasses. It works out great to show them when they first arrive and hold up the travel container for students to observe from afar their general size.

Then, I think if you can plan at least 2 times for students to manipulate {gently} and observe up close is right about perfect. Two times is about all we seem to manage between the time they grow big enough and before they need to be transferred. Students generally do two writing pieces since they are much more apt to notice body features the second time.

I also will model a guided drawing the second time and we will place the larva under our new document camera. We use the freeze button so students can come up and point out specific features. The guided drawing gives them the proper tools to show what they see and it helps get rid of smiling Very Hungry Caterpillar-types of drawings. {oh yes, we get those}

Do I tell them what kind they are yet? Nope! We keep track of specific body features and they keep getting referred to our large section of butterfly books for reference to use what they've learned.

Transferring the Painted Lady Larva

On the second observation, our intention is to also give them food and create an individual habitat for each larva. We have little condiment cups which we purchase with our larva. I model spreading food around the wall of the cup (also ordered) with a window so we can still watch the metamorphosis.

My kinders love creating their own habitats and they also label a card with their name and they name their larva. They keep them along a shelf (out of the sun) as we watch them grow.

Transferring the Pupas (Chrysalises)

We are pretty convinced by this point (and normally confirm it with any books we have) that they indeed will be Painted Lady butterflies and begin transferring them to their new habitat. We use a butterfly net and sticks to create a home for them.

We usually label the sticks or chrysalises in some way this so that we can track who emerges when.

Comparing the Larva and Pupas

This is usually a separate lesson after we've transferred our chrysalises and had a chance to look at them very closely! We also try to determine what kind they are by comparing these caterpillar photos and entering in the information we determine is most important when observing our caterpillars. Check out this website as a great activity to do with your kinders on a large screen.

To generate a good comparison set for use with Painted Ladies - use:

Color: black

Body: spotted

Hair: sparse

Distinct Features: spines

It generates only 5 matches to compare and Painted Ladies are the last entry)

Once we do that, I pull up some google images of a painted lady chrysalis to compare it with our investigations. We do that to see if our narrowed down guess holds water when we compare the next portion of the life cycle. If you class has themselves convinced they are another kind, you can always use this to your advantage to prove/disprove by comparing.

A must see video to watch at least twice and generate some great discussion. We always discuss: the chrysalis' transparency, silk attachment to a branch, antenna imprint in visible in the chrysalis and where the head is located on the caterpillar when they are about to form the chrysalis.

More on Butterflies:

Studying Butterflies for Kids
Wrapping It Up - Releasing Butterflies

studying butterflies for kids

Studying butterflies for kids is one of the highlights in my school year. Some years we get really in depth and others, we take a more relaxed approach. No matter how we hit it, it is always a worthwhile set of lesson plans that captivates, motivates and inspires awe.

Here are my tips on ordering butterflies for kids {especially a kindergarten class} and setting up the experience to go smoothly. I find this a perfect thing to do at the end of a school year since our weather is warmer, we have stronger writing skills and... I witness, observe and reflect on the metamorphosis of 24 brand new kinders {a rather frightening sounding phrase} into 24 unique, capable and creative kinders ready to fly.

Ordering Butterflies for Kids

I highly recommend purchasing and ordering enough butterflies so that each student can have one. There is something intense that comes out in a kinders' writing and observations when it belongs to them. There are companies that make it affordable.

source:  butterflynursery.com

My recommendation is to try Bills Blueberries and Butterflies. We've ordered from them for years now and have never been disappointed. {Seriously - they are hardy} We order the large butterfly larvae kit (and additional growing cups) and it has everything we need since we already have a butterfly habitat.

Setting up Butterflies for Kids

Collecting Moolah

To make it affordable, we split the cost amongst all students. Something I find very helpful in making the process go smoothly is to print envelopes. These money collection envelopes make it quick and simple for parents to contribute. It also makes collecting and recording money on my end simplified too.

Printable Money Collection Envelope {Free}

Getting Kids Engaged

My biggest tip for getting your kinders excited, which probably will be very simple is to explain the fact that you'll need to ask permission from parents. Grab their attention, get them started thinking about everything they'll need to care for larva, chrysalises and butterflies as you begin to discuss it informally as you interactively write a note to parents.

Ask parents for the butterfly larva donations and explain the costs involved. Shrink the letter on the copier and each child signs their own copy to take home and read to their family. Be sure not to tell them what kind because this can become an intergral part of your whole class investigations. Don't fret, if you order from Bill, he'll give you all the tips on what to expect and how to raise your butterflies when your order arrives. {He's got your back!}

Plan a Rough Schedule and Types of Writing

Right, so my last tip involves planning for us. Knowing a rough schedule of when the events of the life cycle are likely to occur will help you plan "spontaneous" observations, writing opportunities, research and so forth. {Well... they will think they are spontaneous!}

We read a collection of really good non-fiction books the week they are to arrive. Since we can't actually handle them until they're larger, this normally gives my class time to learn more before they can dig in...

Plan Out a General Expectation for Each Part of the Life Cycle

I sketch out a basic template of when each part might happen to help me plan my whole group investigations (finding out about the type and life cycle) small group observation time and independent observation and writing. I jotted down each day what happened the first year I got them so I could keep track for the following year {wink}.

And lastly, plan the type(s) of writing you want to engage your students in. This set of plans is wide open since you can plan to write anything {seriously} like a story whole group or interactively...

Whole Group Interactive Story Example

Or schedule some independent writing time that is more open ended but focuses on your writing goals...

Independent Writing Incorporating 5 Senses

Or the easiest is to allow multiple observations/writing time. My favorite teacher down the hall created an observation book and we are using it to help our kinders organize all of their observations and capture the special moments. Her Butterfly Life Cycle Observation Book is so kinder-appropriate, it's not even funny!

More pictures of that to come when I share my tips on investigating and observing in the next segment.

Coming Up:

• Investigating Butterflies
• Wrapping It Up

What do you love to plan for and set up when teaching butterflies or life cycles? If you like what I do here on KindergartenWorks, then be sure to subscribe today. I look forward to sharing ideas with you weekly.
- Leslie

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the write stuff

Thanks to everyone who weighed in last week as to what they'd like for me to share next. It seems that sharing about writing has topped the list for this week. Just this week, I gave a private tour of my classroom to a teacher friend in our district who wanted to see how centers work for us. It seriously lasted an hour and a half! It was great fun sharing and talking together about how to make literacy the most concrete for kinders without having to do worksheets when possible.

Okay, onto writing... Oh yes, and the reason I started this post by sharing about my friend coming to visit. She was asking about which center is my "reading" center and which one is my "writing" center. And my answer is that they are either reading, writing or doing both at every center. So that's why we had such a long, but fun discussion.

I do have two centers that focus mainly on "writing" in the more traditional sense. The first is already in place within our classroom and is called the writing center.

This center is housed in a three-drawer organizer and a basket. We started an initiative years ago to expose students to letter writing at a younger age. This was how I developed it and its stuck! Each week, we write to one lucky duck kinder and all write a letter to him/her.

{download this poster}

We interview them and fill out a web listing some of their favorite things before we begin writing for the week. Then we hang the chart by this center for handy reference. I change the names on the master one on my computer and will slightly alter the message as time goes on.

I do change the letters within the entire letter to dotted as we master them in handwriting and gradually leave words missing until we are all writing in the spring and then the letter is completely up to them to write!

When the lucky duck kinder comes to this center, he or she works on decorating the front cover and making it all theirs.

{download example}

They turn these into a basket on my desk (actually its the only thing turned in during centers) so that way I can give them a quick glance before compiling them.

I compile them the next week (when we're already working on someone new) into a book. We read them together and our special kinder gets to sit at the front while we all read our page to them. Last year I sent these books home right away. This year, I've added a reading component by creating a place to house these books. Students will still get to take them home, just on "loan" until the end of the year.

It works out beautifully by the end of the year when before they leave, they realize I haven't had a turn and write me "goodbye" letters and our last one is our end-of year prompt in which they write to their new teacher.

With all of my centers, I try to make them open-ended and have a choice component to them. With this center, the choice comes in the content and while the letter does end, students can write a letter to anyone they want when they have finished. They can use our class address book, kinder-friendly words in my neighborhood book and kinder-friendly letters to mail. Of course, I get to be the post-master and read each letter before the mailman delivers it. Funny what they learn to write to each other once we put that power in their hands. I'd love to hear any funny stories about notes or what you've found written around your classroom!

{click to go back and get this free download}

Okay, and I save this for last! The author writing center - they totally just get more independent writing time. I am introducing this as a center this week. It will have one day of instruction and then can go "live" because all procedures are already in place.

They are working on writing little books on any topic they'd like to and this (and the materials) are exactly the same for what we do during our author writing time (writer's workshop). Voila - instant center and they love it! I totally make a big deal out of how they get more time to work on their books than anybody else that day. They totally eat it up. Nothing fancy, but its writing! The icons about planning and checking work comes from our writing process pack that I use to help develop writers.

Now that I've shared about writing its your turn! I'd love to hear any funny stories about notes or what you've found written around your classroom! Do tell!

No David... Revisited

So, I mentioned that some of my kids were working on taking risks in creating books like authors we love and are familiar with and it is taking off! Here are a few snapshots of "No ___!" books resembling features of David Shannon's books.

This writer adds extra lines (not for planning her words, but for emphasis!)

Look familiar?

Even the most simple are successful!

Adding a nickname like "Davey" was a feature
we saw applied by a few kinder-authors

Gotta love the natural spiral of things as one kinder-author sees a peer try something, their belief is built that they could try it too and do! Love the features that they picked up on after simple discussion, pointing them out, and watching them give it a try. After discussing the features of Polar Bear... and Brown Bear... we now have pattern stories cropping up everywhere.

My favorite moment from this week is when a student was sharing his book, proceeds to open it and show off the first two pages. It looks like a set of tornado-shaped, different colored scribbles going down the pages.

One student calls out, "Will you please write words on your page?" and inside I'm biting my tongue waiting to see what type of book this'll turn into.

He proceeds to read the "words" on his next two pages, "Dad, Dad what do you see? I see Penny barking at me."

 

 I was enjoying that he picked up on the pattern and applied it using family members, but I was still puzzled.

I tried to figure out what the disconnect was between the first tornado looking (honestly, scribbly-looking picture) and these next ones done with pencil first (for detail) and then colored in quite nicely. I'm so glad I waited to comment, because sometimes it takes further questioning or more contemplation to see what these little kinder-authors are trying to accomplish. I felt a rush of enthusiasm as it hit me. 

He finished up and I was able to check in to see if he was trying to make the inside front covers look like the same style of Eric Carle. Indeed he was. Huge smile across his face.

The other students' jaws almost dropped to the floor to discover what they thought wasn't good coloring suddenly became an awesome attempt to apply a famous illustrator's style. We commented on how he even used colors to match - black (dad's hair) and brown (dog's spots). Love it!

What have your kinders done that make your jaw drop (in a good way!)?

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