IPS/Butler University Laboratory School

Our first week of implementing story workshop in the classroom has been filled with discovery about the processes of authors. The kids were introduced to three different materials during free choice times and encouraged to explore and experiment. Later, during Story Workshop time, the kids were asked to see if they could use the same materials to enhance their own writing and search for a process that worked for them as an author. Do they prefer to write first, then illustrate with materials? Do they prefer to work on painting a picture with watercolors for several days and then write? Do they like to write, illustrate, write, illustrate, and so on? These are the things we hoped the kids would work through as we delved into this journey.

Today, Aidan decided he was done with his story. He had worked all of Monday’s Story Workshop on an intricate watercolor of magical color changing flowers and taken the two following days to write the corresponding story into a book. After some together, Aidan announced he wanted to publish his story.

We began by Aidan reading his words from the story and myself transcribing onto a word document. Upon typing, I wondered how Aidan would prefer his writing to be typed. Should I follow his lead of invented spelling or type the known “adult” spellings instead? Aidan read me his title, All About Plants.  As I began to type the title of his book, instinctively, my hands typed the adult spelling “all” instead of Aidan’s “ol”. Aidan watched the screen and corrected my typing.

“Mrs. Argus? I actually spelled it “O” “L” for “all”.”

“Oops! I made a mistake Aidan. Can you repeat that to me?”

“Sure, “O” “L”. All!”

We continued this process of Aidan reading his story and me observing his written words as he read, being as careful as possible to honor his writing. We stopped several times to make sure all words were represented exactly the way Aidan had written.

After printing and looking at the final piece, Aidan noticed something.

“Hmm…”

“What’s that Aidan? Do you want to change something?”

“Well, no. I can’t change it now.”

“Of course you can. That’s what authors do. They revise and edit.”

“Revise and edit? Like make it different?”

“Authors go back and change things they want to make better.”

“I want to edit this. Right here. I have an exclamation mark for this sentence but not for this one. Or this other one. Lets add those.”

At this point, Lucas walked over to the computer screen and crouched down beside us.

“What’s this all about?” Lucas said, motioning to the screen.

Aidan explained he was publishing his story.

“You know, Aidan, you could do two or three exclamation marks if you are really excited, instead of just one.”

“I think I want to do that. Can I do that?”

“Of course you can! You’re the author! Add them in.”

While Aidan, Lucas and I added in punctuation for each sentence, Zek came over to the screen.

“Wow! Its official now.”

“It’s published!” said Lucas.

“Mrs. Argus, I would really like to share this. I wrote like an author.”

Tags: collaboration, creativity, story workshop, writing

Messi plants some of our seed starters.

Lucas dissects his dandelion.

Every morning, we have a share time during our morning meeting. The Friday before our break, during our meeting, Tajanaye brought in what looked like a white dandelion seeds attached to a stem. She shared that she believed the plant to be a flower. The class began a lively discussion about whether or not the plant was a weed or a flower. Many felt strongly supporting one opinion or the other. As a class, we decided we would explore the concept the next day. Friends were invited to find dandelions outside and bring them in for dissection.

I think I saw something in there. Lucas

What?  Mrs. Argus

Something white. Look inside! Lucas

I don’t see it! Oh! I think there’s a stem right here. Aidan

So if it has a stem, is it a weed? Mrs. Argus

No! Sascha, come open the flower! Or the weed! I don’t know which one! I’ve never had this experience! Lucas

Its milk! Look at the white thing! Its milk. Aidan

(Lucas and Carriea come over with a book.)

They’re weeds! They’re weeds! It says their weeds!

I remember when we read the thank you plants book and it had cornfields in it. It’s a connection. And this says sometimes sunflowers are weeds when they come up in a corn field. Carriea

(Lucas points to a picture.) It’s the dandelion with all of its stuff in it.  Lucas

What’s the stuff in it? Mrs. Argus

I think it might have been the milk being pulled. Lucas

What’s this? David

It’s the nutrients being pulled. Being pulled from the flowers. Lucas

This looks like an umbrella. David

Want to see a cut open one? Lucas Cool huh?

I got this! These are things that turn into weeds! (points to the seeds on the dandelion) Michael

How does it turn into a weed? Mrs. Argus

All it needs is a rainbow to turn into a weed! I just figured out the mystery. These do turn into the weeds! Michael

Ruth shows friends the inner workings of a dandelion. She is trying to show how the dandelion sucks up other plants' nutrients.

Tags: collaboration, curious, problem solving, scientific method

Hutton and Maggie enjoy Reader's Workshop in the courtyard today.

Miss Schmidt and Cameron have a Reader’s Workshop conference.

I always love coming back to school after a long, well rested break. The kids are always so enthusiastic and excited to be back and there is a feeling of rejuvination in the air. Today’s day was no different. After earning our last positive point (for having a peaceful morning) we earned the privelage to officially have a garden outside the school and are eagerly planning its arrival. On Friday before Spring Break, we planted about thirty various seed starters. We voted on growing carrots, onions, lettuce, peas, and flowers in our garden and we were anxious to see if any germination had occured over break. To our suprise, there was little growth! “They didn’t germinate!” Messi exclaimed to the class during our morning meeting. We brainstormed why this may have happened. Michael shared that he knew plants needed LOTS of light and perhaps we simply didn’t give the plants enough of it. I shared that I thought the plants had plenty of light in the hallway, facing the large, courtyard windows but Michael very observantly pointed out, “Mrs. Argus, the tree camoflogued the light for the plants. They didn’t get any!” To our dismay, we realized Michael was absolutley right- there is a huge tree we didn’t notice was blooming blocking much of the light from outside. “So what now?” I asked our friends.  We had an open discussion where all friends were encourage to share their thoughts. Aidan suggested moving the plants to a different location inside, perhaps closer to the windows. A friend suggested we try them in someone elses’ classroom. David said, “I think its time to put them outside!” Then friends started raising their hands and saying things like, “I agree with David!” and “I like David’s idea! Let’s do what David suggested!” For me, this verbage was a really neat affirmation of our collaborative spirit we have developed not only in this classroom, but throughout the Lab School. As a class, we carefully walked out all of our seed starters and found a bright and safe location in the courtyard where we think our plants will not only appreciate more light but also warm air. We are anxious to see what our plants do next.

Journey places some of the seed starters outside.

Regan shares two caterpillar friends she found outside with our class. We will investigate more about their needs this week!

We continued with Story Workshop this week. Regan paints a picture of a garden that grows something very special- little girls!

David also uses watercolor during Story Workshop.

Journey is working on a very interesting garden story- a tree that creates animals!

Tags: capable, collaboration, friendship, garden, problem solving

Friends working towards a common goal of creating the set for their production.

Sascha and Angela work to retell a portion of the story. Angela is Goldilocks, Sascha chose to be the porridge/narrator! Who knew such a character existed?

During Writer’s Workshop this week, we have been retelling the story of Goldilocks using puppets in small groups. Yesterday, the kids created their puppets and started making scenery for their productions. Today, our friends were encouraged to begin working together to retell their story and work as a team. They have been dramatizing their stories with great dedication. Miss Schmidt and I were absolutley blown away by the kids’  display of negotiation, sharing, compromise, collaboration, and including of others. We realized that while they are practicing rich reading and writing skills by retelling in this way, our friends are probably getting just as much out of practicing working together, genuinely collaborating, and working towards a common goal.  A sheer joy to be a part of today.

Da'Sean, Carriea, and Sascha come up with a new way to build. How did they do it? Putting their brains together!

Aidan and Christian make furniture for their house.

Tags: collaboration, friendship, problem solving, writing

Tajanaye helps her friend Angela create a worm out of yarn. See a need, fill a need- friendship.

Messi creates a garden with clay. There are even little seeds planted in holes!

Messi’s garden

Friends create puppets during writer’s workshop.

Da’Sean and his group create Goldilocks puppets together to retell the story.

Jenesis shows off her set for her groups production of Goldilocks!

Friends create a story path about the Little Red Hen.

Tags: collaboration, friendship, garden