Our Wildwood, Summer 2017, Volume 41

discussions and modeling

Questioning

Writing and Journaling

At the elementary school, teachers impart their students with the ability to reflect on their growth as writers. Pelican Pod teachers Clarissa Quintero and Erin Reid give their students a spelling assessment at the beginning of the school year and do another one in March to measure their growth. Then they ask the students to reflect on their progress. After this year’s spring assessment, Jack C. said, “I think my writing has gotten better. It is almost perfect! I’ve been practicing,” and he promised to keep working on it. Looking back at her first assessment, Lucy D. said, “Oh my gosh, this was back when I didn’t like to write. You can’t even read it!” She explained that it was hard for her to learn in preschool and at the beginning of kindergarten. “But now that I’m almost in 1st grade,” she said, “I can even write some lowercase letters in my writing, like lowercase ‘a’ and ‘i.’” Seal Pod head teacher . Sherry Varon uses “persona doll stories” to illustrate the social- emotional dynamics with which students are currently grappling. She changes details so her students can’t easily identify the situations in her stories. Then, the students work on understanding and problem-solving for the dolls. Often, they can put their brainstormed solutions into action in their real lives at school and at home. Persona Doll Stories

Dolphin Pod teachers Tahnee Munoz and Francesca Bill set aside time for appreciation circles when they and their students can give, ask for, and receive gratitude. At one circle recently, Jonah T. commented on something Tahnee had drawn. “I appreciate you, Tahnee,” he said, “for being brave and drawing that chameleon on the board.” Tahnee said thank you and added, “I know you all know that drawing is a stretch of mine.” Francesca gave an appreciation of Jonah “for thinking of other people and the teachers in this class.” Tahnee then called on Stella D. who said, “I appreciate you, Coco, for being my friend. You include me and never leave me out.” After Coco had thanked her, Tahnee asked if anyone had a self-appreciation to give. Judah L. raised his hand and said, “I appreciate myself for being alive.” Sea Otter Pod head teacher Grace Lazzarini says that Readers Workshop lessons teach students how to be reflective learners. In group discussions, students reflect on how they’ve grown as readers. On a Post-it note, they write down the tools they use to be a good reader, and by the last day of school, they have pages and pages of notes. The students look over all the tools they’ve learned and say, “Wow, we did all that?”

A recent project in Whale Pod helped students reflect on the progress they’d made toward the hopes and dreams they set for themselves at the beginning of the year. After spring break, teachers Gladys Barbieri and Patti Baez guided a discussion encouraging their students to reflect on the change of season. The conversation led to a project that involved students painting paper butterflies with watercolors. In the centers of the butterflies, students wrote their reflections. Zack E. wrote, “I am changing and evolving by . being patient and participating more.” Milo L. wrote, “I am changing and evolving by making new friends.” Reflecting means applying the lessons we have learned to situations beyond the original context in which we learned them. Reflection is . an essential skill that Wildwood teaches all its students, even the youngest ones. WW