This Is A Book....

So far this week has been pretty productive. I've taught two days of effective lessons, and FINALLY have a set agenda for my second primary school.

This week my lessons are focused around "the anatomy of books". I figured I need to start from the very very very basics with the kids since I've seen them (on numerous) occasions hold books upside down. I decided to take baby steps and be as simple as possible.

I took some big white butcher paper and made an over-sized book with a front cover, title page, copyright page, and body. The front cover has (in big pretty letters!) the words "Title", "Author's name", and then a cute picture of a family and their house (p.s. stick figures rock!). I also made cards with an explanation in Sotho of each part.

I have the older grades volunteer to come up to the board and match the Sotho description to the English word. I just walk through the explanation of each to the younger grades, but in Sotho. Once they understand (as much as I can see) what each part means, I pick books randomly off the bookshelf and ask them the title, author's name, and describe the picture. For the older grades I use English books and have them give me all the answers in English. For the lower grades, I use Sotho books and (obviously) have them give me all the answers in Sotho.

Once the older grades get a hang of things; I put them into small groups, give them each a book/piece of paper, and have them identify the title, author, and describe the pictures. As simple as this assignment sounds, many of the kids struggled. Obviously its easy to pretend you know whats going on when the class is all together, but in small groups I was able to get a better idea of who really understood what a title is, and where to look for the author's name.

Having the kids present their "findings" to the class turned out to be the most irritating part. They're either too shy or "too cool for school". No one wanted to present, and some boys kept throwing the books around like Hot Potatoes (you know, the game). I got so tired of watching this that I eventually made everyone in the group go up to the front and present the information simultaneously. Ha!

Ive' also thoroughly enjoyed playing the staring game with these kids. When I ask a question and get 40 pairs of eyes staring at me blankly, I just stare right back. They have NO IDEA how much patience I've obtained through all the years of working with kids. I'll wait all day until the silence gets so awkward you don't know what to do. I'm trying to prove that I'll wait until you have time to think of an answer or get so bored of the silence that you just shout something out.

I'll be teaching literacy lessons at my second school each afternoon from now until....well....until I think of something else productive to do at the school. Me and the principal are currently putting my schedule together. It's been a bit tricky b/c I can't get there before noon, and this school is alot bigger than my main primary school. Its a lot harder to schedule ALL the classes (they have multiple classes in several grades as opposed to my 1st school that has one class of each grade) in one week time frame.

We're actually combining some classes and re-arranging some schedules to squeeze me in :) It feels great to have a supportive enough principal who doesn't mind making changes so I can try to be effective. I call my little 1/2 hour time slots "Literacy Time!" I'll create lessons for Grade 4-6 and read stories to Grades R-3. I'm expecting two challenges:
(1) there are THREE grade R classes that I'll be reading to at one time.....can we say CHAOS!!?!?!? and
(2) I have 45 minutes to leave school 1, drop by house to use bathroom (school bathrooms = icky) and refill water bottle (it's still blue-blazing-hot), and walk to school 2.....umm....let's just say when I showed up today I looked like I just ran a marathon

till next time....