Monday, June 18, 2018


It's the day before the end of the school year.
How did we get here?

Through distant lands and other times, through books and stories.
Through discussions and debates, facts and opinions.
Through fiction and essays and poems.

As a farewell to the year, and as a HELLO to SUMMER (that daydreaming time!),  the Poem Booth would like to share its mini last minute ALTERED BOOK show.
(Thanks, 7th graders!)

With many best wishes to all my groups and their families.
See you in the fall!

Thursday, March 22, 2018

Unreliable Narrators!

Spring seems an unreliable narrator indeed. She promises daffodils but, so far, delivers snow.
In various groups, we've been experimenting with POV in writing, as well as unreliable narration.
For example, based on this inspiring picture by Maira Kalman from that updated classic, The Elements of Style (Strunk and White), each of us write from one character's POV about an agreed upon incident. The synchronicity of story can be, and often is, amazing!

In one group, eight writers somehow came up with the SAME murder suspect!
Here's what our whiteboard might look like, on any given day (do not be afraid; we call it a creative roadmap and do allow for messy departures, as needed). On the left you will see our pre-writing diagram of character names from the picture above. Ready, Set, Write! Then SHARE.

On a seasonal note, the teacher teams and the GT instructional support staff are looking ahead to instructional support needs for next year. While students currently in a group often remain in one, schedules and varying needs make it so that instructional support can take many different forms, from differentiation provided by the classroom teacher, in consultation with GT support staff, to independent studies, to the groups. As recommendations are made, we urge parents to help students understand that changes in delivery do not signify that they are not the same smart person they have been all year long!
Happy .... SPRING!

Tuesday, February 6, 2018

4th Grade Cinematographers

Here's a snapshot from a happy crew of screenwriters, character designers, spoofers, set designers, cinematographers, and (eventually) editors....
Stay tuned for a spirited, somewhat irreverent take on Star Wars (gone wrong)....

Tuesday, January 16, 2018

From the 4th Grade Group

Snapshot from January 16th, 2018:

We begin with warm-ups. Today was Scattegories which lead to the vocab words QUAINT and BAMBOOZLING.

Next up was an introduction to the story of Maine's own Samantha Smith and the impact that a fifth grader cab have through the power of writing. Her letter to Yuri Andropov and his response were meaningful actions that ripple beyond the mid 80's. We all agreed that the pen IS mightier than the sword and that kids can make BIG differences.
This mini lesson ties in to the Opinion Piece writing that is going on in the regular classrooms.

During Choice Time, all of the kids worked on the "Star Wars Gone Wrong" movie. Note the authentic(ish) movie clapper above! They are responsible for all of it: script/set/shooting/editing. This project, given our short time together, may well last a while. There is a google.doc shared amongst the students upon which they might work during free time at home, IF they are so motivated. They seem to be headed deep into SPOOF territory.

Please note the Open House: Thursday, Jan. 25th, 6-7 at the HMS Library. This event is for parents and guardians, not the students themselves. Come if you can, or visit our district Instructional Support website (find us right in the middle!).

Tuesday, November 21, 2017

A Dangerous Book

Snapshot from Grade 4 on an Ordinary Tuesday:

We came in to brainstorm how many words we could make from the letters in Thanksgiving and Gratitude....eggs, tides, grit, and kin. And more.

Alexander's NQQ (Notes, Quotes, Questions) question about seeds and trees lead to some deep philosophizing, so this took us to A Crash Course in Philosophy: Love of Wisdom and Questions are our thing, too!

We then explored the Thesaurus.
Yes, it is a DANGEROUS BOOK.
What started as a follow up to having read Melissa Sweet's gorgeous illustrated The Right Word (by Jen Bryant), about Roget and the invention of the thesaurus, veered away from rewriting sentences into genuine astonishment (theirs) at ... what one can find in this book.
YES, "bad" words, too. Merriam Webster put them there.
We had a fine discussion on how WORDS are POWERFUL and must, like magic, be wielded responsibly.
We then had some free choice time.
Some worked on a movie idea that spontaneous erupted. Obi Wan Kenobi (although I tend to think it's Han Solo) lives on our pipes, after all:
The movie is in progress and may debut later!

As often happens, two students played chess. Another read the New York Times "for kids" issue.

I send this into circulation just before our Thanksgiving Break.
I am thankful for so much!

HOLD THE DATE: Bob Gross and I will offer a GT Open House (parents/guardians only) on Thursday January 25th. We'll probably begin at six. Stay tuned for further details. The topic will be The GT Kids Bill of Rights.

Wednesday, October 25, 2017

Snapshot from Grades 5-8

As we hurtle into November, here come a few snapshots from the GT English Language Arts instructional support groups:

We often lead with synectics - synectics |səˈnektiks|

pl.noun [ treated as sing. ] trademark
a problem-solving technique that seeks to promote creative thinking, typically among small groups of people of diverse experience and expertise

For example: Which is more fragile, diameter or circumference? Take 5-10 minutes to write an argument for your position.

We augment the classroom Wordly Wise 7 work here in our group, with many words ending up in the Word Jar. We've visited the site of the inimitable Grant Snider, whose Incidental Comics are pure poetry. Some students are working on their own versions. We've tried our hand at 100 word Scary Stories and will soon begin reading Something About America, an immigrant story in verse by Portland's own Maria Testa. This will surely inspire much thinking and writing.

How does language evolve? Why?
This unit has sixth graders "translating" Lewis Carroll's classic Jabberwocky, and marveling at how the human brain can categorize nonsense sentences into their grammatical units. What IS language, anyway? We'll traverse a wide region, with focus statements such as "Poetry is what's lost in translation" (Frost). A highlight is a (partial) reading aloud of Hamlet, both in the original and in a modern day translation.
Why such impress of shipwrights, whose sore task
Does not divide the Sunday from the week.
Why are shipwright being conscripted to work strenuous seven-day weeks?

Ask your seventh grader about LEMON! (That's all I will say. It has us all engrossed.)
We are writing (and about to read) short stories. This echoes their "upstairs" unit. 
The goal will be to submit these stories ... somewhere.

Eighth graders are just finishing up their memoir unit. Students who came to my room for this have experimented with a variety of extensions, many inspired by Maine's very own Monica Wood's book, DESCRIPTION.

HMS Students may be submitting to the Scholastic Art and Writing Competition, and/or to Letters About Literature.
The literary magazine, Legenda (open to all submission, run by 8th grade staff) has kicked off its 22nd anniversary year.

If you have questions about our GT Instructional Support or are looking for resources, please do visit our WEBSITE, handily tucked under the district Instructional Support site.

As always, please be in touch with questions and comments. I do check my school email frequently and am always happy to talk on the phone or to meet with you in person.


Tuesday, October 10, 2017

Pacing Matters

Here is a quick snapshot of our 4th grade table, including the venerable typewriter, The Phantom Tollbooth, some thesauruses (not to be confused with Rarrosaur, which entered through a group story), and the amazing Melissa Sweet illustrated The Right Word (Roget and his Thesaurus) by Jen Bryant, a Caldecott Honor book. Also, a rolodex for collecting hard words and a jar for collecting newly invented ones.....

Today's agenda stalled at the mental calisthenics (ask your child!) stage, when we wrote group "pass around stories." That is the beauty of this work. We can (mostly) take the time needed. We'll turn to the thesaurus soon!

This pacing opportunity afforded to us reminds me of a great article, What It Means to Teach Gifted Learners Well, by renowned GT pedagogue, Carol Ann Tomlinson. The entire article is good (and short) but here's the quote that sticks out to me today, delivered courtesy of Ian Byrd, and Byrdseed. (Note: He'll be at the MEGAT, Maine Educators of the Gifted and Talented New England Conference next week. There may still be room! It's not just for teachers. Follow the link for more information.)

Dr. Tomlinson on how accelerated content isn’t really “fast” to a gifted kid, it’s comfortable:
Often, highly able students learn more quickly than others their age. As a result, they typically need a more rapid instructional pace than do many of their peers. Educators sometimes call that “acceleration,” which makes the pace sound risky. For many gifted learners, however, it’s the comfortable pace-like walking “quickly” suits someone with very long legs. It’s only “fast” for someone with shorter legs.
But here’s the best part, the opposite is also true! Gifted kids can also benefit from a slower pace:
On the other hand, it’s often the case that advanced learners need a slower pace of instruction than many other students their age, so they can achieve a depth or breadth of understanding needed to satisfy a big appetite for knowing.