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An idea shared on Twitter …

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@rolat @beachcat11 Like the weekly snippet recap idea.

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𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧

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@rolat @beachcat11 Like the weekly snippet recap idea.

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@avivaloca @beachcat11 Yes I have . I have students also recording weekly snipers about the school too. 
We use Wevideo and record students voices about schools weekly’s learning.

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𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧

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𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧

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Like the weekly snippet recap idea.
— 𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧 (@avivaloca) April 23, 2023

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@rolat @beachcat11 Like the weekly snippet recap idea.

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𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧

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@avivaloca @beachcat11 Yes I have . I have students also recording weekly snipers about the school too. 
We use Wevideo and record students voices about schools weekly’s learning.

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@rolat @beachcat11 Like the weekly snippet recap idea.

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@rolat @beachcat11 Like the weekly snippet recap idea.

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𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧

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@avivaloca @beachcat11 Yes I have . I have students also recording weekly snipers about the school too. 
We use Wevideo and record students voices about schools weekly’s learning.

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Fairy Podcast (Junior and/or Intermediate Students)

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Fairy Podcast (Junior and/or Intermediate Students)

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I keep thinking about our Fairies of Dundas work for a couple of years. Last year, some intermediate students became the Fairies of Dundas and wrote notes to the kindergarten students. Maybe they could have a Fairy Podcast Show. They could do a Fairy Story Time for kids. They would need to write their stories first (or at least plan them), and this could have connections with drama too in their telling of them online. They might even experiment with rhyme, as the fairies loved to rhyme. So many possibilities!

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Last year, the Fairies of Dundas made their way into our classroom ( and our hearts) at a time when I think that we all needed them the most. Thank goodness for Kristi Bishop, a friend of the fairies, who saw this need and helped us get things started with a little fairy house and a note.

This is one of the many things that makes @BishopKeery one of the very best!! Thanks for inspiring us&our young learners even from afar. I'm reminded of the days that you could get my Gr. 5's thinking in the best of ways. They loved you&all of your hard questions. #fondmemories pic.twitter.com/1ZGfMDF7RI
- 𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧 (@avivaloca) March 17, 2021

My teaching partner, Paula, and I had no plans for bringing the fairies back into our classroom - or at least not at this point in the year - but the kids have been talking about them since September. When a tree on the became a fairy house, the fairies had to come back.

Initially they just left a note or two up in the tree. We didn't think that they would continue coming, but when the notes stopped, a few of our children were upset. Why did they stop writing? How could the fairies not come back and see what they did? Of course, the fairies then had to return. With colder weather the wind moving some of the fairy creations around outside, the Fairies of Dundas wrote a note about moving the fairy village inside. Children eagerly began to fill this space with settings, signs, and houses for the fairies.

While they loved that the fairies were visiting the classroom now, they still wanted them to visit outdoors, so soon one daily fairy note became two with provocations for inside and outside.

Every day, the fairies leave notes for the class in special colourful mailbags that they manage to fly up onto the board. It's the first thing that most students notice in the morning. They often comment on the size of the mail pouches - sometimes the fairies leave us presents - and regularly remind Paula to read the notes during group time. Every new piece of paper or writing material that kids find at their desks "must be left by the fairies." While the excitement over these fairies is palpable, they have also resulted in some incredible learning and connections.

This started when children began to write notes back to the fairies. They had questions. They left their notes up on the board space by the envelopes, and soon the fairies wrote them back. There were only a couple of notes at first, but Paula and I wondered if the creation of a fairy mailbox could lead to more. Of course, the fairies provided us with the materials for this mailbox, and creating it was as wonderful a project as what the kids put inside.

Paula and I are totally in love with the fairy mailbox that the children created today. There are letters, words, and pictures that can help the baby fairies learn how to read and express themselves. Now what can students mail tomorrow? 💕 pic.twitter.com/JJES3EtnfS
- 𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧 (@avivaloca) November 22, 2021

The key learning for many of our children happened when the fairies explained that they could "help the baby fairies learn to read." What?! They could be teachers. Soon they were slowing down as they formed letters, sounding out words to add along with their pictures, and blending sounds back together again to ensure that what they wrote was what they wanted to say. I truly believe in this tweet that I sent out a couple of weeks ago.

You want a little magic to get kids reading and writing more?! Have them become the teachers for baby fairies! Our kids have never written so much or been more excited to read. They need to help these #fairiesofdundas learn. 💕 cc @RSHWDSB @teaadubs
- 𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧 (@avivaloca) November 24, 2021

The mailbox idea though came with a slight problem. Soon we were going to have A LOT more notes to reply to. We needed help. And so we reached out to staff to see if anyone could assist. Thankfully one of our intermediate teachers asked his students, and they replied with a "yes."

While our fairies usually write in rhyme and communicate as "Francesca and the Fairies of Dundas," this has slowly started to change with some students responding in prose and all kinds of different fairies introducing themselves. The kids can't wait to see the fairy notes each morning, and often discuss them with each other while reading them with us.

The topic of gender even came back into play, as some students began to reply to fairy notes with ones of their own. We love how our classroom learning is starting to present itself in different ways.

These amazing fairies are not only responding to our many notes and works of art, but also encouraging more note writing.

The fairies are also playing with word choice and different writing forms, as they create beautiful poems and prose for our eager kindergarteners. How lovely and thought-provoking is the poem at the bottom of this letter?!

Based on what our students share, these fairies are also learning how to respond to artwork and consider the elements of design in their responses. There are learning opportunities here for everyone and every subject!

But maybe best of all, the Fairies of Dundas are as excited to write to our kids as our kids are to write to them. In fact, we now have fairies from two different classes, as more students asked to write. Yesterday, one of the intermediate teachers told us that a parent emailed him to say that being a fairy is what's getting her child to school each day. She loves it! This makes me want to cry happy tears and never have this fairy magic end!

As the holidays are upon us, and the Elves on the Shelf make their way into classrooms around the world, what about making your own fairy moments instead? These fairies celebrate multiple holidays, write back to everyone, connect in a COVID-safe way, inspire reading and writing by even the most reluctant of learners, and continually seem to sprinkle joy without fear. Maybe they will even make my Grinch heart grow a couple of sizes bigger! 🙂 Could we all use a little magic in our lives?

What other fairy holidays can we explore together? What traditions might be important to the fairies and to our families? Excited to see where this goes. 💕 2/2
- 𝘼𝙫𝙞𝙫𝙖 𝘿𝙪𝙣𝙨𝙞𝙜𝙚𝙧 (@avivaloca) November 22, 2021

Aviva

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Last year, the Fairies of Dundas made their way into our classroom ( and our hearts) at a time when I think that we all needed them the most. Thank goodness for Kristi Bishop , a friend of the fairies, who saw this need and helped us get things started with a little fairy house and a note.

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Students of all ages like to talk about things that they're passionate about. They could read more about these topics, write down ideas, formulate sentences, and edit work before reading and expanding on these ideas in a podcast.

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Students could also listen back to what they recorded and reflect. What worked well? What would they like to revisit? What might they change the next time? There are lots of opportunities here for metacognition (also in the Language Document across the grades).

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What about having an art or music talk, where students reflect on art pieces? Students could reflect on pieces that they create or on well-known pieces (e.g., Kandinsky's artwork). The elements of design could guide the discussion, and students could write down ideas before sharing them (which allows for a reading and writing connection). There's also a comprehension component here.

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I think of radio shows from long ago. What if students wrote (or even planned and then recorded) their own radio show? They could record a dramatic retelling of a story that they develop on their own, in small groups, or as a class. This could connect with both reading and writing, as well as drama. Students could also take on different points of view, which connects with Language expectations as well.

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In Kindergarten and Grade 1, some time is often spent on procedural writing (or even oral procedural writing). Students could host a cooking show, where they describe to listeners how to make something, and others have to follow the instructions during the show to see how things turn out. Take this outside and do some "pretend cooking" in a Mud Kitchen. Students could also write the process or even organize ideas for the process (in writing) before sharing it orally.

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Students could share their learning around a current inquiry. Other children in the class could write down questions to ask about the sharing that could also extend the conversations. If we think about the triangulation of data in Growing Success, this could be a way to support conversations for assessment and evaluation versus just a work product.

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It's National Poetry Month. Why not connect that with reading fluency and have a poetry show. Students could read aloud poems that they wrote. They could also read snippets of books or text aloud to each other. They could even ask and respond to questions about the read alouds. It's fluency, but also with comprehension.

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All it takes is an idea, a team of caring educators to make it happen & the place we come together.
The result is magic! ❤️✨ Our amazing gr. 3 educator, Mrs. Birkby - always looking for ways to encourage our S poets - had the idea to celebrate our Ss in April. 2/6

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All it takes is an idea, a team of caring educators to make it happen & the place we come together.
The result is magic! ❤️✨ Our amazing gr. 3 educator, Mrs. Birkby - always looking for ways to encourage our S poets - had the idea to celebrate our Ss in April. 2/6

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Collaboration JOY 🧵Celebrating every @Bellmoore_HWDSB poet w/our Poet-Tree in April for Nat’l Poetry Month. This is what happens when incredible @HWDSB educators come together to celebrate EVERY S. Shared w/permission. 1/6 #ONSchoolLibraries #SchoolLibraryJoy @CdnSchoolLibrar https://t.co/WGj5sR4fSX https://t.co/Cw1B9AFK4X

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All it takes is an idea, a team of caring educators to make it happen & the place we come together.
The result is magic! ❤️✨ Our amazing gr. 3 educator, Mrs. Birkby - always looking for ways to encourage our S poets - had the idea to celebrate our Ss in April. 2/6
— Jennifer Angle (@Angle_Bellmoore) April 19, 2023

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All it takes is an idea, a team of caring educators to make it happen & the place we come together.
The result is magic! ❤️✨ Our amazing gr. 3 educator, Mrs. Birkby - always looking for ways to encourage our S poets - had the idea to celebrate our Ss in April. 2/6

# data[].attributes.attachment_link.metadata.attachment_props_source.includes.tweets[].text
Collaboration JOY 🧵Celebrating every @Bellmoore_HWDSB poet w/our Poet-Tree in April for Nat’l Poetry Month. This is what happens when incredible @HWDSB educators come together to celebrate EVERY S. Shared w/permission. 1/6 #ONSchoolLibraries #SchoolLibraryJoy @CdnSchoolLibrar https://t.co/WGj5sR4fSX https://t.co/Cw1B9AFK4X

# data[].attributes.attachment_link.metadata.attachment_props.original_text
All it takes is an idea, a team of caring educators to make it happen & the place we come together.
The result is magic! ❤️✨ Our amazing gr. 3 educator, Mrs. Birkby - always looking for ways to encourage our S poets - had the idea to celebrate our Ss in April. 2/6

# data[].attributes.attachment_link.metadata.attachment_props.text
All it takes is an idea, a team of caring educators to make it happen & the place we come together.
The result is magic! ❤️✨ Our amazing gr. 3 educator, Mrs. Birkby - always looking for ways to encourage our S poets - had the idea to celebrate our Ss in April. 2/6

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
Collaboration JOY 🧵Celebrating every @Bellmoore_HWDSB poet w/our Poet-Tree in April for Nat’l Poetry Month. This is what happens when incredible @HWDSB educators come together to celebrate EVERY S. Shared w/permission. 1/6 #ONSchoolLibraries #SchoolLibraryJoy @CdnSchoolLibrar https://t.co/WGj5sR4fSX https://t.co/Cw1B9AFK4X

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Students could create media texts. This could be making ads for a restaurant or grocery store in dramatic play in kindergarten to ads for an upcoming play at the school. Ads could also be connected to curriculum concepts (e.g., making ads for running for government (Gr. 5-6) and even in Civics (Gr. 10).

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Students could record a math talk. This is also an opportunity to ask questions or clarify thinking. This could be done in a small group or as a full class.

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Children discuss books together. They could recommend books, use the Q-Chart to ask questions about books, or even have a Book Club, where they dig into a book that they are reading as a class or as a group of students in a class.

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Use the Q-Chart to write questions. Interview another student or adult. Interview topics could be around content areas too (e.g., interview around caring for the environment)