Second grade . . . a magical year where reading, writing, math, science, social studies, and integrated transitions begin to merge.  There is a dynamic team of ladies who lead the charge:  Valree Milson, Jennifer Mabra, Michelle Spradley, Heather Cooper, Krista Bruton, and Lana Beckwith.  With a combined 80+ years of experience, these classroom leaders know how to problem solve!

As a second grade friend recently shared with me, “Mrs. Van, second grade is hard.  I get grades now, not just those letters and checks from first grade.”  Another friend added, “You should see our math work . . . ‘whew!’ Sometimes I have to re-do and I didn’t even know what that was the first week of school.”  Two additional friends chimed in, “We really talk about how things work and she’s always asking ‘why?’ when we give an answer . . . yeah, but she uses cool technology in our lessons everyday.”

Second grade leaders smile and observe the strides these young learners make as the year progresses.  There’s a natural transition beginning where learners take the foundational reading skills highly concentrated on in the younger years and begin to shift the skill of reading to learn new material;  instead of learning to read, they begin the process of reading to learn (the biggest shift, I think, occurs in third grade, but more on this thought in a later blog).

There are smiles, laughs, cute stories, smart work, and fun times in second grade.  It’s a magical time before the reality of state assessment begins to cloud the process.  After all, second grade learners and second grade leaders are really second to none . . . .

Readers are leaders; it’s a known fact.  As this picture of second graders reading with Dustin Martin (#21 on our Panther Team) illustrates, there is always something magical about Story Time (especially on game day around here!).  Dustin is a football star on the field, but he talks with younger students about the importance of doing well in school, studying, and taking time out to read.  Our students are blessed to have wonderful reading models like Dustin each Friday with our Panther Team Readers.

A language-rich and print-rich environment at school and at home are instrumental in building better readers, writers, listeners, and thinkers.  The best way to promote strong reading skills, share a love of books, and just spend time together (as a model reader) occurs during Read-Alouds or Story Time.  Want to spend time with your learner building reading skills and teaching a love of books?  Here are some simple suggestions:

1. Read regularly – try to read together daily, perhaps at bedtime (what I called rocker time when my girls were little).  Read-alouds can be done on the way to soccer practice or while supper is cooking.
2. Take turns choosing books together – old favorites are fun but learn to branch out some into new genres such as poetry, non-fiction, or biographies.
3. Let the child participate and be playful – use different voices for different characters or substitute the child’s name for the main character along with family member names for other characters.  Ask your child to turn pages or finish rhyming words in sentences for you.

The joy of reading is cultivated just like your favorite flower or herb in the garden.  Reading is the foundation of everything we do at school; reading sets expectations for all future academic success.  We are grateful to the many volunteers who spend valuable time in our classrooms as guest readers and leaders . . . and as Dustin knows from the football field to the classroom, readers are leaders!  Go Panthers!

There is something majestic about the first grade year; it probably has something to do with the four talented ladies you see pictured here:  Judy King, Emily Stanley, Kim Boehringer, and Stephanie Daniell.  Most first graders have at least one year of “real school” under their belts at this point, however, the experience in first grade presents many additional “first moments” once again.  Take the comment noted by one first grade friend I interviewed:  “Did you know, Mrs. Van, that in first grade we are NOT babies; we are first graders?!”  Or how about this observation from another friend:  “We have more rules and lots of writing everyday; my brain gets tired.”  Another friend offered:  “Read-aloud is my favorite time of day; her stories are historical (hysterical)!”  I especially smile when I recall this piece of important advice:  “You better get that homework done; she means it!”

First grade begins the important journey of building and spiraling core curriculum and we are blessed with a strong team of experienced teachers to lead them this year!  These ladies believe in placing learners first by teaching responsibility for personal choices and actions everyday.  When a young learner begins to grow more independent in his or her individual critical thinking, so many other pieces of the educational puzzle begin to fall into place.  The one most important learning opportunity you must always foster in young learners is a love of reading.  So much emphasis is placed on this skill in Kinder and 1st grades because reading is THE foundation for all the other core curriculum areas.

Our first grade team created a program called “Mystery Reader” each week.  They invite guests and “celebrities” to visit the classroom (after building the suspense all week) as a mystery reader to share a favorite story or book.  This simple yet powerful activity sets a tone and sends a positive message to each learner about the importance of reading.  We hope to have you join us in the near future in this capacity.  In the meantime, as another first grade learner shared:  “It’s not a mystery that my teacher loves me and puts me first…I’m in first grade you know!”

We’ve all heard that everything we ever needed to know we really learned in Kindergarten.  There’s a group of gentle souls who believe it everyday!  Pictured left to right are Candace Ramirez, Karyn Story, Lauren Bergvall, and Roanna Nanney.  Each of these talented teachers gives her heart, mind, and soul to our Kinder friends everyday!

Beyond the basic academics of everyday curriculum, they focus on the “how” and “why” aspects of everything from building relationships with peers and adults to sharing ideas with big hearts to having fun while learning challenging material.  Great strides are made during the Kinder year and these ladies will attest to the overwhelming growth (physically, mentally, and emotionally) each learner makes throughout the course of a school year.

Visiting classrooms and interacting with our new Kinder friends is a warm, fuzzy experience for me.  Children love to share their work, their ideas, and even their most amazing stories.  As I tell Kinder parents in particular, “I’ll believe about 50% of what they tell me about you if you’ll believe about 50% of what they say about me.”  Sharing just comes naturally!

Whether you are a first-time Kinder parent or a veteran by now, we welcome you to join us throughout the year for many school “firsts” in our Kinder classes.  Take lots of pictures and capture those magical moments; (they grow up fast).  Be brave and volunteer to read or assist on a project in the classroom so you experience the “real” feel for Kindergarten.  After all, if it were really that easy, wouldn’t everyone want to be Kinder teacher?!

It’s true; even princiPALs have to go back to school to learn new laws, strategies, and ways to meet learning community needs.  Today was such an experience. I enjoyed the day working with other principals and administrators on legal updates under the direction of Jim Walsh, PC.  While the new Texas legislative material is quite daunting and overwhelming, his presentations are always warm, engaging, and rivoting . . . Law Dawg rules!

Anyway, a young Miller learner stopped me as I walked back into the building this afternoon to ask where I’d been (she missed me at lunch and at dismissal, you see).  She proceeds to share with me all the things that occurred in my absence:  Mrs. Bass doing the morning announcements, Mrs. Stanley (the counselor lady) talking with her class (more about her in an upcoming blog), Nurse Sullivan helping someone from the playground, and the library lady sharing a story.  In summary, I missed a great deal today.  She asked to see my note from my mom about my absence.  I smiled and shared that my mom would most definitely have my note ready tomorrow for Mrs. Gossett, but would she like to see the work I did today instead.  I showed her my notebook of legal terms, new laws, court cases, new standards, etc.  “Where are the pictures?”  🙂  “Pictures would make this much better?”  🙂  “There are too many words on each page.”  🙂  “WHEW, I’m so glad I don’t go to THIS school you go to, Mrs. Van!”  🙂  “I’ll just draw you a picture tonight to add to your work tomorrow.”  (I look forward to it!)

Yes, pictures do make the materials better and yes, we all do trainings to improve on our professional and personal goals.  It’s a powerful lesson for our young learners to see us still learning and growing in our work everyday. I hope you will always take a moment to share your work and lessons with your child as well; you are the first teacher after all . . . .

There’s a SPECIAL group of classroom leaders who daily meet with the entire school population in some form or fashion at Miller Elementary–the Specials Team.  That’s right; “specials time” gives all learners the opportunity to explore art, music, PE, and the library media center in style.  We are grateful for the leadership of Melissa Bolgiano (Library Media Specialist and lead teacher), Scott Fiorenza (art specialist), Coach Blane Rogers (PE), Asst. Coach Amber Martin, and our newest Miller addition, Amber Grant (Music).  I know–two Ambers on one team–what were we thinking?!

These leaders share a common vision for providing enriching, engaging, and meaningful work through various visual, auditory, and tactile means.  Their creative spirits, can-do attitudes, and strong belief in all learners sharing unique gifts and talents are seen daily through the connections they make with each student.  They use state-of-the-art approaches, showcase technology in their lessons, and integrate ideas in clever ways to ensure student success.  Everything they do in their classrooms in turn supports and enriches the regular academic setting at Miller Elementary.  After all, research shows that students who participate on a regular basis in the fine arts and sports perform better in their daily academics.  We are grateful for the opportunity to provide these valuable classes to all learners in our learning community; thanks MISD for supporting these special programs in all our elementary schools.

On top of all this, it is interesting to note this specials team writes, directs, and produces six outstanding team performances each school year.  They truly live by the belief that all learners will be given the opportunity to perform on stage at least once each school year at Miller . . . now you know what really makes them “special!”

True story:  A young learner visits my office the first day of the new school year and every day for the first week so I can explain the child’s “job” here at school.  Each day gets a little better but the child just wants to “check in” with me anyway to see if anything’s changed (not counting the times I venture to the classroom to “spy”).  By Friday, a reward is expected because after all, ” I made it all week.”  There are high-fives, praise, a reward, and personal conversation time.  As we walk back to the classroom to complete the day, the child looks up and comments:  “Okay, Mrs. Van; I get it now.  I have to listen to morning ‘nnouncements.  (Yes)  I have to listen to my teacher and follow ‘structions. (Yes)  I have to eat lunch at school and use the loud hand machines. (Yes)  I have to rest and be quiet. (Yes)  I have to be kind, make friends, and walk in the long hall. (Yes)  Well (with hands on hips), just who signed me up for this anyway?

The first week is always a huge challenge; new faces, rules, procedures, HOT weather, little recess time (because of HOT weather), routines, and the onset of reality.  As parents and adults, we understand the necessity of establishing all these important factors at the beginning; young learners just become overwhelmed with the reality.

It is my sincere hope you and your learner experience the most extraordinary adventure at LaRue Miller Elementary this year.  Please let us know what we can do to serve you both!

Often people attempt to live their lives backwards:  they want more things, more education, more money, more order in an attempt to do more of what makes them happy.  The way it actually works is the reverse.  This is the lesson LaRue Miller taught learners daily in her classroom.

Our school namesake reflects:  “You must first be who you really are and then do what you need to do in order to have what you need and want in life.”  It is interesting to note how Mrs. Miller’s philosophy rings true in the generations of lives she has touched through her teaching legacy in Midlothian ISD.  While she would never admit it, she remains a critical part of something profoundly extraordinary because she was the catalyst.

Mrs. Miller will also tell you she is humbled and honored to have her legacy carried forth in the school bearing her name.  We strive everyday to make decisions and choices with her in mind.  When you visit our campus, you will find telltale signs of her blessing:  a picture or book here, a quote there–all little reminders of her majestic influence and inspiration.  She deeply loves our learning community, prays for us, and devotes great time and energy into cheerleading our work.  I am personally grateful for her wisdom, enthusiasm, and hugs; she is so generous with those hugs!  She knows her story, she communicates her story, and she continues to lead with her story everyday!

Thanks, Mrs. Miller, for honoring us with your legacy; thanks for being our personal living legend in MISD.  After all:  “The goal is simple . . . to help you achieve yours!” 

As the saying goes, “The difference between ordinary and extraordinary is that little something extra.”  There are special ladies in the front office who make our daily work at LaRue Miller Elementary so extraordinarily easy!  They truly believe that nothing you do for children (or our entire learning community) is ever wasted.  Pictured on the top row (left to right) are Shannon Gossett, Robin Bass, and Nurse Joanne Sullivan.  Seated, you will see Kim Huff and Vanya Worley.  I could easily write novels about each lady (and oh, the stories I could tell), but we’ll just introduce them to you briefly for now.

Mrs. Gossett is our friendly PEIMS registrar; she assists with attendance, registration, and ensuring PowerSchool is updated for staff and parent access.  Mrs. Bass, our assistant princiPAL, does pretty much “any duty as assigned” throughout the day; she’s my right hand and an expert in investigation (she should have a doctorate in “inner-DISCIPLINary” studies by now).  Nurse Sullivan is the newest addition to our office team (bottom line: we stole her from another campus); we are very grateful for her medical expertise and fun-loving spirit.  Mrs. Huff is usually the first face you see in our office; she smiles all the time and her list of duties is never-ending.  Mrs. Worley is my left hand; she’s the nurturer, chief fixer-upper of any problem, and keeps me well-managed (no easy feat as those who know me will attest).

We are blessed to have extraordinary team members who go above and beyond to serve our learning community.  In future posts, I will take a moment to introduce you to our LaRue Miller family in person.  In the meantime, we invite you to stop by for a visit and get to know these extraordinary front office ladies.  Now, here’s your test:  Who do you think has to make one of her famous dishes for not wearing the correct Miller shirt for this picture?  Hhmmmm . . . .

Day Two:  Reality begins to set in; routines are established and practiced; expectations are in place.  Little things like conquering the pesky ketchup packets, opening milk cartons, and covering textbooks become easier.  Bigger things like homework assignments on certain days, checking out library books, forming guided reading groups, or creating passwords for software programs start to occur.  Morning arrival and afternoon dismissal procedures begin to gel . . . we even have fewer morning tardies and shave 15 minutes off the afternoon car line from the previous day!  These small yet highly significant celebrations make our day, but what do they have to do with a monster truck, you ask?

One of my favorite times of the school day is my “walk-about.”  Doctors call them “rounds” but as my office staff will tell you, I’m usually walking-all-about the campus (lucky for them my walkie-talkie is always with me, huh?!).  What is significant about this special time are the casual opportunities I have to interact with learners and their classroom leaders.  For example, in one classroom today, a child was meticulously drawing large shapes on a section of paper to begin a brief writing assignment.  This learner begins to tell me about the picture (monster trucks were involved) and how the family works on these trucks between races.  I will have always have a healthy respect for the power of knowledge involved in building and racing monster trucks as well as an instant connection now with this child as we begin to build a learning relationship this year.

These first few days are critical times in which your child’s teacher builds connections and nurtures a unique relationship with each learner.  This is the foundation for the year ahead.  When you take time to build the relationship, trust soon follows.  It is then easier to provide relevance and increase the rigor throughout the school year so the desired results and outcome occur.  I encourage you to nurture this relationship process from home.  Reach out and make a connection yourself.   Parents are the first teachers; you are our learning partners and participating members on this educational journey.  We need you!

We look forward to seeing you soon at parent meetings, volunteering in the classroom, or coming by to eat lunch with your child.  In the meantime, think about those monster trucks, but don’t let them roll over you this year!