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Two teachers think about and write about their lives as readers -- readers of children's books, professional books, and adult fiction, nonfiction and poetry. Yes, we still want to try to have read the Newbery, but our reading lives are much bigger than just that.
Statistics for A Year of Reading
Number of Readers that added this blog to their MyJacketFlap: 78
November is always such a gallop, what with mammo/onco appointments, parent conferences, report cards, 5th grade concert...but lookie there...I took time for a coloring page at The James, a concert at Natalie's, a bonfire, and a bike ride before
NCTE, plus a lovely afternoon at the Audubon Metropark as our Black Friday #OptOutside after
NCTE. And of course, NCTE was all kinds of loveliness in the middle of all that other craziness!
You can see the images in this mosaic on Flickr here
Last month, there was an online conversation around the picture book, A Fine Dessert
by Emily Jenkins and Sophie Blackall that expanded my thinking about the idea of teacher-as-reader/teacher-as-decision-maker.
A Fine Dessert was published earlier this year and has received several starred reviews by major reviewers such as School Library Journal and Booklist. It is a book that is loved by children and teachers everywhere. It has been talked about as a possible Caldecott contender on the blog Calling Caldecott (here
Then issues were brought up about the book and its depiction of slavery (A Fine Dessert: Sweet Intentions, Sour Aftertaste
). Sophie Blackall responded
, explaining her process and the thoughtful choices she made as illustrator. Honestly, it was something I completely missed and overlooked and like the author of Reading While White
, I am a bit disappointed with myself for missing it.
(To catch up on the entire conversation, you can find many of the posts and a timeline of many events on Debbie Reese's blog
The conversation last month was a long, intense conversation that happened mainly through blogs and Twitter. I listened in to the conversation daily and tried to keep up with all that everyone was saying about this book and the issues surrounding it. Social media is a tricky way to have conversations like this because lots of people jump in and out of conversations and sometimes 140 characters isn't enough to dig into a topic this big.
So, what does this mean for teachers? As teachers we need to be readers. But we also need to be readers of discussions like this one so that we understand as much as we can about the books we put in our classrooms and in the hands of children. Here are the big take-aways I had after thinking about this for a few weeks. These are the things I've learned from the conversation:
1. This is one reason many of us are on social media--to hear different perspectives, to learn from people we did not always have the opportunities to learn from, to grow in our thinking. I've always believed strongly that teachers need to be readers, but this online controversy reminded me of the reasons I spend so much time reading book reviews, blogs, etc. Not only do I need to be a reader of books, but I need to be a reader of all that surrounds a book if I am going to make good decisions about the books to share with my students. Whether you agree with the opinions of others or not, being aware of perspectives of others is important in our work.
2. This is not about one book--it is much bigger than that. Even though the conversation felt focused on a book and individual people, this is really a bigger issue than that. And it has been an issue for a very long time. If you aren't aware of the campaign, We Need Diverse Books
or the NCTE Resolution on The Need for Diverse Children's and Young Adult Books
, they are important to know about. I also think Roger Sutton's piece, We're Not Rainbow Sprinkles
, in last month's Horn Book is worth a read on this issue.
3. There was very little teacher voice in the conversation. And I believe that our voice needs to be part of this conversation. We need to respect the teacher-as-decision-maker in these and all conversations and I didn't see that happening in this conversation. Ultimately, we are the ones who make decisions about which books are in our classroom libraries. I remember years ago, reading the issue surrounding an Alvin Ho
book. I realized then how many things we need to think about as teachers when we choose books for our classrooms.
4. Change happens because of the conversations. It doesn't happen overnight but it does happen. Betsy Bird recently shared a post about the new edition of Ladybug Girl
and Debbie Reese shared many books whose stereotypic depictions have been changed in recent years
. This is all good news for children.
5. Social media is a tricky place to have hard conversations. Conversations without judging is key--we can have heated conversations that help us all grow and understand our own biases. It seemed that early on, as people were making sense of the issue, some people were unintentionally shut down a bit when they didn't agree immediately. And this was a conversation between a group of people who ultimately spend their lives working to get diverse, quality books into the hands of children. This was a group of people working toward the same goals. I learned that there will be missteps in language as we each make sense of our own biases and make sense of some of these issues. It seems we have to be a bit more careful when we are having conversations on social media--careful so that we broaden the conversation--so that we invite more people in instead of unintentionally shutting people out.
the carousel slows and stops
©Mary Lee Hahn, 2015
I've been away from Poetry Friday for too long. It's good to be back, to have time to visit the roundup, which is hosted this week by Carol at Carol's Corner
. Hard to believe that the year is winding down -- next week we'll start building the roundup schedule for January-June 2016!
Happy (belated) Thanksgiving! Happy Poetry! Happy Friday!
Top 10 Famous People I Heard Speak or With Whom I Ate Dinner
Laura Amy Schlitz
Top 10 Books I Can't Wait to Read (or re-read) Because of NCTE
Because of Winn Dixie by Kate DiCamillo (see photo below for why)
Fuzzy Mud by Louis Sachar
The Great Green Heist by Varian Johnson
Long Road to Freedom (Ranger in Time #3) by Kate Messner
Currents by Jane Smolik
A Whole New Ballgame by Phil Bildner
Writers ARE Readers: Flipping Reading Instruction into Writing Opportunities by Lester Laminack
Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies by Kylene Beers
Are You My Mother? by Allison Bechdel
A Heartbreaking Work of Staggering Genius by Dave Eggers
Top 10 Quotes from NCTE Speakers
"I write to figure out stuff that's bothering me." --Allison Bechdel
"Fear motivates me to take on something that seems daunting and impossible...why would you bother with anything less?" --Allison Bechdel
"If kids can find the answers faster [using Google], maybe we need to ask different questions." --Jen Vincent
"It was a big deal to me that I got it right." --LeUyen Pham (The Boy Who Loved Math)
"Writing is not always fun. It is always more fun to have written
." --Dave Eggers
"I think of America as a large family. Every family's stories are a part of the American story." --Kadir Nelson
"We have to be careful that we don't jargonize joy like we did rigor and grit." --Kathy Collins
"If we teach today as we taught yesterday, we rob our children of tomorrow." --John Dewey (quoted by Vicki Vinton)
Our students don't need more content and vocabulary (as the Common Core states), they need a reading identity and agency. They need to be "...deep thinkers with a knack for problem solving." --Vicki Vinton
"Use a problem-solving approach to reading (the way we do in math workshop). Words aren't the problem...what does it MEAN?" --Vicki Vinton
Two Amazing Moments That Happened at NCTE,
But Don't Really Have Anything to do with the Conference Itself
I had the opportunity to go to the University of Minnesota's Kerlan Collection, and among other artifacts of children's literature, we saw (and touched) the first three drafts of Because of Winn Dixie.
These native dancers. I happened on them by accident one evening when I was walking through the convention center back to my hotel after a reception. My fifth graders are currently studying the "ancient people of Latin America," and here those people were, alive and well and wearing spandex shorts and glasses, honoring their Aztec ancestors by keeping their traditions alive, all the way north in Minneapolis, MN.
This year, NCTE Children's Book Awards were announced at the children's luncheon at convention. It was great fun to have them announced at the luncheon. It was also fabulous to hear the award winners speak at the luncheon. The luncheon has always been one of my favorite events and convention and now it's an even better event!
Each year at the lunch, not only do you get to hear great speakers (and now be there for the live announcement of the award winners each year) but everyone gets to sit at a table with a children's author. This year, I was lucky enough to sit with Deborah Wiles!! What a treat!
I was lucky enough to serve on the Charlotte Huck Award Committee and have loved the conversations with others committee members about the books. I love everything about this award. If the award is new to you, here is what the NCTE website has to say about it.The NCTE Charlotte Huck Award for Outstanding Fiction for Children was established in 2014 to promote and recognize excellence in the writing of fiction for children. This award recognizes fiction that has the potential to transform children’s lives by inviting compassion, imagination, and wonder.
This is such a great lens to read with and there have been so many 2015 books that definitely have the potential to transform children's lives. I so love our list this year!
The other award that was announced at Saturday's luncheon was the Orbis Pictus Award. This has always been one of my favorite lists because it is the place where I find so much great nonfiction. This year, I didn't have the time to read nonfiction that I usually do, because I spent so much time reading fiction for the Huck award. So I am anxious to check out many of the books on this list. The award is described as:
The NCTE Orbis Pictus Award was established in 1989 for promoting and recognizing excellence in the writing of nonfiction for children. The name Orbis Pictus, commemorates the work of Johannes Amos Comenius, Orbis Pictus—The World in Pictures(1657), considered to be the first book actually planned for children.
I love award season and the season has begun! If you did not attend the Saturday luncheon on Saturday, you may want to put it on your list of convention to-dos for next year. It is great fun!
We're taking a week off for professional learning. Hopefully, we'll see many of you in Minneapolis at NCTE's Annual Convention! We might do some live blogging, and we'll certainly have some follow-up posts next week.
When in doubt, use your
Imagination to discover what it is you
Love with a passion that cannot be
Irene's One Little Word for 2015 is WILD,
which is the theme of her celebration.
Visit her blog to check out other WILD posts
that celebrate Irene, her blog, and her OLW.
Stacey Ross and I wrote a recent post for the NCTE Blog. It is about the NCTE Book Awards. You can find it here
Looking forward to hearing many of the award-winning authors at this year's convention!
steady drip, drip, drip
©Mary Lee Hahn, 2015
The class cold. Oh, joy. At least I have time to get better before parent conferences next week and NCTE the week after that. Small blessings.
I was able to see an advanced copy of this book over the summer and fell in love with it. And when the real book arrived last week, I fell in love with it all over again. Loren Long is a favorite author of mine. He is an author who is able to write about complex issues and ideas that are accessible for young children. His Otis books have started some of the best conversations in our classroom over the years.
I love Little Tree as much as I love the Otis books. Loren Long's words and illustrations are brilliant and I can't wait to share this book with my students. The book tells the story of a little tree who decides he does not want to let his leaves go when all of the other trees do. He holds onto them year after year. The story is a simple one with a big message about changing and letting go. It is told in a soft, non-threatening way as we see the difficult decision Little Tree has to eventually make.
This story is one that is good for all ages. Just like the Otis books, children of all ages will have an entry point, come to love Little Tree and understand the author's message. This would also make a fabulous gift book as it is one that I am sure will be one of those books that children beg to have read to them over and over!
You can hear Loren Long talk more about his new book here:
I have been trying to fit more professional reading into my life lately. There are so many great professional books that have been piling up. I have found that if I focus on one book at a time and try to read 20ish pages a day, I can finish a professional book in a couple of weeks. The 20 pages a day happened because I wanted to give myself a doable amount of reading to do in a day to get more professional reading in. But what I've found is that 20 pages a day gives me a good chunk of information to think about and a good amount of time to study a topic. So when I dig into a new professional book, I am thinking about the topic for two weeks, really giving myself time to digest and reflect on what I've read. In the past I have sometimes rushed through new professional books, reading them in a weekend and this seems to be a better way to read and digest the new thinking. The 20 pages also makes sense for my reading life. I don't have to "give up" fiction reading to read professional books if I am just holding myself to 20 pages a day. I can fit in both with that expectation of myself.
This week, I am reading Kylene Beers' and Bob Probst's new Nonfiction Reading: Notice and Note Stance, Signposts, and Strategies
and I am so glad that I am taking my time to read it and not rushing through it. I am not far along as the book just arrived a few days ago but already I find myself rethinking much of what I thought I understood about nonfiction reading. I am doing just what the writers hoped I would do. As they state on page 1 of the introduction, "And we do want this book to challenge you. We want you to pause to consider new ideas, mull over comments we make, mark passages you want to reread and discuss with colleagues."
I want to share with you the reason my new strategy of reading 20 pages a day of a new professional book is making good sense to me. I started the book over the weekend. On the first day with the book, I did a pretty heavy preview--looking through the book to see what to expect. Then I dug into the first 20 pages. And then I stopped for the day. On reflecting, I was amazed at how much I had to think about with just 20 pages of reading.
-I am thinking about the students we teach today and how their experiences are quite different from my own at their age. Beers and Probst state, "By 2016, every student in school will have been born in the 21st century. They will have grown up with the world at their fingertips."
-I am thinking about the idea of stance that is part of the subtitle of this book and what it means as a teacher of nonfiction. Beers and Probst state, "This book had to discuss a stance that's required for the attentive, productive reading of nonfiction. It's a mindset that is open and receptive, but not gullible." I have read and reread this line several times and love the idea of what it means. One sentence that says so much about something far more important than the traditional ways I've been thinking about teaching nonfiction.
-I am processing the 5 day cycle of lessons that the authors share and how to build Big Questions along with understanding of signposts to build more time and engagement with nonfiction text.
-I am excited to look at the videos that show these things in action. Throughout the book are QR codes that lead readers to videos that go along with the thinking in the book.
-And I am fascinated by the authors' explanation of the way in which nonfiction has been defined over the years. "It's really not surprising that the meaning of nonfiction has shifted as well. What was once a term used by librarians to signify that the text simply wasn't a novel morphed into meaning "not false" and even "informational". While note surprising, we do wonder if this shift has served us well." This section of the first 20 pages fascinated me and made me think about the way in which I have defined nonfiction for myself and for my students and how that might evolve.
As you can see, my 20 page strategy is working for me. Giving myself time to read and think about the professional books that have been on my stack seems important. Even though I am dying to keep reading, I know that this is a better way for me to take in most professional books. This particular one is so packed with great thinking that I'd hate to rush past some of it.
I am excited to continue this first read of this book as I know my teaching will change for the better because of it.
If you don't have this book yet, I already highly recommend it. The first 20 pages are worth the price you'll pay--trust me. Heinemann
has some great videos of Kylene and Bob talking a bit about the book as well as some great Sneak Previews to give you a sense of what to expect.
Last week, my colleague Kami Wenning and our math coach, McKenzie Zimmerman conducted an informal morning PD session on the site Estimate 180
. Kami has been using the site with her 3rd graders and the conversations around it have been astounding so they wanted to share the resource.
Estimate 180 is a website created by Andrew Stadel (@mr_stadel). According to his website, he is a middle school math teacher and coach. He began the site in October 2012 with estimating activities he uses with his students each day of the school year.
After the PD, McKenzie and I talked about how I could use this site She facilitated the class while I transcribed and listened to her language with students. She went through the 4 day Lego Estimations and I watched from the back of the room to learn what I could about how best to use this resource and to listen to and record my students' thinking. The goals for the lesson were from the math practice--explaining your mathematical reasoning and understanding someone else's math reasoning. So that was the focus of the talk over the four days.
The conversations across days went so far beyond the typical estimation activities I've seen. The way that the site is built, the learning builds from one day to another and kids have information to build from. The talk around numbers was incredible and the engagement was high. Knowing the standards so well, McKenzie was able to take advantage of the last day's conversation to create a number sentence with a number to solve for. I am finding that oral language and conversation is such a huge part of math learning and Estimate 180 definitely supports this.
There are so many amazing things about the Estimate 180 site. There is a huge variety on the site. So many math concepts are covered in the over 200 estimation activities on the site. In a few weeks, I am going to use a series of lessons designed around estimating height and I am looking at another that estimates the amount of money in coins. You can browse the site or search estimations based on math topic. I also love that these are multi-day activities that are built to help kids think across time and to use understandings from one day to solve the next day's challenge.
Mr. Stadel must think about estimation all day every day because so many of these estimations come from real, daily life and I think kids will start seeing estimation opportunities everywhere after a few weeks of these.
I loved this site so much that I just had to share. I am excited to jump into another estimation with my kids next week (Cheeseball Estimations) and see where the conversations go!
I missed my September mosaic. Time just slipped right by and it wasn't until the middle of the month that I realized I hadn't done one.
This combo looks like an Insect Edition -- at the beginning of September, we were just finishing up with Monarch chrysalises, there was an awesome spider on the porch at the Casting for Recovery retreat (yes, I know spiders aren't insects...), I'm pretty sure that incredible caterpillar will someday be an Imperial Moth, and the preying mantis is eating a stinkbug (go, preying mantis!).
It could also be a Seasonal Colors and Moods Edition, or a Cute Cat / Horse Butt / Caged Dog / Ram Head Edition.
The selfie of me and AJ is a joke. In the background is Thomas Edison, holding up a lightbulb. On first glance, I thought he was taking a selfie, so we took our selfie along with him taking his. You can find Mr. E. in the Ohio Statehouse, which is where we were for the Ohioana awards reception.
The quote in the center was shared by Anthony Doerr (author of ALL THE LIGHT WE CANNOT SEE, and as amazing a speaker as he is a writer), and the quote at the end is from THE ONCE AND FUTURE KING by T.H. White, the book I'm currently listening to in the car back and forth from school).
The images can be seen full-size on Flickr
This Wednesday was the perfect day for Environmental Club to stay indoors, look through our observation notebooks, write poetry, and paint with watercolors. Outside, the wind blew, dark clouds moved so quickly across the sky that at one point we could see both a downpour and bright sun out the window.
After snack, I gave a quick demonstration lesson on using words and phrases from my notebook to write haiku
between green and yellow leaves
sun warms my shoulders
and Fifteen Words or Less poems
of the milkweed leaf
is as soft
Here are a few of the students' creations (made in 45 minutes, please excuse the lack of editing):
Jone has the Poetry Friday roundup today at Check it Out
. I'm hoping she didn't forget...she's in Pacific Time, so hopefully the roundup post will be up soon.
This is the final Thursday for our celebration of graphic novels. We have teamed up with blogger friends at Kid Lit Frenzy
and Assessment in Perspective
, and it's been a fabulous month! You can read our Nerdy Book Club post
telling about the month-long celebration, and you should check out the Google Community
where there is now an amazing collection of resources around graphic novels!
None of this graphic novel love would be possible if it weren't for the publishers, so this week, I'd like to shine the spotlight on them.
"...big believers that when you make reading fun for kids, it gets them in the book reading habit, and creates lifelong book lovers. So we’re big proponents of comics and graphic novels, because they do just that. In fact, that’s most of what we publish!"
These are the folks that bring us Big Nate, as well as many other characters, books, and series. If you explore their website, you'll find information about all their books, videos, fun stuff to make and do and know, a blog, and information for teachers and parents on teaching with comics.
Scholastic has the Graphix
imprint, and a variety of activities (including a comic-maker) can be found on their website. Graphix has brought us Bone, Amulet, Captain Underpants, Ricky Ricotta, Sisters, Drama, Smile, Babysitter's Club, and Sunny Side Up. I don't think it's an exaggeration to say that books from this imprint have been gateway books for some of the most reluctant readers in my classroom over the years!
, the graphic novel imprint of Macmillan, may not have the flashiest, kid-friendly website, but if you browse the SEVEN PAGE list of their books, you'll find an amazing lineup of award-winning books and authors. Lots of books you need to put on your TBR can be found there. First Second has brought us Giants Beware, Zita the Spacegirl, Adventures in Cartooning, George O'Connor's mythology series, Fable and Fairytale Comics, American Born Chinese, and many many more.
Thank you, publishers, for bringing us this vibrant format that has hooked so many of our students and helped them to develop a life-long love of reading all kinds of books! You help make our job easier!
Welcome to Mars: Making a Home on the Red Planet
by Buzz Aldrin (with Marianne J. Dyson)
National Geographic Kids, 2015
review copy provided by the publisher
Buzz Aldrin is a man with a vision. He truly believes that we can and should make plans to colonize Mars. He boldly states,
"Plans for building the first homes on Mars are already in progress. Through this book, you'll learn why I think it's time to commit ourselves to building a permanent home on the red planet."
This book walks the reader through preparing to go to Mars, getting to Mars, landing on Mars and constructing homes, and the potential to change the climate of Mars after 1000 years of human habitation on the red planet.
I am continually telling my students not to be worried that all of the possibilities for scientific discovery will be used up by the time they grow up. This book is proof of that. The amount of creative thinking and problem solving that will go (has gone) into this possibility (probability/reality) is absolutely mind-boggling.
In fifth grade, we move past identifying text features in nonfiction, to looking at text structures -- the way the author has organized the information in the book.
For a refresher course on text features, my go-to book is:
This book has a table of contents, headings, text boxes, pictures and captions, key words in bold, an index, and a glossary. (As a bonus extra, it has a narrative lead, in case you collect nonfiction books with a variety of leads!)Here is my stack of mentor texts for text structures:
Organized around the metaphor of a mountain
Organized numerically (bonus -- gorgeously written descriptive lead)
Organized by colors
Main Idea/Detail structure
Sequential structure (tells the end first, then goes back and tells the steps)
Poem + Information structure
Making Nonfiction From Scratch
by Ralph Fletcher
Stenhouse, available late November 2015
When I got the Stenhouse Publishers
Newslink email last week (sign up now if you don't get them -- they always contain juicy tidbits) and saw that Ralph Fletcher has a new book coming out soon...AND Stenhouse is offering a free online preview of the entire text
...AND we are just starting our unit of study on nonfiction writing...well, it felt like the universe was aligning.
There's so much to love about this new book. Of particular note:
Chapter One -- fun parable, then check out those headings -- minilessons, here we come!
Chapter Three -- interview with Louise Borden
Chapter Six -- NF read aloud
Chapter Eleven, page 94 -- what a final draft could look like
If you preorder this book by Wednesday of this week with the code NLDH, you'll get $10 off. What are you waiting for? I know you'll want your own copy to mark up and flag with stickies!
In honor of this book and our unit of study on nonfiction writing, tomorrow and Wednesday I'll have two more nonfiction posts.
I love Steve Jenkins and Robin Page so I didn't really even have to open this new book (How to Swallow A Pig: Step By Step Advice from the Animal Kingdom
) by this pair before I decided we needed it for our classroom. I don't have one book by Jenkins that I don't find fascinating (and I think I have them all!). He is not only brilliant in the way that he shares information so that kids understand it but his organization and design for each book is amazing to me. I remember reading his book Down, Down, Down: A Story to the Bottom of the Sea and being intrigued by how he got the idea to focus and organize a book by going further and further below sea level to see what was there.
I am just as intrigued with this book. It's actually a How-To book which I find rather amusing. Each two-page spread teaches the reader how to do something that animals can do. The introduction to the book is great. Jenkins says, "So, you want to learn how to swallow a pig. You've come to the right place. Follow these step-by-step instructions, and soon you'll acquire the dining skills of a large snake..." He goes on to tell readers that there are other great skills to learn too.
Each 2 page spread focuses on a skill that readers can learn-For example, "Crack a Nut Like a Crow" and "Spin a Web Like a Spider" are two of my favorites. Jenkins takes a step by step look at how these things are accomplished and breaks them down into a set of how-to directions. Such a creative way to share this information.
I learned a great deal reading this book I think kids will enjoy the format (and as always, the art too!). It is a book that can be read from cover to cover. But it is also one that can be used in pieces--each two-page spread stands alone so each can be studied and discussed separately too. A good one for nonfiction book talks I think!
Every Thursday in October, we'll be celebrating Graphic Novels here on our blog. We are teaming up with blogger friends at Kid Lit Frenzy and Assessment in Perspective, so you'll want to check out their blogs every week too! If you want to know more about our monthlong celebration, read our Nerdy Book Club post announcing it. We also hope you'll join our Google Community where the party will come together! We love Graphic Novels and we want to share that love with the world. And don't forget to visit Kid Lit Frenzy today for your chance to win a prize!
Graphic Novels are quite popular in our classroom. Last week, I talked to my kids about this post and this monthlong celebration and asked them which 10 Graphic Novels they'd recommend to other 3rd graders. This is the list they came up with. These are the books that are being read like crazy in our class right now.
Things to Do in the Belly of the Whale
by Dan Albergotti
Measure the walls. Count the ribs. Notch the long days.
Look up for blue sky through the spout. Make small fires
with the broken hulls of fishing boats. Practice smoke signals.
Call old friends, and listen for echoes of distant voices.
Organize your calendar. Dream of the beach. Look each way
for the dim glow of light. Work on your reports. Review
each of your life’s ten million choices.
If "the belly of the whale" is the point of no turning back in a hero's journey, then that is definitely what October is like in the classroom. Except I think someone forgot the supernatural aid...unless those are the literacy and numeracy coaches!!
I like the attitude of the speaker in this poem. If you've got to be in the belly of the whale, then at least you should kick back and rest...maybe even get a little work done!
Amy has the Poetry Friday roundup today at The Poem Farm,
and remember, Jone
will have the roundup on the 30th, not me.
Our guidance counselor did a fabulous growth mindset lesson last week on how neural pathways are built in our brains. She talked about how new information is as tenuous as string or thread, but that with repetition and learning, pathways become as strong as yarn and as durable as rope.
On Friday, my math class did a pre-assessment on 5.NBT.2 -- understanding patterns of place value in numbers that are multiplied/divided by powers of ten, exponents, and metric measurement.
We're only two months into the school year, but my students understand that pre-assessments are to show what they know so that I can better meet them at their level. They have learned to approach them with a sense of curiosity -- a pre-assessment is a sneak peak at what they'll learn in the coming weeks. But these concepts on Friday were so far out of their realm of background knowledge that one student told me his neurons weren't string, they were spider webs! Not to be outdone, another student said, "Mine aren't even spider webs...they are CLOUDS!"
My response was, "That's okay, because in two weeks -- **finger snap** -- you'll understand all this!"
This will be a fun two weeks in math, and we'll keep a close watch on the way our learning grows as the strength of our understanding progresses from clouds to webs to string to yarn to rope.
There are some books that I pick up and know right away that I need to own a copy. I know when I walk into the hall and share the book with colleagues, they too will want to own a copy. And I know that if I buy a copy and put it in my classroom, I may never see it again as the children will circulate it among themselves for months.
This is how it's been with One Word from Sophia
by Jim Averbeck
(@jimaverbeck) and Yasmeen Ismail
(@yasmeenmay). Sophia is a little girl who is getting ready for her birthday. She wants one thing for her birthday--a pet giraffe. She wants one VERY badly and tries to convince everyone she can that she should have one. She uses slide shows, maps, graphs and more to try to convince her family that she should have a giraffe.
There is so much to love about this book and so many possibilities for the classroom. First off, it is a fabulous read aloud. We read this as a #classroombookaday just for fun. It is a great story with a great character and the language is so engaging! Not only is Sophia engaging in the way she tries o convince her family of her true desire but her parents responses have invite some great conversations around vocabulary too. I plan to revisit this book during our persuasive writing unit later this year as Sophia has persuasive skills like no other picture book character I know! And if you want even more ways that this book can invite quality conversations, you can read this SLJ article and see how Paul Hankins plans to use it
with his high school students.
You'll definitely want to check out this book as your kids will love it (whether they are 5 or 15). It is one of those books that I think we'll revisit often and find some new amazing thing each time.
You can read and watch more about the video on Simon and Schuster's site
And make sure to visit the other stops on the ONE WORD FROM SOPHIA blog tour!10/19/2015 - Jen at Teach Mentor Texts
Every Thursday in October, we'll be celebrating Graphic Novels here on our blog. We are teaming up with blogger friends at Kid Lit Frenzy
and Assessment in Perspective
, so you'll want to check out their blogs every week too! If you want to know more about our monthlong celebration, read our Nerdy Book Club post
announcing it. We also hope you'll join our Google Community
where the party will come together! We love Graphic Novels and we want to share that love with the world.
Last week while my students were taking a math test, I went from shelf to shelf around my classroom, gathering books for this post. That's right -- there's not a "Graphic Novels" shelf in one spot in my classroom. There are graphic novels shelved with autobiography and memoir, fables, mythology, and short stories. There are tubs for the graphic novel series (BabyMouse, Lunch Lady, etc.), but graphic novel fiction and fantasy are shelved by author's last name with the other fiction chapter books.
That's because graphic novels are a FORMAT and not a genre!
edited by Chris Duffy
edited by Chris Duffy
by Siena Cherson Siegel
SHORT STORIES AROUND A THEME
edited by Kazu Kibuishi
by George O'Connor
by Nathan Hale
by Don Brown
This is a history book that is not for the faint of heart. In the graphics, towns are erased by crashing waves, people and pets drown and starve, crowds are locked out of the SuperDome, and aid is slow in coming. In the same way that the images force us to see the truth of what happened in New Orleans, the text is completely straightforward and honest. In fact, when you get to the end of the book and look at Don Brown's source notes, you will see that nearly every (maybe every?) line of text is referenced to a primary source. This is an amazing mentor text for accurate journalistic writing. Don Brown didn't get emotionally involved in the story he was telling; he was simply the conduit to tell the story, to remind us about what went wrong so that hopefully we can get it right the next time. (Heaven forbid there's a next time.) And he told it true as a tribute "To the resilient people of New Orleans and the Gulf Coast" who have been working ever since 2005 to rebuild their cities and their lives.
With all the light-hearted, fun-to-read graphic novels that are available, you might think this is an odd choice for our give-away today, but this is an important book that will expand your notion of what a graphic novel can be and what graphic novels can do for readers.
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by Tony Hoagland
tell the flowers—they think
the sun loves them.
The grass is under the same
about the rain, the fog, the dew.
And when the wind blows,
it feels so good
they lose control of themselves
and swobtoggle wildly
around, bumping accidentally into their
Forgetful little lotus-eaters,
hydroholics, drawing nourishment up
through stems into their
thin green skin,
high on the expensive
chemistry of mitochondrial explosion,
believing that the dirt
loves them, the night, the stars—
Oops. I think it's too late. Our first killing frost has told the flowers the cold hard truth of it all. (But don't you love how Tony Hoagland describes them: "solar-powered / hydroholics"?