How to use this Page

This week I'm sharing a poem that the Might Minnows discovered, hiding in plain sight, in the Leo Lionni book Frederick. We read it in November, when the change of seasons was unmistakable here in the mid-Atlantic and it was important to think about storing up food--and sunrays, colors and words!--in preparation for the long winter.  This book also served as our first introduction into what it is to be a poet.


I won't post the well-known "Five Little Pumpkins" rhyme that came before this one--it can be found enough places.  But I will point out that our poetry anthology, when completed, deliberately included both simpler poems like "Five Little Pumpkins" and more complex ones like the one below that I titled "Frederick's Sky Mice."  Sometimes we all learned the poem by heart, and sometimes it was enough to hear it over and over again and complete each line as the teacher read it.  When we reviewed our anthologies at the end of the year, some children were surprised to find that they could read this one independently now!

On the outside, you can see my physical traits:
"I have tanish-pinkish sgin."
"I have krly eyelashs."
"my body is tall"
"my hair is shtrayt"
My words and actions show my character traits on the inside:
"I am a little shiy."
"I am prsistent."
"I take care of my frands"
"I have lost of ideas"
"I am ewnec. there is only one me in the wrld."

And an open letter to colleagues:

As we survey our reading asessment results and think about how best to meet the needs of children in our classes, I want to raise a few points that I think sometimes get insufficient attention in our “data-driven instructional model."

The students we work with are 5, 6 and 7 years old. They are all, to a greater or lesser degree, egocentric, and they live in the here and now of their daily experience. They come to us as children first, and no matter what their academic ability they share the fundamental needs we all have: the need for security and comfort, the need to be known (and yes, loved). That’s partly why we have chosen this job, because we’re good at making little children feel at home in our classrooms--their home away from home.

Our students come to us second as individual learners. Each one has his or her strengths and weaknesses, and part of being a good learner is growing into a sense of where you have the power to help others along and where you might need to ask for help. We create heterogeneous classes because that’s what the world is like, and part of a good education is learning to be an effective participant in a diverse community. (In fact, I believe that’s the whole point of public education in a democracy, which is why, even as a reading teacher, I tend to start my planning with the social studies curriculum in mind).

Third on the list, our students come to us as readers--and now they all have a nice fresh label attached. In my first grade class, for example, I have two boys who are alike in many ways—mischievous, not as intrinsically motivated to “do school” as we might wish, and within 6 months of each other in age (which is quite a lot, really, when you’re only 72 months old). They have both moved from Level 5 to Level 8 since the beginning of the year, but I will not be putting them in the same guided reading group, because they are very different learners.

One is wired to decode pretty well, but he has a hard time focusing on the ideas behind the words, and in general his problem-solving skills are not strong. He needs a lot of support in reading for meaning, and a slower pace will also be a benefit as he struggles with some unfortunate family circumstances. I’ll put him with the Level 5/6/7’s because there he can have a chance to shine a little and the comprehension demands will be manageable.

The other boy is much more attentive to life generally, more observant, has shown himself ready and willing to rise to a challenge as long as it wasn’t actual reading. However, he’s been very conscious of his struggles in comparison with classmates, and now that he’s making some noticeable progress, this is the moment to put him with a snappier group of thinkers, to capitalize on his competitive tendency and to maximize his growing investment in becoming a reader. I’ll be putting him with the 10/11/12’s--for now.

And then there are the books. We know that all Level 8 books are not equal, and just because both boys read the Level 8 fiction selection successfully doesn’t

Display Comments Add a Comment