Poetry Friday -- Amazing Face

Amazing Face
by Rebecca Kai Dotlich

Amazing, your face.
Amazing.

It shows there will be trails to follow,
porches to wave from, wonder from,
play on.

It shows you will sail ships,
paint stars,
carve pumpkins,
hours,
years.

You will climb stalks,
greet giants,
crawl before you walk.
And you will fly.
And you will fall.
And you will fly again.

Amazing, your face.
It shows you will watch from a window,
whisper to a friend,
ride a carousel,
melt candy on your tongue.

Amazing, your face.
Amazing.

(used with permission of the author)


What a privilege it is to learn alongside these amazing faces, even when everything is not sunshine and roses.

Laura Purdie Salas has today's Poetry Friday Roundup. She is encouraging everyone to write an equation poem to celebrate the release of her new book, Snowman - Cold = Puddle (which was our story for the last few days, but Winter has roared back in with sub-freezing weather again today).

Here's my equation. It's a pair of equivalent fractions made by multiplying the first fraction by elitism / elitism.

Classroom / Cliques = USA / Bipartisanism

Poetry Friday -- Student Blackout Poems

I Wanna Be Mature
by A. E.

ten
nine
eight
seven
six
five
four
three
two
one

some days
each year
even months
I wish
I was one hundred



Irene Latham was wondering if students could be successful with found poetry/blackout poetry. We had some time this week to give it a try, and I was pleasantly surprised by my students' poems. This is one of the best so far.

I gave them this first page of Sandra Cisneros' "Eleven" in a page protector, and they used wipe-off markers to find their first drafts.

Happy Friday! Happy Poetry! Happy 4 more days of school!

Kiesha has this week's Poetry Friday Roundup at Whispers from the Ridge.

Interview With A Rick Riordan Reader

When I received these two books as review copies, there was no question in my mind about what I would do next -- I handed them first to B. and then to M., both huge fans of everything Rick Riordan has written.

I had a lunch date with M. last week, and we chatted about how her reading life has developed this year, and about these two books.  Previously, I have watched series books launch a reading life, but I have never seen an avid reader tear through series after series the way M. has in the past few months. 

Me: How did you become such and avid a Rick Riordan reader?

M: First I watched all the Percy Jackson movies. Then I saw T. reading The Lost Hero (in the Heroes of Olympus series by Rick Riordan) and she recommended it.

Me: What are some topics and themes in these books that keep you coming back for more?

M: I like the action, the cliffhangers, the things that surprise you. There's a little romance, but not too much.

Me: So, Percy is Greek mythology, and the Kane series is Egyptian mythology, right? What's Demigods and Magicians about and who would you recommend it to?

M: I'd recommend it to people who read all of the Rick Riordan series. It switches between the Kane stories and the Percy Jackson stories and connects them at the end.

Me: Do you learn lots about mythology from reading these books?

M: You learn a little mythology, but mostly they are good stories. There should be Kane movies.

Me: What will you read next?

M: Next up is The Magnus Chase -- it connects to one of the books -- it's Greek mythology for sure, but there are new characters.

Me: Tell me a little about your reading habits. How do you plow through these long books so steadily?

M: I read for a long time whenever I read. On the weekends I read. I read before dinner, and I read after dinner. I watch a little TV with dinner, but I'd rather read than watch TV.

Me: Have you always been a series reader?

M: No, this is new. The closest has been when I read Rump, Jack, and Red.

This amazing reader will eventually come to the end of the Rick Riordan series (maybe...he's incredibly prolific!!) and will need to find other books to fill the gap left in her reading life. She has great resources that will serve her well: her family uses the public library, and she has friends who are readers who will recommend books to her. What would I recommend? The Inkheart series by Cornelia Funke, or The Mysterious Benedict Society series by Trenton Lee Stewart.

I am in awe.

I have a new student. His family has been in the country since November. On his second day in our class, he started teaching me Arabic.

A little with our alphabet, then a little with his.

On the way to the bus at dismissal, we traded words: bus, car, the numbers on the buses.

That was day two.

Yesterday, he taught me manners -- how to say please and thank you.

This morning, he heard us sing happy birthday in six languages to a classmate. He was able to play the multiplication game with me and Google Translate by his side. He practices listening to sounds and spelling simple words with an app on the iPad, followed by a break to play a video game online. I say "10 minutes iPad, 10 minutes video game." He says, with a mischievous smile, "15 minutes video game." I say "15 minutes iPad," and he says, "20 minutes video game!"

This afternoon, he told me, "You America (hand over heart). Me Iraq..." and then he sang me the Iraqi national anthem all the way to the bus. Before he boarded, he told me, "YouTube -- Matahni (spelling is mine) -- you go." So I did, and there it was (Mwtini).

This is a kid with spunk. This is a kid with grit and perseverance. This is a kid who is not going to let school be done to him -- we will work together and there will be learning on both sides. He will see to that. I'm sure he won't let a day go by for the rest of the year that he doesn't teach me something. He already knows that education isn't a one-way street, from the teacher to the student. He knows he has power. His native language gives him power, his ability to learn gives him power, his willingness to collaborate gives him power.

I am in awe of this young man, and thankful that his boat washed up on my shore.

In case you were wondering...

...this is John F. Kennedy:

Poetry Friday -- Listening

Listening

by Jean Valentine

My whole life I was swimming listening

beside the daylight world like a dolphin beside a boat

—no, swallowed up, young, like Jonah,

sitting like Jonah in the red room

behind that curving smile from the other side

but kept, not spat out,

kept, for love,

not for anything I did, or had,

I had nothing but our inside-

outside smile-skin ...

my paper and pen ...

but I was made for this: listening:

“Lightness wouldn't last if it wasn't used up on the lyre.”

*      *      *      *      *

Listen to the poem, or print the poem here, on Jean Valentine's website.

Katie has this week's Poetry Friday round up at Secrets & Sharing Soda. 

*      *      *      *      *

I'm working hard this year to listen well to my students. I want to be the dolphin beside their boat; I want to be like Jonah, listening from inside.


It takes focus and concentration to listen. It's one of the most important things I can do: really listen to them and really hear them.


As you can see from the photos above, I've captured some of the phrases my students have said so that we can come back to their wise words over and over again throughout the year. This year, the word wall includes their words along with the vocabulary words we're learning throughout the day. We have related their words to some of the read alouds we've shared so far this year -- "Let's just try it!" goes with the spirit of approximation in ISH by Peter Reynolds; "I think we should..." goes with with the team work found in LITTLE BLUE TRUCK by Alice Schertle; the whole idea of listening carefully before acting goes with RABBIT AND SQUIRREL: A TALE OF WAR AND PEAS by Kara LaReau; and I'm sure you know who the children echoed when they said "It's all good" -- Pete the Cat!

It takes focus and concentration to listen. Everyday life conspires to move me on to the next thing I will say, rather than letting me linger on the things my students say to me and to each other.

Last Friday, we listened in awe to our classmate from China. She and her Poetry Friday reading partners found a poem about the Great Wall of China (in J. Patrick Lewis' MONUMENTAL VERSES). She told us about the Great Wall, which she has seen firsthand, first in fluent Chinese, and then in broken, but passionate English. Her partners read the poem to us. We listened.


It takes focus and concentration to listen. It's one of the most important things we can do.

Be Careful What Behaviors You Extinguish

I am reading The Search For WondLa to my fourth graders. I almost told this English Language Learner to put her paper away during read aloud, but, not knowing for sure how much she can even understand as she listens, I let her keep doodling while I read, as a "consolation prize" for all the "incomprehensible English that was washing over her."

NOT.

She handed this picture to me at the end of read aloud, when she leaves for an afternoon of extended ELL classes. It shows Eva Nine and Rovender riding on top of Otto. Eva is holding the omnipod, and she is thinking, "I'm skard." This is EXACTLY what is happening in the story right now.

Hmm. Big lesson here? Don't make assumptions. And be careful what behaviors you extinguish -- there is likely some really smart thinking going on where you assume there is none.


More in another post about WONDLA as a read aloud. The 3-D hologram maps promote some really fascinating conversation. Come to think of it, it was probably those maps that helped ELL Girl to make as much meaning as she did...

Who's Going to Put This in the Dictionary?

(click the image to get a larger, clearer view)

This was an unsolicited-by-me blog post on one of my students' blogs...on our snow day Friday!!

Huzzah!

Reading Aloud EDWARD TULANE--had to share

So, I loved Edward Tulane before I read it aloud to my class. I am a huge Kate DiCamillo fan and love her work. All of it. I especially loved THE MIRACULOUS JOURNEY OF EDWARD TULANE when it first came out. Love the whole story and the writing was brilliant.

It has been our class's read aloud and we finished it yesterday. As often happens, I love the book even more after sharing it with kids. I must say that the kids loved the story. But, as kids do, they got more out of the story than I did. They are amazing. The story is so accessible and real for kids.

When we finish our read alouds, we often think about big questions that we'd like to linger over. Questions that are still swirling around in our heads after we've finished the book. The students brainstorm the list and then decide which they want to discuss. I have learned to just stand back and listen since their thinking is often better than mine. Sometimes we choose one to discuss as a whole class. It turns out that no matter which questions they discuss, they almost always gain a new understanding about the theme of the book.

So, these were the questions that came up after this read:

Why are the stars important? (Do they all connect to Edward's emotions?)
How did Abilene's grandmother know Edward only cared about himself?
Why did Kate DiCamillo choose the places he went? How did each place change him?
Why did the boy throw Edward overboard?
Why did the line, "You disappoint me" come up over and over.
Why did the illustrator decide on the front cover illustration? Why was it so important?
What does the title mean?
Why is Edward made of china?
Why did he not love before and why did he start to love later?
What does the quote at the beginning tell us?
Did Edward help himself? Was his time in the ocean the time he started to help himself?


So, as often happens, I think I can predict the conversations that will take students somewhere new in their thinking. And, as often happens, when I predicted today, I was wrong. I was pretty sure that the question "Why was Edward made of china? would take us nowhere. What was there to say or think about this one?

Then kids started sharing their thinking on the topic and we stayed with it for a while. I sat back and listened to them build on each others' thinking and was totally floored. Here are their theories--all of the things that his being made of china tell us: (I was amazed. So I must share!)

-Edward was china because he was breakable. His heart broke and broke.
-China is special and at the beginning Edward thought he was special and he was selfish.
-He was with a very rich family at the beginning--expensive, then he went to not so rich families, got dirty, etc. but even though they weren't rich, he learned to love.
-On the inside flap, it tells us that Kate D had a china doll and lost her.
-China is fragile--it is delicate and can shatter. Edward was delicate and shattered.
-People Edward meets along the way were all fragile or broken in some way.
-Breaking is like the dark and the author talks about the dark a lot.
-Maybe his whole being was broken--not just his heart.
-He was put back together at the end and that is when he found Abilene-broken and put back together and he was home --china and put back together again.

So, as always they blew me away. This little question brought them to this amazing thinking about Edward and the story of a broken heart. It was not a long conversation--15 minutes. These are 8 and 9 year olds. They are so brilliant every day. I do love my job.

I had to share. As much as I LOVE Mother Reader and as hard as I laughed at Mother Reader's view of Edward Tulane, this is the one and only time I have to disagree with her (SORRY MR). This book is a work of brilliance AND it is hugely accessible to kids--it is an amazing story with a huge life message. Full of hope and happiness. A great read aloud. It was a great day to be a teacher:-) (most days are)