Valentine's Day is the day that the CYBILS (Children's and Young Adult Bloggers' Literary Awards) are announced. If you have not had a chance to look at the finalists, you can find them here at Wild Rose Reader. I always love when the finalists come out. The lists are always amazing and I always find a few books in categories that I am not so good in. I love finding the great books that I missed during the year. The finalists lists always keep me busy for much of January!
This year, I served as a judge on the Nonfiction Picture Book group. It was a great experience as always and I was able to work with great people and really focus my reading on nonfiction picture books.
This year's winners have been announced on the CYBILS site and I imagine that there are many, many posts about them around the blogs.
Enjoy reading about all the great CYBILS winners!
Monday, February 14, 2011
Friday, February 11, 2011
Good-by and Keep Cold
by Robert Frost
(From Harper’s Magazine, July 1920)
THIS saying good-by on the edge of the dark
And cold to an orchard so young in the bark
Reminds me of all that can happen to harm
An orchard away at the end of the farm
All winter, cut off by a hill from the house.
I don’t want it girdled by rabbit and mouse,
I don’t want it dreamily nibbled for browse
By deer, and I don’t want it budded by grouse.
(If certain it wouldn’t be idle to call
I’d summon grouse, rabbit, and deer to the wall
And warn them away with a stick for a gun.)
I don’t want it stirred by the heat of the sun.
(We made it secure against being, I hope,
By setting it out on a northerly slope.)
No orchard’s the worse for the wintriest storm;
But one thing about it, it mustn’t get warm.
“How often already you’ve had to be told,
Keep cold, young orchard. Good-by and keep cold.
Dread fifty above more than fifty below.”
I have to be gone for a season or so.
My business awhile is with different trees,
Less carefully nourished, less fruitful than these,
And such as is done to their wood with an ax—
Maples and birches and tamaracks.
I wish I could promise to lie in the night
And think of an orchard’s arboreal plight
When slowly (and nobody comes with a light)
Its heart sinks lower under the sod.
But something has to be left to God.
I am not an orchard. I am MORE THAN READY for fifty above. Bring it on, Spring, bring it on.
THIS saying good-by on the edge of the dark
And cold to an orchard so young in the bark
Reminds me of all that can happen to harm
An orchard away at the end of the farm
All winter, cut off by a hill from the house.
I don’t want it girdled by rabbit and mouse,
I don’t want it dreamily nibbled for browse
By deer, and I don’t want it budded by grouse.
(If certain it wouldn’t be idle to call
I’d summon grouse, rabbit, and deer to the wall
And warn them away with a stick for a gun.)
I don’t want it stirred by the heat of the sun.
(We made it secure against being, I hope,
By setting it out on a northerly slope.)
No orchard’s the worse for the wintriest storm;
But one thing about it, it mustn’t get warm.
“How often already you’ve had to be told,
Keep cold, young orchard. Good-by and keep cold.
Dread fifty above more than fifty below.”
I have to be gone for a season or so.
My business awhile is with different trees,
Less carefully nourished, less fruitful than these,
And such as is done to their wood with an ax—
Maples and birches and tamaracks.
I wish I could promise to lie in the night
And think of an orchard’s arboreal plight
When slowly (and nobody comes with a light)
Its heart sinks lower under the sod.
But something has to be left to God.
I am not an orchard. I am MORE THAN READY for fifty above. Bring it on, Spring, bring it on.
You can buy a $.99 mp3 file of Lesley Frost reading this poem
. Lesley Frost was the second child of Robert and Elinor Frost.
The Poetry Friday Roundup is hosted this week by Carol at Rasco from RIF.
. Lesley Frost was the second child of Robert and Elinor Frost.The Poetry Friday Roundup is hosted this week by Carol at Rasco from RIF.
Wednesday, February 09, 2011
ICE by Arthur Geisert
Ice (Stories Without Words)
by Arthur Geisert
Enchanted Lion Books, March 1, 2011
review copy provided by the publisher
It's hard to remember what it's like to be so hot that you would devise a plan to make a combination airship/sailboat to sail across the world to nab an iceberg and tow it back home, but that's just what Arthur Geisert's trademark pigs do. They bring it home, chop it in to big ice cubes and cool down.
At the end of the story, we leave the pigs, once again gathered around the table where they hatched the iceberg plan (but with the fan blowing a cool breeze over a block of ice) and we wonder...what kind of plan will they hatch next?
Did I mention? This is a wordless book, the second title in Enchanted Lion's Stories Without Words series. The publisher suggests that this book would make a good read aloud, and I do love to read (silently) aloud wordless picture books, but the pictures are so small and detailed on this one that it would probably work best as a "read in the lap" or a "small group of students reads it to each other as the teacher peeks over their shoulders to unobtrusively observe" kind of book.
Definitely one for my "Wordless Picture Books" tub, and I know just the ELL that I'll hand it to first thing in the morning!
Here's another review by Travis at 100 Scope Notes.
Monday, February 07, 2011
RUN LIKE A MOTHER
I just finished the book RUN LIKE A MOTHER: HOW TO GET MOVING AND NOT LOSE YOUR FAMILY
by Sarah Bowen Shea and Dimity McDowell. I read this book on my Kindle while on the exercise bike over the last few weeks. I had forgotten how I'd ever found this book but then remembered that Mandy at Enjoy and Embrace Learning had recommended it. I am sure many of you are surprised that I read this book. Probably because it is obvious that I am not a runner. But I have actually read a lot of running books and self-help books are always a part of my January reading. I read THE COURAGE TO START
by John "The Penguin" Bingham a few years ago. And I've read several issues of Runner's World. Deep down, I must want to be a runner. My friends are amused that it is so like me to READ about running instead of actually becoming a runner.I LOVED this book. Yes, I would love to run. And yes, this book got me through the worst first weeks of exercise while pathetically out of shape. But I loved this book because it was about moms trying to balance their lives. Moms trying to take care of themselves and their families. Moms who had a passion that is so much a part of their identity, that they can't not fit it into their lives. These moms just happen to be passionate about running.
I have had many years of being in and out of shape lately. I was an 80s aerobics girl and loved it--I loved the music, the outfits and the fun. In the last 10-12 years, I have gone in and out of shape-mostly out. I did have a year or so of boot camp, that if you have followed my writing for long, you know about. I did okay for a while and even learned a bit about struggling readers in the process. But work or writing or something got in the way.
What I realized when reading this book was that work is my passion--the teaching, the reading, the writing, all of it. And just as people ask the authors of RUN LIKE A MOTHER how they fit in marathon running, people often ask me how I fit in writing, consulting, etc. I am never quite sure how I fit it all in but it is so much of my identity and so much of what I believe in, that not fitting it in has never really been an option.
BUT, I would like to be more balanced and this book has really helped me with that. Because I realized it isn't easy for anyone to fit in exercise. I realized that even for these marathon runners, it is work to keep going. I found that these two authors are passionate about their work AND about their running and even though it is somewhat connected, they don't jump out of bed every morning excited to run. These are moms who are sometimes tired, who try to do it all, and who keep going.
And they are real moms. You can tell because they quote things like "If You Give a Mouse a Cookie". And they don't trust Hollywood stars who run in the same ways we don't trust Hollywood stars who write children's books. And they like food. One of my favorite lines in the book was, "As much as I love my husband and kids, what I really live for are carbohydrates." Really, how could you not love these girls.
So, this book has been monumental for me--the book I needed at exactly the right moment. I read it while on the exercise bike--starting an exercise routine in the worst shape I've ever been in. And this book got me through those 4 weeks. I only read it on the bike and their stories kept me going when it was not easy. Because I realized, it is never easy. For anyone.
Being a working mother is hard. Being a balanced working mother is harder. I don't know if I will ever run anywhere other than my treadmill, but I have a new sense of things after reading a book by these amazing runners, who are so committed to running. I learned so much from them--not only about running but about cycles of life, friendship, commitment, the reality of trying to do it all. And they tell their story with such humor that I couldn't help but laugh out loud several times.
The good news is that this book is quite the bargain right now. I have no idea why. I had mine on my Kindle but know I will want to have a hard copy so I ordered one. I also ordered a few extras- just in case a friend needs a boost. And I was thrilled to find out that these two women have a blog--RUN LIKE A MOTHER. I have visited it often in the last 5 weeks and it to has kept me going. They have a "FOLLOW THIS MOTHER" feature, which I love--you learn about so many moms working to fit exercise and fitness into their lives too.
So, I discovered this book accidentally and it got me through the hardest part of getting back in shape--those first 5 weeks. This week marks the beginning of the 6th week of consistent exercise. I feel better and am pretty sure that the hardest part is behind me. Those first few weeks are always the worst. I also know though, that the cycles of life make it so there are always times that exercise doesn't fit in so nicely. That there are times when it isn't so easy. And I feel more ready for that.
This is a great read, especially for moms who want to run. But even if you don't have any desire to run, this book is about more than that. It is about balancing and fitting in your passions --fitting them into an already wonderful and full life. These women are my new heroes:-)
Sunday, February 06, 2011
Happy Belated Chinese New Year!
Kindergarten Day USA and China
(A Flip-Me-Over Book)
by Trish Marx and Ellen B. Senisi
A Global Fund for Children Book
Charlesbreidge, 2010
review copy provided by the publisher
Jesse T. Zoller Elementary School is in Schenectady, New York. Little Oak Children's House is in Beijing, China. Kindergarten classes from both of these schools share this book.
Read from one side and you are in kindergarten in the United States: learning to read, coloring, eating lunch, playing with friends at recess, celebrating a birthday, and thinking about China while you practice telling time and look at the globe.
Flip the book over and you are in kindergarten in China: learning to read, coloring, eating lunch, playing with friends at recess, celebrating a birthday, and thinking about the United States while you use your fingers to count and look at a map of the world.
This is a great book for exploring similarities and differences, for comparing and contrasting, for thinking and understanding. It would be fun to do a kindergarten photo essay from lots of different kindergarten rooms in the same school district to see how different things are even when we think they are going to be more the same. What if we compared kindergarten in the city to kindergarten in a rural school? More the same, or more different?
And on the subject of photo essays, wouldn't it be fun to have kids bring in pictures of their bedrooms to compare and contrast? (You know you loved it when we shared pictures of our classrooms...but of course I can't find links to any of those posts...)
Friday, February 04, 2011
Poetry Friday -- Jazz
The chocolate tasting that was scheduled for last night was postponed, so we substituted a trip to Scotties for whatever live music was there. We were surprised by some good enough jazz, played by a band named Standard Time.
There was no dance floor, the bassist was not tall and thin, and we didn't stay very late because it was a school night after all. But it still made me think about Billy Collins' poem:
from Questions About Angels
by Billy Collins
(the whole poem is at Poetry Foundation...this is just the end)
the little dance floor on the head of a pin
where halos are meant to converge and drift invisibly.
It is designed to make us think in millions,
billions, to make us run out of numbers and collapse
into infinity, but perhaps the answer is simply one:
one female angel dancing alone in her stocking feet,
a small jazz combo working in the background.
She sways like a branch in the wind, her beautiful
eyes closed, and the tall thin bassist leans over
to glance at his watch because she has been dancing
forever, and now it is very late, even for musicians.
The Poetry Friday roundup today is at Dori Reads. Dance on over and enjoy today's poetry offerings!
If you make a purchase using the Amazon links on this blog, a small portion will go to A Year of Reading (at no cost to you) so that we can buy more books. Thank you for your support!
Wednesday, February 02, 2011
EduCon 2.3--A Reflection
I am finally finding a few minutes to reflect on the past weekend at the Science Leadership Academy in Philadelphia. Chris Lehmann (@chrislehmann) and the staff and students at SLA created an event that was energizing and inspiring. Visiting Science Leadership Academy reminded me a little bit of the time I visited the Manhattan New School when Shelley Harwayne was principal. I always learn so much from visiting schools that give me a vision for what is possible. Science Leadership Academy is an amazing place for everyone who is a part of it.
The conference was a combination of people I have been inspired by, people I know via Twitter, etc. but have never met in person, and new people who I was happy to get to know. It was fun to see people whose work I have learned from but it was just as fun to meet new people and to find new people to follow via Twitter, blogs, etc. I took time to link to blogs and twitter pages of everyone I mention because each of these people has so much to share. I feel lucky to have learned from them in person and am excited about continuing the learning online.
I have always heard that EduCon is a different kind of conference. Now I understand why. This is one of those conferences that sparked a lot of thinking. I have put off writing this post because I can't really get my arms around what I learned. Instead, I think Educon marks the beginning of new thinking for me--thinking that I will build on and new connections that I will learn from.
I decided to follow the format that @mbteach used in her EduCon reflection and to focus on the takeaways. I thought it would be a smart way for me to reflect on my learning.
Panel on Friday Evening and Reception
The event began with a panel of amazing people who shared their thoughts on Innovation. The opening event was held at the Franklin Institute. Panel members included Matt Berg (Millennium Villages Project), Aaron Gross (Farm Forward), Trung Le (Cannon Design), Neeru Paharia (Peer2Peer University and Creative Commons) and Standford Thompson (Tune Up Philly).
Some quotes that stuck with me from the panel included:
"If you do more with less, you can replicate it." Matt Berg
"We need science that reflects our values." Aaron Gross
"Novelists help us reimagine the world." Aaron Gross
"Let's stop calling them classrooms. The word has too huge connotations." Trung Le
"Human interaction and engagement is part of good design." Trung Le
"Every step we make, we learn something." Trung Le
"How do we get students to think innovatively? Give them purpose then they do it in their own way."Trung Le
"If we connect purpose to difficult problems, they rise to the challenge beyond what we think they are capable of." Trung Le
As you can see, I saved several quotes from Trung Le. His work is where my thinking has been lately and it was so wonderful to hear him in person. His book THE THIRD TEACHER has been a hugely powerful book for me and for many other teachers that I know. The other panelists were also amazing people doing important work and I am anxious to dig into their writing, sites, etc. to learn more about what they do.
Lessons for K-12 from the Best Preschools in the World
Gary Stager (@garystager) shared a great deal of his expertise about Reggio Emilio preschools. One of the favorite take-aways from that session was this quote--"Use computers in exactly the same way they use seashells or finger paints." He talked about creating incredibly deep, memory-making experiences. He also talked about project-based learning and how it was turning into anything these days and that was not what it should be. Loved when he said, "I guess if it's not multiple choice, it is project-based in some people's minds." One of things that he focused on was the role of the teacher in Reggio schools as researcher--to really uncover the thinking processes of children. The documentation in Reggio schools is about far more than accountability and communication. It is the story of the learning.
I was thrilled to finally have the opportunity to hear Gary Stager after reading his work online for so long. I am anxious to revisit the presentation and digital handout that he has posted to his site.
Towards an e-Book Quality Rating Tool for Early Elementary Literacy Instruction
Jeremy Brueck (@brueckj23)
I was thrilled to find out that Jeremy Brueck is from Ohio. His research is critical to the things I have been thinking about lately. I haven't found many people who are really looking at ebooks for young children and learned so much from this session. Jeremy Brueck is focused on not only rating ebooks but also to understanding what this means for young children and literacy. Although he stated early that he did not come at this from a literacy background at first, he has a strong sense of young children and their literacy development. We spent time in this session examining ebooks on several iPads and iPods that Jeremy brought. We discussed the things that made them worthwhile, etc. He shared several resources and much of the work he was doing with local Head Start programs there. His presentation and resources are on his blog. Resources included an e-book Quality Rating Tool, a List of Early Elementary ebooks iOS Apps and more. I hope to spend a great deal of time exploring these resources over the next several weeks.
The Future of Student Inquiry/Research
Joyce Valenza (@joycevalenza), Gwyneth Jones (@gwynethjones), Shannon Miller (@shannonmiller)
I was thrilled to hear these three librarians at Educon. Being fairly new to the teacher-librarian job, I have had a lot of learning to do. And these three librarians have taught me so much through their blogs, twitter feeds and constant sharing with the education community. To see the three of them together in one place was quite a treat. And they are pretty fun in person--it was a lively session with lots of chat and debate. I didn't get to write much down during this session because they had us up and moving around, really talking about what our thinking was about certain controversial issues around research in our schools. For example is Wikipedia and okay source for research? What do we think about citations as links vs. in traditional standard formats? Which skills, dispositions and tools do we think are necessary for research today? It was a great conversation and helped me to see that there are two sides to all of these issues. But it was clear that librarians are really thoughtful about the future of student research and how to best support students. Really, I can't say enough about the gracious and generous sharing that these three women do in the library community. I was thrilled to have a chance to hear them together live and in person. If you are interested in more about their presentation, you can find it posted at Joyce's SLJ blog.
One of my very favorite quotes from this session from Joyce Valenza: "Notebooks are no longer adequate for collecting research."
During lunch on Saturday, we had the opportunity to attend Encienda Educon in which several speakers created 5 minute slide shows about a topic. I was able to hear sessions by Rod Corbett (Teaching With MindMaps), Laura Deisley (Why Making Stuff Matters), Jason Kern (Thanks Coach), Rodd Lucier (20 Things I've Learned on Twitter) and Karen Szymusiak (Where are the Children?)
Sunday Morning began with an amazing panel of educators including Sam Chaltain (@samchaltain), Kathleen Cushman, Karl Fisch (@karlfisch), Linda Nathan (@lindanathan), and Chad Womack. The panel's topic was, "Can Schools Support Student Innovation?" and was moderated by SLA's Zac Chase (@MrChase).
I can't even begin to share the passion of this panel. Karl Fisch was the only name I was really familiar with and I was thrilled to hear his insights. But I was also just as thrilled to discover new people to learn from. I know much of their work (without having connected it their names) but I am excited to pick up some of their books. I am hoping to read AMERICAN SCHOOLS: THE ART OF CREATING A DEMOCRATIC LEARNING COMMUNITY
(Chatlain), and THE HARDEST QUESTIONS AREN'T ON THE TEST
(Nathan). I have read parts of FIRES OF THE MIND
(Cushman) but want to spend more time with it now that I have heard Cushman speak. There is so much to learn from each of these panelists. I would highly recommend following the links and reading their work.
Why Johnny Can't Read: A Conversation About What It Means to be Literate...Today
David Jakes (@djakes) and Laura Deisley (@deacs84)
I was especially interested in this session and it ended up to be a great conversation. I know from reflecting on my own reading, that reading is changing. I don't think the definition of what it means to be literate has changed. In my mind, literacy has always been about making sense of the world around you. In the past, much of that has been centered on paper/pencil text. But the definition of what it means to be literate has expanded a bit. Jakes and Deisley asked us several questions that I will be thinking about for a long time. These questions included:
Does being literate just focus on reading and writing?
Have we (in schools) institutionalized what it means to be literate?
When was the last time you had a conversation at your school about what it means to be literate?
Does the tool and how they are using it affect how they are literate?
How do you read differently than you did 3-5 years ago?
Does the teaching of reading need to change?
The slides from this session can be found at David Jakes' Slideshare site. If you are interested in this topic, the presentation has many resources that you'll want to check out.
The Ethical Obligation to Teach, Learn and Share Globally
Dean Shareski (@shareski) and Alec Couros (@courosa)
I was a little starstruck in this session. Both Dean Shareski and Alec Couros share so much on Twitter. I have learned so much from both of them that I was happy to have a chance to hear them in person. The two of them facilitated a great conversation about what it means to share, the power of sharing and the importance of telling the stories of learning. It was a session that reminded us the power of the network and the importance of sharing and reaching out to people who have contributed to your own learning. It was a great session to end the conference for me because it was really the theme for EduCon for me. Here, at one conference, were people who have shared generously and who continue to do so.
The conference was a combination of people I have been inspired by, people I know via Twitter, etc. but have never met in person, and new people who I was happy to get to know. It was fun to see people whose work I have learned from but it was just as fun to meet new people and to find new people to follow via Twitter, blogs, etc. I took time to link to blogs and twitter pages of everyone I mention because each of these people has so much to share. I feel lucky to have learned from them in person and am excited about continuing the learning online.
I have always heard that EduCon is a different kind of conference. Now I understand why. This is one of those conferences that sparked a lot of thinking. I have put off writing this post because I can't really get my arms around what I learned. Instead, I think Educon marks the beginning of new thinking for me--thinking that I will build on and new connections that I will learn from.
The way that the conference was set up, we had time to meet and talk to many people at the conference. I was happy to have time to meet and think with people at the conference. Troy Hicks (@hickstro), Sarah Hicks (@yoopertechgeek) and Christina Cantrill (@seecantrill) added to my thinking in several sessions. All 3 are with the National Writing Project. I also had a chance to mee the Engchat girls, Cindy and Meenoo. (@CBethM and @mrami2). It was fun to meet these two in person and to have time to talk to and learn from them.
And I cannot possibly write about EduCon without writing about the @Educoncierge. The Educoncierge took care of all things EduCon from the Tweets before the conference, to printing boarding passes to running the lunchtime Encienda sessions. And, really, what a great name! You can learn more about the Educoncierge at The Clever Sheep--he has a great video interview with Jeff, the Educoncierge.
 |
| The EduConcierge at work. |
I decided to follow the format that @mbteach used in her EduCon reflection and to focus on the takeaways. I thought it would be a smart way for me to reflect on my learning.
Panel on Friday Evening and Reception
The event began with a panel of amazing people who shared their thoughts on Innovation. The opening event was held at the Franklin Institute. Panel members included Matt Berg (Millennium Villages Project), Aaron Gross (Farm Forward), Trung Le (Cannon Design), Neeru Paharia (Peer2Peer University and Creative Commons) and Standford Thompson (Tune Up Philly).
Some quotes that stuck with me from the panel included:
"If you do more with less, you can replicate it." Matt Berg
"We need science that reflects our values." Aaron Gross
"Novelists help us reimagine the world." Aaron Gross
"Let's stop calling them classrooms. The word has too huge connotations." Trung Le
"Human interaction and engagement is part of good design." Trung Le
"Every step we make, we learn something." Trung Le
"How do we get students to think innovatively? Give them purpose then they do it in their own way."Trung Le
"If we connect purpose to difficult problems, they rise to the challenge beyond what we think they are capable of." Trung Le
As you can see, I saved several quotes from Trung Le. His work is where my thinking has been lately and it was so wonderful to hear him in person. His book THE THIRD TEACHER has been a hugely powerful book for me and for many other teachers that I know. The other panelists were also amazing people doing important work and I am anxious to dig into their writing, sites, etc. to learn more about what they do.
Lessons for K-12 from the Best Preschools in the World
Gary Stager (@garystager) shared a great deal of his expertise about Reggio Emilio preschools. One of the favorite take-aways from that session was this quote--"Use computers in exactly the same way they use seashells or finger paints." He talked about creating incredibly deep, memory-making experiences. He also talked about project-based learning and how it was turning into anything these days and that was not what it should be. Loved when he said, "I guess if it's not multiple choice, it is project-based in some people's minds." One of things that he focused on was the role of the teacher in Reggio schools as researcher--to really uncover the thinking processes of children. The documentation in Reggio schools is about far more than accountability and communication. It is the story of the learning.
I was thrilled to finally have the opportunity to hear Gary Stager after reading his work online for so long. I am anxious to revisit the presentation and digital handout that he has posted to his site.
Towards an e-Book Quality Rating Tool for Early Elementary Literacy Instruction
Jeremy Brueck (@brueckj23)
I was thrilled to find out that Jeremy Brueck is from Ohio. His research is critical to the things I have been thinking about lately. I haven't found many people who are really looking at ebooks for young children and learned so much from this session. Jeremy Brueck is focused on not only rating ebooks but also to understanding what this means for young children and literacy. Although he stated early that he did not come at this from a literacy background at first, he has a strong sense of young children and their literacy development. We spent time in this session examining ebooks on several iPads and iPods that Jeremy brought. We discussed the things that made them worthwhile, etc. He shared several resources and much of the work he was doing with local Head Start programs there. His presentation and resources are on his blog. Resources included an e-book Quality Rating Tool, a List of Early Elementary ebooks iOS Apps and more. I hope to spend a great deal of time exploring these resources over the next several weeks.
The Future of Student Inquiry/Research
Joyce Valenza (@joycevalenza), Gwyneth Jones (@gwynethjones), Shannon Miller (@shannonmiller)
I was thrilled to hear these three librarians at Educon. Being fairly new to the teacher-librarian job, I have had a lot of learning to do. And these three librarians have taught me so much through their blogs, twitter feeds and constant sharing with the education community. To see the three of them together in one place was quite a treat. And they are pretty fun in person--it was a lively session with lots of chat and debate. I didn't get to write much down during this session because they had us up and moving around, really talking about what our thinking was about certain controversial issues around research in our schools. For example is Wikipedia and okay source for research? What do we think about citations as links vs. in traditional standard formats? Which skills, dispositions and tools do we think are necessary for research today? It was a great conversation and helped me to see that there are two sides to all of these issues. But it was clear that librarians are really thoughtful about the future of student research and how to best support students. Really, I can't say enough about the gracious and generous sharing that these three women do in the library community. I was thrilled to have a chance to hear them together live and in person. If you are interested in more about their presentation, you can find it posted at Joyce's SLJ blog.
One of my very favorite quotes from this session from Joyce Valenza: "Notebooks are no longer adequate for collecting research."
 |
| Laura Deisley on "Why Making Stuff Matters" |
During lunch on Saturday, we had the opportunity to attend Encienda Educon in which several speakers created 5 minute slide shows about a topic. I was able to hear sessions by Rod Corbett (Teaching With MindMaps), Laura Deisley (Why Making Stuff Matters), Jason Kern (Thanks Coach), Rodd Lucier (20 Things I've Learned on Twitter) and Karen Szymusiak (Where are the Children?)
Sunday Morning began with an amazing panel of educators including Sam Chaltain (@samchaltain), Kathleen Cushman, Karl Fisch (@karlfisch), Linda Nathan (@lindanathan), and Chad Womack. The panel's topic was, "Can Schools Support Student Innovation?" and was moderated by SLA's Zac Chase (@MrChase).
I can't even begin to share the passion of this panel. Karl Fisch was the only name I was really familiar with and I was thrilled to hear his insights. But I was also just as thrilled to discover new people to learn from. I know much of their work (without having connected it their names) but I am excited to pick up some of their books. I am hoping to read AMERICAN SCHOOLS: THE ART OF CREATING A DEMOCRATIC LEARNING COMMUNITY
(Chatlain), and THE HARDEST QUESTIONS AREN'T ON THE TEST (Nathan). I have read parts of FIRES OF THE MIND (Cushman) but want to spend more time with it now that I have heard Cushman speak. There is so much to learn from each of these panelists. I would highly recommend following the links and reading their work.Why Johnny Can't Read: A Conversation About What It Means to be Literate...Today
David Jakes (@djakes) and Laura Deisley (@deacs84)
I was especially interested in this session and it ended up to be a great conversation. I know from reflecting on my own reading, that reading is changing. I don't think the definition of what it means to be literate has changed. In my mind, literacy has always been about making sense of the world around you. In the past, much of that has been centered on paper/pencil text. But the definition of what it means to be literate has expanded a bit. Jakes and Deisley asked us several questions that I will be thinking about for a long time. These questions included:
Does being literate just focus on reading and writing?
Have we (in schools) institutionalized what it means to be literate?
When was the last time you had a conversation at your school about what it means to be literate?
Does the tool and how they are using it affect how they are literate?
How do you read differently than you did 3-5 years ago?
Does the teaching of reading need to change?
The slides from this session can be found at David Jakes' Slideshare site. If you are interested in this topic, the presentation has many resources that you'll want to check out.
The Ethical Obligation to Teach, Learn and Share Globally
Dean Shareski (@shareski) and Alec Couros (@courosa)
I was a little starstruck in this session. Both Dean Shareski and Alec Couros share so much on Twitter. I have learned so much from both of them that I was happy to have a chance to hear them in person. The two of them facilitated a great conversation about what it means to share, the power of sharing and the importance of telling the stories of learning. It was a session that reminded us the power of the network and the importance of sharing and reaching out to people who have contributed to your own learning. It was a great session to end the conference for me because it was really the theme for EduCon for me. Here, at one conference, were people who have shared generously and who continue to do so.
HOW I NICKY FLYNN FINALLY GET A LIFE (AND A DOG) by Art Corriveau
One of my goals this year is to really read books that are good for 5th+ grade readers. So often in a K-5 library, I focus on books that are good for all ages and I have not been good about keeping up with the books that are best for the more mature 5th grade readers. I find 5th grade to be a tricky reading age. As a teacher who spent many years teaching 5th graders, I know that kids at this age are getting into Young Adult books. I also know that the range of YA is huge. There seems to be a younger group of YA for kids in grades 5-8 and then more high school YA. As a mother of a 5th grader, I am seeing her interest move to a more YA focus. And as a librarian, I want to meet the needs of all of the readers in the school. So, a goal for me is to read more of the younger YA stuff this year. Going to ALAN was the jump-start I gave myself to begin to do this. I have always loved YA so this is a fun goal for me.
HOW I NICKY FLYNN FINALLY GET A LIFE (AND A DOG)
by Art Corriveau was my first read of February. I loved this book and think it would be a great addition for any 5th grade classroom library. Nicky Flynn is a child whose parents are recently divorced. His life is in transition as he now lives with his mother in a new neighborhood and attends a new school. Nicky's mother is in a little transition crisis herself and is not at her best during most of the story. It is clear that she is a good mother, cares about Nicky and wants to do what is best, but she is also in the midst of a huge life transition after having decided to leave her husband. Nicky is certain that his mother is a liar when she tells him almost weekly, that his father is too busy to see him. Nicky works to prove this point. The real story begins when Nicky's mother brings home a German Shepard (Reggie) from the shelter. She is sure that this is just what they need. Although Nicky isn't so sure, he and the dog become fast friends. He soon learns that Reggie was a seeing-eye dog and he learns a bit about his past. In the process of settling in and getting to know his new dog, he learns to lie a bit.
This is a great dog story. I loved the friendship between Nicky and Reggie. It is also a great growing up story. There are so many real life issues in this--the pain of his father's absence, the newness of his life, the loneliness he feels are all pretty universal for kids in transition. And when kids are having a hard time, they often make poor choices. There is lots to talk and think about in this story. I found it to be a story with both humor and depth--my favorite combination for 5th grade readers. I love this book because it is a realistic fiction book that will appeal to boys. I also think it would be a great read aloud.
In terms of the appropriateness, there are a few "bad words" and a bit about the mother drinking wine too often but this is all handled in a way that makes sense for 5th through 8th graders.
HOW I NICKY FLYNN FINALLY GET A LIFE (AND A DOG)
by Art Corriveau was my first read of February. I loved this book and think it would be a great addition for any 5th grade classroom library. Nicky Flynn is a child whose parents are recently divorced. His life is in transition as he now lives with his mother in a new neighborhood and attends a new school. Nicky's mother is in a little transition crisis herself and is not at her best during most of the story. It is clear that she is a good mother, cares about Nicky and wants to do what is best, but she is also in the midst of a huge life transition after having decided to leave her husband. Nicky is certain that his mother is a liar when she tells him almost weekly, that his father is too busy to see him. Nicky works to prove this point. The real story begins when Nicky's mother brings home a German Shepard (Reggie) from the shelter. She is sure that this is just what they need. Although Nicky isn't so sure, he and the dog become fast friends. He soon learns that Reggie was a seeing-eye dog and he learns a bit about his past. In the process of settling in and getting to know his new dog, he learns to lie a bit.This is a great dog story. I loved the friendship between Nicky and Reggie. It is also a great growing up story. There are so many real life issues in this--the pain of his father's absence, the newness of his life, the loneliness he feels are all pretty universal for kids in transition. And when kids are having a hard time, they often make poor choices. There is lots to talk and think about in this story. I found it to be a story with both humor and depth--my favorite combination for 5th grade readers. I love this book because it is a realistic fiction book that will appeal to boys. I also think it would be a great read aloud.
In terms of the appropriateness, there are a few "bad words" and a bit about the mother drinking wine too often but this is all handled in a way that makes sense for 5th through 8th graders.
Tuesday, February 01, 2011
What to Read Aloud Next?
Seems only fair to follow the "Why Read Aloud?" post with one about the challenges of picking the next great read aloud!
We finished The Small Adventure of Popeye and Elvis by Barbara O'Connor last week, and had fun drinking Yoo-Hoo (my first ever!) and making Yoo-Hoo boats with secret messages in them (folded once, twice, three times).
I'd love to read another Barbara O'Connor book (especially after Carol's amazing post on the power of reading aloud How to Steal a Dog and The Fantastic Secret of Owen Jester). Great for talking about an author's style. Great stories. Fun characters.
If my students were two years older, I'd read Adam Gidwitz's A Tale Dark and Grimm or Lynne Rae Perkins' As Easy as Falling Off the Face of the Earth.
The book by which my class measures all books this year is Phyllis Reynolds Naylor's Emily's Fortune, so maybe they'd like the comic book-style superhero action of Jack Blank and the Imagine Nation.
I'm not sure they're up for a 400+ page read aloud, but I'm going to do my best to sell them on
The Search for WondLa
by Tony DiTerlizzi
Simon and Schuster, 2010
review copy provided by the publisher
I didn't read this book because Al Roker picked it for his Today Show Book Club, I read it because it was next up on the pile, but once I started it, I couldn't put it down (and luckily, because we had an ice day, I didn't have to).
This is my favorite kind of science fiction, with a whole new world -- plants, animals and landscape -- to explore and experience with the main character. DiTerlizzi does a fabulous job describing everything without overwhelming the reader (the frequent illustrations help, too).
Eva seems to be the last (only?) human on the planet. She has been raised in a subterranean sanctuary by a robot she knows at Muthr. Their home is attacked and Eva escapes to the surface of the planet where she must survive for real, not in a hologram practice session. She depends on her wits and the help of her omnipod handheld (more-than-just-a) computer, a blue creature who speaks an unknown language, and a giant pill bug that communicates telepathically.
There are lots of questions that keep the story moving along: who is hunting down Eva and why, what do the letters "Wond" and "La" and the picture of the girl and a robot on the scrap of the paper Eva treasures mean, and where are the other humans who once lived on this planet?
The book ends with almost as many questions as it begins with -- it is the first book in a series and there is a serious cliffhanger at the end!
Tony DiTerlizzi reacts to THE SEARCH FOR WONDLA being picked for Al Roker's Today Show Book Club.
The book's website, including a trailer, games, and augmented reality.
A peek at how the augmented reality works.
Reviews:
Great Kid Books
Charlotte's Library
We finished The Small Adventure of Popeye and Elvis by Barbara O'Connor last week, and had fun drinking Yoo-Hoo (my first ever!) and making Yoo-Hoo boats with secret messages in them (folded once, twice, three times).
I'd love to read another Barbara O'Connor book (especially after Carol's amazing post on the power of reading aloud How to Steal a Dog and The Fantastic Secret of Owen Jester). Great for talking about an author's style. Great stories. Fun characters.
If my students were two years older, I'd read Adam Gidwitz's A Tale Dark and Grimm or Lynne Rae Perkins' As Easy as Falling Off the Face of the Earth.
The book by which my class measures all books this year is Phyllis Reynolds Naylor's Emily's Fortune, so maybe they'd like the comic book-style superhero action of Jack Blank and the Imagine Nation.
I'm not sure they're up for a 400+ page read aloud, but I'm going to do my best to sell them on
by Tony DiTerlizzi
Simon and Schuster, 2010
review copy provided by the publisher
I didn't read this book because Al Roker picked it for his Today Show Book Club, I read it because it was next up on the pile, but once I started it, I couldn't put it down (and luckily, because we had an ice day, I didn't have to).
This is my favorite kind of science fiction, with a whole new world -- plants, animals and landscape -- to explore and experience with the main character. DiTerlizzi does a fabulous job describing everything without overwhelming the reader (the frequent illustrations help, too).
Eva seems to be the last (only?) human on the planet. She has been raised in a subterranean sanctuary by a robot she knows at Muthr. Their home is attacked and Eva escapes to the surface of the planet where she must survive for real, not in a hologram practice session. She depends on her wits and the help of her omnipod handheld (more-than-just-a) computer, a blue creature who speaks an unknown language, and a giant pill bug that communicates telepathically.
There are lots of questions that keep the story moving along: who is hunting down Eva and why, what do the letters "Wond" and "La" and the picture of the girl and a robot on the scrap of the paper Eva treasures mean, and where are the other humans who once lived on this planet?
The book ends with almost as many questions as it begins with -- it is the first book in a series and there is a serious cliffhanger at the end!
Tony DiTerlizzi reacts to THE SEARCH FOR WONDLA being picked for Al Roker's Today Show Book Club.
The book's website, including a trailer, games, and augmented reality.
A peek at how the augmented reality works.
Reviews:
Great Kid Books
Charlotte's Library
Monday, January 31, 2011
Why Read Aloud?
Children's author Rick Walton has started a blog titled Why Read Aloud? He's collecting stories about reading aloud and being read aloud to. He says, "we will figure out a way to get your stories to the administrators and teachers who need to hear them. Your story of how being read to made your life better might motivate a teacher to read to her kids and make their lives better."
Why read aloud? Because you never know if the book you choose to read aloud will become a landmark book for a student who, ten years later, will still quote from the book and count the copy you gave her as one of her most prized possessions. (Fig Pudding, by Ralph Fletcher)
Why read aloud? For the joy of sharing the hot new book you bought in a bookstore in London before it was released in the U.S.. (Matilda, by Roald Dahl)
Why read aloud? Because you could guess how rich the conversations would be, but you never could have predicted that some of your students would cry with you. (Walk Two Moons, by Sharon Creech)
Why read aloud? Because the torture of the first half of the book is SO worth the action and adventure of the second half. (The True Confessions of Charlotte Doyle, by Avi)
Why read aloud? For the sheer joy of the language and the pace of the story. (Emily's Fortune, by Phyllis Reynolds Naylor)
Why read aloud? Here's why:
"It is read-aloud time. The classroom is absolutely silent except for my voice and the muffled sounds of children playing on the playground that come in along with the puffs of fresh air through the open window. Some student sit with their chins propped up in a cupped hand; others lay their heads on their desks. Every student is relaxed yet alert. There is tension in the air, a simultaneous yearning for closure and for continuation. Some watch me. Others stare into space. Because they are each intently visualizing the story in their own way, the eyes of all of the students seem slightly out of focus.
My eyes are the eyes of all twenty-six students as I read the book. My voice paints the story on the canvas of twenty-six imaginations. The story can pause for a question, a comment, or a short discussion to clarify or extend meaning without the spell being broken. Even when the book is closed at the end of a chapter or the end of the book, and the room erupts into cries for more or sighs of satisfaction, the magic of read-aloud is not gone. An individual connection has been forged between me and each student via the book. Just like a parent at the edge of the bed or with the child in my lap, my voice has personally delivered the story directly to each pair of ears and each imagination. The book also creates a collective connection, bonding me and all the student together as one through the common experience of having met the same characters, gone on the same journeys, and suffered the same losses and triumphs.
Read-aloud may look like an ordinary event in a typical classroom, but it feels extraordinary when the teacher who is reading is aware of the power of the book and the importance of her role in not only reading to her students, but leading them through the book--using read-aloud as a teaching time. Not only the teacher can feel the difference, but also the students. At the end of one school year when I asked my students to reflect on our read-aloud time, Mathias captured the essence of read-aloud in our classroom when he wrote, 'It is a time when we can learn without trying.' " (Reconsidering Read-Aloud, p. 1-2)
Do you have a story about the power of read aloud, or a favorite book to read aloud to your children? Share it here, then go over and share it with Rick Walton, and then give the child on your lap or the children in your classroom the chance to "learn without trying" as you weave magic with words by reading aloud to them.
Why read aloud? Because you never know if the book you choose to read aloud will become a landmark book for a student who, ten years later, will still quote from the book and count the copy you gave her as one of her most prized possessions. (Fig Pudding, by Ralph Fletcher)
Why read aloud? For the joy of sharing the hot new book you bought in a bookstore in London before it was released in the U.S.. (Matilda, by Roald Dahl)
Why read aloud? Because you could guess how rich the conversations would be, but you never could have predicted that some of your students would cry with you. (Walk Two Moons, by Sharon Creech)
Why read aloud? Because the torture of the first half of the book is SO worth the action and adventure of the second half. (The True Confessions of Charlotte Doyle, by Avi)
Why read aloud? For the sheer joy of the language and the pace of the story. (Emily's Fortune, by Phyllis Reynolds Naylor)
Why read aloud? Here's why:
"It is read-aloud time. The classroom is absolutely silent except for my voice and the muffled sounds of children playing on the playground that come in along with the puffs of fresh air through the open window. Some student sit with their chins propped up in a cupped hand; others lay their heads on their desks. Every student is relaxed yet alert. There is tension in the air, a simultaneous yearning for closure and for continuation. Some watch me. Others stare into space. Because they are each intently visualizing the story in their own way, the eyes of all of the students seem slightly out of focus.
My eyes are the eyes of all twenty-six students as I read the book. My voice paints the story on the canvas of twenty-six imaginations. The story can pause for a question, a comment, or a short discussion to clarify or extend meaning without the spell being broken. Even when the book is closed at the end of a chapter or the end of the book, and the room erupts into cries for more or sighs of satisfaction, the magic of read-aloud is not gone. An individual connection has been forged between me and each student via the book. Just like a parent at the edge of the bed or with the child in my lap, my voice has personally delivered the story directly to each pair of ears and each imagination. The book also creates a collective connection, bonding me and all the student together as one through the common experience of having met the same characters, gone on the same journeys, and suffered the same losses and triumphs.
Read-aloud may look like an ordinary event in a typical classroom, but it feels extraordinary when the teacher who is reading is aware of the power of the book and the importance of her role in not only reading to her students, but leading them through the book--using read-aloud as a teaching time. Not only the teacher can feel the difference, but also the students. At the end of one school year when I asked my students to reflect on our read-aloud time, Mathias captured the essence of read-aloud in our classroom when he wrote, 'It is a time when we can learn without trying.' " (Reconsidering Read-Aloud, p. 1-2)
Do you have a story about the power of read aloud, or a favorite book to read aloud to your children? Share it here, then go over and share it with Rick Walton, and then give the child on your lap or the children in your classroom the chance to "learn without trying" as you weave magic with words by reading aloud to them.
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