Rah, Rah, Radishes!: A Vegetable Chant

Rah, Rah, Radishes!: A Vegetable Chant
by April Pulley Sayre
Beach Lane Books, June 2011
review copy provided by the publisher

April Pulley Sayre is the queen of chant books.

A few years ago at the CLA breakfast at NCTE, I sat beside April. We got to talking about her school visits, and she offered to perform her chant book, TROUT, TROUT, TROUT: A FISH CHANT, while I held the book up and turned the pages for our table-mates. She could recite that book from memory faster than I could turn the pages!

Her other chant books in that first series include BIRD, BIRD, BIRD: A CHIRPING CHANT and ANT, ANT, ANT: AN INSECT CHANT.

In her newest book, April takes us to the South Bend, IN Farmer's Market to romp and stomp and chomp the names of both familiar and unusual vegetables. Here's a bit of the backstory about why this book came to be:

"In 2006 I watched British chef Jamie Oliver's four-part BBC documentary, "Jamie's School Dinners," in which he interviewed children and found that many didn't know the names of vegetables. That shocked me, a girl who grew up picking vegetables on her grandparents' farm. I had to do something...

...RAH, RAH, RADISHES! A VEGETABLE CHANT is about having fun with vegetables--and with delicious words, colors, and shapes. The photos are a celebration of farmer's market produce; I photographed it at our local South Bend Farmer's Market."

Here's a sample of the jazzy rhythm, rhyme, and language:

Rah, rah, radishes!

Red and white.

Carrots are calling.

Take a bite!

Oh boy, bok choy!

Brussels sprout.

Broccoli. Cauliflower.

Shout it out!

The colors of the foods jump off the pages and the words beg to be shouted aloud. I'm sure this will be a favorite book for partner reading during next year's Poetry Fridays in my 4th grade classroom. (For a review and some inside images, go to jama rattigan's alphabet soup.)

April has a sequel planned: GO, GO, GRAPES! A FRUIT CHANT, and rumor has it that while in New Orleans for ALA she visited a Vietnamese fruit market to do a photo shoot. Stay tuned for another YUMMY chant book!

Georgia Heard, Poetry, and Common Core Standards

Earlier this summer, I downloaded two Common Core Standard apps for my iPhone. You can find them at the iTunes app store or read about them ("The Common Core app isn't going to revolutionize the way you teach, but it certainly will make it convenient to find the standards that you need to know.") at Free Technology for Teachers.

I'm approaching the switch to the Common Core Standards on a "need to know" basis. They aren't exactly giving me hives, but I'm on the apprehensive side of curious to find out how they'll impact the way I do business in my 4th grade classroom.

Georgia Heard's session at All Write, "Understanding the Core Standards: Reading Standards for Literature -- Poetry," seemed like a good place to dip my toes in. And the main message I got from this session? Good teaching is good teaching, no matter what labels they give us to name the pieces and parts.

Georgia started with the big lessons that poetry teaches -- lessons of language. Poetry is filled with figurative language, and with the language of heart and soul: rhythm and sound, compression and precision, images, and figures of speech. (And she showed us where all of these pieces and parts and labels can be found in the Common Core Standards.)

She named the questions we need to ask of poems we read and write:

• What makes this a poem?
• What is this poem about?
• What is the poet's message?
• What tools did the poet use to help show his/her meaning?

(The standards these questions address already exist in our state standards...nothing new here...)

And she showed us how, by living with and climbing inside one poem a week, students would build knowledge about poems for their "music" and for their "meaning" toolboxes for reading and writing poetry.

Monday: read the poem aloud. Make sure students can see the poem. Read it again. Turn and talk. What do you notice? What's it about?

Tuesday--Thursday: illustrate it, act it out, read it chorally, do quick-writes about the poem/off of the poem.

Friday: now that you love and understand the poem, dig into the craft tools the poet used. Talk about how the poem's built, how the poet uses compressed language (not ALL of the words another writer might use on the same topic).

Georgia's final message:

Don't forget that literature is heart work.

All Write--Tuesday

Mindy Hoffar closing the All Write Conference

Tuesday's sessions were as good as Monday's. It was a conference in which every session was incredible.

I began the day in Georgia Heard's session. Her topic was A PLACE FOR WONDER and I see huge possibilities for the library. I have read and loved all of Georgia Heard's books. She was the person who years ago at a Teacher's College Writing Project Summer Institute convinced me that I could include poetry reading and writing in my classroom. Her book, FOR THE GOOD OF EARTH AND SUN is still the resource I go back to again and again for inspiration in the teaching of poetry. This topic, A Place of Wonder, follows Georgia's theme--helping kids find and live their passions--but in this book, she focuses more on nonfiction. I have been especially interested in nonfiction lately, thinking about how to get more kids at our school reading nonfiction by choice. I see huge implications for the library after hearing Georgia talk. I think I read this book when I was new to the library and now that things are set, it seems the perfect time to implement some of the ideas that Georgia shares in the library. One of the key things Georgia talked about was the importance of valuing student questions and having a permanent place in the classroom to capture those.  She also talked about the idea of "pondering time" when a class could explore one question together as a way into class shared research. She says, "Google can answer questions. We want them to think about things. We want them to put opinions with fact-they need voice." She wove all of this in with the teaching of nonfiction and what struck me was the idea that research is not about report writing. It is about wondering, finding answers, thinking together and finding voice because you understand. I will be revisiting this book with an eye toward the library this summer.

Cris Tovani (@ctovani) talked about her upcoming book, SO WHAT DO THEY REALLY KNOW? ASSESSMENT THAT INFORMS TEACHING AND LEARNING (due out from Stenhouse in July).  She talked about the importance of getting back to our beliefs about students and learning. She shared that when your beliefs don't match your practice, you get burnt out. She said, "If you don't believe that children can read, you won't do the learning needed to figure out how to scaffold them so they can read for 90 minutes." She really pushed us to think about our practice--why do we do what we do. She did this by sharing her own process and her own thinking over the year. She reminded us that Reading Workshop is not an activity--that it is a planning structure. And she talked about assessment that matters--the kind that helps us know where to take kids next. I am anxious to read her new book. Her first book, I READ IT BUT I DON'T GET IT, impacted me incredibly years ago. Even though Cris was a high school teacher and I was teaching 4th grade at the time, the issues she shares are universal. Cris's work is work that can support our thinking and learning about literacy K-12.

Lester Laminack really pushed us to think about the role of setting in books. He is brilliant in his understanding of the subtle things an author does in a text and the way that it impacts the reader. As always, listening to Lester was a treat. He can bring powerful thinking to us with his humor and wit. This was the first time I was able to hear Lester read aloud from his new picture book THREE HENS AND A PEACOCK. I love that he can use his own writing to share the decisions he makes as an author. This combination is a unique one for a presenter--his understanding of child development, literacy learning, and the life of a writer. Setting is often one of those things I don't pay attention to but Lester gave us ways to really look at the way setting impacts a story--when it matters. I hope to reread some picture books that he recommended to begin to make sense of setting myself. Lester's blog is also a great source of information.

No matter how many times I hear Debbie Miller, she keeps me grounded. Debbie shared student samples from K-5 on how she is helping students make their thinking permanent. She is brilliant in her choice of books and shared picture books like THE MAGIC FISH and THE HARMONICA as ways to help students at different levels make sense of text at deeper levels. I loved Debbie's book READING WITH MEANING--it helped me see what kids were capable of when time was given to thinking.  But her book TEACHING WITH INTENTION is one that has impacted my thinking most in the last several years. In that book, as in this presentation, she shared the thought process she goes through to show how intentional she is about every move she makes in the classroom. Everything she does is purposeful and every book she chooses, she does with intent. For me, Debbie is always about thinking hard about the ways in which we spend time with kids--keeping our classrooms authentic and powerful places for learning.

All Write was definitely an energizer. The speakers all gave me so much to think about.  And June is a great time to start thinking and planning!  :-)

ALL WRITE!!! Consortium Summer Institute-Reflection #2: Monday

Our group chatting over lunch at Applebee's on Monday of All Write.

The thing I love most about my professional development lately is the fact that I can follow-up in so many ways. For years, I went to NCTE as my annual professional development. I knew that it was there that I could hear many of my favorite literacy thinkers and I could (in one weekend) get insights into their newest learning.  I'd come home, read their books and wait until I had the chance to hear them again.

Now, with the Internet, I can continue to learn from experts across the world and follow-up on the thinking of speakers I hear in so many ways.  Professional authors host webpages, blogs, webinars and more. Many are also on Twitter --so I often come home from a conference with a new group of people to follow.  Now, when I attend an amazing institute like All Write!!!, it is often just the beginning of my learning--I know I will be able to revisit the thinking of the speakers I hear and revisit their newest learning.

Highlights from Monday at All Write:

Jeff Anderson, author of MECHANICALLY INCLINED kicked of the All Write conference with the opening keynote.  Jeff has an upcoming book called 10 THINGS EVERY WRITER NEEDS TO KNOW (Stenhouse). In his keynote, Jeff talked a bit about the new book and made some points that I have been thinking about. One point he made early on about the title of the new book was to point out that the book was not called "THE" 10 THINGS A WRITER NEEDS TO KNOW.  But these are 10 things that stay true.  At the beginning of Jeff's talk, he mentioned all of the ways technology are expanding our opportunities to write.  But, he asked, "What are the things about writing that stay true no matter what?"  He continued to push us to think about ways we supported writing in our classrooms.

To keep up with Jeff's thinking, you can follow him on Twitter (@writeguyjeff). He also has a website/blog. Another great resource for Jeff is Stenhouse--I particularly enjoyed this webcast with Jeff.

On Monday, I also heard Katie Wood Ray. Her books have been an anchor for me and I realized listening to her this week, that Katie has been instrumental in helping me look closely at opportunities in books.  Katie talked about detail in writing and the quote that sticks with me is this one, "Detail is about selecting the ones that capture the essence, not every single thing."  She asked us to think about someone we knew well and to think about a detail about that person that captures the essence of him/her.  What an important message for writers--capturing the essence. She shared some pieces in text (both children and adult work) that helped us see the power of this type of detail.  I will be thinking hard about that over the next few weeks--details that capture the essence of something.

I will be revisiting many of Katie's books. I tend to go back to STUDY DRIVEN and IN PICTURES AND IN WORDS most often but I think I will revisit WONDROUS WORDS after hearing this talk.

I finally had the chance to hear Ruth Ayres speak.  I had heard snippets of her talk but made sure to get into her session. Ruth talked about the things she learned about teaching writing from her children's swim teacher. The talk was brilliant and the message was huge.  It was a gift to be part of her session. The thing about Ruth that most struck me was her reflective stance--she is constantly reflecting on her practice and carries the reflection a bit further than most of us do. She is continually looking at the bigger picture of our work with children. This is evident in all of her writing and her work. Ruth is one of those people that truly amazes me. I am not sure how she does what she does. Ruth is generous with sharing her own learning--when you look for Ruth online, you can find webcasts, presentations and more.  Her book DAY BY DAY is packed with ideas to help teachers reflect. She is also working on a new book and keeps up with not one, but two blogs, TWO WRITING TEACHERS and RUTH AYRES WRITES in which she shares her own writing life. 

I have heard Ann Marie Corgill (@acorgill on Twitter) speak many times over the years. I always learn so much from her and am able to rethink my work with young writers.  At All Write, I was able to hear her talk about writing assessment and the use of Learning Journey folders. Ann Marie wrote about these in her book OF PRIMARY IMPORTANCE and I have been thinking a great deal about making the process of learning more visible. These folders are something I need to look at again--I plan to revisit that section of her book soon. Ann Marie is someone who understands writing workshop at all levels. She has experience teaching grades 1-6 and shares her learning in many ways.  Her website and blog are two places I visit often to keep up with Ann Marie's thinking.

I ended my day on Monday in a session on graphic novels by Terry Thompson (@TerryTreads on Twitter).  Terry has taught me so much about the possibilities with graphica over the years.  His book, ADVENTURES IN GRAPHICA has helped me embrace this format as both a reader and a teacher.  I am still not totally comfortable with graphica so anytime I have a chance to hear Terry, I do. Terry talked a lot about the ways that graphic novels give our kids visual supports for comprehension and that these books often create a scaffold for more traditional texts.  He had us work through a few examples of the skills and strategies needed to understand graphic novels and I could more easily see how using graphica in minilessons can make strategies more visible for kids. I have always used picture books in this way, but had not thought about it with graphica.  You can watch Terry Thompson talk about this topic on the Stenhouse website.

A great first day at All Write!

STATE OF WONDER by Ann Patchett

This week, I realized how much I have missed good adult novels.  Ann Patchett is one of my favorite authors of all time. I read BEL CANTO years ago, when it first came out.  I fell in love with it and then went on to read all of Patchett's book. I've loved all of them but none has really compared to Bel Canto for me. Until I read her newest, STATE OF WONDER.  Many reviewers are saying the same thing.  I finished this book Thursday and was so sad to close the last page and leave the characters and the story behind.

I can't quite put my finger on why I loved this book so much but I am pretty sure it is for all of the same reasons that I loved Bel Canto.  I am a character reader and I must love the characters to love a book. I remember reading Bel Canto and thinking so hard about the characters as I got to know them over the course of the book. Patchett is amazing at helping us get to know characters over time and I find myself slowly falling in love with the characters and understanding them so well by the end of her books.

STATE OF WONDER takes place in the Amazon Rainforest. It is such a different setting for me and the setting is so critical to the book. The story is about a woman, Marina, who journeys to the Amazon to find her mentor and past teacher, Dr. Swenson, who is conducting research there.  Marina's job is to find out what happened to her friend and colleague--her company is sending her to discover the truth about his recent death and to get an update on the research that Dr. Swenson is doing.  The plot was interesting--Patchett is a master at pulling in issues and throwing in circumstances that make readers rethink their views on certain things.

The plot matters in this book, but it is the characters and how they grow that made me love the book.  I read in a review that Patchett is brilliant at putting characters in unique situations to see how they do. I loved that about Bel Canto--the way she brought a variety of people to one location and we learned about them through their interactions.  Patchett does the same thing with State of Wonder--she pulls a group of people out of their normal circumstances and we come to learn so much about who they are, what they care about, how they see themselves in the world.

I know I am not saying much about this book. I loved it so much that I know I can't do it justice.  What I do know is that I have to commit a bit more time reading adult fiction. I love children's lit and YA lit but I realized with STATE OF WONDER, just how much I missed adult fiction.  If you are only making time for one adult fiction book this summer, I would say this is the one to read.

Ann Patchett talks about State of Wonder here.

Poetry Friday--Fireflies

Flickr Creative Commons Photo by davedehetre

Hundreds of Fireflies

BY BRAD LEITHAUSER

Sky yet violet,
shadows collecting
under the trees

and first stars wan
as night birches, the fireflies
begin: from the first,

the night belongs
to them.
Darkness brightens
them: from our screened porch

we watch their blinkings
sharpen: three, four of them
lighten nightfall of all

solemnity; ten or twelve
and the eyes are led
endlessly astray;

and in deeper night
it’s twenty, fifty, more—a number
beyond simple reckoning—

and still they keep
coming.

(the rest of the poem is at the Poetry Foundation)

I didn't experience fireflies until I grew up and moved to Ohio. It's too dry for them back home. I would have loved to have met them as a child. 

It's magical the way the light goes out of the summer sky and becomes condensed in those small green flashing lights that lift up out of the grass. They keep us grounded in the mystery that exists before our very eyes. Everyday magic. Everyday mystery. All we have to do is pay attention; it's there all the time.

Carol has the round up this week at Carol's Corner, and she's also got a poem about paying attention to the ordinary beauty of the world.

The Poetry Friday Roundup Schedule for July-December is complete! Kidlitosphere Yahoo group members, I added a file with the html code for the schedule so you can put it in your sidebar if you so choose. If you aren't a member and would like the code, email me through our blog email and I'll send it to you! Thanks, everyone!!

Poetry Friday Round Up Schedule Post

All Write!!! Consortium Summer Institute-Reflection #1: The Power of Twitter

The thought of reflecting on such an amazing 3 days of learning and friends is overwhelming. So, I decided to do a series of posts on the All Write Summer Institute over the next few days. Who knew that a little idea like this could become such a great experience for so many of us? Mindy Hoffar, of All Write Consortium, runs an amazing event and even though we felt like we were crashing a REALLY good party, Mindy and her group welcomed us and made us feel right at home immediately. I think that happens when you are with like-minded people who are passionate about children and literacy.

Last year, I spoke at the 2010 All Write Summer Institute.  It was an amazing institute and I realized that Indiana was not so far away from Ohio and that I should pay attention to all of the events they sponsored so that I could attend.  This year, I got to attend the 2011 All Write Summer Institute as a participant.  But here is the incredible thing--I attended with a huge group of friends,  many of them were Twitter friends.  A group of us on Twitter decided that this year's conference looked like an amazing line-up of speakers and that we would all meet there to learn together.  The more a few of us talked, the more others joined in.  Our tweeps came from all over. Donalyn Miller (@donalynbooks) came from Texas. Teresa Bunner  (@RdngTeach) flew in from North Carolina.  Mindi Rench (@mindi_r) came from Chicago.  Katherine Sokolowski (@katsok) and Paul Hankins (@PaulWHankins) drove in.  Our Dublin crew included Mary Lee Hahn (@maryleehahn), Katie DiCesare (@Katiedicesare), Tony Keefer (@tonykeefer), Deb Tyo (@ChocolateAir), Meredith Young (@mereou), and two friends who are not yet on Twitter (but who hopefully will be soon.) We also met a new Ohio Twitter friend, Stephanie Shouldis (@WizardOzTeacher). Ruth Ayers (@ruth_ayres) is part of the All Write Consortium and it was so fun to have a chance to see her and to be part of her community.   If you are on Twitter, I would follow every one of these amazing people.  If you are not on Twitter, you are missing out on some great learning from so many smart educators.

I can't tell you how wonderful it was to be with this group of people in person.  I have learned so much from each of them through Twitter and online but to be sitting at a table, eating lunch together, talking books, family and stuff was amazing.  Such smart, thoughtful people. At one point, I was looking at the rows of my Twitter friends in a keynote and was struck by how incredible this was.  The fact that we somehow all connected on Twitter and then somehow came to learn and hang out together at All Write.  Without social media, I would never have had the opportunity to learn from this group. WOW!!!

More reflections to come!

Cris Tovani on Rigor/Hard

One of my favorite sessions at the All Write Summer Institute was Cris Tovani's talk "Rigor and Hard are not the Same: Redefining Terms to Engage More Students."

Cris started by challenging us to think about whether we believed that our time should be spent covering vast amounts of content, or engaging students in purposeful work. It's kind of a no-brainer to choose between those two based on our personal philosophy of teaching -- of course we want the engagement and the purposeful work, but the pressures we are under because of testing push us to act in ways that don't always match our philosophy.

To help us to redefine what a rigorous curriculum might look like, and the kind of rigorous work our students might embrace with engagement rather than compliance, Cris led us in an activity where compared and contrasted reading that's hard, and reading that's rigorous. We started by listing things that make reading hard. Most people's list included

• no background knowledge
• unknown vocabulary words
• not invested in the work
• too many words or too much data
• no choice

Next we thought of a hobby in our own lives that is at times rigorous and at times just plain hard. I thought about baking. When I've planned well and have all the ingredients and tools I need, when I get to share the outcome, when I have the choice of what I make, and when I have the support of more experienced bakers, the work is rigorous. When the work is rigorous, I have internal motivation to do it, it energizes me, and I linger with it. When baking is hard, I don't have a choice, my time is crunched, things go wrong in a domino-effect way, and I drop or avoid the project. Can you hear how similar that is to when reading is rigorous vs. hard? The important factors to hold onto  are

• good planning 
• the social nature of reading/learning
• choice
• support

In the same way that reading levels change based on background knowledge, interest/motivation, and purpose, rigorous reading varies from child to child and from moment to moment. My work is no small feat: I need to help each student learn to tell the difference between hard reading and rigorous reading. I need to teach them to embrace rigor. I need to know books well so that I can help each child find the right book at the right time.

It's a big job, but the work, for me, is RIGOROUS, not hard!

Poetry Friday -- Happy Birthday, Mom!

The Summer Day

by Mary Oliver

Who made the world?

Who made the swan, and the black bear?

Who made the grasshopper?

This grasshopper, I mean—

the one who has flung herself out of the grass,

the one who is eating sugar out of my hand,

who is moving her jaws back and forth instead of up and down—

who is gazing around with her enormous and complicated eyes.

Now she lifts her pale forearms and thoroughly washes her face.

Now she snaps her wings open, and floats away.

I don't know exactly what a prayer is.

I do know how to pay attention, how to fall down

into the grass, how to kneel down in the grass,

how to be idle and blessed, how to stroll through the fields,

which is what I have been doing all day.

Tell me, what else should I have done?

Doesn't everything die at last, and too soon?

Tell me, what is it you plan to do

with your one wild and precious life?

My mom has had a long and wild and precious life. Yesterday we celebrated her 84th year. For the past two weeks I've been home, and we've been celebrating (in no particular order) a life of 

sewing, 

needlework, 

child-rearing, 

being the clerk of the course for swim meets, 

teaching, 

leading local women's clubs, and brownies, and cub scouts,

failing at scrap-booking (oh, well!), 

gardening, 

collecting dolls and figurines and miniatures and iris (even raising some from seed), 

cooking, 

bridge-playing,

reading,

editing,

being a cat fancier,

Colorado I-70 driving (Burlington to Denver and back again countless times),

iPad gaming,

and always and forever being curious and willing to learn and try new things.

Happy Birthday, Mom! 

Thanks for making me who I am today!

Jone has the round up today at Check It Out, and there are still a few slots left in the July-December round up host schedule I started last week.

THE GREAT WALL OF LUCY WU

The Great Wall of Lucy Wu
by Wendy Wan-Long Shang
Scholastic Press, 2011
review copy provided by the publisher

An ancient Chinese commentary states that “Harmony is like making congee. One uses water, fire, vinegar, sauce, salt and plum to cook fish and meat, and burns firewood and stalks as fuel for the cooking process. The cook blends these ingredients harmoniously to achieve the appropriate flavor.” In this enthralling book, we get to watch Lucy Wu take the disparate ingredients that have come her way at the beginning of 6th grade and, with some guidance from idioms that she learns in Chinese school, blend them together to make it her best year ever.

When we meet Lucy, she is focused on her love of basketball and the prospect of having a room to herself after her sister, Regina, goes off to college. But then her much-loved recently-deceased grandmother’s previously-unknown sister comes to visit from China for several months, and shares her room. Her parents insist that she go to a new Chinese school that is at the same time as her beloved basketball league’s practice. And an underhanded arch-nemesis at school works hard to find ways to make her give up on her dream of being the 6th grade basketball team captain.

Lucy’s relationship with her great aunt is central to the story. They get off to a rocky start, with a “great wall” of furniture between them down the middle of Lucy’s room, and it is heartwarming to watch their relationship become warm and loving through shared experiences.

Noodle soup also has a key role in the story, and Lucy’s feelings about Chinese food and American food reflect her struggles to integrate her Chinese heritage into her American life. At the start of the book, her sister Regina, who founded a Chinese Culture and Language Society in the high school, calls her a “banana … yellow on the outside and white on the inside.” But we see her gradually embrace this side of herself as she improves her Mandarin skills, learns more about Chinese and Chinese-American history, and gets to know her great aunt better.

Parts of the story brought back strong memories for me. Unplanned dumpling making at Lucy’s birthday party perfectly evoked Chinese New Year in Harbin with my partner’s mother. Lucy’s older brother is heavily steered by his parents towards math and engineering, since he has shown some talents, even though he is more interested in history. And I could really relate to the class outcast, Talent, who (unlike me in 6th grade) is eventually brought into the fold by Lucy and her friends.

In summary, the author has blended her ingredients harmoniously to achieve a wonderful book. I loved it, and recommend that everyone read it!

*********

A note from the guest reviewer, Dave Hahn: I'm Mary Lee's brother and I loved this book. But why should you pay attention to me? Unlike Mary Lee, I don't teach elementary school, I don't have a master's in children's literature, I'm not the outgoing president of the Notables committee, I'm not the coauthor of a long-running children's literature blog, and this list could go on for quite a while. But I have always loved reading, it is hard for authors to impress me, and I have had a lot of experiences that parallel Lucy's. In particular, I am learning Mandarin, and love all kinds of Chinese food.