Mentor Texts in the Digital Writing Workshop: Living Your Life as a Digital Writer

This is part of a series of blog posts on Mentor Texts in the Digital Writing Workshop.  Contributors to this weeklong series are Troy Hicks, Katie DiCesare, Bill Bass, Tony Keefer and Kevin Hodgson. Posts are also being collected at Mentor Texts in the Digital Writing Workshop. Please join our conversation!

I realize that my posts have been anchored on the things I believe about the teaching of writing and how I have been thinking about those when it comes to digital writing. Anchoring my work in the powerful things I've learned working alongside writers in writing workshops over the years is key.

Writers' notebooks are hugely powerful tools in the writing workshop.  It is not so much the notebook but the practice of living your life as a writer by keeping one.  A writer's notebook is hard to define as it takes on a bit of a different personality for each writer. Ralph Fletcher says,  "It's a place to collect, to react to ones world, to play with language, to stalk your inner voice, to find your stride as a writer."  And in her book Notebook Know-How, Aimee Buckner says, “A writer’s notebook gives students a place to write everyday...to practice living like a writer.”  


As a writing teacher, inviting kids to keep notebooks has always kept writing workshop authentic.  It was a tool that reminded me that living your life as a writer was key. It was also a place to focus on growing and being a writer, rather than on writing "stuff" and focusing on projects/products. 


So, I have been thinking about what this idea of a notebook means for digital writing.  How do we make time for kids to live their lives as digital writers and what does that even mean?


When I think about the writer's notebook, there are several things that make it powerful. A few things that writers do in the notebook:


They collect great writing--words, phrases, passages
They collect images and moments in their lives
They collect their thinking
They try new techniques
They play with language
They give things a try

A writer's notebook is the place where writers can play with the things they learn from other writers/mentors and make them their own. For me, a writers' notebook is often where the real work of mentor texts happen. It is a place where they can collect writing they like. It is a place where they can try a technique that they saw another writer use, without the stress of a finished product. It is a place to play with things.  Then, it is a place to go back to when publishing to pull out some of the things that will make your writing more powerful.

A Digital Writer's Notebook?

So, what does this mean for writers in this digital age. Obviously, a spiral bound notebook will not help our writers collect digital pieces, try our new techniques in film, or play with sound effects. But these things are clearly things that writers who use digital tools do. So, as the definition of writing has expanded, so has the definition of writer's notebook. 

Teacher as Writer
I try to look at myself as a digital writer first. What habits do I have that feel like a writer's notebook expanded to include my life as a digital writer?  Here's what I know about my life as a writer:
I blog regularly.
I read other bloggers' writing daily and often try things I've seen
I bookmark things I'd like to try in my blog writing
I save videos, presentations and podcasts that inspire me to try something new in my composition
I collect photos that I may use in presentations in the future
I play with new tools and often become obsessed with them as I am learning them
I try to create things with new tools for fun
I try various drafts of things and save the drafts
I revise and edit with online tools
I share writing online and immediately for feedback
I compose collaboratively using things like Google Docs

I am sure there are millions  of other things I do. I did all of these things before there was a digital tool for composing. The difference is that before, my playing with writing, my collecting and my drafting was all housed in a writer's notebook. Although I still sometimes use the notebook, more of these habits happen on my computer, ipod or ipad these days.

As writers, we naturally pay attention to things we want to try.  (Yesterday for example, Tony Keefer used a check mark symbol in a tweet.  I had never seen that so immediately decided I wanted to write a tweet with a check mark. I investigated and thought of a tweet that would need a check mark. Now that is something I can do. The point is, sometimes these things are very small and meaningless but it is the way writers pay attention to what is possible and try out new things that is key.)


Mentor Texts as Invitations
So, I want to make sure to use mentor texts in ways that go beyond creating products. I believe in study and I believe that if we are writing persuasive essays, we need to immerse ourselves in reading persuasive essays to begin the study.  However, I think an equally powerful way to use mentor texts is as invitation.  If we want our students to live their lives as writers, invitations and playing are key. Collecting is key. And going back through your attempts is key.

So, I am trying to add more things like this to my time with kids. Quick minilesson type invitations where we study something a digital composer did and try it out ourselves--not to share, not to publish, just so we have it as a possibility in the future.

A few things we've done that support this idea:
Our students have access to lots of digital books and they spend quite a bit of time on sites like Tumblebooks. They enjoy audio and understand the idea of podcasts.  And they know how to record in Garage Band. If kids are to create audio, I want them to have fun with voice and music. So, I invited them to try a few things.

I created an invitations in the library that we played with in a minilesson and a few kids tried out using the foam board displays. One was a foam board display entitled, "How would the character say that?". Scattered around the board were favorite characters and memorable dialogue. We tried reading it aloud in various ways in the minilesson. Then I invited kids to try recording different ways to read character dialogue on garage band. This was fun for those who merely wanted to play. For others, it helped them when they created audio podcasts of picture books for younger students.

I also try to create invitations by finding pieces that connect to student interest. In the past I have found how-to videos for students who like to build with legos and many give those a try while building--taking photos or video of their process.  Our students love to build and a favorite building toy is Straws and Connectors.  I wanted to give the students options for visual creation. On the Straws and Connectors site, you can access several PDFs of directions for building different structures. Once I showed these to a few builders, they created visual directions that will be turned into PDFs and put on our school website.

5th graders are currently playing with Numbers, learning how to make graphs, charts and tables. Eventually, they'll be invited to include those in some of the research that they do. They will also be able to use it when they conduct experiments, etc.  So this playing time is key. Some may choose to use this tool. Others may not.

And, I love to share the Klutz Tricky Video book with students. These have been amazing invitations for students to see how various film techniques work and to give them a try. Klutz actually has many resources when it comes to giving kids opportunities to try some new and doable techniques.

And kids are finding their own ways to play when it comes to digital writing. When they have play time built into their digital writing workshop, they watch television differently. They look at commercials differently. They examine webpages differently. They listen to sound effects and they notice when a film has a close-up and when the scene is shot at a distance.  Then they give things a try. I have to remind myself of this every time someone wants to create a talk show about nothing ("Mrs. Sibberson, don't you watch TV. Talk shows about nothing are funny!") or when they want to spend hours taking a million photos of themselves and embedding them in nonsense pictures on Pixie.   The products don't always work, but the students are becoming more sophisticated digital writers every time they play.  And they are living their lives as writers.

I have worried about this "play time" and am trying to figure out the balance between playing with tools, strategies, and techniques and creating quality products for an audience. But I have come to realize that this play time is the way digital writers live. It is the way I live as a digital writer.  I like to play with things, give things a try, work with new tools, attempt new techniques and formats. Then these things come back in more published pieces when I see the need.  This play time is critical and most of my playing comes from mentor texts I've discovered-something I've seen someone else do that I want to try.  

My challenge is to help my students find ways to collect and revisit these things as we do in our writers' notebooks--to reflect and reuse in future work.  I am still working on this idea but know that I want my students to live their lives as writers--writers who have access to digital tools and writers who are critical readers of all types of texts. If I want them to live their lives as writers, I want them to be awake to all that is out there, to notice what is possible and to think, "Hey, I can do that." I want them find things they want to try and then to have the freedom to play with an idea or technique without the pressure of a finished product--knowing that this will add to the things that are possible for them in the future.  Just as in pre-digital writing workshop, I want notebook type thinking that helps kids live their lives as writers, and I want time for students to work hard on a published piece for an authentic audience. Both are equally important.

Mentor Texts: Teach the Writer, Not the Writing

This is part of a series of blog posts on Mentor Texts in the Digital Writing Workshop.  Contributors to this weeklong series are Troy Hicks, Katie DiCesare, Bill Bass, Tony Keefer and Kevin Hodgson. Posts are also being collected at Mentor Texts in the Digital Writing Workshop. Please join our conversation!

One of the most powerful things I learned as a writing teacher, was by Lucy Calkins who said, "Teach the writer and not the writing.  Our decisions must be guided by what might help this writer rather than what might help this writing."  

I have come back to this quote often in the last few weeks as I am working with 2nd graders on creating e-Comics.  In Writing Workshop, before the digital tools entered, I had very little trouble remembering Lucy Calkins' important words. I was good at focusing on the learning, rather than the product. I felt confident about teaching things that my students would use in future writing--I was impacting the writer, not the writing. I learned early-on as a Writing Workshop teacher, that it was easy to "clean up" a student's writing to make the product "look good". I could do the revising and editing, make decisions for the child, etc. and have something nice to publish.  But I quickly realized that with that approach, students writing never improved. Students never grew as writers. I was lucky to learn from amazing writing workshop teachers and saw huge growth in writers once I stopped focusing on individual pieces of writing and started focusing on individual writers.

Enter digital writing...  I feel like I took a little step back in time and in my ability to manage an authentic writing workshop. It seems that more often with digital tools, I am a bit more structured and directive.  I have to continue to remind myself about my beliefs about writing and learning.  I have to go back to books by my writing mentors--Katie Ray, Ralph Fletcher, Lucy Calkins, Don Graves, Shelley Harwayne--to make sure I am staying true to what I know about quality writing instruction.  Some days, I look around and notice everyone in the same place in the writing process, everyone using the same tools to create or everyone creating similar pieces and I panic.  My workshop before digital tools was much more student-centered.  Students had choice in tools to use, formats to publish and how fast to move in the process.  There seemed to be fewer directives and more invitations.  My vision of what a writing workshop should look like is harder to make happen with so many new tools and possibilities coming so quickly.  I am working to make sure I stay true to what I believe about writing and that I give my students the right messages about what it means to be a writer.  I am moving toward making sure my writing workshop matches the vision I have for it.

So, back to the Comic ebooks.  This is a collaborative project I've been working on with our art teacher, our technology specialist, and our 2nd grade teachers.  We started this project to meet several goals/standards that included learning around narrative writing, text and illustrations working together, using draw tools, finding and saving documents, creating ebooks, dialogue and talking bubbles, and more.  

We used Pixie and Comic Life to create the ebooks. Comic Life has been a popular piece of software but we noticed students not really knowing what to do with it. The photos available didn't always make for the best stories. And they had no idea how to use a draw tool to create comics.  In reading, I noticed that our younger students focused more on individual frames in their reading of graphic novels, than in the story as a whole.  Understanding that graphica was just one more way to tell a story was key goal for us. It was a long unit of study as the students only worked on the projects during art and library class. As with our 3rd grade book trailer unit, we immersed ourselves in comics and made decisions about how our writing would go. 

Challenges:  

About mid-way through our study, students were noticing the various sizes and shapes of the frames in comics.  We talked about how many shapes and sizes they could find and talked about why each was different.  EVERY SINGLE child believed that the authors of comic books merely filled out the template they were given.  They knew Comic Life well and just assumed that comic book writers were given a template and filled it in.  They had no idea that the comic book creator was the one who decided on the size and shape of the frames and how critical that decision is to the piece as a whole.  I was a little bit alarmed. As much as I love the tools that make digital writing more accessible, I also saw the limitations.  The messages my students were getting from this piece of software, were that the software was in charge of their decisions as writers.  I had to rework the unit so that students understood the decisions authors made when it came to frames, and more. 

Another challenge that we faced was that, as teachers, we realized that we got caught up in technology troubleshooting. This was a huge project and there was always some issue that required a computer restart, help with a password, an undo, etc.  Our kids are great at problem solving and collaborating but there were many times when kids needed our assistance.  This seemed okay at the time--kids were learning important technology skills as we worked with them. But what we realized was that we had very little time to conference with the kids about their actual writing or their process. Our work with them focused on the technology  We had worked hard on the writing before they got to the computers, but many kids missed out on the in-the-midst conferences that they needed because we were caught up in troubleshooting. 

We worried about publishing.  Our plan was to publish the ebooks on a internal class site. Putting work on the Internet is a little more stressful.  Published pieces have always forced teachers to make decisions about what is acceptable to "publish". But it seems to be even more difficult when we are not merely hanging writing in the hallway or hosting an author event with student writing.  

Reflection

We stepped back and thought back to all that we had wanted kids to learn and realized they learned SOOO many things that would take them forward as digital writers.  No matter how their "product" turns out, every student learned to tell a narrative story using a draw program and in graphic novel form. In terms of technology, they learned to save and name documents, to use draw tools, to create text boxes, to use and manipulate templates, to export pieces, to change fonts, and more.  In terms of writing, they learned to make decisions, to think about their audience, to connect words and visuals. They learned the difference between dialogue and narration.  They learned how to revise when things weren't going as they had planned.  They learned how to reread and rethink when something didn't make sense to their reader.  

None of this is evident if you look only at the finished products but this learning--the learning that they will carry with them as writers--is far more important than what the product looks like.  I have been visiting and revisiting the Video Game Design website that Kevin Hodgson created to make visible all of the learning that went on in his game design unit. This website is hugely powerful and important work. If we are to have successful writing workshops, it is critical for us to make the learning visible and capture what it is the students learn as writers--things they will carry with them no matter what it is they compose. I also think it is important for us as teachers as a reflection tool. We need to take the time and sit back and reflect on the learning that happens in a project like this--otherwise, we run the risk of focusing on the project and teaching the writing, not the writer.

Celebration

Some days, these comic ebooks take over the library. It seems there is always a computer open that's screen shows a product in the midst of a comic creation.  A student who left a computer on, a child who popped in to work on something, etc.  And guess what? Our biggest, most important goal--the one we forgot about throughout the project--has been achieved.  Early on, we knew we needed good student-created mentors for our students. Pieces that students at our school created that would open up what was possible with the tools we had. As these open computers sit around the library or as I am finishing up moving a pdf to my flash drive as a new class comes in, someone notices the comic on the screen and someone says (almost every day)--"What is that? I want to do that."  I can only imagine what will happen in the next few weeks as these comics are put online for the school community.  So, we've met individual standards-based goals. But we've also met a schoolwide goal of creating a library of projects that our students can learn from.  In-house mentor texts that can open up what is possible for all students.  Every writer will grow a bit by seeing a few more things that are possible.

Teaching the writer, not the writing is key when it comes to any type of writing, especially digital writing.  Some days I feel like I am back to my beginning years teaching in a writing workshop-reminding myself of what is important.  I have to ask myself every single day-what I am doing to help this child become a better writer? What will he/she take with him no matter what he/she is composing in the future? What should I focus on now that will impact all future writing?

And I also have to ask myself, what am I doing to help this community of writers? How am I building our own library of mentor texts-pieces to learn from and to open possibilities for what is possible in our writing community?

Mentor Texts in the Digital Writing Workshop: Creating My Own Book Trailer

I was working with 3rd graders on creating their own book trailers. It was a long-term project and I was thrilled with the trailers I had found to study with children.  This seemed perfect for this grade level as book response is a part of their writing curriculum.

I believe strongly in Study-Driven/Inquiry-Based writing instruction. I live by Katie Ray's quote from her book STUDY DRIVEN, which is one of the books that has most influenced my life as a writing teacher. She says, "In an inquiry stance, teachers help children explore different alternatives for how to write something, and then let them do what writers really have to do and make decisions about how their pieces will go." I have been working hard to transfer this understanding about the writing process to a workshop where digital pieces are being composed regularly.  It is not as easy as I had imagined!

As I was inspired by all of the amazing conversations the kids were having about each of these trailers and what they envisioned for their own, I started to read Kelly Gallagher's new book WRITE LIKE THIS. Early in the book, he reminds us of the importance of writing the kinds of things we are asking our students to write. DUH! I knew this. I have kept a writer's notebook for years and believe strongly in this important piece to being a writing teacher. However, I had kind of forgotten to do that with the book trailers. I figured I had created videos and other similar products and I was constantly creating pieces digitally. But I realized that I HAD to create a book trailer.  So, I got to work.

Here's the thing, by the time I had decided this, I had done a ton with the 3rd graders getting them ready for their own composing.  We had studied 6-8 book trailers as a group. We looked at trailers where students spoke and used green screen and animation:



We looked at samples that had no spoken words but focused on visuals:



We looked at student-created videos as well as commercially published trailers. We studied several scripts of effective book trailers. (I had transcribed several so that we could look hard at the crafting of the script.) We looked at the first lines in the videos and which hooked us.  I had typed up the first lines of some of the trailers we had enjoyed and we talked about how each was crafted:

Some Leads We Studied:

Caveman ABC

What do you get when you take an acorn….  Aabear……a caveman…and a dinosaur and put them all together in one book?

Shark Vs. Train

The great white shark…short tempered, single minded marauder of the watery deep.

The steam locomotive train…unstoppable,  coal fueled, king of the rails.

We’re In a Book

Shhhh!  Pssst! Piggie

Yes Gerald?

Piggie, I think someone is looking at us.

39 Clues

“Somebody’s Coming”

“Look at this”

A worldwide adventure, a family of rivals, a game of wit, a reward beyond measure…

Snakes

Snakes Snakes and even more snakes.

Dinotrain

All Aboard! All about the dinotrain. This books adventures begin right down the track.

Don’t Let the Pigeon Drive the Bus

One bus.  One Pigeon.  One Rule.

Don’t Let the Pigeon Drive the Bus

Everyone has a dream of something they would like to do.  But have you ever heard of a pigeon who would like to drive a bus?

We had watched a few trailers looking at the variety of  decisions each writer had made. We looked at the text decisions, visual decisions, and sound decisions.  We talked off of a form like this that we used when watching a few of the videos.

We definitely knew the possibilities.  I thought we were at the point that it would be no big deal for the kids to actually create a good book trailer.

So, then I jumped in. Before I asked the students to move forward in their work, I decided to create a trailer for Mo Willems' book, SHOULD I SHARE MY ICE CREAM. I love Mo Willems and I knew all the kids would know this book.  So, thinking about the things we talked about, I created a plan, just as I had asked my students to do. I used Popplet on the iPad to think through the things I wanted to do in the script, with text, with sound and with visuals. This is when I realized that all of these conversations were wonderfully inspiring when I was thinking about what decisions other writers had made. I realized how very overwhelming it was to think through each one of these decisions myself, now that I knew what was possible.  It was all too much to think about.  But, I got to work.

I knew that I wanted to use Ice Cream Truck music. I knew that I wanted real photos of ice cream. I knew that the script would be behind these photos and I wouldn't be on screen. I knew that I wanted to mention other books in the series and have pictures of those.

All of the planning was pretty fun.  But then I got to the actual creation and it got really, really hard.  Getting my ideas to match my vision was not as easy as I thought it would be. I wrote the script and timed it. I found photos on flickr and on my own iPhoto account.  Then I got started dropping it all into iMovie.

I dropped the ice cream truck photo, the other photos and the book photos. I read my script and realized I needed more photos. Then I began my search for ice cream truck music.

That's where things fell apart.  It wasn't so easy to find this music, especially music that was available for use for a project like this.  So, my husband and I became obsessed with finding good music. We finally discovered that "Do Your Ears Hang Low" is a popular ice cream truck song and available for free use.  But we couldn't find a version that worked online. So, we tried a few things. We bought the piano app on the iPad and found simple sheet music online that we tried to play. We called my mother-in-law, a pianist in Toledo and her play it on her piano while we recorded it over the phone.  We got caught up at the kitchen table for HOURS trying to get the music I was hoping for.

I worked so hard on the music that I didn't have time to actually finish the book trailer....

I ended up abandoning the project as a class expectation. I could not justify spending much more time on this project once I realized what was involved.  The unit wasn't wasted--we had learned to be very critical readers of digital text. We had learned about the decisions digital composers make and the reasons that they made them.  So,  I showed some simple examples that were more book podcasts.I invited kids to finish who wanted to and I stepped back to reflect on what went wrong when it came to the writing.

What I Learned:
The most important thing that I learned was how important it is to go through the process of creating digital pieces before I even think about assigning them to students.  With the experience behind me, I can better understand what kids will need, which mentors would be most helpful, the time the project will take and the learning that is necessary. Having assigned a book trailer before I had ever created one myself became a huge problem.  Not only did I overwhelm the students with the trailers I shared, but I lost sight of the goals of the project.  Looking back, had I planned the project after I had gone through the process myself, my teaching would have been far more effective.

I also learned how easy it is to get caught up in some little thing for hours.  Not being able to find the music to fit my vision became my obsession.  I could not move forward without the perfect music.  All of a sudden, I understood those students who spend hours on garage band and create three seconds of music.

Deadlines matter. I dragged my book trailer creation out for days.  As with any writing, a deadline would have forced me to just make a decision and get the work out there to an audience.  Deadlines almost provide a sense of relief for some projects.

There were so many decisions, almost too many. The options I have as a composer of digital text is overwhelming. Whether we are creating blog posts, websites, podcasts or book trailers, the possibilities are endless. Knowing how to make digital writing authentic and doable for young children is currently a struggle for me.

I lost steam.  I can't imagine what the third graders felt.  One of the problems was that the work on this was done solely in the library. And working on something for 45 minutes every 4 days doesn't seem like the best way to attack digital composing.  So, what place does digital creation have in the library when time with students and time planning with teachers is limited?  What are the most important things for elementary students to learn and understand?  Would this have been different in the classroom?

Questions that Came from My Experience?
What is worth the time? How much of the time spent was really worth it?
Was this doable for an 8th grader?
Did I give too many options?

I am struggling with what is doable at the elementary level.  I clearly learned that I tried to pack too much into this project and I am not sure if the learning was worth the time. How do I keep writing authentic and teach students so that they grow as digital writers, but at the same time, make sure we are not spending hours and hours on deciding how to create the perfect Ice Cream Truck music?

I will never ask students to create a digital piece of writing without first going through the process myself.  And I don't really want to do that in the midst of a project again. As a teacher of writing, I need to take full advantage of trying various types of digital writing just because....knowing that the learning I do in the process will make me a better teacher of writing.  I have been learning a great deal from Kevin Hodgson over the years and his work with students. He seems to plan in a much more effective way than I have lately. And it is becoming clear to me that his commitment to his own digital creations allow him to do that.

Mentor Texts in the Digital Writing Workshop: Reading Like a Writer

(This post is part of a series on Mentor Text in the Digital Writing Workshop. Other participants include Katie Dicesare, Tony Keefer, Kevin Hodgson, Troy Hicks and Bill Bass. The post are being collected at  Mentor Texts in the Digital Writing Workshop.)

"Teachers must also ensure that children have access to reading materials that are relevant to the kind of writer they are interested in becoming at a particular moment.  Teachers must recruit the authors who will become the children's unwitting collaborators."  
                                                               Frank Smith, Joining the Literacy Club

Our students naturally mentor themselves to texts that matter to them.  Kids are good at writing picture books because they have often been immersed in narrative for years before they write one of their own.  Every day in the library, someone writes a new installment of the Pigeon books by Mo Willems. We have The Pigeon Gets a Christmas Tree, Don't Let the Pigeon Get Away and The Pigeon Gets a Wife in process right now.  Mo Willems makes it easy for kids to grow as writers after they've been immersed-as readers-with his books.   Lately, I have been thinking about what it means to read like a writer when the idea of both reading and writing are constantly expanding. 

A few years ago, many of my students were learning Hannah Montana's Hoedown Throwdown dance from this video.  Kids would practice the dance at recess and the clip inspired many to start their own Youtube channels teaching other dances they knew.  They looked at this and thought, "I could do this!"

And we are seeing more and more things like Toaster Pop, an iPod app/game created by a first grader.

With apps like the Toaster Pop, we can read the story and easily identify the mentors this child used and the way in which he realized, "Hey, I could do that."   Our kids are natural creators--they easily and naturally create things that they see in the real world.

But my students have taught me that the experiences they have with digital texts at home are mostly limited to viewing for sheer entertainment.  They have said, "We are good at watching videos for entertainment, but not to get information or learn."  Much of their viewing is based on videos or shows like iCarly. I LOVE iCarly and her web show makes me laugh. But I notice that when kids try to create narrative or tell stories digitally, they fall back on the kinds of things they've seen. Like this popular iCarly clip.

Funny, right?  I can already think of other episodes I would love to create and this video has sparked ideas of videos that would be fun to create for friends' birthdays or other holidays.  As a teacher, I need to know what my kids spend their time viewing so that I can build on and teach from that. But the types of things kids are viewing are not necessarily the things that will help them learn to grow as writers. So, I also need to find mentors that better match what I am hoping they will create. And as Kevin Hodgson mentioned in his post yesterday, "...with some exceptions, there is still a decided lack of digital examples of  composition with technology that we can turn to as educators and provide as samples for our students."

I am a person who is is constantly mentoring myself to experts.  The internet has been so instrumental in my learning.  As a beginning blogger, I evolved as a writer because I read other blogs and got to know the genre and the culture of bloggers. When I started making cake pops and more fancy cupcakes, I followed blogs that shared the process of decorating and focused on those that could move me forward.  And as I start toward a fitness goal of running, I look to others who have very recently started the process so that I learn from their experiences.

But in order to do that, I had to be comfortable on the web and with digital texts without an immediate need to learn something specific. It is the same with our students. If we want them to be composers of quality digital pieces, they need to be immersed in these types of things as readers. As Troy Hicks mentioned in his post on Friday, "It’s the difference between handing them a flip camera and giving them an hour to pull something together as compared to spending time talking about the craft of digital writing."

If we want students to create more sophisticated pieces, or use digital tools for authentic purposes,  we need to make sure that we don't just pull those samples out quickly during writing workshop time--to study for a day or two. Instead, we need to think about how digital texts fit into all of the pieces of our literacy workshops. We need to use pieces of quality media throughout the day and rethink the ways we integrate all forms of reading into our day.

I have realized lately how much is out there for our students to learn from. There  are many non-quality digital resources out there,  but there are also many amazing sites for students.  Some of my favorites are Wonderopolis, Pebble Go, Meet Me at the Corner, DOGONews, ToonBookReader and Tumblebooks.  But I am also realizing that if we do not value al types of media at school, all day, every day, we cannot expect our students



Read Aloud
Do I choose to read aloud only texts from traditional books or do I share digital texts, audio books, blogs, etc. during read aloud?
Do we use web resources such as author websites and book trailers to help us dig deeper into the book we are reading?
Do I read aloud from websites and blogs?

Independent Reading
Do we use online resources for book previewing and book selection?
Do I limit students' independent reading to traditional books or do they have a variety of options for their reading time?  Do I place equal value on reading on e-readers, reading websites, etc. as I do on reading novels?
Do I help my students use online tools to support their lives as readers? Do I value annotation tools, bookmarking tools, RSS feeds, etc. as part of my readers lives? Do I model these tools in minilessons?

Reading and Writing Minilessons
Do I use digital texts or pieces when teaching minilessons?
Do I rely completely on traditional text or do I use film clips, blog entries, podcasts, etc. when planning minilessons?
Do I share process in my minilessons? Do I tend to share process only as it relates to creating text-based pieces?
Do I share my own writing process?  Composing in several types of media?

Shared Reading
Have I reflected on the resources I rely on for Shared Reading?
Do I include web reading and viewing when thinking about Shared Reading experiences?
How can I include a variety of texts for students to process through together?

Content Reading
Have I found sources for content reading that go beyond textbooks and traditional text?
Do I rely on newspapers for talk around current events or do I tend to focus more on sites like DOGONews and other sites that combine text and video?
How am I supporting the importance of visual information in the content areas?

I spend a great deal of time reading books so that I have the right book to share in a minilesson or reading conference. But I am working to rethink the messages I give to students as both readers and writers when I rely almost exclusively on more traditional texts for much of the day.  I've been inspired by teachers like Andrea Smith who incorporates Wonderopolis into her Morning Meeting.  I also learn tons from Katie DiCesare who has been thinking about this idea for some time.  For me, it is about honestly reflecting on the types of "texts" I value all day, every day. And to expand the ways I use digital texts throughout the day. I know that if I want my students to read like writers, they need to be readers of digital text first.  For my students to become creators of sophisticated digital texts, I believe that they need to be immersed in a variety of quality multi-media all day, every day.

Mentor Texts in the Digital Writing Workshop: Writer as Decision-Maker

"This is no recipe book: I have tried not to be formulaic. Rather, I want to suggest the richness of the options, the myriad of possibilities open to the writer at any given moment."

Ralph Fletcher, What a Writer Needs, 1995, p. 2

When I think about how the possibilities for writing has expanded for our students, these are the two video clips I keep going back to.

I discovered this "Saved by the Bell" Public Service Announcement years ago and have watched it numerous times.

Don't do drugs - saved by the bell from Matthew Stockmeyer on Vimeo.

It seems somewhat obvious that this was a clip scripted and produced by adults--adults who worked at a television studio. It also is interesting that the "adult' has to come in to have the final word. If I were to imagine kids watching this on t.v. I assumed not many kids watched it and thought, "Hey, I'd like to make something like that."  With the technology available then, it took the big television studios, etc. to get word out about a topic quickly. It took lots of money and lots of adult organization.

Compare that to this Public Service Announcement done a few years ago by Noah Gray, a high school student:

I found this clip almost 3 years ago and I have watched it over and over again. The power of this message is amazing.  From my understanding, Noah Gray was a high school student when he created this video. It was a message he cared about and the equipment necessary was easy to use.  The message hit the internet and spread.  You can find connected videos inspired by this video all over Youtube. It is clear that kids saw this and thought, "I can do that."

In my thinking about mentor texts, we have to keep in mind that writing has to be real and it has to have a real audience.  We also have to remember that writers are ultimately decision-makers.

I've used this clip with students and adults to really begin to think about all of the decisions available to writers today.  Noah Gray made so many decisions as a writer in this very short, powerful clip. He made decisions about the script, the sound and the visuals.  Noah decided where to cut each person's lines and where to start the next person. He decided on the message. Here are some other decisions he made:

black and white video/no color
head shots only/not full body-same shot for each participant
casual dress for people speaking
short clips of talk by participants
boys and girls all look to be in teen years
participants showed up more than once
question as a lead into the video/script
9 people total
ending united with 9 kids shown in grid
white, plain background
no music/background sound
30 seconds long

Each of these (and many other) decisions were made for a reason. The reasons had to do with the message that Noah wanted his viewers to take away. Instead of just crafting words, as writers have done in the past, digital writers make decisions about words, sound, visuals and more.

Mentor texts in our classrooms could open up students' possibilities to these decisions-the options they have as writers. They can see that they are the decision makers and that multi-media requires creators of digital text to make many decisions so that their messages are clear and powerful.  Rather than be formulaic, I want my students' mentors to be pieces that open up what is possible in their own work.

Poetry Friday -- You Shall

This is what you shall do

by Walt Whitman

"This is what you shall do; Love the earth and sun and the animals, despise riches, give alms to every one that asks, stand up for the stupid and crazy, devote your income and labor to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown or to any man or number of men, go freely with powerful uneducated persons and with the young and with the mothers of families, read these leaves in the open air every season of every year of your life, re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency not only in its words but in the silent lines of its lips and face and between the lashes of your eyes and in every motion and joint of your body."

*     *     *     *     *     *

My own personal "you shall"s for the new year are already stumbling. I think Whitman had the right idea with his -- kind of a "shoot for the moon, and if you miss at least you'll hit the stars" sort of philosophy.

Maybe instead of focusing so much on my "do this every day, do one of those every week" self-commandments, I need to have a better vision of the person I think I'll be if I hold myself to them, in all their minutia. I need to ask myself, "Is this what I need to do to "be a great poem and have the richest fluency not only in words"? "

If your New Year's "you shall"s are still on track, good for you! If yours are also already stumbling, I give you permission to have a do-over or a restart (as many times as you need it in the next 51 weeks).

JoAnn has the Poetry Friday roundup today at Teaching Authors.

Book Lists and Comment Challenge

The Cybils Finalists have been posted -- five great books in each of eleven categories/genres.

Jules has done an amazing 2011 blog retrospective over at Seven Impossible Things Before Breakfast. It's a visual feast.

Sylvia Vardell shares her top 20 children's poetry books from 2011 at Poetry For Children.

And the motherlode of all lists: Susan's 2011 Best Children's Books: A List of Lists and Awards at Chicken Spaghetti.

*     *     *     *     *     *

On another note, there's been lots of talk here at A Year of Reading and around the Kidlitosphere about reading goals. How about we all make it a goal to reading more blogs? And comment.

Mother Reader and Lee Wind have just the thing for us. For the next three weeks, they are running a comment challenge. Five comments on book blogs every day for 21 days. Get out of your rut and get (back) in the habit. Stop letting blog posts pile up in your reader until you finally just click "mark all read" on every blog and start over fresh...only to let it happen again in another couple of weeks. (Not that I know about that first hand or anything...)

Sign up for the comment challenge HERE.

2011: A Year of 300+ Books For Me, Too

Thanks for the high praise in your Reading Year In Review post yesterday, Franki! You were ALWAYS reading more than you gave yourself credit for -- you just needed the perfect tool to keep track, and Goodreads is that tool.

For me, the trusty blank book was always my perfect tool. I have a whole shelf of book-books. Combined, they list every book I've read (minus the picture books) since 1987.

This year, when Goodreads unveiled the barcode scanner in the iPhone app, I began logging EVERY book I read in Goodreads. I still kept my book-book for novels (kid and adult) and for most of this year I wrote down a key quote for each book. (Other years, I've captured the first line or I've written a short summary.)

So I read more than 300 books this year, but in the end, I'm not at all satisfied with myself as a reader in 2011. My desires for my reading far outstrip the reality of what I know I can accomplish. I'd love to do the #nerdbery or #nerdcott challenges, but I know that wanting to do either one would never make them actually happen. Heck, I can't even do the #bookaday challenges with any kind of honesty and integrity! I think part of my problem is that when I hear about everything everyone else is reading, I want to read all those books and do all those challenges, too. It's a keeping up with the Joneses syndrome, but it's also about wanting to maintain my standing in the Nerdy Book Club, and there's a little bit of book gluttony thrown in. (All right, more than a little bit...)

Well, I've got a solution for this problem: I'm going to give myself permission to admire everyone else's goals and challenges...and I'm going to carry on with my own reading.

I've upped my personal goal to 92 children's and YA novels (I read 85 last year, so 92's not a huge stretch) and 20 adult books (I only read 15 last year, so 20 will be a push for me). 92+20 will give me 112 books in 2012 for the Centurions group on FaceBook. I'll keep track of picture books again this year just for the fun of seeing how high I can run my numbers up, but they won't really count for me.

Enough with the blathering about goals. Here's a sampling of some of my 5 Star books from 2011:

POETRY

Lemonade: And Other Poems Squeezed From A Single Word by Bob Raczka
BookSpeak!: Poems About Books by Laura Purdie Salas

ABC

E-Mergency by Tom Lichtneheld

PICTURE BOOKS

Stuck by Oliver Jeffers
I Want My Hat Back by Jon Klassen

NONFICTION

Balloons Over Broadway by Melissa Sweet
All the Water in the World by George Ella Lyon

MIDDLE GRADE

Clementine and the Family Meeting by Sara Pennypacker
The Friendship Doll by Kirby Larson

YA GRAPHIC NOVEL

Level Up by Gene Yang
Sita's Ramayana by Samhita Arni

ADULT

State of Wonder by Ann Patchett
Every Last One by Anna Quindlen
Pilgrim at Tinker Creek by Annie Dillard

(Ann, Anna and Annie -- quite a trio!)

2011: A Year of 305 Books

Mary Lee has always been my reading idol.  We were in a book club together 20+ years ago and I was always amazed at how much she read.  She was the one who encouraged me to keep a log of my reading.  Blogging with her for the past 6 years has made me realize how lucky I am to have friends who read and how important that is to my reading life.

This year, it's not so much the books I read, but more the habits I started:

As I look at my 2011 reading, Goodreads changed my life. I had used it a bit before 2010, but decided to be diligent about tracking my reading carefully in 2011. Really, I had no idea how I kept track before.  Goodreads helps me track, reflect, find book to recommend, connect with friends, choose books, etc.  It has helped me in my own reading but has also helped me become a better resource for students and teachers looking for books. LOVE IT!  I also set a reading challenge for myself on Goodreads and met it.  I was part of a Mock Newbery group and a few others that kept me up to date on the books getting the most buzz. And it was so fun to hear everyone's opinions as we read monthly books.

I also found that groups/events like Titletalk, The Nerdy Book Club and the Facebook Centurions of 2011 group were important for me as I read throughout the year. They each provided a different type of support. And I read so many amazing books because of these networks.

And, thanks to Kevin Hodsgon's recent post reflecting on his 2011 reading, I realized that Goodreads will let me view fun stats about my year of reading. How fun is this!

Here are some reading highlights. Fifty or so books I LOVED in 2011.
January-40 books
Kakapo Rescue-NONFICTION
Incorrigible Children of Ashton Place by Maryrose Wood-MIDDLE GRADE

February-13 books
How I, Nicky Flynn, Get a Life (and a Dog) by Art Corriveau-MIDDLE GRADE
Okay for Now by Gary Schmidt-MIDDLE GRADE

March-24 books
Mother Goose Picture Puzzles by Will Hillenbrand-PICTURE BOOK/POETRY
Can We Save the Tiger? by Martin Jenkins-NONFICTION
Inside Out and Back Again by Thanhha Lai-MIDDLE GRADE
Emma Dilemma: Big Sister Poems by Kristine O'Donnell George-POETRY

April-27 books
Chime by Franny Billingsley-YOUNG ADULT
Bigger Than a Breadbox by Laurel Snyder-MIDDLE GRADE
Little Chicken's Big Day by Katie Davis and Jerry Davis-PICTURE BOOK
Also Known as Rowan Pohi by Ralph Fletcher-YOUNG ADULT

May-22 books
The Absolute Value of Mike by Kathryn Erskine-YOUNG ADULT
The Pull of Gravity by Gae Polisner-YOUNG ADULT
A Ball for Daisy by Chris Raschka-WORDLESS PICTURE BOOK
Babymouse Mad Scientist and Squish by Jennifer Holm and Matthew Holm-GRAPHIC NOVEL
Real Revision by Kate Messner-PROFESSIONAL BOOK

June-43 books
Time to Eat/Time to Sleep by Steve Jenkins-NONFICTION
Queen of the Falls by Chris Van Allsburg-PICTURE BOOK BIOGRAPHY
Breadcrumbs by Anne Ursu-MIDDLE GRADE
The Friendship Doll by Kirby Larson-MIDDLE GRADE
Big Brothers Don't Take Naps by Louise Borden-PICTURE BOOK
Hidden by Helen Frost-MIDDLE GRADE
Should I Share My Ice Cream by Mo Willems-PICTURE BOOK
Wonderstruck by Brian Selznick-MIDDLE GRADE
State of Wonder by Ann Patchett-ADULT NOVEL

July-28 books
Toys Come Home by Emily Jenkins-EARLY CHAPTER BOOK
Latasha and the Red Tornado by Michael Scotto-MIDDLE GRADE
Shine by Lauren Myracle-YOUNG ADULT
A Million Miles from Boston by Karen Day-MIDDLE GRADE

August-37 books
The One and Only Stuey Lewis by Jane Schoenberg-EARLY CHAPTER BOOK
Press Here by Herve Tullet-PICTURE BOOK
Leisl and Po by Lauren Olive-MIDDLE GRADE
Tuesdays at the Castle by Jessica Day George-MIDDLE GRADE
The Gingerbread Man Loose in the School by Laura Murray-PICTURE BOOK

September-16 books
The Other Wes More: One Name, Two Fates by Wes Moore-ADULT NONFICTION
Waiting for Magic by Patricia MacLachlan-EARLY CHAPTER BOOK/MIDDLE GRADE
Amelia Lost by Candace Fleming-NONFICTION
Otis and the Tornado by Loren Long-PICTURE BOOK
A Monster Calls by Patrick Ness-YOUNG ADULT
You Will be My Friend by Peter Brown-PICTURE BOOK

October-12 Books
Happy Pig Day! by Mo Willems-PICTURE BOOK
I Want My Hat Back by Jon Klassen-PICTURE BOOK

November-15 books
Balloons Over Broadway by Melissa Sweet-PICTURE BOOK BIOGRAPHY
The Duckling Gets a Cookie!? by Mo Willems-PICTURE BOOK (2012)
The Unwanteds by Lisa McMann-MIDDLE GRADE
BookSpeak! by Laura Purdie Salas-POETRY
The Trouble With May Amelia by Jennifer Holm-MIDDLE GRADE
Ghetto Cowboy by G. Neri-MIDDLE GRADE
The Great Wall of Lucy Wu by Wendy Wan-Long Shang-MIDDLE GRADE

December-28 books

Sparrow Road by Sheila O'Connor-MIDDLE GRADE

The Aviary by Kathleen O'Dell-MIDDLE GRADE

Sir Gawain the True by Gerald Morris-EARLY CHAPTER/MIDDLE GRADE

The One and Only Ivan by Katherine Applegate-MIDDLE GRADE (2012)

Eye of the Storm by Kate Messner-MIDDLE GRADE (2012)

How to Save a Life by Sara Zarr-YOUNG ADULT

Holiday Book-A-Day

Really, I can't tell you how much I've enjoyed participating in Holiday Book-A-Day. Reading Donalyn Miller's idea on her blog last spring, I participated in #bookaday Summer. It was such a great way to catch up on my stack of books!  I felt the same way about the holidays.  We had a 12 day break, but I started early. My goal was to read 18 total books. Because holidays are busy, I knew I wouldn't be able to read a book every day, so I set a goal for an average of a book per day and a total of 18. I was smart about giving myself time to catch up on those shorter books that I hadn't gotten to yet!  It was a great vacation filled with new books, many of which I am excited to share with my students.  Below is the list of books I read along with some highlights.

Picture Books
I read several picture books. Most of my picks were books that I have been wanting to read before the Caldecott is announced in January.

BONE DOG by Eric Rohmann and THE HOUSE THAT BABA BUILT by Ed Youngare two I had wanted to read because they are both on several Mock Caldecott lists.

**I forget how I discovered FRENCH DUCKS IN VENICE by Garrett Freymann-Weyr but I loved it. It is a longer picture book that has a fairy-tale feel.  It is a sweet book with a great message about loss, friendship and healing.

Looking to add new picture book biographies, I read HERE COME THE GIRL SCOUTS by Shana Corey about the woman who created the Girl Scouts. An interesting look at something I hadn't thought much about.

I heard Joyce Sidman speak at the CLA Breakfast at NCTE in November and finally had time to read SWIRL BY SWIRL. This is a fascinating picture book about spirals in nature. Her poetic language makes it pretty unique.

*THE PRINCESS AND THE PIG by Jonathan Emmett is one that I keep hearing about. It is a fun twist on princess stories and will make a fun read aloud for all ages.

**THE SCAR by Charlotte Moundlic is a story of grief. A child has lost his mother to a long-term illness. This book is brilliant. I am not sure how to share this one or whether to share this one with young children but it is an important one to have on my shelf. It is one of the most well-done books on death that I've read for children.

**Thanks to Colby Sharp, I discovered PAUL THURLBY'S ALPHABET by Paul Thurlby. This is a simple picture book--one letter and word per spread. The illustrations are quite fun and kids will have a great time with this one! One of my new favorite alphabet books!

Graphic Novels
I also read 3 very different graphic novels that I've had on my stack. I am not a huge graphic novel reader so I only read the best-reviewed out there.  I want to keep up but they are not easy reads for me. Loved these three!
AROUND THE WORLD by Matt Phelan is a nonfiction GN and tells three stories of people who traveled around the world.

*A VERY BABYMOUSE CHRISTMAS was a fun one to read on Christmas Eve!  A great holiday treat.  I can never get enough of Babymouse!

I'm so glad I made time to read ANYA'S GHOST by Vera Brosgol. A unique YA graphic novel-perfect for middle school.

Middle Grade Novels
My goal was to stick with 2011 Middle Grade Novels until I caught up on my Newbery reading, but I could not resist reading a few 2012 ARCs and they were amazing.
*THE AVIARY by Kathleen O'Dell was one that I loved, even though I didn't expect to. It is a unique story with characters who I fell in love with. Definitely not one I would have picked up had it not been on the Anderson's Book Shop Mock Newbery list.

THE APOTHECARY by Maile Meloy is an interesting fantasy that is showing up on lots of 2011 lists. I think there will be a lot in this one that appeals to 4-6th graders who enjoy fantasy and magic.

*THE ADVENTURES OF SIR GAWAIN THE TRUE was on Mr. Schu's list of top books of 2011. I had missed it completely and am so glad to have discovered this series. It is a fun series for fantasy readers and for kids semi-new to chapter books.   I loved the humor in this one and found myself laughing out loud in several spots.

I loved both 2012 books that I read.  Both are must-reads in my opinion. (I would recommend preordering both so you don't forget!)

***THE ONE AND ONLY IVAN by Katherine Applegate. This is one I am so excited to share with my students.  A great animal story based on a true story of people standing up for the rights of animals.  Love love love everything about this book!  (more in this previous post)

***EYE OF THE STORM by Kate Messner is a great sci-fi adventure. It is hard to find great science fiction for this age so this is a great addition.  I could not put this one down. I loved the plot and the characters!  I loved the whole premise of this book--it was complex in the ideas and also fun to read because of the way Kate wrote it up.

I also read A YEAR WITHOUT AUTUMN by Liz Kessler. This was a quick read and one I think middle grade readers will enjoy. There is a good mix of fun and depth to the story.  Fans of 11 BIRTHDAYS by Wendy Mass and fans of THE MAGIC HALF by Annie Barrows will like this one.

Young Adult
I haven't read much by James Howe in a while and I was so happy to have found ADDIE ON THE INSIDE, a younger YA novel, probably perfect for middle school students. I loved Addie and everything about her. The real life middle school struggles were handled well and I can imagine this will be an important book for so many kids.  Hoping to read the rest in this series soon. (This was also written in verse which makes me love it even more:-)

*****HOW TO SAVE A LIFE by Sara Zarr may be my favorite YA read of the year.  I don't want to say much about it but I remember Paul Hankins mentioning it early in the year.  Definitely a must-read in my opinion. This one will live with me for a long time.

Adult
I finally finished WATER FOR ELEPHANTS by Sara Gruen. It wasn't a favorite but I think that's because I dragged it out for so long. I definitely need to give myself more time to read adult fiction as I didn't do that much this year.

Short Stories
I picked up THE TINY BOOK OF TINY STORIES by Joseph Gordon-Levitt because I thought it would be a handy book to use in Writing Workshops.  I love the idea of a story being told in a few words and with twitter and texting, I thought some of these pieces would be fun to study with kids.

I'm already looking forward to Summer Book-A-Day!