Poetry Friday: Directions

DIRECTIONS
by Connie Wanek


First you'll come to the end of the freeway.
Then it's not so much north on Woodland Avenue
as it is a feeling that the pines are taller and weigh more,
and the road, you'll notice,
is older with faded lines and unmown shoulders.
You'll see a cemetery on your right
and another later on your left.
Sobered, drive on.
                   Drive on for miles
if the fields are full of hawkweed and daisies.
Sometimes a spotted horse
will gallop along the fence. Sometimes you'll see
a hawk circling, sometimes a vulture.

(the whole poem is at The Writer's Almanac)

Today is a traveling day, and this poem seems apt. Especially the part about the horizon (you'll have to read the whole poem).

Happy Friday! Happy Poetry! Jama has the roundup this week at Jama's Alphabet Soup, and as usual, it is drooliciously wonderful!

Go, Go, Grapes!

Go, Go, Grapes! A Fruit Chant

by April Pulley Sayre

Beach Lane Books, 2012

I said it last year when I reviewed Rah, Rah, Radishes!, and I'll say it again this year: April Pulley Sayre is the queen of chants!

She's chanting to the choir with both of these books, but a quick peek at my counter and refrigerator will show that I don't need ANY convincing on the subject of fruit! (How on earth am I going to eat a pint of blueberries, 2 mangoes, a pineapple and a bag of bing cherries before I leave on Friday?!?!)

As with Rah, Rah, Radishes!, Go, Go, Grapes! features vivid photos from farmer's markets and groceries around Ohio and Indiana, along with some guest appearances from a Vietnamese farmer's market in New Orleans for some of the most exotic fruits.

Word study? Check out these JUICY words!

Science? Use this book with your plant unit!

Writing workshop? Go gather up a collection of words on a topic and try writing your own chant!

Creating Ignite Presentations with 4th Graders

One of our big 4th grade projects was our MADE TO MAKE A DIFFERENCE PROJECT. As part of this integrated project, each student created an Ignite presentation on a topic/cause they cared about.

I wrote a bit about this during the process but we wanted to capture the process and some samples as a reflective piece as teachers.  I used Kevin Hodgson as a mentor for the Wikispaces we ended up with. I had learned so much from his Video Game Design site and I loved how he captured so much for us to see. Often, especially with new technologies, the learning that leads to the final product is often not easily visible.  When I visited Kevin's site and learned all that went into the gaming unit he did with his 6th graders, the learning was so much easier to see.

Using his site as a type of mentor text, we worked to create a site that captured the 4th grade project. You can visit it here.  It is not quite finished but close enough that I felt that it was worth sharing.

I think as teachers, the messages we are getting from the standardized testing environment seem very different from the messages we are getting from the 21st Century Learning things out there. But if we can capture all that we do and the way that it relates to standards, if we can make the learning of the process more visible for students, community and ourselves, I think we can teach well and students will learn what is needed, no matter what standards we are responsible for.

One of the important things I learned is that putting a wiki or site together after the project is over is nearly impossible.  We were not able to collect and share all that we wanted to because we waited until the end to post and the task was overwhelming.  I think it would be a far better idea to involve kids not only in the project but also in creating a space like this where they can capture their own learning.  So much happened on a day to day basis, that it would be smarter next time, to post daily or every few days and then reorganize as needed.  This site is not exactly as we imagined but it is our first attempt at capturing some of the learning that led up to a final project.  For us, this is a site for us to reflect on the process and to revisit when we plan for future learning.

It is my hope that Kevin Hodgson started something--gave us, as teachers a way to capture the learning that our students do in long-term projects.  If we can all make it a point to share these projects--the learning rather than only the final products, we can help each other and ourselves to teach better. I know Kevin's gaming site helped me incredibly and I am hoping that sharing our Ignite project helps someone else.

Big, Big Plans

gocomics.com

It's Monday! What Are You Reading?

(Thanks to Jen and Kellee at TEACH MENTOR TEXTS for creating this great tradition and for rounding up the week's reading!)

It was a good reading week. I started #bookaday and am excited about having a little more time to catch up on reading.  I finished GRACELING by Kristin Cashore which I loved. I love a good fairy tale/fantasy and will probably read the next two in the series too. Definitely as good as Jen and Kellee told me it was when they convinced me to read it!

My #bookaday choices have been mostly short books as the days are already busy. But I created a stack of quick reads for this purpose.  This week I read two graphic novels. FANGBONE by Michael Rex is one I heard about on a few Twitter chats. It is a fun story of a Barbarian who travels forward in time to a school in order to protect an important treasure. It was a fun read and one that middle graders will love. I also had the chance to read the new SQUISH (The Power of the Parasite). This might be my favorite of the three. I like that I can come to expect certain things from these books and the humor has a sophistication that I love.

I also finished my first professional read of the summer:  PUBLIC TEACHING: ONE KID AT A TIME by Penny Kittle. This was one that I just recently discovered. I am a huge fan of Penny Kittle and her work and had somehow missed this book. It was the PERFECT book for summer and one to re- energize teachers. Even though it was written in 2003, it is very timely.  It is really a reminder of who we are and why we teach. Penny shares story after story of students --the stories are genuine and honest.  It is a book of both reflection and celebration and one that helped reground me.

Next up:
CAPTURE THE FLAG by Kate Messner
KEEPING SAFE THE STARS by Sheila O'Connor

May Mosaic

To view on Flickr, go here.

Happy May. Happy June. Happy Summer.

Caine's Arcade in the Library

I had a hard time deciding how to end my time with kids in the library. I am excited to go back to the classroom, but leaving Riverside and the people there was hard. I feel lucky to have been part of the Riverside community.   I thought back to my four years in the library.  I started off my time in the library thinking hard about the spaces for kids, reading and learning. And I redesigned various spaces several times based on evolving goals. I wanted the kids to see the library as a place for more than just checking out books. I wanted them to see it as an energizing place for learning, one that was full of tools and possibilities.  I had big yearly goals, visions for 21st Century Learners, visions based on professional reading and pieces I shared with kids to help expand their view of what the library could be.

I started my time in the library creating a space that welcomed kids and learning.  We shared great books and laughed together a lot. We learned about favorite authors, enjoyed surprise endings and read and read and read.  We added computers and iPads, iPods and ebook readers.  We learned that there were so many tools for learning as we spent time using building toys, games and cameras.  By the middle of this years, students were pretty independent.  They came to the library with an idea of how to spend their time. We usually started our time together with a book, a new website, a game or a new tool I wanted to share. Then kids could choose how to spend their learning time. It looked simple, but it took years to build an environment that welcomed this kind of learning.  I loved standing back and looking at the variety of things kids were doing.

So, as we moved into the last week of school, I couldn't decide how to end our time together.  My gut was to read a good book. How could I go wrong with that? But I wanted to give them more than that.  I knew that I wanted to give them 20 minutes of choice time during their last library class -- they had come to expect it and to use it well. It was important to them as learners and there were really no choices they could make that didn't support their learning in some way.

I finally decided to end the year with each class by sharing the video of Caine's Arcade. Our art teacher had shared it with me and it had inspired us both.  It seemed the perfect way to end the year and our four years together in the library.  Better than a book, it was a message that I thought matched all that I'd been trying to say with our work in the library over four years.




So, I shared the video in the first 10 minutes of our last library classes.  Kids were glued.  They didn't move or make a sound. They smiled as big as Caine smiled as they watched the customers appear in the video. And they were inspired.  I told them at the end of the movie, that I had picked this to show them to kick off their summer. That I hoped they had a summer filled with with reading and writing of course. But to also fill their summers with creating and making and playing.  I felt that it was the right message to end my time with these amazing kids, who I will miss incredibly.  I felt that it was a message I hoped they would remember, one that would inspire them somehow.

I have to say, the impact was immediate. I gave the children 20-25 minutes of choice time after the video. In almost every class, someone created something different BECAUSE they had watched the video. Kids who had been building with straws and connectors for weeks, created games for others to play with these same building tools. They began to look at the building toys with new eyes. Kids who often spent their time writing books, instead created menus for restaurants they planned to create over the summer.  Some students created extensive drawings of dollhouse furniture they might make or cardboard statues they envisioned.  It was amazing and it happened within minutes of watching the video.

I wanted the library to be about possibilities as learners and I hope that it was for many children.  I hope that something in Caine's Arcade helps them to understand that creativity matters and that they have the capacity to create amazing things and to have fun while doing it.

I knew the video would be powerful but didn't realize how powerful it would be. I may start my year in the classroom with the same video. The message it has for our children is a powerful one. It is a video that invites, inspires and validates. It is a video that gives me a vision for what learning is all about.

(Today, I received this link via Facebook from Riverside's amazing art teacher, Drew Jones.  Caine seems to be inspiring learners everywhere!)

Poetry Friday -- Rain

Flickr Creative Commons photo by kicksave2930

RAIN

It is finally raining.
After a long period
of unseasonable heat
and
unending dryness,
it is finally raining.

The relief
of the grass, the trees,
the native plants who are expected to survive
without extra watering
is nearly palpable.



Jack Black is helping Carol host the Poetry Friday roundup at Carol's Corner (and dug up back yard).

Coaches

I finished listening to The Art of Fielding (Chad Harbach) yesterday. I can't say I wound up loving it -- Harbach makes his characters weaken and fail until every last one of them is so low he/she can't go any lower -- but when I stopped at the bookstore to look up this quote, I was amazed to learn that it was his debut novel. That doesn't make up for what he did to some perfectly nice characters, but it does raise my opinion of his craft -- Harbach will be one to watch for in the future. The Art of Fielding is literary, academic, romantic (straight and gay), youth, aging, and baseball, baseball, baseball.

I thought this was a good quote for teachers, and for a certain blog partner turned runner:

"He already knew he could coach. All you had to do was look at each of your players and ask yourself: What story does this guy wish someone would tell him about himself? And then you told the guy that story. You told it with a hint of doom. You included his flaws. You emphasized the obstacles that could prevent him from succeeding. That was what made the story epic: the player, the hero, had to suffer mightily en route to his final triumph. Schwartz knew that people loved to suffer, as long as the suffering made sense. Everybody suffered. The key was to choose the form of your suffering. Most people couldn't do this alone; they needed a coach. A good coach made you suffer in a way that suited you. A bad coach made everyone suffer in the same way, and so was more like a torturer." (chapter 19)

IT'S MONDAY! What Are You Reading?

I haven't read a lot this week but I with the last day of school quickly approaching, I am thinking ahead to my summer reading. Going back into the classroom, I want to catch up on some professional reading and do some focused thinking over the summer. So today's post is not so much about what I'm reading but more about what I WILL be reading soon:-)

I love to teach math. People know me as a literacy person but math is kind of more my thing. I am really a math girl--love math and love to watch kids make sense of it.  So, I am excited to get back to teaching math.  I have three books on my list related to math teaching.

NUMBER TALKS by Sherry Parish is one that lots of teachers in our district are talking about. It is new to me and it looks fabulous. Looking forward to thinking about new ways to help kids make sense of number.

MATH EXCHANGES by Kassia Omohundro Wedekind is one I skimmed when it came out but didn't dig into like I will this summer. Even though this book is focused on primary math instruction, I know it has lots of implications for older kids.  I interviewed Kassia for a Choice Literacy podcast and was so inspired by all she had to say. Really excited to revisit this book with a classroom in mind.

SMALL STEPS, BIG CHANGES by Chris Confer and Marco Ramirez is one I just happened to see on the Stenhouse website. It looks to be one with important insights for transforming math instruction. Love that kind of thinking. (You can preview this entire text online at Stenhouse.)

I want to reread OPENING MINDS by Peter Johnston. I loved this book when I read it earlier this year but I want to start the school year off with it fresh in my mind.

MANY TEXTS, MANY VOICES by Penny Silvers and Mary Shorey is one that I am extra excited about.  Literacy, Social Justice, Digital Age--love the way these three things come together in the description of this book. I can't wait to read the stories of this teacher and her students. You can preview this entire book online at Stenhouse.

PROJECT BASED LEARNING IN THE ELEMENTARY GRADES from the Buck Institute is one I want to read to think about how to better think about projects in a standards-based age. I was hoping to take a workshop in our district on the topic but really didn't have the time so I thought I'd fit the book into my summer reading.

I read the first edition of I SEE WHAT YOU MEAN by Steve Moline that was published YEARS ago--before anyone was really talking about visual literacy. And it was brilliant.  So I am excited to read this new edition and Moline's new thinking around a topic that has become even more important in the last few years. I think this will help me think through visual literacy across content areas.

I also want to read the new edition of LIVING THE QUESTIONS by Ruth Shagoury and Brenda Miller Power. I loved the first edition of this book and can't wait to read their new thinking on the ways we live in our classrooms.

I'm a huge Penny Kittle fan and have not read her book, PUBLIC TEACHING: ONE KID AT A TIME. I keep hearing about it a a great summer read and it looks like one that will energize me to start the year grounded.

Finally, I'd like to do some reading around Common Core and PATHWAYS TO THE COMMON CORE by Lucy Calkins seems perfect. I like Calkins' thinking around the CC issues and am looking forward to reading her ideas about how best to implement.

Hmmmm. That's a lot of books.  But I am hoping to dig into each of them sometime this summer!

Thanks for Jen and Kellee at Teach Mentor Texts for hosting IT'S MONDAY! WHAT ARE YOU READING! Visit their blog to see what others are reading this week:-)