Poetry Friday -- Digital Citizenship

No poem this week. Sorry. I've got other issues on my mind. Please read this post as a PSA, not a rant or a finger-pointing accusation. 

Earlier this week, I received this email from J. Patrick Lewis (used here with his permission):

Dear Mary Lee,
Could you please answer a question for me? Suppose you wanted to post a poem on your blog that was written by say, Philip Larkin or Elizabeth Bishop (or any famous poet not in the public domain). Could you do so without securing permission and paying for rights? I see such poems all over the internet, and I always wonder if the poet's permission to post was secured.

Here's my answer (not exactly as I wrote it -- I edited it a bit for this post):

The short answer to that question is that no, a person should never publish a poem on one's own blog/site that's not in the public domain unless permission has been secured (and is included in the post).

The true answer is the one you've discovered for yourself -- people do it all the time.

The grey space between the short answer and the true answer is the digital citizenship that many Poetry Friday bloggers try to teach by example. If we can't get permission for the poem, we post part of it and link to the site where we found it. Or we link to the book it is from, so that our reproduction of the poem is a form of advertising for the author. The same is true for the images we use on our blog. I mostly use my own photos, but when either of us use a picture that's not our own, we take it from Flickr Creative Commons and cite attribution. We do use book cover images without asking for permission, but always in the context of a positive review of the book and a link for purchase as our form of attribution.

Thank you for your question. It pulled my mission as a teacher into sharper focus than ever: it is so essential, so necessary, so mandatory that at school, children are given the opportunity to live the creative life -- reading, writing, making stuff (actual and digital) and sharing their own creations. If they never live on the creative side (even just playing at it, practicing it at school), they will never understand the importance of securing permissions. Because they will fail to see why it matters until they have THEIR stuff out there and they want others not to steal/misuse THEIR creation.

Kate Messner wrote on this topic yesterday in a post that's a little closer to home -- how to share content from other blogs: "About Copyright and Sharing Content".  Her bottom line is a good one to keep in mind:

"When in doubt, don’t copy and paste. Link to the original content on the site where it was originally published."

Thank you for your patience with this departure from the usual light fare of Poetry Friday. Go check out the other offerings on the Poetry Friday Roundup at A Teaching Life.

Cyber PD -- Week 2

Last week for Cyber PD, in response to chapters 1-3 of Peter H. Johnston's book, Opening Minds: Using Language to Change Lives, I offered a graphic and a single word as my response.

For chapters 4-6, I offer this picture book as my text-to-text connection to Johnston's book:

Nora the Mind Reader
by Orit Gidali
illustrated by Aya Gordon-Noy
Enchanted Lion Books, on shelves September 3, 2012
review copy provided by the publisher

JOHNSTON, Page 69: "The problem with apprenticing children into humanity -- the intellectual and social life of society -- is that much of the action we want them to understand takes place inside people's heads. We have to help them learn to imagine what goes on inside heads, and not just the cognitive strategies being used to solve problems, but the complex social-emotional logic that lies behind their behavior." Page 70: "...students who are not very good at reading faces will cause more disruptions in class because of their social behavior." Page 80: "Developing social imagination is a big deal and should be a curricular goal."

Nora gets her feelings hurt because a boy in her Kindergarten class tells her, "You have flamingo legs!" But Nora's mom gives her a magic wand that allows her to "see what people were saying as well as what they were really thinking." Even though Nora comes to realize that the other children don't always intend for what they say to be hurtful, it's best just to say what you really mean. When Nora's dog gets ahold of the magic wand, the moral of the story is translated into Wag More, Bark Less.



Jill Fisch has the roundup for today's Cyber PD posts at My Primary Passion.

First Read Aloud of the Year

Capture the Flag
by Kate Messner
Scholastic Press, 2012
review copy came from the library (because I really am trying to dial back my book buying to only the most essential for my classroom...it's working...I've read at least one this summer that EVERYONE else loved and I didn't, so I'm glad I didn't spend any money on it...no, I'm not telling...if you follow me on Goodreads, you can already guess...)



Since I'm moving from 4th to 5th grade this year, the bar for ALL of my read alouds has been raised several notches. Unless I want to deliberately reread a book that my students heard last year, I'm not going to be able to fall back on ANY of my old standards. (Not that I had a laminated list of read alouds, but I did love Emily's Fortune...)

So, what does it take to be picked for the first read aloud of the year?

It needs to have a strong hook for all listeners. Not only does Capture the Flag have a strong first chapter with an incredible cliffhanger (way to leave a thief in the chamber with the Star Spangled Banner, Kate!) it has a punchy lead with short sentences and carefully placed details that will become important later in the story. This is a beginning chapter to return to for craft study in writing workshop.

It needs to have good characters for all listeners. Anna wants to be a reporter, like her mom. She's got the burning curiosity and the bulldog tenacity that will become important. Henry's got his video games. Kids are going to love it that what he's learned from playing video games will help the characters at almost every turn in the story. José has a backpack full of Harry Potter and a quote for every occasion. What José has learned from reading, along with the books themselves, will be crucial to the story. There is also a dog, an 8 year-old from Pakistan who collects and sketches idioms, and a secret society who protects famous art in the world. So there's at least one character for everyone in this book.


It needs to be fairly fast-paced and adventure-filled. Three kids trapped by a snowstorm in an airport with a mystery to solve, chase scenes in the baggage holding area, evil guys with snake tattoos. Yeah, Capture the Flag has plenty of action. 


It needs to have potential for big discussions beyond the book. I can imagine that my very international mix of students will have passionate discussions about immigration laws, cultural stereotypes, and discrimination. I'm thinking we'll research where the presidential candidates stand on immigration policies -- a topic that matters to many of my students and their families.


I'm not finished with my summer reading, so another book might make it to the top of the "first read aloud" pile before the end of August, but right now, it's looking good for Capture the Flag.

IT'S MONDAY! WHAT ARE YOU READING?

This week, IT'S MONDAY, WHAT ARE YOU READING? comes from Ana, my (Franki's) 12 year old daughter. Ana is a huge fantasy/fairy tale/dystopia reader. And she likes a little bit of romance in the books she reads. She is one of my best sources for good young YA stuff.  She's read several books lately that she's loved and wanted to share some of her favorites:-)

Wings by Aprilynne Pike
This book was written by Aprilynne Pike. I just read the book about 3 weeks ago. The book is about a girl named Laurel and how she starts to feel different. Then one day she looks in the mirror and sees she has wings on her back. While she tries to figure out what’s going on, she then meets two guys. One of the guys is named David and he is human but the other is named Tamani. Tamani is like Laurel, he’s not human. Throughout the story David and Tamani are fighting to get Laurel’s attention. Meanwhile, Laurel finds out that things are not what she thought they were. Things start to happen and Laurel realizes that she doesn't like to feel weak. She figures that out very soon in the book. She is also very stubborn. Soon, bad magical creatures start to show up in the human world. What will happen when her stubbornness gets her into trouble and danger?

Halo by Alexander Adornetto
Right now I’m reading Halo. I’m only about halfway done with the book but so far it’s great. The main character in the book is a girl named Bethany. She has an older brother, Gabriel, and sister named Ivy. Beth and her sister and brother are not normal. They are angels sent from heaven to protect the people on earth. While Beth is on earth she meets a guy named Xavier who she starts to have feeling towards. I like the book because the whole part of them being angels is really cool to me. The way Beth acts as a human is funny. Her brothers and sister have been to earth before but she never has so being in human form is all new to her. I hope to finish the book soon.

The Girl of Fire and Thorns by Rae Carson
Elisa is 16 years old and a princess and so is her sister Alodia. Alodia is the heir to the thrown. Elisa is not the prettiest or skinniest of girls but there is something remarkable about her. She is the bearer of the god stone. There is only one person who bears the god stone once every century and she was chosen. Elisa is about to get married to a man she has never met. This man is named Alejandro and he is king of Joya. They are hoping that if Elisa is the queen that the city will go back to how it was in the beginning and the kingdom will come out of there hard times. Though that is not what happens. Elisa is taken to a city where their people are in a bad time. Along the way she falls in love and they have to run away from people that are trying to get Elisa for her god stone. This is a great story about love, adventure and finding out who you really are.

Gone by Michael Grant


What if in one second your life could change forever? What would you do if there no longer were any adults? If you were trapped from the outer world by a wall that surrounded you? How would you cope when the once safe world ruled by adults was now ruled by bullies? That’s what happens to Sam and the kids that live in Puerdo Beach, CA. Sam, his friend Quin and a really smart girl named Astrid from his school try to set things right while the adults are gone. Along the way the three of them meet some friends and make some enemies. Throughout the story you get to see the story from a bunch of characters' points of views and see how they deal with their new life. Michael Grant did a great job at putting a bunch of twists and turns in the story and describing everything that happens well. There is violence, sadness, love, mystery, and creepy things that go on in the book. It’s kind of like The Hunger Games when they get thrown into the arena but more violence in a way. Within the first chapter I was hooked and had to keep reading so I could find out what happened to the characters. The GONE series is one of my favorite books and is an intriguing series.

Divergent by Veronica Roth


16 year old Beatrice has come to a point in her life where she has to make a choice that will change her life forever. In the world Beatrice lives in, the people are divided by factions. The factions are Candor: the honest, Abnegation: the selfless, Dauntless: the brave, Amity: the peaceful, and Erudite: the intelligent. Beatrice and her brother Caleb were born in the faction Abnegation. Now they both have to choose if they want to stay in Abnegation or join another faction. One of the hard things about being in a faction is that once you chose there is no going back and you are only allowed to socialize with people in your faction. Beatrice ends up choosing to join the faction Dauntless. Before she can be Dauntless, she has to go though a camp were she learns what you need to know to become Dauntless. The camp is not easy though. People who get eliminated from the camp become faction-less.

Entwined by Heather Dixon
If you like stories about the Twelve Dancing Princesses, then you will like this book. Azalea is the oldest of all her sisters. During the story, the twelve sisters lose their mother and they have to go into a time of grieving. During this time they are not allowed to do any thing that is remotely happy like dancing. All the sisters want to find a way to escape the grieving in the castle, so they find a mysterious place. But, when the sisters meet a mysterious and dashing man named Keeper that lives in the mysterious place things start to change. Azalea also meets a handsome young man during the story who happens to take a liking to Azalea. Will anyone be able to find out where the Twelve Dancing sisters go at night and why their shoes are always torn up and beaten the next morning? During the story you see how one thing lead to another and how things get entwined with each other.

Thanks to Jen and Kellee for hosting this great weekly event at TEACH MENTOR TEXTS!

Book People

This fundraiser is simple. You give $3 to RIF at the Macy’s register, and you get a coupon for $10 off your purchase of $50 or more.

With only 1 book for every 300 kids in need in the United States, the support from Macy’s and customers like you makes a real difference in our ability to get books to kids who need them most. And this campaign is a win-win. You save and you help RIF get books to kids. There’s also even more saving to be done with Macy’s One Day Sale happening this weekend in stores nationwide.

Even if a Macy’s store isn’t in your area, you can still get involved through our online sweepstakes. You’ll have a chance to win a $500 Macy’s gift card and help us spread the word about the campaign.

IKEA Shopping Report

My friend Katie and I have made a tradition of driving to our nearest IKEA store.  We go in mid to late summer, once we've had time to think about the things we might need for our classrooms. The nearest IKEA store is 2 hours away, in Cincinnati. So, while we are there, we visit Joseph Beth Bookstore and have lunch. It is a fun day.   I find that a few new things each year allow me to rethink space and room design. Shopping at IKEA is a fun day but as Katie and I shop and talk through various items, we are really talking through the space we are trying to create for learners.  It is always a great day:-)

This year, I bought several things that I am excited about. These things will help me create purposeful spaces for kids.

I have used these tables in classrooms and libraries before. I like them because they are so flexible. Kids can push them together to create a larger table. They can move one to a spot if they need a quiet space to work. They stack so storage is easy. 

I am not sure about these but for $3.99, I thought I'd give them a try. Laptops on the floor make me very nervous. So I don't usually allow kids to use them on the floor. I envision one being stepped on. These plastic laptop supports seem like a good support for kids who work on laps or floors. I am not sold on them but thought they were worth a try.

This is a fun little thing I am excited about.  It is a paper roll holder with lots of big paper. I work a lot with my kids about tools for thinking and this seems to invite creation and problem solving. I am hoping it is used when a group of kids is working something out and needs a big piece of paper to make sense of their thinking in a collaborative way. I think it has huge possibilities and by having it visible in the classroom, it gives another option.  Choosing the right tool for the purpose is so important and the more tools we have, the better problem solvers I think we become.

I am lucky enough to have tables for seating this year. I prefer tables when possible. But I also want a few spaces where kids can go off and work on their own or with one partner. I like pieces that can be pushed against the wall to create a less distracting spot for thinking and learning. So this desk will serve that purpose. Lots of options for where it can go and that is important. I like pieces with lots of flexibility.

These stools were popular in the library last year and I've had them in my classrooms before. I love how light and sturdy they are. I love that they stack for easy storage. I love the flexibility they provide--kids can take the stools when one more chair is needed at a table, they can create their own circle space with a few tools, etc.   They add so many possibilities for collaboration because they are so portable.

I also purchased a few storage containers. I don't have things to keep building toys, games, math manipulatives and other materials in. The storage in my new classroom is at the top of the room--above where children can reach. Since I want things to be accessible to the students at all times, I found some plastic tubs that will make that possible.

Looking forward to bringing these new things to the classroom!

Chigger Bite

The Chigger Blues

by Jerry Schleicher


I ain't a'feered of snakes ner spiders, and ticks don't make me twitch.
I kin roll around nekked in a poison ivy patch and never even itch.
I ain't skeered much of lions ner tigers, or other carnivores much bigger.
The only critter that gives me the chills ... is the cold-hearted chigger.

They ain't no bigger than a dot. Most folks have never seen one.
You don't even know they bit ya', till they've already et' and gone.
And drilled yer skin with a bitin' end that's part needle and part digger.
Pound fer pound, the baddest bug around ... has got to be the chigger.

(read the whole poem here -- scroll down to the third poem)

I hacked down a monstrous pile of weeds in our school's land lab on Wednesday. For my trouble, I got a single chigger bite on the back of my right leg, right at the top edge of my sock. What's the big deal with a single chigger bite, you ask? Well, if you have to ask, you've never had any. If you have had chiggers, you know I'm going nearly mad with the itching. Thank goodness I only got one. Pass the calamine lotion, please.

Jone has the Poetry Friday roundup this week at Check it Out.

Cyber PD

by Hugh MacLeod at gapingvoid.com

This graphic by Hugh MacLeod at Gapingvoid, and the single word

 YET 

constitute my response to chapters 1-3 of Peter Johnston's Opening Minds: Using Language to Change Lives, in the Cyber PD event sponsored by Cathy, Jill, and Laura.

Check the other posts that Cathy has rounded up at Reflect & Refine: Building a Learning Community for more eloquent responses (and to figure out what this post might mean).

Why Graphic Novels?

Explorer: The Mystery Boxes
edited by Kazu Kibuishi
Amulet Books (Abrams), 2012

Why Graphic Novels?
Because they're not always easy, and they're not always fluff.
The seven stories in this book all answer the question, "What's in the box?" but they all do it VERY differently.
Graphic Novel readers will enjoy finding the art and story telling of favorite authors Kazu Kibuishi (AMULET) and Raina Telgemeier (SMILE), and discovering the new styles of other graphic novelists.

Sticky Burr: Adventures in Burrwood Forest

by John Lechner

Candlewick Press, 2007

Sticky Burr: The Prickly Peril

by John Lechner

Candlewick Press, 2009

Why Graphic Novels?

Because there are text structures like a prologue and an epilogue, a newspaper, a map, a song, journal entries and diagrams in a story that features a SEED as the protagonist!!

Giants Beware!

written by Jorge Aguirre

art by Rafael Rosado

story by Rafael Rosado & Jorge Aguirre

color by John Novak

additional color by Matthew Schenk

First Second, 2012

Why Graphic Novels?

Because the characters stay with us and make us hope for a sequel. (Franki's review here.)

Quarterback Scramble (Sports Illustrated Kids Graphic Novels)

written by Brandon Terrell

illustrated by Gerardo Sandoval

colored by Benny Fuentes

Stone Arch Books, 2011

Why Graphic Novels? 

So we can talk about stereotyping, and stated vs. implied themes, and how books are marketed.

Earthling!

written and illustrated by Mark Fearing

created by Mark Fearing and Tim Rummel

Chronicle Books, 2012

Why Graphic Novels?

Because they are not always quick reads. Sometimes they are 245 pages and 9 chapters long.

They make us think again about our Earth-centric view of the universe.

They give the terror of missing your bus and being the new kid at school a whole new dimension.

Why Graphic Novels?

Why not? They're FUN!!

I SEE WHAT YOU MEAN by Steve Moline

I have been thinking a lot about 21st Century Literacies over the last several years. I know that the definition of literacy has expanded and I have been trying to work through what this means for our work with kids in school. How do we help kids be successful with reading that is becoming more complex. And, with the Common Core, I have been thinking about how to really include more nonfiction into the classroom in a way that really supports deep reading. A book I read recently that helped me think more about both of these important issues was I SEE WHAT YOU MEAN: VISUAL LITERACY K-8 by Steve Moline. This is a Stenhouse book that was first published a long time ago--before anyone was really talking about Visual Literacy. It was a book I loved long ago and one I love again with Moline's fresh thinking.

This book seems even more important now than it was years ago when I first fell in love with it. I've been working
working with elementary children for years and have really been observing the ways they are approaching information that is both text and visual.  I have seen lots of skimming and scanning and a huge need for teaching around how to putting information together in a way that builds deep understanding.

This book really helped me think through how to better support students in their reading of all things visual.  On page 1, Moline states, "Visual literacy is not a cute new toy for children to play with; it is the means by which we manage in the every day world."

The book is organized into chapters based on the different kinds of visual texts that make the most sense in the classroom. It is by no means comprehensive but the way in which Moline talks about each one of these, helped me see a new way to look at visual texts as a whole. There are chapters on simple diagrams, maps, analytic diagrams, process diagrams, structure diagrams, graphs and graphic design. I learned a lot of important vocabulary that helped me learn about the differences in the way information is shared. Moline takes some time to help us see the difference between analytic diagrams and process diagrams. I'm not thinking that our kids need to understand these words but for us to understand visual texts in a deeper way, we will be better able to teach our students to read with meaning.

I love that there are whole chapters on things like maps and graphs. It was easy for me to dig in and to see where this teaching might fit in across content areas.  But even more than the specifics around the types of visual texts our students should be able to read and understand, Moline made big points that will really help me throughout all of my work in visual literacy.

One point that Moline makes over and over is the importance of creating visual texts.  He says, "There is a big difference between asking students to label a preexisting diagram (on a worksheet, for example) and asking them to draw the diagram themselves as well as to label it. This is because a large part of the understanding that students gain from these texts lies in reconstructing the pictorial elements of the diagram."

Moline also makes the point about purpose--what is the purpose of the visual. When do readers need to read the entire piece and when might they skim and scan for certain information.  Moline talks a lot about this understanding of the reader as a teaching point--if we want our students to be creators of visual texts, we must help them understand how the reader will make sense of it. He says, "Instead, by focusing students on matching form to purpose, we can show them that writing is above all communication with a reader who will expect our text to be accessible, memorable, concise and clear."

As I was reading, I was constantly jotting notes in the margins--ideas I could use in Social Studies, ways I could incorporate things like Google Maps, a good minilesson idea, etc. There are lots of clear examples throughout--published pieces as well as student samples. A website is also included that has color images of the images throughout the book.

One more point--Moline gives us clear guidelines about assessment, helping us to think about what it is we'd be looking for if we asked students to create their own map or diagram.  Each section helps us think through the visual texts, their purpose and possibilities for assessment.

This seems like a must read book and one that will cross lots of professional circles. It seems important for classroom teachers and librarians who are working on visual texts and thinking about 21st Century Learning. It seems important for people digging into the nonfiction components of Common Core. It would be a good read for content specialists and visual texts are so important to science, social studies and math. And I can see technology specialists wanting to read this book as there are huge implications for their work with children and teachers.

I am really excited about this book and plan to return to it over and over throughout the school year. I know that I need to make the visual piece of information more important in my teaching and this book has helped me think about how that will be possible.