Student Blog Post about Science Challenges

My students put up a new blog post about Science Challenges--something that's worked for me for years as a way to build Science Literacy. I send kids off with a question or challenge and they design an experiment at home and come back to report out. We do about one a month and the growth over time through the sharing is amazing. Here is a post done by three students about Science Challenges.

Poetry Friday -- Songs of Strength

I have a couple of songs to share this week. Music lyrics are one of my favorite forms of poetry.

You feel like a candle in a hurricane
Just like a picture with a broken frame
Alone and helpless
Like you've lost your fight
But you'll be alright, you'll be alright

[Chorus:]
'Cause when push comes to shove
You taste what you're made of
You might bend, till you break
Cause it's all you can take
On your knees you look up
Decide you've had enough
You get mad you get strong
Wipe your hands shake it off
Then you stand, then you stand...






[Beyonce:]
The heart is stronger than you think
Like it could go through anything
And even when you think it can’t
It finds a way to still push on though

[Carrie Underwood:]
Sometimes you want to run away
Ain't got the patience for the pain
And if you don't believe it look into your heart
The beat goes on

[Rihanna:]
I'm telling you, things get better, through whatever
If you fall, dust it off, don't let up

[Sheryl Crow:]
Don’t you know you can go be your own miracle

[Beyonce:]
You need to know!

[Chorus:]
[Sheryl:]
If the mind keeps thinking you’ve had enough
But the heart keeps telling you don't give up
[Sheryl & Beyonce:]
Who are we to be questioning, wondering what is what?
Don't give up, through it all, just stand up...

The third song I'll share is this one by Rodney Atkins.  The pertinent lyrics show up right about the one minute mark.

These songs go out, in general, to anyone who is going through tough times. Narrow the target a little bit more, and they are for breast cancer survivors who might not need an awareness month as much as they need a pep talk to stay strong. The center of the target? These songs are for you, Sylvia!

Irene has a very special Poetry Friday Roundup at Live Your Poem this week -- this week was the book birthday of her new book, DON'T FEED THE BOY, and she invited the Progressive Poem Poets to help her write a zoo-themed group poem. Don't miss that, or all of the rest of the offerings this week. (I finally have a calm weekend and am looking forward to reading around the roundup again!)

Nerdy Book Club Post

(This post is cross-posted at The Nerdy Book Club blog, one of my favorite blogs. This is a must-read daily blog!)

It is October. And, I am ready to teach.  Don’t get me wrong. I have been teaching lots of things. But during the first few weeks of school, I am teaching without knowing my children well. I am planning lessons and experiences that I hope are right for this group of children. And I’ve done a lot of watching and noticing. The question for me is never ‘Will every one of these children become readers?” I am confident that they will. But I know the route to becoming a reader may be a different one for each child.  And that’s what makes teaching a joyful challenge.  I enjoy planning for the first six weeks of school but I LOVE planning once the first six is past and I really know my students. 

I’ve finished my fall assessments and entered the data into the district data collection systems. I’ve compiled the information for myself, looking closely at every reader’s strengths and needs. For every child, I’ve thought, “Where can I take this child next?” I’ve looked at class data to think about what kinds of lessons the whole class can benefit from—which ones are a priority. I’ve looked at which things require that I pull small groups of student together.  I have lots to go on when I talk to kids individually about their reading.  I know levels and numbers. I know fluency rates and the types of miscues students make.  But I know so much more than that.

·      I’ve figured out who is involved in the underground conversations going on about who is next in line for the newest Lunch Lady book.

·      I have heard the ways in which each child is getting more comfortable talking about books during our read aloud time with Capture the Flag and The One and Only Ivan.

·      I watched as some children get up during Reading Workshop because they haven’t found a book worth sticking with and I’ve watched those who are always glued to their book.

·      I know who has a new book each day and who sticks with a book until the end.

·      I know who likes to carry around big fat books and who is nervous about reading anything long.

·      I’ve seen the look on the face of a child who discovered that favorite author Rick Riordin authored the first book in the 39 Clues series.

·      I’ve watched kids discover new series and authors to love.

·      I know who notices the new books I bring in before I actually take them out of my bag.

·      I’ve heard from parents that some kids have been talking about books on their way to soccer practice after school.

·      I have had honest conversations with a student who finds reading very hard and is trying to like it better.

·      I have celebrated with a child who has finished her first book of the year after a long struggle to do so.

·      I have shared in the excitement of our first Skype Author visit with Kate Messner.

·      I have laughed at the first literary joke made in our new community.

It is clear to me that we are well on our way to becoming a community of readers--that there has already been huge growth and that reading is at the heart of our classroom community. But for me, a community is more than a group of people who love books  My work is to create an intellectual community around books. A learning community is at its best when the collaborative thinking is better than the thinking any one person could create on his or her own, a community that is constantly growing.  But a strong community also means that each individual changes and grows too.

So, this is the time of year that I dig back into the curriculum, bring stacks of books home to revisit and think about how each might support this unique group of learners.  My biggest challenge is to plan in a way that is grounded in all I know about teaching young children, in a way that wants more for my students than to pass a standardized test. It is in mid-October, when I have learned so much about each individual in the classroom, that I know that all of this is possible.

Jon Klassen Blog Tour #TeamFish

So, most people who read this blog know that Jon Klassen's I Want My Hat Back (E. B. White Read-Aloud Award. Picture Books) is one of my favorite books of the year. Actually, it is one of my favorite books of all time.  I love the book. It made my list of Books I Could Read a Million Times. It makes me smile every single time I read it and I love to find a person who has not heard of it so I can hand it to them and watch them read it.  Really, one that I would take to a desert island if I could only take a few favorite books. And really, who could tire of the book trailer? 

I had no idea how much I would love this book when I first mentioned it at the end of this post about upcoming books.  

And since that first mention, I have reviewed it, I Want My Hat Back, revisited it in a post called I Want My Hat Back, Revisited and decided to write my own persuasive essay on this year's 10 for 10 Picture Book Event:  10 Books in Which Characters Are Eaten. And thanks to some VERY GOOD FRIENDS, I have my own red hat and a set of Christmas ornaments of bear and rabbit. #teambear

So, you can imagine how happy I was when I heard that Jon Klassen had written ANOTHER book about hats, This Is Not My Hat .  I had no idea what to expect but I knew I would love it (and I do!). And, imagine how thrilled I was to be invited to be part of the blog tour and to interview Jon Klassen about his work.  Not only did I get to ask Jon some questions, I got an advanced copy of the new book and I loved it, loved it, loved it!

Now that you know you have to have both of these books -- for yourself and as gifts for everyone you know, here is what Jon Klassen has to say about his new book, hats, and his upcoming work:

Franki:  Did the idea for THIS IS NOT MY HAT come before or after the publication and response to I WANT MY HAT BACK?

Jon:  The idea came after the publication, and after it had already gotten a little bit of traction. I had wanted to get an idea sooner, just because you do worry that whatever the response is, it will affect how you work on the next one, but I had to get through some stories that didn't work before this one showed up.

Franki:  As a huge fan of I WANT MY HAT BACK, I was worried I’d be disappointed with the new book, but I loved it just as much!   What was your hope for this new book? What were you trying to give to readers?

Jon:  Thank you! It was tricky, because we didn't mind the idea of doing something that fit in with the previous book, but we wanted it to stand on it's own for people who hadn't seen I Want My Hat Back. I think more than anything that was the main goal. Also just personally I wanted something I was going to be interested in working on for its own reasons. I do like that, taken together, the two books sort of make the hat an abstract thing that just gets the story going. It's neat to just drop a hat on a character and suddenly there's implications to that.

Franki:  We get to know your characters so well in your books, even though they don’t always say much.  What’s the trick for that? Do you feel that it is the illustrations that let us know your characters or is it something else?

Jon:  I think there's something to making a character very simple-looking and calm and then giving that a lot of context. Someone looking sort of blank and calm can be a boring picture, but then if you say "this person just found out he's very sick," you start pouring all you know about what that would feel like onto him, and it becomes really personal and you're using your own experiences to make up for what he's not giving you visually. There are some decisions to be made on the illustration side about eye direction and things like that, but they are mostly symbolic. If a character looks behind him because he is guilty of something, you can't draw a guilty eye, at least I can't, but you can say that he's guilty, and then you look at the eye again and think "yeah, that is one guilty-looking eye."

Franki:  So, you write a lot about hats. Do you wear hats? Have you ever had problems with other people wanting to wear your hat?

Jon:  I do wear a baseball hat a lot. I wear it so much that it doesn't really appeal to people to want to wear my hat themselves. But as a kid, there aren't many things that get to you faster than someone taking your hat off of you. Maybe it's embarrassing because it sort of necessitates them being taller to actually get at the hat? I don't know.

Franki:  So, are you #teamrabbit or #teambear?

Jon:  I have to say, I was surprised to see those teams spring up. Not only because it's flattering, but because I'm not sure how you pick them. When I've talked to people who didn't think the book was great for kids because of how it ends, I've tried to make the case that, if the story has a point at all, it exists outside the characters themselves and what they might be aware of, and that it's up to the audience to take what happened as a whole and put it together. But I guess if I was made to choose, I'd choose the bear because, as far as I can see, the rabbit does nothing redeeming.

Franki:  Will we see the bear from I WANT MY HAT BACK in any future books?  His fans miss him and would love to see him star in another story.

Jon:  I don't have anything against him coming back if there's a good book for him to be in!

Franki:  What’s next for you? For those of us who are anxiously awaiting your next book already, can you tell us anything about it?

Jon:  So far all I've got are animals staring at each other. 

If  you haven't had time to stop by the blogs on the rest of Jon Klassen's blog tour, take time to do so. You will learn some very important things!

Mon, Oct 8: Playing by the Book 

Tues, Oct 9: 100 Scope Notes 

Wed, Oct 10: My Best Friends Are Books 

Thurs, Oct 11: Elizabeth O. Dulemba 

Fri, Oct 12: Wahm-Bam 

Mon, Oct 15: Lost in the Library 

Tues, Oct 16: My Little Bookcase 

Wed, Oct. 17: A Year of Reading

Maybelle and the Haunted Cupcake

Maybelle and the Haunted Cupcake
by Katie Speck
illustrated by Paul Rátz de Tagyos
Henry Holt, 2012
review copy provided by the publisher

Ever since I fell in love with Archy and Mehitabel in high school, I have been a sucker for cockroaches in literature. I even kept Madagascar Hissing Roaches as classroom pets for a lot of years.

So of course, I love Maybelle the Cockroach! Maybelle has a friend who is a flea, and in this book, Bernice, a picnic ant with a bad head cold that prevents her from smelling her way home shows up. Bernice is used to serving her Queen, and Maybelle thinks it sounds great to be served. But she soon learns to be careful what you wish for. Bernice causes more problems than she's worth, but she does convince Mr. and Mrs. Peabody that Mrs. Peabody's mini cupcakes are haunted.

This is an entertaining 58-page easy reader with two other books in the series. I'm thinking Maybelle will be popular as a quick read in my classroom!

Dark Humor for Halloween

Last Laughs: Animal Epitaphs
by J. Patrick Lewis and Jane Yolen
illustrated by Jeffrey Stewart Timmins
Charlesbridge, 2012
review copy provided by the publisher

Laughing about death is not everybody's cup of tea, so when this book made its appearance in my 5th grade classroom, I made sure that readers were forewarned. The pictures are gruesome and the animals in the book meet untimely and horrible deaths...but at the same time, to the right reader (mostly boys, to be honest), this is a very funny book.

Here are a couple of examples that have been favorites in my classroom:

THE LAST OF THE STAGGERING STAG

Win some.
Lose some.
Venison.


BARRACUDA'S BITE-SIZE DEMISE

My teeth were vicious;
my bite was hateful.
A great white met me --
the date was fateful.
The shark was hungry,
and I was baitful.


CHICKEN CROSSES OVER

She never found the answer
to the age-old question,
Why did the chicken cross the ro---?

Poetry Friday: "You are the same as ever, constant in your instability."

Change
by Louis Jenkins

All those things that have gone from your life, moon boots, TV
trays, and the Soviet Union, that seem to have vanished, are
really only changed, dinosaurs did not disappear from the earth
but evolved into birds and crock pots became bread makers.
Everything around you changes.

(the whole poem can be read at The Writer's Almanac)

I love the last line of this poem. I used it for the title of this post. We are all so constant in our instability, aren't we?

And I hope you figured out that there is a change in the hosting blog for the roundup today. Amy and Betsy traded weeks, so we are at Betsy's today -- check out all of this week's Poetry Friday offerings at Teaching Young Writers.

Nuff said?

Hugh MacLeod reads my mind (Franki's, too) once again.

BOO!

Just Say Boo!
by Susan Hood
illustrated by Jed Henry
HarperCollins, 2012
review copy provided by the publisher

Halloween will be here before we know it! (If I say BOO loud enough, do you think I can scare it back a week or two?)

In this sweetly illustrated rhyming book for the younger set, three kids face all their fears and troubles while trick-or-treating by remembering to say, "BOO!" They also remember to say "TRICK OR TREAT!" and "Thank you." In the end, they find enough brave to scare the grownups, and to rescue the spider that's scaring Mom. When the littlest one cries, they teach him to say, "BOO!"

Global Read Aloud: Our Reading Notebooks

We have a new post up at our class blog sharing the ways some kids are using their reading notebooks during our Read Aloud of The One and Only Ivan.