When ELL Teachers Give Their Students a Voice

One Good Thing About America
by Ruth Freeman
illustrated by Kathrin Honesta
Holiday House, March 2017
review ARC received at ALA Midwinter

Ruth Freeman works in the ELL department of an elementary school in South Portland, Maine. She acknowledges in the author's notes that hers is an outsider's perspective of what it's like to be a refugee or asylum seeker. Until this generation of refugee children grows up to write their own stories, the best we've got are stories from some of the people who know them best -- their teachers.

Anaïs is a refuge of Congo. Her grandmother, father and brother are still there. Her father and brother are on the run from the government. It is her grandmother to whom she writes, and her grandmother who encourages her to tell "one good thing about America" in every letter. Sometimes that's hard for Anaïs because, though she was top in her class in English when she left Africa, there is so much about American English and American culture that baffles and frustrates her. Her voice is very authentic, starting with broken English and readable misspellings mixed liberally with French words, and smoothing out throughout the course of the book and her ten months of learning. In the back of the book, there is a list of words and phrases that are Anaïs is hearing (such as a silum and playd) paired with "the spelling she will learn" (asylum and played). Such wonderful respect for our English Language Learners!

Messages from Maryam
by Lauren Pichon
illustrated by Kendra Yoder
lulu.com, January 2017
review copy provided by the author

Like Freeman, Lauren Pichon is an ELL teacher. Her self-published picture book is also a story told in letters.

Aila and Maryam are Iraqi girls from Mosul. When Maryam and her family immigrate to the United States, she and Aila exchange letters throughout the long process of waiting in a refugee camp, flying to New York, driving to Virginia, starting school with no English, and adjusting to life in a new country. Eventually Aila's family makes it to Virginia as well and the girls are reunited.

In the author's notes, Pichon acknowledges that the exchange of letters from a refugee camp is fiction -- people in refugee camps cannot send or receive mail. As with One Good Thing About America, the letter format is, nonetheless, an effective way to let the reader experience the loneliness, isolation, and frustration of the refugee experience. The contrast between Maryam's new life in America and the description of her life in Mosel and her and Aila's time in refugee camps will give American readers a better sense of what their new classmates have gone through.

Still Learning to Read: Some Favorite Resources for Nonfiction Reading

This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

It seems like this time of year, my kids are ready for longer, more in-depth nonfiction than they were early in the school year. They are moving beyond books with isolated facts to picture book biographies, etc. I think 3rd and 4th grades are a little tricky for nonfiction as we want them to grow as nonfiction readers but much nonfiction is a little too easy or too hard for this age. As my students are building stamina as nonfiction readers, I want them to have access with text that are a little longer and go more in-depth. I love the Scientists in the Field series but those are a bit much for most 3rd and 4th graders. So I've been looking for something in between what they have been reading and books like Scientists in the Field.

I just discovered a great new series that seems perfect for this age. I have loved Suzi Eszterhas's books for years and her Eye on the Wild Series is perfect for 3rd graders. I recently discovered a new series she has called "Wildlife Rescue Series". I read Koala Hospital recently and can't wait to hand it off to some kids who are interested in animal rescue. These books seem perfect for kids ready to move to more in-depth nonfiction. They are organized in a way that each 2-page spread gives information on one part of the topic. The language is perfect for this age. There are of course amazing photos that draw readers in. And the books are packed with information around the topic. I am anxious to get the other 2 in this series and I certainly hope she is writing more!

I also discovered that Suzi Eszterhas's website has grown and has many great resources for kids and teachers. Her blog is filled with great posts about animal rescue and more. I also discovered that you can also read samples of the work Suzi Eszterhas does for magazines such as Ranger Rick, National Geographic Kids and more. This is a great resource of informational text.

I also discovered a great video about Suzi Eszterhas on Ranger Rick's website.

I continue to be on the lookout for great nonfiction for kids--books, magazines, videos are all important to our readers. Some other great resources for great nonfiction for kids who are ready for more sophisticated nonfiction are listed below:

Nonfiction Picture Book 10 for 10

If you do not know the fabulous annual Picture Book 10 for 10 event created by Cathy Mere and Mandy Robek, visit their Google Plus site now. Each February, Cathy and Mandy ask readers to share 10 nonfiction books they love. Many are organized into categories. This is a great resource for finding great new nonfiction for your students. (And as Cathy reminds us, turn off your One-Click Amazon button before you visit!)

Highlights Magazine

Mary Lee Hahn shared with me the amazing resource that Highlights Magazine is. Each issue has a few nonfiction articles that are the perfect length for intermediate readers.

Wonderopolis

Wonderopolis continues to be one of my favorite sites for nonfiction reading for intermediate readers.

Zooborns

Zooborns is a favorite site in our classroom. I am noticing that about mid-year, kids are spending as much time with the text as they are with the adorable photographs. This site is engaging and has such interesting information on baby animals. I also love that it can be searched in various ways (by zoo or by animal).

Melissa Stewart's Website

Melissa Stewart's website is always one of my go-to sites for nonfiction. The number of nonfiction books Melissa Stewart has written is amazing and her blog is a great additional resource. Information into her writing process as well as videos make this one of my faves. Spend some time on her blog --it is a great resource for teachers and has great posts for students.

Livbits

If you don't know Livbits, her videos. Olivia is a 9 year old who packs a lot of information into a short video.

Friends With Fins

Friends with Fins is another video site that has great informational videos about ocean conservation. I love the variety of formats Jaclyn uses to share information with viewers.

Jess Keating

Jess Keating is another favorite author for this age. Her book Pink is a Blobfish and upcoming book What Makes a Monster are both highly engaging nonfiction titles for readers in grade 3-6! Jess also has a video series Animals for Smart People which are short videos packed with information.

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Celebrating World Read Aloud Day 2017

On Thursday, February 16, we celebrated World Read Aloud Day! Although read aloud is part of every day, we love to take this opportunity that LitWorld has created and celebrate together.

This year, we celebrated with Katie DiCesare's first graders.  To prepare for the celebration, each third grader chose a book that they wanted to read aloud. We talked about choosing a book that a first grader would like, one they could enjoy with you in one sitting and one that you could get "really good" at reading aloud.  Kids chose books on Monday and read them over and over throughout the week.  The joyful buzz in the room when 24 third graders were reading aloud books they loved was FABULOUS!

These are the books that were read aloud:

We got together several times as we prepared for World Read Aloud day.  Early in the week, we shared the reasons we chose the books that we did.  The reasons were varied but so thoughtful.
When I asked students why they chose the book they did, they said things like:

"I think a first grader will like it because it has good pictures to go with the words."
"This is a funny book and when I was in first grade, I loved funny books."
"I picked Piggie and Elephant because most kids love Gerald and Piggie."
"I thought first graders might like books with dogs in it."
"You can read it over and over again without getting bored."

Students get together to read and share their choices for World Read Aloud Day

We got together later in the week to talk about the fun we were having reading aloud the book. I asked students to find a page that they LOVED to read aloud.  We shared those pages--which was GREAT FUN!--and then discussed the things that made the pages extra fun to read aloud. Kids said they loved reading aloud pages with dialogue. They especially liked it when there was a picture of the character so that you could tell the character's emotion when he said the words. They loved pages where lines repeated over and over. And they loved when authors did something interesting with the font or punctuation.

We had a great time celebrating World Read Aloud Day by reading aloud to 1st graders, listening to them read books from their book bins and talking about the fun of reading aloud.  It was a great day!

Baking Bread

photo via unsplash

Baking Bread (or Life in The Modern World)

Why can't it be easy for once?
Instead, it starts off sticky
and keeps getting stickier
until necessary intervention.

Slow down.
Slower,
less speed,
deep breaths.

Suddenly, stickier becomes smoother
and by now you should know better --
difficult hides behind a screen of pliable
and soft is a precursor to crunchy.

Next comes growth.
A time of pure yeasty optimism
until the smashing and scraping
brings everything back into perspective

and before you know it
the boundaries are set
the heat is applied
the outcome revealed.

There is no such thing as easy,
only repetition after repetition.
Savor the warmth, the freshness.
Then start again.


©Mary Lee Hahn, 2017





This is a poem for Laura Shovan's Annual February Writing Project. The words/phrases for this poem

screen

shoot

stickier

soft

smashing

scraping

speed

smoother

slower

sticky

originated here.

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

Thanks for your patience to all who depend on Kidlitosphere Central for the list of Poetry Friday host blogs. Life blew up and I kept putting other things above "update the link list" on my TO DOs. A teacher work day tomorrow and Monday off for Presidents' Day has given me enough breathing space to get 'er done. (And, as usual, it wasn't such a big deal...I just needed to BEGIN.)

Still Learning to Read: Reading Across Texts

This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

Somehow, even by 3rd grade, students think that writing informational pieces somehow begins with copying facts out of books they read.  One of the goals for 3rd graders is to take notes on research topics and when my kids noticed this on the feedback form our district has, they mentioned quickly how hard they thought note-taking was.  Even after all that we have done with sketch-noting this year, they had little confidence when we started to talk about "research" and "note taking".

So I decided we'd meet a few books in a weeklong unit of study on notetaking/informational reading/research. I ordered 4 picture books about Wangari Maathai as I figured this was a person very few of them knew much about. I also knew that it tied a bit into our Science curriculum. We read Wangari's Trees of Peace, Wangari Maathai: The Woman Who Planted Millions of Trees, Seeds of Change and Mama Miti over 4 days.

These books worked well to read over days.  Each told the story of Wangari and I would consider each a picture book biography but each told different details and focused on different pieces of the stories.  So we confirmed much of our thinking when we heard it over and over and we added to what we knew as the different authors included different things.    Of course we continued to ask questions, chat informally and connect this with so many other things we've read.  But our new learning was in reading across texts to think about the most important things across -synthesizing information from a variety of sources.

This was a very simple study.  On the first day, I read the first book--Wangari's Trees of Peace, giving kids 3 sticky notes. After we finished reading the book, each child wrote 3 important things that they thought they'd want to remember from the book.  We then sorted the sticky notes realizing that many of us had similar things written. This started a good conversation about important vs interesting. Kids were amazed that after reading the whole book, they could "take notes" in their own words.

The next day we read Wangari Maathai which was a bit longer and more detailed. We did a similar activity with stickies and talked about the information we already knew as well as the information that was new to us from this book.

For Seeds of Change, I had kids jot important ideas in their readers' notebooks--just as they had with the sticky notes.

After reading the 4th book, we went back to all our notes and created a list of the most important things we would include if we were writing about Wangari Maathai.

These were great books to discuss as there was much new information and different lots to talk about after each book.  The students gained confidence in their ability to discover important information, write that down in their own words, and add to their learning with each new text.  They see the power in reading more than one book about a topic and they have a few strategies for determining importance.  Connecting what we learned to the sketch noting they love will be a next step.

This Land is Our Land: A History of American Immigration

Mary Lee and I attended the American Library Association Mid-Winter conference last month. It was a great experience and of course, I came home with so many books to add to my to-be-read stack. Following the awards announcements on Monday morning, there is an annual session for the YALSA Morris and Nonfiction award winners. Someone suggested that we attend the session and was it a treat!  We were able to hear all of the Morris and Nonfiction winners speak for a few minutes about their work. Then we received some of the books for autographing.

One of the books that had been on my radar was This Land is Our Land by Linda Barrett Osborne.  I have spend the last few weeks reading this, a little bit at a time, and am so glad that I did.

This book is a comprehensive history of immigration in the United States.  The Table of Contents shows all that is explored in the book.

  

It was an interesting and important read during this time in our country.  I am so glad that I read it and I have a better understanding of the issues surrounding immigration. It seems like an important read for everyone.  I don't often purchase books that I can't use in my classroom but I am so glad I bought this one. It is a boo that belongs in every middle school and high school libraries (many reviews say grades 6-10).

When I talked to the author during the autograph line she mentioned how interesting it was to be working on this book at this time (she started long before many of the current issues.)  She hoped that both teens and adults would read this book as there was so much that she had researched and wanted to share. I agree completely.

Poetry Friday -- Girl Power

photo via unsplash

They Can't Shut Us All Up

They can shut me up
but they can't change the truth--
I'm Rosa and Hillary, Malala and Ruth.

They can silence my voice
but I'll lead and you'll follow--
I'm Keller and Earhart, Cleopatra and Kahlo.

We rivet and code,
we teach and we heal,
orbit Earth, win Nobels,
go to prison for ideals.

They can't shut us all up
and they can't change what's true--
we're here to write history in PINK, not in blue.


©Mary Lee Hahn, 2017




This is a poem for Laura Shovan's Annual February Writing Project. The words/phrases for this poem

they

can

shut

me

up

but

they

can't

change

the 

truth

originated here.

Katie has the Poetry Friday roundup this week at The Logonauts.

#readkindbekind

A Bus Called Heaven
by Bob Graham
Candlewick Press, 2011
review copy provided by the publisher

A community comes together, makes something from nothing, loses it, then wins it back in a game of table soccer.

The Tree: An Environmental Fable
by Neal Layton
Candlewick Press, 2016
review copy provided by the publisher

A timely fable to remind us that it is the humans' responsibility to take care of the environment, not destroy it for our own gain.

Still Learning to Read: Books We Love!

This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

I love watching the tastes in the classroom change.  I love watching a student read a book and then that student recommends it to another and another and another. I love watching how books are informally passed around the classroom as readers know each other's tastes as readers.

This week, we worked on creating book reviews--we chose books we thought other 3rd graders would love to read. And we collected the book reviews on a Padlet.  So this Padlet is a glimpse into our classroom--the books that are currently popular.  Take some time to visit the Padlet, share it with your students and let us know if you read anything we recommend.  We hope you enjoy some of the books we love!

You can visit our Padlet here.

  

Exploring Identity

Thunder Boy Jr.
by Sherman Alexie
illustrated by Yuyi Morales
Little, Brown and Company, 2016
review copy from the public library

Thunder Boy just wants a normal name. He knows his name is special. "I am the only Thunder Boy who has ever lived." Except for the fact that he shares his name with his dad. He wants his OWN name. He thinks of the things he's done in his life (wonderful disconnects between the words and pictures for savvy readers/viewers) and comes up with all kinds of possible names, from the fierce Not Afraid of Ten Thousand Teeth to the silly Mud in His Ears. In the end, his dad gives him a new name that is all kinds of perfect.

I Am NOT a Chair!

by Ross Burach

HarperCollins, February 14, 2017

review copy provided by the publisher

Giraffe keeps being treated like he's a chair, and he just can't get the words out when he has the chance to explain that he's a giraffe, not a chair. He tries building a chair so that others can clearly see he's not a chair, but that doesn't work. And when giraffe decides that he will stand up to the NEXT animal he sees...and that turns out to be a lion...it doesn't turn out quite like he'd planned, but he is able to tell everyone the next day. You can use the last page to teach irony. Now that Giraffe has let everyone know what he isn't, he needs to be more aware of those around him!

Poetry Friday -- Education is Not a Business

photo via unsplash

Education is Not a Business

The child lines up his teddy bears
to teach them ABCs.
He guides them gently in the task,
"The way Miss Smith taught me."

"We learn to share, hold hands in line,
protect and help and hug.
At story time in the media center
we find our place on the rug."

The profits from our nation's schools
aren't measured with nickels and dimes.
Our future's there within those walls --
let's polish them 'til they shine.


©Mary Lee Hahn, 2017



This is a poem for Laura Shovan's Annual February Writing Project. The words/phrases for this poem

worldview
help
shareholders
safer
protections
dishonest
media
replace
business
Messiah

originated here.

Penny has the Poetry Friday Roundup at Penny and Her Jots.

Frederick Douglass: The Lion Who Wrote History

Frederick Douglass: The Lion Who Wrote History
by Walter Dean Myers
illustrated by Floyd Cooper
HarperCollins, 2017
review copy provided by the publisher

Frederick Douglass helped to write history, and his story is one that can inspire young people follow in his footsteps, becoming strong readers and effective speakers in order to change the wrongs they see in their world.

When Frederick Douglass realized that his owner wanted to prevent him from learning to read in order to keep him in his place, and when he listened to the owner's children speaking clearly and directly, using all the right words, "He knew that reading could make a difference in how a person lived."

Douglass' eloquent speaking ability was utilized by the abolitionists. "Here was a man who could actually tell people what it was like to be a slave." Douglass also became a writer, a leader in urging Lincoln to enlist black soldiers in the Union Army during the Civil War, and the consul-general for the U.S. in Haiti.

Nonfiction Mentor Text (and a GREAT man)

Muhammad Ali: A Champion is Born
by Gene Barretta
illustrated by Frank Morrison
HarperCollins/Katherine Tegan Books, 2017
review copy provided by the publisher

This book has a unique text structure, making it interesting for study as a mentor text.

Rather than beginning with Muhammad Ali's childhood, this picture book biography starts with a series of dated snapshots of Ali's key fights -- his surprise first win over Sonny Liston for the world heavyweight championship in 1964, his rematch and win over Liston in 1965, his defeat of George Foreman in 1974 when he won the world heavyweight championship for a second time, and the 1978 fight with Leon Spinks when he became the first boxer to win the world heavyweight championship three times.The word POW is prominent in each spread, along with famous quotes by Cassius Clay (aka Muhammad Ali).

If that isn't enough to hook the reader, this sentence does it, "And he owed it all to a stolen bicycle."

A page turn after that, the reader is taken back to 1954, beginning again at the very beginning, and learning how it happened that a stolen bicycle really did lead to a boxing gym and an early mentor and a dream that became a reality.

This book is a fabulous introduction to an iconic athlete who was also a humanitarian, social activist, and positive role model for those diagnosed with Parkinson's disease.

Poetry Friday -- Cold

image via unsplash

Confronting Icy Water is Directly Linked to Revolution

Standing at the edge,
I brace myself for the harsh truth,
the cold shock that awaits.

My commitment pushes me
to dive deep, invisibilizing below the surface,
rewriting the liberation of my body.

©Mary Lee Hahn, 2017





I am joining Laura Shovan's Annual February Writing Project. The words/phrases for this poem originated here.

Carol has the Poetry Friday roundup this week at Beyond Literacy Link.

A Year of Reading's Bucket List

This blog began as an extension of our conversations about possible contenders for the Newbery and Caldecott Award winners.

Our "year of reading" has turned into eleven years of reading, writing, teaching, and poetry.

Last weekend, we checked an item off our lifetime bucket lists -- we went to ALA Midwinter and saw the Youth Media Awards announced LIVE instead of streaming on our smartboards in our classrooms!

We were about 5th in line, and right behind us was Jules Danielson of Seven Impossible Things Before Breakfast, who's been blogging just about as long as we have. It was so cool to meet her (and her family) in person!

In addition to seeing the book awards announced, 

we were there to cheer and congratulate OSU's own Dr. Rudine Simms Bishop on the Coretta Scott King - Virginia Hamilton Award for Lifetime Achievement.

This year, we had both read the Newbery winner and many of the Newbery and Caldecott Honor books.

It was another great Year of Reading in 2016, and we came home with suitcases full to the brim of ARCS so that we can begin our 2017 Year of Reading!

Still Learning to Read: A Great New Early Chapter Series

 

This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

Having the right books for our readers is one of the most important things we can do.  Third grade is a little tricky because kids are at so many different stages as readers.  And if we want kids to read independently every day, we need lots of books that are right for them. So I am always looking for good early chapter books that support readers who are just learning to read longer books.  This week I received two books in the new Agnes and Clarabella series (Agnes and Clarabelle and Agnes and Clarabella Celebrate!) from the publisher.  This is a fun new series about 2 friends and t is perfect for our transitional readers.  

This book is perfect for the beginning of the year 3rd grader  who is just starting to read chapter books. There is so much that I love about these books:

I feel in love with both characters. They have very distinct traits which is good for our young readers when thinking about what to expect from characters we love.

• There are 4 chapters in each book and each chapter is its own little story. That is perfect for readers just learning to read longer books. Holding onto one story over time is often challenging so this is a perfect transition.
• There is enough sophisticated humor that kids will love these books no matter what--I laughed aloud a few times.
• There are chapter titles. I think that is important for young readers so they can use the titles to think about what's coming up.
• The illustrations and font size are perfect. Lots of white space on a page so text is not overwhelming for readers.  I also like that many sentences start on one page and finish on the next.  This is something new for lots of transitional readers and this book handles it well.
• The books are small and they feel like a chapter book but there are lots of visual supports for readers. 

So happy to have this new book! Can't wait for more books about these characters!  

*These are part of "Read and Bloom" based on the cover. There seem to be 3 other books/series in this collection that I'd like to check out--Stinky Spike, Wallace and Grace and The Adventures of Caveboy. I am hoping they support readers in similar was--if so they will be perfect for 2nd and 3rd graders!

(Our new edition of Still Learning to Read was released in August!  You can order it online at Stenhouse! You can follow the conversation using the hashtag #SLTRead.)

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Poetry Friday -- Social Activisim

Here We Go -- Sylvia Vardell and Janet Wong of Pomelo Books have knocked another one out of the ballpark.

Like their first Poetry Friday Power Book, Just You Wait, this interactive verse novel/optional poetry writing course is full to the brim with anchor poems, response poems, and mentor poems. There are Powerplay activity pages for brainstorming, and Power2You Writing prompts that encourage poetry writing.

Here We Go features four characters who are dealing with timely issues: being an immigrant, being a Muslim, surviving family tensions, dealing with fake news, trying to do good in the world.

This is the right book at the right time. I'm hoping the characters in this book will help me encourage my 5th graders to look beyond the school walls and the boundaries of their neighborhood and find their own ways to make the world a better place. Thank you, Janet and Sylvia for using poetry to start the most important conversations we could possibly have with our students.

Check out Irene Latham's extensive review of Here We Go for more details about the book.


Violet has the Poetry Friday Roundup at Violet Nesdoly | Poems.

Two Picture Books About the Refugee Experience

The Journey
by Francesca Sanna
Flying Eye Books, 2016
review copy from the public library

Stepping Stones: A Refugee Family's Journey
by Margriet Ruurs
illustrated by Nizar Ali Badr
Orca Book Publishers, 2016
review copy from the public library


Both of these books depict the refugee experience through art that begs to be examined over and over again. I hope that means that readers will go back to the story over and over again as well, deepening their understanding of this huge worldwide issue of war, displacement, refugees, immigrants, migrants...people who have lost one home and are starting over again in another place.

Both of these books were born out of the author's desire to tell the stories of real people, but both are very careful to make their books not just The One Story of Refugees, but a possible outline of some of the steps and emotions of the journeys of many.

Stepping Stones is written in Arabic and English, inviting a more personal connection for children who rarely (if ever) see their language in print in a book in an American library or classroom. The inclusion of Arabic is yet another stepping stone provided by this story.

Still Learning to Read: A Reading Conference

This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

One common thing I see with intermediate readers is the ability to read and decode words without knowing what they mean. I want readers to begin to have lots of strategies for figuring out the meaning of words they don't know so often, after some conferring on the topic of words in context, kids go off and track their thinking about unfamiliar words. In this conference, a student is sharing the words she did not know when she first got to them in her reading. Then she tried the strategies she knows and we chatted. On the sticky notes, she took her best guess at what the word meant after trying some things.

Our conference around these sticky notes were to find patterns in her strategies--what works some of the time? She discovered that sometimes, if you read on, the author gives you a clue about the meaning of the word. She also found that sometimes, there is a word that you know inside of a word (for example, trail was in trailing) and sometimes, the way the sentence is worded gives you a little clue.

The goal of this work is not to figure out all of the correct definitions of the words she didn't know. Instead it is to help her become aware of her process. I want her to recognize when she gets to an unfamiliar word. I want her to get into the habit of stopping and thinking instead of merely reading on. And I also want her to begin to own and practice some strategies that readers use when this happens. Of course we'll move on from there but these things must be in place for her to own this part of her reading life.

(Our new edition of Still Learning to Read was released in August!  You can order it online at Stenhouse! You can follow the conversation using the hashtag #SLTRead.)
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Poetry Friday -- Community

Last week, I had something to share, but no time to read through the roundup and be a part of the community.

This week, I am longing for our community, and planning to snuggle up with laptop and hot tea tomorrow morning to rejuvenate my soul with your postings...but I have nothing to say.

Which is not exactly true, because for some reason, typing the word COMMUNITY this morning makes me tear up and sniffle. I belong here in a way that I don't belong in any other facet of my life. I am thankful for this community.

I searched through my poems and nothing came up for "community," so I tried "together" and got a poem that says much about community. It is from Laura Shovan's Found Object Poem Project last February, and is a good reminder to self that while I can't/won't stop writing #haikuforhealing, I need to get back to writing other poetry as well. Are there events or challenges going on/coming up that I can join to jumpstart my poembrain?

Photo by Laura Shovan

Mysteries

The mysteries of the world are myriad.

Sometimes they look like little balls of butter.

Sometimes they clump together in the shape of South America.

The mysteries of the world puzzle us.

They make us take our glasses off and look so close

we dust our noses with them.

The mysteries of the world hold hidden ripeness.

Each might contain a new life,

or the possibility to change the weather patterns of the entire world.

The mysteries of the world cast shadows.

Hovering above, they block the sun

and send a chill through us as they pass over.

©Mary Lee Hahn, 2016

The Poetry Friday Roundup this week is hosted by Keri at Keri Recommends.  She sent me the most wonderful "suitable for framing" poem postcard! Mine will go out this weekend, so if your mailbox has been empty...my bad. Here they come!

Two Great Books for Writing Workshop

Also an Octopus

by Maggie Tokuda-Hall

illustrated by Benji Davies

Candlewick Press, 2016

"Every story starts the same way...with nothing."

Maggie Tokuda-Hall takes us through the process of starting with nothing, then finding our characters (not a little girl, not a bunny...an OCTOPUS!) and figuring out what our character wants and how they're going to have to work to get it.

Just like in the stories we'll write and tell, things don't exactly go the way the octopus plans, even when it has help. "So the octopus plays the ukulele, because music is good for the heart," and things start to change. 

When the reader is on the brink of being given a satisfactory ending, Tokuda-Hall leaves it up to the reader to decide what happens, and she reminds us, "When one story ends, it's just making room for another story to begin." 

The illustrations in this book go with and go beyond the written text in wonderfully priceless ways. You really have to see it for yourself to get a sense of its awesomeness! I can't wait to use this book to launch writing workshop next fall.

How This Book Was Made

by Mac Barnett

illustrated by Adam Rex

Disney*Hyperion, 2016

This book is not just about the process of writing a story, it gives the reader insight into the steps a story or manuscript goes through in order to become a book. Early in the book is my favorite part, in which we learn about the role of editors: "An editor tells you what parts of your story are good and what parts you need to fix. She is like a teacher, only she works in a skyscraper and is always eating fancy lunches."

This book pairs perfectly with Also an Octopus in the way the illustrations work with (and go way way beyond) the text, making this book also all kinds of awesome. You've read books by Mac Barnett and Adam Rex, haven't you? Then you know why I'm not even going to try to describe and explain the elaborate silliness that ensues as the book in the story goes through the publication process. There is a tiger all the way through the book (including tiger-fur end papers), and there are astronauts. Also dogs playing poker. 

The best part is the end, "Because a book can have words and pictures and paper and tigers, but a book still isn't a book, not really, until it has a reader."

Another fabulous book you will want for your writers, your writing workshop, AND your readers!

SLTR-Read Aloud-Written Response

This is one of a series of blog posts that continue the conversation around Still Learning to Read--teaching reading to students in grades 3-6.  This series will run on the blog on Tuesdays starting in August 2016 and continue through the school year.

We do a lot of writing during our read alouds.  Kids have the option of how they want to track their thinking during reading. The students are VERY comfortable using a variety of tools to annotate their reading--to jot thinking down as they read. And they've grown in the ways they think about a text as they read. This writing has had a big impact on their comprehension. At this point in the year, I want to see what kids can do in terms of responding to text after reading/thinking.   So for this read aloud (Tiger Boy by Mitali Perkins), we are trying something new.  Kids are still using their notebook to stop and jot to track their thinking while we read. But each day,  we are going to end read aloud with time to think about their reading AFTER our read aloud time is over. I want them to have a way to summarize thinking in a more formal way, but nothing that is cumbersome.  Read aloud is a happy time in our room and writing during read aloud is very low-stress and kids love to track thinking. 

I wanted this to be simple for the kids and for me. I didn't want it to be intimidating and I wanted it to be easily accessible--to kids and to me. I want to be able to look at these quickly to get a sense of where individual students and the class as a whole is.

So, we are using the large index cards (4X6).  Kids are folding them in 1/2 and using 1/2 of a card each day that we read.  The cards are going to be put together on a ring and hung on a hook. (We have 4 different color hooks so kids know where theirs belong. With 6 on a hook,  it shouldn't take time to grab these/distribute at the end of read aloud.

A student uses her notes during reading to quickly respond at the end of the day's reading.

The cards hanging ready for the next day.

I don't want this to be a big thing but I do want to have kids write at the end of read aloud every day for a few reasons:

• It will give me a daily view into their thinking. I take a look at their writing often but it is often hard to see it all. These cards will be easy to look at quickly each day.
• It will help me assess their responses to reading to better see what they are doing as writers about reading.
• It will give us lots of ways to think about what makes a strong reading response.  Even though these are short, I'll be able to use some as mentors for thinking that is written in a way that is thoughtful and well beyond a summary of what was read.
• We will be able to talk off of a few when we start read aloud each day.  
• Kids will be able to reflect on their own responses and possibly set future goals because they will all be together and easy to analyze.

I'm not quite sure where this will go but I think it is worth doing for one read aloud--for my own information and for kids to have a record of their end-of-reading thinking across a read aloud. We'll see what happens!

(Our new edition of Still Learning to Read was released in August!  You can order it online at Stenhouse! You can follow the conversation using the hashtag #SLTRead.)