Poetry Friday -- Gobsmacked

I never tire of the wonder of caterpillars becoming butterflies. That's why I've planted two kinds of milkweed and hope with all my heart that someday the monarchs who have started visiting will lay eggs. That's why I planted both raised beds with just enough basil for occasional pesto for us and a small forest of dill and fennel for the black swallowtails. That's why I keep bringing in a few caterpillars each time they appear and raise them to butterflyhood.

This morning's gift from the universe was being present for the moment when a caterpillar who had anchored to a dill stem shrugged off its caterpillar skin to reveal the chrysalis that had formed underneath.

How often do we get to witness a miracle?

My two pages of notes will eventually become a poem (or poems), but until then, here's a reposting of a septercet I wrote in 2016 for Jane Yolen's challenge on Today's Little Ditty.

Heidi has the Poetry Friday roundup today at My Juicy Little Universe. (I'm SO feeling the title of her blog in my heart right now!)

Everyday Miracle

Watching caterpillars morph
from worm into chrysalis
never grows old. Starting small

(teeny-tiny, truth be told)
they adopt a growth mindset --
after egg, it's grow, grow, grow.

They change caterpillar clothes
as they thicken and lengthen.
Then comes the ultimate change --

undigested food is purged,
silk belt is spun, anchoring
caterpillar, who lets go

and leans into the process.
Unseen to observing eyes,
parts that were caterpillar

shuffle, shift, reorganize.
What once began as all crawl
will become fluttering flight.


©Mary Lee Hahn, 2016

Making Time and Space for Nonfiction: Being the Change by Sara Ahmed

Now, consider what kinds of beliefs can take root if we don't provide opportunities for kids to become better informed, if we leave them to ponder these questions with only their assumptions as their guide, and offer no time to mitigate their fears with knowledge. (p. 76)

I just finished reading Sara Ahmed's new book Being the Change:  Lessons and Strategies to Teach Social Comprehension by Sara Ahmed.  This book is about far more than nonfiction but I do think Sara takes us on a journey and helps us think about ways to support our readers in making sense of their world.  Within this context, there is so much to think about when we think about the nonfiction readers in our classroom. 

Social comprehension, as Sara defines it in the introduction, is, "like academic comprehension, is how we make meaning from and mediate our relationship with the world We understand that the meaning making, or socialization, is learned, not inherited."  

Following the introduction, Sara takes us through her thinking and planning for social comprehension work in the classroom.  The first half of the book focuses on knowing ourselves, thinking about our identities and biases and the learning about others. The second half or the book focuses on being informed, understanding how our identities impact us, and  understanding others' perspectives.

There is much to learn from Sara in this new book and I am anxious to see where some of these strategies take us in our classroom next year. Sara shares her thinking as well as words she might use to model and share with her students.  She shares resources and strategies for troubleshooting.  This book has changed the way I am thinking bout the beginning of the school year.

Sara teaches us many things about social comprehension and nonfiction reading is a part of that. But the gift of this book is in the big picture of her message--the powerful ways to help our students in making sense of the world we live in.  Her message of student empowerment is a strong one and the ways that we can help our students respond to their worlds by understanding themselves and others and by understanding the power of being informed is critical for our classrooms today.

If you have not checked out the #cyberpd chat around this book, it is happening now!

Being the Change -- Cyber PD Week 2

The #cyberPD book this year is Being the Change: Lessons and Strategies to Teach Social Comprehension.

In Week 2, we read chapters 3 and 4, which brought us from a more individual exploration of identity and the listening skills we will need to instill as our norms, to the strategies for identifying and teaching about bias and microaggressions in ourselves and the news.

I found two books that I will add to my classroom library and use with my students to explore identity and bias. (Truth in advertising/#teamworkrocks -- Franki alerted me to both of these titles!)

The Cardboard Kingdom
by Chad Sell
Knopf Books for Young Readers, June 2018

This graphic novel is a collection of short stories about the imaginative summer play of a diverse group of neighborhood kids. I'm thinking it will be my first read aloud (Kindle version), in order to set the tone for what a graphic novel demands of a reader, along with conversations about identity, bias, bullying, what makes a family...and more.

How to Be a Lion
by Ed Vere
Doubleday Books for Young Readers, June 26, 2018

The world expects a lion to be fierce and violent, but that's not the only way to be a lion. While this book might be too straightforward/didactic for some, I love the friendship between Leonard the lion and Maryanne, the poetic duck. Lots of bias to unpack, and Leonard and Maryanne find a unique way to stand up to the bullies at the end. They may not change the way others think, but they have solidified their own beliefs.

Poetry Friday -- Punctuation

A Bunch of Punctuation

poems selected by Lee Bennett Hopkins

illustrated by Serge Bloch

Wordsong, August 7, 2018

I've been home exactly one day this week. Last Sunday-Tuesday I was at NerdCampMI, then Thursday-Sunday I am at WLU Literacies for All Summer Institute in Baltimore. 

That left Wednesday to catch up with friends at Fox in the Snow, repack my suitcase, and take care of the teetering pile at the mail table.

So. Truth in advertising. All I've had time to do is SQUEAL when I opened the envelope with the ARC of A Bunch of Punctuation. I haven't read it. I've seen the list of contributors. I'm taking it on the plane with me. I'll look for your extensive and thoughtful reviews and link them here. In the meantime, here's one that's NOT in A Bunch of Punctuation:

On Punctuation
by Elizabeth Austen

via The Writers Almanac archives

not for me the dogma of the period
preaching order and a sure conclusion
and no not for me the prissy
formality or tight-lipped fence
of the colon and as for the semi-
colon call it what it is
a period slumming
with the commas
a poser at the bar
feigning liberation with one hand
tightening the leash with the other
oh give me the headlong run-on
fragment dangling its feet
over the edge give me the sly
comma with its come-hither
wave teasing all the characters
on either side give me ellipses
not just a gang of periods
a trail of possibilities
or give me the sweet interrupting dash
the running leaping joining dash all the voices
gleeing out over one another
oh if I must
punctuate
give me the YIPPEE
of the exclamation point
give me give me the curling
cupping curve mounting the period
with voluptuous uncertainty

Sylvia has this week's Poetry Friday Roundup at Poetry For Children, and she has news about another AMAZING anthology you'll want to give to the person who does the morning announcements at your school!

Making Time and Space for Nonfiction: Mock Orbis Pictus Award

One of my goals this year is to make sure that nonfiction is more valued in the classroom. I want students to find nonfiction they enjoy reading--books they read because it's interesting--not because it's for school, a project, etc. I just want them to think about nonfiction in ways that invite joy and wonder.

One thing I noticed last year was that I didn't focus on nonfiction enough early in the year.  I didn't read enough nonfiction as part of #classroombookaday.  I didn't booktalk enough nonfiction. So this year, I hope to do better.

I think participating in NCTE's Mock Orbis Pictus Award will help us start the year thinking about nonfiction in new ways.  I spent some time this week looking closely at the Orbis Pictus Award criteria and I think talking around these things will open up great conversations around nonfiction--it will give us all a new way to think about and analyze nonfiction, which in turn will probably make us better readers of nonfiction. It will also help us think about credible sources, the ways visuals and text work together and more.

The Orbis Pictus Award criteria (taken directly from the NCTE site) includes the following:

• Accuracy—current and complete facts, balance of fact and theory, varying points of view, avoidance of stereotypes, author’s qualifications adequate, appropriate scope, authenticity of detail
• Organization—logical development, clear sequence, interrelationships indicated, patterns provided (general-to-specific, simple-to-complex, etc.)
• Design—attractive, readable; illustrations that complement text, placement of illustrative material appropriate and complementary; appropriate media, format, type
• Style—writing is interesting and stimulating, reveals author’s enthusiasm for subject; curiosity and wonder encouraged; appropriate terminology, rich language

So far, I've added several nonfiction titles to the classroom library. Some that I think will be interesting to think about as we participate in Mock Orbis are:

Otis and Will Discover the Deep,  Write to Me, Ski Soldier, The Brilliant Deep and Curiosity.

I will continue to keep up with nonfiction and am excited about approaching nonfiction in this way this fall with my students.

If you know of any great 2018 nonfiction books we should read and discuss as part of our #NCTEMockOrbis work, let me know in the comments! Hoping to see lots of people talking about this on Twitter and Instagram as we share great new nonfiction titles. Check out the link and join us!

Being the Change -- #cyberPD Week One

The #cyberPD book this year is Being the Change: Lessons and Strategies to Teach Social Comprehension.

I'm not going to outline the content of the introduction and the first two chapters. You need to read the book and glean your own take-aways. Here are two of mine, and a story.

#1--This is the right book at the right time for me. I wish I'd had it two years ago when racial tensions were high in my classroom. I wish I'd had it last year. I see now that those two boys aren't the ones who needed to change, it was...is...me who needs to (who can) change.

#2--This book makes me exceedingly grateful that I stood my ground and remained a self-contained classroom this year (and hopefully through to the end of my teaching career). Increasingly, it seems to me that classroom community is the key element in all that I do -- in the art that is my teaching.

Story--One morning several weeks ago, there was a knock at the door. AJ answered it, and stepped out onto the porch to talk with the person. I admire (and defer to) his patience in listening to and engaging with political, religious, and sales people who show up on our doorstep. I was glad he was out there and I could remain in here on the couch reading. The woman was selling some sort of educational materials, he said when he came back in.

She returned later that evening. AJ answered the knock again, but called me to come and talk to her. She had been out knocking on doors all day long. It was hot. She needed to log a certain number of interactions (sales?) each day. Learning from AJ, I offered her a bottle of water, but she was carrying her own. With a thick Eastern European accent, she launched into a description of the product she was selling. It was a text book covering every subject (or maybe a series of text books and I just saw sample pages from each subject). I listened. I saw how the history articles were condensed into just the main points students would need to know to answer the questions at the end of the chapter. I saw how the math pages had the teacher explanation below each example so that when students were working on their homework (and look -- LOTS of practice work for students -- many, many problems for each concept) both they and their parents would know how the problems should be solved. I saw that her product could serve as the be-all and end-all for homeschooling families.

I listened, but in the end I had to tell her that I don't teach from text books. I address the standards and meet the needs of my students with resources and materials that I gather on my own, or that are suggested by my district. I described my teaching as art, rather than as the science of opening a text book to the next page. She was in awe. She had never heard of this way of teaching and learning. She thought that perhaps she would have liked to have learned in a classroom like that.

I had to send her away without a sale (I hope she was able to log a conversation with a teacher, theoretically a potential buyer). I reaped all the benefits. I was left with an even deeper gratitude that I am blessed to teach in a district that does not have mandated textbooks in the elementary school. A district that respects me as a professional and trusts the ART of teaching.

Poetry Friday -- Haiku

Click to enlarge

I love that haiku can be used to make fun of both life and haiku itself. In spite of its history of deep meaning and sparse wording, haiku can also be frivolous and a little bit silly.

Haiku can also be perfectly timed and eerily auspicious as well. We spent the third week of June in Germany celebrating the 90th birthday of my German "mother." (I was a Lion's Club exchange student in high school. The six weeks I spent with Elisabeth's family the summer she turned 50 mark a watershed moment in my growing up years.)

I want to be 90 like THAT!

This was the Daily Issa in my email inbox on Elisabeth's birthday:

old pine

starting a new year...

how many spring mists?

1812

.老松や改て又幾かすみ

oi matsu ya aratamete mata iku kasumi

Tricia has today's Poetry Friday roundup at The Miss Rumphius Effect.

Making Time and Space for Nonfiction: Books for Writers

This year, I am committed to reading and thinking more about nonfiction in the classroom. That means I will make more time to read more nonfiction so that I know more nonfiction. That way, I can book talk it, share in conferences, read aloud and more. So this year, I plan to do a weekly series, "Making Time and Space for Nonfiction". Every (hopefully) Wednesday on the blog, I'll share some nonfiction thinking--a book I've read, something that happened in the classroom, some learning I did, etc. This will help me stick to my goal throughout the year and help me reflect on my learning and thinking about nonfiction
We have a basket of books in the classroom library that is rarely used. This is a basket of books for writers--books to help writers in some way. The books are fantastic and I've never thought about them as nonfiction but I realize most of them do fall under the category of nonfiction. Most of the books in the basket serve to help writers try something different.

I tend to buy lots of these because I find short texts are perfect for minilesson and small group work. I often use excerpts from these books in mini lessons or with small groups. But it is very seldom that a child chooses to go to one of these books on his/her own.

I realize I haven't done enough to teach students how and when to use these books. There are so many ways people enter books like this and I think a few mini lessons book talking these books, sharing ways to dip into the books, reading some parts aloud, etc. may make these more accessible for students. I also hadn't thought about helping kids see how online resources from some authors do similar things and that writing workshop might be the time you read/view this type of text. Creating a multimedia text set for writers seems important for the coming year.

One thing that I am learning already is that there are so many kinds of nonfiction--far more than any one list can cover.  I had never really thought about these as specifically nonfiction but I think the definitely fall into that category (or at least parts of each one do) and my role is to help make them more accessible to writers in the classroom.

At last week's Scholastic Reading Summit in Denver, Stephanie Harvey reminded us to "Look across the curriculum and make sure reading is embedded in every part of the day."  We definitely read during writing workshop but I am not sure we read the kind of nonfiction that would help us as writers during that time.  I am thinking I need a shelf of books for writers-something a little separate--even though all books can serve as mentors to writers, those books written specifically for writers may need their own more accessible space this year as I think about inviting more nonfiction reading.

Books in this basket currently include:

Writing Radar: Using Your Journal to Snoop Out and Craft Great Stories by Jack Gantos

Our Story Begins:  Your Favorite Authors and Illustrators Share Fun, Inspiring and Occasional Ridiculous Things They Wrote as Kids

The Creativity Project: An Awesometastic Story Collection by Colby Sharp

A Writer's Notebook, How Writers Work, Live Writing,  and Poetry Matters by Ralph Fletcher

Spilling Ink: A Young Writer's Handbook by Ellen Potter and Anne Mazer

Writing Magic: Creating Stories that Fly by Gail Carson Levine

Comics Confidential: Thirteen Graphic Novelists Talk Story, Craft and Life Outside the Box by Leonard S. Marcus

Online Resources to be Included in This Text Set

Melissa Stewart's Site-Revision Timelines as well as her Behind the Books posts on her blog

Write with Jess Keating: Write with Jess Keating Series--10 videos

Lessons From A Bike Ride

I went for a bike ride this morning before it got too hot. I labored up a long, grueling hill with my eyes on the bit of the street just in front of my front tire. In the nick of time, I looked up and avoided a low-hanging tree branch that would certainly have smacked me in the face.

This experience seems to be the perfect cautionary tale for the school year. At some point, the newness wears off and a week can start to feel like a long, grueling hill. With our heads down and our eyes focused on only what is right in front of us, we risk shortsightedness and a reactionary way of dealing with unexpected things that pop up. Let's remember to keep our heads up and our eyes on the long view, enjoying all of the scenery around us and watching for low hanging branches. Let's celebrate the hill rather than cursing it, knowing that we will be stronger when we get to the top.

Making Time and Space for Nonfiction: Otis and Will Discover the Deep

This year, I am committed to reading and thinking more about nonfiction in the classroom. That means I will make more time to read more nonfiction so that I know more nonfiction. That way, I can book talk it, share in conferences, read aloud and more.  So this year, I plan to do a weekly series, "Making Time and Space for Nonfiction". Every (hopefully) Wednesday on the blog, I'll share some nonfiction thinking--a book I've read, something that happened in the classroom, some learning I did, etc.  This will help me stick to my goal throughout the year and help me reflect on my learning and thinking about nonfiction.

As part of my summer reading, I am trying to read more nonfiction. One book I read this week was Otis and Will Discover the Deep by Barb Rosenstock. I was expecting a picture book biography and I guess this book would fit into that category but it is a bit more.  This is the story of Otis Barton and Will Beebe who were the first people to discover the deep of the ocean.  Their Bathysphere was a device that they created to do just that. I loved the story of how these two men collaborated over time.   There is a lot to this story in terms of problem solving, collaboration, and adventure. This is a good example of a book that got me interested in an idea I didn't even know I was interested in before reading. 

The Author's and Illustrator's note at the end of the book give more interesting information and include some authentic photos. There is also a note from Constance Carter, Former Head of Science Reference at the Library of Congress who worked with Will Beebee.

The other interesting thing about this book is that it is illustrated by Katherine Roy. You may know her from her fabulous books How to Be and Elephant and Neighborhood Sharks. I am getting better at knowing authors and illustrators of nonfiction. Roy's illustrations are perfect for this story.

I'm looking forward to sharing this book with kids this fall.

Why I Don't Like Music or The Truth About My Singing

Every child deserves the opportunity to become a lifelong reader.

                                 It’s All About the Books by Tammy Mulligan and Clare Landrigan

I don’t like music. It’s true. Friends are often surprised by this small detail about me. I can’t pinpoint the exact moment I decided that I didn’t like music, but I know there were four experiences that have had a huge impact on my attitude towards music.

For my entire elementary school career, our music teacher kept me after class each week having me practice hitting a note I just couldn’t hit in class. She was very kind, yet always looked so very disappointed when I could not get the note by practicing it over and over again in front of others who were having the same problem. I was always irritated to stay after class but never too worried about hitting that note.

As 5th graders, we took part in a big tradition in my elementary school. 5th and 6th graders put on an elaborate music program. It was a big deal and very fun. It was something you looked forward to from Kindergarten through 4th grade. One day at rehearsal for the show, one of the 6th grade teachers came over to me and told me that I might want to mouth the words. At the time I was a 5th grader so a 6th grade teacher talking to me individually during rehearsal was a big deal. And I was old enough to understand that her singling me out to chat meant that I could not sing well enough to really be part of the show. I wasn’t 100% defeated until the next year, when the music teacher determined that as a 6th grader I would be an “angel” in the play—a silent role with some time on stage. And because I had a role, I would not be needed as part of the choir for singing.

Fast forward 9 years to college. I had to take a music methods course in order to become an elementary teacher. My professor was retiring that spring and one of his requirements had always been for students to teach a song to the class by singing it aloud. He requested a private meeting with me, informing me that in all of his long career, he had never heard anyone sing as badly as I did and he decided I should play the piano and say the words when I taught the song. He insisted that he had never had to ask anyone to do this but for me, it was important. During my lesson, he explained the dilemma to the class and asked me to promise (in front of our entire lecture hall) that I would never sing in front of children--as it would definitely harm them--just by hearing it.

It is truly amazing that I continued to sing but during my first year of teaching, I decided birthdays were too important so I sang “Happy Birthday” with the class when my 1st graders had a birthday. But I forgot that I had shared my singing stories with some teachers and the principal. My principal thought it was funny to “listen in” on the loudspeaker at the end of any day he knew there was a birthday in our classroom. Then he would pop down and make a comment about my singing voice.

You could say I am embarrassed about my horrible singing voice. That would be 100% true. It is really not a big deal, something I almost never think about--until it is time to sing “Happy Birthday." Now when it is time to sing “Happy Birthday” to a family member, friend or colleague, I just don’t participate—I disengage. If you are ever with me and it is a friend’s birthday, you may think it is rude that I mouth the words or I go find something else to do.

Because of this shame, I have just learned to live a very full life without much music or singing.

Imagine if these experiences had been in reading instead of singing? I know many people in the world who lead very full lives without books and reading. They have many hobbies and interests and talents outside of reading, but they may also have learned to avoid reading because of the subtle (and not so subtle) messages they got about reading from well-meaning people throughout their lives.

I am certain that my elementary music teacher meant well. She took her job very seriously and wanted me to learn how to sing. These were quick moment in her teaching life that I am certain she would not even remember or think twice about. But her first messages to me have stuck and I remember the weekly look of disappointment on her face clearly.

In 5th grade I stopped seeing myself as someone who could sing. This was solidified again in college and again as a first year teacher. In Choice Words, Peter Johnston says, “Building an identity means coming to see in ourselves the characteristics of particular categories (and roles) of people and developing a sense of what it feels like to be that sort of person and belong in certain social spaces.” (p. 23)

I think as teachers we all say and do things in the course of the day hoping it is in the best interest of our students. I am confident that all of the music teachers I had wanted what they thought was best for me. But they let me know over and over again that I was just not cut out to be a person who sings. Of course, we want students who can read, but we also want students who become lifelong readers. We want students who see themselves as readers and students who cannot imagine a full life without reading. We need to remember that in every single interaction we have with a child.

Poetry Friday -- Fireflies

If You Catch a Firefly
by Lillian Moore

If you catch a firefly
          and keep it in a jar
You may find that
          you have lost
A tiny star.

If you let it go then,
          back into the night,
You may see it
          once again
Star bright.


Want to learn more about fireflies? Click here.
I've featured fireflies for Poetry Friday two other times!

I didn't grow up with fireflies.
Did you?
Do you have them where you live now?
Do you call them fireflies or lightning bugs?


Karen has the Poetry Friday roundup this week at Karen Edmisten*.

The Stone Girl's Story

The Stone Girl's Story
by Sarah Beth Durst
Clarion Books, 2018

Mayka's father was a stone mason. He brought her to life by carving her story onto her body. She and the other living stone creatures her father created live happily together in seclusion on the mountain. But Mayka's flesh-and-blood father has long been gone, and as the reader sees in the opening scenes of the book with Mayka and her dear friend Turtle, as the marks on their bodies fade, the creatures...stop. So Mayka leaves her mountain in search of a stonemason who will return with her and repair the marks on all of her friends. When she gets to the city, she discovers an evil plot that endangers all stone creatures.

I love fantasy, but only if the author can build a world that is absolutely believable. Sarah Beth Durst has done that in The Stone Girl's Story.

This is fantasy at its best: a hero's journey to save family and friends. An Oz-like journey with fellow travelers who are also looking for help. A story with big themes:

• the quest to be accepted for who you are is a worthy one
• don't judge others based on their appearance or your assumptions
• absolute power is dangerous
• pay attention to who is telling the stories
• know your own story and tell it proudly
• choice is important...necessary...vital to your story
• you have the power to shape your own story
• an obedience mark is dangerous
• the right words can give you freedom
• you can learn to be brave
• together we can rise up against evil and overpower it
• even a monster's story can be rewritten to be AWESOME

Move this book to the top of your TBR pile. I hope you love it as much as I do. It might just be one of my first read alouds of the year next year!

Poetry Friday -- High Plains Wind

Unsplash photo via Matthieu Joannon

High Plains Wind

     (after Wind by James Arthur)

     it's true sometimes I cannot

stop myself from lifting

     the roof shingles

unleashing tumbleweeds snapping

tree branches

muddying the pool I'm nothing

     until I happen

barreling down from the North

     filling eyes with grit

     nostrils too

pelting the streets with dusty sleet

above wheatfields

    surfing the waves of grain

so full of high excitement howling

I borrow the arid topsoil

     and fling it into the ditch

arriving with news of the bindweed

     and the horseflies

at times buffeting you so violently

in ways you register

     as fists

©Mary Lee Hahn, 2018

I am blessed to live in a climate where we have day-long gentle rains that allow the oaks to tower and the corn to grow without irrigation. We are currently several inches over the average rainfall for the year, and yet in the High Dry Plains of Eastern Colorado, even an inch of our rain could save crops and livelihoods. It's desperately dry there, and the wind is unrelenting. When I read Wind by James Arthur, I knew I wanted to tell the story of a more savage and remorseless wind than his rascally wind whose antics include turning umbrellas inside out (I never owned one until I moved to the midwest), stealing hats, and embracing as light as a touch. The wind back home is downright mean-spirited and vengeful.

On a lighter note, we filled the Poetry Friday Roundup Schedule for July-December in under a week! 

Kiesha has this week's roundup at Whispers from the Ridge.

The Luxury of Inefficiency

Yes, I'm enjoying my summer break. Thank you for asking.

I realized this morning that the biggest gift of these few weeks off is the luxury of inefficiency.

I have been busy the last two weeks:

• all day math summit
• all day Casting for Recovery planning team meeting
• Children's Literature Assembly virtual board meeting
• July-Dec Poetry Friday roundup schedule completed in one week
• read nine chapter books and stacks of picture books 
• first bike ride of the summer
• reacquainted with bi-weekly swimming schedule
• doctors' appointments that don't require sub plans
• a wedding
• plans for our trip to Germany and Amsterdam
• weeding and edging the back garden beds
• one swallowtail caterpillar raised to chrysalis indoors and two more on watch in the garden
• playing with new macro lens for my iPhone camera (see above)
• tea at Asterisk
• stay up late
• sleep in

I have been busy, but I haven't felt particularly scheduled. That is the luxury I'm savoring for the next few weeks.

Reading More Nonfiction

I love the extra time I have in the summer to read.  I already have quite a stack of books ready to go for the summer as I use summer to catch up a bit. I love fiction and I tend to read mostly middle grade fiction in the summer. But when talking to colleagues about nonfiction in our classrooms, I realized that I don't read as much middle grade nonfiction as I could.  I tend to read a lot of short nonfiction--lots of picture books and shorter nonfiction- but if I want my students to know and love nonfiction that has more depth I know I need to commit to reading and book talking more titles. So I have been keeping track of books that I hope to read this summer--nonfiction that is a big longer than my usual picture book nonfiction reading that I enjoy (although I have included a few picture books here.). Here they are:

Strongheart: Wonder Dog of the Silver Screen by Candace Fleming and Eric Rohmann

Ski Soldier: A World War II Biography by Louise Borden

Astronaut-Aquanaut: How Space Science and Sea Science Interact by Jennifer Swanson

Speaking Our Truth: A Journey of Reconciliation by Monique Gray Smith

Snowy Owl Invasion! by Sandra Markle

Keith Haring: The Boy Who Just Kept Drawing by Kay Haring

Magic Trash by J.h. Shapiro

The People Shall Continue by Simon Ortiz

Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders

The Water Walker by Joanne Robertson

Otis and Will Discover the Deep by Barb Rosenstock and Katherine Roy

Poetry Friday -- The Final Golden Shovel

Whether you believe you can or believe you can’t, you’re right. ~Henry Ford

Blessing 

You are going to fail, whether

you want to or not, in big and small ways. You

can spend your time worrying about that, or you can believe

that failure is valuable. It’s the way we learn. You

are in charge of how you think about your mistakes. You can

embrace them, trying to fail better every day, or

you can wallow in your catastrophes. What you believe

will determine how well you

live. I can’t

predict your future, but I have a good feeling that you’re

going to be more than all right.

©Mary Lee Hahn, 2018

In April, I wrote a golden shovel for each of my students, using a quote chosen by each student as the striking line. Only one poem was missing from the collection: mine. Here it is. Number 31. It is the blessing I bestowed upon the Hahn Squad as I sent them out into the world and off to middle school. 

Buffy has the Poetry Friday Roundup for today at Buffy's Blog.

And it's time to gather Roundup hosts for July - December. That post is here.

Poetry Friday -- Call for Roundup Hosts

It's that time again. Six months have passed since last we queued up to host the Poetry Friday roundups.

If you'd like to host a roundup between July and December 2018, leave your choice(s) of date(s) in the comments. I'll update regularly to make it easier to see which dates have been claimed.

What is the Poetry Friday roundup? A gathering of links to posts featuring original or shared poems, or reviews of poetry books. A carnival of poetry posts. Here is an explanation that Rene LaTulippe shared on her blog, No Water River, and here is an article Susan Thomsen wrote for the Poetry Foundation.

Who can do the Poetry Friday roundup? Anyone who is willing to gather the links in some way, shape or form (Mr. Linky, "old school" in the comments-->annotated in the post, or ???) on the Friday of your choice. If you are new to the Poetry Friday community, jump right in, but perhaps choose a date later on so that we can spend some time getting to know each other.

How do you do a Poetry Friday roundup? If you're not sure, stick around for a couple of weeks and watch...and learn! One thing we're finding out is that folks who schedule their posts, or who live in a different time zone than you, appreciate it when the roundup post goes live sometime on Thursday.

How do I get the code for the PF Roundup Schedule for the sidebar of my blog? You can grab the list from the sidebar here at A Year of Reading, or I'd be happy to send it to you if you leave me your email address. You can always find the schedule on the Kidlitosphere Central webpage.

Why would I do a Poetry Friday Roundup? Community, community, community. It's like hosting a poetry party on your blog!

And now for the where and when:

July
6    Tricia at The Miss Rumphius Effect
13  Sylvia at Poetry for Children
20  Heidi at My Juicy Little Universe
27  Catherine at Reading to the Core

August
3    Mary Lee at A Year of Reading
10  Molly at Nix the Comfort Zone
17  Christy at Wondering and Wandering
24  Margaret at Reflections on the Teche
31  Robyn at Life on the Deckle Edge

September
7    Carol V. at Beyond LiteracyLink
14  Amy at The Poem Farm
21  Erin at The Water's Edge
28  Jone at Deowriter

October
5    Tabatha at The Opposite of Indifference
12  Laura at Writing the World for Kids
19  Kimberly at Kimberly Hutmacher Writes
26  Kay at A Journey Through the Pages

November
2    Jama at Jama's Alphabet Soup
9    Michelle at Today's Little Ditty
16  Linda B. at TeacherDance
23  Irene at Live Your Poem
30  Carol W. at Carol's Corner

December
7    Liz at Elizabeth Steinglass
14  Laura S. at Laura Shovan
21  Buffy at Buffy's Blog
28  Donna at Mainely Write

5th Grade Celebration---Words to Say Goodbye

This is the first time I have taught 5th grade in a while.  I love this age and I had an amazing year with an amazing group of kids. But I did forget about the emotions that the end of the year brings out when kids are finishing up at an elementary school. Being new to the school I experienced many of the 5th grade send off traditions for the first time along with my kids.It is a week filled with so many emotions for kids, parents, and teachers. As a teacher, you can see the impact a school has on a child and a family when they are saying goodbye across several days.  We had lots of celebrations this week and lots of ways for students to say goodbye and start their next journey.  Our 5th graders are clapped out at the end of the day by the entire school. Watching children spot teachers and staff members from the past and hugging that person goodbye says so much.

I am not sure there is ever enough time to say goodbye at the end of a school year. I will so miss this incredible group of 5th graders. A lot.

Part of our last day is a moving up ceremony with students and families.  Teachers give a short talk before passing out certificates and saying goodbye.  It was harder to do than I thought.  Although giving commencement speeches is not a skill I have acquired,  the process of writing it was a great thing for me to do--a way to say goodbye to my students in a way that helped me reflect on our year and my hopes for them--thinking about what really matters most in a year. I thought I'd share it here on the blog since so much (of course) is about books and literacy. Trust me when I say that it will read better than it was actually delivered...



Hi 5th Graders! Well, we’ve had a fabulous year. I can’t tell you how lucky I feel to have spent the year with all of you—It’s been fun to watch you grow and make friends and think and learn.

When I was thinking about what to say today, I kept coming back to our time in read aloud. Read aloud was a favorite time of the day for many of us. I loved it because there is nothing like sharing a story with friends. I know each of us had different favorites and each of us connected with different characters, but I think each of us found a few books that will stay with us. I hope that someday when you are all grown up, you’ll remember some of these stories and characters who became part of our classroom community with a smile.

So I decided to celebrate this day by sending you off with 6 wishes—one from each of the read alouds we shared this year. 6 hopes from the books and characters who taught us so much.

Here goes—

I hope that like Rip and Red in A Whole New Ballgame, you find friends who bring out the best in you.

I hope that like Red in Wishtree you discover that “It is a great gift indeed to love who you are.”

I hope that you find many opportunities in your life to be kinder than is necessary. Because as Mr. Tushman in Wonder told us, “ It's not enough to be kind. One should be kinder than needed.”

I hope like Isabel in Refugee that the song that is your journey is a good one.

I hope that like Aref in Turtle of Oman that you have as long as you need to pack that metaphorical suitcase whenever you are saying goodbye to something and getting ready for a new beginning.

And I hope that like Luna and Xan in The Girl Who Drank the Moon you choose love and hope over power and sorrow.

And of course, I hope that you continue to find books and stories that matter to you.

Most of you are eleven or will be eleven soon or just finished being 11 so I wanted to end with a quote from the Girl Who Drank the Moon about this amazing age that you are:

“It was a fine thing indeed, Luna thought, being eleven. She loved the symmetry of it, and the lack of symmetry. Eleven was a number that was visually even, but functionally not - it looked one way and behaved in quite another. Just like most eleven-year-olds, or so she assumed. She was eleven. She was both even and odd. She was ready to be many things at once—child, grown-up, poet, engineer, botanist, dragon. The list went on.”

So 5th graders, you are ready to be any and all of the things you want to be. You are ready to do anything you want to do. Scottish Corners will miss you. I will miss you. But I know you will continue to make your mark.

Poetry Friday -- The Scent of Iris

THE SCENT OF IRIS

The iris I took
from Mom's garden
are blooming now.

Their heady scent
keeps me company
as I weed and plant in my own garden.

Mom left behind iris
that grow and bloom far away
from their original garden

and she left behind me
growing and blooming far away
from my original home

breathing in the scent of iris
with tears running down my face
as I weed and plant in my own garden.


©Mary Lee Hahn, 2018



Thank you to Margaret Simon for organizing a photo/poem swap for today, and thank you to Joyce Ray for the iris photo. I can't wait to see what she does with the one I sent her!

You can see all the photo/poem swaps at Margaret's Reflections on the Teche, because she has the roundup this week!

Poetry Friday -- Imperfect

I am honored to be a part of Team Imperfect. It's so me. Just the other day, I shared with my students that I was thankful for a new day and the chance to fail better than I did the day before. We embrace our failures and mistakes in Room 226.

Imperfect: Poems about Mistakes, collected and edited by Tabatha Yeatts, is aimed at the perfect audience: middle schoolers. We were at our most insecure about our mistakes at that age, weren't we? This is a survival handbook that will help tweens and teens navigate those tricky times.

My poem, A Note From the Architect, is in the collection.

Today on the Mistakes Anthology blog, my mistake mini is being featured. Go over and check it out.

Rebecca has this week's Poetry Friday Roundup at Sloth Reads.

Poetry Friday: One Topic Many Ways

I was so inspired by the 30 poems Amy wrote about Orion for her NPM18 project. I thought, "What a perfect way to end the year--with an engaging, choice-filled writing workshop!"

We're studying the similarities and differences between first- and second-hand accounts of immigrants, so I put the names of about 15 countries whose people have emigrated to the US in one bag, and, knowing that countries and people wouldn't be everyone's first choice, the names of about 15 animals that migrate into another bag. After the choosing (and liberal numbers of trades), we spent some time gathering information from the encyclopedias. (It's what you do when all of the computer carts are being used for MAP testing.)

Tuesday we started our digital collections in either Google Docs or Google Slides. On Tuesday, the anchor poems/strategies we looked at from Poems Are Teachers were write from first person, start with a question, and use repetition. On Wednesday, the anchors/strategies were write from facts, write from a photo, and ask What if?.

A new poetry form was invented on Tuesday. Harmony attempted a haiku, but counted words instead of syllables, so we named this form the Harmoniku. On Wednesday, Monta reversed the word count to 7-5-7, inventing the Montaiku.

Here is a selection of poems from my students:


Why We Left

When I asked my mother why we left,

she said, “ We couldn't worship freely.”

When I asked my father why we left, 

he said, “ It was the government’s will.”

When I asked my sister why we left, 

she said, “ For a chance.”

by Jawaher

Harmoniku

I was in WWII, FIGHT!!
I had a terrible leader, Adolf Hitler.
I am strong, proud, GERMANY! 

by Harmony

Storks

Why is this baby so heavy! I am flying at 60 mph because I’m late.
Why is this baby so heavy? I betcha her parents are worried.

Why is this baby so heavy! I’m almost there!
Why is this baby so heavy? I’m getting tired!
Why is this-AHHHHHHH!!!
BONK!
Why is this baby so----HEAVY!
At least the baby made it when I threw her!
Wait.
I ate that big bass for lunch
So that means…..
I’m the heavy one!

by Juan

Spain. Especially
Spain. Immigrants all over earth.
Some come, some leave. Why?

by Rayan

Montaiku--Bats

Millions a night fly in the sky
Hunting thousands in the dark
Hunting moths, mosquitoes every night then rest

by Monta

Jama has the Poetry Friday roundup this week at Jama's Alphabet Soup.