SO WHAT DO THEY REALLY KNOW? by Cris Tovani

SO WHAT DO THEY REALLY KNOW? by Cris Tovani is being marketed to teachers in grades 6-12, but if you are familiar of Cris's other books (I READ IT BUT I DON'T GET IT and DO I REALLY HAVE TO TEACH READING?) you know that all of her work is grounded in authentic learning experiences and it is all applicable to grades K-12.

I remember the first time I heard Cris speak. She was talking about her struggling high school readers.  As I was listening to her tell their stories, it felt like she could have been telling the stories of the struggling students in my fourth grade classrooms--students who could read fluently but did not understand what they were reading.  This feeling is similar to the feeling that I got when I read her newest book--although she is talking about high school students and issues specific to secondary, the big issues of assessment, testing, using assessment to inform instruction, student ownership, grading, etc. are all very universal.

Cris uses this book to talk honestly about the kinds of assessment that inform her instruction and those that do not.  She understands that the reality of school today is that high stakes testing is part of things but she also knows that our kids can only do well on those if we give formative assessments that let us know what they know and where their confusions are.  She reminds us that no one assessment tells us everything we need to know about a student and that we need multiple ways to assess and to get the information we need in order to determine where to go next with a child.

Cris weaves in stories about kids who are just playing the game of school and not really working hard or learning, yet they are doing well--getting As.  She asks hard questions about the assessments we give and the messages we give to our students with those assessments.  And we hear from her students--their comments and writing woven through the book.

Cris has a consistent belief and respect for her students and learners and as people. She emphasizes the need to know them well and that the only way to teach well is to know our students.

She also reminds us of the importance of a reading workshop in order to teach to the needs to each student.  A large part of the book is dedicated to annotations as an assessment.  The book is filled with practical ideas and student examples of work done in a workshop setting.  She also shares insights she has about content area reading and writing. Cris shares her lessons, her thinking and her students with us as she reflects on her own beliefs about assessment.

At the end of each chapter, Cris summarizes the main points and then she gives us a challenge. This "Are You Up for a Challenge" section of each chapter invites readers to try some of the main ideas in their own teaching and learning.  Each of these provides a way for readers to step outside of the book and think specifically about work with their own students. It is a great way to end each chapter.

Two of my favorite quotes from the book:

"Teachers don't need any more numerical 'data'.  What they need is validation to use the data that matters most...like student work and student talk---to help figure out next steps for learner in their educational care."

"Students do learn what is emphasized. Unfortunately, what is emphasized is often knowledge that is easy to grade. In many grading and testing cases, what is easy to measure is not necessarily important to know. Understanding is difficult to measure in qualitative terms."

To learn more about this book, you can watch a video with Samantha Bennett (author of THAT WORKSHOP BOOK) interviewing Cris Tovani about the new book.



This is a book that I read from cover to cover and one that I plan to go back to again and again as I struggle with the place of assessment in literacy instruction.  Cris takes us back to the most important reasons classroom teachers assess students--in order to make decisions on where to go next...to use assessments to inform our instruction.  No matter what level you teach, Cris gives us something important to think about when it comes to assessment. It is a book that will reground readers.

If you are interested in previewing the book, Stenhouse has the book available to browse online.  Take a look!

Also, if you live in the Central Ohio area, Cris will be The Literacy Connection's yearlong study group speaker this year.  She will be in Columbus on April 27 and 28 to work with teachers.  Registration will be available soon on the Literacy Connection's website.

A Community Garden Booklist

Our school has started a community garden and everyone is excited about it. Our third grade classes worked all year to get the garden designed and created it in the spring. This coming year, it will be up and running and most of the school will be involved in some way.

Knowing that the whole school will be busy working on and thinking about the garden and that the kids will be extra excited this fall, I have been keeping my eyes open for books that might connect in some ways to the garden.  I am envisioning an area of the library dedicated to gardens, etc. similar to the inquiry displays set up at THE ALLEN CENTRE.  I have learned so much about what is possible in an elementary library from visiting their site. If you have not had a chance to look at the site and the invitations they create for kids, they are amazing. Connecting that thinking to the thinking I get from Georgia Heard and her book A PLACE FOR WONDER,  I am hoping to create a space for exploring ideas connected to gardening while also including a variety of books that invite children to think in different directions.  You never know what the work in the garden might spark in terms of an interest for a child so I am trying to be broad in my connections at this point. These are the books on my list so far:

GREGOR MENDEL: THE FRIAR WHO GREW PEAS by Cheryl Bardoe is a great picture book biography that fascinates me. This is a great introduction to genetics and the man behind the thinking about heredity in plants.  This is a longer picture book and one that might be interesting to older students. It is also a great story about someone who did what they loved and made a difference in the world.


FIRST GARDEN: THE WHITE HOUSE GARDEN AND HOW IT GREW by Robbin Gourley is a new book that focuses on Michelle Obama's garden and the purpose behind it.  It tells about Michelle Obama's goals for the garden, how it came to be and the history of gardens at the White House.  I think this is a timely one to include this year. Kids will like the story about something that happened so recently.


RAH, RAH, RADISHES!:  A VEGETABLE CHANT by April Pulley Sayre is one that Mary Lee reviewed here a few weeks ago. After the review, I had to buy it. This is a perfect one for shared reading and the photographs are gorgeous!



HOW DID THAT GET IN MY LUNCHBOX by Chris Butterworth is a great book about how the foods we eat came to be in our lunchboxes. Starting at the beginning, each food is examined so children understand where food comes from.  The art adds a great deal to the information.



SEED, SOIL, SUN by Cris Peterson is one of my favorite nonfiction picture books this year.  It has amazing photographs and is written with language that is amazing and surprising at the same time.





BUSY IN THE GARDEN by George Shannon is a poetry book that I'll include. This one is great for all ages, but especially fun for young children and for shared reading. (April's blog review is here.)




DO YOU KNOW WHICH ONES WILL GROW? by Susan Shea doesn't connect exactly to the garden but focuses on the difference between living and nonliving things. It was a favorite read aloud with young children this spring so I think they'll love revisiting it this fall.





MY GARDEN by Kevin Henkes How can I not include this wonderful book?  This one is ALWAYS checked out from our library!  (A book on my list of BOOKS I COULD READ A MILLION TIMES)

LATASHA AND THE LITTLE RED TORNADO by Michael Scotto

Mary Lee and I received an email from author, Michael Scotto last week asking if we would like an ARC of his upcoming book LATASHA AND THE LITTLE RED TORNADO.  Something about the email caught our eye and the books arrived the next day.

LATASHA AND THE LITTLE RED TORNADO is the story of Latasha, an eight year old girl who lives with her mother and her dog.  Latasha is feeling a little bit grown up because now that she is 8, she is trying to be more mature.  Latasha's dog (Ella, named after Ella Fitzgerald) is past the puppy stage--she is two years old and still gets into trouble.  Latasha is worried about this and works hard to help Ella learn to behave.

In the meantime, Latasha's mother finally gets a new job as a nurse's assistant but her hours are long and Latasha has to be "young lady sat" by their elderly landlady, Mrs. Okocho. Latasha is not overly happy about this.

I loved Latasha. She is a great new character for middle grade readers. She is a girl with spunk and personality.  Her struggles and stresses are very believable and she handles most of them with grace and humor.  Latasha's relationship with her dog is great.  You can't help but fall in love with Ella--the trouble making not-so-little puppy. Latasha also deals with some issues of friendship and school struggles throughout the story.

I read this book in one sitting.  I am always thrilled to find a new middle grade or series book character for transitional readers.  I know how important series and short chapter books are at this stage and I liked Latasha almost immediately. I loved the community around Latasha. I loved the relationships Latasha had with her mother and her landlady.  Latasha's teacher is also part of her community and I loved her relationship with him. The classroom seemed a little traditional (book reports, book contests, etc.) but the relationship between Latasha and her teacher was a good one.

Latasha is African American. I am not sure that is mentioned in the book but it is depicted in the illustrations.  I am always shocked at the fact at how atypical this is for series and early chapter books. So I am glad to see that this is changing.

The book is short--132 pages. The print is a bit small so it isn't as short as it sounds but it is one that I see 3rd/4th graders reading pretty easily.  The author/illustrator also uses paw prints between scenes in the book. I love that support for readers that do not have that much experience with chapter books.

Overall, I really enjoyed this book. For me, it is almost always about the characters and I really liked these characters. It seems to me that this would make a perfect series--I know when I finished the last page, I wanted to read more about Latasha.  The book is due out in November by Midlandia Press. So glad we had a chance to read it early. I am excited to share it with students in the fall:-)

Why I Love Elephant and Piggie

Should I Share My Ice Cream?

Should I? Shouldn't I?
Should I? Shouldn't I?
Elephant struggles so hard with this moral dilemma. He ponders so long that his ice cream melts, and his eyes well with tears as he whispers, "I blew it."

I can be such an elephant sometimes. I wish I could be more like Piggie, who doesn't have to think twice about what to do.




I Broke My Trunk!

"There is more to my story."


Amen. Isn't EVERY story a "long, crazy story" when you tease out all the details? (or tease your reader/listener with all the details...look at Elephant's eyes on page 43. Is that a knowing look to the reader, or what?!?!)

Poetry Friday -- Daisies

The daisy follows soft the sun
By Emily Dickinson


The daisy follows soft the sun,
And when his golden walk is done,
Sits shyly at his feet.
He, waking, finds the flower near.
"Wherefore, marauder, art thou here?"
"Because, sir, love is sweet!"

We are the flower, Thou the sun!
Forgive us, if as days decline,
We nearer steal to Thee, —
Enamoured of the parting west,
The peace, the flight, the amethyst,
Night's possibility!



Light and dark, day and night, love and rejection, summer and winter. And, ahh...Emily Dickinson...



Tabatha has the Poetry Friday roundup this week at The Opposite of Indifference.

MAKING LEARNING WHOLE by David Perkins

It's just incredible to me, the way my professional learning has changed in the past 25 years. I've always gone to conferences and read professional books, but this blog and Twitter have changed the playing field dramatically.

I was in a booktalk this week that was born on Twitter -- a tweet went out from the All Write conference (during Jeff Anderson's keynote, as best I remember) about this book:



Making Learning Whole by David Perkins
Jossey-Bass, 2001

Maria (@mariacaplin and Teaching in the 21st Century) was "attending" All Write long-distance by following the tweets, and she suggested that we get together and discuss this book. I dropped it into my Amazon cart using the Amazon app I downloaded (I think this was also during Jeff's keynote -- Jeff, I PROMISE I was listening!!), we read the book, invited others, and wound up spending a delightful morning with Cathy (@CathyMere and Reflect & Refine) chatting about the book, teaching, workshop model, and technology tools.

Here are a few of my take-aways:

1.  Perkins frames his thinking around the game of baseball and these seven principles:
• Play the whole game.
• Make the game worth playing.
• Work on the hard parts.
• Play out of town.
• Uncover the hidden game,
• Learn from the team...and the other team.
• Learn the game of learning.

2.  Our booktalk fit his principles exactly:
• We played the whole game, from the conference, to the tweets, to the reading, to the meeting, to the discussing, and now, to the blogging.
• We made the game worth playing by playing together. It's worth playing because we will use our new thinking and learning in our classrooms in the coming year.
• We played out of town. We met at Maria's house (and if you know where Maria lives, you are laughing out loud right now -- she takes out of town to a new level), hoping to sit on the dock of her pond to chat. It was too hot and humid, so we enjoyed the comfort of her kitchen table.
• As I write this post, I'm uncovering bits and pieces of the hidden game of our booktalk. Part of the hidden game was that we were doing what the book suggests without having to think hard about it. Our own learning is whole. We just need to make sure we figure out lots of ways to do this for our 1st, 4th, and 5th graders. I'll share more of what I saw as the hidden game in a minute. On to the next principle.
• Learn from the team. We did that by meeting -- three people from two districts and three different buildings and levels. We'll learn from other teams as we take our learning back to our grade levels, and from the comments here and on Twitter.
• The last point -- learn the game of learning -- wraps back around, for me, to the one about the hidden game. Read on...

3.  Here's what I learned about the game of learning:

• We didn't get started right away talking about the book. We needed time to socialize (and enjoy the fabulous cranberry coffee cake). THE SOCIAL PIECE IS HUGE.
• Our conversation was not sequential and organized.  AN EXACT AGENDA IS NOT NECESSARY.
• Almost as important as our conversation about the book was our talk and play with Evernote, and our sharing about how we keep track of anecdotal information about our students (conference notes, reading status, artifacts, etc). UNEXPECTED LEARNING IS AS VALUABLE AS WHAT'S IN THE LESSON PLAN.


It's a great book and I highly recommend it, but as you can see, the journey of the booktalk is a large part of what made the book so valuable for me...and it will likely stay anchored in my thinking more than other books that I've read on my own and that have no bigger story attached. (Yet another example of the hidden game/the learning about learning!)

BIG BROTHERS DON'T TAKE NAPS by Louise Borden

Louise Borden has a great new picture book for young children. BIG BROTHERS DON'T TAKE NAPS is quite a fun read and the fact that Louise Borden and Emma Dodd have teamed up for this one make it one of my new favorites.  Louise's words capture the wonderful relationship between brothers and Emma Dodd's colorful illustrations bring the joy of the relationship to life.
This story is told from the "little" brother's point of view.  He tells about all of the things his "big" brother can do such as writing his own name and riding the school bus.  And he shares one very big thing that big brothers don't have to do--take naps!

The book follows these brothers through fun activities like creating Halloween costumes, making phone calls, passing down clothes that get too small, and more.  The relationship between the brothers depicted in both the words and the illustrations is a wonderful one--they truly have fun together.

The book is perfect for young children as it shares lots of things they will recognize about their own sibling relationships. And the repeated phrase "Big brothers don't take naps." will be one that young children will want to join in to read.

The book ends with a little surprise....I will give you a big hint.....the "little brother" will soon become a big brother too:-)  This book will make a great read for young children, especially those with older siblings or a younger sibling on the way. A great gift for a young child in a family expecting a new baby:-)

READICT for the iPad: Annotation Tools for Reading

I recently downloaded the new app called READICT for my iPad.  It is a new product by Diigo which sold me on it right away. I am interested in annotation and reading tools that really expand what we can do as readers, writers and researchers.

I became hooked on Evernote last year and have used it for research, notetaking, and bookmarking ever since.  I know I have underutilized it and should spend some time learning all that it can do.  But I have really worked to use it in a lot of situations to get a feel for what is possible with notetaking, research and annotations.

I also began using a Kindle awhile ago and am fascinated by the annotation capabilities. Not only am I able to highlight and add notes while I read, but I can see what other popular highlights are if I would like to.  I can set the Kindle to mark passages that are highlighted by a number of people who have also read the book.  It is funny how differently you read when you know someone highlighted a passage.  The Kindle also lets you access your highlights and notes on your amazon account-it can be accessed online.

All of these new ways to annotate seem to give so many new possibilities for thinking about and collaborating around books and online texts. I see huge implications for book clubs, research projects, and strategy work.  Although we are still merely reading a text, these tools allow us to read a text at a deeper level and to share our thinking on a more global level if we want to.

The ways all of these tools allow us to collect readings, annotate, and save notes changes things for me as a reader a bit. And I think apps like this have huge implications for our kids. It is impossible to use apps like this as a reader and then ask our students to read and research in the same ways we always have.  There are very few reasons I can think of for me to ask my students to write down web addresses, keep notes on index cards, or print our articles with the tools available to them.

I have learned that, as a literacy teacher, I need to experience the new tools of literacy in order to think about how to keep literacy learning authentic for our students. It has always important to me to understand my own reading in order to teach well. Adding the new tools that readers use has been an important part of my own learning. I have to admit, it is not always easy.  I tend to want to fall back and rely on the tools I am used to. But I find that small steps help. Last year, when I worked on a paper for a class, I promised myself to only use Evernote to take and keep notes. When I attended November Learning, I did the same thing. I forced myself to use Prezi for one presentation last year which was a great learning experience.  These three promises gave me the opportunity to see what these tools were about with a short-term commitment. So this is how I approach tools of literacy and creation that I know make a difference in what is possible.  I have usually found that with a short time commitment, I fall in love with the tool and find all kinds of uses for it.  I hope to do the same type of thing with Readict. I'll play around with it and then find some project that I'll try using the app.

Readict serves as both a reader and an annotation tool.  The Readict site advertises it with these words:
"Readict is for those who take reading seriously. IT is an iPad reading app that integrates highlighter and 'read later' functionalities to provide efficient and effective reading experiences." I played around with it this week and I see it as a great tool.

I am able to add my own sites/blogs etc. to my reader and these get refreshed each day so that I can access new posts. I can browse the sites to choose the ones I want to go to:

I can add posts to my reading list--those I want to read later or those that I want to hold onto. It is easy to do so with one click. I can then access those later in my Reading List.  (I am not yet sure if the Reading List can be organized in any way. I need to play with that.)

I can use tools such as the highlighter to mark up articles that I am reading. The notes and highlights are saved when the post/article is placed in my Reading List.  This week, I tried to use the tools on a post from Wonderopolis to help me think about ways that students might use this app and online annotation tools in general to support their reading and research.

Readict also allows you to add notes while you read. You can add them to a certain spot, just as you would a sticky note. When you get to the note symbol on your page, you can open your note up. There is quite a bit of space for notes and you can add as many as you read during your reading.

I see huge implications for tools like Evernote, Readict, etc.  Not only are the social bookmarking tools but they give us the ability, as literacy teachers, to help our students track their thinking, save thinking, and share thinking with online tools.  The strategies they use for online reading are most likely very similar to those they use in other reading so having these tools available to them opens up so many opportunities to build understanding.

I think as a literacy teacher, I need to really pay attention to productivity tools that give kids new ways to read with more depth and understanding. I am excited about this one!

THE FANTASTIC FLYING BOOKS OF MR. MORRIS LESSMORE-WOW!

Sometimes you read a book and know you are experiencing something amazing.  This is what happened to me after reading the new multimedia book for the iPad called THE FANTASTIC FLYING BOOKS OF MR. MORRIS LESSMORE by Moonbot Studios. I heard about this book on Twitter from Jeremy Brueck. If you are not familiar with his work, his site, Raised Digital is a great resource for ebooks for children. Then I learned from this post that the creator is an ex-Pixar designer.  I knew it had to be good.

Here is the thing--there are lots of apps and ebooks being published and it is important to really think about whether the book is good for the glitzy technology or whether it is truly a good story.  I am loving all of the new ways creators are using media to tell stories but many of the new ebooks for kids that I see are of pretty poor quality. Either they are books that have been quickly transformed to an app or they are books created by technology companies who don't always know about child and literacy development. So I was thrilled to see this one. I figured that Pixar people understand story and that is the most important thing, right?

THE FANTASTIC FLYING BOOKS OF MR. MORRIS LESSMORE is an incredible story that seems to change things when it comes to what is possible with multimedia storytelling. First of all, it is a great story. I sighed when I finished and I watched other people sigh at the end too.  It is a great story about the power of books and reading and the art (without the animation) is pretty incredible.  The animation and the multimedia effects make the book and the story even better.

I have been paying attention to how using new media draws the reader in and I am amazed at how intuitive this new book is.  I worry when it is the games and outside activities that pull a reader in--so much interaction that doesn't even go along with the story.  But in this book the interaction adds to the story.  Each page of the book gives the reader something that adds a new layer of meaning to the story.  And the way the visuals and the text works, the reader just knows what the interactive invitation is on most pages. It is done that well. Just as Mo Willem's books like DON'T LET THE PIGEON DRIVE THE BUS invite readers to naturally jump in and participate, yelling out to the pigeon, this multimedia book does the same thing for readers of all ages by inviting readers to interact in a variety of ways. That intuitiveness is important to me.

After I fell in love with the book, I invited (forcibly) several friends and family members to read the book on my iPad. It was too good not to share!  Then, I sat back and watched.  What fascinated me was that I saw the same thing over and over and over.  Whether it was Mary Lee, my 11 year old daughter or my husband, the pattern of the experience was somewhat similar.  Everyone was at first fascinated by the art and the "cool" effects.  They wanted to try everything and touch every page.  But as the story continued, each reader seemed to quiet down a bit. Each reader was immersed in the story and with where it was going.  The animation and interaction continued to be important, but the story took over and they stopped saying, "wow" and "cool" out loud.

Mary Lee enjoying the story:-)

Every interaction in this book is purposeful. There are no games to play and no unrelated actions.   Even the music is connected to the interactivity and adds more meaning to the story. I had not seen that in an ebook before.  (and from what I understand, you can turn off the voice so you can read the words yourself, but still keep the background music on--I need to check that feature out!)  And there are new things to be discovered upon rereading the book.

This is a great story for readers of all ages. It is not short--takes about 15 minutes to read.  It is a picture book that young children can enjoy and one that older readers will experience with depth.  I cannot WAIT to share it with my students in the fall. It is well worth the $4.99 if you have an iPad. From what I understand, it will also be published in several ways and the short film has already won a ton of awards. If you don't have an iPad, I would find a friend who does, and purchase this app for them so that you can experience it yourself! Or I would buy an iPad. This book seems worth an iPad purchase--especially as we watch to see how the concept of books, storytelling and literacy evolve over the next few years. This will be one of the first things I purchase for our iPads at school and I have already ordered a connector so that we can experience the book together on a large screen or Smartboard.

Lots has already been written on this app and it has really changed what is possible with storytelling. So very exciting! You can read more:

Flying Books: The Future of Publishing Has Arrived

Book App Review: The Fantastic Flying Books of Mr. Morris Lessmore

And even more fun is the Morris Lessmore site which has lots of information on what it took to actually create this app. As the site says, this is "old fashioned and cutting edge at the same time." So true!

Find a way to experience this story ASAP!

PRESS HERE by Herve Tullet

It's not magic -- it's the power of your imagination!





Press Here
by Herve Tullet
Chronicle Books, 2011
review copy provided by the publisher

This book will make you smile. When you rub the dot and it changes color on the next page...when you clap over the dots and they grow...when you tilt the book and they all slide to the other side.

There's an app for that -- your IMAGINATION!!

Poetry Friday -- Roundup is HERE!

A Warm Summer in San Francisco
by Carolyn Miller


Although I watched and waited for it every day,
somehow I missed it, the moment when everything reached
the peak of ripeness. It wasn't at the solstice; that was only
the time of the longest light. It was sometime after that, when
the plants had absorbed all that sun, had taken it into themselves
for food and swelled to the height of fullness. It was in July,
in a dizzy blaze of heat and fog, when on some nights
it was too hot to sleep...

(read the rest of the poem at The Writer's Almanac)

I know the feeling: 

"...I felt tears 

come into my eyes, absurdly, because I knew
that summer had peaked and was already passing
away."

I mark the passing of summer by the length of the vines in the baskets along High Street in Worthington,

and in the march of blooming things -- the Queen Anne's lace has joined the chicory, which will soon be replaced by goldenrod and tall purple ironweed; and I saw my first mimosa tree blooming this week. 

As the seasons turn and the pages on the calendar flip, let's take a minute to slow down and enjoy a variety of poetry. Leave your link in the comments and I'll round up the posts throughout the day. Happy Friday! Happy Poetry Friday!

*    *    *    *

Father Goose starts us off today with his Cozy Morning Cats. (Mine is watching the morning come to life from the windowsill!)

Kelly Polark returns to Poetry Friday (welcome back, Kelly!) with a poem inspired by a reunion.

Myra at Gathering Books shares a moving tribute to a Philippine poet.

Diane has a quartet of Poetry Friday posts: at Random Noodling, she's thinking about what gets in the way of writing poetry; she continues her poetic story of WWII at Kids of the Homefront Army; Kurious Kitty's Kurio Kabinet highlights a book of camping poems by Kristine O'Connell George; and at Kurious K's Kwotes, she has a quote about the efficient use of language in poetry.

David Elzey visits us from camp -- Vermont College of Fine Arts "camp" where he is a "counselor" this year. He created a writer's toolbox version of The Quartermaster's Store. (Here's a bit of the original for reference.)

Gregory K. at Gottabook has a poem after my procrastinatin' heart -- an original, of course!

Tanita reminds us of a great truth today: we are not our bodies. (Welcome back to PF, Cuz!)

At The Poem Farm, Amy has an original about a cherry tree (and a post that will make your mouth water!)

Steven Withrow's original story/riddle poem will get you thinking...and unthinking!

Madigan at Madigan Reads reviews Margarita Engle's newest verse novel, HURRICANE DANCERS. She's thinking possible Newbery contender!

Nancy shares one of her student's poems today -- about clouds.

Carlie wrote an original summer poem -- about the laundry on her clothesline!

Laura Salas links us in to Sylvia Vardell's video clips of the ALA Poetry Blast, and it's not too late to take part in this week's 15 Words or Less poetry.

Katie at Secrets & Sharing Soda reviews Hot Potato: Mealtime Rhymes.

Pentimento shares Bedtime Story For My Son by Peter Redgrove.

Tara is having a Chelsea Morning with Joni Mitchell today.

Maria at Teaching in the 21st Century advocates for Poetry Friday in the classroom. I second that!

The Write Sisters are on the same wavelength as Tanita (see above) with Homage to My Hips and the advice to get over it and "Just. Jump. In!!!!"

The Stenhouse Blog is sharing a poem about...SNOW?!?!?

Rasco From RIF tells about a very famous Swiss story (told in verse)...that I've never heard about until now!

Elaine is toasting marshmallows over at Wild Rose Reader today! YUM!!

At Blue Rose Girls, Elaine shares an original poem about swimming that doesn't require baring one's "mighty hips" (see The Write Sisters, above) or otherwise worrying about body image (see Tanita's post way up above).

Tricia has a poem for her mom.

Tabatha pops in from her blog vacation with a bit of Harry Potter-ness.

Janet highlights MIRROR MIRROR by Marilyn Singer.

Heidi's forgiven her lateness -- she took the whole family to the midnight showing of HP 7.2 last night. Her post is a meditation on incantations -- one in Bedknobs and Broomsticks and Professor McGonagall's in HP.

And something that feels like saving the best for last -- Karissa, at the Iris Chronicles, introduces us to the poet Pamela Johnson Parker, who "finds so many connections between literature, art, poetry, and life. If you are a Wizard of Oz fan, you will enjoy this poem."

SIDEKICKS

Sidekicks by Dan Santant
Arthur A. Levine/Scholastic, 2011
review copy provided by the publisher

Here's another great stand-alone graphic novel that will be a welcome addition to my classroom library.

This is the story of an aging superhero, Captain Amazing, who's going to audition for a new sidekick. (Captain Amazing lives in Metro City, where he belongs to the Society of Superheroes. It's a little like the Imagine Nation in THE ACCIDENTAL HERO.)

This is also the story of the faithfulness of pets. Captain Amazing's dog (Roscoe), hamster (Fluffy), chameleon (Shifty), and his cat (Manny), all have super powers of their own and all are all willing to do whatever it takes to help/cover for Captain Amazing.

The contrasting background in this graphic novel is used mostly for nighttime scenes, but there is one sequence in sepia that is a flashback. It will be interesting to introduce my fourth graders to another way color change in the background is used (most often it denotes dream sequences).

Peanut allergies have an important part in this story. I'm thinking that there are plenty of kids out there who will be heartened by the fact that even a superhero can have a peanut allergy. (Think kryptonite...)