Passionate Learners: A New Professional Book by Pernille Ripp

 I am not sure how I discovered Pernille Ripp (@pernilleripp), but I am so glad I did! Her blog, Blogging Through the Fourth Dimension, has had a huge impact on my thinking and learning. Pernille is one of the most student-centred teachers I know and she shares generously with the global community. Pernille was the person who invented The Global Read Aloud, something that continues to grow each year.  I was lucky enough to talk to Pernille a few months ago for a Choice Literacy podcast and again, learned so much from her. I am a huge Pernille fan, so I was thrilled to see that she had written a book and pre-ordered it the minute that I could!

Passionate Learners: Giving Our Classrooms Back to Our Students is now available and once I started reading it, I had trouble putting it down.  The book is available as an ebook and I am so glad about that.  The highlighting tool came in handy and I can now go back and revisit the many powerful lines and ideas I marked.


I am so glad I waited until the school year was over to read this book.  I loved reading it as I thought ahead to the fall and what I wanted for our classroom next year.  It is the perfect summer read for thinking and reflecting.

I loved so much about this book. First of all, Pernille is such a humble educator. She doesn't claim to know all of the answers but she shares her story honestly and passionately. She talks about her journey to become the teacher she is today and shares the challenges. I don't know any teachers who feel that their classroom is a perfect match to the vision they have and Pernille lets us know that that's okay. But she lets us know that we have the control to make our classrooms what we want if we trust ourselves as teachers who know what is right for kids. One quote I loved early in the book was this, "We can change education from within. We can change the way our students feel about coming to school, but we have to take the first step."  She also reminds us that we don't have to change everything all at once. She wisely shares,  "And what I discovered was this: even the smallest changes can make monumental differences."

I loved every invitation Pernille gave me to reflect on my practice because she invited me by telling stories of her own change. She lets us know about challenges along the way and how she handled them.  She shares research she listens to and research she doesn't. She is so passionate about the environment she creates for her kids and she continues to change to meet her vision.

The book is a great combination of reflective thinking and helpful ideas. Pernille shares her thoughts and goals and then continues by sharing steps you can take to make each change that you want to make.  She talks about the year as a whole and also spends a bit of time talking about those first days of school and how important they are if we want to create a classroom of passionate learners.

One thing I was struck by was that the book is perfect for both new teachers and veteran teachers. Pernille talks directly to new teachers often in the book, encouraging them to trust themselves, trust their students, and connect with colleagues. As a veteran teacher, the book also spoke to me. Pernille understands the reason most of us went into teaching and she empowers us all to do what we know is best--even if it isn't the norm.

Pernille is an advocate for students and she is also an advocate for teachers-as-decision-makers. I am glad to have read this book early in the summer, to sit with her ideas and think about how important they are.  I know I will revisit the book, my highlights and my notes often as I create a vision for the upcoming school year.  

Thank you, Pernille for writing such an honest and powerful book!

(You can read more about Pernille and her book in an interview that she did at Powerful Learning Practice.)

Our Wonderful World.11

Details of my Poetry Month Project can be found here.

Wikipedia

11. The CN Tower

Stand Up Straight

Okay, Mom.
I get it now.
All those
"Stand
up
straight!"s
were your way
of saying,
"Be proud!"
"Be confident!"
"Be yourself!"

I wish
I had listened.
I'd like to
go back
and tell my
teen self
those very same
things.

And now,
as I watch
you bend
and shrink
with age,
my own
"Stand up straight!"s
take on
new urgency,
as does
my own reminder to
"Listen to your mother"
so I can soak up
every story.
every bit of wisdom
before it's too late.

©Mary Lee Hahn, 2014

What a week. More than once, I've grumbled, "Who thought up this crazy Wonders of the World poem-a-day challenge?" 

Oh, yeah. I did. 

One of the things I've done to keep myself sane (and keep the poems coming) is to not write exactly about the wonder itself. 

For instance, when we visited the Great Wall of China, my poem was about dancing at a wedding reception. For the octagonal Porcelain Tower of Nanjing (aka: The Temple of Gratitude), I wrote The Eight Gratitudes. The Hagia Sophia inspired a haiku, The Leaning Tower of Pisa, A Note From the Architect, and the Channel Tunnel, a light at the end of any tunnel through which you might be toiling.

I am enjoying the company of Carol, at Carol's Corner, and Kevin, at Kevin's Meandering Mind. It would be awfully lonely without them, because between the day job and the daily poem, there isn't much time left over to go visiting all the other Poetry Month projects.

I'll make time tomorrow to make an exception. First I'll add a line to the Progressive Poem, then I'll read around the roundup and get a taste of all the poetic goodies.

Today Carol shares an arun about the Channel Tunnel from yesterday's wonder.
Kevin added humor to his poem for the CN Tower by making a webcomic.

Michelle has the roundup at Today's Little Ditty. Be sure to wish her a happy blog birthday -- her little ditty turned ONE this week!

Poetry Friday -- Pancakes!

Flickr Creative Commons Photo by TIm Hamilton

PANCAKES
(Heaven must be a place where there are pancakes.)


Pancakes, pancakes, I love you.
Batter, butter, syrup, too.

Mix them up and pour them out,
use a ladle or a spout.

Pour them in a pan that’s hot,
cook them well, but not a lot.

Get them brown, don’t let them burn
Use a spatula to turn

them over when one side is brown.
Be careful and flip UP not down.

Stack them on a plate real high.
Look at them, let out a sigh.

Melt the butter, pour the maple
(don’t get any on the table!).

Get your napkin, tuck it in
(don’t get maple on your chin!)

Now your fork…get ready…GO!
Eat your pancakes, 10 in a row.

Oh my goodness, this won’t do –
I am full down to my shoes!

Let me rest for just a bit…
Okay, now 10 more will fit!

The bacon’s ready now, you say?

Life is good! I say, “HOORAY!”

©Mary Lee Hahn, 2014

Julie Larios has the Poetry Friday roundup this week at The Drift Record.

Next week, on the brink of Poetry Month 2014, the roundup will be here. I'm hoping you'll share a description of your PoMo14 project for a special roundup within the roundup.

Best wishes to the authletes who are participating in March Madness! Write on!

Corkulous for Read Aloud

I have been thinking about ways to use digital tools in authentic ways in literacy workshop. With a few laptops and a couple of iPads in the room, I am finding some challenges.  Recently, I read Katharine Hale's post "Digital Corkboard:  A Game Changes for Readers" on her fabulous blog, Teachitivity. We don't have Corkulous on our student iPads but I put it on my teacher iPad and decided we'd use it for read aloud. I have the board on my iPad and I am projecting on to the Smartboard with Air Play/Air Server.

We started out on Day 1 previewing our new read aloud How to Steal a Dog by Barbara O'Connor.  We started off with 2 columns--things we know after previewing and questions we have. 

It was on Day 2 of reading How to Steal a Dog that I saw the possibilities of a tool like Corkulous.  I've always believed strongly in charts and writing to deepen thinking while reading.  And I've been thinking hard about how to make charts better after reading Smarter Charts.  But as we started talking on Day 2, I realized that even though this chart wasn't "up" all day, kids were using it differently as we talked.  Kids started connecting comments we made on stickies and I was able to move those around/rearrange them so threads of conversation emerged. That's always happened a bit with traditional charting during read aloud, but in a traditional way that makes it harder for kids to follow. With Corkulous, I could move and change our thinking as we went.

Since kids had no experience with Corkulous, I was playing with sticky color, arrows, labels, etc. just so they could see all that was possible.  With the projection, they could see the way I used the tool AND the way it was supporting our thinking.  By later this week, our board continues to change. In the bottom right, you'll see the arrow stickies listing Georgina's possible character traits. This started as a conversation about Georgina being sneaky . Then one day, a student decided we should take one of the traits off because the more we read, the more we realized it didn't describe her anymore.  Then kids started talking about which words described her best so we rearranged the arrows--those few on the left are the ones that seem to capture Georgina at this point in the story, based on what we know about her.

Read Aloud is a huge anchor in our classroom.  It is the time that we come together as a community and dig into one book, learning from everyone's thinking.  For that reason, charting has always been key.  But with Corkulous, even after just a week of Read Aloud. I am seeing that yes, this is a game changer.

First of all, the size of the chart makes it very engaging.  I could technically create something like this on chart paper or a board but the size of the Smartboard makes it readable to everyone.  And I can zoom in to the section of the board we are talking about.  I can arrange and rearrange thinking and kids are seeing how writing and talk change thinking and how our thinking changes over a book.  Kids are not only adding to the conversation about the book, but they are suggesting things that  should do with our board--"Move that orange one that says....to the place where we are thinking about Georgina." or "I think we should delete the sticky that says Georgina is naughty.".

I've always believed strongly in Readers' Notebooks as a way for students to capture their thinking in writing.  Now, there are so many other options available with digital tools.  I love this tool for the conversations and understandings that are happening because of it.  And I also love that it is modeling another tool that supports readers in digging deeper in their reading.

I continue to find that when I play with new digital tools, focusing on the learning makes it almost risk-free.  I know my focus is on reading and thinking so if this tool hadn't worked so well, it would have been okay because my focus was on the literacy learning, not the tool.  Although the tool is very cool, the power has been in what it has done for our conversations and how we've been able to capture that as a community.

(I'm hoping to have Katharine's students talk to my students after we've played with this a bit--to share ways that they are using the tool to clarify and deepen understanding.)


Check out other digital literacy posts in the roundup at Reflections on the Teche.

Thinking Ahead to 2014--I'm Not Calling These Resolutions

Well, 2013 was not a great year in terms of meeting any of my goals. A ridiculous concussion with a unique healing-turned-into-migraine-cycle, followed by drugs that didn't really help, made for a pretty blah year in terms of getting things done. It was a real bummer as I spent 2012 working hard to get in shape (Couch to 5K and Yoga) and read lots.  So, now, at the end of 2013, I am kind of back to where I was a few years ago. But when I look back, I learned lots.  I am not good at slowing down and the Concussion Year forced me to do that (since I had nothing else to do).

I realized that the goals aren't really so important.  Having a time in my life that I couldn't read, work or exercise was fascinating.  I really had nothing to do as I don't have many hobbies not related to reading, work or computers.  So, it forced me to take a break and to think about what I love and how I want to spend my time.  During my first week of the concussion rest, I told a friend that I thought God was telling me I needed to rest.  She said, "He has been trying to tell you that for a while. You just weren't listening."  Good friends say what you need to hear, I guess.

Anyway, going into 2013, I am just celebrating the fact that I can read again. And I can exercise again. And I can work a lot again. And I can write again. I do love work.  But I did learn that I also love rest. And I learned that I haven't been taking care of my own learning.  And I learned that I got so busy that I didn't even realize it.  And I realized that once I had to quit all of the ongoing projects I was involved in, it was okay.

As you can see from the list below, it isn't so balanced. I am really committing to a year of my own professional learning and that seems to take up most of my space here.  Visually, it looks unbalanced but I feel like I need a year like this while still fitting the other important things in.

Reading
So, this year, I want to read. I want to read more for me. I think I got so caught up in reading the newest books for my students, in reading the books that might win awards, in reading the books I thought I should, that I stopped reading YA and Adult Fiction that I love. I want to make a bit more time for that. My life is better when I'm reading.

And I want to use the library more. I am really bad about buying books I then don't really need.  I love owning books but clearly have too many.  When we got married, my husband told me that buying books was never something that would be a problem--you could never own too many books.  Well, he had no idea what that could become and I find myself with lots of books that I've read but don't necessarily need or want to own.  And the number of books I own is getting to be overwhelming to say the least.  So, I am going to try to use the library more often. It is right next door to my school and they have a great collection so there is really no excuse not to.

Fitness
Our #runteacherrun Facebook Group has grown to over 200 members! I haven't been very active on it this year as I've lost so much running time.  And I was never great at running anyway. But I do want to get back to it.  The Facebook Group started a challenge and I think I'll join.  With some modifications.  Here is their challenge:

2014 Run Teacher Run Challenge- join me?
*Run or work out at least 14 times a month in 2014.
*Post at least 14 times on run teacher run.
*Run at least 4 "real" or virtual races in 2014. (Or create your own with friends!)
*Run at least 400 miles in 2014. (Or create your own workout equivalent to miles.)
*Encourage 4 teacher friends to run/workout and join us here in this group!

I'll modify in a few ways.  I definitely want to work out at least 14 times a month in 2014 and I want to post at least 14 times on the Run Teacher Run page. I'll also encourage others to join the group.  In terms of races, I am going to try for 1 race or virtual race. I am not a big fan of races so one seems like plenty to me.  And I am not going to set a mile goal. I am a very slow runner (15 minute miles--slower than walking). I think my goal will to be to keep track of my mileage in 2014. That's all. Just to begin that habit.

I also started a membership to My Yoga Online. I love going to the yoga studio and we are lucky to have a few great ones and lots of great teachers here. But, some days, I just don't have the time for the driving, set up and 1 hour class. My Yoga Online has all different classes that I can do at home with my membership. If I add this as an option, I should be able to fit in 3 yoga classes a week.

Professional
My own learning is going to be a goal for 2014.  I have been in the classroom for 27 years and it is easy to burn out of this job without constantly learning, changing and growing. I have been so lucky to be part of lots of professional groups of people who are committed to learning and growing as educators.  Over the last several years, I've done lots of consulting and fit in my own learning when possible. When I had my concussion and had to cancel lots of my consulting work, I realized how much my own learning just kind of tagged along with my consulting work. I very seldom went to conferences over the last few years without presenting, etc. And I missed just being places as a learner. I love the consulting work and learn so much from that, but I realized in 2013, that I had lost my balance. Here is what I have planned for 2014.

I plan to attend several conferences over the year . A balance of topics and types of conferences. At some, I'll be presenting a bit and at others I'll attend with no responsibilities.  Here is what is on my professional conference plan.

OETC -Ohio Educational Technology Conference--I'll attend this one for one day and do a one hour session on digital learning at the conference. The rest of the day will be dedicated to my learning.

The Dublin Literacy Conference is one of my favorite days of the year. I'll be doing a session with Tony Keefer and Katie DiCesare.  I love this day. (Last year, my concussion was new so I was a little woozy during my presentation with Tony.  I am hoping to do my part a little better this year!)

I've been busy with my NCTE work over the last several years and because of that I've missed our state OCTELA Conference. This year, I'll be able to attend for a day and do a one hour session. This has always been one of my favorite conferences and I'm looking forward to getting back to it.

MRA will be a conference that I attend just for me and for fun. Driving with colleagues, having the weekend of learning is always a treat. 

I'm looking forward to the second part in our yearlong Literacy Connection study.  Ruth Ayres' visit in the fall was a highlight and I am looking forward to her April session! 

I'll be doing a few sessions at this year's All Write conference, one that I was SO SAD to miss last year because of my concussion.  This is definitely a favorite for so many reasons.  

Last year, I attended a Choice Literacy Writing Retreat and it reminded me of how much I love to write and that I wanted to dedicate more time to different types of writing.  It was an amazing few days and it changed me as a writer. Looking forward to another writing retreat.   I'd also love to participate in Kate Messner's Teacher's Write this summer too:-)

ISTE is one that I am thinking about attending. It isn't a conference I'd attend every year but one I'd like to attend once in a while and it is in Atlanta this year. If I can get organized to get there, I'm planning on it.

And of course, I can't wait for NerdcampMI!  Nerdcamp was one of my favorite days in 2013--from the moment we got in the car until the moment we got home, we had a great time. The team ran an amazing day and I'm looking forward to one that is a day and 1/2 this year. 

I'll be speaking at this year's Ohio Innovative Learning Environments Conference. This is an amazing week of learning and I'm excited to be part of it.

NCTE!!! Of Course!!


I'm also planning on revisiting professional books to really dig into the classroom piece a bit.  With 4 years out of the classroom and a year in 4th grade, it is taking me a little while to learn what works in a 3rd grade classroom. Now that I've had some time, I want to tweak a few things and learn a bit more as this age is so different than 4th.  

I'll also be finishing the NCTE book I am writing with Bill Bass. This is a great learning experience.  The book is on Digital Literacy: What's Essential? and it is really helping me think through what I understand about literacy and the ways tools are changing things.

I'll be teaching a few Choice Literacy Online Workshops (The Tech Savvy Literacy Teacher and Text Complexity in Grades 3-5). I just started these last year and I love the online learning format.  I love how groups come together online to learn around a topic and I love thinking about these topics with other educators.  

Word for 2014

So, I have always been fascinated by people who have a word for the year.  I haven't really had one of those as I could never think of the right one.  But I think I have one for 2014.  I was looking for one and have been pondering my need to "get things done", plan ahead, etc.  I never seem to just enjoy what I am doing as I am always worried about or thinking about what's next or what I don't have done or how behind I am.

Nerdlution has been good for me. Even though I have been on a 10 day nerdlution-vacation.  It helped me see that I do need breaks and balance.  And that I have to be careful not to think too far ahead.  Mary Lee posted this link to the #nerdlution Twitter group this week and it said a lot to me.  So my word for 2014 is going to be TODAY.  I am going to try really really really hard to not stress about all that is coming my way and enjoy each day whether it is a day full of work, rest, friends, exercise, whatever.  I love my days but so often I get caught up on what's next or what I didn't get done, that I don't enjoy the day or what I am currently doing as much as I should.  Each day is different and TODAY seems like a good word for me for 2014.

Birthday
And I will turn 50 in 2014.  I have been telling everyone and saying I'm 50 for a while so as not to be too shocked when it actually happens.  (See why TODAY is such a good word for me!)

Happy Book Birthday to Mr. Tiger Goes Wild by Peter Brown!

Mr. Tiger Goes Wild is Peter Brown's newest picture book!  I have become a HUGE Peter Brown fan over the last few years and was very excited to see a new book coming out. Today is the books BIRTHDAY so we are having quite the celebration!

MR. TIGER GOES WILD  has lots of the same characteristics I love about Peter Brown's writing.  A great story with a character you come to love and understand early in the book.  The illustrations invite revisiting over and over and the message is a fun one. This is the story of Mr. Tiger who wants to go a little wild, do something out of the box, get out of his usual routine and have a little fun. Who can't relate to a story like this?

We have all gone wild a bit in our lives. We've done things out of the norm or a little out of our usual comfort zone.  Me? I am pretty much a rule follower--I don't necessarily agree with every rule and I am opinionated and mouthy about those I don't love, but I tend to do what I am supposed to do.  But sometimes what you are supposed to do gets boring and I think we all need to have a little fun by going a little bit wild, just like Mr. Tiger.

As I was preparing for this blog post, I was thinking about times in my life that I've done something a bit out of the norm.  It seems that I have lots of little things throughout my life so I tried to think back to the first experience I could remember of going a bit wild--doing something out of the box.  Lucky for me, I've always had friends who helped me get out of my comfort zone--who had ideas that I never would have attempted or who have gone along with an idea I've thrown out there that I was never actually serious about.  I have out of the box ideas but often just throw them out as a joke. I've always had a friend or two two who see my amusing ideas as real possibilities.

My first experience of a time I "went wild" was in Kindergarten.  It was late in the year in Kindergarten and classroom jobs were posted.  It was my turn to get the milk. Getting the milk was one of the best classroom jobs.  With a friend, you took an empty crate to the school refrigerator in the hallway (very far away from the Kindergarten room) and counted out the milk for snack time.  Each of us had a choice between chocolate and regular each day so the milk helpers were responsible for counting out the correct number of each kind, putting them in the crate and carrying the crate back to the classroom. It was one of the few jobs that took us outside of the classroom.

Well, on this day, I was with one of my more adventurous friends.  And the routines of Kindergarten were getting a little boring.  "Wouldn't it be funny," I thought, "to fill the crate with ALL of the milk in the refrigerator instead of counting only the 12 chocolate and 9 white that we needed for our classroom?"  That would certainly break up the routine and make for a little fun. As soon as I thought the idea out loud, my friend loved it, so we got to work.

As five year-olds, it took a lot of work to get ALL of the milk out of the refrigerator--every last carton. We were so focused on the work of following through with our idea, that I don't think it ever occurred to us in the very long time we were gone, that this might be a bad idea.

But I do remember the look on the teacher's face when she discovered us, me stretching my arm as far as I could, to reach those last few cartons in the refrigerator. When I saw her face, it hit me that this idea was probably not a great one. It was then that I realized for the very first time, that we were probably going to get in big trouble.

But my teacher seemed so flustered that she didn't have time to reprimand us when she found us in the hallway working hard to fit hundreds of cartons of milk into a small crate. Instead she sent us back to the classroom, canceled the milk portion of our snack as it was clearly too late for that, and waited for the day to end.  Her look was not one of anger, but one of relief, disbelief and exhaustion.  No anger at all.  Looking back, I am sure the teacher was alarmed at the two of us being lost and was thrilled that we hadn't run out of the building or something. And I am sure someone had to put the milk back.

I hardly ever got in trouble when I was little. No real reason to.  My parents were very good at understanding me and realizing that most of the naughty things I did were well-intentioned.  And I wouldn't say I got in trouble with the milk either.  But it was clear that I had misbehaved a bit.

This story comes back to me often as a teacher.  As a teacher of elementary children, I know that kids often have ideas that seem fun to them, that do not seem so amusing to me.  My idea was hysterical to the 5-year old me.  I couldn't imagine it wouldn't be hysterical to everyone else. My plan was to bring joy and laughter into the classroom by carrying hundreds of cartons of milk back in.  I think this story comes back to me lots to remind me that often, these kids do something "wild" and it is just them playing and learning how to have a little fun without hurting anyone. I think my teacher's non-angry response was important. She definitely wasn't happy but she kind of got it--no harm done.

And because I'm a rule follower,  I think we all need okay excuses to go out of our comfort zone.  Since Kindergarten, I've planned lots of events that invite people to go a bit wild.  I was Pep Club president in high school and that role allowed me to organize things like Punk Day and other Spirit Days.  I also look for excuses to go a little wild in an okay way.

Me (far right) on "Punk Day" my senior year in high school.  Don't think any of my high school friends photoed here read this blog but if they did, they would verify that we definitely found ways to have fun and go a little wild every day in high school:-)  On an unrelated note, I am realizing that this is how I wear my hair to yoga class so it stays out of my eyes but it seemed to be a better look when I was 17....

An excuse to go a little wild in college when I signed up for the Dance Marathon. Each hour had a new "theme" so I had an outfit for each hour.  (Tacky Tourist maybe?)  As you can see, my husband (then boyfriend) Scott, was not as comfortable going wild by dressing up each hour.

The story of my Kindergarten milk idea has come back to me often lately because I worry that in schools, with this stressful testing environment, we have taken away lots of the excuses to do something "fun".  I loved school my entire life--from preschool through college. I loved it because we had lots of fun in between and along with the learning. We learned lots but also had built in ways to do things out of the routine on a pretty regular basis.  So we understood that learning and fun went together. And that little breaks in our learning actually made the learning part easier.  I worry that we've forgotten how important the fun part is when it comes to learning.  I am hoping this book reminds us of that a little.


GET A COPY OF MR. TIGER GOES WILD!

You will definitely want to get your hands on a copy of this book as soon as you can!  It will be a fabulously fun read aloud for all ages. And I am sure it will be one that is read over and over and over by students. It is one to just enjoy and also one that will naturally lead to lots of discussions--one of being who you are and one of going a little wild sometimes is certainly an okay thing!

And now, for some exciting news on how you can WIN a copy of the book. A Year of Reading has been given 3 copies of Mr. Tiger Goes Wild, courtesy of Little, Brown and Company!  So, if you would like to be considered for one of these 3 prizes, leave a comment on this post sharing a story of a time you've done something a little wild. You can blog about it and leave us the link or you can share the story as a comment.  Winners will be announced on 9/10 so you have a full week to think about this and share!

(Note:  Books cannot be shipped to PO boxes, and will ship to US residents only). 

And there is even another chance to win:

A.....Scavenger Hunt!

To celebrate the release of Peter Brown's Mr. Tiger Goes Wild, we have a blog tour scavenger hunt for you! Visit all the blogs listed below to collect 7 letters/characters. Unscramble the letters/characters to unlock the secret phrase. Each blog is giving away three copies of Mr. Tiger Goes Wild courtesy of Little, Brown Books and Jen Vincent at Teach Mentor Texts has a Mr. Tiger Goes Wild prize pack to give away. 

Jen at Teach Mentor Texts

Aly at Kid Lit Frenzy

Franki at A Year of Reading

Jen at Reederama

Katherine at Read, Write, Reflect

Laura at LibLaura5

Colby at SharpRead 

And our letter is.....

And if you haven't read all of Peter Brown's books, now would be the perfect time to discover their brilliance! A few favorites include The Curious Garden, Creepy Carrots! and YOU WILL BE MY FRIEND! (Starring Lucille Beatrice Bear). And don't forget to check out his blog.  If Peter Brown isn't already one of your favorite authors and illustrators, he will be soon!

Thanks, Peter Brown, for another amazing book!!

The Tuesday Effect

It's nice to know that some things don't change after decades and decades (and decades) of teaching. It's Tuesday night and I'm channeling my first-year teaching self.

As a beginning teacher in a tough school in the Dallas Independent School District, I would go through the same cycle, week after week: I would spend all weekend polishing up the most perfect lesson plans ever. I imagined what I would say and how the students would react. It was beautiful. Masterful. Thoughtful.

Then Monday came.

Monday came and I got a little bit behind.

Then, by the end of the day Tuesday, I was completely behind, thrown off track, and feeling buried in a mire of papers.

I call it The Tuesday Effect.

And if you think this is the part where I tell you how I've come so far since those first years, and how I'm so on top of things and have it all figured out now...well, you'd be wrong. It's happening again, right on schedule, with technology thrown into the mix.

The only thing I've got figured out now that I didn't know then is that it's okay -- even necessary -- to leave the avalanche of work for tomorrow and get a good night's sleep. Wednesday will come and it will all work out...somehow.

Common Inspiration--Uncommon Creations.29

Photo by Sara&Joachim, from Wikimedia Commons

MEERKAT JUMP ROPE RHYME

eenie

meenie

miney

mo

three little meerkats

all in a row

one looks left

and one looks right

and the third won't 

let you out of his sight

three little meerkats

all in a row

eenie

meenie

miney 

mo

©Mary Lee Hahn, 2013

From Kevin (Kevin's Meandering Mind):

Wait!

Did you hear that?

Stand still;

Hesitate.

Become the world -

Become the landscape -

Become a statue

and do nothing but

wait.

©Kevin Hodgson, 2013

The podcast of this poem is here. 


From Carol (Carol's Corner):

"Meerkat"

Me?

Meerkat.

You think I'm kinda funny looking?

Those stripes

on my back?

unique.

none of the other

fifty fellows

in my large mob

(or some people call it a gang or clan)

look exactly like me.

That hairless patch on my belly?

The place

where my black skin shows through?

That absorbs heat while I'm standing

on my rear legs,

early in the morning

after cold Kalahari desert nights.

And those big eyes

on the front of my face?

For watching.

African tribesmen

trust me to

protect their villages

from werewolves

that attack stray cattle

And I gotta take my turn at sentry duty

while others are foraging.

We forage for food

every day

Meerkats don't carry around

any stored body fat. 

That long curved claw?

That little hummer

can dig my weight

in sand in only seconds. 

Mostly, I'm foraging for insects

but if I'm really hungry

I might dig up a scorpion.

Not to brag,

but did I mention

that unlike you humans

I'm immune to

the venom of scorpions.

And those black crescent-shaped ears?

they close.

keep out soil

when I'm digging

pretty handy

a fella's gotta be able to hear

to protect himself

from brothers

who might want to kill him

to up their status

in our meerkat mob.

My long tapering tail?

Yeah, it's different

from my bushy-tailed

mongoose relatives.

That tail helps me balance when I stand upright,

And I use it

for signaling.

The Dutch didn't call me

stick tail

for nothing.

Me?

Sun angel.

You still think I'm kinda funny looking?

(c) Carol Wilcox, 2013 

From Linda (TeacherDance):

Mom says:

“Look at the camera, children.

Smile for Daddy!”

But I keep thinking that something’s up,

and Billy and Jake need to keep their eyes open

for 

jackals on the left

lions on the right

and I need to look up

for the eagles.

They call us merely-cats

but we’re always lookin’.

Okay Mom,

we’re going to smile now.

Oops, where’s Billy!

©Linda Baie, 2013

From Cathy (Merely Day by Day):

Sentries

together

we listen for

hawks,

jackals,

eagles.

we watch

tirelessly.

together

we stand

while others

hunt

for lizards,

insects,

birds.

foraging

for food.

we are

ready

at a moment's

notice

to bark

our call,

warning all

to take cover,

to hide

deep

in our tunnels.

together

we stand

strong,

we protect,

we are

the lookouts,

guarding

our mob.

together

we are

one. 

©Cathy Mere, 2013

The theme of my 2013 National Poetry Month Project is 

"Common Inspiration--Uncommon Creations." 

Each day in April, I will feature media from the Wikimedia Commons ("a database of 16,565,065 freely usable media files to which anyone can contribute") along with bits and pieces of my brainstorming and both unfinished and finished poems.

I will be using the media to inspire my poetry, but I am going to invite my students to use my daily media picks to inspire any original creation: poems, stories, comics, music, videos, sculptures, drawings...anything!

You are invited to join the fun, too! Leave a link to your creation in the comments and I'll add it to that day's post. I'll add pictures of my students' work throughout the month as well.

A Wordless Book for All Cat Lovers

Franki and I were just talking about how much we both love wordless books. The possibilities for use in the classroom are endless, spanning from enjoyment and appreciation of the ability of the artist to communicate the story without words, right through differentiation for students who are striving text readers and ELLs.

I have been a fan of the Simon's Cat videos on YouTube since the first one came out in 2008. You've never seen them? Okay, take a minute and watch this:





Simon Tofield, the cartoonist, does so much with gestures, facial expressions, and, of course, a deep and personal knowledge of cat behavior.

Tofield, who struggled with dyslexia as a child and who was constantly urged to quit drawing and focus on getting a "proper job," created the first animation when teaching himself to use some animation software. He is now adding new videos to the Simon's Cat website on a monthly basis, and there are all kinds of Simon's Cat items for purchase, a soft toy and a newspaper strip. And there are books.

Simon's Cat in Kitten Chaos  

by Simon Tofield

Akashic Books, on shelves April 16, 2013

review copy provided by the publisher

In this book, Simon finds a kitten, abandoned in a rainstorm in a cardboard box. He brings it home and every manner of chaos ensues. There is the getting-to-know-you phase, the competing-for-attention phase, the I-terrorize-you-you-terrorize-me phase, and finally, the I-guess-we-can-get-along phase.

As much as this book is about a single-cat family with a new kitten, this can probably also be read as a single-child family with a new sibling. Kids will be able to relate; parents (and cat owners) will giggle, chortle, and sometimes laugh until tears stream down their faces.

Move over, Garfield. Simon's Cat is the new funny fat cat in town!

The Goodreads Playground

I mentioned in a post last month that some of the Columbus Dispatch Kid Readers (with the help/supervision/blessing of their parents) have joined Goodreads.

Let's back up a minute and just talk about the ways we adults keep track of what we've read. My mom has a little notebook where she writes down titles and authors. She's a voracious mystery series reader, and she needs to keep track of which books in which series she's already read. My friend Lisa is the keeper of our book club's history of reading. She's got a list that goes all the way back to our club's first book together, Lucy Calkins' THE ART OF TEACHING WRITING, which we read when it was new. I was inspired by a fellow writer for the (now defunct) OSU publication THE W.E.B. to read a children's book a week (or if not a book every week, then at least 52 children's books a year). That was back in the mid-1980's. I have a whole shelf full of notebooks listing all of the books I read for about 25 years. Then, in 2007, Goodreads came on the scene. For a few years, I kept both my notebook and my Goodreads listing, but my reading record is now completely digital.

Okay. So we keep track of what we read.

But what if we'd been doing that since we were 10 or 11 years old?

It's been amazing to watch these kids explore and play on Goodreads. First they entered just the book they were currently reading. But that soon expanded. One girl keeps a list of her 5th grade reads in her Take Home folder as well as in her Language Arts binder; she entered all 50+ books she's read this year. After that, I saw other lists expand all the way back to favorites from their early reading years. They've started creating bookshelves -- learning the power of tagging -- and they're marking books as "To Read" -- planning ahead for future reading.

I heard from a parent that sending messages is a popular facet of Goodreads -- the account was created through the mom's email, and her daughter is now getting more emails than she is -- many with the sole content being, "Hi!"

That might be a somewhat trivial part of the way the students are using Goodreads, but they are also following authors' reviews, becoming fans of authors, collecting quotes, setting reading goals, and creating book quizes. Not just taking quizes, creating them and inviting the other Columbus Dispatch Readers to take them!

Up until now, Goodreads has simply been a place for me to log the books I've read. These kid-readers have explored it like a playground, finding every interesting nook and cranny and trying it all out for themselves. I can't wait to watch their reading habits change and evolve as they move through middle school, high school, and beyond. (We'll just assume for the sake of argument that there will still be both an Internet and a site called Goodreads that will last that long as well...)

Columbus Dispatch Kid Readers blog is here.

The Year of Kira-Kira

It was January 2005. As always, I was very excited about the announcement of the Caldecott and Newbery Awards. There was no social media and we had not started blogging....yet.  Mary Lee and I had our own little conversations and predictions and we were pretty much never completely right.

But, on the day that Kira-Kira was announced as the winner of the Newbery Award, I was totally annoyed. Not only had I not read the book but I'd never even HEARD of it. I could not figure out what the committee had been thinking... I had spent my whole year reading great children's literature and making predictions about what might win. I understood that my pick probably wouldn't win, but to have a book win that I'd never heard of was quite heartbreaking.

As a dutiful 5th grade teacher, I bought a copy of the book (hard to find since no one seemed to have it on their radar) and read it in a sitting or two. I read it quickly so I could bring it into my classroom.  It was okay.  I enjoyed it okay. I didn't love it and I certainly did not think it deserved to win the Newbery.

The next Monday, I brought it into class. I did a semi-pathetic book talk and said to my class,  "This is the book that won this  year's Newbery.  I read it this weekend. It was good. I didn't think it was great but it was good. I am not sure why it won the Newbery, but it did.   If you want to read it, here it is." (maybe not that pathetic, but close!). Well, one of my avid readers, Katie, jumped on it.  She said she wanted to read it and off she went.

About 3 days later, Katie requested a conference with me. She came to the table with my copy of Kira-Kira filled with sticky notes. She said, "Mrs. Sibberson, I think you need to read this book again. You said you didn't think it was that great but I started marking these amazing lines in the text and look at how many there are!  I think you must have really missed a lot of this book because it DEFINITELY deserved to win the Newbery."

I have since reread Kira Kira (as did many other students in that 5th grade class) and it is one brilliant book. It is a book that has stayed with me for years and years and years. I am now a huge fan of the author and am dismayed with myself for not being open to the book during my first read. Instead of being annoyed at it winning, I should have been thrilled at the chance to discover a new book that I had not known about before the award announcement.  And I have Katie to thank for helping me see what I could not see on my own.

So, every year at this time, especially on this day, I thank Katie for everything she taught me that day.  She taught me about books and awards and about being a reader.  It is on the eve of the ALA announcements, when I am wishing, wishing, wishing for my favorite books to win awards, that I try to remember to be open-minded and to celebrate the winner--no matter what happens.  I remember that I may have missed lots in a book that others could see so clearly. I remember that there are so many good books and I love the journey of discovering them far more than I love award day.  And I remember that no matter which book wins, this is another great opportunity to have amazing conversations with fellow readers.

Thank you, Katie and Happy Newbery Eve, Everybody!

(And to help you understand tomorrow's decision a bit better, don't miss Monica Edinger's post at Nerdy Book Club, Top Ten Things You May Not Know About the Newbery Award.

2012 Notable Children's Books in the Language Arts

The Notable Books in the Language Arts Committee, sponsored by the Children’s Literature Assembly of the National Council of Teachers of English, selects thirty titles each year that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, non-fiction, and poetry written for children, grades K-8. The books must meet one or more of the following criteria:

• deal explicitly with language, such as plays on words, word origins, or the history of language;
•demonstrate uniqueness in the use of language or style;
•invite child response or participation.

         In addition, books are to:

•have an appealing format;
•be of enduring quality;
•meet generally accepted criteria of quality for the genre in which they are written.

2012 Notable Children’s Books in the Language Arts 

A Butterfly Is Patient, by Diana Hutts Aston, illustrated by Sylvia Long, published by Chronicle Books.

A Monster Calls, by Patrick Ness, published by Candlewick.

Addie on the Inside, by James Howe, published by Atheneum.

Amelia Lost: The Life and Disappearance of Amelia Earhart, by Candace Fleming, published by Schwartz & Wade.

Balloons over Broadway, by Melissa Sweet, published by Houghton Mifflin.

Bluefish, by Pat Schmatz, published by Candlewick.

BookSpeak: Poems about Books, by Laura Purdie Salas, illustrated by Josee Bisaillon, published by Clarion.

Breadcrumbs, by Anne Ursu, published by Walden Pond.

Dead End in Norvelt, by Jack Gantos, published by Farrar, Straus and Giroux.

Heart and Soul, by Kadir Nelson, published by Balzer + Bray.

Hound Dog True, by Linda Urban, published by Harcourt.

Inside Out & Back Again, by Thanhha Lai, published by Harper.

Lemonade: And Other Poems Squeezed from a Single Word, by Bob Raczka, published by Roaring Brook Press.

Me...Jane, by Patrick McDonnell, published by Little, Brown.

Okay for Now, by Gary Schmidt, published by Clarion.

Over and Under the Snow, by Kate Messner, illustrated by Christopher Silas Neal, published by Chronicle Books.

Pablo Neruda: Poet of the People, by Monica Brown, illustrated by Julie Paschkis, published by Henry Holt.

Passing the Music Down, by Sarah Sullivan, illustrated by Barry Root, published by Candlewick.

Requieum: Poems of the Terezin Ghetto, by Paul Janezko, published by Candlewick.

Shout! Shout it Out!, by Denise Fleming, published by Henry Holt.

Stars, by Mary Lynn Ray, illustrated by Marla Frazee, published by Beach Lane.

The Cazuela That the Farm Maiden Stirred, by Samantha R. Vamos, illustrated by Rafael Lopez, published by Charlesbridge.

The Cheshire Cheese Cat, by Carmen Agra Deedy and Randall Wright, illustrated by Barry Moser, published by Peachtree.

The Friendship Doll, by Kirby Larson, published by Delacorte.

The Great Wall of Lucy Wu, by Wendy Wan-long Shang, published by Scholastic.

The Scorpio Races, by Maggie Stiefvater, published by Scholastic.

These Hands, by Margaret H. Mason, illustrated by Floyd Cooper, published by Houghton Mifflin.

True…Sort of, by Katherine Hannigan, published by Greenwillow.

Underground, by Shane W. Evans, published by Roaring Brook Press.

Won Ton: A Cat Tale Told in Haiku, by Lee Wardlaw, illustrated by Eugene Yelchin, published by Henry Holt.



NCBLA 2012 Committee: April Bedford—Chair
Donalyn Miller, Nancy Roser, Tracy Smiles, Yoo Kyung Sung, Barbara Ward, Trish Bandre
Mary Lee Hahn—Past Chair

Mentor Texts: Teach the Writer, Not the Writing

This is part of a series of blog posts on Mentor Texts in the Digital Writing Workshop.  Contributors to this weeklong series are Troy Hicks, Katie DiCesare, Bill Bass, Tony Keefer and Kevin Hodgson. Posts are also being collected at Mentor Texts in the Digital Writing Workshop. Please join our conversation!

One of the most powerful things I learned as a writing teacher, was by Lucy Calkins who said, "Teach the writer and not the writing.  Our decisions must be guided by what might help this writer rather than what might help this writing."  

I have come back to this quote often in the last few weeks as I am working with 2nd graders on creating e-Comics.  In Writing Workshop, before the digital tools entered, I had very little trouble remembering Lucy Calkins' important words. I was good at focusing on the learning, rather than the product. I felt confident about teaching things that my students would use in future writing--I was impacting the writer, not the writing. I learned early-on as a Writing Workshop teacher, that it was easy to "clean up" a student's writing to make the product "look good". I could do the revising and editing, make decisions for the child, etc. and have something nice to publish.  But I quickly realized that with that approach, students writing never improved. Students never grew as writers. I was lucky to learn from amazing writing workshop teachers and saw huge growth in writers once I stopped focusing on individual pieces of writing and started focusing on individual writers.

Enter digital writing...  I feel like I took a little step back in time and in my ability to manage an authentic writing workshop. It seems that more often with digital tools, I am a bit more structured and directive.  I have to continue to remind myself about my beliefs about writing and learning.  I have to go back to books by my writing mentors--Katie Ray, Ralph Fletcher, Lucy Calkins, Don Graves, Shelley Harwayne--to make sure I am staying true to what I know about quality writing instruction.  Some days, I look around and notice everyone in the same place in the writing process, everyone using the same tools to create or everyone creating similar pieces and I panic.  My workshop before digital tools was much more student-centered.  Students had choice in tools to use, formats to publish and how fast to move in the process.  There seemed to be fewer directives and more invitations.  My vision of what a writing workshop should look like is harder to make happen with so many new tools and possibilities coming so quickly.  I am working to make sure I stay true to what I believe about writing and that I give my students the right messages about what it means to be a writer.  I am moving toward making sure my writing workshop matches the vision I have for it.

So, back to the Comic ebooks.  This is a collaborative project I've been working on with our art teacher, our technology specialist, and our 2nd grade teachers.  We started this project to meet several goals/standards that included learning around narrative writing, text and illustrations working together, using draw tools, finding and saving documents, creating ebooks, dialogue and talking bubbles, and more.  

We used Pixie and Comic Life to create the ebooks. Comic Life has been a popular piece of software but we noticed students not really knowing what to do with it. The photos available didn't always make for the best stories. And they had no idea how to use a draw tool to create comics.  In reading, I noticed that our younger students focused more on individual frames in their reading of graphic novels, than in the story as a whole.  Understanding that graphica was just one more way to tell a story was key goal for us. It was a long unit of study as the students only worked on the projects during art and library class. As with our 3rd grade book trailer unit, we immersed ourselves in comics and made decisions about how our writing would go. 

Challenges:  

About mid-way through our study, students were noticing the various sizes and shapes of the frames in comics.  We talked about how many shapes and sizes they could find and talked about why each was different.  EVERY SINGLE child believed that the authors of comic books merely filled out the template they were given.  They knew Comic Life well and just assumed that comic book writers were given a template and filled it in.  They had no idea that the comic book creator was the one who decided on the size and shape of the frames and how critical that decision is to the piece as a whole.  I was a little bit alarmed. As much as I love the tools that make digital writing more accessible, I also saw the limitations.  The messages my students were getting from this piece of software, were that the software was in charge of their decisions as writers.  I had to rework the unit so that students understood the decisions authors made when it came to frames, and more. 

Another challenge that we faced was that, as teachers, we realized that we got caught up in technology troubleshooting. This was a huge project and there was always some issue that required a computer restart, help with a password, an undo, etc.  Our kids are great at problem solving and collaborating but there were many times when kids needed our assistance.  This seemed okay at the time--kids were learning important technology skills as we worked with them. But what we realized was that we had very little time to conference with the kids about their actual writing or their process. Our work with them focused on the technology  We had worked hard on the writing before they got to the computers, but many kids missed out on the in-the-midst conferences that they needed because we were caught up in troubleshooting. 

We worried about publishing.  Our plan was to publish the ebooks on a internal class site. Putting work on the Internet is a little more stressful.  Published pieces have always forced teachers to make decisions about what is acceptable to "publish". But it seems to be even more difficult when we are not merely hanging writing in the hallway or hosting an author event with student writing.  

Reflection

We stepped back and thought back to all that we had wanted kids to learn and realized they learned SOOO many things that would take them forward as digital writers.  No matter how their "product" turns out, every student learned to tell a narrative story using a draw program and in graphic novel form. In terms of technology, they learned to save and name documents, to use draw tools, to create text boxes, to use and manipulate templates, to export pieces, to change fonts, and more.  In terms of writing, they learned to make decisions, to think about their audience, to connect words and visuals. They learned the difference between dialogue and narration.  They learned how to revise when things weren't going as they had planned.  They learned how to reread and rethink when something didn't make sense to their reader.  

None of this is evident if you look only at the finished products but this learning--the learning that they will carry with them as writers--is far more important than what the product looks like.  I have been visiting and revisiting the Video Game Design website that Kevin Hodgson created to make visible all of the learning that went on in his game design unit. This website is hugely powerful and important work. If we are to have successful writing workshops, it is critical for us to make the learning visible and capture what it is the students learn as writers--things they will carry with them no matter what it is they compose. I also think it is important for us as teachers as a reflection tool. We need to take the time and sit back and reflect on the learning that happens in a project like this--otherwise, we run the risk of focusing on the project and teaching the writing, not the writer.

Celebration

Some days, these comic ebooks take over the library. It seems there is always a computer open that's screen shows a product in the midst of a comic creation.  A student who left a computer on, a child who popped in to work on something, etc.  And guess what? Our biggest, most important goal--the one we forgot about throughout the project--has been achieved.  Early on, we knew we needed good student-created mentors for our students. Pieces that students at our school created that would open up what was possible with the tools we had. As these open computers sit around the library or as I am finishing up moving a pdf to my flash drive as a new class comes in, someone notices the comic on the screen and someone says (almost every day)--"What is that? I want to do that."  I can only imagine what will happen in the next few weeks as these comics are put online for the school community.  So, we've met individual standards-based goals. But we've also met a schoolwide goal of creating a library of projects that our students can learn from.  In-house mentor texts that can open up what is possible for all students.  Every writer will grow a bit by seeing a few more things that are possible.

Teaching the writer, not the writing is key when it comes to any type of writing, especially digital writing.  Some days I feel like I am back to my beginning years teaching in a writing workshop-reminding myself of what is important.  I have to ask myself every single day-what I am doing to help this child become a better writer? What will he/she take with him no matter what he/she is composing in the future? What should I focus on now that will impact all future writing?

And I also have to ask myself, what am I doing to help this community of writers? How am I building our own library of mentor texts-pieces to learn from and to open possibilities for what is possible in our writing community?