It's Monday! What Are You Reading?

Go Visit TEACH MENTOR TEXTS for the whole round up of It's Monday, What Are You Reading Posts!  Thanks Jen and Kellee!

I read lots of good, short books over spring break last week. I didn't have as much time to read as I usually do as I tried to spent a good deal of time writing.  And then there is the whole exercise thing that is taking up more and more time. Since I am focusing on fitness and making time for that in my life, I was worried that I was reading far less. But when I checked my Goodreads numbers, I am at about the same place I was last year. I think having less time to read it allowing me to focus on short books--poetry, graphic novels, picture books and I am loving the books I am finding. This week, I read.

HOW MANY JELLY BEANS? by Andrea Menotti  This book is such fun. It reminds me a bit of HOW MUCH IS A MILLION and I think kids will love it. The story is about two kids discussing the number of jelly beans they could eat.  When they get to the number of jelly beans they could eat across a year, the math thinking becomes more complex. I love all of the invitations for problems solving that this book has. This is definitely one that can be used in a math classroom or it could just be used as a fun read aloud.  The size and colors also makes this one pretty fun.

I DON'T WANT TO BE A PEA by Ann Bonwill will make a fun read aloud. I pretty much buy anything that has any connection to the Princess and the Pea.  But, I actually picked this one up because I like it for word play.  This is the story of a hippo and a bird who are friends--who depend on each other. But when they are trying to decide on costumes for the upcoming costume party, they have some problems.  I like all of the ideas that the bird and hippo come up with. This is a fun read aloud for younger kids and I think it would be a great conversation with older kids about how words go together.

HUFF AND PUFF by Claudia Rueda is another traditional tale retelling.  In this one Rueda retells The Three Little Pigs in a short, interactive way.  The whole story is told in just one sentence per page.  And readers are invited to join along in the huffing and puffing.  This one would be great to use with older kids to talk about summarizing/synthesizing etc.

I also read a few nonfiction picture books.
GOING APE by Eduardo Bustos is a short book with facts about various primates. Each page focuses on one type and has just a few sentence to go along with it. Great for all ages.

THE DAY ROY RIEGELS RAN THE WRONG WAY by Dan Gutman is a great story of a football player's game-changing mistake.  I love adding new books to my collection of picture book biographies and I love this one because it is sports related and I love the message about mistakes.  There is also an interesting writing style in which a grandfather is telling his grandson the story of Riegels and their talking bubble dialogue is set up on the side of the page.


LEO GEO AND HIS MIRACULOUS JOURNEY THROUGH THE CENTER OF THE EARTH by Jon Chat is one that I am still reading.  It is an odd shaped book that chronicles a journey to the center of the earth--and back.  The book is a bit of a graphic novel and it reminds me a little of a more grown-up version of The Magic Schoolbus.  This book is not only unique in format, but it is PACKED with information about rocks, the earth's layers, etc. A great nonfiction book and one that will engage students due to its format and humor.  I was surprised at how long the book takes to read-as I said, it is packed with information. There is far more text in the book than there appears to be.

And I love the new poetry book OUTSIDE YOUR WINDOW: A FIRST BOOK OF NATURE by Nicola Davies. I love this nonfiction author and was thrilled to see her new volume of poetry about nature and the outdoors. This looks to be a well-loved collection with lots of opportunities for studying craft.

And my absolute favorite read of the week was Tom Angleberger's FAKE MUSTACHE. What a great read! I have been waiting and waiting and waiting for this book and I was so happy to finally have a copy. I can't wait to share this book with kids. This is the story of Lenny whose best friend buys a fake mustache. With the mustache, he tries to take over the world. Lenny is the only one who can see what is happening and he tries to save the day. This book is hysterical. (The subtitle alone made me smile--FAKE MUSTACHE: OR HOW JODIE O'RODEO AND HER WONDER HORSE (AND SOME NERDY KID) SAVED THE US PRESIDENTIAL ELECTION FROM A MAD GENIUS CRIMINAL MASTERMIND. I laughed aloud a lot while reading. How Tom Angleberger thinks of these things is beyond me. This book is going to be a huge hit with my 4th and 5th grade readers. I am sure we'll need several copies of this one in the library.  A great story that is really, really fun!

Professional Reading: Note and Notice

I have been trying to fit more professional reading into my life lately. There are so many great professional books that have been piling up. I have found that if I focus on one book at a time and try to read 20ish pages a day, I can finish a professional book in a couple of weeks. The 20 pages a day happened because I wanted to give myself a doable amount of reading to do in a day to get more professional reading in. But what I've found is that 20 pages a day gives me a good chunk of information to think about and a good amount of time to study a topic. So when I dig into a new professional book, I am thinking about the topic for two weeks, really giving myself time to digest and reflect on what I've read. In the past I have sometimes rushed through new professional books, reading them in a weekend and this seems to be a better way to read and digest the new thinking.  The 20 pages also makes sense for my reading life.  I don't have to "give up" fiction reading to read professional books if I am just holding myself to 20 pages a day. I can fit in both with that expectation of myself.

This week, I am reading Kylene Beers' and Bob Probst's new Nonfiction Reading: Notice and Note Stance, Signposts, and Strategies and I am so glad that I am taking my time to read it and not rushing through it. I am not far along as the book just arrived a few days ago but already I find myself rethinking much of what I thought I understood about nonfiction reading.  I am doing just what the writers hoped I would do. As they state on page 1 of the introduction, "And we do want this book to challenge you. We want you to pause to consider new ideas, mull over comments we make, mark passages you want to reread and discuss with colleagues."

I want to share with you the reason my new strategy of reading 20 pages a day of a new professional book is making good sense to me.  I started the book over the weekend.  On the first day with the book, I did a pretty heavy preview--looking through the book to see what to expect.  Then I dug into the first 20 pages.  And then I stopped for the day. On reflecting, I was amazed at how much I had to think about with just 20 pages of reading.

-I am thinking about the students we teach today and how their experiences are quite different from my own at their age. Beers and Probst state, "By 2016, every student in school will have been born in the 21st century. They will have grown up with the world at their fingertips."

-I am thinking about the idea of stance that is part of the subtitle of this book and what it means as a teacher of nonfiction.  Beers and Probst state, "This book had to discuss a stance that's required for the attentive, productive reading of nonfiction. It's a mindset that is open and receptive, but not gullible."  I have read and reread this line several times and love the idea of what it means.  One sentence that says so much about something far more important than the traditional ways I've been thinking about teaching nonfiction.

-I am processing the 5 day cycle of lessons that the authors share and how to build Big Questions along with understanding of signposts to build more time and engagement with nonfiction text.

-I am excited to look at the videos that show these things in action. Throughout the book are QR codes that lead readers to videos that go along with the thinking in the book.

-And I am fascinated by the authors' explanation of the way in which nonfiction has been defined over the years. "It's really not surprising that the meaning of nonfiction has shifted as well.  What was once a term used by librarians to signify that the text simply wasn't a novel morphed into meaning "not false" and even "informational". While note surprising, we do wonder if this shift has served us well."  This section of the first 20 pages fascinated me and made me think about the way in which I have defined nonfiction for myself and for my students and how that might evolve.

As you can see, my 20 page strategy is working for me. Giving myself time to read and think about the professional books that have been on my stack seems important. Even though I am dying to keep reading, I know that this is a better way for me to take in most professional books. This particular one is so packed with great thinking that I'd hate to rush past some of it.

I am excited to continue this first read of this book as I know my teaching will change for the better because of it.

If you don't have this book yet, I already highly recommend it. The first 20 pages are worth the price you'll pay--trust me.  Heinemann has some great videos of Kylene and Bob talking a bit about the book as well as some great Sneak Previews to give you a sense of what to expect.

All Write--Tuesday

Mindy Hoffar closing the All Write Conference

Tuesday's sessions were as good as Monday's. It was a conference in which every session was incredible.

I began the day in Georgia Heard's session. Her topic was A PLACE FOR WONDER and I see huge possibilities for the library. I have read and loved all of Georgia Heard's books. She was the person who years ago at a Teacher's College Writing Project Summer Institute convinced me that I could include poetry reading and writing in my classroom. Her book, FOR THE GOOD OF EARTH AND SUN is still the resource I go back to again and again for inspiration in the teaching of poetry. This topic, A Place of Wonder, follows Georgia's theme--helping kids find and live their passions--but in this book, she focuses more on nonfiction. I have been especially interested in nonfiction lately, thinking about how to get more kids at our school reading nonfiction by choice. I see huge implications for the library after hearing Georgia talk. I think I read this book when I was new to the library and now that things are set, it seems the perfect time to implement some of the ideas that Georgia shares in the library. One of the key things Georgia talked about was the importance of valuing student questions and having a permanent place in the classroom to capture those.  She also talked about the idea of "pondering time" when a class could explore one question together as a way into class shared research. She says, "Google can answer questions. We want them to think about things. We want them to put opinions with fact-they need voice." She wove all of this in with the teaching of nonfiction and what struck me was the idea that research is not about report writing. It is about wondering, finding answers, thinking together and finding voice because you understand. I will be revisiting this book with an eye toward the library this summer.

Cris Tovani (@ctovani) talked about her upcoming book, SO WHAT DO THEY REALLY KNOW? ASSESSMENT THAT INFORMS TEACHING AND LEARNING (due out from Stenhouse in July).  She talked about the importance of getting back to our beliefs about students and learning. She shared that when your beliefs don't match your practice, you get burnt out. She said, "If you don't believe that children can read, you won't do the learning needed to figure out how to scaffold them so they can read for 90 minutes." She really pushed us to think about our practice--why do we do what we do. She did this by sharing her own process and her own thinking over the year. She reminded us that Reading Workshop is not an activity--that it is a planning structure. And she talked about assessment that matters--the kind that helps us know where to take kids next. I am anxious to read her new book. Her first book, I READ IT BUT I DON'T GET IT, impacted me incredibly years ago. Even though Cris was a high school teacher and I was teaching 4th grade at the time, the issues she shares are universal. Cris's work is work that can support our thinking and learning about literacy K-12.

Lester Laminack really pushed us to think about the role of setting in books. He is brilliant in his understanding of the subtle things an author does in a text and the way that it impacts the reader. As always, listening to Lester was a treat. He can bring powerful thinking to us with his humor and wit. This was the first time I was able to hear Lester read aloud from his new picture book THREE HENS AND A PEACOCK. I love that he can use his own writing to share the decisions he makes as an author. This combination is a unique one for a presenter--his understanding of child development, literacy learning, and the life of a writer. Setting is often one of those things I don't pay attention to but Lester gave us ways to really look at the way setting impacts a story--when it matters. I hope to reread some picture books that he recommended to begin to make sense of setting myself. Lester's blog is also a great source of information.

No matter how many times I hear Debbie Miller, she keeps me grounded. Debbie shared student samples from K-5 on how she is helping students make their thinking permanent. She is brilliant in her choice of books and shared picture books like THE MAGIC FISH and THE HARMONICA as ways to help students at different levels make sense of text at deeper levels. I loved Debbie's book READING WITH MEANING--it helped me see what kids were capable of when time was given to thinking.  But her book TEACHING WITH INTENTION is one that has impacted my thinking most in the last several years. In that book, as in this presentation, she shared the thought process she goes through to show how intentional she is about every move she makes in the classroom. Everything she does is purposeful and every book she chooses, she does with intent. For me, Debbie is always about thinking hard about the ways in which we spend time with kids--keeping our classrooms authentic and powerful places for learning.

All Write was definitely an energizer. The speakers all gave me so much to think about.  And June is a great time to start thinking and planning!  :-)

Confession: I Have Never Read Harry Potter

It's true. I have never read Harry Potter. I admitted this here on our blog over a decade ago and have still not read the series. I started the first book 10 times and never got past page 63. It wasn't that I didn't like the book. It just wasn't a priority for me when it first came out.  And then all of a sudden there were 7 books--each one longer than the last, and reading the whole series seemed like an overwhelming endeavor. And there are so many new books I am dying to read, taking the time to read Harry Potter has not been a priority. until now.

Last year, I attended two of the Scholastic Reading Summits. (The Summit is always one of my favorite days of summer, BTW.). Scholastic was celebrating 20 years of Harry Potter and the new paperback editions of the book were available.  And after the summits, Scholastic sent me this fabulous boxed set! Thank you Scholastic!  I took this gift as a bit of a sign that maybe it was time to read the books!I don't keep it a secret that I haven't read the Harry Potter books but sitting in that room at the Scholastic Reading Summit in Chicago, I realized how many of the references I just don't get. I was sad that I wasn't part of this conversation around books that so many people in my world have experienced.

Also, this summer, we are taking a trip to Disney and may spend a day at Universal's Harry Potter World. My family is obsessed with Harry Potter. All of them read the books more than once and one of the movies seems to be on quite often at our house.  I walk into the family room and my husband and daughter are often on the couch rewatching one of their favorites.  They are all abuzz about the things we'll do and they keep making references to the story and characters that I just don't understand.

So I decided it was time to read the books. For many reasons. I teach 5th grade and the first few books are perfect for 5th graders.  I have huge Harry Potter fans in my classroom each year and it seems crazy that I haven't read them. And how can I miss out on experiencing Harry Potter world as someone who read and loved the books?

In my post from 2007, I said, " If I read it later, which I very well may do, I will know so much from the talk, the media, just by being part of the world. I won't come at it as everyone else did. "   I get the jokes in the world enough to know they are Harry Potter references but I don't really understand them. I told my family last week, before starting the first book, "I kind of know all the characters and what happens from just living in the world."  They both looked at each other and rolled their eyes. And really, I know better than that.  Hearing about a book and a set of characters does not compare to experiencing the story. Of all the things I know in the world to be true, I do know this.

Last week, I read book one of Harry Potter. I enjoyed it. Totally enjoyed it. And I have started on Book 2.  I am not sure I will read all 7 in a row but I think you can say I am hooked and I am confident I will finish the series in the near future.  I am so happy to be reading them. And I am hoping to watch the movies after I read each book, when I can.

I share this babbling story of my Harry Potter reading for several reasons:

1. We all have these "book gaps"--books that is seems everyone has read but books that we've missed somehow. It seems to be a point of shame for readers who pride ourselves on keeping up and that's silly so I wanted to make this book gap public. It is never too late to enjoy a good book.

2. Sometimes we forget about the great books that aren't brand new. I have spent the last several years reading books as they are published, keeping up on the best and newest books that I sometimes forget about the fabulous books I've missed in my reading life. For my students, I am worried that I have focused too much on the new books and have forgotten to highlight all the great books from  past years. Lesson to self.

3.  Hearing about a book, walking through a room where the movie is playing does not compare to reading the actual book. Just a reminder.

4.  The thought of reading the Harry Potter series has been overwhelming to me. Most of my family and friends read the books one per year as they were published.  That seemed doable. But now that there are seven (and some are very long), it seems to overwhelming. I wonder if our kids feel that way about some of our series and classics?

5.  I imagine there are other teachers out there who have not read Harry Potter. If anyone wants to read it for the first time with me this summer, would love to have a little support group as I think I might be the only reading teacher who has never read it.

I'll keep you posted!

2011: A Year of 305 Books

Mary Lee has always been my reading idol.  We were in a book club together 20+ years ago and I was always amazed at how much she read.  She was the one who encouraged me to keep a log of my reading.  Blogging with her for the past 6 years has made me realize how lucky I am to have friends who read and how important that is to my reading life.

This year, it's not so much the books I read, but more the habits I started:

As I look at my 2011 reading, Goodreads changed my life. I had used it a bit before 2010, but decided to be diligent about tracking my reading carefully in 2011. Really, I had no idea how I kept track before.  Goodreads helps me track, reflect, find book to recommend, connect with friends, choose books, etc.  It has helped me in my own reading but has also helped me become a better resource for students and teachers looking for books. LOVE IT!  I also set a reading challenge for myself on Goodreads and met it.  I was part of a Mock Newbery group and a few others that kept me up to date on the books getting the most buzz. And it was so fun to hear everyone's opinions as we read monthly books.

I also found that groups/events like Titletalk, The Nerdy Book Club and the Facebook Centurions of 2011 group were important for me as I read throughout the year. They each provided a different type of support. And I read so many amazing books because of these networks.

And, thanks to Kevin Hodsgon's recent post reflecting on his 2011 reading, I realized that Goodreads will let me view fun stats about my year of reading. How fun is this!

Here are some reading highlights. Fifty or so books I LOVED in 2011.
January-40 books
Kakapo Rescue-NONFICTION
Incorrigible Children of Ashton Place by Maryrose Wood-MIDDLE GRADE

February-13 books
How I, Nicky Flynn, Get a Life (and a Dog) by Art Corriveau-MIDDLE GRADE
Okay for Now by Gary Schmidt-MIDDLE GRADE

March-24 books
Mother Goose Picture Puzzles by Will Hillenbrand-PICTURE BOOK/POETRY
Can We Save the Tiger? by Martin Jenkins-NONFICTION
Inside Out and Back Again by Thanhha Lai-MIDDLE GRADE
Emma Dilemma: Big Sister Poems by Kristine O'Donnell George-POETRY

April-27 books
Chime by Franny Billingsley-YOUNG ADULT
Bigger Than a Breadbox by Laurel Snyder-MIDDLE GRADE
Little Chicken's Big Day by Katie Davis and Jerry Davis-PICTURE BOOK
Also Known as Rowan Pohi by Ralph Fletcher-YOUNG ADULT

May-22 books
The Absolute Value of Mike by Kathryn Erskine-YOUNG ADULT
The Pull of Gravity by Gae Polisner-YOUNG ADULT
A Ball for Daisy by Chris Raschka-WORDLESS PICTURE BOOK
Babymouse Mad Scientist and Squish by Jennifer Holm and Matthew Holm-GRAPHIC NOVEL
Real Revision by Kate Messner-PROFESSIONAL BOOK

June-43 books
Time to Eat/Time to Sleep by Steve Jenkins-NONFICTION
Queen of the Falls by Chris Van Allsburg-PICTURE BOOK BIOGRAPHY
Breadcrumbs by Anne Ursu-MIDDLE GRADE
The Friendship Doll by Kirby Larson-MIDDLE GRADE
Big Brothers Don't Take Naps by Louise Borden-PICTURE BOOK
Hidden by Helen Frost-MIDDLE GRADE
Should I Share My Ice Cream by Mo Willems-PICTURE BOOK
Wonderstruck by Brian Selznick-MIDDLE GRADE
State of Wonder by Ann Patchett-ADULT NOVEL

July-28 books
Toys Come Home by Emily Jenkins-EARLY CHAPTER BOOK
Latasha and the Red Tornado by Michael Scotto-MIDDLE GRADE
Shine by Lauren Myracle-YOUNG ADULT
A Million Miles from Boston by Karen Day-MIDDLE GRADE

August-37 books
The One and Only Stuey Lewis by Jane Schoenberg-EARLY CHAPTER BOOK
Press Here by Herve Tullet-PICTURE BOOK
Leisl and Po by Lauren Olive-MIDDLE GRADE
Tuesdays at the Castle by Jessica Day George-MIDDLE GRADE
The Gingerbread Man Loose in the School by Laura Murray-PICTURE BOOK

September-16 books
The Other Wes More: One Name, Two Fates by Wes Moore-ADULT NONFICTION
Waiting for Magic by Patricia MacLachlan-EARLY CHAPTER BOOK/MIDDLE GRADE
Amelia Lost by Candace Fleming-NONFICTION
Otis and the Tornado by Loren Long-PICTURE BOOK
A Monster Calls by Patrick Ness-YOUNG ADULT
You Will be My Friend by Peter Brown-PICTURE BOOK

October-12 Books
Happy Pig Day! by Mo Willems-PICTURE BOOK
I Want My Hat Back by Jon Klassen-PICTURE BOOK

November-15 books
Balloons Over Broadway by Melissa Sweet-PICTURE BOOK BIOGRAPHY
The Duckling Gets a Cookie!? by Mo Willems-PICTURE BOOK (2012)
The Unwanteds by Lisa McMann-MIDDLE GRADE
BookSpeak! by Laura Purdie Salas-POETRY
The Trouble With May Amelia by Jennifer Holm-MIDDLE GRADE
Ghetto Cowboy by G. Neri-MIDDLE GRADE
The Great Wall of Lucy Wu by Wendy Wan-Long Shang-MIDDLE GRADE

December-28 books

Sparrow Road by Sheila O'Connor-MIDDLE GRADE

The Aviary by Kathleen O'Dell-MIDDLE GRADE

Sir Gawain the True by Gerald Morris-EARLY CHAPTER/MIDDLE GRADE

The One and Only Ivan by Katherine Applegate-MIDDLE GRADE (2012)

Eye of the Storm by Kate Messner-MIDDLE GRADE (2012)

How to Save a Life by Sara Zarr-YOUNG ADULT

Poetry Friday -- The Tree That Time Built

The Tree That Time Built: a celebration of nature, science, and imagination

selected by Mary Ann Hoberman (U.S. Children's Poet Laureate) and Linda Winston

illustrated by Barbara Fortin

audio CD included with "39 minutes of poetry on 55 tracks"

Sourcebooks, 2009

review copy provided by the publisher

This is probably my favorite poetry book of 2009.

In ways that are elegantly woven, Hoberman and Winston have given us a poetry book that is a science book, a science book written in poetry, and a collection of poems that can serve to teach us the arts of reading and writing poetry. All this in one volume.

As anthologists, they are collectors of poetry about the living world in the same way that naturalists are collectors of facts and artifacts about and from the living world.

This is a poetry book with a glossary in which scientific terms stand next to poetic terms: Adaptation, Alliteration, Altruism, Assonance, Cell...

Every section of the book has an introductory essay (a kind of Literary Essay for those of us who need mentor texts for students who are expected to tackle this genre of writing).

Oh, Fields of Wonder: "Both poets and scientists wonder at and about the world. Out of that wonder, scientists devise experiments to see whether they can verify what they think may be true, while poets craft language to examine and communicate their insights."

The Sea is Our Mother: "The poems in this section recall life's watery origins as well as the Earth's own geological beginnings. They speak about the planet's ongoing transformations, the diverse creatures engendered in the sea, and about our own human connection to them both."

Prehistoric Praise: poems about fossils

Think Like a Tree: "We wouldn't be here without plants."

Meditations of a Tortoise: "In both Iroquois and Hindu legends, the earth is supported on the back of a giant turtle."

Some Primal Termite: "Naturalists define fitness as the ability of a species to reproduce itself in the greatest numbers and to adapt to the widest range of environments. According to this definition, insects are the fittest of all living creatures."

Everything That Lives Wants to Fly: "Along with Archaeopteryx (the earliest known bird), Darwin's finches play a key role in evolutionary theory."

I Am the Family Face: poems that explore all the meanings of family

Hurt No Living Thing: "It is natural for species to go extinct, but the rate at which this is happening today is unprecedented."

And every poem in this book is accessible to and readable by children. They never preach. They show, rather than tell. They introduce children to poems by children's poets as well as some of my favorite adult poets: Wendell Berry, Maxine Kumin, Ogden Nash, Mary Oliver, Theodore Roethke, Rumi, and May Swenson. The scientific and/or poetic notes at the bottom of some of the pages are unobtrusive but informative.

The book comes with a cd that has 44 of the poems read by 20 artists. Alan Cheuse, a voice familiar to NPR listeners, reads from William Blake's Auguries of Innocence:

To see a World in a grain of sand

And a Heaven in a wild flower,

Hold Infinity in the palm of your hand

And Eternity in an hour.

•Extensive review with lots of links at Wild Rose Reader

•Mary Ann Hoberman's guest blogger post about memorizing poetry at the TeachingBooks.net blog

•Recommended on NPR's list of Seasons Readings: Top Picks from Indie Booksellers

•Also a "Best Poetry of the Year" pick on Harriet the Blog: The Poetry Foundation

Tricia has the Poetry Friday round up today at The Miss Rumphius Effect.

CYCLE OF RICE-CYCLE OF LIFE: A STORY OF SUSTAINABLE FARMING

I just read CYCLE OF RICE-CYCLE OF LIFE by Jan Reynolds.  This is a longer nonfiction book, meant for older elementary and middle school students.  The photos throughout the book are stunning and make this a very engaging book.

This book is not an easy one if you are not familiar with farming and production. But I so glad that I took the time to read it from cover to cover. I learned so much. On the island of Bali, a community has an amazing system for growing rice--one that involves everyone in different ways, one that understands the natural cycles of the earth, and one that connects to the spiritual lives of the people.  For a very long time, this system has been incredibly successful and has been able to sustain. The first part of the book explains this system, how it works, all of the components. The author helps us to see how much the farming of rice and the people of the community are connected.  Then we learn that because of the success of the system, the government decided to make it even more successful by interfering with the natural cycles and by spending lots of time and money to improve the system--interfering with many of the important things that made it successful. The last part of the book shares the work of J. Stephen Lansing, an American anthropologist who helped share information that helped Bali reinstate the original system.

This is an amazing story--one that helps us see more than the story of Bali and rice but also the importance of community, the ways in which we are clearly a global society and the ways in which new technologies do not always make things better. This is not an easy text but it is one that I am excited to share with kids.  There is a lot to learn and a lot to think about.  Whether it is a topic that is new to you or one that you are familiar with, this is a great read.

I have been thinking a lot about nonfiction books for middle grade readers.  As I have gone through the nonfiction section of our school library, it has become more obvious how nonfiction has changed in the last 20 years.  For so long, nonfiction for children was almost nonexistent.  The books were very encyclopedia-like and not really that much different from the actual encyclopedias.  But then we started to get some quality books, written specifically for kids.  One pattern I noticed later was that so many of the books that are in our library are on more of a "magazine" style--with photos, captions, etc. spread out all over the page. I realized that kids were spending lots of time with these books but were having trouble gathering information from them because of the volume and variety of information. So, I have been on the lookout for nonfiction books that can be read to cover to cover. 

I think if we think about our students and the types of content reading they will be doing in their lives, depending on their fields of study, sharing great nonfiction with them is hugely important.  I will be honest, this book was not an easy one for me to understand.  I read it through once to get the general idea of the concepts described.  I read it a second time to pick up more of the content details.  At first I couldn't imagine reading this book to elementary students but then I realized that so much of our nonfiction reading is about working through topics that are new and interesting to us. After having spent time with the book, I think it would be a perfect book to share with students--to think and wonder though together, to go back to adding more information than during the first read.  A great book and a great message for everyone.

An Interview with Jeff Anderson About His New Middle Grade Novel

Most of us know Jeff Anderson for his brilliant work as a teacher and writer of professional books. I have learned so much from Jeff through his workshops and books. Mechanically Inclined is a book that I go back to often and his others stretch my thinking about writing.  This year, Jeff's first MG novel is due out and I was lucky enough to get an advanced copy of it.  The book is called  Zack Delacruz:  Me and My Big Mouth and it is due out in August from Sterling. It was a great read and I can think of so many past students that will love this book.  This is probably geared toward the upper end of middle grade--I am thinking grades 5-7 seems perfect.  

I had the opportunity to interview Jeff about his book and his writing.   I learned so much about his writing and this new book! 

Enjoy!

Franki:  Why, after focusing on writing professionally for teachers did you decide to write a middle grade novel?

Jeff:  Actually I began trying my hand at writing fiction for middle grade readers almost 20 years ago.  While my first published work was professional writing for teachers, my first love was middle grade and YA fiction. Since my professional writing was fairly successful, I decided to give fiction another shot after letting it wane for five or six years. Instead of revising what I’d done in the past, Zack’s voice came to me and spilled out on the page, and many revisions later that became Zack Delacruz: Me and My Big Mouth (Sterling, August 2015).  I have a blast plotting stories, cracking myself up, going back to certain settings—hamburger joints, school festivals—any of the settings in my books and paying attention in a new way.

Franki:  You mention in your note before the story that Zack Delacruz is a lot like you. Can you talk more about that?

Jeff:  That's the fun of fiction, isn’t it? Bits and pieces and flashes of your life unconsciously work their way into your prose. Zack is short—I am tall. But the way the difference contributed to us standing out is our link. And let’s just say my big mouth had a way of getting me into trouble as well—saying the wrong thing at the wrong time to the wrong person. But all the characters have a bit of me or people that I’ve known—even in embarrassing ways. Like Janie, I sometimes spit when I talk. This was not conscious choice for her character, however. I only realized the connection later. It just happened. That’s the other fun of fiction. As I write characters they become real people to me. They do the things they’d naturally do, which are sometimes things I’d do or I’ve seen people do. There is a power beyond the conscious mind that weaves conflict and humor into my fiction. I love the way the ideas just keep coming.

Franki:  You do such a good job of balance of real middle school issues with humor in the book. How did you do that and was it a conscious decision?

Jeff:  Thank you. I’m glad you think so. There’s that conscious word again.  I’d say no. I didn’t decide to balance tough issues with humor. That’s what came out when I started to write. The reality is I was bullied relentlessly as a middle school student, and I believe the birth of my humor came from these experiences. If I made people laugh, I’d survive. They say a peacock’s feathers are so beautiful because they eat thorns. Through constant bullying I received, I ate a lot of thorns, making humor a feather in my cap.

Another connection to me is my parents were divorced around this age, but I was separated from my Dad by a three-hour drive and three-times-a-year-scheduled visits. In this book, the closeness I have with my father is the one I wished I had. That’s another wonderful thing about fiction. You can change things or experience them in a new way. The way you want. I felt alienated and alone as a child. I had such a wish to disappear. Those thoughts couldn’t help but arise as a theme in this middle grade book. But I hope the humor makes it fun. It wasn’t a message book at all, but still I think one can be found in it if you look. 

Franki:  You’ve taught this age level. Did you notice kids you’ve taught show up in the characters of this book?

Jeff:  I wanted to write a book my students would want to read. In that way they are present as an audience I wanted them to relate to. And in a way everyone I’ve ever known shows up in Zack Delacruz: Me and My Big Mouth. But of course none of them are actual people. They are fabricated mixtures of people’s voices and experiences as well as mine.

I’ve taught over twenty years in the classroom and that experience oozes all over these pages. The things my students liked, said, worried about, and wrote about find their way into the fabric of my stories. I don’t often see the students I taught in books: kids that hope and dream and have everyday kid problems, but also happen to be kids of color. I am so honored that I have the chance to give my students and those like them a true reflection of their day-to-day lives. But quite often my experiences work their way in. For example, in high school I was the one who ate all the chocolate bars I was supposed to sell. I, like Zack, turn to a jar of peanut butter when stressed. When I saw the illustrator’s rendering of that scene from the book, I saw me—young and old—all over that picture. 

Franki:  I wasn’t aware there would be illustrations. Tell me about that.

Jeff:  Yes, I absolutely love Andrea Miller’s illustrations that aren’t in the advanced reader copy (ARC) you received. The pictures really add a layer to the book. If you’re interested, sometimes we release sneak peaks of illustrations on twitter. (@writeguyjeff, @andreacecelia, @sterlingbooks) And while I am at it, I am honored to have the fabulous Tad Carpenter, the cover designer of Wonder by RJ Palacio, designing the cover of Zack Delacruz: Me and My Big Mouth.

Franki:  Can you talk a bit about your experience writing a middle grade novel as opposed to the other writing you do?

Jeff:  In some ways, writing both genres are the same. I have to set aside large chunks of time to draft and revise. But fiction comes together in a different way than nonfiction writing for teachers. For teachers, it’s my voice and my actual experiences teaching writing. For my fiction book, my voice is that of a sixth grader. The characters exist only in my mind and the pages. It’s freer.  Organization matters in both cases, but in fiction it’s about the plot and change and connection. In my professional books, it’s how I can best show teachers options and possibilities. And in the end, there is something incredibly healing in fiction writing that isn’t the same in professional nonfiction. The story is all. Fiction is also a more fun to write, though I enjoy writing whatever I work on. With fiction, I feel a new purpose, a new way of reaching readers. That’s a wonderful feeling.

Franki:  Will Zack Delacruz be a series? If not, what future writing for kids do you have in the works?

Jeff:  Yes, Zack Delacruz is slated to be a series of books. I actually have already drafted the second book in the series and am revising it right now. I also have a YA book that I’d love to get out there in the next year or so. It deals with the truth of how our pasts do in fact change us and form us and haunt us.

Annotating A Wrinkle in Time

You might remember me mentioning that I am reading aloud A Wrinkle in Time (well, actually Madeline L'Engle is, through the magic of audio books...) and that we participated in the 50 Years, 50 Days, 50 Blogs blog tour for the 50th anniversary of the publication of the book.

Inspired by Monica Edinger's blog posts about annotating Charlotte's Web with her fourth graders, and fueled with a "worst they can do is say no" attitude, I asked the promoter of the blog tour if it would be possible to get a class set of A Wrinkle in Time so that my class could try annotating the book as we listened to it.

She (and Macmillan) said yes. When the books came, I had my copy from my 6th grade Scholastic book order on hand. I had already told them that A Wrinkle in Time had been a landmark book for me as a reader. Now they looked at my scuffed copy as they held their shiny new copies. I told them that I had kept that book for almost 40 years, and that they, too, might keep the book in their hands for 40 or more years. Someday when they were all grown up, they might tell their children (or even their students) about the difference that book had made in their lives. Ten year-olds can't usually imagine 40 years into the future, but I think a few of them had a glimmer of it for just a second there.

What kinds of things have we been noticing as we annotate and discuss the book?

• Words. Rich, rich vocabulary. And often words that relate to our word study focus, coming to life right there in the book!
• Connections. A geranium blooming on the windowsill of mother's lab -- just like the one in our classroom!
• Places in the story where Madeline L'Engle changed the mood of the story, or made us ask questions, or where we wrote, "Uh oh..."
• Symbolism -- dark is evil, light is good; evil is cold, good is warm.
• Who else has fought against the "shadow" on our planet? Martin Luther King, Jr., Rosa Parks, Harriet Tubman, Ruby Bridges, Abe Lincoln, all the people who stop wars...
• Madeline L'Engle's use of similes, metaphors and idioms.
• The importance of freedom and individualism, family and friendship, love and trust.

Yesterday we watched the Wonderopolis episode on time travel. It was fun to wonder if time travel will be possible in their lifetimes, or if they might someday be part of a team of scientists who bring us closer to that reality.

We're not quite finished with the book. We have about 20 pages left, and I think I'm going to ask them to finish the book and annotate the last few chapters on their own over spring break. Then, when we come back together week after next, we can have the kind of discussion that Monica's classes have.

We're not quite finished with the book...I'm thinking about that phrase...and I'm realizing that my students will NEVER be quite finished with this book. Some of them, anyway. This will be a book that keeps sounding and resounding in their lives as they grow up with it, grow into it, grow away from it, and hopefully come back to it. This is a book that has potential to leave a never-ending ripple in their thinking and in their reading lives. It doesn't seem like enough to simply say Thank You to Macmillan for providing these books for my class. What I'm really thanking them for is helping me to change the lives of 24 children.

Nonfiction Read Aloud, part 1

Over the course of the next couple of weeks, I'm going to highlight some great nonfiction read alouds that I've come across recently.

Underground: Finding the Light to Freedom
by Shane W. Evans
Roaring Book Press, 2011
review copy provided by the publisher

How did I miss this book when it first came out? The instant I read it, it jumped to the top of my Potential Caldecott list. This book does just what a picture book is supposed to do: the words need the pictures and the pictures need the words.

There are only about 50 words in the whole book. They come in short phrases and sentences on each page or spread: "The darkness. The escape. We are quiet."

The book is dark at the beginning, lit only by a sliver of moon and the stars, as the slaves steal away and are helped along.

About midway, when the text reads, "We are tired," the horizon begins to lighten. In our darkest hour, after the longest journey, the light of hope and the hope of freedom shine through. The book glows with light at the end and the silence and fear and darkness on the front cover are replaced with hope and light and new life on the back cover.

UNDERGROUND is deceptively simple. Not only would it make an excellent introduction to the Underground Railroad for young children, it would work in talking with older children about theme, and about the mood invoked with the use of color and the choice of words. Older readers already familiar with the Underground Railroad could think about the inferences and connections they make as they read, and they could brainstorm other people who work or have worked to bring light into the world, who have strived for freedom and justice.

More reviews and promo:
Carol's Corner
ALSC/ALA Notable Children's Book Nominee
proseandkahn
ACPL Mock Caldecott shortlist
ShaneEvans.com

Heart and Soul: The Story of America and African Americans
by Kadir Nelson
Balzer+Bray (HarperCollins), 2011
review copy provided by the publisher

Here's another fabulous nonfiction read aloud. This one is longer -- about 100 pages, including full-page and double-page illustrations. Kadir Nelson's paintings and words show us and tell us the story of America from the point of view of African Americans. The voice in the narrative is a grandmotherly voice which engages and speaks directly to the reader.

Students of American history need to read this book alongside the "official" story told in their textbook. They need to compare and contrast; notice what's been left out of the textbook and wonder why.

This would also make a great nonfiction read aloud. There are twelve chapters. Read one a week and in twelve weeks your students will have a more complete understanding of American history.

More reviews:
Fuse #8
Seven Impossible Things Before Breakfast
Watch. Connect. Read. (MrSchuReads)
PW ShelfTalker
The Art of Kadir Nelson

2 New Books from Cover to Cover

I went to Cover to Cover to pick up two middle grade novels that are on my To-Be-Read pile. If you have not been following Donalyn Miller on her Book Whisperer blog, she is finishing a book a day this summer. This has been costing me a bit of money so after this new update, I had to order COSMIC and THE WATER SEEKER. I am excited to read them both.

I wasn't in the mood to buy much else. My house seems to have been taken over by books that I don't have time for. So, as Beth showed me several new books, I told her that I had to REALLY REALLY love them if I was going to buy them. Well, I found two that I just LOVED LOVED LOVED--I totally needed them.

The first was a nonfiction book called ORANGUTANS ARE TICKLISH: FUN FACTS FROM AN ANIMAL PHOTOGRAPHER by Steve Grubman and Jill Davis. The cover makes you want to pick it up--a great photo of a fun orangutan! This is a great book that I am sure kids of all ages will love. Each spread focuses on one animal. Against a white background, the animal photos are amazing. A few paragraphs of a good size print accompany each animal. The writing is fun and includes lots of fun facts about each animal. My favorite part is the photography info. As an introduction to the book, Steve Grubman tells about his life as an animal photographer--what is involved, how he prepares, the number of people who help at a shoot, etc. Then throughout the book, Steve gives a little tidbit about each animal photo shoot. He says things like, "I had to lie on my belly to get this shot." The final pages of the book include more fun facts. This is a great book in so many ways. The photos are amazing. But the writing is fun. It would be a great mentor text for kids doing any research writing on animals. Each animal has a few paragraphs of writing next to the photo. They are good samples for kids to learn from. I also love the photography piece--I love that it is embedded in the text. Kids can really enjoy the book but also stop to think about how they created it. It is a great combination.

The other book I picked up was SWIM! SWIM! by Lerch (a snazzy, handsome, charismatic fish). I was drawn to this one because it is a great picture book in graphic novel form. If I find great graphica for young children, I like to buy those to add to the collection. This is definitely a picture book but it is set up in graphic novel/comic form with frames and talking bubbles to tell the story. This is the story of Lerch--a fish in a bowl who is desperate for a friend. He looks everywhere and almost gives up. (Even though he is by himself, his words and thoughts give you an insight into his amusing personality:-) Finally, when he has almost given up, he has a friend. The ending leaves readers with a bit to wonder about. There is lots to love about this book too. First of all, the illustrations are great. Great colors. Huge characters whose eyes and facial expressions tell so much of the story. The text is simple enough for newer readers but the story is interesting enough to hold the attention of older kids. An all around fun book.

Amy Krouse Rosenthal

So, I have been noticing that I LOVE Amy Krouse Rosenthal lately. I've loved so many of her new books and SPOON has been quite the hit in the library. Today, at Cover to Cover, I picked up a new poetry book titled THE WONDER BOOK and when I saw that it was written by Amy Krouse Rosenthal, I bought it without opening it. The girl doesn't ever let us down. She is quite amazing. THE WONDER BOOK is a great addition to any home, classroom or library. It is a fun book that is all about joy. The inside flap tells us that the book addresses so many things that Amy Krouse Rosenthal often wonders about. (for example, Does Miss Mary Mack have friends who liked other colors? and Who hid something under the tooth fairy's pillow when she was a little girl?) Lots of poems and stories that are just pure fun, a little advice, some reminders about table manners and more. Here is a book trailer with a few words from Amy about her new book.



As often happens when I find an author that I realized I've loved for a while but haven't really paid attention to, I checked out her website, made sure I had all of her books, etc. Come to find out, I would like Amy Krouse Rosenthal even if she weren't an author. She is the best. And it seems that Mary Lee also discovered all of the amazing things that she does which she shared some of on last week's POETRY FRIDAY. If you visit her website, I am sure you will agree too.

First of all, I didn't realize she had so many adult books out. I will need to check those out. But my favorite find was Amy's short videos. How have I not known about this before? Amy is all about joy and has started her own little mission on beckoning the lovely. You need to spend some time watching how it all began in August, 2008. Then go watch what has happened since.. You can visit her site The Beckoning of Lovely to see it all in one place. I would now like to buy a yellow umbrella. Imagine what a great place the world would be if more of us carried yellow umbrellas around and gathered people in this way. She is amazing.

On an aside, I think her films are such fun. Imagine what kids could create if we showed them 14 Things I Love or 9 New Things I'm Excited About


And check out Mission Amy K.R.. I think we should all live our lives like this. If there is no Amy Krouse Rosenthal Fan Club, I think we need to start one soon. We could all carry yellow umbrellas.