Friday, July 26, 2013

Poetry Friday -- The Speed of Time

Photo by Mary Lee Hahn


A Teacher Turns the Calendar Page From July to August

It's the same feeling you get
just after you've nudged the sled 
over the shoulder 
of the hill.

Movement becomes momentum
and quickly shifts 
to catapulting and careening.

You relinquish control
and hold on 
for the ride.

©Mary Lee Hahn, 2013



Sherry has the Poetry Friday Roundup today at Semicolon.



Tuesday, July 23, 2013

Nerdy Book Club Post

I wrote a post for the Nerdy Book Club yesterday about my concussion and my weeks with no reading.  You can visit the Nerdy Book Club to read the post here

Monday, July 22, 2013

It's Monday! What Are You Reading? Online Edition




 This week, I found some online gems in my reading that I wanted to share.  Enjoy!

Pernille Ripp has a great post that is an important one to read as we start a new school year. We Must Be the First to Stop the Labels.

After having such a great day at Nerdcamp Battle Creek, I have spent lots of time reading everyone's blog reflections. Katherine Sokolowski has spent time doing a Nerdcamp Roundup on her blog and I've loved reading everyone's recap.

I loved Jen Scwanke's Big Fresh Lead, A Reader and Her Books.  As a fellow book hoarder, I could relate:-)

And this Mo Willems Interview was a fun read.

And, as always, Ruth Ayres puts things in perspective in this post It's Time to Get Ready for School.


Happy Monday and Happy Reading! 

Friday, July 19, 2013

Poetry Friday -- Minimalist

photo by Mary Lee Hahn


Just a note before we head out for a day of fly fishing.

Read the poem for today. Remember those who are gone and love harder those who are still here with you.

Then read the 20 quotes about writing in the sidebar (not sure why they sometimes are there briefly and then disappear behind the ads...how to make them stay visible???) and pick the one that is your favorite for today. Mine is:

“All good writing is swimming under water and holding your breath.”

—F. Scott Fitzgerald
That's the way it felt to write my Summer Poem Swap poem this week with my brain a (somewhat murky) lake of back to school planning. When the poem finally came, it was like that delicious first gulp of air after you've been under for almost too long.
Happy Poetry Friday! Jone has the roundup today at Check it Out.


Wednesday, July 17, 2013

#CyberPD--Who Owns the Learning?, Ch 5-end




Who Owns the Learning?: Preparing Students for Success in the Digital Age
by Alan November
Solution Tree (May 21, 2012)
I read the Kindle Edition


"Reflecting on my own education while growing up, 
I don't remember any of my tests. 
I don't remember any of my multiple-choice tests 
or my written answers. 
But I remember the experiences I had...
...what can we give kids that's an experience 
that they typically don't get...?" p. 86


Chapter 5 -- Job of global communicator and collaborator
Big idea for me: Students need to learn empathy. Global empathy as well as just plain understanding and appreciating other points of view.

Discussion Question #1 -- What kinds of opportunities can you imagine for enabling students to engage with authentic audiences around the world? 

  • Skyping with other schools and with authors...and perhaps with the international families of my students? Just learned last night on #5thChat about Mystery # Skypes and TodaysMeet. Both of these seem RICH with possibilities!
  • Working the Twitter feed for all it's worth. 
  • Participating in the Global Read Aloud.

Discussion Question #2 -- What barriers do you anticipate educators will face in guiding students in the role of global communicator and collaborator? 

The biggest barrier will be Me.

  • I have to guard against running out of time, energy, commitment, focus, and a willingness to brainstorm creative ways to access technology resources. 
  • I have to remember to start small, using authentic audiences in our own school district...maybe even our own building!
  • I have to choose projects wisely, then work backwards from the end result to make sure I've taught all the skills my students will need in order to be successful.



Chapter 6 -- Purposeful work, legacy of student contribution
The story of the student-written history text/wiki is fascinating. Leaving a legacy is as crucial as empathy. I had an amazing interim principal once upon a time (you know who I'm talking about, some of you). His tagline on all written and most verbal communications was "Leave a legacy." The hallways in the new wing of our building (built during his term with us) are named Legacy Lane. Through his constant use of that word, he made me think about the value and importance of all I do in my classroom and our school. I think the idea of taking student work to the Legacy Level can be a ongoing conversation from day one. "What can come of this work we are doing that will be of lasting importance? Of use to someone else?" Thinking about the legacy piece will naturally tie into teaching empathy. (Hmm...this is pretty fascinating. You are witnessing ideas being born as I type...I'm getting really excited about this!!) I recently had an afternoon of conversation with some of my #LivePD pals. We kept wrapping back around to the idea of "Who will be the audience?" Seems like if students are involved in conversations about leaving a legacy, they are also determining the audience for the work they'll be doing. So they won't just be shouting into Cyberspace and hoping someone will respond. (Hmm...it's all coming together nicely...) And if we're considering legacy, we've got purpose covered, too! (Hmm...)


Discussion Question #1 What opportunities can you identify for incorporating multiple student jobs into your classroom activities? 

The answer is Yes.  (need time to think and plan)

Discussion Question #2 How could you help your students create an educational legacy that would outlast their own student experiences?

The answer is Yes. While I'm hoping that it's not just one thing and that it comes as much from them as from me, I do have one idea I'd like to float to my students and to the staff of my school: We need to take our Multiculturalism on the road to other schools whose classes aren't as international as ours. We need to take our authentic Multicultural Day out to other schools that have a fake one put on by their PTO.

Discussion Question #4  How would you structure yearlong collaboration with colleagues beyond your classroom to add value to your students' learning experiences?

See answer to #1.  (also got a good start on this during #LivePD with Karen, Maria and Cathy)




Laura Komos (Ruminate and Invigorate) is hosting today's conversation about WHO OWNS THE LEARNING? Thank you to her, to Jill Fisch (My Primary Passion), and to Cathy (Reflect and Refine) and for bringing us together to have these important conversations. Looking forward to the Twitter Chat!

Tuesday, July 16, 2013

The Meanest Birthday Girl by Josh Schneider

I've spent lots of time this summer catching up on series books that I think my new third graders will be reading when school starts next month.  Catching up on these transitional books is key to supporting their reading development. I'm also looking for stand-alone books that help readers understand the power of story and that help them build conversation to understand character, see the world differently, and laugh and learn together.  3rd grade is a challenging one when it comes to book choice because it is tempting to choose books that are just beyond what kids are ready for so they don't quite understand them.  They are 8 year-olds so their life experiences are not quite ready for the depth of some middle grade novels. And I am a firm believer that if we give kids great books too early, we take away the joy of experiencing an amazing book later, when they are able to fully enjoy and love it.  But, I also know that third graders are brilliant people who have lots to say and need books to help them think through life. It's just that finding books that match the stage of life is not as easy as it appears.

But, I found one this weekend that I think is perfect!  The Meanest Birthday Girlby Josh Schneider seems to be the perfect book for early third grade. I am thinking it will make a great read aloud and one that we can revisit and discuss. I am not thinking it is one with huge depth but there is depth and humor that will provide for conversation and kids will need to infer lots to fully understand the message here.

Dana is the birthday girl in this story. And because it is her birthday, she can do whatever she wants. So she pinches, steals desserts from others' lunches, and calls people names.  At the end of the day, she has a birthday party and gets presents and this is where the fun begins.

The book is a short chapter book (48 pages total). The illustrations add to the fun of the book and the characters are some of my favorites.

I think this book was written for young children in that they will have to really think to understand the message but they will love the fact that they "get it".  Them message is a good one and there will be lots to talk about when it comes to choices, kindness, and how we treat each others.  Lots to love about this book.

And, Anthony? Well, he might be one of my favorite new characters ever. Even though he only says a few words in the whole book.

Monday, July 15, 2013

Notice and Note (With CHICKENHARE)



Notice and Note: Strategies for Close Reading
by Kylene Beers and Robert Probst
Heinemann, 2013

In my post last Thursday, I shared my plan to search for the signposts in everything I read/viewed for the rest of the summer. What's that quote about roads that are paved with good intentions? What a ridiculous goal that was!! And what a good reminder: EVERY text does not need a close reading! Note to self and others: don't overdo the signposts, or they will kill a love of reading as surely as any packet of worksheets.

I had success last week using the Notice and Note signposts with DON'T FEED THE BOY, a middle grade realistic fiction novel by Irene Latham. I've been on a graphic novel-reading binge for a couple of days, so I got to wondering if I could find the signposts in a graphic novel. After all, many (if not most) of my students will choose a graphic novel over any other genre or format any day.

Lo and behold, they were there. I had to think differently about them at times, finding them in characters' facial expressions or in the illustrations. But they were there. And I didn't try finding them in a straight-forward, traditional-narrative sort of graphic novel. The next one up on my pile was fantasy with oddball random characters and a storyline that makes you feel like you've been dropped into the middle of the story. (Just checked online. Although this book is not identified as a part of a series, it might be the third book. That would explain a lot about the dropped-in feeling.)



by Chris Grine
Scholastic/GRAPHIX (February 1, 2013)

In this story, a chicken-legged rabbit and a bearded box turtle team up with the ghost of a goat to defeat the evil guy who keeps killing his pets and stuffing them so that they can't run away from him. (Think "willing suspension of disbelief...")

p. 9 What the butler says and how the evil guy answers don't match. CONTRAST AND CONTRADICTION (with a bit of irony and sarcasm thrown in)
p. 11 The other evil guy who kidnapped Chickenhare and Abe (the turtle) unwittingly gives the duo information that will help them to escape. AHA MOMENT (for characters and the reader, who should be predicting like mad when this happens!)
p. 66 The ghost of the goat shows up again. AGAIN AND AGAIN
p. 79 " 'Forty years ago...' " MEMORY MOMENT
p. 97 Interchange of questions between Chickenhare and the ghost of the goat. TOUGH QUESTIONS
p. 98 The ghost of the goat comes as close as it gets to giving WORDS OF THE WISER
p. 139 The visual clue in the picture gives the reader an AHA MOMENT when they realize how Chickenhare and the goat are going to trick the evil guy.
p. 157 The faces of Chickenhare and Abe are happy that they are continuing their journey. The faces of their two companions are not happy. CONTRAST AND CONTRADICTION


Saturday, July 13, 2013

#nerdcampbc-An Amazing Day!!


There are a few professional days each year that I live for.  Conferences that I look forward to as anchors to my year--where I go to learn, reconnect with friends, and re-energize. I can't imagine being a teacher without these few events each year. NCTE, the Dublin Literacy Conference, the Literacy Connection, All Write. They have become part of who I am.  This week, I added a new anchor to my list--#nerdcampbc.  For those of you that missed out on #nerdcampbc, this is the brainchild of Colby Sharp and you can learn more about it on the nerdcamp site.

Thank goodness Sherry told me about #nerdcamp!
Most of you know that I have pretty much been tethered to my house for the last few months due to a concussion and that #nerdcampbc was my first big professional outing.  I had a few hesitations this week as I realized how much I have to do to get ready for school in the fall and I feel pretty behind having had to take so much time off.  And then there were the bigger issues of wearing something other than yoga pants and putting on make-up and earrings :-).  But I could not pass up the chance to be part of this event.  Seeing all of my tweeps and learning together was something I had been looking forward to since Sherry had mentioned it to me. And I am so glad I attended! What a great day!



Colby and Donalyn at dinner Wednesday night.
From the moment I got in the car with my Car PD girls--Cathy Mere, Karen Terlecky, Stephanie Shouldis, and Katie Strawser, I knew it was going to be a fabulous two days. Although we were not so talented at directions, I learned so much just talking and learning from them on the trip. So much great informal talk.  Even through a few possible tornado warnings, we arrived in Battle Creek in time for dinner with a great group of people. It was great to connect with old friends and to meet new ones. Laughing together and talking books started right away.


Alaina explains the board!
Colby, Alaina and the #nerdcamp team started the camp bright and early Thursday morning. Most of us had never been to an Edcamp which I thought was a huge tribute to the planning team.  We attended because we trusted them.  We had no idea what we were attending but we loved the team and jumped on board because we knew they would plan something amazing.

We built the sessions that morning and it was such a hard decision as to which sessions to attend. Travis at 100 Scope Notes has a great post on how the day worked if you've never attended an Edcamp. I must say, the energy in the room was amazing. It was just a huge party of excitement about how it would turn out. It felt like a big game show, with Colby as our host. I loved watching the process as new sessions were added to the board and the program came together. And I love that Colby had this Literacy Edcamp idea at all--the idea of Edcamp with a Literacy focus made it all the more fun to watch unfold.

I attended four great sessions. I learned more about Evernote for record keeping and lesson planning from Cathy Mere, Karen Terlecky Alaina Sharp in Session A2.  I learned about Motivating Reading and Writing Through Technology from Donalyn Miller and Suzanne Gibbs in Session B2. In Session 3 I learned about Sister Classrooms from Brian Wyzlic and Jillian Heise. (We also continued the #hatback conversation here..). And in Session 4, I learned about Battle of the Books and One Book, One School from Sherry Gick  and Kathy Burnette.

A great thing about #nerdcamp is that all the sessions had a notetaker so you can access the notes of sessions you attended or sessions you could not attend right from the Google Doc/Idea Board. I'm pretty sure I'll be exploring the thinking for weeks.  It was a truly great set up for continuing the conversation and it is a great resource for those who could not attend #nerdcamp.

The Twitter hashtag is another great way to join in on the conversation that is still going on (#nerdcampbc).


And then there were prizes!! Such a great way to end a great day!
\
The Real Boy!!


Finally,  it was time to say goodbye to Old Friends and New Friends! No one seemed tired as everyone was so happy and energized and already looking forward to next year's #nerdcamp!





#Nerdcampbc is definitely an event I will try to plan my future summers around because I never want to miss it.  It was a day that made me happy.  So many great new friends. So much great learning. A perfect summer day in my opinion.

THANK YOU, #nerdcampbc Team!

Thank You, #nerdcampbc Team!










Friday, July 12, 2013

Poetry Friday -- Gardening

Creative Commons Photo by Mary Lee Hahn


RECLAMATION AND EXALTATION

The air is cool;
sun sits low behind the trees.

My tea is hot;
one last sip before I start.

The garden is large;
weeds are plentiful and vigorous.

*   *   *

I turn my head slowly;
two hummingbirds argue over coneflowers.

I sit back on my heels;
chickadees and bees ignore me.

I stand and stretch;
the air is hot, the tea is cold, the garden is weeded.


©Mary Lee Hahn, 2013




Michelle has the Poetry Friday roundup today at Today's Little Ditty.


Thursday, July 11, 2013

Notice and Note (with DON'T FEED THE BOY)



Notice and Note: Strategies for Close Reading
by Kylene Beers and Robert Probst
Heinemann, 2013

After I finished reading NOTICE AND NOTE, I challenged myself to look for the signposts in everything I read/viewed for the rest of the summer--children's books, adult books, movies, TV shows.

I discovered that it's hard...at first. The way I was trying to capture my thinking was the first barrier I had to hurdle. I took a picture of the N+N reading log in Penultimate on my iPad and I tried to jot my thinking with the stylus my brother gave me. The image of the log kept moving around when I was trying to write. Annoying. There has to be a way to lock an image in Penultimate, but I wasn't patient enough to find it.

Low tech was the way to go. I jotted the signposts on a scrap of paper that I used as a bookmark and grabbed some small sticky notes. Each time before I read, I glanced at the list of signposts.

But it was still hard. I read more slowly and looked back at the signposts often, asking myself, Was that one? Was that one?

Then, on page 19, I read, "Whit had heard the story a thousand times." and it was literally like a lightbulb: Memory Moment! Clear as day! At that point, I was able to relax into the reading and trust the author to lead me from signpost to signpost. Over the course of the book, I found all 6 signposts. At each one, I paused in my reading to think about what that signpost told me about the characters (alone or together) or the themes. I think I enjoyed the book more than I would have if I had just read it straight through, and I know for sure that if I sat down and had a conversation with someone about this book, I would, using my notes, have lots to say that I would never have...um...noticed or noted if I hadn't used the signposts.

This is only my first experience using the signposts, but it makes me super excited to teach the signposts to my fifth graders and watch what happens to their ability to write about and talk about their reading.

There is one additional signpost that I will teach my students. One I have learned to notice and note on my own -- the signpost of The Storm. So often, a storm in the story mirrors or foreshadows the action in the plot (change or trouble).



Don't Feed the Boy
by Irene Latham
Roaring Brook Press, 2012

First of all, how did I not read this book last year when it first came out?!?! All I can figure is that it got lost in the shifting sands/priorities of my TBR pile. If you missed it, too, get a copy and read it! These are characters you will love!

Whit has lived his whole life within the confines of the zoo where his mother is the director and his father is in charge of the elephants. He has been "home schooled" and nannied there. He craves change.

Whit meets Stella, a daily visitor to the zoo, and begins to learn about friendship in his first interaction with a member of his own species who is also his own age. Stella needs change in a way that is far more desperate and necessary than the change Whit seeks.

Both characters have parents who don't understand them, but just as their need for change is very different, the level of "bad" or BAD parenting that each character experiences is quite different.

Throughout the book, facts about zoos and zoo animals are woven. I wish I had read this book when it first came out. I could have handed it to my student who was almost exclusively a nonfiction reader in fourth grade and for whom TIGER RISING was his first independent grade level appropriate fiction novel. He would love the blend of fact and fiction in this book. He would likely also benefit from Whit's musings on what Stella's facial expressions meant, and the times when Whit came to  realize that Stella was joking with him. Ah, well. Better late than never! I'm sure there are students who will be in next year's class who will enjoy imagining a life spent within the walls of a zoo.

My NOTICE AND NOTE notes:

p. 19 "Whit had heard the story a thousand times." MEMORY MOMENT
p. 86 "Each time Whit broke a rule, it got easier." AGAIN AND AGAIN
p. 106 " 'Rodney, the truth is, I hate the zoo.' " AHA MOMENT
p. 144 " 'Dad, is there anything I can do?' " AHA MOMENT, CONTRAST/CONTRADICTION
p. 145 "Whit's mind played back all sorts of scenes of Millie's daily life..." MEMORY MOMENT
p. 161 " 'Guns are terrible things...' " WORDS OF THE WISER
p. 165 "As they turned to go, a drop of rain hit the top of Whit's ear." STORM = CHANGE
p. 168 "Whit wondered if that was what it was like for Stella's parents." TOUGH QUESTIONS
p. 171 "Whit thought he remembered the day Millie painted that one..." MEMORY MOMENT
p. 183 " 'But some things don't make sense no matter how many times you turn them over in your mind.' " WORDS OF THE WISER
p. 211 "Whit understood for the first time why more people come to the zoo than to all other sporting events combined." AHA MOMENT
p. 235 "How was it possible that they wanted the same thing but it wasn't the same at all? AHA MOMENT, TOUGH QUESTIONS
p. 263 (I'm not going to quote this one, it would give too much away!) AHA MOMENT
p. 266 "Rodney didn't say "awesome" or "cool" or any other words like them. CONTRAST/CONTRADICTION
p. 271 "A week later, on the second Monday of the month, it began to rain." STORM=CHANGE
p. 273 (Another one I can't quote.) CONTRAST/CONTRADICTION