IMWAYR: “Some Writer: The Story of E.B. White” by Melissa Sweet

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The miracle of a book is a mystery to children. They wonder where books come from. They think authors are, as E.B. White put it, “mythical being[s].” To children, books seem to be conjured out of thin air. Which, in a sense, like a spider’s web itself, they are.

In Some Writer: The Story of E.B. White (Houghton Mifflin Harcourt, 2016), Melissa Sweet has woven a miraculous, magical book that peels back a layer of this mystery to reveal the very human side of one of our most mythical authors, E.B. White.

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Sweet’s inviting prose and inventive artwork immediately draw readers into White’s world. The illustrations are a hybrid of photos, collage, and watercolors. Sepia-toned photographs of White with his father and brother in Maine are followed by one of Sweet’s appealing watercolors. White’s own description of the scene, from his 1940 essay, “A Boy I Knew,” is typed out on vintage paper using a manual typewriter, serves as a caption. The effect is beguiling. I wanted to be sitting there “at the water’s edge [on] a granite rock upholstered in lichen.”

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Drawing extensively on White’s letters and essays, Sweet takes readers from White’s childhood in Mount Vernon, New York to his death in Maine eighty-six years later. As a boy, he was surrounded by words and discovered at an early age that writing helped him “to assuage my uneasiness and collect my thoughts.” Keeping her text focused on how early events in White’s life impacted his development as a writer and his future work, Sweet helps readers see the roots of Stuart Little, Charlotte’s Web, and The Trumpet of the Swan in his life and his early writings.

White’s early poems and stories were published in St. Nicholas Illustrated Magazine for Boys and Girls. Sweet includes copies of these, giving the book the intimate feel of a scrapbook of a beloved relative. Readers will want to savor every page. Glimpses of White’s masterpieces for children are found throughout his life. Sweet writes about White’s time as a camp counselor at Camp Otter in Canada, and we learn about his road trip across the country in a Model T after graduating from Cornell.

Each major work, as well as The Elements of Style, is given its own chapter. We learn of the difficulties White had finishing Stuart Little, the criticism it received from librarians, and the love lavished on it by children. Sweet describes in detail how White’s farm in Maine, his doomed pig, and a spider’s egg sac coalesced into Charlotte’s Web. Sweet’s description, drawing on White’s own words, of how the opening scene of this book evolved is a master class in revision. As every writer knows, “revising is part of writing.” These scenes show how the fantastical elements of White’s fiction are grounded in the real world. As White replied to one of his critics, “children can sail easily over the fence that separates reality from make-believe.”

No detail in the design of Some Writer is ignored: chapter numbers are old typewriter keys, old-fashioned labels are used for page numbers and to identify the essay or letter of White’s that is being quoted. Sweet’s collages are perfect mentor texts for creative ways to convey information.

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The publisher lists the age range as 7-10, but middle school readers will also find plenty to be inspired by in this book. All readers and writers have much to learn from E.B. White’s quiet wisdom about writing and life. Interested readers will want to explore the extensive endnotes and bibliography of White’s own work, as well as works written about him. There is a touching afterword by White’s granddaughter, Martha, and notes from Melissa Sweet about her writing process and her art.

Sweet writes with the economy White advocates in The Elements of Style. “Every word tell[s]” a key part of White’s story. She blends her words and her art with White’s words and demystifies the process of becoming a writer… “through hard work and being open to the world around you.”

After White’s death, Roger Angell, William Shawn, and John Updike wrote in his obituary, “White felt it was a writer’s obligation to transmit as best he can his love of life, his appreciation for the natural world.” Sweet’s love of and appreciation of E.B.White, his work, and the natural world shine out from every page of Some Writer. In her author’s note, Sweet quotes White, saying “It has been ambitious and plucky of me to attempt to describe what is indescribable…[But] a writer, like an acrobat, must occasionally try a stunt that is too much for him.” Like Charlotte’s Web itself, Sweet’s “stunt” is nothing short of a miracle.

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Review copy received from Houghton Mifflin Harcourt. An Educator’s Guide for Some Writer is available here.

Please be sure to visit Jen Vincent at Teach Mentor Texts and Kellee Moye of Unleashing Readers for more book recommendations.

DigiLit Sunday: Agency

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This post is part of “DigiLit Sunday,” hosted by Margaret Simon at Reflections on the Teche. Please be sure to visit her there to read more Digilit Sunday contributions.

When Margaret suggested the word agency as our topic this week, my first step was make sure I was using the term correctly. This Merriam-Webster definition confirmed my working ideas about agency:

“the capacity, condition, or state of acting or exerting power”

The next day, a teacher came to me with concerns about one of her students. The teacher felt that Anna (not her real name) wasn’t decoding well or understanding what she read. The teacher had administered a Fountas & Pinnell Benchmark Assessment, which indicated that Anna was reading in the instructional range for her grade level expectation. Because it’s still early in the year, and this assessment had just been done, the teacher really hadn’t tried anything to address her concerns. But it was clear she wanted something specific from me—an intervention, a strategy, anything that might improve Anna’s reading behaviors.

I was at a loss. The information shared by Anna’s teacher was so general, and none of Anna’s previous teachers had ever expressed concerns about her. So I suggested that I come in to visit and read with Anna so I could get to know her better and understand the teacher’s concerns.

Arriving in the classroom during independent reading time, I noted that Anna was intently reading a book that looked like an appropriate choice. I observed her for several minutes as she read. She sub-vocalized in some spots, used her finger to guide her in others, and seemed completely engaged with the book.

After about five minutes, I went over to her and asked her to tell me about her reading. She did a fine job retelling what had happened in the book so far. Then I asked her to read the next page to me. She didn’t hesitate and read the first line fluently and expressively.

Just as I was wondering why there was such a disconnect between what the teacher had observed and what I was seeing, Anna stumbled. “Cloud giants” became “could grants.” This made no sense, and she knew it, so she stopped and looked at me.

Let’s stop for a minute and think about Anna. Everything I had seen suggested that she did have agency when she read. She was reading an independent level text independently and with understanding. She even knew that meaning had broken down for her and she stopped. As we know, many students would have just plowed ahead!

When she said, “that doesn’t make any sense,” I praised her for noticing that and asked her what she could do. She knew that sometimes rereading helped, so she tried that. When that didn’t work, she tried looking for a smaller word she knew. She found “ants” in “giants,” but because she didn’t know (or wasn’t sure about) soft /g/, this strategy didn’t help. I asked her what else she could try, but now she was truly stumped. Her go-to strategies hadn’t helped, and there were no visible supports in the classroom to help her.

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Anna did roll up her sleeves!

I noticed that the picture held a lot of information that might help her, and she hadn’t even glanced at it. After I reminded her that sometimes readers use the illustrations to help them, she took one look and the light bulb went off. She went back to the text and read it easily. We talked about what she had done to figure out the unknown words, and she told me that using the pictures was a strategy she would use the next time she came to new words.

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I’ll talk with Anna’s teacher about using anchor charts to support growing readers.

Now I was feeling a little frustrated. It wasn’t Anna who didn’t have agency. She was doing the best she could with the skills she had. But there were supports that should have been in place for her that weren’t. Where was the anchor chart for this reading unit?  And why hadn’t her teacher already had this conversation with her?

I began to wonder if I had provided too many scaffolds for Anna’s teacher in the past. Had I swooped in too quickly when she came to me with questions about students? But isn’t that my job as a literacy specialist? 

This is the tip of the iceberg for my work with Anna’s teacher. By sheer coincidence, yesterday I watched Clare Landrigan and Tammy Mulligan’s session about listening to and learning from our students as part of The Educator’s Collaborative’s Online Gathering. (If you missed this, go there now and watch as many sessions as you can.) They confirmed what I had done when I sat down with Anna. “Every single day, when we slow down and get to know the people around us, that’s data.” But sitting down with Anna not only helped me get to know her, it gave me insight into how I can work with her teacher to develop her agency. Watching Clare and Tammy’s session together will be our first step. I anticipate many many follow-up conversations, and I’ll be sharing more about our work together in the future.

Poetry Friday: The Roundup is Here!

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Welcome to the Poetry Friday Roundup! I’m so glad you stopped by. You’re in for a real treat! Not only will you find links to other Poetry Friday posts, I’m thrilled to share poems and illustrations from Grumbles From the Town: Mother-Goose Voices With a Twist (WordSong, 2016), Jane Yolen and Rebecca Kai Dotlich’s hot-off-the-press companion volume to Grumbles From the Forest (WordSong, 2013), with illustrations by Angela Matteson. I was lucky enough to receive an F&G (folded and gathered) of this book when I was at The Highlights Foundation’s workshop, “The Craft and Heart of Writing Poetry for Children” with Rebecca Kai Dotlich and Georgia Heard.

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These poems, that “remix old songs anew,” have broad appeal. Jane and Rebecca chose fourteen favorite nursery rhymes and gave voices to objects, (Jack’s plum), real or imagined secondary characters (Old King Cole’s daughter), or let the main character speak for him or herself (the Queen of Hearts). Young readers will love the playful nature of these poems. Older readers will appreciate the wordplay, such as learning that the dog from “Hey Diddle Diddle” always “hated playing second fiddle.” Some of the poems, such as “Not Another Fall,” explore the backstory of the original rhyme. What was Humpty Dumpty doing on that wall in the first place?

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                                                                               “A Neighbor Gossips to the Gardener
“Not Another Fall”                                               about the Humpty Brothers”                     

Humpty Dumpty                                                Here’s what I heard:
skates on a wall,                                                             SPLAT!
another big tumble,                                           Said to myself, what was that?
another pratfall.                                                 A Humpty had fallen
Another big grin                                                 to the other side.
when he jumps to his feet.                               He was roundish,
He’s got loads of jokes                                      and small. Fell from the wall.
that just cannot be beat.                                   Always in places
He’s our class clown;                                        they shouldn’t be.
that’s never in doubt,                                       The the other one tumbled
but that why he’s sitting                                  from an apple tree.
again                                                                   News came in twos: a cut and a bruise.
in time-out.                                                        (Lucky they didn’t break any legs.)
                                                                              Those Humpty boys
© Jane Yolen, 2016                                          are mischievous eggs.

                                                                       © Rebecca Kai Dotlich, 2016

Angela Matteson’s whimsical illustrations are perfectly suited to these lively rhymes. Her artwork is infused with personality; who wouldn’t want to live in this shoe?

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“Shoe Speaks”                                                            “Summer in the Shoe”

I love the sound of giggles                            It was so hot, living in leather
From the lace-swings in the tree,               all day and all night. Sunlight
The thump of running feet                          spilled through the open top,
As children race on home to me.               tumbled down stairs,
                                                                          rested on the cat.
But best is how I love them                         Imagine this, imagine that….
When they dream inside my toe.               read books in a heel,
Do you doubt a shoe can love?                  ate supper in a toe.
I have a sole, you know.                              Blew bubbles
                                                                         from small windows,
© Jane Yolen, 2016                                     rolled marbles down the tongue,
                                                                         bump, bumpity, bump.
                                                                         Played next door
                                                                         in a pirate ship–
                                                                         lots of space to roam.
                                                                Still, we liked going home.

                                                                © Rebecca Kai Dotlich, 2016

Grumbles From the Town also includes the texts of the original nursery rhymes, and I appreciated the fascinating end notes about the origin of each rhyme. The roots of some rhymes have been lost to history, but in most cases the background includes stories that are always interesting, if not always child-friendly.

This collection is a must-have for all elementary classrooms. Students of all ages will enjoy exploring point-of-view through these poems, and the opportunities for children to write their own nursery rhymes “with a twist” are endless! In addition, the possibilities for lessons about vocabulary and word choice abound. But the best reason for sharing this book with children is that these poems are fun to read and full of humor. Thank you, Jane, Rebecca, and Angela for so generously sharing your work today!

A Slice of My Reading Life

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As a literacy specialist, I wear my love of reading on my sleeve for all to see. Or on my door. Donalyn Miller shared her idea for a Reading Life door several years ago, and I’ve been creating them ever since.

My Reading Life, August, 2014 Edition
My Reading Life, August, 2014 Edition

Until now. Over the summer, I moved into a new room. My old door was perfectly placed for third, fourth, and fifth graders to see everyday. Kids often stopped to study the book covers or ask me about a title.

Now I have three roommates, so the door isn’t just mine. Also, it faces a wall, so it could only be seen if the door was closed, which it never is.

I’m sure there is another way to create a Reading Life display, but I haven’t figured it out yet. (I’m still unpacking all my books!) In the meantime, here’s a virtual door I created in Canva.

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What would be on your Reading Life display?

Thank you to StaceyDanaBetsyBeth, KathleenDeb, Melanie, and Lisa for creating this community and providing this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

IMWAYR: “Full of Beans”

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In a note to readers, Jenni Holm explains that when her son was old enough to read Turtle in Paradise (Random House, 2010), “he wanted to know more about Turtle’s sharp-tongued cousin Beans.” He told her, “Beans needs his own story.”

Thankfully, Jenni Holm agreed and has served up Full of Beans (Random House, 2016), a rich, rewarding novel for middle-graders that grapples with hard questions about right and wrong.

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Beans Curry’s authentic voice leaps off the page from the first sentence: “Look here, Mac. I’m gonna give it to you straight: grown-ups lie.” It is 1934 and the Depression has hit Key West hard. Work is scarce, and Beans is doing everything he can to help his family survive. After he and his younger brother, Kermit, are cheated out of money for cans they’ve collected, Beans can’t resist the lure of a job from Johnny Cakes, Key West’s resident gangster.

But even though he tries to hide the fact, Beans is really “a good boy.” Whether he’s helping his mother deliver the laundry she takes in or watching his kid brothers, everyone knows they can count on Beans. So when his work for Johnny causes harm to his friend Pork Chop’s family, Beans feels “like a criminal.” Desperate to redeem himself, Beans learns some hard lessons about telling the truth, being a friend, and doing the right thing.

Holm does a masterful job of bring Key West of the 1930s to life. Local and historical details are expertly woven into Full of Beans. There are references to the Depression, WPA artists painting tourism posters, even Key West’s “resident writer.”

Along with Turtle in ParadiseFull of Beans is a great book club choice for 4th, 5th, or 6th graders studying theme, character, or author’s craft. It’s also a great choice to read for fun. And because Full of Beans is a prequel to Turtle in Paradise, you don’t have to read Turtle’s story first.

Full of Beans is full of humor, full of hope, and, most importantly, full of heart. Beans Curry is a character you won’t soon forget. And that’s no lie.

"By the Ocean, Key West" by A. Johnson, WPA artist, via Key West Art & Historical Society
“By the Ocean, Key West” by A. Johnson, WPA artist, via Key West Art & Historical Society

Please be sure to visit Jen Vincent at Teach Mentor Texts and Kellee Moye of Unleashing Readers for more book recommendations.

DigiLit Sunday: Motivation

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This post is part of “DigiLit Sunday,” hosted by Margaret Simon at Reflections on the Teche. Please be sure to visit her there to read more Digilit Sunday contributions.

When Margaret posted this week’s topic for #DigiLit Sunday, I groaned. Where to begin with the word motivation?

I started jotting my thoughts as they came to me. My list looked something like this:

  • Love motivates us to do things for others.
  • A sense of accomplishment can motivate us to do things.
  • What about desire? What role does this play?
  • People are motivated to learn about and do things that are interesting to them.

None of this helped me narrow this topic down. I could think of personal examples for each point on this list, but I was curious about how these feelings work in the classroom. I had some examples from my own teaching experience, but I didn’t want to write only about anecdotal evidence.  In The Journey is Everything (Heniemann, 2016), Katherine Bomer advises writers to “Read, watch, and listen. All types of texts—books, movies, art, music, Ted Talks—provide inspiration as well as actual content for elaborating essays.”

Sure enough, a quick Google search brought me to Daniel Pink’s Ted Talk on motivation.  After about fifteen minutes of describing why carrot and stick approaches to motivation don’t work for “definitional tasks of the 21st century,” Pink went on to explain that intrinsic motivation is the best way to ensure high performance on creative, cognitively demanding tasks. Pink stated that people are motivated when they “desire to do things because they matter, because we like it, because they’re interesting, and because they’re part of something important.”

He went on to list three factors critical to intrinsic motivation:

  • autonomy—the urge to direct our own lives
  • mastery—the desire to get better and better at something that matters
  • purpose—the yearning to do what we do in the service of something larger than ourselves

I was struck by the similarities between what I wrote on my initial list and the three factors Pink describes as necessary for intrinsic motivation. And although Pink was looking at these elements in terms of business, their application to the classroom is obvious.

My students are always more motivated to read a book they have chosen, even if I limit their choice by giving them two or three options. Writing stories and essays about self-chosen topics is a much richer learning experience because the subject is meaningful to the writer.

The importance of students setting their own learning goals is not a new idea. But I know I need to do a better job at facilitating this process with my own students. Again, we can guide students through this process, even if we give them two or three goals to choose from.

Finally, giving our students a sense of purpose, of working toward “something larger than ourselves” is highly motivating. In the weeks after 9/11, I wanted to find some way to involve my 3rd grade students in efforts to help the families of the victims of the attacks. We ultimately designed and created an afghan that was raffled off. We donated the money raised to a fund for victims’ families. The kids were proud of the fact that they were contributing, and many even wanted to learn to knit so they could help with that part of the project. 

So much has been written about motivation that it would take a person years to read all the articles and books that have been published recently. But motivating our students is arguably the most important part of our job. So thank you, Margaret, for selecting motivation as our theme this week. It’s been helpful for me to examine my own thoughts about motivation and do a little research on the subject. I also found at least two books I’ve been meaning to read right on my bookshelf about this very topic. Now I’m motivated to start reading them today!

Slice of Life: Turn Up the Volume!

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“Reading became my rocket ship out of the second-floor apartment in the projects. I traveled the world through books.”
~ Sonia Sotomayor ~

“Reading became my rocket ship out of the second-floor apartment in the projects. I traveled the world through books.” Sonia Sotomayor
Space Station Expedition 17 crew holding Jules Verne book and manuscript inside ATV Jules Verne. Credits: NASA

There’s a welcome chill in the air this morning, and in just a week, students will be streaming into my school. They’ll be eager to see their friends and meet their teachers. I’m eager to greet them. My summer has been filled with reading and attending conferences that have given me a plethora of ideas about ways to help my students learn and grow as readers, as writers, as people.

As I reflected on all of the professional development I’ve participated in the past few months, one work kept coming up: volume.

Kelly Gallagher talked about the importance of reading volume at ILA in Boston: “If the volume doesn’t happen, it doesn’t matter what standards we cover.”

At TCRWP’s August Reading Institute, Kylene Beers shared that research shows that “reading volume is the single best predictor of how good a reader is.”

She also shared Richard Allington’s finding that “the more minutes of high-success reading completed each day is the best predictor of reading growth.”

How will I translate this into classroom practice? By keeping my minilessons truly MINI. This is a huge challenge for me, but I know it’s critical. It’s critical because the less time spent on a minilesson means more time for students to read and write independently. It means more time for me to confer with individuals and small groups, where powerful learning is more likely to happen.

Kids also need this space to practice the skills they’re learning. Because, as Kathleen Tolan recently reminded teachers, “it’s in the over and over again of trying that you get better at something.” She also pointed out that “it’s not always about moving them higher, but for them to get better at it.” And, according to Mark Overmeyer, in order to be effective and lasting, “practice must be done in context.”

This means that kids are practicing reading in books that they choose. I might guide this choice, but the child should have the final say. In his decades of research, Richard Allington has found that “the best intervention is a good book that a child can and wants to read.”

How will I ensure that kids have books they can and want to read? I’ve read more books this summer than I’ve ever read in a single summer. I’ve done this because I want to be able to say to a student, “I thought of you when I read this book.” In his Newbery Medal Acceptance speech, Matt de la Peña told listeners that he didn’t identify himself as a reader until college, when a professor gave him a copy of Alice Walker’s The Color Purple. “When I finally fell for literature, I fell hard.”

He went on to say, “But what if I can nudge a few…kids toward the magic of books at a younger age?” That is my mission. To know my students well enough that I can read a book and know that it’s a book they might love. A book with a character they can look at and say, “I know how she feels.” Or, “That’s me. I’m not alone.” A book that nudges them toward the magic.

Stephanie Harvey says that when we give them the access, the choice, and the time, the volume will follow naturally. Because when students find that magic, they read more. 

And when they know they’re not alone, that we’re there to cheer them on, to lend a hand, an ear, a shoulder, that is when they do their best learning. That is how we, in the words of Kylene Beers, “change tomorrow, each and every day.”

Thank you to StaceyDanaBetsyBeth, KathleenDeb, Melanie, and Lisa for creating this community and providing this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.

Poetry Friday: “The Young Poets of Winnipeg”

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For the past week, I’ve been at the Teachers College Reading and Writing Project August Reading Institute. Every educator deserves to spend a week learning from the passionate, brilliant people here. Each day, keynote speakers share their latest thinking about reading and reading instruction.

The message this week has been loud and clear: WE ARE WHAT WE READ

Matt de la Peña told us on Tuesday that he believes the job of a young person is to “discover the different possibilities that are in front of you.” If a young person is a nonreader those possibilities are very limited.

Stephanie Harvey implored us to “table the labels.” A student is not a number or a letter. A student is a human being with hopes and dreams and desires. When we label them and allow them to read only books that match that label, we are limiting the possibilities they see for themselves. That is unconscionable.

Design by Su Blackwell
Design by Su Blackwell

With all this in mind, this poem, by Naomi Shihab Nye, seemed especially appropriate to share and keep in our minds and hearts as we head back to our classrooms.

“The Young Poets of Winnipeg”
by Naomi Shihab Nye

scurried around a classroom papered with poems.
Even the ceiling, pink and orange quilts of phrase…
They introduced one another, perched on a tiny stage
to read their work, blessed their teacher who
encouraged them to stretch, wouldn’t let their parents
attend the reading because parents might criticize,
believed in the third and fourth eyes, the eyes in
the underside of leaves, the polar bears a thousand miles north,
and sprouts of grass under the snow. They knew their poems
were glorious, that second-graders could write better
that third or fourth…

Read the rest of the poem here.

Wishing you all a wonderful school year! Please be sure to visit Julieanne at To Read To Write To Be for the Poetry Friday Roundup.

PB10for10: Feeding Our Imaginations

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“We believe words can transform the world.”
~ Kwame Alexander ~

Jerry Pinkney, in his acceptance speech for the 2016 Laura Ingalls Wilder Award, proclaimed that he “learned through [his] own creativity that the world was limitless.” The books we share in our classrooms feed the creativity and imagination of children in limitless ways. Here are ten new books filled with beauty and humor that convey the power of observation and imagination.

  1. Surf’s Up! by Kwame Alexander, illustrated by Daniel Miyares (North/South Books, 2016)
    “Books are boring”
    “DUDE, BOOKS ARE FASCINATING!”
    So begins this lively back-and-forth between two surfing frogs. Dude is ready to head to the beach, but Bro is engrossed in his book. The story Bro is so engrossed in comes alive through the illustrations, and as he reacts to the action, Dude gets drawn in & wants to know what’s so exciting. Bro won’t tell, so Dude starts reading, abandoning his surf board for a whale of a tale.

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  2. Daniel Finds a Poem, by Micha Archer (Nancy Paulsen Books, 2016)— Curious because of a sign announcing “Poetry in the Park,” Daniel asks all his animal friends, “What is poetry?” Each animal replies with a poetic description of something important in their habitat. Daniel creates his own poem by stringing their lines together, learning in the process that poetry is everywhere.

  3. One Day, The End: Short, Very Short, Shorter-Than-Ever Stories, by Rebecca Kai Dotlich, illustrated by Fred Koehler (Boyds Mills Press, 2016). When I was first teaching, a common writing assignment was to write a new ending to a story. In this charming book, Rebecca Kai Dotlich offers a variation: “For every story there is a beginning and an end, but what happens in between makes all the difference.” A series of episodes in a young girl’s life unfolds in Dotlich’s spare text. Fred Koehler’s witty illustrations bring these episodes to life. Together, the offer endless storytelling possibilities.

    ODTE-cover   9780399160493

  4. I Hear a Pickle (and Smell, See, Touch, and Taste It, Too!), by Rachel Isadora (Nancy Paulsen Books, 2016) If, as Kwame Alexander tells us, “words can change the world,” we need a whole arsenal of them. This concept book for younger readers is a great introduction to onomatopoeia and what’s all around us to hear (and smell, see, touch and taste) when you open your senses to the world around you.
  5. The Summer Nick Taught His Cats to Read, by Curtis Manley, illustrated by Kate Berube (Simon & Schuster Books for Young Readers, 2016) It’s a truth universally acknowledged that cats have a mind of their own. So when Nick decides to teach his cats to read, we aren’t surprised they aren’t too cooperative. But Nick is determined. He makes flash cards in the shape of objects, “and Verne got interested.” and is “soon reading new stories all by himself.” Not so Stevenson, who hides whenever Nick approaches with a book. Lo and behold, Stevenson has his own ideas for a story and has drawn all the pictures. The three friends join forces to create “The Tale of One-Eyed Stevenson and the Pirate Gold,” which turns out to be the first of many adventures. The subtle humor and message of this book make it a must-read.

    the-summer-nick-taught-his-cats-to-read-9781481435697_hr    Yaks-YakAnimal-Word-Pairs-by-Linda-Sue-Park

  6.  Yaks Yak: Animal Word Pairs, by Linda Sue Park, illustrated by Jennifer Black Reinhardt. (Clarion Books, 2016) Words are beautiful and have the power transform us, but they are also funny and fun to play with. Clever illustrations contain a subplot and definition for each pair of words, and an afterword lists the origin of each animal name and its matching verb. 

  7. This Is Not a Picture Book, by Sergio Ruzzier (Chronicle Books, 2016) Duck is excited to find a book, but quickly becomes discouraged when he discovers the book has no pictures. Luckily, he has a friend to cheer him on and encourage him to try reading the book anyway. Ruzzier brilliantly illustrates the magic of a book coming to life though his use of color and the gradual introduction of, wait for it, pictures! As Duck discovers he knows some of the words, he realizes that “Some are funny” and “Some are very sad.” The illustrations convey these shifting emotions and moods. A lovely reminder that words are magical, transformative, and “stay with [us] forever.

    ThisIsNotAPictureBook_FrontCover100    41Z2KyGc1hL._SX353_BO1,204,203,200_

  8. Ideas Are All Around, by Philip C. Stead (Roaring Book Press, 2016) At the opening of this book, an unnamed narrator tells us “I have to write a story today. That is my job. I write stories. But today I don’t have any ideas.” How often have we all heard that? To unlock his stories, Stead takes his narrator (him?) on a walk around his neighborhood where ideas are indeed “all around.” The blend of photographs with “monoprint techniques and collage” add to the child-like quality of this book and make it accessible to kids. A wonderful testament to the fact that ideas for stories don’t have to be fanciful.

  9. The Storyteller, by Evan Turk (Atheneum Books for Young Readers, 2016) This rich and nuanced book draws on millennia of storytelling traditions, including frame stories and Scheherazade to weave a warning to the modern world of what’s at stake when”One by one, the storytellers were drowned out by noise…” and stopped telling stories. This beautifully illustrated book reminds us that our stories are as vital and nourishing to our lives as water.

    the-storyteller-9781481435185_hr  51Dqp6R3NaL._SX258_BO1,204,203,200_

  10.  The Whisper, by Pamela Zagarenski (Houghton Mifflin Harcourt, 2015) Pamela Zagarenski is known for her whimsical illustrations full of fanciful crowns, somber tigers, and buzzing bees. These elements are all present and accounted for in The Whisperas is a clever subplot to the main story. “A little girl who loved stories” is given a “magical book of stories” by her teacher. Excited to read this treasure, the little girl hurries home, not realizing that the words are escaping out of the book as she runs. Bitterly disappointed by “the wordless book,” she soon hears a whisper telling her she “can imagine the words…and stories.” Slowly, the girl’s stories unfold and become more elaborate as she finds her voice and a storyteller is born.

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    BONUS BOOK
  11. Some Writer!: The Story of E.B. White, by Melissa Sweet (Houghton Mifflin Harcourt, 2016) At 176 pages, this biography is not a picture book, but it is filled with Melissa Sweet’s loving illustrations. It is sure to inspire older readers and writers to “be on the lookout for wonders.” When I was at the International Literacy Association in Boston earlier this summer, I happened upon the Houghton Mifflin Harcourt booth when an author signing was taking place. I wasn’t familiar with the author or the book, but there weren’t too many people in line, so I joined the queue. As I was waiting, one of the sales reps and I started chatting. There was a poster for Melissa Sweet’s new biography of E.B. White, which is coming out in October. I had already scoured the list of author signings to see if Sweet would be at the conference, but alas, she wasn’t on the schedule. So I asked the rep if there were any ARCs of Some Writer! hiding in the booth. To my astonishment and delight, there were! When the rep handed me the book, I felt that I had been given a great treasure, just like the little girl in The Whisper. I promised the rep I would write about the book. I will write a longer review closer to the actual publication date, but felt this list wouldn’t be complete without a mention of this book.

Thank you to Cathy Mere and Mandy Robek for creating and curating this celebration of picture books. You can read all the lists contributed to this labor of love here. It is teachers like them, and others in this community, who will keep the gift of stories alive for years to come.

My previous Picture Book 10 for 10 lists:

2015: Poetry Picture Books
2014: Friendship Favorites
2013: Jane Yolen Picture Books
2012: Wordless Picture Books

Slice of Life: Grattitude

Billboard by Peter Tunney
Billboard by Peter Tunney

I saw a sign similar to this from my seat on the train as it rumbled into New York City on Sunday afternoon. It went by so quickly I didn’t process the spelling, just the word. Yes, I thought. That is the perfect word for today.

More than twenty-four hours later, it’s still the perfect word. I am full of gratitude to have the opportunity to attend the Teachers College Reading and Writing Project’s August Reading Institute. After just one day, Lucy Calkins has inspired me to do everything I can to “make reading the best thing it can be” for my students.

In her opening keynote in the soaring nave of Riverside Church, Lucy encouraged the 1300 teachers and administrators present to create classroom and school communities where this can happen. Communities were students feel safe to take risks, where they know their voice will be heard and counted. Communities where they feel connected to something bigger than themselves. These communities are critical, Lucy explained, because “learning to read involves more risk than we often acknowledge.” 

“Embrace the “F” word,” she admonished. We have to be willing to “fail early and fail often.” For it is only through our failures that we grow. “Sharing our work in progress can give us strength.” Lucy continued with Brené Brown‘s wise words: “vulnerability is the birthplace of joy, of creativity, of belonging, of love.” (Which, coincidentally, I wrote about here.)

Lucy went on to share findings that David Brooks reported on his his column in the New York Times a few years ago. Brooks stated that studies done by Google have found the use of words such as patience and compassion in books published over the past fifty years has fallen dramatically. The implications of this are frightening, but sadly are playing out daily on the front pages of newspapers from around the country.

We have the power to change this trend in our classroom communities. Lucy urged us to make our students feel included in this mission by inviting them to “co-create” their classroom. These spaces will be places where students will feel safe “to do their best work” and “role-play their way into being the readers (and people) they want to be.”

Books are tools that help us envision what these communities can look like, Lucy reminded us. Books like The Big Orange Splot, by Daniel Pinkwater and The Hundred Dresses, by Eleanor Estes can help us “teach kids how to empathize and make others feel good.” Books like this year’s Newbery Award winner, Last Stop on Market Street, by Matt de la Peña that help kids sense a “… feeling of magic” in the world around them and gratitude for the communities that nurture them. Books have the power to help us all “grow into the people we want to be.” What a gift. 

I am always grateful to StaceyDanaBetsyBeth, KathleenDeb, Melanie, and Lisa for this space for teachers and others to share their stories each Tuesday. Be sure to visit Two Writing Teachers to read more Slice of Life posts.