When Ruth Ayers began her Celebrations link up on her blog Ruth Ayers Writes last fall, I thought it was a terrific idea. After all, it’s very easy to get bogged down in our exhaustion at the end of the week. Why not look for joy in ordinary moments and celebrate them? As Ruth put it, “We can wallow or we can celebrate.”
I liked the idea, but was still so caught up in the swirl of CCSS, SBAC, SEED, and more that I didn’t participate. I enjoyed reading about what other people were celebrating, but that was it.
Fast forward to March. Slice of Life Challenge month. A post everyday. Although I had made a plan, none of those ideas resonated with me this morning. As I thought back over the week, my mind automatically went to unfinished projects. But then I started thinking about moments during the week when I had laughed or smiled. There were many. So instead of wallowing in the stacks of paperwork surrounding me, this morning I’m celebrating the growth of one of my students.
I’ve been working with this first-grade girl for the past three months or so. She is very sweet, but reading has been a real challenge for her. When we began working together, she didn’t know short vowel sounds and even some consonants were still tricky for her. Her progress has been of the one step forward, two steps back variety. She likes to guess based on the illustration in a book and doesn’t like to reread if a sentence doesn’t make sense.
This week, though, she had a bit of a breakthrough. Suddenly, she was able to blend and segment words quickly and, for the most part, accurately. Best of all, she is beginning to transfer this skill to her reading. She’s becoming more fluent and more confident. You should have seen her beaming smile after she finished reading a challenging book on Thursday.
We still have a long way to go, but, for the first time, I sense a shift in this girl and her skills. Things are starting to click for her. She is becoming a reader.
“When I have a little money, I buy books; and if I have any left, I buy food and clothes.”
~ Erasmus ~
I had no business going to the bookstore this afternoon. The number of yet-to-be-read books in my house is embarrassing. But, I had to have a copy of Fancy Nancy, by Jane O’Connor, for our PTO’s Silent Auction Saturday evening. (A colleague and I host a Fancy Nancy tea party for the winner.) So I tidied my desk quickly so I could get to the store before closing time.
Once I found Fancy Nancy, I had a few minutes to browse. After all, who can go into a bookstore and buy just one book? This is what I brought home:
My Life in Middlemarch (Crown, 2014) by Rebecca Mead. I love Middlemarch, George Eliot’s depiction of 19th-century English provincial life, which Virginia Woolf described as a “magnificent book which, with all it’s imperfections, is one of the few English novels written for grown-up people.” When I heard about Mead’s new “lively meditation on Middlemarch” (Adelle Waldman), I knew I had to have a copy.
A Family of Readers: The Book Lover’s Guide to Children’s and Young Adult Literature (Candlewick Press, 2010) by Roger Sutton and Martha V. Parravano. Publisher’s Weekly described A Family of Readers as a “collection of essays and interviews designed to help parents foster a love of reading in children, while providing insight into the craft of children’s bookmaking.” I have wanted this book since it was published, and there it was on the shelf, as if it was waiting just for me this afternoon.
Outliers: The Story of Success (Little, Brown, 2008) by Malcolm Gladwell. My adult book group is reading this book this month. Usually I pick up each month’s book at the library, but I wanted my own copy of Gladwell’s acclaimed book so I could “mull over its inventive theories for days afterward” (David Leonhardt, writing in The New York Times).
Today’s post is doing double duty as my contribution to the Slice of Life Challenge at Two Writing Teachers.
We’ve all heard of a school of fish and a flock of birds. But what about an ostentation of peacocks?
Collective nouns, those words that turn a group of people, animals, or things into a singular noun, are words that children often learn intuitively as they acquire language as toddlers and preschoolers. The CCSS calls for collective nouns to be formally introduced to students in second grade.
If the goal of teaching these words to young writers is to have them use them in their writing, they need to have “read that language, to have heard it in [their] mind, so that [they] can hear it again in order to compose it.” (NCTE Beliefs About the Teaching of Writing) Although the styles of these books are very different, each one would be a good choice for introducing the concept of collective nouns.
Ruth Heller’s A Cache of Jewels (Grosset & Dunlap, 1987) is an old favorite, one I read to my third graders when I began teaching almost twenty years ago. This brightly illustrated book is still a good model for using collective nouns. Heller includes collective nouns of all kinds, not just those that describe groups of animals.
I’ve found some new books students will enjoy as they learn more of these words. My favorite is A Zeal of Zebras: An Alphabet of Collective Nouns (Chronicle Books, 2011). Woop Studios, a London-based collective (honestly, that’s what the book says!) of four artists, have created “a visual safari through the animal kingdom” (back cover). This oversized picture book is filled with stunning illustrations, unique collective nouns and facts about each group of animals. Some, “an implausibility of gnus,” for example, seemed so improbable that I looked it up. (It’s true, and you can find an extensive list of collective nouns for groups of animals here.) Others are so appropriate: of course it’s “a galaxy of starfish.” Some of the longer words will be a challenge for second graders, but these are the kinds of words kids love learning and trying to use.
One Sheep, Two Sheep: A Book of Collective Nouns, (Little Hare Books, 2010), by Patricia Byers and illustrated by Tamsin Ainslie develops the concept of collective nouns being a group of three or more. Each two-page spread follows the same pattern: “One sheep, two sheep, a flock of sheep.” Charming illustrations provide visual support for the growing numbers in the group described by each collective noun.
Finally, silliness ensues in Rick Walton’s Herd of Cows! Flock of Sheep! (Gibbs Smith, 2002, 2011; illustrated by Julie Olson). This book incorporates the collective nouns into the story of how Farmer Bob’s animals jump into action to save him after his bed is swept away in a flood.
I don’t know if there’s a collective noun for a group of bloggers, but Stacey, Tara, Dana, Betsy, Anna, and Beth are the best around! Thank you for hosting the Slice of Life Challenge. Be sure to visit Two Writing Teachers to read more Slice of Life posts.
Last Sunday, the New York Times Book Review featured Al Gore’s review of Elizabeth Kolbert’s new book, The Sixth Extinction: An Unnatural History (Henry Holt, 2014), an examination of “what biologists call the sixth mass extinction.” Gore states that Kolbert “makes it clear that doing what is right means accelerating our transition to a more sustainable world.”
It seems to me that educating our kids about the wonders of the natural world is one way to accomplish this transition. Children are naturally curious and amazed, and we should do everything we can to build on this sense of wonder. One natural way to do that by sharing books, beautiful nonfiction picture books that celebrate “The World Around Us.”
Sing of the Earth and Sky,
sing of our lovely planet,
sing of the low and high,
of fossils locked in granite.
Sing of the strange, the known,
the secrets that surround us,
sing of the wonders shown,
and wonders still around us.
Aileen Fisher
Each one of the books shared below open a window onto nature, and will help inspire awe and wonder about our world in children of all ages.
The Animal Book: A Collection of the Fastest, Fiercest, Toughest, Cleverest, Shyest–and Most Surprising–Animals on Earth, by Steve Jenkins(Houghton Mifflin, 2013)
This book is chock full of fascinating facts about animals of every kind, a book to savor and pore over. The stunning illustrations of each animal are carefully crafted in Jenkins’ signature collage technique. Jenkins provides a thorough explanation of his process in the book and in this video:
Island: A Story of the Galápagos, by Jason Chin (grades 2-4, Roaring Brook Press, 2012)
Jason Chin has created a richly detailed account of the creation of the Galápagos and how they came to be populated by so many species found only on these volcanic islands. The book ends with the arrival of Charles Darwin on the HMS Beagle and provides a brief explanation of how Darwin developed his theory of evolution based on his observations of animals during his visit to the islands.
Coral Reefs, by Jason Chin (grades K-4, Roaring Brook Press, 2011)
Coral Reef begins with a girl taking Coral Reef down from a shelf in the Rose Main Reading Room of the New York Public Library. As the main character becomes immersed in her book, coral begins to appear, and soon the library is transformed into a magnificent coral reef. Chin’s text and illustrations are perfectly matched as the structure of the reef and the relationships of the animals who live in and around it are explained. An Author’s Note briefly explains the threat to coral reefs from global warming and offers suggestions for how readers can help slow this process. Chin also explains how he researched coral reefs and offers some additional resources.
The Case of the Vanishing Honeybees: A Scientific Mystery, by Sandra Markle (grades 4-8, Millbrook Press, 2013)
Recommended by the National Science Teachers Association, Sandra Markle’s meticulously researched book explains in detail the essential role honeybees play in nature. Gorgeous photographs are clearly labeled and include explanatory captions. Markle raises the many questions scientists have about the cause of Colony Collapse Disorder and is realistic in her conclusion that honeybees are not out of danger. Suggestions for how to help honeybees are included, as well as a list of additional resources, a glossary, and index.
The Mangrove Tree: Planting Trees to Feed Families, by Susan L. Roth & Cindy Trumbore; collages by Susan L. Roth (grades 1 and up, Lee & Low Books, Inc., 2011)
Created by the same team behind Parrots Over Puerto Rico, winner of the 2014 Sibert Medal for the most distinguished information book published in the United States, The Mangrove Tree: Planting Trees to Feed Families describes the effort of Dr. Gordon Sato to ease the poverty and lack of food in the African country of Eritrea. The story is told in layers, the simplest of which is a cumulative rhyme a la “The Hose that Jack Built.” Sidebars explain Dr. Sato’s project in more detail, and an Afterword provides even more details as well as photographs of Dr. Sato, the mangrove trees, and the Eritreans who worked to make the project a success. A glossary, websites, and sources are also included.
Stripes of All Types, by Susan Stockdale (Preschool-grade 1, Peachtree, 2013)
This simple rhyming text introduces young readers to a wide variety of animals whose stripes help them survive in different habitats. Stockdale’s writing is full of vivid language, and is perfect for building vocabulary. Additional information about each animal is provided at the end of the book.
Wings, by Sneed B. Collard III; illustrated by Robin Brickman (grades 2-3, Charlesbridge, 2008)
Collard’s rich, descriptive language and Brickman’s stunning collages present readers with a surprising range of information about wings found all over the world, from “steamy rain forests to the frigid North Pole.” Details illuminate the wide variety of styles of wings, how many wings particular animals have, even the various purposes for wings. A list of both print and digital resources is included, as is a glossary and a brief description of Brickman’s paper collages.
Pointy, Long, or Round: A Book About Animal Shapes, by Patricia M. Stockland; illustrated by Todd Ouren (Kindergarten-grade 3, Picture Window Books, 2005)
Here’s another book organized around a trait many different animals have in common. Stockland’s text is simple yet descriptive, and provides details about how these animals use their shape for protection or survival. Additional details related to each animal’s shape can be found in side bars, which are cleverly incorporated into the illustrations.
Volcano Rising, by Elizabeth Rusch; illustrated by Susan Swan (grades 1-4) Charlesbridge, 2013)
Volcano Rising explains what volcanoes are, how they work, and that “volcanoes are not just destructive. Much more often, volcanoes are creative.” This overview is told using one font style. Specific examples of each type of volcano, such as the creation of Paricutín, a volcano in Mexico that grew to a height of 1,300 feet in just nine years, are provided in a different font. Back matter includes a glossary, resources the author used, and books for further reading.
The Watcher: Jane Goodall’s Life with the Chimps, by Jeanette Winter (Preschool-grade 3, Schwartz + Wade Books, 2011)
When Jane Goodall first went to Africa, she “wanted to learn things that no one else knew, uncover secrets…” She did just that during her years studying the chimps of Gombe. Winter writes in language that is both simple and accessible, yet evokes Jane’s sense of wonder in all that she sees. She ends her account of Goodall’s inspiring life story with these words: “Jane carried with her the peace of the forest…and opened a window for us to the world of chimpanzees.”
Nonfiction Picture Book 10 for 10 is a “celebration of nonfiction picture books” organized by Julie Balen, Cathy Mere, and Mandy Robek. Many bloggers shared lists of their favorite nonfiction picture books on Wednesday, and a list of their posts can be found on Julie’s blog. My post is a little late because of internet issues, so I decided to combine it with Poetry Friday. Be sure to visit Karen Edmisten for the Poetry Friday Round Up. Thank you to all these ladies for devoting their time to make cyberspace a rich and inspiring place to visit.
Intrepid isn’t a word I would use to describe myself. And yet, I feel intrepid this week. As I write this, I’m sitting in a hotel room in New York City watching the snow. From this height, I can’t see the street, but I can hear the traffic rushing by on Broadway. I still can’t quite believe I’m here.
I feel incredibly lucky because this week I’m attending the Teachers College Reading and Writing Project Mini Institute on Content Area Literacy. After just one day, everything I learned yesterday is swirling around in my brain like the snow outside my window.
Harvey “Smokey” Daniels opened the Institute yesterday morning with an inspiring keynote on what’s missing from the CCSS. “Where’s engagement? Where’s curiosity and creativity? Choice and responsibility? Social justice? Where’s the fun?” he wanted to know.
I’ve often wondered that myself. Daniels suggested that our curriculum should be inquiry based. Turning the curriculum into questions the kids “can’t resist answering,” and creating opportunities for them to do authentic, purposeful work would go a long way toward ramping up the level of engagement AND achievement.
Daniels also questioned the omission of writing as a thinking tool, or “writing to learn.” He stressed the importance of giving our students opportunities to put their thoughts and ideas into words every single day. Teachers can engage students with this work by having “written conversations.” These can be between students or between the students and teacher or other adults. Writing letters is one way to give students an opportunity to express their feelings and develop their voice.
After Harvey’s session, the day was filled with more learning from the incredible staff developers at TCRWP. Amanda Hartman shared strategies for combining reading and writing units with content area teaching. From Lauren Kolbeck I learned more strategies that use literacy skills to support the work of young scientists. And finally, Alexis Czerterko shared ways to incorporating literacy in a unit of study on the American Revolution.
At the end of the day, I felt empowered by everything I had learned. I was energized to begin applying the strategies shared throughout the day to my own teaching. But I’m also excited to learn more. I’m excited about stretching myself as an educator so I can help my students be curious and passionate about their learning. I want to support them as they take risks and follow their dreams. I want them to be intrepid.
Don’t forget to head over to Two Writing Teachers today for more Slice of Life stories.
Today is Reading to the Core’s second birthday! It seems completely appropriate that today is Tuesday, the day I usually participate in Slice of Life, a weekly writing challenge hosted by Two Writing Teachers. During my first year of blogging, I posted a grand total of eleven times. But last year, I committed myself to blogging, and this commitment has led to many positive changes in my writing and my life.
My life is much richer because of the connections I’ve made through blogging. It was a thrill to met several “slicers” personally during the past year, and I’ve also forged many online friendships. The stories shared by this community run the gamut from hilarious to heart-breaking, and they have inspired me in countless ways.
Not long ago, I visited the Philips Collection in Washington, D.C. to view “Van Gogh Repetitions,” a show devoted to Van Gogh’s artistic process. I never realized that there were different versions of some of Van Gogh’s most famous paintings (five different versions of “The Postmaster” alone!). The changes from painting to painting were sometimes dramatic, but more often were subtle, barely noticeable if you weren’t paying close attention.
It seems to me this is the pattern of life, and this has been true of my writing over the past two years. Most changes were minute, and often recognizable only in hindsight. Other changes were seismic; real breakthroughs for me as a writer. Taking part in last March’s daily Slice of Life Challenge was one of these watershed moments for me. I truly felt that I was part of a community, and this made me more confident about sharing my writing. I even branched out and began taking part in other memes, It’s Monday! What are You Reading? and Poetry Friday in particular.
Being a teacher who writes has improved my teaching, both with my students and the teachers I work with. I can help them through the hard parts (and as Katie Wood Ray would say, “they’re all hard.”) because I’ve worked through the hard parts myself. I can show them drafts full of cross-outs and arrows and say, “See, it can be done.”
This generous online community has also enriched my teaching. Blogs and tweets are full of ideas, resources, and book suggestions. My students have Skyped with authors, enjoyed books you’ve shared in give-aways, and benefited in countless ways from your collective brilliance.
So even though it’s my blog’s birthday, today I’m celebrating all of you, my PLN, my friends. Thank you for two exciting and inspiring years. I’m looking forward to many more!
Don’t forget to head over to Two Writing Teachers today to read what others are celebrating today.
Take a five year-old’s favorite question, add Eric Carle’s joyous spirit and thirteen of the most accomplished illustrators working in children’s literature today and you have What’s Your Favorite Animal? (Henry Holt, 2014). This book is a glorious celebration of animals and art. Each artist responded to this important question with a short piece of writing and an illustration. The writing ranges from heartfelt recollections of childhood pets to whimsical imaginary pets. Nick Bruel’s Bad Kitty even gets to add her two cents.
The writing that accompanies each illustration is rich with description and rationale. Peter Sís describes “…many families coming with their carps to the river and blue fish swimming toward the ocean. This gave us all hope!” Chris Raschka’s keen observation of the lowly snail gives readers a new appreciation of an animal who’s often overlooked: “But all her life she works her craft, adding to it day by day, until, when she dies, she leaves us something of great beauty.”
These words could describe the work of these artists, who have given the world so much beauty through their books. It seems fitting, then, that proceeds from What’s Your Favorite Animal? are being donated to The Eric Carle Museum of Picture Book Art. The Carle, dedicated to inspiring “a love of art and reading through picture books,” is one of my favorite museums. (Read more about my last visit here.)
What’s Your Favorite Animal? is a perfect mentor text for young writers making their first attempt at opinion writing. The CCSS calls for both Kindergarten and first grade writers to “write opinion pieces.” What better topic than animals, something every child has an opinion about?
I also found this book on my most recent trip to the bookstore:
Listography: Your Life in Lists Chronicle Books, 2007
Lisa Nola, creator of this book/journal explains in a note that the book “is designed to help you create your autobiography.” But I was drawn to Listography for a different reason. It’s ideal for using with kids when they complain, “But I don’t know what to write about.” WARNING! Don’t just hand this book to students; adults are definitely the target audience. Rather, choose an appropriate page and write the topic on the board. Like What’s Your Favorite Animal?, everyone has favorite toys, games, and songs.
This book appealed to me on another level, though. I don’t usually need lists like this for ideas of what to write about. Rather, I can see using this book and these list ideas to get to know my own characters better. I have seen many writing exercises that do just this. But the idea of having this whole volume filled with these lists really appeals to me. I’m hoping they’ll help me find, to use Ray Bradbury’s perfect metaphor, what’s “hidden under the trapdoor on the top of my skull.” Or, in this case, my character’s skull.
Be sure to visit Jen at Teach Mentor Texts and Kellee at Unleashing Readers to find out what other people have been reading lately. Thanks, Jen and Kellee, for hosting!
I finished reading Christopher Lehman and Kate Robert’s new book, Falling in Love With Close Reading(Heinemann, 2013) last week. Kate and Chris have done a terrific job articulating the elements of close reading. At the same time, they encourage teachers to be purposeful about using close reading strategies. Close reading is not something to be done on every page of every book. Their main point it that close reading should be done when there is a deeper understanding to be gained.
All week I’ve been thinking about the application of these ideas in the classroom. I have been looking at texts differently since reading Falling in Love With Close Reading. Noticing patterns I might have skimmed over in the past, or asking myself, “I wonder why the author chose that word.” All this thinking reminded me of “The Secret” by Denise Levertov.
“Two Girls Reading” Pierre-Auguste Renoir [Public domain], via Wikimedia CommonsPlease visit Tabatha at The Opposite of Indifference for the Poetry Friday Round Up.
Every year in late November, my town library hosts a cocktail party/silent auction fund raiser to kick off the holiday season. People donate gift baskets, wreaths, and gift cards to local restaurants and businesses, but the highlight of the event are the Christmas trees. The decorations on each tree are inspired by a book, which is of course part of the package. My dear friend, Colette (of Used Books in Class fame), and I have been contributing a tree for at least the last 15 years, and it has become one of my favorite holiday traditions.
The Nutcracker Tree, topped by Boalt’s Sugar Plum Fairy
Our trees have most often been based on a children’s book, but we have done a few trees based on adult books. Our Under the Tuscan Sun tree was especially beautiful. Sometimes we’re inspired by the book itself; other times we find an ornament that strikes our fancy. Many of our trees were inspired by the incredible handmade soft sculpture ornaments by Gladys Boalt. These usually adorn the tree top. The rest of the ornaments are generally a mix of purchased ornaments and ornaments that we make. We’ve gotten very creative over the years about making ornaments out of almost anything. Tiny terra-cotta flower pots and raffia became bells on the Tuscan tree, yellow grosgrain ribbon was transformed into the yellow brick road with the help of a black Sharpie, and a hand-knit I-cord became the garland for a tree full of little sweaters and hats.
Alice in Wonderland Tree
Ideas for a tree can strike at any time of the year. Colette is usually the mastermind, but I’ve had my share of brainstorms too. This year’s tree was inspired by a set of wooden magnets Colette found in the gift shop at the Eric Carle Museum back in March. With the help of brightly colored bakery string and scrap book paper (to cover the black backs), these adorable magnets became ornaments. Plastic alphabet links were turned into a garland, and the Very Hungry Caterpillar himself sat atop the tree.
The Very Hungry Caterpillar
Every year we ask ourselves why we do this, as it takes a fair amount of time to make sure we have all the materials we need, make the ornaments, and decorate the tree. Trees have to be delivered to the library (a big challenge in itself!) right before Thanksgiving, a very hectic time of year for teachers. But every year, as we’re making the ornaments, we remember why we do this. We love it. We love supporting our local library. We love using a creative part of our brain that we often neglect, and we love creating beautiful Christmas trees that bring joy to someone. Most of all, we love giving a child a book they will never forget.
This year’s finished tree
Thank you to everyone at Two Writing Teachers for creating and nurturing this supportive community!
Poetry filled the air last weekend at the NCTE Convention in Boston. One of the highlights for me was hearing Georgia Heard, Tom Romano, and Linda Rief speak about the importance of “Keeping Poetry at Our Core.”
Georgia Heard began the session by pointing out that “poetry is in every single strand of the CCSS.” She urged us to grow poetry slowly, not to wait until April, but to make a place for poetry in our classrooms every day. “Poetry changes us,” she said, “it changes our writing and our living.”
With these thoughts about the importance of poetry in mind, Heard went on to give us steps to guide our work. The first step is to “choose poems that are accessible, non-threatening, and relevant” to our students. Once we’ve done this, the next crucial step is to help students connect with a poem by guiding them “toward finding themselves and their lives inside the poem.”
Heard also shared that we have to give our students the tools they need to analyze and interpret poetry. Through close reading and asking questions such as “How does this poem relate to your life?” and “What is the impact of this poem on your life?” students can “unlock the door of a poem.” Then they will be able to analyze the meaning and craft of a poem for other layers of meaning.
Heard inspired me to be even more mindful about helping my colleagues share poetry with students when she closed her part of the session with the wisdom of Matthew Fox:
“The Celtic peoples…insisted that only the poets could be teachers. Why? I think it is because knowledge that is not passed through the heart is dangerous.”
This quote can also be found in Georgia’s book, Awakening the Heart (Heinemann, 1999, pg. 118). As I revisited my copy of this classic, I rediscovered this poem by Roque Dalton, another reminder that poetry is for everyone.
“Like You ”
Like you I
love love, life, the sweet smell
of things, the sky-blue
landscape of January days.
And my blood boils up
and I laugh through eyes
that have known the buds of tears.
I believe the world is beautiful
and that poetry, like bread, is for everyone.
And that my veins don’t end in me
but in the unanimous blood
of those who struggle for life,
love,
little things,
landscape and bread,
the poetry of everyone.
(translated by Jack Hirschman)
Tom Romano and Linda Rief were just as eloquent and inspiring, so, in the weeks to come, they will each have their own well-deserved post. For more inspiring poetry posts, NCTE-related and otherwise, be sure to visit Carol’s Corner, for the Poetry Friday Round Up.
Reading to the Core 