Read Aloud Timeline: How-To!

I realized today that while I’ve written about our Read Aloud timeline many times, I haven’t ever really explained how we do it.  I had someone ask me about it and thought I’d write it here, in case you wanted to try it for yourself!  I am sure there are many ways to make it happen, but this is what I’ve found works for us.  Please let me know if you try it and how it works for your readers! 1. Read Ok, I probably should have started after that, but it’s the first step, so there it is. 🙂  In both 5th grade and 1st grade, read aloud is one of the most important (and enjoyable) times of the day! It is a sacred event that happens every day, no matter what.  It is (as I mentioned here) not about laying down and relaxing after recess time (in fact, our RA isn’t even after recess!).  it is a time for a family of learners to enjoy text together–to laugh, to talk about language, to make predictions, to ask questions, to just share a positive literacy experience.  And especially for emerging readers, it’s a time to hear what good reading sounds like and to hear texts that they may not yet be ready to read for themselves. 2. Create timeline images I’ve done this step of the process in many ways, and is probably the step most open to interpretation and variation depending on your community.  In the beginning–for any grade level–I have them choose a part of the story that they like.  For most kids, this means something that was funny or surprising.  After we’ve gone through our first 2 or 3 books, then, the focus of the image might change a little bit.  I might have them choose the most important part.  If we’re studying inferring or predicting (or some other specific comprehension strategy), I’d have them choose an image that shows where they used that strategy to make sense.  For our purposes in 1st grade, we’re still just choosing whatever image we want; our next step is to choose an important part of the story. I usually have my students draw their images on a regular 8 1/2 X 11 piece of paper (because they fit nicely on the wall and are still a good size to see the picture from far away), with colored pencils or crayons.  Bright colors are preferred, just because the contrast is easier to see across the room, and all of the white space must be filled in (well except of course in the last few books we’ve read–they were graphic novels and kids could give me a good reason for why they left the white space there: “It was like that in the book, so my image looked like that, too!”).  On the back of the picture friends have to write what the image shows, as well as why they chose it.  The mechanics of the writing have to be correct, both because it’s good writing, but also because in the next step someone else will have to be able to understand what their image is all about.  This step usually takes place right after we finish a book, and at this point we can finish our images in about 30 minutes.  If we don’t, they usually finish them at choice time, take them home, or we have them out for morning work the next week so we can vote the next day.

3. Vote In our class we have small groups of 4 that we use for the purpose of choosing read aloud images, as well as anything that I need to quickly break up the class to accomplish.  The groups stay the same all year, and get to know each other really well.  Depending on the year they have different names: when I taught 4th grade they were called “districts” to relate to our study of state government, the year we had a construction theme they were called “zones,” the year I had an animal print theme (I know–that sounds really lame now….) they were called “tribes” and this year they’re just generally called our Room Teams.  Some years the groups are numbered and some years the teams make names for themselves.  How you do this part really doesn’t matter, except that for me it’s the easiest way to narrow down our 20 pictures to a manageable 4. Depending on the grade, the groups might vote for both the image on the wall and the image on the front of our class book.  I found out VERY QUICKLY that with 1st graders it’s easier just to focus on the wall.  I also found out VERY QUICKLY that it’s much easier for them to choose their favorite image when they are not considering their own picture.  The first time we voted this year we got NOWHERE because everyone kept choosing their own picture.  Looking back now it makes perfect sense, considering where first graders are developmentally, but at the time it was just frustrating!  So as I shared my frustration with my team, my super smart friend Rochelle suggested I have them go through the process with random pictures.  It seemed like it was worth a try, and so the next time we did it I passed out the pictures so that they didn’t have their own picture in their hand or in their group at all.  They had to explain the part of the story on the sheet they were given and then choose the one that best represented the story from those choices.   I was AMAZED at how different and how EASY it was that way.  Thanks, Ro, for your great suggestion! Another thing i learned really quickly was that doing the whole raise-your-hand-for-the-one-you-want-to-vote-for process doesn’t work well with first graders either.  Even with only 4 choices (after we narrowed it down in our groups), it seemed like someone didn’t vote, someone else voted more than once, or they kept changing their minds based on what everyone else was voting for.  I couldn’t keep a clear count and had to figure out some other way. So, as both a more clear way to tell who’s voting for what, and as a way to make the process more interactive (which is good because they need to move!), we put pictures in 4 different places around the room and kids line up in front of the picture they are choosing.  It’s really fast and also allows us with great opportunities for counting, grouping and talking about efficient strategies for figuring out how many votes there are for each picture.  It’s a win-win!

4. Make a class book As I mentioned recently, the rest of the images go into a class book–1 for each book that we finish.  These live in our class library for kids to read and enjoy all year (well they do once the teacher takes time to bind them into books!).  So far we’re up to 14, and I figure we’ll have at least 20 at this rate (hopefully even more!!). 5. Repeat steps 1-4 This is the process we’ve gone through 14 times now.  It’s the process I’ve gone through with other classes close to 50 other times over the past 5 years as well.  And if you’ve seen the pictures I’ve posted, ALL of those images are hanging in my room right now!  There is something really special about being surrounded by all of those pictures, celebrating great books, great discussions and fun times with friends.  It’s fun to watch the timeline grow, and for classes to ask about old pictures.  I also love when past students come back to visit and we can connect again as we talk about those timeline images, too!

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This is an idea of what the timeline looks like wrapped around the walls of Rm. 202. I actually had to take it down and move it further over to make more room at the beginning of this year. And I am not sure what I will do next year–I will have officially wrapped all the way around and run out of room! What a great problem to have! The timeline started in August 2009 and is still going in January of 2015. I am not sure I envisioned that when I started doing this back then!

This shows a more current version of this year's section.  I think there are still 3 or 4 missing from this picture.  We're reading so fast I can't keep up!

This shows a more current version of this year’s section. I think there are still 3 or 4 missing from this picture. We’re reading so fast I can’t keep up!

6. End-of-the-year Book After you are finished with your last read aloud (which for me runs right up to the last day of school–yep, sometimes we’re finishing our images, voting and laminating in the last hours of our time together!), something special happens.  All of the books that your class has been enjoying all year will become a special end-of-the-year memory for each kiddo.  The last thing I do is take all the books apart, and reorganize the pictures by kiddo (which is pretty easy because every image has both the child’s name and their class number on it so they can be easily put in orderly piles), and create a NEW book for each and every one.  I include a cover that lists all of the titles, authors and time frames for when we read each one.  Sometimes I include a note about how much I’ve enjoyed the reading journey, or maybe a quote from one of our favorites.  I haven’t ever had kids vote on their very favorite from the year, but if I did, this might be the cover of this individual book (who knows, maybe I’ll try it this year!). Whew!  Wow–that is really a more involved process than I thought when I sat down to write this.  But it’s TOTALLY worth every minute we spend on it!  I am not sure if I’ve mentioned it before, but this is not an original idea of mine (I saw the timeline created in a classroom in Columbia, MO when I was there for a training many years ago), but the process for how I do it has been tweaked to fit my purposes over the years.  It’s definitely one of those things that someone way smarter than me thought of, but that I have made my own through trials and errors to fit what works for me and my kiddos.  I’d love to hear what works for you and YOUR students! Happy reading!! 🙂

First Grade Read Aloud Timeline: CLASS BOOKS!

One of the foundational elements of my classroom is the read aloud timeline that was started many years ago (2009 is the first year that hangs on the wall!).  When I moved to first grade, I knew I wanted to at least try to keep the tradition going, but I wasn’t quite sure how that would happen.  Luckily, the class I have took very quickly to the idea of how it worked, and now this year’s addition to the timeline is already 12 books long!

One of the added features of the timeline images (which is decided by a class vote after everyone creates their favorite picture from the story) is a class book that includes all of the rest of the images.  Pretty great, right?  Everyone is involved!  Well, yes, it’s great….as long as the teacher remembers to take all of the pictures out of the turn-in drawer and make them into a book.  Which hadn’t happened yet this year until just the other day (nothing like the pressure of conferences coming up and wanting to have something ready to share with parents, huh?).  And in true first grade form, their excitement over the new bucket of books that THEY HAD CREATED was amazing.  And yes, as a blogging teacher, I had to take pictures of it!

FINALLY have all of our class books put together.  And of course, as soon as I get caught up with something, things change and I'm behind again--we have finished two books since I made these and we're ready to add in two more to our collection! We are READING MACHINES in Rm. 202!

FINALLY have all of our class books put together. And of course, as soon as I get caught up with something, things change and I’m behind again–we have finished two books since I made these and we’re ready to add in two more to our collection! We are READING MACHINES in Rm. 202!

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So like I said, the INSTANT I put the pile of new books out, they were all taken and kiddos were digging in!  It was a great combination of enjoying old favorites we’d read together, and of kids reflecting on how their work has changed since we finished our first book in August.  There’s a lot of growth that happens in almost 6 months of first grade!

What does read aloud look like for you?  Have you ever tried a timeline to document your reading journey?  We’d love to hear from you!

Robinson Nonfiction Hunt

Our class has been working with nonfiction text in a variety of meaningful ways.  Last week we took a walk around Robinson to see how many examples of nonfiction writing we could find.  We gathered a list of what we found, and talked about the purposes of these different texts.   Besides being really great detectives, I was uber-impressed with how my Rm. 202 friends were able to go on a 20 MINUTE walk through the hallways without bothering anyone’s learning!  That is definitely an example of following the Robinson Road Rule of Respecting Others, and only happened because everyone was being gritty.  WAY TO GO, 1ST GRADE FRIENDS!

Check out our adventure with some pictures. 🙂

Landen works hard to add to his nonfiction text list on a post it after he finds something in the hallway.

Landen works hard to add to his nonfiction text list on a post it after he finds something in the hallway.

Ella Marie led our super-silent first grade line down the 4th grade hall as we began our hunt.

Ella Marie led our super-silent first grade line down the 4th grade hall as we began our hunt.

We stopped at the end of each hallway so that friends could record what they saw.

We stopped at the end of each hallway so that friends could record what they saw.

The 5th grade hallway had a WEALTH of interesting nonfiction text.

The 5th grade hallway had a WEALTH of interesting nonfiction text.

Peyton stops to write a note about a diorama he saw in the 5th grade hall.

Peyton stops to write a note about a diorama he saw in the 5th grade hall.

This nonfiction writing helped us celebrate Veteran's Day and was found outside the gym.

This nonfiction writing helped us celebrate Veteran’s Day and was found outside the gym.  Besides the title, all of those flags have words to patriotic songs on them.

Kindergarten was using nonfiction in a really meaningful way!  They lost something important and needed help in finding it.  Update:  Their flag was found and returned to them!  I bet they're glad they asked for help!

Kindergarten was using nonfiction in a really meaningful way! They lost something important and needed help in finding it. Update: Their flag was found and returned to them! I bet they’re glad they wrote that news flash!

Stay tuned for more ways that we’re working on understanding nonfiction texts as both readers and writers.  What an important genre to read, write and dig into as first graders (and way beyond that!).

Read-to-Someone

We’ve been busy-bee readers in Rm. 202!  Remember how I told you about Read-to-Self?  Well, after we figured out how to do that pretty well, it was time to add something else to our Reader’s Workshop time and our good readers toolbox.

A few days ago we started talking about how good readers sometimes work at getting better by reading to someone else.  Before we jumped in with both feet, we had a conversation about what it would look like/sound like to work well while reading to someone.  We decided you should be sitting right next to your reading friend, that you should be using quiet voices, and that there are several ways to read with your friend: both of you in the same book, each reader with a copy of the same book, or one takes a turn and then the other.  As we go through the year we’ll learn more about how to get better at helping our partner figure out words, as well as how to have deep conversations about the books we’re reading together.  For now, though, we’re getting good at the routine of read-to-someone, and having fun working on reading with our friends!

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Evan and Jacob read a Black Lagoon book together.

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Landen and Nate get comfy on the rug with their book.

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Amelia and Millie read a dinosaur book on the rug together, too!

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Sara and Makayla read at the coffee table together. Don’t you just love how great that table works with little learners? Just the right height for kneeling. 🙂

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Emily and Ava each have a copy of an old favorite–Strega Nona by Tomie de Paola.

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Ella Marie and Briannia share another old favorite–Clifford!

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Diego and Thomas found a cozy spot in the corner to have a conversation about their book.

For kiddos–What’s your favorite part about read-to-someone?

For parents–What are your kiddos saying about read-to-someone?  What book would you choose to read if you were in Rm. 202?

For teachers–What tips do you have for using read-to-someone with first grade readers?

We want to hear from you! 🙂

Read With Your Roadrunner!

On Friday we had our very first Read With Your Roadrunner event at our school.  It was an opportunity for parents, grandparents, friends–anyone–to come and read with their Roadrunner for the start of our day.  Enjoy some pics from a great event–in Rm. 202 and all of Robinson School!  So excited for the next one. 🙂

Diego and his mom enjoy a story together!

Diego and his mom enjoy a story together!

JKB's mom got to stay and share a story with he and Emily for a little while.

JKB’s mom got to stay and share a story with he and Emily for a little while.

Briannia and Amelia are checking out her bookbox together.

Briannia and Amelia are checking out her bookbox together.

Two more super-focused Roadrunners--Sara and Makayla--read together.

Two more super-focused Roadrunners–Sara and Makayla–read together.

Some friends chose to read alone: Kylie is busy with a favorite story.

Some friends chose to read alone: Kylie is busy with a favorite story.

Evan, his mom and his baby sister are enjoying a new Captain Underpants book--another good find from our book fair!

Evan, his mom and his baby sister are enjoying a new Captain Underpants book–another good find from our book fair!

JKB and Thomas checking out a non-fiction text about lions.

JKB and Thomas checking out a non-fiction text about lions.

The group on the carpet got bigger!

The group on the carpet got bigger!

Ella Marie reads quietly at her table to start the day.

Ella Marie reads quietly at her table to start the day.

Lauren brought her brother and her mom to read together with her!

Lauren brought her brother and her mom to read together with her!

I think that by the end of our time, Diego's mom had read to most everyone in the room!  What a great sport she was. :)

I think that by the end of our time, Diego’s mom had read to most everyone in the room! What a great sport she was. 🙂

Love seeing friends sharing books together. :)

Love seeing friends sharing books together. 🙂

Even little Roadrunners can read together--C.J. and Landen are checking out a new book fair book--Bugs in My Hair!

Even little Roadrunners can read together–C.J. and Landen are checking out a new book fair book–Bugs in My Hair!

(Ava, Millie and Charlie were also enjoying this time with their families in other parts of the building, so sorry–no pictures! 😦  )

What a great way to share a love of reading, time with our families and start our Friday off on a good foot!

What was your favorite part of Read With Your Roadrunner?

#IMWAYR….on a Thursday :)

I haven’t done it often, but at least a couple of times, I’ve written about what I read, both during the summer and the school year (and in case I missed anything, check out the reading tag on the right side of the page).   And since it’s summer, and I have TIME to read again, I thought I’d add the titles from by TBR pile that I’ve gotten through so far.  At this point it’s almost a book a day!  (Oh, and the #IMWAYR is a Twitter thing–It’s Monday, What Are You Reading–if you didn’t recognize it. 🙂 )

So…at the beginning of the summer (I think it was probably after our first official library visit of the season), this was my pile:

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Now, it looks like this (and yes, you’ll see that I did cross a lot of those original ones off my list, but then found TONS more that were interesting):

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I’m not kidding, I could read the whole library!!  I make up for all the time I don’t read during the school year by WAY OVER DOING it once I am out for summer.   But hey, when you have time, go for it, right??

Ok…here’s what I’ve read so far.  Not quite sure if this will end up being reviews, summaries or just pictures, but it will be a list for sure:

IMG_2783    Almost Home by Joan Bauer

Remember last summer when I read Close to Famous and Hope was Here by Joan Bauer?  Well, for some reason, I found out that she wrote TONS more books than I had seen, and I had to check them out!  This one I bought at Barnes and Noble, and finished it that same evening!  This one had a similar vibe to the others of hers I had read: the main character was a young girl with family troubles, mainly on her own, and who is forced to learn a life lesson she didn’t really expect.  There was not, however, food involved in Almost Home, as I remember—Close to Famous was all about cupcakes, and Hope was Here was set in a diner.  That must have been a theme for Mark Twain nominees last year, because they were all about the same thing!

Peeled by Joan Bauer           IMG_2780

After I finished Almost Home, I went to the library to find some other Joan Bauer books.  I think I read Peeled first, but honestly I finished the next three titles in about a day and a half so I don’t really remember the order!  The main character of this one was again a strong female, and the setting included a high school newspaper.  I mentioned it to my husband, and he actually mentioned that he’d read it as a read-aloud, but that his class was a little bored by the details related to how to write a paper; maybe I’m biased already to Bauer as a writer, but I didn’t really notice.  Enjoyed the whole thing from beginning to end!

Stand Tall by Joan Bauer

IMG_2774This title was refreshing, as it included a male lead character (aptly named Tree), rather than a female lead, as her others had. There were themes of finding yourself, learning an important life lesson and overcoming adversity–like in the others–but I’m beginning to think that that’s probably what I like about her writing, so it’s ok with me!

                                                                  Squashed by Joan Bauer

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The premise of this book made me laugh out loud at first–it’s a girl who raises a prize pumpkin for the festival and is dealing with some villains who don’t want to see her win!  Sounds a little silly, but in a weird way, the pumpkin becomes as much a character as the girl, and you are quickly rooting them both on to win against the “bad guys.”  As with other Bauer books, I liked the way she develops characters, realistically sharing what they would go through and including believable dialogue.  Liked it even more than I thought I would!

Rules of the Road and Best Foot Forward by Joan Bauer

IMG_2784 IMG_2789Told you I was on a roll with Joan Bauer books, huh?  It’s what I talk to my kids about with “trusting an author.”  I figured (just like with Jerry Spinelli, Sharon Creech, Ralph Fletcher and the like) that if I liked one of her books, I’d like the rest of them.  So far, that rings true!  Rules of the Road and Best Foot Forward are actually related to each other–I found out as I began the second one–and have the same main character.   As with other Bauer books, the main character is a strong, independent female, and similarly there is a theme of a teenaged person trying to find themselves and figure out their place in the world.  In this case it’s Jenna, who is hired as a driver for an older woman for the summer, and who learns alot about herself and others along the journey she takes (literally and figuratively).  The setting of both books is split between Chicago and Texas, and the focus is on a major shoe company that Jenna works for (the lady she’s driving is the owner).  It seems a little silly at first (just like the pumpkin idea in Squashed), but it doesn’t take long to start to care so much for the characters and their plots, that the shoe part just makes sense.

                                                                                                             Backwater by Joan Bauer

IMG_2790I had to get one more Bauer title in, since I had found it in the library, and the timing of it was a little funny–I read it while I was on a cruise (Get it?  BackWATER?  I was on the water?  Ok, I’ll laugh by myself. 🙂 ).   The title seemed a little confusing considering there was a cabin in the woods on the cover, but you quickly find out the connection and it makes sense.  This one had similar traits to others I’ve read, but the main character had a stronger involvement with family than in most of the others; she wasn’t as alone and on her own this time.  Instead, she helped someone else find their place in the world (and in the family) and in turn learned some valuable life lessons along the way.  Another great book!

Recipe for Adventure Series by Giada De Laurentiis 

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I have to admit that I was a wee bit skeptical to see Giada’s name on a book.  I mean, sure, she might be a fine writer, but she’s not known for that.  She’s known as an expert on food, not on words.  I must also add that I’m not entirely sure that she even wrote these (man, sorry, I guess I’m extra cynical today!).  BUT then I read them, and for the audience for which these books are written, I am sure they are lovely.  I did enjoy the melded aspect of food, family and time travel (sorry for that spoiler), and for the most part I was entertained.  I mean, I did read all three, after all.  Were they the best books I’ve ever read? No. But they were quick fun reads, and spoke to my love of food and culture, even including words from other languages as well as recipe cards that you (or your kiddo) could make at home once you’re finished.  For someone, they may be just the thing to get them into books and into reading, and for that I say–go for it!

Marty McGuire Has Too Many Pets by Kate Messner

IMG_2772I read this one pretty soon after school was out, mainly because I have read the other two Marty McGuire books and loved them, but also because I was researching possibilities for read alouds for my littles for next year.  Since I’m moving back to primary, the list of favorites I’ve been sticking to for the last decade will no longer work!  This was as good as I thought it would be–the characters are funny, believable and often surprise me.  I did honestly laugh out loud with this one, too, when I found out what one of the pets were; I had to Tweet @KateMessner and tell her how pleased I was with that part of the story!  I knew it would be one I could read at home, too, to my own kiddos.  Well done, Ms. Messner!  Another great one.  I have Waking Up Missing in my TBR pile, now, which is a Messner book I didn’t discover until just last week.  Excited to read it!

The Lemonade War Series by Jacqueline Davies

IMG_2787IMG_2786I remember reading somewhere on Twitter last year about a whole school that reads The Lemonade War as a read aloud.  Yes, every classroom!  Kinda liked the idea, and so tried that first book in the series last summer.  Haven’t gotten around to suggesting that idea to my boss (but hey, @grrprincipal, if you’re reading this and want to try it, I’m totally game!), but still might read it to my own class.  When I asked my “tweep” about why they read it, they mentioned the family themes in the book, as well as the lessons kids can learn about being an entrepreneur–they have competing lemonade stands, after all.  In these subsequent titles, the main characters are the same, but are solving different problems: in one there are mysterious candies that show up around Valentine’s Day, as well as a missing bell on their grandmother’s property on New Year’s Eve.  I enjoyed these as much as the first, which is nice since sometimes sequels don’t fare as well as the original.

Picture Books

It’s funny that for my summer reading challenge (which is self-imposed really, and is just to read as much as I can), picture books seem like a cop out.  I know, picture books are books as much as 500 page novels, but maybe it’s that they’re so short.  Or maybe I’m just vain.  It’s probably just a personal problem, but I guess when I say, “I’ve read 25 books so far this summer,” it means more if those 25 books are novels, chapter books, rather than picture books.  Phooey.  Who cares.  They’re good, too, and they’re going to become much more important in my life again, now that I’m teaching 1st grade again.  So, that being said, I’ve read these 3 so far, and have some others laying around to try soon:

IMG_2788I have to laugh as I look at this picture again, because of the continued influence that both The Quiet Place and Rapunzel have had on my kiddos.  Allison is 3, and is in a princess phase (I think this may be genetically imprinted in little girls!), so got Rapunzel from the library, but was really disappointed that it was different than the Disney version she knows.  And ironically, my children have built their own Quiet Place just today with the boxes that our two big living chairs came in.  Inspiration is everywhere!  The other one, I Want My Hat Back, is an favorite we had to reread.  I believe it’s nominated for the ShowMe Reader in Missouri this year.  Yay!

Clementine, Friend of the Week by Sara Pennypacker

IMG_2793I have been a fan of Clementine for many years, and even in my 5th grade class, a year didn’t go by without sharing at least one of her books.  Even big kids can appreciate silliness, and laughing together is a great way to connect and also learn to love books!  I have already read Clementine’s Letter and Clementine and the Spring Trip, and was sure I had read all of her adventures.  Somehow I’d missed this one until now!  And just like all the other silly tales, I laughed out loud and enjoyed every minute of Clementine’s antics.  🙂

My Father’s Dragon by Ruth Stiles Gannett

IMG_2791Just when I think I am a knowledgable teacher in terms of good books, I find something I’ve never heard of, in this case My Father’s Dragon (and the series that follows).  As I was polling my friends for suggestions for 1st grade read alouds, more than one person mentioned this one.  Again, I’d never heard of it–and I’ve even taught primary grades before!  Glad that Leah and Christy suggested it, though, because it was great, and I can totally see how a class of younger readers would love it!  My kids at home did. 🙂

Boys Adrift by Dr. Leonard Sax

IMG_2794It was bound to happen.  I had read almost 20 books  that were works of fiction before I got to a professional book.  For me, this was a big deal.  This one is actually a choice from school, and we’re going to have book clubs on it (and some other titles also related to educating boys) this fall.  I was interested in this book both because I have a son, and because of what’s happening lately in regards to gaps between girls and boys, how boys are getting left behind.  I also chose this title from among the choices because of the “why” nature of it; many choices were related to what to do to help boy learners, but I needed to understand the nature of the problem first.  I am so interested to discuss this with the really smart people I work with, as we brainstorm how to address what these needs look like in our school population.  Using what we’ve learned, we will make changes and we will help the boys (and girls, too!) in our school succeed!

One for the Murphys by Lynda Mullaly Hunt

IMG_2819This was the debut novel from Lynda Hunt.  It was also the debut of my reading anything off of the Truman Award nominees list.  I’ve always read Mark Twain nominees, because these were what my 4th-5th graders read, but the Truman ones were for middle school.  Who cares, right?  I know.  Dumb reason.  Well, I found this one at the library and MAN am I glad I picked it up.  At first it reminded me of Almost Home (remember my Joan Bauer binge?), because of the girl with mom problems who has to live in foster care.  This one took a little different turn, which I really loved, and was especially touched at the end.  I cried!!  I am pretty certain this was the first time I’ve had that much emotion in a story that actual tears have come.  Sounds like a great book!  The only thing that is frustrating about it is that she doesn’t have anything else for me to read yet! 😦

Waiter Rant by Steve Dublanica

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This book was totally a case of read-what’s-lying-around.  Grant had checked it out–not sure why or how he found it–but it sounded interesting, so I threw it in the car for our LOOONNNGGG drive to Disney.   Now, while I found it really interesting, I was a little bit bothered by the language and some of the topics discussed (so reader beware: this is not for youngsters!).  I have never worked in the restaurant industry, and while I’m not sure how true-to-life it is, Dublanica makes it sounds CRAZY!  Some of the things that happen in the kitchens are a little surprising.  Anyhow, the book is actually based on a blog that he used to write (of the same name), and that was cool.  Plus he’s a great writer, so it was definitely a page-turner.  Thanks for leaving this lying around, Grant.  Found a good read really easily. 🙂

French Women Don’t Get Fat by Mireille Guiliano

IMG_2821Last year I was given a BIG pile of books (mainly about fashion) from my sweet friend Lisa. One of them was Lessons From Madame Chic: 20 Stylish Secrets I Learned While Living in Paris by Jennifer Scott.  I devoured it in pretty much a day (and this was DURING the school year, which was weird.  Must have been the weekend…).  I have never visited Europe, but I would have to say that France is a place I’d love to go someday.  I don’t know what it was about the book, but it made me so enamored by French culture.   I loved the “secrets” she shared, which really just seemed like sensible ways to live your life and be a lady.  So…when I saw the cookbook version of this book, I was reminded of the original and had to find it to read it.  This one–French Women Don’t Get Fat–was just as great!  This one was written by an actual French woman (Jennifer Scott had just spent time with a French family), and who better to explain how I can be French and fabulous?  LOVED this one.  Again I am inspired to change some things based on the Parisian way.  And to find more books like this to read. 🙂

Knucklehead by Jon Scieszka

IMG_2822If you know me, it’s no secret that Ralph Fletcher is one of my favorite authors (and hey, I even mentioned him somewhere in this post, I think), and I am always on the look out for a good book written by him.  I ordered Guy-Write earlier this year, but hadn’t had a chance to pick it up til the other day (I think I’m about a 1/4 of the way through so far).  I mention it because I actually found this text in that Fletcher book.  I was inspired to read both of them, actually, because of the Boys Adrift book by Dr. Sax.  For years I have been interested in helping boy writers find their voices, but now more than ever I am hoping to sharpen my skills and add to my knowledge.   In Guy-Write, Fletcher does an interview with Jon Scieszka (of The True Story of the Three Little Pigs and The Stinky Cheese Man fame), and it was hilarious!!  This book was there, and it sounded so interesting and it did not disappoint.  So funny and real and written in a way that made it a really quick read.  Grant even said he might try it as a read aloud with his class this year, which I thought was a great idea, too.  Plus, I thought it was doubly cool that Scieszka was named the First National Ambassador for Young People’s Literature, which is an amazing honor (I think I’d kinda want to be one)!  He has a goal to help boy readers and writers, too, and with such a great platform on which to do his work, I know he’ll help make changes for boys everywhere!

So there it is.  My list so far.  I’m pretty proud of it and am reminded of how great it is to get lost in a good book.  The places you go, the people you meet and the things you learn are amazing.  I can’t wait to continue to add to my list!  After all, summer’s only about halfway over, right?   🙂

 

40 Book Challenge Revisited

It’s been a while since the excitement of the 4o Book Challenge began.  And I HATE to say that that excitement may have weaned a little bit.  Remember back when I told my class about it, and everyone was really energized by it?  Ready to do it and not at all worried?  And remember how my friend Brittany asked if I would do it, too, and I begrudgingly gladly accepted?  Yes?  Well let me update you on how it’s going.

First of all, I feel like I should share with you what my kiddos are saying about it.  Of course, as with any important thing in our class, it becomes a topic on our blog.  I’m excited to say that the topic has come up multiple times in the “What I liked…” section of their notes for student-led conferences (yes, that is a topic I’m going to add here soon!), and that many have WAY over half of their challenge done already!

As a reminder, the challenge looked like this:

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Requirements for the 40 Book Challenge, which is inspired by Donalyn Miller’s The Book Whisperer.

Not surprisingly (at least to me), most kiddos started with what they know and what they love: fiction.  Many of them knocked out Realistic Fiction first, then did their chapter book choice, and then tried mystery before they got a little annoyed by my list.  Still, they trudged on, heading towards informational and poetry.  I was noticing, though, that there has been very little traditional literature or biography/autobiography/memoir showing up in the hands of my readers lately (more on that later).

What?  You want to know how I’m doing with the 40 Book Challenge?  Me?  Well….

I’m gonna be really honest with you that I have not been doing my part to keep up with the 40 Book Challenge like I’d hoped and like I’d expected.  I think I am probably at 5 or 6.  I know, right???  YUCK!  I have had very good intentions, and I truly believe in the importance of showing my reading life to my students, but like I mentioned earlier, I’m having a hard time finding  prioritizing time to make it happen.  There always seems to be something else to do, you know?!  But I WANT to make it happen (I really feel like I’m letting my friends down!), and since I don’t make resolutions, I guess it’s time to make a goal and a plan to achieve it.  And I’d love your help!

How do you make time to read inside your busy life?  What do you leave out so that you have that time (there are, after all, only 24 hours in a day!)?  What suggestions do you have for me to achieve my challenge goal by the end of the school year?  Come on, I KNOW a lot of you are readers, and I want to be one, too! 🙂

Let’s Get This Party Started…

I am so enjoying this time off from school–time to relax, to be with my family, to travel a little (we just spent the weekend in Chicago, which is a new favorite place of ours), and to think.  I’ll admit that I think a little too much about school when I’m away from it, but hey–it’s hard not to when that’s where you spend so much of your time!

In this last week I have before I get back into the daily grind again, I hope to spend reading and reflecting, look both back and forward to what is to come in the new year.  And one piece of that “reading” part happens for me on Twitter (and I KNOW I’ve mentioned that here before, so instead of telling you any more about it, I’ll just share a tweet I just found that I loved. 🙂 ).

And so as I get this last week of break underway, let’s get this party started–as I hope that I’ll have many other posts to share with you soon. 🙂

Book by Book…

Yesterday we talked about the journeys that readers take.   Today we talked about how readers can make little goals along the way to help the goals in their journey seem more attainable.

We talked with our elbow-partners about goals that they’ve made, and when we shared out from our conversations, we realized that we had made goals that fit into 3 basic categories: goals for at school during RW (like reading 30 pages before the end), goals for at home at night (like reading 2 hrs before bedtime or “scheduling” it for after dinner or before bed), and goals that span the whole week (like finishing a certain number of books each week).  It was a great conversation that helped us all better envision how to have (and keep) a growth mindset.

Then I was ready to give them a goal of my own.  It is a year-long goal, and is definitely a pretty big one: to read at least 40 books, in a variety of different genres.

Screen Shot 2013-09-06 at 8.47.27 PM(Remember how I read The Book Whisperer this summer?  This challenge and genre requirements came from there. 🙂 )

I put this slide up on the ActivBoard and waited for the reactions.  To my surprise (is it ok to say that?), no one freaked out.  No one cried, and no one seemed discouraged!  I was really expecting at least one person to say that this was an impossible challenge, deciding already that they were doomed to fail.  But beautifully, what happened instead were a variety of responses somewhere along a continuum of “only 40? I thought it would be more like 150!” to “on 40?  I know I’ll read more than that this year!”.   I loved it, too, when one sweet friend looked at me, slowing nodding and smiling, seemingly saying “I can do that, Mrs. Bearden! I don’t know how yet, but I know you’re going to help me.” 🙂  And YES, my friend, I will help you!

But then my favorite part happened.  My friend Brittany (remember her from that big pile of books yesterday?), who had been talking to Grace, looked at me and said, “Mrs. Bearden, you’re going to do this, too, right?  You’re going to read 40 books with us?”  I was a little surprised, because I was surprised that she asked.  But I was SO GLAD that she did.  It would have been one thing for me to say that I was going to join them–which I was planning on doing anyway–but it’s a completely different thing when it’s their idea.  Now it’s OUR challenge instead of just mine.  And we’re going to accomplish it together, book by book. 🙂

Everybody Loves Reading!

Or at least they will when I’m done with ’em! HA!

One of the most important goals of the beginning of 5th grade–or any grade–is to help kids get to the place where they love school.  Really love it.  This is the case with the beginning days of my Reader’s Workshop as well.  Unfortunately, I have students that come to me and can honestly say that they don’t read because they want to.  They read because they have to, or they don’t read at all.  Boo. 😦

So in addition to conversations about how our Reader’s Workshop will function (like we had as we filled in this chart the other day):

Kids worked in pairs first and then we discussed together our thoughts about what Reader's Workshop looks and sound like, and how that helps us as readers.

Kids worked in pairs first and then we discussed together our thoughts about what Reader’s Workshop looks and sound like, and how that helps us as readers.

we also have lessons that give kids chances to see themselves as readers, and to see what is possible for them–no matter where they are starting.

Today we started with a conversation about mindset (growth vs. fixed) and tied it to this quote:

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We talked about how every reader is on a journey, and those journeys look different for every person.  We talked about how having a growth mindset–believing that we are capable of achieving great things if we keep trying, changing and making mistakes–helps us on our journey.    Then I described one reader’s journey from short, picture books with few words to reading Harry Potter using this pile of books:

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While the scenario was hypothetical (I know…sometimes stories I tell at school are made up.  Don’t sue me. 🙂 ), it is very much like what real readers do, and I wanted my readers to see that there are steps that they can plan to help them get from where they are to where they want to be (which in this case was the desire to read a Harry Potter book–a very real goal for many readers!).

After I told the story of how this reader traveled through their journey and after I piled these books high in Brittany’s arms (who so kindly volunteered to play the role of the reader in my story), I had everyone think about whether they saw themselves somewhere in this pile of books.  Maybe they were already on a similar journey to this one.  Or maybe they were starting in a different place.  Regardless of the answer, their next step was to consider their own personal reading journey and write about it.
I want readers in my room to understand and appreciate that we need to think past the book we’re reading and onto the next book and the next book and so on (I’m working through Reading Ladders to help me help them with this right now).  Everywhere has somewhere they can go!  Here’s to a remarkable reading year in Rm. 202!