Saturday, December 6, 2014

Zen and the Art of Shopping for Books at Ollie's

Zen and the Art of Buying Picture Books 
for Older Children and Teens for the School Library:

1. Familiarize yourself with respected authors and artists.

2. Think about all of the classes offered at your school 
and the curriculum needs.

3. Keep an eye out on the web and in trade journals 
for what's new in picture books.

4. Win the lottery.

5. Buy all the books.

Okay...Let's say you didn't do #4. Here's the more realistic version:

4. Sign up to be in Ollie's Army. You have to neither keep nor bear arms.

5. Wait for your coupon in the mail.

6. See which stores are near you.

7. Put on pants.

8. Bring your Smart Phone, if you have one. 
You can use this to access book reviews 
as well as your school's current collection.

9. Make good choices using your school's selection guidelines.

If you are like me, you are too cheap for a Smart Phone. So...

8. Scan the shelves to get a feel for the way Ollie's arranges its picture books.

9. Do a quick pass of all the shelves to pull the books you recognize 
from good reviews you've come across by chance. 
Pull all of the authors that you know as awesome while you are at it.

10. Make a pile in your shopping basket.

11. Make another pass and pull books that look intriguing. 
Examine each book before placing it in your basket.

Check the font for accessibility and the quality of the art as it supports the text.
Is the book one that would support the curriculum?

This is why you are wearing pants. You may need to sit on the floor 
in order to see the bottom shelf of books. Yep. 
You may want to bring a friend, 
if you will need help getting back up.

Sunya Osborn lists these look-fors in her article, 
  • Mature themes
  • More complex illustrations than those that would be easily appreciated or understood by younger readers
  • More text or difficult text than would be appropriate for the short attention spans of younger readers
  • Subtle meanings beyond the understanding of younger readers
  • Two levels of meaning - one for younger readers and one for older readers
  • Fiction or non-fiction
12. Evaluate the quality of the writing.

13. Imagine the readers who may check this book out of the library.

14. Place books in your cart that fit your selection criteria.

15. Look through your first pile of likely "sure bets." 
Return any "lemons" to the shelves.

16. Now, think about your budget, look at the prices and make final cuts 
before getting in the check-out line.

17. Give the cashier the coupon before purchasing. Save your receipt.

18. You may want to set some books aside before processing, 
if you are still uncertain of the content of some titles. 
It's easy to return items to Ollie's.

Why Ollies? Here's the sad truth about picture books. By the time you read a well-researched article about them, sometimes the titles are out of print! Sometimes the price of the picture books will eat away at your budget in big gulps. Are picture books worth every penny? Yes. But we are being realistic here. Shopping at Ollie's requires the same Zen approach as Magnetic Poetry. 
You have to just be open to what is there. 
Also, the Ollie's in my town often plays soul music over the store's sound system. 
This helps when I have to get on up...and get down.

Every now and then you will see a CRAZY deal on a book that you know is amazing. A few years ago, John's Secret Dreams was on Amazon for $3.99. I did what every sane person would do. I bought about 15 copies and hoarded them for a while before sharing them with friends. When I opened my order, three of the copies were signed by the author.

This is more of an exception than a rule.

If there are specific titles that you want to use in class, checking the online catalogs of local public libraries is a good way to try out a title before 
investing in hunting down a copy.

"Selling" the idea of picture books to middle and high school students and teachers may take a little effort, but it's worth it. There is so much to be gained from the richness of story that comes from the visual arts.


Friday, December 5, 2014

"If you are overwhelmed by the size of a problem, break it down into many bite-sized pieces."

Chuck Close said that.

CBS This Morning has a series, Note to Self
that featured the amazing Mr. Close in 2012.

Take note that his "disability" is the lens through which he sees the world. 
And this lens is directly reflected in his art.
And his art is mind-blowing.

If you have the pleasure of seeing his immense portraits in a gallery...
Get as close as you can without setting off an alarm.
Walk backwards (without toppling priceless art).
Walk forwards.
Walk backwards.

Wow.

After watching this segment, I would like to add that trade school
 is a great place to learn, 
and going to college does not somehow make you 
a "superior" human being. 
Both schooling experiences do not have to exclude the other either. 
I think that Mr. Close is trying to communicate his frustration that he was misunderstood and under appreciated as a child. 
And the adults in his life had chosen a path for him.

As for me, I am going to focus on 
breaking problems down into bite-sized pieces this week.

I first typed that as bite-sized "people." 

I think it's time for a break!


Thursday, December 4, 2014

Comfort and Encouragement

I have some good news to go with all the bad news. It's not enough, but it's something.

We talked about Irene Morgan, Rosa Parks and Claudette Colvin this week. Our main focus was on 15 year-old Claudette. Months before Mrs. Parks made headlines, Claudette made a similar decision on a public bus. She was pulled off of the bus, insulted and humiliated before being put in a jail cell.

Phillip Hoose's book, Claudette Colvin: Twice Towards Justice, often uses direct transcripts of his interviews with Ms. Colvin. She's endearing, quick and honest in recalling her teen years. You cannot read this book without admiring her courage and her drive. And when she's frightened and thrown in jail, you just wish you could go back in time to 1955 and tell her that help is on the way.

Students identified cause and effect relationships in the second half of chapter three and all of chapter four. Then they wrote a letter to 15 year-old Claudette to comfort and encourage her. The assignment was to imagine that their letters would be in the jail cell for her to find. This was to practice connecting word choice to tone as well as to show their understanding of what they read.

And...it was to practice empathy.

What a week it has been and continues to be. It's made me reflect on what goes on in my classroom. There are skills that I am required to teach, and there are others that are just a good idea to include. I am at a loss sometimes for understanding the widening divide in the world outside our classroom window. It's easy to feel powerless in today's climate of fear, but I need to be positive about the time I spend with kids and how I can enrich their lives while we are together.

No matter what, developing empathy is always time well spent.

During the summer that separated Claudette's and Mrs. Parks' acts of disobedience a lot transpired, but Emmett Till's murder and the head-spinning speedy trial of the two men who were very likely the ringleaders of his death took place. (I only say "very likely" because they were found innocent, but I'm confident that enough of the truth will out in the future to indicate their guilt.) I have written at length in previous posts about Till's death at 14 years-old. It's unsettling in every way imaginable.

But is it? There are people who still see humankind in a very divided way. There are people who still consider some people as "other." I'm talking about grown people, not the children in my classroom. We expect that children may need time to grow their perceptions of humanity, but we hope that adults are opening their hearts and minds more each day. Right? Some days are downright disheartening. I wonder what the national reaction would be if Till were murdered in 2014. I used to think I knew.

It's been a tonic to read these letters to young Claudette in the midst of all of the ugliness of the week. Today, a student asked if he could write Ms. Colvin...now. I had let the children know that she is still alive. Sure. Sure you can write Ms. Colvin. If you choose to take that option, I said. I am mailing your letters. The first boy wrote something quickly and handed it in.

But I want to talk to you about the second boy.

A second boy thought about this possibility. "Do you have a Bible?" he asked. I didn't, but I said that he could use the computer to pull up what he needed. He was having trouble finding it, and I asked him what he was searching for. "The 23 Psalm," he said. "Claudette said that she was saying that to herself over and over." I pulled it up, printed it out and handed it over.

He cut it out carefully to fit at the bottom of his letter. I wanted to cry at the huge spaces in this child's heart that he keeps open for people. This kid, I know, has a heart with an expanse to stretch between two goalposts. I guarantee that's exactly what it looks like in there....never-ending game time and yards of vibrant green grass.

Teen boys often frighten people for the simple fact that they are teen boys. I wish those people could see all of these glimmers of love and goodness that flicker inside. And teen boys grow into men who still have that capacity for tenderness.

When I see these boys later in the halls of the high school, I wonder if strangers will recognize these same vulnerabilities their teachers and families see in them when they are out in the world.

Will the world welcome them as we have?

I don't think I'm the only person with that question on my mind tonight.

And I don't think I'm the only person drawing lines between causes and effects.

Teachers can model empathy as well as all of the other qualities that make a successful reader, writer, mathematician, scientist, historian, athlete, musician...the list goes on and on.

Developing empathy means that we are always a work in progress, and it's okay to share that truth with children too. Learning and growing should only stop with our last breath.

And let's hope there are many more days until that day arrives.

Let's hope that for everyone.






Sunday, September 14, 2014

"...I contain multitudes."

On the best days, teaching is all about hearing children sing their own songs. Some may need a little tune up, but all of the songs are reflections of who they are. I'm not talking about those kids who cling to the five-paragraph essays until they sweat the structure to the point of echoing an educator or text, stifling their voices in the details.

But maybe I am talking about those kids. Maybe on the field, in first chair, with a brush, writing code, tending gardens, pulling crab pots. Maybe at some point in the day their authentic selves shine through with confidence. Maybe.

How do we bring that same confidence to sharpening their literacy skills when they are so, so far behind? We don't play the blame game. Who knows where those children were functioning when last year's teacher met them? They may have already fought hard to gain the ground that we are see as shaky at best. Let's assume that their parents may be doing the best they can. Blame wastes your mental energy and precious time. Teachers know those are resources we must protect.

Meet kids where they are. There will be times in class when they just have to tackle a text that is out of their ZPDs, or reading comfort zone. As teachers, it's important that we know when that happens, so we can offer support. Read-alouds, modeling, think-alouds, active reading strategies, fix-up strategies...the list is long. Get comfortable with techniques that work for you as you help your students engage with the text. Engagement is key, and engaged students are far more fun to teach. Right?

Sometimes a story may be so far out of their independent reading ability that all of the strategies in the world won't build that scaffold strong and high enough. So is it important that they read that selection, or is it important that they get the story? 

If it's about story, is there another way to get it? Would clips of a film with subtitles turned on make the story more accessible? If the story is a classic, chances are that it has been illustrated by now. I'm not talking about the random art that can show up in the literature book. I'm talking about an illustrator who has read the text. Has it been turned into a graphic novel? Would reading this be a springboard for attacking the original story? Is there a Reader's Theater version of the tale? Scope magazine publishes a script in each edition of their magazine. (I have "The Tell-Tale Heart" ready to go for my collaborative class tomorrow.) And after you have given them this story, can you find a comparable tale that they can read with confidence that allows them to sharpen their independent reading skills?

Is there time set aside for kids to have some choice over their reading within their ZPD? If we were struggling readers, what would it feel like to sit through a double block class with materials that were three or more reading levels beyond our comfort zone? How will they be able to use literature to gain skills that rest on understanding the subtleties of authors' craft when all of the material is out of their mental grasp? And what if their reading class is at the end of the day? For a "third grade reader" in eighth grade, I'm just thankful that they didn't run home screaming before they got to me. (Luckily, I work with great people who do their best to make their curriculum accessible to all learners; I hope you do too.)

No matter how low children are, they can grow. It's never okay for us to tell ourselves that a child cannot. It's also not okay for us to be thankful the troublemakers have their heads down today. And we cannot say to ourselves that a child just is not a reader and take comfort in the fact that they excel in another field in order to quiet our conscience.

Reading is a pathway to community. It's not the only way, but it's a way marked with richness and diversity. 

Libraries are for everyone. Tell a friend. Tell your students. Some will not believe you. You will have to show them the truth.

Some books in the library aren't for everyone, but faced with seemingly infinite possibilities-- there just has to be something in there that fits. We have to help struggling readers use the library. We can still provide choices, but libraries are overwhelming to fledgling readers of all ages. What if we decoded language at such a painful pace, just browsing the shelves caused us to break into a sweat? Teachers and librarians who know the collection can guide the student and provide a few options based on student interest and independent reading level. So many books are out there these days designed to look "on level" while containing vocabulary and style for a "below level" reader. 

And thank goodness for the boom in graphic literature. Bless those writers and artists with swift fingers and fluid lines. Keep at it. One characteristic of some struggling readers is that they do not picture what they read, which is what good readers do. Graphic literature can bridge that gap. If you know an educator who still turns his/her nose up to this style, there is lots of research out there to support your love of these illustrated texts.

So back to Uncle Walt, Mr. Humanity, who contains multitudes. So do we. So do our kids. Walt was talking about all of us. Children aren't one-dimensional beings, although sometimes they like to think they are. 

"I don't need to read. I'm going to work on my dad's boat."

"I don't need to read. I'm an athlete."

"I don't need to read. I'm a musician."

"I don't need to read. I'm going to work on cars."

Students may actually say these words to us. I know. It hurts. We are the adults. Do not expect a child to have the foresight and understanding of the ways that literacy opens and closes doors in the blink of an eye. We can try to explain that, but only some of our message will not land. 

Often in education we have to carry the dreams we have for our students when they can't dream for themselves. That's okay. 

We can flash forward to the miles of forms that it takes to be an adult, the speed that it takes to find the answer to a question on the internet and choose the most accurate response, the times they may have to shuttle children and grandchildren to the library and read to them at night, the dinner table studying sessions when their children may need help, the employment they may seek that requires the ability to communicate through e-mail in a timely manner, the scanning of the newspaper for coupons in order to stretch their family's budget. 

We see all of this. We live it. No one has to remind us.

Every child is a reader. If we can help them believe this between September and June, we have given them a gift that they will not even begin to understand until they are adults. (So don't hold your breath for a thank you!)

This post sounds a little like a Sunday sermon, and maybe it is. This week there were two specific moments that fired me up all over again. 


First, the talented artist and teacher, Clayton Singleton, spoke at Norfolk Public Schools' convocation. Mr. Singleton made a lot of salient points, but something he said at 28:34 spoke to me. Watch the entire presentation, if you want to get lifted. Just perk up at 28:34 and pay close attention when he talks about "the black dude." I want you to hear it for yourself. Again, that child also contains multitudes. Let's not forget it!



Second, CBS Sunday Morning made me cry. They let me see that struggling reader take control of his reading life and find joy, community, pride and self-respect through literacy



Teachers, keep on teaching! 
We'll never get to see the true impact of the time we spend with children, but keep moving forward anyway. 

Here's to your best year yet!




Thursday, June 12, 2014

Ain't No Thang Like a Chicken Wing

In today's episode of The Diet Starts Tomorrow, I attended a funeral that featured the recurring themes of family, music, compassion and fried chicken. KFC chicken wings, to be exact.

I could go on and on about the amazing life of Rev. Don Ambrose, but perhaps you did not have the pleasure of knowing him.  If so, it would only make you feel like you missed out on a singular sensation. What I want to share with you is simple. It's something we need to hear at the end of a school year, the start of a school year and all the days in between.

One person can make a difference.

Rev. Ambrose was the church's minister of music during my childhood. And he was pure joy. Mr. Ambrose could tickle those ivories like we were shaking our tail feathers at a juke joint. And the ridiculous songs we'd sing! We'd sing about Jesus as well, but I think the missing Beatitude may have something to do with joyful noisemakers being blessed too. It was likely inconvenient considering both time and space to shoulder even a wheeled upright pianny to the tip top of the Mount.

His joy and approachability marked a lifetime of drawing people together. In spite of every pew being filled today for his homegoing service, it was only a teensy tiny fraction of those people Mr. Ambrose has touched with his kindness.

Whatever your spiritual beliefs, many of us feel that we have been called to teach. And that we have been called to teach compassion along with delivering academic instruction. That's what I want to take away from being present for the celebration of Mr. Ambrose's life.

And about that chicken. Mr. Ambrose had a favorite treat that remained unaltered over time. There was a reception following the graveside gathering. Inside the fellowship hall were buckets of KFC chicken! I had every intention of chowing down on a wing, but I needed to hop in my dad's truck and get back to work. (Insert a side-eye to my father here.)

All of the sudden I had x-ray vision. As I was increasing the distance between me and the buckets, I could just picture them standing at attention on the long tables covered with food so common to the Southern Baptist culinary experience. I know it's just a missed wing, but I love ceremony and remembering people through food; I was all aboard that train.

After work, I picked up some FC of my own. (The KFC left my neighborhood.)

The bill totaled $6.66, but the cashier was with me when I got to the window of the drive-thru and asked if we could throw some apple pies on the order to make it better. Done and done.

Blessed are the extra adults I remember from childhood 
who helped grow my heart by sharing theirs with me. 

I am no Rev. Ambrose, but I hope that I can pay forward some of that compassion that he had for the world.

If you were unable to make the service and want to know today's closing hymn, here it is. The page number in your hymnal may differ.




Tuesday, April 1, 2014

Gotta Go Back in Time

Poetry Month has arrived again. 
My poster came in the mail today. Thanks, Penguin.

This year I asked my friends and colleagues 
to consider this question:




I know what Ponyboy Curtis would choose. 

So far, I have posted the following answers in our hallway:


"The Bagel" from Grace

"And Your Soul Shall Dance" from Susan

"The Girl Who Loved the Sky" from Susan


"The Swing" from Julie & "No Man is an Island" from Michele

Beth and I both like "Forever Young." It was on the first final exam I ever gave.




"You've Got A Friend" from Trish; "I Can See Clearly Now" from Jeff.
"Child of the Wild Blue Yonder" from Jennifer' "You Can Do Magic" from Heather.
"Phenomenal Woman" from Kate; "Alone" from Anne.

Everyone wants to to enjoy 24 hours of "Happy."
"Daffodils" from Susan; "To Live is to Fly" from Rob.







"It Don't Come Easy" from Donna; "Just A Girl" from Lori.

"One of These Things First" from Chris; "Eyes of the World" from Beth.

"The Road Not Taken" from Ruth, Alice & Laura.

"You Can't Hurry Love" from Joyce.



"Wasted on the Way" from Nat


We still have room for you!
If you would like to replicate this display, all you need are manilla folders, a glue stick, a stapler, scrapbook paper, multicolor printer paper, scissors, a photocopier, a printer and a few pals.
You can make QR codes here.
The ones I used here connect to performances of the songs on YouTube.
We have compiled a Spotify playlist for you to listen to here.


Wednesday, March 26, 2014

Namaste, Y'all. For Real!

I just twisted the head off of a bunny, a hollow Godiva chocolate bunny. Last week our school, which contains all 8th graders for the county and no other children, took our state writing tests. I don't know about the kids, but I'm still recovering. Mercy. That was something else.

While I just read that tequila helps with weight loss, it's Miette's Bedtime Stories that I want to share with you here. Priorities, people!

Who is this Miette? Who can say? All that you need to know right now is that she has spent hours speaking into a microphone for the good of humankind. And her voice. Her voice is as gentle as that well-worn favorite blanket of your childhood, the one that casts its calming spell and lulls you to sleep with all of its softness.

You can listen to her stories right now from your computer. Visit the iTunes store and download them there. Do you have Apple TV? Yep. Miette's podcasts are waiting for you and your remote. (Can someone please invent a television that allows us to darken our screens with the flip of a switch, so we can listen in peace?)

There are so many wee stories to choose from. Where does one start? You can peruse the recordings by author's name. If you are one of those English major types, you will recognize some of those lovely classics that often nestle themselves in anthology after anthology. There are many surprises as well, the B sides of short story masters.

My own go-to tale for dozing off is William Faulkner's gem, "A Rose for Emily." I know, but it is so familiar that the nightmares must be too distant in my brain to register now. Faulkner's writing style coupled with Miette's voice swirl  smooth placid circles within my brain until the night is no longer and the alarm announces the new day. There are no sheep needed, just Count No-Count.

The only time I would recommend driving to her podcasts is when she features a guest reader. One of my favorites is a massive collaboration of folks performing Cornell Woolrich's classic, "Murder Was the Case." Some of you may be wondering why you haven't heard of this story. It's the basis for the Alfred Hitchcock film, Rear Window. 


Over the years, Miette's recording equipment has improved, so you may want to browse available stories starting with her most recent offering.

I could go on, but I'm just getting in between you and your new tasting menu. 

If you ever see this dear Miette, please give her our thanks and a word of encouragement. It's nice to know that kind folks are laboring without fanfare to do what they love and share it with others. Doesn't it make you wonder what other treasures are out there hidden amongst the ephemera of the web just waiting to be discovered?

And if you came here to look for my cat's Pick 4 numbers, 
Gracie just walked across the keyboard to the tune of...


2398.