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  • The Children's Literature and Reading SIG shares great read alouds for Pre-K-12, some with connections to science and history.
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    Reviews of Great Read Alouds

     | Mar 13, 2013

    March 6 celebrated World Read Aloud Day but every day is a good day to read aloud to children…or middle schoolers…or a high school class. From beautifully illustrated picture books that can introduce a Shakespearean tragedy to a book of poetry that makes kids laugh or ponder, reading aloud should be a part of today’s reading programs. Reading aloud a chapter book that engages every listener with playful language, or hearing descriptive words that build suspense and create mental images making reading come alive or reading a companion piece of nonfiction that adds real-life drama or historical significance for today, reading aloud builds a reading community. This week’s column from the IRA Children’s Literature and Reading SIG encourages teachers who make reading aloud one of their best practices and offer students in their classrooms examples of fluency, vocabulary in context, discussion and response opportunities, listening skills, sheer enjoyment and so much more by the shared experience of hearing a book read aloud.

    Also see ReadWriteThink's Make the Most of Read Alouds tips and Anita Silvey on World Read Aloud Day on the Engage blog.

    The ABA (American Book Sellers) created the E.B. White Read Aloud Award in 2004 and expanded in 2006 to create two categories. The winners this past year were:
    • Picture Book - I Want My Hat Back by Jon Klassen   (Candlewick)
    • Middle Grade Readers (a tie) - The Apothecary by Maile Meloy  (Putnam) and Wildwood by Colin Meloy  (Balzer + Bray)

     

    PRE-SCHOOL (and Easter baskets!)


    Boyd, Michele. (2013). Counting bunnies; a creative way to learn numbers, and Mama’s little ducklings. San Diego: Silver Dolphin Books.

    counting bunnies

    mama's little ducklings

    Preschool teachers and parents looking for an Easter basket treat will enjoy these two little board books from Michele Boyd. Counting bunnies goes beyond showing pictures of bunnies with the appropriate number but each page prompts with a question to the reader to look for another group of five. This creates a good read aloud for teachers but a great interactive lap book for parents and grandparents. In Mama’s Little Ducklings it turns out one egg is missing. Through lift-the-flap answers, again the interaction between adult and young reader makes this an anticipatory story with very fun illustrations.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    McPhail, David. (2013). Bella loves Bunny. New York: Abrams Appleseed.

    bella loves bunnyFans of Ben Loves Bear (Abrams, 2013) will also adore this sweetly told story in board book form about the bond between a girl named Bella and her stuffed bunny. Best friends, they spend each day together, eating, dressing, playing, and getting ready for bed. From the moment they awaken to the moment they fall asleep, the two of them are inseparable. The first thing Bella does upon awakening is to reach out to Bunny, and they fall asleep holding hands. With its softly-hued illustrations and simple story that will remind older readers of the simple joys of childhood, this one has high appeal for little ones who enjoy the special stuffed animal toys with whom they spend their days. 

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES K-3

     

    Black, Michael Ian. (2012). I’m bored. Illus. by Debbie Ridpath Ohi. New York: Simon & Schuster Books for Young Readers.

    i'm boredSometimes children find themselves at loose ends with nothing to do except complain about how bored they are since they simply cannot find anything with which to occupy themselves. In this picture book a young girl is bored beyond words until she happens upon a potato. Although at first she can't think of anything to do with the spud, she tries desperately to entertain the lackadaisical vegetable.  She hauls out all her favorite tricks in an attempt to show him all the neat things the two of them can do with their time, but he remains unimpressed. At first her efforts are simple, for instance, she turns cartwheels, but they gradually escalate into elaborate fantasies in which she fights a dragon. Despite all her efforts, the potato remains unmoved until, to the potato’s great delight, a flamingo arrives on the scene. Turnabout is fair play, though, since the flamingo, too, is bored. The digital illustrations contain just the right colors and images to depict the potato’s blasé personality while also showing the once-bored child working hard to impress him. Young readers and their parents will surely recognize all three of these characters that need merely to find something interesting to do. Reading this title aloud offers readers a chance to turn the pages slowly, savoring their content.

    - Barbara A. Ward, Washington State University Pullman

     

    Boudreau, Helene. (2013). I dare you not to yawn. Somerville, MA: Candlewick.

    i dare you not to yawnHave you ever tried to stifle a yawn? Author Helene Boudreau has presented a comical look at how to avoid yawning and thus, bedtime. Written almost as a how-to guide NOT to yawn is demonstrated by the main character, a young boy trying to avoid going to bed when he is in the middle of building a great block tower and other fun things. “There you are, minding your own business …” (p.3) “… your arms stretch up, your eyes squish tight, your mouth opens wide, your tongue curls back, and  - mmm …rrr…yawrrr – a yawn pops out” (p.4) and the next thing you know your mother has you off to bed! The sounds one makes when yawning or trying to avoid a yawn will make this book a great story time read aloud, especially prior to nap time or for parents at bedtime. Enjoy more background at the author’s website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Donaldson, Julia. (2013). The highway rat. Illus. by Axel Scheffler. New York: Scholastic.

    the highway ratIn this rhyming take-off on Alfred Noyes’s classic poem "The Highwayman," a greedy rat masks himself and wreaks havoc on the road, intent on taking everyone's food as he gallops his way through life. His innocent victims can do nothing but give him what he wants, and he collects quite a haul of edibles. But a clever duck finally outsmarts him and lures him to a cave with promises of even more yummy treats from the duck’s sister who lives within the cave. The rat gets his just desserts and ends up wandering through the cave until he takes the perfect job in a cake shop. Meanwhile his victims divide all the food he has secreted in his saddlebags and throw a picnic. The artwork’s bright hues and the text’s rollicking lines allow the animals' personalities to be shine through. This one makes a great choice for reading aloud to others.

    - Barbara A. Ward, Washington State University Pullman

     

    Falconer, Ian. (2012). Olivia and the fairy princesses. New York: Simon & Schuster/Atheneum.

    olivia and the fairy princessesThat loveable pig Olivia decides that she has had enough with following the trends of others. Fed up with all the pink-tutu-wearing wannabe ballerinas and princesses that surround her, Olivia is determined to remain true to herself. But first, she needs to figure out exactly who she is. Her search for identity leads her down several different paths as she refuses to dress, act or be like the others. Eventually, she does find the proper role for herself, and readers will smile at just how right that choice is. Adults and older readers will hoot at this beloved character’s angst and the two pages that emulate Martha Graham's inimitable dance style while applauding her desire to be true to herself among an increasingly imitative world. The charcoal and gouache illustrations are simply delightful and add to the pleasures of sharing this title aloud with others.                

    - Barbara A. Ward, Washington State University Pullman

     

    Helquist, Brett. (2013). Grumpy goat. New York: HarperCollins.

    grumpy goatGoat has come to live at Sunny Acres farm and he is one grumpy farm animal! As the other barnyard animals try to befriend Goat, he kicks them away and continues his grumpy solitude. One day as he is munching his way through the garden and then on up the hill, he discovers a lone yellow dandelion shining in the sun. It reminds him of something and so he begins to care for the small flower. As is the way of dandelions, the day comes when it turns to seed and blows away and Goat is once again despondent. However, the farm animals surround him with their concern and friendship. When the dandelions come back into bloom (as dandelions will always do), Goat is ecstatic and in the meantime has learned the power of friendship. Helquist’s illustrations of the barnyard friends depict powerful emotions throughout the story through a variety of facial expressions. Colorful and downloadable activities are available at the publisher’s website. Visit this author/illustrator’s website for background information about his work.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Kraegel, Kenneth. (2012). King Arthur’s very great grandson.  Somerville, MA: Candlewick.

    king arthur's very great grandsonHenry, one of the descendants of the mighty King Arthur, sallies forth in search of adventure on his sixth birthday. Determined to prove himself worthy of his namesake, he travels far to challenge a dragon, a cyclops, a griffin, and a leviathan. While all four are monstrous in appearance, each one is mild-mannered in response to his desire to do battle. In fact, the challenges they offer him aren't what Henry expects. For instance, the griffin hunkers over a chessboard, and the cyclops begins a staring contest. Although Henry's quest ends differently than he expected, he finds some unlikely new friends instead of someone to battle and defeat, which is probably the best end to a quest, after all. The watercolor and ink illustrations give depth to the monsters' personalities and Henry’s determined journey. Young readers will enjoy the nifty twist on what they expect to happen in the story.

    - Barbara A. Ward, Washington State University Pullman

     

    Long, Loren. (2013). Otis and the puppy. New York: Penguin/Philomel.

    otis and the puppyEveryone’s favorite personable tractor, Otis, continues his farm adventures in this sweetly told and vibrantly illustrated tale, perfect for sharing with young readers. With all its many hiding places, the farm is the perfect place to play Hide-and-Seek, and Otis loves playing the game. So does a new addition to the farm, a friendly puppy that seems to love everyone and everything it encounters. But the puppy becomes distracted by whatever it sees while trying to hide, and ends up lost in the woods. Readers will become deeply involved in the story as they wait to see if Otis can overcome his own fear of the dark to help his new friend. The contrasting light and dark illustrations heighten anticipation for what will happen to that puppy and to Otis.

    - Barbara A. Ward, Washington State University Pullman

     

    Sayre, April Pulley. (2013). Here come the humpbacks! Illus. by Jamie Hogan. Charlesbridge Publishers.

    here come the humpbacksScience is for reading aloud, too! Listen to the migrational journey of the humpback whales from their winter home in the Caribbean where a mother whale gives birth to a male humpback calf and then on to the summer feeding ground off the coast of New England. The charcoal and pastel sanded paper illustrations add to the beauty of this story. Readers will learn much about the daily lives and environment of these ocean animals including whale songs and communication, food sources, the birth of a baby whale and also the dangers they face during their migration north from nature and from humans. Visit the author’s website for more background information including her article “Raising a Young Scientist.”

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Stein, David Ezra. (2013). Ol’ Mama Squirrel. New York: Nancy Paulsen Books.

    ol' mama squirrelUsing the same type of humor and active fun from Interrupting Chicken, author/illustrator David Ezra Stein has produced a laugh out loud read aloud about mother squirrel protecting her nest. Whenever intruders come around including dogs, cats, kites, repairmen and more, mother squirrel lets loose with her barrage of chattering and acorn throwing accompanied by her verbal rebukes, “chook, chook, chook.” One day, however, the intruder proves to be a pretty formidable confrontation in the form of a grizzly bear that invades the squirrels’ tree. Undaunted, mother squirrel not only hops all over the tree with her castigation of the bear’s intrusion, she calls on other neighboring squirrels to help her get rid of this unwanted tree guest. Enjoy videos, interviews and other resources at the author/illustrator’s website. Also enjoy "Putting Books to Work: Interrupting Chicken by David Ezra Stein" on the Engage blog.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Sutton, Sally. (2013). Farmer John’s Tractor. Illus. by Robyn Belton. Somerville, MA: Candlewick Press.

    farmer john's tractorRhyming text and the urgency of impending disaster make a perfect read aloud for young listeners. When the rains start and the river is swelling, it looks like a flood is in the making. With a slight air of anticipation and a question, the repeated phrase, “Farmer John's tractor lies locked in the shed, rusty yet trusty and orangey red seems to lie in wait for something to happen. Sure enough, a family gets stranded in their little yellow Volkswagen while trying to cross the river and have to climb onto the roof of the car to yell for help. Several vehicles come along to give assistance like a jeep, a tow truck and even a fire engine…but to no avail. When Farmer John sees that nothing is working he jumps into action and hopes that his rusty old tractor will come to life and help these stranded folks out of the river. With a spit and sputter the tractor sparks to life and Farmer John is able to save the family and become the hero of the hour. Grab your students’ interest with this almost wordless book trailer before you start reading aloud. Visit this author from New Zealand at her website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Ward, Jennifer. (2013). What will hatch? Illus. by Susie Gharremani. New York: Walker Books for Young Readers/Bloomsbury.

    what will hatch?Teachers looking for in introduction to oviparous animals (animals that hatch from eggs) will enjoy reading aloud this science book for young readers. First a little hint: “Sandy ball.” (p.1) Then the recurring questions: “What will hatch?” (p.2) Then the answer: “Paddle and crawl. Sea turtle.” (p.3-4) Using die-cut holes for a little peek into the answers, this pattern continues through the book as readers learn about penguins, tadpoles, crocodiles, robins, caterpillars, and a platypus. The final pages of the book provide factual information about oviparous animals including the gestation period, behavior of the mother, where nests are built, and sibling information. Chicken egg development over a 3-week period is illustrated at the end. A teacher’s guide is available from the publisher.Visit the author’s website and learn how to schedule a Skype visit.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 4-6

     

    Erdrich, Louise. (2012). Chickadee. New York: HarperCollins/Harper.

    chickadeeThe language is in this book, the fourth title in the Birchbark House series, is mesmerizing, and the author’s ability to tell a simple but memorable tale is surpassed by few. Choosing her words carefully, she slowly reveals her characters, building them and the book's plot deftly and sensitively, gently drawing readers into the family's inner circle, and prompting laughter, weeping, and the breath holding of anticipation to see what happens next. As is the case for all of the author’s books, the story centers around Chickadee and Makoons, the beloved twin sons of Omakayas, a central character in the other books in this series. When two thuggish, slow-witted brothers kidnap Chickadee, he endures several hardships and even a brief, unpleasant encounter with missionaries before finally returning home with his uncle Quill. While Chickadee experiences several trials, including cooking and eating meals from the most repulsive ingredients imaginable for his captors and himself, his Ojibwe family never stops trying to find him, even while his brother Makoons becomes desperately ill. The author never lets readers forget the family ties that bind, and the joy with which each family member is celebrated. Readers are sure to enjoy the complicated ferocity and fierce familial love of Two Strike and the bumbling nature of Chickadee’s captors as well as the strong bond between Chickadee and the natural world.

    - Barbara A. Ward, Washington State University Pullman

     

    Little, Kimberly Griffiths. (2013). When the butterflies came. New York: Scholastic Press.

    when the butterflies cameWhen her beloved scientist grandmother dies, Tara Doucet is left to deal with her extremely depressed mother who hides away in the family’s crumbling Louisiana mansion, a rebellious older sister, Riley, and a mystery left behind by her grandmother. Tara uses each of the ten keys she finds to follow her grandmother’s clues to the island of Chuuk to solve the mystery and somehow save the butterflies her grandmother has been studying. The book has a long list of suspects, a red herring or two, and unexpected twists and turns that force Tara to rely on her own wits. Although Grammy Claire puts her grandchildren's lives at risk, something that few grandparents would do, in the end her reliance on Tara is not misplaced. The beautiful passages describing the butterflies, Grammy’s tree house research lab, and the island will prompt readers to gasp in awe, possibly justifying the risks Grammy takes. Reading this title aloud over several days or nights will allow readers to savor the butterflies’ magic and wonder about the secrets to youthfulness they just may possess. It’s also fun to watch Tara evolve into a much better person.

    - Barbara A. Ward, Washington State University Pullman

     

    Messner, Kate. (2013). Hide and seek. New York: Scholastic Press.

    hide and seekFans of Messner’s Capture the Flag (2012) where readers were introduced to the Silver Jaguar Society will welcome this next story about the society’s mysterious activities. José, Anna, and Henry are back as junior members of the Silver Jaguar Society and sworn to protect historical artifacts treasured around the world. Their adventure this time leads them to Costa Rica when they discover the Jaguar Cup, the society’s most valuable artifact, is missing and has been switched with a counterfeit. As the three Americans kids and their families team up with a local Costa Rican boy the trail leads them to an ecolodge in the rain forest. Messner has created an environmental setting where readers will gather not only clues to solve the missing artifact, but learn about the wonders as well as the dangers of the rain forest. This fast-paced historical environmental mystery promises to be an enjoyable addition to the Silver Jaguars fans. Readers who enjoyed the 39 Clues series will find this a suitable next read. Visit Kate’s website for more background, including how to Skype with Kate.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Pennypacker, Sara. (2013). Clementine and the spring trip. Illus. by Marla Frazee. New York: Disney/Hyperion.

    clementine and the spring tripClass field trips are always a challenge so teachers who are preparing their classes for a spring field trip will enjoy reading Clementine and the spring trip aloud to their classes. Though Clementine normally looks forward to spring especially watching her apple tree begin to bloom, she is getting a little worried about the upcoming school trip to Plimoth Plantation. Clementine’s teacher has announced they would be traveling on Bus Seven, the “cloud.” Bus Seven smells awful “like a stink bomb waiting to explode.” (p.99) Then she learns there are strict rules about making no sounds while you are eating. A classmate named Olive then informs her about speaking Olive Language. When Clementine arrives at Plimoth, better named Plimoth Pebble, she thinks (p.107) they tour the grounds and farm and meet the people in costume acting the part of pilgrims. The scenarios among Clementine and her friends, her principal Mrs. Rice, and her teachers provide a humorous but thoughtful look at life in intermediate school and following all those rules. Read about this author and all the other Clementine books at the author’s website, and check out the activity guide.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 5-8

     

    Daughtery, James. (2013). Lincoln’s Gettysburg Address; a pictorial interpretation. New York: Albert Whitman & Company.

    lincoln's gettysburg addressThe Common Core State Standards call for looking at primary documents and examining speeches given in the context of the era in which the speaker lived. In the recent award-winning film, Steven Spielberg’s “Lincoln” (DreamWorks, 2012), the opening scene is an emotionally moving scene of The Gettysburg Address delivered by a group of African American Union soldiers. Using this piece as a film clip to introduce the power of this speech might be an interesting way to introduce this book before looking at it page by page. Caldecott Honoree and Newbery Medal winner, James Daugherty, originally published this 2013 edition in 1947. This year marks the 150th anniversary of the famous American speech and has been given a new afterword written by Gabor S. Boritt, a Civil War authority. As teachers and students read through the 15 sentences that comprise this noted speech, Daugherty’s colorful, mural-like illustrations portray an image of life in America at that time. Teachers might like to juxtapose the Michael McCurdy edition of The Gettysburg Address (Houghton Mifflin, 1995) and note the dramatic difference in the style of illustrations. As students observe the pictures and the words and reflect upon the historical era, significant classroom discussions will ensue. The publisher’s website offers a detailed CCSS lesson guide to the use with this beautifully illustrated speech.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 8-12

     

    Meyer, L. A. (2012). Viva Jacquelina! Being an account of the further adventures of Jackie Faber, over the hills and far away. New York: Harcourt Children’s Books.

    viva jacquelinaWhether readers are familiar with this book’s heroine from the previous nine books in this series, they will have few problems getting up to speed while falling a little bit in love with Jacky Faber as she goes from adventure to adventure with a dash or two of romance on the side. As she moves from place to place and one set of loving arms after another, she collects many admirers and stories to share. Ah, the stories she will have to tell when things settle down—if they ever do! In this installment of her continuing adventures, the sometime spy travels through Portugal and Spain and ends up preparing paint pigment for the renowned artist Goya who refines her painting techniques and asks that she pose in the nude. She also climbs aboard a bull and races through the city streets during the annual running of the bulls, is hauled in by the Spanish Inquisition, and is befriended by a band of gypsies. Although the author's facility in describing the exotic locales to which Jacky travels is unquestionable, he is also particularly adept at character development. An intriguing woman for the times in which she lives, Jackie is passionate, independent, flirtatious (but only to a certain extent), cocky, determined, and brave. And yet, she remains a virgin and inspires fierce loyalty from those around her. Her zest for life and gently self-deprecating comments in private only serve to endear her to readers. As she comes dangerously close to death time after time, it's difficult to see how she could ever be satisfied with a quiet life at home after all these madcap adventures. Who knows what lies ahead as she sails for America? This is a delightful tale perfect for sharing aloud with others. Just be ready with plenty of tissues, useful to wipe away tears of relief and those from too much laughter.

    - Barbara A. Ward, Washington State University Pullman


    These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.


     

     

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  • Spring is just around the corner, and not a minute too soon for those of you still wearing your snow boots. But that doesn’t mean your classroom needs to stay buried in a snowdrift of doldrums. Creating a classroom township—complete with neighborhoods, businesses, and budgets—will help you welcome springtime with renewed energy.
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    Building Classroom Community, One Township at a Time

    by Kathleen A. Hunter, MS
     | Mar 12, 2013
    Spring is just around the corner, and not a minute too soon for those of you still wearing your snow boots. But that doesn’t mean your classroom needs to stay buried in a snowdrift of doldrums.

    Creating a classroom township—complete with neighborhoods, businesses, and budgets—will help you welcome springtime with renewed energy. Your students will come away with a true sense of what is required of them to cohabitate and function emotionally, financially, and socially in the real world. Along the way your students will use everyday skills in reading, writing, math, art, and social studies, which for you, the teacher, makes meeting academic needs across the curriculum almost—dare I say—easy?

    The snow is melting, so without further a-dew, let’s get started!

    FOUNDERS DAY

    After introducing the concept of a classroom township to your students, the first item of business is to name your new municipality. My class made many suggestions, and after a vote Hunterville was the winning name.

    p: Images_of_Money via photopin cc
    The next order of business is to have a form of currency. My classroom was organized in groups which were identified as neighborhoods. I then gave each neighborhood a template of blank currency (rectangles drawn on white paper). The neighborhoods each designed ones, fives, tens, and twenties. Once again, we took a vote for the most popular of each and then I made photocopies.

    To get Hunterville up and running, I provided each student with $200. With that money they were required to pay taxes, rent, and any fines they might incur. Anything left over was theirs to do with as they pleased. I explained that the only way to acquire more money was to earn it by either starting a business or working for someone else.

    WAYS TO EARN A LIVING

    The highly motivated students were the entrepreneurs. They were required to write a business proposal and submit to me for approval. Once approved, they applied for a business license, for which there was a fee. Each day they were open for business, they were required to have their license properly on display.

    There were a variety of new businesses in Hunterville. One in particular was a bookmark making business where the girls designed bookmarks and then sold them to their classmates. The owner of the business had such a high demand that she hired two employees. Of course, she then needed to pay their wages, too.

    Business owners who hired employees quickly learned about the relationship of general contractor/subcontractor and the can of worms that opens up. For example, if a job was not done correctly—or not at all, which did happen—the consequences first fell on the general contractor who then needed to take care of the subcontractors. Often that meant they fired their employees and needed to hire new ones in order to maintain a product for sale. Others decided it was not worth the headache and closed up shop and went to work for someone else.

    Some students worked independently, such as the artists who sold their pictures to classmates. They learned their profession had an unsteady income, but ultimately decided they could live on less. Others liked the idea of a steady income and chose to work for the township cleaning the classroom, being the classroom librarian, collecting garbage/recycling, or enforcing classroom law. I provided the Tickets for Behavior to the officers who were on duty in the classroom, watching for negative behavior.

    And then, as in the real world, others chose to not work at all. Consequences for this choice were dire. They learned that asking for money from their friends was short-lived at best, and they could not participate in any of the perks that required money (more on this below).

    BASIC EXPENDITURES

    Students were required to pay rent for their “home,” or in our case, their desk and surrounding space. Rent was based on the number of members living in the community and the location of the community within the classroom. For example, three students living together near the window paid a higher rent than five students living near the locked supply cupboard.

    Those who did not pay rent received notices to pay or vacate, and if they continued to not pay rent they received an eviction notice. Those students lived on their own with their desk set apart from the rest of the community.

    p: 401(K) 2013 via photopin cc
    One last requirement was that everyone needed to pay monthly taxes. Once again if they did not pay taxes there were consequences. Taxes were paid to the township’s treasurer (the teacher). That money was then used to pay salaries for those working for the township. It was also used to pay interest to those who had a savings account with the township’s bank. (I was the banker for Hunterville but I did have employees to help collect on debts.)

    After about two months of Hunterville in full operation, one student decided to open his own bank, creating a healthy competition. The door was then wide open to discuss business monopolies and why they are not necessarily a good thing for the greater good.

    INDIVIDUAL BENEFITS AND CONSEQUENCES

    Students who were able to pay their debts and still have some money left over were allowed to make purchases such as Friday Free time, extra recess, and homework passes (certain restrictions applied!), or earn interest on money held in a savings account at the bank. The fact that their money could make money was very interesting and exciting for the students.

    Once a month we had a Hunterville Marketplace. The students were allowed to bring items from home to sell to their classmates using Hunterville currency. I sent a letter home with each student that they needed to return granting permission to bring their selected items to school to sell. The students who did not have money could not purchase any of the perks and during Marketplace they were allowed to only window shop.

    Of course friends would sometimes loan money to friends but that never lasted for very long. Ultimately, students who were without an income realized the benefit of having a job.

    MEETING CURRICULUM REQUIREMENTS

    Literacy: During your introduction of the classroom township, model how to write a basic business proposal and have an example posted for the students to refer to at anytime. Then, let your students work independently to write their own plan. They will certainly have a sense of accomplishment and ownership of their new business and will work harder to make sure it is a success. Be sure to check for content as well as correct grammar and punctuation before giving them final approval!

    For those not wanting to start their own business, they are required to complete a job application with the same writing requirements. Students will also need to read the various notices that are posted by the township’s Mayor (also the teacher), and fellow citizens and comprehend what they mean. If they don’t, they will be surprised by the consequences that will certainly follow.

    Math: Students quickly learn the value of money—how to earn money, how to save and earn interest. They also learn how to budget their money earned so they can pay their debts and still take advantage of the perks. The entrepreneurs especially learn about the concept of cost benefit analysis for services provided and money earned.

    Art: With budget cuts and expectations for high-stakes testing, art in the classroom is a subject of the past. But in your classroom township there are many opportunities and teachable moments to take advantage of for you to teach art and for students to experiment with different media.

    For example, your township will need a sign. I used butcher paper and paints and let the students use their creative skills to make a sign they would all be proud to display. Signs for the individual businesses are another simple way for students to express their creativity. Designing the currency is another wonderful opportunity for students to collaborate on art designs. All you need to do is provide a few materials—construction paper, crayons, paints, pastels, markers, or whatever else you find in the dusty art cupboard. Art does not need to be fancy but it does need opportunity to explore and then see what happens!

    Social Studies: Creating a township is the perfect way to touch on so many aspects of living socially, government, laws, rules, and regulations. Your students will understand what it means to actually commune with one another. And they will see firsthand how everyone has a very important role to play in their community’s success.

    It will not take long for the township to operate fully by the students, reducing your role to that of a moderator, more or less. If there are glitches along the way, and there are certainly bound to be some, your students will be more inclined to solve the problems themselves and carry on business as usual.

    As you witness their transformation from student to active community leaders and participants in their township, you will cherish everyday even more that you go to work in your new town!

    Kathleen A. Hunter, MS is a literacy tutor and aspiring children's book author. You can visit her online at www.KathleenHunterWrites.com.

    © 2013 Kathleen A. Hunter. Please do not reproduce in any form, electronic or otherwise.


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  • freaks like usJudith Hayn from the Network on Adolescent Literature SIG calls Freaks Like Us "a powerful reminder that there is something freakish in all of us."
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    Young Adult Book Review: Freaks Like Us

     | Mar 12, 2013

    by Judith Hayn

    Vaught, S. (2012). Freaks like us. New York, NY: Bloomsbury.

    freaks like usJason Milwaukee is 17 and like his best friends Derrick and Summer, he shares a self-contained classroom with other “alphabets,” so labeled because of their acronymic disorders. Jason is called "Freak" because the voices in his head perpetually echo that name accompanied by other epithets and visions because he has GAD (General Anxiety Disorder) and is SCZI (Schizophrenic). Derrick or "Drip" is ADHD while Summer is SM (Selective Mute), and it is her sudden disappearance after school one afternoon that triggers this compelling mystery. Freak’s feelings for Summer have apparently morphed into romance, but will the friendship the three friends share be mistaken for his and Drip’s guilt in her disappearance? Freak cannot verbalize his racing unsynchronized thoughts to uncover what he does know about Summer’s despair and hopelessness.

    Susan Vaught delineates Freak’s character through first person narrative by using his rational observations accompanied by his troubled thoughts which only he can discern. This makes for challenging reading that is well worth the effort. Freak is much more than mentally unstable as Vaught meshes his illness into action, and the reader enters his chaotic mind. The fear and panic that engulf Freak are almost visceral as he tries to prove his innocence and find his friend.Freaks Like Us is a powerful reminder that there is something freakish in all of us—indeed, a novel to arouse empathy and awareness.

    Dr. Judith A. Hayn is an associate professor at the University of Arkansas at Little Rock.

    This article is part of a series from the Network on Adolescent Literature Special Interest Group (SIGNAL).

     

     

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  • alexandra panosAlexandra Panos explains several ways to integrate technology into classroom poetry lessons and refers these multimodal poetry ideas to CCSS criteria.
    • Blog Posts
    • Teaching Tips

    TILE-SIG Feature on Emphasizing Choice in Multimodal, Digital Poetry in the ELA Classroom: One Teacher’s Argument

     | Mar 08, 2013

    alexandra panosby Alexandra Panos

    In this blog post, I hope to add to the growing number of voices advocating the importance of multimodal, digital poetry in the ELA classroom. As a middle school teacher in Chicago, a pulsing center of competitive high school choice, I have had to advocate strongly for an immersive poetry experience in my classroom. My school first transitioned to standards based reporting two years ago, and is now in the midst of a transition to the Common Core State Standards (CCSS). But, because of the ongoing scholarly arguments for poetry instruction and the quality work students produce, my administration has joined me in my endeavor to fully embrace poetry in my classroom. 

    Ryan’s Poetic Glogster

    student glogster poetry

    Students and teachers who engage in poetic exploration often immerse themselves in the reading and writing of poetry and poetic language. In a time of standards-based grading practices and curriculum design, the need for this exploration has grown, rather than diminished. Other scholars have made this argument better than I could, and I encourage classroom teachers to read, read, read the academic and classroom-tested literature available.

    In Mark Dressman’s recent book, Let’s Poem, he directly addresses the world of multimodal poetic response and creation.  Any teacher tackling poetry as either a new area or making the case for its inclusion in their CCSS classroom would benefit from his detailed, classroom tested, and exciting approaches to poetry, some of which I describe below.

    Bridget Dalton’s recent piece, “Multimodal Composition and the Common Core State Standards” in The Reading Teacher lays out a framework for the integration of technology into the writing classroom. She argues that the open-endedness of the CCSS gives educators space to promote thoughtful multimodal, composition in the ELA classroom.

    Most recently, Julie B. Wise wrote an encouraging piece on this blog directly aligned to the grade 5 CCSS classroom. Her plan for intertwining reading and writing digital poetry is accessible and adaptable for any classroom. The use of PowerPoint as a publication strategy emphasizes student language choices.

    Ultimately, the argument comes down to the inherent importance of careful language study in the standards-based or CCSS classroom. Any way you teach it, poetry instruction should reflect the complexity of choices available to poet and reader, from which students have the right, and need, to make meaning in ever expanding and increasingly digital modes.

    Audrey’s Poetic Glogster

    student glogster poetry

    Why Multimodal, Digital Poetry?

    An added benefit of the shifting nature of literacy education is the emphasis on digital and multimodal literacies in the ELA classroom. Poetry reading and writing often require complex literacy events to unfold for students to make meaning. Luckily, with the expanding nature of the digital world, we are now better able to give our students quality methods with which to respond and create.

    As with all multimodal responses and compositions, they have clear ties to pedagogical principles most ELA teachers already employ in their classrooms. Ties to the dramatic and fine arts have always been multimodal ways to engage with poetry, but we also can weave into our classroom practice new digital methods that support and extend our facilitation of student learning. I hope this brief list of more “traditional” multimodal ideas can further encourage teachers to either take up multimodal poetry as an integral component of their classroom culture or extend to digital modes as well.

    Lilly’s Poetic Glogster

    Choral Poetry

    Reading poetry aloud is one of the original multimodal methods of approaching poetry in the ELA classroom according to Mark Dressman. In my classroom we do choral readings of The Bells by Edgar Allan Poe, blues poems by Langston Hughes, and, if requested, my students’ writing. The shared nature of the readings help students learn from and with one another. Let’s Poem has a wonderful breakdown of how to engage in choral reading. 

    To extend to digital work, try using Garage Band to create poetry podcasts!

    Spoken Word Poetry

    Folding spoken word poetry into the classroom can mean a greater awareness of both the aural and figurative natures of language. In my 8th grade classroom, we watch portions of the fantastic documentary Louder than a Bomb which follows students as they compete in the largest spoken word poetry slam in the country of the same name. It is inspiring and motivating for student writers. As we workshop our own poems, we also make time for daily mini-slams. Sharing poetry orally inspires critique of language as well as reaches out to other modes of art, such as rap and music. Let’s Poem also has great resources for application in your own classroom.

    To extend to digital work, have students create “music videos” to accompany their own spoken word poems!

    Artistic Interpretations

    Students have visceral responses to many of the images they find in poems we read and write in my classroom. I’ve found that artistic response is often a powerful way for them to demonstrate their emotions as well as create meaning. They do this for a range of poems, from Hurt Hawks by Robinson Jeffers to Naomi Shihab Nye’s Sifter to the lyrics of their favorite songs. In particular, their own writing lends itself well to artistic interpretation as it provides them a means of broadening the figurative language found in their poems.

    To extend to digital work, have students create Glogsters of images, sounds, and video!

    Franny’s Poetic Glogster

    student glogster poetry

    Publishing Multimodal, Digital Poetry in my Classroom

    My students and I enjoy reading and writing poetry throughout the school year, but place special emphasis on it in the cold Chicago winters, when we dive into the depths of poetic language. This brief month of intense focus has led to carefully crafted poems which we publish digitally using Glogster.com

    While I am not writing here to share a unit plan, I hope solid examples of some student work and my grading tool might benefit others who hope to facilitate the publication of multimodal, digital poetry. To create these detailed poetic Glogsters, students must meet several criteria, and make careful choices about their work. The most important of these criteria include:

    • Purposeful edits through independent work as well as peer and teacher conferences
      • CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
    • Intentional use of figurative and aural language, poetic form or line break, and sensory devices and images
      • CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events
    • Appropriate synthesis of information through writing, images, video, sound, and use of space
      • CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

    Seventh and eighth graders wrote, designed and published the pieces shared here. I have my students for three years, as such this is either the second or third year these students have had an immersive month of multimodal and digital poetry. Some students, such as Lilly, add music, video and moving images, fully embracing the digital nature of Glogster as a medium. Others, such as Audrey, look at their Glogster as a still canvas. Rather than force students to use specific media, I ask that they write a reflective paragraph which explains the choices they made. This provides more formal writing practice as well as cements the meanings they are making.

    My immersive month of poetry with my students is my favorite time of the year. Our final step is to embed our Glogsters into Edmodo.com, an education social networking site. Here students comment on one another’s work, discuss the language chosen, and feel the real sense of accomplishment which comes with publication.  Students learn, standards are assessed, and we grow as a community of readers and writers because of the intricacy of choices we make in our study and creation of poetry.   

    Josie’s Poetic Glogster

    Resources

    Common Core State Standards Initiative. (2010). Common Core State Standards forEnglish Language Arts & Literacy in History/Social Studies, Science, and TechnicalSubjects. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. Accessed from:http://www.corestandards.org/the-standards

    Dalton, Bridget. "Multimodal Composition and the Common Core State Standards." The Reading Teacher 66.4 (2012): 333-39. Print.

    Dressman, Mark. Let's Poem: The Essential Guide to Teaching Poetry in a High-stakes, Multimodal World. New York, NY: Teachers College/Teachers College, Columbia University, 2010. Print.

    "Edmodo | Where Learning Happens | Sign Up, Sign In." Edmodo | Where Learning Happens | Sign Up, Sign In. Web. 25 Feb. 2013. 

    "We Are Celebrating!" Glogster. Web. 25 Feb. 2013.

    Wise, Julie B. "TILE-SIG Feature: Digital Poetry Bridging Common Core Standards with Multimodal Instruction." TILE-SIG Feature: Digital Poetry Bridging Common Core Standards with Multimodal Instruction. International Reading Association, n.d. Web. 25 Feb. 2013.

     

    Alexandra Panos is a middle grades Language Arts teacher in Chicago. Her future posts will focus on multimodal approaches which support digital literacy.

    This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).



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  • THE WATER CASTLE is a novel about an overly-ambitious young man on a road trip, trying to escape a bad breakup, who stumbles upon a quirky small town—and a quirky girl—and figures out what really matters to him in life.
    • Blog Posts
    • In Other Words

    A Setting in Search of a Plot (Or, Writing is Really Hard Work)

    by Megan Frazer Blakemore
     | Mar 07, 2013
    THE WATER CASTLE is a novel about an overly-ambitious young man on a road trip, trying to escape a bad breakup, who stumbles upon a quirky small town—and a quirky girl—and figures out what really matters to him in life.

    THE WATER CASTLE is a novel about three teenaged siblings who return to their ancestral home and discover that two of them have secret, magical powers. The middle child remains unchanged—or does he?

    THE WATER CASTLE is a novel about three siblings who return to their ancestral home and meet a strange man who seems to know everything about them, and hints at a secret legacy in the home: the Fountain of Youth.

    THE WATER CASTLE is none of these. In fact, it is a novel about a boy, Ephraim, whose father has a stroke. The family, including his two siblings, moves to the ancestral home in the small town of Crystal Springs, Maine, so their father can recuperate. Strange sounds, flashing lights, and a legend about the old water bottling business lead Ephraim to the story that the Fountain of Youth is located in his town. He enlists the help of Mallory Green and Will Wylie—descendants of families who have been tied up with his own for generations—to try to find it and save his father.

    But, at one point in time, the novel was each of these.

    The problem—or maybe the gift, depending on how you look at it—was that I had a setting, but no story. In my head I could perfectly picture Mallory Green’s house: chock-full of books, a garage and old gas station outside, tiny animal figurines dotting the lawn. I could place that house in the town that would become Crystal Springs: pretty as a postcard, but something not quite right. A boy arrives—self-involved, grieving a bad relationship, trying to find an experience to round out his college application and then…nothing. The tale would not come. I started and stopped, started and stopped.

    With the next draft, I unearthed another setting: the Water Castle itself. An old house, but not a museum, not one restored to its glory days, but one that was still in use. The idea of layers and layers of time, one on top of another, appealed to me. This draft, too, is where I got my characters: Ephraim, fearful of not measuring up, his more talented siblings, Price and Brynn. Mallory, too, the inhabitant of that house from the first draft, morphed from being an object of teenage boy’s desire, to a more prickly, independent girl.

    I guess I got caught up in the paranormal wave because “strange things afoot” turned into these children having their natural gifts heightened. Price, an athlete, becomes stronger, faster: superhumanly so. Intelligent Brynn becomes gifted to the point of telepathy. Yet perhaps I am not cut out for this kind of writing because no matter what dire situation I put these characters into, they could get out of them—they were superheroes after all.

    So my characters languished in their lovely setting, waiting for a plot.

    I took a step back. What interested me about this place? These characters? I realized that I was not interested in magic, per se, but the possibility of magic. I wanted to explore the line where magic and science crossed. Another setting began to influence my writing: a real one. At the time I was living in Poland, Maine, home of Poland Springs water. I had visited the campus, which includes a museum and perfectly maintained old bottling plant and the “original source.” Here, again, was this line between magic and science: in the early days of marketing, the purveyors used both to claim that the water could cure a wide array of ailments. This is how the Fountain of Youth entered my story.

    After a bit of a false start in which a quirky caretaker offers to lead the children through their own family history I realized, of course, that the children should be leading themselves. I had a question for my characters: is the Fountain of Youth really here? Can we find it? It was a mystery, an adventure, and—finally, finally—my plot.

    All of this makes it sound like one draft flowed nicely to the next. This was not the case. There were tears, self-doubt, self-flagellation, and occasionally the strong desire to not only give up this story, but also the whole writing endeavor. It was work. Hard work.

    The whole process—from those first scribblings to the story of three friends on a quest to discover the Fountain of Youth and save a father—took five years. On school visits I have asked kids how old they were five years ago and to think of the amount of time that has passed since then. This is a bit unfair since for them five years is nearly half of their lives while for me, it is a significantly smaller proportion.

    I also show them a screenshot of my files. The “Castle” folder on my computer has 177 items. These are different drafts, pulled out chapters, revision notes, editorial letters, research files, and more: all the pieces that go together to create a novel.

    I tell the students this not to scare them away from the world of writing, but rather in the hopes of inspiring some self-reflection. What, I ask them, would you be willing to dedicate five years of your life to—or even one year? Because for me, even with all the tears and the days I felt that this book—this reflection of me—would never amount to anything, it was worth it. Every day, every file, every tear built this book that I am immensely proud of. These pages and drafts were not wasted: they were the process that led me to the final product. Indeed it is this process that keeps me going as a writer. Not every book I write brings me to tears, and that is a good thing, but if writing were not work, it would quickly lose its appeal.

    Megan Frazer Blakemore is the author of SECRETS OF TRUTH & BEAUTY, a novel for young adults, which received a starred review in PUBLISHERS WEEKLY and was on the ALA Rainbow list. She works as a middle-school librarian in Maine, where she lives with her family. Visit her online at www.meganfrazerblakemore.com.

    Looking for more resources? Click here for a teacher's guide to Megan Frazer Blakemore's WATER CASTLE.
    © 2013 Megan Frazer Blakemore. Please do not reproduce in any form, electronic or otherwise.


    It Was Written by Somebody

    In Writing, Nothing is Wasted
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