June 19, 2013

Great Non-fiction for Teaching the Common Core

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As we mentioned last week, we are working with Lerner Publisher to help them reorganize their catalog. We are also aligning their books to the Common Core State Standards. When we received ALL the Lerner books (about 1200 titles) we were quite excited by the quality. We were originally concerned that we would be trying to align mediocre texts, which would make teaching with them mis-aligned to begin with! But Lerner has given us absolute permission to cull any titles that we don’t think should make the cut, and we have used this trump card some. That said, the vast majority of books are excellent, and most are non-fiction.

Sharing these titles with you is not part of our Lerner contract in any way. We are just immersed in the books and really want to share them with you. Over the next week, possibly two, we will share titles from Lerner and offer suggestions for using them in the classroom to meet the demands of the Common Core.

Non-fiction Reissues

Lerner has a lot of biography from a series called “On My Own History.” Most were printed around 2000. While some of the covers look a little dated, the text is mostly solid. Most of the books deal with little-known but very interesting historical events, and generally avoid stereotyping that is prominent in non-fiction for children. Presumably in the interest of updating this collection, the books were remade  into two different series, “History’s Kid Heroes” and “History Speaks.” The former is in graphic novel form. The latter is in picture book form with reader’s theater scripts in the back.

While it is common for publishers to take an earlier version of a text out of circulation when a new version comes out, Lerner’s first version is still available. The change in format means that, while the books on common topics have much of the same vocabulary, even verbatim portions, they are not exactly alike and are not on the same reading level.

For example, The Girl Who Struck out Babe Ruth (2000) is written on level N, while the companion graphic novel, The Baseball Adventure of Jackie Mitchell, is on Level O (Click here to see an example of the interior images/text.). Similarly, The Daring Escape of Ellen Craft is written on Level L, while Ellen Craft’s Escape from Slavery (picture book and reader’s theatre script), is written on Level O.

There are many paired titles such as these, which lend themselves to sharing with students across instructional contexts. You might read aloud Ellen Craft’s Escape from Slavery, use The Daring Escape of Ellen Craft to read deeper in shared reading, and then use the reader’s theatre script in guided and/or independent reading and for subsequent fluency practice.

In case you are wondering, Ellen Craft dressed up as a white man and posed as her husband’s owner to travel to freedom!

What’s On Jan’s Reading Radar?

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Despite writing about balancing students’ reading diets, I have recently come to terms with the imbalance in my own reading life. While I read constantly and collect books like a mad woman hoarding canned goods for the end of the world, I read nonfiction almost exclusively. On a given day you will find 2-5 in-progress books in my gigantic purse, along with a tin of assorted nerd tools, i.e. post-it flags, highlighters in various colors, a mechanical pencil, etc. Years spent in graduate school and then writing professional texts have all but ruined me. Having four sons hasn’t really made it easier to engage in leisure reading, either.

Almost everything I have read in the last ten years has met an obvious, immediate need (not including the need to relax or escape or feed my soul), from personal needs (Sell Your House in Five Days or Less) to family emotional needs (The Five Love Languages of Children or Scolding: Why it Hurts More than it Helps) to family physical needs (Toilet Training in Less than a Day or The Engine 2 Diet) to professional needs (Mindset or Opening Minds) to personal self-help (The Joy Diet or Wherever You Go, There You Are). From Gladwell to Angier, my reading diet is woefully heavy in non-fiction.

 

So, I have been gently redirecting myself toward fiction, even if I have to let myself read it with a highlighter. This exercise of falling in love again is proving safe and gratifying. Last night, I finished *The Education of Little Tree, which was beautiful. My husband read it long ago and a couple of years ago read it aloud to our son. It is one of those books that I feel I “should have” read, and am not sure how I got through years of educational training without reading. Nevertheless, it is a transformational text. I should add, however, that after I finished it, my husband looked up the author, Forest Carter, and we were dismayed to learn of his controversial (at best) past, as a violent supporter of segregation. Now I’m not sure where to put the book on the shelves of my soul, as it is hard to separate the experience of reading it from the darkness of the author’s life.

Other books on my summer reading list follow:

 

 I am about 100 pages into The Story of Edgar Sawtelle and it is beautifully written. It is about a family that raises and trains dogs and their son who is born mute, despite being able to hear. The baby never cries or makes noises. The story is about language and relationships and love. The narrator’s voice is omniscient, including knowing the thoughts of the canine characters. I’ve talked to several people who have read the book and their reactions to it are always exuberant. So far, so beautiful.

In an earlier life, I read all of Barbara Kingsolver’s fiction, so her new book seemed worthy of my attention. It deals with life, love, family, culture, and religion and is set in the south. I am a few chapters in and the emerging paradoxical themes of individualism and tradition resonate with me. Kingsolver’s stories are always so authentic.

 

Believe it or not, it seems that I picked this book up at Goodwill on the very same day Kim purchased it at a yard sale. So, we are inadvertently reading it together. It is a really light read, but not without some substance. The main character is in the middle of a divorce and has a ten year old son. There is something about the main character with which I really identify. Her self talk oscillates between finding her highest self, imagining a hilarious worst case scenario, and descending into self loathing. I find her interactions with her son really capture some of the vulnerability inherent in mothering. I use my highlighter less with this book than with others (progress perhaps), but there are thought gems in here.

 

My friend literally jumped up and down with joy when she saw that the third book in this dystopian trilogy is due out in September. I don’t know exactly what it is about … something about the environment, but I like books about dystopias (If I know Kim Yaris she will read this one, too!) and read The Handmaid’s Tale years ago. I anticipate not being unable to put this one down.

 

I recently heard Natalie Goldberg speak at Avid Bookshop, our local independent bookstore here in Athens, Georgia. She said that Ballad of a Sad Cafe is one of her favorite stories and that, considering that the author is from Georgia and that the story is set in Georgia, if any of us hadn’t read it, we should. So, I’m on it.

Of course, I have some non-fiction on my summer list, but I’m prioritizing my “spare” time towards fiction with the intention of rehabituating a narrative reading process that visualizes more and outlines less. Here are some titles on my desk in the to-be-read cue:

 

 

 

 

Finally, I seem to have wandered away from poetry, too, although not as a far. A friend recently reconnected me with Rumi’s poem Guest House.” This came just after recent rereadings of two of my favorite books of poetry, Women I Have Known and Been and What Have You Lost?, so I was primed for poetry. I have read Rumi before but not extensively and, since this book is labeled “Essential,” it seems the place to to spend some time in poetry this summer.

 

In closing, Kim and I have found this exercise in planning the next couple of months in our reading lives engaging. We are always immersed in books, but there is something about intentionally planning, narrowing, considering that feels a little like a reading ceremony. It is rather like making New Year’s Resolutions but with books. It has also helped us consider our reading lives holistically and think about ways we can grow. We are talking about doing this exercise seasonally on the blog, perhaps to mark the change of each season.

In addition, this exercise has generated a lot of conversation about books with friends and colleagues. We are considering reviving our Friday blog posting schedule and dedicating Friday’s to posting new books on our “reading radars”? Perhaps, it will help us all transition to the weekends. We hope you will share what is on your reading radar on upcoming Friday’s as well.

Weekend Round Up: June 15

Monday

The Query of Summer Readers: To Read or Not to Read

In this post, we remind teachers to carve out time to talk about books as the school year draws to a close to inspire children to read over the summer.

Tuesday

Honing the Reading Radar with the Power of Suggestion

In this post, we remind teachers to not only saturate students with title suggestions in the final days of the school year but also to suggest the ways that they will continue to live readerly lives in the hot, hazy days of summer.

Wednesday

What’s on Kim’s Reading Radar

In this post, Kim shares what’s on her summer reading list for July and August.

Thursday

Oops! We lost track of what day it was!

Friday

Friday Favorites Independent Reading

In this post, we refer you to a post that curates all of our blogs related to independent reading.

 

Friday Favorites: Independent Reading

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Yesterday’s Thursday Thoughts have become today’s Friday Favorites, as the pseudo-summer schedule has thrown our internal clocks off. Time feels a little loose and, despite being busy with tasks, we are beginning to run into the summer luxury of occasionally forgetting what day it is. This week we have written about independent reading, both that of students and our own. For your reading pleasure this Friday, we take you back to the three-part blog series that served as a digest of all our posts related to independent reading. From balance in our reading diets to thoughts on reading volume, we’ve done a quite a bit of writing about independent reading and it is gathered in this blog digest for you. 

We hope this weekend finds you reading something you can’t put down. If you want ideas, check out Kim’s Wednesday post about what is on her reading radar right now. Jan will start next week with her summer reading list. Happy Friday and happy reading!

What’s on Kim’s Reading Radar?

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As this school year winds down, I feel myself slowly exhaling as I downshift into a less frenetic pace.  I am very much looking forward to lazy days at the beach when I can poke around in some of the books that have accumulated on my night stand. I find that I have two categories of reading that I am looking forward to: “Fun Stuff” which, by and large, are fiction stories that have piqued my curiosity and “Stuff that Interests Me” which, as you will see, are an array of non-fiction books about things that I want to learn more about. As I look ahead to July and August, this is what’s on my reading radar:

 

Fun Stuff

Insurgent by Veronica Roth

During the school year, I read aloud Divergent to my own two sons and I’ve been dying to know what happens next!

Matched by Ally Condie

Way back in November, I sat next to Ruth Culham at a dinner sponsored by Scholastic and she told me that this is a must read YA series and I haven’t yet had time to start it!

The Education of Little Tree by Forrest Carter

Jan had this book with her last week when I saw her in Tennessee.  I read the back and she shared that it was a classic that her husband had introduced her to. I felt a bit ashamed that I had never even heard of it and decided it was something I need to read.

Elijah of Buxton by Christopher Paul Curtis

This is another title that Jan introduced me to.  She read me an excerpt about a woman hiring someone to make a plaque for her front door and a young boy revising her words and getting paid for it that darn near made me cry. That piece was so powerful, I HAVE to read this book. 

Open House by Elizabeth Berg

I recently happened upon a garage sale late one Saturday afternoon. The sellers were tired and wanting not to haul their books back into the house and told me take whatever I wanted for free. As I browsed, this one spoke to me.  I’ve already started reading it and so far, so good.

 

Stuff that Interests Me

Learned Optimism by Martin Seligman

Paul Tough talks about this book in How Children Succeed.  I’ve been interested in positive psychology ever since Jan introduced me this TED video by Shawn Anchor and it seems like a book that will help to mold a positive mindset for the upcoming school year.

Visible Learning by John Hattie

More people than I can count have recommended I read this book so this summer, I intend to finally make its acquaintance!

The Talent Code: Greatness Isn’t Born, It’s Grown. Here’s How by Daniel Coyle

I think this is another book that Paul Tough mentions in How Children Succeed.  If the recommendation doesn’t come from there, I have no idea where the inspiration for reading this book originated.  Either way, it sort of reminds me of Outliers by Malcom Gladwell which I loved.

 

Write Like This by Kelly Gallagher

I really love Kelly Gallagher’s work.  My teaching has been deeply inspired by both Readicide and Deeper Reading and I’m looking forward to hearing his thoughts on teaching writing.

The Way to Cook by Julia Child

Julia’s Kitchen Wisdom by Julia Child

Cooking is an on-again, off-again passion of mine. I’ve been in a bit of an “off-again” dry spell and am looking to reacquaint with something that I truly love to do.  My colleague and friend  Jennifer Cox from Tennessee recommended both of these books for re-igniting my cooking passion.

The Joy Diet by Martha Beck

As part of our New Year’s Resolutions, Jan and I read Finding Your Own North Star by Martha Beck. This is a companion to that book and as I am always looking for more balance and naturally, joy, in my life, I resolve to read this one too.

As I look at this list, I am thinking that the “Fun Stuff” list looks a little paltry compared to my “Stuff that Interests Me” list.  I know that my non-fiction reading is going to demand a lot more of me intellectually which makes me think I won’t be relaxing in the way I intend to.  If you’ve read something that fits a “Fun Stuff” list, please help me in my efforts to maintain balance and share those titles with me!

Honing the Reading Radar with the Power of Suggestion

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As summer vacation beckons, we have been thinking a lot about summer reading.  In yesterday’s post, we mentioned the importance of continuing to share book blurbs and excerpts of books that might pique children’s interest and increase the likelihood that they will read over the summer. As we think about “salting” readers, we also turn our thoughts to sharing our own summer reading plans with students. While we may never know whether painting an image of ourselves lying on the beach with Gwyn Hyman Rubio’s Icy Sparks really influences children to pick up a book and read over the summer, we cannot ignore the potential power of suggestion. Saying things like, “I’m flying to Orlando this summer.  One of my favorite things to do in the airport is visit their books store and see what looks interesting.  They don’t have nearly as many books as Barnes and Noble or the library and sometimes I like having fewer books to choose from,” and “I have a couple of doctor appointments that I have to catch up on over the summer.  There’s always such a long wait there! You can bet I’ll have a book in my purse to pass the time!” can help plant seeds about how people live readerly lives when they are far from school.  

If you are in your final days of this school year, remember to share lots of great books titles but also, talk to your students about your reading habits and preferences and the reading you will be doing this summer.  These practices serve to subtly remind students of how to hone their reading radar which in turn, helps  to sustain and nourish them during the months when they are away from school.

We are involved in several different reading and writing projects over the summer, and are finding ourselves immersed in all kinds of books. Over the next two days, we will share our summer reading lists and next week we will share a series of posts about some favorite new books for teaching the Common Core. What is in your beach bag or on your bedside table for your summer reading?

The Query of Summer Readers: To Read or Not to Read

The end of the school year signals different things to different people, but if you’re at all like us, you might be thinking about the progress your students have made as readers and worried about what will happen to their good reading habits once you release them from your care. Your hope is that those habits that you’ve worked so hard to instill are just that–habits–but you can’t help but wonder if they are strong enough to withstand the temptation of sunny days at the beach, campfires, and lazy days of doing nothing.

 

Very often, our beginning of the year routines involve lots of book “salting” whereby we invest time showing students our favorite titles and reading excerpts of books.  Knowing that students need constant infusions of book inspiration, we continue to do this throughout the year, but perhaps not quite as often as we did at the beginning of the year.  By the end of the year, we are rushing from field day to field trips to our farewell picnic and in the hullabaloo of what characterizes the end of the school year, there seems to be little time left to talk about books.  However, those lazy, hazy days of summer are just around the corner and if ever there was a time to let kids know what’s out there to read, it is now.  If we want kids to grab a book as they head out to the beach, we need to be talking about what’s new and what’s great. If we want them to pack a book for their week at grandma’s, they need to be eagerly looking forward to finding out what happened to Brian in Hatchet or wanting to know if Tris decides to leave Abnegation in Divergent.

Today we remind you to pour on the book salt as this school year comes to a close. Share titles, read excerpts, and show book trailers with the same vigor that you do at the beginning of the school year. These practices instill intention and when we do this, we increase the likelihood that their good habits will prevail in the face of temptation.

Weekend Round Up June 7

Monday

May Favorites

In this post, we re-share the most popular blogs posted on Burkins and Yaris during the month of May 2013.

Tuesday

Educational Innovation: Pushing Ourselves to Go “Above and Beyond”  

In this post, we share Peter Reynolds’s video “Above and Beyond” to inspire teachers to think more deeply about their beliefs about teaching and learning.

Wednesday

How We See Maya and Charlie

In this post, we share our thoughts about Maya and Charlie (from Peter Reynolds’s short film “Above and Beyond”) and think about how they shape our thoughts about teaching and learning.

Thursday

Matchmaker, Matchmaker Make Me a Match

In this post, we contemplate the best way to pair students for an optimal learning experience.

Matchmaker, Matchmaker, Make Me a Match

In this week’s posts, we introduced you to Maya and Charlie from Peter Reynold’s short film Above and Beyond. Thinking about these two characters set us about thinking about many things, one of which involves how we partner and pair students.

 

Traditionally, partnering students happens in one of three different ways:

1. The teacher partners high achieving students with low achieving students.  In this pairing, the high achieving partner acts as a mentor to the lower achieving student.

2. The teacher partners students with similar abilities so that students might challenge one another to achieve their greatest potential.

3. The teacher removes herself from the equation altogether and asks students to select their own partner and work with whomever they like best or feel most connected to.

 

The thread that stands out to us in the first two partnerings is that of achievement.  While achievement presents itself as an obvious attribute of our students, Maya and Charlie have us wondering what would happen if we challenged ourselves to look past achievement and partnered students according to some of their other attributes. For example, what would happen if you took a curious student and partnered him with an eager student? And what if you put a persistent child together with one who gives up easily? What would be the winning combinations?

As this school year winds down and you begin to file away ideas for next year, we encourage you to think about the many learning attributes that children bring to the table.  Achievement is not wholly reflective of students as people and learners, and in some cases, it means nothing at all.  We hope that when your new batch of students enter in August or September, last year’s report card and standardized tests results will be second to the observations that you make about learning behaviors like persistence, curiosity, willingness to take risks and collaborate, and all of the other things that can lead to great success.

How We See Maya and Charlie

Yesterday, we asked you to watch Peter Reynolds’s short video titled “Above and Beyond” and list the qualities you thought characterized Maya and Charlie. As we thought about these learners, our list evolved to look like this:

 

Maya

Charlie

  • observant

  • innovative

  • willing to take risks

  • creative

  • confident

  • curious

  • idea driven

  • confident

  • collaborative

  • eager

  • diligent

  • thorough

  • precise

  • detail-oriented

  • open minded

  • collaborative

 

In the past, as we have watched this video with various groups of teachers, administrators, and non-educators, there has sometimes been a tendency to want to think of Maya as the “ideal” and Charlie as an unfortunate product of traditional schooling. However, we don’t see it that way.  We think that Maya and Charlie possess different qualities that in some cases act as strengths and others as weaknesses. In our minds, it is the quality that they share–willingness to collaborate–that is their greatest strength as it allows them to leverage what is best about both of them to create something grand.

Above and Beyond gives us a lot to think about and because it does, we will end today by asking you to consider how this short video helps you to reflect on teaching and learning.  What does it have you thinking about?

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