Inside Out and Back Again

I'm slowly working my way through the books on the Mock Newbery 2012 list. Is there an official list? No. But there are different sites, libraries and librarians, that are starting to compile a list of possible contenders. Inside Out and Back Again by Thanhha Lai is on that list. If I were to use one word to describe it, it would be: moving.

This wasn't entirely what I'd expected. I had briefly read a few reviews, and saw it on multiple lists, so purchased it feeling it would likely pan out as a good investment. What I didn't know until it arrived was that it was a story written as poetry. Poetry. Hmm. I'm not a real big poet, feeling like a fish out of water or a bull in a chinashop. I fear what I perceive to be the flow and rhythm. I fear not understanding the message the author is implying.

I dove into this head first, at least after the first few pages where I waded in cautiously. In conquering the above fears I found the story moving and powerful. It is the story of a girl living it Vietnam in a time of internal strife. Her father is gone missing, part of the war effort. Her family, struggling to survive, eventually leaves on a boat to Guam. From there they leave as refugees to the United States, Alabama to be exact. It is at that point that I truly felt Ha's (the girl) struggle. She is smart, kind, and strong, but mocked as a stranger in a new place. The struggle to fit in pulls at the heartstrings, and her interactions in the school brought me to my own classroom. I wondered about the ELL students in my classroom, and the struggles that they must experience (even on a much different level). The story made me wonder about my own practice and how I can develop into a champion for my ELL students.

Rating: 4.5 of 5. I struggled with it in the beginning but the middle to end were magnificent. Certainly a contender for the Newbery Award in 2012.

Hatchet by Gary Paulsen

Sometimes you've got to read the books that you've got. When I started two, almost three, years ago I inherited a decent sized classroom library. One problem with that: they were relatively dated. By dated I mean 10+ years from publication date in most cases, and that is being generous. Therein is the challenge for the teacher. How do you make sure that you have new books that kids see in bookstores like Barnes and Noble (believe it or not they still actually go there, I've seen them!) as well as old books?

Part of that challenge is alleviated by publishers sprucing up books with new covers. New covers make timeless books look relevant to kids today. Out with the smaller, thicker, tiny font books (mass market books as they are called by booksellers). In with the slightly larger, more space between lines/font, and shiny cover. That is what led me to Hatchet.

I have about 10 copies of Hatchet at school. I opted not to use it for novel study/literature circle because of the size of the book, and the size of the print. It had also been some time since I'd read it myself (although I am not 100% sure I read it as I am confusing it with Call of the Wild). After reading it, I think I'll use it. The story of Brian surviving in wilderness for almost 2 months is moving. I think kids will see the story of growth, and conquering fear in an empowering manner. How can I do that? or I can be just like Brian, taking control of my anger. Perhaps it is far-fetched, but I do see where kids will at the very least be able to identify with the themes in the story. Now I pick up a few more with the fancy cover... hmmm.

Rating: 3.5 out of 5. I prefer books with more dialogue but the story was very good, and you wanted to know what would come of Brian as he struggled to survive in the wilderness.

What to do?

Yesterday I needed to drive over to my district office. Since I was making the commute I figured I should stop by school to assess where my classroom is at. I stayed for about 40 minutes, and resisted the urge to start arranging furniture.

There are some furniture issues I want to take care of in the coming weeks. I have a cabinet, one that has a TV on it that I don't really want, which is difficult to organize. I'm considering building shelving for the inside of it, at least on the right side. The left side of it is my construction paper area. That is one issue. Another issue is that I need to make some changes to my book shelving. I have a few bookcases, two which are stacked, to hold most of my classroom library. The problem is that I have book sets that I need to better organize, and I buy books regularly (necessitating the purchase of another bookcase).

What else needs to happen? Physically I need to move some computers around to give greater access to my whiteboard (which is largely blocked). I need to clean out some leftover things that have accumulated, and which I don't want! That can be added onto the curricular pieces I want to work on. Alas, shutting down work for a few days before really pushing once August hits.

Small Persons With Wings

Summer book reviews continue! Fancy that. Small Persons With Wings (by Ellen Booraem) is another potential Newbery Award book this year, at least if you follow some of those trying to predict the winner. Do I agree? Not so much.

Small Persons With Wings is a story of growing up and make believe. Mellie has grown up with a "small person with wings," a fairy by any other description (but they don't like to be called that). She has enjoyed having Fidius around so much that she told all of her classmates about him. When she tried to bring him in for show and tell he left, leaving her with nothing to show (and resulting in being made fun of by her peers). Worse is that she seemingly hijacked a birthday party of one of the cool kids, leaving her to feel that girls wrath throughout her childhood.

Mellie is referred to counselling because of this make believe issue. When her parents come in for an intervention, they confess that fairies don't exist. The result is Mellie stifling her beliefs, and pouring herself into art and science books to keep out the make believe thoughts. The family eventually needs to move to Boston because they've been told that Mellie's grandfather has passed away. Upon arrival they meet a horde of fairies, the Parvi Pennati, which prompts her parents to admit that they are aware of the existence of these small fairies... er, small persons with wings. The rest of the story takes the reader on a journey learning about the Parvi, why they are there, and a plan to help the Parvi return what they've lost over the years.

Does this book have a home in my classroom? Absolutely. I enjoyed it, particularly because of the lessons about bullying and self image embedded in the storyline. I think it has a niche with those students that like a little twist on reality, added fantasy to your typical storyline without too much of a departure. Where it falls short of some other books is that the story seemed to drag too much in the middle. The beginning pushed you along and you felt for Mellie. Once you arrived in the middle too much time was spent on the Parvi, magic, and the people next door. It had enough twists to keep you interested, but not enough meat in the story to really make you want to finish (*I used to be a big closer of books that I lost interest in, but have since opted to try and finish most of my summer reading in order to be fluent in kid lit.) I don't see the Newbery in its future, but we'll see.

Rating: 3 out of 5.

Cursory Understanding

Piggybacking off yesterday's post about patient problem solving, I stumbled upon a great find. Way back at the start of July the Tempered Radical posted about the death of the Google Wonderwheel, a tool that broke down complex concepts into smaller pieces that are related (and may be part of what you are looking for). In truth, I'd completely forgotten about it during our CBA research this spring. It would have been really fantastic for kids to break down broad issues with complex relationships, or at the very least distill them into more manageable, bite-sized pieces.

The Radical posted about a tool called WikiSummarizer. Essentially you type in search terms, or concepts you are researching, and they are distilled into related topics found via wikipedia. Now it isn't foolproof, but gosh it would have been really helpful. How? Well that brings us back to the notion of patient problem solving.

Say you are one of my students and you have seen a news story on deforestation (maybe a 30 second spot, 60 seconds if you're lucky). You decide that you want to work on the issue of deforestation for your CBA (classroom based assessment). The major premise is that you think it should be stopped because you know that trees are important for the environment-- big bummer that loggers are cutting down the trees ("stop the loggers!"). Where search becomes problematic is that you have a limited knowledge base to draw from in your assessment, yet you are intensely interested in the topic (bike safety? not a big bike rider, not so much. clean drinking water? doesn't seem applicable in our developed area.. etc). Interest is important, but it begins to wear thin when the articles you are trying to decipher are over your head. Patience only goes so far, and certainly can erode even the most interested and patient problem solvers.

Enter the Wikisummarizer, or so I envision. Kids might not necessarily use it first, but it can be in that first tier of resources. After kids start their search, they can refer to the wikisummarizer to help move them along or confirm/refute ideas they have on the topic. Instead of not necessarily knowing what other search terms or steps they could take, they've got another tool to access and move them along. It makes me excited.

Sleepless Sunday Nights

I'll admit to having three issues:

1) I love Google Reader
2) I hate Google Reader during the school year
3) I do very little in the evening, school year or summer.

Issues 2 and 3 mesh really well. I used to spend my evenings before bed cleaning out my google reader feeds on my phone. Long story short: phone continually updated, crushing the battery, largely because of the enormous number of feeds I follow, and hence was wiped off the phone. The summer nights are great times to get that Google Reader professional reading done... even if you don't want to.

Tonight I started with dy/dan, a blog that I really enjoy. The construct, while focused towards math, applies to all of learning: how can we make sure that the problem we present to kids is interesting from the get-go without giving kids all the tools to solve it, therefore fostering their inherent problem solving ability. The idea transfers well from math to literacy, because all too often kids are too impatient to find information (in an article, book, newspaper, etc). Ah, but a solvable problem that they are inherently interested in holds promise. Alas I digress...

In my cleaning tonight I stumbled upon a post with the following quote from a blog (irrational cube) he happened to be reading:

Even though it’s the middle of summer, my job as a teacher seems to be unavoidable in my day to day life. I’m not just talking about the unavoidable questions of “so what do you do for a living,” but the places my mind drifts to when I have nothing else to think about. During silences in conversations, or when I close my eyes at the end of the day thoughts of my soon to be classroom are constantly filling my mind.

Those thoughts are similar to my own. I'm married to a teacher, and I am still a very unpolished version on a teacher. I have, and will likely continue to have, warts. I strive to improve, thinking of ways that I can improve my reading and writing instruction so that kids can improve. August is almost here. The realization that we are back at it is right around the corner. The moments where you are thinking of your classroom (or soon to be classroom) are important- they help set the stage for what is to come.

Running and Teaching

Long distance running is my hobby outside of work. I run more than most, which is to say that I put in 70+ miles a week. I run even more during the summer, largely because of the time on hand but also because it is time to build up for a marathon. The parallels between my hobby and my career are uncanny.

The most obvious is the amount of time needed to be successful. Long distance running is built on one's aerobic capacity, your ability to process oxygen. How do you improve that? You do it by running, and running lots of miles. Teaching is the same, both in preparation and in actual work. You really can't be effective without doing your reading, getting to know your kids, assessing to find their strengths/weaknesses, and learning new practices (amongst many other items). Shortcuts rarely work out in either of these, leaving you underprepared for a race or underserving those you are teaching.

Both of these activities require patience. A few weeks back I was struggling with a hamstring issue that was causing my hip and IT band to rock out of alignment. The frustration was consuming, if for no other reason than the fact that no one wants to run in pain. Instead of throwing in the towel I needed to continue with exercises to strengthen my quads and hamstrings as well as using a foam roller every night to roll out the knots in the muscle. Similarly, teaching requires patience in spades. Your instruction may not work out the first time. You'll need to reflect on what is going on, what isn't working (and why), and make alterations. Teaching rarely is an instant gratification career, leaving you waiting for the big leap forward.

Planning is integral to the success of both activities. If you aren't clear what you are teaching, when you plan to teach it, and how you'll know if they got it then you're in trouble. Does that mean you won't change that plan? Absolutely not. Changes happen because of student interest, success of lessons, district initiatives, and countless other issues. But it is difficult to succeed without knowing where you want to go and how you plan to get there. My preparation for Chicago (and every marathoners preparation) is similar. I can't just go out and run hard everyday, or run a bazillion (that's a lot!) miles each week. I need to know what I want to hit on race day, and where I've already been. From there I can start to tailor a plan to hopefully get me to the race, and ultimately the finish line, where I want to be.

Lastly, neither activity allows for you to rest on your laurels. Any achievement you get is fantastic, but has little bearing on your future trajectory. Why? Stopping running (injury and rest aside) brings about an almost immediate loss on fitness. Others continue to train as well, bring about new challenges to where you've been. Even trying to simply maintain where you are is difficult. In teaching you'll find that new kids will always walk through the doors with new personalities, challenges, weaknesses, and strengths. New initiatives and practices will come up that you'll need to develop fluency with. The second you stop working and learning is the second you begin to slip backwards. Just because you were a distinguished teacher in the past doesn't mean you'll continue to be that way forever. You need to keep working.

Reaching Balance

I've slowly started the process of reading professionally. I opted to take Guiding Readers and Writers with my while camping. After doing some kid lit reading, I decided I needed to start the ball rolling on improving my practice. I've also done some reading on the Units of Study Reader's Workshop from the series I purchased earlier in the year. There are a few things that I want to address over the course of the summer:

-Balancing reading/writing instruction
-Balancing reader's workshop with social studies materials/instruction
-Being strategic in using technology to meet our reading/writing goals
-Better and more strategic/planned use of formative/summative assessment

Guiding Readers and Writers is a bit daunting. It isn't a book you'll read straight through. Instead it is better to read in chapters, particularly being strategic in those chapters that will meet what it is your looking for. Sounds simple, but being a linear person it really isn't (after Chapter 1 I should read Chapter 2, not 7!). From the limited amount that I have read, there are a few things I've determined. I'll address one of them today.

My big takeaway thus far is that reader's workshop and my social studies instruction do not mesh very well. Reader's Workshop features an emphasis on Independent Reading. After a book talk and/or mini-lesson of 10 or so minutes, students read independently. They work on charting their progress afterwards as part of a debrief. The lessons are meant to support students as they choose their own books. There are elements of this that I intend to use, but I can't use it wholesale. Why? The way we have our literacy work setup currently is largely through social studies/non-fiction. Obviously there are two glaring holes: 1) where is the fiction/independently chosen books, and 2) where is the independently chosen non-fiction.

Can I integrate the Guiding Readers/Units of Study information? Yes. I just need to be a little choosy. I'll likely do a mini-lesson on Monday. I'm undecided if that means I'll do an entire day of Reading Workshop, monitoring kids reading through some conferring. That might also mean I do 15-30 minutes of reading followed by some social studies work. I'm leaning towards the former, as the latter ends up being scattered. The remainder of the week will likely involve my usual 15/45 minute split of independent reading with social studies instruction. I've got a lot to learn... at least I've got my books organized in one area currently (as seen below).

From Drop Box

Okay For Now by Gary Schmidt

Okay for Now... one word: fabulous! While it is at the upper end of reading for kiddos in my grade level, it is a great addition to my library. Why is that? The story was incredibly realistic. As a reader, you could empathize with the struggles of the main character (Doug Swieteck). The problems were incredibly realistic, yet the storyline was not nearly as predictable as others I've read.

The long and short of it: Doug is a character first seen on the fringes of the story The Wednesday Wars. His father has lost his job so the family is moving out of Long Island (NY) to a mill town further north. There are a myriad of issues for Doug to overcome. His father is negative, almost to the point of being abusive (certainly a bully). His older brother of two years is a bully who runs with a bad crowd. His oldest brother is in Vietnam and set to come home soon, but not the same. All of this is added onto the fact that Doug can't read yet is heading into 8th grade.

This story shows many things. You see the growth of characters. You see characters change (for the better). You also watch the goings-on in a small town where everyone knows everyone, and your reputation precedes you. Best book of the summer by far.

Rating: 5 out of 5... definitely on the short list of the Newbery Award in 2012.

Juniper Berry by Kozlowksy

Recently I ordered a handful of books that bloggers have noted as possible Newbery candidates for 2012. Typically I don't order hardcover books. I find the price to be a bit much, and the size/heft of paperback books to be preferable. But since many of the Newbery books are new releases I found myself in the position of *needing* to order them in hardcover. Alas I digress (as an aside, my goodreads list is here).

That brings me to Juniper Berry by M.P. Kozlowsky. I'd seen it prior to doing my Mock Newbery research, faced out in a Barnes and Noble and later in Third Place Books. The basic premise is that sometimes wishing for things can lead us down a path to being someone we don't want to be- whether consciously or not. It is a classic tale of temptation and using will willpower to avoid "darkness."

Juniper Berry's family should be a fairy tale. Her parents are movie stars. She lives in a large house with seemingly endless methods of amusing herself. But something is awry. Juniper's parents grow increasingly dark and angry. Her fairy tale is disintegrating. One day, in the rain (oh the symbolism!), she meets a boy named Giles. His life has a familiar ring to Juniper's, and they find that their parents are connected by this twisted old tree in the woods. What follows is Juniper and Giles trying to resist the temptation of having the dreams made a reality. They'll also try to reclaim the life that they had once before. I enjoyed it... it wasn't my favorite. Juniper lacks depth as a character, and the storyline is familiar. But it was well written, and there are enough twists in the story to keep you reading.

Rating: 3 out of 5.

The Wednesday Wars

I was very impressed with Gary Schmidt's The Wednesday Wars. In fact, I'd say it was fantastic. I wouldn't expect much less since it was a Newbery Honor book in 2008 (as a sidenote, I'd never heard of the winning book Good Masters! Sweet Ladies! Voices from a Medieval Village until today). This story was vastly different than what I expected, which is to say that I really didn't read the book jacket very carefully!

The story is centered around a sixth grade boy named Holling Hoodhood (nope, it isn't a misspelling:). We watch him over the course of his school year, particularly focused on Wednesdays. Why Wednesday? That is the day when half of his class goes to Catholic school at 1:45, and the other half rolls out to synagogue shortly thereafter. His teacher, which Holling thinks is out to kill him, starts off by having him do menial tasks around the classroom: clean erasers, clean out the put cages (rats mind you!), etc. Later she has him read Shakespeare, which he really dislikes because of the old world writing that is difficult for an adult, let alone a 6th grader, to understand.

What makes the story captivating is the backdrop. This is during the late 60's when the Vietnam war is happening. This touches many in the story, from the teacher (Mrs. Baker) to others in the school community. Walter Cronkite is being watched at night, and there is a bit of tension that the reader can feel as the story winds onward. Lastly, you have the family with a strong willed father (determined to be the businessman of the year), the mom who is going along with the will of Holling's father, and Holling's sister who listens to the Beatles and runs away to find herself. All the while you follow Holling as he struggles to find himself and grow up in middle school. The growing up plays back into Mrs. Baker's assignments to Holling of reading Shakespeare. Overall, well done.

Rating: 5 out of 5. Growing up is a theme in many stories, but it is done masterfully in this story. It made me really excited to read Okay for Now, a follow-up of sorts to the Wednesday Wars (but with one of the side characters as the main character... it is high on the Mock Newbery lists I've read thus far).

School of Fear

I picked up School of Fear around the holiday break (way back when it was 2010!). At the same time I had 1-2 kids who were already reading the book since they'd purchased it, or received it as a gift. The early reviews from kids were that it was awesome. As a few other kids read it I noticed a struggle to finish it, particularly as kids hit the midway point. That isn't a good sign, but it still remained on my to-be-read list.

There is a fairly basic premise to the story. Four kids have very different phobias. The fears range from avoidance of water to believing bugs are everywhere (so you bring repellent with you to spray everything!). All of the kids are brought together, through their own doing or that or their parents, at the School of Fear. It is an odd place with an odd teacher. The teacher's motto: a beauty contestant is always prepared. She has an odd way of helping them overcome their fears... until she dies unexpectedly. That is where I'll leave the summary, so as not to reveal the ending.

I was less than impressed with the story. I found the 4 kids to be funny at the start of the story, but their humor wore off somewhere around the middle (which jived with what I was seeing in my classroom). It picked up again in the last 1/3 or 1/4 of the story, but it wasn't enough to save the lull in the middle that was filled with dialogue/arguing amongst the kids. There is a second story out in hardcover. I opted to wait until it is out in paperback, saving my money for something a little more substantial.

Rating: 3 out of 5. Better than average because of the humorous phobias. But missing some of the substance in the storyline that I'd seen already this summer.

Revenge of the Witch (Last Apprentice Series book 1)

I was pretty excited to read the Revenge of the Witch. This was a continuation of reading books I recommended to kids (but didn't have time to read myself during the school year). Early in the year I'd gotten the Ranger's Apprentice books for the kids, and they were a huge hit. As I continued my search for different series that kids would like, I eventually picked up the IQ books by Roland Smith and the Septimus Heap series. But I'd been drawn to this series, yet hesitant to pick it up since it was in the YA section. Getting it after Spring Break, it turned out to be a nice addition to my library.

I really enjoyed Revenge of the Witch. Joseph Delaney seemed to write it with the intent of keeping the integrity of old English lore in tact- those of ghosts, boggarts, and witches. The witches, ghosts and all are warded off from those in the county by a man named the Spook. The Spook is in need of a protege, an apprentice, which is where we begin to learn about our new apprentice, Tom Ward. He is the 7th son of a 7th son, which makes him special. In particular, he can see, hear, and sense things that others cannot. His parents need to find a job for him, and agree to have him as the Spook's new apprentice.

Tom is not necessarily comfortable in his new work. His first test scares him mightily. The Spook and the Apprentice aren't necessarily welcomed with open arms either, and can you blame the people for that? They deal with witches and ghosts! The story has a scary element to it that made me pause for a second. But the story certainly doesn't have the blood or violence of some other stories, more the intimation of potential danger that can put you on edge. Like the Lightning Thief in some ways, I was intrigued by the old lore embedded in this story, and the realism that Delaney is able to weave throughout this story. I could see many of my former students behaving similarly and thinking the same thoughts as Tom. Overall, very pleased with it and excited to read the next books in the series (thankfully I brought the first 4 books home!).

Rating: 4 of 5

Swirling Thoughts

I've been thinking about my how I am going to run my book reviews for the fall. Since we will have Communicator, our one stop shop for class wiki and blog, I am going to use that for our our book reviews. I'm leaning towards having kids post one review per month. There will be certain criteria they will need to include, which I will teach. They will need to tell the story of the book without giving away the ending. They'll also need to include the elements they liked, and who they'd recommend it for.

What I really want to get into is a Mock Newbery or Young Reader's Choice competition. It has the potential to be fun. If I have multiple kids reading the same books, then the dialogue should be really robust. I also plan to have kids doing their novel study books online- at least partially. I'll have a question for each book (possibly generic, possibly specific) that the kids need to respond to. They'll then participate in responding to their peers through commenting. My guess is that I'll do this every other week- one week in person, and another online. The other great part of that is how I'll be able to have kids for different rotation groups (since I see 3) talking to each other about the same book.

I've got a few other ideas, but they are really in the infant stages currently... way more than those above. Since I'm reading so much, everything is related to how I will change my reading instruction. I'm excited!

Mockingbird by Erskine

I am a bit of a book fanatic. In my spare time I cruise over to bookstores. I often say I'm just browsing, but I will typically walk away with 5-10 books to bring back to my classroom. Part of that is because I have a running list of books I want to pick up. I've scoured Newbery lists, Young Readers Choice, Global Reading Challenge, etc looking for new books to get. Sometimes I have that list physically, but more often not.

Mockingbird has been on my list for about a year now. It was out in hardcover (fun fact: I really dislike hardcover books- size, weight, cost!) and I was to get it from the library. Yeah, that didn't happen. Instead I waited until it was in paper to get it. When that happened, I immediately purchased it. Time was short, so I did what I always do: pushed it towards some of my kids allowing them to be the litmus test. The early reviews from them were very positive... so it ended up on my summer reading list.

The story is about a girl with Asperger's. Her family has just been befallen by a second tragedy. First was the passing of her mother due to cancer, and the second is the passing of her brother after a school shooting. Her trouble has less to do with his death, and more to do with the emotion that everyone says she is supposed to have. Being on the autism spectrum, she struggles when things aren't black and white.

Over the course of this story you get a small glimpse into what might be happening for someone with this disability. Processing things that take nuance and finesse are incredibly difficult, and making friends is hard. Couple those with the tragedy those around you are dealing with (and you too, but in a different way) and you have a mountain to climb. While the subject matter is touchy, heart wrenching in fact, the power of seeing our main character (Caitlin) work to overcome these many struggles was incredible. I'm really excited to have other kids read it.

Rating: 5 out of 5. It didn't win the National Book Award for nothing I guess.

Horton Halfpott

I really enjoyed Tom Angleberger's first book, the Strange Case of Origami Yoda. As I was walking through the bookstore the other day I saw Horton Halfpott, his second release. Since I was so excited about his first book I had to give this one a read.

A few words... If you don't like old English, this book is not for you. If you are not really into irony and sarcasm, this book probably isn't for you. If you don't like books with more than 4-5 points of view, this book probably isn't for you. Then who is this for? Well good question.

The story is about a servant named Horton Halfpott who works at M'Lady Luggertuck's mansion. She treats the staff poorly until her corset is loosened (no joke!). At that point all goes awry. Luggertuck's nephew wants to come stay at the mansion to woo a neighbor girl. Sounds good, right? Unfortunately (or fortunately for the story) Luggertuck's son devises a plan to steal the "lump," the source of the Luggertuck fortune, and convince the girl to marry him instead of the nephew. Ah, but the servants and Horton need to save the day. Horton, the noblest and quietest of the servants, becomes our main protagonist. He is certainly a likable character, far more than the Luggertucks. That is where I'll leave it so as not to give away any of the storyline.

Rating: 3 out of 5. Not overly predictable, but certainly not of the same high standard that Origami Yoda set.