To Look at Any Thing...

Change

The summer

still hangs

heavy and sweet

with sunlight

as it did last year.

The autumn

still comes 

showering gold and crimson 

as it did last year.

The winter 

still stings

clean and cold and white

as it did last year.

The spring

still comes 

like a whisper in the dark night.

It is only I 

who have changed.

Charlotte Zolotow

 (c) 1978 To Look at Anything 

Lee Bennett Hopkins

This is my favorite poem from Lee Bennett Hopkins's book To Look at Any Thing.  Have you seen the book?  It's a collection of poetry centered around nature photographs by John Earl taken in Georgia.  Circa 1978.

There's something endearing when you find yourself thumbing through the pages of a book that was published 35 years ago.  The black and white photographs, coupled with poetry from some of our most extraordinary poets was a treat to reread.  To read Charlotte Zolotow's words in "Change," or Patricia Hubbell's words in "Beginning of Thoughts," or Lilian Moore's words in "Encounter," or Langston Hughes's words in "Hope."  This is a special book. 

I think it behooves us to look through our classroom and personal libraries and find "gems" we can share with our students.  

More importantly, it's important for us to reread great writing for ourselves.  To nudge our own writing.  To conjure up memories of the poets we love.  To think of ways to inspire others.  To remember that "new" is not always better.  To take a look at "any thing" and know that perhaps there's a poem hidden in even the simplest objects. 

Another Ralph Fletcher Hit - Guy-Write

I spent the past two days in Boulder Colorado at my son's orientation for the University of Colorado.  He'll be a freshman in the fall (my third child to become a Buff).  At this point, he's thinking of a double major - Electrical Engineering and... English!  He's very excited for two reasons 1) He gets to choose the classes he's most interested in* and 2) His advisor recommended that he spend some time exploring to whet his appetite for new learning.  He's never been an "in the box" thinker, so I'm excited for him as he begins this next journey is his life. 
     Ironically, we stopped in The Boulder Bookstore and spent a bit of time wandering the store.  If you've never been, you should put it on your bookstore bucket list.  It's a superb independent.  It's cozy.  It's in the middle of the Pearl Street Mall (which means great restaurants are only a few doors away).  It's a great place to spend some time in the afternoon with your college-bound son (or daughter).  I loved as we walked in and Jens said, "Dad, I need a new book.  What should I read?" (that's a subject for another blog entry).
     My choice today was Guy-Write: What Every Guy Writer Needs to Know by Ralph Fletcher (which was shelved in the "activity" book section... I guess even The Boulder Bookstore gets it wrong periodically).  I just saw Ralph last week at the All-Write Conference in Warsaw, Indiana.  I spent some time with him and Katie Ray by the pool talking about reading, writing, learning, and life.  It was a great evening.  I wish I had known the specifics of his "activity" book at the time so we could have weaved it into the conversation.  Trust me, it was definitely shelved in the wrong section... it's not an activity book.  This book should be out front for every child (especially those middle grade/middle school boys) to get their hands on... it's that good!
     In Guy-Write, Ralph shares a special gift with his readers.  The gift of wisedom.  The gift of risk-taking.  The gift of passion.  The gift of words.  The gift of saying, "Boys... it's okay... write!"  As I write this blog, I'm sitting in Starbucks after finishing this grand read.  I loved it!  What a gift. 
     As I read, I was reminded of my student Isaiah who once said, "How does he do it?  I feel like Ralph Fletcher is talking to me.  Just to me!"  I felt the "boy writer" in me twinge with a little bit of rebellion, a little bit of challenge, and a little bit of "Gross!"  Ralph's sense of humor shines through each page as he talks to "us boys" about how to improve our writing life.  He's able to bridge the gap between being a "writer at home" and a "writer at school."  He writes about the contexts in which we need to nudge boy writers to work.  He adds ammunition to every boy's arsenal of what it means to be a writer!
     As an added bonus, he includes interviews with five "boy" writers.  I want Sam to read the section about "Sports Writing" and the interview with Robert Lipsyte.  I want Jacob to read "Draw First and Write Later" and the interview with Jarrett Krosoczka.  I want Sebastian to read "Freaky Stories" and the interview with Robert San Souci.  I want Christopher to read "Riding the Vomit Comet" and the interview with Jon Scieszka.  I want Zachary to read "Superheroes and Fantasy" and the interview with Greg Trine.  I want all the boys I've taught for the past 26 years to read Ralph's words.  And, I want all the teachers I teach with to read them as well.  In fact, I challenge you all to read it!  Every boy writer needs Ralph Fletcher as their mentor and advocate!  (By the way, I just emailed all the parents of boys I've had for the past three years and recommended they run to the bookstore for this one).
     I wish I had read it BEFORE I met with Ralph a few weeks ago.  I can't wait for my 18-year-old college-bound English major to read it.  I can't wait to read it more closely.  Thanks Ralph, for another gem.  Our lives are all the richer for it.

- - - - - - - -

*Which, by the way, includes Beginning Italian.  Italian?  Does he remember his sister (the senior) works in that department?  Ciao`

If you want to read another great blog about this book, go to A Year of Reading.

A letter found in my files

A few weeks ago, I was looking through a few of my files and ran across another brilliant piece of writing by my friend Lois.  

I've blogged about her before... she was a mentor, friend, and fellow teacher for many years.  Lois died on June 23, 2008 after a lengthy battle with breast cancer.  I wrote about her strength and endurance in Conferring:  The Keystone of Reader's Workshop.  And, not a day goes by that I don't think of my teaching days with Lois, Judy, and Randi (under the incomparable leadership of Laura)... those were the days... thinkers and learners, together!  We mentored one another and asked big questions and children were always at the heart of our work and conversations and inquiry into "What can we do next?"  I yearn for the professional discourse we shared... "all for one and one for all!"

Lois had a masters degree in Gifted Education and an amazing knack of meeting the needs of all children--those who were "dormant" and those who were "highly-abled."  She looked at children as individuals (including her own three children).  She was always reflecting on her teaching.  She was always reflecting on the needs of her students.  She was a writer, artist, mathematician... a teacher's teacher... and constantly honed her craft.  Yet, she was one of the most humble and nonjudgmental people I've ever met... she was shy, until it was time to stand up for a child.  She was not afraid to take a stand.  I admired her courage.

In 1999, she wrote a letter to our "Student Support Team" (at that time part of the pre-referral process) after referring a child for "support" and she shared a copy with me.  In kind, I thought I'd share it with you.  Why?  I find it apropos.  I think it speaks to our need to support the learners in our care.  I find it thought provoking.  I think it's intriguing.  I think Lois was a thinker before her time.  

I'm using this letter as a bookmark in my current professional read.  I've read this letter at least ten times in the last few weeks.  Like Donald Graves, Lois was a teacher whose work will always remain current... the words of great thinkers continue to inspire me.  Please enjoy her words, they speak for themselves!

I think Lois wouldn't mind my sharing it (I removed names and pronouns to make it generic):

January 31, 1999

Dear Members of the Student Support Team:

Even though many of the members are my close friends and respected colleagues, I have found taking a student to this committee a frustrating experience.  In my opinion, issues of timeliness, purpose and respect are important for us all to examine. 

First of all, dealing with this committee has caused extreme delays in getting help for my students.  I submitted three names to the committee two months ago.  You just got around to the first of my students this week.  Now we have another six weeks of "interventions" before the follow up meeting on March 11.  In my opinion, twelve weeks of delay is unacceptable and unnecessary.  Who knows when you plan to begin my other two students?

Secondly, the purpose of my referral was misunderstood.  The student I referred is not failing.  ___ is not failing because of the many interventions (which apparently you do not count as interventions) put in place my myself, by specials teachers, by previous teachers, and by very concerned and conscientious parents.  My point, as stated on the pre-referral form, was that all these interventions should not be necessary for a student who appears to be competent in many ways.  I believe there is something wrong with ___ processing of information and am concerned that the middle school staff will not be as diligent as we have been.  This ___ with so much potential is in danger of getting lost in the system and may give up.  More interventions, while welcome in many situations, were not appropriate in this case. 

Finally, there is the issue of respect.  Brainstorming, in front of parents, such solutions as preferential seating and presentation of directions auditorally and visually was insulting and demeaning to me as a classroom teacher.  If this is necessary for some teachers, parents do not need to be present to hear it. 

In conclusion, the present system for S.S.T. is cumbersome, ineffective and insulting.  Please withdraw the names of my other two students, ___ and ___ from future consideration.  I will find other ways to deal with their problems.  With all the criticism of public education today, we do not need to do this to each other. 

Sincerely, 

Lois

Grief Points

Yesterday I was sitting in church listening to our pastor talk about "grief points."  He posed the question... What are your grief points?  Death of a loved one.  Loss of a good friend.  A tragedy in your family.  He got us thinking a bit about how we've dealt with our personal grief points and moved forward... filled with faith, hope, and love.  I spent some time reflecting on the points in my life when I was grieving and I can filter each one through those three words.

     He reminded us of the grief points our nation has experienced, there have been many... most recently the events of September 11, 2001.  And how, although we can never forget the events of that horrific September morning, we've found strength to move forward as a nation.  Not forgetting, but moving forward.  Each of us dealing with the tragedy in our own way... filtering things through our own beliefs systems.

     He read us Paul's words, “Now we see things imperfectly, like puzzling reflections in a mirror, but then we will see everything with perfect clarity. All that I know now is partial and incomplete, but then I will know everything completely, just as God now knows me completely.  Three things will last forever—faith, hope, and love—and the greatest of these is love.” 1 Corinthians 13: 12-13

     Last night, as my wife and I watched television, we chatted about the amazing stories that emerged from across the nation in response to 9/11... and the events that unfolded across this great country.  Amazing stories... of faith... of hope... and of love!  

- - - - - - - - - 

Most of my fourth graders were born in 2001, so on Friday I spent a few simple minutes talking to them about the events of that day.  I reminded them it was important that they go home and talk to their parents. 

     I told them I was on my way to an all-day staff developer's meeting that morning and heard the news on the radio.  I remember driving to the foothills and watching the temperature gauge in my car rising, little by little.  When I arrived at the destination, obviously we canceled our meeting (many of my fellow colleagues tried to reach their loved ones across the country, including family members who worked in Manhattan).  So, I drove home to see my own children, but on the way out of the hills, my car's water pump went out... and I spent the rest of the morning waiting for a tow truck to pick me up in a Safeway parking lot.  It gave me plenty of time to craft an entry in my writer's notebook, a simple reflection of what I still didn't know was going on across our nation.

     I shared several entries from Messages to Ground Zero with my students on Friday.  It was compiled by Shelley Harwayne.  A brilliant collection of writings and drawings from children that she, as superintendent, collected and categorized.  If you haven't seen it, you should get a copy.  It's a brilliant tribute!  And, it's told through the voices of children.   Beautiful.

     I also shared three poems I saved that my third and fourth graders wrote when we returned to school in November (we were tracked off - year round school).  I'm so glad I saved them... enjoy their words!

Firefighters

I always thought of firefighters as people

who save other people from fires,

but now I think a lot more than that

when I hear the word

firefighters.

I think of brave men and woman risking

their lives for others.

I think of people who were

searching through rubble hoping

to find someone alive.

I think of going into that

burning building.

Most of all, I think of the day

when terrorists

took over our lives and hearts. 

September 11, 2001 is a day I’ll never forget.

 I don’t think anyone will forget that terrible day,

but what ever happens,

those fire fighters

will always be there to protect

our beautiful country.

 

Ashley I.

November 2001

The Terrorist

Planes crash.  Children scream.

I turn to see a burning building. 

I shiver--part angrily, part scared.

Questions pop up like popcorn,

but none I can answer.

I wake up to find that I’m safe

in my bed and my family is all right.

I try to fall asleep again, but I can’t stop thinking about the terrorist.

I shiver once more.

Rowan C.

November 2001

The Flag Still Stands Tall

The Moment Strikes. 

The horror comes.

Terrorist pictures run through my mind.

As I watch the t.v. blanklishly, I wonder,

What will happen next?

I look in the background to see

the flag still stands tall.

Ashley W.

November 2001

Guest Blogging - Two Writing Teachers

Hello Readers, 

I am "guest blogging" on Ruth and Stacey's blog on or around the first of July.  I spent a little time reflecting on my journey with my friend, Randi Allison, and the learning we've done together for the past 25 years. 

Randi just retired after 27 years of teaching, learning, and growing.  I can't wait to see where her journey leads her for the years ahead. 

Take a gander!  I think you'll enjoy it...

Patrick

It Takes Commitment

     I’ve been thinking a lot about commitment.  The commitments we make are sometimes overwhelming—teaching, parenting, relationships.  While I was exploring the meaning of the term commitment, I found an interesting article online (on a leadership site, which, by the way, I know nothing about, but I liked the premise).  It stated: 

     A great business leader once said: "...the basic philosophy, spirit, and drive of an organization have far more to do with its relative achievements than do technological or economic resources, organizational structure, innovation, and timing. All these things weigh heavily in success. But they are, I think, transcended by how strongly the people in the organization believe in its basic precepts and how faithfully they carry them out." (from Thomas J. Watson, Jr., A Business and its Beliefs - The ideas that helped build IBM).

      As true as this is for the success of a corporation, it is even more so for the individual. The most important single factor in individual success is COMMITMENT. Commitment ignites action. To commit is to pledge yourself to a certain purpose or line of conduct. It also means practicing your beliefs consistently. There are, therefore, two fundamental conditions for commitment. The first is having a sound set of beliefs. There is an old saying that goes, "Stand for something or you'll fall for anything." The second is faithful adherence to those beliefs with your behavior. Possibly the best description of commitment is "persistence with a purpose".

     I love the term “persistence with a purpose.”  In the classroom, I’ve done a lot of work with my students around the idea of “Learning with a Spirit of Endurance” (see Conferring: The Keystone of Reader’s Workshop for more information).  And, while I’ve explored stamina and endurance with students, in terms of their learning, I think I’m going to go after the idea of persistence with a purpose with them next year.  To strengthen endurance, I think it takes both commitment and persistence. 

     Case in point – Exercise.  The dreaded “E” word!

     For the past five weeks, I’ve committed to exercising every day.  I’ve started doing P90X© for the SECOND time (I didn’t have right attitude the first time).  And, now I’m committing to not giving up.  In fact, to strengthen my commitment to getting in shape, I signed up to be coach with the Beachbody organization.  I’ve also started incorporating another exercise program, RevAbs©, an at-home exercise program designed to burn fat and strengthen core abdominal muscles.  Why become a coach – it’s made me accountable both to myself and to others.  Isn’t accountability an important aspect of commitment?

     For the past year, I’ve been sedentary, a couch potato.  I admit it, it’s been longer than that (but one year makes it sound a bit more forgiving)… but, because of the encouragement of my friends, Troy and Jarod, I’ve gotten up off the couch.  Through our conversations, text messages, and consistent nudges, we’ve all made a renewed commitment to exercise.  Mind you, I don’t look like the guy on the DVD; in fact sometimes I curse him when I’m working out.  But the point is, I’m trying.  Taking a 51-year-old body and putting it through daily rituals and routines, can’t help but improve my health!

     I’ve also committed to better eating.  I am an eater.  My mother was a restaurant owner – one fine and dandy cook.  And, fortunately/unfortunately, she passed the love of cooking and eating on to me!  So I’ve decided to make better choices.  I’ve committed to drinking a Shakeology©  shake every day as a meal replacement (it's an amazing product by the way, click on the link and read about it).  This choice alone has strengthened my endurance as I exercise.  I feel so much better energy wise (it’s doing a lot internally that I don’t even realize).  I’ve tried to be flexible and try something new.

     My older brother immediately responded, “Not interested!” when I told him about my new health regime.  But after watching our father have his leg amputated from complications of diabetes (according to the National Diabetes Association, more than 60% of nontraumatic lower-limb amputations occur with people with diabetes) and seeing our mother suffer through complications of diabetic gangrene, I realized that I had to become a decision-maker.  I had to commit to making sure that I’m doing what I can to prevent the same fate.  Eliminating body fat is one step in the right direction.  Perhaps my demonstration and modeling will help my brother change his mind next time we see each other.

     Commitment is gradual.  I’ve seen my friend Troy journey through a complete transformation of mind and body (we originally started at the same time, he kept going, I gave up… Then I made excuses, “You’re ten years younger!” or “I don’t have time!”).  Recently, I've watched him and wondered, “Why couldn't I do that?”  Through sharing and cooperation, he has helped me see that the benefits of making a commitment will pay off in the long term.  Troy checks in with me, he supports me, and he listens.  He’s a good coach, and more importantly, a good friend—he’s given me a tremendous amount of support as I begin making exercise an important part of my daily life!  In turn, he has encouraged my independence and I’ve passed my learning on to Jarod.  

     So what does this have to do with learning?  Everything.  The article I found also said, “Commitment is most difficult and most readily proven during tough times. How someone weathers the storms most clearly demonstrates their basic beliefs. In antiquity, Epicurus stated: "...a captain earns his reputation during the storms."  So as I end this school year and begin a new one, I’m going to take this idea of commitment and incorporate it into our workshops.  As I continue my new regime, I'm going to explore what other aspects of my new learning I can bring to the conversation.
     As learners, persistence with a purpose will be a moniker of our time together!

Passing it Down...

Passing the Music Down by Sarah Sullivan is a wonderful book published by Candlewick Press.  As I was perusing the display at the Candlewick Press booth at IRA in Orlando, this text caught my eye.  I knew immediately it was a picture book I needed (even before I opened to the first page I knew I had to have it... Ironically, I read a quote this week that said, "You can only judge a book by its cover until you open it up and read it.")!  Sarah Sullivan's lyrical words, combined with Barry Root's illustrations portray a lovely relationship between two musicians and describes a tie that binds them together... their love of music!
     The author based the book on the true story of Melvin Wine and Jake Krack, who performed together and became friends (although they were 75 years apart in age).  The author's note in the back of the book describes their relationship and their musical journey together.  Jake first met Melvin when Jake was nine-years-old and Melvin was 86-years-old.  Together they played fiddle tunes... Melvin taught Jake what he knew so he could carry on the "old tunes"... and since Melvin's death, his legacy continues because of Jake's love for the fiddle (and his parents support of his musical interest)!
     Like a katydid in spring, the boy's heart dances.  "Will you teach me all your tunes?" he asks with a gulp.  "Will you show me how they go?  I want to play like you."  And so he did.
     Passing the Music Down made me think about legacy.  It pays homage to the kind of skills that can only be passed down from generation to generation, person to person, mentor to "mentoree."  It reminds me of what we do in our classrooms every day, the things we pass on to the learners in our care.  Things that can't be measured, documented, or collected.  The things that children leave with tucked in their hearts that they'll carry on long after they leave our classroom.  And, I thought... "What are the things my students are leaving with this year?"  That's a question I'm going to explore in my notebook!

     I have book on my personal writing shelf called Legacy:  A Step-by-Step Guide to Writing Personal History by Linda Spence.  It's a guide to capturing memories by writing in response to open-ended questions.  Though meant for adults, I've used parts of it with children to get them writing in their notebooks, planting seeds for future writing projects.  
     Passing the Music Down reminded me that as writers we need to explore our legacies on a regular basis.  Perhaps it will be the perfect text to inspire children to write about something that they've learned from someone else... perhaps legacy writing will be a genre I'll have to remember as I think about next year's plan for writer's workshop.  I may have to couple these texts.
     In the meantime, I'm going to reread Passing the Music Down.  It's a great metaphor for our teaching.  It's a great picture book.  It's a beautifully written story.  
     The fiddler lifts his bow and plays the old-time tune.  There's an echo in his heart as he saws out a rrrrip!  He hears the old man's voice in a memory deep inside.  Play that fiddle, son.  You got to pass the music down. 

And thank you to Candlewick Press for the copy of the book! 

Repent... At Reading Homework Taketh Another Look...

It’s Lent.   

     And, according to Lutheran tradition, our church takes on a more penitential mood throughout this season.  We use purple on the alter to signify the penitence we observe, we don’t sing a “Hymn of Praise” on Sundays, and there are no “Alleluias” uttered during the Lenten season… not until Easter.  Lent is a time for meditation and often serves as a time to reflect on our transgressions and shortcomings as we prepare for the Hope that comes on Easter, when all things are made new!

     So, it's somewhat ironic that Mary Lee and Franki at A Year of Reading have asked us to reflect on the issue of "reading homework."  Not to be mocking or insulting to my faith, but I think it's the perfect time to repent for some of the mundane, mindless, and frankly stupid, things I've asked children to do in the name of reading!  I admit it, over the years I've asked students to "prove" to me that they've read, rather than trusted that they'll read at home without my nudging!

     I have done a lot of thinking about this issue AND over the years I've asked my students to do some rather silly things to "prove" to me that they read at home.  In the past, I've required students to keep a log of minutes read, titles read, and genres read.  I've asked parents to sign the logs to further indicate that students are, indeed, reading at home.  I've asked students to respond in a response notebook and to keep accurate records of their "at-home" reading.  I've asked for book projects.  I've asked for lists.  I've asked for number of pages.  I've done everything but ask students to, well, READ!  Basically, I've eliminated all the things that matter in reading... choice, interest, pleasure... and to what end?  

     So, this year my homework requirement for reading is simple... try to read for 20 minutes a day!  That's it!  Read. 

     Now, I know what you're saying, "But how do you know..."  That's the beauty.  I do know.

     Rather than ask students (readers) to complete something that wasn't really for them (it was for parents and for me), I've asked them to simply spend some time reading each day.  And, I have to trust that they are doing it.  I've offered up the following suggestions this year:

     • Start a blog and include some of your favorite at-home reading

     • Join Shelfari and comment regularly

     • Bring in the books you're reading from home and share them

     • Write about your reading in your "Write-at-Home" notebook (their writer's notebook that they use at home each week)

     • Reflect on your reading on our classroom blog

     • Bring in a book from home and explain to us the strategies you are using to comprehend it

     • Invite your parents or siblings to read together with you

     At first I felt a little guilty, but then I realized, I'm asking my students to do the same things I like to do as a reader.  It's not rocket science.  Of course, we have discussions about the types of things we're reading at home.  Of course,  I have parents who want more specific tasks.  Of course, I don't have something I can hold in my hand... but I think that I have helped encourage kids to read at home more peacefully and thoughtfully.  How do I know?

     • Readers are bringing in more titles than ever before to share with their peers

     • Readers are talking more with language like, "Last night while I was reading, I..."  or "When I was trying ____ at home in my reading, I..."

     • Readers are talking about their at-home reading with more enthusiasm and purpose

     • Readers are seemingly more accountable for actually doing some at-home reading because they know I trust that they are reading

     • Readers are modeling their "at-home" habits during our morning greeting

     • Readers are reading books of interest and sharing their learning with their peers

     • Readers are talking about their at-home reading during reading conferences

     A few years ago I read a post by a frustrated parent and a frustrated mother and they stuck with me.  Alfie Kohn has also done a lot of writing about the myths of homework and the research behind it.  Articles like these made me wonder, "How many parents are feeling the same frustration?"  I know as a parent, I did.  I saw my own children reading and loving it, but every Monday morning (the day their "reading whales" were due) we were frantically stacking books in piles and trying to fill in their reading logs.  Trouble was, they WERE reading, not because they had to, but because they wanted.  Trouble was, they had to PROVE it!  As a parent, I started questioning the actual amount of reading my child was doing in school.  That's what their teacher was doing to me, right?

     Now, don't get me wrong.  Do I think reading at home is important?  Absolutely!  But it has to be individualized and worth a student's time!

     However, his year I've just decided to let my students read.  I don't need them to spend time filling in a reading log to prove it.  I trust that they are reading.  Reading homework is simple.  

It's time to repent!  And reconsider...

Happy Birthday - Jane Yolen

Birthdays come and birthdays go... but a February birthday, well, that's something extra special.  Who was born in February?  
     Lots of folks, famous and infamous.  My sister Joy, who turns 82 on February 13th (she was the subject of one of my very first blogs).  Lincoln.  Washington.  Clark Gable.  Langston Hughes.  Cindy Crawford.  Larry the Cable Guy.  Tina Louise (Ginger!).  Sarah Palin.  Mark Spitz.  Laura Ingalls Wilder.  Ida Lupino (For all you movie buffs).  Jim Backus (The millionaire).  Longfellow.  Bernadette Peters.  Dinah Shore (golf, anyone?).  Johnny Cash.  Carrot Top (really?).  Judy Blume.  Oh, and there's me, on February 20th!
     But I can't let February zip by without wishing one of my favorite authors the happiest of birthdays.  Today is Jane Yolen's Birthday!  Of all the people born in February, I owe her more than gratitude.  I owe her a standing ovation.  Without her dedication to story, and language, and children, my teaching life wouldn't be as rich or as  blessed.  So, I chose to wish Jane "Happy Birthday" with a little blog tribute.  As I reread my older posts, I noticed that I've blogged about her several times (12/9/10, 10/12/10, 8/10/10, 8/17/10, 10/14/09), but wanted to once again thank her!
     Today, I read All Those Secrets of the World to my students in celebration of her birthday.  As I shared, I found several emails tucked safely inside (correspondence between Ms. Yolen and me from 2002).  I was having trouble finding copies of All Those Secrets of the World and Before the Storm and I emailed to ask her about the availability (subject line:  A search, A request, A frustration).  She graciously offered to send me a copy of both books stating, "Cover price, and I will take care of the postage.  Autograph is free!"  As I read the emails to my students, they were in awe, "You emailed Jane Yolen and she ANSWERED!"  It was the beginning of a wonderful read at the beginning of writer's workshop.  We did a memory write after I read the book.  Several students wrote wonderful pieces.
     Tucked inside was the memory write I wrote about our daughter, Anneke, on January 27, 2003, it read:  "I remember the day you were born.  You came swimming out of your mother with arms and elbows flying.  And we were so happy.  We had our little girl and you were beautiful.  You cried until your mom held you close and the sound of her voice made you stop and look and listen.  We both stared at you and couldn't believe how perfect you were, how absolutely lovely your skin was, and how soft and cuddly you were... we were amazed!"  Anneke is now 20.
     Today I wrote:  "Oompah, pah!  Oompah, pah!  I miss tuba sounds floating through the house.  The tuba has paved the path for more eclectic noise--that of an electric guitar.  Instead of John Phillip Sousa, now all I hear reverberating through the house is AC/DC, Metallica, and periodically, The News Boys.  

     I long for those innocent days when Jens's musical career was more about playing marches in bass clef rather than raucous strumming of the bass itself!"

     "Turn down the bass!"  I yell up the stairs.  But he doesn't listen (can he hear?).  Oompah, pah has transformed into "Drrrrerrr, drreeereee, drreee, derreee!"  The back beat has changed in clarity--with the hidden tune that of "Seek and Destroy" rather than "Ode to Joy!"

     In the concert band, I could always hear Jens.  His "oompahs" holding the beat of each piece, each song.  His cheeks puffed as he filled the twisted labyrinth of the tuba with air.  In  the rock band, all I see is head shaking, all I hear are riffs, and all I understand are the mumbled versions of what was once someone's poetry.  

     Screaming has replaced clarity for these old ears.  BUT, what hasn't changed is the love Jens finds in his music.  That's the joy!"
     So, I must thank Jane Yolen, for giving me the nudge to write about my own children.  When I have my students do a "memory" write (really to build and strengthen our writing muscle), they briefly jot possible thoughts in their notebooks as I read the story.  I give them a few minutes to chat with a friend to "get their writing out into the air." Then together, we spend 10 minutes in our notebooks, jotting fodder for future work.  Today was such a day.
      And, so again... Happy Birthday, Ms. Yolen!  Happy Birthday to you!

 -------------

By the way... it was a tough job narrowing down from so many titles, but here are my favorite Jane Yolen books.  Which ones do you love?

 

A Recent Professional Development Day with Administrators...

Captive audience, no?

Two weeks ago, a snowstorm (albeit slight in Colorado terms) co-mingled with a planned day of professional development, so I ended up working with a group of school administrators in Missouri.  I was planning to work with a wonderful group of elementary teachers who are working to blend thinking strategy instruction into the work they are doing with writers in writer's workshop.  Instead, the principal called me while I was on my way to the airport explaining that school had been canceled in the district in which I was scheduled to work.  So, he asked, "Would you mind working with a group of about 20 elementary administrators instead?  We have to come to school and would love the opportunity."  Without hesitating, I immediately agreed.  
     We forget that administrators need wise professional development just as much as we do.  I thought about the plans I had already organized for teachers.  Some aspects of the day would work.  I knew I would invite them to take part in a reader's workshop (I worked on inferring with a meaty piece of text).  I knew I would have them them take a blank model of the workshop structure and identify three things, "What would children be doing?  What would teachers be doing?  What would I (as administrator) be doing?" during crafting, composing, and reflecting.  So, I did a bit more planning on the plane and when I landed and got to my hotel, I immediately "tweeted," emailed, and called some of my colleagues for suggestions. 
     Karen Szymusiak (OH) tweeted a great suggestion, "Talk to them about the hallmarks of good reading and writing workshop.  What do you look for in an effective literacy-based classroom."  
     Franki Sibberson (OH) and Carol Wilcox (CO) both suggested I use conferring as a basis for discussion, "How can principals utilize the same theories of a good reading conference when talking about instruction?"   
     Donalyn Miller (TX) replied, "Administrators must understand what best practices look like in order to help us."   
     Lori Conrad (CO) suggested asking, "What does a reader look like at ______ (insert name) elementary?" 
     Using their suggestions as guiding questions, I framed my day.  Then I had a long telephone conversation with Dana Berg (WY) about the ways her former principal, Christine Frude (our friend who is now retired, splitting time between WY and FL), provided and encouraged opportunities for ongoing, systemic, and thoughtful professional growth (I've worked with their school for six years).  
     Ahh... when collective minds come together!  The result... together, adminstrators and I spend the morning talking about reader's workshop... focusing on specific rituals and routines, strategy instruction, and some of the nitty-gritty aspects of reader's workshop.
     We ended our day using, in part, a document my colleague Missy Matthews (CO) and I had created entitled, "What do I expect from someone facilitating a group of learners in my classroom?"  To it, I added the results of my conversations with friends and colleagues.  Here is the result:

Pondering:  How can my administrator best support literacy work?

 

During classroom visits:

• name the things I may not have noticed I did – name the brilliance
• ask questions that will encourage my best thinking
• talk with me before and after formal visits… debrief and plan… know my classroom and who I am as a teacher
• focus the prebrief and debrief on specific areas of instruction... ask me about the “data” I hope to glean from our visits
• provide feedback – 'here's another brilliant thing I noticed that you did'
• together decide on a focus -- one or two 'look fors'
• be prepared, on time and friendly
• let me in on the purpose of the visit
• write my students and me a note after the visit
• bring calmness, humor and sincerity to the visit
• understand the workshop model and where we are on the gradual release of responsibility model
• notice underlying rituals and routines, and bring them to the forefront of the discussion
• help me name specific observations – beyond “I liked how…” or “Johnny seemed to be…”
• understand thinking strategy instruction

In terms of Professional Development:

• understand how children think and learn
• provide opportunities and time to talk with other colleagues
• provide resources – books, fund workshops, etc. 
• focus the prebrief and debrief on specific areas of instruction
• be creative in scheduling large blocks of time for literacy
• be an active participant in the learning process
• differentiate – look for ways to meet specific needs
• eliminate “yes, buts” – encourage collegiality
• communicate
• take it slowly – know that growing takes time
• model the role of a learner – look for growth opportunities
• step out of administrator role into role of a learner
• build systems for continued growth
• focus energy on the “naysayers”
• act as a political “filter”
• be present – not just “nice” – understand instruction
• participate in study groups – provide resources and time

Not the actual....

.... administrators!

     Our day turned into a productive day of learning, a day of great conversation, and a day of professional development that can't help but impact the work principals do with their staffs.  In fact, several of the participants took their learning and used it with their staffs that same week.  They appreciated the time to talk, to ask questions, and to learn alongside their peers.  And, who could ask for anything more?  A perfect snowy day!