Tuesday Trait: Sentence Fluency

We follow deer tracks in the mud, pretending that we too are wild beasts.

and so it begins! What happens when you prejudge a book recommendation from a colleague simply because of its name or its audience? For me, that's pretty rare, yet it happened with Guyku. Because I trust the educators of my PLN (Professional Learning Network), I changed my mind, I read Guyku. It's great, so I say, "Go with it!" With that in mind, I've decided to review this highly recommended book with a specific audience. I'm wondering if children who read Guyku will really care that the title makes it sound like it's a book for boys, yet I think most young ones will enjoy this book. I just read GUYKU, because of this trust within my Professional Learning Network. This book would be a satisfying read for boys or girls. While, the story of Haiku for guys sounded like a book that only a boy could love, I was impressed that the story would probably be well received by boys or girls. As I have written on many Tuesdays, I'm giving GUYKU the Six Traits of Writing treatment. While this book could be used to teach many traits, especially WORD CHOICE and SENTENCE FLUENCY. I selected SENTENCE FLUENCY because I think the Haiku message can be taught within the context of the fluency trait. In Guyku, each sentence is written in the poetic form of Haiku, yet the style and meter of each sentence is NOT repetitious. Quite the opposite. With sentences like

Hey, who turned off all the crickets? I'm not ready for summer to end....

and

With baseball cards and clothespins, we make our bikes sound like motorcycles....

it appears to me that this is a great opportunity to show your students how cool varying sentences in a similar (Haiku) format can be. Join me. Review this book.

Other educators who have spoken high praise for GUYKU: IMAGE: "Join the Guyku Club" by Peter H. Reynolds taken from the Guyku website.

Tuesday Trait: Ideas and Content

Tuesday's Trait: Ideas and Content highlights the story Drylongso. Drylongso BY Virginia Hamilton Illustrated by: Jerry Pinkey

Drylongso is a realistic fiction story, set in the 1970's. It is the tale of a farming family in the drought-stricken Great Plains or Midwest. The story could have happened in one of the many places with red dirt, including the Oklahoma Panhandle. The ideas and content of this picture book make is a great candidate to encourage and practice effective writing among older elementary students. The story is mature enough that it could be used as examples for middle school students. The big idea of this story is how natural forces can reinforce poverty. The poverty refers to the low economic standing of subsistence farmers, especially among African Americans in the drought stricken region. The poverty is represented by the meager types and amounts of food, lack of water, and other primary needs. Lindy's family in the story Drylongso never went hungry, but they were always on the verge of hunger. This could be a great opportunity to begin a conversation about hunger. First, define: What is hunger? This could be a lively discussion, because some may believe the tiny twinge when a meal is a few hours late describes hunger. Many of them may never know what it is like to be truly hungry and go without food for more than a day. While this could be a tricky topic, you will do well if you ask the students to share their stories in the third person. For example, you could ask, "Do you know anyone who has ever told stories of being hungry?" If they tell stories about themselves, it might be best if others don't know. That is one purpose for using the third person. They may know relatives who lived through The Great Depression of the 1930s, and they can tell their stories. Telling stories would be a great opportunity to develop related projects and tell the stories of your students' families. Students could interview friends and relatives and make a presentation. If your students don't have anyone who might have been hungry, you could use Skype or some other communication device and interview some people who lived through hunger times here in the United States of America or other countries. The secondary, yet important idea of the story is the drought itself. The drought is so pervasively discussed in the story that it really becomes one of the characters. Briefly, yet powerfully, the author discusses the drought using ideas and content that make you feel dry, dirty and tired from all the work that must take place to avoid the major problems of the drought. The description of the dust storm is very realistic. As an introduction to an important character, Nature, Virginia Hamilton does discuss the 20 year cycle of droughts in the setting. The turning point in the story is the dust storm that brings a new character, Drylongso. He arrives as an enormous dust storm spins into the story. His arrival is reminiscent of a modern day, muted Pecos Bill riding a dust devil into town. Drylongso, a boy a bit older than the family's daughter Lindy, is taken in by Lindy's family. They give him water to drink and use to clean his face, and they feed him. Drylongso tells the family how he was separated from his father during the dust storm and became lost. As the conversations continued, Drylongso revealed that he could use a dowsing rod to find water. Then he uses his dowsing rod to locate an underground spring in the dry creek bed that can be used by Lindy's family to help improve their water situation. They can water their animals and their garden, and this new water source is an inspiration for new positive feelings about their situation. Having helped the family, Drylongso says he must return to his father, and he disappears into the West. Characters: Lindy MamaLu Dad Drylongso

Are You Sure You Aren't a Science Teacher?

Photo by Lucy Nieto
Attribution-NoDerivs License

Have you been fooling yourself into thinking that you are NOT a Science teacher? Hmm! What is a common response to this question: "Do you teach Science?" No, I don't  teach Science, I don't even like Science.

Often, we are so locked into our 20th century INDUSTRIAL REVOLUTIONary mindset, that we think we ONLY teach History, Language Arts, PE or other separate topic. I think it is more prudent, as we move away from the ASSEMBLY LINE mindset, to think of  ourselves as TEACHERS of children, not TEACHERS of a topic.

For instance, how can one teach of the end of the Dark Ages in Europe (the unkown times), without mentioning the pivotal role played by the rapid spread of one of the most famous of all pandemics (or series of pandemics) the bubonic plague, the Black Death? So, History teachers ARE Science teachers after all. That is just ONE example.

A very popular history book of recent times is Guns, Germs and Steel. It tells the story of the past 13,000 years as it references the introduction of steel and guns as well as the well documented use of germ warfare by warring factions.

In Physical Education, the teacher is concerned with the improvement of the overall physical fitness of their students. When their students are fit, they think better, play more actively and enjoy life more. I wonder? Do PE  teachers teach about nutrition, healthy habits, muscle control, rules for games, etc? Yup, PE teachers are science teachers too.

There is not one ASSEMBLY LINE strand of education, and all the interactive, symbiotic education of the 21st Century includes aspects of science. Therefore, every teacher is a science teacher, we just haven't moved ourselves off the ASSEMBLY LINE and into the 21st Century yet.

I think you will agree that every teacher is a science teacher, and the corollary also must be true.

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The Quality School Teacher

While moderating comments on this blog, I came across one poignant comment made by an anonymous college student. This student was reading Dr. William Glasser's profound work, The Quality School: Managing Students Without Coercion. Afterward, Anonymous would continue the assignment by making a lesson based on the tenets proposed in The Quality School.

I was so touched by the powerful comment of this anonymous person wanting to learn more, yet recognizing that Dr. Glasser's ideas are timeless in the power to move learning beyond anything we often experience.

Immediately, I responded with encouragement and (hopefully) a suggestion, as Dr. William Glasser would say, that Anonymous would be well served to adapt some of the lessons shared in The Quality School.

That wasn't the end, for me. I began to think,

What did Dr. Glasser's work mean to me? and How did it affect my teaching philosophy and practice?

It seems to me that Anonymous must be on a similar journey.

As I thought back to the time when I first learned about The Quality School, I recognized two basic questions that guided my personal learning process to improve my impact as a teacher.

*How could I be effective in teaching and learning?
*Where do I start the journey?

Starting remains a potent obstacle in anyone's work, so I was hoping that my words were of some help to Anonymous. I believe that Anonymous wants to be an excellent teacher who is beginning the quest to teach well.

Anonymous was also a great help to me. When I read my original post, The Quality School, I realized I needed to go back to the core of my experiences in learning about The Quality School. I would refresh my experiences on my educational journey. I needed my STUFF.

I keep all of my teaching artifacts, materials, and books, including Dr. Glasser's in my small warehouse on a farm about 4 miles out of town. Yesterday, I decided to go out there and find these books. Since I hadn't been out to the warehouse in several months, I was concerned. I hoped I wouldn't spend a great amount of time looking for the right box among the vast number I use at various times in my teaching and professional development.

When I began looking, I was overwhelmed and amazed at how well I organized my STUFF. I forgot that I finally did it. I really organized my STUFF, so I could utilize it.

Every box had a detailed label on it. I enjoyed looking through the boxes, cabinets, and drawers as I thought about all the lessons past, present and future. After thirty minutes, I had oriented myself well enough to seriously look for my favorite books on education philosophy, psychology, and pedagogy.

As I lifted one box from the top, I noticed some valuable notebooks containing lessons on graphic organizers for reading, writing and math. I set these by the door. Then I looked in the same area and there was a small plastic container that said "MOM's CDs". I wondered, "What's this?". I opened them and found music CDs I thought I had lost, but now they were found. Right next to this container was a very sturdy cardboard box with my handwritten note: IMPORTANT EDUCATIONAL BOOKS, INCLUDING THE QUALITY SCHOOL.

Surprise and shock ruled the moment, and then I felt that strong sense of elation when you truly accomplish a task well.

I took my loot home, after I did the Dance of Joy.

Beyond these past two days, I continue sorting, reading, writing and thinking. Tonight, I finished reading The Quality School Teacher, and I focused my efforts surveying class activities and lessons related to Dr. Glasser's tenets.

Even now, after all these years, I am overwhelmed by Dr. Glasser's work. I would like to share THE SIX CONDITIONS OF QUALITY SCHOOLWORK, that he discusses in Chapter Three, The Six Conditions of Quality of the bookThe Quality School Teacher.

1. There must be a warm, supportive classroom environment.
2. Students should be asked to do only useful work.
3. Students are always asked to do the best they can do.
4. Students are asked to evaluate their own work and improve it.
5. Quality work always feels good.
6. Quality work is NEVER destructive.

Now, I know why I was so affected by the short, yet profound anonymous comment about The Quality School. When you read about how you, the teacher, can teach and live in a quality school, it is a shock, a revelation. Quality seems impossible, but that is what Dr. Glasser says is only our personal reaction, based on our own lack of experience.

Make Way for Sun-Earth Day!

Even though Sun-Earth Day 2008 is not until later in the year, on or near the Spring Equinox, I know that teachers work schedules and plans become very full from now until the end of the school year....if that comes for you. It is easier to add something to your teaching protocol, lesson plans and fun activities if you have had time to think about it.

Throughout the next few months, I will provide information about activities, groups and lessons that you can use, or not, for Sun-Earth Day. Most of these can also be used in Science or Social Studies classes, even if you aren't making a special effort for Sun-Earth Day.

The pedagogical reason I make a big to-do over Earth/Sun Day is two-fold: one for the study of the environment and two for the study of MANY related science strands.

Besides, Earth/Sun Day is a great time of year to bring your learning activities outdoors, and so it is a great reason to have a learning party. UH-OH! I know I said party and learning in the same breath, but it is OK! Don't you like to learn? Isn't it fun when you learn? Don't you want to share that fun with your students, peers and community? Then what better way than participating in project based learning that culminates with a celebration of all that was learned?


This is my choice for the Blog Action Day for the Environment blog entry for Classroom2.0. It seems to me that ecolibris is a community action group that ties the virtual world with the real world in a sustainable manner.

Earlier in the year, I wrote about various online groups and activities that are oriented towards sustainability and the environment. One of those groups was Eco-Libris, so I went back to their website and checked on their progress. First I am including a "quote" from one of blog postings from CR2.0 for Blog Action Day, on October 15, 2007. Then I will close this posting with a summary of what I found during my update at ecolibris' website.

Bloggers Unite - Blog Action Day

Whether we like to admit it or not, we all have favorite activities that probably require excess energy. I know most of us read books or still use paper....even though we are working to establish a "paperless" environment.

Each book that is published represents some pulpwood that was used to make the pages of that book. What if you could help by planting a tree for every book you read? For some of us, that would mean planting and entire forest.

Check out ecolibris, and see if their community project if something you would like.

I checked out Eco-Libris, and they have gained more partners, as well as acknowledment. They also have opportunities for collaboration (project based learning) for book clubs and other oriented towards selling and reading books. Here is a short summary of what EcoLibris is all about.

Ally Carter, Ag Economist to Full-Time Author

Every high school and college librarian, Reading and English teacher should discover Ally Carter, if you are looking for good YA and adult novels for pleasurable reading.

This is excerpted from the comments that I made to the NY Times bestselling author, Ally Carter (yes, I DO know her real name and occupation....) on her blog ally's diary.

Last Spring, I had the pleasure of listening to your presentation for the Spring 2007 FCE Recognition Banquet in Girard, KS. I was very impressed, even though my preferred genre is Science Fiction, [your] story lines sounded interesting enough to read.

Fast forward[ing] to the beginning of the school year in Erie,...my daughter brought home your first book, Cheating at Solitaire....[H]er 10th grade English teacher, Miss Olivia S., suggested that Dena would enjoy your writing. Hold on to your copy Miss S,'cause it's out of stock at B&N.

She brought the book home, and I told her that I had heard you talk about your books, writing and other topics. She acted interested at least. LOL!

Well, a few days went by, and I thought...another one bites the dust....she is sooooo picky! Trying to put a positive spin on the situation(and using my best motherly psychological weapons LOL)I asked her if she was finished reading Cheating at Solitaire. She shocked me by saying, "Almost, I've read about 2/3 it!"

Before she took it back to school, I read Cheating at Solitaire, and I laughed quite a bit. It was a good read. So you have 2 new fans.

My daughter read two of your books this fall. She says she likes Cheating at Solitaire best, but she enjoyed reading I'd tell you I love you, but then I'd have to kill you of The Gallagher Girl books.

Keep up the good work. Have lots of fun working as a full-time author! WooHoo!

Just heard Thursday, 11/1/07, at our Fall SEK FCE area meeting that you would be leaving your economist position. I guess you CAN keep a secret in SEK. LOL

Congratulations!

Cover image .jpg file taken from ebook3000.com

Jan Brett and Dena

What a weekend! What a week! Lots of stories to tell...good stories. Caught up with many old friends, mentors and acquaintances.
Just returned from a whirlwind trip to Wichita, KS to see Jan Brett with Dena. Oh yes, also to shop! LOL
More to follow, but I wanted to post at least one picture of our fantastic weekend.

Captain Kangaroo and Me!

Most people think that the time when they grew up was the best of all times, and I am no exception to that truism. I grew up with Captain Kangaroo, Mr. Greenjeans, andShari Lewis who interacted with me through the cutting age media of the time, the television. Yes, I loved the TV, but not as much as I loved books, especially those recommended by these TV friends. Because of them, I can truly say that my first love in education is the book.

I am particularly indebted to Captain Kangaroo and Magic Drawing Board for helping me develop a yearning for good books. Each day, the Captain would tell a story, from a picture book, with the help of the Magic Drawing Board. You could say that the Magic Drawing Board was the precursor of the interactive white board. Now we all can have our own Magic Drawing Board, but that is another story.

One of my favorite stories was the American picture book classic, Make Way For Ducklings, written by Robert McCloskey. This book was a Caldecott Winner. An award given, through the American Library Association, for books with the best illustrations and interaction within their story.

Make Way For Ducklings was illustrated using sepia tones, so its beauty and desirability remain timeless for the art and the story. Every child should read Make Way For Ducklings because every child wants to know that the world can be generous and so can the people in it. Plus you get to fly around New York!

This picture book, Make Way for Ducklings, can be used for recreational reading, but there are themes in the book that lend it to use in various units or projects that a teacher may be developing. There are science, social studies, and character related theme. I would suggest that you need to read this book for yourself to learn first hand what it's fine points are. You will never go wrong reading and teaching Make Way For Ducklings.

You might even be able to work out some related lessons on the Magic Drawing Board. OOOooops, I mean.....interactive white board.