"Talking Twins" YouTube Clip

You may have already seen this YouTube video of the "Talking Twins" but had to share it anyway. Don't you just love the way these twins are "talking" or at least socializing? And doesn't it make you think of perhaps how natural and important it is to students' growth and learning? And doesn't it make you think of how we can encourage more of that in the classroom? Providing time for talk is an essential component of comprehension instruction and learning.

When Is Enough, Enough in Regards to Personal Narratives?

I’ve been thinking a lot lately about the kinds of writing we ask kids to do. About how writing is both a tool for communication and a way to let learners experience the reading-writing process so that they can better understand texts they read.

As I reflect on this I think of David Coleman’s presentation (Coleman’s a co-author of the CCSS) on YouTube where he states that personal narratives (where a writer shares an experience) and personal (correction—should read "persuasive") essays (where a writer shares an opinion) are the two most frequently assigned writing genres among high school students. He cautions, however, that having students write in these genres may not get them very far in their work lives as they will seldom be asked to do either. He suggests that what’s needed is for students to write with evidence.

I think about my visit to Manhattan New School at the start of this school year… As it happened I visited on the same day that writing consultant Isoke Nia was working with primary grade teachers. Isoke had teachers pondering why they consistently kick off each school year with a personal narrative genre unit and suggested that perhaps it’s time for kids, and themselves, to move on.

I also think about journal writing…and the extent to which we ask kids to produce these notebook entries. I "get it" that it can loosen them up, get their writerly juices flowing, convince them they have something to say. But I also know that it’s too easy to assign journal writing and let it take the place of an authentic writing workshop where children actually receive explicit instruction, guidance, and feedback about how to write.

As we approach the end of one school year in anticipation of the beginning of another, this may be the ideal time to consider whether or not we want to continue in this direction. It may be time to reflect on authentic purposes for writing—to communicate, to inform, to persuade, to entertain. And then consider whether personal narrative genre units are taking up precious time that might be better spent elsewhere.

I. for one, think there’s a lot to be said for expanding the writing repertoire we expose students to, especially at the start of the year. Do kids, especially those in second grade and up, really need one more dose of personal narrative writing? Might we instead have them save personal writing for their Idea Books or “free writing times” and let them choose to write them or not. 

The Inside Scoop on the Writing Process

I’m preparing a seminar and came across a list of books I often recommend to help children understand the writing process. Numbers 1-3 are autobiographical or biographical, 4 & 5 are fictional stories, and 6 & 7 are about finding your passion in life and beginning any artistic venture with what you know best.

Thought you might be interested in this list. (I’ll leave it up to you to clink the links to learn more about each book.)

1. Author: A True Story by Helen Lester

2. Playing with Words by James Howe (Meet the Author series)

3. The Boy on Fairfield Street: How Ted Giesel Grew Up to Be Dr. Seuss by Kathlelen Krull

4. The Best Story by Eileen Spinelli

5. If You Were a Writer by Joan Lowery Nixon

6. Insects Are My Life by Megan McDonald

7. Begin at the Beginning: A Little Artist Learns About Life by Amy Schwartz

BTW: My easy favorite is Begin at the Beginning, perhaps because I can identify with Sara's procrastination in the face of challenging work (she keeps getting something to eat). Unfortunately this is the title that's the hardest to locate. You can try second-hand sellers, used bookstores, the library...it's worth the search.

So Sorry...

I feel badly that I haven't posted as much these past two weeks as I would have liked. It's just that I've been crazy busy and haven't had a moment to do anything more than the most urgent "do-now." That said, I hope that within the next week I can get myself centered once again and back on track. Thanks for understanding.

Looking for Something Short and Sweet? Try Short Stories...

Back in January we starting talking about the importance of children reading short, sweet chapter books—books they could wrap their thinking around. Texts they can revisit, reread, and contemplate.

It seems to me that short stories, even episodic tales, fit the bill just fine.

So here are four collections of short stories you may want to read aloud to your students:

Toys Go Out: Being the Adventures of Knowledgeable Stingray, a Toughy Little Buffalo, and Someone Called Plastic by Emily Jenkins

Yes, this title is definitely a mouthful, but the stories about three toys—actually they’re more loosely related adventures than individual stories—are simply delightful. Younger readers, unable to read stories like this on their own will love to hear Lumphy’s, StingRay’s, and Plastic’s take on the world. And there’s a lot to be learned from their adventures.

Timothy Tales from the Hilltop School by Rosemary Wells

It’s hard to say enough good things about these six short stories. You remember Timothy from Timothy Goes to School and Charles from Shy Charles and Doris who loves cheese-wiz sandwiches. Well these three personalities and other friends you’re certain to recognize from Rosemary Wells’s picture books are all enrolled in the same kindergarten class. And what a lot of fun it is to see six of these characters each featured in a story. One thing though—the stories are so much more fun when readers know something about what the characters are like, so I advise reading aloud some of Wells’s picture books first.

Jack Plank Tells Tales by Natalie Babbit

Who doesn’t like a good story? And disenfranchised pirate Jack Plank most definitely has stories to tell. Jack’s been “let-go,” so to speak, from the pirating community and needs to earn a living on land. Not so easy, as he explains to fellow boarders each evening upon returning to Mrs. Del Fresno's rooming house—jobless. Kids will relish Jack's pirate-related tales about why each job he tries simply doesn’t pan out. (The paperback edition will be available in April.)

Altogether, One at a Time by E. L. Konigsburg

These four short stories—and these really are distinct stories—give readers a whole lot to think about. Themes like understanding what it’s like to grow old, learning compassion, facing fears, dealing with prejudice and racism are presented in Konigsburg’s straightforward and witty style. Read these stories aloud and give kids plenty of time to talk.

Barnes and Noble Search for "Camilla de la Bedoyere" Yields 72 Results

…And I’d never heard of her. Until last Friday, that is, when I did some professional development at the Kingston, N.Y. Superintendant’s Day Conference. During a lunch break, I toured George Washington Elementary School, the district’s only public Montessori school and one that is sought-after by district families. As I peeked in one of the Children’s House classrooms—those are the multi-age classrooms for three-, four-, and five-year olds—I happened upon a lovely flip book by Camilla de la Bedoyere called Life Cycles: Egg to Chicken/Tadpole to Frog. I was immediately taken by the unusually stunning photographs and engaging text.

So as soon as I returned home I googled the author and—low and behold—I found 72 results for this author/illustrator on Barnes and Noble’s site! Books on the life cycle of the butterfly, sharks, and chickens. Books on monkeys, the rainforest, and the human body. I also found a delightful series for young readers called “Farmyard Friends”… Horses and Ponies, Cows, Pigs, Chickens, and Sheep. The books are a bit pricy for individual purchase ($25.00 each) but they’re certainly titles that primary-grade teachers may want to put on a wish list of books their school, PTA, or district might purchase for the classroom. I ordered Sheep and Horses and Ponies and am awaiting delivery any day now. I'm expecting them to be every bit as lovely as Egg to Chicken.
(FYI: It appears that Egg to Chicken/Tadpole to Frog is no longer available in flip book format. Each title is sold separately.) 

Building Background Knowledge at Home (Ask Sharon…an Advice Column for Teachers)

On March 13^th Lauren wrote: “Sharon, I'm a mom of three who loves to read blogs about education and, in particular, reading. My oldest is 5 and amazes me everyday with the leaps and bounds in reading that children her age can make. I've been enjoying your blog, and I found the podcast very informative [see March 12th post]. I would love to hear some of your ideas for how parents can expand the background knowledge of their children. (As I comment to my daughter's teachers, we're a team in her education.) We read aloud zealously, talk to our kids as we go through the day and try to provide them with a range of experiences. I'd love to see your thoughts on this for parents.”

Dear Lauren,

You’re so right when you say that we’re a team…teachers and families working together. So it makes all the sense in the world for you to wonder what parents can do to help build their children’s background knowledge and, consequently, their comprehension. In addition, you’ve expressed three of the very most important things families can do—reading aloud to children, talking with them about how the world works, and exposing them to a variety of experiences so that they’ll have something to build on when they encounter similar experiences in books they read. I bet there’s not a teacher reading this blog post who doesn’t wish the same for every student in their class. Your children are so very lucky!

Here are some things you might also consider:

1. Learn from your child about what she’s most interested in learning. It’s always best to start with children’s interests and then branch out from there.

2. Once you find your child’s passions, gather several books on that topic and keep them in a special tote bag or basket to bear witness to the fact that there’s so much to learn on just this one topic. Keep adding to that bag or basket…but don’t limit yourself or your child to books. Provide writing tools for her to draw and write about what she knows and wonders about. Puzzles to manipulate. Games and activity books related to that topic. Learning about the world involves many facets and multiple talents.

3. As you read to and with your child, take the time to closely examine the pictures, as they hold a wealth of information. Nonfiction writers are open about the fact that the visuals in informational texts are every bit as important (perhaps even more so) as what’s written. So much information is conveyed through photos, scale drawings, charts, etc., so give them the time they deserve.

4. Look for opportunities to expand your child’s interests. For example, if she’s interested in elephants, start with elephants but then ease her into books about Africa or Asia so she can begin to explore the environments in which these amazing creatures live.

5. Don’t limit your child to “animals” even though children naturally gravitate toward animal books. It’s important to broaden her horizon and engage her in fascinating books on weather or space or the arctic.

6. And above all—make whatever you do with your child voluntary and fun. If you see her balking when you drag out the bag or basket of books, back off for the time being. Building background knowledge at home and at school is far too important to have the experience turn your child off to the experience.

Hope this helps… 

[FYI to all those new to this "Ask Sharon" column who may be wondering where I get the chutzpah to write an advice column "a la Ann Landers": I'm just having fun...seriously! But know that I do take your questions and my responses to heart!]