I recently had the opportunity to review two new books as possibilities for the 2012-2013 Keystone to Reading Book Award list. A Nation’s Hope: The Story of Boxing Legend Joe Louis (2011, Penguin) by Matt DeLa Pena and illustrated by Kadir Nelson is a fabulous book that pulls the reader in from the beginning. The author’s style of writing in the present tense takes us to Yankee Stadium in 1938 where we are about to witness the historic fight between Joe Louis and Max Schmeling. We feel how tense this moment is:
     “The weight of history hangs on Joe’s shoulders
      as he ducks through ropes…”
But just as the fight is about to begin, the author, writing now in the past tense, takes us back in time. We learn the story of Joe Louis and how he became a hero for his Harlem neighborhood. We learn the importance of this fight and how it came to represent America’s war with Germany. And then, once again, we are watching as Joe Louis defeats Schmeling.
    “The streets of Harlem once again dancing 
      for their hero
    But all of America dancing this time”

Butterfly Tree (2011, Peachtree) by Sandra Markle and illustrated by Leslie Wu tells the story of a young girl who experiences a wonder of nature - the migration of monarch butterflies - as she is out walking along the beach with her mother in early fall. In the author’s note found at the end of the story, Sandra Markle lets us in the inspiration for the book – a personal experience with migrating monarch butterflies. What a wonderful example for young readers about using their memories to fashion stories. As with A Nation' Hope, the use of the first person and present tense pulls the reader in from the very beginning of the book. The author provides additional information about monarchs and several  books and websites where more information can be found. This is a book that creates a sense of wonder and excitement, then helps the reader continue the journey.

I think there are lots of writing, reading and cross-curricular lesson opportunities with A Nation's Hope and Butterfly Tree. They are both beautiful books that I think should find a place in your school, classroom, or personal libraries.

It’s wonderful to discover a new book that quite unexpectedly becomes a mentor text for a group of young writers. A few weeks ago I was sent some books from Chronicle Books to review for our state’s Keystone to Reading Elementary Book Award (for more on this go to www.ksrapa.org and click on Teacher Resources). One of the books was Over and Under the Snow by Kate Messner. This remarkable book, reminiscent of the classic Owl Moon, tells the story of a child’s cross-country ski outing with her father. When the little girl notices how a red squirrel quickly disappears in the snow, her father tells her of the “secret kingdom under the snow.”  She then goes on throughout the rest of the book to compare what she is doing “over the snow” to what is happening “under the snow.”

On my first read I was struck by the poetic language which helps to create the child’s sense of wonder and discovery. I loved the way Messner compares and contrasts the activities over the snow and under the snow. And, I was not disappointed to find that the author continues to delight us even after the story is finished. In the author’s note she gives a more scientific explanation for the secret kingdom, gives more information about each of the animals mentioned, and suggests resources to find out more about animals in winter. I couldn’t wait to share it with some young readers and find out what they thought!

At school, I gave the book to first grade teacher, Connie Harker, who shared it with her class. As you can expect, her students loved it as much as we both did. In fact one little girl, Willow, suggested that the class could make a book just like that. Together with Connie they brainstormed how that might look, and it wasn’t long before words and ideas were shared and recorded. Over and Under the Snow served as an important mentor text, providing the right scaffold for these young writers to share what they knew or learned.

When students are a part of a writing community, they help to shape the curriculum. When their ideas are honored, they feel a connection to what is going on, and they move forward as writers and learners.

Over the holidays I had a conversation with my sister-in-law who was lamenting the fact that there is a poetry unit taught every year in her children’s school. 
            “What’s so important about poetry?” she asked. 
            “I hate poetry and so do the kids.”
I was surprised by her comments and taken a little off guard. I gave her the standard educational answer – that poetry helps kids play with language, practice fluency, and is a great vehicle for teaching many decoding and comprehension strategies. I talked to her about providing scaffolds that can be imitated and sparking ideas for further writing. The conversation soon ended and we were on to something else. But as I thought about it later, I realized I hadn’t given her the heart of what poetry is all about. I think poetry helps us discover ourselves as well as our world. It somehow connects us to our deepest emotions. In her collection of poems She Walks in Beauty, Caroline Kennedy says “When everyday life distracts us, poetry can help us feel centered.” She quotes Wallace Stevens as saying the purpose of poetry is “to help people live their lives.”

            I recently linked through another blogger at Markings to an NPR piece by author Alan Heathcock who speaks about the joys he has gotten from reading a poem a day (http://www.npr.org/2011/12/26/143853118/a-poem-a-day-portable-peaceful-and-perfect?sc=tw&cc=share). The idea has spread through Facebook and Twitter, so I think many people are trying it out, as am I.

            Lynne and I are working on a new mentor text book about poetry, so for the past several months we have immersed ourselves in all kinds of poetry books. It has been fun making new discoveries and thinking about old favorites in new ways. This morning I read the whimsical poem “The Little Turtle” by Vachel Lindsay. This was a poem I remembered from my childhood, so I was immediately transported to the double row house on 5th Street, sitting on the gray and yellow flowered sofa, reading with my sister. That’s what poetry can do.

Last week I was involved in data team meetings to analyze our recent assessments and make any necessary changes to our intervention groups. For some of my groups there was just a change in the focus of instruction, but for some the make-up of the groups changed - new dynamics and personalities to deal with. So yesterday was a renewal, so to speak. My second grade group had some new members, so I started out the session with a discussion about what they felt was difficult for them as readers. They had no trouble pinpointing their areas of difficulty, and they were right on target for the focus of our instruction.

After the session I reflected on how it went (keeping up with my One Little Word!), and it suddenly dawned on me that I had focused on something negative. When I look at running records or pieces of writing I always try to think about what the child CAN do. Yet, in my discussion with these second graders I somehow missed the mark. I was reminded of the importance of the words we use when we question, nudge, and guide students as Peter Johnston reminds us in Choice Words. 

So, today when I met with my second graders I asked them what they do WELL as readers. I was surprised that they had a difficult time with this. These young readers have learned and can use a great deal of wonderful skills, yet they had a hard time thinking about themselves as good at anything involving reading. So we started a chart and listed all the wonderful things they already know and can do in reading and writing. We will add to it, and I hope it is something all my groups K-5 can add to. I want my students to understand their accomplishments as well as their needs - to truly understand themselves as readers and writers.

I love when my students teach me a lesson!!

I've been reading about One Little Word on Two Writing Teachers. I like the idea of adopting one word to guide you through the coming year. This is so much better than New Year's Resolutions which I invariably don't keep. The word that immediately jumped out at me was "reflect", and while I have thought of other words, "reflect" keeps coming back. I just looked through some notes I had in the back of my notebook and there it was again - a reminder to myself to reflect more in writing. Reflection is so important for everyone, but I think especially for teachers. We need to somehow build in more time to reflect on the successes and needs of our students, how our lessons went, and the words we chose to deliver those lessons. Reflection helps you move forward in the right direction. That is one reason we included reflection as part of our Your Turn lessons. So 2012 will be my year to reflect, and hopefully I'll be moving in the right direction.