Posts Tagged ‘Contributed by Jody’

Eight Keys by Suzanne LaFleur
Young adult fiction published by Yearling, an imprint of Random House

I swear, I’m not the Paula Abdul of book reviews; I do not think that every book I read is amazing and moving and captivating. It just so happens that, this year, I have been incredibly fortunate to choose book after book that is amazing, moving, and captivating. Eight Keys, by Suzanne LaFleur, is beautiful. It weaves together the themes of finding yourself, knowing yourself, experiencing loss, friendship, bullying, acceptance, and family. Elise is a young girl who lost both her parents. She lives with her aunt and uncle, who I wish I lived with because they’re real and tangible characters. She has a best friend who she thinks she may have outgrown. She gets bullied mercilessly by the popular girl at school.

In the midst of all this, she is turning 12, which in itself can be life changing. She discovers a key and eight doors in her uncle’s workshop. The key opens one of the doors. The book follows her journey, as she unlocks each of the doors and discovers something about who she was, who she is, and who she could be. Each room also gives her insight into where she comes from. The most touching and heartwrenching part, for me from my parenting perspective, was that, knowing he was going to die, her father spent his final days putting each of these rooms together for her. As she explores all of them, she gets to know the mother and father she doesn’t remember. She also gets to learn about the people who have raised her.

Elise is such an honest and real character. There are parts of the book where we didn’t like her very much (my class and I) but the honest part comes from the fact that we know Elise doesn’t like herself very much at those moments either. The class had great discussions around different topics, such as: what do you do if you think a friendship is over? Do you always have to get along with a friend? What do you do when you are bullied? Has a friend ever changed on you so that you felt like you didn’t know them anymore? These are real things that I can remember dealing with in my teen years and I think they are things we still deal with as adults. Life is about change and it isn’t easy. People come into your life for different periods of time. We don’t always know if they’re in our lives for the long term. Even as adults, we can struggle to make and keep friends because we change.

I love how Elise came to her own conclusions. Her aunt and uncle guided her and supported her. They didn’t like some of her choices, but they were firm and fair with her and, as a result, she saw herself more clearly.

Eight Keys is a beautiful book. It is the kind of book that an author should aspire to write. It held the audience captive, created discussion, allowed for introspection, and connected us to the main characters. At the end of the book, I found myself wanting to know Elise ten years from now. I didn’t want to say goodbye to her and neither did the kids. When I read the last line of the book, one of the students said, “What? There’s no more?” I felt exactly the same.

Lexile Level 590L

Eight Keys at Amazon.com

Eight Keys at Amazon.ca

It was Dr. Seuss’ birthday this week. No matter how many kids books I read, middle age, young adult, or adult fiction, I love Dr. Seuss. I love the silliness and the seriousness. I love the rhymes and the made up words. I feel an unwarranted sense of pride when I can get through a book like “Oh say, can you say?” without messing up.

I love reading it to my children and love listening to them read it back to me. He writes the kind of books that remind us that reading needs to be fun. When I write my children’s stories, I can’t help but rhyme them. I think that it’s a lingering affect of my ‘Seuss-induced’ childhood. My mom rhymed everything. Names, random words, phrases. My earliest memory of a favourite book is One Fish, Two Fish. That and Hand, Hand, Fingers, Thumb. She must have read them to me endlessly, until I could read them myself. They were so ingrained that the first time I read Hand, Hand, Fingers, Thumb to my oldest daughter, I remembered all of the words.

Dr Seuss transends time. His books are timeless, enjoyable, and put together in a way that make you think they’d be easy to imitate but are actually quite the opposite. To be able to piece together rhyme, in a way that works, is a challenge of it’s own. To piece it together with non-sensical words and impart a moral? That’s impressive. So to celebrate my own love of rhyme and Dr. Seuss’ birthday (and because Top Tens are my thing this week), I’m going to share my Top Ten Favourite Seuss books. How many have you read?

10: Oh the Places You will Go
An impossible book to not like; it congratulates you for a job well done and tells you that you have so much more you can do, but to expect bumps along the way because that’s life.

(Quote) So be sure when you step, Step with care and great tact. And remember that life’s A Great Balancing Act. And will you succeed? Yes! You will, indeed! (98 and ¾ percent guaranteed) Kid, you’ll move mountains.”

9. Hooray for Diffendoofer Day

One of my very favourites, it was finished by Jack Pretlusky (who I consider amazing). As a teacher, I love that Miss Bonkers reminds the students of all the things they know and how well they learn.

(Quote) “We’ve taught you that the earth is round,
That red and white make pink.
And something else that matters more –
We’ve taught you how to think.

8. Green Eggs and Ham

This book makes me smile every time I read it, think about it, or hear my kids read it. It’s just this sweet, adorable book about withholding judgement until you’re sure. You may think you know, but sometimes, you just don’t.

(Quote) “Try them, try them, and you may! Try them and you may, I say.

7. How the Grinch Stole Christmas

I just realized, as I typed the title, that my list of ten cannot be in order of preference because I LOVE this book.

(Quote) “Then the Grinch thought of something he hadn’t before! What if Christmas, he thought, doesn’t come from a store. What if Christmas…perhaps…means a little bit more!”

6. There’s a Wocket in my Pocket

I’ll be honest, I just really like the word Wocket. It’s fun.

(Quote) “All those Nupboards in the Cupboards they’re good fun to have about. But that Nooth gush on my tooth brush…..Him I could do without.”

5. One Fish, Two Fish, Red Fish, Blue Fish

A great entry level Seuss for beginners. It has an easy rhyme pattern and is fun to read together.

(Quote) “From there to here, from here to there, funny things are everywhere!”

4. Horton Hatches the Egg

A book about doing what you say you will do, even if it’s inconvenient and someone has taken advantage.

(Quote) “I meant what I said and I said what I meant.”

3. The Cat in the Hat

It’s that wonderful, Seussical combination of rhyme, fun characters, and a moral. The moral being: use your imagination. That’s what it’s there for.

(Quote) “Look at me!
Look at me!
Look at me NOW!
It is fun to have fun
But you have to know how.”

2. The Foot Book

It’s another good, entry level Seuss. It identifies opposites with its easy rhyme pattern.

(Quote) “Wet foot. Dry foot. Low foot. High foot.”

1. Hand, Hand, Fingers, Thumb

While my list might not be in order, this one is my favourite. Sometimes, we don’t know what makes something our favourites. Maybe it’s the one my mom read to me the most or maybe I just like the rhyme, but I really adore this book. Every time I cross the street with my daughters, we say “Hand, hand, fingers, thumb”.

(Quote) “Dum, ditty, dum, ditty, dum, dum, dum.”

Add Dr. Seuss books to your bookshelf

As an avid lover of picture books, and a writer of them as well, I have to remind myself that this isn’t the only way to connect with kids, especially as they approach that pre-teen stage. I tend to lean toward using picture books as a way to teach reading skills, such as inferring, predicting, connecting, and visualizing because I find them very powerful. Also, when you pull out picture books in grade five, the students think the lesson isn’t going to be as difficult. They love listening to stories and books that they would no longer pick out on their own in the library.

So while it may be a go-to strategy for me, I know that I have to reach out in other ways too. Especially when the message we need to convey becomes more and more important with every day. We talk about bullying frequently in the classroom because it’s an always present subject. The discussions take many forms: ignoring, taunting, teasing, standing up, by-standing, taking action, cyberbullying, verbal vs physical, and how to deal with the different types.

This week, we made a group poster that we hoped would appeal to the victims of bullying. All of the slogans and catchphrases offered encouragement and support: “stand up”, “believe”, “brave”, “don’t give up”, “strong”, and many more. The kids did a great job coming up with things they could say to other students that would help them feel better about themselves and the situation they might find themselves in. Sadly, many of them have likely been in that situation and they need to know that how they feel is important.

Another very powerful resource that we don’t turn to as often, is music. Lyrics are an incredibly powerful way to connect with students and help them explore issues that are current and real. Just like they enjoyed the nursery rhymes and songs when they were little, contemporary music can also leave a lasting impression. There is a wide range of artists that deal with issues like isolation, being different, standing up for yourself, not being alone, and believing in yourself. Of course, there are many with inappropriate lyrics that can’t be shared at school, but there are also others that can help you connect your students to the issues at hand. Think: Mean by Taylor Swift, Firework by Katy Perry, Who Says by Saleena Gomez, and even Loser Like Me by the Glee Cast. It is yet another avenue to explore that offers us the opportunity to connect with kids at their level, with something they already feel strongly about; music. In addition to the lyrics, the students appreciate the artists that sing them. These artists write about being different and unaccepted, making the kids realize that even people they admire may have felt this way too.

The truth is, bullying happens in every walk of life, at every age. Teaching compassion, acceptance, empathy, and understanding at every age is essential. It needs to be something that continues to be emphasized throughout all stages, both at home and at school. Kids, and many adults need to know that the choices they make, whether in words or actions, affect the people around them. This never stops being true. Sometimes I worry that we get lost in all of the details without remembering what’s most important: people. We are teaching more than Math or Language Arts. We are teaching students how to engage and interact and resolve conflict, how to accept differences and celebrate being unique.

The connection between home and school is an important one because these types of things cannot be taught in a 45-minute Personal Planning lesson. It has to be part of us so we can encourage it to be part of them. So next time you are listening to your favorite artist, think about the message that they’re sending. Better yet, put on Taylor Swift and sing along with them; ask your kids why they think she would write a song like Mean. Ask them what they think it means, do they see bullying at school, how do they deal with it? We need to talk to our kids and communicate with them. We use resources like books and lyrics, but in the end, it is us sending them the message of what is important by what we choose to share with them, by how we act and interact.

Wear pink on Wednesday, read some of the great books out there on bullying (Enemy Pie, Juice Box Bully, Eight Keys, Slob, The Recess Queen– I could go on and on), or listen to music that empowers your kids to find their voice. Talk to your kids about why you’re doing it and what it all means. Even if they know the reason behind why we wear pink on February 27th, talk to them, read with them, sing with them. Just find a way to let them know that we are all in this together.

Mean at Amazon.com

Mean at Amazon.ca

Out of my Mind written by Sharon M. Draper
Young Adult Fiction published by Atheneum Books for Young Readers

Sharon Draper’s Out of my Mind is one of the best young adult fiction books I have read. For weeks, I have been reading blogs, websites, and articles about young adult fiction. The key words that keep popping up are ‘high stakes.’ In today’s fast-paced, socia media driven society, it is hard to capture attention. Your book has to be different; it has to stand out, or reach out and grab you. I thought I understood what was meant by the term ‘high stakes’ because I’ve read many YA novels and countless adult novels. It means you care about what happens next and you are connected to the characters.

When I got to the third to last chapter of this novel, that my class and I were already hooked on, I truly understood what high stakes means. It meant that, even though the bell had rang, even though they wanted lunch and so did I, even though everyone looks forward to the break in the school day, not one of us wanted to stop. We were frozen by the words on the page; we were so actively involved that no one wanted to move. But we had to. Kids had committments to help in classes, I had a meeting, and other kids were helping in the library. High stakes means that I was late for my meeting, because even though I couldn’t keep reading to them, neither could I walk away. I had to finish it. So I did.

This book already had the readers’ attention at page one. A young girl, Melody, talks about how she’s got all these words floating in her head and they’re this beautiful, abstract thing, that anchor her. She describes them as snowflakes, each one different and delicate. What a beautiful description. But the kicker, is when she says that, at 11 years old, she’s never said even one of those words. Melody has cerebral palsy. She cannot talk, walk, feed herself, or take herself to the bathroom. Sharon truly gets inside, not only the mind of this extremely, physically challenged girl, but the average grade five mind as well. Melody has all of the same challenges that regular grade fives have; what to wear, do I have friends? did I get the answer right? why don’t my parents understand? my little sister bugs me. What we see, in Out of my Mind, is how she connects with that world with extreme limitations. Her ability to do this connects us to her, it invests us in the story, and it makes us part of Melody’s world.

We spend a lot of time discussing bullying and how to treat others in elementary school. More and more, it has become a focus. We try to teach kids the different types of bullying, how to stop it, and how to recognize it. We try to make them empathetic by imagining how the victim feels, how the bystander feels, and even what the bully feels. This book gives us such a unique view of bullying. What if you could never respond to the bully? Never stand up for yourself? Never defend your friends? What if you were bullied and people didn’t even realize that you fully understood their cruelty? It’s one thing for a child to ‘not be seen’ but Melody’s circumstances take this to an entirely different level. It made my students more aware of the fact that how a person looks does not define who they are inside. The book stopped being about a girl in the same grade as they are with physical challenges; it became about Melody, this kid like them who was fighting not to get left out and fighting to be heard. She just had to fight harder than any of them have ever had to.

For me, it showed me what high stakes really mean. It means when you’re so invested in the character that you forget they’re not real. You see those characters in the people around you and the lessons you learn from them make you better. My students loved this book. I loved this book. What amazed me most was how, I started reading it to them, thinking it would never be okay for Melody because she was so physically and verbally limited. But in the end, that was not what mattered at all. I stopped seeing her limitations and was amazed by the strenth and courage and sense of character that she possessed. Sharon Draper was able to do all the things an author should do: she drew me in, she made me feel both Melody’s triumphs and heartaches. She made me part of Melody’s world and in turn, that beautiful strength of character, will hopefully, be part of my world and my students the next time any of us begin to judge a book by its cover.

Out of my Mind at Amazon.com

Out of my Mind at Amazon.ca

Sharon M. Draper’s website answers thirteen questions about Out of my Mind.

Out of my Mind was awared the Josette Frank Award by the Children’s Book Committee of the Bank Street College of Education and was chosen as a 2011 IRA Teachers’ Choice Book and a 2011 IRA Young Adult’s Choice. It was the Best Book of the Year from KIRKUS and an Outstanding Children’s book of 2011 by Bank Street College. It won the Buckeye Children’s Book Award from Ohio, the Sunshine State Young Reader’s Award in both the middle school and elementary categories, the Black-Eyed Susan Book Award from Maryland, the Beehive Book Award from Utah, and the Virginia Reader’s Choice Award. It received the SAKURA Medal – English Chapter Book category .

Pete the Cat: I Love My White Shoes written by Eric Litwin and illustrated by James Dean
Picture book about resilience and optimism (self published and subsequently) republished by Harper Collins Children’s Books

Over the weekend, I read a completely charming and adorable picture book called Pete the Cat: I Love My White Shoes. I had never heard of it, so when my daughter asked to read it to me, and my friend said it was great, I sat back and listened. Its language is simple, perfect for early readers and the message is strong, perfect for kids of all ages. Pete is a cat who likes his shoes, which start out white. As the book progresses and Pete steps into some different things, such as strawberries, blueberries, and mud, his shoes change colors. Though the message is clear throughtout, I love that the story ends by telling the moral of Pete’s story. No matter what color your shoes or what happens, go with it; carry on and be okay. The multicolored shoes, of course, can be substituted for a wide multitude of things.

People often see picture books as a way to engage young children, but their message can be very important to older children as well. In fact, sometimes, the simple but powerful messages in a picture book can be more meaningful than a long novel, particularly for struggling readers. Even for strong readers; who are used to making sense of text, finding connections, predicting, and summarizing. Ask them to give you the moral and key points of a picture book and they often get stumped. They stopped reading such books when they were around eight or nine so now, to them, those books are for little kids learning to read. They forgot, or don’t see, the message that is embedded in most pictures books and young children’s tales. Taking them back to those stories and seeing what they pull from it, is a true delight. Every kid loves to be read to.

My grade five class, whom I read to almost every day, was asked by our librarian if they wanted to hear a story. There was a resounding yes. They all sat on the carpet in front of her rocking chair, listening to her animated voices. They did exactly what we want kids to do; they fell into the story. They engaged and enjoyed. They saw the moral and the next day, when they did their writing, the book was mentioned more than once. Picture books are powerful tools, regardless of a person’s age. This is why, at the workshops I attend, there are frequently picture books used to share and show strategies and ways to improve reading levels. Picture books connect; they draw you in and charm you in a short amount of time. You can never be too old for that.

Pete the Cat’s website

Pete the Cat learning activities and downloads, including a free MP3 download of Pete’s song, from Harper Collins Children’s Books

Kim Scott’s Pete the Cat Pinterest board

Pete the Cat: I Love My White Shoes at Amazon.com

Pete The Cat: I Love My White Shoes at Amazon.ca

I always feel some apprehension when returning to the classroom after a break. I wonder how I’ll go back to planning lessons, implementing them, assessing student growth, understanding, and engagement. I think about what I haven’t taught yet (a lot) and what I have. I ask myself what it is I really want the students to know. Then, because thinking about all of this causes apprehension, I distract myself by reading online, playing on my iPad, or writing. Over the break, I have read a variety of truly awesome articles and blogs. Fantastic words by a selection of online and print authors, by psychologists, teachers, and parents.

I have spent most of my life writing in some form or another. It’s my outlet, solace, hobby, one of my very favorite things to do. Yet, after reading some of these articles, I was truly enlightened. I read about writing and publishing, about motivation, engagement, and other topics that I feel like I should be somewhat of an “expert” in. After all, I teach with the intention of motivation and engagement. Also, I write constantly and have published numerous online articles so one would think, that I have some prior knowledge and understanding. And I do. However, I’ve barely scratched the surface. The common thread in the articles I read was that you can always be better. You can edit more, add more, do more, learn more; always. This morning, while on Twitter, scanning more blogs and articles, I came across a quote from Jim Henson, tweeted by Dr. Michele Borba. For those of you that don’t know her, she is a psychologist, an author, an educator and an expert. Of all of the experts I’ve explored since I picked up my first What to Expect When You’re Expecting, she has been my go to in the classroom and my home. Her books, and now her blogs and posts, make me feel like not only am I normal but for all those things that feel overwhelming, there are solutions. My admiration of her is making me digress but I strongly recommend her to any parent, educator, or person who has social interactions.

The quote was this: [Kids] don’t remember what you try to teach them. They remember what you are. (Jim Henson). She then adds that ‘how you live [your] life is the best kid lesson.

This is how I will ease my apprehension about returning to the classroom tomorrow. I will remember that kids learn best from the examples they see. This means the good and the bad. By being my best, I encourage them to be their best. That means I have to be ready to learn, grow, and adapt, just as I expect them to. I need to show them that just because we feel like we are really good at something, we always have room for improvement. Likewise, I have to model feeling good about the successes that I have but show them that even so-called experts are always growing and learning and that is what makes them stronger in their fields. As well, I have to show them how I am accountable for the mistakes I make if I want them to step up when they make mistakes. I have to show them it’s okay to make mistakes (I show them this quite often). I have to remember that five years from now, those same kids are unlikely to recall which novels I read them but hopefully, they will remember how we worked together as a class to make our school and the world a better place. I think what we often forget is that we are teaching people, not curriculum. The content of what we teach our kids is not as important as our delivery. Are we teaching them strategies to apply to reading problems in later grades? Are we teaching them how to deal with the first bully they meet in the workplace? Have we taught them how to put others first but know when to step up for ourselves? Have we taught them to not only accept others as they are but themselves as well? There’s so much more to teaching our children and our students than just making sure we’ve loaded them with specific knowledge. As parents and educators, we teach them to greet the world, face challenges, and be a positive member of society.

As I write this, I’m not sure if I’ve increased or decreased my apprehension. It seems a tall order to fill and there’s the risk of mistakes. But, as I will tell them, we’ll all do the very best we can, for ourselves and for others. We’ll try to remember that people will remember US, not the books we read. They will remember how we, as people, impacted their lives. Hopefully, that impact will have been genuine and positive.

Happy New Year everyone!

This year, I have a few students who don’t love to read. They and their parents have been honest about this. Of course, when a nine or ten-year-old tells me they don’t like to read, I wonder “How is that possible?” For those of us who love to read, or find it easy, it seems impossible. It’s not; if reading is difficult for you, it becomes a chore. For parents, it becomes an argument with your kids because you know they need to be reading, but it’s hard to make them. Over the years, the students in my class that haven’t enjoyed reading are not being denied the opportunity to read. They have access to books, loving parents (who enjoy reading and model it), they live in print-rich environments, and have capable oral language skills. So, it is not for any of these reasons, necessarily, that they have become reluctant readers.

Engaging students in conversation is a very simple and easy way to learn more about them. They like conversing with their teacher; telling stories and sharing information. I asked two of my reluctant readers ten questions on Friday.

1. Did you like reading when you started the school year?

2. Why or why not?

3. Do you like reading now, at least more than you did? Why or why not?

4. What makes you not like a book?

5. What makes you like a book?

6. Do you think reading is important?

7. Why or why not?

8. What makes you stop reading a book?

9. What makes you not want to put a book down?

10. Do you have any particular books you enjoy?

I asked this of one boy and one girl who I knew had some reading struggles but in the past month have increased their time spent reading considerably.

The answers were surprisingly similar. Obviously, the sample size is small and the conditions are not “test worthy” but I found the results made me wonder “Are they really reluctant?”

1. They both admitted to not liking reading in September. It wasn’t something they wanted to do when they had free time.

2. Answers ranged from it wasn’t fun to it was boring.

3. In the last month, they have both started to enjoy reading and said it was because they’d found books that they liked and enjoyed.

4. A book disengages them when the story isn’t good or it’s hard to follow. If they aren’t interested in the topic, they don’t want to read it.

5. Much like myself, one of the first things that draw them is the cover. Then the story and what’s inside. Are there graphics? Is it fast-paced? Is it funny?

6/7. They both agreed that reading is important because you learn things and need to do it for school. Sadly, neither of them said that it’s important because it can transport you to a new world or because it can change the way you look at someone or something. Or because it is important to do things you enjoy. We’ll get there.

8. A boring plot line and a lot of words are enough to make them silent stare rather than silent read.

9. They both found books that appealed to them individually, which revealed a bit about who they are. The boy loves hockey and has recently discovered books like Rink Rats. The girl is a curious sort (though she’ll admit to the term ‘snoopy’) and has begun reading through Carolyn Keen’s graphic novel version of Nancy Drew. She has read seven in the last two months. This is proof that we read what appeals to us as people; what compels us personally.

10. As mentioned, books on hockey, mysteries, and graphic novels are on the list. Books that are long can be intimidating. A series, such as Nancy Drew, keep them hooked because they know there’s more on a character they’ve already connected with.

It’s not exactly a research-based understanding of what makes kids turn away from or toward reading, but it gave me valuable information. I don’t want to overwhelm them. I gauge their reactions and am honest about it being okay to not have a book appeal to you. I share my own reading struggles (I read painfully slowly) and tell them what makes me want to read. I know, now, that I’ve opened a doorway and we need to go through it now, while they’re engaged.

How does this transfer to reading the science textbook and getting valuable information? If they’re reading for their enjoyment, they’re reading! They’re practising and decoding and comprehending. This is powerful and will eventually transfer. In addition, the skills we learn as readers (to question, predict and connect) will hopefully transfer too. Once they are not stalled at the actual process of reading, they are free to move forward, enjoy, and learn.

Today was the end of the Book Fair at our school. I love the Book Fair (perhaps a little too much). I love walking in and just browsing the tables, running my hand over the covers (I’m sure the librarian loves that), reading the backs of the novels, flipping through the picture books, and seeing all of the different books, just sitting there, waiting to be chosen.

I had already made several purchases this week and had promised myself I would not buy any more. Luckily, I was able to keep that promise because at the end of every book fair, one student wins $25.00 worth of books for their family and $25.00 worth of books for their classroom. That student was in my class this year.

I’m sure it was mostly amusing to the students to see how excited I was over the books, but it was genuine, so it’s okay. Winning something always feels good; winning books felt great. I took two students with me and we chose a ‘boy book’, a ‘girl book’ and a ‘class book’. Truthfully, I think all three books will be enjoyed, regardless of gender. It was very gratifying to have students pick out books they thought we’d all like. Was it just the cover that appealed? Was it the synopsis? The author? In the end, I think it was a combination. An inviting cover always gets your attention. A good summary of what the book is about will make you want to know more.

We chose Line Change by W.C. Mack, The Genius Files by Dan Gutman and Breadcrumbs by Anne Ursu. Having two students help me choose made me realize how much they are learning about each other. It’s one thing for me to know them and find ways to help them achieve success, but it was very powerful for me to realize that they know their classmates as well. They chose Line Change because they know a couple of the boys are reluctant readers but love hockey. They chose Breadcrumbs because they thought we might all enjoy it as a teacher read aloud. We also started learning about fables and morals in fairytales today so it was very fitting (Breadcrumbs starts with Hazel and Jack, best friends, who meet some trouble in the woods. It is based on a Hans Christian Anderson story). The Genius Files was a rather amusing pick; it does sound like a funny story but really, they chose it because the main characters are named Pepsi and Coke. I may have a slight addiction to Diet Pepsi that my students like to tease me about. They decided it was a must have for our class. I guess they know their teacher pretty well too.

Back in the class, we excitedly shared our choices. The student who actually won, shared his $25.00 with his brother. This boy had fun picking out his book, even though reading might not be his top choice activity because he was caught up in the class excitement. Both he and his younger brother chose a novel and some fun scholastic trinkets.

So, because of my natural enthusiasm for 1) winning anything and 2)  reading, the students had the opportunity to get caught up in the simple pleasure of books. They took part in adding to our classroom library after considering our class needs. As most of the class had to stay behind while we visited the Book Fair, I left with the expectation that I would return to a quiet room. A bit surprisingly (they’re ten-year-olds), I did! They were quiet, and patiently, waiting to find out what we bought. I know that on Monday, when the students who were away today return, they will relive that enthusiasm and want to share our new books.

It’s good for kids to see us enjoy something and be excited. Having it be related to reading is a bonus.

Slob by Ellen Potter
Middle grade chapter book about bullying published by Philomel

Be sure to check out our page about anti-bullying picture books for children, our page about anti bullying chapter books, graphic novels and novels for children , and our Pinterest anti bullying board

It’s risky, but I like to start my school year out by reading a book to my class that I have not read. I look for a book in the right age range with topics that are current and important. This year, I started with Slob by Ellen Potter. It’s about a 12 year old boy, Owen,  who is known for being the fattest kid in the school. You can easily predict, at this point, that a central theme is bullying. But there’s more to it than that; Potter weaves the themes of finding yourself, teenage relationships, and heartbreak into the overarching theme of bullying.

I found that there were parts that were a bit ‘technical’, for lack of a better term; Owen is building a machine to view an event that happened two years ago. We don’t know what and we don’t know why, but we know that building this machine he calls Nemesis, is what drives him. There were times when the character was trying to stream video, capture signals, and pinpoint specific moments according to satellite images. As a read aloud, I found myself having to break these things down for my grade 5’s because they couldn’t re read on their own to increase their understanding.

Having said that, the author included a number of twists that I just did not expect. One of the conversations we had, as a class, was about what surprised us most; there were many things. She did a great job weaving the themes together, keeping us hooked, and connecting us to the characters. We were invested. The kids wanted a resolution for Owen. The book also taught them that sometimes the outcome we want is not what we get, but we need to learn to live with that, as Owen did.

An interesting story line was about Owen’s sister. Her name is actually Caitlin but because she is part of a group called GWAB (Girls who are boys), so she is called Jeremy throughout the book. It’s not entirely clear why these girls want to be boys; they dress like boys, protest, and change their names, but the issues they’re fighting are not the forefront of the book. As Jeremy shows us though, it’s not just about an identity crisis; it’s about finding a place for yourself during those years when you feel so out of place. Added to that feeling, for Jeremy and for Owen, is the night two years ago that defines who they are right this minute.

As a teacher, the most disturbing part of the book was the bullying that occurred at the hands of Owen’s PE teacher. He was a horrible person and their are some truly cringe worthy moments in the book. And yes, the students asked if teachers would ever do some of those things. While I’d like to believe that such terrible things never happen; we know they do. So what I told them was, yes, adults can be bullies too. Adults can make poor choices and bad decisions. But there’s always an adult you can trust and turn to. Regardless of who is bullying you (and Owen is bullied by many), it’s essential that you get help. A bully is a bully. Just because that bully may be old enough to truly know better, doesn’t mean they make the right choices. Owen stood up to Mr. Wooly in the end. He should have asked for help rather than facing this alone. I hope the students in my class know that there’s always someone who will stand up for them. A parent, teacher, friend…anyone; just someone who will stand next to them and have their back. Ellen Potter did a really good job of navigating the relationships of the main character, showing that sometimes the people you can rely on, are not  the ones you thought they’d be.

Lexile Level 740L

Slob at Amazon.com

Slob at Amazon.ca

Imagine if you didn’t just love to wrap yourself up in a book and all of its characters; imagine if you loved the simple look and presence of books; if you loved the different sizes and shapes and the different graphics on the covers. If you just loved the feel of sliding your hand over a brand new cover.

I’ve missed these things because I am bound to my Kindle. And I do LOVE my kindle. It’s got just as many positives for reading as my library of books, but because I spend so much time reading it, I forgot the simple pleasure of walking amongst stacks of books. I relived that pleasure this weekend at the Surrey International Writer’s Conference. But there’s a second part to the amazing dream I described above; what if, surrounded by these books you love, you were also surrounded by the authors who wrote them? Well, that was just over-the-top incredible. Truly. I sat across the room from Diana Gabdalon, Chris Humphreys, Michael Slade, and Sam Sykes. I walked by and got to smile and head nod at Eileen Cook, Sean Cranbury, and Linda Gerber. I got to sit down and talk to and share work with Tanya Lloyd Kyi, whose books I had not read but bought two of before the end of the day. I got to shake hands with literary agent Michael Carr and talk with Carly Watters. As I said, it was a reader’s, but also a writer’s, dream.

What amazed me, as I wandered past the various tables and sat waiting my turn in a room full of authors, agents, and publishers, was that I don’t read nearly as much as I thought I did. I’m a 3-4 books at a time kind of reader; I can’t help it. I currently have 5 books on the go. I jump back and forth and depending on my mood, might even backtrack and reread a favourite in the middle of all of these. Fair to say, I read a lot. And despite popular opinion, I read a wide variety of genres. But looking around the conference, seeing all of these authors or the lists of authors to later appear, I realized how much is truly out there. There were, literally, dozens of authors I had not heard of before. Prior to this weekend, I felt like I had a good grasp of current authors and the latest fiction; our librarian introduces new books several times a month. I expect there to be many authors and books I’m unaware of in different genres, but since I spend a fair amount of time immersed in fiction for children and young adults, I was blindsided by how much more there is available.

Attending professional development workshops is an important part of being a better teacher; staying current and being on top of what propels student success is vital. Sometimes you walk away from a conference with useful strategies and tips for the classroom or ideas on how to further engage your students. Even if it adds one small positive to your teaching, it is time well spent. For me, this weekend was incredibly valuable but one of best parts is knowing how much MORE there is for the kids. Reluctant readers, powerful readers, and those in between have so many more choices than I ever could have imagined. It goes beyond our school library and the Scholastic catalogue and it’s important for us, as teachers, parents, and as readers, to know what is out there.

What I will take back to my classroom next week, is the new author I had the pleasure of speaking with, Tanya Lloyd Kyi. As I browsed the stacks of books, several of her titles caught my eye; Seeing Red: The True Story of Blood, 50 Underwear Questions, 50 Poisonous Questions
and Rescues! (True Stories from the Edge). Blood, underwear, poison, and danger? That’s right up the alley of a fifth grade boy. The boys in my class will be happy to learn about the first autopsies performed and the girls will enjoy the graphics and facts in 50 Poisonous Questions. They will be excited, once again, to get their hands on new books, by a new author, and for a little while, they will forget reluctance or the idea of ‘having to read’ and just lose themselves in stories and facts and fascinating tidbits of information. They will get lost in a book and really, what could be better?

Still searching for “my” reluctant reader this year…but I have a plan

Unbelievably, we are already six weeks into another school year. I enjoyed writing Journey of a Reluctant Reader last year, but like to switch things up. I am still looking for “my” reluctant reader this year, but so far, seem to have a very enthusiastic class when it comes to reading (even if I happen to be teaching at the time).

After a great workshop by Cindy Strickland last summer, I used Reading and Writing Bingo in my classroom last year. I used it term by term and the students had a goal to work toward. This year, I am focusing on the Reading Bingo as a preemptive strike against anyone showing signs of becoming a reluctant reader. Each of the Bingo squares has a specific reading goal that, when met, will introduce the students to different types of writing, different authors, and different genres. For example, some of the goals include reading a novel by Andrew Clements (that you have not read before), or reading a book of poetry by Shel Silverstein. The goal is to expose the kids to new styles and authors that they may not have tried otherwise.

And yes, my preemptive strike involves bribes. We all work a little harder with incentives and I see nothing wrong with showing appreciation for hard work in different ways. So for one Bingo line (which is necessary for their reading marks for each term) they receive a small prize from the prize bin. For an X, they receive a “get out of one assignment free” card. For a 7, they get a Scholastic book. What surprised me, and pleased me, was that when I asked the kids what they thought would be an awesome reward if anyone got a Blackout, they didn’t say Slurpees or movie days. Instead, they suggested that if they get a Blackout, they get three more of the prizes they already received. So if a student does get a Blackout, they basically get 2 prize bin items, 2 get out of one assignment cards, and 2 books from Scholastic.

I’ll see how this works this year and maybe do it again, or maybe not. What I love is that the kids (and I know there’s at least one reluctant reader there, even if they’re quiet about it) are already excited about reading. They know they have to read, most of them love to read, but those that need a little nudge will be more inclined to do so, even if it’s just to achieve the line. Those that are enthusiastic about reading by default, have the added opportunity and challenge of working toward a harder goal, like the Blackout.

My focus this year is getting the kids to understand themselves and their own learning. This will be a great opportunity for me and the students to see what motivates them. We are all motivated by something. Intrinsic motivation is essential and I am in no way suggesting reward for meeting expectations, but I think that extrinsic motivation has its place as well. I’m going to make them read. They know this. I’m going to make them do Math and Science, tests, reports, and research. They will do this because they undersand their jobs as students. But if providing a bit of fun, entertainment, or challenge gets them reading even more, perhaps their journey will be one with less reluctance and more enjoyment.

On a trip through an airport, Jody discovers the work of Brian Andreas and his Story People

While passing time at the Sea-Tac airport, I wandered into one of those everything-and-then-some stores. In between the hand-crafted cards, joke gifts, and eclectic jewelry, an interesting and colorful print caught my eye. Really, it seemed more like a scrawled version of a stick person. But it was the words that accompanied the image that grabbed me. It said:

I read once that the ancient Egyptians had fifty words for sand & the Eskimos had a hundred words for snow. I wish I had a thousand words for love, but all that comes to mind is the way you move against me while you sleep & there are no words for that.

Just like that, I was fascinated. Along with dozens of prints, all showing oddly shaped figures and sketches and sharing beautiful words, there were books. I had never heard of the author, Brian Andreas before. Flipping through his books, I was amazed at the power of his words and the fact that he could be so moving without truly defining characters. Somehow, without even giving them names and using, what seem like, pieces of conversation, he pulls you in and makes you feel like someone understands. I used all of my “mommy-needs-a-few-minutes-to-look-around-by-herself” time standing at that small shelf reading everything I could and trying to decide which print was my favourite. It’s not often you can read a few paragraphs that have the power to make your heart skip or your eyes tear; well, for most people, anyway.

As I read these little snippets of conversation between unidentified characters, I felt completely drawn in and captured by them. Some of the conversations had an almost “Time Traveller’s Wife” feel to them. Then there are sketches that accompany the words; sketches that should be amusing, but with the words, just seem beautiful. There’s so many times in life, as kids and adults, that we feel alone, that people don’t ‘get it’. It’s part of what makes a good book so important~connecting to characters makes us feel validated, understood, accepted, and “normal”. Reading through Mr. Andreas’ book Trusting Souls, I felt that way. It was so compelling that I bought it for my husband, who I’m sure would have rather had something else, from another store entirely. However, sometimes someone else has already written the words we feel we can’t express properly. When that happens, as adults and as children, it matters. It stays with us.

On his website, Mr. Andreas says “we are all story people”. I like that. Because we are. We’re all just trying to do our best, make connections, and make sense of what we see and think and feel.

His books and prints show the power words can have and I think that, in the classroom, that’s a strong message. Words matter. How we say them or write them or think them. The words we hear or see can leave a lasting impression on us. This is why it’s important to choose wisely what we say and what we read.

Here are a few pieces that will stay with me; that matter:

“Is there a lot of things you don’t understand? she said and I said pretty much the whole thing and she nodded and said that’s what she thought but it was nice to hear it anyway and we sat there in the porch swing, listening to the wind and growing up together”

With this phrase, he draws an interesting picture and scribbles that it is a “doorway that only lets some stuff through, but you never know what it’s going to choose so it’s hard to plan for the future”.
“Remember to use positive affirmations. I am not a dork is not one of them.”

This one is called “Anxiety Break”:

“things have been going so well that she’s taking an anxiety break to keep centered”

One more, from “Mostly True” :

“We lay there and looked up at the night sky and she told me about stars called blue squares and red swirls and I told her I’d never heard of them. Of course not, she said, the really important stuff they never tell you. You have to imagine it on your own.”

Story People at Amazon.com

Story People at Amazon.ca

Trusting Soul at Amazon.com

Trusting Soul at Amazon.ca

Mostly True at Amazon.com

Mostly True at Amazon.ca

Storytime Standouts’ guest contributor takes another look at Harry Potter and the magic delivered in J.K. Rowling’s wonderful series.

I am reading Harry Potter and the Philosopher’s Stone to my oldest daughter this summer. I have read the series once after a friend, who has read it, literally, dozens of times, insisted that I could not put it off any longer; I had to read it. So I did. And I absolutely loved it. I’m not sure why I didn’t read it when it originally came out. I remember listening to how much everyone loved it and the movies are among my favourites. Waiting did have one advantage, however; by the time I read the books, they were all published so I could read them all back to back.

Now, as I reread Harry Potter with my daughter, I’m remembering all of the things I loved about the books. I am completely absorbed in the story once again and so is she. Lately, all of her playing is geared around wizards and wizardry. All of their dolls are currently attending Hogwarts. As I’ve watched her get wrapped up in the story of Harry and his friends, I realized that only one of my students was reading Harry Potter this year. This could be because the kids have read it when they were younger, but it seems unlikely that they have read all seven books by grade four or five. I am hoping that with series such as Twilight, The Hunger Games, Warriors, and Diary of a Wimpy Kid, Harry Potter is not being forgotten in this age group. I think grade four is a great age for the first book. I think I will have to poll my class in September to see how many have read the series or at least some of them.

Harry Potter came out 12 years ago. The Deathly Hallows came out in 2007. It’s entirely possible that with the hype of so many new books over the years, that Harry is not the most sought after character at the library. It would be a shame to forget how magical and amazing JK Rowling’s books are. Unlike the Twilight series or The Hunger Games, children get to grow and mature with Harry. As he becomes older, the conflicts and challenges he faces become more involved and difficult. The intensity builds with each book. Not that the intensity doesn’t increase with each of the books in the other series, but the intensity is there from the beginning. Katniss* is fighting for her life from chapter one. Bella and Edward** are drawn to each other immediately.

In Harry Potter, we meet a young boy poorly treated by relatives that do not want him. The first story captures our hearts and interest by letting us connect to him and feel the same amazement that he does as he learns about his wizarding background and accepts his future at Hogwarts. Harry has an innocence that Bella and Katniss do not. Of course, they are entirely different books, but I know that they were the central focus of my grade five classroom not that many years ago. Now, based on what I’ve seen my students borrowing from the library, that focus has shifted.

I don’t actually read Harry Potter in the classroom. But this year, I think I will make an effort to see how many kids have read it on their own or with their families. It will be interesting to see how many of this year’s class, who would have been born in between Goblet of Fire and Order of the Pheonix, are familiar with the novels. Since they became readers, the “Harry Potter Hype” has lessened, as all hype does. Regardless of which books are grabbing the most attention today, we need to remember that there are some books (many) that should always be on a person’s “Must Read” or “Have Read” list. The Harry Potter series should definitely on those lists.

*The Hunger Games
**Twilight

I brought home 5 young adult fiction books from the Scholastic Book Fair to read this summer. It is always difficult to make a choice and I could easily get into serious financial trouble if given free rein in a book store. But since I’m fairly fond of my marriage, I limited myself. While making my choices, I was struck by the rather morbid story lines.

The selections included plots that dealt with the afterlife, ghosts, sibling deaths, parent deaths, autism, disease and similar horrible afflictions and topics you can think of. Most of the books sounded excellent, despite the rather grave subjects. More than that, the books were definitely capturing interest; many of my students chose stories that I had decided against because I wanted something lighter.

I started thinking that maybe we shouldn’t be exposing the students, our kids, to these topics. I don’t really want my daughter reading or asking about the afterlife, wondering what terrorism is, or thinking about the dangers that exist for kids trying to find themselves in middle school. It’s one of those balance issues again because if my kids ask me about things, I’d rather be honest. I don’t want them completely unaware or in the dark, but a little unaware until they’re older seems okay with me. But most kids aren’t; unaware that is. They have access to far more information through social media and technology than I ever did at the same age.

It was this thought that made me think about what I was reading at their age. Surely it wasn’t about disease, terror, and end of the world chaos! I had to have been reading something that protected my unjaded 12 year old view of life. Only it wasn’t. I didn’t watch the news or have access to high speed internet at 12 so maybe I wasn’t as “aware” as kids are today. However, I was reading Heaven by V.C. Andrews and vividly remember reading it over and over again. No terrorism there. Just a girl growing up dirt poor, in a shack, hated by the father that eventually sells her, forcing her to go out into the world and discover the truth about her past. Nope. No terrorism there. Of course, I was also reading Sweet Valley High. What could be more innocent than Jessica and Elizabeth Wakefield? The perfect Wakefield twins and their friends who experienced drugs, death, kidnapping, and a whole host of other over the top tragedies. I say that fondly, as I remember being completely addicted to the series. Just as, I would imagine, today’s young adults are addicted to the engaging plots and twists found in Hunger Games, Speak, Twilight, Abandon, Sold, Stargirl, Slob, and so many other well-written, attention-grabbing, heart-twisting young adult fiction titles on the best sellers list.

I didn’t take enough Psychology courses to truly dissect why, as both kids and adults, we are  drawn to stories that present that edge of darkness. Having said that, you don’t need Psychology courses to recognize that each of these books have common elements. The main characters are flawed, allowing the audience to connect with them. The crisis or darkness that each of them must confront seems overwhelming but they manage. They don’t escape the darkness without scars but are stronger for what they have faced. They aren’t perfect, but they survive. So maybe, the solace we all find in the dark is actually hope. Hope that we are strong enough to face what comes our way. Strong enough to be the people we want to be, despite the obstacles in our way.

In light of recent real-world tragedies, it seems to me that hope is never a bad thing. We can’t control real life and we can’t predict the outcome. But there’s a comfort in knowing that when the darkness comes in the book, somehow everything will be okay. I wish we could make the same assurances in life. I wish that in life, like in books, we knew, in the end, that the boy will get the girl, justice will be served, and good will trump bad. But life’s not like that. And sometimes, the only way to deal with that reality is to fall into a good book, with amazing characters that maybe remind you a little of yourself, and know that, in the end, things will work out.

Storytime Standouts’ guest contributor reflects on the school year and looks forward to summer reading

One of my favourite lines from the song Breakfast at Tiffany’s by Deep Blue Something is “And I hate when things are over/ when so much is left undone”. At the moment, it sums up how I feel about the end of the school year. Though I look forward to the summer, the break, the rest, and the, hopefully, nice weather, I know I’ll spend time thinking of all the things I didn’t manage to do this year.

Rather than think about all of the things I could have done better or more of, I thought I’d recount some of my favorite books from this year and share my summer “to read” list. The books I like most from this year are the ones that excited the kids. So while they may not have been MY favorite books, the following is a list of books that engaged my students, hooked my reluctant readers, and caused many classroom discussions.

The Hunger Games Trilogy by Suzanne Collins

Lemonade War by Jacqueline Davies

Warriors by Erin Hunter (actually a pseudonym for a number of contributing authors)

Where the Sidewalk Ends by Shel Silverstein

Runny Babbit by Shel Silverstein

Wayside Stories from Wayside School by Louis Sachar

Holes by Louis Sachar

Stargirl by Jerry Spinelli

The Fire Ascending by Chris D’Lacey

There were others. Many, many others. My students from this year loved to read. They read a variety of genres and authors and tried books their friends loved or that I suggested. They were open to new books and different types of writing, such as Poetry.

Tomorrow I will say goodbye to this group and in September, I will have a new class. I look forward to the reading adventures they will take me on and the books they will introduce me to. Of course, I have a few of my own that I plan on introducing them to as well. Some I have read already, such as Riding Freedom, but others, I will read over the summer. My “to read” list for this summer includes:

My life as a Book by Janet Tashjian

Slob by Ellen Potter

United We Stand by Eric Walters

Middle School, the Worst Years of my Life by James Patterson

The Little Prince by Antoine de Sainte-Exupery

The Breadwinner by Deborah Ellis

Harry Potter and the Philosopher’s Stone by J. K. Rowling (I’ve read this one but am looking forward to reading it to my nine-year-old this summer).

I could go on…and on…and on because there are so many different books I’d like to read before the summer ends. However, in addition to Children and Young Adult fiction, I plan on reading a number of other books as well. So here’s to a summer of reading, re-reading, and relaxing.

Storytime Standouts’ guest contributor writes about exploring poetry with her grade five students.

I often save Poetry until the end of the school year. The students have learned the mechanics of writing at this point; form, conventions, organization. Poetry allows them to start adding voice to their writing and I want to send them to grade six ready to use that skill. Though I focused on writing about reluctant readers this year, I actually have more reluctant writers. They are hesitant to justify, embellish, or go out on a limb with their writing. I’m glad that I didn’t forgo Poetry this time, in light of that. I can teach metaphors, similes, and idioms without teaching Haiku and Limericks, but generally, pairing the instruction makes it more engaging. I was pleasantly surprised by their enthusiasm for their Poetry projects, which I suppose, I shouldn’t have been. Through Poetry, the students can express themselves in a very unique way. They have to conform their own work to the “types” of poetry they were learning, but essentially, the topic, the ideas, the tone, and the message are theirs. It’s not a Science Report or a Socials Essay. It’s not a Journal or a paragraph.

The students definitely have favourites when it comes to types of poetry. While they learned about Haiku, Limericks, Quatrains, and Couplets (the favourite), I was saving the best for last. As we approached the end of the unit, I introduced the students to Lyric and Found poems. There were so many questions regarding these two types. I think it surprised some of them that they could just choose a song…”Any appropriate song? Whatever we want?”…and explain their reason for liking it. More surprising to them, I think, was that I recognized and knew many of the songs they chose. That, alone, is a powerful thing. I shared the song “Stop this Train” by John Mayer. One of my favourites. I was impressed by how well they “got it”. It encouraged them to find their own songs and share why they were drawn to them. It’s a unique way to see another side of your students and vice versa.

The Found Poems were equally enjoyable to explore with the kids. I learned about this type of poetry in University and it stayed with me as one of my favourites. Take a regular passage of writing, from anywhere, and blacken all of the words except the ones that stand out to you. This was a very engaging process for me. I loved watching them choose words they found powerful. I liked seeing their surprise when, at the end, this jumble of words that they had chosen, actually represented something to them. Their job with the Found Poems was to find a passage, blacken out unnecessary words, and then name their Found Poem. The process of finding a name for the words they found made them responsible for identifying the tone and impact of the words they felt belonged together. As an example, I chose a passage from the beginning of one of my favourite novels, Tuck Everlasting. I knew many of them had read this in grade four, so that was important. When we went through the words I’d left, I asked them to give them a name for my poem. They chose titles like “Alone”, “Homeless”, “Lonely”…names that identified the sadness and sorrow of the words I chose. They were very surprised when I revealed the whole passage. They recognized the beginning of the book, where Natalie Babbitt describes the road leading to the main character’s house. The tone of the passage is empty and they picked up on that, just from the words I left visible.

Perhaps the poetry unit was more powerful for me than for them. I love words and writing and poetry and music. I love when an author conveys amazing amounts of emotion and feeling just through carefully chosen words. Seeing the students recognize this, utilize their abilities to choose powerful words, and show understanding of their significance, was very powerful for me.

I think, maybe, for them, the powerful part of the poetry unit is the freedom they have to express themselves. They simply can’t be wrong. That allows them a freedom other types of writing may not. That, in and of itself, makes Poetry a powerful tool for engaging students as writers.

Looking at a reluctant reader’s experiences with books and reading

Magic Johnson. Albert Einstein. Cher. John Lennon. John F. Kennedy. Hans Christian Anderson. Orlando Bloom. Tom Cruise. Johnny. These people have a few things in common. They have a presence, they made a difference, and, for a variety of reasons, didn’t love to read. For some, Orlando Bloom and Tom Cruise, reading was difficult. Learning Disabilities affect not only a child’s ability to read but their confidence in doing so. Though it may be true for many of these well-known individuals, it is not always a learning disability that affects a child’s desire to read. For Johnny, it was lack of interest, not ability. For others, it’s lack of time or exposure. Though he’s not a basketball player, a singer, or an inventor (as far as I know) Johnny has something in common with all of these people. Though he said at the beginning of the year that he would rather do anything other than read, he made a great effort. He will be remembered by me and by his classmates because, despite his aversion to reading, he stood out in the class. He embraced his own attitude and felt good about himself. He was also open-minded enough to try new books and authors. He had enough presence in our classroom that the other reluctant readers were willing to try as well. That matters.

It’s hard to believe we’re at the end of the road for this school year. This will, in fact, be my final entry about Johnny. I’ve enjoyed watching him unfold as a student and as a reluctant reader. I don’t know that we turned him around entirely. He claims that he still does not love school or reading and would much rather ride his bike. However, with less and less prompting and suggestions each month, Johnny has managed to read more than a half a dozen books since September. Not only that, but two days ago he came to me and showed me his latest library book: Lunch Money. I had no part in him choosing this book. In fact, when I told him that I had some other students who LOVED Andrew Clements, he said, “Well my friend told me it was good so I’m reading a book he liked and he’s reading one I suggested”. And I thought, wow. Johnny and his friend, two hockey boys who like to goof around and have fun, had a conversation at some point that entailed each of them sharing their thoughts on a book and recommending one they enjoyed to each other. To me, that seems like an excellent place to “part ways” on this journey. I say that rather than “conclude” the journey because Johnny is going to wander a different path now, one toward grade six and I am going to get a whole new group in September. But I hope that Johnny’s path will continue to include reading and that he feels good about the reading accomplishments he made this year. I hope that he becomes less and less reluctant over time to pick up a book and fall into it. Even if he doesn’t I hope he thinks back about this year and realizes that his willingness to try regardless was stronger than his reluctance to read. That too, matters.

Whether it’s reading, math, science, or socials, there is conflict over rewarding children for meeting goals and expectations in the classroom. If we reward them with tangible “prizes”, do we diminish their intrinsic motivation? An argument can be made either way. We need, and kids need, to understand intrinsic motivation. Not every accomplishment deserves a prize, just like not every misstep deserves a consequence.

I think that we can create a balance in the classroom that reinforces intrinsic motivation but allows for concrete rewards as well.

Let’s be honest: we all like rewards; take out on Fridays, a trip to Starbucks, a special purchase. So while we need kids to know and understand that reading in and of itself is a reward, I’m okay with giving a little more every now and then. At my school, we do Accelerated Reading which allows kids to read books at their level then take a test to check their comprehension. Each book is worth a certain amount of points (harder book = higher points) and your points are based on how well you do answering questions about the book. The teachers at our school take various approaches when deciding how to utilize those points as motivation. I have seen (and borrowed) some incredibly creative ideas. Depending on the grade level, the teacher, and the goal, kids have earned computer time, tours of the office and staff room, buddy time, time with the principal, lunch with the teacher, and a host of other special rewards.

So does this add to or diminish the academic and personal reasons for reading? In my experience, it adds to both. Students who are academically motivated already, will enjoy the extra rewards and bonuses that come from doing something they were going to do anyway. For the at risk, unmotivated, or uninterested readers, the reward might provide a hook to get them started. The key, for me, is knowing your learners and knowing what would be a reward for the individual student. It might not be a prize from the ‘prize bin’ or an extra ten minutes on the computer, but if you can know your students, you can find what their motivation is and use it to help them move forward.

I’ve noticed that once you start a ‘system’ with students, they become attached to the routine as much as anything else. In my class, every AR point goes up on a chart. From there, every 5 points gets a sticker and every 5 stickers receives a prize, which could be a new pencil, sharpener, eraser or bookmark.

Most kids are going to meet these goals anyway, so the ‘prize’ is just a little bonus for effort, time, and achievement. The students are very particular about the routine, even at the grade 4/5 level. They put their AR quizzes in the folder, remind me to tally points, let me know when they’ve reached personal and/or class goals. Recently, my class walked to the store as a reward for achieving the class goal of reaching over 500 AR points. Every student in the class contributed to that goal. It didn’t matter by how much, but it mattered that together we worked towards it and together, we celebrated it.

I can teach without giving rewards. I can implement curriculum and engage my students without giving them prizes or anything more than verbal praise. The 21st century learning goal is to motivate and engage all learners. I like to think that I can meet this goal without the bonus incentives. If my objective is to do just that, to motivate and engage without incentives, then, for me, offering the incentives only enhances the experiences and the enjoyment for my learners.

The Juice Box Bully; Empowering Kids to Stand up for Others written by Bob Sornson and Maria Dismondy and illustrated by Kim Shaw
Published by Ferne Press | Nelson Publishing and Marketing LLC

Be sure to check out our page about anti-bullying picture books for children, our page about anti bullying chapter books, graphic novels and novels for children , and our Pinterest anti bullying board

Teaching a grade four/five class means that you have to find a balance between capturing their attention but not “babying” them. They are intermediates and want to be treated as such. I don’t think there’s an age limit on picture books; if there is, I’ve personally surpassed it and I’m okay with that. Some of the best messages children will ever get come from picture books and kids truly enjoy them. I read a book tonight that I think strikes the balance between giving an appropriate kid friendly message while appealing to the intermediate audience. The Juice Box Bully; Empowering Kids to Stand up for Others talks about being a bystander, or rather, not being a bystander. The kids in Mr. Peltzer’s class have all made a promise to their teacher, and each other, that they will not bully and they will not allow others to be bullied.

This month especially, with Pink Shirt Day (Bullying Awareness Day) being tomorrow, we focus on what bullying is, how to prevent it, and how to stand up against it. Being a bystander means that you are not involved in the bullying but you witness it. Research has shown that all three groups, the bully, the victim, and the bystander/witness have long term emotional repercusions from the bullying experience. It is not easy for kids to witness bullying, particularly if it is a friend being bullied.

The charming part of The Juice Box Bully is that the entire class agrees to stand by each other. The new student, Pete, has been bullied before and figures that if he intimidates others first, he’ll be safer. The students continuously invite Pete to be a part of their classroom family, even when his behavior does not warrant the invitation. A “juice box incident” leads one student, Ruby, to forget her class promise and she insists that she will make life at his new school hard for Pete, now that he’s upset her. Her classmates tell Ruby that they will not let her fall into that trap; they will not let her bully Pete through isolation or rumors. Likewise, they insist that they will not allow Pete to continue to harass their friend. Pete is humbled by the fact that the other students stood up for him, even though he had been cruel.

The Juice Box Bully shares a powerful message of what it can be like if kids stood together to reach a goal or make a difference. It’s a great connection to the story of two boys who really did band together and make a difference. David Shepherd and Travis Price took action against bullies when they organized a protest with students wearing pink shirts to stand up for another student who had been bullied because he wore pink. They chose not to be bystanders, but upstanders.

Social media and the internet have added a new facet to bullying, but the message from The Juice Box Bully still applies; make a promise, work together, and do your part to stop bullying. To find out more about Pink Shirt Day, visit www.pinkshirtday.ca.

Add this anti bullying picture book to your bookshelf

The Juice Box Bully: Empowering Kids to0 Stand Up For Others at Amazon.com

The Juice Box Bully: Empowering Kids to Stand Up for Others at Amazon.ca

The publisher offers a free printable The Juice Box Bully Resource Kit

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Storytime Standouts’ guest contributor looks at engagement and capturing attention – two keys when working with middle grade readers.

After Christmas break, I started reading Inkheart by Cornelia Funke to my class. My book club had not gone well in the first term and I was determined to recapture their attention. I keep going back to the ideas of engagement and capturing attention because I believe that those things are essential for helping kids pick their paths. My goal with Inkheart was to read the kids an interesting novel while teaching them different reading response strategies so that in third term, they could work independently on novel studies. A few of the kids had read the book, but not many. It’s quite a big book, which almost made me change my mind. But the world the author creates within her book is so fascinating and enthralling, that it didn’t seem to matter.

We are now almost half way through the book. There are wonderful characters; Meggie, her father Mo, the quiet and strange Dustfinger, book loving Aunt Elinor, and the malicious villain Capricorn. I knew there was a movie of the book but did not want to watch it until we had finished. The kids did NOT feel the same and so, when they played it on television two weeks ago, most of my class watched it.

Upon learning they watched it, I wondered: would this ruin it? Would their interest drop because they had seen it? Would they use their imaginations now that they knew what the characters looked like? Would they engage? Question? Predict? I admit, I didn’t pick up the book for a couple days because I thought, well, they’re done with that. But I was wrong. It seems that seeing the movie only enhanced their interest. Instead of being “finished” they started discussing how their images of Capricorn and Dustfinger were different from the movie portrayals. For some of them, it’s even strengthened the read aloud because they can picture someone in the role with no effort. Yes, they know how it ends, but I was so pleased to see that when they were read a chapter this week and we ran out of time, they expressed great disappointment.

They are invested in the characters and the book contains things (as always) that the movie does not. They love being read to and they love hearing about characters that matter to them. So while I wouldn’t have recommended that they watch the movie so soon, it doesn’t seem to have deterred them from staying connected to the story.

This story tells about how Dustfinger and Capricorn came to exist. Funke does an amazing job setting the stage and making you fall in love with her characters. My favorite part of the book is that at the beginning of every chapter, she has included a quote from another book or story. This has been very powerful for the students as well because they may have read the story she quotes. Though we are a ways from being done, the kids are already excited about reading the next books in the series as well: Inkspell and Inkdeath .

Definitely worth the read.

Lexile Level – 780L

Inkheart at Amazon.com

Inkheart at Amazon.ca