Poetry Madness

Poetry Madness: Let the Games Begin! During March, the best college basketball teams vie for the National Title. In order to be the best, each team must state their case by playing the best, scoring the most, and ultimately advancing to the next round. To create a sense of poetry madness in our room and celebrate poetry, we will read a bracket (2 poems) each evening and advance a class winner the following day. However, like the basketball tournament, we must use specific criteria to judge a poem: meaning, poet's craft (rhyme, line breaks, punctuation, simile/metaphor, word choice, repetition), ability to visualize, and your personal connection. Each night you will answer the following 3 questions about the poems you have read. 1. What is the meaning of the first poem? (Summarize in one sentence) 2. What is the meaning of the second poem? (Summarize in one sentence) 3. Based on the criteria, which poem did you choose and WHY? ***Please tell me everything you think, but use your best writing. Tonight please read Game 1 and choose your favorite.

Read This

A few days ago I noticed a student who was having a difficult time finding a book to read. “Want me to help you find a book?” I asked. “Yes, please!” she replied. “Nothing looks really great to me.” We were fishing through book baskets, pulling out possibilities, reading the backs of books, when a friend chimed in. “Oh, I know the perfect book for you!” the friend said. And the two were off, in search of the “perfect” book. Before reading was over, she had selected a book and fell into the reading zone.

In our lives, our best recommendations come from those who know us well. Our friends recommend movies, stores, songs, games, and yes, books. Chances are, you share the same interest in literature as someone in our class.

Readers, I would like for you to recommend a book to the class. Think of a book or other piece of literature you love. It can be a poem, magazine, blog, illustrated book or chapter book, or any other well-written piece of literature. Write the title of the book, the author, and a meaningful, specific reason why it is so great. Avoid “nothing” words like funny, great, and cool. If you know of someone specifically who would love the book, go ahead and add their initials.

At the end of the day, I checked in with my student who was busily reading her newly-selected chapter book. “So, you found the perfect book, huh? Looks like a great choice.” She replied, “Yeah, it’s great! My friend recommended it and I even had it listed on my Books I Want to Read list.” I smiled. “Well, that makes it a perfect choice then.” “Yes. Perfect.” Then she fell back into the zone.

One Little Word (OLW)

Each new year, two of my cyber-mentors challenge teachers to find their One Little Word (OLW). The OLW is one word that will represent, or symbolize, the year ahead. The word should be personal and thoughtful. My mentors spend weeks thinking about their OLW, making sure they select a word that will really guide them through the year ahead, keeping them focused and giving clarity to their lives.

I have thought a great deal about my OLW. For 2012, I selected "honor" as my One Little Word. I selected "honor" because I want to spend more time honoring what is important to me and others. I need this word to remind me to honor the differences and talents of my peers. Honor also reminds me to honor the time for my family and not waste on unimportant habits. Honor can apply to my life in so many ways - through friends, work, my students, my family, and myself. I will use this word to guide me through the days of 2012.

What is your One Little Word? How does this word apply to your life? How can you use your OLW to guide your year? Comment to this post with your OLW, and examples of how you can use your OLW this year. Here is a list of possible words to help you.

"Tagging" and Summarizing the Main Idea

Readers,

One way we gain information about our world is through reading news articles. Examples of good news articles are on the Scholastic News website.

We have been working on summarizing the main idea when we read - or as I call it, "getting the gist." To help us with this, I want us to look at a digital tool called "tagging". When bloggers and other writers submit online articles, they can "tag", or label, the most important words and phrases. This allows people who are searching for specific information to locate their articles easily online. When writers "tag" words in their article, they think of the most important words and phrases, ones that stand out the most, and the words that show what the article is really about. In other words, online writers "tag" their Main Idea words.

Read one of the articles. Write about the words you would "tag" as the main idea, explaining why you would choose those words. Then write a one-sentence summary about the article, pulling out the gist. I have given you an example.

It's All So Tense!

For a moment, reflect back to all of the books we have read together this year. Fireflies, Hurricane, The Snowy Day, Smoky Night - just to name a few. In each of these books, the best moments are those full of tension. We hold our breath hoping and expecting each characters' problem will be resolved, but we know the problems are complicated and difficult. We wait for the resolution, knowing problems are never resolved easily. These tense moments are the reason we love reading, and why Reading Alive is so easy and powerful.

Remember that rubber band I showed you? It was stretched out tight; as tight as it could go before snapping. You all had your eyes locked on that rubber band, anticipating and wondering what will happen next. Will she let it go? Will it snap? Will it fly across the room wildly, breaking something? Will it hurt someone? You waited patiently, knowing something would happen, and that consequences would likely follow.

When we are in the tensest moments in our books, we know something big will happen. The main character will make big choices. A big surprise will occur. Or the main character will behave in the most surprising and unexpected way. Like that rubber band, we wait, knowing something big is coming, and will be followed by big consequences.

Think about your independent reading book. What tensions exist in your book? Most likely they involve your main character. Briefly write about one or two tensions in your book. Then, write about what you infer from these tensions. I posted an example response using Buffalo Knife.

Reading Alive!

True confessions, here...I sometimes fake read. It's true. When I am at the nail salon, having a pedicure and reading a magazine, I'm sometimes fake reading. When I'm at the airport, waiting for my flight and flipping through pages of SkyMall, I'm fake reading. I know I'm fake reading because I when I put down the magazine or book that I'm thumbing through, I cannot remember anything about it. My reading didn't matter. My "reading" was really just scanning words on a page.

But when I'm reading a book, especially a chapter book with great characters and interesting plot lines, I'm reading for real! My mentor, Lucy Calkins, likes to call this "Reading Alive!" Alive Reading is when you visualize what you read, you back-up and reread because something didn't make sense, you think about the characters. When I Read Alive, I feel like the characters are my friends, like the places in the book are places a can visit in my mind. Reading Alive brings me in and makes me part of the book. I know I my reading is real because I CAN remember it. Real reading stays with me even when I've put the book away.

My homeroom had a great debate the other day about when we are reading, and when we are thinking reading. Many of you argued that unless there was a lesson or assignment, a task along with the reading, that the reading didn't require thinking. Others of you argued that readers are always thinking, regardless of time, day, place. It's a Reading Alive vs. Fake Reading!

What do you think? Are you only Reading Alive when the teacher gives you a task to do or a lesson to think about? Or are you Reading Alive all the time? Explain what Alive Reading feels like to you. How is reading at home different from independent reading time at school? Do you feel less Alive at certain times?

Answer the questions in bold. You must edit your writing before submitting.

New Year, New Challenges

Are you a goal setter? Do you challenge yourself to achieve major or minor successes? At the beginning of every school year, Mrs. Hodgson and Mrs. Boon request each teacher to submit professional goals. I have to admit, sitting to write out my professional goals is not always fun. It's seldom a joy to look at areas of weakness and plan to face them head-on. But, setting goals, and making a plan to reach them, is an important and essential task. It makes me ask, "Who am I really and what do I really want to achieve?"

Each year, I issue the same request to my students: "Who are you as readers and what do you want to achieve?" I've been studying each of you, discovering who you are as readers and writers, but now I ask you to ask the question of yourself.

It's time to set some reading goals. Not some, "I want to get all As" goals, but real goals. Goals that truly speak to who we are personally. How would you like to grow as a reader? How do you want to see your reading change? What plan can you make to reach this goal?

Readers, I want you to write out one reading goal answering the questions about changing and growing as a reader. Look at your habits to see where you can grow and improve. Then also write how you can reach this goal. Be specific.

I have written an example response to model the type of detail needed in this kind of response.