Category: Litropolis

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Twelve Days of Read Alouds

 

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” ~Dr. Seuss

Where do ideas come from? Ideas come from our fund of knowledge. When we have a rich fund, curiosity is tickled. And nothing sparks idea making—writing—like curiosity. Wondering about knowledge, especially new knowledge, and being awed by something freshly learned, well this wonder is inspiring. Wonder enters the scene via the books we read.

This month all of us Blackbirds will be reading aloud a snippet from favorite books. Here is a sneak peak of our selections.

Pages teacher, Miss Julia will read an excerpt from Leo Lionni’s Frederick to start off our Twelve Days of Read Alouds.

 

Where did he come from? Nobody knows. Kim Bredberg, founding partner and owner, will read the beginning of this tale crafted over the course of five nights for the author’s children.

Nothing’s surprising in the North household, not even Sterling’s new pet raccoon. Sara, founder and owner, will read aloud from her childhood favorite.

Who will inherit the Westing fortune? Our exceptional arts and music teacher, Taylor, will read from The Westing Game, a Blackbird & Company favorite from his middle school years!

What will Liesel Meminger encounter as she pages through her stolen books? Miss Lori, resident historian and teacher extraordinaire will read.

Stay tuned to our Instagram and Facebook page to hear all Twelve Days of Read Alouds.

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SEVEN Tips for Unpacking Bridge to Terabithia

Bridge to Terabithia is a quintessential middle school read. It is tied to one of our CORE, Level 3 Integrated Literature and Writing units. By the time students reach this level, they are confidently journaling and writing their ideas inspired by great stories.  As the teacher, you have the profound opportunity to guide your students into the work of unpacking the story. During middle school, introducing the concept of themes and symbols and motifs conversationally adds richness to the discussion and depth to what is gleaned from the story. Following are seven tips for going deeper into this wonderful story.

ONE. Be WOWed!

As you, the teacher are WOWed, your students will follow.

First things first:                                       

                  Often, we are asked, “Do I have to read the book?” 

                  Our reply?  A resounding, “No, you GET to read the book!”

                                 (You won’t be WOWed if you don’t read the book!)

Our CORE Integrated Literature and Writing Journals are designed to free up the teacher to read closely alongside the student, unlocking the story’s treasure. This enables the student to journal observations and compose ideas inspired by the journey.

     No skipping pages!

Recently when Cathi and I began to prepare to deliver a close reading lesson of this wonderful novel, I broke the cardinal rule and skipped what I assumed was a “promo” blurb.  But no, I realized, upon reading that this significant passage reminds us that someone long ago hung a rope!

“A Place for Us” is actually an invitation to enter into the story’s world, the story’s wonder—”It was a glorious autumn day, and if you looked up while you swung, it gave you the feeling of floating. Jess leaned back and drank the clear rich color of the sky.” Then Leslie called to Jess, “We need a place just for us.” And so the world of the story is opened to us readers.

Thankfully, Cathi reminded me to NOT skip this introduction!

             Ask yourself, “What are the powerful points that bring shape to the big picture?”

What are the points YOU discover? What are the points your student discovers? Remember there is no right answer here. There are parameters—think about the characters, the setting, the plot, and all the words and phrases that help these fold together into a story—but within those parameters, there is room to explore.

              Jump to the FORWARD written by Kate DiCamillo

“In afternoons the floor would fill up with great slabs of light, and it was very much like being in a dusty, book-filled cathedral. I read Bridge to Terabithia in one of those great squares of light; and the story, for me is forever associated with light.” Reading this brought to mind Emily Dickinson’s poem “A Certain Slant of Light” and the HEFT/weight that the poet describes is akin to Kate DiCamillo’s description here. Robert Frost’s poem, which is also alluded to in The Outsiders by S.E. Hinton is brought to mind too, “Nothing Gold Can Stay.”  Kate DiCamillo here makes an astonishing simile: “Bridge to Terabithia is like that room—brimful of light.” She goes on to remind us that something terrible happens. Something terrible. And then she reminds us that we CAN bear this terrible thing. This is the power of literature, it reminds us we are, “…loved and seen, too” (x).

TWO. Seek Out Rich Words

From the Forward…

Rent – to split, to be torn 

Brimful – full to the very top edge 

“We are devastated, emotionally rent. But still: we feel held, loved, seen. Someone trusted us enough to tell us the truth and because of that the room is golden, brimful of light” (xi).

To the middle of the book and beyond…

Wheedling – To flatter, to coax 

“‘Why can’t we charge some things,’ Ellie said in her wheedling voice'” (101).

THREE. Introduce & Explore Themes and Symbols and Motifs

Themes emerge as characters move through the world of the story. Themes connect readers to deeper conflicts that arise on the journey—shared humanity. Themes are NOT “morals” (recommendations on how to live / “moral of the story”) but rather, point to real ways we humans experience the world, archetypical ways. Themes demonstrate topics common to us all—love, conformity, justice, beauty, friendship, courage, power, family and so on.

In other words, it’s NOT a writer’s job to answer the world’s difficult questions, only to SHOW those questions clearly with their stories and allow the characters and the readers to journey through to the other side.

  • Cathedral —REVERENCE is a recurring theme that is pointed out by Kate DiCamillo in the Forward. Watch for this throughout the story.
  • LIGHT as a symbol is so often repeated in the story that it transforms into a motif, like wallpaper illuminating along the way.
  • GOLD  When Leslie and Jess help renovate, they want to use blue paint but end up using gold. Ultimately, Leslie compares the room to a magical castle.
  • How does FRIENDSHIP unfold?
  • How is EMPATHY strengthened?

Significantly, in Chapter 2, entitled Leslie Burke,  the character does not introduce herself until the very end: “My name is Leslie Burke” (22). Up until this point, Jess does not know what to make of this person, “The person had jaggedy brown hair cut close to its face and wore one of those blue-undershirtlike tops with faded jeans cut off above the knees. He couldn’t honestly tell whether it was a girl or a boy” (22). After a small dialogue he decides definatively that this is a girl, but is not sure why he makes this decision. So begins a beautiful unfolding of gender as theme, of childhood, of innocence that leads to friendship.

 

FOUR. Character Development

Characters weave readers into themes.

Look for passages of immediacy where deeper character traits and desires are revealed. In this story, Jess longs to be seen, to be known. He is trying to move beyond the reputation of being the “crazy little kid who draws all the time,” (4) he is trying to win a race, to make his father proud. What was his father like? We know right away he drove a pick-up. But what do we learn about his father that is implied by lines like: ” even his dad would be proud” (5) and “Old Dad would be surprised at how strong he’d gotten in the last couple of years” (6).  Later on when the familiar “baripity” can be heard coming up the road, Maybelle screams with delight. When her father opens the truck door, she climbs onto his lap, just then, Jess’s internal voice shares with us readers: “Durn luckey kid” (19). Jess longed for his father’s affection. And teaches us much about his father.

FIVE. Enlist the Built-in Teacher

What is the author doing with words?

Stylistic techniques of the author?

What do YOU discover…?

            Comments on Writing Technique

Following are some notes and tabs from Chapter 1 (and beyond).  Read these passages aloud and encourage your students to find similar moments in the writing that they find exceptional.

Examine the 4-sentence opening paragraph  that begins with onomatopoea. The length of the sentences are short short short and then long. And it is the long, last complex sentence that launches the reader into the complexities of this marvelous story. Read this paragraph aloud!

Check out the simile describing Mama “Mad as Flies” on page 1.

Find this sentence on page 2: “When you were the only boy smashed between four sisters.”

And find this one further on down the same page: “Even if it got unhandy at times.”

This marvelous sentence on page 2 is filled with exceptional words and repetition that lends a certain tiptoe rhythm: “The place was so rattly that it screeched whenever you put your foot down, but Jess had found that if you tiptoed, that it gave only a low moan, and he could usually get outdoors without waking  Momma or Ellie or Brenda or Joyce Ann.”

More onomatopoeia on page 5: “…red mud slooching…”

And, in the end, Katherine Patterson profoundly uses onomatopoeia as motif to bookend the story: “Behind him came the baripity of the pick-up but he couldnt turn around” (132).

Watch for the em dash—that wonderful mark that can replace the comma, parenthesis, or colon. This mark is always more emphatic, more intrusive. And Katherine Patterson employs it throughout the story.

SIX.  Unpacking the Heart of Story

Pay attention to setting—where and when is the story taking place. This particular story takes place in a small town, Lark Creek, in rural Virginia post Vietnam in the 1970s.  Follow the path of the plot, follow the sequence of events  driven by the characters. This journey will lead you to the heart of the story.

And as stories go, this one is special—a bildungsroman. Don’t let anyone tell you its a simple “coming of age” story because Bridge to Terabithia is so much more. Bildungsroman is literary term. Here, bildung means “education” and roman means “formation”—loss leads to growth. Here maturity comes at a high cost.

SEVEN. Now Riff to the End

Reading a book is more like listening to music than it is comprehending with right and wrong answers. Reading a book is entering into an art form. And while it is true there are structure and scaffold we can become accustomed to, great stories are unique and lovely and full of wonder.

Eucharisteo is a Greek word that means to give thanks, to be thankful. Reverence.  This is the theme that holds this great story together. This reverence begins with the creation of Terabithia. When Leslie names this secret land, “Like God in the Bible, they looked at what they had made and found it was very good” (51). And with that delicious allusion, Katherine Patterson, sets the eucharisteo into motion.

Pay close attention to Miss Edmunds and Maybelle and, ultimately Mrs. Myers who have suprisingly significant, albeit supporting roles to play on the journey through this story.

Remember that the Bridge to Terabithia is a mighty symbol. Keep in mind the idiom “building bridges” is a phrase  overflowing with hope.

Then and only then will you be ready for Chapter 10, The Perfect Day, where tension builds and climax swells. Then and only then will you be able to hear Mrs. Myers: “‘Excuse me, she said, ‘this morning when I came in someone had already taken out her desk'” (159).  And then this: It—it—we—I never had such a student. In all my years of teaching. I shall always be grateful—” (159).

In that moment Mrs. Myers makes herself vulnerable, sharing her devastation at the loss of her husband. Jess is suddenly in the light, able to empathize, able to replace bitterness toward Mrs. Myers for gratitude. In that moment of tragic illumination, myth-busting occurs. Revelation. Jess is able to understand Mrs. Myers and Mrs. Myers is able to understand Jess.

 

~Kimberly and Cathi

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Extending Storymaker

Storymaker teaches student writers to craft an amazing HOOK!

The HOOK is a topic sentence that inspires writers to write their ideas and encourages readers to read on. The subtle distinction we are making between the topic sentence and the HOOK is this: Think of a literal fishhook that catches the reader and makes them want to read on. A great HOOK might be charged with sensory details or concrete examples. It may be full of imagery and action!

Storymaker is designed to HOOK 2nd, 3rd, and 4th grade students into the art of narrative journal writing. With three terrific thematic options to choose from—Farm Tales, Fairy Tales, and Fun Tales—the possibilities are endless.

Each week the primary goal is to craft a HOOK by combining:

One HOOK starter:  “Everyone agreed except…”

One Character in Situation card: “carrot writing a story”

One Setting card: “in a treehouse”

There are a myriad of possibility with these three parts! Encourage your students to play around with the phrases and to add, subtract or change connecting words. Here are a few possibilities:

1. Everyone agreed except the carrot writing a story in a treehouse.

OR

2. Everyone in the treehouse agreed except the carrot writing a story.

OR

3. Except for the carrot writing a story, everyone in the treehouse agreed.

OR

4. Except for the carrot writing a story about the treehouse, everyone agreed.

OR

5. Once upon a time, except the carrot writing a story in a treehouse, everyone agreed.

Remember to help your students think about the last sentence being just as important as the first. Remind them that the goal is for readers to be surprised, for readers to want to keep thinking about the story they just read. We call this the TWIST at the end. Here are a few endings that might hold up to the above HOOK:

In the end, as the carrot finished reading the story written in the treehouse aloud to all the other vegetables, there was a moment of collective silence and then a roar of whistles and clapping!

OR

Everyone agreed that Carrot writing the treehouse story was not a good idea, but in the end they all agreed they were wrong.

Sometimes, once the HOOK is composed, offering a TWIST for students to write toward helps them bring shape to an idea with a beginning, middle, and end.

Following are some ideas to be creative with story-making.

Create a Collaborative Story
Here the teacher begins collaborating on HOOK crafting as above on a whiteboard. This is the HOOK demonstration. Once the HOOK is settled upon, students copy it into the journal and the fun begins—What happens next?  Continue gathering ideas up to 5 story details composed together into sentences. Create one sentence to end—the TWIST.
Student creates the HOOK + 3 Story Detail Sentences & the Teacher Writes the TWIST at the end
Sometimes knowing that a treat is waiting at the end of the journey is all the motivation our student writers need!
Round Robin
Students each create an original HOOK in their journal.  Journals are passed around. Classmates reads what is written so far and adds a sentence in the friend’s journal. Keep passing  until there are 6 sentences including the Hook. Journals are then returned to the student to read and create a closing TWIST.

 

Everyone has stories to tell. Help your students tell them well the fun way with Storymaker.

 

~Kimberly

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Knock! Knock!

Happy Birthday Shakespeare!

Thank you for leavening the world with wonderful words and phrases:

Leapfrog and Bedazzled and Swagger

          All that glitters is not gold.

          Jealousy is the green eyed Monster.

          It’s a brave new world.

All Shakespeare.

But did you know that he is also the father of the Knock, knock! joke?

Yes! the Knock, knock! joke!

It all began in his famous tragedy.

In Macbeth, Act 2, Scene 3,  suddenly there is a knock knocking:

“Here’s a knocking indeed! If a man were porter of hell-gate, he should have old turning the key.

[Knocking]

Knock,
knock, knock! Who’s there, i’ the name of Beelzebub?”

The Bard’s tragic phrasing is far from the little supercilious jokes i told as a child:

Knock, knock!
Who’s there?
You.
You who?
Yoo-hoo! Anybody home?

Knock, knock!
Who’s there?
Canoe.
Canoe who?
Canoe come out now?

Knock, knock!
Who’s there?
Howl.
Howl who?
Howl you know unless you open the door?

Still, it’s good to remember—especially today—that Shakespeare was a trendsetter!

 

~Kimberly

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Learn with Leonardo

Look

Imagine

Create

 

“Whatever you do in life, if you want to be creative and intelligent, and develop your brain, you must do everything with the awareness that everything, in some way, connects to everything else.” ~Leonardo da Vinci

 

Observation begins with a question: What am I seeing? In a world filled to the brim with stimulation, it is easy to take our senses for granted. Though we are usually quick to have thoughts on things that we taste and smell, sight (of all things) can often be overlooked. We see so many things on a daily basis that it’s easy to forget to stop and really look.

 

 

There is nothing like art-making to engage students in active learning. Leonardo da Vinci, the quintessential Renaissance Man, made over 13,000 journal observations during the course of his lifetime, and as he did, he not only gained an enormous body of knowledge, but also created masterworks and made significant discoveries that he generously shared with the world. His influence is far reaching.

Over the course of 20 weeks, students will learn to observe from no other than the Renaissance Man himself! Students will research the life of Leonardo Da Vinci and learn to create observational drawings. Watch for our brand new unit to be released early this summer.

 

~Kimberly

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Words in Context

To LIBERATE is to be free from a state or situation that limits freedom.

 

The Liberation of Gabriel King is a beautiful story about the power of friendship and the ability of two children who face their fears in order to become liberated during a time of social, racial, economic, and political turmoil.  The story provides a wonderful backdrop for teachers and parents to discuss historical issues that have relevancy today.

This is NOT simply a story of courage.

This is a quest toward becoming fearless!

Jimmy Carter, 39th President and former Georgian peanut farmer, comes to play a significant role in K.L. Going’s historical story about Gabriel King and his best friend Frita Wilson as they spend summer in small town Georgia between fourth and fifth grade. The plan is for each of them to become liberated from a very specific list of fears. Gabe is terrified of spiders and is bullied ruthlessly. But Frita, by far, has the biggest obstacle to overcome—racism and the KKK of the late 70s.

Setting the stage—a word from our Pages teacher and resident historian, Miss Lori:

“Protagonists Gabriel and Frita are children living in a small town in Georgia. It is 1978. America is in a bad place. The country had just been through Watergate. It is the end of the Vietnam War. Jimmy Carter is president.  The economy is down the drain.  Both Gabriel and Frita’s fathers respected fellow Georgian, Jimmy Carter, because he publicly refused to join the White Citizen’s Council in his town. His business was consequently boycotted. David Duke, in 1974, was named the Grand Wizard of the newly formed KKK.”

Note regarding the derogatory word utilized in the context of this story:

The implications of the KKK’s hateful views are exposed contextually through the delivery of a derogatory word spoken by a hateful antagonist. The author’s intention here is to sensitively expose middle-school readers to the extremely demeaning power of this single word. In the context of the story, Frita has just gotten into a fight with Duke and Frankie, a fight which is broken up by Gabriel’s dad.  Duke’s racist father scolds his son, “You got beat up by a n***** girl (page 15)?”   The whole interaction is observed by white adults, but the only person who confronts Duke’s dad is Gabriel’s father.  Later in the story, Frita tells Gabriel about her and Terence’s (her brother) horrible experience with the KKK burning a cross on their front yard. The presentation of the trauma caused to Frita is handled deftly by the author to bring the reader alongside the liberation Frita desires and to cheer her on.
By encouraging students to ask questions in class and encouraging parents to continue difficult conversations at home, we equip our students with the ability to process feelings as they navigate the harsh realities of racism.  Kirkus Review reminds us: “Readers will enjoy following the sometimes-tempestuous friendship of Gabriel and Frita, and they’ll be completely absorbed in watching the friends and their community come together to stand up against the evil within.” The stated purpose of this publications is to support the curation of library collections with both books of literary merit and inclusive content.

“My best friend, Frita Wilson, once told me that some people were born chicken.”

“Ain’t nothing gonna make them brave,” she’d said. “But others, they just need a little liberatin’, that’s all.” Least that’s how Frita told it.”

We hope that readers will continue to be inspired by this powerful story to go forth liberated beginning with this wonderful sneak peak from Penguin Random House.
Awards and Honors:
International Reading Association Notable Book, 2005
Top 10 Booksense pick
Book of the Month club selection
IOWA Children’s Choice Award nominee, 2009-2010
Massachusetts Children’s Book Award Master List, 2008
Pennsylvania Keystone to Reading Award nominee, 2007-2008
South Carolina Junior Book Award nominee, 2007-2008
Kentucky State Book Award nominee
Rhode Island State Book Award nominee
Children’s Crown Award nominee, Grades 3-5 category, 2007-2008
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Read Aloud Recommendation

Happy Birthday Dick King Smith!

Born in Gloucestershire, England on this day back in 1922, Dick King-Smith was a soldier during WWII, after that he was a farmer, and later a teacher. But he will go down in history as a prolific writer. The say, “write what you know,” and he certainly succeeded! Author of many stories from childhood that we know and love including, The Sheep Pig was turned into the movie Babe! But this is not his only famous story. In fact, during the course of his lifetime he wrote over 100 books!

Yes, Dick King Smith wrote over ONE HUNDRED books!

One of my personal favorites is A Mouse called Wolf because Wolfgang Amadeus Mouse is a big name for such a little mouse! But there are so many that are wonderful. These make wonderful read-alouds, especially for primary and early elementary children.

Pick up a copy to read aloud today or check out the website dedicated to his life and work to learn about the wonderful collection of audiobooks.

 

~Kimberly

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Let’s Talk Just Right Readers

 Books for primary readers are categorized into levels of difficulty—Just Right Readers.

Some of these books are categorized by grade level (GRL), some  by a developmental readiness assessment (DRA), and others still are categorized by a Lexile measure. The purpose of these readers is to provide opportunities for children to read as they are mastering the patterns of phonics.

Hatchling Volume 1 for kindergarten and Hatchling Volume 2 for 1st grade, systematically introduce students to phonics for reading and writing. In the Teacher Helps that is tied to both units, we offer information and strategies including this tidbit at the top of page 9:

“Phonics is a method of teaching students to read and write by helping them HEAR.”

 

In the English language, there are 44 sounds that make up every single spoken word.  These sound bites are called phonemes. The 26 letters of the alphabet are combined in various ways to replicate the sounds we hear. These are called graphemes. There are around 250 graphemes to write the 44 phonemes! Phenomenal, right? This is the heart of phonics.

During kindergarten and 1st grade, students using our Hatchling curriculum are introduced to over 150 of these graphemes setting them firmly on their way to reading and writing well. As students are introduced to phonics, it is important to practice both reading and writing. Early on, during kindergarten, students will have limited skills. At first, once the consonant and short vowel sounds are mastered, they will be able to read and write “can” or “fun” or “let” with ease. However, they might write “pepl” for “people” because those are the sounds they have mastered. As more complex graphemes are introduced (consonant blends, digraphs, long vowel patterns and so on), the reading and writing lexicon increases.

This is where Just Right Readers enter the scene.

Amelia Bedelia brought delight to my childhood. I mean, she took every figure of speech and turned it upside down, literally! She made me laugh out loud! “Dress the chicken,” seemed an odd task to Amelia Bedelia. But she obediently got on with the task and suddenly the chicken was dressed in overalls! Once upon a time, back in my day, this series of stories was not a Just Right Reader, but rather a wonderful series of picture books. The first twelve books in the series are written by Peggy Parish. After her death, nephew Herman Parish, continued the series. Since 2009, the stories have been adapted for part of the I Can Read series published by Harper Kids.

Just Right Readers are just right for primary readers. So fill a basket with wonderful stories for your Kindergartener, 1st, or 2nd grader. I promise Amelia Bedelia will make them chuckle! I promise she will stand the test of time.

 

~Kimberly

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Remember to Read Aloud!

Kenneth Grahame, author of The Wind in the Willows, was born on this day in 1859.

I remember taking my four children to Barnes and Noble Story Hour back in the day to listen to this wonderful book being read aloud. They loved a good read aloud. And this book, with its rich language, drew them in for sure:

“Sudden and magnificent, the sun’s broad golden disc showed itself over the horizon facing them; and the first rays, shooting across the level water-meadows, took the animals full in the eyes and dazzled them. When they were able to look once more, the Vision had vanished, and the air was full of the carol of birds that hailed the dawn.”

Mole, who is friends with Rat (my son, Søren called him “Ratty”), loved adventuring in boats on the river:

“Believe me, my young friend, there is nothing – absolutely nothing – half so much worth doing as simply messing about in boats.”

 

Mole and Rat loved boats, that is, until Mr. Toad introduces them to the horse-drawn carriage! But eventually Mr. Toad quickly loses interest and becomes obsessed with the motorcar! The best thing about this wonderful story? The wild rides of course!

Pick up a copy today and read aloud!

~Kimberly

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The Section 5 Project is a CORE Literacy

Aesthetics is a set of principles that inform the outcome of a work of art. It taps into that part of our being that connects with beauty. At the heart of this concept is imagination, and imagination is where ideas are born.

There is a trend in all sectors of education to not only discount the reading of pure fiction, but to undervalue the  power of the arts to speak in a way where words fail. This is not wise. Arts education is inextricably linked to English Language Arts.

Section 5 provides an opportunity for students to practice communicating an idea in a visual language. Because great stories offer fodder for the imagination, each and every Literature + Writing Discovery Guide (the CORE of our language arts offering) sets aside a full week to create and celebrate.

Don’t wait until week 5 to begin thinking about your Section 5 idea!

Make a plan.

During Section 2, begin brainstorming. Download our free planning worksheet to begin. Write down your ideas and, since your Section 5 will include a visual component, create small sketches demonstrating different ways you imagine your idea might take shape and what materials you might utilize.

During Section 3, choose the idea you like best and make a full-page sketch with labels that will help you prepare.

During Section 4, gather all the materials you will need to complete your project build.

After all this, when Section 5 rolls around, your student will be prepared to focus on creating a meaningful project. A project that your student will surely be proud of for years to come. Check out our Student Project Gallery to be inspired. Send us photos of your completed project so we can add it to the gallery to inspire others.

This past fall, during our Professional Development offering, I walked teachers through the following little project connected to one of my favorite childhood reads—The Mixed-up Files of Mrs. Basil E. Frankweiler. With a cardboard box, some printed images, paint, pencil, markers, a tiny linoleum sample, and a bit of glue… voilà!

This story that has stood the test of time (published in 1967) and is, in my opinion, powerful proof why we all need to read across many genres, read all kinds of stories. Every time I’ve led students through this purely fictional story set in a very real setting—The Metropolitan Museum of Art—they engage at once in the mystery, but also gain an appreciation for visual art as they wander the museum with Claudia and Jaime Kincaid.

This past fall, during our Professional Development offering, I offered some tips and tricks to elevate the Section 5 Project Build. Click through to a recording of the session.

Happy Project Build!

~Kimberly Bredberg