Sunday, April 23, 2017

Author Visit with Tamra Wight



This year our staff voted to use their limited PTA funds to host Tamra Wight, author of the Cooper and Packrat mystery series.  See this post for a description of the launch of our One Book, One School event!

After literally waiting months and surviving a record-breaking three cancelations due to inclement weather, Mother Nature finally cooperated with Tamra's visit on April 5th.  It was a truly a day to remember at Williams Elementary School.

As students streamed into the building in the morning, Tamra was given a rock-star greeting as students bombarded her with hugs exclaiming "You're finally here!"  To add some excitement to the day, I created a contest for students to guess the number of marshmallows in a mason jar.  The winner would receive a basket of s'more goodies and a signed copy of Mystery on Pine Lake, which was graciously donated by Tamra.  The contest was a huge hit!



Tamra spent the day presenting to each grade level on the importance of descriptive language in our writing.  The students absorbed every word and were completely captivated by her beautiful photographs.  I love that she explained to our writers that "You are authors, too."  Tamra may be a published author, but anyone who picks up a pencil and spends time writing each day is an author ... such a powerful message for students. As she shared her beautiful photographs, Tamra explained the inspiration for her mystery series.  She encouraged students to ask "What if..." in their writers' mind as strategy to find a potential story.  


Her game "What's in Packrat's coat?" was a favorite part of the presentation for many students!  Tamra called up individual volunteers who selected a pocket from Packrat's coat.  The audience used clues to help the student guess the item hidden in Packrat's pocket.  Kids used descriptive language to capture everything from string to a cell phone to duct tape.  The game had a clear message to students that our words matter, especially for the audience visualize our writing.


My absolute favorite part of the day was the time Tamra spent with our Title 1 readers.  I met Tamra three years ago at an author event for nErDcamp Northern New England.  My son, Jacob, was a huge fan of Tamra's book series and was so excited to have her sign his book. That moment had such an impact on his life as a reader.  I wanted to replicate that feeling for each one of our readers in the Title 1 program, so as part of her visit, I purchased a copy of Mystery on Pine Lake for each one of the readers in the program.  Tamra took the time to sit with each child and sign his her or book.  I took a picture of Tamra with each reader so they could take the photograph home to share the moment with their parents.  It was powerful to see some of our striving readers absolutely mesmerized as they chatted with Tamra. Even our most reluctant readers clutched their signed books as a sacred item.  Tamra also crafted a special presentation for our Title 1 readers and parents to end our day together.  The feedback was outstanding!


April 5th will be a day to remember at Williams Elementary.  We would highly recommend Tamra to any school who is looking to host an author for the day!  The readers at WES are already counting the days to the release of Mystery of the Bear Cub!  

Our school funds are limited, but the best money we spent this year was to host Tamra Wight for the day.  We can't measure the benefits in test scores or on a rubric, but the engagement from our readers and writers at the end of the day was palpable. In their thank you notes, students wrote that Tamra inspired them as a reader, a writer and a nature geek. Many students have shared that they now plan to read the entire book series! 

For our students to thrive as readers and writers, the value of time spent with an author is priceless.




Thursday, February 9, 2017

#nf10for10 - Nonfiction Read Alouds for our March Madness Bracket


In the spirit of the annual March Madness basketball tournament, last year my colleague, Valerie Glueck and I designed a literacy related March Madness bracket of nonfiction picture books to foster a love of nonfiction in our reading community.  This "Nonfiction Tournament" has not only created an energy and excitement for read aloud; it has also exposed students to more nonfiction, which can be a neglected genre.  Teachers have used our March Madness bracket as a springboard for discussions of text features and structures, vocabulary and author's purpose.  For more information, check out my posts from last March!

http://shellymoody.blogspot.com/2016/04/nonfiction-picture-book-march-madness_6.html

http://shellymoody.blogspot.com/2016/04/march-madness-nonfiction-celebrating.html

2016 March Madness Bracket

Valerie and I spent the last year collecting titles of outstanding nonfiction books published in 2016.  We focused on topics and formats that we thought would be appealing to students in grade three through five.  Another important criteria for our teachers was that the book could be read aloud in one session, which eliminated a few of our favorite books from 2016, such as Some Writer by Melissa Sweet.

We are excited to reveal our 2017 March Madness bracket to our school community on February 27!  It was very difficult for me to select ten books from our collection of sixteen outstanding titles!  I love all of the books in our bracket, but for now, here are my 2017 Top 10 March Madness Nonfiction Picture Book Contenders (in no particular order)!











Honorable Mention:






Stay tuned for updates on our 2017 March Madness Nonfiction tournament!  Which book in this collection would get your vote?



Monday, January 23, 2017

Community Read with Tamra Wight

For the past few years, our school has participated in a one book, one school event where all of the teachers read aloud the same book in their classrooms.  As teachers, we've shared read aloud ideas for The Miraculous Journey of Edward Tulane, Wonder and Fish in a Tree, but we've never gathered our school community together to share the true spirit of a community reading event.  That all changed on Wednesday, January 11th.

This year instead of reading one book as a school community, we are preparing for an author visit with Maine author, Tamra Wight on February 7th.  We were unable to get grant funding this year for an author visit, but our teachers pulled together to share their individual PTA funds to support a visit from Tamra.  Instead of reading one book as a school community, we are excited to connect with one author by reading texts from the Cooper & Packrat series. 

The third grade teachers are reading aloud Mystery on Pine Lake with their students, while our fourth and fifth graders are reading Mystery of the Eagle's Nest.




Our goal was to kick off the New Year by announcing the author visit with Tamra to our students on Wednesday, January 4th when we returned from our winter break, but a snow day caused us to reschedule to January 11th.  The teachers did an excellent job keeping our special announcement a surprise for one more week!

After gathering more than 210 students on our gymnasium bleachers, we were ready to Skype with Tamra.  I reminded students of our past community read book selections and shared that this year we were going to read books by one author.  Some students were familiar with the Cooper & Packrat series because a few of our third grade teachers had used the book as a read aloud in the past two years.  A number of classrooms have Skyped with authors in the past, so when I announced that Tamra was going to join us for our assembly, there was a new buzz of excitement in the gym.  



Tamara started by introducing herself and telling us about her many roles including campground owner, teaching assistant at Whittier Middle School, photographer and of course, author!  Next, she shared information about two of her books, Mystery on Pine Lake and Mystery of the Eagle's Nest.  She spoke to each grade level by sharing not only the book but also a sample of her amazing research photographs.  Finally, it was time for the big announcement!  Tamra told the students to keep track of their questions so she could answer them when she came to our school on February 7th!  There were audible gasps as the gym erupted with foot-stomping applause on the bleachers!  The kids couldn't believe Tamra was planning to visit to our school!

After leaving the gym that afternoon, I had a number of students stop me to tell me how awesome it was to "meet" Tamra.  Teachers shared that after returning to their classrooms after the assembly, students wanted to immediately start reading the book!  One teacher shared that her students took out their reading notebooks and started recording questions for Tamra that afternoon.  The benefits of our launching our community reading event and author visit with a Skype announcement are so clear.

*Our students are energized about the Cooper & Packrat books!  They are motivated to read and discuss the texts.

*They are discussing the books more deeply as they know they are going to meet the author.

*There is a real audience for their questions - the author!  They are excited to have their questions answered by Tamra when they meet her in a few weeks.  

*The immediate energy and enthusiasm are palpable.  Seeing Tamra during our Skype visit created more excitement about her author visit!

Teachers are digging into the Cooper & Packrat books in powerful ways. 
Karen Mayo's students charted their "Thinking BEFORE We Read" which was an idea we found on a blog post from Franki Sibberson.  After their rich discussion, they couldn't wait to start reading Mystery of the Eagle's Nest!


Samantha Veilleux's students are recording the characters, as well as their notes and observations about events while reading Mystery on Pine Lake.  They are also tracking important vocabulary words they've discussed together while reading.  Other classrooms are recording the elements of a mystery, including clues and suspects while they navigate the text.

Our visit with Tamra is 15 days away!  Stay tuned for photographs and updates from our community read and author visit in February. For more information about the Cooper & Packrat series, visit Tamra's website at http://www.tamrawight.com. 

Monday, August 1, 2016

It's Monday! What Are You Reading?

Thanks to Teach Mentor Texts and Unleashing Readers for hosting this meme!  I love all of the recommendations I collect from the "It's Monday!  What Are you Reading?" posts!

Picture Books
I'm a huge fan of Wolfie the Bunny so it's no surprise that I enjoyed Horrible Bear!  This book would be a perfect read aloud for primary students to discuss how we handle our frustrations.  Great lesson!

I recently discovered this book, even though it was published in 2006.  I love using Judith Viorst's books for the Again and Again (Notice and Note) signpost.  Just in Case is the story of Charlie, an adorable boy who needs to be prepared for every possible situation.  

Are We There Yet? will be such a fun classroom read aloud! Dan Santat's writing and illustrations are always captivating! Children will be able to relate to the boredom the character feels on a car trip to his grandmother's birthday party.  The last line of this book could lead to a great classroom conversation!

I've seen many posts recommending Mother Bruce, so I had to get my hands on this book!  In this adorable story, Bruce is clearly the victim of mistaken identity.  There are many opportunities in this book to stop and ask students "What should Bruce do?".  This book will become a favorite in our school library for sure!  I'm looking forward to checking out Hotel Bruce in October!



Middle Grade Novels
Thank you to Elly Swartz for sharing Finding Perfect with me through NetGalley!  Molly is a twelve year old girl struggling with OCD.  A few of the ways she copes with the changes and struggles in her life are counting by four and carefully arranging the glass animals in her collection.  In this book, Elly Swartz grabbed my heartstrings and hooked me with the ups and downs of Molly's journey to finding perfect.  I can think of a number of students who would related to Molly's struggles.  As a teacher, this book reminded me that in our classrooms we all have students who are struggling to be perfect, even if they are not dealing with the challenges of OCD.  Molly's journey will remind readers that perfection is an elusive goal.

Five stars for this beautiful, touching story!  I highly recommend that you get your hands on this book when it's released on October 18th!

I loved the perspectives of the four characters in this book.  I will be highly recommending Nine, Ten as a read aloud to the fourth and fifth grade teachers in our upper elementary school!  I know this book will inspire deep conversations with students about an important date in our country's history.

Tamra Wight's mysteries never disappoint me!  Mystery of the Missing Fox is the story of Cooper, Packrat, Roy and Summer's quest to discover who is trying to harm the fox family at the Wilder Family Campground.  As always, Tamra's character development is outstanding!  I am hopeful that our upper elementary school will participate in a school-wide reading event with the books in this series this year!


Professional Reading
The tools in DIY literacy are ones I plan to use this year with teachers, especially in grades three to five.  My goal is to create a demonstration notebook to collect some of my mini lessons from classrooms.  I also hope to create some sample micro progressions for reading and writing workshop with teachers in the fall.  The ideas in this professional book will impact student learning and engagement!


Up Next!

Thank you to my friend, Melissa Guerrette, for the advance reader copy of this book!  It's next in my stack!  I saw that Lynda Mullaly Hunt recommended it on Facebook!

I think this book will have great read aloud potential in the upper grades!

I am hoping to finish Visible Learning for Literacy before my summer institute on Wednesday!



Monday, July 18, 2016

It's Monday! What Are You Reading?


Books I Loved This Week
I LOVED this book!  The character development is amazing as the plot unfolds between the alternating perspectives of Ravi and Joe.  Save Me A Seat will inspire conversations about bullying, friendship, empathy, and acceptance.  I believe that sharing this book with students will encourage them to reflect how we often make inaccurate assumptions about others.  I am planning to recommend this book as a read aloud for teachers in our upper elementary classrooms.  

I am a huge fan of What Do You Do With An Idea?  Both of the books in this series incorporate many signposts including Again and Again, Tough Questions, Words of the Wiser and Ah Ha Moments.  I can't wait to share What Do You Do With a  Problem? with teachers this fall!  It is an outstanding text to share in our work with the signposts, but I also think it would be a fabulous mentor text to encourage students to reflect on how we persevere through problems.  I highly recommend reading it aloud at the start of the school year.  As a classroom teacher, I know this would be a text that I would return to with students throughout the year.


After seeing a number of reviews for The Storyteller on Twitter last week, I was inspired to get my own copy! There are many possibilities for discussing this text with students!  I plan to share it with teachers at both our primary and upper elementary schools.  It offers connections to the signposts of Again and Again, Ah Ha Moment, and Words of the Wiser.  Even if you are not using the signposts, this book shares a beautiful message about the importance of storytelling.  I know this is a text I would love to share early in the year, so that I can refer to it often in my conversations with readers and writers.


I am grateful for the lovely employee at Barnes and Noble who recommended the Dr. Kitty Cat series to my daughter, Grace.  I can tell she's hooked because she has been walking around the house reading this book unprompted all week.  We already started Book 2: Clover the Bunny tonight.  This adorable series is about a pet vet who takes care of the ailments of other animals.  Dr. Kitty Cat would be an excellent addition to classroom libraries in second and third grade!

Currently Reading


I am halfway through Mystery of the Missing Fox and can't wait to discover who is bothering the new kit foxes at the Wilder Family Campground.  I love the character development in this latest mystery in the Cooper and Packrat series.  I'm anxiously awaiting word on my grant proposal for an author visit with Tamra for our third, fourth and fifth grade students this fall!

Here's a link to my reflections on Chapters 3 and 4 in DIY Literacy!

Up Next


Thank you to Elly Swartz for sharing a copy of Finding Perfect with me on NetGalley.  I can't wait to start reading it!

I was so excited to receive my copy of Sticks & Stones on Tuesday!  I think this book has great read aloud potential, as it's so important to talk with our students about the power of our words to help or harm.

I've seen many reviews of Nine, Ten on Twitter.  I'm looking forward to settling in with this book soon!

New Professional Book Recommendation

I recently finished reading Embedding Formative Assessment this week as part of my work with a cohort of teachers collaborating with the literacy specialists at the Maine Department of Education. Our goal is to craft professional development sessions related to formative assessment that will be offered across the state this year.  This text provided us with a great deal of background knowledge and strategies related to formative assessment.  At our training this week, we received a copy of Outstanding Formative Assessment, which is full of classroom examples that I am looking forward to sharing with teachers this fall!



Week 2: DIY Literacy - Chapters 3 & 4


I am very excited to share my thinking this week on Chapters 3 and 4 in DIY Literacy.  Thank you to Cathy, Laura and Michelle for organizing this incredible opportunity.  I have enjoyed reading many of the posts in the cyberPD Digital Learning Community this week!




After reading Michelle's post, I was inspired to try a similar format this week for my reflection!

Chapter 3

Confirming Ideas

  • In order for learning to stick, students need support, time and repetition. Teachers are often frustrated when students cannot recall certain lessons, but the issue may be that we have not provided students with enough support to remember how to use the strategies we've introduced.  I found myself thinking back to CAFE strategy lessons in reading workshop and the importance of our anchor charts.   
  • I appreciated the tips at the end of the chapter on knowing when students will be ready to give up the teaching tool.  I worry that too often we remove a scaffold, such as an anchor chart, before students have internalized the information.  A tip I learned from a colleague a few years ago is using foam boards for anchor charts instead of chart paper.  By using the foam board, the chart can be moved around the room from a lesson with a small group to the classroom meeting area.  Our foam boards were stored in a laundry basket in the meeting area, so students could access a board at any time.  Using foam boards preserved wall space for charts that I needed to be posted for a longer amount of time.
  • One of my favorite quotes was on page 41. "We believe in creating 'high-five' energy whenever possible, the feeling that we are proud of what our kids have offered." I plan to share this quote with teacher as a reminder that "high-five" energy needs to be palpable in our classrooms!


Share

  • It's so important that anchor charts don't become wallpaper in classrooms!  Kate and Maggie's suggestions for keeping anchor charts alive are tips I plan to share with teachers next year (page 42)!
  • I've seen many beautiful charts in classrooms that are Pintrest worthy, but they were not constructed with students.  This chapter included many references to the importance of student input and engagement in the creation of the chart.  If students are involved in the crafting of the chart, I feel they are much more likely to use the tool.


Try

  • I am hoping to model a lesson for creating bookmarks in classrooms this year.  There are so many possibilities for using this tool as a personalized way for students to remember information.  I loved the suggestion of creating them for test taking tips!
  • As an instructional coach, I create a digital newsletter (using the Smore website) every week.  I plan to share photographs of well-created charts in my newsletter next year so that teachers can see examples of charts (created with students) that anchor learning.
Chapter 4

Confirming Ideas
  • I love, love, love the description of rigor at the beginning of the chapter.  Kate and Maggie stretched and confirmed my thinking that rigor is "a performance - it is a stance, an action, a state of being that is taken to move through the world, tackle tasks or work toward a goal." 
  • Daniel Pink's quote on page 55 is one that all teachers need to remember. "One of the keys to increasing motivation is to create a sense of autonomy, a sense of I know what to do. Control leads to compliance.  Autonomy leads to engagement."
Share
  • When I introduce the micro-progression tool next year, I plan to share the sidebar on page 55.  The three signals that rigor may be the issue are a great way to highlight the value and purpose of the micro-progression.
  • The teachers in both of our elementary schools are beginning to implement the Units of Study writing program in the fall.  As I read this chapter, I kept thinking about how we can use micro- progressions with students during writing workshop next year!  On page 59, Kate and Maggie remind us that students need to be able to transfer the micro-progression to all of their work in other subjects.  It's easy to fall into the trap of creating a model or progression that is specific to a particular task or piece of writing.  I agree that it's important for the details and models to be transferable other tasks and subjects.
  • I loved how the examples of the micro-progressions in this chapter were all created with students.  Once again, teachers should not create a mico-progression, review it in a lesson and post it on the wall for students to use as a tool.  For it to be a living document, it must be co-created with students!
  • My other favorite pages in this chapter to share with teachers are the example of using charts to highlight the steps or skills in high levels of work (pages 64-65)  and the signs of rigor (pages 68-69).
Try
  • There are many ideas that I would like to use from this chapter during my lessons in classrooms next year.  My primary goal will be to create a model of a micro-progression during professional development sessions this fall as we begin our work with Units of Study.  I'm hoping that by creating a sample and sharing some of the information and tips from this chapter with teachers, they will see the potential impact this tool can have on our students' learning, growth and engagement!

As I continue to dig into the chapters for next week's post, I hope to find some time to check out Kate and Maggie's DIY videos!  When I share my learning with teachers in the fall, I know they will appreciate time to watch the videos and read some of the posts for DIY Literacy on their website!