[BookMuncher]

What makes a good, solid reading response? What should I expect from my first graders? How can I tell the difference between responses that further understanding and responses that don't push the child anywhere new? Can responses push the child somewhere new?

These are all questions I've been struggling with every Wednesday, when I ask my kids to take a time out from reading and respond to something they have been "doing a lot of thinking work on lately."

So today, I've carried some of their journals home with me and I'd like to post their responses for YOU to respond to. I've tried to bring a wide variety of books home, even though I'll cringe to post some of this. With the top questions in mind, I'd love your thoughts on reading responses -- or "talk backs" as we call them.

I can share my birds-eye view judgements on the following responses later. But for now, how about I just post them so I can see what your opinions are on certain kids? A child who I feel is "getting it" may not be cutting it in your eyes. Let's start with the good news :

1. C came in as a reader AND a thinker. He is a leader in all of our interactive read aloud discussions and overall in our strategy studies. Here are some of his responses:

Vacation Under the Volcano

I think that they are going to get away from the volcano in time because in Tonight on the Titanic, they escape just in time.

What I wrote back:

Dear C,
Excellent! You used your schema for Magic Tree House books to help you predict in the one you are reading now! When you finish this book, please write if your prediction came true or not.

Love,
M

On Board the Titanic

I am on a mystery. I am trying to figure out how much life boats the Titanic really needed. It said that the Titanic had 2,200 people on it and me and my friend and I agree that the Titanic life boats held 25 or so people.

Dear C,
You certainly ARE on a mystery! Can I make a suggestion for finding your answer? Use an outside source. What you have is actually a math problem. Maybe your mom or dad could help! Tell me if you solve it.

Love,
M

2. D also came in a reader, but did not know how to think about his reading on a deep level. As you'll see, it's debatable if that has changed.

Encyclopedia of the United States

In Kentucky I thought the most important crop was soy beans. But I was wrong. It was tobacco and coal.

Dear D,
I'm glad you are paying attention to how your schema changes. That is something that non-fiction lovers (like you!) always need to do. SOmething else they do is this:
When they realize that they weren't right, they think, "Hmmm-- why is this? Why is tobacco and coal the most important crop?" Sometimes readers can figure it out with their schema. Other times, they have to read more. Please try to figure out the answer.
Love,
M

Later, he wrote back: Because sometimes they want tobacco instead of money.

A lot of his talk backs are similar to this: He asserts something that could be a good thought, but then he doesn't follow through. He doesn't see big pictures.

3. K is a very typical first grader who came in reading around a level B or C. She didn't really have any bumps in her growth-- she was just very typical.

Biscuit's Big Friend

I have a book to book connection with Bicscuit's Big Friend because in Angelina and Alice they were best friends and in Biscuit's big friend they were friends.

Dear K,
I see that you made a connection between two books with friends. Tell me, is friendship an important part in both books? (she wrote: yes they were friends in the whole book)
If it is, then it's a good connection. How did reading Biscuit help you understand the friendship in the other book?
Love,
M
She wrote: Because in every book they are friends

Frog and Toad Together

In Frog and Toad Together I have a book to self connection. Because in a part toad had a list to do and some days I make a list and it's a important part.

Dear K,

Yes, you are right that the list is an important part. But you still need to tell me a little bit more. How does you having a list and Toad having a list help you understand the book?

Love,
M

She wrote back: Because all day I have to do my list and I know how toad feels.

4. N came in as one of my two lowest readers, with very little reading or writing experience. He still remains behind his peers, but at the same time, can "keep up" by applying the strategies we are learning to his books. He is now very tenuously reading Syd Hoff (i.e. Danny and the Dinosaur) books, but they aren't really a fluent fit for him.

Stanley (Syd Hoff)

I think that even though that the others were mean Stanley doesn't have to be mean. The author's message is don't be mean.

Dear N,
How does Stanley show kindness at the end of the book?

He writes: He helps them build their houses and be kind.

It remindes me of the Golden Rule!
Love,
M

Clifford's Chick

I am "inferred" that clifford is scared of what the chick is doing. I knowed is because of his big eyes.

Dear N,
I like how you used the _____ (he filled in: pictures) to help you infer what Clifford was feeling.
Love,
M

5. Finally, S is another who came in as an average reader who didn't really think about his reading. He has shown a great amount of growth.

Baby Animals

My schema changed. I didn't know that baby bunnies are 1 inch long and that a mother rabbit can have up to 8 baby bunnies at once. My mental image was 8 little bunnies in my two hands. I got that from when I saw a toy about 1 inch long. So I pictured 8 of them in my hand instead of 1.

Dear S,
WOW! You put 3 strategies together! Do you know what they are?

He writes: Schema change, connection, mental image

Love,
M

PS: I am impressed!

THOUGHTS?? Judgements? Questions? (I have a lot swirling around right now b/c typing them up got me thinking. But I'll hold my tongue until I hear what you think...)

PS: When we talk about them, why don't we refer to them as kid 1, 2, 3, 4, or 5? (for simplicity's sake!!)

[iteach2nd]

I have started this whole journal thing a million times it seems and I have just never stayed committed to it and I know I need to. By reading your conversations with your students, I can see how beneficial this would be. I am already in next school year mode so I am excited to think about how this might work. I think your responses really in a sense are a way of modeling to your students what their thinking might need to look at. I really like the way your reinforced what was going on. Thanks so much for sharing this.

[1stgradenew]

WOW, Bookmucher!!

I haven't started reading responses with my students but boy do I want to now! I can def. see the different levels however I'm impressed by all of their responses. The baby animals reponse was pretty awesome! I also thought the Titanic response was great!

Would you mind sharing more about how your got you kids writing responses at this level? Also, how do your students choose what books to write about? Do you find yourself "helping" them the decide or is it all up to them? I'm just so amazed at their abilities and I don't know if my kids are capable of that (which is my fault). I know you posted the "big idea" list of what they can write about. How many responses have they given so far? Is this their first and second "talk-backs" or has it been awhile? Do you think I should start up something like this now, or would it better to wait until next year? Hmmmm....

Bookmuncher you always get my mind going!

All I can say is, you are an AWESOME TEACHER!!!

[Jeanne b]

I think I have a student very similar to 2 (D). Mine came in as a very good reader also. However, he can answer the question about the text but struggles to take it deeper. From the way that 2 responded (if he's like mine), he doesn't want to really have to "think". When we are in group discussions and I ask mine a question he will hesitate before answering as if he really has to struggle with connecting the text to schema, mental images, inferance, etc. I am using questioning now and I am hoping that he will see that even a simple read can have a lot more meaning for him.

I am so impressed with 5 (S). Wow--this child is really responding and able to verbalize the thinking. I see this child as probably the one who will go the distance with regard to reading.

Bookmuncher, I really see where you value these "talk back" times. I do think that all 5 students are getting there. I can see the value in responses back--these become another conference. Thanks for your blog. I'll try it.
You should make a demonstration video! I think it would really sell.

[kaycee1128]

First of all, you have some great reading responses. I love how you were so precise in your language when you talked back to the students. It seemed like you knew exactly what they needed to dig deeper and take their thinking to new depths.

#3 & #2-I have a number of kids who are still writing reading responses like this..."I know how David feels because one time I made a mess in the bath." "I know how Froggy feels because one time I had a sleepover" etc. Even though it probably is a meaningful connection their thinking seems to stop at that point and I can't seem to get it to go any deeper. Do you think I am expecting too much? It just kind of seems to me that they are on the right track but kind of missing the big picture of the whole story. (I guess that would be synthesizing????)

#4 I was impressed! It seems to me that I am getting some of my best thinking out of some of my lowest readers.

#1 & #4 WOW...that is just about all I can say!

Do any of you have any that still just don't get it?
One girl today wrote: (Book: What Teachers Can't Do?)
"I think that teachers should have to go buy their own apples."

Ooooooooh Where do I even start on something like?! By the way...She is great at reading the words but definetely not a "thinking reader."
I wrote back to her. "I think the author was trying to be sarcastic. Let's talk about what that means."

[judy]

I have been doing oral responses with my children and am mostly concentrating on developing their literacy language. I feel at this point that my children are ready to start to put their responses on paper. I was wondering if you could point me in the right direction on how you organize your Responses as part of your RW. I have been working on responding to text as part of the conferring process, but I feel that children should have the opportunity to respond to each and every book. I do have a "I visited" chart where they place a post it with the name of the book and a face that shows if they like or dislike the text. After reading your responses (you are so awesome) I know that I need to up the anty with my children and what they are able to tell me orally needs to be developed in a written response. Any suggestions from anyone on how to develop the written response in a K class? I am getting a lot of oral resonses that fit your "low reader" . I want them to start to think out of the box!

[BookMuncher]

I modeled different ways of talking back to a book-- one way per day and as I modeled it (on overhead) I then copied it and put it up on a chart with a post it note saying what I did. I modeled really really carefully these main points:

-- Format: Title in top left, date in top right
-- BIG idea: State what you are thinking first.
-- Details: Tell why you think that and/or how it helps you as a reader

After watching me focus on the above for that long, they kind of had that much ingrained. Now- that doesn't mean their ideas were great. They started out the first several weeks as pretty formulated. And I think that's because they were limiting themselves to the ideas I had modeled. Just this week, they had a "break-through" (this was their 5th or 6th week) and a lot of them put away my ideas and really took off on their own paths. (I'll post on that later)

They always choose their own books-- as they read during the week, they mark parts they might want to talk back to. Of course, there's always the child who needs guidance b/c they've picked the same book or type of book as they chose the last 4 weeks or because they've picked a book that they don't have a thought about.

I think your kids would surprise you-- the thing is that you'd probably be disgusted with their first attempts -- I almost quit around week four, b/c I was feeling like they really weren't writing anything meaningful. But as they have some practice and as you praise the good work of those who are getting it, they'll start to break out. I post 5 "BIG ideas" of the week on the board. I read them aloud and write a post it note that says what the reader did. (EX: C used his schema about a series he knew to predict how one of the books would turn out. Will he be correct?) Then, after praising them and reading them, I put them in a special place in the hall. Everyone gets a chance to be out there.

Only you know if you can handle a change this year. It's not like you're starting that late- this is the time of year that first graders really are capable of this. Even if they don't write anything that blows your hair back (but I'm sure they will!), you are giving them the opportunity to practice writing in what is really an essay format: main idea, details. To me, that is really important to be able to do in third grade. If you can find the time in your day, then I think it's worth it!

[BookMuncher]

#1 & #5-- thank goodness for them, b/c a lot of us (me included- learn a lot from what they say)

#2 is my biggest worry. I have a couple others like him, also. I don't see him as not wanting to think; I more see it as nothing jumps out at him to think about. I think that kids like this learn to read before kindergarten and are either self taught or taught by people who aren't doing something developmentally appropriate. In either case, they come to first grade thinking they can "read." It's just so hard to break their habits. Reading has become more of a reflex than a purposeful activity for him. And this isn't to say that he doesn't "get" what he reads. I think if he were in other teacher's classes who were more using the anthology or reading trade books and answering questions, they would see him as an excellent comprehender.

In What Really Matters for Struggling Readers, Allington wrote some stuff about how in reading programs (i.e. Harcourt, HM, etc...) the comprehension component is ALL assessment. NONE of it is teaching. Kids like #2, could answer all of those comprehension checks, but when asked to do something much higher level-- keep track of his own thinking-- he's lost.

#3 is luke warm-- I don't see her getting too excited over her own ideas. I would love for her to have a lightbulb moment and a truly BIG idea.

#4-- I agree with you, Kaycee... I really do get some of my best thinking from my lower level readers. Why? It, to me, goes back to what I was saying about #2. These guys came in without anyone else teaching them what reading "is". That means I got to teach him what it is and so from the start he has linked reading with thinking.

Soapbox: This is why I think people who say, "Isn't first grade a little young to be doing this kind of stuff?" are W-R-O-N-G! I don't rememeber what book I'm quoting, but I liked the way it was phrased: "When is reading EVER NOT about thinking?" They are so connected, that to teach children in first grade that reading is about words and word parts, is doing them a disservice. End of Soapbox.

[BookMuncher]

I think you are already doing an awesome job with your K kids... I don't know what I would do in your position. Maybe you should go Heather's route and have them more write about their book club books? I know you were looking at that for your class, sometime. I think the way that she has certain response forms they can choose from is a great idea. You could model each one, one at a time. Each one that is modeled, goes into a place then where the kids can choose it to write about a book. By the time they have been writing/drawing on these forms for a while, they might spontaneously start their own.

[BookMuncher]

I don't know whether this was the "magic" week, or whether it was because I had just typed that blog entry and it made me more aware, but today we had a total-talk-back break through!!!!!

It started out with a really great reader's workshop. You know how some days are just really buzzing with great things happening? Today, they were jotting down such great questions and talking to each other and making discoveries. I was flitting around the room ooohing and ahhing. We never did partner reading b/c their private reading was just going so well... Then, we had a longer than usual sharing session because I wanted to really get them thinking about how they could talk back to something other than what was on the sheet. I encouraged them to go with what they were most excited about and to really try to talk back to a BIG idea. They were pumped!

Anyways, check these out!!

In Mooncake I am wondering did he really go to the moon? the reason is because I am thinking that because THE MOON IS YELLOW. ( )
1. There are no trees.
2. Snow is white.
3. Snow isn't green.

(this kiddo really isn't correct, but she nailed her case!)
_______________________________
Amazing Aircraft
My mental image was I thought how big a football field. Then I knew how big the airplane was. It helped me know how much all the airplane's are.
______________________________
K said: (I'm not sure I understand... maybe you can help
The Swim (Frog and Toad)
Is Frog and Toad scared?
Because in another chapter they said, "I'm lucky to have a brave friend like you no I'm lucky to have a brave friend like you" so are they brave from the "snackes?"

I think she is referring to the Dragons and Giants chapter and really- she's synthesizing! She's using what happened in that chapter with the snake and applying it to this chapter, The Swim. The only thing is that I don't know if in The Swim, it talks about them being scared? Not sure where she got that?
_____________________________
Frog and Toad Together: Dragons and Giants
Question: Is Frog and Toad going to be in Danger?
(Before reading question)
I think it would be a no. And why I think that is because the cover say Toad and Frog Together. And when it says "together" I think they would be together forever.

!!!!!
___________________________________
Sunday Morning (Judith Voirst)
I have a question. Why are there no talk lines? ( !!!)
1. I think she wants it to be a mystery.
2. I think it is a big mistake too. (That is too cute!)
3. I think she know a lot of thing for a mister. (?? I don't know if I'm reading her spelling correctly??)
_____________________________________
D (#2) made a questioning web with the question in the middle:
If the octopus is just a hologram why can't it float through doors?
The three ideas he had around it were:
1. the book is fiction
2. probably people just shined the hologram down on the ground
3. maybe the author doesn't know what a hologram is
The answer he decided on was: I think the author doesn't know what a hologram is because she might have not gone to school.

______________________________________
My other lowest reader wrote all these questions about the Giving Tree:
I want to know why the tree is so nice.
Is the boy stealing?
How is the boy a grown-up already?
Two more that I can't read.

_______________________________________________
Danger! Earthquakes
and
Super Storms

I compared two books together and looked at its maps and looked at the East and the West and the East got the most big storms. But the West looked like it got the only earthquakes.

(THis one blew me away!!! He shared and he held up maps of the U.S. that were color coded for how many earthquakes in one book and the severity of storms in the other. He synthesized the two by talking about how it was worse to live in one place for earthquakes and worse to live in another for storms and it was interesting to see where they overlapped!! This is one of my kids who is a lot like K- usually lukewarm and formulated)
_____________________________________
The Sneetches

She made a questioning web with this question in the middle: "Why do the plain sneetches want stars on their bellies?
Her answers around it were:
So they want to look the same.
SO they can be friends.
So they can be cool.
Maybe they want to have fun like the star belly sneetches.

I think that they want to have fun like the star belly sneetches because they can be freinds then.
________________________________________
Animals in Action

I learned if you're trying to learn about a certain subject in a non-fiction book, you should look for sub titles.

_________________________________________

HOW TO RE-CREATE:

I THINK this mostly had to do with two things:

1. A level of comfort with the idea of writing about thinking and the overall format of talk backs.
and
2. The high energy sharing session we had directly before writing.

I'll be so bummed if this was a one time thing! I'm going to make SUCH a big deal of this tomorrow!!!!!!

[1stgradenew]

Once again, WOW! Ok so I am thinking that I might try to start doing "talk-back journals" soon. I have really only hit on two strategies so far ( feeling guilty about that but my excuse...I didn't start RW until about mid to late October) Next week I am planning to hit on a 3rd strategy, inferring. Do you think it would be better to wait and do 2 weeks of modeling for talk-backs with less options for them or wait til after inferring. Maybe I will steal some time in the afternoon and model the talk-backs and still start inferring next week? hmmm...
Did you make one big journal to use for the rest of the year? I saw your big idea sheet..do you have that in the front of their journal and they have to tally which one they write each week? Do you give them space to draw a picture too?

I totally agree with your comment about kids who learn to read before K. They think they are great before they come to my room and don't think they need any help. I have one who was reading junie b and similar books BEFORE K. Would do great on story ?s but contributes nothing to read alouds. Two of my lowest readers give the most b/c they are learning the right things at the right time.

I do have one question about connections. As I review this strategy this week I wonder. Do you teach that t to s connections can do more than help you understand the story by relating to the character? I guess even after all my reading on comprehension I wonder if there are other types of t to s connections. Is it enough to only teach them that good readers make meaningful connections to the big parts of the story and that these connections need to help you understand the story/characters better?

[BookMuncher]

I think you are right to start modeling them now, very slowly-- before and as you teach inferring. I think you've taught more than you think. Because on my sheet I also have: "My schema helped be because..." and "My schema changed..." and "author's message," and predictions. You've probably done all of that.

As you model it, you'll have your ideas of what you want to model in your head. But try to make it as authentic as possible (that's why I modeled them out of order). Because, depending on what you have read to them lately, you don't want to force a connection out of it. Act in front of them, as though you want to write down the very most important thing-- a big idea that really helped you understand the essence of the story. If they suggest something that seems lame, go with it, b/c I didn't really open the floor, and I think if I would have (just a bit) then they would have been more creative from the start. Start mentioning during sharing times when you hear topics that would make a great talk back. Avoid sending the message that what they write has to "have a name" attached to it to write about it. But, at the same time, just make sure they see that it is only ONE idea with details to support it.

I did have them start a journal that will last till the end of the year. I was lucky that in my closet I had 8.5X11 notebooks with half the page for writing and half for a picture. (I forgot to tell you that I also always modeled a picture... I modeled how my pictures really carried meaning. ex: I would draw a picture of me with a thought bubble containing my old schema and then a picture of my with a symbol of my new schema.) A lot of my kids don't have time to draw a picture or choose not too, but others use it to expand on their writing.

I taught that t to s connections can help you feel like you're in the story either by the character feels (this is the one that they latch onto) or by an experience-- I've walked in the snow at night, so I know the silence of Owl Moon. I think that they build on this as you build on the strategies.

[BookMuncher]

I'm having a BIG idea

I think I might be seeing why in Keene's Mosaic of Thought, she teaches questioning so early. Maybe the inclusion of questions in our talk backs was another spark? First graders are such natural questioners that what they wrote does not seemed forced and it actually satifies a desire to know. The other strategies feed into it. Maybe next year I'll teach schema and then questions.

[1stgradenew]

questioning before inferring? I will start a new strategy next week.

[BookMuncher]

I really just don't know!! I'm still trying to work it out... I've always done inferring first-- the plus is that the kids know as soon as they start the questioning unit what they are doing when they infer an answer. BUT-- on the other hand, the questioning unit has infused so much energy into my room, and you could easily teach them inferring when it "felt right" because they would be doing it all over the place. All you would have to do would be to name it. And then when questioning dies down, you could do another couple weeks just on other things you can infer: the character's feelings, the author's message, the author's purpose/intentions, etc...

I wish I had an answer for you... I don't think you can go wrong either way!

[kaycee1128]

I love these! I have seen some big breakthroughs with my kids thinking. I think that they have to take their thinking to a new level and be accountable for their thinking. I think it is also about explaining their thinking in a different way. I was worried about my kids basically copying the things I modeled. I wrote back specifically like Bookmuncher modeled for us (Thankyou very much!) and I got some great responses back. One boy had written:
I learned new information that not all starfish have 5 legs.

I wrote back:

When we learn new information our schema changes. When I read that book I was surprised that starfish could have 90 arms. Can you tell me how your schema changed?

***(What I wrote 90 arms was not correct...he had taken the book home and I couldn't double check so I made my best guess)

Anyway...he wrote back:
Your schema is wrong. They only can have up to 40 legs. Your schema needs to change.


I was thinking the same thing about inferring. I think you need one to be able to do the other. A lot of your inferences come from questions that are not answered and when you ask questions you have to infer the answer.

[heather818]

insanely tired tonight. I'm reading this great conversation, but too tired to formulate much of a coherent response. So impressed and inspired by all of your thinking, as usual. :-)

One note...Strategies that Work (first "comprehension book" I read- in college) does connections and then questioning. Not 100% sure, but I think "Starting with Comprehension" does this, too. Perhaps it's a natural transition?

We started "Book Talk Journals" about 3 weeks ago and they got a little lost in the shuffle the last week or two. More thoughts later. Happy Friday to all!

[BookMuncher]

Your starfish story is hilarious!!! I'm glad that you're finding success with the journals too! You should share more... I think I understand them more and more the more I write and read them.

[judy]

I am trying to put together some sort of written response that will show my children's growth in questioning literature instead of so much of the oral response. Bookmuncher said you let the children choose from several types of forms for their responses. Can you tell me about this? Do the forms change with your schema? Do you stretch across writing and reading with the same schema? I love the way Mermelstein suggests that we should stretch across reading and writing and connect our teaching to both and now I am getting all caught up into it....ha....As far as the order in what we need to go I think it is only natural for our young children to need to connect to text and then question. I know that I have to spend more time on the questioning model to get better results out of my children. This weekend's food for thought!

[heather818]

I think the responses bookmuncher is referring to is the ones we discussed for the kids' book clubs. These responses were done on photocopied forms and allowed for pictures and words. I liked those 2 scaffolds, but I didn't like that the responses weren't closely linked to our comprhenension strategy work. This is something I plan to modify. I like Bookmuncher's idea of responding once a week. This seems like a manageable goal for me to set/ work towards with my kids for the rest of the year. I have soooo much I want to cram into my next 10 weeks of plans. It's so hard to decide where is the most important place to put my emphasis for this home stretch.

In relation to the Mermelstein book, I, too, have really had a lot of changes in my thoughts since I read it. I am seeing/ creating connections all over the place! One of my favorite parallels this week: (I'd never had seen it if I hadn't been focusing due to reading that book)...We made Calkins' 2nd chart in the revision unit- making one list of ways that writers revise (I added eyes for what you could see if you were looking at our room) and one side of the chart for WHY we're doing those revisions (I put an arrow to the brain of a smiley face kid- we talked about how this is what is inside our heads and no one could really SEE it if they were looking at our workshop time). This what/ why chart led me to make a similar one in reading workshop this week. We're working on the reasons that we read a variety of texts. We are now building an anchor chart with on side of WHAT we're reading (fiction, non-fiction, etc.) and the other side showing WHY we're reading that, or what reason we chose it.

[judy]

I know what you are talking about when you say how much you need to cram in your plans....I am sitting here as we speak and had to start to prioritize a little because I have so much I need to do. I am so excited at the prospect of Mermelstein coming to our district this year. I have so many things I would like to discuss with her if the opportunity presents itself. I am also making notes for next year's RW. I threw myself into this year and am excited on the outcomes with my children. I love the fact that they talk like readers and that they are able to identify literacy genre and characteristics of a given text. I love the way they are so excited about comparing their writing to that of the authors we study. My weakest point in my RW is in response to text. I do not seem to have the same problem in WW and I am wondering why that is. I need them to become deeper thinkers in their reading. I have begun to realize that I need to spend more time in developing my connections as Mermelstein suggests and in hooking the Teach in with the Active engagement. I am going to begin some sort of Written response this week. I also need to take what they are able to do in WW and revisit it in the RW to make that connection. What do you see your ultimate goals as being in your RW for the year? This year my goals were just too narrow. It was my first year and I am piecing it all together myself through my own research. I started out with just wanting them to be excited about independent reading ( which is so important) and to be able to talk like a reader and be able to identify some of the basic characteristics of text; such as finding connections, descriptive text, questioning, illustrative text, perspective text and so forth. I need to definately step up the anty and finish the year with some deeper objectives that promote independence of text reading. Any suggestions? I am hoping that at the reunion there will be a workshop on RW for K.........

[judy]

I am sitting here getting intense with next week's planning. In my gut I feel that I need to readdress questioning with my children. I think that I will just concentrate on one question for this next week: In my demonstration phrase I plan on addressing the question: WHAT DOES THE AUTHOR WANT TO TELL US? I want to get them to go past the superficial answers so I will demonstrate using a Think aloud strategy and try to model some higher level thinking. Do you think it is alright to readdress a strategy that you feel the children need to revisit? I do it all the time in other curriculums but since RW is a new endeavor for me I don't know if this is going to upset the apple cart.

[BookMuncher]

I think that when you re-address something in RW, it makes it so much more meaningful because now, they will bring everything they learned since then to the new discussion. Don't be afraid to let old strategies sneak in... I think the weakness of some strategy instruction is that we teach them in isolation. It sounds like you're on the right track-- are you heading more towards author's message or the bigger idea of author's purpose? I see it as:

Author's Purpose:
To inform
To entertain
To describe
To persuade
To share a message (this is the deepest one, and maybe what you're thinking of concentrating on?)

[judy]

At this point in my think aloud I am going to be concentrating on the message the text brings to the child. Now you have me wondering again....ha.....what comes first in developing higher thinking skills.....the purpose or the message. I think at the k level maybe the message first and then the purposes for the author's message. Would fusing the two together be too much? For instance....in reading Max and Ruby in Pandora's Box...of course the message is for the reader not to snoop in other people's things...however, I think I could ask the children to think aloud about the purpose as well.....in this case to persuade the children that snooping is not a good thing.

[heather818]

I am like you in that my "goals for the year" have not been as clear as I'd like. Truthfully, as I reflect from standing here in March, my main goals have been:

1. Help every child believe that he or she is a capable reader and writer.
2. Instill a love of literacy.
3. Wow families and co-workers with these children's capabilities. Open eyes, doors, and in some cases beg others to join me.
4. Solidify in my own mind what I believe, why, what works, how do I know.
5. Learn kindergarten for myself and apply/ adapt "primary" and "first grade" professional resrouces for these children's needs.

The rest of my year looks sort of like this:

Writing:

1. finish and publish revision (with a late-breaking addition of a whole day study of how illustrations support text, methods and purpose of illustration, etc. Inspired by Katie Wood Ray- to be planned today and tomorrow, executed Wednesday, and applied Thursday as the kids illustrate their revised texts that I've typed with them, celebration on Friday. First with parents invited.)

2. Abbreviated Authors as Mentors- Angela Johnson only (not doing section 3 in table of contents- finding own mentors)

3. Non-fiction (Book 6 in units)

4. Writing fiction- about 2 weeks, not planned yet. Will allign with reading unit on fairy tales and fiction conventions.

5. about 2 weeks- choosing own genre to work in- hope to pick up some of the end of Units 5 in my minis and lead kids to find their own mentors at this point.

Reading-
1. 2 weeks- a very muddy unit that I'm fleshing out as I go- Started with re-visiting text selection. My kids mainly shop/ choose books for their book bags out of the leveled portion of the library. I knew they were capable of reading things from other places. I brought in a stack of books from my own nightstand and modeled the reasons I choose to read a variety of texts. Then I challenged the kids to choose one book to learn from and one book to enjoy (in addition to the bag they had of books to help them "grow their reading muscles.") Celebration- so many kids were reading books they never thought they could! Books they had previously only looked at with friends on the rug, they now view as potential reading material. I plan to re-visit just right text, and then hit one strategy hard. I've considered re-visiting connections, but feel this is very natural for too many kids for this to be of maximum benefit. I'm also considering questioning or inferring. I haven't done a full unit on either yet this year. Also considering something similar to what you're talking about- author's message. I have about 3 days to decide. :-)

2. Non-fiction- Unit similar to Miller- convention notebooks, etc. about 2-3 weeks.

3. Fairy tale immersion unit. Use as a springboard to conventions of fiction (after our work with conventions of non-fiction. This is sort of backwards, but I think seeing the obvious structures in non-fic.- tables of contents, captions etc. may help kids see the more subtle conventions of fiction- character, plot, theme, etc.)

4. Last 2 weeks of school- A re-vised version of Collins' plans for reading lives: kids are going to meet in book clubs frequently, find, read and re-read favorite texts, choose genres, etc. Sort of a loosen the reigns and see what happens end to the year.

[BookMuncher]

I LOVE what you said about teaching the conventions of fiction after non-fictino. That makes so much sense to me. I've taught those conventions, but certainly the kids have not looked at them in that way yet. I'd really like to try that too.

I like your idea of doing lots of book clubs at the end of the year. I was also thinking about a revised version of Collin's, b/c our beginning of the year reading lives was such a meaningful start for all of them, and they have just changed SO much. I'm starting (later than planned) a Breakfast Book Club for parents and kids. Our first book is going to be the Giving Tree, b/c I know the kids have very unique views and opinions on it. One of my main goals in running this club is to show parents the level of discussion their children are now capable of. I also do a kick-off to summer reading where I flood the library with public library series and other authors they might try. Every year I try something different to get them to read in the summer, none of which have been all that successful. I'm wondering now about some type of summer book clubs-- just maybe 3 or 4 (don't know where we'd meet). OR-- "book clubs" via our classroom website. I'm wondering if I could use the website to keep them going. By posting authors of the week? Or allowing htem to email me recomendations and posting them? Or them emailing me what they thought of the book of the week and me posting them? I don't know. Thoughts?

[judy]

I think that on our level the most important thing for us to do is to instill love of literature in our children and to give them some basic tools that enable them to become life long literacy jocks. I will be very proud of myself if I am able to develop the love of literature, to allow them to be able to identify which texts they are most comfortable with, and to let them know that asking questions, inferring, using mental images, and so forth are so important for their development in all avenues of literacy. My children will be able to pick text and be able to give a purpose and level for them. They will be able to question what the author wants us to know. They will be able to share information with a partner. They will infer and use mental images for purposes of comprehension. They, above all else...will realize the importance of books in their lives. They will be able to tell the differences in genre studies and be able to use literacy language. I think what I really need to do is to just sit and organize myself into a type of curriculum calender that connects my curriculum in both reading and writing at the same time. I know what my goals are and how I want to meet them, but I need to put them into the order that will make the most sense for the children. This is a really important summer job for me. You sound that you are used to some kind of curriculum calender as does Bookmuncher. I envy you that. Our district has worked on short range planning and I think it is high time that some of us look to the long range as a more reasonable and sensable approach.

[heather818]

Somewhere I read/heard (Allington, maybe?) about kids calling teacher's voice mail during the summer and leaving 3 min. book talks about what they'd read. Thought it souunded simple and do-able; I may try it. E-mail is a neat idea, too. I may look into that.

[BookMuncher]

Good idea!!

[lovebug422]

I think he also suggested you reading a book onto the voice mail so they could listen to it...

Not sure if you could fit a whole book though...

[Jeanne b]

I think that when my kids got to the questioning unit (Debbie Miller) that they truly understood the idea of a reading response. For our class, the kids really began to converse, discuss their thoughts and ideas, and use all the strategies at that point. The schema, connections, mental images, inferences began to all make sense! I am so glad that I got to this point. I now see why Mosaic of Thought may have used questioning at an earlier point. That may be a thought for next year's goals. Ahhh-I dread this year ending. I am really enjoying the reading responses, etc.

[judy]

Sounds like a great idea to keep them reading! We have some issues of parents abusing teacher's privacy....how would you work around it? I always give parents my phone number, but at times there are issues.

[heather818]

I certainly understand the privacy thing. Common around here, too. I plan to utilize the caller ID extensively and not pick up if I'm home- just let them leave the "book talk message." That is, IF I decide to do this. Not 100% sure yet, just kicking it around. :-)

[judy]

I don't have caller ID so I am not sure if I would do that or not although it is a marvelous idea. I would have to pick up each time, in case it was not a "school book talk". I think it would be a little too much. I also have kids who love to talk on the phone and I think.....well......you can well imagine!

[momfirst]

What exactly do you mean by "Big Idea" and how do you explain this to first graders. Do you mean the main idea osf what the whole story is about? This term is confusing me a bit.
Please explain more.
THANKS
Leslie

[judy]

I view the Big Idea to be the unit of study you wish your children to grasp. For instance....I leave Big Idea charts around the room and when the children read they write what they were looking for as they read. One child in my room wrote the other day that Athrs make butiful wordz. To me this is a good idea. My little scamp was looking at the descriptive words in his text. Another child wrote Athors give infermashon with sines. To me this is a Big Idea. I use these mini charts to help in my conferencing. It is just a small piece of chart paper with Big idea on it. I put them in little places that I can't fit anything else. I am going to bring my camera to school tomorrow and I will try and take and post a picture of that for you.

[BookMuncher]

Judy's examples are BIG ideas... I didn't actually say to the kids, "I want you to write a big idea..." Rather, I taught them how to talk back, modeling. Then, once someone finally transended the run-of-the-mill "I have a connection" talk back and truly wrote a personal discovery or "a-ha" moment, I labeled it as a BIG idea, hanging up his/her work and talking about how it was a truly BIG idea because it caused the child to learn something about him or herself as a reader.

Does that make sense? BIG idea is not really a central part of my language or a very precise term, even though it sounds like it here because of the amount I used it!

[momfirst]

I get it now- thanks for clarifying. I will look for the pics soon! Thanks
Leslie

[1stgradenew]

I am just starting these reading responses or talk backs and I was wondering, of those responses that you posted earlier did any of those make it to your "Big Idea" display? I guess I just don't even know what kind of responses to get excited about. THanks

[BookMuncher]

#1, #4 (because that is his personal best), and #5 would be typical big ideas... however- I put 5 up a week and make sure (secretly) that eveyrone gets theirs up there before I start over again on 2nds.

I wouldn't think that you'd have too many like #1 or #4 for your first few weeks (those were not from the beginning). If I were you, I would praise the kids who either told WHY they thought something or HOW it helped them as a reader. Gush over the explanations of the thinking-- once they fall into the rhythm of talking back, they'll have more "mental space" to write big ideas. This will also be more likely to happen if you write following really energetic share sessions.

Why don't you post some and we'll comment?

[1stgradenew]

my kiddos haven't started writing yet, I am still doing some modeling and next week we have our 1st grade testing week...so I might have them write this week or what until next. But, once they start writing I will for sure post some and will look forward to comments.

[BookMuncher]

I thought you meant the kids were writing... take your time!!

[judy]

What just did with my group on Friday was really an eye opener for me and it might be helpful for you to see just where your kids are with their higher thinking skills. I read the book "Hazel's Amazing Mother" by Rosemary Wells. It could be any book. I did this during my RW time. I modeled a think aloud with them using several high thinking questions. Then I asked them to go to their seats and read and then write down what the author said to them. They loved it......they loved that I valued their opinions and feedback and they really emulated my think aloud with what they gave me back. I was really pleased!

[heather818]

That "check-in" sounds like exactly what I need for my group right now. I hear so much from the same ones on the carpet, no matter what I try to do to encourage other speakers or get certain ones to hush!

To clarify, did they talk (write) back to their book or your read-aloud? Thanks! H

[judy]

I am not sure how you would classify what we did.....After our read aloud I used some higher level thinking to conduct a think aloud. At that time I was actually talking to the author and trying to figure out what she told me. When the kids sat back down...really the only thing on the paper was WHAT DID THE AUTHOR SAY? They sat down and wrote what the author told them in the story. Today, We read THE SMALL WORLD OF BINKY BRAVERMAN and I asked them to partner talk through a think aloud with their partner discussing what the author told them. We made a list of the puzzling parts of the text and discussed. My kids are city kids so for them hog wallow was very curious as well as sticky as hot molasses....which they really connected with. They really did a good job with their think aloud and that enabled them to have their thoughts already when they went to write.

[TeacherCarrie]

What are the 5 Big Ideas that you post every week? I'm curious about that. Just wondering what an example of what one or all 5 of those would be like and where you would get them from. Thanks!

[BookMuncher]

Are just 5 well-done, well-thoughtout talk backs for the week that we read together and celebrate. So i just get them from the kids...

[TeacherCarrie]

That's very interesting. I could see my kids really enjoying that a lot. Not sure if that will be able to be "shoved" in for this year, but I will definitely make it a point for next year.

I have your talk back bookmark saved on my computer now. Whether I am able to do a sort of RW style next year or not, I will be incorporating talk backs in no matter what. Soooo...the big 5 will be able to work itself in as well.

Thanks!

[1stgradenew]

Ok, so we did our first reading talk backs today, I was hoping that you would all read these responses and give me suggests at to what to say back(and what kind of response to expect.). I will probably post quite a few, b/c I not sure as to what to write for some and for others just want you thoughts.

1. Dolphins (got a lot like this one)
I didn’t know dolphins come out backwards. I didn’t know that male dolphins spank their babies with their teeth.

2.The Bear Who Wouldn’t Share
The authors message is you should share with all your friends. I know this because bear didn’t want to share so he invited all his big friends over so they couldn’t get through the door and then he would get to eat all the cake. (mid-high reader)

3.Junie B First Graders One Man Band
I think that during the half time show she will mess up. I think this because she hurt her thumb the chapter before.

4.Winter
I made a connection about when I was sledding. I know how it feels to go sledding. It it fun to sled with friends. (high reader)

5.Henry and Mudge and the Starry Night
I made a connection. Just like Henry went camping I went camping too. I took my dog camping too. (ESL-mid reader)

6.Just Lost!
Little Critter got lost just like Hazel. He felt the same way as Hazel. They both felt sad and scared. (mid reader)

7.Snow Day
When I had a snow day I was excited. I felt just the boy and girl in this story, they are excited too. (ESL-low reader- speaking no English beginning of the year)

8. Dragon For Sale

I’m reading a book with a dragon in it and it powers like flying and talking to his owner in his head. I saw a movie with a dragon in it to and it has powers too. I think this dragon will learn to do tricks like the dragon in the movie.(high)
9.Danny and the Dinosaur
The authors message is don’t bring a dinosaur to town or he will knock over buildings. I know this because Danny has a hard time because the dinosaur is so big and tall. (mid)

10. Minnie and Moo
What I think will happen is they will be best friends. I think this because they are friends in the other books I have read. (mid)


Sorry you had to read all that! I can’t wait to hear everyones thoughts and ideas J Thanks SOOO much!

[BookMuncher]

Those are great for their first ones! Wow!! For about the first 3 weeks or so, I had everyone write back to me about something every time, even if I like what they did. That way, they got into the habit and knew how to respond back. Now, I don't always ask another question if I think they are right on target. Rather, I state what they did and maybe some of my own thoughts. I'll write what I would write for some of these:

1. Great thinking! I can see that your schema changed! Usually though, when we write in these books, we try to think about big ideas. That's really tricky for readers, but I know you can do it. Instead of just telling me some little facts that you learned, can you tell more? Here's an example:

I learned that baby dolphins are very different than human babies. They come out differently and they are treated differently. I was surpised when I read that, because it's not something I ever thought about before.

Do you see how instead of just telling facts, I talked about myself as a reader? I said how learning that made me feel and I compared it with something I knew. Why don't you pick a different part of the book and try that here:

(Other paths with that kid: Could ask him to tell you what questions that leads him to, or what his old schema was)

2. Excellent! I think you're right about the author's message. When an author has a message for us, usually the character learns that lesson at the end. I'm wondering if your character learned that lesson. You told me that his friends blocked up the door, but I'm wondering: If the author's message is "share with your friends," how did bear learn that?

3. I love that you are using book clues to help you predict! That's what good readers do! When you get to that next chapter, can you please open up to this page and write if your prediction was correct or not? Be specific! I can't wait to find out what will happen!

4. You certainly did make a connection! Do you think it helped you understand the book? _______ When we tell about our connections, it's very important to be specific about which part we are connecting with. Can you write which page or which words made you get that mental image of yourself sledding? (Write that below) Remember, connections have two parts: the book and your schema.

5. Great job! Did using your camping schema help you? _______ List some things you know about camping that you read in Henry and Mudge, here:



HOpe those helped.... if you want me to write more, let me know!

[1stgradenew]

Yeah, I was pretty happy with their responses. Some of them I really had to "guide" into their responses. I actually wrote back to them today and some of mine were similar to yours...but I must say I do like yours better. The hardest ones I thought were responding to the schema change responses. I think some of them saw that as the easy way out. I really like your response though. We have spring break this week so I'm thinking I might go back and write some more to each of them just to push them along even more. Thanks so much for taking the time to response to this for me. I would love to hear more response from you if you have the time. Especially #9- he was sick today and I was kind of happy b/c I just didn't know what to write to that.

Overall thought I was pretty pleased with their work and effort

Thanks again

[BookMuncher]

6. I like how you connected both books together. I'll bet you can answer this question: While you were reading Just Lost! and you made that connection, how did it help you as a reader? What was going through your mind?

7. Way to go! You used your own schema for snow days to understand that book. Before you read that book called Snow Day, I hope you thought to yourself, "Hmmm, I've had a snow day before." Tell me what things you predicted would be in this book before you read it:

How did that help you read it?

8. (I don't know about this one... does the dragon in Dragon for Sale talk to his owner in his head, b/c it sounds more like he's talking about Eragon, the book and Eragon the movie. If so, he totally missed the boat, which doesn't surprise me. You would have to ask him to revamp his talk back to include how that helped him read Dragon for Sale)

9. I see that you were trying to figure out the author's message, but I need to teach you something about why authors write. Some authors write to share a message, but other authors write just to make you enjoy the book. I think maybe Syd Hoff was doing that in Danny and the Dinosaur.

Author's messages usually teach you something that YOU could do in YOUR OWN life. Think about if your author's message could do that. What do you think? _____________

Try this: What is the author's message in.... (book you've just read as a class)

10. I don't know Minnie and Moo books, but it sounds like they could be taking the easy way out? Almost like saying: I think Frog and Toads will be friends in this book b/c they were friends in the others. If that's so, I would say something like:

I love that you are using your schema for this series to make a prediction! I think you will probably be right. Think about how Minnie and Moo stories USUALLY go. Predict more and write it here: (Hint-- use the title).

My example: Usually in Magic Tree house book Jack and Annie are transported to another place in the tree house and they have an adventure, but they always get home int he last chapter. So in Tonight on the Titanic, I predict they will go to the Titanic and get back at the very end. I wonder what will happen when they are there?

[1stgradenew]

so much for taking the time to help me with responding to their talk backs. I remember you saying that you post 5 ideas a week out in the hall and I was just wondering how you do it. Do you post their actual page, do you have them write it on chart paper, do you post your response back and their answer if there was one. Thinking of doing this and don't know just exactly what I want to do. THanks

[BookMuncher]

but I copy just their response on the copier (not my note back). Then I write a short summary on a post it note and stick it to the page. Example: Joey wrote how his schema changed and told us what question he has now.

I hang them in the room for the first day and I read them aloud, then I move them into the hall.

[grade4curlyQ]

Thanks for posting this thread bookmuncher. What I like about your responses and format is how you allow their ideas to be the guiding factor in the direction you choose to go with your responses. Asking them to elaborate in the "what makes you think that?" format builds trusting relationships and creates deep thinkers. I learn a lot from you.

Hi! I am in fifth grade. Do you like this reading response? April 20, 2007
p. 68-88
Right now, I am at a point where I know the characters so much that I know how they would act if they had a problem. I will make the problem that they make money but then Mario finds it, and thinks that they took it from his newsstand money and takes it with him.
TUCKER
No! NO! NO! My hard worked money! It's lost. Gone, gone, gone! It is over. Now my hopes of living on the softest velvet pillow, dining on the most luxurious T-bone steak, drinking the finest Italian sodas are vanished! It's all Mario's fault! If he never came near this mouse hole! This would've never happened! Now I will just sleep on this hard floor, eating the scraps and drinking toilet water. That's what that Mario has done to me! One day, I'll have my revenge.
As you can see, Tucker will fell sorry for himself, and find someone to blame. He won't think of anyone but himself in these troubled times.
HARRY
I don't believe that I would use that money anyways. Tucker would have used it all and we just did all the work in making it. Oh, well, I can always make more money. Tucker will ask me to do that anyways. I do have everything I need to be happy. I have a warm home in the drainpipe, not like most stray cats that live out in the streets. I have enough food to survive on because I do love to forage. I have good friends who can comfort me when I am down. Money can't buy that!
Harry will always try to blame things on Tucker. Then he will look on the bright side of things.
CHESTER
Mario needed that money anyways. I am glad that I could be of use to him. I wonder what I would do with that money. It would be terrible if maybe I would chew it up like I did when I had that dream of Connecticut leaves. I would have dreaded to disappoint Tucker and Harry. Mario will be glad with his money. He has been treating me very well and feeding me with delicious things. He deserves it more than we do.
Chester will try to see why Mario deserves the money. He is always honorable and will try to please everyone.

[BookMuncher]

Wow! I do like that reading response! I wonder what book you were responding to? It looks like a good one.

What I really like is how well you got into each character's head. That's the mark of an involved, careful reader. I wish you could come teach my class!

The Cricket in Time's Square is the book.
In Roll of Thunder, Hear My Cry, this is the one.
The crossing of the bridge was extremely special because Uncle Hammer and the children, who were blacks, were able to cross the bridge before redheaded whites. This would almost never happen unless the white made some kind of mistake, or was just plain nice.
Uncle Hammer wasn’t wise in taking advantage of his chance because like Mama said, “...one day we’ll pay.” The whites that saw who Uncle Hammer was, like the Wallaces, could tell the police. Mrs. Harris said that back then, the police and the judges would usually favor the whites, unless the judges or the police themselves were black. Maybe the Wallaces could order a severe punishment against the Logans. Back then, also, people who were white could order a black person that they though offended them killed. This could be treacherous. Furthermore, the book says, “The Wallaces did that, children. They poured kerosene over Mr. Berry and his nephews and lit them on fire.” This tells me that the Wallaces are very violent and may do this to the Logans. They would not like to end up in Mr. Berry’s terrible state, “...still form lay there... had no nose and the head no hair; the skin was scarred, burned, and the lips were wizened black, like coal. ...wheezing sound echoed form the opening that was a mouth.” Another way to look at this is that the Wallaces could be so mad at the blacks, that they might just refuse service to any black at their store for what the Logans did.

This is scary! What if the Wallaces do like what they did to Mr. Berry? What if they do worse? -Adree
My teacher read that to my eight-student class.

[BookMuncher]

Wow, Adree! You must really love to read, and I can tell you're a good thinker.

I always wanted to read A Cricket in Times Square. Would you recommend it?

As for Roll of Thunder Hear My Cry, I read that last summer. I have a bad memory for books, though. Your response jogged my memory a little bit. You helped me remember the cold fear I felt when reading a lot of the book. It's very hard for me to imagine what it might have been like to grow up in a time period that so blatantly misunderstood each other. How sad.

Thanks for sharing your thoughts again! I loved reading it!

I do love to read.
I made my account booksforadree.
I like making reading responses.

Yes! The Cricket in Times Square is very good. There is not just a good conclusion, according to me. It seemed to not have a falling action.

You are a very good teacher! Just like my own. Experienced and friendly.

[booksforadree]

Another for Roll of Thunder was...

Chap. 7
p. 155-156

Jeremy Simms is different from his entire family. Jeremy gave Stacey a flute that, “M-made it myself.” Because of their behavior, I do not think that any other Simms family member would do the same. Jeremy and his dad are alike because they are white. However, Jeremy and his dad are different when, Jeremy is kind and doesn’t believe in racism. His father is cruel to blacks and believes in racism. Jeremy would follow the Logan children around while his dad was too “good” to be with blacks. Jeremy is like his brothers R.W. and Melvin because he is white and they are too. Nevertheless, R.W. and Melvin quit studies as said on page 83, “... R.W. and Melvin... dropped out of school long ago”, while Jeremy continues to study hard. Jeremy’s moral standards are high, while R.W. and Melvin only care about going to the Wallace Store and “dancing”. Jeremy is like his sister Lillian Jean because both of them are white. The similarities end when Lillian Jean wants to be called “miss” by the blacks while Jeremy will just play with the Logans as children; Jeremy would not try to act better than the Logan children. I don’t know about Jeremy’s mom. I don’t know whether she believed in racism or not. The book doesn’t seem to mention her.

[BookMuncher]

... why do you think that Jeremy isn't racist, while his dad is?

Do you know that there are lots of websites for kids where you can type in your own book recommendations and read ones written by others? Those might be great sites for you to visit... technically, this site is for grown-ups. I am a little bit worried about you reading all over this site, because some pages have things that aren't for kids. You are such a book lover-- I'd bet you'd love these sites:

http://www.kidsreads.com/index.asp

http://www.bookhive.org/

http://teacher.scholastic.com/activi...andingPage.asp

Click on the last link for the Flashlight Readers Club... if I were a kid, I'd defianately join! It's so cool!

[booksforadree]

Thanks for your advice!
P.S. I will still be on this particular disscusion, Reading Responses because I might need your advice. However, I will not zoom around this sight because you said that some pages aren't for kids.

[BookMuncher]

That sounds great, Adree! Please let me know what you think of those sites!

[booksforadree]

This isn't about the reading responses, but do you think that this is a good poem?

SUNSET
by Adree Aguas

It comes down the sky
As the world starts to sleep
It’s a sight to the eye,
A window to the deep,
A pathway to night
As darkness comes to fly

So here comes the sunset
Orange with rage
Its rays I’d like to get,
The sky is a page
Its picture, the sun
As lively as a pet

Watch it ‘til nightfall,
When stars start to blink,
The moon’s cratered ball is
Like a giant skating rink,
Wishing the sun would return
If it would only hear my call

Tomorrow it will blast
Coming back to the world
It’ll come jackrabbit fast
Yesterday it swung and twirled
But today it will rise
Like the ship’s gigantic mast
Forgetting the rainy days,
Forgetting the past
Forevermore

[BookMuncher]

That is beeeeeautiful, Adree! There were so many parts where you painted me a clear mental image. I especially like the end.

Will you be a writer when you grow up?

[booksforadree]

Probably. I mean like Shel Silverstine's poem, "Listen to the Mustn'ts"

"Listen to the Mustn'ts, child,
Listen to the Don'ts
Listen to the Shouldn'ts,
The Impossibles, The Won'ts,
Listen to the Never Haves,
Now listen close to me,
Anything can happen, child,
Anything can be!"

Did you like Roll of Thunder, Hear My Cry?
If you did, read Mississippi Bridge. It is about Jeremy Simms. He is my favorite character in Roll of Thunder, Hear My Cry because he is different than the rest of the crowd. Kind of like me...

[BookMuncher]

I've always like that same poem!

I'll add Mississippi Bridge to my reading list this summer... thanks for the recommendation!

[booksforadree]

SKATING RINK

People skating fast as light
Loud music that booms
Sweet sodas in the refreshment zone
Cold ice by my frozen feet
Chilled air smells like a snowy December morn

But happy still it is
When in the skating rink
Fun it is to race
When in a wild chase

The scent of pizza in the rooms
For skaters who hunger
The shouts of the skaters
Who’ve fell down is louder than the thunder

But happy still it is
When in the skating rink
Fun it is to race
When in a wild chase

So please come to the rink
My warm, gloved hands will welcome you
Don’t worry if you see your feet slip
There’s a smell of chowder in the “zone”

So, oh! How happy it is
When in the skating rink
Fun it is to race
When in a wild chase!

By Adree Aguas

P.S. I think that maybe other teachers would like to post on your board. I'd like to just ask you for advice so can you send mail to me? I know a site that offers mail service for children so it is safe. It's called neopets.com. Can you go on that site? Make an account for yourself. Then click on "my account" button. There is a little button that says "neomail". Click on that and send mail to sir_sirina.

If you can't, then I don't care. I can keep on going back to this board. It's just if you do, then I will get of this site permanently.

[BookMuncher]

Other teachers can still post if they want... I don't think I'm comfortable emailing you outside of Proteacher. If you want any advice, you can just post it here.

PS: I really like the skating rink poem.

[booksforadree]

Do you like to sow a shirt?
Do you like history class?
Do you like having cake?
Do you like to swim?
Do you like to skate?
Do you like being who you are?
Would you like to be a star?
But you are one to me
Because you'll never lie to me...

-Adree