Poetry Friday: Reconsidering Read Aloud…Again…Still

Hard to believe that it’s been TWENTY years since my book, Reconsidering Read-Aloud was published! And here I am, still a teacher (kinda-sorta) and still thinking about the power of the books I choose for read aloud.

As the reading specialist for an after school program, I no longer have a classroom of the same-aged students every day all day long. No more chapter book read alouds that span weeks/months with conversations that evolve as our experience with the book deepens.

Now I have K-5 students in small groups or one-on-one for 15-20 minutes once a week. I try to make sure I see every child at least once every two weeks. My lesson plans are required to address information standards, literature standards, and functional skills/fluency standards. These constraints have changed the way I choose my core read alouds.

I’m still learning, but here are some successes I’ve had, and my thinking around my choices.

I have established a pre-reading ritual for each read aloud. First we look at the front and back covers to see if the image spans across both covers. If there is a dust jacket, we check to see if the dust jacket image and the cover image are the same. Next, we look at the endpapers and think about the reasons behind this design element.

WAIT AND SEE by Helen Frost was my main read aloud in October. This book is an informational text that I’m calling “lyrical nonfiction.” It has photographic endpapers which, in the beginning, show a preying mantis hanging upside down on a spikey leaf with a light background. At the end, there is a preying mantis upright on a rounder leaf with a dark background. The conversations about the reasons behind these choices of images were fantastic! (Day/night, light/dark, colors, shapes, position, etc.) The photo-illustrations also prompted lots of conversation both during and after reading. We didn’t read the back matter, but I pointed out to every group that it was there to satisfy any curiosity you might have for more facts.

AUTUMNBLINGS by Douglas Florian and HALLOWEEN ABC by Eve Merriam were my backup literature choices. (I’d forgotten how dark Merriam’s poems are, but luckily kids are kind of into spooky, so it was all good.)

Are you noticing the trend towards poetry? I figure poetry is one of the least represented genres in the classroom and so it will have the greatest representation in my work!

There were a couple of other books that made an appearance in October and November. I fell in love with CHESTER VAN CHIME WHO FORGOT HOW TO RHYME by Avery Monsen and tried it out with a variety of ages. Fourth and fifth graders had a ball with Chester. I was surprised that the younger students weren’t able to provide the missing rhymes. I filed that tidbit and will be doing some focused work on rhyming in the upcoming months. ON A GOLD BLOOMING DAY by Buffy Silverman was a great rhyming photographic book to pair with WAIT AND SEE. I waited until later in the fall to start working with my Kindergarteners. I wanted to meet them and read with them before I gave them their letter identification assessment, so I chose Z IS FOR MOOSE by Kelly Bingham. It has a different image on its dust jacket and its cover, and the story starts before the title page. It begins predictably, but then Moose causes chaos (which the Kinders loved!)

But the absolute best read aloud so far, the one that stood up to multiple readings with all ages, the one that kept surprising me all the way to the last reading, was 12 DAYS OF KINDNESS by Irene Latham. This book has everything! Cover and dust jacket are the same, but we had a chance to discuss the Big Idea that’s on the back of the book (“Kindness is a gift.”) The end papers are different illustrations and foreshadow the story that’s found in the illustrations, and the arc of that story (morning to night). The story begins in the illustrations before the title page. The text has repetition and rhyme and is cumulative. It can be sung to “The 12 Days of Christmas,” and I had one group of 3/4/5 girls who did just that! All the way through! So fun! Without being didactic, Irene Latham shows the reader that there are lots of small ways to be kind to those around us. There is much to discover about the way the illustrator (Junghwa Park) contrasts the new text on the left page of each spread and the cumulative text on the right page of each spread. The illustrations tell a story that doesn’t match the text, but rather extends the meaning of the text. There’s lots to infer about the characters in the illustration’s story, plus so many fun details! I didn’t notice the kisses in the last spread until one of the final readings! This is the book I’ll use as my gold standard in choosing all future read alouds!

Karen has this week’s Poetry Friday roundup at Karen Edmisten*.

Poetry Friday: Unasked Questions

Here’s how this poem happened:
1. Molly’s challenge for the Inklings this month was inspired by Amy Ludwig VanDerwater’s recent post in which she invited writers to answer an unasked question.
2. I spent 4.5 days with my brother’s family in CA after NCTE. There, I met my niece and nephew in real life for the first time. Together we played, doodled in our notebooks, snuggled for read aloud, considered square and cubic numbers, explored tide pools, studied a world map, worked in the garden, and climbed to the top of the rope climber at the playground.
3. I found the poem, “Because A Redwood Grove” (by Joe Cottonwood…how fun is that?) on Your Daily Poem.
4. You didn’t ask, but this poem’s the answer to the question of what happened to my heart over the course of those 4.5 days in CA with my brother’s family…with MY family.

Here’s how the rest of the crew met Molly’s challenge:

Linda @A Word Edgewise
Heidi @my juicy little universe
Molly @Nix the Comfort Zone
Catherine @Reading to the Core
Margaret @Reflections on the Teche

Catherine has this week’s Poetry Friday roundup at Reading to the Core. Link up and/or check out ALL the posts there!

Poetry Friday: Recipe Poem

The Poetry Sisters’ challenge for November was to write a recipe poem. I’m cheating just a bit since I’ve had little/no writing time during NCTE and visiting family for this holiday week after NCTE. As it is, I am posting from SFO before I board the redeye back home! This poem can be found in THE POETRY OF US, edited by J. Patrick Lewis.

Here’s what the rest of the Poetry Sisters came up with this month:
Tricia @ The Miss Rumphius Effect
Tanita @ {fiction, instead of lies}
Sara @ Read Write Believe
Laura @ Laura Purdie Salas
Liz @ Liz Garton Scanlon
Kelly @ Kelly Ramsdell
Andi @ A Wrung Sponge

Ruth has this week’s Poetry Friday roundup. Happy Thanksgiving, Poetry Peeps! I am so thankful for each of you and for our wonderful online community.

The photo is the 1933 Soapbox Derby, via Wikipedia.

Poetry Friday: Try Cube

Cajun Prairie Grass by James Edmunds

Sow

Seed your world
lavishly,
like Cajun

prairie grass —
sending stars
everywhere.

So beauty
will expand,
sow beauty.

©Mary Lee Hahn, 2022

I’ve only written a couple of tricubes. Until this one, I didn’t really like the form. Moral of the story: don’t give up too soon!

Thank you, Margaret, for “This Photo Wants to be a Poem,” from whence the image and inspiration came.

Buffy Silverman has this week’s Poetry Friday Roundup.

Poetry Friday: A Trio for Folktale Week

This month, Linda (A Word Edgewise) challenged the Inklings to “Find or write a poem in any form of any length for Folktale Week November 14-20, 2022.” I came up with three that are worth sharing.

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All three poems came as surprises. The first is the most nonsensical poem of truth I’ve ever written. I think it might have its seeds in Kelly Barnhill’s new book for adults When Women Were Dragons, a book I HIGHLY recommend. The second, though the briefest, was the hardest to get just right (not surprising, actually). And the third? Well, after all the struggle I put into my dansa for last week, I surprised myself by writing another!

Here’s how the rest of the crew met Linda’s challenge:

Linda@A Word Edgewise
Heidi @my juicy little universe
Molly@Nix the Comfort Zone
Catherine@Reading to the Core
Margaret@Reflections on the Teche

Heidi has this week’s Poetry Friday roundup at my juicy little universe. Link up and check out ALL the posts there!

Poetry Friday: We Did This

image by Yasser Mokhtarzadeh via Unsplash

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This month the Poetry Sisters wrote Dansas. This form features an opening quintrain (5 lines) is followed by quatrains (4 lines), with a quintrain rhyme scheme of AbbaA and the quatrain bbaA.

My first drafts were odes to Autumn. Somewhere along the line, my repeating line showed up and the rest just…flowed. Our planet just keeps doing what it’s tilted to do, and all of the changes we’ve made in its/our climate are irreversible. There’s no going back. A hard truth to swallow as we (hopefully, with votes galore) work to put on the brakes and do less damage moving forward.

Here’s what the rest of the Poetry Sisters came up with this month:
Tricia @ The Miss Rumphius Effect
Tanita @ {fiction, instead of lies}
Sara @ Read Write Believe
Laura @ Laura Purdie Salas
Liz @ Liz Garton Scanlon
Kelly @ Kelly Ramsdell
Andi @ A Wrung Sponge

Jone has this week’s Poetry Friday roundup.

If you’re inclined to join us, next month we’re creating recipe poems! Your choice of form, length, meter, or topic, but each poem will be an assemblage of elements, using recipe text/cooking instructions to create …something. From a recipe for disaster, to your favorite aperitif, you have a month to craft your creation and serve it forth on November 25th.

Franki’s Weekly Text Set– Intentional Use of Dialogue: Picture Books with Talking Bubbles

Texts for this Text Set have been posted daily on Instagram. Follow @TextSets there to get daily updates!

This week’s books could make up a mini-unit on the intentional use of dialogue in narrative. So many young writers work hard to create dialogue in their writing and many are reading books in graphic novel form, that dialogue makes up a great deal of their writing.. For readers, it is important that they understand how dialogue impacts a story. For dialogue to work in a story, the author has to be intentional about its use. This week’s set of books will give young readers a way to look at dialogue with a writer’s eye–why did the author make this decision about dialogue. Hopefully after studying a small set of texts, writers can be more intentional and effective in their use of dialogue.

I think I’d get started with Lift and Dumplings for Lili. Lift is in graphic novel format with very few words. Much of the story is told through illustrations. But there is some dialogue that is important to the story. But the author is intentional about every word of dialogue. This book would make a good first book to notice and wonder about the decisions about when to include dialogue and when not to and how the dialogue adds to the story. In Dumplings from Lili, there are two kinds of dialogue–the dialogue in the text and the dialogue in talking bubbles as part of the illustrations. There are different reasons for each and thinking together about why some of the dialogue was embedded in the text while other dialogue was embedded in illustrations (what purpose does each serve to the story and reader) will make for good conversation.

In both Not Enough Lollipops and That’s My Sweater!, the dialogue is critical to the story. The story would make no sense without the dialogue. Sometimes dialogue adds some detail and sometimes the dialogue is used to tell the story. These are two books to think about how and when dialogue is used to tell the story. Dialogue is used in very different ways in these two books but much of the storyline depends on the dialogue in each.

In See the Cat and See the Dog, again dialogue is critical to the story. Without the dialogue the story would not make sense. However the dialogue is used in a bit of a different way in these two as the characters actually converse with the narrator. This is tricky to do well (and sometimes hard to understand as a reader) but it is something many children try in their writing. How did the author have the character talk back to the narrator effectively in these two books would be the question I’d ask with these.

In Our Day of the Dead Celebration, talking bubbles are used throughout the book. The dialogue is often part of the illustration so this is a great book to talk to readers about how important it is to read the text and the illustrations for full understanding. This dialogue adds detail to the main part of the story in very important ways. The way that the author used dialogue to tell more is intentional and effective and worthy of study.

So many of our students love to write with humor. It takes so much skill to do this and a favorite author to study humor writing is Josh Funk. In his fairy tale series (It’s Not Hansel and Gretel and It’s Not Jack and the Beanstalk pictured here) , the use of talking bubbles to add humor is intentional throughout the book. There is intentionality and craft to his decisions and for our writers who want to make their stories funny, studying the ways Josh Funk uses dialogue can help! (And these stories are just great fun to enjoy together!)

This week’s books were linked at Bookelicious and/or  Cover to Cover Children’s Bookstore. If you are looking for a fabulous local children’s bookstore to support, Cover to Cover is an amazing one. We are lucky to have them in Central Ohio! If you don’t have an independent children’s bookstore in your town, check out Bookelicious. They are an online independent bookstore for children with an incredible curated collection.