Non-fiction for kids

The curriculum I use for reading uses weekly themes that tie together all of the literature we read each week. This week our theme is pets. The kids really enjoy talking about the pets they have and how they take care of them as well as animals that don't make very good pets. 

I went to the library today and found some great non-fiction series about pets. 

Scholastic: A True Book, Your Pet [cat] series

Susan Blackaby [Dog] For You: Caring for your [Dog] series

My First Pet Library from the American Human Association: My First [Dog]. 

These types of books are great to teach kids more information about certain topics and to teach them the nature of non-fiction books.  My program focuses on the use of photographs instead of illustrations and the presentation of real information about real people, places, or things in non-fiction books. Students should be able to differentiate between books that are fiction versus non-fiction, real versus make believe. 

These books are still too challenging for my group to read independently, but they are great for shared reading and for talking about how to care for pets, what pets need, etc. 

I also found some cute fiction stories about pets and aniamls:

Some Dogs Do by Jez Alborough

What Pet To Get? by Emma Dodd

Dog Breath by Dan Pilkey

Good Dog Daisy! by Lisa Kopper

Bad Dog School by Barbara M. Joosse

My Cat Copies Me by Yoon-duck Kwon

Cat, Cats, Cats! by Leslea Newman

My Cat, The Silliest Cat in the World by Gilles Bachelet

When the Silliest Cat Was Small by Gilles Bachelet

and of course my class favorite....Bad Dog Marley

A few books about the death of a pet:

The Forever Dog by Bill Cochran

Jim's Dog Muffins by Mirian Cohen

If you are a teacher, make sure you get a special library card for educators as you will be allowed to borrow books for a longer period of time!

Kid Writing

Sometimes when you look at the writing of a child, it is hard to decipher any meaning in what is on the page. Many of my first graders use unconventional spacing in between letters and words and their frequent use of mostly or only uppercase letters makes the message they are trying to convey pretty unclear. I want to know them better through their stories, so I pour over their writing looking at each letter and thinking about the sound it makes, trying to piece together the thoughts they have put down onto the page. 

 Although the words may not be spelled correctly, they are made up of letters representing the sounds students hear when they say the words.  Some letters may be missing, but sure enough when you say the sounds of the letters that are there, you hear the word they wanted to say. They are doing a wonderful job writing stories about their lives and I just love to read them. It is almost like decoding a secret, encrypted language. When I figure out the meaning I am so thrilled to know what they were trying to say.

Here are two  of my favorite journal entries from last week. The writing is very hard to see, but look hard! The stories are there.

Sam
 

"Dinosaurs lived millions and millions of years ago. 

They aren't alive anymore.

 If you were there you would get killed."

Michelle

"I have friends."

I have to admit, when I first looked at this piece, I thought to myself, "Michelle did not do what I asked, she just wrote down a few random letters and drew a picture." Then I stopped myself and remembered the fantastic book I read this summer about the 6 + 1 Traits of Writing. There was an example that looked just like this and the author found many wonderful things to compliment. 

I gave it another try. I asked Michelle to read to me what she had written. 

She read, "I have friends."

Of course that is what is says! She wrote down the first sound of each word and she drew all of her friends to illustrate her topic. This is wonderful. Michelle is a beginning writer. English is her second language and she did a wonderful job. She even included the date at the top of the page! Michelle will eventually learn to put spaces in between her words and to write down all of the sounds rather than just the first, but this is a great beginning! Michelle's friendships are obviously important to her since she wrote about them in her journal. Imagine if I did not acknowledge all of the great things she did in this piece?!

There is more to kid writing than meets the eye!

So far, So Good

What a difference in the number of posts from the teacher on summer break and the teacher in September!

So far I am beyond impressed with my class this year. This is the first year that everyone in my class has come from a full day Kindergarten class which makes a world of difference in their skill level when they enter First Grade. I am thrilled to see the things that they are already capable of doing. Mostly, I see they have a better ability to follow directions and stay on task compared to other groups I have had. I feel lucky.

Surprisingly, when my students were assessed with DIBELS, 11 of 25 students were identified for Title 1 support which indicates they need supplemental reading intervention to meet the First Grade benchmark standards in reading. That is almost 50% of my class! Despite this high number of students identified as needing extra support, I find my group to be hard workers and happy learners.

I have especially been impressed with their math skills. I think they are already mastering skills, like place value, that my class last year was still struggling over in the spring! It is wonderful to be able to challenge them and have them welcome the more difficult work. Earlier in the week, I gave each student a 100 board with a few numbers filled in, but most of the spaces blank. I asked them to write in all the missing numbers. You could have heard a pin drop on my floor! They were so engaged and enthusiastic. When it was time to get in line for PE I was trying to coerce them away from their work and they were telling me, "Wait, I am almost done, I want to finish." I gave a few students an entirely empty 100 board and one of those students said to me. "Mrs. T. this is too easy, I think next time I will have to write 100-200!" He is so excited about learning, he knows how to differentiate his own instruction. I love it!

I am finally getting to experience what I have read about in so many books. Kids being excited about learning and wanting to learn more, and more, and MORE. It is a great feeling. :0)

At my school, despite the fact that First Graders are 6, the students regroup for reading in order to be in reading groups appropriate for their skills. We are torn about this process because developmentally, it is appropriate for 6 and 7 year olds to remain with one teacher in order to develop a relationship and sense of belonging and trust with that teacher. On the other hand, we have SUCH a broad range of skills amongst the kid this year. It is difficult to teach the same lesson to one student who has an Oral Reading Fluency (ORF) score of 0 words in one minute and another who reads 124 words in a minute. These children have different needs!

I volunteered to teach the lowest group this year and I love it. My class consists of 14 students, 6 of which are English Language Learners, and one student with Down syndrome who does not yet use oral communication. Several of my students have very low phonemic awareness skills, struggle to pay attention, and are not yet proficient in relating sounds (phonemes) to letters (graphemes). I am so excited to work with students at this level because they have so much room for growth this year. They are a wonderful little group and I am enjoying teaching them very much.

Sometimes I feel like I need to stand on my head and juggle with my feet in order to get them to pay attention to my lessons, but I know they will come so far this year and I know that my expectations for success will help them make great gains.

So far it has been a great year. I am finding myself more motivated and more excited to go to work in the morning. It reminds me of when I was student teaching and I was almost disappointed on Friday afternoons because I loved working with my class so much. I can't say that I am disappointed when Friday afternoon rolls around now, but I do feel like this will be a terrific year.

Buddy Walk

Today I participated with some colleagues and friends in the 2008 Buddy Walk which was hosted by the Down syndrome Network of Oregon. Chris Burke, also known as Corky from the TV series Life Goes On, was there performing with his band. It was so cool to meet him! My friend Meghann and I were pretty star struck. It was wonderful to see how an individual with a disability can accomplish so much.

My buddy for the walk was my former student, Maria. She is 8 years old, LOVES Hannah Montana, dancing, and cheerleading, and she has Down syndrome. It was such a pleasure to be Maria's teacher last year and equally special to spend the day with her. Maria took me up on stage to dance with Chris and his band. We learned sign language for I love you and friends forever. She had so much fun singing and dancing and so did I. :0)

Top Picks from Debbie Miller

In her book, Reading With Meaning, Debbie Miller suggests many children's book that are great to use for teaching certain comprehension components. I want to have a comprehensive list in one place rather than having to go back and page through her book, so I thought I would post the list here and then I can have easier access to great book suggestions as I go through the year.

Book Clubs for Kids:

Amazing Grace by Mary Hoffman

An Angel for Solomon Singer by Cynthia Rylant

Grandfather Twilight by Barbara Berger

How Many Days to America? by Eve Bunting

The Lotus Seed by Sherry Garland

The Magic Fish  by Freya Littledale

Oliver Button Is a Sissy by Tomie dePaola

Sleeping Ugly by Jane Yolen

The Table Where Rich People Sit by Byrd Baylor

The Titanic Lost and Found by Judy Donnelly

The Mummy Lost and Found by Judy Donnelly

Wild, Wild Wolves by Joyce Milton

Williams' Doll by Charlotte Zolotow

Tried and True Text for Mental Images:

Close Your Eyes by Jean Marzollo

Color Me a Rhyme by Jane Yolen

Creature of the Earth, Sea, and Sky by Georgia Heard

Footprints and Shadows by Anne Wescott Dodd

Goodnight to Annie by Eve Merriam

Greyling by Jane Yolen

I Am the Ocean by Suzanna Marshak

Mountain Streams (CD)

The Napping House by Audrey Wood

Night in the Country by Cynthia Rylant

Night Sounds, Morning Colors by Rosemary Wells

Putting the World to Sleep by Shelley Moore Thomas

Quiet, Please by Eve Merriam

The Salamander Room by Anne Mazer

Say Something by Mary Stoltz

What Does the Rain Play? by Nancy White Carlstrom

When I'm Sleepy by Jane R. Howard

Wild, Wild Sunflower Child by Nancy White Carlstrom

The Zoo at Night by Martha Robinson

Tried and True Texts for Schema:

Fireflies by Julie Brinkloe

Hazel's Amazing Mother by Rosemary Wells

I Know a Lady by Charlotte Zolotow

Ira Sleeps Over by Bernard Waber

Koala Lou by Mem Fox

My Great-Aunt Arizona by Gloria Houston

Now One Foot, Now the Other by Tomie dePaola

Oliver Button Is a Sissy by Tomie dePaola

The Relatives Came by Cynthia Rylant

Roxaboxen by Alice McLerran

The Snowy Day by Ezra Jack Keats

The Two of Them by Aliki

Tried and True Texts for Inferring:

Creatures of the Earth, Sea, and Sky by Georgia Heard

Fireflies by Julie Brinkloe

Fly Away Home by Eve Bunting

For the Good of the Earth and Sun by Georgia Heard

Grandfather Twilight by Barbara Berger

How Many Days to America? by Eve Bunting

If You Listen by Charlotte Zolotow

Miss Maggie by Cynthia Rylant

Mother Earth, Father Sky selected by Jane Yolen

Oliver Button Is a Sissy by Tomie dePaola

The Royal Bee by Frances Park and Ginger Park

Where Are You Going, Manyoni? by Catherine Stock

Winter Fox by Catherine Stock

Tried and True Texts for Asking Questions:

All I See by Cynthia Rylant

Amelia's Road by Linda Jacobs Altman

An Angel for Solomon Singer by Cynthia Rylant

Fly Away Home by Eve Bunting

Grandfather Twilight by Barbara Berger

The Lotus Seed by Sherry Garland

Monarch Butterfly by Gail Gibbons

The Stranger by Chris Van Allsburg

The Trumpet of the Swan by E.B. White

Why Is the Sky Blue? by Sally Grindley

The Wise Woman and her Secret by Eve Merriam

Yanni Rubbish by Shulamith Levy Oppenheim

Tried and True Texts for Synthesizing:

The Alphabet Tree by Leo Leonni

Charlie Anderson by Barbara Abercrombie

Fables by Arnold Lobel

Frederick's Fables by Leo Leonni

Oliver Button Is a Sissy by Tomie dePaola

The Rag Coat by Lauren Mills

See the Ocean by Estelle Condra

Smoky Night by Eve Bunting

The Story of Jumping Mouse by John Steptoe

The Table Where Rich People Sit by Byrd Balor

Tea With Milk by Allen Say

Tried and True Texts for Determining the Importance of Nonfiction:

Series:

Dorling Kindersley Readers, DK Publishing, New York

I Can Read About..., Troll Associates, New York

First Discovery Books, Scholastic, New York

Eyewitness Books, Knopf, New York

Newspapers:

Your local paper

Weekly Reader

Magazines:

National Geographic for Kids

Time for Kids/Big Picture Edition

Ranger Rick

Zoo Books

Calliope: World History for Young People

Kids Discover

Cobblestone: The History Magazine for Young People

Read Alouds:

The Trumpet of the Swan by E.B. White

Mr. Popper's Penguins by Richard and Florence Atwater

Pippi Longstocking by Astrid Lindgren

Poppy by Avi

Poppy and Rye by Avi

My Father the Dragon series by Ruth Stiles Gannet

I love this book!

I have been reading the book Reading With Meaning by Debbie Miller and it is awesome! Debbie's words are very inspirational to me and really motivate me for the upcoming school year and my new group of students.

Some great quotes from Debbie's writing:

"Learning to read should be a joyful experience.  Give children the luxury of listening to well-written stories with interesting plots, singing songs and playing with their words, and exploring a wide variety of fiction, nonfiction, poetry, and rhymes. Let them know when they say or do something smart; give them credit and ask them to share.  Help children access what they already know and figure out how to help them make connections to something new.  Be genuine.  Laugh. Love. Be patient. You're creating a community of readers and thinkers; you're building relationships and establishing trust."

"Showing children we care about them and love being their teacher is an important first message."

"Gradually releasing responsibility to children as they gain expertise, teaching a few strategies of great consequence in depth over time, and giving children the gifts of time, choice, response, community, and structure guide my work and allow me to make thoughtful decisions based on principles I believe in."

"If we expect big things from our children, we must expect big things from ourselves, too.  For years I'd been told what to do in my classroom and how to do it.  Glossy teacher's guides with smiling children on the cover even told me what to say. I didn't always read the words in italics exactly as written (I considered myself a rebel even then), but I'd get the gist of the lesson from the guides.  Beyond running off worksheets and making cute activities for centers, I never had to think much about reading at all. Come to think of it, the kids didn't either." 

(This totally encapsulates how I am feeling about reading right now!)

Debbie Miller also cites a quote from Lucy Calkins who is another of my favorite teacher models:

"It is significant to realize that the most creative environments in our society are not the ever-changing ones. The artist's studio, the researcher's laboratory, the scholar's library are each deliberately kept simple so as to support the complexities of the work-in-progress.  They are deliberately kept predictable so the unpredictable can happen."