Archive for Educators

Down Time?

May 19, 2014 Educators, Kids, Writers No comments

Okay, so my posts have been a bit sporadic this last month. I have a reason: travel. Colombia, to be exact. My son’s living down there, so I visited him and we did some exploring of the country.

So, what’s this have to do with writing? Plenty! Travel, or for that matter, any type of experience, is fodder for writing. Going places and doing things provide the foundation for finding out more (= research) and/or sharing the experiences through the written word.

There’s lots to write about from my recent trip: the bustling metropolis of Bogota, population eight million; the predawn hike up 1,100 steps to the church atop Monserrate on Easter weekend; a steam train ride to the famous salt mine in Nemocon.

I could write about visiting Medellin, the city of “eternal spring.” That’s an improvement of what it used to be: the home of the country’s most infamous drug lord. I could also write about visiting the small islands located in the Carribbean that we visited: San Andres and Providencia. We had plenty of experiences there: hot humid weather, interesting foods, snorkeling around a sunken ship and coral reefs, and seeing all kinds of wonderful fish, including rays and barracuda. On the smaller island (Providencia) we rented bikes and rode around the island, and had money stolen on an “empty” beach while we swam.

So, while I was having a grand time in new places, I was also gathering information and experiences to write about. I have plenty of notes and lots of pictures to help me when I’m ready to write. It may be weeks, months, or even years.

El Pico on Providencia

El Pico on Providencia

Up close with the fish - San Andres

Up close with the fish – San Andres

Ridgeview Room 16

May 12, 2014 Educators, Kids 2 comments

Had a great time on Friday meeting with fourth graders at Ridgeview Elementary School. What an interesting and enthusiastic group of writers! Ms. Baron has done a great job encouraging and supporting your use of words.  And your questions? Always my favorite part.

I’ve got a question for you. What are you going to write about next? Are you going to create a story (non-faction) or will it be something real (faction), an incident that actually happened or a topic you researched and want to share what you discovered?

Feel free to share your answers. Just write in the Comment box below. Make sure to click the Post Comment box when you’re done. You can also post any questions you have for me. I’d be happy to answer.

 

 

 

The Great American Write-Around

April 10, 2014 Educators No comments

 

Would you like a great cooperative writing activity that can engage and motivate your students to think and create? Try a write-around.

To conduct a write-around, organize your students into groups of four or five and arrange them either around a table or with their chairs in a circle. Provide an opening line, which all students write on their papers.

Examples of opening lines:

Tired and hungry, the lost dog stood in front of the broken-down cabin.

He/she stepped over the body and walked to where she/he stood in the doorway.

“We’ve waited an hour,” he/she said, “so I don’t think the school bus is coming today.”

She/he awoke to the sound of a shutter banging against her/his window, but the house had no shutters!

The family gathered around the table became silent when the clock struck twelve.

He/she crept closer to the sound of the whimpering.

The airplane flew lower and lower, with no airport in sight.

After students have written the opening line, give them a prescribed time (2-5 minutes) to continue the story. When the time is up, students pass their papers clockwise to the next student, who reads the paper and continues the story for the prescribed time. Continue this process until the papers return to the original writers, who have a chance to complete the story.

Invite students to share their completed stories.

What’s so good about this activity? Lots.

  • Students have the opportunity to be a part of several writing pieces.
  • Effective writers model first-hand.
  • Students get practice writing various stages of a story.
  • Great reading and writing connection.

So give it a try. Have fun with it. Ask students to reflect on the experience. What did they like about it? What would make it better?

 

Call To Arms (And Brains)

April 3, 2014 Educators No comments

I was very disturbed to hear that the Supreme Court yesterday struck down the limits of financial contributions individuals can make to political candidates or campaigns. While the Republican National Committee celebrates their victory, I am saddened by the implications of this ruling.

If you thought there was too much money in politics before, and if you think that big money played a role in outcome of elections, just wait. You ain’t seen nothin’ yet! While the ruling does not change the limit supporters can give to individual candidates ($5,200), now there will be no limits on the total amount individuals can make. That means they can make $5,200 donations to an unlimited number of candidate.

Money in politics in nothing new. Joe McGinness’ book, The Selling of the President 1968 (Trident Press, 1969) showed how the “marketing” of Nixon led to his election. All, of course, fueled by money, which was a pittance compared to the billions-that’s right-billions spent today.

Money, translated into advertising and promotion, equals votes. Everybody knows it , and al the politicians take part. But, do we really want elections determined by who has the most money to spend? Do we really want people who have the most money to have the most influence because that’s what they get when they give.

$$$

By now I hope you’re thinking, “Isn’t this blog about books and reading and writing? What’s politics have to do with these?” To which, I would have to say, “PLENTY!” The reason money makes such a difference in politics is because it takes plenty of money to buy advertising. And the reason why advertising is so essential simple. It works! And the reason it works is because so many people who vote don’t view the ads and associated hype with a critical eye.

That’s where we, the teachers, come in. If we all made a concerted effort to teach kids to read and think critically then the ads and associated hype would not work. If the ads don’t work, there’s no reason for all the money. If there’s no reason for all the money, then there’s no reason for politicians to accept it, which means the people who give it will no longer have unfair influence.

So, let’s develop critical readers and thinkers. Let’s teach them to read between the lines and beyond the words. Let’s teach them to look for evidence and consider it carefully. Let’s teach them to examine multiple sides of issues. Let’s teach them to make informed decisions. If we do all this, we’ll be doing what public education was intended to do: develop good citizens.

 

 

 

Honored

April 2, 2014 Educators, Kids, Writers 2 comments

To promote books and reading, our local school invited students to draw the covers of their favorite books. Several chose Moving Targets. What an honor.

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Best Reviews

April 1, 2014 Educators, Kids, Writers No comments

While traditional reviewing sources help librarians select books to add to their collections (which is also helpful to authors who want to sell books), I prefer the feedback I get from kids who have read the book.

Here’s some recent examples from fifth graders:

“Moving Targets has good words, great details, and I like how it is kind-of like an everyday life story.”      Kaitlyn

“…and it leaves you thinking what could happen if you become friends with a bully.”           Aidden

“David is a very relatable character that a lot of us can see in ourselves.”   Fisher

“I will give this book to my kids when I have them.”      Dora

Here’s hoping that you will wait awhile, Dora. I appreciate all the comments. Thanks!

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Here’s some book background:

Moving Targets, a novel for readers aged 8-11, is a beloved project I have been involved with for many years. The setting – a small town, near a migrating bird sanctuary – was inspired by Hawk Mountain, PA, where I took my seventh graders on field trips while teaching in New Jersey during the 1970s. Over the years, I have returned to Hawk Mt. on several occasions, the last being the fall of 2012 during a cross-country road trip with my son. It’s still an amazing place!

The topic explored in Moving Targets is a universal one: bullying. Bullying happens everywhere and, sadly, is not limited to certain time periods. I experienced it growing up and confronted it during my years as a teacher. It still goes on today, for sure, but it’s reassuring to see the concerted efforts being made to stand up against it (e.g. Project Anti-Bully).

In the book, eleven-year-old David Jennings, moves to a small town (Eagle View, PA) with his mom. He does his best to make friends, but the best he can do is a small group led by the town bully. Paul gets thrills picking on kids and abusing animals. Reluctantly, David follows until events force him to consider actions that could change – or end – his life.

The setting figures heavily in this story, as townspeople debate the future of the sanctuary. Should the town keep it commercial-free, or should they permit businesses to operate there? Finding a balance between commercial interests and nature is a universal theme that is considered in towns and cities throughout the world.

Moving Targets is for sale at Amazon or on my website.

The Wonder Full Classroom

March 25, 2014 Educators No comments

It doesn’t take much to fill your classroom with wonder. The foundation is exhibiting your own sense of curiosity and providing your students with the opportunity to ask their own questions and seek their own answers. Your guidance is an integral part of the experience.

Last week I had the good fortune of working with a group of teachers to explore this important topic. Handouts from the session can be found in the Resources section of my website.

Have fun!

Making Magic Books to share infromation

Making Magic Books to share information

My Two-Cents on Writers’ Workshop

February 19, 2014 Educators No comments

Writers’ Workshop (Wordshop)

“There is no better way to develop and enhance students’ writing skills than through the mindful use of writer’s workshop.”     – Me

Writers’ Workshop = an intentional environment for developing writing skills (the “word” version of a skate park, artist colony, or multiple-lift garage)

Key elements of a workshop

  • Known structure (students know what to do and where to do it)
  • Student choice (within parameters, students choose what to write)
  • Peer support (students edit each other’s work)

To develop a workshop (for grades 3+; adapt for lower grades)

Designate room areas and functions

Suggestion: Desk/main seating area of the room is for quiet, independent writing. Margins of the room are for collaboration, including discussing ideas and editing. Adult editing areas are at tables outside the main writing area.

Create a classroom process for writing

Suggestion:

  • Introduce type of writing (e.g. personal narrative, informational, argument)
  • Share examples (mentor texts, student samples)
  • Model writing
  • Students write
    • Plan
    • Create a draft (skip lines = easier edit)
    • Self-edit/ revise
    • Peer edit/revise
    • Adult edit/revise
    • Present/share

Note on adult editing: It will be helpful if you can arrange for additional adult editors. These could be educational assistants, administrators, or parents. In some instances, competent older students will work. Make sure to go over the process with all.

Devise a schedule

          Suggestion: Three days a week for an hour. Include in that time a mini-lesson (10-15 minutes to focus on skill development – e.g. quotation marks, leads, strong verbs), writing time (30-40 minutes), and presenting (10-15 minutes). If you don’t have an hour block, focus workshop times on writing; use the other two days for mini-lessons and sharing).

Prepare students

          Suggestion: Students should be proficient using dictionaries (for self and peer edits). Practice editing.

Special notes about editing: Teaching your students how to edit their own writing as well as the writing of others is one of the most important skills you will teach. Editing = helping. Editors help writers write better. Good editors do three things: Compliment, ask questions, and offer suggestions. Their comments are specific. Compliments come first.

Have writers first read their pieces aloud so editors can focus on the content of the writing. After that, have editors look at the writing to help with the other aspects (organizations, voice, word choice, sentence fluency, and conventions). Responses could be made on an editing page or on the original paper. Use editing marks for making convention suggestions.

Special considerations

  • Developing a functional workshop takes time. Start small (with short pieces like poems and letters/e-mails) and slowly (building over time), making sure students know the process and are comfortable working with each other.
  • Since the process is cyclical, make sure students know what their options are when they have completed a piece. That might be working on another piece of the same type of writing, or something you introduced previously. Use writers’ notebooks to cache ideas.
  • To help motivate students, include as much authentic writing as possible. Authentic writing (aka real-world writing) is writing that goes “beyond the eyes of the teacher.” It is writing meant to be read by others.
  • Every student has something to say. A writing workshop will help them develop the skills to say it.

Happy 130th Birthday A.C. Gilbert!

February 13, 2014 Educators, Writers No comments

Educational toys – toys that encourage play and learning – are a mainstay in our stores today, but it wasn’t always that way. In the early 1900s, most children’s toys were mere playthings and were either homemade or imported from Europe. And then along came Alfred Carlton (A.C.) Gilbert.

Born in Salem on February 15, 1884, Gilbert grew to become an Olympic champion, professional magician, and a Yale-trained physician. But toys, especially toys that taught and engaged kids, were his true love.

Gilbert got his start in toys during his college years at Yale when he and a friend made and sold magic kits. When it became clear after graduation that sales of magic kits would not support his small but growing family, Gilbert came up with a new idea. Inspired by watching construction crews erecting towers while riding the train from New York City to Connecticut, he decided to make and sell construction kits.

The kits – which would become known as Erector Sets – were made up of metal girders with nuts and bolts to connect them.  Pictures of models to build accompanied the kits, but young builders were limited only by their imaginations.

Gilbert introduced his kits to the world in 1913 at the Toy Fair in New York City. The world loved them, and the A.C. Gilbert Company was well on its way to transform the toy industry: American-made toys, advertising directed at children, toys that encouraged thinking and doing.

Even when World War I came along, threatening to divert all manufacturing (even toys!) to the war effort, Gilbert was not deterred from engaging children in purposeful play. He simply traveled to Washington DC and persuaded The National Council of Defense to allow toymakers to continue manufacturing toys.

After that, Gilbert added more toys that encouraged thinking and learning: chemistry sets, telescopes, microscopes, and every type of science kit you might imagine, including the Atomic Energy Lab, complete with Geiger counter and radioactive particles!  The A.C. Gilbert Company became one of the most successful and well-known toymakers in America.

So, why don’t we hear of The A.C. Gilbert Company today?  The answer is simple. By the 1950s, America’s children were more interested in hula hoops and Silly Putty than construction sets and science kits. Gilbert retired in 1954, and turned the company over to his son. In 1961, Gilbert died.  Three years later, his son died unexpectedly.  By 1967, the A.C. Gilbert Company was bankrupt. The Erector name was eventually sold to the Meccano Company, a longtime competitor, and they continue to produce Erector construction kits of their own design today.

While the toys made by the A.C. Gilbert Company are limited mainly to collectors today, Gilbert’s legacy will live for all as long as there are manufacturers producing playthings that encourage children to think and learn.

 

Robert Young is an Oregon author of more than 25 books for children, including The Magic of A.C. Gilbert, a 32-page picture book biography. Books are available at the author’s website (www.realwriting.us) and at amazon.com.

Done With Nonfiction!

February 3, 2014 Educators, Kids, Writers No comments

I’ve written about my distain for the term nonfiction over the years. I’ve complained about how ridiculous it is to name something based on what it is not. To make this point with the countless students I’ve met with during author visits, I tell them to imagine a world in which there is no such word as girls; females are called non-boys. And then, to quiet the boys’ laughter and cheers get too loud, I reverse it. No such word as boys; they are non-girls. The kids get it.

Making matters worse is the role that nonfiction plays in our lives. It’s the type of reading and writing we mostly do. Sure, we read fiction, but we also read newspapers, magazines, reports, and e-mails. And, when was the last time you wrote a short story? Fiction is an essential part of living, but so is nonfiction. And so it should be accorded a more appropriate and meaningful name.

I’ve thought about this for a long time. Years. I’ve researched it and talked to anyone who would listen about my concern. Not a single person—not one—has disagreed that nonfiction should be renamed. And so, having not found an alternative term, I’ve created one: faction.

It’s simple and clear, has real meaning, and doesn’t try to upstage fiction in any way (it even has the same number of letters). It’ll be easier to teach as well as remember since fact is at its foundation.

Now, all we have to do is use the word and share it with others. Talk to your friends and neighbors. Tell librarians. If you’re a teacher, let your students and your colleagues know that they never have to use that senseless term again.

Faction is in; nonfiction is out!

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