Tag Archives: Help with Common Core State Standards

Tiny Gardens, Young Minds

I think I went to school with that guy...

I think I went to school with that guy…

Earlier this week I tweeted and posted a thing or two on Facebook about fairies–books that describe them, gardens that welcome them, and adventures in finding them. Since then I’ve been thinking a lot about how to incorporate a study of fairies into the classroom. Hold on a second! I know what you’re thinking: “C’mon, are you serious? If I started teaching about fairies, I’d have a flood of parent complaints. If I’m going to do that I may as well enroll a chimpanzee as a student in my class and call it an ‘educational experience’!”

Bear with me for a minute. Without question, the first order of business would be to send home a well timed and carefully worded note that clearly explains the unit you have planned and details the pedagogical value of the unit on fairies. You’d be sure to make clear that you can neither confirm nor deny the existence of fairies to your students, which is best handled by your students’ families. Now you’re asking what I might possibly find in a study of fairies that could have pedagogical value, and that’s a valid question. The following is my answer, which I hope you will find not only legitimate but persuasive as well.  

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The Utah Core Standards for social studies in kindergarten, first, and second grades state that students will be able to use geographic tools and skills, including maps and globes, and 1364782980_1understand map legends and directions. Now, because of that wonderful semester I spent in Educational Psychology (I’m serious! It was hard, but it was also really fun) learning about Gardner’s theory of multiple intelligences, I know that some students’ learning styles are better suited to visual/spatial, bodily/kinesthetic, and naturalist approaches.

I think you know where I’m going with this one. That’s right, a fairy garden is little more than a diorama of a physical (either real or imagined) space, combined with soil, plants, and other living and nonliving natural features. Because it is a 3D representation, it benefits visual and kinesthetic learners. Its use of plants, rocks, and natural objects facilitates learning for those who lean in the naturalist direction. A fairy garden can include houses, streets, signposts with directions, water features, even tiny human people. Depending on how the garden/city is laid out, students can gain a clearer sense of Core Standards concepts such as “grid,” “landmark,” and “compass.” Moreover, because it’s a fairy garden, the unit satisfies a science Core Standard with regard to examining living and nonliving things (such a multi-tasker!).

moreI think I’ve made a fairly strong case for this idea, but I’m not one for resting on my laurels. That’s why I’ve come up with even more applications. In Writers’ Workshop, why not encourage students to write stories set in the class fairy garden? Instruct them to visually examine the garden and then include those details in their writing, so that someone who hasn’t had a chance to see the garden personally can still imagine what it looks like.

Here’s another idea–as a class, identify a tiny object that can be moved within the fairy garden. Explain to students that as soon as they get to school tomorrow they will want to search for and find the object. Then, after students have gone home for the day, hide the object in a particular place in the garden. For bell work the next morning, have students find the object and write a short paragraph describing its specific location in the garden. Emphasize that they should use directional and measurement words. Collect the responses and pull them randomly to read aloud. The first student whose response correctly describes the location of the target object can have the chance to hide the object for the next day.

Once upon a time in a quiet, peaceful village lived a....

Once upon a time in a quiet, peaceful village lived a….

At this point you’re probably thinking you might be able to do this with your class, but you’re not sure where to start. How about this–collect students’ milk containers, rinse them out, and have students make them into houses and other buildings in the fairy garden. In the note you send home explaining the project, tell parents that students are welcome to contribute craft supplies, plants, and other small objects lying around the house. Ask students to gather pebbles, twigs, acorns, pinecones, and other interesting items in nature. Consider writing a grant proposal and submitting it to local garden centers, asking for donations of soil, plants, and a large container for your garden. More than anything, keep it simple and cost-effective, and as a teacher, you’re already really good at that!

Posted by Karen Rapier, an elementary education major at Utah Valley University in Orem, UT

Is This Going In My Permanent Record?

Lately I’ve been thinking about biographies and why it’s important to select quality children’s biographies, and I had a horrifying thought: What if a children’s biography were written about me? What kinds of details would be included? How about my “loose” housekeeping style, or my inability to get dinner on the table before 7 o’clock? I’m positive I remember sitting down to dinner at 6:39 p.m. one evening in early June!

On the other hand, what if the author only portrayed me as a goody-two-shoes Mormon miracle mother and wannabe schoolteacher who selflessly put her children’s needs above her own all the days of her life? Yuck! That’s not the kind of drivel I’d want written about me either. You see where I’m going with this, right? In a way, a biography is someone’s Permanent Record.

Is there one of these with my name written on it somewhere?

Is there one of these with my name on it somewhere?

I’m reflecting back on a simpler time in my life–the 1980’s–when my loving and well-meaning parents subscribed to a series of pseudo-biographical books called ValueTales. The one I’m looking at right now is entitled “The Value of Compassion: The Story of Florence Nightingale.” Here’s a direct quote for your reading enjoyment: “Florence knew this was not going to be easy, but she welcomed the challenge” (p. 41, for anyone who wants to see it with their own eyes).

I have a few questions for the author of this book. Were you there with Florence during the Crimean War? Did you hear her say, “This isn’t going to be easy, but I welcome the challenge, by gum!” LAMPAre you actually her trusty oil lamp Lucy, who fanned the flames of Florence’s desire to alleviate suffering and save lives? (Note: Lucy is actually a fictitious talking oil lamp, a character invented by the author in an effort to “simplify” difficult concepts for children’s immature minds.)

Fortunately for us, it’s a new century: We now know that children don’t need simplified information. In fact, their minds crave the retelling of complex, genuine experiences. FlorenceLAMPFurthermore, they engage and understand much more readily when the information is presented in a fair, unbiased manner; when the historical figure is presented as a whole person, rather than a caricature of evil or a paragon of virtue; and when the illustrations that accompany the text complement the book’s theme. 

As luck would have it, a Florence Nightingale biography was published for children earlier this year, written and lovingly illustrated by Demi. I’ve perused it online, and I look forward to reading it in person sometime soon. Curiously, the book’s Amazon preview fails to show any images of Florence talking to an oil lamp.

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Florence Nightingale, by Demi. 2014: Henry Holt & Co.

Posted by Karen Rapier, an elementary education major at Utah Valley University in Orem, UT

Meet Steve Sheinkin… next year!

Because we want to give this year’s audience attending UVU’s Forum on Engaged Reading, a preview of next year’s program, I want to introduce you to Steve Sheinkin, SteveSheinkinone of the Keynote Presenters for UVU’s 2014 Forum on Engaged Reading.  I “found” Steve on Ink Think Tank itt-logo — a great website that is a true “think tank” of nonfiction authors.  In Steve’s bio, he confesses to being a recovering textbook author… whose mission is to simply prove to kids that his­tory is actu­ally cool.”  You’ll probably recognize a couple of his books:  The Notorious Benedict Arnold: A True Story About Adventure, Heroism, and Treachery (Square Fish Publications, 2013) and Two Miserable Presidents: Everything Your Schoolbooks Didn’t Tell You About the Civil War (Roaring Brook Press, 2008).

Notorious Benedict2MiserablePres

Whether or not you recognize those books, you’re sure to be interested in his most recent one, Lincoln’s Grave Robbers (Scholastic, 2013), and the one just before that (a Newbery Honor Book), Bomb: The Race to Build–and Steal–the World’s Most Dangerous Weapon BombBook(Flashpoint Publications, 2012). These books aren’t “your mother’s nonfiction” — these are “thrillers and adventure stories first” so that Sheinkin’s readers will want to read them!

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Since the Common Core State Standards have shifted the focus of teaching comprehension and writing of complex nonfiction, it’s refreshing to find authors like Steve, who lure kids (and their teachers) in to the wonderful world of facts and details that make history come alive.

If you join us (UVU’s Forum on Engaged Reading) in October of 2014, you’re sure to become a Steve Sheinkin fan, as I have. SteveSgiving.talk In preparing for this blog post, I read a blog post by Sheinkin, himself, where he refers to his writing as detective work.  “… a nerdy kind of detective work,” he says, “but still… My job is to find stories, and I read books to look for clues, follow leads, gather evidence.” Wow, what an example for our students!

I’ll end this blog with just a bit of serendipity: at the end of Sheinkin’s blog post, author Jim Murphy makes a comment…  and guess what?  Jim Murphy is Keynoting this year’s Forum on Engaged Reading (Sept. 19 & 20, 2013).  So, Dear Reader, I hope you have become a believer: our conference — “For the Love of Reading” — is just a gift that will keep on giving, to you and to your students!  See you there!

Posted by Nancy Peterson, Professor of Teacher Education at Utah Valley University, and Co-Chair of UVU’s Forum on Engaged Reading