Spring Break Reading

Always trying to find interesting books for kids and to keep abreast of what is new and exciting in the book world, I have a few good books to recommend.  I just finished reading these books over spring break...

 Nerd Camp is great if you are a gifted student or if you have a gifted child because it is about this boy who goes away to a summer gifted camp called The Summer Centre for Gifted Enrichment SCGE (I would love to be at this camp!).  The main character, Gabe, wants to impress his new soon to be step-brother, Zack, who is a 'cool kid' - not into reading or science or school.  Gabe starts to test his hypothesis  "Am I a nerd who only has nerdy adventures?" at camp.   I loved this book...it was fun and gifted kids will be able to relate to the characters.

Being adopted myself, I could absolutely relate to this book!  I had tears at the end because no matter where you come from, it is the parents who raise and love you that are "your real parents"! This book is about a Korean boy, raised by Italian parents, and his quest to find out who he is.  I loved the characters and felt the author did a great job showing the difficulty of wanting to protect your child but also support your child in their quest to find their identity!  I think all adopted children, adults, and parents who adopt should read this book.

Fun stuff...a good adventure story about a blended family being stranded on a deserted island.  This is the first in a series.  Not heavy reading, but good survival material.

I was just introduced to this mystery series, and I think it is fun because it deals with cooking, mysteries, and history.  The first book takes place in Vancouver, which is a great hook for students in this city.  I just finished the first book, "Neil Flambe and the Marco Polo Murders" and I am going to read the second, "Neil Flambe and Aztec Abduction" and third, "Neil Flambe and Crusader's Curse". 

Happy Reading!

Book It! Challenge Centre: How to organize a book club for high powered readers

I am working with a great group of readers whereby we will meet for four sessions and each time discuss a book that we are reading.   I was very impressed on day number one, when each student came with a copy of the novel, and a vast majority had already read the book.  It was so fantastic to see students discussing novels and having a huge interest in books.  I was in heaven!
So how do you organize twelve strong readers to make sure they learn or are inspired, or "get something" out of the process?  How do you choose the books to read?

Since the students know their subject domain really well (reading), we brainstormed 4-5 possible ways to organize our time together, keeping in mind that we are together for 4 days (Nov, Jan, Feb, March).  This took some time, but we came up with:

1.  Read the assigned book and spend 4 sessions on it (Mysterious Benedict Society)
2.  Read the assigned book and the other two in this series, and devote the 4 sessions to this series (Mysterious Benedict Society Book 1,2,3)
3.  Spend each session on our own book (like an individual book study)
4.  Spend each session on a different novel, but the entire group does the novel (end up studying 4 different novels as a group)

After much debate and discussion, the students chose number 4:  spend each session on a different novel.

So, for our next book, we decided to cover the Septimus Heap series by Angie Sage, and will read book 1: Magyk.

For our third session together, we are going to focus on a classic....we are thinking The Hobbit, or To Kill a Mockingbird, or maybe Lord of Rings.  We are not sure yet, but I am looking for ideas... 


So, what do the students do for the entire day, besides read and discuss the book?


In each session, the students are given a challenge for the book they are reading.  I create big projects or challenges that they can spend time working on and developing.  Basically,  I know these students have been given excellent reading assignments in their classrooms, and we discussed the ways in which they have covered novels in their schools:  book reports, chapter summaries,  vocabulary sheets, and so forth.  Many of their previous book experiences have been to break the novel down and look at facts and details, however,  my goal is to let them be the book expert and try something different whereby they are making their own sense of what is going on.


The Challenge for the first book, the Mysterious Benedict Society, is to make a time line, or "frame" of the story, by taking 10 of the main events, and creating a project around this.  The challenge is to use 10 events ONLY, so the students need to really know the main parts of the book.  As well, the challenge is to present their information in a creative format:  some students are making mobiles, others are presenting theirs as a diorama, or a flip chart.  The possibilities are endless.

With gifted or talented students, big ideas work best.....give them big ideas to work with and the freedom to experiment and make meaning of what they have read.  It will be interesting to see the 10 events that each student reveals...will they be the same 10 events?....we will have a great discussion by using their work as a spring board.  The key is using their expertise to drive the process....to stretch them and make them be accountable for their decisions.


I will keep you posted on the outcomes of the first challenge..we will meet again in January.  Students, I can't wait to see and hear your ideas about the Mysterious Benedict Society!

Book It! Challenge Centre: How to organize a book club for high powered readers

I am working with a great group of readers whereby we will meet for four sessions and each time discuss a book that we are reading.   I was very impressed on day number one, when each student came with a copy of the novel, and a vast majority had already read the book.  It was so fantastic to see students discussing novels and having a huge interest in books.  I was in heaven!
So how do you organize twelve strong readers to make sure they learn or are inspired, or "get something" out of the process?  How do you choose the books to read?

Since the students know their subject domain really well (reading), we brainstormed 4-5 possible ways to organize our time together, keeping in mind that we are together for 4 days (Nov, Jan, Feb, March).  This took some time, but we came up with:

1.  Read the assigned book and spend 4 sessions on it (Mysterious Benedict Society)
2.  Read the assigned book and the other two in this series, and devote the 4 sessions to this series (Mysterious Benedict Society Book 1,2,3)
3.  Spend each session on our own book (like an individual book study)
4.  Spend each session on a different novel, but the entire group does the novel (end up studying 4 different novels as a group)

After much debate and discussion, the students chose number 4:  spend each session on a different novel.

So, for our next book, we decided to cover the Septimus Heap series by Angie Sage, and will read book 1: Magyk.

For our third session together, we are going to focus on a classic....we are thinking The Hobbit, or To Kill a Mockingbird, or maybe Lord of Rings.  We are not sure yet, but I am looking for ideas... 


So, what do the students do for the entire day, besides read and discuss the book?


In each session, the students are given a challenge for the book they are reading.  I create big projects or challenges that they can spend time working on and developing.  Basically,  I know these students have been given excellent reading assignments in their classrooms, and we discussed the ways in which they have covered novels in their schools:  book reports, chapter summaries,  vocabulary sheets, and so forth.  Many of their previous book experiences have been to break the novel down and look at facts and details, however,  my goal is to let them be the book expert and try something different whereby they are making their own sense of what is going on.


The Challenge for the first book, the Mysterious Benedict Society, is to make a time line, or "frame" of the story, by taking 10 of the main events, and creating a project around this.  The challenge is to use 10 events ONLY, so the students need to really know the main parts of the book.  As well, the challenge is to present their information in a creative format:  some students are making mobiles, others are presenting theirs as a diorama, or a flip chart.  The possibilities are endless.

With gifted or talented students, big ideas work best.....give them big ideas to work with and the freedom to experiment and make meaning of what they have read.  It will be interesting to see the 10 events that each student reveals...will they be the same 10 events?....we will have a great discussion by using their work as a spring board.  The key is using their expertise to drive the process....to stretch them and make them be accountable for their decisions.


I will keep you posted on the outcomes of the first challenge..we will meet again in January.  Students, I can't wait to see and hear your ideas about the Mysterious Benedict Society!

A Back to School Read for Friday's Fiction

I am starting a weekly segment called "Friday's Fiction" whereby I will review books (on Fridays) to use in the classroom. 

I bought this book on Pender Island this summer, and I fell in love with the illustrations.

This book is about a new student who has to sit at the front of the class, and sits next to the narrator.  Marshall's "things are different than mine", and he "doesn't eat normal food" is how the narrator views the new boy.  
So, we are introduced to Marshall Armstrong, who does things a little differently!

The narrator goes on to state:
"Marshall Armstrong doesn't have a TV at home.  Her prefers the paper.  His dad says it gives him a good perspective.
Marshall Armstrong doesn't fit  in at our school.  Not one bit."

Finally, the narrator is invited to Marshall's birthday, which he doesn't really want to go to; but surprisingly, Marshall has the greatest house:  
"We can run around inside and... There is a Mexican pinata to open.  We play hide and seek all over the house.  We rebuild Mr. Armstrong's train set.  We take turns to look at the sky through a telescope, and through a microscope at the cut on Jane's arm."

The narrator has a great time, and thinks differently about Marshall.
Finally, another new student (Elizabeth Bell) arrives at the school, and the narrator says, "I tell Miss Wright that she should sit at the front with me and Marshall for the first few days, until she settles in."

Why would a child/gifted student like this book?
The illustrations are wonderful, and the humour is fantasic.  All students will like this book, especially when they get to the part about Marshall's fabulous house and his birthday party!
What's life got to do with it?
This book is great to use in the beginning of the school year to introduce new students to the classroom, and talk about how we are individuals. I would discuss the idea of being new, and how that can be very difficult.  I would use it to talk about how we each have our own individual style and ways of learning.


How would one use this book in the classroom, for discussions, extensions?
Teachers can use this as a writing prompt to write about "The first day of school" or "how are you like Marshall Armstrong..." 

I would use this book to talk about identity, friendship, and understanding for others.  For example, I would talk about how students eat different kinds of food, and that it is wonderful to explore and appreciate our culinary differences in class.  I would talk about Marshall Armstrong's home and his birthday, and how Marshall's home may be different from your own, and that is interesting and exciting. 

Personally, I bought the book for the illustrations and the humour, and because I love the look of the book.  I enjoy pouring over the illustrations and  seeing how the author builds the story around the great drawings!  David Mackintosh has wonderful talent, and I am looking forward to more of his books!

A Back to School Read for Friday's Fiction

I am starting a weekly segment called "Friday's Fiction" whereby I will review books (on Fridays) to use in the classroom. 

I bought this book on Pender Island this summer, and I fell in love with the illustrations.

This book is about a new student who has to sit at the front of the class, and sits next to the narrator.  Marshall's "things are different than mine", and he "doesn't eat normal food" is how the narrator views the new boy.  
So, we are introduced to Marshall Armstrong, who does things a little differently!

The narrator goes on to state:
"Marshall Armstrong doesn't have a TV at home.  Her prefers the paper.  His dad says it gives him a good perspective.
Marshall Armstrong doesn't fit  in at our school.  Not one bit."

Finally, the narrator is invited to Marshall's birthday, which he doesn't really want to go to; but surprisingly, Marshall has the greatest house:  
"We can run around inside and... There is a Mexican pinata to open.  We play hide and seek all over the house.  We rebuild Mr. Armstrong's train set.  We take turns to look at the sky through a telescope, and through a microscope at the cut on Jane's arm."

The narrator has a great time, and thinks differently about Marshall.
Finally, another new student (Elizabeth Bell) arrives at the school, and the narrator says, "I tell Miss Wright that she should sit at the front with me and Marshall for the first few days, until she settles in."

Why would a child/gifted student like this book?
The illustrations are wonderful, and the humour is fantasic.  All students will like this book, especially when they get to the part about Marshall's fabulous house and his birthday party!
What's life got to do with it?
This book is great to use in the beginning of the school year to introduce new students to the classroom, and talk about how we are individuals. I would discuss the idea of being new, and how that can be very difficult.  I would use it to talk about how we each have our own individual style and ways of learning.


How would one use this book in the classroom, for discussions, extensions?
Teachers can use this as a writing prompt to write about "The first day of school" or "how are you like Marshall Armstrong..." 

I would use this book to talk about identity, friendship, and understanding for others.  For example, I would talk about how students eat different kinds of food, and that it is wonderful to explore and appreciate our culinary differences in class.  I would talk about Marshall Armstrong's home and his birthday, and how Marshall's home may be different from your own, and that is interesting and exciting. 

Personally, I bought the book for the illustrations and the humour, and because I love the look of the book.  I enjoy pouring over the illustrations and  seeing how the author builds the story around the great drawings!  David Mackintosh has wonderful talent, and I am looking forward to more of his books!

Who is Achilles?

The other day, my one son told me that his friend's achilles heel hurt...and why is that part of the heel called achilles?

So, I started to explain, and realized, that I wasn't completely sure about the story of Achilles....was he dipped in the river Styx by his mother, who held him by his heel?

So, I found this book  The Iliad retold by Ian Strachan that I had bought years ago, and had promised to read to my sons one day.   They are fascinated by the stories, and I am too!  They both finished the Percy Jackson series, so they knew a great deal about Mount Olympus and Zeus and various other Gods and Goddesses, but they knew little of the Trojan War. 

What a great way to learn about history.   Myths are wonderful story opportunities for kids....lots of adventure, deception, violence, prophecies, virtues revealed, and history repeating itself.  I can't wait to move onto the Odyssey. 

While on the same topic, I also have been reading Atticus the Storyteller's 100 Greek Myths to my sons. This book links together the Greek myths via Atticus's journey through the ancient sites where the stories originally happened. It is very comprehensive and yet, you can read each story on its own.


Then I started thinking of other myths and legends from other cultures.  I am wanting to review Aboriginal myths and legends, Norse myths and legends, and Celtic myths and legends, just to start.  Do you have any suggestions of great myths and legends that I can read?
   
I am thinking of creating a challenge centre that focuses on this theme....

Who is Achilles?

The other day, my one son told me that his friend's achilles heel hurt...and why is that part of the heel called achilles?

So, I started to explain, and realized, that I wasn't completely sure about the story of Achilles....was he dipped in the river Styx by his mother, who held him by his heel?

So, I found this book  The Iliad retold by Ian Strachan that I had bought years ago, and had promised to read to my sons one day.   They are fascinated by the stories, and I am too!  They both finished the Percy Jackson series, so they knew a great deal about Mount Olympus and Zeus and various other Gods and Goddesses, but they knew little of the Trojan War. 

What a great way to learn about history.   Myths are wonderful story opportunities for kids....lots of adventure, deception, violence, prophecies, virtues revealed, and history repeating itself.  I can't wait to move onto the Odyssey. 

While on the same topic, I also have been reading Atticus the Storyteller's 100 Greek Myths to my sons. This book links together the Greek myths via Atticus's journey through the ancient sites where the stories originally happened. It is very comprehensive and yet, you can read each story on its own.


Then I started thinking of other myths and legends from other cultures.  I am wanting to review Aboriginal myths and legends, Norse myths and legends, and Celtic myths and legends, just to start.  Do you have any suggestions of great myths and legends that I can read?
   
I am thinking of creating a challenge centre that focuses on this theme....

What some of us are reading in the Challenge Centre

I make it a habit to ask all the students I see, "What are you reading?".  As a former teacher of the MACC program, which is a full time multi-age class of highly gifted learners, I found that one inherent commonality of all the students was their voracious love of reading.  Their inherent passion and love for books was so inspiring for me. 



One of my greatest moments as a teacher, was finding the Harry Potter series back in the 90's, and reading it for the first time to my class.  We were all mesmorized and this book, as it was a huge turning point for children's literature (this book opened up children's literature for my generation).

So, I was very excited in talking with this student about the book he was reading: A Little History of the World.
This fantastic student is in grade three, and he has a wonderful concept of history and how the world works.  I am going to read this book and learn.


I am continually amazed and blessed by these wonderful learners I have the opportunity to meet.  Thank you for your energy and enthusiasm for learning.

What some of us are reading in the Challenge Centre

I make it a habit to ask all the students I see, "What are you reading?".  As a former teacher of the MACC program, which is a full time multi-age class of highly gifted learners, I found that one inherent commonality of all the students was their voracious love of reading.  Their inherent passion and love for books was so inspiring for me. 



One of my greatest moments as a teacher, was finding the Harry Potter series back in the 90's, and reading it for the first time to my class.  We were all mesmorized and this book, as it was a huge turning point for children's literature (this book opened up children's literature for my generation).

So, I was very excited in talking with this student about the book he was reading: A Little History of the World.
This fantastic student is in grade three, and he has a wonderful concept of history and how the world works.  I am going to read this book and learn.


I am continually amazed and blessed by these wonderful learners I have the opportunity to meet.  Thank you for your energy and enthusiasm for learning.

Flanimals

The one never ending hit in my classroom is the book Flanimals.

Flanimals was created by Ricky Gervais, the British actor best known for the series The Office ( the UK version, not the American version).

My husband was working in the UK in 2006, and brought this book home, and I brought it to the Challenge Centre, as my two sons were too young to read it at the time. 
It has never left our classroom! Boys and girls (but especially boys!!) gravitate toward this book and when they find it; they do not want to let it go.  I have had arguments over this book:  "He's had it for too long...when is it my turn?" or "Where is the Flanimals book....did someone misplace it?".  

I will often find two-four boys crammed into the big green chair reading the book, discussing the various flanimals and talking about which one they like best.

The book is falling apart.  It is a much loved and cherished book in the Challenge Centre.  Returning students ask for it.

Why is it so great?  Ricky Gervais has created a book of made up creatures that have ridiculous names, and very silly character traits. It is an animal kingdom of sorts, made up of crazy creatures.  Kids love the book because it is humorous, silly, and appeals to the off-beat "child" in all of us.  Those with a keen sense of humour really enjoy it!


I encourage all parents of boys, and teachers to get these books (there is now 4 in the series, and I think an animated movie in the make!)  I also think this book is good for students that may not be into reading, as the visuals are great, the entries are not too taxing, and the humour will win over any child.


Definitely a worthwhile set of books to add to your home or classroom library!

Flanimals

The one never ending hit in my classroom is the book Flanimals.

Flanimals was created by Ricky Gervais, the British actor best known for the series The Office ( the UK version, not the American version).

My husband was working in the UK in 2006, and brought this book home, and I brought it to the Challenge Centre, as my two sons were too young to read it at the time. 
It has never left our classroom! Boys and girls (but especially boys!!) gravitate toward this book and when they find it; they do not want to let it go.  I have had arguments over this book:  "He's had it for too long...when is it my turn?" or "Where is the Flanimals book....did someone misplace it?".  

I will often find two-four boys crammed into the big green chair reading the book, discussing the various flanimals and talking about which one they like best.

The book is falling apart.  It is a much loved and cherished book in the Challenge Centre.  Returning students ask for it.

Why is it so great?  Ricky Gervais has created a book of made up creatures that have ridiculous names, and very silly character traits. It is an animal kingdom of sorts, made up of crazy creatures.  Kids love the book because it is humorous, silly, and appeals to the off-beat "child" in all of us.  Those with a keen sense of humour really enjoy it!


I encourage all parents of boys, and teachers to get these books (there is now 4 in the series, and I think an animated movie in the make!)  I also think this book is good for students that may not be into reading, as the visuals are great, the entries are not too taxing, and the humour will win over any child.


Definitely a worthwhile set of books to add to your home or classroom library!

Unschooling Rules

I have been reading Unschooling Rules by Clark Aldrich.  I am very impressed.  I found out about this book by stumbling upon a wonderful and refreshing blog 
The Daily Prep created by  Aldrich's wife, Muffy Aldrich.  I love the clarity and authenticity of her blog and her insights. 


Now, back to the book; as an educator, who has been away from university for a while, I do not have the time to read extensive articles about education and the state of affairs of our gracious profession.  I have children, I have a busy life, and I have lots of commitments.  So, I loved how Aldrich's book is full of insights that are profound and clear statements about how we need to look at education.  The premise of the book is "55 ways to unlearn what we know about schools and rediscover education".  Each rule is a big idea that warrants thinking and discussion.  


Refreshing.


Aldrich begins by stating that there are seven C's of education:  curricula, content, coaching, customization, community, credit, and care.  He then goes into more detail about each.  


Here are some of the ideas that stuck with me:

• create and use periods of reflection
• explore, then play, then add rigor
• customization is important
• feed passions and embrace excellence
• minimize the drop off

These ideas resonate with me because these are ideas I try to bring into the Challenge Centre and use in my parenting and teaching.    I will be talking about each of these ideas in further blog posts.  Today, I like:

Create and use periods of reflection:


"A critical part of the learning process is time for quiet reflection about activities - both before and after they are undertaken.  So the busier children are the less they may actually be learning." pg. 35

Aldrich states that "School Days" should have extensive down times - that is, stretches without scheduled activities and even without the context of impending homework.  

I found this very powerful.  Often, I view The Challenge Centre as a place for students just to be.  To spend time thinking, tinkering, and talking.  Almost as a break from "regular school".  This rule also brought to mind one of the pivotal parenting experiences I had with my older son.  When he was finishing  grade one, just before summer break, I told him about all the programs he was going to be doing that summer:  art camp, violin lessons, swimming lessons, Kumon Math!  We had just finished a busy year filled with school and extra tutoring and lots of enriching activities. I was in the "hyper parenting" mode of having my child involved in everything so that he would have academic success.  


My son looked at me, with tears in his eyes, and said, "Mommy, I don't want to do anything this summer.  I just want to play."  It was then that my world came crashing down and I realized how my son needed down time and reflection time. He had spent this intense school year with all these activities I had done (probably more for me than for him) and he was tired and just needed to reflect.  What did our summer look like?   Lot's of reading, building lego, playing at the park, swimming without lessons, and hanging out together.  I learned a profound lesson that summer:  periods of reflection are critical to our lives. I have taken this lesson into all of my summers with my kids and we plan for "reflection".


I hope that schools and programs and parents build reflection into their lives.  I live by it. 

Unschooling Rules

I have been reading Unschooling Rules by Clark Aldrich.  I am very impressed.  I found out about this book by stumbling upon a wonderful and refreshing blog 
The Daily Prep created by  Aldrich's wife, Muffy Aldrich.  I love the clarity and authenticity of her blog and her insights. 


Now, back to the book; as an educator, who has been away from university for a while, I do not have the time to read extensive articles about education and the state of affairs of our gracious profession.  I have children, I have a busy life, and I have lots of commitments.  So, I loved how Aldrich's book is full of insights that are profound and clear statements about how we need to look at education.  The premise of the book is "55 ways to unlearn what we know about schools and rediscover education".  Each rule is a big idea that warrants thinking and discussion.  


Refreshing.


Aldrich begins by stating that there are seven C's of education:  curricula, content, coaching, customization, community, credit, and care.  He then goes into more detail about each.  


Here are some of the ideas that stuck with me:

• create and use periods of reflection
• explore, then play, then add rigor
• customization is important
• feed passions and embrace excellence
• minimize the drop off

These ideas resonate with me because these are ideas I try to bring into the Challenge Centre and use in my parenting and teaching.    I will be talking about each of these ideas in further blog posts.  Today, I like:

Create and use periods of reflection:


"A critical part of the learning process is time for quiet reflection about activities - both before and after they are undertaken.  So the busier children are the less they may actually be learning." pg. 35

Aldrich states that "School Days" should have extensive down times - that is, stretches without scheduled activities and even without the context of impending homework.  

I found this very powerful.  Often, I view The Challenge Centre as a place for students just to be.  To spend time thinking, tinkering, and talking.  Almost as a break from "regular school".  This rule also brought to mind one of the pivotal parenting experiences I had with my older son.  When he was finishing  grade one, just before summer break, I told him about all the programs he was going to be doing that summer:  art camp, violin lessons, swimming lessons, Kumon Math!  We had just finished a busy year filled with school and extra tutoring and lots of enriching activities. I was in the "hyper parenting" mode of having my child involved in everything so that he would have academic success.  


My son looked at me, with tears in his eyes, and said, "Mommy, I don't want to do anything this summer.  I just want to play."  It was then that my world came crashing down and I realized how my son needed down time and reflection time. He had spent this intense school year with all these activities I had done (probably more for me than for him) and he was tired and just needed to reflect.  What did our summer look like?   Lot's of reading, building lego, playing at the park, swimming without lessons, and hanging out together.  I learned a profound lesson that summer:  periods of reflection are critical to our lives. I have taken this lesson into all of my summers with my kids and we plan for "reflection".


I hope that schools and programs and parents build reflection into their lives.  I live by it. 

Thank you Brock Students

It is always a treat to work with students from Brock Elementary where I am a staff member because:

I get to meet fantastic students whom I can make connections with.  What a great group!  Sometimes it is challenging to be at a school and working with learners from all over the district; however, I love meeting so many creative and wonderful students all the time.

Today, the Brock students shared their favourite books or stories with me.  I opened up the discussion with, "What is your favourite book?".  Delightedly, the students brought in their books and explained why they like the book. 

It is always great to share reading with each other!

I wish that I had more time to incorporate reading activities into my program like Ms. Gelson,  a creative, wonderful teacher who has the most fantastic blog about reading, books, and activities to do with students.  Ms. Gelson knows books, and knows how to ask the right questions about reading to engage students.  Powerful stuff. High Level.  Fantastic.

Thank you Brock Students

It is always a treat to work with students from Brock Elementary where I am a staff member because:

I get to meet fantastic students whom I can make connections with.  What a great group!  Sometimes it is challenging to be at a school and working with learners from all over the district; however, I love meeting so many creative and wonderful students all the time.

Today, the Brock students shared their favourite books or stories with me.  I opened up the discussion with, "What is your favourite book?".  Delightedly, the students brought in their books and explained why they like the book. 

It is always great to share reading with each other!

I wish that I had more time to incorporate reading activities into my program like Ms. Gelson,  a creative, wonderful teacher who has the most fantastic blog about reading, books, and activities to do with students.  Ms. Gelson knows books, and knows how to ask the right questions about reading to engage students.  Powerful stuff. High Level.  Fantastic.

One of my Favourite Books

For my unit on Operation Civilization, I read the students Weslandia By Paul Fleischman as a beginning activity.  
This is a fantastic book that deals with bullying, and being a bit different from the crowd, and doing your own thing!  Basically, Wes spends the summer designing his own civilization!  As I read this to the students, I have them begin to get ideas about designing their own civilization and talk about:  language, staple food crops, government, and leisure activities.  

One of my Favourite Books

For my unit on Operation Civilization, I read the students Weslandia By Paul Fleischman as a beginning activity.  
This is a fantastic book that deals with bullying, and being a bit different from the crowd, and doing your own thing!  Basically, Wes spends the summer designing his own civilization!  As I read this to the students, I have them begin to get ideas about designing their own civilization and talk about:  language, staple food crops, government, and leisure activities.  

Books that Inspire

I use primary books with all grades because of their great pictures and wonderful messages that appeal to a variety of learners. This is a great book to read about following your passion... and I used it to present my unit on architecture. Great drawings, too. Iggy Peck Architect by Andrea Beaty.

Books that Inspire

I use primary books with all grades because of their great pictures and wonderful messages that appeal to a variety of learners. This is a great book to read about following your passion... and I used it to present my unit on architecture. Great drawings, too. Iggy Peck Architect by Andrea Beaty.