It's Monday, What Are You Reading? (10.27.14)

Every Monday bloggers all over the web participate in an effort to share books we have read and what we are excited about digging into. Thanks to Jen at Teach Mentor Texts and Kellee & Ricki at Unleashing Readers for hosting us all!

What I Read this Week (and last):

Hissy Fitz, by Patrick Jennings

(EdgemontUSA, January 6, 2015, ARC courtesy of NetGalley)

     Hissy Fitz is a big, old cat who is grumpy about the interference of his human family in his cat life. The book tells of his complaints and describes a cat's possible perspective in response to kind--and not-so-kind--kids who have a pet cat. 
     Cat fanatics will find an appreciation in this book for the cat's point of view. Many descriptions had me recalling the relationship my own childhood cat had with my siblings and me. Though the perspective is realistic, I kept waiting for the story to lift off. The book is mainly a series of strung together events from Hissy's point of view.

Project Mulberry, by Linda Sue Park
(Houghton Mifflin, 2005)
     Julia and Patrick plan to team up and win a prize at the state fair, but they need a project that will impress to earn the prize. Limitations prevent them from raising typical animals, and Julia's mom suggests growing silkworms. While Patrick latches onto the idea, Julia has a distaste for the project, feeling it is too Korean, where she is feeling pressure to be normal--or American. The project, in all it's stages of inception through execution provides Julia with the opportunity to explore her values as she grapples with some difficult ethical issues, and helps her to embrace her cultural identity.
     In keeping with my recent theme of reaching back and reading books I've missed along the way, I'm glad my attention was pointed to this book. Not only is the story of Project Mulberry interesting, the characters believable, and the conflicts engaging to the mind, but Linda Sue Park has done something unique with the format of the text, punctuating the chapters with internal dialogue between the main character and herself. These exchanges enlighten readers to "the story behind the story" and the process of writing, the way the novel evolves. 

Courage for Beginners, by Karen Harrington
(Little, Brown Books for Young Readers, August 12, 2014)
     Mysti Murphy's daily life has always been impacted by her mother's agoraphobia, but she feels the pinch more when a sudden accident lands her father--the parent who goes places--in the hospital for several months. The timing of the accident coincides with the beginning of middle school, and Mysti's long-time best friend has decided he wants to conduct a "social experiment," so he stops interacting with her in hopes of getting the attention of other students. Left on her own to navigate middle school, cope with the unknowns in her dad's prognosis, and help her family carry on despite a parent who won't leave the house, Mysti has no choice but to summon a little courage.
     Karen Harrington has a second novel that will tug at your heart (the first being Sure Signs of Crazy). Readers will want to coax Mysti along as she works past this broken and hurtful friendship with her long-time friend and will cheer for her new friendship with Rama. They will share her burden as she laments the troubles and undeserved challenges that come with an agoraphobic parent. And, if the reader is a reader like me, they'll appreciate that Harrington's book isn't heavy in happily-ever-after, but more realistic in it's ending.

The Great Greene Heist, by Varian Johnson
(Arthur A. Levine Books, May 27, 2014)
      It is easy to tell from the very beginning, Jackson Greene is the kind of trouble-making student you want to read for. When the young con detects unethical play in the school's Student Council elections, he gathers a cast of diverse characters around him to help foil their plan and insure the right person wins the presidential position--even if that happens to be his ex-best friend.
     I am so glad to finally be caught up on this book that held the attention of so many in my book-loving circles this summer. It is with good reason that everyone has been buzzing about Varian Johnson's adventure/mystery. The characters' stories and scenes weave together seamlessly, and the reader feels a part of Jackson's recruited team, helping to make things right. Johnson makes heroes of unlikely characters, blurring the stereotypical lines of social class in middle school. The book reads like an action movie, which I suspect will appeal to many students and leave them asking for subsequent adventures. I cannot wait to share this title at school.

The Case of the Vanishing Little Brown Bats: A Scientific Mystery, by Sandra Markle
(Milbrook Press, August 1, 2014, ARC courtesy of NetGalley)
     When scientists discover the Little Brown Bat population is declining, and, upon investigation, notice an unusual white fuzz on the noses of others, the team goes into action to solve the scientific mystery of what is causing more Little Brown Bats to die. This informational text takes readers on the journey from inquiry about the cause of dying bats to discovery of what is happening. With stunning close-up photos and a narrative style of writing, the text will hold the attention of curious readers, inviting them to be on the inside of active scientific research and discovery.

The Elephant Scientist, by Caitlin O'Connell, Donna Jackson, and Timothy Rodwell
(HMH Books for Young Readers, 2011)
     The Elephant Scientist is a Scientists in the Field text that documents the research about elephants and their ability to communicate through their feet and legs. The text chronicles the research of biologist Caitlin O'Connell and her team as they investigated a suspicion that elephants "listen" to the ground for signs as part of their communication. The step-by-step discoveries and explanation of the team's response to their findings made this a page-turning informational text. 

The Adventures of Beekle: The Unimaginary Friend, by Dan Santat
(Little, Brown Books for Young Readers, April 8, 2014)
     Beekle has waited patiently for a special friend to dream him up, but after waiting a long while, Beekle takes matters into his own hands and journeys to the real world, a city setting, in search of his special friend.
      Always a fan of Dan Santat's work, the illustrations in Beekle do not disappoint. The story gives a whimsical play to the theme of friendship and imaginary--and not-so-imaginary--friends. (Thank you, Niki Barnes, for this beautiful gift!)


What I am Currently Reading:

Life on Mars, by Jennifer Brown

(Bloomsbury USA Childrens, August 5, 2014)

What I am Reading Next:
The Terrible Two, by Mac Barnett, Jory John, and Kevin Cornell
I Survived True Stories: Five Epic Disasters, by Lauren Tarshis
All the Answers, by Kate Messner

It's Monday, What Are You Reading? (10.13.14)

Every Monday bloggers all over the web participate in an effort to share books we have read and what we are excited about digging into. Thanks to Jen at Teach Mentor Texts and Kellee & Ricki at Unleashing Readers for hosting us all!

What I Read this Week:

Half a World Away, by Cynthia Kadohata

(Atheneum Books for Young Readers, September 2, 2014)

     Jaden lives with his adoptive parents. From Romania, he has struggled to assimilate to live in America with his family. The book takes us on the journey of Jaden's family to Kazakhstan, where they intend to adopt another baby. Jaden believes their desire for another child is to compensate because he is not good enough. The book chronicles Jaden's experiences in Kazakhstan and his evolution as he discovers his feelings for his family-to-be.
     I'm still sitting with Jaden's story, undecided about the ways students might connect with Jaden's situation. Many students identify with his feelings of inadequacy, but I'm not sure if the international adoption line of the story is going to make it hard for them to access. I'm so curious to hear what other readers think of this book.

Hate That Cat, by Sharon Creech
(HarperCollins, 2008)
     Jack is back in the sequel to Love That Dog. As in the first book, Jack's class is studying poetry, but in this novel in verse, the students are emulating the language of poetry in their own work. Jack's poetry is about his fear of a neighborhood cat, and then his own kitten. Through his poetry, we also learn more about his relationship with his mother.
     Sharon Creech's book pair may be inspiring to writers, encouraging them to try their hand at free verse as a means of telling their story.

In Memory of Gorfman T. Frog, by Gail Donovan
(Dutton Children's Books, 2009)
     Josh is in 5th grade, and whether he's at home or at school, his mouth gets him in trouble--he likes to talk. When Josh finds a frog with three back legs in his backyard, adventure begins. Josh is determined to chase his curiosity about how and why this happened to the frog (named Gorfman). Josh's plight to prevent more frogs from future defects helps him find a new level of self-acceptance.
     The characters in this book are realistic, and the story line will appeal broadly with kids. Josh shows characteristics of an early activist, and so many elementary students have an interest in the well-being of creatures and the environment. I'm looking forward to finding this book a reader this week.

Little Elliot, Big City, by Mike Curato
(Henry Holt and Co., August 26, 2014)
     Mike Curato has created an adorable new character in Little Elliot, who finds himself too small to do most things in his home in New York City. When Elliot comes upon someone smaller than him and realizes teaming up will get them both what they want, and more, his new friendship brings him happiness.

The Invisible Boy, by Trudy Ludwig, illustrated by Patrice Barton
(Knopf Books for Young Readers, 2013)
     Brian is a quiet student who doesn't command a lot of attention. He is often overlooked by students, too. This picture book communicates the feelings of being left out and lonely in a classroom setting, and it offers students an opportunity to consider how they can be compassionate with one another.



What I am Currently Reading:

Project Mulberry, by Linda Sue Park

(Houghton Mifflin, 2005)

What I am Reading Next:
Hissy Fitz, by Patrick Jennings
Finding Serendipity, by Angelica Banks
The Elephant Scientist, by Caitlin O'Connell and Donna Jackson, illustrated by Timothy Rodwell

It's Monday, What Are You Reading? (10.6.14)

Every Monday bloggers all over the web participate in an effort to share books we have read and what we are excited about digging into. Thanks to Jen at Teach Mentor Texts and Kellee & Ricki at Unleashing Readers for hosting us all!

What I Read this Week:

Upside Down in the Middle of Nowhere, by Julie T. Lamana
(Chronicle Books, April 8, 2014)
     All Armani wanted was to celebrate her 10th birthday with her family and friends at her home, but nature had something different in store. Set in the city of New Orleans when the nightmare of Hurricane Katrina struck, this book is the account of Armani and her family as they faced obstacles and hardship at every stage of the natural disaster.
     Julie Lamana's writing is beautiful and heartfelt, even while describing the horror of Hurricane Katrina. Her description and portrayal of the cast of characters and their feelings stretched my reader's heart wide (and demanding something of a tissue-quota). Terrible as it was, it was fascinating to read about a historical event of recent past. This book will linger for a long while for me, and it will be passed on to the right reader at the right time...when that is found.

Gracefully Grayson, by Ami Polinsky
(Disney Hyperion, November 4, 2014, ARC courtesy of NetGalley)
     Sixth-grader Grayson Sender lives in Chicago with his aunt and uncle and two cousins after losing his parents in a car accident when he was in preschool. Grayson has long self-identified as female, but keeps his feelings suppressed with realization that the rest of the world would not take kindly to him, expecting gender conformity. Grayson lands the female lead in his school play and finally finds a means for expressing his true self. 
     Ami Polinsky brings to life a courageous character in Grayson and tastefully crafts the conflict--both internal and external--faced by young people who are exploring their sexuality. This book can broaden students' perspectives and touch on the necessity of tolerance for differences. I'm glad to have had this reading experience.

Bugged: How Insects Changed History, by Sarah Albee, illustrated by Robert Leighton
(Walker Childrens, April 15, 2014)
     Throughout time, insects have played a role in history, guiding discovery and impacting the outcome of known events. Bugged provides both detailed research and shorter quips describing instances and examples of the influence of insects on where we are today.
     Students will find the topic highly engaging once introduced to the material between the cover. True to informational books, readers can move fluidly around the pages, reading as little or as much as they like at a time. I imagine that this book will get passed around a lot in my classroom, with some of the more capable readers investing energy in the lengthier passages and my still-developing readers flittering from text box to image to text box to caption collecting bits and pieces as they go. The back matter of this text is wonderful and serves as a great exemplar of organizing vocabulary and sources for future readers.

No Monkeys, No Chocolate, by Melissa Stewart and Allen Young, illustrated by Nicole Wong
(Charlesbridge, 2013)
     Melissa Stewart creates another nonfiction masterpiece as she illustrates the interdependence of organisms related to cocoa beans in the rainforest. By layering each player and explaining their role in the growth and development of cocoa beans, Stewart reinforces the concept that each one is dependent upon the other, that all have a role to play and each link is vital. The illustrations are beautiful, and the tiny worm commentary in the corners of the page are smile-worthy and offer a voice and personality to the page that will entertain readers without detracting from the text. This book presents interesting information in a digestible bite.

Rosie Revere, Engineer, by Andrea Beaty, illustrated by David Roberts
(Harry N. Abrams, 2013)
     Rosie has an interest in tinkering with all kinds of gadgets and gizmos, until one day her uncle laughs at a very well-intentioned piece, shutting down Rosie's creative juices. One day Rosie's aunt Rose (fashioned to represent Rosie the Riveter) arrives, and when she expresses a desire to fly, Rosie is again inspired to create and build. But her creation crashes. Rosie is ready to quit again when she is unsuccessful, but Aunt Rose inspires her to look at the creation as a first attempt. 
     Rosie Revere, Engineer is another great fit book for developing a growth mindset in children. I am eager to share this book with my students and anticipate they will have great conversations about the similar theme in this book as The Most Magnificent Thing and Ish. 

What I am Currently Reading:

Hissy Fitz, by Patrick Jennings

(EgmontUSA, January 6, 2015, ARC courtesy of NetGalley)

The Writing Thief, by Ruth Culham

(International Reading Association, April 28, 2014)

What I am Reading Next:
Half a World Away, by Cynthia Kadohata
Finding Serendipity, by Angelica Banks
The Elephant Scientist, by Caitlin O'Connell and Donna Jackson, illustrated by Timothy Rodwell

It's Monday, What Are You Reading? (9.29.14)

Every Monday bloggers all over the web participate in an effort to share books we have read and what we are excited about digging into. Thanks to Jen at Teach Mentor Texts and Kellee & Ricki at Unleashing Readers for hosting us all!

What I Read this Week:

Young Houdini: The Magician's Fire, by Simon Nicholson
(Sourcebooks Jabberwocky, October 7, 2014, ARC courtesy of NetGalley)
     When his Hungarian family was split up, Harry was sent to live in America, where he makes his way as a shoeshine boy and performs magic for small crowds with the help of two loyal friends, Billie and Arthur. One evening, Harry's friend and inspiration, Herbie Lemster, is kidnapped after his regular magic show and Harry and his friends will stop at nothing to unravel the mystery of his disappearance. 
     The beginning of this book captured my attention immediately, lulled a little, and once I was wrapped up in Harry's chase, I turned pages until the end. This will be a new and interesting series to offer middle grade students since it has elements of mystery, historical fiction, and adventure tangled into one 240-page novel. I'm looking forward to eliciting student feedback, and I'm curious about how the series will continue.

Gooney Bird Greene, by Lois Lowry

(Dell Yearling, 2002)
     Mrs. Pigeon's 2nd grade class is very intrigued by their new student, Gooney Bird Greene. Gooney Bird tells many stories, chapter after chapter, maintaining her stories are true by cleverly playing with words and their meanings. In the end, when Gooney Bird has told her last story, she highlights stories her peers could also share, imparting the ability to storytell upon then.
     I read Gooney Bird Greene in keeping with my recent theme of finally reading some books I've had around forever but never spent time between their covers. I appreciated the eccentric-ism of Gooney Bird Greene, and I especially appreciated the ultimate message that everyone has stories to tell. Some of my young, developing readers might find happy company with Gooney Bird.

Ish, by Peter H. Reynolds
(Candlewick, 2004)
     Ramon's love of drawing is squelched when his older brother laughs at one of his pictures. After quitting and growing angry, Ramon discovers his sister is a great admirer, and she helps him recognize there is room for things to be 
"-ish." With a changed mindset and accepting of -ish-like things, Ramon is able to resume his drawing, finding joy.
     My students loved this book, especially following the reading of The Dot. They completely understood that expecting to be perfect is unrealistic, but -ish-like things can continue to develop. Many related this book to The Most Magnificent Thing.

The Important Book, by Margaret Wise Brown, illustrated by Leonard Weisgard

(HarperCollins, 1999)
     An illustrated poem with repetitive/predictable pattern, Margaret Wise Brown presents to readers ordinary objects and the qualities that make them important. A colleague used this book in years passed as a community building book to grow appreciation of one another. I just may attempt something similarly inspired, and I may use this book as a mentor for students, with each writing and contributing their own page. I may use it for synthesizing content, or maybe I'll use is as a remembrance gift for the students. Hmm...



What I am Currently Reading:

Bugged: How Insects Changed History, by Sarah Albee

(Walker Childrens, April 15, 2014)

The Writing Thief, by Ruth Culham

(International Reading Association, April 28, 2014)

What I am Reading Next:
Hissy Fitz, by Patrick Jennings
Gracefully Grayson, by Amy Polonsky
Upside Down in the Middle of Nowhere, by Julie T. Lamana

Unleashing the Writer Within

One of my major classroom goals this year is to empower my students in writing, to free their inner writer. 

In order to achieve this goal, I am adjusting course and pushing my own writing instruction further. My effort is to strike a balance between teaching structures and craft in writing and teaching expression and purpose in writing. My first instructional shift was to devote a length of time at the start of the year to the purpose of writers' notebooks. Considering that I may have historically rushed students through the stage of "owning" their notebooks and written content, I wanted to slow down this year, modeling and guiding students to curate ideas in their notebooks.

Our year of writers' workshop kicked off with a directive the students were unaccustomed to when I told them to make a mess. Then, in the days of "mess-making" that followed, I observed the students' daily work. I sampled the crowd some days, recording the frequency in which I saw long, voluminous writing, alternative experiments to log writing ideas, and/or strategies to generate writing.

Based on the samples and frequency in which they appeared (or did not appear) in the students' notebooks, I designed a sequence of mini-lessons to highlight lesser seen methods of generating ideas. This allowed me to influence students more directly and facilitate guided practice, exposing students to more available options for bringing about writing. 

Plenty of "what ifs" to explore

Over the last two weeks, pages of brand-new composition notebooks have become collections of

• sketches, drawings, and diagrams
• lists (related to firsts, lasts, people, places, objects, emotions)
• maps of familiar places
• questions and wonders
• three-column lists (borrowed from a Jo Knowles' writing talk).

Not all students tried all of the strategies modeled during the independent portion of the workshop. I decided that was ok for this particular unit, especially since my primary goal was to help students get in touch with their inner writer-voice. An attempt at each was all I required, and the workshop practice qualified as making an attempt.

Left: Map of a familiar place;
Right: List making with firsts, lasts, etc.

In the tail-end of this unit, I've been conferencing with students to listen to their preferred strategies and what writing they have unearthed from within. Many have been joyful and proud in sharing the different "possibilities" in their notebooks. Even my most reluctant writers have been able to name something they tried that felt like it was working. 

In the first month of school, this group of students has produced more writing than the previous years' classes. Sure, there is never a pure study, and I know there are all kinds of variables at play, but easing up on the pressure of expectations and validating students' effort and imperfection seems to have resulted in volume writing and improved engagement. My deliberate decision to coax out the writer within has reinforced the idea that all students can write, and every written attempt has value.

What are some alternative strategies for generating writing that you model/facilitate for students?

It's Monday, What Are You Reading? (9.22.14)

Every Monday bloggers all over the web participate in an effort to share books we have read and what we are excited about digging into. Thanks to Jen at Teach Mentor Texts and Kellee & Ricki at Unleashing Readers for hosting us all!

What I Read this Week:

Greenglass House, by Kate Milford
(Clarion Books, August 26, 2014, ARC courtesy of NetGalley)
     Milo lives with his adoptive parents in the Greenglass House, an inn with history of sheltering runners. The Christmas vacation has just begun, but Milo soon finds his intended plans of relaxation and time with his parents will be put off as several unexpected traveling guests arrive one after the other. The cast of visiting characters are peculiar and interesting to Milo, especially when the there are thefts in the house. Milo and his newfound friend Meddy take up the charge to solve the mystery through assumed roles of a role-playing game.
     I was interested and intrigued through the book, mentally working alongside Milo and Meddy to string together hints or clues planted by Kate Milford to help the reader solve the mystery, too. Still, a significant twist snuck up upon me giving me that sort of a jolt that made me appreciate the story even more. Typically not a mystery-reader, the Greenglass House won me over, and I suspect many students will be happy to jump into the book to keep company with Milo and Meddy, if they are sophisticated enough readers to keep track of the many characters and details.

A Million Ways Home, by Dianna Dorisi Winget

(Scholastic Press, August 26, 2014, ARC courtesy of NetGalley)
     Although Poppy has only escaped from the children's home to find her grandmother--her guardian--at the nursing home and ensure she is being cared for, Poppy lands herself in a heap of trouble as the only eye-witness to a robbery and murder at a gas station. Poppy enters the protective care of the detective and his mother and experiences what it is like to have someone genuinely care for you, about you. Poppy breaks through the tough exterior of Lizzie, another pre-teen with a reputation for questionable decisions, and she succeeds in training a dog with a track record for impulsive, dangerous behaviors. Poppy's help is necessary to closing the case on the robbery/murder, but can she do that with the looming fear of returning to the children's home and life without the warmth of others?
     Though I have some concern about the fear factor that some readers will have by reading this book and journeying with Poppy, the happy ending that comes will hopefully overshadow the tragic losses that have befallen Poppy. The cover is slightly misleading, suggesting the dog (Gunnar) plays a larger role in the book than he does; it really isn't a dog story even though it looks like it.

Love That Dog, by Sharon Creech
(HarperCollins, 2001)
     Jack's class is studying poetry, and he is expected to write in response to the poems. First he sees himself as incapable, yet by writing to learn and some validation from his teacher, Jack produces poetry that earns him positive attention. As he writes about his dog, he finds his poetic voice and develops his self-perception as a writer.
     I cannot figure out why I had not read this book before. I have no idea what kept me from it previously, because now I cannot stop thinking about ways it could be incorporated into my writing instruction, and it has sent me into a reflective mindset about what worked for Jack as a student and what ideas I can "borrow" from his classroom. As a novel in verse, I'm looking forward to recommending this title to my 4th graders right away.

Aviary Wonders, Inc. Spring Catalog and Instruction Manual, by Kate Samworth

(Clarion Books, March 4, 2014)
     This picture book has only a small indication that it is just that, a picture book, and not a legitimate catalog from the future advertising bird parts that can be ordered and constructed to make birds...since birds are extinct. Teetering between informational and a science fiction, the book does include scientific vocabulary and explanation of the specialized parts, such as claws and beaks. Thought-provoking, to say the least, this book deserves many rereads and will offer something new--whether details on the page or considerations in thinking--with each encounter.


What I am Currently Reading:

The Magician's Fire, by Simon Nicholson

(Sourcebooks Jabberwocky, October 7, 2014, ARC courtesy of NetGalley)

The Writing Thief, by Ruth Culham

(International Reading Association, April 28, 2014)

What I am Reading Next:
(going back to) Bugged!, by Sarah Albee
Gracefully Grayson, Amy Polonsky
Upside Down in the Middle of Nowhere, by Julie T. Lamana

Creating Bravely

Last year I learned about International Dot Day, the creative global event established by Terry Shay and Peter H. Reynolds, fashioned after Mr. Reynold's book, The Dot. The positive and important message of Vashti's creative experience was one I could promote with students whole-heartedly, and so we shared the book and designed dots and posted about making a mark on our bulletin board.

This year, I anticipated the arrival of Dot Day from before the start of school. I knew it was a connected event I wanted to participate in with my classroom. And, I wondered if others in my school would, too, if they knew it was coming. 

So, I composed a brief description and a link and an offer to borrow my book on our staff email. My teeth clenched and my heart wrenched and I hit the button...send. And then I waited.

See, I've earned something of a reputation in my school for having crazy, big ideas, and while some embrace the spirit and join in, I get the impression that many would prefer I just do what I do quietly. And the truth is, sometimes that impression is strong enough to make me retreat inside the four walls of my classroom and hold to doing what I know is creating the best experience for my students. 

But other times, I try to stand up to the worries that restrain me. Sometimes, I grit my teeth and go for it. Sometimes, I summon the courage to take a chance and share what I think is good enough for my kids to be good enough for all of our students.

Nothing happened right away.

But then, slowly, enthusiasm struck and gained momentum. I went looking for my book (which I had left on the table in the teachers' room for easy, no-pressure access) and couldn't find it. It was being shared in other classrooms.

And an enormous, bright yellow dot filled one of the bulletin boards in the main hallway and signatures began to accumulate.

I began to overhear conversations about who had articles of dotted clothing in their closets and who didn't and needed to borrow something.

And a schedule for the book started taking place, it would travel upstairs and downstairs in the morning and afternoon. Because my one copy was in such high demand, the district librarian ordered a copy for each school in the district to add to our libraries.

And PTA volunteers and parents were glowing and telling stories about the kinds of designs and creations they made in the wee hours of the night and then plastered along all of the walls in our building.

The secretaries used window markers to draw dots all over the glass surfaces of the office.

The students arrived on Monday morning, Dot Day, to The Dot Song by Emily Dale and Peter H. Reynolds playing on the speakers overhead, and their eyes lit up.

I arrived on Monday to find 5th grade students sprawled across the courtyard using sidewalk chalk to make a visible mark that any visitors to our school wouldn't miss.

I stood back for a moment and took in the scene before I went inside, because truly, it was a beautiful thing that was being created: a school community unified by the spirit of creativity and the idea that anyone, everyone, could contribute.

Upstairs in my classroom, my students helped me collect the loads of art materials we would need, and we organized by table for our own dot creating time. The students set to work intently, designing their unique dots that only they could

make. They had already composed a few reflective sentences about how they make their mark in their notebooks. While they munched on dot-like snacks, each took turns speaking their writing into my computer. We stretched Dot Day a little in the coming days (because of technical challenges), but we paired each student's writing with a photo of their dot and created a digital poem, set to the performance version of The Dot Song. The students wore a distinct look of pride as we saw the video come together and were at last able to share the finished version.

The worry and the risk taking (and maybe even the wear on my teeth!) were worth it, to allow our students to create. Students revealed themselves to us through their art, their written work, and their conversations. My students shared a creative bonding experience that--I think--has us turning a corner to being a tighter learning community. I can hope the same is true for other classes, too.

And I have been served with a reminder:

Though it may seem easier or safer to retreat and operate with small brush strokes and subtle colors, that's not who I am or who I am meant to be. I have as much responsibility as my students to "make a mark." I must continue to create bravely in my school community.