It’s the cover of
my brand-spanking-new book, which is at the printer right now. No Monkeys, No Chocolate will hit bookshelves next
July. I can’t wait.
Dec. 5 update: Woo-hoo! Just found out No Monkeys, No Chocolate is a Junior Librar Guild selection.
Friday, November 30, 2012
Wednesday, November 28, 2012
Behind the Books: My New, Improved Nonfiction Family Tree
Back
in September, I blogged about my view of the nonfiction family tree. I said other authors might disagree with
it, and that I might even want to revise it in a year or two.
According to Aronson, Hunt, and their fellow panelists, gateway nonfiction is a critical stepping stone for young readers, especially boys, and few such trade books currently exist. I completely agree with this idea. So even though these books are currently few and far between, I’ve added it to my tree in the hope that the category will bud and blossom.
Well,
a year or two has turned into a month or two. That’s how quickly the wonderful
world of nonfiction for kids is changing right now. And I’m very excited.
Here’s
my new version:
What
has changed? A lot. For starters, I became aware of an article by Marc Aronson in
the July 24, 2012, issue of School Library Journal.It recounts Aronson’s experience on a panel
at ALA in which Jonathan Hunt (of the Heavy Medal blog) introduced the term “gateway nonfiction”—nonfiction that
forms a bridge between the fact-filled record books and gross-out titles that captivate
7 to 10 year olds and middle-grade narrative nonfiction.According to Aronson, Hunt, and their fellow panelists, gateway nonfiction is a critical stepping stone for young readers, especially boys, and few such trade books currently exist. I completely agree with this idea. So even though these books are currently few and far between, I’ve added it to my tree in the hope that the category will bud and blossom.
I’ve
also added some twigs to the straightforward branch. I thought it was a good
idea to highlight some of the features that can make straightforward nonfiction
outstanding.
And
I’ve added a branch called “Experimental” to contrast with “Straightforward." The
more I thought about it, the twigs “Strong voice” and “Innovative structure
and design” are really two examples of a new, experimental kind of nonfiction.
So
what do you think? I’m planning to take a closer look at the twigs and branches
over the next few weeks.
Monday, November 26, 2012
Having Fun with Common Core: Silly or Serious Stories
Okay, so we were
talking about CCSS for ELA in the Reading Informational Text #4. It focuses on
building vocabulary.
Craft
& Structure #4
| ||
Grade 3
|
Grade 4
|
Grade 5
|
Determine
the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 3 topic or subject area.
|
Determine
the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject area.
|
Determine
the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
|
In my last Monday
post, I discussed a great strategy for early elementary students—songs. But
let’s face it, by grade 3, not all students are enthusiastic about singing.
So
how about this: Challenge them to write a silly or serious story using as many
vocabulary words as possible. And here’s the great news: This assignment also
meets CCSS for ELA Writing standard #3.
Monday, November 19, 2012
Having Fun with Common Core: Word Wizards
Back in the day, kids
across America were tortured with a multi-year vocabulary-building program called
Word Wizards. Each Monday we were introduced to a new set of words, and each
and every Friday, there was a much dreaded test. As if a weekly spelling test
wasn’t enough to give us all anxiety nightmares!
Word Wizards may be a
thing of the past, but the need to learn vocabulary certainly hasn’t
disappeared. And that’s what CCSS for ELA in the Reading Informational Text #4
is all about.
Craft
& Structure #4
| ||
Kindergarten
|
Grade 1
|
Grade 2
|
With
prompting and support, ask and answer questions about unknown words in a
text.
|
Ask and
answer questions to help determine or clarify the meaning of words and
phrases in a text.
|
Determine
the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
|
Grade 3
|
Grade 4
|
Grade 5
|
Determine
the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 3 topic or subject area.
|
Determine
the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject area.
|
Determine
the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
|
Believe it or not,
there are fun ways for your kiddos to learn vocabulary.
For grades K-2, songs
can really do the trick. For example, let’s say your students are struggling
with the terms used to describe the various life stages of butterflies and many
other insects. This little ditty (which I wrote and give you permission to use
any way you like) just might do the trick:
The Butterfly Song
(To The Tune of “London Bridge”)
(To The Tune of “London Bridge”)
Butterflies lay their
eggs,
Here and there—
On leaves and twigs.
Butterflies lay their
eggs,
Then they fly away.
Catterpillars hatch
from eggs.
They creep and crawl,
chomp and chew.
chomp and chew.
Catterpillars grow
and grow.
Then they shed their skin.
Then they shed their skin.
Wrapped inside a
chrysalis.
Pupae change.
Pupae change.
They grow wings.
They slip out of that
chrysalis
And slowly spread
their wings.
Butterflies flit and fly,
They search and seek
For a mate.
Butterflies lay more eggs,
Then they fly away.
FYI, there are more
fun songs on my website. Just look here.
What about older students? I have some great ideas, but they'll have to wait for my next Monday post. Stay tuned.
Friday, November 16, 2012
Friday Fun: Super Silly Science Jokes
Q: Why did the fly fly?
A: The spider spied-her.
Q: Why do spiders spin webs?
A: They don’t know how to knit.
Q: Where do insects go shopping?
A: At a flea market.
Q: What do you get if you cross a daddy longlegs with an elephant?
A: I'm not sure. But if you see one walking across the ceiling, RUN!
A: I'm not sure. But if you see one walking across the ceiling, RUN!
Q: What’s a scorpion’s favorite TV show?
A: Survivor.
Looking for more
super silly jokes about the weather? Check out Creepy, Crawly Jokes About Spiders and Other Bugs.
Wednesday, November 14, 2012
Behind the Books: My New Obsession
I know what you’re
thinking: “More social media? I need
that like I need a hole in my head.” At least that’s what my grandfather would be
thinking.
Instead of squirreling away all my digital images on a bunch of CDs buried somewhere in my office. I can find just the image I want for a blog post or to email a friend by just heading over to my Pinterest page. Easy as pie.
And a few weeks ago, I had a brainstorm. What a great place for authors and illustrators and other kidlit professional to show us their workspaces. So I started what is now one of my favorite boards. Thanks so much to everyone who has sent me photos and stories.
Like Twitter and Facebook, Pinterest probably isn't for everyone, but I think it's great.
But hear me out.
Pinterest is fun and helpful. (And they didn’t even pay me to say that.)
Okay, so the four boards
they suggest you start with promote shopping and materialism. But guess what.
You can delete them with just four quick clicks. Then you can create your own
categories.
I love looking at my
boards, especially Cool Insects! and Flower Power and Wild for Nature. I’ve
also created some great resource for teachers—books and ideas that are perfect for
teaching various parts of the Common Core State Standards. It was fun and fast.
Much faster than uploading images to this blog.
Instead of squirreling away all my digital images on a bunch of CDs buried somewhere in my office. I can find just the image I want for a blog post or to email a friend by just heading over to my Pinterest page. Easy as pie.
And a few weeks ago, I had a brainstorm. What a great place for authors and illustrators and other kidlit professional to show us their workspaces. So I started what is now one of my favorite boards. Thanks so much to everyone who has sent me photos and stories.
Like Twitter and Facebook, Pinterest probably isn't for everyone, but I think it's great.
Monday, November 12, 2012
Having Fun with Common Core: What Other People Are Suggesting
So many people were
disappointed when I took a break from blogging on Columbus Day that I thought I'd
better post on Veteran’s Day.
But because I have incredible respect for our veterans and because I could use a day off once in a while, I’m delighted to share this idea-packed article, which first appeared in Booklist.
But don't think you can guilt me into blogging during Christmas break. No way.
But because I have incredible respect for our veterans and because I could use a day off once in a while, I’m delighted to share this idea-packed article, which first appeared in Booklist.
But don't think you can guilt me into blogging during Christmas break. No way.
Friday, November 9, 2012
Friday Fun: Over-the-Top Article

Have a great weekend!
Wednesday, November 7, 2012
Behind the Books: More on Language Devices
Last week, I wrote about using language devices in my writing. I’m not the only author
who does it. Not by a long shot.
Here are a couple of great examples.
But in Vulture View by April Pulley Sayre, the
rhyming words have much softer sounds—wide, ride, air, where. Those softer
sounds help to make the piece more lyrical, as does all the repetitive “up”s
separated by commas.
Here are a couple of great examples.
•
Alliteration and assonance
•
Repetition
•
Rhyme
And then, in a flash,
with the stealth of a
thief.
a frog’s sticky tongue
flicks out at the leaf
and snatches the meal
. . .
The bug comes to grief.
The sun is rising.
Up, up.
It heats the air.
Up, up.
Wings stretch wide
to catch a ride
on warming air.
Going where?
Up, up.
The first example,
The Story Goes On by Aileen Fisher, is more zany and playful. Well, the word
choices don’t hurt. But here’s something else to notice: The rhyming words have
a very hard sound—thief, leaf, grief.
Monday, November 5, 2012
Having Fun with Common Core: Connections and Relationships
For the last few
weeks, I’ve talked about a lot of ideas for meeting CCSS for ELA in the Reading
Informational Text #1 and #2. This week, the focus will be standard #3, which
is all about identifying connections and relationships.
Key
Ideas and Details #3
| ||
Kindergarten
|
Grade 1
|
Grade 2
|
With
prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
|
Describe
the connection between two individuals, events, ideas, or pieces of
information in a text.
|
Describe
the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
|
Grade 3
|
Grade 4
|
Grade 5
|
Describe
the relationship between series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
|
Explain
events, procedures, ideas, or concepts in a historical, scientific or
technical text, including what happened and why, based on specific
information in the text.
|
Explain
the relationships or interactions between two or more individuals, ideas, or
concepts in a scientific, or technical text based on specific information in
the text.
|
In K-2, your students
are supposed to notice and articulate connections between two people, events,
or ideas in the nonfiction books they read.
In grades 3-5,
students should recognize the relationships between events, ideas, or steps in
some sort of procedure. They should have
an awareness of passage of time, the sequence of events, and how one thing
leads to another.
Here are some great
books that you can use to help your kiddos develop these skills:
11 Experiments that Failed by Jenny Offill & Nancy Carpenter
Boy, Were We Wrong
About Dinosaurs by
Kathleen Kudlinski
Energy Island by Allan Drummond
Frog in a Bog by John Himmelman
John, Paul, George, & Ben by Lane Smith
Neo Leo: The Ageless
Ideas of Leonard da Vinci by Gene Baretta
Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Baretta
Planting the Trees of Kenya: The Story of Wangari Maathai by Claire A. Nivola
Trout Are Made of Trees by April Pulley Sayre (illus. Kate Enderle)
Friday, November 2, 2012
Friday Fun: Super Silly Science Jokes
Q: What did the comet say as it whizzed past Uranus?
A: How about giving me a ring sometime?
Q: Why is Neptune so blue?
A: Because it wants to be closer to its
Sun.
Q: What kind of doughnuts do dwarf planets like best?
A: Munchkins.
Q: Why is Earth glad to be so far away from Jupiter?
A: Because Jupiter is such a gassy planet.
Q: Why didn’t the moon have ice
cream for dessert?
A: It was too full.
Looking for more
super silly jokes about the space beyond Earth? Check out Out of this World Jokes About the Solar System.
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