Amelia Earhart Pioneer of the Sky

Amelia Earhart is a fascinating woman for these second graders to read, write and talk about. Even as a child, Amelia was daring and adventurous. She built a wooden roller coaster with her sister Muriel, and while Amelia loved going down this slightly rickety structure her sister was scared. Students talked about when they feel adventurous and daring in their lives and when they are more cautious. Amelia is remembered for being the first woman to fly solo across the Atlantic and other daring feats flying. Along with this passion of hers, she also showed compassion to others. She worked as a nurses aide in Canada helping wounded soldiers during World War 1. She thought she might want to be a doctor and enrolled in Columbia University. She realized while in college that she needed to follow her dream of flying. Daniel, Noah V, Michelle, Sarah, Ava, Charlotte, Sophie, Ella, Alani and Noah P. have been eager contributors to discussion, making connections, posting queries, and writing. I think that they would all agree that the contributions that Amelia Earhart made to the world during her time continue to inspire all today.

Rumpopo's Porch

Kenan, Jubi, Jeanne, Josh and Danielle were avid readers and contributors to our book group selection Replay by Sharon Creech. Leo, the main character, is a boy who dreams of acting and dancing on Broadway. His big family of very verbal siblings discount his quest and see him as a dreamer. This funny and often poignant story allows each member of the family to learn to appreciate dreams that are apparent and are also hidden.

Sharon Creech included a play Rompopo's Porch by Bill Beeber for readers. She writes, "If you want to read or perform the play..."

This invitation was taken up eagerly by the members of this bookgroup. Rehearsal time occurred not only during scheduled book group times but also during recess. All of our cast members played two if not three roles and identified a particular role by either a change in voice or by using a costume addition such as a shawl.

Fifth grade audience members and teachers appreciated this performance and laughed at all the right moments. This endeavor proved to be a successful, fun and creative experience for all.

Scenes from The PInballs

Alyssa, Gabby, Claire, Jamie, Maria and Kiryna wrote scenes based on the book, The Pinballs by Betsy Byars. Each scriptwriter also cast, directed and introduced their scene. The plays were performed as reader's theater with script in hand for the fifth grade.

Carlie, Thomas J and Harvey are three children who have found themselves in foster care living with a kind woman named Mrs. Mason. Carlie, has lived in a few different foster homes and is cynical about this new home. Mrs. Mason knows in her heart that Carlie is a strong young woman who can help the two younger boys. Carlie's reply to Mrs. Mason spoke to our hearts and had us hoping that Carlie would find a different experience in this new foster home. "No, you listen. Harvey and me and Thomas J are just like pinballs. Somebody put in a dime and punched a button and out we came, ready or not, and settled in the same groove. That's all." She looked at Mrs. Mason. "Now you don't see pinballs helping each other, do you?"

The scenes written by our fifth grade writers focus in on pivotal moments in this story when the characters realized the strength they have whether it is the ability to show kindness and tenderness or grit in facing their challenges and forging strong connections and bonds with each other. Our audience of fifth grader students were moved by the portrayals of this story.

Delving Deep-Second Grade Reads Biographies

Second grade students gazed with anticipation at an array of books on the floor. Their task was to pick a book and preview the book looking for the features of the book that helped to convey information and to try and determine what kind of books were gathered. They each picked an interesting feature or aspect of their book and then met with a partner to share. Returning to the circle and sharing their findings led to an understanding that all of these books were biographies. Many of the books had features such as time lines, pictures with captions and a glossary that helped convey information to the reader. It was noted by many that most of the biographies started with a person's childhood and then later told about the contributions of that person to their community, field of study or the world. Benjamin Franklin by Victoria Sherrow will be read aloud to the children. This book was previewed today and the children shared background knowledge that they thought they knew about Benjamin Franklin. One child knew that he did something with a kite and a key, another child thought that he had traveled to other countries. We confirmed that we would be reading about both of these events and then clarified a few misconceptions such as although he contributed greatly to the government he was not a president. This book was chosen as the first book to be read to the children because Benjamin Franklin contributed in so many ways to the community, as an inventor, a statesman, and as a great communicator. In book groups we will start off reading three different books about Helen Keller. We will be exploring not only the ways Helen contributed to the world and became a crusader for the blind and the deaf but the aspects of her personality that enabled her to do achieve her goals and help not only herself but many others in the area of communication. Throughout this unit of study, students will be selecting biographies to read and write about. Many of the books shared today in circle and with partners have already been eagerly selected for individual reading. Delving deep into this study of biographies, is a powerful way to return from winter break.

The Terracotta Girl

Michael, Dexter, Laura, Cathy and Jared were avid readers and enthusiastic participants in discussion as we finished reading The Terracotta Girl A Story of Ancient China. Yung Lu is a young girl, living in the time of the Qin dynasty, who is determined to become a warrior in Chang'an when her father dies from mercury poisoning. She is brave and fearless as she journeys alone to reach her goal. When she encounters Qin Shi Huangdi, First Emperor of China, she tries to convince him not the take the mercury pills that he thinks will extend his life. Our book group members correctly predicted Qin Shi Huangdi's reaction to Yung Lu.

Ran Jie-shu is the artist creating the terracotta warriors who had summoned Yung Lu's father to join his project, and when Yung Lu finds him and asks if she can take her father's place as a warrior, she finds that Ran Jie-shu had a different kind of warrior in mind.

Third grade has spent the Fall studying Ancient China. This created a firm foundation of background knowledge for those reading historical fiction books. Members of this book group made many connections to this knowledge and to other books and film as they read and discussed this book.

Ruby and the Booker Boys

Merrie, Ivy, Marvin, Samantha, Adam and Andrew are engrossed in reading Ruby and the Booker Boys by Derrick Barnes. Discussions are animated as they make text to self connections. Ruby starts a new school and has the reputation of her three popular older brothers to live up to. She is scared but puts on a brave front. Halfway through the book, she needs to make a decision as she learns that one of her brothers Roosevelt has made a bad choice in school, he has drawn on posters hanging up around the school, and rather than face the consequences he wants Ruby to help him. Ruby is resourceful, and caring and does think of a way to be of help in a positive manner. Friendship issues are ones that Ruby encounters and one that all of the students in our book group can share connections from their own lives and offer strategies to help Ruby.

Keep the Lights Burning, Abbie

Abbie is faced with quite a challenge in Keep the Lights Burning, Abbie. Book talk from Drew, Persey, Ava, Callie, Ari and Sarah has been lively as they envision the challenges Abbie faced when she was left with the responsibility to ensure that the lights kept burning in the lighthouse on Mattinicus Rock. On January 19, 1856, Abbie's father left the island and asked Abbie to care for her sisters and ailing mother while he went to gather oil, food and medicine. for her sick mother. A storm prevented him from returning that night and in fact it took four weeks for him to return. Students wrote in journal entries as if they were Abbie.

Ari wrote, " I am very nervous about the lighthouse. I miss Papa. I will do whatever it takes."

A selection from Sarah's journal entry is the following, " I really miss my Papa. He went away to get medicine for Mama, oil and corn. He was not supposed to be gone for long."

Drew included in his journal, " I wish I had help. It was easy to keep the lights burning. I want Papa back. If I didn't keep the lights burning, I wonder what it would be like for Mama and my sisters."

Callie included her responsibility of also taking care of the chickens. " I am worried about my chickens..."

A selection from Persey includes, "Papa has been away and I am sick of eating eggs and our house is wet and my chickens almost got washed away."

Ava wrote, "What has been hard for me is, father is away. I miss him so much. I can't wait until he gets back home. I kept the lights lit. It was really hard to do this job, but I did it anyway."

Everyone agreed that Abbie revealed courage, bravery, and a caring and helpful personality as she took care of her family, the chickens and the lights in the lighthouse during a raging storm while her father was away.