Search This Blog

Tuesday, March 4, 2014

The use of series in the classroom has been reduced as we have moved to the CCSS. Here are some great ideas on how to embed them in your literacy instruction. Enjoy! Courtesy of ASCD Smart Brief




The Big Fresh Newsletter from Choice Literacy
February 15, 2014 - Issue #370
Fancy Foods
 

First we eat. Then we do everything else.

                                                                 M. F. K. Fisher
When I was a child and went with my family to the grocery store, we generally filled our cart with more or less the same items. All food groups were covered. There were bananas, apples, and oranges for our fruits. Vegetables were iceberg lettuce, cucumbers, carrots, and onions. In the meat aisle, we chose ground beef, pork chops, and cut-up chicken fryers. Dairy included whole milk, Kraft American cheese, and a couple tubs of Dannon yogurt. Grains were covered with Kellogg's corn flakes, Honey-Krust bread, and a few bags of snacks -- usually Tostitos or Lay's classic chips. Zesta saltines had a standing reservation, and the occasional box of Wheat Thins, Triscuits, or Oreos made an appearance. A few cans of Campbell's soup completed the grocery trip.   
Our purchases were simple, predictable, and brand-loyal, and my siblings and I liked it that way.  It wasn't until I left home and met friends who challenged me to try new things, or traveled to places that introduced me to exotic cuisine, that I appreciated the immensely exciting, wide range of dining choices out there in the world. 
My children are exactly the same as we were back then. When we shop, we buy pretty much the same things -- we cover all food groups, we make mostly healthy choices, and we don't waver much from a rotation of simple meals. When we go out to eat, my kids always insist upon one of just three places -- a local burger joint, a nearby deli, or the ever-popular Panera. When I challenge my children to try something different, they resist. They are not ready. They prefer safety and predictability at mealtime. 
It is the same reason young readers are attracted to books in a series.  Series books guarantee a basic, understandable formula of beginning, middle, and end. They offer predictable characters. Young readers like knowing that things will turn out okay in the end. I can appreciate how comforting this is. As a child, I read every single The Babysitters' Club; I read all C.W. Anderson's horse stories; I read each Little House book from Little House in the Big Woods to The First Four Years, over and over again until the edges came off the spines of the books. I did it for same reason I didn't want anything more fancy than meatloaf or baked chicken on the dinner table. I wasn't ready to be adventurous in my reading. Yet. 
So when children check out their 25th Magic Treehouse book, or work their way through each Scientists in the Field, it's okay. It's more than okay, actually. They are still reading and loving it. In fiction texts, they are still learning about character, plot, conflict, and resolution.   Nonfiction texts are still teaching them how the world works from the eyes of a scientist or historian. Most important, as they master a book series, young readers are growing confident in their ability to work their way through a text and understand it. Later, when they grow older and are ready and more courageous, they'll delve into different genres and writing styles.They will marvel at all the things out there to read and figure out. They will sit at a friend's dinner table and fill their plates with wonderful food -- and it will be delicious.
This week we take a closer look at series and chapter books. Plus more as always -- enjoy!
Jennifer Schwanke
Contributor, Choice Literacy


Jennifer Schwanke is a principal in Dublin, Ohio. She also blogs about her personal pursuits at http://jengoingbig.blogspot.com/
 

Free for All

[For sneak peeks at our upcoming features, quotes and extra links,  follow Choice Literacy on Twitter: @ChoiceLiteracy or Facebook:
 
Here are two features from the archives on series and chapter books. 
Katie DiCesare shares some series books to model thinking that she uses with her second graders:
What are the best chapter books to read aloud to very young learners? Shari Frost has suggestions of favorites, as well as criteria for selecting chapter books that can hold the attention of early primary students:
 
We've compiled a new Pinterest board of series for intermediate students who devour the Magic Treehouse and A-Z Mysteries and may be ready for something a little more sophisticated:

If you're trying to foster a culture of gratitude and optimism in your classroom or school, you'll love this three-minute video from Bert Jacobs, the founder of the company that makes the "Life Is Good" t-shirts. Jacobs explains why the language shift from "have to" to "get to" can transform thinking:
Katie DiCesare's online course Designing Primary Writing Units with the Common Core in Mind begins on March 1. The ten-day course includes three webcasts, personal response from Katie, a DVD, and many print and video resources. For details on registering, click on the link below:

 
Bookmark and Share