They'll remember this for the rest of their lives

I got a chance to talk with one of our new staff members at lunch today.  He was sharing a project that he's helping his students work on and lamenting how difficult it's been to steer the ship and get it all put together.  I listened to his stories and frustrations and assured him, "They'll remember this for the rest of their lives."  During the afternoon block, we visited the Egypt museum of another team, and I had another one of those same thoughts: they're going to remember this for the rest of their lives.

For weeks, Kim, John, Dave and I have been working to plan the integrated Zoo Project together.  It's been bumpy to say the least (thanks, Mother Nature!).  We've had tears and elation over habitat assignments, confusion over expectations and more tech troubles than I care to mention.  There hasn't seemed to be enough time, and looking at the calendar, it doesn't look like there will ever be enough.  But, we know this will be a project they will remember for the rest of their lives.  As they stand before us and present their to-scale zoo exhibits and findings about their animals and habitats, each of these students will have created a memory that will last forever.

As I typed this today, I heard a couple women in the hallway, "Oh!  I don't remember this at all!" one said to the other.  "Where's the library?!"  I peeked my head out the door and saw two women walking together.  Wanting to be helpful, I showed them where the library was and struck up a conversation.  They shared that they had graduated from Skokie in 61 and 57, and we got to talking.  When we got to the bandroom (which was the library at the time they attended Skokie), memories came flooding back.  Even though it was dark, one of the women exclaimed, "The fireplace!  Remember the fireplace in the back?!"  Her eyes got this far off look in them.  The other looked down the hallway, "I remember running down this hallway to lunch!  Lunch was so good here!"  They each erupted into their own stories of home ec class and homemade lunches.  These memories made here at Skokie School truly do last forever.  And we are the lucky teachers who get to facilitate them!

Zoo Project Phase 1: Book Clubs

Students have spent the last two weeks in book clubs.  The first round of book clubs wrapped up on Tuesday.  The books we read for the first round of clubs all had settings that were unique habitats.  Through their reading and discussions, students focused not only on the characters and plot but on the amazing settings presented.  Students worked in clubs to discover the nonfiction settings behind the fiction they were reading.  They created posters to show their learning.

The second round of book clubs started on Wednesday.  Students began new books with new clubs.  These books are focused on a specific species of animal.  Students will work together to uncover the facts behind these fictional characters as they wrap up these book clubs in the week to come.

Throughout our first two reading units, we've been learning the "Notice and Note" strategies.  As students have read these two books, they have kept track of their thinking either through the use of post-it notes or on Thought Tracker sheets.  These notes have helped students to have meaningful conversations about their books, and they have given us insight into the connections students are making as they read.

Recommended Reads:

If your reader has expressed interest in these book clubs, I would highly recommend any of the books that we've had going in our clubs!  Here's a list:

• The One and Only Ivan
• Never Say Die
• Jackie's Wild Seattle
• Tiger Rising
• Chomp
• Belly Up
• Touching Spirit Bear
• Flush
• Hoot
• Elephant Run
• The Summer of the Monkeys

I am so grateful...

Today we spent our block time with our second grade buddies.  Partnerships worked together to create poetry and artwork about their Thanksgiving traditions.  As I walked around the classroom, I was struck time and time again by how grateful our kids are for the families they have.  Sure, there was a lot of food mentioned (I might need some pie recipes to be shared!), but the overarching theme of the day was family.

You're heading into a season of change for your kiddo.  He/she is probably starting to become edgier and probably wants to try new and daring things.  You bear the brunt of this newfound edginess at home. We know that as educators.  Rest-assured that the snarkiness you may encounter at home is reserved especially for you (lucky!).  Even as your young pre-teen tests new limits and pushes new boundaries, please know that it is very evident how much you, their family, is loved and cherished. So many conversations today were driven by the excitement they have about the coming week and what it means to spend it with family.

This is a very caring group of kids, and we are lucky to be with them for this short time in sixth grade.  Please enjoy your holiday season.  Eat a lot; laugh a lot; love a lot.  We can't wait to hear the stories about time with family and friends that they're so obviously looking forward to creating!

Current Events: How do we talk about the issues that the world faces today?

Every two weeks, students in each advisory have participated in a seminar based on articles from the Junior Scholastic magazines.  To enter into the seminar, students have to have completed the prerequisite work: a couple comprehension quizzes, identification of main ideas and supporting details, investigation of authors' craft moves (they do this work during the two weeks preceding the seminar).

Students come to the seminar armed with their own personal ideas about what they'd like to say about the topics that were broached in the articles read.  There is no script.  There are no starter questions.

On the day of the seminar, we sit in a circle so that we are all facing one another.  We've got our articles at the ready.  We begin each seminar by reviewing the rules:

1. This is table-talk: no raising your hand
2. Get everyone involved
3. Space in (stay focused)
4. Build on (the ideas of others)

Then someone starts, and they're off.  My whole goal during the seminar is to stay out of it!  I sit in the circle and type a transcript of what's being said, but the kids' goal is that I won't have to be involved at all.  They want to lead their own conversation.  And they do!  It's amazing!  In fact, when we get to the end of the time we have together, kids get grumpy with me.  They always want more time!

I've never started seminars this early in the year, but I'm so impressed with the caliber of conversation.  The first seminar led us to a quick mini-lesson about the vague pronoun "they" before we began our second seminar.  You can see in the transcript that students really took this to heart by naming the people about whom they were speaking in the second seminar.  

The purpose of the seminars is to get comfortable discussing real issues and topics.  Many questions come up, some solutions are kicked around, but we aren't aiming to solve the problems of the world (they are only sixth graders, you know!).  The seminars are a great place for kids to try out the ideas they've got floating around in their minds about very real topics and issues.  We make our seminars a safe place that is free of judgment.  All ideas are welcome and considered.  Please take a look at the transcripts from the first two seminars if you get the chance:

Barbaro Seminar 1

Barbaro Seminar 2

Warner Seminar 1

Warner Seminar 2

Family Time: Come Together Through Service

There are some great resources out there about how important it is for families to find ways to connect through serving others.  We loved our first service project with the kids, and we know they're excited to do even more (because we surveyed them!).  If you're looking for a way to get your family into the spirit of service, there's a great opportunity that came our way from the Volunteer Center. The Volunteer Center is looking for families to fill a bag with groceries for the Good News Partners.  It's pretty simple to get involved: pick up a red bag and directions sheet from our front office, shop for the requested items, fill the bag with the items, and drop the bag off at school.  Click here for more information.  If you do participate, be sure to let us know and/or send pictures.  We'd love to show our appreciation!

Author Recommendation: Jordan Sonenblick

We finished our read aloud of Drums, Girls & Dangerous Pie this week.  There was laughter; there were tears.  But most of all there was an intense connection with Steven, the main character.  The voice Jordan Sonenblick is able to give his characters resonates with students.  Drums, Girls & Dangerous Pie is not the only book in which he is able to do this!  If your child mentioned liking the read aloud at all, he/she may really enjoy any one of Sonenblick's other books:

• Notes from a Midnight Driver
• Zen and the Art of Faking It
• Curveball
• After Ever After (sequel to our read aloud)

Epic Fail

So I've been using the three questions around my house.  You know!  The ones I wrote about in the last blog... How were you brave; how did you fail; how were you kind today?  And they've worked! Noah (usually) has so much to say about each one.  One day we walked out the door in the morning and went to get in the car.  "Oh no.  I forgot my keys!" I lamented.  We climbed in the car (that I had, ironically, remote started from inside the house), called my husband and waited.  As the wait dragged on, Noah looked over at me and said, "I guess I know what your fail is going to be today."  I love that he could joke about it and that he's always looking for the answers!  The best part is that he asks the questions right back to me each day.  Even when he doesn't have an answer from his day, he asks me about mine, and we start some great conversations.  Knowing that the questions are coming right back to me at the end of the day has caused me to live each day more aware, and I have to think it's causing Noah to live that way too.  If you haven't tried them yet, I highly recommend giving them a go!

Narrative Writing: The Scary Story Project

On Halloween, students wrapped up a month-long scary story writing, speaking and art project. Thank you to everyone who was able to join us Halloween afternoon for a spooky showcase.  These projects will come home on Monday, but let me share with you what we did:

Students began the project by listening to two scary story mentor texts: "Itsy Bitsy Spider" and "Buckle My Shoe".  As we read, students jotted down ideas, craft moves they appreciated and quotes that resonated with them.  They spent the next day planning and writing a completely original scary story.  This was a quick writing assignment, meant only to offer me insights into their narrative writing abilities (something of a pre-assessment, if you will).

Students worked with partners to identify the most impactful scene of their story, and we went to town revising just this scene.  Our lesson was "When I write narratives, I ADD: inner thinking, action, dialogue and details."  This is the heart of our elaboration expectations in the sixth grade narrative writing rubric.

While we spent time writing and revising in the classroom, we also had time to turn our scenes into artwork with the help of Mr. Greenman in the art room.  Mr. Greenman taught us about mediums, lettering techniques, using light, and he had amazing ideas about how to best replicate blood in our artwork.  Take a look at the students at work:

Mr. Greenman helps a student. 

Students try the light table technique using a window.

Students try the light table technique using a window.

A student tries the blood drip technique with paint.

Another student tries the blood drip technique with markers.

Finally, students also took on the task of creating a GarageBand recording of their revised scenes. Students in the Barbaro advisory helped me create the rubric for this project.  Though GarageBand was not an app with which the students were 100% comfortable, they showed great perseverance as they put together projects.  Please enjoy these exemplary projects:

Trick-or-Treat for Canned Goods: How can we help those who are food insecure?

Since mid-September, we've been looking into food insecurity in America.  When we looked at the issue on a local level, we learned about The New Trier Food Pantry.  Students were very interested in the struggle many on the Northshore are facing with food insecurity.  We decided to help by gathering items for The New Trier Food Pantry.

We are so incredibly proud of the students, parents and community members who helped us gather 600 items for The New Trier Food Pantry.  What an amazing feat!  Take a look at a photo history of our work on this project:

Students work together to create a poster for the community to see from Mrs. Barbaro's window.

Students work together to create a goal tracker to keep in the front hallway.

Students work together to create a poster for the cafeteria.

Students work together to create fliers for the community.

Students created a challenge for the rest of the school to get involved.

A group with their items after their trick-or-treat adventure.

Another group after trick-or-treating.

Students work together to load the boxes into Mrs. Barbaro's car.

Students work together to load the boxes into Mrs. Barbaro's car.

Students work together to load the boxes into Mrs. Barbaro's car.

Loaded and ready to go!  600 items in one mini-van!

Thank you to everyone who volunteered to make this experience a reality for our students.  It was a truly special experience, and they helped a lot of people in need on the Northshore.

Book Recommendation: Moo by Sharon Creech

Few authors have the ability to get me out of a funk like Sharon Creech.  Her newest book, Moo, did not disappoint.  Told in a mix of poetry and prose, Moo tells the story of a family's move to rural Maine.  The relationships that develop between both human and nonhuman characters is heartwarming.  It was a book I couldn't put down and would highly recommend for the whole family.

It's the happ, happiest season of all!

Without a doubt, this is my favorite time of year.  We've settled in to a nice routine; we're all getting to know one another well; real conversations and real learning are happening; minds are growing; leaves are falling; Cubs are playing; conferences are coming up.  I love conferences in sixth grade! This is the first year that students attend conferences, and it's such an important time for them.  This is when they really start to take ownership of their learning.  There's no more talking about them behind closed doors-it's all out there in the open for everyone to know about, think about, problem-solve together.  It makes me so happy to see the students lead these conferences.  Here's what to expect at your student's conference:

• Your student will talk about what's going well for him/her
• Your student will talk about what's been a challenge for him/her
• Your student will share goals he/she has for the year

This does not just magically happen at sixth grade.  Students have already made plans for what they'd like to say.  They've seen and analyzed a mock conference.  They've checked in with us if they're worried about what we're going to say.  We've reassured many that this is not a "gotcha" format. We've not saved things up to drop like bombs at the conference.  But we've also let them know that we are going to be honest.  And they should be too.  And so should you, parents!  The only way for all of us to work together is to do it openly and honestly.  We'll do it in a loving and supportive way, of course, but we all have one goal here: We all want your student to make huge growth in sixth grade.  Sixth grade conferences are a great platform for the conversations that make that growth possible.

Second Grade Crow Buddies: How can we be reading and writing role models to younger readers and writers?

On Thursday, October 6th, our students began one of the most important experiences they'll have in sixth grade: they became buddies with Crow Island second graders.  These partnerships will last all year; we will average one visit each month.  Sometimes our Crow buddies (from Mrs. Martin's and Mrs. Dickey's classes) will come to us; sometimes we'll go to them.  Each time we'll focus on reading and writing in different ways that allow our sixth graders to be mentors to their buddies.

For this first trip, we focused on getting to know one another through reading some of the second graders' favorite books.  Something magical happens when you get these two age groups together and ask them to sit down and read.  Some second graders eagerly grabbed their book bins and pulled their sixth grader by the hand, "Come on!  We can read in my favorite spot!"  Others trudged to their bin, stopping at fourteen different rest stops and landmarks along the way, "Did you know we have a bathroom in our room?"  Once they all settled in to read, however, the magic in the room was palpable.  Some second graders read confidently while their sixth grader listened.  Other partnerships chose to share the reading responsibilities: you read a page; I'll read a page.  And yet other second graders, too unsure of their reading abilities just yet, asked their sixth graders, "Read to me, please."  

Your sixth graders were amazing in these moments.  They coached through tough words; remembered meaningful characters they'd loved as second graders themselves; read aloud with more inflection and intonation than I'd ever heard.  Some were curled up on the floor together.  Some were in window seats.  Others did their best to squeeze into a second grade sized desk (many knees probably came home a little bruised that day).  Reading connected us all in those moments, and it was pure magic.

Revision Roulette: A little game to answer the question: How can I make my writing better?

Students are often baffled by the idea that they have to go back into their writing after they've written the last word.  At sixth grade especially, they see revision work as punishment.  "What do you mean my first draft isn't good enough?  I spent thirteen and a half minutes writing it!  Also, I wrote 'The End' at the end of it, so it's clearly finished!"  If you have ever struggled to get your sixth grader to revise his/her work, please know that you are not alone.  Though it is frustrating (I blame many of my gray hairs on it), it is perfectly normal and expected behavior at this age.  But I've got a trick.  I made a game.

I made a game out of revising your papers!  Students step up to the "Revision Roulette" boards, roll the dice, and come away with a very detailed revision statement.  They return to their papers, find at least one place to insert the revision the game has given them, and revise.  When they're done, they get to visit the board again.  And here's the amazing part: they all want to visit the board again!

The game has led to amazing teachable moments this year already.  As students struggle to find ways to revise their papers, they ask questions.  Here are some of my favorites from the most recent session:

• How can I use dialogue to show the setting?
• What is onomatopoeia?  (this one's usually followed by "That's so cool!")
• What's a new or interesting way to say "scared".

Sometimes I get to play coach, explaining and using our mentor text to help a student gain a deeper understanding of what to do.  Sometimes the other writers in the room take the reigns and help us all dig deeper.  Many writers helped out with the new word for scared, for example.  

The beauty of the game is that it takes the guess work out of revision: the revision tasks are quick, engaging and meaningful.  It also takes the "I told you to add.." struggle out of the equation.  Sixth graders just do not like to be told what to do by an adult (in case you haven't noticed!), but they'll do anything the game says.  And they'll work hard to do it!  Revision: game on!

Getting my Tween to Talk: An Interesting Article

I'm probably late to the game on this one, but I read an interesting article from Huffington Post in my social media feed this week about getting your kids to talk about their day.  In the article, the parent shares that she's been asking her kids the same three questions every day:

• How were you brave today?
• How were you kind today?
• How did you fail today?

I found myself really drawn to the reflective quality of these questions.  Isn't this what we want our young learners to be thinking about, grappling with, practicing on a daily basis?  Don't these questions get right to the heart of the mindset we'd love all of our children to have?  I haven't tried it out on my own child yet, but if you get a chance to try it out at home, please let me know what you learn!  Be brave, be kind, make mistakes... 

Book Recommendation: Impyrium

On Friday afternoon, we were lucky enough to have author Henry Neff join us in the auditorium to share his writing and illustrating process.  He was so incredibly engaging, so even though I've not read his book, I thought I'd share it with you anyway.  Impyrium is a futuristic world where the very few powerful, magic people rule.  The most powerful family, however, is starting to crumble.  The fate of the family and possibly the world is in the hands of one girl.  Henry shared with us about his writing and drawing process.  He lets his drawings help him envision what his words should be.  He loves to really map out and get to know his characters.  And he left us with some solid advice: don't be afraid to write!  

Made for October!

As our Cubbies get ready to head into the post season, we're gearing up to embark on a new chapter of sixth grade.  We've completed our first reading and social studies units of study, learned how we'll do current events and reading responses this year, and we've begun to dive into the wonderful world of sentence structure!  So much is going on!

Reading Unit #1: How do I take ownership of my reading life and commit myself to personal growth?

For this first unit, students have had the opportunity and time to read in class every day.  It has been such a gift to sit beside readers and hear them read, share strategies and problem solve struggles.  We will continue to get this in-class reading time in the library on Mondays, but as we transition into a writing unit, we will need to be vigilant about reading at home.

Students will also need to do a reading response one time a week as part of their homework.  Here are the details we've reviewed and practiced together in class:

Option #1:

If you haven't finished a book this week, upload the following information:

1. Title and author
2. Page you're on
3. An entry like we've practiced in class

Option #2:

If you finished a book (OR ABANDONED A BOOK), upload the following information:

1. Title and author
2. Number of pages
3. A paragraph explaining why you chose this book, whether or not you enjoyed it and WHY
4. Which book you're going to read next

Students have examples of reading responses in Schoology.

Communication 101: How do I make sure my writing conveys the meaning I intend?

Sentence structure matters!  Our school speech pathologist, Teresa Bozikis, and I launched our co-taught lessons on sentence structure this week.  Our first lesson focused on the "requirements" of a simple sentence.  Take a look at Asher, Wyatt and Sam's visual that will help us remember the "5 Finger Rule".

As we dig deeper into sentence structure, we'll solidify the meaning of subject and verb so our young writers can independently and confidently use the "5 Finger Rule" to check their own work.  As you write with your young author, please remind him/her to give sentences a quick "5 Finger Rule" check before they are finished.

Keep in mind: Our young writers' thinking is often much more complex than they're grammatical knowledge allows them to punctuate.  Mistakes will happen.  In fact, we encourage them!  These grammatical mistakes are our pathway to learning.

Some thoughts on grammar from NCTE (National Council of Teachers of English) website:

Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children -- we can all dogrammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences -- that is knowing about grammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity.

People associate grammar with errors and correctness. But knowing about grammar also helps us understand what makes sentences and paragraphs clear and interesting and precise. Grammar can be part of literature discussions, when we and our students closely read the sentences in poetry and stories. And knowing about grammar means finding out that all languages and all dialects follow grammatical patterns.

Teaching grammar will not make writing errors go away. Students make errors in the process of learning, and as they learn about writing, they often make new errors, not necessarily fewer ones. But knowing basic grammatical terminology does provide students with a tool for thinking about and discussing sentences. And lots of discussion of language, along with lots of reading and lots of writing, are the three ingredients for helping students write in accordance with the conventions of standard English*. 

Table Talk: Some questions that might get your tween talking this week...

1. Mrs. Warner mentioned you're reading Drums, Girls & Dangerous Pie.  What's that book all about?  What do you think of Steven?  There's a sequel to it.  Do you think you'll be interested in reading it?
2. Tell me about the simulation you did to learn about demographics.  What demographics surprised you?  What demographics got you thinking the most?  What did you think about the different foods that were eaten in each region?  What do you want to learn more about?

Book Orders Due October 9th

Class Code - GJZN4

Order Due Date -  10/09/16

Dear Families,

This month’s Scholastic Reading Club flyers are now available! Please take a few moments to explore the selection together and let your child help choose books he or she is excited to read.

You can order online at scholastic.com/readingclub, where you’ll find a wide selection of quality children’s books that are just right for your child’s reading level and interests. Or return your paper order form to me with a check made out to “Scholastic Reading Club.”

Remember, you help our class earn FREE Books and supplies with every order. Thank you for supporting your child’s reading both at home and in the classroom!

Ms. WARNER

PS: Please let me know if your order includes a gift for your child, and I will contact you when it arrives!

First Time Ordering Online?

• Go to scholastic.com/readingclub
• Enter our one-time Class Activation Code.
• Shop and submit your child's book order.
• Your books will be delivered directly to the classroom. 

Book Recommendation: Hungry Planet: What the World Eats by Faith D'Aluisio and Peter Menzel

As we begin our Trick-or-Treat for Canned Goods service project, we took a look at demographics and food trends around the world.  Students were very interested in the pictures and information we shared with them from the book Hungry Planet, but we were unable to view even half of the pictures. It's a great book to check out as a family, and there are many recipes included so that you can try the flavors of other regions of the world.  Enjoy!

And poof! Three weeks are in the books!

Welcome to the 2016-2017 school year and our LA/SS blog!  This blog will be a great place to see what's happening in our LA/SS classroom this year (just in case your sixth grader isn't totally forthcoming with details;).  The plan is to update it every two weeks.  I'll send out an email blast to the parent email list every time I update.  I believe you can also choose to "follow" our blog and that will get you updates when new posts come out as well (but I may be lying about that as it is my first time blogging for a real audience!).  Let's get started, shall we?

Social Studies Unit #1: How do we know with accuracy the lives, times and places of the ancient world?

In social studies this year, we'll study the ancient world.  Most of us have been fascinated by these ancient places at one point or another in our lives.  Pyramids, the Roman Colloseum, the Olympic Games...  What's not to love?!  But how do we know with accuracy about these people and times from the ancient past?  That's where archaeologists come into play.

Students learned concepts and terms related to archaeology and then became archaeologists themselves when they participated in the hands-on Archaeology Box project.  Each student made an archaeology box with artifacts from his/her life.  The artifacts were buried in the box in layers, and the boxes were brought to school and excavated during class.  Take a look at "dig day":

I observed a baby picture and it was so cute and chubby.-Elise

One observation I had was "she was in Ms. Keesbury's class" which helped me guess a few names.-Emily

We used inferences to find out who it was; archaeologists find out what it is.-Kendra

The picture of my person as a baby looked like him now.-Nate

I saw a soccer trophy from 2010, so I knew they played soccer.-Michael

I dig through the dirt and rocks. Archaeologists dig through dirt and rocks.-Asher

Archaeologists inspect artifacts that they find.-Reed

The deeper we would dig, the older the objects would be.-Aidan

Afterward, students reflected on the work they did and how it related to archaeology. Here's what they had to say:

Archaeologists dig up artifacts from the Earth.  The process of digging up the artifacts is called excavating.  Archaeologists use observations to tell what the artifact looks and feels like.  They use inferences to tell what the artifact might have been used for.  Archaeologists use comparisons to see what the artifacts look like from today. -Jack

Archaeology is digging up old things that would be called artifacts.  Archaeologists excavate land all over the world.  When digging up artifacts, the archaeologist will make observations on their findings.  They may use comparisons with other artifacts found. Finally, they may make an inference on how a person may have lived a long time ago.     -Grant

Reading Unit #1: How do I take ownership of my reading life and commit myself to personal growth?

For some of us reading is a great joy and for others it's a discouraging job.  And many of us fall somewhere in between these two extremes.  No matter our feelings toward reading, we can all agree that it's a critical skill we will all need and use in school and in life.  I shared this graphic with students to help illustrate how important their independent reading time is each day:

The first week of this unit really focused on mindset.  Students made a commitment to challenge themselves as readers this year, created personal reading goals and devised plans for tracking their reading habits this year.

Reading is a very personal activity, but we discussed the importance of coaches and inspirational helpers in our lives.  Students identified many instances outside of school where coaches, teachers, siblings, friends and parents had inspired them to get better at something.  You can help your young reader accomplish his/her reading goals this year by:

• asking about reading every day
• setting aside time to read to, with or around your child
• sharing your own reading stories of triumph and struggle with your child
• letting your child see you reading for work, for pleasure, for information, for...

Table Talk: How can I get my tween to tell me about his/her day?

A couple days into school we played the game "Two Truths and One Lie" with our kids to learn more about them.  As we played, one student shared, "I'm really good at this.  We play this at dinner all the time!" I went home that very night and tried it with my seven-year-old, Noah, and I got more information about that one day than he had willingly given me about his entire two previous years of schooling!  Now it's his favorite "game" to play on the way home from school every day.

Here's the gist:

• Think of two true statements you can make about your day and one lie you could say about your day.
• Share these three statements (in no particular order) with one or more people.
• Let the listeners guess which statement is the lie.
• As listeners (that's you Mom and Dad!) guess, they can ask questions about the statements.

Let's see how good you are at spotting a lie.  Here are my two truths and one lie about the first three weeks of school.  Can you spot the lie?

1. I've only called Marcus "Michael" one time.
2. Garrett refers to a doctor for kids as a veterinarian.
3. Owen and Jake stump me with riddles all the time.

Book Recommendation: Why not start with a list?

The Rebecca Caudill list has become my favorite "go to" list.  Each year I challenge myself to read as many of the books on the list as possible, and I'm never disappointed!  The Rebecca Caudill list has something for everyone: realistic fiction, sports fiction, historical fiction, fantasy, poetry, horror, nonfiction.  And the lists always span reader maturity levels.  

Over the next few posts, I'll highlight some of my favorites from the 2017 Rebecca Caudill list.  My most recent favorite: Echo by Pam Munoz Ryan.  Echo is a little bit fantasy combined with WWII historical fiction.  The story follows a harmonica and three of its owners as they experience WWII in varying ways.  As I read the book I could hear the music in my mind.  The notes rise and fall with the lives of the characters until the grand finale pulls it all together.  Echo is a truly beautiful story about the powerful ability of music to inspire, connect and save even in the hardest of times.