Singing the Books; From Francis Scott Key, to Irving Berlin, to Woody Guthrie

When I was in fifth grade my teacher, Miss Pinson, taught us songs. I remember her white blouse and black hair, and how she held her arms up in the air when she directed a song. She made us feel like music was important.  No teacher had done that before (or since). The one song that she dearly loved was “This Land is Your Land” by Woody Guthrie.  We all did, and we sang it out with heart.

I love music.  I love music because it makes you ‘feel’, and Miss Pinson had a way of doing just that.  When I started teaching preschool I sang to the children and taught songs in much the same way.  Children were excited and drawn in.  I began to play the Autoharp, which was simple yet fascinating and captivating for children.  Perhaps The Autoharp was much the same as Miss Pinson’s arms.  Music became something I did well with children.  I was a Pied Piper.

Then something happened; “This Land is Your Land” became a book, with the song’s lyrics illustrated by Kathy Jakobsen.  My favorite song from fifth grade was a book in print!  But it was different, the book included all of the verses to the song.  There are six verses.  I only knew three verses, as that was all Miss Pinson had ever taught us.  I read the book and understood.  Those last three versus talk about people helping people and poverty. The words are simple and ring true.  The sixth verse still chokes me up when I sing it with the children:

“Nobody living can ever stop me

as I go walking that freedom highway.

Nobody living can ever make me turn back.

This land was made for you and me.”

I began to sing this song along with the book.  Children held the pages open, I played the Autoharp, and everyone belted out the words…all six versus.  One verse we sang low and slow because it is a sad verse.  Another verse said, “…didn’t say nothing”, yet in spite of the grammar I was true to the words of the author when singing the song.

We always sing this song standing up.  It’s a proud song.  The children want to sing the song standing up, just as they do when singing “God Bless America”.  When I ask children what songs they want to sing, these are the top two choices, even though I always introduce a host of music and songs to children.  They just love these two songs, and every year we sing our hearts out, standing tall and proud.

Francis Scott Key wrote “The Star Spangled Banner”, and when it became our National Anthem in the early 1930’s Irving Berlin did not like the song as our National Anthem.  He thought it was too difficult.  That inspired him to write “God Bless America”.  Well, Woody Guthrie did not like “God Bless America”, and that inspired him to write “This Land is Your Land”.

I think this is fascinating!  One song inspires the next song, and that song inspires the next song.  Yet, all three songs are historical, important, and popular.  These are the songs we sing in the classroom.  It’s the children’s choice.

We sing these songs with books; Peter Spier’s “The Star Spangled Banner”, Lynn Munsinger’s “God Bless America”, and Kathy Jakobsen’s “This Land is Your Land”.

Miss Pinson would be proud.

Jennie

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One Picture for a Thousand Words.

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Our final chapter reading book this year at school was Little House on the Prairie.  The last chapter that we read was ‘Fresh Water to Drink’.  Pa and his neighbor, Mr. Scott, were digging a well.  Pa was careful to lower a candle each day into the deep hole to make sure the air was safe.  Bad gas lives deep under the earth.  Mr. Scott thought the candle was ‘foolishness’, and began digging without sending the candle down into the well.  The rest of the chapter was an edge-of-your-seat nail biter.

I love this chapter.  So did the children.  I realized I could connect what happened down in that well to something real; a portrait of my grandfather as a little boy wearing miner’s gear, including a candle on his helmet.  My grandfather and his father had mines in Pennsylvania and West Virginia.  I grew up with their stories and photographs, including this portrait.

I brought it to school the next day to show the children.  “This is my grandfather”, I said.  “He went deep under the earth, just like Pa and Mr. Scott.  What is that on his head?”  Children couldn’t sit.  They jumped up, pressed against me and each other, all wanting a closer look.  “That’s fire!” someone said.  “No, it’s a candle” said Owen.  “A candle is fire.” said Miles.  “What did he do?”  Ah, those wonderful, spontaneous questions that spark the best learning.  This was ‘a moment’, fifteen children eager to hear more and learn.

I told them about mining, going underground, and about the candle.  I then showed them the Garth Williams illustrations in the chapter ‘Fresh Water to Drink’, with Ma and Pa turning the handle of the windlass to get Mr. Scott out of the well, and Pa digging the hole that is as deep as he is tall.  We talked about how hard that would be.  We imagined what it would be like inside the hole:  Dark or light?  Hot or cold?  Then someone asked, “How old is your grandfather?”

I was connecting generations and connecting learning.

I’m in mid-life, where I have a strong, real link with the past and also the present.  My one arm can reach and touch my parents from before 1920 and my grandparents from the 1880’s and 1890’s   They were just here ‘some years ago’.  My other arm can reach and touch my children and grandchildren, and all the preschoolers I teach.

I find this mind boggling; I’m equally part of the past, a long line of family history, and part of the present, teaching children and learning.  I want to connect all the lines.  I want people to know that I was there with Nan who was born in The 1880’s, and with Lulu who was born ten years later.  I want people to know that I understand life from that point forward.

More importantly, I want my preschoolers to have a firsthand piece of history.  It is a ‘real’ way to enhance learning.  That happened with my Grandfather’s portrait.

Jennie

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Saturday 7

In Sue’s words, “Some posts have the potential to change the world. Here are 7 of them.” I am humbled that my post “How Children Really Learn” is among the seven. Thank you Sue. Please check out her blog, as she is a terrific and interesting writer. -Jennie-

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Chapter Reading

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Chapter reading is one of our treasured moments of the day.  We bring to life the imagination, the world, and the past.  The anticipation of ‘what happens next’ stirs excitement every day.  Children listen and think.  They ask questions.  Ask your child, “At chapter reading where do you make the pictures?”  You will hear your child say, “In your head.”

When we finish a good book and then start a new one, emotions run high and low.  The end of a good book is so satisfying and pleasant, yet…it is over.  That is the wonderful roller coaster of reading.  And, with each chapter book we read, we ride that roller coaster again and again.

We are halfway through Little House on the Prairie, and it is thrilling, from Jack the dog, to building a house, to Indians in the house.  Yesterday Pa and his neighbor Mr. Scott dug a well, and we learned about the bad gas deep inside the earth (Pa had to save Mr. Scott) that only a candle can detect.  Of course today I have to bring in my grandfather’s childhood portrait wearing a miner’s hat with the same candle. We encourage you to finish reading the book aloud to your child.  There is much more ahead, from Mr. Edwards meets Santa Claus, to fever and watermelons, and fire on the prairie.  If your child wants to continue the series, the next one, Farmer Boy is about Laura’s husband when he was a little boy.  I recommend the following one, On the Banks of Plum Creek, which begins their next journey after the prairie.

We voted on our favorite chapter books this year.  Charlotte’s Web was the winner!

These are the chapter books I have read aloud this year.  Good books are meant to be read over and over again.  I encourage you to revisit these wonderful books with your child:

Charlotte’s Web by E.B. White

My Father’s Dragon by Ruth Stiles

The Story of Doctor Dolittle by Hugh Lofting

Doctor Dolittle’s Journey by Hugh Lofting

Mr. Popper’s Penguins by Florence and Richard Atwater

Little House in the Big Woods by Laura Ingalls Wilder

Little House on the Prairie by Laura Ingalls Wilder

The fundamental constant that gives children the tools to succeed in school is languageThe more words that children hear, the better they will do in school.  Reading aloud to children is far more than an enjoyable experience.  It increases their language development!  In kindergarten through grade four, the primary source of instruction is oral.  The more words that a child has heard, the better s/he will understand the instruction, and the better s/he will perform in school, in all subjects.  Therefore, we will always campaign to read aloud.

A wonderful guide to book recommendations and to understanding the importance of reading aloud is the million-copy bestseller book, The Read-Aloud Handbook.  I have used the book since my children were little.  The author, Jim Trelease, visited the Aqua Room and GCS.  We are featured in the new seventh edition of the book.

Jennie

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Practicing Handwriting and Math…In a Chinese Restaurant

Our dramatic play area is now a Chinese restaurant.  We have added menus, a wok, a cash register with money from our ‘travel box’, order pads and pencils, aprons, and chopsticks.

Learning takes place in many different ways.  The setting can be a structured morning meeting or a free choice activity.  It can be at a table, on the floor, or even in a Chinese Restaurant.  This is a peek at what happened in our restaurant, and an example of how I foster young children’s learning in a wide variety of settings:

The Stage:  A teacher and another child were customers, sitting at a table and ordering dinner from a real Chinese menu.  Two children were taking orders.  One child was at the cash register, managing the money.  Another child was the cook.  The atmosphere was full of excitement!

Child (with order pad and a pencil):  “What would you like to order for dinner?”

Teacher (with menu):  “Let’s see.  I think I want Beef Fried Rice.  That’s a number 34.”

The child proceeds to write “34”, without any prompting or encouragement, and gives the order to the cook.  The cook returns to the table.

Cook:  “We’re all out of beef.”

Child:  “He says we don’t have beef, so you have to order something else.”

Teacher:  “How about Pork Fried Rice.  Do you have any?”

Child:  Hollers to the cook at the wok, “Do we have pork?”

Cook:  “Yes!”

As the child gets ready to write the order, the other ‘customer’ at the table (who has been carefully examining the menu the entire time) questions the sequence of numbers on the menu, and how that corresponds to food.  Ahhh…just the words I like to hear, and the moments I don’t want to miss in teaching.

But, the plot thickens!

Child:  “Jennie, he says we have pork.  How do I write that?”

Customer:  “There’s a number one-tw0-four (124).  It says ‘Moo (Moo Shi)’.  What does that mean?”

Child:  “Jennie!  How do I write ‘pork’?”

Teacher:  “I need to help out with the menu right now.  I’ll help with your writing in just a minute.”

Child:  “But I need to write it now!”

The child was ready to write, and the customer was ready to read numbers.  The teacher (Jennie) stayed at the table, explaining and reading the numbers and different foods on the menu to the customer.  At the same time, I ‘hollered’ directions to the child in the kitchen, following the words we use in Handwriting Without Tears.

Teacher (to a child):  “Are you ready?  Big line down!  Little curve at the top!  That’s the ‘P’…”

The child was able to write the word, and the customer was able to read and understand the numbers,  The cook served us delicious fried rice!  This is one of the many moments of learning in my classroom.  I thought you would enjoy a peek into a typical day!

Jennie

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Blog Award

One Lovely Blog Award

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I have been nominated for this award by Charles French at https://charlesfrenchonwordsreadingandwriting.wordpress.com.  Thank you very much for this honor, Charles.  If you have not yet visited his blog, please do so.  He is an English Professor and an excellent writer.  It takes a great person to write with wisdom and heart.  Charles French does just that.

The Rules:

*Thank the person who nominated you, and give a link to his/her blog.

*List the rules.

*Display  the image of the award on your post.

*List seven facts about yourself.

*Nominate (up to) 15 bloggers for this award, and notify them to let them know you have nominated them.

Seven Facts About Me:

1). I was born and raised in the south, yet have lived in New England for over 30 years.  I like to think that my southern hospitality and kindness combined with my newfound Yankee common sense about life has defined my character.

2). I was rarely read to as a child, which I find interesting since my biggest ‘shout-out’ to the world is the enormous difference reading aloud makes.

3). I have a terrific husband, two wonderful grown children (each on a different coast) and five wonderful grandchildren.

4). I love cookies, and I hate to cook.

5). I really play with and pay attention to my preschoolers.  Really.  It matters.

6). I wake up early and read, and do my ‘best’ writing at night.

7). I am a huge fan of YA books.  I have my stack ready to read this summer.

My Nominees:

https://puttingmyfeetinthedirt.com

https://witlessdatingafterfifty.wordpress.com

https://marciastrkowski.com

https://mitchgoldfarbblog.wordpress.com

https://jedrecord.wordpress.com

https://iaccidentlyatethewholething.com

https://makeitultrapsychology.wordpress.com

https://lionaround.com

https://lifeasiinterpret.wordpress.com

https://thestoryreadingapeblog.com

https://lovehappinessandpeace.wordpress.com

https://thedaddyblitz.wordpress.com

Again, my thanks to Charles French at https://charlesfrenchonwordsreadingandwriting.wordpress.com

Jennie

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How Children Really Learn

The classroom seemed quiet, even though rice was everywhere on the floor, and nothing resembled the set-up of activities that teachers had carefully arranged.  Yet, every child was fully engaged in important play.  I stepped back for a moment to watch real learning taking place.

This was the stage:

  • Chairs were lined-up in a long row as seats on a plane traveling to China.
  • Our housekeeping area was set up as a Chinese restaurant.
  • Our big table was a travel agency, and children were selling tickets for the plane ride, counting money, and studying a satellite map of China.
  • At our smaller table, scissor cutting, hole punching, ribbon and bead stringing were everywhere, as we made Chinese lanterns.
  • Rice, gold coins, jewels and sparkles were in the sensory table with scoopers and sifters of various sizes.

Then, this is what I observed:

  • Children were very focused at the table making lanterns.  After all, scissor cutting and hole punching is challenging (and fun).  The ribbon we were using to decorate the lanterns was wide, so a child decided to cut the ribbon lengthwise.  He was determined, and was doing a very good job.  Suddenly, he had an epiphany; the seats on the plane had no seat belts, and the ribbon was perfect and needed for seat belts.  He cut the right lengths, became the pilot, and strapped everybody in.  All of the passengers agreed that this was important.
  • At the same time, children were using chopsticks at the Chinese restaurant in our dramatic play to feed our baby dolls. They held small bowls filled with pom-poms, and carefully fed the babies with chopsticks.  Then, they put ‘Gloria’ into a chair to feed her.  And then, they pretended to feed each other, taking turns being the baby and the parent.
  • At the big table, children were selling tickets to the plane ride to China. There was intense negotiating over money, and counting out tickets.  Tickets and money were everywhere.  Children counted, but they argued.  They then figured out a way to divide the money and the tickets.
  • Children at the sensory table sifted through rice to find gold and gems. They compared scoopers and sifters, and figured out which ones worked best to collect either gems or gold.  Trial and error, and persistence paid off.

Children learn through hands-on experiences.  This day, I observed critical divergent thinking, which is so fundamental to success.  In every instance, the children were in a situation where they had to figure out what to do.  I observed math, science, language, motor skills, negotiating, giving, and sharing.  Yes, the classroom seemed quiet because children were hard at work.  Enthusiasm + hard work = success.  That’s the magic formula in my classroom.  That’s also the foundation for life skills.  Today these children notched one in their belt.

It was a great day for children.

Jennie

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Memorial Day Remembrance

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Our school wide Memorial Day remembrance some years ago with General Zukauskas and Cadet Crampton was stirring and moving, to say the least.  I think holding the American flag and singing patriotic songs, particularly The Star Spangled Banner”, were quite meaningful to us.  Children worked hard to learn the words to the song and to understand our flag.  Since the rain kept us indoors for the ceremony, we were unable to plant two small American flags for Greg and Travis in our school Memory Garden that day.  Greg and Travis were part of General Zukauskas’ troops, and died in the line of duty.  We planted the flags earlier in the week, on a sunny day, in a very low-key and age appropriate fashion.  Many of my Aqua Room children watched.

While we were outside on the playground, a child asked if we could look at Greg and Travis’ flags.  “Of course”, I said, as we strolled over together.  After standing in silence for a few moments I asked, “Do you want to say anything?”  “Can we sing the star banner song?”, the child asked.  “You mean “The Star Spangled Banner?”, I asked.  As we both sang together, we were joined by two other children, wanting to sing, too.  After we finished the song another child said, “Old Mr. Wyatt was in the Army.  He died a long time ago.  Can we sing for him?”  Again we sang the National Anthem and the song drew more children to participate.  Then another child said, “My Uncle Jack was in a war.  He died.  Can we sing for him?”  Yes, we sang again, and drew even more children into this tender moment.  We sang again for for all the soldiers in heaven, and yet again for our troops overseas.

Five times we sang “The Star Spangled Banner”, and each time it was a child who wanted and needed  to sing for someone they knew.  Everyone stood proud and placed their hand over their heart while looking at those two small American flags.  Children understand.

Music is both powerful and intimate.  It can make you rise up with passion, testing and confirming your values.  It can also ground you so that you see, feel and understand the simplest and most important things in life.  Both seem to happen with patriotic songs.  It certainly happened singing “The Star Spangled Banner” in the Memory Garden.

Many years ago I discovered Peter Spier’s book, The Star Spangled Banner.  He illustrates each line in the song.  This book is enormous in teaching children our National Anthem, because it puts a picture to all the words.  Understanding ‘rampart’ and ‘towering steep’ becomes clear.  And, the book covers all the verses of the song.  This is the visual to understand our National Anthem and appreciate all it represents.  It takes me thirty minutes to read the book to my class, because every page has so many things to talk about.

Teaching young children about Memorial Day isn’t easy.  Music is a gift, as it resonates all that teachers want to say, in a way that children can understand.  Sing all those patriotic songs, not just on Memorial Day.  And, read books that can illustrate those songs.

Jennie

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Benefits of Reading, Fiction and Empathy

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There is a reason I begin every school year by reading aloud Charlotte’s Web.  Besides being a terrific story that children love year after year, the underlying message goes far deeper than the friendship between Charlotte the spider and Wilbur the pig.  Charlotte risks her life for Wilbur; she acts upon her friendship.  That is important, especially for young children.

I read this book aloud in September and October, when children are navigating friendships.  Frankly, these are the months they are figuring out pretty much everything. Children want to know their place: where they fit into the class and how they will make friends.  Their world is family and school; therefore, I have an enormous job on my shoulders in those first few months of helping children find their way.  It all starts with kindness and friendship, and Charlotte’s Web leads the way.

As I read the book and the story line progresses, children are making friends at school.  By mid-October things get complicated in two ways: making friends now includes conflict, and Charlotte the spider has developed empathy for Wilbur.  Yes, empathy.

Empathy is identifying with the feelings or thoughts of others. It means that you care more about someone else than you care about yourself.  Charlotte did.  My students get this.   By the end of the book, we are debating if Charlotte should go to the fair.  She knows she is dying, the children know she is dying, yet her best friend Wilbur does not.

What will happen to Charlotte?

That is ‘The Moment‘, the seed of understanding empathy.  The children are worried.  They care.  It’s not about them.  And, it all started with literature based on fiction.  Children relate to other characters before they can understand themselves.  Where the Wild Things Are is a case in point.  A child can readily identify with Max, yet not with him (or her) self.  Therefore, reading fiction stories about others is the link to their own self-awareness.  When I read aloud good literature, I am doing the best teaching of all, opening doors and windows to every human feeling, and to the pathway of empathy.

The books I read aloud always have ‘moments’ where I have to stop.  Picture books like Library Lion, Captain Cat, The Lion and the Bird, and Mike Mulligan and His Steam Shovel bring the really important things to the forefront.  Chapter reading books go even deeper.  I will hang my hat on fiction and literature as the foundation to teach the most important things in life, beginning with empathy.

Children often return to my classroom, years later, even into adulthood.  They can’t pinpoint just why; they just want to be there, again.  For starters, I think it’s because of Charlotte’s Web.

Jennie

Garth Williams illustration, courtesy Harper & Row

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Benefits of Reading

The happiness of reading, and the benefits of reading; Reading = Learning + Pleasure. What about fiction? This is an important post. Please read.

charles french words reading and writing

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https://pixabay.com

I have previously written about the happiness of reading, a pleasure I hope everyone, or at least, most people experience. As I wrote before, I consider reading to be one of the main joys of life.

I also want to consider the benefits of reading. I think the first, and perhaps most obvious, value is that of education. Regardless of where the reading is done, or if it is for class or for self, all reading informs the reader in some way. While there are a myriad of ways to learn in life, reading still stands out as the primary, and most efficient, way of gaining information. (I am not in any way discounting the importance of learning through experience.) Readers can learn about areas of study that exist far outside of their particular areas of understanding or expertise. For example, I am a student of English literature, but…

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