Reading should belong to everyone, but often we only think of how books relate to us. Steve McCurry is working to bridge that gap and show how much reading can connect disparate people. McCurry, one of the leaders in modern photography, has published a series of images called “On Reading”. He compiled the series from his […]
I am honored that author Jane Yolen read my blog post about going owling, sticky buns, and most importantly about her award winning book, Owl Moon.
Jane Yolen replied,
“In the end of course, fame and fortune don’t matter. It’s the child remembering your story with great fondness that is important. Only that.”
Yes, Jane. You are absolutely right. Your book did just that. I will continue to be a champion of giving children rich experiences through literature, so that they remember how it made them feel, and in turn become lifelong learners who grow kindness and goodness. Books open the world, especially great books like Owl Moon.
With thanks and gratitude,
Jennie
Another Christmas, and another delivery of sticky buns. Every year I feel like a child hoping that Santa Claus will come, except that Santa is actually “the sticky bun mom”. This is perhaps the longest tradition in my family, and it started decades ago in my classroom. Two young girls, Michelle and Nicole, adored being in my preschool class, especially listening to “Jennie Stories”. They were sisters, and their mother made sticky buns. But, that is only where the story begins. It happened like this…
For each year as a treat, the sticky bun mom joined the class to make sticky buns with the children. Cooking is one of the best activities with young children, as it is hands-on and full of science and math. Oh, we cooked up a storm in the classroom. And we painted, and we read stories. Stories became popular, particularly fairy tales. The more I read-aloud, the more the children wanted. I knew I had to do something to address this drive, this passion, that children had for stories and reading.
I did my first play performance with children. After reading Rapunzel by Paul O. Zelinsky, it was obvious that the children craved more. Acting out the story was just the thing to do. Michelle played the part of Rapunzel, using a loosely knitted long shawl as her hair. The play was a huge success for many reasons; it gave children confidence and language skills, and it expanded upon a book they loved.
I realized books were far more important than just the story. They opened a big door to so much more.
It was autumn that year. We were learning about nocturnal animals. I read Owl Moon by Jane Yolen. Again, a book was incredibly beloved by the children. This beautifully written story has illustrations done in pen and ink outlines, and watercolors. We spent minutes, hours, talking about the illustrations; they became an important part of the story. They brought the beautiful words to life. I knew just what to do.
Yes! The children could bring the book to life! They can create a mural!
We decided to create an authentic Owl Moon mural, just like the book. Oh, was it magnificent! We drew the outlines of trees and people and owls with real pens, then water-colored the figures. I remember the big sky was a blue wash. But, the children weren’t quite satisfied with the owl. They were right- it was missing something. We scoured the playground for items to make the wings. Nicole found pine cones, and we picked the ends off to create the owl wings. Perfect! The mural proudly hung in the hallway, but still it wasn’t enough, as Owl Moon had captured their hearts and was a powerful teaching tool. Each child made a paper bag owl to decorate the classroom. Unlike many preschool projects, every owl was unique. Children were proud.
I am so in-tune with young children; I can sense if they need more.
If Jane Yolen’s book Owl Moon started the interest in owls, then why not duplicate what happened in the story, “going owling”? We did! What an adventure on the playground at night, surrounded by dark and woods, calling for owls. It was thrilling. Parents and children gathered with spotlights to call into the woods. Yes, an owl called back.
Fast forward to today. When the sticky bun mom, and Michelle and Nicole, arrived at my house with the annual Christmas delivery of sticky buns, we talked about memories; “Jennie stories”, and also going owling. Yes, owling. They remembered! They talked about the paper bag owls we had made that year. Those hung as decorations in their home until this very year. Michelle and Nicole described to me in detail each of their paper bag owls, with the same excitement as the day they made them, many decades ago. Wow!
No, they did not remember the book, but they remembered the words and the story. They remembered how those words made them feel. They certainly remembered going owling.
Isn’t that what a good book does?
Jennie
Alicia was my first experience in real Christmas giving, the kind that involved the whole family and money. One hundred dollars- a fortune for a preschool teacher back in the late 80’s. It was a Christmas gift that changed my family. They didn’t know Alicia, although I often talked about the children in my preschool class.
Alicia came into my class with issues; she had spent much of her first year of life in a baby seat. Her mother had special needs and never knew that holding a baby, talking with a child, and letting a baby play on the floor were important to a child’s growth. Never mind reading-aloud or playing with toys- those activities were far away from Alicia’s world.
Her mom had a big heart. She really wanted to do what was best for her child. I spent as much time helping her as I did loving and teaching Alicia. I remember one of our first times together. My class was learning about the Olympics (it must have been an Olympic year), making medals and ribbons, torches, and doing some Olympic running and jumping events. Mom was so proud to tell me that she participated in the Special Olympics when she was a girl. She actually met Eunice Kennedy Shriver, the founder, and brought old photos to school to show all the children.
Alicia loved school. She was growing and learning. Her classmates helped her to do little things, like put on her coat or find her shoes. Christmas was rolling around and children were talking about Santa Claus and what they hoped he would bring. Alicia wanted a doll and a baby carriage. I often told parents on the sly what their children wanted. I felt like Santa’s Helper.
I told Alicia’s mother about the doll and the carriage. She was uncomfortable and she had to tell me that there was little money for Christmas, and Alicia’s dreams were out of the question. That was that. And, please don’t encourage those ideas. I understood; I was having a hard time that year figuring out Christmas for our children. My husband was in between jobs, and my small paycheck had to go for necessities.
My head absolutely understood, but my heart kept creeping in, like a tiny mouse finding his way out of the cold. That night at dinner I called a meeting with the family. Family dinners were an important time together every evening. I told them about Alicia’s Christmas, or lack of Santa Claus. Our children were in elementary school, barely out of the believing years themselves.
“If you give up most of your Santa Clause toys this year, then Alicia can have a Christmas. You will still get toys, but it won’t be much.”
I never imagined asking my own young children to do such a thing. And, I never imagined that they would say “yes.” To make this fun, we all went shopping together for the doll and carriage. We decided to invite Alicia and her mom over on Christmas day, then we would surprise her with the toys. My children thought we should tell Alicia that Santa dropped off the toys at our house by mistake. Everyone loved that idea. It was all arranged.
On Christmas morning, my children were delighted with their slightly sparse gifts. It wasn’t so bad. They knew that the best was yet to come, and it did! Alicia and her mom arrived. We drank cocoa and ate cookies together. On a cue, perhaps it was a wink or a nod, we told Alicia that Santa Clause had mistakenly delivered her toys to our house.
Then we watched Alicia open the doll. She had no words, and neither did we. She lovingly stroked her hair and hugged her. She rocked her back and forth. My children fought back tears. Somehow they understood, this is as good as it gets. I’m sure I told them a million times that it is better to give than to receive. At last they knew. That act of giving was fundamental in shaping their character. Their hearts grew at least three times. And Alicia? She thrived in my classroom and got some extra TLC from Jennie. She saw me recently, threw her arms around me, and had the same smile she wore when she opened her doll.
Jennie
Christmas is about the heart and creating strong, lasting memories. Good books do just that, especially if the story engages children and adults alike.
The Year of the Perfect Christmas Tree by Gloria Houston (1988) is an Appalachian tale of a family, a tree, and a community’s local tradition. The World War interrupts what is supposed to be. I shove this book into the hands of adults because it is that good. They thank me.
Apple Tree Christmas by Trinka Hakes Noble (1984) is a story in New England, where a terrible blizzard takes down a beloved tree. How the family manages Christmas that year is unexpected to the reader, and the message of giving rings true.
On Christmas Eve by Peter Collington (1990) is a wordless book with exquisitely detailed illustrations. Wordless books are not for the very young, as they ignite far more thought (and discussion) than books with words. This story is from England with slightly different traditions from America. Oh, the fairies! They make the story from beginning to end.
Merry Christmas, Strega Nona by Tomi de Paola (1986) is a joyful Italian story of Christmas magic. Every child needs to hear stories with a character that makes mistakes, and Big Anthony does just that. Delightful!
Mr. Willowby’s Christmas Tree by Robert Barry (1963) is the story of a big Christmas tree in a big house, and the tree is too tall. The top is chopped off, and the adventure begins from family to family.
Great books often become excellent movies. Two of the greatest Christmas books have become blockbuster movies. Yet, the original was the book, and the book often has more. When children watch a movie with their family, there is little room for conversation or discussion. When parents read the book with their child, the world opens up- simply because together they can stop at any place in the story to talk, laugh, ask questions, learn and love.
Here are the two books that became movies:
How the Grinch Stole Christmas by Dr. Seuss (1957) is a classic with the best message of the meaning of Christmas. When I read the book to my preschool class, children ask if the this is the real Grinch, because he is white. The movie Grinch is green. Thank goodness I read this book aloud every year!
The Polar Express by Chris Van Allsburg (1985) is a thrilling Christmas story. Parents see the book in my classroom, and some are surprised to know that it is actually a book, written long before the movie. The illustrations and the story line make for a must read Christmas story. The book is the real deal.
Books open the world and the imagination. Christmas is the best time to read-aloud, snuggled together and creating lasting memories. These books do just that.
Merry Christmas!
Jennie
(https://commons.wikimedia.org)
“Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” -Albert Einstein-
Milly made her first visit this year to the classroom, wearing her Halloween costume. She brings joy to the children in the smallest of ways because she cares. Small is actually big, as her genuine interactions have an impact. She is one of them. Milly treats children with respect, and that is empowering. Somehow, she is able to bring what is most important to young children. Children know. That’s why they love her.
Milly is a master quilter. She has a long and wonderful history with my class. She takes the brilliant ideas and designs of children, and turns them into quilts that are works of art. Stunning. One hangs in the National Liberty Museum in Philadelphia, and one hangs in the Fisher House in Boston.
Creating the quilts took imagination, passion, and love from both Milly and the children. Every week or so Milly would arrive and spread her work out across a table. Children watched and helped select fabrics. Those moments were bonding. Milly became an official Aqua Roomer.
Then Milly met “Gloria”, or perhaps it was the other way around. Gloria adored Milly, and still does to this day. Milly feels the same way about Gloria. Between these two friends, I am connecting generations and diversity. Children are getting a big dose of social and emotional learning. Milly and Gloria set the example for caring; Milly may be old and Gloria may be different, but they are people. And, they’re good friends. That is what the children see! Therefore, that is what they learn.
Milly gave her Halloween costume to Gloria. That’s what friends do. The significance of this for children was tremendous. They watched kindness, acceptance, love, and giving happen right before their eyes. This was a lesson in life, not a lesson in academics.
“Imagination is the preview of life’s coming attractions.” – Albert Einstein-
Jennie
My very first day of teaching was filled with nerves. There I was, sitting in front of fifteen children, ready to read-aloud a book that was new to me- Swimmy by Leo Lionni. Thus began my love of children’s books and reading. My life was about to change. It was more than the book; it was the full experience with the words and illustrations, and the children.
Suddenly the library and local book store became my favorite stops. I vowed to start my own book collection. One of my first purchases was Owl Moon by Jane Yolen. Breathtaking! What does a teacher do when the book is so good that children need more? We created a giant mural, and then we went “owling”- at school, at night. Parents brought spotlights, and we called to owls in the woods behind the playground. Years later, still parents recalled that remarkable night.
Books started to trigger more than marinating vocabulary. I bought Caps For Sale by Esphyr Slobodkina. The children made caps, and we performed a play for the school. I had never done a play performance with children. I quickly realized that adding this step made reading even better, not to mention building self confidence.
Fairy tales followed, and the favorites I added to my collection were Rapunzel by Paul O Zelinsky, The Three Billy Goats Gruff by Paul Galdone, and Jack and the Beanstalk by John Howe. Yes, play performances were stellar. One line in Jack and the Beanstalk prompted us to write to the author. Jack’s mother said to Jack, “You stupid boy.” John Howe kindly replied to the children with a handwritten two-page letter on why he used the word “stupid.”
I couldn’t read enough. I read all kinds of books. In time I just knew the good ones, like Harry the Dirty Dog by Gene Zion, King Bidgood’s in the Bathtub by Audrey Wood, and The Three Robbers by Tomi Ungerer.
I cried when reading-aloud books like The Keeping Quilt by Patricia Polacco, Miss Rumphius by Barbara Cooney, and Sylvester and the Magic Pebble by William Steig. Tears are a good thing- they teach love so that children learn to feel for others.
I laughed my head off reading-aloud books like Would You Rather by John Birningham and Rotten Ralph by Jack Gantos. Belly laughing is a terrific experience with children!
Books became geography lessons. Katy and the Big Snow by Virginia Lee Burton was the best in learning north, south, east and west- much like her book The Little House was the best in teaching history. I began to use a big book atlas to expand on learning. At any opportunity we opened up this marvelous tool to bringing books to life. It was common to become sidetracked. Isn’t that great?
Children need to understand emotions. That’s an important part of preschool. I discovered There’s an Alligator Under My Bed by Mercer Mayer, Pig Pig Grows Up by David McPhail, Are You My Mother? by P.D. Eastman, and Humphrey the Lost Whale by Wendy Tokuda and Richard Hall. Together, we worry and wonder.
What happened next? Children wanted to read on their own. It is a common scene in my classroom:
Today I continue to read these older books (and many, many more), along with new ones that I collect along the years. There are rhyming books, poetry, books that I sing…
I teach from the heart, thanks to reading-aloud. In the words to the song, “Make new friends and keep the old. One is silver and the older gold.” A book is a friend, whether silver or gold!
Jennie
Now that the best new children’s books this year are receiving awards and recognition, I’m excited and scanning the titles for my new favorites. Besides recognizing the best new books of the year, it’s gift giving time. Nothing beats reading-aloud and turning the pages of a book.
Yet, I would be remiss if I didn’t tell you that older books, titles that have been forgotten by many, are often the best of the best. I guarantee that most authors who write winning books today would smile, knowingly, and heartily agree.
I am fired up to share some of these books with you and their importance, because I recently read this ad which was marketing Goodnight Moon:
“Goodnight Moon is now available in e-book. The perfect solution for parents on the go.”
Pardon me while I pull my heart back up from my stomach. For the very young child, touching a book and turning the pages is essential.
I read-aloud the words to this book every single day in my classroom. Every day, just before chapter reading. Three and four-year-olds need to hear the words, not just see the illustrations. I simply read the words- and oh, how I read those words! A favorite is adding the names of the children, something like this:
“In the great green room there was a telephone, and Sarah’s red balloon, and a picture of Paulo jumping over the moon.”
Children wait to hear their name and then shriek with laughter! There is much to be said about this; the listening and focus is intense. Children are getting a big dose of language and rhyming words. Best of all, they have to make the pictures in their heads, a necessary skill for chapter reading. It is wonderful!
My own library of books at school is a treasure trove of new and old, from Millions of Cats by Wanda Gag written in the 1920’s to Mother Bruce by Ryan Higgins, written last year. A teacher’s budget allows for only the best. I have discovered that many teachers and parents are unaware of children’s books written in the past. For example, I used to assume that everybody knew The Polar Express by Chris Van Allsburg was a book– not just a movie! I also assumed the whole world had read The Little House by Virginia Lee Burton (one of the best books to teach history). Not true! So, now I make it a point to include them and a host of older picture books in my read-aloud. These books are so good; rich in story-line and words and illustrations.
My mission is to keep great books alive! Last week I pulled out an old book, Ox Cart Man, by Donald Hall.
This classic story follows the life of a New England farmer and his family throughout the course of a year. The illustrations, perfect for this book, are beautifully done by Barbara Cooney. Even I was surprised when I opened the book and was reminded of this:
Here are a few books (beyond what I have mentioned) that have “been around the block”, lived up to the test of time, and are loved over the years by children. They are in no particular order. I read these books again and again:
The Story of Little Babaji, by Helen Bannerman
Doctor De Soto, by William Steig
Jumanji, by Chris Van Allsburg
The Seven Silly Eaters, by Mary Ann Hoberman
Library Lion, by Michelle Knudsen
Blueberries For Sal, by Robert McCloskey
Captain Cat, by Inga Moore
Apple Tree Christmas, by Trinka Hakes Noble
Circus, by Peter Spier
Owl Babies, by Martin Waddell
Clay Boy, by Mirra Ginsburg
Of course this barely scratches the surface. There are fairy tales, wordless books… more to follow!
Jennie
Reading-aloud is emotional in my classroom. Thank goodness! I belt it out, read with a voice, and stop to talk. I cry and laugh, and so do the children. How best can children learn all that is really important? With every picture story and chapter book I read I have a racing heart, because I have to read the words just like they were written by the author- with passion.
When I read Charlotte’s Web, children are drawn into every emotion; worried, sad, curious and more. I am, too. They love this book because it hits the heart.
Hits the heart. That is the most fundamental component of character building. And character– the development of goodness and kindness, doing what is right, being brave and true and selfless– is far more important than learning letters and numbers when children are young. I do this with reading-aloud.
Children become the characters in books and take on the emotions that come with it. Emotional reading is the real teacher, and children become authentic learners. When that happens, it sticks. Sydney is proof:
She chose to read Charlotte’s Web to her baby dolls.
Often it sticks like glue for years, even decades. Lucca is three-years-old and she is read to every night. I discovered her parents were, too. When her father came into the classroom and spotted Gregory the Terrible Eater, he asked, “Did you read that book?” “Yes”, I said. He picked up the book, lovingly touching the cover and said, “Really! My mother read that book to me all the time when I was growing up. I loved that book.”
Lucca’s dad: Look at that big smile!
Emotional reading gives important and everlasting gifts. I often speak about how the number of words a child hears is directly attributed to academic success. When those words are from good literature and have the power to bring children into every character, then they’re learning heart, not just words. I will forever cry out loud when I read about Jack the dog crossing the creek in Little House on the Prairie. I will forever laugh out loud when I read Mother Bruce. I will forever be scared and angry for the baby dragon in My Father’s Dragon. I don’t just read words, I read the voice within those words. Collectively we stop to talk and question. We learn about humanity.
That is why emotional reading comes first.
Jennie
A Teacher's Reflections 