This time of year teachers and students both are facing the "effort" challenge. This article by Dr. Power is excellent and so are the other articles attached. We always struggle with understanding why students don't seem to "try." Below you will find some great answers. Courtesy of the Choice Literacy.

May 10, 2014 - Issue #382 If you are having trouble reading this newsletter, click here for a Web-based version. Benny The mother's heart is the child's schoolroom.                                                         Henry Ward Beecher                                                               When I was 16 years old my passion was playing my clarinet in the high school band, and my hero was Benny Goodman. Yep, in the mid 1970s while all the other 16-year-olds were listening to Deep Purple, I was bopping to "Sing Sing Sing with a Swing." That's some high level of geekitude in my teenage years. In the fall of 1976 I discovered Goodman was going to do a concert in downtown Buffalo, not far from where we lived. By the time I heard about the concert it was only a few days away. (This was before everyone was on the Internet, so Benny wasn't tweeting and I couldn't friend him on Facebook to learn about these things in advance.) There were only a few standing-room-only tickets left. And that was all my family would have been able to afford anyway, because my dad had just started a new business and my parents had sunk their life savings into it. We'd never had a more frugal time in our family, but when I asked my mom if we could go she didn't hesitate, especially when she heard the seats were so inexpensive. We went to the will-call window to pick up the tickets an hour before the concert began and the clerk said, "We just discovered we can add two rows of chairs to the orchestra pit. If you'd like to pay for an upgrade, we can give you two of those seats."  I felt terrible for my mom because I knew we couldn't afford the upgrade, and I opened my mouth to tell her it was okay, I was just so happy to be there. At the same moment my mom said to the clerk, "Sure, I'll pay for the orchestra seats." It was incredible -- we were so close, we could see the sweat fly off his brow as he played. Benny Goodman quit touring not long after that, so it turned out to be my one chance to see him live.  I always tear up a bit when I think of that concert, especially around Mother's Day.  The moments in a child's life when their passion is acknowledged and supported by an adult, especially when a sacrifice is involved, are the moments they carry with them forever. It's probably appropriate that the last days of school are sandwiched between Mother's and Father's Days, even if these are only made-up holidays that were invented by greeting card companies. End-of-year school rituals -- creating keepsakes and taking field trips and celebrations -- are all time-consuming, sometimes exhausting, and involve no small sacrifice on the part of teachers. Why do we do it? Because kids will see the sweat on our brows, and they will know how much they mattered to us. This week we look at student work ethic late in the school year. Plus more as always -- enjoy! Brenda Power Founder, Choice Literacy Free for All [For sneak peeks at our upcoming features, quotes and extra links,  follow Choice Literacy on Twitter: @ChoiceLiteracy or Facebook: http://www.facebook.com/ChoiceLiteracy or Pinterest: http://pinterest.com/choiceliteracy/]   Here are two features from the Choice Literacy archives to help you think about effort in fresh ways. What does it mean to "challenge" skilled students? Clare Landrigan and Tammy Mulligan consider the issue in Challenging Advanced Young Readers: Harder Texts Aren't Always the Answer: http://www.choiceliteracy.com/articles-detail-view.php?id=715 "You can't expect any work from seventh graders after 2 p.m. -- it's a scientific fact." Erin Ocon hears these words from her student Aaron, and realizes she needs some new strategies for dealing with this resistant writer: http://www.choiceliteracy.com/articles-detail-view.php?id=354    Katherine Sokolowski reflects on her blog about times when adults and children choose not to give their best effort: http://bit.ly/1rAqMvE   Franki Sibberson leads the online three-week course Becoming a Tech-Savvy Literacy Teacher June 5 - 16. This interactive course includes three webinars, Franki's newest book, a professional development DVD, and an introduction to scores of resources on the web. For more details and to register online, visit this link: http://www.choiceliteracy.com/workshops-detail.php?id=62 Will you join us July 16-17 in Wrentham, Massachusetts for the Coaching the Common Core Workshop? The two-day event includes presentations by Jennifer Allen, Clare Landrigan, Tammy Mulligan, and Jason DiCarlo. For details and to download an informational brochure, click on this link: http://www.choiceliteracy.com/workshops-detail.php?id=56

Here is a great book on developing language in young children. PS It is cheaper on Amazon.com:) Enjoy:)

One of the keys to early literacy is background knowledge. Let's Find Out! shows you how to achieve extraordinary results by strategically using 20 teaching tools such as observation, dramatization, talking, and movement to ensure all kids develop the content knowledge they need. Includes 45 minutes of online video. Preview the entire book online!

Student Engagement is often confused with only teaching topics students are interested in or are related to one another. Here is an article on true student engagement - reaching each child through his strengths. Courtesy of ASCD SmartBrief.

The myth of student engagement
"Caring about students beyond the boundaries of the classroom is the first step of sparking engagement,"

writes middle-school teacher Beth Morrow. In a recent Inservice post, Morrow argues that student engagement comes from when a teacher knows a student’s strengths and interests beyond the classroom and uses that knowledge to deepen relationships. Read on.

Why the CCSS? Courtesy of ASCD SmartBrief.

PISA: U.S. students score above average in creative problem-solving
Fifteen-year-old students in the U.S. who took part in a new Program for International Student Assessment, or PISA, problem-solving exam scored above average in creative problem-solving. The test questions differed from traditional PISA math questions in that they were offered online and used a more interactive question-and-answer format. Singapore ranked highest overall in problem-solving. The Hechinger Report/Education By The Numbers (4/1), T.H.E. Journal (4/1)

Vocabulary is a challenge to all of us...students especially. Here is a great article. Courtesy Choice Literacy. Enjoy!

March 15, 2014 - Issue #374 If you are having trouble reading this newsletter, click here for a Web-based version. Reframing Despair To change ourselves effectively, we first had to change our perceptions.                                       Stephen Covey A budding third-grade scientist was required to record the status of trying to light a lightbulb. Here's what he and his partner recorded: Status: Can't get it to work . . . Status: Still can't get it to work yet. Status: Still trying to get it to work. Status: This stinks. Status: It just did a spark. Status: This stinks. Status: We did it! Yay! Special thanks to Choice Literacy contributor Michelle Kelly and her colleague Alicia for this gift in my inbox. The young scientists' status report is an accurate paraphrase of my own coaching, parenting, or teaching notes. In the second observation, I love how the word yet is included and then dropped after that point. By the fourth status report, things have started stinking, and despair that they'll never succeed sets in. Then there's a spark! Ah, but the spark dies quickly and it seems that all is forlorn. Of course, that's when the bulb lights up. Yay! Reframing despair as a "positive sign" instead of the "shape of things to come" is not only comforting, but true. When I'm working with teachers, I've learned to say "Good!" when they wail, "I can't do this anymore!" Then I follow up with, "If you've made it to this place of despair, you are already on your way out and you just don't know it yet." Each time they've looked at me like I was a little crazy, but I subscribe to musical artist Seal's belief that "We're never gonna survive unless we are a little crazy." When my crazy statement becomes sane reality over the course of weeks or months I hear back from them, "You know what? That was my breaking point. I had to get to despair so I could be here." And so another light ignites. This week we look at vocabulary instruction. Plus more as always -- enjoy! Heather Rader Contributor, Choice Literacy Heather Rader is an instructional coach in Washington State. Her Choice Literacy publications include the book Side by Side: Short Takes on Best Practice for Teachers & Literacy Leaders and the DVD On the Same Page. You can find her Coach to Coach blog at www.heatherrader.com. Free for All [For sneak peeks at our upcoming features, quotes and extra links,  follow Choice Literacy on Twitter: @ChoiceLiteracy or Facebook: http://www.facebook.com/ChoiceLiteracy or Pinterest: http://pinterest.com/choiceliteracy/]   Here are two features from the archives on vocabulary instruction. Katie Doherty describes how she implemented a student-selected vocabulary program in her middle school classroom: http://www.choiceliteracy.com/articles-detail-view.php?id=1502 Andrea Smith uses the Living Words activity to integrate word study, technology, and content literacy with her fourth graders: http://www.choiceliteracy.com/articles-detail-view.php?id=513 In a new podcast, Katie DiCesare talks about the word study program in her first-grade classroom: http://www.choiceliteracy.com/articles-detail-view.php?id=1953 Pernille Ripp shares some lessons from her favorite mentors: http://pernillesripp.com/2014/02/16/lessons-from-my-mentors/    Franki Sibberson's new online course Text Complexity in Grades 3-5: Minilessons, Nonfiction Text Sets, and Independent Reading runs April 2 - 13. The course includes three webcasts, personal response from Franki, a DVD, Franki's newest book, and many print and video resources. For details on registering, click on the link below: http://www.choiceliteracy.com/workshops-detail.php?id=60

Here is some great information on mini-lessons that will help you tweak yours and make them more effective. Courtesy of ASCD SmartBrief

March 8, 2014 - Issue #373 If you are having trouble reading this newsletter, click here for a Web-based version. Reading Dogs Animals are such agreeable friends -- they ask no questions, and they pass no criticisms.                                                    George Eliot Last summer, a friend told me about a program in which therapy dogs are used to support struggling readers in libraries and schools. The dogs are specially trained to work with young students -- to be quiet, patient, still, and "follow along" with the text as the child reads aloud.  The idea intrigued me, and I thought it would be an interesting thing to pilot in our school. So we reached out to a local organization of therapy dog owners -- people who are willing to come into schools with their dogs every week to read with students. One of our first grade teachers, Mrs. McNeal, was eager to support the idea, so we started with her classroom.  Since then, the gentle and loving Zuri has come to our school with her owner every Wednesday afternoon to sit with first graders as they read. The students love it. They count the days in anticipation of their turn to read with her. When their time comes, they eagerly grab their book baskets, brimming with texts they've selected and practiced beforehand. They go to a quiet area outside the classroom and sit on a snuggly blanket with Zuri at their side. They read aloud to her for fifteen minutes, never needing prompting or redirection.  The students visibly relax as they read with the dog. They love the feeling of reading to a pet rather than a person. They enjoy "checking in" to make sure Zuri really is listening. They like the sweet, reassuring look she gives back to them. They swear to Mrs. McNeal that when they read books about dogs, Zuri puts her nose right into the book and gives it a big sniff. Zuri has been such a success that I began to imagine how wonderful it would be to have a dog at school full-time. I imagined that I would own the dog personally, keep him at home at night, and bring him with me to work each day. I'd have him hang out in classrooms or in the library during school hours. I begged my husband to consider it, but sadly, the conversation didn't go very well. My husband simply doesn't want a dog. Rats. Maybe someday I'll convince him?  In the meantime, we'll continue to welcome Zuri into our school to work with our happy young readers. In her quiet way, she is helping us all to teach, learn, and grow. This week we look at minilesson possibilities. 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: http://www.facebook.com/ChoiceLiteracy or Pinterest: http://pinterest.com/choiceliteracy/]   Here are two features from the archives on designing minilessons. Franki Sibberson presents 10 Principles for Planning Reading Minilessons: http://www.choiceliteracy.com/articles-detail-view.php?id=1555 The previous essay is an excerpt from Franki's book The Joy of Planning, on designing short series or "cycles" of minilessons: http://amzn.to/1oi9UX1  Shari Frost writes about the importance of Putting the "Mini" Back in Minilessons: http://www.choiceliteracy.com/articles-detail-view.php?id=1017 This video from Sarah Brown Wessling at the Teaching Channel shows the revision process when a lesson plan fails:  http://www.teachingchannel.org/videos/when-lesson-plans-fail Franki Sibberson's new online course Text Complexity in Grades 3-5: Minilessons, Nonfiction Text Sets, and Independent Reading runs April 2 - 13. The course includes three webcasts, personal response from Franki, a DVD, Franki's book The Joy of Planning, and many print and video resources. For details on registering, click on the link below: http://www.choiceliteracy.com/workshops-detail.php?id=60

Here are some great ideas on how to fight "cabin fever" in the clasroom. Enjoy! Courtesy of ASCD SmartBrief.

March 1, 2014 - Issue #372 If you are having trouble reading this newsletter, click here for a Web-based version. Sensing Spring Each day has a color, a smell.                                 Chita Banerjee Divakarumi  The calendar turns to March, and everyone longs for spring. Here in Maine, we expect to be buried in snow for at least another month. But the mind is powerful, and one thing more than almost anything else can instantly trick it into believing sunny days and fresh flowers abound. That thing is a scent. Diane Ackerman says this about scent in A Natural History of the Senses: Our cerebral hemispheres were originally buds from the olfactory stalks. We think because we smelled . . . Smells detonate softly in our memory like poignant land mines, hidden under the weedy mass of many years and experiences. Hit a tripwire of smell, and memories explode all at once. A complex vision leaps out of the undergrowth. If the learning feels a little tired and stale in classrooms this time of year, could it possibly be that the scents surrounding kids and teachers are part of the problem? After months of being closed in and surviving the flu season, it's likely time for a scent reset. Lewis Thomas explains the connections between smells and memories:  The act of smelling something, anything, is remarkably like the act of thinking. Immediately at the moment of perception, you can feel the mind going to work, sending the odor around from place to place, setting off complex repertories through the brain, polling one center after another for signs of recognition, for old memories and old connections. What memories do you want to conjure up in your school today? Linens fluttering on a clothesline outdoors, cinnamon in hot cider, coconut oil on a tropical beach?  Spring may be a few weeks away (or more) from appearing outside your classroom windows, but bringing the freshness of spring inside is just a plug-in away. This week we're celebrating the fun of March Madness with different takes on literary bracketology. Plus more as always -- enjoy! Brenda Power Founder, Choice Literacy Free for All [For sneak peeks at our upcoming features, quotes and extra links,  follow Choice Literacy on Twitter: @ChoiceLiteracy or Facebook: http://www.facebook.com/ChoiceLiteracy or Pinterest: http://pinterest.com/choiceliteracy/] Here are two features from the archives to help you explore the many possibilities for book brackets in your classroom.  Tony Keefer describes the March Book Madness process with his fourth graders, and how it bound them together as a reading community in new ways: http://www.choiceliteracy.com/articles-detail-view.php?id=1531 Gretchen Schroeder has suggestions for bracketology with adolescents in Madness, the Spring Slump, and High School Readers: http://www.choiceliteracy.com/articles-detail-view.php?id=1568 The Book Riot blog has a fun twist on book bracketology. Teddy Steinkellner's bracket pits favorite characters against each other: http://bookriot.com/2013/08/21/middle-grade-madness/    Franki Sibberson's new online course Text Complexity in Grades 3-5: Minilessons, Nonfiction Text Sets, and Independent Reading runs April 2 - 13. The course includes three webcasts, personal response from Franki, a DVD, Franki's newest book, and many print and video resources. For details on registering, click on the link below: http://www.choiceliteracy.com/workshops-detail.php?id=60