Literacy Now

From a quiet smile to a laugh out loud guffaw, who doesn’t like to laugh? Sometimes laughter means surprise. It is often said  “laughter is the best medicine.” Laughter makes us feel good. Interestingly, from HowStuffWorks 2, “Laughter is actually a complex response that involves many of the same skills used in solving problems.” This month’s column from the International Reading Association's Children’s Literature and Reading Special Interest Group (CL/R SIG) is about humor. Kids love funny books so this list is designed to help teachers find some new laughs for their classrooms. In addition, watch for Last Laughs; animal epitaphs (Charlesbridge 2012) coming in July by Children’s Poet Laureate J. Patrick Lewis and Jane Yolen for more smiles. Teachers may also want to add to their professional collections for background on some of the great children’s humor authors, Funny Business; Conversations with Writers of Comedy (Candlewick, 2009) by Leonard S. Marcus.

Teachers will enjoy the ReadWriteThink podcast of “Tickle Your Funnybone” or for older students, looking for the humor in newspaper articles through the eyes of Erma Bombeck. 

GRADES K-3

Buzzeo, Toni. (2012) One Cool Friend.  Pictures by David Small. New York: Dial Books for Young Readers. 

Elliot’s somewhat eccentric, green plaid suit wearing father invites him to Family Fun Day at the aquarium. Prim and proper Elliot is actually not enthusiastic about going but agrees to accompany his father and politely says “thank you for inviting me.”  In trying to escape the crowds, Elliot discovers the penguins and is immediately impressed with their black tuxedo look and their proper postures. Totally taken in by the penguins, Elliot asks his father if he can have one to take home. Oblivious to what Elliot is really asking, father agrees. So hidden away in Elliot’s backpack is the newly acquired penguin he names Magellan. Once they get home, the fun begins as Elliot turns their mansion of a house into a home for a penguin, including lying around on bags of ice, flipping goldfish crackers into his mouth, skating on the ice rink Elliot makes in one of the bedrooms with the air conditioner and a water hose. Follow David Small’s use of white and blue to create an Arctic-like color palette for background. The reader will be glued (“frozen?”) to the illustrations, creative layout and typography as the penguins’ antics unfold living in a real house. For a reader’s theater script and curriculum and activity kit, visit the author’s website: A sly little way to incorporate some library research waits!

- Karen Hildebrand, Library and Reading Consultant

Going, K. L. (2012). Dog in charge. Illus. by Dan Santat. New York: Dial. 

As do most canines, Dog savors his family’s words of praise whenever he does something good. Plus, the dog treats they use as rewards are mighty savory themselves. But everything falls apart when he is left in charge while his human family goes to the store. As he makes plans for the family’s five cats to sit and stay where they are, lined up sedately on the couch until the door closes, he causes havoc, startling the felines and making quite a mess. When he drags out their cat treats as an enticement, he ends up eating them and falls asleep in exhaustion.  His feline friends save the day by cleaning up everything. Pet lovers will adore this story since its creators clearly draw from their own experiences with the mischievous habits of felines and canines, especially when their human companions are away. The cartoon-like illustrations of cats lapping up milk, looking in mirrors, leaping from clothes hampers, knocking over flowerpots, and then curling up next to dog are delightful. Despite his best efforts, it isn’t Dog that is in charge of anything. 

- Barbara A. Ward, Washington State University Pullman

Jeffers, Oliver. (2012). The Hueys in The New Sweater. New York: Philomel. 

Apparently cast from the same mold, not only do all the Hueys look the same, but they sound and act just alike. When Rubert show a little free thinking by knitting and wearing a bright orange sweater, he stands out from the others. Although most of the other Hueys criticize him for being different, another Huey, Gillespie joins him, starting a trend. All of a sudden, orange sweaters are cool, and Rupert comes up with another idea in order to show his originality. The pencil illustrations bring the book's simple message about daring to be a little bit different home. The text and illustrations contain subtle aspects that show the herd-like thinking of the Hueys; for instance, several scenes show one Huey using a microphone to keep them all in line while praising their sameness. Not only is it healthy to embrace one’s uniqueness, but it can be fun to baffle others about what come next. 

- Barbara A. Ward, Washington State University Pullman

Mack, Jeff. (2012). Good news bad news. San Francisco: Chronicle Books. 

Bunny and Mouse are two friends with very different perspectives on life, and their attitudes are evident on a picnic they take. Ever the optimist, Bunny tends to see the bright side of life while the pessimistic Mouse sees only the bad in situations. For Bunny, things will keep getting better, and for Mouse, they will only get worse. The author only uses four words ("Good news! Bad news!") in the story, but he uses those four words quite effectively. In the end, Mouse frightens Bunny so badly that the two friends will have to switch roles, and he will have to bring good news to Bunny. The clever use of simple words, the book’s characters, which will remind readers of individuals they know, and the mixed media illustrations all combine for a fun-filled read. 

- Barbara A. Ward, Washington State University Pullman

Macleod, Mark. (2012). Wrong way. Illus. by Judieth Rossell. Tulsa, OK: Kane Miller. 

A little duckling, named Wrong Way, likes to do things differently from his mother and siblings. For example, he sometimes forgets to listen or pay attention when his mother is talking. No child would ever do this—right? This is a perfect read aloud for young children because they will smile and giggle as they hear about little ducks antics. Mother duck decides to teach her ducklings how to swim. All of her other children flip-flop along behind her in a nice straight line, but not Wrong Way. He sits down in the middle of the path and says he wants to be carried. Later Wrong Way detours into the bushes for a big juicy snail and then stops to play in a puddle. Finally, at the pond the mother gives a quick swimming lesson and the ducklings paddle away, except for Wrong Way. He quacks, flaps, summersaults and splashes into the water. Some ducklings (and kids) just do things differently! 

- Deanna Day, Washington State University Vancouver

Sadler, Marilyn. (2012) Pass it on! Illustrations by Michael Slack. Blue Apple. 

When Cow gets stuck in a fence and calls for help, Bee is quick to help and spreads the word that Cow is in trouble. From Bee to frog to kitten and mouse and more, somehow the message gets mangled and a totally different concept is getting spread around the barnyard. Illustrations and speech bubbles add to the urgency but continue to spread the misinformation. Reading this book aloud is sure to bring laughs and have kids begging to play the “telephone” game. Or teachers can get their electronic white boards ready and use with the interactive The Telephone Game at Reading is Fundamental. In addition, there is an app for that.

- Karen Hildebrand, Library and Reading Consultant

Sauer, Tammi. (2012). Bawk and roll. Illus. by Dan Santat. Toronto, Canada. Sterling Publishing.

Two hens, Marge and Lola, are touring with superstar singer Elvis Poultry as dancers. At their first concert when the lights go down and the curtains go up the two hens tremble and wiggle their wattles. They have never seen such a large crowd and they faint from fear. Later Elvis tells them the next gig will be better, “Just chill, chicks.” Marge and Lola decide to picture the crowd in their underwear, but unfortunately the next shows are the same and the chicken dancers chicken out. The hens try different things to calm their jitters from knitting to meditating to painting. Elvis tells them that if they can’t rock, he is going solo. The bewildered chickens aren’t sure what is wrong until some familiar friends attend one of their concerts. Having a fan club in the audience helps them face the barnyard crowd. Children will definitely be able to relate to how these two hens feel. The colorful illustrations and the chicken talk will give everyone something to talk about too.

- Deanna Day, Washington State University Vancouver

Stoeke, Janet Morgan. (2012). Pip’s trip. New York: Dial. 

In another installment of the Loopy Coop Hens series, the hens, especially Pip, long for adventure and to see what the rest of the world is like. When they notice a red truck in the yard, Pip bravely climbs aboard, but the others make excuses for why they can’t join her.  Pip’s courage deserts her, and despite her yearning for adventure, she, too, grows frightened by the truck's noisy engine, and hides under a blanket in the truck bed until the noise stops. Exhausted from the trip, Pip steps down once the engine is silent and regales the other hens with her experiences. However, although Pip has had an adventure, it's not quite the one she imagined since the truck never went anywhere. The simple text and brightly hued illustrations portray barnyard animal fun along with a hint of wisdom about the adventures that lie in everyone’s backyard. 

- Barbara A. Ward, Washington State University Pullman

Tricarico, Christine. (2012). Cock-A-doodle dance! Illus. by Rich Deas. New York: Feiwel and Friends/ Macmillan. 

At a gloomy, grouchy farm in Texas the animals work overtime and life has lost its charm. Another words it is “Cock-a-Doodle DULL!” One day the rooster begins to jitterbug, shimmy and scream, “Cock-a-Doodle DANCE!” And that is exactly what the barn animals do. The milking cows, chickens, pigs and goats doodle-dance round the clock. They pivot, pounce and prance, neglecting their farm work. Eventually the animals come to their senses because the chickens’ eggs are scrambled and the cattles’ buttermilk is curdled. The rooster makes the decision that the farm animals must complete their barnyard jobs during the day and wait to doodle-dance at dusk. Throughout the picture book the dance vocabulary words are highlighted in color and bold lettering. The end pages contain the definitions of each dance term from polka to hula. This book will certainly get children jumping the jitterbug or skipping the two-step. 

- Deanna Day, Washington State University Vancouver

GRADES 3-6 

Fleischman, Paul. (2012)  The Dunderheads behind bars.  Illustrated by David Roberts. Candlewick Press.

Start your summer with this new Dunderheads (2009) adventure and sequel. School is out and the Dunderheads think they are finished with their evil teacher Miss Breakbone … but not to be! Not only have the kids signed up to be extras on a movie being filmed in their town, but also so has Miss Breakbone. Ugh! Meanwhile, a cat burglar has been breaking into houses in the neighborhood and when a particular necklace turns up missing, Miss Breakbone accuses Spider of the theft because of his amazing climbing skills. Convincing her brother, the police chief no less, that Spider is capable of this crime, he is thrown in jail. Einstein and the kids create a plot to get him out. The narrator of the story, as before, is Einstein. Fleishman has named his characters after their unique skill sets: Clips, Wheels, Spitball, Junkyard, Spider and Einstein. Roberts’s watercolor and pen and ink illustrations add to the humor of these characters. When they try to create a way to get him out that involves all of their special skills, it fails. Plan B, however works and the fun begins anew. Keep up with this Newbery award-winning author at www.paulfleischman.net. 

- Karen Hildebrand, Library and Reading Consultant


Foley, Lizzie. (2012)  Remarkable.  New York: Dial Books for Young Readers.

A remarkable new book from debut author Lizzie Foley about ten-year old Jane Doe from the town of Remarkable where everyone is gifted or extraordinary in some way … except Jane. She is the only child in town who does not attend the School for the Remarkably Gifted until the raucous Grimlet twins enroll after being expelled from the Gifted School. Now add in some very interesting characters who have come to town like the pirates Rojo Herring, Jeb, Ebb and Flotsam or other colorful locals like Mrs.Belphonia-Champlain and her dog Asta Magnifica or the psychic pizza maker and the lake monster (cousin to the Loch Ness monster?). The adventure begins when the composer for the bell tower goes missing, in addition to the ropes for the bells. Lots of crazy characters create the laughter in this whimsical town of talents. Only Jane’s grandfather, John Doe, helps her bring it all into focus and reveals a secret that helps Jane feel good about herself and her town. Get to know this new author at her website: www.lizziekfoley.com.

- Karen Hildebrand, Library and Reading Consultant

McKay, Hilary. (2012). Caddy’s world. New York: Simon & Schuster/McElderry Books.

In the sixth title in this series about the Casson family, Caddy and her siblings try their father’s patience while their mother is in the hospital with a new baby born prematurely. She has a penchant for naming her children after colors since she has an artistic eye, but this baby has no name yet since it may not survive. Twelve-year-old Caddy and her younger siblings Saffy and Indigo do their best to keep things running smoothly at home, but things are a mess. Their father is clueless about how to handle them for any extended amount of time, and their decision to bury their stuffed bear in the backyard graveyard results in poor Dad having to search for the animal in the middle of the night when they change their minds. Amid all the family mishaps, Caddy's world is shaken to the core, both because of the baby and because her three best friends are changing. Although there are heartbreaking passages concerning Beth's food restriction and use of the so-called “Norman diet” to stay small enough to ride her pony, there are also amusing ones that describe her gorging on Mars bars, candy that makes her sick. Handsome but careless Dingbat, the class Lothario, provides comic relief as he dates three of the girls at the same time and breaks up with them through a messenger. This book is balm for wounded hearts while providing hilarious examples of the imperfections of other families.

- Barbara A. Ward, Washington State University Pullman

Reich, Suzanna. (2012). Minette’s feast: The delicious story of Julia Child and her cat. Illus. by Amy Bates. New York: Abrams Books for Young Readers. 

This yummy and hilarious introduction to chef, Julia Child focuses on her cat, Minette. Despite the fact that Minette could smell and taste all the dishes Julia tried out when she lived in France, the feline preferred mice over most of Julia’s early culinary efforts. Minette's antics and personality are amusing, her preference for mice over many of Julia's creations. The author's use of Julia's actual words, including some French, adds to the story's flavor. Minette finally comes to appreciate Julia’s cooking after waiting days for a taste. So much does she relish the treat that she even rolls all over the leftover bone. The pencil and watercolor illustrations are quite appealing as are the savory words the author uses to describe Julia's transition from ordinary cook to an extraordinary one. Readers can learn about the interesting lives of Julia and her husband Paul in the back matter. An Author's Note explains how the author crafted this story of such an unusual woman. Filled with descriptions of Paris and "delicious smells of mayonnaise, hollandaise, cassoulets, cheese souffles, and duck pates wafting from the pots and pans" (unpaged), this is a delectable, amusing, and cleverly written book. 

- Barbara A. Ward, Washington State University Pullman

Rosenthal, Amy Krouse. (2012). Wumbers. Illus. by Tom Lichtenheld. San Francisco: Chronicle Books. 

This gr8t book is filled with word and number play 4 those who never get tired of the originality and cleverness of its cre8tors. Although there is no real storyline here, the pages are filled with words that rely on letters and numbers to communicate. Readers will shake their heads, laugh and cer10ly try their hands at cre8ing a few of these on their own after reading examples such as these tuba instructions from a teacher to her student to "Tigh10 your mouth...then 4ce out the air" (unpaged). Although some of the letter and number partnerships are harder than others and not as easily noticed; for instance, "I think you'll sur5" (unpaged), they make sense with a little practice. Even the endnotes with philosophical ponderings about “what the path is 2 true enligh10ment” and dedication contain these wumbers, combinations of letters and words for the creative-minded. The ink and PanPastel illustrations are just as delightful as the text. Readers will clamor for more. 

- Barbara A. Ward, Washington State University Pullman

GRADES 9-12


Rosoff, Meg. (2012). There is no dog. New York: Putnam Juvenile. 

This title imagines that God is a teenage boy named Bob, who is hard to like because he is self-absorbed, lazy, and intent on bedding as many females as he possibly can. There are Biblical references about the creation of the heavens and the earth interspersed with the storyline, which involves the indolent Bob who spots the voluptuous but virginal Lucy, who works at the city zoo, and decides he must have her. This bothers his assistant, the long-suffering Mr. B, who does most of Bob’s work. From centuries of experience, he knows that Bob’s love affairs with mortals never end well. Earth suffers each time as natural disasters follow in the wake of his romances. But this time, Bob is sure that Lucy is the one with whom he wants to spend the rest of his life. Or is she? Not only do ponderings about the nature of God elevate this one from most of today’s titles, but readers who can ignore their annoyance at the nature of God as a teenager will chortle at the spot-on depiction of an adolescent who doesn’t remember to pick up after himself being in charge of the world. Patient readers may glean a bit of hope for the future, not to mention laughing at some of the book's characters and the situations in which they find themselves. 

- Barbara A. Ward, Washington State University Pullman

ANNE FRANK: THE ANNE FRANK HOUSE AUTHORIZED GRAPHIC BIOGRAPHY (Hill and Wang, 2010)
Written by Sid Jacobson and Ernie Colon
Seventh Grade and Up

ANNE FRANK: THE ANNE FRANK HOUSE AUTHORIZED GRAPHIC BIOGRAPHY is the familiar story of Anne Frank in a new and compelling format. Jacobson and Colon tell the complete story of Anne Frank from her birth on June 12, 1929 to her death in March 1945 at Bergen-Belsen. Anne’s own immortal words, from her diary, are used to describe her life in hiding in the “Secret Annex.”

Her words are paired with illustrations that provide readers with a visual representation of the eight hiders and the events in their lives. Anne’s zest for life is captured in her broad, and often mischievous, smile; her moments of struggle during hiding as she grows and develops into a young woman who yearns for freedom are also reflected in her expertly rendered facial expressions.

Jacobson and Colon’s dedication to accuracy is documented in their acknowledgements to those that aided in their research, particularly the Anne Frank House, the chronology provided at the end of the book, and in reproductions of the actual photographs used as the basis for the graphic representations. Anne’s life—and death—are situated within history through “snapshots,” which are descriptions, both verbal and visual, of the historical events that occurred before and during Anne’s life that ultimately lead to her death and the deaths of millions of others.

The power of this graphic novel is in its wide appeal and its ability to capture the essence of Anne Frank. Those who are intimately acquainted with the story of Anne Frank and her diary will no doubt discover additional depths to Anne’s story through this work. Readers who are less familiar with Anne Frank will gain insights into the heart of a young woman and an understanding of the events leading up to and during a dark time in the world’s history.

Cross-curricular Connections: history/social studies, visual literacy, math, writing, art

Ideas for Classroom Use:

Living and Hiding in 700 Square Feet (Grades 6-8)

The dimensions of the “Secret Annex” at 263 Prinsengracht in Amsterdam are provided on page 73. For example, Anne and Margot’s room was 16.57 feet by 6.86 feet. The entire annex was less than 700 feet and housed eight people for more than two years.

In order to provide students with a sense of the size of the annex and an opportunity to practice skills in both measurement and mathematics, have groups of students measure out and mark the dimensions of each room in the annex. If a large space is available, this can be done in a way to accurately reproduce the space by placing the rooms exactly as they were in the annex. A cutaway of the annex building is provided on page 51.

An extension of this activity could involve a comparison between the students’ living spaces and those of the secret annex. This could be extended even further by calculating the percentages of the differences in sizes between the students’ living spaces and that of the eight hiders. For example, a student might discover that her bedroom is 33% larger than the room shared by Anne and Margot and later Anne and Mr. Pfeffer.

Historical Snapshots (Grades 6-12)

Throughout this graphic biography of Anne Frank’s life, Jacobson and Colon provide “Snapshots” of historical events that lead to WWII and that occurred during Anne’s lifetime. Students can research and create their own historical “snapshots” of additional events during this time period. The events could be related directly to Anne’s life or more broadly to WWII.

As Jacobson and Colon provide both written and visual information in their “snapshots,” students could also be required to provide visual information in the form of illustrated panels or some other visual means as well.

Conveying Moods and Emotions through Illustrations (Grades 6-12)

The purpose of this activity is to develop and hone students’ visual literacy skills. Many theorists in the field of comics and graphic novels, including Scott McCloud (UNDERSTANDING COMICS), discuss the importance of “reading” and understanding visual images. Jacobson and Colon convey numerous moods and emotions in their illustrations through a variety of techniques including color, line, and shape.

Ask students to identify two sections in the graphic biography that show different emotions. Guide students through an examination of how the emotions are conveyed in the two sections. Pose such questions as:

• Are particular colors used to illustrate this emotion?
• How do the selected colors make you feel?
• Do the lines vary based on the portrayed emotion (for example, big, bold, long, short, thin)?
• Are particular shapes used to convey the different emotions?

This activity could be extended by having students use some of the methods they uncovered in their examination to illustrate an emotion or mood.

Additional Resources and Activities:

Macmillan Teacher’s Guide to ANNE FRANK: THE ANNE FRANK HOUSE AUTHORIZED GRAPHIC BIOGRAPHY Macmillan, the publisher of ANNE FRANK: THE ANNE FRANK HOUSE AUTHORIZED GRAPHIC BIOGRAPHY, has created a teacher’s guide for use with this text. The guide includes additional information about Anne Frank, the authors, and the text itself. In addition, the guide provides questions that can be used to facilitate discussions about the text and the events of WWII. Classroom activities are also suggested.

The Secret Annex Online One of the highlights of this website is the ability to take a 3D tour of the secret annex. Visitors can explore the various rooms of the annex from all angles while a narrator provides information about each room and occupant. Each room also provides opportunities to follow further links to information about additional events both inside and outside of the annex.

Anne Frank Received her Famous Diary in 1942 This ReadWriteThink calendar event marks Anne’s birthday, June 12, 1942, as the date she received her diary, which she named “Kitty.” The site includes links to activities and additional resources regarding Anne Frank, the Holocaust, and sources for eyewitness accounts.

We Remember Anne Frank This online project, created by Scholastic, provides students and teachers with an opportunity to learn about Anne Frank through the eyes of two people that knew her, Miep Gies and Hanneli Pick-Goslar. Miep Gies was one of Otto Frank’s employees who helped to hide those in the secret annex. Hanneli Pick-Goslar was a childhood friend of Anne and later encountered Anne at a work camp. “We Remember Anne Frank” provides links to photo-stories, time lines and interviews. In addition, this online project provides lesson outlines and suggestions.

Aimee Rogers is a doctoral student at the University of Minnesota studying children’s and adolescent literature. Prior to her return to school, Aimee taught high school students with special needs, in a wide variety of settings, for ten years. She misses working with adolescences but is developing a passion for working with undergraduate pre-service teachers. She has a growing interest in graphic novels for children and young adults and is hoping to make them the topic of her dissertation.

WANT TO WRITE FOR ENGAGE? Send your name, the grade level(s) you teach, the title of book that you put to work, and a line or two about how you use it in your classroom to engage-membership@/.

by Judith Hayn

Spinelli, Jerry.  (2012).  Jake and Lily.  New York, NY: Little, Brown, and Co.  

Jerry Spinelli, the master of middle school-aged mayhem, returns with plot and characters designed for sheer reading fun. Jake and Lily are fraternal twins who have always been able to read each other’s thoughts and sense when the other needs rescue. The summer before their sixth grade year, this sense, nicknamed “goombla,” by the close siblings seems to disappear. Jake spends his days with a gang of guys called the Death Rays led by budding bully Bumpy; they ride bikes while seeking goobers (misfits) to annoy and ridicule.

Lily is lost and alone without her best buddy. Fortunately, the twins have patient parents and an understanding grandfather who decides to live near them after traveling the globe for years. Poppy provides the common sense Lily needs as he gently encourages her to forge a life without Jake in it. In the meantime, Jake struggles with his own conscience when terrorizing of a new kid in town turns to vandalism.

Now that they have struggled through their separate journeys, documented as Poppy suggests in journals, the twins narrate chapters in alternating voices. The reader is thus somewhat assured that the end will be satisfying, but the trip is exciting and suspenseful—another Spinelli hit for all libraries for young adolescents with its themes of family and friendship. 

Dr. Judith A. Hayn is an Associate Professor at the University of Arkansas at Little Rock.

This article is part of a series from the International Reading Association's Special Interest Group Network on Adolescent Literature (SIGNAL).

by W. Ian O'Byrne

As the Internet increasingly becomes the dominant text of our society, we have the ability to take advantage of new opportunities to read and write with a global audience. Through the use of blogs we can read and share multimodal information on a variety or topics, for a variety of purposes. For example, I require my pre-service teachers to maintain a reflective blog in several of our classes, and as a result I try to maintain my own blog. I also daily read several dozen blogs by aggregating them in Google Reader and reading them on my computer, phone, and iPad using a tool like Feedly. 

One blog that pops to the top of my Feedly list daily is the collaborative work of the Digital Media and Learning Research Hub. The focus of the work of the research hub is on “analyzing and interpreting the impact of the Internet and digital media on education, civic engagement, and youth.” The work of the research group, and initiatives like the DMLcentral blog are supported by the John D. and Catherine T. MacArthur Foundation’s Digital Media and Learning Initiative. 

The DMLcentral collaborative blog features a panel of a fascinating blend of leaders in the fields of literacy, technology, and education. This collaboration results in an eclectic mix of various topics. These include new and digital literacies, open education, critical literacy, social media, etc. DMLcentral has a very healthy subscription of readers, many of which comment regularly. The end result is a community of learners and researchers focusing on the core values of the Digital Media and Learning Research Hub. This blog is resource that I frequently use to inspire my own thinking when considering the authentic and effective use of technology in the classroom. 

W. Ian O'Byrne is an assistant professor in the Department of Education at the University of New Haven. You can follow him on Twitter (@wiobyrne), at Google+, or contact him at wiobyrne@gmail.com.

This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).

Being a teacher means embracing constant change. Yet all too often, teachers are told when, how and why to change. In this monthly column, Mrs. Mimi takes on creating change for herself by rethinking old practices and redefining teaching on her own terms.

So how many days do you have left in your school year? Come on, I know you’re counting. You may even have a calendar with big black Xs marking the days in these final moments. It’s okay—I totally understand.

I always taught my little heart out until the bitter end because it was honestly easier for me to keep our routine intact than it was for me to completely let go. (Type A much?) Plus, I am one of those people who believe that June still means school and school means teaching and learning, not cleaning and chaos.

Regardless, even I, personal horn-tooting aside, could not keep everything going until the bitter bitter end. Every year I could pinpoint the exact moment when I was—how shall I put it?—all set. In my imagination, it was this moment where I stood in front of the room and dramatically declared, “SCENE! It’s a wrap, people!” In reality, it simply meant that I shifted gears and turned my focus to the coming year, packing up my classroom and spending the final moments of the year truly enjoying my little friends.

Now, I don’t know what kind of year you’ve had. Maybe it’s been a grueling marathon of meetings, meetings, curricular changes, meetings, helicopter parents, and even more meetings. Or maybe it has been an absolute joy each and every day. Regardless, today I’m going to implore you to resist the urge to throw your books, pens and crayons in a box in a mad dash to your local watering hole to get a much needed after-work “soda” and instead use this as a reflective time.

Right about now, you might be shouting, “Yeah?! Well, reflect on this!” at your computer. I hope not. But if you are, I hear you.

Just take a breath and think about the fall. Think about unpacking those hastily thrown together boxes. It’s a grim picture, isn’t it?

While I know our collective energy levels are low, this truly is one of the best times to reflect upon your practice in meaningful ways and think about one area, just one, where you’d like to make an improvement. What kind of literacy teacher do you want to be next year? What aspect of your teaching do you want to focus on improving, retooling, or refreshing?

Whatever it is, think about it now. Begin the process now. Keep these ideas and goals in your mind now, and let them color time as you wrap up your year and plan for the next one.

Maybe that means finally re-organizing and updating your classroom library. Or creating a spread sheet of your favorite read alouds and their potential uses. Or finding pieces of short informational text to feature as shared readings in your science and social studies instruction.

When I think about the best, most impressive teachers I know, one common characteristic they all possess is the ability to critically reflect on their own practice and constantly find ways to improve and grow. So, as you complete hour about hour of mindless end-of-the-year paperwork, instead of letting your mind wander to think about what The Bachelorette is going to decide, let your mind wander into next year to think about what you are going to do now to improve and grow your talents.

Mrs. Mimi is a pseudonymous teacher who taught both first and second grades at a public elementary school in New York City. She's the author of IT'S NOT ALL FLOWERS AND SAUSAGES: MY ADVENTURES IN SECOND GRADE, which sprung from her popular blog of the same name. Mimi also has her doctorate in education from Teachers College, Columbia University.