Sing Your Thanks: Songs and Verses for Thanksgiving

When visiting my daughter's preschool for their Thanksgiving celebration, I was inspired to round up some songs for the season. Enjoy!

Giving Thanks

First we give thanks for the food that we've been given (hold one hand like a bowl and the other like a spoon; pretend to eat)

Then we give thanks for the houses that we live in. (Put hands, fingertips together, over head to represent a house)

And we give thanks for the sun that shines above (Point with finger to sky and look up)

But mostly we give thanks for the people that we love. (Cross hands on chest and rock back and forth slightly as if you are giving/receiving a hug.)

* Sung to the tune of Itsy Bitsy Spider)

The Earth Is Good To Me

Oh, the earth is good to me,
And so I thank the Earth,
For giving me the things I need
Like the sun and the rain and the apple seed,
The Earth is good to me.

For every seed I sow,
Their grows another tree,
And soon there’ll be apples there
For everyone in the world to share
The Earth is good to me

Earth who gives to us this food
Sun that makes it ripe and good
Dear Earth, Dear Sun, by you we live
To you our loving thanks we give.

For the food before us,
For the friends beside us,
For the love that surrounds us,
We are truly grateful.

This food is a gift from the earth, the sun, the rain, the
whole universe
It comes to us through the hard work of many people
May we live in such a way as to be worthy of it
May it give us energy to do the work of love

From you I receive, to you I give
Together we share, and from this we live

Nature's Thanks

The eagle give thanks for the mountains

The fish give thanks for the sea.

We give thanks for the goodness

And for what we're about to receive.

(arms like wings, then become mountain peaks)

(hands together like swimming fish, then wave motion)

(arms raised in front like receiving something being passed down from a height)

(arms lowering, hands like they are holding something)

* spoken

Things I'm Thankful For

There are many things I am thankful for
I can find them near and far
There are many things I am thankful for
Let me tell you what they are

I'm thankful for the earth
I'm thankful for the sea
I'm thankful for my friends
And I'm thankful to be me.

There are many things I am thankful for
I can find them near and far
There are many things I am thankful for
Let me tell you what they are

I'm thankful for the sun
I'm thankful for each tree
I'm thankful for my home
And I'm thankful to be me

There are many things I am thankful for
I can find them near and far
There are many things I am thankful for
Let me tell you what they are

I'm thankful for my food
I'm thankful to be free
I'm thankful for the stars
And I'm thankful to be me
* Song by Hap Palmer, from the album Holiday Magic

Mom's Best Friend

Each Tuesday my colleagues and I at the blog Two Writing Teachers host a Slice of Life Story event. Teachers, students, and writers from all over the world share a short, focused story from a small moment in their own lives--a Slice of Life Story. See more Slices by clicking here.

The alarm goes off. It's early. The sun isn't quite up yet. My eyes are blurry. My head hurts. My hips hurt. My back hurts. My feet are swollen. I feel slightly sick to my stomach. Only four more weeks to our due date.


My hand touches something fuzzy and warm next to me in the bed. Indigo! He's got his furry little head resting on my belly, using it as a pillow--so cute! I wonder if he can feel the baby moving around in there. How did I not notice him sleeping on me? He's warm and soft, and suddenly I don't feel so sick anymore.

I pause for a minute to give Indigo some pats and some love, and then I gently slide him over to the side so I can get up and start the day. He lifts his head for a moment and gives me a look that says, "Hey, I'm snuggling here!" (I've always imagined that Indigo has a Brooklyn accent) and then he flops back down with a giant doggy sigh and goes back to sleep.

A Book, Authored by Little L.

Here's Little L.'s latest book! She drew it and told it all by herself! The captions are her words exactly. Enjoy!

By Lily, [Book] 1

"The title is Color."

Page left: "First the little girl and her daddy woke up."
Page right: "And then they played outside in the SUNSHINE!"

"And they played outside, and then they went to sleep, and then it was night time."

"And then the next morning, it was thundering and lightening and rainy. The little girl and her daddy waited for the storm to pass."

Page left: "It's sunny and then the little girl and her daddy go out to play. But before they knew it, a storm was coming. They heard the thunder off in the distance."
Page right: "Then they hurried inside."

"And now for the final page. It's sunny again through all those storms. The sun was shining brighter than they had ever seen in their house. And they lived happily ever after."

THE END

And here's how she did it:

1. I stapled together pages of white printer paper, and asked L., "Would you like to make a book?" I said this with lots of enthusiasm, like an invitation to do something really, really special.

2. I pointed to the first page and said, "What happens first?" She told me the story aloud first, and then I said, "Great story! Draw it!" and she went to town.

3. As soon as she had drawn everything that she wanted for the first pages of her story, I turned the page and said, "What happens next?" She told me, and then again I said, "Wow! Draw it so we don't forget it!"

4. I continued this way, nudging her to turn the page before putting the whole story on one page, and asking her to tell the story aloud before drawing. As we neared the final page of the book, she started planning out how the story would end. As she drew the last few pages she told the story aloud several different ways, finally deciding on the beautiful ending that you see in her book.

Some tips:
1. Encourage your children do their own work all by themselves, with minimal intervention from you. For example, when L. first got started she turned to me and said, "I don't know how to draw a house. Draw it for me." I said, "Well, think about the shape of a house. It's kind of like a square." On a separate piece of paper I drew a very simple square shaped house. L. looked at it, and said, "I'm just going to do it this way." And she drew a circle around the little girl and her daddy to represent their house.

2. Be proud of whatever stage your child is at.  When L. was still in the scribbling stage (which she still enjoys quite a bit), I would still say, "Wow, tell me about this!" or "What's happening on this page?" To her, those little squiggly lines held meaning.

3. Resist spelling words for your child, and especially resist writing on her paper. As soon as your child sees you writing on her paper, a little switch goes off in her mind. She thinks to herself, "Aha! All I have to do is get a grown up to do it for me!" To foster independence and a sense of ownership, try to be very consistent about not writing on your child's work.  (The one exception might be if, from the start, you say, "Let's make something TOGETHER." so that it's clear that it's yours as much as your child's work).

4. Take a dictation of your child's writing word-for-word on separate paper or post-its. Don't change a thing! Even if your child is stringing together words with strange sentence grammar, or if it doesn't make that much sense to you. Think of it like a photograph--You'll want to remember this stage later!

Ideas on Being a Working Mom

This morning I worked with a group of teachers who are getting ready to teach a personal essay unit of study to their fourth graders. We were writing our own essays in preparation--what better way to prepare, than to go ahead and try it out for yourself.

As I was working, all I could think about was the fact that I couldn't go with Little L. to her four-year well visit at the doctor's today. I knew she was going to get a bunch of shots, and I worried about her all morning long. Knowing that my husband, B. has an irrational fear of needles didn't help!

So when I started to give examples for my own essay, I ditched my original safe plan. I've gotten in the habit of using the same old examples over and over. Usually I do, "Dogs make the best pets,"  or "Sometimes being alone is a good thing." But today, I ditched my usual examples and went with what was really on my mind.

Here are my "boxes and bullets" (thesis statement and supports) from my own essay that I used as a demonstration text for the teachers I was working with:

It's hard to be a working mom.

• It's hard to be a working mom because sometimes you have to miss out on important things at home.
• It's hard to be a working mom because you sometimes you have to miss out on important things at work.
• It's hard to be a working mom because you constantly wonder if you are doing the right thing.

When I shared my example with the group, I started to feel a little uncomfortable. The whole working mom thing is such a hot-button topic lately in magazines and on social media. It felt very negative.  Nobody said anything or questioned my opinion, but I kept thinking and thinking about it all day long.  Then I realized why my essay plan was on my mind. I actually love my job… LOVE it… and it was bugging me that my plan for my essay didn't account for this. Yes, being a working mom is hard, incredibly hard, for all the above reasons and more, but there's more to it than that.

So, I'm revising my essay now, to redeem myself for earlier:

It's important for me to be a working mom.

• It's important for me to be a working mom because I love my work and it helps lots of people.
• It's important for me to be a working mom because, let's face it, we have bills to pay.
• It's important for me to be a working mom because it's setting an example for my daughter.

In fact, right now, as she sleeps, I'm working… and I'm okay with that. In fact, I'm better than okay with it.

I hope that lots of kids have a similar experience as a result of the personal essay unit. I hope that they too start out thinking about their own lives in one way, and then have that moment like I did. A moment when they say, "Hey, wait a second…" and they too are able to see their own issues or ideas in a new way.

Choosing a thesis statement that was close to my heart helped me think deeply about an issue in my life that eats away at me every day, and helped me make sense of it in a way that I would not have otherwise. I've always believed that we learn alongside our students, especially when we practice our own writing. But to get the most out of it, we've got to be willing to think deeply about our own lives and to tackle questions and ideas that aren't so easy to figure out. 

Slice of Life Story Challenge

Getting Little L. to School

Little L. just turned four and getting her ready for school each morning is NOT easy.

This morning went something like this:

5:45am "Mommy! I need to be with you!" Little L. shouts in my ear as she climbs into bed on top of me.

6:00am "Mommy! Why aren't you awake yet! I need to be with you!" I roll over, groan. "I'm getting up," I say. I'm not, really. But maybe if I tell her I am she'll be peaceful for a few more minutes.

6:10am "Mommmm--yyyyy! I'm hungry! Wake up! I need you!" This time I roll out of bed, slowly. Very slowly.

6:15am
We head downstairs to the kitchen. "What would you like for breakfast?" I ask.
"Toast with butter...AND peanut butter," is L.'s response.
"You get that from your daddy," I say. She does. B. loves butter and peanut butter combined.
"Come sit right next to me," demands L. as she pulls my chair right next to hers so that they're touching.

6:30am We go back upstairs to L.'s room to get dressed, brush teeth, battle to brush L.'s hair (resulting in only sort-of brushed hair).

7:15 Yes, it really does take us forty-five minutes to get our child dressed in the morning. Don't judge. Finally, we put on shoes and coats and backpacks and climb in the car.

7:30 In the car, L. tells me she doesn't want to go to school. She wants to stay home. She wants to be with Mommy. She wants to be with Daddy. She wants to play. The more she says, the more my heart sinks. I desperately want my little girl to love school. I desperately don't want to feel guilty about going to work, but I do. By the time we're at school I have a headache.

8:00 We arrive at school. Amazingly, L. skips down the sidewalk to the front door, holding my hand and chirping away happily about nothing in particular. She hops up the steps to her classroom, and... most amazingly she hangs up her coat, switches into her 'inside shoes' and puts her lunchbox away all by herself. 

8:05 "Bye Mommy!" L. wraps her arms around me and gives me a goodbye squeeze, and amazingly, miraculously, skips off happily into her classroom without a single tear, not even a peep or a whimper. I sigh a huge sigh of relief as I head out the door to start my day.

Make New Friends, But Keep the Old

It's Little L.'s second year at her preschool, and she's lucky to have a handful of the same friends from last year in her class again this year. I am so excited and proud to see her really come out of her shell at school, playing and laughing and telling me all about her friends when she comes home.

But... there is just one thing.

L. doesn't really want to play with the new kids. In fact, sometimes, she can even be a little bit mean to them. Especially during "outdoor time" (that's what they call it at her school) on the playground.

Sigh.

So we've been having many, many, many discussions at home about being kind, making new friends, and thinking about how others might feel. And of course, we've been reading lots of books to help Little L. understand how her words and actions can hurt -- or help -- others.

Here are a two of the many wonderful stories that are really helping L. make sense of what's going on during outdoor time. Thankfully, her teachers have been telling us that she's already thinking more about others, and now will even remind other kids to be a good friend.

The Recess Queen by Alexis O'Neill, illustrated by Laura Huliska-Beith

This book, The Recess Queen,  really hit home. At four years old, Little. L. can totally relate to both "Mean Jean" and Katie Sue and the other kids in the story. We've read and reread this book many times on L.'s request. She's really into it.  Here are some of the ways we've talked about this book:

We try to put ourselves in the character's shoes. I asked L. one night, "Why do you think Jean might act so mean?""Maybe she doesn't know how to make friends yet," L. said. "Maybe she doesn't know that the other kids are sad."

We think about all of the characters, not just the main character. We talk a lot about how the other kids in the story feel, but we also talk about what they might have done differently. "It says nobody ever dared played with Jean. What do you think about that?" I asked L. and she said, "The other kids could be like Katie Sue and ask her to play--then she might not be so mean."

We talk about different ways to figure out how characters in books, and people in real life, are feeling. I asked L., "It seems like Mean Jean doesn't know that the other kids are sad. How would she know that she's making them feel bad?" L. responded, "She should look at their faces," or "Maybe she should ask them 'How are you feeling?'" 

The big thing we talk about is that it's important to try to think about how other people feel. Look at their faces, ask them questions, talk to them, invite them to play.

Stand Tall Molly Lou Melon by Patty Lovell, illustrated by David Catrow

Little L. relates to this book this just as much as The Recess Queen. We've probably read it ten or twenty times in the past week!

We use what we learned about one character to help us figure out another similar character. In this book, Ronald Durgin reminds L. of Mean Jean from The Recess Queen and we talk a lot about how they are similar and different. Especially we talk about why Ronald might act the way he does, and how maybe he feels a lot like Jean who nobody ever plays with.

We talk about how the character's actions are similar to real life experiences.  Ronald calls Molly Lou Melon a name, making this book the perfect spring board for talking about a name calling episode L. experienced at school. "What could Ronald have done differently?" "How do you think Molly Lou Melon feels when he says that?" leads right into, "How do you think Little E. felt when you called her a name?" "What could you have done differently?"

We talk about how characters change across the story, and what they might have learned along the way. Along the way in this book, the author repeats the line "and he felt very foolish..." L. asked about this one night. "What's foolish?" she asked. "It means he knows he did something wrong," was my response. "So why does he keep being mean to Molly Lou Melon?" L. asked. I had to think about it for a second. "Why do you think?" I asked L. She stopped to think about it too. "Maybe..." I said finally, actually having to really, truly, think about it, "...maybe, it takes some people lots of times to really learn something." Then on each subsequent page we stopped and talked, "Did he learn a lesson yet?" "Nope, not yet..." Next page. "Did he learn anything yet..." Nope, not yet. Then on the last page, it's so clear... Ronald finally learns how to be a friend, and isn't so foolish anymore.

We talk about why characters react the way they do.  In this book Molly Lou Melon always reacts very positively even when Ronald is being extremely mean to her. We talk a lot about why she's able to do that. "Some kids would be really sad if someone was mean to them. Why do you think Molly Lou Melon is still so happy and cheerful?" Little L. has to think about this, every time, even though we've had the same talk lots of time. But she always comes up with something along the lines of, "Because her grandma told her to stand tall."

With this book we talk a lot about how even though Ronald starts out as a bully, he's able to change, and if he can change, then anybody can. And thank goodness for grandmas!

Has your child ever had trouble on the playground? What books do you recommend? Leave a comment and share the love!

Slice of Life Story Challenge

Little L.'s preschool class was sitting in a circle on the rug in the center of their cheerful classroom. A special candle had been placed at the center. Ms. C. introduced me, saying, "Everybody, this is L.'s mom, she's come to visit for L.'s birthday."

After some ooh's and ah's, and after a few kids called out, "I know her!" things settled down, and Ms. C. handed Little L. a small round globe. "L., will you hold on the to world, and walk carefully in a circle around the candle, the sun, while we sing the special birthday song?" Little L. stood up, holding the world in her hands and stood near the "sun" and waited.

To the tune of "The Farmer in the Dell," the class sang.

The Earth goes round the sun,

The Earth goes round the sun,

The Earth goes round the sun,

The Earth goes round the sun.


While they sang. L. walked slowly, slowly, around the "sun," holding the Earth in her hands. I watched her, proud of how careful and sweet she was. (She would have NEVER followed directions so well at home.)

When the song came to a stop, Ms. C. said to the class, "Now L. is one year old. What was L. like when she was just one year old, mom?" That was my cue to share one of the photos I had been asked to bring. "Here she is!" I said,  "This is when we still lived in Brooklyn, before we lived in Vermont." The picture was very cute. She was such a cute baby, really. Some giggles from the kids... and then we sang again.

The Earth goes round the sun,
The Earth goes round the sun,

The Earth goes round the sun,

The Earth goes round the sun.

After a brief moment of thoughtful silence, Ms. C. said, "The Earth has gone all the way around the sun twice now. Now L. is two years old! Mom, can you tell us what L. was like when she was two?" I held up the photo of L. with the NewYork City skyline in the background. "This was the last summer we spent in Brooklyn, right before we moved here. L. was still just two when she started at your school last year. This picture was right before school started!" I thought to myself, I cannot believe it has already been a year since we moved. I can't believe how tiny she was when she first started school!

The Earth goes round the sun,
The Earth goes round the sun,

The Earth goes round the sun,

The Earth goes round the sun.

L.'s teacher now said, "The Earth has made the long trip all the way around the sun three whole times since L. was born. Now she is three years old. What was L. like when she was three?"

I paused for a moment. My little girl isn't three anymore. It was as if it were really sinking in.  Finally I said, "Well, in this photo, here she is learning to ski. Do you think we're still in New York City?"

"Nooo!" shouted the class.

"You are right!" I said brightly, shaking off a little bit of nostalgia. "When L. was three we lived in Vermont."

Phew. I made it through the tough part. No tears.

The Earth goes round the sun,
The Earth goes round the sun,

The Earth goes round the sun,

The Earth goes round the sun.

The children stopped singing, and L.'s teacher said, "Now the Earth has traveled all the way around the sun four times since L. was born. L. is four years old now! What a big kid! Mom, do you want to share anything about L. now that she is four?"

And then, what do you know? All of a sudden I was holding back, fighting tears! I couldn't believe my baby girl was already not just three, but four years old! I coughed, pretended like my throat was just dry. After an  uncomfortable pause I finally held up the fourth photo. It made me smile. My little girl in her dragon costume that she had chosen for Halloween. "Here she is!" I held it up and the kids gave me the reaction I knew I would get. "Wow! Cool! I love dragons! Is that her Halloween costume?" I smiled. "Yup, L. is four now and just the other day we tried on Halloween costumes. She tried on a fairy, a princess, and a dragon. And what do you think she chose?"

"Dragon!" the kiddos shouted. L. smiled a big huge smile, and hugged the Earth she was holding in her hands. "I love dragons," she chimed in.

The rest of the afternoon in Little L.'s classroom passed in a blur. I was still thinking about how quickly four years had gone by and how L. had grown from a tiny little thing--to this bold, strong little person. A kid who goes to school, and has her own friends, and is getting bigger and smarter and more and more herself everyday. And yes, a kid who chooses to be a dragon for Halloween.

Long Time, No See!

Hello Readers!

So, it's been a looooong time since my last post. Almost two years! In that time, my family and I have moved multiple times. First we packed up our Brooklyn apartment and headed home to Vermont, where my husband and I grew up. We spent a few months hopping from one family home to another while we searched for a house to buy, and then finally... finally... finally... moved into our house that we live in now.

That was about a year ago.

Also, while all that was happening, I coauthored a book! Check it out! This book, titled How-To Books: Writing to Teach Others is part of a series of books titled Units of Study for Opinion, Information, and Narrative Writing. My coauthors, Lucy Calkins and Laurie Pessah are two of the most incredible teachers and mentors a person could ask for. If you teach grades K-8, check out our stuff!

Also, while all that was happening, my husband started his own business, Little L started preschool, and I continued to travel all over the country doing consulting for the Teachers College Reading and Writing Project. 

And, we're expecting another baby to arrive in December of this year! Hooray!

So, it's been a busy two years. But, things are starting to settle down (for now, anyway), so you can find me blogging about our littlest readers here, and you can also find me blogging about teaching with an amazing team of writers over at Two Writing Teachers.

Emergent Storybook Reading

Have you ever wondered what kids do for "reading" in school if they haven't yet learned how to read conventionally? Well, I will tell you!

In schools across the country where I work, kindergarten teachers read and re-read special storybooks that we call "emergent storybooks." This is based on the work of Elizabeth Sulzby, a renowned researcher. To support emergent readers, teachers read aloud a few stories again and again. The children get to know the stories really well, and soon will begin to talk about the pictures and even tell the story to go with the pages. Some children will even point to the words and "read." All of this fosters a love of reading along with an emerging understanding of how reading works.

In classrooms, teachers will scour the classroom library for books that:

1. Have characters, a problem, and a solution

2. Have pictures that closely match what the text says on each page

3. Are highly engaging. The kind of books children love to hear again and again.

4. Are memorable - often there is a refrain or repeated phrase that helps kids remember how the story goes.

5. Contain rich, beautiful, literary language (think fairytales or folktales as examples)

Some examples of emergent storybooks that you might know:

Caps for Sale

Three Billy Goats Gruff

The Gingerbread Man

Three Little Pigs

Once you have some books, all you need to do is read them again and again. Soon, your child will know the story so well that she'll start to chime in with you. Then she'll start to tell the story to go with the pictures herself. Sometimes, she'll even start recognizing some of the words in the book!

A few tips for reading in a way that is especially supportive:

1. Make your voice as EXPRESSIVE as possible!

2. Point to the PICTURES as you read.

3. Use GESTURES and act things out with your hands and your body as you read.

Emergent storybook reading isn't just for classroom teachers or researchers. Parents and caregivers can support their wee readers at home by reading and reading and reading these books!

Our Little Musicians

Corner Library

Literally. A library. On the street corner.

Summer 2011, aka "The Summer of Libraries"

This was definitely the summer of libraries for us! We went to our neighborhood library at least once or twice a week to escape the heat, see some other kiddos, and read lots of books. This is at the NYC Main Branch (the one with the statues of lions that you see in lots of movies). Have you ever seen so many picture books in one place in your life?

Scribbling: Circular Stage

Little L. said: "Circles!"

Little L. said: "This is rain. This is Pooh Bear. This Mommy. Daddy... Mimi... Grandpa..."

Yes, there are stages to scribbling! Little L. is in the late Circular stage, early Naming stage!

Click here if you want to find out the stage of your own tiny artist or writer.

Try these handy tips:

1. Compliment your child's work by naming what you see, reinforcing her newfound skills as well as vocabulary. If you can name it, she can learn what it is called. Try saying things like,"I see straight/curvy/zig zag lines!" or "I see circles/dots/curves!" or "I see lots of blue on your page, and even a little bit of yellow!" After a short amount of time, you'll hear her naming her own work!

2. Keep materials easily accessible. If you have to dig out the paper and crayons from the bottom of a closet or a drawer, you and your child will be less likely to spend 5-10 minutes drawing. Try an easel or large notebook set up with not-too-messy materials. Tape the paper down so she's less likely to rip it apart. A few washable crayons are pretty easy to manage and pose little danger to your furniture and walls--they really are washable--trust me! (Hint: The fatter the marker or crayon, the harder it can be for your child to use a three-finger grip. Really fat crayons and markers force your child to fist it rather than pinch it. Try having a variety of art materials, both fat and skinny, for fine motor skills, and also just for fun!)

3. Make time every day. While I'm making my coffee in the morning is one of Little L.'s favorite easel times. She hunkers down with markers and crayons for just the right amount of time for me to pour it, add milk and sugar, down half of it while I still have a chance!

Life-to-Text Connections

Real life always reminds us of life-to-text connections! (Yes, "life-to-text.")

This picture is from one of our many trips to the Bronx Zoo. It reminds us of so many great books!

This reminds me of...

... Llama Llama Red Pajama, by Anna Dewdney

... Is Your Mama a Llama?

... Zoo Looking, by Mem Fox

What does it remind you of?

Check Out the We Teach Summertime Learning eBook

Over at We Teach, the amazing leaders put together this beautiful eBook filled with fun ideas for summer learning. Check it out! Baby L and I contributed to it!