This blog has a very predictable format; however, this morning I am deviating from that format to call attention to a list of books developed by NAEYC that promote children's thinking. Systems thinking instruction, after all, is about giving learners as many tools as possible to think more deeply and communicate more clearly.
The link below connects to NAEYC's list, which features the following titles: Round Like a Ball, Not a Box, Not a Stick, Just How Long Can a String Be? and Duck! Rabbit! You can expect to see these books featured in future posts on this blog, but in the meantime check out these suggestions by NAEYC and begin to make your own thinking connections.
http://families.naeyc.org/learning-and-development/reading-writing/books-stretch-childrens-thinking
Monday, June 8, 2015
Thursday, June 4, 2015
When the Wind Blows
Title: When the Wind Blows
Author: Linda Booth Sweeney
Illustrator: Jana Christy
Publisher: G.P. Putnam's Sons ©2015
ISBN: 978-0-399-16015-8
Grade Level: PreK-2
Book Review: What happens when the wind blows? In this story when the wind blows, something magical happens. Through a series of exquisitely articulated two-word sentences readers experience wind beginning with a gentle breeze, escalating into a full blown thunder storm and then laying as evening comes. Beautiful in its simplicity the book illustrates the effect of wind and it challenges the reader to examine his feelings about this often maligned element of weather. The story offers a wonderful opportunity for readers to experience descriptive writing, not through flowery modifiers, but rather a series of carefully chosen sensory images. When the Wind Blows is a masterful combination of elegance and simplicity, power and whimsy--not unlike the wind.
Systems Thinking Connections:
Habits: Recognizes that a systems structure generates its behavior. Each phrase in the story illustrates the effect of wind on a different part of the system. Paired with this Habit of a Systems Thinker card (left), teachers and students can create a wealth of connections with this habit.
Considers how mental models affect current reality and the future. Beliefs and attitudes affect our perspectives. Wind is often labeled as an unpopular weather element. The characters in this story have a very different view, embracing the change in weather and making the very best of the blustery conditions. Their response to a windy day would be a great conversation starter connected to the reader's thoughts and feelings about the wind.
Tools: The book illustrates with profound simplicity the dynamic intensity of the wind. Even very young children could use a behavior over time graph to show the change in the wind. Great vocabulary could be developed when building the y-axis: breezy, gusty, blustery, and squally to name a few.
Bonus a parents guide is available for this book can be accessed at http://www.lindaboothsweeney.com/wp-content/uploads/2015/03/When-The-Wind-Blows-Guide.pdf
Author: Linda Booth Sweeney
Illustrator: Jana Christy
Publisher: G.P. Putnam's Sons ©2015
ISBN: 978-0-399-16015-8
Grade Level: PreK-2
Book Review: What happens when the wind blows? In this story when the wind blows, something magical happens. Through a series of exquisitely articulated two-word sentences readers experience wind beginning with a gentle breeze, escalating into a full blown thunder storm and then laying as evening comes. Beautiful in its simplicity the book illustrates the effect of wind and it challenges the reader to examine his feelings about this often maligned element of weather. The story offers a wonderful opportunity for readers to experience descriptive writing, not through flowery modifiers, but rather a series of carefully chosen sensory images. When the Wind Blows is a masterful combination of elegance and simplicity, power and whimsy--not unlike the wind.
Systems Thinking Connections:
Considers how mental models affect current reality and the future. Beliefs and attitudes affect our perspectives. Wind is often labeled as an unpopular weather element. The characters in this story have a very different view, embracing the change in weather and making the very best of the blustery conditions. Their response to a windy day would be a great conversation starter connected to the reader's thoughts and feelings about the wind.
Tools: The book illustrates with profound simplicity the dynamic intensity of the wind. Even very young children could use a behavior over time graph to show the change in the wind. Great vocabulary could be developed when building the y-axis: breezy, gusty, blustery, and squally to name a few.
Bonus a parents guide is available for this book can be accessed at http://www.lindaboothsweeney.com/wp-content/uploads/2015/03/When-The-Wind-Blows-Guide.pdf
Katie Loves the Kittens
Title: Katie Loves the Kittens
Author: John Himmelman
Illustrator: John Himmelman
Publisher: Henry Holt and Company ©2008
ISBN: 978-8050-8682-9
Grade Level: Pre K-2
Book Review: Sarah Ann brings home three new kittens. Katie, her dog, is so excited. Katie loves the kittens but she scares them, resulting in some funny antics around the house. In a heartwarming tale of friendship, Katie wants to befriend the kittens, but they remain frightened of the caring, yet exuberant dog. Eventually the kittens come to Katie. Read to find out how this changing dynamic brings resolution to the story.
Systems Thinking Connections:
Habits: Recognizes the impact of time delays when exploring cause and effect relationships. Time delay is a very difficult concept for young children. This story provides a clear example of how the dog and cat relationship changes over time. Many stories have a dynamic that occurs over time, but in this one time helps bring the situation of Katie and the kittens to a resolution. Yet the time frame is short enough that young children can readily relate to what Katie learned and the adjustments she was able to make.
Changes perspectives to increase understanding. Katie, the protagonist in this story, uses this habit in order to form a strong bond with the new kittens in her family.
Tools: This simple straightforward story is great for introducing younger children to Behavior Over Time Graphs (BOTGs). You can graph happiness, frustration or friendship, from the perspective of Katie, Sarah Ann or the kittens. You can graph Katie's understanding of how to make friends with the kittens. You can graph the kittens level of fear. The variety of observable variables and different perspectives work together to make this an ideal text for teaching BOTGs to younger children.
Author: John Himmelman
Illustrator: John Himmelman
Publisher: Henry Holt and Company ©2008
ISBN: 978-8050-8682-9
Grade Level: Pre K-2
Book Review: Sarah Ann brings home three new kittens. Katie, her dog, is so excited. Katie loves the kittens but she scares them, resulting in some funny antics around the house. In a heartwarming tale of friendship, Katie wants to befriend the kittens, but they remain frightened of the caring, yet exuberant dog. Eventually the kittens come to Katie. Read to find out how this changing dynamic brings resolution to the story.
Systems Thinking Connections:
Habits: Recognizes the impact of time delays when exploring cause and effect relationships. Time delay is a very difficult concept for young children. This story provides a clear example of how the dog and cat relationship changes over time. Many stories have a dynamic that occurs over time, but in this one time helps bring the situation of Katie and the kittens to a resolution. Yet the time frame is short enough that young children can readily relate to what Katie learned and the adjustments she was able to make.
Changes perspectives to increase understanding. Katie, the protagonist in this story, uses this habit in order to form a strong bond with the new kittens in her family.
Tools: This simple straightforward story is great for introducing younger children to Behavior Over Time Graphs (BOTGs). You can graph happiness, frustration or friendship, from the perspective of Katie, Sarah Ann or the kittens. You can graph Katie's understanding of how to make friends with the kittens. You can graph the kittens level of fear. The variety of observable variables and different perspectives work together to make this an ideal text for teaching BOTGs to younger children.
Tuesday, May 12, 2015
Don't Call Me Sidney
Title: Don't Call Me Sidney
Author: Jane Sutton
Illustrator: Renata Gallio
Publisher: Dial Books for Young Readers, ©2010
ISBN: 978-0-8037-2753-3
Grade Level: PreK-2
Book Review: Featured author Jane Sutton creates a delightful story in which clever animals live out the habits of systems thinking while engaging in antics that are sure to delight young readers Sidney is a frustrated poet who can't find words that rhyme with his name. His thinking persistence pays off when he discovers the perfect resolution to his dilemma. This well-written story offers insight into the writing process and illustrates the power of the written word, as we come to learn about the joy Sidney creates through his poetry.
Systems Thinking Connections:
Habits: Checks results and changes actions if needed: Successive approximation. Sidney is sincere in his concern about being able to find words that rhyme with his name. He demonstrates persistence, tries multiple solutions and eventually finds one that really works for him.
Tools: Story structure archetype. The book has a clearly delineated problem and resolution making it ideal for applying the story structure archetype.
More whimsical than books like The The Name Jar or My Name is Maria Isabel, Don't Call Me Sidney still focuses on the importance of a name. The ladder of inference would be a great way to scaffold a conversation about what names cause us to pay attention to, and how they shape our beliefs about other people and ourselves.
Author: Jane Sutton
Illustrator: Renata Gallio
Publisher: Dial Books for Young Readers, ©2010
ISBN: 978-0-8037-2753-3
Grade Level: PreK-2
Book Review: Featured author Jane Sutton creates a delightful story in which clever animals live out the habits of systems thinking while engaging in antics that are sure to delight young readers Sidney is a frustrated poet who can't find words that rhyme with his name. His thinking persistence pays off when he discovers the perfect resolution to his dilemma. This well-written story offers insight into the writing process and illustrates the power of the written word, as we come to learn about the joy Sidney creates through his poetry.
Systems Thinking Connections:
Habits: Checks results and changes actions if needed: Successive approximation. Sidney is sincere in his concern about being able to find words that rhyme with his name. He demonstrates persistence, tries multiple solutions and eventually finds one that really works for him.
Tools: Story structure archetype. The book has a clearly delineated problem and resolution making it ideal for applying the story structure archetype.
More whimsical than books like The The Name Jar or My Name is Maria Isabel, Don't Call Me Sidney still focuses on the importance of a name. The ladder of inference would be a great way to scaffold a conversation about what names cause us to pay attention to, and how they shape our beliefs about other people and ourselves.
Wolf Island
Title: Wolf Island
Author: Celia Godkin
Illustrator: Celia Godkin
Publisher: Fitzhery & Whiteside, ©1993, 2006
ISBN: 978-1-55455-008-1
Grade Level: 2-5
Book Review: Wolf Island ends with the line, "Life on the island was back in balance." An ecosystem is a prime example of balancing feedback. Celia Godkin creates a very plausible piece of fiction that illustrates the reality of what happens when a key species is removed from the ecosystem. Beautiful illustrations and clearly written text offer readers an accurate portrayal of an ecosystem that falls out of balance, along with the repercussions to a variety of the native species.
Systems Thinking Connections
Habits: Identifies the circular nature of complex cause and effect relationships. The classic habit for looking at reinforcing and balancing feedback, Wolf Island offers a well defined explanation of how an ecosystem is a complex set of relationships that make up a natural system.
Recognizes a system's structure generates its behavior. By creating a fictionalized story based on a real system, the text helps illustrate how a small change in the structure can have a clear pervasive effect on the system.
Tools: Students will be able to build a well-structured connection circle from the text in this book. The text lends itself to the language of identifying causal connections. For example, as the deer on the island increase the grasses on the island decrease. As the grasses decrease, the mice decrease because they do have enough to eat.
Author: Celia Godkin
Illustrator: Celia Godkin
Publisher: Fitzhery & Whiteside, ©1993, 2006
ISBN: 978-1-55455-008-1
Grade Level: 2-5
Book Review: Wolf Island ends with the line, "Life on the island was back in balance." An ecosystem is a prime example of balancing feedback. Celia Godkin creates a very plausible piece of fiction that illustrates the reality of what happens when a key species is removed from the ecosystem. Beautiful illustrations and clearly written text offer readers an accurate portrayal of an ecosystem that falls out of balance, along with the repercussions to a variety of the native species.
Systems Thinking Connections
Habits: Identifies the circular nature of complex cause and effect relationships. The classic habit for looking at reinforcing and balancing feedback, Wolf Island offers a well defined explanation of how an ecosystem is a complex set of relationships that make up a natural system.
Recognizes a system's structure generates its behavior. By creating a fictionalized story based on a real system, the text helps illustrate how a small change in the structure can have a clear pervasive effect on the system.
Tools: Students will be able to build a well-structured connection circle from the text in this book. The text lends itself to the language of identifying causal connections. For example, as the deer on the island increase the grasses on the island decrease. As the grasses decrease, the mice decrease because they do have enough to eat.
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