Thursday, October 15, 2009

One book for many grades?

First things first, CONGRATULATIONS to all of the National Book Award Finalists! And huzzah, three out of the five choices were…drum roll, please…nonfiction. A special congratulations goes out to our own INKer Deborah Heiligman for her Charles and Emma!

And now, back to our regular programming.
As Dorothy mentioned yesterday, there is a new component here at INK—namely, our free database that allows teachers and librarians to find our books according to what keywords, topics, or curriculum standards they need. The database also notes the grades for which each book is appropriate. That will be the focus of my post today, as at first blush, some may wonder why certain books are listed as having particularly wide grade ranges. It’s an excellent question that merits discussion and I hope people will weigh in with their opinions.

I must admit that when faced with the task of actually assigning grades to each of my books, it gave me pause. The publishers do that. And of course that’s where I started. But I, like my colleagues, also began to imagine how I put books to use when I'm in a variety of classrooms. How do I present the story differently to different age ranges? And what is the role of the book in the classroom? To be sure, there are books with more limited age-range potential than others due to reading level, mature content, etc… But with nonfiction especially, the opportunities can be vast to use a book as a way to make lasting connections with a great variety of kids. In any of these books there may be words or phrases challenging for little kids and easy for older kids. But it’s not about vocabulary; it’s about a way in—a way to connect their feelings and sensibilities to the topic at hand so that it has particular meaning for them.

The same book may be a perfect tool to use as a jumping-off point for younger kids as well as a gateway into an in-depth discussion for older students. Take Deborah Heiligman’s Charles and Emma, for example, listed as appropriate for grades 5-12 in the INK database. Of course, there is a huge difference in reading and comprehension levels between a 10-year-old and a 17-year-old, but that shouldn’t prevent teachers from being able to use the book to introduce the concept of evolution to 5th graders or launching into a full-on debate about science and religion with high school kids. Likewise, my Almost Astronauts offers a way to highlight the issues of injustice and discrimination in the context of something as kid-friendly as the space program to 5th graders—and just as easily lends itself to high school students gaining insight about the dark side of power play and politics in the 1960s.

There are many books, too, that in younger readers can serve to plant seeds that will later flower. They focus on a topic that we, as educators, hope will become part of their consciousness and further down the road they may be inspired to delve into further. Consider Susanna Reich’s biography, Clara Schumann: Piano Virtuoso. This title is listed for grades 3-12. Susanna says, “I’ve done Clara Schumann school visits for 3rd graders and 8th graders. The eight-year-olds are interested in Clara as a child prodigy and want to play musical games. Fourteen-year-olds like to hear about the love story of Clara and Robert, about Robert’s mental illness, and about Clara’s relationship with Johannes Brahms.” I’m certain these same threads would appeal to the musically minded 12th graders, as well.

Another example of a book one might not expect to go past an often publisher-designated grade level of 4th grade is my picture book about Elizabeth Cady Stanton, which I listed in the database as good for grades 2-8. I have successfully taught Elizabeth Leads the Way to every one of those grades. For the 2nd and 3rd graders, the book whets their appetite. Who was this woman and what did she do that was so important? They understand unfairness on a gut level. They want to take that in and apply it to history, even when that may not be their conscious goal. With 4th and 5th graders, many of them can tell me why voting rights are important, and some have heard of Stanton. This leads to a discussion about suffrage and speaking out for what is right, and even what it meant to be an abolitionist. In 8th grade, it is an introduction to an issue that then takes on a much greater depth in our classroom discussion as they question and examine women’s rights, how long it took to achieve them, and the status of women today.

There are many more examples of books that can be used on multiple grade levels. Take a look at Remember the Ladies, by Cheryl Harness, George vs. George by Rosalyn Schanzer, or Christo and Jeanne-Claude by Jan Greenberg, just for starters. I've only touched on this topic. I'd love to hear what other people think. In what ways could you use one of these books to teach concepts and spark discussions to both elementary and high school students?

5 comments:

Rosalyn Schanzer said...

Great post, Tanya-

I originally wrote my book George vs. George: The American Revolution as Seen from Both Sides with an older age group in mind. But I was blown away to learn that the book was popular with third graders too! The overall concept of looking at a complex piece of history from both sides seems pretty sophisticated for that age group, but they got it right away.

I originally started speaking to lots of age groups about the book because so many teachers invited me to do it and because the story got such an enthusiastic response no matter how old the audience was. And yes, as you discussed, it's very easy to tailor the depth of the material to fit the levels of all those age groups...

Susan E. Goodman said...

Interesting post.

I can think of lots of reasons to use a book up and down the age range. One reason to use a shorter book or picture book with older kids is when a teacher is trying to bring ancilary material to a unit. These books, relatively quickly read, can bring texture to a subject. Studying modern art in high school? Have Action Jackson and Andy Warhol King of Pop (Jan Greenberg) and Sandy's Circus: A Story about Alexander Calder (Tanya Stone) in the classroom.

Another reason--if you want a quick introduction to any subject, look at a good book about it written for younger kids. I do, especially if it's about something that I'm unfamiliar with--chemistry, physics, say. Then you can go from there.

Vicki Cobb said...

This month the ccbc listserve is discussing crossover books--books that appeal to adults as well as children. I think here we are talking about corssover books at a younger level. So the concept is a valid one. Any good reference librarian knows that when an adult comes to the library to learn about a new subject, the best advice is to read a a few children's books as a start.

Susan Kuklin said...

I couldn’t agree with your post more, Tanya. Ideas are limitless so why limit. Teachers and librarians often find innovative ways to convey themes for up-age and down-age books. Years back I was quite surprised to find my picture book Dance [co authored by Bill T. Jones] on a number of YA lists. Older kids responded to abstractions while the young ones went for the movement. A first grade teacher even used it to teach math. It would be interesting to continue this conversation and find off-beat ways to use our books.

praxilla said...

I've presented my book PLANT SECRETS to kids from kindergarten up to 6th grade. The very simple language is appropriate for younger kids, but it's not too easy for older kids; it just makes the concepts easier for them to grasp. I think many different ages can learn from this book because the information in it is not widely known; even many adults don't know that much about plants!