Author Guest Post: “Five Tips to Excite Students About Writing” by Laurel Solorzano, Author of The Land of Fake Believe

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“Five Tips to Excite Students About Writing”

One of the most difficult parts of teaching writing is convincing all students to be involved in the various activities. Some of my students have reached the end of the writing period with NOTHING on their paper. How many distractions could they possibly have had? These five tips should help you get those students not only involved but excited to tell their story.

Tip #1

Allow Alternative Ways to Tell Their Story. Most of the time, my students who have trouble putting words on paper are the ones who talk. Everyone else may be working quietly, but they are talking- to me, to the other students, to themselves. It doesn’t matter if anyone is responding or not, their mouths are moving.

One way I’ve been able to get these students involved is by using a recording device (a phone or an app on a tablet works well). I move them out into the hall and have them record themselves telling their story or answering the prompt. I usually tell them that they have two minutes to record it (any longer than that, and transcription takes a while).

They LOVE doing this, because they can talk and avoid writing for a few minutes with the teacher’s permission!

Once they’ve recorded themselves, depending on the student’s age, I can either use an online program to transcribe it for them (I then have them read what they “wrote” and fix the errors), OR I’ll have them transcribe it themselves.

Tip #2

SHARE their writing. Some of my students have disliked writing because they don’t get the chance to talk/share with their classmates. They prefer to tell the story out loud rather than write it down and pass it to me.

Whenever I’ve given them the chance to read their story/writing out loud, then they get more excited about writing it. They can’t wait to make their classmates laugh!

I give other students the chance to share too, but don’t force it on the quieter ones who already enjoy the writing.

Tip #3

Give them creative freedom. While mentor texts or examples that students can follow is helpful for SOME students, it can make others struggle. How can they make their writing sound like that writing? They become overwhelmed trying to make it perfect, so they either don’t try at all or copy the example writing and just change a word or two.

For example, if you give them the topic of writing about a favorite memory, then give them subject examples, but not paragraph examples. “Did you ever receive a special Christmas or birthday present? What made it special? Where have you gone that you really enjoyed? The zoo, amusement park?” This can get their ideas pumping without feeling like they have to churn out a perfect paragraph.

Tip #4

Don’t compare writing. You probably already know this, and you wouldn’t do it on purpose. However, sometimes, comments slip out accidentally. “Wow! Did everyone see what a great paragraph Johnny wrote?” or maybe even something that you think is more subtle because you are just speaking to the student. “Johnny, that was really great. I don’t know how you do it!”

Written feedback helps avoid this comparison. I always write one thing each student did well and one thing they can improve. Instead of writing that one student needs to fix their verb tenses and their quotation marks, indent their paragraphs, not use fragments, and. . . well, you get the idea. That would be overwhelming as an adult.

Pick one, concrete thing that they can improve, and write that one. For example, “Don’t start sentences with ‘and’” or “Use an apostrophe to show possession.” That way, they can improve and not be overwhelmed.

Tip #5

Connect reading and writing. A lot of students who don’t necessarily enjoy writing do enjoy listening to stories. Even when students can read on their own, they aren’t too old to be read to as well.

Once they have a story in their head, writing prompts related to the story can turn on their creativity.

Read-aloud continues in my classroom even through fifth grade, which is why I love picking stories that are fun not only for the kids but for me to read year after year as well. Check out my book below for a fun classroom read!

Fun Writing Ideas

Now that you have some ideas about how to involve the non-writers in writing time, here are some prompts to use in your class.

  • If you could meet one fairy tale character, who would it be? What would happen when you meet them?
  • (After reading a book or part of a book together) What do you think should happen in the next chapter?
  • Pick one notoriously bad guy (the Joker, the Big Bad Wolf, or Maleficent for example) and write about them as if they were good.

Published September 1st, 2022

About the Book: The Land of Fake Believe is a twisted fairy tale about two siblings and their fateful encounter with real amusement park characters. It is geared to children ages eight to twelve, but can be read aloud to younger children.

In this fractured fairy tale story, twelve-year-old Taylan is angry when her mom scolds her for telling her five-year-old sister, Judy, that Cinderella isn’t real, just as the little girl is about to meet her favorite princess at the famed Happily Ever After amusement park. Relegated to their vacation hotel room for the evening as a punishment, Taylan enlists the help of her ten-year-old brother, Colby, to prove her mom wrong. What they discover in the park after dark is beyond their wildest dreams—or nightmares.

Soon, the siblings find themselves in the middle of a secret century-long battle among the park’s characters—the good Ever Afters and the dark Ever Afters—and are in a race to help their new friends before the Evil Queen takes over the park for good. With Beauty, Cindy, and Peter Pan on their side, will they be able to survive the conflict before it’s too late?

Fun activities after reading the book including a coloring sheet, quiz, and maze: https://www.laurelsolorzano.com/activities

About the Author: Children’s book author Laurel Solorzano has been creating stories since she first learned how to write, completing her first full-length novel while in middle school. Her love for fairy tales is what inspired her to write The Land of Fake Believe.

Hailing from Raleigh, North Carolina, where she lives with her husband, Yader, Laurel is a Spanish and English teacher. When she’s not penning creative stories for young readers, Laurel enjoys reading and spending time with her two dogs. Also the published author of five young adult books, Laurel’s book The Land of Fake Believe is the debut book in a series of twisted fairy tales including book 2-Once Upon a Climb and book 3- The Princess and the Key.

Author Q&A can be seen here. https://www.laurelsolorzano.com/about

Facebook- https://www.facebook.com/laurelsbooks

Signing up for her newsletter on her website is the best way to stay connected!

Thank you, Laurel, for these amazing engaging tips!

Author Guest Post: “In Praise of the Standalone Book” by Stacy Nockowitz, Author of The Prince of Steel Pier

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“In Praise of the Standalone Book”

In 2010, I switched careers. I had been a middle school language arts teacher for many years, and I decided it was time for a change. So, I became a school librarian. It’s the perfect career for someone who loves kids, books, and kids’ books. It’s also a great job choice for someone who doesn’t want to grade even one more essay written by a 12-year-old. And because of this shift to the library, I was able to pursue my lifelong dream of writing books. The Prince of Steel Pier is my debut novel.

You know which parts of my job I love the most? First, I thoroughly enjoy matching students with the perfect book for them. This process is called Readers’ Advisory in librarian lingo. It’s a mini-interview and discussion that helps the librarian connect readers with great book choices specific to their likes and needs. I start off every Readers’ Advisory by asking what I think is the most telling question: What’s the last book you read that you really loved?

The other best part of my job? Filling the shelves! I get to order ALL the books and materials. It’s like a childhood fantasy come true! Yes, I’ll order that one and that one, and oh, I have to get the new book by that author, and I must order that one. It’ll fly off the shelves! Between being a middle school librarian and being a children’s book author, I know what kids like.

And what they like is a long book series. They like getting comfortable with a set of characters and reading about those characters again and again and again. Investing time and emotion in a new protagonist is hard! The path of least resistance, which, honestly, kids are prone to take, means they’ll reach for Diary of a Wimpy Kid #5 and #8 and #16, and on and on. I have reserve lists five-kids deep every time Stuart Gibbs publishes the next Spy School novel. In kids’ minds, long book series rule.

Or do they?

Let’s go back to my Readers’ Advisory opening question: What’s the last book you read that you really loved? Last year, I received an answer from a sixth grader that caught me off guard in the best way. She said, “The last book I really loved was A Night Divided by Jennifer Nielsen. I don’t really want to read another series. After, like, the third book, they all get repetitive and boring.”

I wanted to hug her when she said that.

Stand-alone books make me smile. And as a writer, I understand how difficult a great stand-alone is to pull off. Stand-alone books do all their own heavy lifting. They work their 250-page tails off (or 350 or 180; you get the idea). The author of a stand-alone knows she only has one shot at capturing her audience. None of this “You’ll find out in book 4 why he and his dad don’t get along” or “It will all make sense once you finish book 7” stuff. Good stand-alone books give readers a satisfying character arc and a complete storyline. A reader can finish the last page of a stand-alone and close the book with a gratified exhale. Nothing more is needed. It’s like leaving the dinner table sated after a delicious meal. Sure, you can raid the fridge for leftovers later, but the experience just isn’t the same, is it?

Historical fiction is especially well-suited for the stand-alone format. Authors of historical fiction evoke a moment in time, the only moment when that story could have happened to that person in that place. Thanhha Lai didn’t need to make Inside Out & Back Again into a six-book series. This National Book Award-winning stand-alone tells us one story: Hà’s story, as her family flees war-torn Vietnam and comes to the United States. There’s no need for us to see what happens to Hà the following year, or the year after that, or the year after that. Inside Out & Back Again beautifully presents the family’s traumas and triumphs of that singular experience. Lai leaves it to us, her readers, to imagine Hà’s future, rather than simply telling us everything that happens to her. That stand-alone novel, that no more-no less story, is enough.

This is exactly what I hope I’ve achieved with The Prince of Steel Pier. The main character, 13-year-old Joey Goodman, doesn’t cease to exist after the last page of the book. I’m sure he goes on to have more adventures and more experiences. But you’ll have to envision them for yourself. Joey’s story from two weeks in August of 1975 stands alone. His moments of happiness and moments of fear, his epiphanies and realizations, can only happen in that one special time in his life. Making my book into an endless series would take away from the power of what Joey learns about himself and his world in The Prince of Steel Pier.

I’m not calling for the abolishment of the long children’s book series. Not at all! Kids need to be able to rely on Percy Jackson getting himself into another mythological mess. They love the continuing escapades of Dogman and The Last Kids on Earth.

But here’s to the stand-alone book, the book that needs no sequels, no books #3-#10. Here’s to a story that thrills kids from its inciting incident all the way through its climax and denouement, and that’s it. Here’s to the books that have no more to say because they’ve said it all, perfectly, the first time around.

Some of my favorite stand-alone middle grade books:

The Magical Imperfect by Chris Baron
Where the Watermelons Grow by Cindy Baldwin
A Place to Hang the Moon by Kate Albus
Alone by Megan Freeman
Orphan Island by Laurel Snyder
Too Bright to See by Kyle Lukoff
When You Reach Me by Rebecca Stead
Red, White, and Whole by Rajani LaRocca
Some Kind of Happiness by Claire Legrand
One Jar of Magic by Corey Ann Haydu

The Prince of Steel Pier
Published September 1st, 2022 by Kar-Ben Publishing

About the Book:

Poor 13-year-old Joey Goodman is not suited for 1975 Atlantic City: he’s anxious, fearful, and prone to puking at any moment. On top of it all, his tight-knit Jewish family babies him more than they do his younger brother! With wanting to prove his mettle top of mind, Joey ends up working for kingpin Artie Bishop, whose gangsters are impressed by how Joey handles thieves who steal his prize tickets. Joey suddenly feels important as he runs around with Artie and his crew – but after a streak of deceiving his loved ones and dangerous jobs that put his family at risk, Joey’s resolve will be put to the test. This adventure-filled middle grade will have young readers relating to Joey as he goes through his fair share of feelings (like a crush!), goons, and finding that his place was with his real family all along.

Advance Praise for THE PRINCE OF STEEL PIER:

  • “What a wonderful book! I loved the sense of atmosphere, all the things that Joey struggles with, and most of all, that big, beautiful family.” —Rajani LaRocca, Newbery Honor-winning author of Red, White, and Whole 
  • “I love the funny voice of Joey/Joseph/Squirt Goodman. (Who wouldn’t fall for a Skeeball champion with a big heart and a nervous stomach?) I was captivated by Joey’s large lovable family and the authentic rendering of the 1970’s Atlantic City setting complete with gangsters, gangster’s daughters, lucky frog fountains, sinister business and mysterious packages. A fun read from start to finish.” —Gennifer Choldenko, Newbery Honor-winning author of the Alcatraz series
  • The Prince of Steel Pier has everything a great book needs: an engaging main character, a blooming crush, page-turning adventure, and a loving, quirky family that owns a hotel on the delightfully nostalgic Atlantic City boardwalk. Oh, and don’t forget to throw in some just-short-of-too-scary gangsters and a huge helping of heart.” —Nora Raleigh Baskin, ALA Schneider Family Book Award–winning author of Anything But Typical

About the Author: Stacy Nockowitz is a middle school librarian and former language arts teacher with more than 25 years of experience in middle school education. Stacy received her BA from Brandeis University and holds Master’s Degrees from Columbia University Teachers College and Kent State University. She is also an MFA candidate in Writing for Children and Young Adults at Vermont College of Fine Arts. Stacy received a PJ Library Writer’s Incentive Award in 2020 for her debut novel THE PRINCE OF STEEL PIER, coming in September 2022 from Kar-Ben Publishing. An unrepentant Jersey Girl, Stacy still teases her hair and uses plenty of spray. When she’s not writing or matching great kids with great books, Stacy can most likely be found reading or rooting on her beloved Philadelphia Eagles. Her kids have flown the coop, so Stacy lives in central Ohio with her husband and their cat, Queen Esther. Find her on Twitter @snockowitz or at www.stacynockowitz.com

Thank you, Stacy, for sharing the joy in the standalone!

Author Guest Post: “How to Honor Your Roots” by Vanessa Garcia, Author of What The Bread Says: Baking with Love, History, and Papan

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“How to Honor Your Roots”

I come from a family whose roots are thick and wild. A family which was uprooted repeatedly; displaced over and over again. But the root itself – to homeland and history — never died. Instead, it flourished with mysteries and new blooms alike.

Somehow, my grandparents managed to salvage and plant our family’s displaced Cuban roots on American soil. My mother nourished them, and they grew. It’s my job, as the daughter of refugees, to water them, watch them grow deeper and higher still. Writing is the way I till and water.

A little bit of background.

My grandfather was born in Spain and escaped three tyrannies. He escaped Franco during the Spanish Civil War, by crossing the Pyrenes Mountains on foot with his brother, Pedro. He was 13-years-old. Once in France, he and Pedro became foster kids. Then, WWII hit, and he and Pedro had to escape Hitler. They escaped on a ship with Jewish kids, fleeing for their life, the same ship Vladimir Nabokov would take just a month or so later.

The ship was headed to Ellis Island.

After stepping foot on Ellis Island, however, Pedro and Papan, which is what I call my grandfather, did not stay in the U.S. Papan and his brother told Ellis Island officials that they were from Cuba, because they were afraid to be sent back to war-torn Spain. So, instead, the brothers were shipped off to Cuba, where they built a new life. It was a spectacular life. Pedro and my grandfather made families, my grandfather married my Cuban grandmother; they had my mother and aunt. And then…Fidel Castro.

Fidel Castro came to power, and it was time to escape again, from yet another tyranny – this time to Miami. My grandfather fled with my mom, aunt, and grandmother, almost losing his life in the process. Pedro was not so lucky — he was caught and imprisoned, politically, for almost a decade. After Pedro was released from prison, he didn’t speak to anyone for about a year because of the torture he’d suffered under the Castro regime.

These are the kinds of stories so many people I know live with as part of who they are, and the legacies they carry; stories we cannot forget. This is why I write about my grandfather.

What the Bread Says is my first book-form homage to him. It’s a picture book that carries a lot, but is also simple at the same time. It’s the story of how, when I was a kid, my grandfather taught me to bake bread while telling me the family story.

I hope it inspires many other kids and families to collect their own family stories. I hope it inspires parents to tell oral histories and kids to ask questions. I hope it inspires families to record and archive these stories. These are the stories that make us up, not just as individuals, but as a collective. A forest.

History is within us. And sometimes it feels so big, we don’t know where to start. My advice? Grab your phone and place it next to your grandmother, mother, great grandfather. Whoever is around – the people that carried and watered the roots of your family until now. Because now it’s YOU! It’s your turn.

Press record and ask them to tell you the story of their life. Tell them to start from the beginning. Give them an example: “I was born in _____ on ______ day in the year _______….” And let them take it from there.

That’s what I did.

I let them take it, and my elders took me on a journey. I did this to both my grandparents. The first time, I went home and listened to the recordings. Then, I transcribed them. After this, questions arose. I went back. I asked these and other questions, asked them to fill in the blanks. They couldn’t remember all of it – my grandfather was 98 when he died, that’s almost a century of knowledge and experience. When he couldn’t remember, I asked those around him. I did research. Apart from all the bread-making sessions, which were unrecorded, of course, I began to record them when I was a teenager and later as an adult. I am still gathering their story, even beyond my grandfather’s death.

Our humanity is a puzzle – a map that’s partially uncharted, partially hidden, partially in sight. Our old people carry the key, and our young have the energy to use it. Together, we unlock the map and make the future.

What The Bread Says: Baking with Love, History, and Papan
Published October 1st, 2022 by Cardinal Rule Press

About the Book: Join Papan and Vanessa on a baking adventure from the bumpy Pyrenees Mountains into fancy Paris and to the tropical island of Cuba, kneading and dancing, singing, and telling stories all the way.

In every piece of bread, there’s a story, here is ours. What’s yours? Put on your apron and get ready to bake some delicious bread while you travel from Spain to France to Cuba and back again — all before the kitchen timer dings. Let Papan be your guide!

Book Trailer:

About the Author: Vanessa Garcia is a multidisciplinary writer and creator working as a screenwriter, novelist, playwright, and journalist. She has written for Sesame Street, Caillou, and is a consultant on Dora the Explorer. Her debut novel, White Light, was published in 2015, to critical acclaim. Named one of the Best Books of 2015 by NPR, it also won an International Latino Book Award. She holds a PhD from the University of California Irvine in English (with a focus in Creative Nonfiction), an MFA from the University of Miami (in fiction), and a BA from Barnard College, Columbia University (English and Art History). Her autobiographical radio play, Ich Bin Ein Berliner about the fall of the Berlin Wall and her relationship to Cuba, premiered in April of 2021. You can learn more at http://www.vanessagarcia.org/.

Thank you, Vanessa, for sharing your inspiration and history!

Author Guest Post: “Finding ‘HOME’ in Poetry” by Dianne White, Author of Look and Listen

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FINDING ‘HOME’ in POETRY

When I was growing up, my middle sister was the storyteller in our family. Her vivid imagination and ability to embellish details to suit the occasion came in handy whenever it was time to write. 

I was not that kind of storyteller. I did my assignments as asked, but never once did I think of myself as a writer.  It wouldn’t be until years later, towards the end grad school, when that changed. How? My professor complimented my writing. She’d admired the way I’d organized my thoughts and supported my opinions succinctly and thoroughly. Though it was a completely different kind of writing – preparation for the comprehensive exams – it was the boost I needed.

Strange, isn’t it? One sincere complement changed my relationship to writing. As soon I finished my advanced degree, I was ready for a new challenge, and I knew exactly what it would be: I wanted to write for children. 

My experiences in the classroom had already introduced me to hundreds of picture books. It was the late 80s, early 90s, a time when Whole Language was a buzz word and using “real books” to support reading and writing was common practice. I loved everything about this kind of teaching and discovered a new-found appreciation for the complexities and possibilities of picture books. 

Also at that time, as a bilingual educator in California, primary language instruction (Spanish, in my classroom) was the rule of the day. I loved that, too, but as a first-grade teacher responsible for helping kids learn to read, I was looking for more… 

I remembered a favorite record of Mother Goose rhymes that my sister and I had listened to as kids the week we were both sick in bed with the mumps. (No vaccines yet!)  I wondered – what was the Spanish version of those early childhood rhymes that I remembered so fondly?

That’s when I discovered poems and songs in Spanish: “Luna, Lunera/ Cascabelera/Cinco pollitos y una ternera.” 

I began to integrate more poetry – rhymes, songs, anthologies, and collections – into my classroom. We read oodles of children’s poetry in both English and Spanish, and we began to write it, too. The same lessons that inspired my students to write became inspiration for me. But it took a while to realize that my most true writing home – my querencia, as poet and teacher Georgia Heard speaks about in her book, WRITING TOWARD HOME – is poetry.

So that’s my invitation to teachers. Bring poetry into the classroom. Perhaps your students will find their home there, too. 

Here are 3 ways to do that:

  1. Start with something familiar. School. Someone special –a grandparent? A friend? A pet? Or something as ordinary as the coming and going of a rainstorm, the inspiration for my first book, BLUE on BLUE.

    Brainstorm a long list of words related to the topic. Nouns. Strong verbs. Phrases. Colors. Include words that address the senses. Think image and sound, taste and touch. Kids don’t need to be overly fussy. Nor do they need to rhyme. Let them play with words, moving them around, breaking the lines, and experimenting with the shapes of their poems. This is poetry exploration at its best. Let them have fun creating!

  2. Pick a subject you’re studying in class or a discovery the children have made. I remember one morning, as the bell rang and the kids lined up, a child spotted a praying mantis waiting for us beside the classroom door. We picked her up and placed her in a container, poked some holes in the lid, and settled ourselves in a big circle to share our discovery. This would become our writing workshop for the day.

    We observed, noticed, asked questions. I pulled up a photo of a praying mantis on the smart board and we looked closer, noting the three body parts, the mandible, the spines on the front legs. We used our imaginations. What did this photo remind us of? An alien? A warrior? A conductor? Then, we wrote, starting with an image and a simile: “Like a conductor, the praying mantis raises her baton…”

  3. Write a riddle, as I do in my latest book, LOOK and LISTEN: Who’s in the Garden, Meadow, Brook?, illustrated by Amy Schimler-Safford. Have each student choose an animal and then describe it in the form of a question. Feel free to use the structure of the first riddle in the book as a poetry frame (example below). Don’t insist on rhyme but do let kids experiment. And while you’re at it? Why not have them draw an imaginary animal and describe it! They can choose a SOUND their creature makes and a made-up (rhyming) NAME for the last line.

    One of the best parts of writing workshop is sharing new work with an audience. Short on time? Do a version of “popcorn reading” – one student reads a line from their poem, pauses, makes eye contact with another student, who then reads a line, and so on. Although this takes a little practice, once kids get the hang of this version of “shared reading”, it’s a nice, centering way to close out the day.

Happy Poetry Writing! 

Look and Listen: Who’s in the Garden, Meadow, Brook?
Author: Dianne White
Illustrator: Amy Schimler-Safford
Published June 14th, 2022 by Margaret Ferguson Books

About the Book: A guessing game in a book that celebrates the curiosity and delight of a jaunt through a garden, meadow, and alongside a brook.

A child steps outside and strolls along, taking in the sights and sounds of nature. Rhythmic, rhyming text tracks his journey through a garden, meadow, and next to a brook, introducing a new color and animal found in that ecosystem with every turn of the page, transforming an ordinary walk into a feast for the senses.

Complete with material that explains the rich variety of wildlife and natural habitats found in the book, author Dianne White’s playful text is paired with the vibrant collage artwork of Amy Schimler-Safford, making for an exciting read-aloud and guessing game for budding nature lovers. 

About the Author: Dianne White is the award-winning author of numerous children’s picture books, including Blue Blue, Green on Green, and Who Eats Orange? As a teacher who was privileged to share her love of books and poetry with many students over many years, she now has the pleasure of  writing full-time. Most days, she strolls the neighborhood and fields near her home in sunny Arizona, looking and listening for buzzing bees, hopping bunnies and croaking frogs. Visit her at diannewrites.com.

Thank you, Dianne, for helping bring poetry into the classroom!

Author Guest Post: “Why I Write Science Books for Children” by Mary Batten, Author of Life in Hot Water: Wildlife at the Bottom of the Ocean

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“Why I Write Science Books for Children”

One day some years ago when I was writing scripts for the Children’s Television Workshop science series 3-2-1 Contact, I took my four-year-old daughter to my office and introduced her to the show’s actors. Afterwards, she looked at me and said, “I didn’t know they were real.” I was astounded. She had learned from watching Sesame Street and the show I was working on–the only TV shows we allowed her to watch–that what you see on TV is pretend. Big Bird, Cookie Monster and the other muppets were imaginary characters. Sesame Street was an imaginary street. My little daughter had learned the difference between fact and fiction.

From toddler age, children are fascinated by the real world. I consider them budding field biologists. They pick up the tiniest pieces of their environment–a pebble, a shell, a feather, a blade of grass–and excitedly present it to their parent or caretaker. As soon as they can, they repeatedly ask “Why?” About everything! These questions are the beginning of scientific curiosity. And it is my hope that my books tap into and nourish that curiosity.

By third grade, most children have learned about the two literary genres, fiction and nonfiction. The books I write are nonfiction–science, nature. When people ask me why I write nonfiction, I have two answers: First, I am fascinated and excited by the complex interrelationships among animals, plants, microbes, soil, sun and water that hold ecosystems together. Secondly, what goes on in nature is more fantastic, more bizarre than anything science fiction writers have imagined. Sex-changing fishes, flowers that use trickery to attract pollinators, insects that look like leaves and sticks, symbiotic partnerships between totally different species, and creatures that live in water hot enough to melt lead–these and many more are all real!

My newest book, Life in Hot Water: Wildlife at the Bottom of the Ocean, is about animals that live in the hottest, most extreme environment on Earth–hydrothermal vents. It is the second book in a series I created called “Life in the Extreme,” about the incredible ability of living things to evolve and take up residence in nooks and crannies of the most extreme environments. Discovery of hydrothermal vents in 1977 is one of the greatest adventures in science. 

Hydrothermal vents are underwater hot springs that form along the mid-ocean ridge, the longest mountain range on Earth. You can’t see it because it’s at the bottom of the sea. There it snakes more than 40,000 miles (65,000 kilometers) around the planet. When scientists first descended into this world, nobody expected to find any living thing. But the porthole of their tiny submarine revealed fish, clams, shrimp, crabs, and giant red-tipped tube worms never seen before. How could anything live amidst plumes of superhot, toxic liquid gushing from strange chimney-like structures?

Like toddlers who develop by asking questions, scientists also gather knowledge by asking questions and searching for answers. Questions open doors to discovery and the mind-blowing discovery of hydrothermal vents raised many questions. One of the most important was, “What are these creatures eating?”

Until vents were discovered, scientists thought that green plants and the sun were the base of all food chains–a process called photosynthesis. But no sunlight reaches the total darkness of the vent world miles below the ocean’s surface. And no green plants grow in this world. What then?

Following up these and other questions, scientists discovered an entirely new food chain–one that depends on energy from the Earth instead of energy from the sun. Amazingly, vent animals eat bacteria that feed on toxic chemicals such as hydrogen sulfide, which smells like rotten eggs, spewed from Earth’s interior by undersea volcanoes that create the vents. Scientists called this process chemosynthesis. Robert Ballard, the oceanographer who discovered where the sunken ship Titanic lay, called it “Probably one of the biggest biological discoveries ever made on Earth.”*

Textbooks had to be rewritten to include chemosynthesis as well as photosynthesis. Today research to learn more about hydrothermal vents is going on all over the world.

For me, one of the joys of writing nonfiction is reaching out to scientists who are doing the real work and interviewing them. One of the scientists whom I consulted for this book, Dr. Janet Voight, Associate Curator at the Field Museum in Chicago, said, “There’s so much about the deep sea that we haven’t even begun to explore. It’s all discovery, and that makes it exciting.”

Children are natural born explorers. Tapping into their questions is one of the most exciting and productive ways to foster children’s developmental curiosity, engage them in the basic scientific process, and encourage them to write their own nonfiction. Children’s science books, such as Life in Hot Water, can be used to create multi-disciplinary units engaging biology, geography, art, and creative writing. 

*Bill Nye discusses discovery of hydrothermal vents with Robert Ballard: http://www.youtube.com/watch?v=D69hGvCsWgA

Published June 21, 2022 by Peachtree

About the Book: .A dramatic overview of the deep-sea extremophiles that thrive in scalding water and permanent darkness at the bottom of the ocean

The scalding-hot water gushing from vents at the bottom of the ocean is one of the most extreme environments on Earth. Yet over millions of years, many organisms—from chemical-eating bacteria to eyeless crabs and iron-shelled snails—have evolved in amazing ways that enable them to thrive in this unlikely habitat. Scientists are hard at work to learn more about the complex ecosystems of the ocean depths.

Award-winning science writer Mary Batten and NYT best-selling illustrator Thomas Gonzalez, the masterful duo that created Life in a Frozen World, team up again in this impressive overview of hydrothermal ocean vents. Her clear, informative text coupled with his unique and eerily realistic paintings of sights never seen on land—gushing “black smokers,” ghostly blind shrimp, red-plumed tube worms—will entice readers to learn more about this once-hidden world at the bottom of the sea.

About the Author: Mary Batten is an award-winning writer for television, film and publishing. Her many writing projects have taken her into tropical rainforests, astronomical observatories, and scientific laboratories. She scripted some 50 television documentaries, was nominated for an Emmy, and is the author of many children’s science books, including Aliens From Earth, and Life in a Frozen World: Wildlife of Antarctica. Her most recent book is Life in Hot Water: Wildlife at the Bottom of the Ocean.

Thank you, Sara at Holiday House, for connecting us with Mary!

Author Guest Post: “Unforgotten” by Kerry L. Malawista, Author of Meet the Moon

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“Unforgotten”

In my thirties, newly pregnant, I returned to my hometown library in search of my mother.

Once inside that maroon brick building, I was transported back in time. The thrill of possibilities lining the shelves, the card catalog with its array of seemingly endless wooden drawers, and the metal water fountain—where I struggled with how to simultaneously hold down the foot pedal and rise up on tiptoes to take a sip of water.

A gray-haired woman approached me. “Can I help you?” she whispered into the hush.

“Yes, I am trying to find the Bergen Record—from 1970.”

“Any newspapers over a year old are kept on microfiche. Follow me.” She drifted toward a side room full of machines that had clearly seen better days. A mysterious room, where grown-ups had unspooled reels and loaded slides into carousels, forgotten ways of recording the world. She demonstrated how to load the microfiche into the viewer and how to move the film around to find past articles, then she left me to my task.

“Good luck!” she said as she walked out of the room.

My eyes blurred as the years flew by. I slowed down as I reached 1970. Even more slowly I scrolled. January…March… April. I noticed the headline for the Apollo 13 launch on April 17 of that year, and stopped. I remembered that day at Shaler Elementary School in Ridgefield, New Jersey. It was a Friday, and my teacher, Mrs. McCurry, had marched us single file down the hall to the all-purpose room to watch the splash down with the entire school. Two large televisions were set up on the stage at the front of the room.

I overheard talk among the teachers that something might have gone wrong with the space shuttle and that the astronauts were at risk of burning up as they re-entered the Earth’s atmosphere. A tense chatter filled the room until we saw the first sight of the parachutes opening, and like purple butterflies the astronauts floated down to safety. Everyone cheered. But for me, the thought of those men floating around in a capsule, out in space, away from their families, left a sad and lonely sensation in the pit of my stomach.

I never understood why that feeling about Apollo 13 stayed with me so long. The astronauts had made it back to earth. They hadn’t blown up.

Sitting beside the industrial metal bulk of the microfiche viewer, carefully sliding the brittle plastic film forward, I was launched back to my childhood bedroom. Running along the wall next to my bed, right where my eyes landed was a line of white trim that extended out from the center windows. On the wood was a tiny indentation with some chipped paint, shaped just like a rocket ship, with what I thought at the time looked like fire, blasting it off into outer space. As I settled into sleep each night I would check to see that my rocket ship, my Apollo 13, was still there.

Scrolling down to May, I realized that the desolation lingering from that long-ago Apollo landing was actually from three weeks later, when my mother’s capsule didn’t protect her. Till that moment I hadn’t realized how close these two events were in real time. My memory had fused them together, overlaying the later dread with the earlier Apollo 13 landing.

Now I wondered if had it always been a rocket I saw there, or did it only become one after our lives exploded?

Increasing the magnification, I zoomed in to the top of the front page—May 8, 1970. At first all I saw was the large faded photograph of the demolished Ford Country Squire station wagon, smashed in, glass shattered.

I read the caption below, “A woman was killed and her small son critically injured in Palisades Park.” I didn’t want to imagine a “woman,” my mother, pressed inside what looked like an enormous accordion with all the air pressed out of it.

The story below unfolded: “Police say Mrs. Leddy, 32, of 389 Mayer Court, Ridgefield, was driving south on Grand Avenue when her car swerved into the northbound lane and crashed head on into a truck driven by Edward Martini, 45, of Staten Island. According to police, Martini was sitting in his van reading a road map when the accident occurred.”

When I paused the flat black and white microfiche, I thought how little of the story those spare words told. I knew the facts: My mother, with my baby brother in the back seat, was on her way to pick up my little sister from nursery school. An eyewitness saw my mother slump to her side, that it appeared she had fainted, resulting in her foot pressing down on the accelerator. The autopsy stated, with high certainty, that an aneurysm exploded in her brain.

Yet, in that moment, staring at the picture, the intoxicating smell of the burgundy leather seats returned—just months before the accident we had celebrated the arrival of our very first new car—and the reel of that long-ago day unfurled through my brain.

My nine-year-old self, along with my four siblings, staring at my father sitting on the edge of the bed.

“Girls, there’s been…”

My knees weak, I glanced away, trying to land my eyes anywhere but on my father’s face. Not wanting to see his tears.

“There has been a terrible accident,” he said. I was like one of my lightening bug trapped in a jar, looking for a way out.

Slowly he choked out the rest of the words. “Mom’s gone.”

“What do you mean she’s gone?” I understood, but I didn’t want to.

Barely audible, he said, “She died.”

One of us asked, “What happened?”

“We aren’t sure yet, but she was in a car accident.” He might have said more. I couldn’t take in his words—a wall had gone up between my ears and my mind.

After I left the library, eager for more memories of that day I called the Palisades Police Department. While I realized it was unlikely, I wanted to see if there might be a small chance someone there remembered the accident. Something they could tell me. A desk officer answered the phone.

“Palisades Police Department. Is this an emergency?”

“No. I just have a question. I’m wondering if there might be someone working in the police department that was here in 1970.” Adding, “There was a car accident…I was hoping to ask about.”

He said, “Well our Captain was here then. Maybe he’d remember. Hold on a moment. What was your name?”

“It was Kerry Leddy back then.”

As I waited, my self-consciousness grew. Should I hang up? This guy has better things to do. Who calls the cops twenty years later, expecting someone to remember a car accident?

“I can’t believe I’m hearing from you,” a voice said, nearly as whispery as the librarian. He sounded as if he had been sitting by the phone, awaiting my call. “How is your brother?” His voice choked.

“He’s fine.” I said, doing my best to keep my own voice steady. “Really well. He’s in the army.”

“I’m so glad. . . . He was so . . . badly hurt. . . . I had gone to the hospital to check on him.” I could hear him struggling to find the words.

I said, “I’m shocked you remember.”

“How could I forget? It’s like it was yesterday. . . I was a new officer, just there a couple of months, and going to that scene and seeing the accident and your Mom. . . five kids. . . Well. . . Man. . . jeez. . . .” His voice once again caught in his throat. “I think about your family all the time. . . it was so awful. . . you kids…your brother like that. . . your mom. I never could get her out of my head. My wife had just had a baby. I never forgot it. I’m so glad to hear you all did so well.”

Captain Stanton had nothing new to tell me about the accident. Nothing new to tell me about my mother.

Yet he gave me just what I was needed, what truly mattered: Captain Stanton remembered. Remembered my mother. Remembered our family. All these years he had carried her and us with him, linking the past to the present. That’s what I was searching for, to not forget.

I found my mother in the newspaper that day in the library, and I discovered that I’d merged our family history with that of the space program. Then I found an eye witness to the devastation our family faced—a man who’d just started a family of his own when my mother died—and he’d spent time inventing a future for our family. That factual and emotional confirmation, together on the same day, launched me to write my novel, Meet the Moon. I remembered, embellished, and invented a family grappling with grief in hopes of reaching readers the way I reached the policeman, who gratefully said to me, “I can’t believe I’m hearing from you.”

Expected Publication: September 15th, 2022 by Fitzroy Books/Regal House Publishing

About the Book: In 1970, 13-year-old Jody Moran wants pierced ears, a kiss from a boy, and more attention from her mother. It’s not fair. Seems like her mother is more worked up about the Apollo 13 astronauts, who may not make it back to earth safely. As it happens, the astronauts are spared a crash landing, but Jody is not, for three days after splashdown, her mother dies in a car accident. Now, Jody will never know if her mother really loved her. Jody’s father has taught them to believe in the “Power of Intention.” Announce what you want to the world to make it happen. But could the power of Jody’s jealousy and anger have caused Mom’s accident? To relieve her guilt and sadness, she devotes herself to mothering her three younger siblings and helping Dad, which quickly proves too much for her, just as persuading quirky Grandma Cupcakes to live with them proves too much for Grandma. That’s when Jody decides to find someone to marry her father, a new mom who will love her best. Jody reads high and low to learn about love, marriage and death. For her adolescent firsts—kiss, bra, and boyfriend—she has the help of her popular older sister, her supportive father, and comical Grandma. But each first, which makes her miss her mother, teaches her that death doesn’t happen just once.

About the Author: Kerry L. Malawista, PhD is a writer and psychoanalyst in Potomac, MD. She is co-chair of New Directions in Writing and founder of the recent project The Things They Carry – offering virtual writing workshops for healthcare and frontline workers. Her essays have appeared nationally in newspapers, magazines and literary journals including The New York Times, The Washington PostThe Baltimore SunThe Boston GlobeZone 3Washingtonian MagazineThe Huffington PostBethesda MagazineArlington MagazineThe Account Magazine, and Delmarva Review, which nominated her for a Pushcart Prize. She is the co-author of Wearing my Tutu to Analysis and Other Stories (2011), The Therapist in Mourning: From the Faraway Nearby (2013), both published by Columbia University Press, and Who’s Behind the Couch (2017) published by Routledge Press. When the Garden Isn’t Eden: More Psychoanalytic Concepts from Life will be published by Columbia University Press spring 2022 and her novel, Meet the Moon will be released September 2022 by Regal House Publishing. Her website is KerryMalawista.com.

Thank you, Kerry, for this beautifully written post!

Interview with Justin Richardson and Peter Parnell, Authors of And Tango Makes Three

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I am happy to start Pride Month with this interview as books with representations of all families need to be shared with all students as “mirrors, windows, and sliding glass doors” (Sims-Bishop, 1990). As an educator in Florida, we are being challenged as are the books we love and students need. Sharing diverse representation, of race, culture, sexual & gender identity, and more, will only lead to empathy and a safer more happy world.

And Tango Makes Three
Authors: Justin Richardson & Peter Parnell
Illustrator: Henry Cole
Published: June 1st, 2005 by Simon & Schuster Books for Young Readers

Summary: In the zoo there are all kinds of animal families. But Tango’s family is not like any of the others. This illustrated children’s book fictionalizes the true story of two male penguins who became partners and raised a penguin chick in the Central Park Zoo.

Introduction from Simon & Schuster: Florida’s new law, to take effect in July, prohibits classroom “discussion” and “instruction” about “sexual orientation” and “gender identity” in grades K-3, as well as any discussion or instruction about these topics that would be considered not age appropriate in the eyes of the State in grades 4-12. And Tango Makes Three, a multiple award-winning picture book, tells the simple and true story of two male penguins in the Central Park Zoo who pair-bonded, built a nest, and with the help of a kind zoo-keeper, together hatched an egg.

The book is written for children ages 4 to 8, but the new Florida law may prevent their teachers from sharing or discussing it with them. Teachers use And Tango Makes Three and books like it to help children with same-sex parents feel welcome in their school and to help their classmates understand the different family structure of their classmates. Lessons like these are invaluable to children of same-sex parents. Censorship of facts about gay families and lives, like that required by the new law, threatens the mental health of children with same-sex parents as well as that of LGBTQIA+ children themselves.

Since its initial publication, And Tango Makes Three has been challenged and banned countless times. The American Library Association has reported that it was the most frequently challenged book between 2006-2010, and the second most frequently challenged in 2009. It was also the fourth-most banned book between 2000 and 2009, and the sixth-most banned book between 2010 and 2019.

Interview: 

Kellee: How did you first learn about Tango and her family? And why did you choose to tell their story? 

Peter Parnell & Justin Richardson: We first read about the penguins over breakfast one Saturday in a New York Times article by Dinitia Smith entitled “Love That Dare Not Squeak Its Name.”  Justin said, “Peter, you have to listen to this,” and there was just something about hearing the story read aloud that made us think of a children’s book.

As prospective parents ourselves, we knew that there was an unmet need among the children of gay parents for stories involving families like ours.  And we knew that while many parents who are not gay might wish to introduce their children to the subject of gay families, many felt unsure as to how to approach the topic, what language to use, how specific to get, and so on.  This story seemed to us a perfect way for them to open a discussion of about queer families with the confidence of knowing that they were doing it in an age-appropriate way.

K: What was your hope in sharing Tango’s story?

PP & JR: Like any author, we hoped the book would find an audience. We wanted kids to be moved by the story, and to expand their understanding and awareness of different kinds of families. We are most gratified when we hear the book has been a part of a child’s bedtime routine or a family’s life for years.

K: When you first heard about And Tango Makes Three being challenged, what were your first emotions? Reaction? 

PP & JR: We did anticipate that there would be some resistance to the book when we wrote it. But we could never have imagined then the extent of the challenges it would face or the strength of the support it would get around the world.

I think you never forget the first challenge. For us, that was in Missouri, when a library director who had received complaints moved our book from the fiction to the (less browsed) nonfiction section in order not to ‘blindside’ parents. The story got picked up by the AP (much thanks to a local news reporter who read library’s log looking for stories). We heard about it on a Saturday night, and were like, “Okay, this is happening…”  The story literally travelled around the world. Stephen Colbert held up the book on “The Colbert Report,” and proclaimed it the Number Two Threat to the American Way of Life (the number one threat was people who are not blond).

We have a coffee mug at home that we stumbled across in a toy store with our daughter a few years ago. On it are displayed a dozen or so banned book titles. There’s Animal Farm, 1984, and The Origin of Species. And our title is snuggled in there amongst the rest of them. We thought the juxtaposition of our book with these great works was kind of hilarioius. But we’d by lying if we said we weren’t also proud. In the years that we read TANGO aloud at the ALA’s Banned Books Week Readout in Chicago, we did so alongside folks like Steven Chbosky, Robie Harris, and Judy Blume. It’s an honor to be in such great company. But in truth, being banned is painful and infuriating. Any pleasure one can squeeze out of it is worth holding onto, if it softens the blow.

K: The “Don’t Say Gay” bill does not allow any sexual orientation or gender identity instruction in grades K-3. I would argue that And Tango Makes Three is not INSTRUCTION of either listed things; do you agree?

PP & JR: The law is purposely written to be vague, leaving terms like “instruction” and “sexual orientation” undefined. We recently lampooned that aspect of the law in the Washington Post, showing that banning discussion or instruction about sexual orientation and gender identity means there can be no talk about men and women marrying or indeed any book that depicts characters as having a gender.

We wouldn’t recommend going down the rabbit hole of arguing what does or doesn’t qualify as instruction. The law should be attacked for its discriminatory intent, it’s manipulation of parent fears to stoke the political careers of its authors, and the damage it will do to children and families in Florida.

K: If someone tried to state that And Tango Makes Three is not age appropriate for K-3, what would your counterargument be? 

PP & JR: The book actually grew out of Justin’s experience as co-author of a book about the very real challenges parents face when trying to address sexual topics with their children–Everything You Never Wanted Your Kids To Know about Sex (But Were Afraid They’d Ask). It’s hard to imagine that anyone who actually read Tango could consider it as not age appropriate; however, we would place the burden on anyone who made such a claim to explain it. Parents who hold negative views about gay families may object to the book, because it presents one such family in a positive light. But that’s quite a different matter than describing it as inappropriate for all children based on their age. Explaining that sometimes two people of the same sex form a couple and make a family is appropriate at any age.

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