Tag Archive: Sneed B. Collard III


Woodpeckers: Drilling Holes and Bagging Bugs, written and photographed by Sneed B. Collard III. 2018. Missoula, MT: Bucking Horse Books.
Genre: Nonfiction picture book
Levels: Grades 4 and up, including adults
Features: Gorgeous photos, glossary, index, and delightful “photo bloopers” section you will love!

Overview Woodpeckers cover
Tap, tap, tap, tap. You’ll hear it any day now! The percussion section of the ornithological world, aka woodpeckers, going to town right outside your window, signaling spring. They’re not doing it just to annoy you. They’re actually communicating with one another, and the message could be “Watch out—this is my territory, not yours!” or “Love of my life, here I am!” Who knew? I didn’t. But I get it now, thanks to Sneed B. Collard’s most recent book, Woodpeckers. (Yes, he has another. Does the guy ever sleep?)

Collard is a terrific (and prolific) nonfiction writer, but this newest book has to be one of his best. What makes it so? Two things. Voice and detail. This magical combo works every time, whether for an award-winning author like Collard or a fifth grader hammering out a three-page report. Let’s take a closer look at these sine qua non features, beginning with detail.

ESSENTIAL FEATURE #1: Make it informative!
Readers have all sorts of ways of measuring nonfiction detail. Some tally facts–you know, the sorts of dates, names, or other data that might appear on a quiz. Other readers equate detail with imagery, those telling sensory cues that put us right at the scene. Who doesn’t love that? But for me, the essence of good nonfiction detail lies within this question: “What did I learn?”

When I finish a book like this one, I want to recall three, four—maybe six—things I didn’t know when I picked the book up. Details like these:

• Woodpeckers have a unique anatomy that allows them to bang on trees without getting headaches or brain damage.
• While some woodpeckers seek out soft trees to tap on, others can drill holes in trees nearly as hard as rock.
• Unlike most birds, woodpeckers have toes facing both forward and back that enable them to cling to trees, even upside down, without slipping.
• A woodpecker’s long tongue is attached to a special bone that allows it to extend way, way beyond what would otherwise be possible, ensuring that no crafty ant or beetle escapes its culinary destiny.
• Though drumming woodpeckers are most often seeking food, they also—with impressive speed and skill—excavate their own homes. (If you don’t find this impressive, then you haven’t tried drilling your way into a tree lately.)
• What’s more, were it not for woodpeckers, many other birds (certain kinds of owls and ducks, for instance) wouldn’t have their own homes to nest in.

 

Acorn PS on Pole 0994 copy

Plenty of good storage for acorns on this telephone pole!

I ask you: Did you know these things moments ago? I didn’t know any of them prior to reading Woodpeckers, and was struck by how much I had learned from just a few pages of highly readable text. As we share nonfiction with students (and I hope you do this regularly), we should also ask them to listen for things they learn. The more they value coming face to face with new information, the more appealing young writers will find nonfiction books like this one. They open our world, allowing us to experience things beyond our normal reach. The better the detail—and this book is information-packed—the richer that experience.

 

 

 

 

 

ESSENTIAL FEATURE #2: Put some voice into it!
Is voice really so important in nonfiction? Just ask nonfiction writers like Nicola Davies, Sy Montgomery, Bill Bryson, Craig Childs, Michio Kaku, Bill Nye, Michael Pollan, Katherine Roy, Seymour Simon, Melissa Sweet, Elaine Scott, or Susanna Reich—to name but a handful of people who literally make a living writing with distinctive, unmistakable voice.

Important doesn’t even cover it. Voice is elemental. It’s the soul of writing. The very thing that keeps us reading. Voiceless documents—and the world has plenty of those, so no need to produce more—are nothing but dust collectors.

Woodpeckers, like all of Sneed’s nonfiction work, rings with voice. This is why you’ll want to share it aloud. It’s an excellent model of what nonfiction can be. When you read a book like this one to your students, you’re not just teaching them about woodpeckers. You’re demonstrating firsthand how to engage readers by bringing information to life.

Wait a minute, though. Aren’t reports (of the sort students write in school) supposed to be a little bit . . . well, dull and dry? Don’t they have to be (here comes that dreaded word) objective? Sure. But objective doesn’t mean boring. A dull and plodding, albeit faithful, recounting of facts. If that’s our idea of objectivity, we need to grab our notecards and run as fast as our feet will carry us.

Presenting factual information as though we don’t care anything about it, as though we could recite it in our sleep, is anything but objective. Boredom, which is hard to camouflage, casts a shadow over the writer’s topic. It’s the worst form of bias. If the writer can’t wait to get a report (or any writing) over with, that’s precisely how readers will feel. By contrast, imagine that the writer sees his research as an adventure, an opportunity for discovery. I’m pretty sure that’s how Sneed sees it. Between the lines of his book we can read his underlying message: “You’ve got to hear this! I cannot wait to share this with you.”

Woodpeckers runs about 40 pages, and they fly by. That’s the power of voice.

Where does this VOICE come from? Several things. First, Sneed knows his subject inside and out, so he can write about it with confidence: “A woodpecker’s beak can strike wood at more than fifteen miles an hour. That would give any other bird—or us—brain damage. Not surprisingly, woodpeckers have super-cool adaptations to keep from injuring themselves. Their beaks and skull bones are specifically designed to absorb shock” (6). As the saying goes, you can’t make this stuff up. You need to do your research. Voice is built upon a bedrock of knowledge that lets the writer feel and speak like an expert.

Downy PS in Our Oak 1507 copy

Downy Woodpecker tapping away on an oak tree

 

Second, Sneed uses quotations to bring other voices into the discussions—and also to give the information additional authenticity. We meet woodpecker expert Dick Hutto on page one, and he reappears periodically, like a good friend dropping by for coffee. A friend who always has something quotable to say, like this: “We record their [woodpeckers’] drumming and play it back. Woodpeckers will come attack the loudspeaker if they think it’s another male intruding on their territories” (21). Of all the comments Sneed might have chosen to include right here, he picked one that would make us laugh. I read this and think, “This writer wants me to have a good time reading his book.” I do. That’s exactly how we want to feel reading our students’ work.

 

Professor Dick Hutto

Professor Dick Hutto

Voice also comes, of course, from the combination of word choice, rhythm, and tone that reveals the writer behind the words. In his introduction to the chapter “Woodpecker Families,” Sneed writes, “If you had to choose non-human parents—and I’m sure you’ve been tempted—you could do a lot worse than choosing a woodpecker mom and dad” (24). The voice here is witty, playful, conversational. A writer chatting with his readers, making a joke while simultaneously surprising us with a terrific tidbit of information. Few people watch a woodpecker light on the suet feeder and think, “Well, now. There goes a model parent!” We’ll think it now, though, won’t we?

 

In any nonfiction writing, voice depends enormously on the writer’s enthusiasm for the topic at hand. Collard tells us straight up that he finds woodpeckers fascinating, and he demonstrates this on every page with an energy and involvement that are downright contagious. He spent several years putting this book together, much of it searching for woodpeckers in the wild and attempting to get those elusive just-right photos. That’s a level of commitment we can’t expect from most students, at least prior to graduate school. But that’s not the point, really. The point is this: Students (and all writers) do better work when they’re in love with their topics, as Sneed clearly is here. If we want to see reports and essays we’ll actually enjoy reading, let’s help students discover topics that speak to them. Then maybe, as in Woodpeckers, those hand-picked topics will speak to us too.

In the Classroom

Sharing the book aloud. It’s always tempting to reach for a good story. I do it all the time. But students will want to read what you find exciting. If you never reach for nonfiction, why should they? Show them that reading, like food, is enhanced by variety.

This book is short enough to share in one or two readings—three at most. I wouldn’t share it chapter by chapter because individual sections are so short that you could lose continuity breaking it up this much. Use a document projector if possible so you can enjoy the photographs. They’re outstanding and will add immeasurably to your understanding.

Background. How many of your students have seen woodpeckers firsthand? Can they identify particular species? Either way, ask them to look for familiar woodpeckers as you go through the book together.

If at all possible, consider a field trip to spot (or even photograph) woodpeckers in their native habitats. Woodpeckers are prevalent throughout North America, so chances are good that some live near you. If you’re in the city, you may find woodpeckers in nearby forested areas, parks, or woodlands. If you’re lucky enough to live close to hiking trails, that’s almost a sure bet. Keep in mind that some species take up residence in burned areas following forest fires. (See Sneed Collard’s book Firebirds for more information on this.)Firebirds

Personal Note: We have numerous woodpeckers in the forest behind our house. They tap on the window frame outside my office window every spring—so loudly I can barely concentrate on my writing! Prior to reading this book, I didn’t know they were “talking,” not necessarily pecking the house apart in their ongoing quest for food. (That’s a relief!) In addition, the only species I could name was the Flicker. Now I know we also have Downy Woodpeckers—and that rare species, the White-Headed Woodpecker. That photo was the give-away!

Woodpecker7

That rare White-headed Woodpecker!

 

Write, write, write! If you’re a teacher, you know what a turn on it is to help someone understand something that was, just moments earlier, cloudy and mysterious—or not even on their radar. Why not let students experience that same excitement? Writing their own nonfiction gives students a chance to be our teachers.

Encourage them to choose topics they feel committed to researching. This makes the whole process far more fun for them—and more entertaining for you as you read the results. If possible, go for variety. You don’t really—do you?—want to read thirty, forty, or two hundred reports on climate change, or any other topic. Choice for students means variety for you.

Where will students get their ideas? One surefire source is the nonfiction you read aloud. When students see and hear what great nonfiction writers like Sneed Collard have to say, it inspires them to ask themselves what information they might share with the world. Nonfiction writing has virtually exploded in the last decade—in diversity, quality, presentation, everything. It’s as engaging as the best fiction you can find. It’s current, informative, provocative, and a critical component of a good education. If you’re wondering what to read next (after Woodpeckers), why not have your students nominate some possibilities, then take a vote? This will engage them in exploring the ever-expanding world of nonfiction, and will ensure they have a real stake in what you read together.

Woodpecker2

Creatures like the Pygmy Owl are all too happy to move in when woodpeckers move out.

 

Getting creative with formatting. How creative are your students in formatting their essays, biographies, analyses, or reports? Much of this depends, of course, on whether they have access to technology that supports more than black lines on a white page. Even if they don’t yet have that tech edge, you can make students aware of how design influences our experience as readers.

As you go through Woodpeckers, ask students to notice the layout. It’s striking. Photos are everywhere! How much do your students feel these photos add to the interest and appeal of the text? Discuss ways your students could incorporate illustrations into their own nonfiction: photos, sketches, maps, graphs, cartoons, or other visuals that break up text and give readers information they can’t get from words alone.

Also notice the use of color and shading, and the variations in fonts. Such seemingly small features enhance the visual effectiveness of any document. They’re more than window dressing. Textual variations can very deliberately draw readers’ eyes to important points.

You might also notice that in Woodpeckers some information is boxed apart from the main text. (See pages 12 and 13, for example.) Talk with your students about what this approach does for us as readers. What sort of “break” does such formatting provide? How would a writer decide what information, if any, to set apart in a box?Woodpecker6

Discuss whether “boxing” is an approach your students might borrow for their own writing. You might have them review one of their recent nonfiction drafts to see if they can identify a section of text that could benefit from this special treatment. Have them search for a short segment that is hard to work smoothly into the main flow, yet too important to simply dump on the cutting room floor. Bingo. A good way to save a detail that doesn’t quite fit anywhere else.

How about those subheads? Often students who use subheads (and many, unfortunately, do not!) take them very literally. For example, suppose a student is writing about Emperor Penguins. She may use subheads like these: Appearance, Life Cycle, Habitat, Food Sources, Natural Enemies. There is nothing wrong with this. Such subtitles add clarity and make any discussion easier to follow.

On the other hand, subheads, which Sneed sometimes calls A-heads, offer the writer an opportunity to get a little playful, and perhaps provide readers with deeper clues about upcoming content.

As you go through Woodpeckers with your students, pay attention to Collard’s subheads, sometimes pausing to ask students, “What is this next section probably about?” You’ll notice that some subheads are direct: e.g., “Woodpecker Families.” But much of the time, Sneed is having some fun with us, as if to say, “Are you guys paying attention here?” And we are! Who could ignore headings like “What’s a Woodp-p-p-p-pecker?” or “Hot-Footed Fact”?

This isn’t to say we should transform students into comedians. I didn’t put this book down saying, “Man, I’ve never laughed so h-h-hard!” No—this is a subtle thing. It’s an author looking carefully at his message and asking, “What’s important here? What could I emphasize in this subhead to get and hold readers’ attention?”

Keeping readers reading is what the writing game is all about. Too often students don’t know this because they don’t have to. They have a trapped audience: teachers. Teachers don’t have much choice about whether to read their students’ work. What if they did? That’s the way we need to teach our students to write—as if their readers (like those of the professional writer) could walk away and read something else.

A new way to think about revision. I loved the whole book, but I have to say, “Woodpecker Photo Bloopers” was my favorite part. Maybe because most writers aren’t gutsy enough to share their bloopers—and bloopers of any kind are fun to look at. But also because it gave me enormous appreciation for the effort required to photograph birds. They don’t pose!

 

Woodpecker1

One that didn’t make the cut . . .

 

 

It also struck me that this careful culling of photos was a form of revision. We so often think of revision as “fixing,” but that’s a highly simplistic definition. What prompts us to revise our writing—or anything?

When we built our current house, the one woodpeckers find so irresistible, we revised the blueprints repeatedly. Why? Because at various turns some internal voice would whisper, “This isn’t quite it. This isn’t right yet.” That’s the very voice I hear when I revise my writing. And I suspect it’s close to what Sneed hears in his mind as he reviews potential illustrations, tossing this one, keeping that.

As you look at the photos in this delightful section (which I predict your students will love as much as I did), take time to study each photo carefully. Ask your students why they think each one was rejected. It may help to simultaneously review the photos that were chosen—beginning with that stunner on the cover. What characteristics do these keepers exhibit that are missing from the bloopers?

Then help students make the connection to writing. Just as a photographer like Sneed will choose one photo over another, good writers will choose one word, one phrase, one sentence over another. While all may express the same general idea, just as all the blooper photos show woodpeckers, some convey the message more clearly, more precisely, or in a way the writer prefers. Noticing such differences will give your students a much better appreciation for what revision is about. Making choices.

More Writing Activities Students Will Love

Take your own photos! Almost nothing jump starts writing like photographing your subject(s) first. You don’t have to focus on woodpeckers—though you certainly could. By all means, choose topics that suit your environment. That could mean farmlands, factories, architecture, bodies of water, animals, sports, food—anything! What’s more, students do not all need to photograph the same kinds of things. One might be interested in sculpture, while another wants to study community gardening. The point is to get students into the environment, seeing the world firsthand through their own eyes. You will be amazed at how this electrifies the voice in their writing.

IMG_5884 (2)

Sneed, going for a great shot!

 

If possible, encourage students to take multiple photos. As Sneed has discovered during his many years as a photographer, most photos don’t turn out as well as we hope when we click the button. In addition, multiple photos provide increased opportunity to uncover details we can easily overlook initially. Don’t be surprised if they switch topics mid-stream either. A student photographer may start out focusing on city traffic and wind up capturing wildlife in the park. So need I say? This is one of the best ways you’ll ever find to help students find personal writing topics.

Personalize research. What nonfiction topics are your students writing about right now? Whatever it is, take one class period to think about ways they could go beyond books, articles, and internet to make their research more personal. Make no mistake—these academic research trails are important, and we want students to follow them. But nothing really takes the place of close-up experience through site visits, observations, and interviews with experts. Want to see your students truly jazzed about research? Try asking, “What if YOU were the primary researcher on this topic? What if YOU were the one whose data others would cite?” There’s so much more to research than taking notes. It’s a hundred times more rewarding to make yourself the resident expert on a subject you have identified as important.

Follow up. A book like Woodpeckers invariably raises questions we can answer through personal investigation. Just as an example, since reading the book, I am far more aware of forest terrains. I cannot get this comment from Sneed out of my head: “One problem is that humans don’t like messy-looking landscapes.” No kidding.

 

Guayaquil Woodpecker 2L4A8485 copy (1)

Guayaquil Woodpecker

We may shamelessly litter streets and beaches, but when it comes to our forested areas, we cannot resist the urge to tidy up. Why? Unlike plastic and other trash, organic remnants like leaves, twigs, fallen and scorched trees, or snags actually support life in more ways than most of us realize. We should appreciate these natural gifts, not treat them like refuse. So my personal research question is this: How do we get people (myself included) to wake up? How do we get interfering humans to stop fanatically removing all dead trees and other natural remains from forests that depend on these very things to thrive?

 

 

 

How many follow-up questions can your students come up with after reading Woodpeckers? Here are just a few that occur to me:

• What kinds of woodpeckers live in my part of the world?
• Many people view woodpeckers as pests, though they do much for the environment. Some even kill them. How can we get people to feel more positive toward these birds?
• We know that woodpecker hollows provide homes for other creatures, such as wood ducks and owls. What kinds of birds (or animals) take over woodpecker homes in my area?
• What species of woodpecker, if any, are currently threatened with extinction?
• What talents does it take to photograph woodpeckers? Or any birds? Can I do it?
• If I went birding in my area for a day, how many species of birds would I see? How much does this change with the seasons?
• What skills does it take to be a birder?
• Are feral cats (or other animals) a threat to woodpeckers (and other birds) in my neighborhood? What, if anything, can we do about this?

I’m betting your students will come up with better questions than mine. Be sure to remind them: Their questions are the jumping off point for exhilarating investigative research.


Words from the Author . . . Sneed at home

Sneed Collard graciously agreed to answer a few questions about writing, revision, woodpeckers, and nonfiction. Here’s what he had to say:

Q: This isn’t your first book about birds. Yet woodpeckers in particular seem to fascinate you. What’s so intriguing about these species? And did your interest in woodpeckers make it easier to write about them?

I first noticed woodpeckers growing up in California, where Acorn Woodpeckers drilled thousands of holes into telephone poles to store their acorns! Ever since then, I’ve loved these birds. They’re beautiful, of course, but also relatively easy to recognize, which helped get me started in birding. They also play essential roles in forest habitats. I mean, what’s not to write about?

Q: Many people have an impression of birding as not too physically demanding. You just take binoculars with you when you go for a walk, right? Is this a misconception?

Birding can be like that—but not for most serious birders. When my son, Braden, and I are birding, we usually cover five or six miles each day, some of it across very demanding terrain. Birding also can have its perils. In the four or five years we’ve been seriously birding, we’ve suffered treacherous roads, dehydration, falling trees, and killer bees. Needless to say, these trials have been worth it. Intellectually, birding offers so many great challenges, from learning to identify birds from calls and physical characteristics to observing their ever-fascinating behaviors.

Q: One of the many things that makes this book so intriguing is that you did your own photography. What’s the hardest thing about photographing birds?

Photography depends on great equipment, a ton of experience, and even more patience. Braden and I aren’t willing to sit in a blind for hours to wait for a bird, but if we know about a nest, we’ll go and set up our tripods and wait. Usually, though, we’re opportunistic photographers, hoping to run across great birds and photo conditions when we can, and the only way to do that is get out there a lot! Tomorrow, for instance, we’re driving three hours up to Kalispell, Montana in the hopes we can find a Snowy Owl. Even so, it takes years to recognize good photo conditions and how to use your equipment to maximize your odds of a good crisp photo. Every day after birding, Braden and I come home and delete about 80% of our photos. If we get one or two great photos per day, we’re happy.

Q: In the final section of the book, you share some photos that did not work out—it’s one of my favorite parts of the book, in fact. You mention taking up to a hundred photos for each one that you finally select for publication. How do you know when you find that one special photo? What makes you say, “Ah, this is the one I want”?

If the bird is well-lit, doing something interesting, and the eye is sharp in the photo, it’s usually a keeper. Most often, we get these kinds of photos at a blind, a feeder, or a nest. The great cover shot for Woodpeckers was taken at a nest that I visited several times. The last time I went, I thought it had been abandoned, but I waited for twenty minutes. Then, I saw the pencil-thin beak of a baby woodpecker poke out of the hole. I got so excited! That’s when the real action began, as the parents returned to feed their ravenous teenagers!

Q: A lot of young readers these days love to read stories—novels in particular. How do we, as teachers, lure them into the world of nonfiction?

This is always tough. Some kids naturally prefer nonfiction topics, but many veer toward fiction. One problem is that most teachers still treat nonfiction as an “educational” or “special” category—and they don’t read nonfiction themselves. Instead of picking up a novel to read aloud, I wish more teachers would just grab a good nonfiction book and read that aloud during reading time. One great resource to turn on teachers and kids is something called The Nonfiction Minute. Each day, this website features a short audio clip by a prominent children’s nonfiction author. I encourage teachers to share these with their kids as a wonderful “warm up” to the day. Here’s the link: http://www.nonfictionminute.org/the-nonfiction-minute

Q: Many young writers rely heavily in the internet or on other reading to gather information for a nonfiction report or bio piece. Is that enough? Or should they expand their own concept of “research” to include other avenues, such as the field research you do?

The internet has several well-known flaws including the fact that few websites are monitored for accuracy and that many websites are put up by groups or individuals with an agenda. Perhaps the greatest shortcoming of internet research for young people is that it robs them of the joys of true investigation. In teaching writing camps, I’ve found that kids get the most pumped up when they can go out there and observe and discover things for themselves. Even when that’s not possible, it’s great fun to interview experts and explore the print resources of a library. A sure-fire way to get kids excited is to have them go out and photograph something and then write about it.

Q: Suppose young readers want to see some woodpeckers for themselves. Are they likely to find these birds pretty much anywhere in the U.S.? And do you have any special advice for people (of any age) who want to go out birding?

One of the awesome things about birding is that birds can be found everywhere. Woodpeckers live almost anywhere you can find trees and some, such as Downy Woodpeckers, Northern Flickers, and Red-bellied Woodpeckers often visit suet feeders during the winter. Even if you live in the heart of an urban area, you will most likely be able to find a couple of dozen bird species. Just grab a pair of binoculars and a guide book, and you’ll be on your way. Even rock doves (pigeons) display fascinating behavior and brilliant variation. And don’t forget—birds came from dinosaurs. I always remind myself of that when looking at any bird! Best advice for a beginning birder? Just get out there and start looking!

Q: Clearly revision is critical in getting a book like this one ready for publication. Can you briefly highlight some things you did in revising this book?

The revisions that went into Woodpeckers were nothing short of extraordinary, starting with my basic approach to the book. In my first attempt, I decided to take a species-by-species approach since each North American woodpecker has fascinating features. After letting the book sit for a while, however, I decided that this approach was too encyclopedic and decided to adopt a similar light-hearted voice and style to what I used for my book Sneed B. Collard III’s Most Fun Book Ever About Lizards. lizards2Even after roughing out that approach, however, I made dramatic revisions. One was to seek out and add quotes by woodpecker experts. Another was to axe my introduction. At first, I had recounted my experience with Acorn Woodpeckers. That intro was okay, but I decided that it didn’t really add to the book, so out it went! What might be readers’ favorite feature of the book, the “Photo Bloopers” spread, was a last-minute addition. I was lamenting our failure at getting really great Arizona Woodpecker photos and just decided, “Well, what if I just put these imperfect photos in and call attention to the fact that we tried—and failed—at photographing these uncooperative critters?” That turned out to be a terrific revision. Besides the above points, I went through countless rounds of tightening, recasting, replacing verbs, and so forth—all the effort it takes to produces a strong piece of writing.

Q: You’ve written both fiction and nonfiction. Is one more of a challenge? Which one is more fun for you as a writer?

I enjoy writing both fiction and nonfiction, but each has its challenges. For me, finding the right voice in fiction can be a challenge, as well as fully developing the characters. In nonfiction, getting the research right and knowing how to organize a subject takes a lot of effort. The nice thing about writing both is that the skills required for each contribute to the other. Writing fiction helps me develop voice and characters for my nonfiction. My nonfiction helps me come up with meatier plots and settings for my fiction.


More about Sneed Collard
Sneed Collard has written more than eighty books for young people and adults—many of them award winners. His very recent (2017) book Climate Change—Snowshoe Hares, Science, and Survival was a finalist for the Green Earth Book Award and theHopping Ahead2 AAAS/Subaru/Science Books & Films Prize for Excellence in Science Books.
Sneed’s book Firebirds—Valuing Natural Wildfires and Burned Forests (2015), also an award winner, tells more about the relationship between birds and their habitat, showing how some thrive in the burned remains of a forest fire. Firebirds was featured here on Gurus—and is among my personal favorites of Sneed’s books, along with Animal Dads, Creepy Creatures, Pocket Babies, Reign of the Sea Dragons, Sneed B. Collard’s Most Fun Book Ever About Lizards (delightfully humorous), and his autobiography, Snakes, Alligators, and Broken Hearts: Journeys of a Biologist’s SonSnakes, Alligators, and broken hearts

Together with his son Braden, Sneed spent four years researching and photographing woodpeckers in preparation for writing this book. That dedication and attention to detail, together with his sense of humor, make Sneed among America’s favorite nonfiction authors. To learn more about Sneed or to book a conference or classroom visit, go to http://www.sneedbcollardiii.com or http://www.buckinghorsebooks.com


Do you teach your students to revise? Hey . . . let’s talk!

If you could take a whole scripted seminar on revision from Sneed Collard for under $30, would you do it? Guess what? You can—it’s all contained right here in concise, readable forTeaching Nonfiction Revisionm specially designed to make the teaching of revision streamlined and easy. No matter what genre you teach, Teaching Nonfiction Revision will guide you and your students right through the revision process. You’ll have a good time, and get better at teaching revision than you ever dreamed possible. Lessons are posted online so you can print out and distribute just what you need when you need it. Bonus: I’m Sneed’s co-author, making sure he doesn’t wander off-topic to write about birding in Montana.

Teaching Nonfiction Revision is available at Amazon or at our publisher’s website, Heinemann.com


 

 

 

 

 

Endorsement from a writing expert . . .thumbnail_steve-peha-headshot-no-background.jpg

Writer and educational consultant Steve Peha, author of the multi-award-winning Be a Better Writer, recently said this about Teaching Nonfiction Revision:

“It’ll give kids a fabulous foundation in the hardest and most important part of writing there is. And it’ll give you a way to get really good at teaching revision, too.”

To read Steve’s five-star review on GoodReads, visit this site: https://www.goodreads.com/review/show/2322979630?book_show_action=false&from_review_page=1

 

 

 

 

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Teaching Nonfiction Revision

Teaching Nonfiction Revision: A Professional Writer Shares Strategies, Tips, and Lessons, by Sneed B. Collard III and Vicki Spandel. 2017. Portsmouth, NH: Heinemann. 223 pages.

Available for pre-order/order:

http://www.heinemann.com/products/e08777.aspx

Genre: Student and Teacher Resource

Levels: 4th-8th grade (Though that’s the target grade levels, this book’s ideas, concepts, and tips are easily adaptable for K-12 and beyond.)

Features: Table of contents (Big deal, right? Every book like this has one. Wrong! This one reads like a lesson planning guide for your classroom! Much more on this later.), Lessons, strategies, and examples from both student writers and from Sneed’s own nonfiction books, Recurring pop-up sections—In Conference, A Note to the Teacher, A Writing Secret to Share with Students, Something to Try—filled with practice exercises and advice directly from Vicki Spandel, Appendix A: Checklist of Revision Possibilities for Nonfiction Writers, Appendix B: Recommended Nonfiction Books for Students, Appendix C: Recommended Nonfiction Books for Adults, References, and Online resources specific to this book available for download from www.heinemann.com

Introduction

With a name like Sneed B. Collard III, he better be good, right? Absolutely right! A book about nonfiction revision from such a skilled, experienced writer of nonfiction? I’ve been reading and recommending his books for over twenty years. So, sign me up! But wait (and at the risk of sounding like a late night infomercial)—there’s more, so much more. With Teaching Nonfiction Revision, you get all of Sneed’s nonfiction-writer-wisdom, the real inside scoop on his process as a writer, AND the added bonus of writing guru-teacher whisperer Vicki Spandel’s classroom insight popping up at just the right moments, practically answering your questions before you can even ask them. I’ve known Vicki Spandel, and had the pleasure to work with her, for close to thirty years. So, it’s a done deal–double-sign me up!

Just in case, before I launch into a few of the highlights Teaching Nonfiction Revision has to offer, you’re already pumped up and ready to buy, I’ll repeat the pre-order/order information:

http://www.heinemann.com/products/e08777.aspx

(Now I do sound like an infomercial.)

One of my favorite things about this book is that Mr. Collard never tries to sugarcoat the truth about the act of revision: Revision is not always easy or fast. And, as you may already have experienced, revision, for many student writers, is a total mystery. He addresses the struggle students have with revision, using a sample of student writing, in the book’s introduction–when the page numbers are still Roman numerals! “Not knowing what else to do, students plug in extra facts, make sentences longer, fix spelling, change fonts, swap one word for another—or maybe insert an adjective, adverb, or exclamation mark for emphasis.” (xiv) I’m sure that “revision” of this type is something you’ve experienced in your own classroom. I’ve had middle school students take an even more direct route by simply printing two copies of their writing, labeling one “Rough” and the other “Final.” Boom! Done! The purpose behind this book is to remove this cloud of mystery, not with any magic words or spells but with “…nuts-and-bolts teaching strategies design to strengthen students’ nonfiction revision skills.” (xv) There are no promises of instant success, but these strategies offer a “Big” to “Small” path to understanding and application. “Students may not master every strategy on the first try, but they will make huge strides toward understanding the revision process. Given practice, they will write words you will actually look forward to reading.” (xv)

The passion both Sneed and Vicki have for their craft and for sharing it with teachers and students is the energy blowing away any clouds of mystery or misunderstanding about revision. Their voices are distinct and comforting—they write from and about real experiences. And that’s one of my other favorite things about Teaching Nonfiction Revision (there are many). The authors make it clear that a fuller understanding of the process of revision supported by the toolbox full of strategies this book provides, opens the door to happy, even joyful times for student writers and their teachers. Sneed lets readers in on his secret—revision is not only important work, it’s downright fun! Let me now share with you a few of my other favorite parts and features of Sneed and Vicki’s new book.

Table of Contents (Seriously)

I’m retired, so I am no longer an every day teacher with my own students. The classroom still calls to me, so I get my fix by substitute teaching and volunteering–exclusively at my neighborhood elementary and middle school, with teachers I know and with advance notice. Going back to the same classrooms means I get to know the students, even if I’m only in front of them now and then. You might think that I walk in empty handed and simply follow the regular teacher’s plans, but I can’t help myself. I bring in books, student writing samples, and ready-to-go, focused writing activities—just in case. I want the teachers to leave me plans, but I always ask if it’s OK if I slip in an activity involving writing, especially if it would support something currently happening in the classroom. And they always say, “Yes!”

When I first picked up Teaching Nonfiction Revision, my plan was to give it a quick read to get a feel for Sneed and Vicki’s message. My plans changed as soon as I read the Introduction (something I like to do first) then took a look at the Table of Contents. The book is divided into seven parts: I: Setting the Stage, II: Big-Picture Revision, III: Scene Revision, IV: Paragraph Revision, V: Sentence Revision, VI: Word Revision, VII: The Final Wrap. I immediately grabbed a pad, pen and highlighter, and slipped into teacher-mode. Not substitute teacher mode but every-day-teacher mindset! I mentally superimposed a school calendar over the seven parts and the breakdown of topics in each section and began planning. I couldn’t help myself. It was as if the authors had asked me personally about my teaching experiences—what my students might come in believing about writing and revision, what I knew students needed, what questions I would ask, my personal struggles as a writing teacher, where and when I might say, “What about…?” Here’s one example of what got me excited—the subheadings from Part II: Big-Picture Revision:

  1. Isolate Your Main Idea
  2. Research Your Topic—Again!
  3. Add Missing Information
  4. Cut, Cut, Cut!
  5. Check Your Organization
  6. Unleash Your Voice!
  7. End With Something to Say
  8. Give It a Rest

I sadly reminded myself, “Hey! You don’t have a classroom!” so I switched mental gears. As a substitute, I have been in classrooms where, at various times, students needed help with each of these items. I couldn’t wait to mine these sections for their golden strategies to turn into booster-shot lessons to carry with me into any classroom. My temptation was to skip ahead to various sections, but I resisted. It’s something you could easily do, but I recommend a complete front to back read. This way you’ll get a feel for the overall process of revision and an appreciation for the beauty behind organizing the book’s strategies from “big” to “small.” As the authors say, “Whether you are a regular classroom teacher, a literacy specialist, or a writer yourself, this is your book, and we know you’ll figure out the best way to use it.” (xv)

Appendices and References—Take a Look Before You Read

Teaching Nonfiction Revision, as you will see, has three appendices—A, B, and C. Appendix A—“Checklist of Revision Possibilities for Nonfiction Writers”—is a starter list of revision reminders, “…things you might do when revising.” (207) I appreciate that it’s a list, not a formula or set of boxes to be ticked off in order. As you and your students do more nonfiction writing and revising, the authors encourage you to “…add your own ideas to ours.” (207) I do suggest you read the checklist before you dive into the book. Not only will it activate and alert your subconscious to what’s coming, it will give you the opportunity to reflect on your own revision practices, “Hey! I do that, too!” Very comforting!

Appendices B-“Nonfiction Books for Students”—and C—“Nonfiction Books for Adults”—are loaded with book recommendations for you and students of all grade levels. (Books by a certain Sneed B. Collard, III, are included and highly recommended!) Again, by taking a pre-reading look at the titles, you may find some that already know and love. Again, rather comforting!

The “References” section, is included for your additional comfort. Here is proof that Sneed and Vicki have mined not only their own work and experiences, they’ve tapped into the writing of other experts as well.

Online Resources—Just Look for the Icon

Anytime you see the icon in the margin, you will know that there is an online resource available to help you bring a specific lesson or activity into your classroom. All you have to do is follow the directions at the end of the Table of Contents to create an account at Heinemann.com and register your book (once you’ve purchased it). This access will allow you to duplicate or project writing activities for your students. Very handy!

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Trait-Based Writing and Revision

The Six Traits of Writing and trait-based writing instruction is the well from which my career as a writing teacher, presenter, and co-author was drawn. The language of the traits—ideas, organization, voice, word choice, sentence fluency, and conventions—in my mind, is the vocabulary of writers. It connects and integrates varied approaches to writing instruction and writing as a process. The language provides a specific feedback loop for readers and writers, students, teachers, and parents to communicate about what they value in writing. And it is the language embedded in the act of revision.

Teaching Nonfiction Revision is not a book focusing on the traits exclusively. But if you’re a teacher who has “grown up,” so to speak, on trait-based writing instruction (Vicki Spandel’s Creating Writers, Creating Young Writers, Write Traits Classroom Kits, Sixtraitgurus) you need to know, even if the traits are not called out, they’re all here (even Conventions) playing lead roles in the “big” to “small” revision strategies. And if you are not an experienced “Trait-er,” have no fear. This book is still for you. No secret handshakes required.

Sneed—Modeling Revision (and Struggling) Through His Own Writing

If by chance you are not familiar with any of Sneed’s body of published works (80 + titles), Teaching Nonfiction Revision will not only introduce you to many of them, it will give you (and your students) a backstage pass to his writing and revision processes. Sneed uses his own writing—actual examples of drafts to model and introduce revision strategies he uses to hone his work. In the “Unleash Your Voice!” section of Part II, Sneed points out that, “…writers have to learn to recognize what kind of voice matches their subject and intent for a passage. Do they want to be funny? Dramatic? Conversational? Precise? Persuasive?” (51) This is such an important element of helping nurture voice in student writers—aligning voice with purpose and audience. He references a particular moment in his book, Hopping Ahead of Climate of Climate Change: Snowshoe Hares, Science, and Survival (2016) where he struggled with this decision. In a passage at the beginning of the book, he describes an owl and hare, hunter vs. the hunted, in the ultimate predator/prey moment. Sneed lets us know what he was thinking, “I had to ask myself, ‘How do I write about this?’” (52) He shows readers two of the many options he considered, including his final choice, each with a very different voice. What was the deciding factor? Purpose! His decision wasn’t based on word count or whatever idea first popped into his head. He needed to stay true to his “subject and intent.” What a great lesson and discussion for student writers!

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Later in the book, when the “big” to “small” revision lens has zoomed in on paragraphs in Part IV, Sneed returns to the owl and hare passage in Hopping Ahead of Climate Change, to share another revision struggle (no sugar coating) he faced. “To wrap up the passage, I wanted a sentence that emphasized how ominous this situation is for the species—but without getting hysterical about it.” (170) He shows readers six of the twenty-plus variations” he tried, before revealing and reflecting on his final choice. (He tried at least twenty different variations of the same wrap-up sentence! 20!) “You’ll notice that to reach my goal, I tried myriad ideas and phrasing…Did I arrive at the best solution? I may never know for sure, but I do know that the struggle of trying brought me closer to what I wanted.” (171) This is a powerful message to students and teachers: Writing and revising is not easy or fast, but delivering your message (“subject and intent”) to readers is important and worthy of your best effort.

Vicki—Pep Talks, Tips, and Ideas for the Classroom

Dovetailing perfectly with Sneed’s strategies, Vicki’s appearances in Teaching Nonfiction Revision come in the form of four rotating pop-ins: Something to Try, A Note to the Teacher, In Conference, and A Writing Secret to Share With Students. Her presence is like an omniscient advice columnist who responds to your letters before you write them.

Dear Vicki—Bam! Here’s that book title you were going to ask for.

Dear Vick—Wham! Sentence fragments, right? Try this the next time you conference with her.

Dear Vi—Kabam! I’ve got your back—the perfect mini-lesson to kick-start your writer’s workshop.

When Sneed is wrangling with finding the appropriate voice (owl and hare example mentioned above), Vicki appears with a Something to Try called “De-Voicing a Passage.” She offers a short passage from Sneed’s book Pocket Babies and other Amazing Marsupials, for students to rewrite, without changing the passage’s meaning but “…bleeding as much voice out of it as possible.” (52) Discussing and listing the changes students made helps them gain a deeper understanding of what contributes to voice. (And asking students to write without voice is flat out fun!) If they know what to remove to suck the life out of a piece of writing, they’ll get better at knowing what to put in to breathe life into their writing.

What Vicki suggests with each aptly named Something to Try, A Note to the Teacher, In Conference, and A Writing Secret to Share With Students, are a combination of small, focused activities and practices that might be introduced as a mini-lesson or become an every-time-I-revise tool in your student writers’ toolboxes, alongside timely suggestions to gently guide you and your student revisers.

Final Comments

Sneed and Vicki open Part VII: “The Final Wrap,” with a reminder to readers, “…we have never intended this book to be a rigid regimen to be pursued with Navy SEAL-like determination…Sure, you may wish to incorporate every one of our strategies into your classroom, but…it’s more likely that you will pick and choose those you find most helpful.” (201-202) That’s my suggestion as well. I’ve only scratched the surface of what this book has to offer. It’s not a long book, but there’s a lot to pick and choose from to help you and your students become more confident writers and revisers. With Sneed and Vicki’s help, the act of revision loses its veil of mystery, and “With your encouragement and guidance, many students will discover the joy of turning their first rough ideas into something readers cannot put down.” (206) Imagine that! And with Sneed and Vicki’s encouragement and guidance you might discover (or rediscover) the joy of Teaching Nonfiction Revision.

As always, you can find Vicki here at www.sixtraitgurus.wordpress.com

For more about Sneed and his books: www.sneedbcollardiii.com

Coming up on Gurus…

I’m not exactly sure what Vicki is working on next. Perhaps something to kick off the new school year? (Yes, in case you haven’t noticed the back-to-school ads—which started in June, a new school year is just around the corner.) Actually, I think reading Teaching Nonfiction Revision, would be an excellent way to rev your teacher-engines. As always, thanks for visiting. And come back soon! Give every child a voice.

 

 

 

Hey, everybody! It’s almost a book!


Do you love nonfiction? Teach it to students? If so, here’s some good news just for you. Today, Heinemann put our new book on their website, and my co-author Sneed B. Collard and I could not be more excited. The book is titled Teaching Nonfiction Revision: A Professional Writer Shares Strategies, Tips, and Lessons. The book makes its official debut August 31, but I wanted to give Gurus followers a short preview. I think the title tells it all, but here are some highlights just in case . . .

The premise is simple. Sneed Collard, author of more than 80 books for young people—many of them nonfiction—gets inside his own head to analyze the strategies that have made him one of the most successful authors for young people ever.

My part? To translate that insight into lessons you can share with your nonfiction writers grades four through eight—and honestly, beyond. Sneed’s perceptive and highly teachable ideas transcend grade level, and can be adapted for older writers right through college.

The book is short—just over 200 pages. Chapters are blissfully short, making it easy to zip through them, choosing the lessons you want to share with students. Oh—if you think nonfiction lessons need to be serious and intense, think again. Sneed and I had a great time putting this book together. He has a wicked sense of humor, and that shines through in every chapter. This guy knows how to make nonfiction fun. We’re not talking typical research papers here.

Sneed and I are grateful to my wonderful colleague (and recent co-author) Jeff Hicks, who will be reviewing the book on this site in August, so watch for that. Meantime, to learn more (and take advantage of some good pre-publication offers), please visit the Heinemann website: http://www.heinemann.com/products/e08777.aspx

And happy, happy Fourth of July.


snakes, alligators, and broken hearts

Snakes, Alligators, and Broken Hearts: Journeys of a Biologist’s Son. 2015. Written and illustrated by Sneed B. Collard III. Design by Kathleen Herlihy-Paoli. With animal artwork by Tessa K. Collard. Missoula: Mountain Press Publishing. 174 pages including Epilogue and Author’s Note.

Genre: Memoir

Ages: Upper elementary and middle school

 Fire Birds! cover

Summary

Sneed portraitAuthor and biologist Sneed Collard is known primarily for children’s nonfiction books that resound with voice and feed our imaginations with curious, often startling details about the world’s quirkiest inhabitants. Sea Snakes, Creepy Creatures, Alien Invaders, Animal Dads, A Whale Biologist at Work, The Deep Sea Floor, Pocket Babies, Reign of the Sea Dragons, and Fire Birds are just a handful of the dozens of titles familiar to his fans. More recently, Sneed has ventured into fiction as well, with books like Dog Sense, Double Eagle, and Hangman’s Gold.

IMG_5884 (2)Just weeks ago, Collard released his memoir, an account of his adventures growing up as the son of a biologist. In this newest book, he shows how his experiences—from joyful to dark—influenced his desire to become a scientist himself and a writer as well. It’s a lively, often humorous account that tracks Sneed’s life from preschool days as a young snake and turtle collector through that last fateful summer before high school—which turned out to be a time of life changing decisions.

The art of memoir

In The Art of Memoir, author Mary Karr reminds us that memoir is a demanding genre because in writing about your own life, “you’re making an experience for a reader.” She adds, “You owe a long journey, and most of all, you owe all the truth you can wheedle out of yourself” (Preface, xviii). Calling up early memories can be challenging, even painful. The things readers want to hear about are often the very moments writers most want to bury. Sneed Collard’s memoir offers up a rich collection of memories, some hilarious, and some touching or troubling. Through tales of friendship, divorce, alcoholism, love, loss, and a passionate curiosity for nature and all life, he does indeed, in the words of Mary Karr, create an experience for us. For Collard’s many fans, this long-awaited book will be like having a good conversation with an old friend.

 

In the Classroom

  1.  Reading. The book comprises 31 short chapters and an epilogue, making it ideal for sharing aloud in short increments. Or, especially if you have students who are familiar with and fans of Sneed Collard’s numerous other books (Note the book list in the very front of the memoir), Snakes, Alligators, and Broken Hearts makes an ideal subject for review and discussion in a small book group.
  2. Memoir—a special genre. What do your students know about the genre called memoir? You might open your discussion of Sneed’s book by asking how they define memoir (they might even write a short definition and you can read these aloud later). Synonyms include record, journal, dossier, log, history, and biography. The dictionary defines memoir as a personal account of historical events—or events in which one took part. According to writers like Mary Karr (The Art of Memoir, 2015), however, this definition doesn’t go nearly far enough. As Karr has told us, a good memoir creates an experience for the reader—and it does so through the author’s careful selection of events he or she is willing to share. Given this expanded definition, what challenges might a memoir writer face?
  3. Personal Connection. What other memoirs have your students read? Make a list. You may wish to read others in conjunction with Sneed Collard’s book—or afterward, as an extension of your study of memoir. Possibilities include the following (Add to this list to give your students a valuable resource):

 

  • The Secret Lives of Us Kids: A Childhood Memoir 1941-1945 by Bonnie Buckley Maldonado (2014)
  • I Can’t Keep My Own Secrets: Six-Word Memoirs by Teens Famous and Obscure (2009)
  • Elena Vanishing: A Memoir by Elena Dunkle with Clare B. Dunkle (2015)
  • My Thirteenth Winter: A Memoir by Samantha Abeel (2006
  • Knucklehead: Tall Tales and Almost True Stories of Growing Up Scieszka by Jon Scieszka (2008)
  • Guys Write for Guys Read: Boys’ Favorite Authors Write About Being Boys, ed. Jon Scieszka (2008)
  • Knots in My Yo-yo String: The Autobiography by Jerry Spinelli (1998)
  • Looking Back: A Book of Memories by Lois Lowry (2000)
  • When I Was Your Age: Original Stories About Growing Up (by renowned authors), ed. Louise Ehrlich (2012)

 

  1. It’s all about choices. “That night I tossed and turned in my bed, alternately steeling myself for the challenge ahead and trying to think of legitimate reasons for backing out.” This line comes from page 94 of Chapter 18: The Tower. Sneed is about ten years old, in Wakulla Springs, Florida—and trying to psych himself up for a jump off “the tower,” a legendary diving structure with platforms twelve, twenty, and a “soul-shaking” thirty-three feet above the water. If he goes off the top platform, he will avoid humiliation—but at what cost? Talk about the tower first. What does it symbolize for the young people of Wakulla? Then ask your students whether they have ever made a decision to do something that was “soul-shaking” scary. Most people face such a decision, sometimes many times, within their lives. Ask those who are willing to share some of these experiences, and join them by sharing one or two of your own. Tip: Decisions don’t need to involve life or death to be scary. For some students, a decision to speak up in class can be terrifying. Not all vivid memories are scary ones, either. They can also be wildly hilarious, stunningly surprising—or wondrously joyful. They can even be moments that seem insignificant in every way except the way they stick in your brain for months or years: like the first taste of a favorite food. Talk about what makes a moment memorable and about how writers choose which moments to include in creating the experience of memoir. In addition to the leap off the Wakulla Springs tower, what other particularly significant moments does Sneed Collard include in his memoir? Make a class list. (Note: If students have difficulty recalling, a review of the Table of Contents can be helpful.)

 

  1. Scope. It might seem logical that a memoir would run from the author’s birth to the “present”—whenever that may be. In fact, though, authors can define the span of time they wish to cover. Most do not begin with birth. Why would that be? Ask your students to recall their very earliest memories. How old were they at the time of those recollections? Sneed claims to recall events from as early as the age of two (see page 18). That’s very young indeed! Can any of your students go back that far? Can you? Notice also that this memoir ends during the final summer before Collard enters high school. He might have chosen to continue right up to 2016 and include his years of work as a researcher and writer. Why do your students think he chose instead to end the book when he did? Might this be a wise choice from a writer’s point of view? Could a writer decide to cover an even shorter span of time—say five years, or even less? What’s the shortest span of time a good memoir could cover? An hour? A day? A month? A year? Or would it need to be longer?

 

  1. Building a life map. Have your students ever created a life map? This activity is a highly useful precursor to writing a personal memoir. A life map is a sketched trail or pathway with milestones to mark important events or memories in a person’s life. The map can take the form of a simple geometric shape such as a circle or triangle, or it may wander randomly or in a serpentine fashion, or spiral out from a starting point. The number of milestones is determined by how many events the author wants to share. Those events might include things like making or losing a friend, graduating from a class or school, entering a competition, getting a pet, moving, leaving home—or any of a thousand other things. Anything the author deems significant can make the cut. The photo seen here shows a life map my friend Sally sketched some years ago. She chose to begin with her marriage, and included the birth of her son, a move to a new home, her divorce, various travels, her return to teaching, and her son Eric’s graduations (yes, two of them). She concluded with her decision to work with me training teachers—lucky break for me! Ask your students to sketch life maps of their own, including whatever events they like. If you decide to use these as a precursor to writing memoirs, give students a chance to meet in small groups to discuss their life maps and raise questions. This discussion helps writers recall details they may have left out.

 

  1. Leads. Ask your students if they can think of a clichéd (trite, that is) way to begin a biography or memoir. Too often, writers (including some students!) open any biographical piece (including a memoir) with the standard beginning: I (or name the subject) was born in (name the year) in (name the town). Why does this overused beginning put us to sleep almost instantly? Notice that author Sneed Collard found a completely different way to begin. Re-read the lead from Chapter 1. How would you describe it? What strategies does this author use to get us involved in his story? How long does it take him to tell us when he was born? (Hint: Chapter 2, page 17.) For all of Chapter 1, we are guessing at Sneed’s age during the whale episode. But—there could be some hints to help us. What are they? Why might a writer want to keep readers guessing about something for just a bit before sharing factual information?

 

  1. And more leads . . . Read a few more leads from various chapters in Sneed’s memoir. What do they have in common? How do they create interest or keep readers moving through the text?

 

  1. What about endings? Leads pull us into the writing, but endings can be just as important—sometimes even more so. Read some of the conclusions to chapters in Collard’s memoir. You’ll see that while they all have the sound and feel of an ending, they do not all serve the same function. What are some of the roles that endings play in this book? (Hint: Endings like the one to Chapter 12, page 60, seem to point ahead to new beginnings. The ending to Chapter 21, page 112, wraps up the event we’ve just been reading about—the jump off the dreaded tower.) We often think of transitions as single words or phrases: after a while, next, on the other hand, nevertheless, in addition, and so on. Do leads and conclusions also serve as transitions? Why is this so important in a longer piece?

 

  1. The beauty of the chapter. What is the longest piece your students—or you—have ever written? What are some of the structural devices writers use to break up a particularly long piece of text? (Hint: Your students might mention, for example, paragraphs, subheads, white space, illustrations—and of course, chapters.) What design and structural elements does author Sneed Collard use to divide his memoir into sections? Ask your students to imagine the same book without any paragraphs or chapters with titles. How inviting would such a book be? Would we read it? Then ask this question: How long should a book be before the writer decides to break it into chapters? If your students are writing pieces of, say, five pages or more, ask them to try dividing their writing into chapters (even if they only wind up with two or three). Discuss how they decide how many chapters to include and where the breaks should be. Does formatting by chapters make organization easier for the writer as well as the reader? How so?

 

  1. Chapter titles. Often authors simply identify chapters by number: Chapter 1, Chapter 2, and so on. Sneed Collard obviously gave a great deal of thought to his chapter titles for this book. What does an author add by titling chapters? Which titles from Collard’s book are particularly appealing to your students as readers (Read the list aloud and ask for votes)? What makes some particularly inviting?

 

  1. Graphics. Most of this book is illustrated with photographs. Is this particularly appropriate for a memoir? Why? Notice that Sneed Collard has also chosen to add a few sketches of alligators and snakes drawn by his daughter Tessa. What do these drawings add to the flavor of the book?

 

  1. Voice. At one point, the author writes about his prowess in math (Chapter 16, page 80). He also adds, “I was no slouch in other subjects, either, though I scrawled the ugliest handwriting since Neanderthals had penned pictographs on cave walls thirty thousand years before.” What sort of voice is that? List some words to describe it. Then talk about the overall tone of the book. Is it warm, academic, formal, aloof, chatty, conversational, haughty, modest, or–? In describing it, ask students to identify specific passages that seem to characterize the voice or tone. What features contribute to that voice? Is it the author’s choice of words, use of dialogue, the subject matter—or something else? How important is voice in memoir? Is it the voice that keeps us reading?

 

  1. Is it the truth, the whole truth, and nothing but the truth? As noted earlier, author Mary Karr cautions us that as a writer of memoir, “you owe all the truth you can wheedle out of yourself” (Preface, xviii). But—is it possible for a writer recalling life events to ever tell the whole truth and nothing but? Before answering, read Sneed Collard’s “Author’s Note” on page 171. He says, among other things, that “No one can tell his or her own story with complete objectivity. In telling our stories, we layer in our distorted memories, false perceptions, and viewpoints and prejudices.” How do we reconcile this personal perspective with Mary Karr’s demand for honesty? Have students discuss and/or write about this.

 

  1. Honesty. Unquestionably, honesty is one of the hallmarks of good memoir. Yet it’s difficult, even painful, to be honest about experiences that hurt us or revealed what we perceive as our weaknesses. In Chapter 22 (page 116), Collard writes about the humiliation of Junior High (Middle School) PE, in which students were ranked by proficiency in a very obvious way—through the color of their gym shorts. The least accomplished athletes donned the dreaded dark blue—and hated every wretched blue thread. As their skills grew, they could move up to red, green, silver, gold, and at the very pinnacle, the envied blue silk “that incited an almost godlike worship among all others.” Collard confesses, “Guess which color I wore? Stinking, humiliating blue.” Why is it we appreciate a writer’s honesty so much at moments like this? We laugh, yes, but what else do we feel? Ask your students to identify other moments from this memoir require true writing courage. Modeling opportunity: If you’re brave enough, you might write about an embarrassing or difficult moment of your own as a way of modeling this kind of honesty. Remind students that while honesty can be difficult, it adds immeasurably to the appeal of any good memoir. Does it influence voice as well? How? (Note: It is important for students to understand that no matter how much we value honesty in writers, they have the right to privacy. No author should be asked or expected to write about events or circumstances that are simply too uncomfortable to recall or relate. You can use your modeling opportunity to clarify this by talking about how you chose what to write about—and what to keep personal.)

 

  1. Epilogue. Read the author’s epilogue (page 167) aloud. What is the meaning of the word epilogue? What does an epilogue add that a final chapter from a book cannot? Your students may never have written an epilogue. It takes perspective, for one thing—and that can be difficult for a very young person to achieve readily. But you might try this: Ask students who write memoirs to set them aside for a period of time, even until towards the end of the school year. Then ask them to add an epilogue to the memoir they wrote weeks or months before. Talk about what new perspective can add to a piece of writing.

 

  1. Research. Wait a minute. Research for a memoir? Doesn’t it all just flow out of your head? Before answering that question, take time to read the author’s note of “Thanks” on pages 173-174. What do Sneed’s final remarks reveal about his own personal research for the book? What do they tell us about the nature of research itself? It’s not all about visiting the library! Note: If your students are writing their own memoirs, you might suggest that they investigate any family photo collections that might be available—and consider interviewing some of the people (parents, grandparents, other relatives, friends, neighbors) who have been part of their lives. They may also wish to consider incorporating photos into the final drafts of their memoirs.

 

  1. The Journey. Note the full title once again: Snakes, Alligators, and Broken Hearts: Journeys of a Biologist’s Son. In what sense is a memoir a journey? Think back to your definitions of memoir (point 2), what your students decided about the scope of a good memoir (point 5), and your life maps, if you made them (point 6). Then think about the concept of journey. What do we mean by this word? What happens to a person on a journey? Ask your students to identify passages that help define who Sneed Collard is at the beginning of his memoir—and who he becomes by the end. What forces shape this transition? Where did his journeys take him?

animal dadsleaving homepocket babiesThe Deep Sea Floordouble eaglelizards2Sneed 4

Coming up on Gurus . . .

Coming up next, Vicki shares some thoughts on the use of rubrics—or writing guides, as we prefer to call them.

Then we’re tossing the ball into Jeff’s court for comments on some good books and writing ideas you will want in your life.

Thank you for returning—and for recommending our site to friends. We appreciate your comments and your questions. Come often, and tell friends about us, too. Remember, for the BEST workshops or innovative classroom demonstration lessons combining traits, writing workshop, process, and literature, call Jeff at 503-579-3034. Give every child a voice.

 

 

 

Fire Birds

Fire Birds: Valuing Natural Wildfires and Burned Forests by Sneed B. Collard III. 2015. Bucking Horse Books.

Genre: Nonfiction science picture book.

Ages: For readers 8 to 14.

Review by Vicki Spandel

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Summary

Most of us have been taught that wildfires are a bad thing—and that’s true when they threaten homes or lives. In the wilderness, however, wildfires can be an essential part of the natural life cycle. Fire Birds shows how dozens of bird species not only survive, but actually thrive in burned areas, depending on burns to create a unique and essential habitat that cannot be generated any other way.

In this book, readers discover that natural wildfires are anything but a contemporary phenomenon; they have been with us throughout time. And while they can be intensely frightening and destructive, the news is not all bad. Wildfires actually generate life, especially when allowed to follow their natural course. Intervention by humans can create a situation where fire fuels grow and expand so profusely that fire cannot be stopped or contained. Good intentions do not always lead us down the best path.

This book does not endorse allowing any fire to go unchecked if it threatens homes or human lives. But it does help us recognize the benefits that natural occurring fires bring—not only habitat for many types of wild birds, but also fertile soil for regeneration of countless trees and shrubs that create natural, multi-species forests. Naturally occurring fires also clear the forest of underbrush which, if allowed to grow unchecked, presents an unthinkable danger to plants, animals, and any humans happening to reside nearby. It is time, as the author tells us, to update Smokey Bear’s message.

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Inside Your Classroom

1. Background. Is wildfire common in your area? Perhaps some of your students (or you) have witnessed a wildfire, watched media coverage, or even been evacuated. Take time to discuss the frequency and severity of fires in your area, particularly in recent years, inviting students to share experiences of their own. How do your students feel about wildfires prior to experiencing this book? (Note: This can be a sensitive topic for students who have suffered loss as a result of fire, so we recognize your need to pursue this discussion with awareness and caution.)

2. The title: Inference and prediction. A title like Fire Birds could well apply to a sci fi adventure! This is a science book, of course. So where did this title probably come from? What hints does it provide about the likely theme or central message of the book?

3. Sharing the book. As always, you’ll want to preview the book prior to sharing it with students. At just under 50 pages, it is a quick read for an adult, and the combination of fascinating information, enticing illustrations, and strong sense of drama make it an inviting text for young readers who favor nonfiction or have an interest in nature. This book is highly recommended for use with a study group. If you decide to share it with the whole class, a document projector is all but essential since the illustrations are an integral element of the book’s message.

4. Introduction. As the Common Core standards for writing remind us, a good introduction sets the stage for what follows. Share the introduction titled “Inferno!” aloud with students, using a document projector to share the accompanying illustration of a wildfire as you do so. Ask students to listen for words or phrases that catch their attention (notably verbs), and make a class list. You may wish to read the passage more than once to facilitate this. What impression is the author creating with this passage? Is it effective in setting the stage for the discussion to come? Does it capture our attention? How? In particular, notice the final line, a three-word question. Why is this question particularly important? Ask how many of your students have used a question as part of their writing strategy in crafting an introduction.

5. Organizational structure. Check out the Table of Contents. It’s very colorful! Do your students like the format? Notice that although this is not a long book (about 50 heavily illustrated pages, including appended material), it’s broken into an introduction plus five chapters. Does breaking a text up in this way help readers? How? Notice that the chapters are not only numbered, but also have titles. See if your students can use these titles to orally trace the writer’s thinking, point to point, even prior to reading the book. Are their expectations borne out as they read the text?

6. Main idea. What is this author’s main idea or message? Pose this question after sharing Chapter 1—and ask students to summarize the main idea in their own words. Then, revisit the question after getting deeper into the book. Students may not change their minds, but their ability to elaborate on the main idea will likely grow. You might also ask them to listen for a sentence or paragraph they feel sums up the author’s primary message. (Note: Check out the final paragraph on page 30 for one good possibility. Also notice the quotation attributed to Dick Hutto on page 8.)

7. Details. Details take many forms, according to the Common Core: facts, examples, explanations, quotations from experts, illustrations, and more. See how many of these various forms your writers can identify in Fire Birds. Ask how many they use in their own writing. You may want to point out that varied detail enriches writing. No one wants to read text that is all facts, for example. The mind craves variety, and learns more easily when given multiple paths to information. What kinds of details do your students respond to as readers?

8. Format. In addition to chapter titles, author Sneed Collard also makes extensive use of subheads throughout the book. How do these contribute to the organization of the book—and also the sharing of information? To put it another way, do they make the book easier to follow? How? Also notice the boxed information embedded in many of the illustrations. Do these little boxes have something in common? Talk about why the author chose to use this approach rather than simply incorporating this additional information into the regular flow of the text. Is this format effective? Why? Talk about how/when students might use a similar strategy in their own writing.

9. Illustrations. Book designers often say that illustrations and words should complement, not replicate, each other. That is, each should provide information that the other does not. Read the information on page 15 and the first paragraph of page 16 aloud as your students study the photos on page 14. What do we learn from each (illustrations and words) that we do not learn from the other?

10. Research. Many books, including novels, rely on research for authenticity. But nowhere is research more important than in an informational text like this one. Discuss why this matters so much. If the book were based strictly on Collard’s opinion or observations made in his back yard, would it be as convincing? Discuss how and where this author searched for his information. On a scale of 1 to 10, how credible is this research, in your students’ view? (Note that much of the book is based on the work of ornithologist Dick Hutto, described on pages 17 through 19. Students should also be aware that Collard spent extensive time in the field himself, interviewed additional specialists, and also took the photos that illustrate the book. Also point out the extensive additional sources listed in “Digging Deeper,” page 46. Your students may wish to explore some of these resources.)

11. Transitions. Transitions, the CCSS remind us, are vital ways to link ideas in all forms of writing: narrative, argument, and information. In introducing this discussion, see if your students can list 20 transitional words or phrases (however, next, for example, on the other hand, because, nevertheless, and so on). Sneed Collard is an author noted for the strong transitions that make his work so easy to read and follow. Share one or both of the following passages with students and ask them to identify as many transitions as they can—and to discuss how each links ideas: “Home, Sweet Blackened Home,” beginning of Chapter 3, page 21; and “Beetle Bonanza,” page 24. Keep in mind that good transitions are often more than a word long and may occur mid-sentence. Also, there may be more than one transitional phrase within a given sentence. (Note: Permission is granted to print and distribute these pages to your students. They can talk with partners, and identify transitions orally or use highlighters to mark up the text.)

12. Transitional endings. One of the delightful things about a chapter book is that it provides multiple opportunities to consider beginnings and endings. Chapter endings are particularly important because when a reader comes to the end of a chapter, it’s always tempting to find something else to do! No author wants readers to do that! Notice for example the ending to Chapter 2, bottom of page 19: “What he found astonished him.” What is the likely impact of these words on the reader? How does this line provide a transition into Chapter 3?

13. Word choice. Words always matter. In informational writing, though, they can be particularly important because, as we’re reminded in the CCSS, an author must use “domain-specific vocabulary”—what we might call the language of the territory—in order to help us understand a particular topic: in this case, wildfire and its effect on birds’ habitats. This particular book has a special feature—a glossary—to help with word definitions. As you go through the text (and without peeking at the glossary), have students list words they think should be defined. Check your final list against the glossary at the end of the book. Also note how well some terms are defined in context—by how they are used, that is. See, for example, “salvage logging” on page 32.

14. Voice and tone. The Common Core suggests that an informational piece should have an “objective, formal tone,” which some might describe as respectful of the topic or free of personal bias. Does the author achieve that? Identify three or more passages that are good examples of the voice or tone you hear in this book. Brainstorm all the words you can think of that describe these passages: e.g., serious, engaging, thoughtful, humorous, energetic, dramatic, exciting, passionate, reflective. (Note: Reading aloud makes it easier for most students to describe a given text.)

15. Reading graphics. In addition to numerous illustrations, author Sneed Collard includes an important graphic titled “’Hottest’ Fire Birds” on page 25. Ask students to summarize, in a few short lines, the message of this graphic. How does it support the author’s main message?

16. Genre. The author makes a strong case for encouraging us to see wildfires (those that do not threaten human lives or residences) in a positive way. So—should this book be classified as an argument? Or an informational text? Have students write a response, taking a position on this and defending it with examples from the book. (Note: You may wish to access the CCSS definitions to help students make a decision on this.)

17. Crafting an argument. At the close of Chapter 3, page 26, Collard makes a particularly strong statement based on Dick Hutto’s research: “Perhaps humans should stop looking at naturally caused fires as our enemy and start looking at them as an essential part of nature.” Do your students agree? Have them take a position and make an argument for or against the “essential part of nature” position, using information not only from this book, but other sources as well.

18. Impact of the book. Good informational writing should teach readers something new—or at least expand their understanding of a topic. What do your students learn from this book? Make a list of new ideas, surprises, or discoveries. Take a moment to re-examine the reactions to wildfires students expressed prior to reading the book. Have their opinions or feelings changed in any way?

19. Conclusion. In a sense, all of Chapter 5 is a conclusion. But the author also offers an expanded concluding statement in the section titled “Still Work to Do,” page 42 and following. How strong is this conclusion? What thoughts or beliefs do your students think the author wants us to take away from this reading experience?

20. Personal research. Ask students to extend their learning by visiting a burn site, interviewing local firefighters, researching the impact of fires in their home state or elsewhere, following up with resources listed under “Digging Deeper,” page 46, or even observing and photographing wild birds in a new burn habitat if there is one close by. Invite them to share their findings.

Sneed filming

Sneed's son Braden filming birds in Taiwan

Sneed’s son Braden filming birds in Taiwan

About the author . . .

Author Sneed B. Collard III graduated with honors in biology from the University of California at Berkeley and earned his masters in scientific instrumentation from U. C. Santa Barbara. He is the author of more than 65 books for younger readers, including Animal Dads, Teeth, The Prairie Builders, Pocket Babies and Other Amazing Marsupials, and Sneed B. Collard III’s Most Fun Book Ever About Lizards. To learn more about Sneed or schedule a school or conference visit, please go to his website, www.sneedbcollardiii.com or the website of his publishing house, Bucking Horse Books, www.buckinghorsebooks.com

Sneed portrait

Coming up on Gurus . . .

Jeff will be sharing reviews of some of the best literature to enter his life of late—but he doesn’t want to share titles just yet! They’re a surprise. Jeff always chooses the most readable, memorable books, though, so you’ll want to keep an eye out for those reviews. Thank you for stopping by, and as always, we hope you will come often and bring friends. Please remember . . . to book your own writing workshop featuring the 6 traits, Common Core Standards and the latest and greatest in young people’s literature, give us a call: 503-579-3034. Meantime . . . Give every child a voice.