Category: Blog Posts

Purpose:

Story vines help students develop more oral and reading fluency. On her website about Story Vines, Stephanie Gokarn explains that they, “Enhance reading, writing, listening, speaking, representing and viewing skills.” This is a great learning strategy to keep students engaged in literacy in a meaningful way and developing their literacy skills and knowledge.

How it Works:

Choose a book of your liking that you have read before. Gather supplies such as yarn and some small toy artifacts that connect to the story. In our class we used little eyes, beads, felt, paper and a hot glue gun to assemble all of the pieces and characters of the story. Students can also use paper magazine cut-outs and cardboard (Bright, 2021, p.91). All of the events created must follow the correct sequence of the plot of the story, because this will help guide the individual who is retelling the story to look for clues.

Read the Story to the Students:

It is important to read the story first using enthusiasm and expressive language (Bright, 2021). After you read the story, retell the story using the story vine looking at the artifacts to guide you.

Here is an image of a teacher candidate reading The Paper Bag Princess writen by Robert Munsch to a small group of Grade 2/3 students while they write down key events in the story:

Students Created Their Own Story Vines:

After, we met up with a Grade 2/3 class where we read and helped students create their own story vine from the picture book The Paper Bag Princess! When students have the story read to them, write down important events and create their story vine enhances their listening, reading, viewing and creative skills. Artifacts students created to represent important events in the story that I observed were the princess, dragon, castle and the Earth.

Here is an image of two teacher candidates helping a small group of Grade 2/3’s create their own story vines:

This is an image of some Grade 2/3 students story vines that are finished and ready to be shared:

Students Re-Tell Their Story Vines:

After the students created their own story vines, we went to a local elementary school to observe the Grade 2/3 students retell the story using their story vines to the Kindergarten students.

The students were a bit shy and unsure when they started retelling the story and needed prompting. We would prompt them with questions such as, “What character is this?”, “What happens to the character?”, and “What happens next?” Once the students started telling the story, they felt more confident and began showing off their vines. The Kindergarten students said they enjoyed the retelling and thought it was an interesting project. This was a great experience, as I was able to see the students’ confidence progressively grow throughout the retelling of the story.

Here is an image of two Grade 2/3 students (right) showing three Kindergarten students (left) their story vines!

 How This Activity Connects to the English Language Arts Curriculum for Grade 2:

Big Ideas	Curricular Competency	Content
Language and story can be a source of creativity and joy. Through listening and speaking, we connect with others and share our world.	Use sources of information and prior knowledge to make meaning. Use developmentally appropriate reading, listening, and viewing strategies to make meaning. Plan and create a variety of communication forms for different purposes and audiences.	Vocabulary associated with texts. Oral language strategies.

How This Activity Connects to the English Language Arts Curriculum for Grade 3:

Big Ideas	Curricular Competency	Content
Language and story can be a source of creativity and joy. Using language in creative and playful ways help us understand how language works.	Use sources of information and prior knowledge to make meaning. Use developmentally appropriate reading, listening, and viewing strategies to make meaning. Plan and create a variety of communication forms for different purposes and audiences. Use personal experience and knowledge to connect to text and make meaning.	Oral language strategies

My Story Vine:

This is my story vine representing the story Smelly Socks written by Canadian author Robert Munsch. I chose this book because it is very special to me, as it was part of my childhood and is a silly read. I chose a colourful vine because in the story, Tina chooses colourful green, red and yellow socks. When I look at the pictures representing different aspects of the story, they help me remember the plot.

Reflection:

This was such a fun activity to do with the Grade 2/3 class and it was great to see them retell the story and share their story vines with the Kindergarten students. This is an activity that I would incorporate into future lessons in my teaching practice!

Resources:

Bright, R. M. (2021). Sometimes Reading is Hard: Using Decoding, Vocabulary, and Comprehension Strategies to Inspire Fluent, Passionate, Lifelong Readers. Pembroke Publishers.

https://www.cbc.ca/news/canada/manitoba/story-vines-winnipeg-1.5040107

https://stephaniegokarn.weebly.com/story-vine.html

https://curriculum.gov.bc.ca

https://www.indigo.ca/en-ca/smelly-socks/9780439967075.html

It is important to build a diverse classroom library because students will be more interested in reading. A diverse library includes books that match all students’ reading levels and interests, especially for striving readers and those who may not have ample access to books at home (Harvey & Ward, 2017). Diverse classroom libraries will also have books that educate students on relevant topics such as the environment, Indigenous perspectives, 2SLGBTQIA+ identities and books written by BIPOC authors. These types of texts promote representation, foster empathy and broaden students’ understanding of the world and will help create an inclusive learning environment. 

Indigenous Stories and Perspectives

A step toward reconciliation is teaching students about Indigenous culture, language and practices by introducing these concepts in meaningful ways and giving them opportunities to actively engage with them. One of the most important steps toward reconciliation is ensuring that students, even as early as Grade 1, understand that Indigenous peoples in our country have experienced serious injustices and hardships in the past (Gear, 2024). As teachers, it is our job “to do better to decolonize and indigenize our curriculum,” (Gear, 2024, p. 143).  Otherwise, there will be no steps toward reconciliation. One of the first steps is to explain why Indigenous languages and cultural practices have declined over time; one significant reason for this was the residential school system.

• When I Was Eight – Christy Jordan-Fenton & Margaret Olemaun Pokiak-Fenton, illustrations by Gabrielle Grimard.

Book cover from: https://www.indigo.ca/en-ca/when-i-was-eight/9781554514915.html

This book is based on the true story of author Margaret Olemaun Pokiak-Fenton and her experience attending a residential school. It presents an honest portrayal of her story, written for younger readers to help them understand the hardships and challenges that young Indigenous children faced. For example, the book illustrates the loss of identity when she was forced to leave her community: the nuns cut her long hair and called her Margaret instead of her Inuit name. I wanted to mention this book because I recently discovered it in my philosophy class and thought it would be an educational read for young learners.

Indigenous Stories and Perspectives Continued..

In her article Putting First Nations Texts at the Center, Roxanne Harde explains that children’s literature shapes students’ understanding and identity. Therefore, school libraries should include authentic books about Indigenous peoples and cultures that avoid colonial stereotypes. Schools should prioritize texts written by Indigenous authors because centering Indigenous voices helps promote accurate representation and deeper understanding for all students. Indigenous texts are one method we can use in our roles as teachers to commit to reconciliation and to teach our students what this means.

• On the Trapline – David A. Robertson Illustrations by Julie Flett

Book cover from: https://www.penguinrandomhouse.ca/books/609013/on-the-trapline-by-david-a-robertson-illustrated-by-julie-flett/9780735266681

This book is a great read for teaching students some Swampy Cree language words and helping them learn more about Indigenous culture and values. The story follows a young boy and his Grandpa, Moshom, as they visit the family trapline where his grandpa grew up. The young boy learns that a trapline is a place where people hunt and live off the land.

Throughout the visit, he experiences what it is like to live off the land, speak his traditional language, learn about hunting wild animals and eat foods such as berries, bannock and wild meat. In doing so, he gains a deeper understanding of the way his grandpa grew up through telling memories and sharing intergenerational knowledge. 

David A. Robertson is a Canadian author and a member of the Norway House Cree Nation and Julie Flett is a Cree-Métis author and illustrator. Therefore, this book offers an authentic representation of how some Cree Indigenous people lived and the language they spoke.

2SLGBTQIA+ Identities

On the website The Walrus, book censorship is described as “in which books are called upon to justify their existence through demonstrations of their moral value.” This means that literature, especially children’s literature, must “prove” that it is worthwhile or teaches important lessons. Everyone has their own definition of what is worthy of being taught, particularly when it comes to morals, values and social or cultural beliefs. 

The Walrus also explains that book banners continue to target stories about people of colour, especially those addressing racism and 2SLGBTQIA+ individuals. This is both overwhelming and upsetting because, as discussed earlier in this blog post, it is important for students to feel that they can express themselves and see their identities reflected in the books they read. Books about inclusivity and diversity are a great example of teaching students to show respect and kindness toward themselves and others in meaningful ways. One of my new favourite authors is Elise Gravel. Her literature is about emotions, identity, acceptance and kindness. 

• Pink, Blue, and You! – Elise Gravel and Mykaell Blais. 

Book cover from: https://elisegravel.com/en/blog/pink-blue-and-you-my-new-book-is-in-stores-today/

This book has not been subject to a widespread, nationwide ban in Canada. However, there have been calls to remove it from Canadian libraries and schools. The book promotes love, kindness, acceptance and support for individuals in embracing their gender identity and bodies, encouraging them not to feel pushed away or hidden. This is a great read for students who have questions about gender stereotypes. 

Pink Shirt Day

Pink Shirt Day is an annual anti-bullying event held in Canada every year on February 25. It began in 2007 when two Grade 12 students, David Shepherd and Travis Price, gave out pink shirts to their classmates after a ninth-grade student, Chuck McNeill, was bullied for wearing a pink shirt on the first day of school.

It is important to educate students on how pink shirt day began and why. When I visited the Grade 2 class for literacy stations in February, they were learning and discussing about kindness. Ways to support anti-bullying is reading literature about kindness, encouraging students to wear a pink shirt, through reflection activities and classroom discussions.

For all grades, the class could come together and create a kindness tree. A large paper cut-out of a tree could be pasted on the classroom wall where students write on paper leaves, apples or hearts acts of kindness and positive messages.

Image retrieved from: https://www.acgcschools.org/o/gc-elementary/article/687492

Literature that Stands for Anti-Bullying

• It’s My Brain! – Elise Gravel

Book cover from: https://www.indigo.ca/en-ca/its-my-brain/9781039710092.html

This book celebrates diversity and that everyone feels, thinks and learns in different ways, which is what makes individuals and each classroom special! This book highlights that being different is something that should be celebrated.

• Have You Filled a Bucket Today? – Carol McCloud Illustrated by David Messing

Book cover from: https://www.indigo.ca/en-ca/have-you-filled-a-bucket-today-a-guide-to-daily-happiness-for-kids/9780996099936.html

I remember when I was in elementary school my teacher read to my class Have You Filled a Bucket Today? This book teaches students about how being kind to people “fills their bucket” and how it feels when your bucket is filled through love, kindness, empathy and respect. When people are unkind or bully others it can affect their mental health and emotional-wellbeing.

Image retrieved from: https://www.teacherspayteachers.com/browse/free?search=have%20you%20filled%20a%20bucket%20today

Students can do activities that help them reflect when they have been kind to others and how to show kindness to themselves. The activity above is an example of something similar that could be done in class.

How This Book and Activity Connects to BC English Language Arts Curriculum:

Grade 3:

Big Ideas	Curricular Competency	Content
Stories and other texts help us learn about ourselves, our families, and our communities. Stories can be understood from different perspectives.	Use sources of information and prior knowledge to make meaning. Explain the role that story plays in personal, family, and community identity. Recognize the structure and elements of story. Make connections between ideas from a variety of sources and prior knowledge to build understanding.	writing processes

Resources:

Gear, A. (2024). Powerful Thinking: Engaging Readers, Building Knowledge and Nudging Learning in Elementary Classrooms. Pembroke Publishers.

Harde, R. (2016). Putting First Nations Texts at the Center. Bookbird, 54(1), 4–9. https://doi.org/10.1353/bkb.2016.0019

Harvey, S., & Ward, A. (2017). Striving to Thriving: How to Grow Confident, Capable Readers. Scholastic.

https://thewalrus.ca/book-banning

https://en.wikipedia.org/wiki/Pink_Shirt_Day

Class Reflection on Teaching “The Wolves in the Walls” Using Virtual Reality (VR) and Lesson Overview: 

As a class, we had the opportunity to participate in an in-situ experience at a local elementary school, where we read literature and used VR with a Grade 5/6 class. First, the teacher candidates read The Wolves in the Walls by Neil Gaiman and Dave McKean to students that were in five small groups. We designated specific readers for certain sections so that students could have movement breaks throughout the story, since it is a longer read. This also helped build suspense as the story progressed. After students were read the story, we set up the VR for students to experience the story in a different way. 

My Personal Experience with VR in the Design Lab: 

I thought it was really interesting to use VR and see the whole story come to life. One key difference between the book and the VR version is that Lucy, the main character, narrates the story in VR, while the book is told from a third-person point of view, which I found especially interesting. The illustrations in VR were super cool and immersive, but they also created a creepy, eerie vibe that slowly built up until the wolves came out of the walls. Overall, I thought it was a really cool and educational experience.

Book Summary: 

This story, The Wolves in the Walls, is about a little girl named Lucy who believes there are wolves living inside the walls of her house. She tries to explain to her family that she can hear them and is certain they are there. However, her parents do not believe her and think the noises might be mice or bats. Until one day, the wolves come out of the walls and chase Lucy and her family out of their home. The family is forced to camp outside until Lucy convinces them that they must take back what is theirs. They go into the walls of their house and successfully drive the wolves out.

Before the last group of students who had the book read to them were given a worksheet where they explored the deeper meanings of words such as sustained and brandish. Due to the classroom being crowded and the noise levels being high, many students were not able to complete much of the booklet. However, some students were able to finish it, reflecting on their experience by drawing pictures and writing sentences in the booklet.

After students read the book, I was part of the group that helped students get set up with the VR. First, we explained to the students that if they felt uncomfortable, nauseous, or unsure, they needed to tell us and we would immediately stop the VR. We explained that we would help set them up with the headset and that if it felt uncomfortable or did not fit their head properly, they needed to let us know to avoid any discomfort or the headset falling on the ground and breaking.

Both the students using the VR set and those not using it were reminded to be respectful of their classmates’ space to avoid anyone getting surprised or hurt. Students were also told that we had created a boundary and if they stepped outside of it, they would no longer see the game but instead the classroom. At that point, we could either physically guide them back to their boundary with permission or verbally direct them to where the marker was on the floor.

Curricular Connections:

Applied Design, Skills, and Technologies – Grade 6

• Big Idea: Design can be responsive to identified needs. 

= This big idea aligns with using VR because students learn that technology can be used for literature and storytelling. The shift from third-person narration in the book to first-person narration in VR demonstrates how design choices affect user experience.

• Curricular Competency: Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments.

= During the VR activity, students learn how to use the equipment in a respectful and safe manner. They also learn about spatial awareness and respecting their classmates’ space. 

• Curricular Competency: Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.

= Students learn that technology can be used to enhance literary knowledge, skills and learning. 

English Language Arts – Grade 6

• Big Idea: Language and text can be a source of creativity and joy. 

= The VR experience enhanced engagement and excitement for students. This activity was a way to show that storytelling can evolve by using technology. In classroom practice, I have seen teachers use YouTube to tell stories and teachers telling a story using a doc cam. 

• Learning Focus: Students will be able to decipher the difference between the same book being read in class and being shown using VR and how this can change their experience with the book and how they interpret the story.

Reflection: 

I had an amazing time doing this activity with the Grade 5 and 6 students! They were very engaged with the VR and thought it was really cool and interesting. As Adrienne Gear mentions in her literature Powerful Thinking when students can visualize rich descriptions, locations and use their senses which in this case was sight and sound, improves reading comprehension and engagement (page 24). There were iPads set up for other students to observe their classmates in the story and we were able to keep track of where they were at or where they had left off in the story. I just wish I could have seen their comparisons and personal reflections of the book and VR experience in their booklets. Overall, this was a really fun activity and I always enjoy being in classrooms, meeting the students and working with them.

Pictures: Taken by my professor:

This is a photo of a teacher candidate reading The Wolves in the Walls to Grade 5/6 students.

This is a photo of a teacher candidate watching a students point of view in the story using an iPad.

This is a photo of a student experiencing the story using VR.

Resources:

Gear, A. (2024). Powerful Thinking: Engaging Readers, Building Knowledge, and Nudging Learning in Elementary Classrooms. Pembroke Publishers.

https://en.wikipedia.org/wiki/The_Wolves_in_the_Walls

https://curriculum.gov.bc.ca

The book I read to the Kindergarten class was If You Laugh, I’m Starting This Book Over by Chris Harris. This is a funny book that challenges listeners not to laugh. With humorous illustrations, goofy phrases and silly names throughout the text, students find it impossible to resist laughing!

After the book was read, students participated in an activity where they wrote about something that makes them laugh or smile or could write something from the book that was funny. They then drew and coloured a picture based on what they wrote. With the support of two educational assistants (EAs) and the teachers’ help, the activity went very well. Students were able to write a full phrase or sentence about something they thought was funny or a part of the book they found amusing, with guided support. If a student could verbally express a phrase, the EA would write it on a small whiteboard and the student would copy it onto their paper.

If a Kindergarten class did not have this level of support in the classroom, I would have conducted the writing activity as a whole-class exercise. Students could have verbally shared what they found funny and we would focus on a drawing activity instead, taking into account that Kindergarten students are still developing their writing skills.

Image retrieved from: https://dcmp.org/media/19266-if-you-laugh-i-m-starting-this-book-over

Here are the prompts:

EVALUATE

Background Knowledge:

I read this book to a Kindergarten class where students were already beginning to write words and knew most alphabet letters. With this in mind, I planned an activity that would challenge them while still being fun and engaging. By combining writing and drawing, I aimed to support their emerging literacy skills while giving them room for creativity and self-expression.

Funds of Knowledge:

This book does not tie into the culture or socio-economic status of students. It focuses on the students’ sense of humor and whether they will find the text funny. It was also a way to test if students would find it amusing, as I was unsure due to their age. The humor largely depends on how the book is read, including tone of voice and facial expressions, which the students found hilarious when I read the book to them. 

Potential Stumbling Blocks:

Given the students are in Kindergarten, the potential stumbling blocks for this activity may include concepts or vocabulary that are new to some learners. Students knew how to write the letters of the alphabet, but they struggled when writing words. This is when students learn about decoding. From Sometimes Reading is Hard, explains structured teaching approaches to teaching decoding that are important. For example, programs such as UFLI and Heggerty teach phonology skills and how to decode words (Bright, 2021). Students focus on sounds and letters of language by using techniques such as rhyming, blending words, breaking words into sounds, clapping syllables and learning “heart” words such as the, to, of, are, was, you and more (Bright, 2021). 

Instructional Opportunities:

After the reading, students demonstrated emerging independence by writing their own names at the top of the page. For the writing portion, the EAs supported students by writing their spoken sentences on whiteboards for the students to copy. This activity provided instructional opportunities to observe letter formation, word writing and spacing, while also allowing students to express their creativity. For example, drawings differed such as a “silly hamburger” or a vibrant sunset that made a student smile. 

EXPLAIN

Brainstorm Unfamiliar Words: 

Words to Teach	Short, Simple, Straightforward Definitions	Words to Explain	Short, Simple, Straightforward Definitions
One million dollars	“An enormous amount of money, much more than we can count.”	Rules	“Things that we are supposed to follow. When a student is asked to follow a rule, they do it.”
Serious	“Serious means your body and face are calm.” “You can be serious when you are focusing.” “You are serious when something is not funny.” “When you are telling someone something important or when someone is telling something important to you.”	Chicken McStinkbreath Eyeball	“This is a silly made-up name that is supposed to make you giggle because it is so ridiculous and random.”
Secret	“Something you know, but will not tell anyone else.”	Captain Fuzzyhair Snaozzdripple	“This is a silly made-up name that is supposed to make you giggle because it is so ridiculous and random.”  “The captain must have hair that feels soft, fluffy and looks a little messy to be called Captain Fuzzyhair!”
Disobey	“Disobeying means not choosing to listen or follow the rules.”

Think Alouds: 

If I had more time in the lesson, I could have taught all students these words listed to help them understand the vocabulary more clearly. Especially for Kindergarten students, they may know what rules are, but do they actually know the true meaning? Teaching the definitions of words and helping students create their own definitions helps them comprehend the story more deeply. 

Stopping or Pausing Points:

In this book, there are not many stopping points because students are waiting patiently to hear the “big thing” the book keeps mentioning. Near the end, the book explains that asking the listener not to laugh is ridiculous. A stopping point could be asking, “Why is it ridiculous to be asked not to laugh?” The end of the book also says that a person’s laugh is the most wonderful thing. The teacher could ask, “Why is laughing important? Why is laughing beautiful?” Students could then brainstorm how joyful, happy and laughter-filled moments are beautiful. Near the very end, the book says, “If you ever stop laughing, then you will have to give me one million dollars!” The teacher could pose a question and ask students why the author wrote this. Stopping points could be directed for students to make meaning of the text and have more of an understanding of their social-emotional skills. As it explains in Read Alouds For All Learners it is important to engage students in discussion and ask questions about the text to help them articulate concepts and have a developed understanding of the text (Ness, 2024). 

ENGAGE and EXTEND

Social Emotional Learning Engagement:

Social emotional learning during this activity looked like: students talk about what makes them happy or laugh and express ideas through drawings or shared sentences. The end of the book says that the “big thing” is to never stop laughing because a person’s laugh is the most wonderful and beautiful thing. Through this reading, students learn to recognize and value their own emotions, particularly joy and happiness. This connects to Kindergarten English Language Arts (ELA) curricular competency “Use personal experience and knowledge to connect to stories,” (BC Ministry of Education, n.d.). Students learn through narrative texts about human nature, emotions and experiences (BC Ministry of Education, n.d.) . When these young learners write about their emotions and experiences helps them understand their feelings better and learn more about their well-being. 

Cross-Curricular Extensions: 

This book and the activity links with the big idea “Language and story can be a source of creativity and joy,”  (BC Ministry of Education, n.d.). This activity would connect to core competency “Creative Thinking” because the BC Ministry of Education highlights that Creative Thinking involves the generation of ideas that are meaningful and connect to the text. For example, a student wrote about a “silly hamburger” with eyeballs and a surprised expression. This is creative because it is original and fits the theme of the book. This would be an example of a creative product that has value because it is a form of self-expression (BC Ministry of Education, n.d.). The message of this book and the class activity connects to the eighth First People’s Principles of Learning “Learning requires exploration of one’s identity,” because students were able to reflect on the story’s main message, connecting it to their own experiences and emotions. 

Extensions to Support Reading and Writing:

As an extension of this activity, students could share their ideas and drawings with a partner to build their storytelling and oral language skills. 

Resources:

https://www.bookwormforkids.com/2022/11/todays-read-if-you-laugh-im-starting.html

https://www.indigo.ca/en-ca/sometimes-reading-is-hard-using-decoding-vocabulary-and-comprehension-strategies-to-inspire-fluent-passionate-lifelong-readers/9781551383514.html

https://www.indigo.ca/en-ca/read-alouds-for-all-learners-a-comprehensive-plan-for-every-subject-every-day-grades-prek%E2%80%938-%C2%A0learn-the-step-by-step-instructional-plan-for-read-alouds-for-all-learners/9781958590034.html

https://curriculum.gov.bc.ca

Bright, R. M. (2021). Sometimes Reading is Hard: Using Decoding, Vocabulary, and Comprehension Strategies to Inspire Fluent, Passionate, Lifelong Readers. Pembroke Publishers.

British Columbia Ministry of Education. (n.d.). English Language Arts: Kindergarten – Core Competencies, Big Ideas, and Curricular Content. Curriculum, Government of British Columbia. https://curriculum.gov.bc.ca/curriculum/english-language-arts/K/core

Ness, M. (2024). Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day. Solution Tree Press. 

Books that changed everything for me as a child were Robert Munsch books. One book I distinctly remember is Smelly Socks. I enjoyed reading these stories and having my parents read them to me because they were silly and always made me laugh. As a child, I gravitated toward books that were humorous and playful. Even as an adult, that preference has stayed with me. I do not watch many movies, but when I do, I usually choose comedies. From childhood into adulthood, I have always enjoyed things that make me laugh and smile. When I was studying my undergraduate degree at the University of Lethbridge I took a four month course called Education 2500-Orientation into Teaching. It is a course that gives students the opportunity to experience what it is like to pursue a career in education. I was placed in a Grade 4 and 5 split classroom and would do read-alouds. My first book I read to the students was Smelly Socks. The students enjoyed the book, they were engaged and were excited that I read Robert Munsch, so for the rest of my practicum I read them his books. Every time I read a book to these students they were very excited because “the combination of the visual and literary arts wins hearts,” Robin Bright says in Sometimes Reading is Hard on (page 150). Children particularly enjoy picture books because they are imaginative, diverse and offer a variety of different perspectives (Bright, 2021). Looking back, Smelly Socks has remained as a book that has brought meaning into my life. From childhood to adulthood, I have experienced the joys of storytelling and how a great book can change everything for readers by making them laugh and smile. 

Here are the prompts:

1. Describe your ‘one book’ that changed everything for you as a reader.

Smelly Socks, written by Robert Munsch, is about a girl named Tina who loves her colourful socks so much that she commits to wearing them every day. Over time, her socks become very smelly because she refuses to take them off, even to wash them. Tina’s friends eventually have had enough of the smell and carry her to the river to wash the socks. The socks are so smelly and dirty that the beavers run out of the river and go to live with Tina’s grandpa. Munsch was inspired to write this story while telling stories in the Northwest Territories, where one of the children was named Tina and wore very colourful socks. This experience led to the publication of Smelly Socks in 2003 (Munsch & Martchenko, 2010).

2. How do you feel about reading? Tell me about it.

Growing up, I enjoyed it when my teachers or parents read books aloud, but I did not enjoy doing the reading myself. I struggled with reading, writing and spelling as a child. As I have gotten older, I have come to enjoy reading more and more! What I choose to read has also changed as I have grown older.

3. What types of books do you like to read?

When I was in high school, I read popular sci-fi, fantasy and dystopian novels such as The Hunger Games, The Maze Runner and Divergent series. I also enjoyed the Shadowhunter series, including City of Bones and Clockwork Angel. More recently, I have shifted toward educational reading, particularly books on psychology and history. I have been exploring a collection of short books about World War II, including topics such as the D-Day Landings, the SS and the Nuremberg Trials.

4. List some hobbies and things you like to do outside of school.

Hobbies that I like to do outside of school are outdoor related such as skiing, fishing, golfing and going for walks with my dog outside in nature. 

5. Who are your favourite authors?

Honestly, I do not have any favorite authors. I tend to read whatever catches my interest or whatever I hear is popular or highly recommended.

6. Tell me a bit about the last book you read that you really enjoyed.

An educational book I have recently read is Kids These Days by Dr. Jody Carrington. In this book, Carrington draws on her background in psychology to discuss important topics related to the field of education. The main message I took from this book is the importance of building deep and meaningful connections with students. When teachers form strong connections with their students, it ignites motivation, builds trust and creates a sense of safety and belonging. She also shares strategies for building relationships with students and creating positive, trusting connections in the classroom which I found helpful. 

7. Tell me a bit about what you have been doing since last semester during your winter break. How have you been spending your time?

I went into the winter break thinking I would do lots of activities and stay busy, but instead I spent the break resting and enjoying time at home with my family. I ate good food, relaxed and was surrounded by great company, which was exactly what I needed.

8. What subjects or topics do you like learning about?

I love learning about history, psychology/neuroscience and religion! I am not religious, but I enjoy learning about the different religions. I took a few world religion courses when I was studying my undergraduate degree, they were interesting! 

9. If you could read a book about one thing, what would that be?

If I could read a book about one thing it would either be fantasy, dystopian or historical literature.

Resources:

Bright, R. M. (2021). Sometimes Reading is Hard: Using Decoding, Vocabulary, and Comprehension Strategies to Inspire Fluent, Passionate, Lifelong Readers. Pembroke Publishers.

https://www.scholastic.ca/our-books/book/smelly-socks-9780439967075

https://www.scholastic.ca/our-books/book/mad-about-munsch-9781443189057

https://static1.squarespace.com/static/5df3bc9a62ff3e45ae9d2b06/t/632a3d9d89e17c31bd946d42/1663712672485/Kids+These+Days.Carrington.EBS.pdf