Perspective Biographies

I love this time of year; anticipating the fresh start of a new school year around the corner. I love striving to do better than I did the last. And one goal I always have is to help all students connect better with literature that fits them. I believe in using a wide variety of literature in mini lessons, in hopes that a few kids will connect and go on to read more. I've written about many biographies here, here, and here.  Different historical figures connect with different students, and it is fun to use a variety.

Past biographies I've written about are picture books that could probably be read aloud in completion. The books I'm featuring today are great biographies that are longer. I like to use a few pages for a mini lesson and provide copies for students to read independently if they choose.

The other cool thing about these books is that they are both written from a unique perspective!

Lewis and Clark and Me

Lewis and Clark and Me is written from the perspective of Meriwether Lewis's dog, Seaman. It is so fun to experience the expedition from the dog's eyes! This book is 64 pages broken into 9 chapters. Each chapter has a beautiful illustration. The text size is a bit larger than your average novel, making it a not-so-intimidating chapter book. I also found this book to be very ELL friendly for many of my intermediate 5th graders because the pictures in each chapter provide great support, there is a great map, and not too much confusing jargon. 

For mini lesson ideas:

Preview and Predict: If you introduce it being from the dog's perspective and show the map, then you can have student's predict what types of things a dog would think about on a journey like this. (How would he eat? Would he hunt? Would he have to protect the men during danger? Is he a guard dog?)

Visualize it!: For fun, I like having my kids crawl on their hands and knees for a second and imagine the dog's physical perspective for a minute. What kinds of things is Seaman seeing? 

Primary Source Documents: The end of each chapter contains a very short excerpt from Meriweather Lewis's journal. This makes for great discussion on Primary Sources, authenticity, validity, etc. 

You can play around with this book and use it in many ways. The chapters are very episodic, so you could easily pick one from any point in the book and read it aloud to suit your lesson purposes. The last chapter is a sweet chapter that connects to anyone who has a strong relationship with a pet. It's very sweet. This would be a great book to enjoy with your students or your own children! :-)

Play, Louis, Play!

Play, Louis, Play! is a biography of Louis Armstrong told from the perspective of his horn! Kinda extra cool that it's written from an inanimate object, and that gets me going with all sorts of writing ideas. Anyways, this book is 112 pages and feels like you're reading a novel and not a non-fiction biography. 

This story is a beautifully told tale of trials and obstacles Louis overcame. You can use this book to discuss theme, perspective and author's purpose. And SO much characterization of Louis. One of my favorite things in this book is Louis response to kids calling him names like "Sachelmouth"...Louis would keep smiling and say "A good nickname is hard to find." He never let anyone get his goat. It's an inspirational book for students! 

My kids also loved watching YouTube clips of Louis singing. This book is a great read! 

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Books for the Times: Wonder

Yesterday I wrote about books for various age groups that deal with racism, diversity and prejudice. One thing I discussed is that teachers often teach racism as if it is a thing of the past, when it is still rampant today. Yet, much of the current literature that I shared does tell stories of the past. These stories are very important to share, but I’ve yet to find appropriate literature for children that tackles current racial issues in our country head-on. If anyone has any resources like this, please share! But, there are other resources we can use to build empathy and compassion in our students, and I wanted to share one in more detail today. 

 “People fail to get along because they fear each other; they fear each other because they don’t know each other; they don’t know each other because they have not communicated with each other.” – Dr. Martin Luther King Jr.

Fear is the root of so much evil. People do such hateful things to others out of fear of the unknown…”…they fear each other because they don’t know each other…”

Wonder, by RJ Palacio discusses fear of the unknown through the story of a fifth grader  named Auggie Pullman. Auggie has severe cranio-facial abnormalities. Due to multiple surgeries and issues, Auggie has been home-schooled up until 5th grade. This story follows his journey through 5th grade. RJ Palacio weaves an incredible story and shares from the perspectives of friends and family as they walk along Auggie. 


I don’t want to give too much away, because I believe that almost anyone would enjoy this book. And, if you haven’t read it, you must.   But, one huge plot point is how other children fear Auggie because they don't know him. If you buy the extended version with "The Julian Chapter" you will get a 5th grade appropriate dose of the type of hate and evil seen during Nazi occupied France. The fear of people who are "different" is weaved through the 1940s all the way into today's times. 

At the end of the school year I read this book to my 5th graders for a few minutes each day, and it is so powerful. The kids are so drawn in, and they love the message. This wasn't a big "novel study" and there were no tests given. But, we did watch this video during the last week of school.

Through the book, my students always wanted to see a picture of Auggie, but being fiction, there isn't one. And, there are no illustrations in the book. So, it is interesting to see the various, unique and beautiful faces seen in this short video!  After watching we wrote Kindness Pledges 

 and did some writing that reflected on the type of people we wanted to be as we moved forward in our lives. (And onto middle school!) 

If you're looking for something to read with your kids or your students to encourage students to celebrate differences and look beyond appearances, this is your book.

I could go on and on, but I'll leave you with a two of my favorite quotes. 

“There are always going to be jerks in the world, Auggie,” she said, looking at me. “But I really believe, and Daddy really believes, that there are more good people on this earth than bad people, and the good people watch out for each other and take care of each other.” 
― R.J. Palacio, Wonder


“what I want you, my students, to take away from your middle-school experience,” he continued, “is the sure knowledge that, in the future you make for yourselves, anything is possible. If every single person in this room made it a rule that wherever you are, whenever you can, you will try to act a little kinder than is necessary—the world really would be a better place. And if you do this, if you act just a little kinder than is necessary, someone else, somewhere, someday, may recognize in you, in every single one of you, the face of God.” 
― R.J. Palacio, Wonder

The Art of Miss Chew

The Art of Miss Chew

Patricia Polacco is a powerful story teller, and my class has always loved getting swept up in her books.  Like many of her other books, The Art of Miss Chew is a personal story from Mrs. Polacco's life. (My students always love hearing a "true story.") Polacco formed a special relationship with Miss Chew when she took her special art class. 

Polacco had reading challenges, and when her classroom teacher was called away for a few weeks, Mrs. Chew came to her aid when the substitute made things difficult. Miss Chew inspired Polacco to be the artist she is today! It's a powerful story about tackling obstacles and finding your strengths through the help of good teachers. This story is particularly inspiring for any child who has struggled academically, especially with standardized testing!

This would be a great story for parents or teachers to read with their students. It is long, 40 pages...So, it might be better to break apart for a classroom read-aloud.

Other observations/ideas:

*ART! This book talks about perspective, negative space and other art concepts. This could be integrated into an art lesson, or this book could simply be a great recommendation for a budding artist in your class. If you have elementary age kids, this would be a fun book for a summer read-aloud, and then you could practice some of the art concepts with your kids! 

*Letter in the Book Jacket- There is a letter addressed to readers from Patricia Polacco in the back flap of the book jacket. Students love hearing this...The letter does describe the sad fact that arts programs are often not funded in schools. I hate to dwell on the negative with my students, but I think it's fair enough for older kids to know that the establishments aren't perfect. I readily admit to my students that I wish there was more time and money for the arts. 

*Theme- I say this with many books, but Patricia Polacco's books always come with a strong theme to discuss. 

*Negative Space Vase/Face Picture- On the page where Miss Chew teaches about negative space they discuss the picture that could look like an illustration or two faces looking at each other depending on how you look at it. If your students haven't seen that they will love looking at it! 

*Summary- The plot of this story lends itself well to practice summary writing.

*Open-Ended Response Questions- 

What is the theme of this story? What text evidence proves it?

(If your students have been taught and trained on theme)

How do you connect with "Theresa" (Patricia) in this story?

Using the final page: Describe the emotions  you think Patricia, Mr. Donovan, and Miss Chew felt as they looked at the pictures of Mr. Donovan's father? Explain. 

Favorite Biography- When Marian Sang Part 3

If you're new here, welcome!! Today I'm wrapping up some writings on my favorite biography, When Marian Sang.

Part 1 was an introduction and brief summary of the book.
Part 2 included a few lesson ideas.

Today I'll finish up by discussing a few more ideas you could use with this book.


Classroom Ideas for "When Marian Sang" Part 2


Extend into Eleanor Roosevelt

While this book is primarily written about Marian Anderson, you learn a little bit about Eleanor Roosevelt, too. This article from PBS has more information about Marian Anderson and Mrs. Roosevelt. The Daughters of the American Revolution owned Constitution Hall, where Marian was set to perform. When the DAR would not allow her to perform, Roosevelt resigned from the group and helped make the arrangements for her to perform at the Lincoln Memorial.

This could transition right in to extending learning about first ladies.

(Also, you could read the PBS article and compare the structure and style to the book!)

The Lincoln Memorial

If this book extends right into Eleanor Roosevelt, it also extends right into learning a bit about the Lincoln Memorial. You can learn about it's significance, symbolism, etc.  The beautiful words inscribed at this memorial are worth taking time to discuss.

I know that it would be completely impossible for anyone to use all the ideas I'm listing, but this one is easy! Just showing them a few pictures would help them form that deeper connection to the place. I visited the Lincoln Memorial after a couple years of using this book in my class. So, when I went I had to stand on the spot and take pictures!!!

My view from the memorial! I loved asking kids to imagine themselves standing right there looking over the crowd.

When Marian Sang and the Common Core

I'm a Texas girl, but I've been learning more about the core...If you've been reading these posts already, then you will easily see the connections between these common core standards and "When Marian Sang." I'll be brief with these...

1) Relationships and Interactions:

These standards could be used to discuss how the events took place, how Roosevelt and Anderson's lives crossed paths, etc

Common Core:
Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 

2) Stucture:

The author included "specifics" when she used lyrics. How did the lyrics relate to the text/events that were occurring?

Common Core:

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3) Author's Viewpoint and Purpose

This works with the TEKS, too. Ask students the author's point of view on Anderson's life. How did it shape her writing?

Common Core:
Assess how point of view or purpose shapes the content and style of a text. 

Potential Vocabulary Words

This totally depends on your own teaching situation, so I encourage you to look through the book with the vocabulary lens for your class. Here were just a few that I liked discussing, and using as context clue examples:

Utter
Resounding
Commotion
Distinct
Arranged
Refused


Thanks for joining me! I hope this inspires you to look into this book for the students in your life!

Favorite Biography- When Marian Sang Part 2

Yesterday I wrote Part 1 about my favorite biography, When Marian Sang.

Click here for yesterday's summary.

So yesterday was part 1 of writing on this great book. Not to be terribly confusing, but today I want to start writing classroom ideas for this book, and then follow up with more ideas tomorrow.

Classroom Ideas for "When Marian Sang" Part 1

Utilizing the Songs

The song lyrics in this book range from spirituals, to patriotic, to Anderson's powerful encore on the steps of the Lincoln Memorial when she sang "Nobody knows the trouble I've seen..."

So, if you are in a a school situation where singing a spiritual song could pose a problem, you can skip them and stick with secular.

However, when I used this book, I gathered up all my courage and sang ALL of the songs to my students as I read. At first some of them giggled a little, but then they got over it. Some of them began to sing some of the songs with me. I think they enjoyed it because it was something different.

So I would encourage anyone to try your best to sing!

I mentioned this yesterday, but as you read the book you realize that the author has pieced together songs from her life that mirror the emotions of the events. So, those are wonderful discussion topics! 

You can use the songs as poetry. You could also extend by having students bring in a song that represents an event in their life. Students can write about their connections and share.

If kids get really into writing about connecting lyrics with life events, you can have this as a choice in a writing station.

Discussing Theme

I feel like I say this with every book, but this book would be outstanding for working on themes. Like most books, there are many themes represented but, you could practice choosing one by having various themes written down, and then for each theme listing pieces of evidence that would prove the theme. You could make various Anchor T-Charts. Or, have students do their own and come back to discuss.

Courage    -->     Evidence

Endurance -->    Evidence

Overcoming  -->  Evidence

All 3 of these themes would be strong, for this story, but you will have students who will  throw out things like love or friendship. If you have those students really look for how many examples of evidence go with "love" you will come up weak, and that can help students learn to really dig into the text to find the overall theme. 

Youtube Videos

So my final idea for the day is to leave you with just a few videos of Marian Anderson herself. Again, the kids may giggle for a second at her voice, because many of them are unfamiliar with this type of singing. I promise, once they get into it, they will stop their giggling and you'll be able to hear a pin drop once the video is over.

Marian Anderson singing at the Lincoln Memorial

Marian Anderson singing "Sometimes I Feel like a Motherless Child" (this song is used in the book and a beautiful example of figurative language!)

Marian Anderson singing "Deep River"

I sure hope y'all will come back tomorrow for more ideas to use with this book! 

Favorite Biography- When Marian Sang Part 1

So, awhile back I was blogging on biographies. Click here for an intro.

I was saving my favorite biography for last, but then life, baby reflux and the stomach bug got the better of me.

I'm back, and I'm ready to talk to you about my favorite biography for students.

But, before I delve in, I would like to tell you my non-research, nonacademic, teacher-opinon on biographies.

Two Types of Biographies

I think there are two types of biographies. For our purposes, I'll refer to them as "set biographies" and "story biographies."

Every elementary library probably has a nice little series of biographies. Maybe they are in the reference section, maybe not. It might be a set of all the U.S. Presidents, or famous athletes, etc. These are the Set Biographies. They may all have been written by the same person. Each of these biographies use the same structure.

Set Biogprahies are fine. They are informative. They teach features of a biography such as use of chronological order, timeline, photos, etc. They're fine.

Let's look at the 5th grade Reading 

TEK

(A) identify the literary language and devices used in biographies and
autobiographies, including how authors present major events in a person's life.


Literary Language. The presentation of events in a person's life.

So, these little sets of biographies in the library. The presentation of the events is chronological at best. It's almost too simple.

Literary language? Haha. These are written in such a matter-of-fact way that I don't feel that they carry the beautiful language of Story Biographies. Story Biographies are like the types I've shared with you. Biographies that use more of a story structure to share the person's life. In my humble opinion, the rich story-like biographies work better with the standards and provide way more engagement for students!

Thank you for bearing with me...Now onto the most beautiful Story Biography...

When Marian Sang

by Pam Munoz Ryan

illustrated by Brian Selznick

Summary: Marian Anderson is one of the most famous African American singers in U.S. History. She had great talent, and traveled the world singing. However, she was denied the opportunity to sing at Constitution Hall in D.C.. First Lady Eleanor Roosevelt was furious, and worked to give Ms. Anderson the opportunity to perform on the steps of the Lincoln Memorial! And, to a much larger audience.

"When Marian Sang" uses such beautiful flowing language, that you feel like you are gliding through her life. The illustrations are lovely. I have read this book to 10 different sets of 5th graders, and every single group of students is enthralled. The toughest guys, to the most withdrawn girls.

The story begins with Ms. Anderson growing up singing in church choir, and then continues her journey as she struggles to grow as a singer and performer because of the oppression of racism.

The journey wraps up with Anderson singing at the steps of the Lincoln Memorial and then later accomplished her ultimate dream by performing at the Metropolitan  Opera.

Along the way, there are song lyrics embedded. Songs that Marian sang. Each song represents what Anderson was going through at that time. This leads to some AMAZING discussion. I never like to spoon-feed that to my kiddos. Ask, "why do you think the author chose those lyrics?". or "What can you infer about Marian's feelings from the lyrics?"..Strong writing prompts, too. 

Both the lyrics and the text itself offer figurative language by using phrases such as "sometimes I feel like a motherless child." 

I hope you enjoyed a basic summary of the book with a few sparks of lesson ideas. Tomorrow, I'll be back with a few additional ideas you can use while reading aloud, and then for follow up!

An Intro to Biography Week

This week I'm gearing up to talk about some of my favorite biographies!!

To name a few..........

But, first I wanted to make a very simple break down of what the Texas TEKS are asking students to do with biographies.

TEKS:

Grade 3: 

Students need to know the difference in biography and autobiography.

Students make inferences and draw conclusions about the varied structural patterns and features.

Students respond by providing evidence.

(9)  Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography

Grade 4: 

Students need to know the difference in biography and autobiography.

Students make inferences and draw conclusions about the varied structural patterns and features.

Students respond by providing evidence.

Students identify similarities and differences between the events and characters' experiences in fictional work and the actual events.

(7)  Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

Grade 5: 

All of the above and...

Students identify the literary language and devices used in biographies and autobiographies.

Students identify how authors present major events in a person's life.

(7)  Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

Yikes y'all, that is technical and doesn't sound very fun!!!! Have no fear, the literature we will look at this week is so fun that these TEKS will be incorporated organically.

The library has different types of biographies. There will be the run-of-the-mill series of biographies that will have every president, or 30 famous people, etc etc. 

Some of these are great. If you want basic facts, pictures, etc. you'll find them.

But literary language...

The beautiful storytelling language is not going to be found in those. The author's purpose just isn't as rich with those series biographies. So, I'm excited to spend some time reviewing some rich biography literature with you this week. Stay tuned!

Hailstones and Halibut Bones: Adventures in Color

Here is a book that I've come to love. It is new to me, but it was published in the 60s, so many of you have probably seen it. Okay, on first looks, I definitely judged this book by it's cover. I thought it looked a wee bit hokey. I was totally wrong! This is a very neat poetry book. Each poem is based on a particular color and lists words, nouns feelings and associations that go with that color, all done with beautiful poetry. My kids enjoyed this book very much and loved guessing what color we would do next. I would HIGHLY recommend it for poetry grades 3-6!

The new state assessment in Texas (STAAR) now has poetry listed as an objective that could be tested. So here is a long list of concepts we worked on/activities you could do with this amazing book!

- Predicting: Each poem lists many things that are a color. So, for example, to hook them into the lesson, you could share with them the color of the poem before you read and have them predict what words or items of that color would show up in the poem and see who gets the most correct.

-Imagery! The "What is Red?" poem has some great images!

-Internal Rhyme--"What is Grey?" poem contains internal rhyme! (This is eligible to be tested as well.)

-Figurative Language runs throughout.

-Sensory Details and onomatopoeia examples come up frequently.

-"Sketching through the text" as they visualize the poem could be used with any color.

- After you have read some of the poems, you could have them write their own poem with a color you haven't read about!

These are just a few ideas you could incorporate into a poetry unit using this book! I hope you enjoy!

Teach Sensory Details with Bacon!

One of the fifth grade TEKS (standards) in Texas is for students to identify how an author uses "sensory details"...It will most likely show up on our STAAR test. I LOVE this skill, because it is the perfect opportunity for our students to read like writers and write like readers, you know? They really have to think like an author! I have enjoyed working with them to locate ways the author uses sensory details in literature.

Anyhoo, we discussed how sensory details help us imagine how something would look, taste, smell etc. We used a sensory details graphic organizer to create a page in our reading notebooks. (wish I'd snapped a pic) This was all good, but I wanted to give the kids a super sensory *experience* that we could write about. I thought about many foods, and I decided that the experience of cooking and eating bacon is pretty darn appealing to all five senses!!

It was perfect, because you can use onomatopoeias to describe the cooking sound. Then, of course the smell...After that I made them write about the appearance and texture. Finally, we ate it!

**Here is my tip..I brought in a few slices of raw bacon to cook so they could hear the sizzling sound. For the rest, I brought pre-cooked "Microwave Ready" bacon. I just set it in the skillet for about 1 minute and it was hot and ready. It was very easy, and the kids have done well at remembering what sensory details are ever since!

Visualize and Connect with Cynthia Rylant

Cynthia Rylant is one of my favorite children's authors. Her literature is so rich!
Let's Go Home walks you through each of the rooms of the house. She beautifully describes the features of each room in a house, starting with the porch, continuing into the living room, etc. The descriptions are precious and they really will make you feel sentimental about your own home.

SO, there are three ways I have used this book:

1.Visualize...You can have the kids divide a piece of paper into sections. As you read about each room, have students draw or write about what they are visualizing as they listen to the descriptions. I don't show them the pictures. I love to ask them questions about what they are seeing, such as "What color is the couch you are seeing?" or "Does the living room you are seeing have a fireplace?" They may not even be aware of how they are picturing things until but you draw attention to what they are picturing in their mind. The kids loved this.

2.Connect...After I have done visualizing, then I like to use it for connecting. Students can easily make connections to the text because they all have a home. Students can discuss what the story reminds them of in their lives. The pictures are super detailed and lend themselves to discussion. Even my most beginning English Language Learners can use these pictures to point to objects that they know. Just makes for great conversation!

3.Writing Ideas...Going right along with connecting, you can have students connect to the text by thinking about memories they have of each room in their house and writing them down. Seriously, the pictures in this book get your mind going, it made me come up with several memories about my home that I could write.


**I have done these lessons with 2nd graders and with 5th graders and both enjoyed it very much! You could probably even do it with K-1 and just discuss the pictures and have them describe their own homes.

***I can't read this book without thinking of my parent's home. So, I gave it to my mom last year for Christmas to thank her for the nurturing home she has always provided for our family. The book even has a page about a home at Christmas. Love it!

The Movie in Your Mind: Visualization Activities

I know I know I know, I have probably posted about this book 4 times, but seriously, SO GOOD. Every lesson in here is so valuable, and I'm working through all of them...



So, in this book she discusses the importance of teaching kids about visualization. I feel like many of my kids struggle to form good mental pictures as they read which hinders their comprehension. It is great to discuss this and make them aware of their own mental pictures. I took several ideas from her book and made them my own.

One idea I love is having students write or draw their mental images as they hear various pieces of music. I used music from The Nutcracker, The Jurassic Park theme, and a few other pieces that had different tones. I LOVED hearing what kids were picturing when they heard the music. I think it is so cool to make them aware of what they are seeing in their mind.

Then, we used this book to help us continue our practice...



This book is perfect for visualization because it is hilarious, the chapters are short, and the descriptions of the students and teachers definitely paint a good picture in your head!



Here is what a few of my kids drew to represent their thoughts! Fun!

Legend of the Bluebonnet

The Legend of the Bluebonnet is such a great story of courage and sacrifice.

When I was planning this lesson, I was thinking of what vocabulary would be difficult for my English Learners. One of the foundations of the story is that the little girl has to sacrifice her most "valued possession" to save her people from a terrible drought. As I thought, many of my kids did not know the word "possession." So I showed them many of my own and we listed them--simple enough!

Then, we had a discussion about the word "value" and the term "valued possession." So, I told them the story about my engagement ring and how it belonged to my husband's grandmother. I bring in pictures and tell about her sweet personality. Then, the students discuss their personal "valued possessions" and the reason they have meaning. It may seem like a lot of effort for one term, but it really drives home the point when the little girl sacrifices her most valued possession.



After we read the story, it was a perfect opportunity to revisit our text connections. We quickly made the connection about valued possessions, but we also worked on making connections to the theme of sacrifice. Overall, I feel like this book gives a great opportunity for some deep discussions!

Idioms can be a Piece of Cake!!

I have really missed blogging lately!! Adjusting to fifth grade has been pretty crazy, but I feel like I am finally getting in the swing of things.

I wanted to share some material I used to teach idioms. English is FULL of idioms and they can be confusing for ELLs to understand. So last week, we learned and practiced idioms! They are a wonderful language arts skill to teach students, and it also helps their reading comprehension. I have been amazed at how many of my students have brought their books to me to show me an idiom they found in their own reading. Love it!!

Idiom Site has a great list with definitions, so it was hard for me to decide which ones to focus on, but I narrowed it down to the ones you see below. We had so much fun making flipbooks with visuals and meanings of various idioms! We also read these wonderful books...





These books are great for discussing idioms and figures of speech, and kids love the pictures!!

We also used this sorting activity..It is simple, but it was good practice. (The individual boxes didn't show up when I uploaded this for some reason, but it wouldn't matter once you cut it out.)

Idioms


By the end of the week, we were working on using idioms in our writing. We are currently adding more to our Idiom anchor chart, so I will have to snap a picture of it next week! Happy Friday!