Lester L. Laminack

Lester L. Laminack, a full-time writer and consultant working with schools throughout the United States, is Professor Emeritus with department of Birth-Kindergarten, Elementary and Middle Grades Education, at Western Carolina University in Cullowhee, North Carolina where he received two prestigious awards for excellence in teaching (the Botner Superior Teaching Award and the Chancellor’s Distinguished Teaching Award).

Lester is an active member of the National Council of Teachers of English and served three years as co-editor of the NCTE journal Primary Voices. He also served as a teaching editor for the magazine Teaching K-8 and wrote the Parent Connection column (2000-2002). He is currently editor of the Children’s Book Review Department of the NCTE journal Language Arts (2003-2006). He is a former member of the Whole Language Umbrella Governing Board, a former member of the Governing Board and Secretary of the North Carolina Association for the Education of Young Children, and a former member of the Board of Directors for the Center for the Expansion of Language and Thinking. He served as the Basic Reading Consultant to Literacy Volunteers of America from 1987 through 2001.

His publications include several academic books such as Learning with Zachary (Scholastic), Spelling in Use (NCTE), Volunteers Working with Young Readers (NCTE), his contributions to The Writing Workshop: Working Through the Hard Parts(NCTE) and two new books with Heinemann, Learning Under the Influence of Language and Literature, Building Bridges Across the Curriculum with Picture Books and Read Alouds. He is also the author of Cracking Open the Author's Craft published by Scholastic. In addition, he has several articles published in journals such as The Reading Teacher, Science and Children, Language Arts, Primary Voices, and Young Children.

Lester is also the author of five children’s books: The Sunsets of Miss Olivia Wiggins, Trevor’s Wiggly-Wobbly Tooth, Saturdays and Teacakes and Jake’s 100th Day of School (December 2005) and Snow Day (2007) all of which are published by Peachtree Publishers, Ltd.



Ma’am Maw Thompson’s Tea Cakes


2 sticks of Blue Bonnet Margarine
2 cups of Dixie Crystal Sugar
3 eggs {any brand—chickens are independent creatures anyway—but we use large eggs}
3-1/​2 cups of Martha White self-rising flour
3 teaspoons of vanilla flavoring

Cream margarine and sugar {you can do this with a potato masher}

Add well-beaten eggs, vanilla and flour {you can do this with that same potato masher, then you stir it up with a long wooden spoon}.

Next my Ma’am Maw would roll it out with a rolling pin and cut the dough with a tea cup.

Well I have not been able to make that work. So you know what? I put two cereal bowls on the counter next to the big mixing bowl. I put sugar in one of those little bowls. I put flour in the other little bowl.

Then I take that long wooden spoon and scoop up some tea cake dough {about the size of a golf ball} and drop it in that little bowl of flour. I roll it around in there and lift it out. I roll that around in the palms of my hands to make it round.

Then I roll it in the sugar {Mmmmm, more sugar!} and put it on a baking sheet {I use non-stick baking sheets}.

This makes about 40 teacakes. So you are supposed to share them with special people.

Then comes the hard part.

You have to wait----YIKES!

Put them in the oven at 375 degrees for 15 minutes {oh yeah, don’t forget to preheat the oven}.

Now here’s the tricky part. When you take them out of the oven you are supposed to wait until they cool before you lift them off the baking sheet and eat them.

They are hot and they will burn your mouth {trust me I know this is true because I didn’t listen to my Ma’am maw}.

I hope you make some Teacakes with someone you love very much. That is when they taste the very best.




TOWARD A NEW VISION FOR OUR CHILDREN AND THEIR SCHOOLS: I HAVE A DREAM...


I dream of schools where children’s art hangs in gallery spaces filling the hallways

And children gather in clusters in the mornings before class to hear books and poems flowing on the voices of teachers

I dream of schools that host conversations about books in the corridors and in alcoves throughout the building

Of schools that post poems and quotes in public spaces where children wait for lunch, queue up in line for water and restrooms, to enter the library or wait for buses.

I dream of schools that feature teachers’ favorite books face out throughout the hallways and in the office

Where children don’t know what AYP means, and don’t know where their class ranked on any test, and are greeted at the front door each morning like family returning from a long trip.

Where children are treated with the same respect afforded the CEO of a Fortune 500 company.

Where mistakes are seen as evidences of valiant attempts.

Where kindness is spoken with sincerity

Where collaboration and cooperation trump competition

Where all people are deemed worthy simply because they inhale and exhale

Where everyone is assured of both physical and emotional safety

Where your last name, country of origin, skin tone, sexual orientation, gender identity, language facility, economic status, politic views, religious traditions have no bearing on the attention you receive from teachers and others in the school

I dream of schools where days are not scripted by those who could not find the Post Office in your town

Where time spent engaged in inquiry, reading, making art, writing, interviewing, dancing, problem solving, dramatizing is more highly prized than time spent filling in bubbles, choosing the right answer to someone else’s questions or logging on to prove you read.

Where libraries will be as important as stadiums and auditoriums rival gymnasiums

Where children are eager to arrive and reluctant to leave

Where devotion to time for reading and writing can rival attention to the lunch schedule

Where teachers read aloud with the zeal of a street performer and the frequency of a birdsong

Where principals lead by example, know children by their successes, place books over bus schedules, teachers over text scores, students over stanines, communication over control

I dream of schools where teaching is judged by the character of the students leaving, their treatment of others, their concern for humanity, and their ability to think and reason with clarity and compassion

Where a teacher’s knowledge is the map used to chart the course of learning and his/​her heart is the navigator directing the journey

Where learning “how” is more important than learning “what” and knowing “when” and “why” are as important as getting the right answer

Where trying is more important than triumph and successive approximations are valued as much as success itself

Where children sit in small clusters for lunch gathered around a book discussion, a quote of the day, an issue to resolve in the classroom community while dining in a civil setting

Where children learn to engage in open dialog, respecting the ideas of others, entering and exiting a conversation in civil ways without raising a hand to be given permission to share their thinking in a free, civil, democratic society

I dream of schools where teachers do not feel forced to turn the pages and do what comes next in a program they do not believe in

Where teachers are treated with respect and professional courtesy, where their voices are listened to and trusted

Where hallways are read, viewed, puzzled over, seen as bearers of clues to riddles and brain teasers found throughout the building

Where walking in straight lines, and raising hands are less important than caring for classmates

Where writing is evaluated more on what is said, how it moves a reader, stirs an emotion, evokes a response, causes one to pause to think or change than on how many sentences were in a paragraph or how many paragraphs are in an essay

I dream of schools where readers are asked what they make of a text rather than asked to log on to give the correct answer to someone else’s questions

Where children are found discussing the actions and motives of a character instead of recording the details of that character’s home or clothing

Where children are more familiar with poets than NFL players, more familiar with authors than actors, more familiar with illustrators and artists than with athletes, more familiar with inventors and social activists than the names of video games, more familiar with mathematicians and scientists than sit-coms and March Madness

I dream of schools where children know they are cherished and trusted, where they feel safe to risk being wrong in order to learn lessons more important than arriving at the right answer

Will you join me? Will you stand up for the children of this nation? Will you take a stand on the issues that matter most to the preservation of their one, precious childhood.

Lester L. Laminack
Asheville, NC
May 2008
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