Literacy Now

by Sally Morch, MEd, Teacher, Greytown Primary School, Greytown, Wairarapa, New Zealand and Carmen Aldridge, Teacher, Christchurch East School, Christchurch, New Zealand

Once upon a time, a long time ago, in a land far, far away, the ground shook in a way not heard of before. Oh no! Not so long ago and not so far away, in fact the ground shook in a way that had often been heard of before.

In February 2011 the earthquake that shook Christchurch, New Zealand, was of a magnitude significantly less than that which had shaken the previous September but it caused considerably more damage. In fact the 6.5 earthquake that hit Christchurch at 1:00 p.m. on 22nd February resulted in 185 lives lost and many more people displaced from homes and businesses damaged or destroyed.

Children in schools were well taken care. Many of their schools were damaged. When they returned to school some children needed to use other sites for their classes.

Greytown Class Creates Boxes of Hope

During January 2012, when planning for the new year at school, teacher Sally Morch decided that the children in the class needed to look outside themselves and their immediate area. What better way to do this than to plan for an interaction between a class at a Christchurch school and her class in Greytown, New Zealand far away from the destruction?

While searching the Internet a "boxes of hope" unit of study was found that had been used by a teacher in the USA for her class to get to know their classmates.

This was adapted for use between the Greytown School class and a class in Christchurch. Initially a Christchurch New Zealand Reading Association (NZRA) delegate was contacted and she put Morch in touch with Christchurch East School. The principal kindly forwarded the email to a teacher of a similar year level.

Christchurch East School Room 4 teacher Carmen Aldridge e-mailed to sort things out between the classes so that by the end of the second week of Term 1 the Christchurch class had filled out a survey about their likes and dislikes.

Initially it was intended for the teacher to match up the children. Instead the class sat in a circle and talked about each survey and then they were asked to hand them around until someone felt that this person liked things they did or if they felt they liked the sound of a person. It was hard to believe but when the last survey was handed out, it went to someone of similar interests. In the end everybody had a survey.

That’s when the fun began! Each child in the class chose five special things about their buddy from the survey and made a Comic Life poster with the person’s name and illustrations of these items on it.

The students then wrote a bio-poem about themselves. They used a template so they all looked the same but with their own ideas. They wrote a letter to their Christchurch buddy to go in the box.

And then the fun began again! The children each chose a shoebox and spent several days decorating it with scrapbooking paper and cut out pictures until they were delight to behold. The boxes had been collected from the local Minx shoe store. Fortunately they were good solid boxes because they would be loved to death at both ends of the process, no doubt.

Parents and families donated pens, rubbers, pads, notebooks, mini tennis balls, stickers, toothbrush and toothpaste, magazines, books and cars for the boys and pretty things for the girls. Soon the decorated shoeboxes were filled with goodies.

Packaging them up was exciting. Using two very large cartons the shoeboxes were carefully stacked inside. With much manoeuvring getting them all in was accomplished, including a larger shoebox with extra goodies for the teacher.

Next step was to contact the courier. The cost for this was covered by a generous donation by one family business. Away the parcels went.

The Boxes Arrive

The teachers organised the two classes to Skype for the opening of the boxes of hope. On the last day of Term 1, big boxes arrived in Room 4 from Room 7 at Greytown School. The children in Room 4 were so excited. They were surprised at the amazing things in the boxes of hope and the generosity of the children in Room 7, their whānau, and the Greytown School community. The children now had lots of new things to do over the holidays.

Christchurch Responds with Thank You Boxes 

At the beginning of Term 2, Room 4 students brainstormed what they could do for the children in Room 7, as they felt it was important to acknowledge their hard work and effort. This also fitted in with the Christchurch East School's schoolwide focus of "Giving Back to the Community." This theme came about after the year of earthquakes and it being timely to reminisce and think about all the schools, people, and businesses that had supported them during the past year. At the time they were learning about 3D shapes in geometry, so they decided to make boxes and call them "thank you Boxes."

They chose coloured card, decorated the outside, and cut, folded, and glued the boxes together. They chose candles to represent hope and thanks. They engraved the candles and filled the etched words with paint. Most of these just said "Thank You." They wrote a letter to our buddy to thank them, made bookmarks, and put donated items and individually chosen items in the boxes. The final task was closing the lids with stickers. The thank you boxes were packaged up and couriered off to Greytown School.

After the holidays at the beginning of Term 3, Aldridge heard from Mrs. Morch that they had received the parcel. The classes Skyped again and this time got to watch the Room 7 buddies open their boxes and chat to them. Both classes sang songs and talked to each other.

And so… to the end of the story. No, no not the end of the story at all as this is now going to be a continuing association between the two classes. Writing stories for each other and sharing via Skype. What an amazing, authentic context for writing.

by Elizabeth Bleacher

Though she recently entered the adult fiction world to much acclaim, Jane O’Connor is best known for her work with children’s literature. She is the author of more than thirty books for children and currently works as vice-president of Penguin Books for Young Readers. Some of her most popular work includes her endearing children’s series, Fancy Nancy. Nancy’s spunk and eccentric personality has earned her a lasting place in the hearts of fans and more than 40 titles to her name.

O’Connor is the featured presenter at the Primary Literature Luncheon at IRA’s Annual Convention on Saturday, April 20, 2013. During the session, the award-winning author will share her extensive insight on the importance of children’s literature and the impact it has inside and outside of the classroom.

The first book of the series, Fancy Nancy, received the Quill Award for Best Picture Book in 2007, and seven other titles from the series have hit No. 1 on the New York Times bestsellers list. The series has recently evolved to include chapter books for Nancy fans that have moved beyond the picture book reading level.

Though Nancy’s fabulous sense of style plays a prominent role in the books, her admirable self-confidence and frequent use of “five-dollar” words are important too. A variety of teaching resources and downloadable activities make it easy for educators to incorporate Nancy in the classroom.

O’Connor is also the author of several nonfiction children’s books. Her two Smart about Art books detail the lives of Mary Cassatt and Henri Matisse in picture books that include reproductions of the artists’ well known works. The Emperor's Silent Army: Terra Cotta Warriors of Ancient China, released in 2002, was awarded Booklist’s Best Nonfiction Book for Young Readers.

IRA Annual Convention registration is open, and tickets for the Book and Author Luncheon with O’Connor on Saturday, April 20 are available on a first-come basis.

The IRA 58th Annual Convention runs from April 19 to 22, 2013, in San Antonio, Texas. Visit www.iraconvention.org and the iPlanner Program Grid and Event Search for details.

Elizabeth Bleacher is the strategic communications department intern at the International Reading Association.

Carolyn Hunter Denny, president of Texas Association for Literacy Education (TALE) and instructional specialist for the elementary language arts department at Northside Independent School District took some time to share news from this recently-formed but thriving International Reading Association council.

Drew and Jack Cassidy with 
Marie Martinez, Treasurer of 
the UTSA student IRA affiliate, 
at the Starbucks event 

What are some exciting upcoming council projects?

We're starting an electronic journal. We have a call for editors out now. 

We have a session at the IRA Annual Convention in cooperation with the Texas Association for the Improvement of Reading and the Texas Council of Teachers of English Language Arts.

Our next conference is set for October 12, 2013, at the Texas State University-San Marcos' campus in Round Rock, Texas.

We will be doing a comparison of the Texas Essential Knowledge and Skills (state standards) and the Common Core Standards.

What types of literacy outreach do your state and local councils do?

We are planning a drive for books for summer reading.

What are the benefits of joining your council?

The benefits include making connections with other Texas literacy educators, receiving timely information on literacy issues, and our annual conference.

How does one join or become involved?

You can find membership info on our website: www.texasreaders.org. There you will also find information about submitting to our newsletter, contacting the board, liking TALE on Facebook, submitting to the upcoming journal, presenting at our conference, and reviewing conference proposals.

IRA members can read more about TALE in the upcoming issue of Reading Today.

by Elizabeth Bleacher

The approach of Martin Luther King Jr. Day gives educators the perfect opportunity to explore some of the issues that surround equality and justice, but it can be difficult to relate such complex topics to young students. The illustrated children’s book My Brother Martin, written by Christine King Farris and illustrated by Chris Soentpiet, is the perfect way to introduce early readers to Dr. King’s life and work.

Christine King Farris and Chris Soentpiet

My Brother Martin tells the story of Dr. King’s childhood through the recollections of his older sister, Christine, all the while setting the stage for the seemingly inevitable role her brother played in the civil rights movement. Students will find it easy to connect with a young Dr. King thanks to the familiar, intimate voice of the storyteller and the detailed, realistic illustrations. Soentpiet won the NAACP Image Award for Outstanding Literary Work for the book in 2004. Additionally, Soentpiet's website offers a lesson plan for the book as well as other suggested reading that addresses similar topics.

Teachers that find My Brother Martin helpful may also enjoy many of the other stories illustrated by Soentpiet. Since he emphasizes historical and cultural accuracy in his illustrations, Soentpiet’s work in books like More Than Anything Else and Coolies offers valuable visual aids for teachers covering abstract topics like diversity, equality, and cultural understanding.

Soentpiet is the recipient of numerous prestigious awards, including the Society of Illustrators’ gold medal for his illustrations in Peacebound Trains. He is also the three-time winner of the International Reading Association (IRA) Book Award for More Than Anything Else, Molly Bannaky, and Coolies.

Soentpiet is the featured presenter at the Book and Author Luncheon at IRA’s Annual Convention, on Monday, April 22, 2013. During his session, the award winning children’s picture book creator will discuss the importance of literature and diversity in teaching.

IRA 58th Annual Convention registration is open and tickets for the Book and Author Luncheon with Soentpiet on Monday, April 22 are available on a first-come basis. The Annual Convention will take place in San Antonio, Texas from April 19 to 22. Visit www.iraconvention.org and the iPlanner Program Grid and Event Search for details.

Elizabeth Bleacher is the strategic communications department intern at the International Reading Association.

The International Reading Association has a tradition of research-based professional development resources for literacy educators. This tradition continues with this year’s series of research sessions at the IRA 58th Annual Convention from April 19 to 22 in San Antonio, Texas.

Research Address & Awards with Brian Cambourne and Carrice Cummins

The Research Address & Awards on Saturday, April 20 feature Brian Cambourne from the University of Wollongong in Australia presenting Doin' What Comes Naturally: Using Nature's Best Biological Ideas to Inform Classroom Practice. Research into the teaching of reading accumulates in ever-increasing bulk—with all manner of contradictory and confusing results—culminating in the so-called "Reading Wars."  Battle lines have been drawn around what the concepts of "evidence" and "good science" are supposed to look  like,especially when it comes teaching and learning. Cambourne intends to explore the proposition that scientifically based evidence, which can inform classroom pedagogy has been around for millions of years. Event Chair Carrice Cummins, President of the International Reading Association, will celebrate the 2013 research award and grant recipients during this session.

Saturday Sessions with the IRA Literacy Research Panel

Literacy Research Panel members will share their ideas on promising new literacy initiatives and important research priorities in the U.S. and around the world in a session entitled The IRA Literacy Research Panel: Big Ideas, Literacy Needs, and National Priorities on Saturday, April 20. IRA Director of Government Relations Rich Long and Panel members P. David Pearson, Peter Afflerbach, Carrice Cummins, Nell Duke, Peter Freebody, Virginia Goatley, John Guthrie, Kris Gutierrez, Kenji Hakuta, Peter Johnston, Gloria Ladson-Billings, Nonie Lesaux, Elizabeth Moje, Annemarie Sullivan Palincsar, Linda Phillips, Timothy Shanahan, Catherine Snow, William Teale, and Karen Wixson will discuss hot topics and ideas to assist educators with literacy implementation. Presenters will use an interactive format to respond to questions from the audience to provide insights into current literacy policy and practice.

The Panel continues its discussion in The IRA Literacy Research Panel: Policy Issues and Impact later on Saturday the 20th. With national and state policy having a daily impact on school practices and classroom literacy instruction, the Literacy Research Panel is focusing on policy issues in their discussions. In this session, IRA Director of Government Relations Rich Long and Panel members P. David Pearson, Peter Afflerbach, Nell Duke, Virginia Goatley, Kris Gutierrez, Gloria Ladson-Billings, Annemarie Sullivan Palincsar, Timothy Shanahan, Catherine Snow, and Karen Wixson will share recent policy developments and potential responses to new initiatives, intended to help educators navigate and articulate research-based responses to policymakers. In addition, audience/IRA members will be invited to suggest possible policy questions for consideration.

Featured Research Sessions on Saturday

The Project READI: Teaching adolescents to read and write arguments in science, English, and History presentation with Cynthia Greenleaf, Carol Lee, and Cynthia Shanahan will showcase the ongoing work of READI, a Reading for Understanding project funded through IES. This project focuses on a definition of reading for understanding that recognizes the role of disciplinary practices in reading comprehension and focuses on argumentation within the disciplines as the avenue towards deep understanding of text. Three disciplinary teams have been designing and studying instruction aimed at helping middle and high school students comprehend and write arguments, drawing on the help of exemplary teachers and teacher networks. The three team leaders will share what they have learned from this work.

In the “Research Into Practice” session entitled The Common Core's Three Sources for Text Complexity: What We Know, What We Need to Know presenter Elfrieda H. Hiebert will discuss the Common Core State Standards’ identified three-part model for establishing the complexity of texts. This presentation will examine existing scholarship for each source—quantitative, qualitative, and reader-task—with the goal of identifying support for educators in selecting and teaching texts in ways that increase students' capacity with complex text (Standard 10). Ways in which practitioners and researchers can work together to bolster text assessment systems will be identified in the final section of the presentation.

In Meeting the Challenges of the Changing Demographics: Assessment and instruction that makes a positive difference in ELs' Success presenter Kathleen Mohr will identify ways to meet ELs' linguistic challenges and provide paths to increase students' success. Paul Boyd-Batstone presents CALL as a formative assessment tool and Mayra Daniel discusses informal reading inventories for Spanish/English bilinguals. Joyce Nutta and Kouider Mokhtari focus on critical considerations for instruction in the mainstream content area classroom. Louise C. Wilkinson presents a tool to assist teachers in comparing and contrasting English with many of the other languages spoken by ELs in US schools. David Schwarzer addresses translingual education in this country's multilingual and transnational learning communities.

Saturday’s Teacher as Researcher Workshop

The Becoming a Teacher Researcher: Exploring IRA's Teacher as Researcher Grant workshop will explore IRA's Teacher as Researcher grant and provide information on what it means to be a teacher researcher and how to conduct action research. Award winners from previous years Eric Claravall, Joanna Kaiser, Michele Cacioppo, and Nakeiha Primus will be present to talk about their work. Committee members will address particular aspects of teacher research and answer questions.

Research Sessions on Sunday, April 21

Nell K. Duke presents the Project-based Integrated Social Studies and Literacy Instruction featured research session on April 21. To meet the CCSS, students need to be deeply engaged in complex reading and writing. Standards-aligned project-based instruction is a promising means of achieving that engagement. In one study, Duke and colleagues found that students in high poverty settings who experienced two project-based integrated social studies and literacy units ended the year with the same level of achievement as children from wealthy settings on standards-based measures. In other words, project-based instruction closed the SES achievement gap in social studies and content literacy. Duke will describe the units involved in that study as well as others she and colleagues have developed.

Also on April 21, Jim Anderson leads a Research Into Practice session entitled Promoting and Supporting Families' First Languages and Cultures in a Bilingual Family Literacy Program: A Project with Immigrant and Refugee Families. In this session, Anderson reports on a three-year project in which his team implemented a bilingual family literacy project with 500 immigrant and refugee families from four linguistic groups in five different communities. He briefly traces the development of the program, describes the contexts in which it was implemented, and reports the results. Findings include: the four- and five-year-old children made significant gains in emergent literacy knowledge in English; families understood and supported home language maintenance; and families indicated they felt welcomed and comfortable in school and better understood the North American education system.

Diane Lapp and Douglas Fisher—along with numerous other authors—lead roundtable discussions in What's New in Language Arts Research? Looking Inside The Handbook of Research On Teaching of the Language Arts, Vol. 3. Authors will share the research supported current issues addressed in their chapters. Audience interaction will be greatly encouraged.

Research Into Practice Session on Monday, April 22

Melanie R. Kuhn and Paula J. Schwanenflugel present Rethinking Fluency: Instruction for the Common Core State Standards (CCSS) on Monday, April 22. They say that, if students are to become fluent readers, they need extensive opportunities to read a range of materials, from selections at their independent level to "stretch" texts. Yet it is often the case that students need scaffolding to experience success with challenging texts. Fortunately, research has identified several easy-to-implement approaches for fluency instruction that provide learners with the support necessary to read such selections. Given the integral role of challenging material in the CCSS, these approaches can play an important role in your literacy curriculum while allowing your learners access to the expanded vocabulary and conceptual knowledge such texts provide.

Research Poster Sessions

Poster sessions give Convention attendees the chance to interact with researchers in a more informal, intimate setting. At these open sessions, researchers answer questions and referring to their displays of photographs and charts. This year there will be poster session on Outstanding Dissertations; Interdisciplinary Units for Literacy Education; Meet the Researchers; Looking Inside the Classroom; Teacher Preparation, Teaching, and Coaching; Culturally Relevant Teaching: Language, Families, and Communities Focusing on Learners: Curriculum, Assessment, and Interventions; and Multiple Paths to Literacy in the 21st Century.

The IRA 58th Annual Convention runs from April 19 to 22, 2013, in San Antonio, Texas. Visit www.iraconvention.org and the iPlanner Program Grid and Event Search for details.