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  • Hero on a BikeJudith Hayn from SIGNAL features "a taut thriller, perfect for suspense-filled reading" and "a page-turning farce complete with accompanying slapstick."
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    Young Adult Book Reviews: Hero on a Bicycle and Call the Shots

     | Jul 16, 2013

    by Judith Hayn

    Hughes, S. (2013). Hero on a bicycle. Somerville, MA: Candlewick Press.

    Calame, D. (2012). Call the shots. Somerville, MA: Candlewick Press.

    Hero on a Bicycle coverHero on a Bicycle takes place outside Florence in war-torn 1944 Italy where 13-year-old Paola Crivelli, older sister Constanza, and mother Rosemary struggle to survive German occupation on the family villa. Summer time without school and friends makes for a boring existence, but more adventure and terror soon engulfs the trio as they fight just to feed themselves since the head of the family has mysteriously disappeared to work clandestinely against the occupiers. Paolo’s nightly bicycle jaunts frighten his mother and sister, and he encounters more than he wants when he runs into Partisans who are determined to thwart the Nazi chokehold on the region. As the Allies approach, each Crivelli must make choices that put all of them in danger. This is a taut thriller, perfect for suspense-filled reading with a budding romance thrown into the harsh realities of war. All three become reluctant heroes, but perhaps none more so than the clever and engaging Paolo who begins by longing for a little excitement in his life and finds it right in his own backyard. Shirley Hughes is an award-winning children’s author and illustrator in the U. K., and this is her first ya book, a perfect choice for middle school boys who are often reluctant readers.

    Call the Shots coverThe second novel follows the trio of teen boys who first appeared in Matt’s’s story in Swim the Fly (2009) and Coop’s tale in Beat the Band (2010); now, Sean Hance is the hero in this first-person narrative. Coop has another sure-fire scheme to make them all famous and earn some big bucks. The guys will shoot a low-budget horror film and win a contest for amateurs. Nothing goes as planned despite Sean’s reluctance hampered by his naiveté. The novel is laugh-out-loud funny with lots of raunchy humor that will appeal to the adolescent male. The three pals retain their distinct personalities, and the other characters help advance the general hilarity that ensues. His twin Goth sister Cathy provides snappy and sometimes hurtful insults. Sexy Leyna haunts Sean’s dreams while the weird and scary Evelyn snares him into dating her. Not as deep as the first book reviewed, this one is instead a page-turning farce complete with accompanying slapstick that clicks since the author Don Calame is also a screenwriter. Sean seeks to keep everyone else satisfied while often forgetting who he really is...until Cathy’s bff Nessa reminds him that she may just have the answers.

    Dr. Judith A. Hayn is an associate professor at the University of Arkansas at Little Rock.

    This article is part of a series from the Special Interest Group Network on Adolescent Literature (SIGNAL).

     

     

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  • nicole timbrellNicole Timbrell shares websites that provide models of diverse ways of sharing personal stories as well as teaching resources on storytelling.
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    TILE-SIG Feature: Everyone’s Got a Story to Tell

     | Jul 12, 2013

    by Nicole Timbrell

    We teachers are no strangers to the joy felt by our students when we digress from the lesson plan to tell a story from our lives, or let the children tell their own. Stories, particularly personal stories, engage students of all abilities and, therefore, are a perfect entry point from which concepts of language, literacy, and literature can be taught. The emergence of new technologies and portable devices has changed not only the access we have to stories, but also the nature of the delivery. Students can receive stories by downloading podcasts, streaming audio files, following blogs, watching YouTube, or visiting storytelling websites. Likewise, students can create and share their own stories by recording a podcast, building a blog, composing a digital story, or filming their own storytelling event. A focus on storytelling in the classroom also provides encouragement for students to extend their wide-reading practices to include biographies, autobiographies, and memoirs.

    I have found the following websites useful in my secondary school English classroom as they provide models of diverse ways of sharing personal stories, as well as explicit teaching resources on traditional and modern forms of storytelling.

    English for the Australian Curriculum
    Seven billion people, seven billion stories: What makes a compelling life story? 
    A unit of work that gives students experiences of listening to, viewing, and reading the life stories of a range of diverse individuals, with a culminating project which requires students to produce and share a life story in print or digital form.

    ABC Open
    What’s your story?
    A great example of a website which contains a collection of stories contributed entirely by members of the community. This storytelling project was designed to give a voice to Australians living in regional or rural areas. Contributions are in a diverse range of forms some of which include photo essays, interviews, video postcards, and 500-word stories.

    ABC Splash
    Storytelling
    A multimedia collection of resources, incorporating audio files, images, video clips, and interactive games about the origins of traditional storytelling forms and how the methods of storytelling have changed over history.

    Storytelling in the classroom doesn’t always have to require public speaking or lengthy forms of writing. The following two websites host projects that are easy to emulate and provide an opportunity to discuss, predict, and compose the deeper story behind them.

    Six Word Stories
    A collection of short stories, told in just six words. Inspired by Ernest Hemmingway’s short story: For sale: baby shoes, never used. For an added technology dimension, get your students to Tweet their responses.

    Dear Photograph
    This website invites contributors to take “a picture of a picture, of the past, in the present.” It is easy enough for students to reproduce using a photo from a family album, and a mobile phone. Students could potentially submit their work for publication on the website or to a class blog.

    Finally, for all teachers currently enjoying a well-deserved school break, give your eyes a rest from your summer reading list and let your ears have some fun by listening to some of the stories on the websites below, many of which are available to download as podcasts from the iTunes store. You may even find the perfect story to share with your students in the coming academic year.*

    Long Story Short
    “Remarkable, real-life Australian stories and the best first person storytelling.”

    Now Hear This Stories
    “Funny, moving or silly stories, all in a few spellbinding minutes.”

    The Moth
    “True stories told live.”

    This American Life
    “It’s mostly true stories of everyday people, but not always…”

    * Remember to always listen to the story before playing it for your students as, at times, topics and language may be unsuitable for the classroom.

    Happy storytelling!

    nicole timbrellNicole Timbrell is currently on study leave from her teaching position at Loreto Kirribilli, in Sydney Australia. She is about to commence as an international graduate student in Cognition, Instruction and Learning Technologies at the University of Connecticut.

    This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).


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  • Sharon PepukayiNow the assistant superintendent of the Appoquinimink School District in Delaware, Sharon Pepukayi also worked 12 years as a classroom teacher.
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    July Member of the Month: Sharon Pepukayi

     | Jul 11, 2013

    July’s Member of the Month is International Reading Association (IRA) member Sharon Pepukayi, the assistant superintendent of the Appoquinimink School District in Delaware. She joined IRA in 2008 and has used IRA resources to move from a classroom teacher to leadership positions in education. In this interview, Pepukayi shares her thoughts on the challenges of educators, both in the classrooms and in the administration offices.

    When did you know you wanted to become an educator?

    Sharon PepukayiMy mom was a teacher so even since being in school myself I knew I wanted to be an educator. I use to help her grade papers.

    How did you begin your career, and what led you to your current position?

    I began teaching in the fall of 1992 as a 5th grade teacher. I stayed in the classroom for 12 years and then become an asst. principal in 2004. I stayed in the same district and became a principal and then moved into the assistant superintendent role on July 2010. Being a part of the community since 2004 afforded me the opportunity to build relationships with stakeholders which led me to want to apply for that next level.

    You recently attended the seminar with educator and author Stephen G. Peters. How did this seminar help you?

    It validated what I always believed and that was how crucial it is in building relationships with students. He authored the book Do You Know Enough About Me To Teach Me. Teachers have such an impact on students learning and school success and building those relationships makes it so much easier to get the content across.

    What types of professional development would you recommend to other educators?

    Anything revolving around building relationships with students and the Common Core!

    Sharon Pepukayi

    Has your outlook on literacy education changed since you became an assistant superintendent? If so, how?

    Yes. For 18 years I had only been looking through the elementary lens—teacher and building administrator. As assistant superintendent, I have the opportunity to see all levels Pre-K to adult education. Literacy education spans every level and all content areas. I see at the upper levels the need for detailed and individualized literacy instruction but having the challenge of finding time to do this in the age of accountability. I know there is an ongoing debate of Sustained Silent Reading at the secondary levels—I can see both sides of the argument. I use to think it was just an elementary teacher's job but now see it as an entire district's responsibility—especially when the dropout rates are rising.

    What are the major challenges for school administrators at this time?

    Growing as leaders, prioritization, and accountability.

    Sheila Murray Bethel said "Leadership is not something that you learn once and for all. It is an ever-evolving pattern of skills, talents, and ideas that grow and change as you do."

    One major challenge a school administrator has is to juggle many things all the while growing and changing into greatness themselves. A second challenge is to juggle and prioritize the unfunded mandates and various initiatives. Third but not the end is accountability that has can't be ignored while leading staff members to teach the whole child.

    How did they differ from past challenges?

    There wasn't really much about school administrators as leaders—they were seen more as managers—but now it is everywhere that school leaders are second to teachers in moving schools toward greatness. Past challenges were more managerial issues and classroom management and

    How do you see the environment changing in the future?

    The environment has already changed to accountability and high-stakes testing, and I am afraid that there will be a population of students that are academically sound however won't have other life skills to be successful.

    Sharon Pepukayi

    What do you consider to be your proudest career moment?

    There was student who attended my school when I was the administrator and often would make bad choices. We worked very hard with him and his family. He graduated this past May, and when he walked across the stage to shake my hand he asked me if he could give me a hug. Being able to see the students who were once in my elementary school become responsible adults and walk across the stage for graduation is an awesome feeling.

    What do you like to do when you're not wearing your educator hat?

    Reading books on leadership and traveling.

    What's the most valuable advice you can give to someone entering the education field?

    Know that it is, in my opinion, one of the hardest jobs to do but also the most rewarding. You have to be in it for the right reasons—have the passion, dedication, and purpose to make a difference—not in isolation but collaboratively with others.

     

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  • My father is a great storyteller. When I was little, my brothers and I were completely spellbound by his tales of how he survived his childhood in his rural Chinese village. He would begin with, “When I was your age…” and immediately transport us to World War II China, when loud planes flew overhead and Japanese soldiers marched into their village in the mornings and stayed all day, eating their chickens and their rice and then marching away when nightfall came.
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    Crawling Inside Stories in China

    by Lenore Look
     | Jul 11, 2013
    My father is a great storyteller. When I was little, my brothers and I were completely spellbound by his tales of how he survived his childhood in his rural Chinese village. He would begin with, “When I was your age…” and immediately transport us to World War II China, when loud planes flew overhead and Japanese soldiers marched into their village in the mornings and stayed all day, eating their chickens and their rice and then marching away when nightfall came. My little boy dad and his baby brother and mom and grandma would then make their way home with the other villagers from the mountains where they had hidden in caves. Every day it was the same. Every night they would return home. And it was all a great adventure.

    Then there’s the story of how my dad survived the floods that came into his village every year. He and his brother would take down the doors of their house and paddle around using their hands as oars.

    “What about GninGnin and LoBak?” I asked, when I was old enough to feel a sense of alarm for my grandma and great-grandma.

    “Oh, they were busy saving the chickens and the rice,” my dad said, as though he were only eight again, and happily recalling only the thrill and none of the danger.

    p: tak.wing via photopin cc
    It was fun for me to imagine feathers flying and rice getting out of hand while my dad was having the time of his life. Oh, how I loved this story! To me, it was much less frightening than hiding from soldiers carrying bayonets and rifles. But now that I think about it, being forced to save your food supply (over your children) when the river is surging and you’ve never had a swimming lesson was probably not an improvement over a dry cave.

    My dad’s storytelling skills also include history dates and the lives of historical Chinese figures that loom large in the Chinese imagination. He can tell you about Sun Tzu, who wrote THE ART OF WAR, as though he were a commander trained by the general himself. Get him started on Qin Shi Huang, the first emperor of a unified China (221 B.C.), who began the construction of the Great Wall and built an army of terra cotta soldiers to guard his tomb, and you’d think that my dad was a laborer forced to work on both of those grueling projects and is still bitter after more than 2,000 years.

    Fed on a steady diet of stories like these, with each one getting more fantastical, and sometimes more hysterical, with each retelling, it’s no wonder I grew up to be a storyteller myself.

    But unlike my dad, I didn’t have an exciting childhood. I also didn’t receive a Chinese education. I went to Princeton, which is rigorous enough by modern standards, but it is my dad, a high school graduate, who carries the hallmark of a much more powerful academic education. He was schooled in the backwaters three hours west of Guangzhou, in the small provincial capital of Toisan, where the only roads were made by oxen and owner walking repeatedly over the same path, and where he memorized classical Chinese texts by heart, and still has them memorized to this day. Useless rote memorization? Hardly. He can cite poetic references and drop interesting Chinese idioms into conversations faster than I can hit Google. He had also learned his history dates for thousands of years and hundreds of famous battles better than…ahem…I had learned mine.

    If I had followed the advice “write what you know,” I would have written nothing. I don’t know that much. The Chinese would say, “Zhi xue pi mou”—“you’ve learned only skin and fur,” meaning you’ve scratched only the surface. It’s true. Even if I could get all my history dates straight for the 200 years of U.S. history, what is that compared to the more than 4,000 years of Chinese history, to say nothing of the Chinese prehistoric culture that dates back to 10,000 B.C.? And the Western equivalent of reciting ancient Chinese poetry? Well, I could start by memorizing hundreds of lines from the Greek and Roman classics.

    So I write what I’m interested in. It’s a more compelling reason to write anyway. It means seeing with the eyes of a child. It means I’m still crawling around inside my dad’s stories, but I’m crawling into new ones too. Everything delights and surprises. I follow my curiosity. I take detours. I wander down one path and find myself on another. I never know what will interest me when I was simply interested in something else. Find a stick, and it could be a doll. Find two sticks, and it could be fire. Doing research is like that. Sparks of ideas fly all over the place. The entire process is a fire hazard. Find a spark, fan the flame with more research, and—poof!—it’s a raging inferno before you know it, and you’re completely consumed by it.

    I was researching Chinese death superstitions, customs, and funerals for my book, ALVIN HO: ALLERGIC TO DEAD BODIES, when I came across Wu Daozi, China’s most famous painter, who was so great, they said, “He never died, he merely walked into his last painting and disappeared.” When I read that, I knew immediately that I wanted to write about him. WHO was this guy? WHAT did he do? HOW did he live? WHERE did he paint? WHY should we care?

    My research took to me to the writings of artists and poets in T’ang Dynasty China, who knew that they were watching this amazing artist single-handedly change the course and development of art right before their eyes. It was the first time that people saw lines on flat surfaces pop out and resemble real life. Large crowds gathered to watch him work. It was extraordinary. We call it three-dimensional painting, they called it Divine.

    Much was written about him then—he was an 8th-century media darling. But none of his paintings, most of which were frescoes on monastery walls, survived. All that is left of his work are a few stone engravings somewhere in China. Did I need to see them? Could I find them on the Internet? Yes, I did need to see them and, yes, I found some images on the Internet.

    Luckily for me, I’d already been to the city of Xi’an, the former T’ang Dynasty capital, where Wu Daozi worked and where he had first been commissioned to give art lessons to a young prince. Eventually, the emperor gave Wu the highest commission of all—to paint an entire palace wall.

    When I was in Xi’an in August 2001, I knew nothing of Wu Daozi, but what I saw and experienced there, I was able to use in my book about him. There were hordes of beggar children in the streets of the old city. A more modern city had grown up around the ancient capital, but the old city, with its Muslim quarter and calligraphy district and tea-drinking street, was still intact and completely surrounded by its impenetrable fortress wall. These children encircled my family and me the first night we stepped outside of our hotel to walk to dinner, and began clamoring for money, many of them thrusting their hands in our faces.

    My mom immediately took out an American dollar bill and gave it to one of the children. Suddenly, children swarmed like ants to dropped candy, darkening the square that we were trying to cross, and making it nearly impossible for us to make any progress toward the restaurant that we saw across the way. When we finally got to our destination, the children plastered themselves against the windows to watch us eat. We ate, but all we tasted that night was guilt.

    p: kanegen via photopin cc
    I imagined that Wu Daozi had also been surrounded by beggar children, who perhaps forgot their hunger for a moment when he transported them with his art. In an earlier version of my manuscript for BRUSH OF THE GODS, I had the children plucking food from his paintings and eating it. Nourished by art and survival by the power of the imagination, right? But nowhere is it mentioned that Wu painted food. Chinese art at the time didn’t concern itself with quotidian needs like eating, nor did it include unsavory elements like poverty. So the food was cut (to accurately reflect historical content), but the children stayed (to accurately reflect historical context).

    Last year, with BRUSH OF THE GODS already done, I went to China to research two other books. One of my stops was Qufu, the birth and burial place of Confucius, the 6th century B.C. philosopher whose teachings permeate Asian society and thought, much in the same way that Christianity has influenced the Western world. On the expansive grounds of the large Confucius Temple located next to the Confucius Family compound, I walked into a quiet, dusty building in the back, out of sight and off the beaten path of the throngs of tourists. And there—surprise, surprise—Wu Daozi was waiting for me. Hanging behind old glass, there was his most famous stone etching—a life-size portrait of Confucius. His robes moved. His head turned. The tassel on his hat swung with his gait. Indeed, he was about to step out of the stone! I nearly fell over in shock, but first I had to jump out of his way!

    p: Charity Chen
    I’ve gone to China three times now looking for stories. I’ve been to Concord, Massachusetts, which is hard to spell, countless times, also looking for stories. I hope that I’ll travel to many more places looking for stories and unearthing interesting stuff that I don’t now know. What do I hope to find? Well, I never know. And I hope I never do.

    Lenore Look is the award-winning author of numerous children’s books including the popular Alvin Ho series and the Ruby Lu series. Her books have been translated into many languages. She lives in Hoboken, New Jersey, and blogs at A GLOBBY BLOOGY.

    © 2013 Lenore Look. Please do not reproduce in any form, electronic or otherwise.


    Bringing History to Life: Introducing Teens to History through YA Literature

    Digging for Details that Make Historical Fiction Delicious
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  • Samuel Clemens once said, "There are three kinds of lies: lies, damned lies and statistics." Of course Mark Twain plagiarized this quote from him and took vast credit but the point still remains: big data about education consumes us these days and it’s getting out of hand. In fact, it’s gotten so nutty that we not only have tremendous amounts of statistical analysis but we also have meta-analysis, where statistics are provided to give us new statistics about competing and corroborating streams of statistics so that we can remain properly—and statistically—well-informed for future statistical analysis.
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    Statistically Speaking

    by Alan Sitomer
     | Jul 10, 2013
    Samuel Clemens once said, "There are three kinds of lies: lies, damned lies and statistics." Of course Mark Twain plagiarized this quote from him and took vast credit but the point still remains: big data about education consumes us these days and it’s getting out of hand. In fact, it’s gotten so nutty that we not only have tremendous amounts of statistical analysis but we also have meta-analysis, where statistics are provided to give us new statistics about competing and corroborating streams of statistics so that we can remain properly—and statistically—well-informed for future statistical analysis.

    So how does a reading/literacy person make sense of all this kooky math? I mean, every time I see statistics about schools posted by some sort of fancy survey group, indubitably populated with PhD types (who love to use words like indubitably), instead of providing answers, their data seems to prompt at least three new questions from me for each new stat I ingest.

    p: a2gemma via cc
    And so, in keeping with the spirit of the times, I am going to provide a few examples that mean nothing individually, but collectively…well, they don’t really mean all that much either.

    Example A: Here’s some data that says 99.5% of teachers spend their own money on school supplies.

    Question 1: Who are the .5% and how come they don’t owe the rest of us some cash?

    Question 2: Have I ever seen a district administrator of high rank pony up for nary a colored Sharpie out of their own wallet?

    Question 3: In the print age we bought our students paper and pens. Does this mean in the digital age we’re gonna have to pay for iPads?

    Example B: Here’s some data which estimates that “by the year 2020, there will be 123 million high-paying, high-skill jobs in the United States but only 50 million Americans will be qualified to fill these positions.”

    Question 1: Is this 83 million American student shortfall something we directly blame our current crop of educators for, or are we gonna have to wait until 2020 to actually do the official finger pointing?

    Question 2: Is being a teacher considered a “high-paying, high-skilled job,” a “high-skilled job,” or “a job you good-for-nuttins” are lucky to even have?

    Question 3: Is it comically tragic or tragically comic that Question 2 is so on point?

    Example C: Here’s a piece of journalism that says that 90% of Americans said schools should take a role in combating obesity.

    Question 1: Does this shirt make me look fat?

    Question 2: Shouldn’t schools stay away from conversations about personal liberties and instead focus on the things we want them to teach like religion, sex and guns?

    Question 3: Is Common Core gonna test this?

    Example D: Shockingly, these stats point out that over 3 million students drop out of American schools each year.

    Question 1: Do they all run for Congress or just the first coupla hundred?

    Question 2: If John had a nickel for every kid that dropped out and Mary was selling lemonade at two dollars per glass, how many brownies could Cindy afford if a train was travelling southeast at 15 knots per metric hour?

    Question 3: Wouldn’t an optimist look forward to the fact that 20 years from now there will be 3 million new self-help books authored by self-made millionaires who didn’t need no stinkin’ school (And either does you!)?

    Example E: According to this piece of data, both 9- and 13-year-olds scored higher in reading and mathematics in 2012 than students their age in the early 1970s. Seventeen-year-olds, however, did not show similar gains.

    Question 1: Isn’t this just more proof of why we need to lower the national drinking age to 9?

    Question 2: Isn’t this an unfair comparison, because in the early 1970s the United States was caught in a quagmire of a war most of its people didn’t even support or know why we’d got into in the first place while in 2012 the… Oh. Um. Yeah. Right.

    Question 3: Can’t we just combine reading and math into one new category called “readamatics,” add both score totals together and then give ourselves extra credit for doubling our academic ratings in less than an hour?

    Here are a few other gems:

    • “Democracy is an abuse of statistics.” (Jorge Luis Borges)
    • “He uses statistics as a drunken man uses lamp posts—for support rather than for illumination.” (Andrew Lang)
    • “If your experiment needs a statistician, you need a better experiment.” (Ernest Rutherford)
    • “A recent survey of North American males found 42% were overweight, 34% were critically obese and 8% ate the survey.” (Banksy)
    And finally, please remember the words of Gregg Easterbrook who said, “Torture numbers, and they'll confess to anything.”

    Alan Lawrence Sitomer was California's Teacher of the Year in 2007. He is also the author of multiple works for young readers, including Nerd Girls, the Hoopster trilogy, THE SECRET STORY OF SONIA RODRIGUEZ, CINDER-SMELLA, and THE ALAN SITOMER BOOKJAM. He lives in Los Angeles with his wife and daughter. In addition to being an inner-city high school English teacher and former professor in the Graduate School of Education at Loyola Marymount University, Alan is a nationally renowned speaker specializing in engaging reluctant readers who received the 2004 award for Classroom Excellence from the Southern California Teachers of English, the 2003 Teacher of the Year honor from California Literacy, the 2007 Educator of the Year award by Loyola Marymount University and the 2008 Innovative Educator of the Year from The Insight Education Group. A Fun Look at Our Serious Work appears quarterly on the Engage blog.
    © 2013 Alan Sitomer. Please do not reproduce in any form, electronic or otherwise.
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