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  • Children's Book WeekThe CL/R SIG reviews a variety of new K-12 books in celebration of the 94th annual Children's Book Week, May 13 to 19, 2013.
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    Book Reviews to Celebrate Children's Book Week

     | May 08, 2013

    Children's Book WeekThe 94th annual celebration of Children's Book Week is May 13-19, 2013. Established in 1919, Children's Book Week is the longest-running national literacy initiative in the country. Children's Book Week is administered by Every Child A Reader. The International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) celebrates Children's Book Week with this list of lovely new books.

     

    GRADES K-2

     

    Delacre, Lulu. (2013). How far do you love me? Text translated from Spanish by Veronica Betancourt. New York: Lee & Low Books.

    Using soft pastels and free style poetic language, the author/illustrator has depicted the love of parent/adult and child using examples from all seven continents. Beginning with the question of “How far do you love me?” (p.1) and answering with “I love you to the top of the peaks/lit by the morning sun…” (p.2) from the Grand Canyon in Arizona, USA, and continuing with “To the depths of the cave/where a spring seeps sweet water …” from Cenote Dzitnup, Yucatán, México. Other geographic comparisons representing the depth of parental love include Machu Picchu, Peru; the Antarctic Peninsula; the Serengeti Plain, Tanzania; the Siani Peninsula, Egypt; Provence, France; the Alps in Switzerland; Ladakh in the Himalaya Mountains in India; the Mekong River, Vietnam; Kangaroo Island, Australia; the Great Barrier Reef in Australia; and Vieques, Puerto Rico. The book concludes with a map of the world with each location mentioned pinpointed and an invitation from the author to play this game with a favorite child.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Duval, Kathy. (2013). Take me to your BBQ. Illus. by Adam McCauley. New York: Disney/Hyperion Books.

    take me to your BBQ“Some colored lights from outer space/ Are lightin’ up the whole dang place!” (p. 5) says Willy from his Texas-style ranch while he watches little green men emerge from their space ship once they finish landing on his place. The aliens run around the ranch and get a feel for the garden and tractors and the food. Willy gets out his fiddle, and the aliens enjoy square dancing and the Texas two-step, and then the fun really begins. He fires up the grill, and the aliens commence to pour BBQ sauce on everything – beans, taters, greens, even Willy’s hat and shoes. McCauley’s watercolors and pastels add to the hilarity of the story in the depiction of the aliens and the havoc they create. A surprising twist at the end occurs when Willy and a few farm pets leave in the space vehicle UFO to fly to worlds beyond and open Willy’s BBQ, seen on an appropriate pull-out double page spread in the homeland of the aliens. Several wordless pictures end the book as readers see that a few green men have stayed behind and are taking care (or are they?) of the ranch. There is even a yummy BBQ sauce recipe included on the final pages. Enjoy McCauley’s website where he provides examples that trace how these final pictures evolved. The author has created a detailed teacher’s guide at her website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Houran, Lori Haskins. (2013). I will keep you safe and sound. Illus. by Petra Brown. New York: Scholastic Press.

    i will keep you safeThis beautifully illustrated and endearing rhymed story arrives just in time for Mother’s Day. The title comes from the three sections of the book that speak to parental love and keeping children safe and sound, beginning with “Brown bears in the den/ While the first buds peep/” (p.3), continuing with “Rabbits in the field/While the crickets cheep/” (p.5), and concluding with “Robins in the nest/ While the rain pours down/ I will keep you safe and sound.” (p.7). The spare rhyming pattern continues with examples of alligators and the sun, squirrels and hawks, dolphins and wild waves, beavers and strong winds, ponies and the setting sun, and a kitten lost in the moonlight. Pencil, watercolor and gouache artwork give the illustrations a soft and warm invitation to very young readers for a lap story safe within the arms of a loving adult. Listen to the illustrator read the book at her website with her delightful British accent.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Kleven, Elisa. (2013). Cozy light, cozy night. Berkeley, CA: Creston Books.

    cozy lightFilled with luminously colored and vividly detailed illustrations, this picture book in rhyming text celebrates that feeling of coziness so often associated with family and home. As the seasons change over the course of the year, all sorts of objects, including dreams, cocoa, birds, sweaters, and apples are described as being cozy. Although it’s wonderful to feel secure and cozy at any time of the year, youngsters experiencing tough times may find solace in this lovely, heartfelt book. There is little doubt that anyone reading this book won't relate to some of the different objects and relationships that spell coziness for the narrator.

    - Barbara A. Ward, Washington State University Pullman

     

    Levine, Arthur A. (2013). The very beary tooth fairy. Illus. by Sarah S. Brannen. New York: Scholastic Press.

    the very beary tooth fairyEvery child worries about losing his/her first tooth and wondering about the tooth fairy, and Zach the bear is no different. As he struggles with his loose tooth, it is finally when his sister Leah shares a bag of candy that the tooth comes out. Zach has been trying to figure out if the tooth fairy is a bear or if the fairy is human and whether he should be afraid or not. His mother assures him that all will be just fine because “A bear can be anyone/ And anyone can be a bear” (p.14). That night when Zach hides his tooth, two interesting events occur. Dressed in fairy clothing (it’s sister Leah, really) when Zach is mostly asleep, she slips into his room and leaves an apple for his prize. After Leah leaves and Zach nods off and falls asleep, the “real” tooth fairy complete with wings and wand and fairy dust arrives to find the real tooth and leave a dollar, spritz Zach’s human doll into a teddy bear, and his picture of baseball great Sandy Koufax into a bear baseball player. The magic of the tooth fairy remains a mystery!

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Reid, Barbara. (2013). Picture a tree. Park Ridge, IL: Albert Whitman & Company.

    picture a treeFilled with powerful language, this appealing picture book encourages readers to look at trees from many different perspectives. Once they have done so, the author writes, "You may see the end of one thing, or the start of something new" (unpaged). Young readers will appreciate the author's consideration of trees in so many creative, even playful ways while older readers may be reminded of A Tree Is Nice (1956) by Janice May Udry, which covers similar territory. Both books are filled with splashes of green that soothe the senses and make readers pause for a moment. Certainly visually attractive, the Plasticine illustrations are filled with colors and plenty of movement. The images and text in this book also gladden the heart and may prompt meandering journeys through the trees during which hikers may store up sensory images so that they can truly picture a tree when they return home.

    - Barbara A. Ward, Washington State University Pullman

     

    Moore, Eva. (2013). Lucky ducklings. Illus. by Nancy Carpenter. New York: Orchard Books.

    lucky ducklingsOf course this true story of the stranded ducklings in Montauk, New York, in 2000, begs to be used with Robert McCloskey’s Make Way for Ducklings. Carpenter’s wonderful illustrations give several perspectives from the ducklings’ point of view to add to the suspense. Mama Duck has decided to take her new little ducklings for a walk and as she quacks out orders to follow her, Pippin, Bippin, Tippin, Dippin, and Little Joe, do just that. They leave the park and nibble on things to eat while on their walk. As Mama Duck continues their walk she marches right over the storm drain, and all of the little ducklings fall through the grate! The little ducklings create quite a ruckus. Fortunately, someone sees what is happening, and although firemen are called to the rescue, they can’t get the grate off. “That could have been the end of the story. But it wasn’t, because ….” (p.16) a man named Perry attaches a cable from his truck and is able to pull the grate off. A wonderful perspective of the fireman crawling down into the storm drain as the little ducks are looking up from the dark is the centerpiece of this story. The ducks are rescued and placed in a bucket to be taken to the pond. But Mama Duck is not happy about that! “Fireman Dennis knows just was to do” (p.21). He removes the ducklings from the bucket and lets them line up with Mama, stops traffic, and allows the ducks to travel on their way. For more background on this author and this true story, read this Q&A interview from Publisher’s Weekly.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Scillian, Devin. (2013). Johnny Kaw: A tall tale. Illus. by Brad Sneed. Ann Arbor, MI: Sleeping Bear Press.

    johnny kawThe author has written a tall tale reminiscent of Paul Bunyan although this tale centers around life on the plains of Kansas. Told in rhyming lines, the story begins when Johnny is born, and as he turns five minutes old, he is already six foot two and gains a pound every hour. Very soon, his parents have to find a bigger place to live. As they leave their home, Johnny literally helps them carve out a new place to live by throwing the stones from the field, and in true tall tale fashion the stones become the Rocky Mountains. He spits out a seed of grass and fields of wheat grow. When a cyclone twister whips up, Johnny goes after that storm with his newly created scythe made from a cottonwood trunk and a windmill blade. Life is going well until Johnny’s mother passes away. To deal with his grief, “he cleared every tree and left Kansas bare/ So she could see the sunset from anywhere” (p.27) because watching the sunset was his mother’s favorite time of day. This is a tenderly told story that will add humor and perspective to any tall tale collection of stories. 

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Scillian, Devin. (2013). Memoirs of a hamster. Illus. by Tim Bowers. Ann Arbor, MI: Sleeping Bear Press.

    From the author of Memoirs of a Goldfish (2010) comes the “Question: Who’s the luckiest hamster in the world? Answer: ME!” (p.1). And so begins the writing pattern of this delightful story that must be read aloud for full enjoyment. Each page tells the story of Seymour’s arrival to his new home with Little Girl. Even though she likes to kiss him (Yuck!), he does enjoy his new water bottle, and his Fuzzy Boy 360 exercise wheel, and he really likes the yogurt drops that Little Girl feeds him. However, Pearl the cat questions Seymour’s enjoyment of his wheel since it doesn’t go anywhere, and tells him that the freedom of the sun room and the stairway made of sunflower seeds are a much more enjoyable way of living. As Seymour thinks Pearl might be right, he devises a plan to escape from his cage.  Pearl is anxiously waiting to attack on the night of Seymour’s escape, and as Seymour realizes what could be first but fatal mistake, he asks: “Question: Who’s in big trouble? Answer: ME!For any child who has had or wanted a hamster, this very funny story with a bit of suspense is just right for sharing with others. Read more about the author in "5 Questions With...Devin Scillian" on the Engage blog.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Sheth, Kashmira. (2013). Tiger in my soup. Illus. by Jeffrey Ebbeler. Atlanta: Peachtree Press.

    Perfect for Children’s Book Week, Right to Read Week, El Dia, or any day to commemorate literacy, this book celebrates reading. An older sister left in charge of her younger brother must get his lunch ready to eat. Busily occupied with her own book, she distractedly warms up soup for her brother’s lunch and ignores his pleas to read to him. When the soup is plopped on the table, steamy and too hot to start slurping it down, the young boy is startled as a tiger lunges out of the soup. At every turn, the boy is faced with the ferocious tiger, while his sister sees and hears nothing. The illustrations exaggerate the tiger’s size and fierceness as well as the fear on the young boy’s face, and prompt chuckles from readers. Much of the unspoken fun is in the pictures.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Van Lieshout, Maria. (2013). Flight 1-2-3. San Francisco: Chronicle Books.

    Young readers are always fascinated with transportation. “When taking a flight, what do you see?” is the author’s introductory statement when readers open the book and begin a journey to the airport. Designed as a counting book, the book’s text encourages readers to begin with the number 1 and a sign for an airplane.  The bold illustrations depict a young family getting out of their taxi as they arrive at the airport. Number 2 designates the sign for luggage carts, and the family uses two of them to move within the airport. Number 3 depicts the Check-In desks as the three passengers get their tickets. Number 4 shows the signs for elevators and escalators, number 5 depicts trash cans, Number 6 shows the security officers, Number 7 is for food and drinks, Number 8 and 9 show the restrooms, Number 10 represents the Gates. Large numbers are included at the end for seat belts signs, numbers representing miles and kilometers, feet and meters. This is a perfect travel companion to the author’s earlier book, Backseat A-B-See. Read more about her writing ideas for this book at the author’s blog.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Wyeth, Sharon Dennis. (2013). The granddaughter necklace. Illus. by Bagram Ibatoulline. New York: Arthur A. Levine Books/Scholastic Press.

    A perfect story for Mother’s Day, Sharon Dennis Wyeth shares a piece of her own family history. “Once there was a girl named Frances, who took a boat across the sea. Her mother gave her a glittering necklace that would belong to me someday. Handed down through the generations, it’s a necklace worn by the women and girls in my family” (p.1). Thus begins the mother to daughter story and tradition of handing down the granddaughter necklace to each female descendant. In writing the story Wyeth explored her own family history, tracing her roots back to Ireland, to her surprise. Each separate story is told with nostalgic warmth and describes the passing of the necklace given at special moments during the lives of each young girl along with the story of the necklace. The author has included extensive notes at the end explaining the search of her ancestry. On her website she writes, “My cherished family remembrances shine like jewels!”

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 3-5

     

    George, Jessica Day. (2013). Wednesdays in the tower. New York: Bloomsbury.

    The sequel to Tuesdays at the Castle (2011), in which Princess Celie and her brother Rolf learned in the first book that Castle Glower has a mind of its own, this title shows that even a castle can change its mind. Before, The Castle only added or removed rooms on Tuesdays but now Wednesdays seem to have been added to The Castle’s agenda. In this new adventure, The Castle has created a new and hidden room that contains a bright orange egg. Rolf challenges Celie to find the new room, and when she does, she also discovers the egg. Celie cares for the egg and waits to see what will happen. One day, it hatches out a griffin that she names Rufus. With the exception of Bran the Wizard and Pogue the blacksmith, Celie manages to keep the existence of Rufus a secret. Celie tries to learn about griffins and their history within the castle and enjoys the fun of riding on Rufus’s back while pursuing her investigation. The ending leaves the story “hanging” (literally) and wide open for the next installment.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Rylant, Cynthia. (2013). The steadfast tin soldier. Illus. by Jen Corace. New York: Abrams Books for Children.

    It's terrific for a modern audience to have another version of the classic Hans Christian Andersen story of love between a tin soldier with one leg and a beautiful ballerina who perches on one leg. In this version of the story, a jealous goblin pushes the soldier from the window sill where his owner has perched him. From there, he goes on quite an adventure, sailing into a stream, meeting a rat who demands his passport, and then swept along further until being swallowed by a fish. When he somehow survives his perilous journey, his ballerina love is thrilled, but the goblin has one more trick up his sleeve, a fiery ending planned for the would-be lovers. Nevertheless, despite his treachery, true love triumphs over its many obstacles in this version of the tale. The watercolor, gouache, acrylic and pen and ink illustrations complement perfectly this timeless story of an unlikely romance. Although there is quite a lot of text, the story and the illustrations will hold readers' attention.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 6-8

     

    Setterington, Ken. (2013). Branded by the pink triangle. Toronto, ON: Second Story Press.

    Much has been written about the atrocities of the Nazis during the Holocaust, but little has been written about the treatment of gay men during that time period. This book does an excellent job of describing the initial harassment of gay men by the Nazis as they tried to enforce Paragraph 175, a heretofore mostly ignored law passed in 1871 forbidding sexual contact between men. Eventually, anyone suspected as being homosexual was taken to a concentration camp and identified with a pink triangle worn on his clothing. The author describes the stories of some of the men who survived the horrible conditions in the death camps. Some young readers familiar with the play and movie Bent may be familiar with this aspect of the Holocaust, but most will have no idea of this form of discrimination. Young readers will now know this important piece of Holocaust history and understand the significance of the pink triangle, now the symbol of gay rights, once a mark of shame.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 9-12

     

    Lynch, Chris. (2013). Pieces. New York: Simon & Schuster.

    Returning to the characters created in Iceman (HarperCollins, 1994) the author returns readers to younger brother Eric, now 17, as he grieves the accidental death of his older brother, Duane, the previous year in a diving accident. Eric is lost without Duane who was not only his brother, but also his best friend. He mentally revisits that night in the hospital when Duane’s organs were harvested for other people in need. Now, a year later, as Eric contemplates his next steps in life including joining the Navy, he debates whether he wants to meet the recipients of Duane’s organs. He decides to attend a meeting where the recipients will be and is introduced to Phil, who is so grateful to have hearing now due to Duane’s inner-ear bones, to Barry who received the liver that he now seems driven to destroy through alcohol, and to Melinda who got a kidney that saved her life and allowed her to raise her child. Enter Martha, Duane’s former girlfriend and object of Eric’s teen crush, and these individuals become a sort of new family group for Eric. Complicated coming of age emotions make this a complex novel and study in characterization.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Lynch, Janet Nichols. (2013). My beautiful hippie. New York: Holiday House.

    It's 1967, the Summer of Love in San Francisco, and sixteen-year-old Joanne Donnelly lives right on the edge of the action in Haight-Ashbury. Her middle class upbringing leaves Joanne (Joni) feeling constrained and longing for more. She is drawn to Martin, a hippie panhandling on the street, and his particular lifestyle, even while fearing that he will be unfaithful to her and leave her. It’s clear almost from the start that this is a match not meant to be—despite the strong attraction between the two teens. Even as Martin introduces Joni to the counterculture, her older sister Denise has her own consciousness raised as the result of a disappointing early marriage. While capturing the sounds, sights, and feelings of this turbulent period in the nation's history, the author creates interesting characters that change over the course of the novel. Readers will be drawn to Joni and her determinately rebellious nature while noting that her searching didn't take her very far away from home. In many respects this is a quiet book, but it’s also the story of important life choices being made. Readers are certain to wonder what sort of adult Joni will become.

    - Barbara A. Ward, Washington State University Pullman

     

    McMann, Lisa. (2013).  Crash. New York: Simon Pulse/Simon and Schuster.

    From the author of the popular Wake trilogy, Crash is the first title in her new Visions series. This first volume introduces readers to Jules and the DeMarco family. They own an Italian restaurant, and Jules is resigned to the fact that if she wants to drive to school, she must take the double-meatball-shaped food truck. Jules is starting to have visions, and everywhere she turns she pictures a terrible crash with a snowplow hurtling toward a building and an explosion resulting in nine body bags. Finally, after one vision she recognizes the face on one of the bodies, Sawyer Angotti, someone she knows and cares about deeply. With a history of mental illness in her family, Jules is reluctant to tell anyone about her visions. Although the visions are appearing everywhere, billboards, road signs, and television, she has to figure out a way to prevent this horrible accident from happening. McMann adds a bit of levity throughout this suspense-filled action novel as Jules is always creating her lists of 5 things she needs to think about and maybe act upon. This supernatural thriller is a great way to begin a new series from this popular author.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Winters, Cat. (2013). In the shadow of blackbirds. New York: Abrams/Amulet Books.

    The cover of this book set in 1918 promises an enticing, independent, free-thinking protagonist with a plot revolving around spiritualism. Other black and white photographs, intriguing shots of mediums and possible visitors from the spirit world, soldiers in trenches during WWI, and images of citizens wearing masks to protect themselves from contagion, have been strategically placed within the narrative. Sixteen-year-old Mary Shelley Black has fled her Portland home for San Diego where her aunt lives. While her father is on trial for following his conscience, her aunt works hard to forget her own losses. Even as news of the war swirls around them, it is the flu that frightens everyone into staying home so they can avoid the contagion. Perhaps because there is so much death around them, many citizens are fascinated by the possibility of making connections with the spirits of their dearly departed. Mary Shelley scoffs at their gullibility, but when she feels the presence of Stephen, her childhood friend turned potential suitor, after his death, she decides she must figure out why his spirit refuses to rest. The original storyline and fascinating characters will keep even the choosiest reader engaged, and there are enough twists, turns, and bumps along the way to hold the attention of most readers. Effectively and hauntingly capturing the place and time in a surreal fashion, the author prompts reflection about the things we do to save face and whether the events described in the book could have happened. Readers will be unlikely to stop thinking about all those deaths as the result of the flu.

    - Barbara A. Ward, Washington State University Pullman

     

     

    These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online.

     

     

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  • Research is a huge part of the writing process, not only for authors of nonfiction but also for those of us who write fiction. Historical novels, for example, involve extensive study of the time period in which the novel is set so that authors can make sure every detail is accurate to that historical period.
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    Let’s Build a World Together

    by Kate Messner
     | May 07, 2013
    Research is a huge part of the writing process, not only for authors of nonfiction but also for those of us who write fiction. Historical novels, for example, involve extensive study of the time period in which the novel is set so that authors can make sure every detail is accurate to that historical period.

    p: loungeri via photopin cc
    But what about novels set in the future? How do you research something that hasn’t happened yet? Building the worlds of futuristic and fantasy novels involves a process called world building—the careful and detailed construction of a new world, with all the elements that a realistic world must include.

    My 2011 futuristic weather thriller, EYE OF THE STORM, is set in the year 2050, in a world where climate changes have led to severe and catastrophic global weather patterns—and where corporations that have mastered weather manipulation use technology to protect their friends and destroy their enemies. And before I wrote a word of the story, I spent many hours and many, many pages creating that fictional world. It has to be real for me before I can make it feel real to readers. To fully understand my fictional world—and the characters who live there—I need to know not only the details of that world but also how it got to be the world it is. How did it come to this?

    So when I’m working on a book like this, I spread my desk with colored markers and huge pieces of paper, and I map out my future world. Writing the future, for me, begins with a close, thoughtful look at the present. I started with the news of the day. What implications will these headlines have in ten years? Twenty years? Fifty years?

    I sketch out a timeline and try to include everything that affects a society—wars and shifts in international relations, breakthroughs in technology, cures for old diseases and the emergence of new ones. And I ask lots of questions. How might our current environmental policies evolve in a way that leads to a global climate crisis? What nations will rise as world superpowers, and what nations will fall? What kinds of leaders will these nations have?

    So I map out my world. I choose my future leaders, sketch out their policies, and then play the whole thing out like a movie. If this happens…what might be the backlash. If that happens…what would we expect as the result? And what might the unexpected consequences be?

    The answers to these questions help to drive the plot of futuristic novels like EYE OF THE STORM, THE HUNGER GAMES, AMONG THE HIDDEN, and DIVERGENT. Students can deconstruct these novels to get a great sense for how authors build worlds. Most dystopian and other futuristic novels grow out of a seed in our modern-day newspapers. THE HUNGER GAMES, for example, imagines our modern issues with class differences, reality TV, and insensitivity to violence, taken to a whole new level, while EYE OF THE STORM amplifies our current concerns about climate and resulting weather patterns to create a frightening future scenario in which the weather controls almost every move a person makes.

    When students are reading futuristic fiction in class or in their literature circles or book clubs, ask them to consider questions like these:

    • What modern-day issues do you think may have sparked the author’s idea for this novel?
    • What would have to happen for our current world to evolve in a way that makes this setting and its plot a real possibility by the time the novel takes place?
    • What do you think might be a more realistic scenario with the issue at stake, and what variables might affect how that issue plays out in real life?
    From here, students can go on to create their own worlds to use as possible settings in futuristic stories. One way to approach this activity is to start with a big pile of newspaper front pages. Ask students to choose an issue discussed in the headlines and journal about the possible futures that might be associated with it:

    • What do you see as the current concern regarding this modern day issue?
    • What’s your best guess about what this issue might look like in the year 2050?
    • What would a worst case scenario look like in the year 2050?
    • What events/developments/human choices could cause this worst case scenario to develop?
    • If that happened, what would the world look like as this issue got worse? What might happen within ten years? Twenty years?
    • What would a best possible scenario look like for this issue, if things were to improve?
    From here, students can create timelines outlining what happens between now and the future date they’ve targeted as the setting for their stories. Ask student writers to imagine not only the particular issue on which they’ve chosen to focus but also what other issues might look like in the future. Remember that our world includes many interconnected elements, both natural and manmade.

    I’ve created a world building guide for writers that has dozens of questions to prompt this kind of thinking. It’s long, and available online in three parts:

    http://www.katemessner.com/dystopian-world-building-worksheet-part-i/
    http://www.katemessner.com/dystopian-world-building-worksheet-part-ii/
    http://www.katemessner.com/dystopian-world-building-worksheet-part-iii/

    For more ideas and sites to share in the classroom, visit my EYE OF THE STORM RESOURCES board on Pinterest:

    http://pinterest.com/katemessner/eye-of-the-storm-resources/

    Once students have a solid world created, they should begin to have ideas for some of the problems that world might present for its characters, and that’s where the plots for their stories really begin to take off.

    And finally, an added bonus to all this study of futuristic darkness, talking about world building often leads students to the realization that we are engaged in this practice every single day—not when we’re writing, but when we’re making the day-to-day decisions that shape our current world.

    Often, studying worlds gone wrong prompts students to begin an even more important conversation. How can we best work together to build a world gone right?

    For more advice on using EYE OF THE STORM in your classroom, check out this Teacher's Guide.

    Kate Messner is a former middle-school English teacher and the author of E. B. White Read Aloud Award-winner THE BRILLIANT FALL OF GIANNA Z., SUGAR AND ICE, EYE OF THE STORM, CAPTURE THE FLAG, the Marty McGuire chapter book series, and two picture books, SEAMONSTER’S FIRST DAY and OVER AND UNDER THE SNOW. She lives on Lake Champlain with her husband and two kids. When she’s not reading or writing, she loves hiking, kayaking, biking, and watching thunderstorms over the lake. Visit her online at www.katemessner.com.

    © 2013 Kate Messner. Please do not reproduce in any form, electronic or otherwise.
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  • Marilyn MooreMarilyn Moore shares websites, software, online communities, and other technology resources that can help teachers both in and out of the classroom.
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    TILE-SIG Feature: Teacher Technology Tools

     | May 03, 2013

    marilyn mooreby Marilyn Moore

    Technology has created valuable tools for the reading and writing classroom teacher. This article will focus on four types of teacher technology tools.

    Sites for Teachers

    Hundreds of sites exist that present teachers with resources. One of the sites most often used by my college students is the ReadWriteThink site. This site offers lesson plans, games, graphic organizers, and activities. (The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org.)

    Software for Teachers

    Word-processing software is probably the most used software by teachers. Other software includes Inspiration which can be used by both teachers and students. It allows teachers to make their own graphic organizers. Software such as RubiStar allows teachers to create rubrics.

    Online Communities for Teachers

    Teacher Tube is an educator site for sharing content including educational videos, docs, audios, and photos for the classroom. The videos are organized into school subjects and different school levels – college, high school, middle school, and elementary. In a recent article, Kist (2013) points out that the Common Core Standard 6, Grade 8, states that in order to give students practice in collaborative writing, teachers need to use technology including the internet, blogs, or wikis to enable teachers to create lessons where students collaborate on projects such as persuasive writing tasks.

    Technology Resources for Teachers

    To design effective lessons and to meet literacy lesson objectives with deeper understanding, teachers are using iPads, websites, and SmartBoards. Moore (2012) reported that iPad activities that focus on reading and writing include discussion boards, research on websites, dictionary apps, note taking apps, peer editing, and group essays. We learn from Coiro and Fogleman (2011) that there are three types of websites: informational, interactive, and instructional. They contend that teachers need to use websites to design tasks that make learning meaningful and worthwhile.

    SmartBoard use is a very popular technology tool. SmartBoards consist of a touch screen connected to a computer or projector. Software from SmartBoard allows students and teachers to use their hands and fingers to manipulate the screen. While technology tools for teachers are very motivating, it doesn’t necessarily help teachers know how to use them or what these new forms of teaching literacy entail. To keep up with the latest technology tools for teachers, it is important to attend professional development seminars and join professional organizations such as the International Reading Association.

    References

    Coiro, J., & Fogleman, J. (2011).  Using websites wisely.  Educational Leadership, 68(5), 34-38.

    Kist, W. (2013).  New literacies and the Common Core.  Educational Leadership, 70(6), 38-43.

    Moore, M. (October, 2012). Integrating iPads into the high-school curriculum. Reading Today Online, 1-2.  Retrieved from /readingtodayPublications.


    Dr. Marilyn Moore (mmoore@nu.edu) is a Professor at National University in California and serves as the Faculty Reading Program Lead.


    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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    • Blog Posts
    • In Other Words

    Secrets of the School Lunch Superheroes

     | May 02, 2013
    IN OTHER WORDS
    BY JARRETT KROSOCZKA
    May 2, 2013
     
    When I set out to write the Lunch Lady series of graphic novels, I had one simple goal in mind—to draw cartoons of a lunch lady fighting off robots with fish sticks. I wasn’t expecting to celebrate school lunch employees nationwide or to help awaken a generation of dormant readers. But while my original goals weren’t altruistic, I have come to embrace the responsibilities that the series has bestowed upon me.

    First, and the most obvious, would be the “lunch ladies” that I am championing. The series itself was inspired by a chance encounter I had with Jeanne Cariglia, the woman who ran the cafeteria at my old elementary school. It was 2001 and I had returned to Gates Lane School in Worcester, Massachusetts, to talk to the students about my first published book, GOOD NIGHT, MONKEY BOY. While setting up my slide projector in the cafetorium, I noticed Jeanne was still working at the school and I struck up a conversation with her. When she told me about her grandchildren, I was bowled over. She had a family?! She didn’t live in the kitchen with the spatulas?! Even at 23, I had never thought about what would happen after the last lunch of the day was served. I set out to write a book that would detail the secret lives of school lunch employees, and the Lunch Lady series was born.

    From left: Jeanne, Betty, and Jarrett
    The series was launched in 2009 with LUNCH LADY AND THE CYBORG SUBSTITUTE and LUNCH LADY AND THE LEAGUE OF LIBRARIANS. I celebrated at the Worcester Public Library and had a packed house, with Jeanne and her old cafeteria cohort Betty front and center. I acknowledged their presence and presented them with framed drawings of the characters, along with autographed books. The crowd gave the women a thunderous round of applause. Both Jeanne and Betty loved the evening, relishing in the attention, and even autographed some books themselves.

    In the time since the Lunch Lady graphic novels were first published, I've crisscrossed the country visiting schools to give lectures on writing and creativity. And with every school I visit, I learn about the school’s lunch staff and often stop by the cafeteria to shake hands with the women and men who work so hard to feed our nation’s school children. I love having the opportunity to hear how the series has shifted the way kids interact with their school’s lunch staff. Is there really a crime-fighting operation going on behind that sneeze guard?

    In late 2011, I received some terrible news. Jeanne Cariglia had passed away. I attended her wake and could not believe what I saw there. Next to her casket were her childhood portrait and the drawing I had given her at the library two years prior. I spoke with her widower and his eyes widened as he told me about how much that gesture had meant to his wife. Jeanne was so proud of having been the inspiration for the series. She was even signing books for the nurses while in hospice.

    I still have a difficult time wrapping my mind around that experience. That drawing I gave her—it took me maybe 15 minutes to make, but it meant a great deal to somebody. It, of course, went so much deeper than the time spent; it was the thought and validation that the drawing represented.

    These experiences led me to dream up School Lunch Superhero Day, a day in which kids across the country could spread similar joy to their school lunch staff. When considering a possible date for this to take place, I glanced at a bulletin board I keep in my studio. It’s filled with mementos from the Lunch Lady books, including Jeanne’s mass card. I noticed her birthday—May 3rd. It seemed so perfect to me. What school employee wouldn’t want a little boost at the end of the year?

    Along with Random House Children’s Books and the School Nutrition Association, I’ve created this dedicated website where educators and parents can download resources to celebrate on May 3rd.

    But just as I want to encourage good citizenship in students, I also want to inspire their creativity. Through social media, I have already heard from so many schools that are celebrating in unique ways. One school is hosting the lunch staff on their morning news program, another is surprising their school lunch employees with balloons and flowers, and yet another will be lining the school’s hallways with drawings that the children make. The possibilities are endless!

    Being that this is a guest blog for the International Reading Association, I did want to take a moment to touch upon the other group that I have embraced with the Lunch Lady series—the reluctant, or dormant, reader. I hear from so many educators and parents who share that their children are reading books for the first time because of my yellow-toned books and I am so humbled by their sentiments. Had comics been a validated reading format when I was a child, I can’t even begin to imagine how much more confident a reader I would have been. When I was a kid, I read every CALVIN & HOBBES treasury, I cut out and scrapbooked the GARFIELD comic strips from the newspaper daily and, if I couldn’t get a ride to the comic book store, I would walk a mile and a half to get there. I would walk three miles to read!

    I won’t be abandoning this group when I wrap up the Lunch Lady series later this year. (If you haven’t heard, the tenth Lunch Lady book will be the last, at least for some time.) Also in May, my first chapter book will publish. While PLATYPUS POLICE SQUAD: THE FROG WHO CROAKED is a much longer and more prose-heavy book, it is very heavily illustrated. In 2014, I will see the publication of my next picture book, PEANUT BUTTER AND JELLYFISH. I also have some wonderful top-secret plans in the works, and some of them involve comics.

    I hope that you have enjoyed reading my books in your schools. I am, and forever will be, grateful for the hard-working educators who put my books into the hands of young readers. I look forward to seeing what kind of fun activities you might come up with for School Lunch Superhero Day. When reading and food join forces, nothing but good can come from it! And when our children’s imaginations are inspired as they develop a love of reading it is an awe-inspiring thing!

    Jarrett J. Krosoczka has been passionate about storytelling through words and pictures since he was a kid. His Lunch Lady series has twice won a Children's Choice Book Award and was nominated for a Will Eisner Comic Industry Award. In the summer of 2013, Jarrett will have his chapter book debut with the publication of PLATYPUS POLICE SQUAD: THE FROG WHO CROAKED. His Punk Farm and Lunch Lady series are both currently in development as feature films. Jarrett is happily living out his childhood dream in Northampton, Massachusetts, where he resides with his wife and daughters and their pug, Ralph Macchio.

    © 2013 Jarrett J. Krosoczka. Please do not reproduce in any form, electronic or otherwise.


    Graphic Novels Reviewed, Part 2

    5 Questions With... Dave Roman (ASTRONAUT ACADEMY: ZERO GRAVITY)
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  • If you have ever met me, talked to me or read any of my writing, you probably know that I think all topics (no matter what they are) can be related back to school, education, and the art of teaching. In my mind, schools, students, and teachers are at the center of the universe and, therefore, always on my mind.
    • Blog Posts
    • Quiet! Teacher in Progress

    Which Role Do You Want to Play?

    by Mrs. Mimi
     | May 01, 2013
    Being a teacher means embracing constant change. Yet all too often, teachers are told when, how and why to change. In this monthly column, Mrs. Mimi takes on creating change for herself by rethinking old practices and redefining teaching on her own terms.

    p: Auremar/Shutterstock.com
    If you have ever met me, talked to me or read any of my writing, you probably know that I think all topics (no matter what they are) can be related back to school, education, and the art of teaching. In my mind, schools, students, and teachers are at the center of the universe and, therefore, always on my mind.

    So, you probably won’t find it surprising that today, while waiting in the doctor’s office for an appointment, I was thinking about and drawing parallels to school. (What can I say? I’m a teacher. It’s impossible to shut it off.)

    Anyhow, I sat in the waiting room as people filtered in and out in various states of frustration, lateness and oblivion. There were people who were clearly ticked off that they had to be there and had no tolerance for anything other than a prompt appointment and little to no human interaction. There were people who were running fifteen minutes late and clearly had a million other things on their minds. There were people who sauntered in, slamming the door loudly behind them as if they were the only people in the room.

    As I watched this juicy social tableau unfold before my eyes, I was thinking about how many of these individuals were almost caricatures when it hit me like a ton of bricks. BAM! I could equate each of these broad character types to a specific type of teacher in a staff meeting.

    With the Common Core State Standards looming in our daily realities, there is a lot of change on the horizon and I am sure that you are in more than your fair share of meetings. Am I right or am I left? So let’s think about this—which role do you play, and how does it impact the way in which your colleagues view you and/or the way in which your school is moving forward?

    As your school continues to advance and refine its literacy practices, which voice are you going to add to the fray? Are you going to be Frazzled Teacher who has a To-Do List that has spontaneously grown more To-Do Lists? Are you going to be Frustrated Teacher who cannot seem to get past all the impending change? Or are you going to be Oblivious Teacher who feels as if she is the only one who has ten thousand competing demands on her plate?

    Personally, I know I can be and have been any of these teachers on any given day.

    Will you be one of those teachers, or are you going to pause, take a deep breath, and think about what kind of teacher you want to be and stand in that reality? A little fake-it-until-you-make-it, if you will.

    I feel like major change is on the horizon and we do have the potential to seize the moment and make an impact as teachers. There are only so many days left in this school year and, as is the tradition in many schools, these days will be filled with decisions, thoughts about next year and meeting after meeting after meeting.

    So let’s collectively take a beat and think about how we want to represent ourselves, how we want to contribute to the conversation, and how we want to be perceived.

    Mrs. Mimi is a pseudonymous teacher who taught both first and second grades at a public elementary school in New York City. She's the author of IT'S NOT ALL FLOWERS AND SAUSAGES: MY ADVENTURES IN SECOND GRADE, which sprung from her popular blog of the same name. Mimi also has her doctorate in education from Teachers College, Columbia University.

    © 2013 Mrs. Mimi. Please do not reproduce in any form, electronic or otherwise.
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