Literacy Now

by Vicky Zygouris-Coe

Can e-readers reframe student learning? Although I don’t have a definitive answer to this question, I would at least like to say that they have the potential to do so. I believe three key factors that influence the potential of e-readers include: 1) having an understanding of e-readers and instruction using Mishra & Koehler’s technological pedagogical content knowledge (TPCK) framework; 2) having knowledge about how children and adolescents learn in a highly networked world, and 3) using ebooks as an important part of a curriculum that values 21st century learning. With these conditions, exciting things can happen using e-readers.

E-readers are used extensively in many school districts around the nation for many purposes, ranging from motivation to supporting students with disabilities. E-readers are practical, mobile, portable, and some are highly interactive. E-readers’ built-in features (e.g., text-to-speech, speech-to-text, magnification) provide support to all learners, and especially to students with disabilities. Students can use e-readers to read books of their choice, read classroom e-books, conduct research, access primary and secondary sources, listen to books online, use dictionaries, and access and construct all kinds of information. E-readers can support and extent reading and learning, and can be used to exchange and present information, and collaborate with others on problem solving.

Literacy is a personal, relational, and social process. I like to think of literacy as an apprenticeship; this perspective implies that the role of the teacher is one of a facilitator and the role of the student one of a mentee. In that context, some questions I consider when thinking about the potential of e-readers with students include the following:

• How can I use e-readers to support students’ interests and learning goals?
• How can I design my instruction to facilitate critical thinking skills that enable students to read, comprehend, analyze, evaluate, synthesize, create, and share new information?
• Am I using e-readers in my classroom to gradually shift the control of learning to the student?
• How can I promote readers’ self-awareness and comprehension monitoring when reading text on an e-reader?
• Do I model how students use e-readers to read and comprehend literary and informational text? 
• Do I teach my students how to text-code using e-reader features, make and exchange notes about a book and/or project, and critically analyze text?
• How would I use technology to teach students how to use e-reader features to “fix” meaning when it fails? 
• How might e-readers be used in my classroom to promote student-student collaboration (peer reading and writing, literature circles), exchange of information with others, and collaborative development of projects, reports, and ideas?

Although we should continue to learn, use, and incorporate more technology into our classrooms, let’s move it from the periphery to the center of learning in the 21st century classroom. By offering students systematic instruction and support in using e-readers for personal and collaborative learning purposes, we will also be fostering their motivation to learn and go after their own questions, goals, and interests. E-readers have the potential to make the reading and learning process interactive, motivating, and meaningful. However, simply adopting e-readers is not a guarantee for increased independent reading and improvement of the reading process. Success with e-readers depends on our ability to find ways to use them in the classroom to support, extend, and reframe student learning.

References

Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054

Vicky Zygouris-Coe is an associate professor in Reading Education at the University of Central Florida, School of Teaching, Learning, and Leadership, Vassiliki.Zygouris-Coe@ucf.edu.

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

 

 

I admit to having mixed feelings about being on the panel for The Future’s So Dark: Why Readers Can’t Get Enough of Dystopian Fiction, to be held Sunday, April 21 at 2 PM at the IRA conference in San Antonio.

Mostly, of course, my feelings are positive. I’m thrilled to be a part of the IRA conference, if for no other reason than to impress my friend Cynthia, a retired reading teacher (she doesn’t impress easily). And I’ve always had a great time in Texas, San Antonio in particular.

Also, while it’s true I don’t particularly care for the sound of my voice, I do love the words that come out of my mouth. Pfeffers are an argumentative bunch, and we have a strong belief in the wisdom of our proclamations. We’re not fussy either. We’re as likely to proclaim, “That mango isn’t ripe,” as we are, “The world is round.” I don’t think there’s a topic a Pfeffer is unwilling to proclaim about.

But there’s always a risk on a panel that the other panelists, even if they’re not Pfeffers, like to proclaim also. Proclaiming, in my opinion, should not be a competitive event. One proclaimer per panel is more than sufficient, as long as that one is me.

There’s another, equally serious, problem (Pfeffers love to proclaim about their problems). I suffer from what I call The Hostess Syndrome.

This little-known syndrome afflicts those of us who feel we’re the hostess at any event we happen to take part of. It makes sense to feel like a hostess if you are a hostess (or a host for that matter). You want your guests to relax, enjoy themselves, eat those pricey little fruit tarts you bought way too many of.

But I feel like a hostess even if I’m not hosting. Let’s say I go to the movies with friends. Not only do I want them to have unimpeded views of the screen and to enjoy the movie, I feel like it’s my obligation to make sure they do, and my personal failure if they don’t. I scout for those rows with no one ahead of us, and if the movie stinks, I come up brilliant witticisms to proclaim once the credits cease rolling. Sometimes I even take notes, so I won’t forget those brilliant witticisms, which will magically transform a mediocre movie going experience into a long cherished memory.

I am very ambitious in my hostessing.

When you’re on a panel, you shouldn’t be worrying if the other panelists are having a good time. You should be focusing on your proclamations, and maybe, if you’re in an unusually generous mood, on what the other panelists happen to be proclaiming. It’s not your responsibility to make sure they have enough ice water in their glasses, or that someone in the third row is given a cough drop if she happens to clear her throat loudly enough for you to notice.

And yet I feel as though it is my responsibility. I check the ice water levels. I carry boxes of cough drops with me. I’d supply everyone those pricey little fruit tarts if they weren’t such a nuisance to get through airport security. Even when I’m just one small part of a panel, I feel like the hostess.

The solution to all these problems is obvious. I’ll pick the panelists for this and any other panel I might ever grace with proclamations and hostessing needs in mind.

My first choice is Thomas Chatterton.

It’s a good idea to have a teenager on the panel, since they’re the people I write for. And Thomas doesn’t look like he needs much tending to.

Next on the panel is Emily Brontë. That’s her sister Anne standing next to her, but she’s not invited. There’s only so much room on a panel.

Emily was notoriously reclusive, which makes her pretty darn beau ideal for my panel. Reclusive people take care of their own ice water, and don’t tend to proclaim to excess. Sitting between them is Sigmund Freud.

Ordinarily, bearded psychoanalysts with Viennese accents intimidate me. But what with Thomas already on the couch, and Emily so enchantingly repressed, Dr. Freud will be far too busy to look for the hidden meaning of my unripe mangos.

Now all I need is a moderator and it’s clear sailing. I want one willing to check the ice water levels in the drinking glasses and to toss a cough drop or two to audience members as needed.

So for the moderator, I select Virgil.

Virgil has plenty of hosting experience, since he guided Dante through both Hell and Purgatory in THE DIVINE COMEDY. And it’s about time I got some use out of those four years of high school Latin. Just wait until I proclaim, “Arma virumque cano,” in his vicinity.

Oh dear. I just got a phone call from the TSA. It turns out my chosen panel consists of dead people (well, I knew that) and dead people are even harder to get through airport security than those pricey little fruit tarts.

It’s a good thing the panel for The Future Is So Dark: Why Readers Can’t Get Enough of Dystopian Fiction will have Mary Cotillo as moderator and Marie Lu and Rick Yancey as panelists. Their proclamations will be well worth listening to, and rumor has it they’re willing to share their cough drops!

Come see Susan Beth Pfeffer on the author panel The Future’s So Dark: Why Readers Can’t Get Enough of Dystopian Fiction, at IRA’s 58th Annual Convention, from 2PM to 3PM on Sunday, April 21, 2013. She will be joined by fellow authors Marie Lu and Rick Yancey.

Until Susan Beth Pfeffer's New York Times bestselling novel LIFE AS WE KNEW IT was nominated for the Andre Norton Award, she had no idea it was science fiction. Even with three other books in the series—THE DEAD AND THE GONE, THIS WORLD WE LIVE IN, and the upcoming THE SHADE OF THE MOON—she is still uncertain how to pronounce "dystopian."



Beyond the Notebook: Writing a la Poe

IRA 58th Annual Convention in San Antonio, TX

March 6 celebrated World Read Aloud Day but every day is a good day to read aloud to children…or middle schoolers…or a high school class. From beautifully illustrated picture books that can introduce a Shakespearean tragedy to a book of poetry that makes kids laugh or ponder, reading aloud should be a part of today’s reading programs. Reading aloud a chapter book that engages every listener with playful language, or hearing descriptive words that build suspense and create mental images making reading come alive or reading a companion piece of nonfiction that adds real-life drama or historical significance for today, reading aloud builds a reading community. This week’s column from the IRA Children’s Literature and Reading SIG encourages teachers who make reading aloud one of their best practices and offer students in their classrooms examples of fluency, vocabulary in context, discussion and response opportunities, listening skills, sheer enjoyment and so much more by the shared experience of hearing a book read aloud.

Also see ReadWriteThink's Make the Most of Read Alouds tips and Anita Silvey on World Read Aloud Day on the Engage blog.

The ABA (American Book Sellers) created the E.B. White Read Aloud Award in 2004 and expanded in 2006 to create two categories. The winners this past year were:

• Picture Book - I Want My Hat Back by Jon Klassen   (Candlewick)
• Middle Grade Readers (a tie) - The Apothecary by Maile Meloy  (Putnam) and Wildwood by Colin Meloy  (Balzer + Bray)

 

PRE-SCHOOL (and Easter baskets!)

Boyd, Michele. (2013). Counting bunnies; a creative way to learn numbers, and Mama’s little ducklings. San Diego: Silver Dolphin Books.

Preschool teachers and parents looking for an Easter basket treat will enjoy these two little board books from Michele Boyd. Counting bunnies goes beyond showing pictures of bunnies with the appropriate number but each page prompts with a question to the reader to look for another group of five. This creates a good read aloud for teachers but a great interactive lap book for parents and grandparents. In Mama’s Little Ducklings it turns out one egg is missing. Through lift-the-flap answers, again the interaction between adult and young reader makes this an anticipatory story with very fun illustrations.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

McPhail, David. (2013). Bella loves Bunny. New York: Abrams Appleseed.

Fans of Ben Loves Bear (Abrams, 2013) will also adore this sweetly told story in board book form about the bond between a girl named Bella and her stuffed bunny. Best friends, they spend each day together, eating, dressing, playing, and getting ready for bed. From the moment they awaken to the moment they fall asleep, the two of them are inseparable. The first thing Bella does upon awakening is to reach out to Bunny, and they fall asleep holding hands. With its softly-hued illustrations and simple story that will remind older readers of the simple joys of childhood, this one has high appeal for little ones who enjoy the special stuffed animal toys with whom they spend their days. 

- Barbara A. Ward, Washington State University Pullman

 

GRADES K-3

 

Black, Michael Ian. (2012). I’m bored. Illus. by Debbie Ridpath Ohi. New York: Simon & Schuster Books for Young Readers.

Sometimes children find themselves at loose ends with nothing to do except complain about how bored they are since they simply cannot find anything with which to occupy themselves. In this picture book a young girl is bored beyond words until she happens upon a potato. Although at first she can't think of anything to do with the spud, she tries desperately to entertain the lackadaisical vegetable.  She hauls out all her favorite tricks in an attempt to show him all the neat things the two of them can do with their time, but he remains unimpressed. At first her efforts are simple, for instance, she turns cartwheels, but they gradually escalate into elaborate fantasies in which she fights a dragon. Despite all her efforts, the potato remains unmoved until, to the potato’s great delight, a flamingo arrives on the scene. Turnabout is fair play, though, since the flamingo, too, is bored. The digital illustrations contain just the right colors and images to depict the potato’s blasé personality while also showing the once-bored child working hard to impress him. Young readers and their parents will surely recognize all three of these characters that need merely to find something interesting to do. Reading this title aloud offers readers a chance to turn the pages slowly, savoring their content.

- Barbara A. Ward, Washington State University Pullman

 

Boudreau, Helene. (2013). I dare you not to yawn. Somerville, MA: Candlewick.

Have you ever tried to stifle a yawn? Author Helene Boudreau has presented a comical look at how to avoid yawning and thus, bedtime. Written almost as a how-to guide NOT to yawn is demonstrated by the main character, a young boy trying to avoid going to bed when he is in the middle of building a great block tower and other fun things. “There you are, minding your own business …” (p.3) “… your arms stretch up, your eyes squish tight, your mouth opens wide, your tongue curls back, and  - mmm …rrr…yawrrr – a yawn pops out” (p.4) and the next thing you know your mother has you off to bed! The sounds one makes when yawning or trying to avoid a yawn will make this book a great story time read aloud, especially prior to nap time or for parents at bedtime. Enjoy more background at the author’s website.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Donaldson, Julia. (2013). The highway rat. Illus. by Axel Scheffler. New York: Scholastic.

In this rhyming take-off on Alfred Noyes’s classic poem "The Highwayman," a greedy rat masks himself and wreaks havoc on the road, intent on taking everyone's food as he gallops his way through life. His innocent victims can do nothing but give him what he wants, and he collects quite a haul of edibles. But a clever duck finally outsmarts him and lures him to a cave with promises of even more yummy treats from the duck’s sister who lives within the cave. The rat gets his just desserts and ends up wandering through the cave until he takes the perfect job in a cake shop. Meanwhile his victims divide all the food he has secreted in his saddlebags and throw a picnic. The artwork’s bright hues and the text’s rollicking lines allow the animals' personalities to be shine through. This one makes a great choice for reading aloud to others.

- Barbara A. Ward, Washington State University Pullman

 

Falconer, Ian. (2012). Olivia and the fairy princesses. New York: Simon & Schuster/Atheneum.

That loveable pig Olivia decides that she has had enough with following the trends of others. Fed up with all the pink-tutu-wearing wannabe ballerinas and princesses that surround her, Olivia is determined to remain true to herself. But first, she needs to figure out exactly who she is. Her search for identity leads her down several different paths as she refuses to dress, act or be like the others. Eventually, she does find the proper role for herself, and readers will smile at just how right that choice is. Adults and older readers will hoot at this beloved character’s angst and the two pages that emulate Martha Graham's inimitable dance style while applauding her desire to be true to herself among an increasingly imitative world. The charcoal and gouache illustrations are simply delightful and add to the pleasures of sharing this title aloud with others.                

- Barbara A. Ward, Washington State University Pullman

 

Helquist, Brett. (2013). Grumpy goat. New York: HarperCollins.

Goat has come to live at Sunny Acres farm and he is one grumpy farm animal! As the other barnyard animals try to befriend Goat, he kicks them away and continues his grumpy solitude. One day as he is munching his way through the garden and then on up the hill, he discovers a lone yellow dandelion shining in the sun. It reminds him of something and so he begins to care for the small flower. As is the way of dandelions, the day comes when it turns to seed and blows away and Goat is once again despondent. However, the farm animals surround him with their concern and friendship. When the dandelions come back into bloom (as dandelions will always do), Goat is ecstatic and in the meantime has learned the power of friendship. Helquist’s illustrations of the barnyard friends depict powerful emotions throughout the story through a variety of facial expressions. Colorful and downloadable activities are available at the publisher’s website. Visit this author/illustrator’s website for background information about his work.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Kraegel, Kenneth. (2012). King Arthur’s very great grandson.  Somerville, MA: Candlewick.

Henry, one of the descendants of the mighty King Arthur, sallies forth in search of adventure on his sixth birthday. Determined to prove himself worthy of his namesake, he travels far to challenge a dragon, a cyclops, a griffin, and a leviathan. While all four are monstrous in appearance, each one is mild-mannered in response to his desire to do battle. In fact, the challenges they offer him aren't what Henry expects. For instance, the griffin hunkers over a chessboard, and the cyclops begins a staring contest. Although Henry's quest ends differently than he expected, he finds some unlikely new friends instead of someone to battle and defeat, which is probably the best end to a quest, after all. The watercolor and ink illustrations give depth to the monsters' personalities and Henry’s determined journey. Young readers will enjoy the nifty twist on what they expect to happen in the story.

- Barbara A. Ward, Washington State University Pullman

 

Long, Loren. (2013). Otis and the puppy. New York: Penguin/Philomel.

Everyone’s favorite personable tractor, Otis, continues his farm adventures in this sweetly told and vibrantly illustrated tale, perfect for sharing with young readers. With all its many hiding places, the farm is the perfect place to play Hide-and-Seek, and Otis loves playing the game. So does a new addition to the farm, a friendly puppy that seems to love everyone and everything it encounters. But the puppy becomes distracted by whatever it sees while trying to hide, and ends up lost in the woods. Readers will become deeply involved in the story as they wait to see if Otis can overcome his own fear of the dark to help his new friend. The contrasting light and dark illustrations heighten anticipation for what will happen to that puppy and to Otis.

- Barbara A. Ward, Washington State University Pullman

 

Sayre, April Pulley. (2013). Here come the humpbacks! Illus. by Jamie Hogan. Charlesbridge Publishers.

Science is for reading aloud, too! Listen to the migrational journey of the humpback whales from their winter home in the Caribbean where a mother whale gives birth to a male humpback calf and then on to the summer feeding ground off the coast of New England. The charcoal and pastel sanded paper illustrations add to the beauty of this story. Readers will learn much about the daily lives and environment of these ocean animals including whale songs and communication, food sources, the birth of a baby whale and also the dangers they face during their migration north from nature and from humans. Visit the author’s website for more background information including her article “Raising a Young Scientist.”

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Stein, David Ezra. (2013). Ol’ Mama Squirrel. New York: Nancy Paulsen Books.

Using the same type of humor and active fun from Interrupting Chicken, author/illustrator David Ezra Stein has produced a laugh out loud read aloud about mother squirrel protecting her nest. Whenever intruders come around including dogs, cats, kites, repairmen and more, mother squirrel lets loose with her barrage of chattering and acorn throwing accompanied by her verbal rebukes, “chook, chook, chook.” One day, however, the intruder proves to be a pretty formidable confrontation in the form of a grizzly bear that invades the squirrels’ tree. Undaunted, mother squirrel not only hops all over the tree with her castigation of the bear’s intrusion, she calls on other neighboring squirrels to help her get rid of this unwanted tree guest. Enjoy videos, interviews and other resources at the author/illustrator’s website. Also enjoy "Putting Books to Work: Interrupting Chicken by David Ezra Stein" on the Engage blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Sutton, Sally. (2013). Farmer John’s Tractor. Illus. by Robyn Belton. Somerville, MA: Candlewick Press.

Rhyming text and the urgency of impending disaster make a perfect read aloud for young listeners. When the rains start and the river is swelling, it looks like a flood is in the making. With a slight air of anticipation and a question, the repeated phrase, “Farmer John's tractor lies locked in the shed, rusty yet trusty and orangey red” seems to lie in wait for something to happen. Sure enough, a family gets stranded in their little yellow Volkswagen while trying to cross the river and have to climb onto the roof of the car to yell for help. Several vehicles come along to give assistance like a jeep, a tow truck and even a fire engine…but to no avail. When Farmer John sees that nothing is working he jumps into action and hopes that his rusty old tractor will come to life and help these stranded folks out of the river. With a spit and sputter the tractor sparks to life and Farmer John is able to save the family and become the hero of the hour. Grab your students’ interest with this almost wordless book trailer before you start reading aloud. Visit this author from New Zealand at her website.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Ward, Jennifer. (2013). What will hatch? Illus. by Susie Gharremani. New York: Walker Books for Young Readers/Bloomsbury.

Teachers looking for in introduction to oviparous animals (animals that hatch from eggs) will enjoy reading aloud this science book for young readers. First a little hint: “Sandy ball.” (p.1) Then the recurring questions: “What will hatch?” (p.2) Then the answer: “Paddle and crawl. Sea turtle.” (p.3-4) Using die-cut holes for a little peek into the answers, this pattern continues through the book as readers learn about penguins, tadpoles, crocodiles, robins, caterpillars, and a platypus. The final pages of the book provide factual information about oviparous animals including the gestation period, behavior of the mother, where nests are built, and sibling information. Chicken egg development over a 3-week period is illustrated at the end. A teacher’s guide is available from the publisher.Visit the author’s website and learn how to schedule a Skype visit.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 4-6

 

Erdrich, Louise. (2012). Chickadee. New York: HarperCollins/Harper.

The language is in this book, the fourth title in the Birchbark House series, is mesmerizing, and the author’s ability to tell a simple but memorable tale is surpassed by few. Choosing her words carefully, she slowly reveals her characters, building them and the book's plot deftly and sensitively, gently drawing readers into the family's inner circle, and prompting laughter, weeping, and the breath holding of anticipation to see what happens next. As is the case for all of the author’s books, the story centers around Chickadee and Makoons, the beloved twin sons of Omakayas, a central character in the other books in this series. When two thuggish, slow-witted brothers kidnap Chickadee, he endures several hardships and even a brief, unpleasant encounter with missionaries before finally returning home with his uncle Quill. While Chickadee experiences several trials, including cooking and eating meals from the most repulsive ingredients imaginable for his captors and himself, his Ojibwe family never stops trying to find him, even while his brother Makoons becomes desperately ill. The author never lets readers forget the family ties that bind, and the joy with which each family member is celebrated. Readers are sure to enjoy the complicated ferocity and fierce familial love of Two Strike and the bumbling nature of Chickadee’s captors as well as the strong bond between Chickadee and the natural world.

- Barbara A. Ward, Washington State University Pullman

 

Little, Kimberly Griffiths. (2013). When the butterflies came. New York: Scholastic Press.

When her beloved scientist grandmother dies, Tara Doucet is left to deal with her extremely depressed mother who hides away in the family’s crumbling Louisiana mansion, a rebellious older sister, Riley, and a mystery left behind by her grandmother. Tara uses each of the ten keys she finds to follow her grandmother’s clues to the island of Chuuk to solve the mystery and somehow save the butterflies her grandmother has been studying. The book has a long list of suspects, a red herring or two, and unexpected twists and turns that force Tara to rely on her own wits. Although Grammy Claire puts her grandchildren's lives at risk, something that few grandparents would do, in the end her reliance on Tara is not misplaced. The beautiful passages describing the butterflies, Grammy’s tree house research lab, and the island will prompt readers to gasp in awe, possibly justifying the risks Grammy takes. Reading this title aloud over several days or nights will allow readers to savor the butterflies’ magic and wonder about the secrets to youthfulness they just may possess. It’s also fun to watch Tara evolve into a much better person.

- Barbara A. Ward, Washington State University Pullman

 

Messner, Kate. (2013). Hide and seek. New York: Scholastic Press.

Fans of Messner’s Capture the Flag (2012) where readers were introduced to the Silver Jaguar Society will welcome this next story about the society’s mysterious activities. José, Anna, and Henry are back as junior members of the Silver Jaguar Society and sworn to protect historical artifacts treasured around the world. Their adventure this time leads them to Costa Rica when they discover the Jaguar Cup, the society’s most valuable artifact, is missing and has been switched with a counterfeit. As the three Americans kids and their families team up with a local Costa Rican boy the trail leads them to an ecolodge in the rain forest. Messner has created an environmental setting where readers will gather not only clues to solve the missing artifact, but learn about the wonders as well as the dangers of the rain forest. This fast-paced historical environmental mystery promises to be an enjoyable addition to the Silver Jaguars fans. Readers who enjoyed the 39 Clues series will find this a suitable next read. Visit Kate’s website for more background, including how to Skype with Kate.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Pennypacker, Sara. (2013). Clementine and the spring trip. Illus. by Marla Frazee. New York: Disney/Hyperion.

Class field trips are always a challenge so teachers who are preparing their classes for a spring field trip will enjoy reading Clementine and the spring trip aloud to their classes. Though Clementine normally looks forward to spring especially watching her apple tree begin to bloom, she is getting a little worried about the upcoming school trip to Plimoth Plantation. Clementine’s teacher has announced they would be traveling on Bus Seven, the “cloud.” Bus Seven smells awful “like a stink bomb waiting to explode.” (p.99) Then she learns there are strict rules about making no sounds while you are eating. A classmate named Olive then informs her about speaking Olive Language. When Clementine arrives at Plimoth, better named Plimoth Pebble, she thinks (p.107) they tour the grounds and farm and meet the people in costume acting the part of pilgrims. The scenarios among Clementine and her friends, her principal Mrs. Rice, and her teachers provide a humorous but thoughtful look at life in intermediate school and following all those rules. Read about this author and all the other Clementine books at the author’s website, and check out the activity guide.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 5-8

 

Daughtery, James. (2013). Lincoln’s Gettysburg Address; a pictorial interpretation. New York: Albert Whitman & Company.

The Common Core State Standards call for looking at primary documents and examining speeches given in the context of the era in which the speaker lived. In the recent award-winning film, Steven Spielberg’s “Lincoln” (DreamWorks, 2012), the opening scene is an emotionally moving scene of The Gettysburg Address delivered by a group of African American Union soldiers. Using this piece as a film clip to introduce the power of this speech might be an interesting way to introduce this book before looking at it page by page. Caldecott Honoree and Newbery Medal winner, James Daugherty, originally published this 2013 edition in 1947. This year marks the 150th anniversary of the famous American speech and has been given a new afterword written by Gabor S. Boritt, a Civil War authority. As teachers and students read through the 15 sentences that comprise this noted speech, Daugherty’s colorful, mural-like illustrations portray an image of life in America at that time. Teachers might like to juxtapose the Michael McCurdy edition of The Gettysburg Address (Houghton Mifflin, 1995) and note the dramatic difference in the style of illustrations. As students observe the pictures and the words and reflect upon the historical era, significant classroom discussions will ensue. The publisher’s website offers a detailed CCSS lesson guide to the use with this beautifully illustrated speech.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 8-12

 

Meyer, L. A. (2012). Viva Jacquelina! Being an account of the further adventures of Jackie Faber, over the hills and far away. New York: Harcourt Children’s Books.

Whether readers are familiar with this book’s heroine from the previous nine books in this series, they will have few problems getting up to speed while falling a little bit in love with Jacky Faber as she goes from adventure to adventure with a dash or two of romance on the side. As she moves from place to place and one set of loving arms after another, she collects many admirers and stories to share. Ah, the stories she will have to tell when things settle down—if they ever do! In this installment of her continuing adventures, the sometime spy travels through Portugal and Spain and ends up preparing paint pigment for the renowned artist Goya who refines her painting techniques and asks that she pose in the nude. She also climbs aboard a bull and races through the city streets during the annual running of the bulls, is hauled in by the Spanish Inquisition, and is befriended by a band of gypsies. Although the author's facility in describing the exotic locales to which Jacky travels is unquestionable, he is also particularly adept at character development. An intriguing woman for the times in which she lives, Jackie is passionate, independent, flirtatious (but only to a certain extent), cocky, determined, and brave. And yet, she remains a virgin and inspires fierce loyalty from those around her. Her zest for life and gently self-deprecating comments in private only serve to endear her to readers. As she comes dangerously close to death time after time, it's difficult to see how she could ever be satisfied with a quiet life at home after all these madcap adventures. Who knows what lies ahead as she sails for America? This is a delightful tale perfect for sharing aloud with others. Just be ready with plenty of tissues, useful to wipe away tears of relief and those from too much laughter.

- 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. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

 

 

Spring is just around the corner, and not a minute too soon for those of you still wearing your snow boots. But that doesn’t mean your classroom needs to stay buried in a snowdrift of doldrums.

Creating a classroom township—complete with neighborhoods, businesses, and budgets—will help you welcome springtime with renewed energy. Your students will come away with a true sense of what is required of them to cohabitate and function emotionally, financially, and socially in the real world. Along the way your students will use everyday skills in reading, writing, math, art, and social studies, which for you, the teacher, makes meeting academic needs across the curriculum almost—dare I say—easy?

The snow is melting, so without further a-dew, let’s get started!

FOUNDERS DAY

After introducing the concept of a classroom township to your students, the first item of business is to name your new municipality. My class made many suggestions, and after a vote Hunterville was the winning name.

p: Images_of_Money via photopin cc

The next order of business is to have a form of currency. My classroom was organized in groups which were identified as neighborhoods. I then gave each neighborhood a template of blank currency (rectangles drawn on white paper). The neighborhoods each designed ones, fives, tens, and twenties. Once again, we took a vote for the most popular of each and then I made photocopies.

To get Hunterville up and running, I provided each student with $200. With that money they were required to pay taxes, rent, and any fines they might incur. Anything left over was theirs to do with as they pleased. I explained that the only way to acquire more money was to earn it by either starting a business or working for someone else.

WAYS TO EARN A LIVING

The highly motivated students were the entrepreneurs. They were required to write a business proposal and submit to me for approval. Once approved, they applied for a business license, for which there was a fee. Each day they were open for business, they were required to have their license properly on display.

There were a variety of new businesses in Hunterville. One in particular was a bookmark making business where the girls designed bookmarks and then sold them to their classmates. The owner of the business had such a high demand that she hired two employees. Of course, she then needed to pay their wages, too.

Business owners who hired employees quickly learned about the relationship of general contractor/subcontractor and the can of worms that opens up. For example, if a job was not done correctly—or not at all, which did happen—the consequences first fell on the general contractor who then needed to take care of the subcontractors. Often that meant they fired their employees and needed to hire new ones in order to maintain a product for sale. Others decided it was not worth the headache and closed up shop and went to work for someone else.

Some students worked independently, such as the artists who sold their pictures to classmates. They learned their profession had an unsteady income, but ultimately decided they could live on less. Others liked the idea of a steady income and chose to work for the township cleaning the classroom, being the classroom librarian, collecting garbage/recycling, or enforcing classroom law. I provided the Tickets for Behavior to the officers who were on duty in the classroom, watching for negative behavior.

And then, as in the real world, others chose to not work at all. Consequences for this choice were dire. They learned that asking for money from their friends was short-lived at best, and they could not participate in any of the perks that required money (more on this below).

BASIC EXPENDITURES

Students were required to pay rent for their “home,” or in our case, their desk and surrounding space. Rent was based on the number of members living in the community and the location of the community within the classroom. For example, three students living together near the window paid a higher rent than five students living near the locked supply cupboard.

Those who did not pay rent received notices to pay or vacate, and if they continued to not pay rent they received an eviction notice. Those students lived on their own with their desk set apart from the rest of the community.

p: 401(K) 2013 via photopin cc

One last requirement was that everyone needed to pay monthly taxes. Once again if they did not pay taxes there were consequences. Taxes were paid to the township’s treasurer (the teacher). That money was then used to pay salaries for those working for the township. It was also used to pay interest to those who had a savings account with the township’s bank. (I was the banker for Hunterville but I did have employees to help collect on debts.)

After about two months of Hunterville in full operation, one student decided to open his own bank, creating a healthy competition. The door was then wide open to discuss business monopolies and why they are not necessarily a good thing for the greater good.

INDIVIDUAL BENEFITS AND CONSEQUENCES

Students who were able to pay their debts and still have some money left over were allowed to make purchases such as Friday Free time, extra recess, and homework passes (certain restrictions applied!), or earn interest on money held in a savings account at the bank. The fact that their money could make money was very interesting and exciting for the students.

Once a month we had a Hunterville Marketplace. The students were allowed to bring items from home to sell to their classmates using Hunterville currency. I sent a letter home with each student that they needed to return granting permission to bring their selected items to school to sell. The students who did not have money could not purchase any of the perks and during Marketplace they were allowed to only window shop.

Of course friends would sometimes loan money to friends but that never lasted for very long. Ultimately, students who were without an income realized the benefit of having a job.

MEETING CURRICULUM REQUIREMENTS

Literacy: During your introduction of the classroom township, model how to write a basic business proposal and have an example posted for the students to refer to at anytime. Then, let your students work independently to write their own plan. They will certainly have a sense of accomplishment and ownership of their new business and will work harder to make sure it is a success. Be sure to check for content as well as correct grammar and punctuation before giving them final approval!

For those not wanting to start their own business, they are required to complete a job application with the same writing requirements. Students will also need to read the various notices that are posted by the township’s Mayor (also the teacher), and fellow citizens and comprehend what they mean. If they don’t, they will be surprised by the consequences that will certainly follow.

Math: Students quickly learn the value of money—how to earn money, how to save and earn interest. They also learn how to budget their money earned so they can pay their debts and still take advantage of the perks. The entrepreneurs especially learn about the concept of cost benefit analysis for services provided and money earned.

Art: With budget cuts and expectations for high-stakes testing, art in the classroom is a subject of the past. But in your classroom township there are many opportunities and teachable moments to take advantage of for you to teach art and for students to experiment with different media.

For example, your township will need a sign. I used butcher paper and paints and let the students use their creative skills to make a sign they would all be proud to display. Signs for the individual businesses are another simple way for students to express their creativity. Designing the currency is another wonderful opportunity for students to collaborate on art designs. All you need to do is provide a few materials—construction paper, crayons, paints, pastels, markers, or whatever else you find in the dusty art cupboard. Art does not need to be fancy but it does need opportunity to explore and then see what happens!

Social Studies: Creating a township is the perfect way to touch on so many aspects of living socially, government, laws, rules, and regulations. Your students will understand what it means to actually commune with one another. And they will see firsthand how everyone has a very important role to play in their community’s success.

It will not take long for the township to operate fully by the students, reducing your role to that of a moderator, more or less. If there are glitches along the way, and there are certainly bound to be some, your students will be more inclined to solve the problems themselves and carry on business as usual.

As you witness their transformation from student to active community leaders and participants in their township, you will cherish everyday even more that you go to work in your new town!

Kathleen A. Hunter, MS is a literacy tutor and aspiring children's book author. You can visit her online at www.KathleenHunterWrites.com.



Putting Books to Work: Rick Walton's I NEED MY OWN COUNTRY!

Oh, the Places They Can Go: Sharing the Journey to Destinations Unknown

by Judith Hayn

Vaught, S. (2012). Freaks like us. New York, NY: Bloomsbury.

Jason Milwaukee is 17 and like his best friends Derrick and Summer, he shares a self-contained classroom with other “alphabets,” so labeled because of their acronymic disorders. Jason is called "Freak" because the voices in his head perpetually echo that name accompanied by other epithets and visions because he has GAD (General Anxiety Disorder) and is SCZI (Schizophrenic). Derrick or "Drip" is ADHD while Summer is SM (Selective Mute), and it is her sudden disappearance after school one afternoon that triggers this compelling mystery. Freak’s feelings for Summer have apparently morphed into romance, but will the friendship the three friends share be mistaken for his and Drip’s guilt in her disappearance? Freak cannot verbalize his racing unsynchronized thoughts to uncover what he does know about Summer’s despair and hopelessness.

Susan Vaught delineates Freak’s character through first person narrative by using his rational observations accompanied by his troubled thoughts which only he can discern. This makes for challenging reading that is well worth the effort. Freak is much more than mentally unstable as Vaught meshes his illness into action, and the reader enters his chaotic mind. The fear and panic that engulf Freak are almost visceral as he tries to prove his innocence and find his friend.Freaks Like Us is a powerful reminder that there is something freakish in all of us—indeed, a novel to arouse empathy and awareness.

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 Network on Adolescent Literature Special Interest Group (SIGNAL).