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  • Hold Fast
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    Young Adult Book Review: Hold Fast

     | Dec 11, 2012

    by Judith Hayn

    Balliett, B. (2013). Hold fast. Scholastic Press.

    Hold FastHold Fast is the latest in Blue Balliett’s popular mysteries featuring young adolescents. Dashel Pearl lives in a Chicago high rise apartment with his wife Summer and their daughter Early and young son Jubilation. Dash has a job working at the Harold Washington Public Library, but one day he just disappears one cold afternoon. 

    Where is Dash? What will happen to the family now that there is no income? Early uses the rhythms of words that her father loves and taught to her as she tries to unravel the mystery. After a violent break-in, the family flees their cozy home for the uncertainties of the urban homeless shelter system.

    Early is a delightful, charming heroine, whip-smart and resourceful. While her mother sinks into depression over their plight, the young girl keeps searching. She unites with a fascinating set of characters in her quest to clear her father of stealing rare books and reunite this shattered family. Balliett interweaves the serious problem of homeless children and the damage the shelter system wreaks; however, Early’s story is one of redemption and hope, a triumph of the human spirit in one shelter kid. The book is a must read for those twelve and younger as the author’s play with language and words creates a lyrical read.

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

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

    by Judith Hayn Balliett, B. (2013). Hold fast. Scholastic Press. Hold Fast is the latest in Blue Balliett’s popular mysteries featuring young adolescents. Dashel Pearl lives in a Chicago high rise apartment with his wife Summer and their daughter...Read More
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    Teaching Tips: Going Graphic with Glogs

    by Diane Lapp
     | Dec 10, 2012
    This post originally appeared on the Engage/Teacher to Teacher blog in May 2011.

    Tired of filling all your classroom wall space with charts, construction paper, and poster boards and then wondering how to recycle all that paper when it gets replaced with new charts and posters? Have you considered the reasons for inviting students to represent their thinking through visual texts? And have you tried using Glogs as an alternative?
     
     
    A New Reason
     
    Often students are asked to create PowerPoint presentations, posters, and other visual texts to answer a series of questions that you have identified. But answering teacher-initiated questions make students collectors of, and responders to, information. If you want to encourage students to critically examine issues, to note concerns, to generate questions, and to use images to share their perspectives about what they are reading and thinking, creating a Glog provides an excellent opportunity for their voices to be visually represented.

    A New Type
     
    A digital poster called a Glog allows students to interactively engage, create, and share information. Students can add images, videos, music, flashcards, and much more to their web-based Glogs that can be used for retellings, as study guides, or to share information, a perspective, or a critical stance. Incorporating a Glog as visual media is not confined to the elementary grades or to the reading of literature. Glogs can be used at any grade level and in content classrooms, as shown by the examples that follow.
     
     
    Consider some of these ideas for creating a Glog:
    • Collaborative groups can create Glogs about books they are reading during literature circles. They can pose questions that they might like to ask the author or a character.
    • Students can create reviews of books they are reading. When seeking a new book to read, students can access each other’s reviews and get acquainted with their points of view.
    • Groups of students can each study an author, including books written, style, genre, etc. and then create an author study Glog to share the information. They might identify their concerns or share their insights about issues being presented by the author. For example they might ask Sharon Draper if she experienced a personal loss that allowed her to so deeply describe the feelings of Andy in Tears of A Tiger.
    • Students can create Idiom Glogs, Simile Glogs, Homophone Glogs, and others about tricky literary concepts. They can then offer tips on how to use these.
    Learning About Glogs

    To get started visit http://www.glogster.com/.

    Glog Projects

    Here are a couple of instructional examples that illustrate students sharing their voices and perspectives through a Glog.
     
     
    3rd grade Reading/Language Arts: Teacher, Kelly Johnson

    Purpose:
    Create a Glog of a fairy tale character that conveys perspective differently than implied in the original text.

    Task: After selecting a fairy tale, students worked in groups of three to think and talk about each character’s perspective of what was, or had occurred in the tale, and the perspective the author was creating. They were tasked with selecting one of the characters and retelling the fairy tale from a different perspective. For example, Cinderella could have left her slipper at the ball because she had not really liked the Prince or had not wanted to go to the ball. The wicked stepsisters could have been shown as sisters who were always bullied by Cinderella because she was prettier than they were. Students were asked to also discuss how the readers would perceive these character changes: Who would be the hero, the empowered, and the victim?

    Ms. Johnson had assigned this task because she was attempting, within the context of critical literacy, to encourage her students to understand that in every story and situation they should analyze whose position is being supported by the author and whose voice is being ignored or silenced. After selecting their tales and characters, and creating the new perspective, students were then invited to share the selected character’s new perspective within the context of a Glog. Each group was asked to include photos and other visuals representing the new perspective. In addition, students were asked to include illustrations representing the setting. Students were able to scan in their own sketches of the scenes. Students could also include current or classical music that best illustrated the complexity of the problem being faced by the character. The solution to the dilemma was also to be included in the Glog in the form of a video the students created, a written paragraph, or an audio recording from the students themselves.
     
     
     
    11th grade Social Studies: Teacher, Javier Vaca

    Purpose:
    Create a Glog persuading support for the “home front” efforts during WWI.
     
    Task: Students worked as partners studying one of the following topics (Building Up the Military, Organizing Industry, Mobilizing the Workforce Ensuring Public Support; view an example here). Using a chapter from their social studies text, and related articles found via the Internet, their task was to first identify text-based visuals and information that had promoted “Home Front” support for WWI. Next, they interrogated the texts to determine who was being either supported or forgotten and what views were being either promoted or ignored. They then figured out ways to entwine their perspective as a way to communicatively engage with the author, and, finally, to use visuals to persuade others to their stance. Before beginning, students decided that they could persuade and inform by using visuals as well as words, and that they could then persuasively share their information within the context of a Glog.
     
     
    Benefits to Learning

    These Glog projects supported the students in comprehending and then synthesizing the text-based information. Working as partners/teams, students were identifying, locating, and interrogating texts, and then discussing their thinking in order to negotiate the images and slogans that would persuade the audience viewing the Glog to view “home front” war support through the stance of the creators, or to have new insights and feelings about a fairytale character. In addition to reading information and reporting it in their own words, these students were also creating visual texts representing the newly learned information through images designed to persuade or to illustrate a new perspective.

    Diane Lapp, EdD, is a distinguished professor of education at San Diego State University and an English teacher and literacy coach at Health Sciences High and Middle College.

    © 2012 Diane Lapp. Please do not reproduce in any form, electronic or otherwise.


    TILE-SIG Feature: Create a Multimedia Poster Using Glogster

    Engage: Plugged In
    This post originally appeared on the Engage/Teacher to Teacher blog in May 2011. Tired of filling all your classroom wall space with charts, construction paper, and poster boards and then wondering how to recycle all that paper when it gets...Read More
  • Terry S. Atkinson
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    TILE-SIG Feature: A New Culture of Learning

     | Dec 07, 2012

    Terry S. Atkinsonby Terry S. Atkinson

    Children born this year will graduate from high schools in the year 2030. With this fact in mind, TVO has launched Learning 2030, a special on-the-road series canvassing citizens and experts about the future of education. Recently featured in this series is Douglas Thomas, co-author of A New Culture of Learning. Through his lens as a cultural historian, he argues that game-changing technologies including Google, Amazon, Wikipedia, smart phones, and YouTube have transformed the way that students think, learn, and make sense of the world. Thomas argues that university instructors must make radical shifts in their teaching to reach today’s students and challenge them to address tomorrow’s yet unknown problems and questions. While Thomas makes many points based on what he claims are the best historical tenets of education, several ideas are particularly intriguing for university instructors. These include:

    • Shifting the teacher’s instructional role from dispenser of content to that of guide and mentor;
    • Rethinking learning so that student passion, imagination, inquiry, collaboration, and a quest for greater understanding are foregrounded; and
    • Valuing the notion of honing student intellect through challenging and substantive questioning, rather than providing right answers to teacher-generated questions. Such questioning may reveal no definitive answers and, therefore, has the potential to foster long-standing student interest and engagement.
    Traditions in the academy often undermine such radical shifts in university teaching and learning. Perhaps no one understands that better than Roni Jo Draper, who launched an innovative cross-campus action research project among engineering, English, history, mathematics, music, science, theatre, and visual arts colleagues at Brigham Young University (BYU). In her quest to better understand her own role as a content-area literacy educator, this collaboration has led her to question a fundamental tenet of content-area literacy. She no longer imagines that she can suggest a body of cross-content literacy strategies appropriate for all teachers and disciplines. Participation in action research with her BYU colleagues has led her to conclude that participation in the intellectual discourse of specific disciplines must be the focus of content-area literacy instruction and can only take place in collaboration with content-area specialists.

    Draper and her Brigham Young University colleagues offer one innovative model for collaborative professional development among university faculty. In rethinking their own roles and practices as teacher educators, their efforts offer inspiration for other higher education faculty to envision and create new cultures of learning within their own classrooms, departments, colleges, and universities.

    Terry S. Atkinson is an Associate Professor in the Department of Literacy Studies, English Education, and History Education at East Carolina University.

    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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    by Terry S. Atkinson Children born this year will graduate from high schools in the year 2030. With this fact in mind, TVO has launched Learning 2030, a special on-the-road series canvassing citizens and experts about the future of education....Read More
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    Sparking Ideas for Student Stories

    by Janet Lawler
     | Dec 06, 2012
    We all have unique lives, experiences, and interests, no matter what age we are. These can be springboards for each of us to create stories that no one else can write. Students who comprehend this may write with more confidence and, perhaps, come to see themselves as authors too.

    I regularly visit schools and give presentations on my children’s books and writing process. When students have an opportunity to ask questions, one invariably posed is, “Where do you get your ideas for stories?” I love answering this question, because by sharing the “sparks” for my stories, I hope to inspire kids to create their own. Starting points for stories may be found in relationships with family and close friends, personal interests, personal experiences, and even dreams. All of these have jumpstarted my fiction.

    Another source of inspiration that I like to discuss in some detail with students is the great big world of ideas, happenings, and information that constitutes current events. These offer boundless opportunities for authors looking for story ideas.

    I was browsing the Internet in early 2008 and read an online news article from the Alaska Dispatch about a cease and desist order issued to prevent an Anchorage, Alaska man from building a 25-foot snowman. There was a photograph of Snowzilla (built the year before), and I marveled at his enormity. He dwarfed people and nearby houses. The huge snowman had caused chaos in town; tourists clogged roads, and people claimed he might hurt someone if he collapsed.

    So the town issued the order to prevent the second rising of Snowzilla. This struck me as a very sad commentary on our times. Legal action against a snowman? I ruminated for months before writing the first draft of SNOWZILLA, based on the true facts. But I write for children, and this version had an adult protagonist and a not-so-happy ending. After brainstorming with colleagues, playing “what if?” with the facts, and putting myself “in kids’ boots,” I wrote a fictionalized version in rhyme about a little girl and her brother:

    It snowed without stopping for week after week.
    When it ended, at last, Cami Lou took a peek.
    She bundled and booted and zipped up her brother.
    “Let’s build a huge snowman, unlike any other!”


    Departing from fact to create fiction isn’t always easy, especially if you are basing your story on true facts within your life experience. But a good fiction writer must often depart from the facts to serve his or her story. For example, a character inspired by a cranky uncle might be more memorable if there’s a secret reason for his unhappiness. The same freedom to change and mix things up applies to plot. A good fiction author doesn’t limit him or herself to “how it really happened.”

    Since I had only read about Snowzilla and wasn’t wedded to his true story, it wasn’t that hard to turn on the “fiction switch.” How could I ratchet up the humor, the story, the size of this tall tale? I started with a spunky child protagonist who enlists her mom to plow the whole yard and her dad to place Snowzilla’s head using a rig. I thought of funny reasons for people to complain:

    “Poochie is scared to go out the front door.”
    Another said, “Views were much better before.
    A lady warned everyone, “Make no mistake—
    when temperatures rise, he’ll turn into a lake!


    I changed the town ordinance violation into neighbors bringing lawsuits. And when I ruminated about how to save Snowzilla, my own life experience kicked in with a fact—in my New England town, the flattest, most open space is our community garden. What a perfect spot to move Snowzilla! Major scaffolding, many hands, a trip down Main Street, and marching bands helped complete the joyous move. And when the inevitable happened, Cami was ready for the challenge:

    Weeks later, the sun became hotter and bright.
    Snowzilla grew smaller and flowed out of sight.
    Cami Lou waved, hardly shedding a tear,
    because she had much bigger plans for next year.


    My completed manuscript had grown into a humorous tall tale far different from the original news story I’d read. My creative journey can be a model for similar journeys in your classrooms. Consider encouraging students to use a news story as a starting point for writing fiction. Such assignments or exercises will introduce or expose them to journal and newspaper articles as a reading option. Interest in current events may be kindled. And opportunities abound for tailoring assignments to particular literacy goals.

    For pre- or early literacy students, a teacher might propose a simple fact line drawn from the day’s news, or from the day’s events—“Principal Jones stood on the playground.” The class can brainstorm to invent a story, with the teacher saying, “What if?” or “What might have happened next?” This storytelling exercise, led by teacher prompting, can encourage all students’ creative juices while targeting specific skills. For example, the class story line might include, “Principal Jones ran away.” Students can brainstorm a “best word” for the verb “ran.” (Students might suggest, “He hopped away,” or “He dashed away,” “He hurried away,” or “He zoomed away.”)

    For more experienced writers, a teacher might select and read two or three short news articles that would be of interest to kids. Students can write a fictional story, developing a story idea from the article. Teachers might model an example, creating a short fictional story. An article about a giant underground ant colony might lead to a story about a child using all his leftover dinner food to set up a soup kitchen for ants. Students could share their articles and brainstorm together to come up with story ideas.

    For older grades, students themselves could select an article from a print newspaper, or online news source. That article would provide the story idea. A teacher might refine such an assignment to focus on specific traits or mechanics of writing, such as story arc, descriptive passages, hyperbole, active verb choices and tenses, etc. Students should tackle such assignments with enthusiasm—they will be reading and choosing an article that piques their curiosity. Some will be drawn to human interest stories; others may be drawn to science or medical writing. Still others may be fascinated by local, state, national, or international history or current events.

    With a bit of guidance, students of almost any age can mine news sources for a story idea. Creating fiction out of real events will help students develop confidence as story tellers and provide myriad opportunities for teachers to present or reinforce numerous language arts concepts and literacy skills. Hopefully, students will soon see stories everywhere in the world around them—as do all good fiction authors.

    Janet Lawler is the author of IF KISSES WERE COLORS (a Common Core Curriculum Map-suggested work for kindergarteners), A FATHER'S SONG, and A MAMA BUG'S LOVE. Her latest book, SNOWZILLA, was published this past October. OCEAN COUNTING is slated for a 2013 release by National Geographic. Learn more about Janet and her work at www.JanetLawler.com.

    © 2012 Janet Lawler. Please do not reproduce in any form, electronic or otherwise.
    We all have unique lives, experiences, and interests, no matter what age we are. These can be springboards for each of us to create stories that no one else can write. Students who comprehend this may write with more confidence and, perhaps, come...Read More
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    QUIET! Teacher in Progress: The Power of the Panic

    by Mrs. Mimi
     | Dec 05, 2012
    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.

    Teaching is an emotional thing. There is the joy you feel when your students master a new concept, the frustration you feel when they look at you like you’re speaking in tongues, the nervousness you feel before the first day, and the relief you feel when their little fannies walk out the door on the day before a vacation. But you know the one emotion that doesn’t get enough attention as it relates to the lives of teachers?

    Panic.

    Yeah, I said it. Panic. Teachers feel panic. And you know what? I think a little panic makes us better teachers. A little panic never hurt anyone.

    We have a huge responsibility as teachers. You know, we work to create thoughtful citizens, we instill a love of reading and help children curate an identity as readers, we expose children to new ideas, we encourage teamwork and inventive problem solving….all while holding our pee for eight solid hours and never sitting down. That is INTENSE!

    I begin the year with energy, with plans, with enthusiasm, with ideas, with the calm that only comes from a few weeks spent on the beach. As the year progresses, and September becomes October, I feel accomplishment as my little friends are settled into our routines nicely and are shaping up to be a lovely group. As October slips into November and then December comes out of nowhere, the panic begins to set in. I have to get my students to hit what benchmark as readers? And why has that particular group of friends seemed to stall in their progress? What happened to my organized conferring notes? Where should I go to find new and exciting titles? And has anyone seen my To-Do list…I thought I put it right here…you can’t miss it—it’s five pages long and double sided.

    photo: net_efekt via photopin cc
    Panic.

    Just yesterday, I sat with a group of teachers who were deep into their annual panic. They were hungry for new titles to share with their classes, for ideas to use to ramp up the effectiveness of their reading conferences, and for new tricks to better organize their mountains of notes and data. And that’s when I realized—the panic made each of these teachers better than they ever imagined they could be. The panic created a sense of urgency that did not consume these teachers; rather, it pushed them to work harder to see results and improve their own practice in significant ways.

    So as the holidays approach and your own sense of personal and professional panic come to a jolly head, take a breath and recognize that this panic is making you a total rock star.

    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.

    © 2012 Mrs. Mimi. Please do not reproduce in any form, electronic or otherwise.
    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...Read More
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