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  • The holidays present a host of challenges for teachers. Whether you are trying to preserve instructional time or simply break free of traditional holiday activities, here are ten titles that can help you reinvent your classroom’s holiday traditions. For each non-traditional holiday title below you will find a brief synopsis and an idea for connecting the book to the work of your classroom. What holiday season do you want in your classroom this year?
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    'Tis the Season to Break With Tradition: Reinvent Your Holiday Book List

    by Jan Miller Burkins and Rachel Watkins
     | Dec 03, 2012
    This post originally appeared on the Engage/Teacher to Teacher blog in November 2011.

    The holidays present a host of challenges for teachers. Whether you are trying to preserve instructional time or simply break free of traditional holiday activities, here are ten titles that can help you reinvent your classroom’s holiday traditions. For each non-traditional holiday title below you will find a brief synopsis and an idea for connecting the book to the work of your classroom. What holiday season do you want in your classroom this year?

    ’Tis the Season to Notice

    WE ARE AMERICA
    Written by Walter Dean Myers
    Illustrated by Christopher Myers

    In their latest father-son collaboration, New York Times bestselling author Walter Dean Myers and Caldecott Honor artist Christopher Myers create a stunning journey through American History. The free-verse, non-fiction poetry and the epic illustrations offer homage to the diversity of people who have shaped America across its vast and complicated history. Offering resounding respect both for America and for those who have shaped it, Myers and Myers have found a way to say “Thank you” to all those we owe a debt of gratitude, from brick makers to presidents.

    The cross-curricular connections for using this book are extensive. Our favorite, however, offers a variation on the traditional writing prompt: “I’m thankful for...” Instead, let children think about whom in history impacted the way they live their lives today. If they could say “thank you” in person, how would they say it and what would they say?

    ’Tis the Season to Break Stereotypes

    NAVAJO YEAR: WALK THROUGH MANY SEASONS
    Written by Nancy Bo Flood
    Illustrated by Billy Whitehorne

    The Navajo year begins in October, when summer and winter meet each other. In NAVAJO YEAR: WALK THROUGH MANY SEASONS, Coyote walks the reader through the thirteen months of the Navajo calendar. Illustrated by Billy Whitehorne, who lives in the Shonto-Black Mesa area of the Navajo Nation, this book captures the Navajo seasons with images and words. Presented in poetic form, with graceful and precise language, Flood manages an economy of words that makes the innate challenges of poetry appear easy. The book closes with a Navajo pronunciation guide produced by Berlyn Yazzie, Sr. The guide offers narrative descriptions as well as phonetic pronunciations of each of the months of the Navajo calendar. This book was carefully vetted, and offers a present-day counterpoint to stereotypes of Native Americans that abound around Thanksgiving.

    You can use this book in math to make comparisons between our traditional calendar and the Navajo calendar. Use it in social studies to challenge students’ assumptions about Native Americans. NAVAJO YEAR is most valuable, perhaps, for the opportunities it offers to explore community, traditions, and special days across a calendar year. This book also lends itself to classroom events marking New Year celebrations.

    ’Tis the Season to Rethink What We Thought We Knew

    THE ARRIVAL
    Written and illustrated by Shaun Tan

    Ask most students to describe a “pilgrim” and you will likely hear descriptions of women in bonnets and men in pointy hats with buckles on their shoes. You can help your children see Thanksgiving Day afresh (not to mention giving them a break from the common school traditions they endure over and over again) by showing them that “pilgrims” still exist.

    THE ARRIVAL, Shaun Tan’s beautiful, wordless masterpiece is an award-winning book about an immigrant’s experience that will broaden your students’ definition of the word pilgrim, and offer new depth to what it means to be thankful. A beautifully complex text, THE ARRIVAL offers something for students of all ages. The wordless images will engage younger students, while older students can work through Tan’s invented alphabet, which allows readers to experience the same confusion immigrants experience as they face a new language in a foreign land.

    The potential student responses to this book are many, but this book should probably be left to work its magic without extensive teacher direction. If anything, a simple, post-discussion writing prompt like, “I used to think..., but now I think....” can lend some consistency to student responses that could form a class poem or book.

    ’Tis the Season of Observing

    NABEEL'S NEW PANTS: AN EID TALE
    Written by by Fawzia Gilani-Williams
    Illustrated by Prioiti Roy

    While teaching your students about Eid, the celebration that takes place after the fast of Ramadan, NABEEL’S NEW PANTS will also show your students the ways that family holiday preparations are universal. From buying special gifts for family to preparing holiday food, this sweet tale carries a traditional note that any child can recognize, regardless of family traditions.

    Roy’s gouache, watercolor, and ink illustrations help create a cheerful story of a mishap that leaves Nabeel with a most unusual pair of pants for Eid morning. This is a lovely and truly multicultural book: the author and illustrator are from India, the story is Turkish, and the glossary in the front of the book explains the Arabic terms used throughout.

    Let your students use this book to observe the commonalities in holiday traditions. Students may discover that, even if cultural traditions vary, most holidays share the same, core elements, such as family reunions, giving, and anticipation.

    ’Tis the Season of Peace (In and Out)

    THE PEACE BOOK
    Written and illustrated by Todd Parr

    Author/illustrator Todd Parr’s books present straightforward, accessible illustrations to teach sophisticated ideas, such as tolerance and love. While people celebrate certain seasons of peace in particular, we can think about the importance of peace throughout the year.

    Parr lends concrete examples to this complex word, defining peace as multi-faceted. His illustrations show a range of peaceful moments, from caring for the earth to learning a new language. Use THE PEACE BOOK in your classroom to broaden classroom conversations beyond holiday calendar limitations.

    For a deep discussion that can verbally prime comparably deep written responses, ask your students to think about whether peace is on the inside of them or on the outside. For further analysis, as what they think about this distinction, how inner and outer peace are connected, and whether it matters. You can even go page-by-page through THE PEACE BOOK and think about whether each illustration shows peace within or peace without.

    ’Tis the Season for Enough to be Plenty

    THE SPIDER'S GIFT: A UKRAINIAN CHRISTMAS STORY
    Written by Eric A. Kimmel
    Illustrated by Katya Krenina

    Spiders at Christmas? Children may wonder if you are talking about Christmas or Halloween. This story introduces a culturally significant holiday tradition that may be unknown to many of your students. In the Ukraine, spiders and their webs represent good luck. Many Ukrainians decorate their Christmas trees with spiders and webs.

    THE SPIDER’S GIFT is a retelling of this tradition and its spider legend. This book is perfect considering the economic difficulties many will face this holiday season. The opening line will pull your students in as they learn that Katrusya’s family must figure out ways to turn little into plenty.

    Let this story launch a campaign of holiday decorations or projects that appreciate nature and illustrate that something doesn’t have to be expensive to be beautiful. Paired with conversations about the dimensions of holiday traditions that aren’t sold in stores, students might find that getting down to earth, literally and figuratively, may introduce a new simplicity to a typically frenzied season.

    ‘Tis the Season of Our Own Celebrations

    SEVEN SPOOLS OF THREAD: A KWANZAA STORY
    Written by Angela Shelf Medearis
    Illustrated by Daniel Minter

    SEVEN SPOOLS OF THREAD explains, in classic folktale form, the origin of Kente cloth as well as the seven Kwanzaa principles. Use this title to give your students an overview of this holiday, established in 1966. Minter’s bold, brilliant linocuts convey the strong family ties in a Ghanaian village that serves as the setting for this tale of seven constantly quarreling brothers. With a glossary, pronunciation guide, and craft activity section, this book supports numerous opportunities for exploring and understanding Kwanzaa.

    The SEVEN SPOOLS OF THREAD also invites an exploration of all kinds of holiday traditions. You can support discussion and writing by asking a few of the following questions: What did the creators of Kwanzaa have to consider as they developed this holiday? What does Kwanzaa include that was missing from other holidays? What is the same about Kwanzaa and other holidays? What makes the particular holidays that students observe meaningful for them? What makes a holiday your own?

    ‘Tis the Season to Start Something New

    I LIVE IN TOKYO
    Written and illustrated by Mari Takabayashi

    Brilliant illustrations accompany the authentic text that sometimes reads like a journal and other times like a caption. For each month, Takabayashi offers a two-page spread that chronicles one year in the life of Mimiko, a seven-year-old school girl who lives in Japan.

    With special emphasis on Mimoko’s holiday observances and other family traditions, I LIVE IN TOKYO offers students a new perspective on family celebrations. Takabayashi’s illustrations are intricate, while the ideas are simple but rich. The book ends with a glossary of Japanese terms. I LOVE TOKYO is the perfect book for welcoming in the New Year. Each page offers its own writing prompt, such as favorite foods or hometown landscape. Combined, these prompts offer an authentic mentor text for an illustrated journal across a year.

    In January, share this book with students and let them begin their own monthly journals. Each month they can add a two-page spread. When school ends for the summer, they will have enough of an investment in their journals to continue writing during the break. Perhaps you will be greeted next fall with last-year’s student’s returning to share their summer writing with you.

    Jan Miller Burkins is the founder of Jan Miller Burkins Consulting and Literacyhead.com, and is an author of PREVENTING MISGUIDED READING: NEW STRATEGIES FOR GUIDED READING TEACHERS (IRA, 2010).

    Rachel Watkins is the Assistant Editor of Literacyhead.com and the Children’s Book Specialist at Avid Bookshop, an independent bookstore in Athens, Georgia.


    © 2012 Jan Miller Burkins & Rachel Watkins. Please do not reproduce in any form, electronic or otherwise.


    Holiday Book Reviews

    Putting Books to Work: Judy Cox's ONE IS A FEAST FOR A MOUSE: A THANKSGIVING TALE
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  • Stephanie Grote-GarciaThis San Antonio assistant professor overcame a childhood speech delay to go on to a successful career that includes helping Jack Cassidy with What's Hot?
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    December Member of the Month: Stephanie Grote-Garcia

     | Dec 03, 2012

    This month, Reading Today features Stephanie Grote-Garcia, an Assistant Professor of Teacher Education at The University of the Incarnate Word and founding member of the new Texas Association for Literacy Education (TALE). Stephanie shares her thoughts on literacy education, her experiences working with IRA Past President and What's Hot? expert Jack Cassidy, and why she's excited that the IRA Annual Convention is in San Antonio. 

    When did you decide that you wanted to work in the education field?

    Stephanie Grote-GarciaMany factors led me to work in the education field. However, I did not make the conscious decision until I was a sophomore in college. Looking back on the decision, I believe the two most significant factors were the speech difficulties that I experienced as a child and the wonderful teachers that guided me through grade school.

    My speech did not develop the same as my peers. When I was three years old, my speech equaled that of a 15 month old child. I continued to experience speech difficulties throughout Junior High, particularly with pronunciation. Since oral language impacts one’s development in reading and writing, you can imagine how this impacted my academics in grade school.

    With this experience, I could have easily reacted as a “carrot,” but instead chose to react like “coffee.” You must think this sounds silly, but it actually makes perfect sense. When faced with adversity (i.e., the boiling water) the carrot falls apart ― I could have easily given up. However, the coffee reacts in a way that changes the very circumstance that was meant to break it apart. That is, the coffee changes the water into a treat that is recognized by stunning aroma.

    In relation to this story, I have turned something that was very difficult for me into a true love. I have accomplished this by becoming an advocate for oral and written language.

    My grade school teachers also influenced me. To this day, the teacher I most often think about is my pre-kinder teacher. I must admit, after all these years she still checks on me.

    How did you begin, and how did your career progress?

    My career started in a small rural, elementary school in Texas. I was a reading teacher for grades K-2nd. After my third year in the classroom, I became a certified Reading Specialist and Master Reading Teacher. I then worked in a lab school on the campus of Texas A&M University-Corpus Christ (TAMU-CC) and later as a Reading Specialist for an urban school district. Most of my elementary teaching involved working with struggling readers and writers.

    Over time, I earned a Ph.D. in Curriculum and Instruction with an emphasis in Reading from TAMU-CC. I also completed additional graduate coursework in Special Education. After completing this degree, I stayed at TAMU-CC for one year as a visiting assistant professor. I then moved to The University of the Incarnate Word in San Antonio, Texas. There I am an Assistant Professor of Teacher Education.

    What drew you to researching and writing about reading diagnosis, patterned books, and teaching students with special needs?

    After reading about my speech difficulties as a child, you can guess why I enjoy researching and writing about reading diagnosis and teaching students with special needs. However, I imagine you are wondering about my work with patterned books.

    As a child who struggled in reading, I depended on several clues from the author. One of the most useful clues was predictable text patterns. The patterns assisted me with identifying difficult words and guided my comprehension. Pattern books also increased my engagement and in response motivated me to read and write. I found these patterns to be highly clever and entertaining. I loved text patterns so much that I even structured my own writing into predictable patterns.

    I started researching and writing about patterned books when I met Dr. Mary Ann Zipprich who also recognized patterned books as powerful literature. Since meeting, we have collaborated on a number of projects.

    This summer, you worked with IRA Past President Jack Cassidy on the What’s Hot, What’s Not Literacy Survey. What was that experience like?

    The experience can be summarized as ― wonderful. Jack Cassidy is a fabulous mentor and friend. I was thrilled when he asked me to collaborate with him on the 2013 What’s Hot, What’s Not Literacy Survey. In addition, interviewing the literacy experts was truly enjoyable because I take pleasure in speaking with others and hearing multiple perspectives.

    This year six literacy topics were identified to be the center of attention ― adolescent literacy, common core standards, college and career readiness, comprehension, high-stakes assessment, and informational/non-fiction text. Jack and I will elaborate on these findings at the IRA Convention in San Antonio, Texas.

    You’ve been involved in the recent creation of the Texas Association for Literacy Education (TALE). What encouraged you to get involved, and how has it been going?

    Jack Cassidy, Stephanie Grote-Garcia, and Denise Staudt
    Jack Cassidy, Stephanie Grote-
    Garcia, and Denise Staudt

    I became involved in the creation of the Texas Association for Literacy Education (TALE) through Jack Cassidy. He initiated the planning for TALE in the summer of 2011. At the time, Texas was one of the few states that did not have an IRA affiliated group. 

    The Literacy Summit: What’s Hot in Literacy for 2012, which took place last February in San Antonio, was the first conference for TALE. This event was also co-sponsored by the Specialized Literacy Professionals, a special interest group of IRA. Eight months after the Literacy Summit, TALE reached over 200 members.

    We have also had two publications ― one was a yearbook featuring presentations from the The Literacy Summit, the second was an edited text published by Kendall/ Hunt titled Literacy Trends and Issues: What’s Hot.

    TALE has grand plans for the upcoming year including the publication of our first electronic journal and hosting two professional development opportunities for teachers. The first opportunity will be a special session at the IRA Annual Convention in San Antonio, while the other will be our second annual conference in Round Rock, Texas during the month of October. More information about these events can be found at the TALE website.

    How long have you been a member of IRA? Are you a member of a local council?

    I have been a member of IRA for over ten years and have continually encouraged other educators to join.

    In addition to being a dedicated member of IRA, I find membership to local councils to be very beneficial and important so I am a member of the Alamo Reading Council. This is the local council in San Antonio. Like many local chapters, the Alamo Reading Council provides valuable opportunities for professional development.

    Speaking about local chapters, I predict that the local chapters in Texas are going to really flourish in the next two years. With TALE being new, we are currently searching for our first State Coordinator. This person will be the liaison between local chapters, TALE, and IRA. I believe that having such a person will be extremely beneficial to Texas teachers.

    What are your favorite benefits of IRA membership?

    I am amazed by the wealth of resources offered through IRA. My favorite benefits included the multiple publications and the annual convention.

    As someone who is interested in elementary education, the publication that I read most often is The Reading Teacher. I enjoy this publication for the practical teaching ideas, the connections to research, and the timeliness of the topics discussed.

    Each year I attend the annual convention, where I enjoy meeting other literacy professionals and engaging in discussions about the latest research.  I also look forward to meeting various authors and illustrators.

    Which IRA Annual Convention sessions or events are you excited about attending? What are the best parts of attending the IRA Annual Convention?

    I am looking forward to the session hosted by the Professor of Reading Teacher Educators (PRTE). I have been a member of this special interest group for over five years and am currently their membership chair. This year, Dr. Nell Duke will be the keynote speaker and over thirty roundtable sessions will be presented by PRTE members.

    In addition, TALE will have a special session that includes various authors of nonfiction. I encourage anyone who is interested in nonfiction to join us ― you do not have to be a member of TALE to attend.

    I am also looking forward to hearing Emmy-winning actor, LeVar Burton speak. I love Reading Rainbow and am very interested in learning more about his new projects.

    Can you give us some fun things to do for convention attendees looking to explore San Antonio?

    San Antonio has so much to offer. The conference will be downtown on the beautiful Riverwalk. There, you will be able to walk to many shops, restaurants, and attractions. Riverboats are also available for guided tours of the river.

    While in San Antonio, IRA members are going to be introduced to a true tradition ― Fiesta! This citywide celebration started in 1891 when a group of citizens decided to honor the heroes of the Alamo and the Battle of San Jacinto. The event was such a success in its first year that the city started to plan the celebration every year. Fiesta has grown so large that it now features over 100 separate events and continues for 11 days.

    While in San Antonio, I would also recommend that IRA members visit the various historical attractions such as the Alamo and the Missions. They are extremely beautiful and very interesting.

    What are the main challenges of teachers entering the field at this time?

    There are many challenges for teachers entering the field. However, I think most of these challenges can be synthesized into one ― staying connected.

    Teachers must stay connected with the latest research, texts, authors, instructional methods, policies, community needs, and their students. They must also balance these demands while staying connected with their own families. Staying connected is a large task and it can be very overwhelming for all educators.

    What is your advice to new teachers as they begin their first job?

    There is some wisdom spoken among airlines ― “You must firmly fasten your own oxygen mask before assisting others.” In relation, I believe a teacher must spend time developing their own knowledge and passion for life, learning, and literacy before they can influence others to feel the same way.

    My advice for first year teachers is to spend ample time developing who you are outside of the classroom because it will influences who you inside the classroom.

    As a student, from elementary through graduate school, I could identify the teachers who possessed the passion and knowledge that I am speaking about. I could tell because they made the classroom fun, they showed they cared, and they smiled often.

    I mention this, because the classroom is getting more demanding and it is becoming even more challenging for educators to spend time for themselves.

    I admit that I too struggle with balance. For instance, the number of books that I read for fun has at times taken a backseat to grading papers. And jogging, the one activity that I do to relieve stress, has been nonexistent at times. I notice that when I neglect my own needs, the style of my teaching changes ― I am tired and less motivated.

    This year, I have made a conscious decision to enjoy more experiences outside of the classroom. I am once again reading at least one novel a month and I just ran my first half-marathon on November 11th. In return I am laughing more, my students are smiling more, and together we are learning more.

     

     

     

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  • Michael PutmanS. Michael Putman from the Technology in Literacy Education SIG says Learnist can be an instructional tool and an informational resource for teachers.
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    TILE-SIG Feature: Why Pin It When You Can Learn It?

     | Nov 30, 2012

    S. Michael Putmanby S. Michael Putman

    As you read the title of this post, I am sure many of you immediately noted the implicit reference to Pinterest, a website that has quickly gained a tremendous following, especially among teachers. However, my goal is to actually introduce you to a new website, called Learnist, which has been referred to as the “Pinterest for education.” In what follows, I’ll provide a brief overview of the tool as well as describe a few potential benefits and uses of this social learning platform.

    Identified as a multimedia learning platform, Learnist represents a tool that allows users to gather or examine multiple digital resources about a topic (tag) in what’s referred to as a learning board. The advantage of Learnist over other similar tools is that content resources presented on the board can consist of more than just a series of pictures or links. In fact, Learnist is capable of displaying imbedded resources in diverse formats, such as text, audio, video (including YouTube and Vimeo), and Google maps and books. Extending this flexibility, the resources can also be ordered, thus creators can provide a presentation-like environment, progressing users through a specific set of materials in sequence. Taking advantage of the communicative function of the platform, users can follow specific people, comment on and “like” boards as well as share boards through other outlets, including Facebook and Pinterest. The interface is very much like other social networks, but rather than trying to explain how it looks, I would suggest going directly to the site and examining the learning board that offers a quick tour. Not only will you see what a board looks like, but you’ll also be able to examine a number of videos and text-based sources that introduce the website in more detail and explain how to complete some of the common actions necessary for active and productive use of the site.

    Learnist has great potential for use by educators, both as an instructional tool and as an informational resource. In regard to the former, teachers can “send” their students to a learning board on a particular topic that offers a finite set of resources organized around a particular topic. In essence, the website offers the opportunity to minimize the need for students to search the Internet for resources or information, potentially saving instructional time. Utilizing the flexibility of formats for content resources, teachers can also potentially meet multiple learners’ needs as concepts and materials are introduced and reinforced in several ways within a board. As a professional development tool, Learnist provides access to a wealth of information on a variety of educational subjects. For example, there are multiple learning boards with content addressing instructional methods to meet the Common Core State Standards. Other boards function primarily as resource centers about particular topics, e.g. how to use iPads within instruction or 21st Century Learning.

    I feel Learnist offers some new and exciting possibilities for educators, beyond simply getting ideas from pictures pinned on walls. Hopefully you’ll take a look and find multiple ways to use it as an instructional resource as well as one for professional growth.

    S. Michael Putman is an associate professor at the University of North Carolina at Charlotte.

    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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  • It is disheartening to read the headlines that permeate the media enlightening us that reading scores in America remain flat—or worse, that no significant improvement has been noted since the ’70s. And yet, those of us in this field know full well that READING is the magical key that opens the door into the mind of any human being; it establishes the fundamentals and foundation for whatever he wants to be—or will be. It is the basis for all learning.
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    In Other Words: Language is Our Heritage, But Will it be Our Legacy?

    by Betty G. Price
     | Nov 29, 2012
    It is disheartening to read the headlines that permeate the media enlightening us that reading scores in America remain flat—or worse, that no significant improvement has been noted since the ’70s. And yet, those of us in this field know full well that READING is the magical key that opens the door into the mind of any human being; it establishes the fundamentals and foundation for whatever he wants to be—or will be. It is the basis for all learning.

    However, English, to kindergartners and first- and second-graders, is a foreign language—as German, Italian or French might be to an adult. Speaking a language is not the key for learning how to read it. During a recent lecture I gave to several dozen graduate speech/audiology students, I asked how many had studied foreign languages. Each had studied one or more but not one stated that he learned it the way he learned English: by first memorizing high-frequency words from lists that also went home for further practice. Some admitted to having had difficulty with learning to read, and some stated that it still was not their favorite thing to do.

    Having taught college linguistics some years ago as an offering for teacher recertification, it was exciting to see the sparks when teachers learned intriguing nuggets about this powerful and international language called English. They wanted to know the answers to questions that plague both students and teachers (why is CAT spelled with a C and KITTEN with a K?). They were eager to learn how two vowels could be long in TRAIL, make a wiggly diphthong sound in TAUT, and yet split into two different sounds AND syllables as in TRI-AL and LI-ON.

    Teachers love to learn new things, but not all of us learn the same way any more than children do—yet, what is really different about what we are doing in the classroom today that we were not doing in the ’70s? Not much, sadly. Special education has been added, but all too often this is a slowing down and trimming of what goes on in our regular classes.

    Remedial teaching, however, means the need to take a different tack.

    Most any language entails five linguistic facets in order for one to learn it: phonology, morphology, etymology, orthography, and philology. But in English, the largest language in the world (more than a million words), changes occur daily, and it is mind-boggling to consider the many variances that are updated approximately every six years in our dictionaries. To buy a new dictionary and compare it with “old faithful” sitting on a shelf somewhere in our home or classroom will elicit shock. (Go on. Do it.)

    photo: alexbrn via photopin cc
    For example, as a child, I rode to school on a “buss” (“bus” was chipped off the Latin word “omnibus” and my “buss” now simply means a kiss). When I got stung, I got a big “whelp,” but today, that would be a young animal/child or the pre-teen version of the interjection “well.”

    Once our class got underway, it was stimulating to hear the questions: Why do we hear a “d” in WATER, METAL, and SWEETISH/SWEDISH? Why does TU work just fine in TUNE and TUG, but “sneezes” in CENTURY, TARANTULA, NATURE? Why does METER sound sensible, but when put into the word SPEEDOMETER, it sounds so different? How can I tell when to “sound” the G as a /guh/ sound versus a /jjj/ or a C as an S or a K?

    Great questions! All answerable!

    One of the most “fun” pronunciation and spelling oddities I have ever encountered is WHEN to spell with a C versus a K, or how to know the hard sound of G in GAS versus the soft sound in GERMS. (C and G were both called “gamma” by the Greeks and, thus, follow the same rule.) That is great for those of us who teach.

    Write down the six (yes, six) vowels in lower-case form: a e i o u y.

    Note that the a, o, and u are nice and chubby in appearance while the e, i, and y are formed by first making a straight (stick) stroke. When trying to remember whether or not to spell a word with a C or a K, use C when followed by a “chubby” (or round) vowel or a consonant as in CAT, COAT, CUT, CRIB, CATTLE, SCOTCH. But, if one wants to retain the hard sound of C (K) when using a stick vowel (e, i, or y), the “stick-consonant” K must be used as in KITTEN, KISS, KEEN, KETTLE, SKETCH; otherwise, the “stick” vowels turn C into an S sound as in ICE, CITY, FANCY.

    This wonderful rule will let one down so few times that it is not worth trying to memorize the multitude of C/K words. It is interesting to note that C is the only letter in the alphabet that has no sound of its own; it borrows from S or K.

    G, on the other hand, has a hard sound that it makes in MOST words that have a ROUND vowel or consonant following, such as GAS, GOAT, GUM, GRASS, while the “stick” vowels allow the G to become the soft J sound as in GERMS, GIANT, and GYM.

    Learning why the ARR makes an air sound in SPARROW but an R sound in SPARRING is helpful for spelling rules; learning why we cannot hear SCIENCE in conscience or SIGN in signal is also helpful for unlocking unknown words. We also have to know why there is a T or a sound before CH in BATCH, ITCH, BENCH, and INCH, but none in BEACH, TEACH, and LEECH.

    How I wish I had known so many of these language goodies when I was in elementary school and not had to wait until graduate school to learn the majority of them! Including speech science and audiology in my training certainly made the English language the most exciting one on the planet for me.

    A fun exercise for teachers and young students alike is the task of spelling the alphabet. Unlike America, where it seems to be a pre-requisite to reading success to know the alphabet in order, in foreign countries where a command of English is often the indicator of an educated individual, frequently the naming of the alphabet is the last thing learned. However, it is necessary in order to spell anything aloud or to be able to alphabetize. Think about it. Spell H, Y, C, G, J—aich, wie (why), see, jee, jay.

    Students, too, love learning oddities about their language. The more engaged they become in its forms and complexities, the more likely they are to increase and develop yet more skills.

    Teaching reading to students beginning at age four all the way into adulthood is my life’s work, and I consider it the most exciting of all vocations. How could I not? Is there anything more exciting or self-fulfilling than looking for a previously struggling student who is now hiding in a closet reading a book instead of doing his homework?

    Sadly, like fog (to borrow an image from the Carl Sandburg poem of the same name), illiteracy “sits looking over harbor and city on silent haunches…” and keeps moving “in” instead of moving “on.”

    Teaching, by definition, means imparting knowledge. Anything memorized can be forgotten; anything that is learned and internalized sticks with us more readily. As our educational standing on the global scene steadily slips, it is still true that we, as teachers, hold the key to bringing us back to NUMBER ONE; we just need more reinforcements.

    Betty G. Price is a reading remediation therapist with Professional Reading Services in Roanoke, Virginia. She has also taught in the classroom, conducted seminars and workshops, worked for the Virginia Department of Education on special projects, and provided linguistics for teacher training at college level for those seeking recertification credits. She is the co-author (with Dr. Claude Cauolle, professor emeritus, Hollins University) of SEE ME READ, a large, comic-cartoon laps book for preschoolers (ages 3- to 5).

    [The views and opinions expressed in this blog post are those of the author and do not necessarily reflect the official policy or position of the International Reading Association or its Board of Directors.]
    © 2012 Betty G. Price. Please do not reproduce in any form, electronic or otherwise.


    Teaching Graphemes: Your Mileage May Vary as Much as the Pronunciation

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  • FamilyMembers of IRA's Children's Literature and Reading Special Interest Group review K-12 books about different sizes and compositions of families.
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    Book Reviews: Families

     | Nov 28, 2012

    Families in the twenty-first century often bear little resemblance at least in physical appearance to families of yesteryear. Where large, extended families with several generations living under the same roof were once the norm, today’s families often consist of one parent and a child or several children. While many children still live with a mother and a father, others find themselves spending part of the week with one parent and the rest with another. Others may live with two mothers, two fathers, a foster parent or even an aunt or an uncle, and share strong bonds with close family friends who are as much a part of the family as if they were related to birth. The older we get, the more likely we are to become a part of a created family filled with the individuals who mean the most to us. For some, pets are an integral part of a family, and the bond between humans and cats and dogs is as strong as those between humans. Whatever the size or composition of today’s families, they have one thing in common—familial love. This week’s book reviews from members of the International Reading Association's Children’s Literature and Reading Special Interest Group focus on recent titles featuring families. ReadWriteThink offers numerous lesson plans about families across the grade levels and curriculum areas including interviews, comprehension activities, recording family stories, family timelines, graphing life events, family message journals, captions for photographs, poetry and much, much more.

     

    GRADES K-3


    Alsdurf, Phyllis. (2012). It’s milking time. Illus. by Steve Johnson & Lou Fancher. New York: Random House.

    It's Milking TimeThe lines “Every morning, every night, it’s milking time,” thread through each page in this gentle memoir from the author’s childhood on a dairy farm in southern Minnesota. A young girl and her father go about the daily routine of caring for and milking their cows. Since many children today probably have little knowledge of where milk really comes from, the author has created this story to depict the daily work involved in getting milk from the farm to the table to the market. The relationship between the young girl and her father quietly working together adds to the book’s special feel. The illustrators have used acrylic paint to provide a gentle touch to the pictures of the farm routines portrayed in a nostalgic manner. Poetically written, this book will make a wonderful read aloud not only about girls and their fathers but for any pre-field trip to a local farm. Teachers may want to read more about the author’s background that contributed to the book at her website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Clements, Andrew. (2012). Because your mommy loves you. Illus. by R.W. Alley. New York: Clarion Books.

    Because Your Mommy Loves YouThis new title is a companion book to Clements’ 2005 book, Because Your Daddy Loves You, but now the scene shifts to a mother and son camping trip to White Mountain National Forest. From the beginning when the young boy gets lost in the grocery store while they are buying supplies for the trip, his mother doesn’t come to his rescue but calls his name softly so that he can find her. After all, he is the one who wandered off. This is just the first of many scenarios in which the mother is patiently teaching her son self-reliance. For instance, as the two of them backpack into the woods and have to cross a log bridge, Mother goes first to show her son how it’s done. Later, after burning a few marshmallows, they both get to enjoy a really yummy toasted marshmallow treat. Each little episode repeats the phrase, “Your mommy could say … But she doesn’t.” As in the earlier title, the illustrations are created with ink, watercolor and acrylics, and depict the gentle nature of the story as well as the beauty of the outdoors. Readers will watch as the young boy grows in confidence and pride as he develops new skills and independence. Readers may enjoy visiting the author’s website to find fun extras about writing.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Egan, Kate. (2012). Kate and Nate are running late! Illus. by Dan Yaccarino. New York: Feiwel and Friends.

    Kate and Nate are Running LateTold in a rhyming cadence, the story begins in a hectic way on one morning when Nate runs into his mother’s bedroom, leaps onto her bed, and announces that they are late. For single-mom Kate, this is not unusual, and she has her routine down pat. She leaps out of bed, robe flying, and dashes to the kitchen where she throws on the coffee and slaps breakfast together. Nate and his older sister, Maddie, begin their own preparations to hurriedly dash off to school. It isn’t easy, though, when pets have to be taken care of, lost socks found, backpacks gathered, and forgotten toys found. In the rush outside, Nate slips in a puddle. The gouache illustrations are caricature-like and add to the humor. On a final double-page spread, the little family squeals tires to get to school on time only to find out … it’s Saturday! All for naught! Readers will enjoy the illustrator’s website

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Harris, Robie. (2012). Who’s in my family? All about our families. Illus. by Nadine Bernard Westcott. Somerville, MA: Candlewick.

    Who's in My Family?Part of a blended family themselves, Nellie and Gus become particularly aware of the infinite varieties, sizes, and compositions of families while on a trip to the zoo. While they see families just like their own, they also notice extended families and single-parent families. Not only do the children consider the different places families live, but they also recognize that different families eat various foods for breakfast. Once they return home for a family dinner, the children also discuss the physical characteristics of family members with some having mostly wavy hair and others having mostly straight hair. The digital illustrations show happy children exploring the world around them and satisfying their curiosity about the members of their own family while acknowledging that not all families are like theirs--and that's perfectly fine. This is an appealing title to add to a family text set or one on diversity. In a matter-of-fact fashion it celebrates our many similarities and differences.

    - Barbara A. Ward, Washington State University, Pullman

     

    Higgins, Melissa. (2012). We all have different families. Chicago: Heinemann/Capstone Press.

    We All Have Different FamiliesOne family is often quite different from another family, and this book provides many examples of the ways each one is unique. For instance, families come in different sizes as well as different forms and configurations. While some families consist of a mother and a father, others consist of only a mother or a large extended family that includes a grandparent or aunt or even two fathers. The book also discusses foster parents and adoptions in simple, straight-forward fashion. The photos are full-page in size, showing smiling family members enjoying their time together. Representations of various cultures and types of families are included in the simple text and photographs, but all of them have one purpose: insuring that readers recognize that the one thing all of these families have in common is love for one another. A glossary, suggested readers, and websites are part of the book’s back matter.

    - Barbara A. Ward, Washington State University Pullman

     

    Klise, Kate. (2012). Grammy Lamby and the secret handshake. Illus. by M. Sarah Klise. New York: Henry Holt.

    Grammy LambyAfter hearing or reading this fun picture book children will automatically use “the secret handshake” when they hold a family member’s hand. Larry, who was a little lamb, didn’t care for his Grammy. When Grammy visited, she talked too much, sang too loud in church and dreamed of taking him to exotic places he didn’t want to visit. When Grammy taught him a secret handshake, he imagined it meant, “Please (squeeze). Go (squeeze). Away (squeeze)” (unpaged). But Grammy’s boisterous attitude proves to be helpful when a summer storm tears a hole in the family’s roof. Grammy immediately begins patching and repairing the home, while telling wonderful stories to Larry. She helps rebuild the community school and church. Even her sewing machine comes in handy as she makes clothes and curtains for anyone who needs them. Larry begins to see his grandmother in a different way, and when it is time for her to return home he has a special present that accompanies the secret handshake. Read Klise's "Beyond the Notebook: Start with a Transcript" on the Engage blog.

    - Deanna Day, Washington State University Vancouver

     

    Mackintosh, David. (2012). The Frank Show. New York: Harry N. Abrams. 

    The Frank ShowSomething of a curmudgeon, the narrator's grandfather, Frank, is set in his ways, stubborn, and given to complaining. Family members have to be tolerant of each other’s eccentricities, but when the school has a show-and-tell day and the narrator must bring Frank as his guest, he is understandably anxious. After all, he hasn’t a clue about anything interesting about Frank that's worth telling to his classmates. But it turns out that Frank has had an adventurous life with a  tattoo to prove it. The book explores some familiar territory about the assumptions many of us make about anyone older than forty, but it does so in a charmingly original way. It’s easy to experience the narrator's dread over what a disaster Frank’s appearance will be and then his delight at Frank’s popularity. Especially appealing is the illustration near the book's end with Frank, the star of the show, hanging out with all of the narrator's classmates. Reminding readers that everyone has a story to tell, this picture book is fun to read while providing insight into human character. 

    - Barbara A. Ward, Washington State University Pullman

     

    McPhail, David. (2012). The family tree. New York: Henry Holt.

    The Family TreeThis gentle story, told in sparse text, spans five generations. In the opening scenes, the family arrives in covered wagons to build a new home. They clear the land and build their house. However, one tree is saved to provide shade for the new home. The years go by and the country gets more and more developed, until the contemporary time comes when a work crew arrives to cut down the tree to make room for a highway. The great-great-grandson of the original owner decides to protest the cutting of this tree and stands in front of the tree and declares, “Not this tree.” The forest animals join the protest and move in to offer additional help and protest. Eventually a compromise is reached, and in a double page spread readers will see a new highway cutting a wide path around the tree. Reminiscent of Virginia Burton’s The Little House, this book makes an up to date environmental statement. For a detailed background on the author, visit Sharon McElmeel’s website

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Manushkin, Fran. (2012). Big sisters are best. Illus. by Kirsten Richards. Mankato, MN: Picture Window Books.

    Big Sisters Are BestNew additions to a family may be hard for children to accept, and this simple story follows a young girl as she learns to love her new sibling and to help her parents care for "our baby" (unpaged). One of the most impressive aspects of this appealing account is how the parents reserved time for their first-born child rather than lavishing all their attention and affection on the newborn. This simple action helps her see that she is loved for herself and not what she can do for the family’s new addition. While being a big sister is a pretty cool role, there’s more to the main character than that, and her identity shouldn’t be wrapped up in being a sibling. The message here is positive, accentuated by the illustrations depicting rosy cheeks and smiling faces amid at atmosphere of trust, love, and acceptance. This would be a great title for anyone whose family is growing larger. 

    - Barbara A. Ward, Washington State University Pullman

     

    Rissman, Rebecca. (2012). What is a family? Chicago, IL: Heinemann/Capstone Global Library.

    What Is a Family?The Common Core State Standards suggest that students read more nonfiction literature. This book, part of a new series on families, could help teach young learners understand how families are different and that a family need not be limited to direct relatives. Each of the titles in this series contains a table of contents, bold headings, highlighted vocabulary words, photographs and an index. In addition, there is a note for parents and teachers on how to read and share this book with children. This particular book asks, “What is a family?” (p. 4). The colorful photographs showcase how different families are by answering, “A family is a group of people who care for each other” (p. 4). After discussing siblings, cousins, aunts, uncles, and grandparents, the text then highlights foster parents—adults who care for children to whom they are not related. The text says, “Foster parents help keep children safe” (p. 18). An illustration of a family tree with the different members that make up a family closes the book.

    - Deanna Day, Washington State University Vancouver

     

    Sitomer, Alan. (2012). Daddies do it different. Illus. by Abby Carter. New York: Disney-Hyperion.

    Daddies Do It DifferentBased on his own experiences as a young father, the author has written a playful look at the differences between a mother and father through the day as told through the voice of their young daughter. When Mother gets her ready for the day, the child’s clothes are fashionably put together complete with matching socks and barrettes. When Dad is in charge, the stripes and plaids and crooked hairpins seem to get the job done. While Mom always prepares a nutritious breakfast, Dad’s turn at breakfast offers waffles heaped into a fort with syrup ending up everywhere including topping the dog. Although a bit stereotypical, the story’s intent is playful and fun. The watercolor illustrations add to the text’s humor with cartoon-like pictures that frolic alongside Sitomer’s repeated phrase that, “Daddies do it different.” At the end of the day, however, when it is time for bed, both parents tuck their daughter in with a kiss and tell her they love her in exactly the same way.  Readers will enjoy learning more about the author and this book at his website. And check out his Engage blog series "A Fun Look at Our Serious Work."

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Verplancke, Klaus. (2012). Applesauce. Toronto: Groundwood Books/House of Anansi Press.

    ApplesauceAlthough Johnny's father lovingly spends time with him and even painstakingly prepares applesauce for his son, there are other times when he's too tired to play or annoyed with him. But when his father sets limits or tells him to do his chores, Johnny becomes angry and wishes for a different father. After sulking and wandering into the woods, he returns home to feast on applesauce once again, confident in his father’s love. The colored pencil and acrylic illustrations show Johnny's reactions vividly while in his imagination, his angry father resembles a savage beast, eyes flashing, lips thinned in annoyance, fingers pointing, and face covered with hair. After Johnny has calmed down, he realizes that his father still loves him, and his beast-like qualities have softened. Intended to reassure young readers that love transcends anger, this picture book may prompt reflection about the messages we deliver to the children in our lives, and how those messages may be received. 

    - Barbara A. Ward, Washington State University Pullman

     

    Walsh, Melanie. (2012). Living with mom and living with dad. Somerville, MA: Candlewick.

    Living with Mom, Living with DadWith approximately half of all marriages ending in divorce there are many children who live with one or both divorced parents throughout America. This simple picture book begins with, “My mom and dad don’t live together anymore. So sometimes I live here, with my mom and my cat in our house with the pink door…” (unpaged). In the accompanying illustration a little girl peeks out one window while her mother looks out of another one, and their black cat is sitting on the front stoop. Children will delight in the opportunity to lift a flap that reveals another home showing the little girl with her father and dog. The text continues, “And sometimes I live with my dad in our apartment at the top of the building!” (unpaged). The book continues in this manner, comparing and contrasting the two different places she calls home where she lives with each parent. Each page features a flap to help children interact with the book even more. The book concludes with the reminder that while they are no longer together, her Mom and her Dad love her very much, and so does everyone else in her family.

    - Deanna Day, Washington State University Vancouver

     

    Wells, Rosemary. (2012). Yoko learns to read. New York: Hyperion.

    Yoko Learns to ReadWhen Yoko’s teacher motivates her beginning readers by awarding a leaf for every book they read, Yoko is eager to earn even more leaves for the school book tree. However, since she has only three books at home, she and her mother head to the library for easy-to-read titles. As Yoko learns new words, she gains confidence, and inspires her mother, who only knows Japanese, to learn to read in English too. Yoko's steadfast determination to master reading amid the naysaying of some of her bullying classmates and with her mother’s constant support shines through the book’s illustrations that show her eager-eyed wonder as the world of words opens up before her. The illustrations, rendered in oil pastel and collage and brimming with swirling colors and cats representing humans dressed in vivid kimonos, are particularly eye-catching as are the endpapers filled with replicas of the one-syllable word cards and images used by someone cracking the alphabetic code and learning word families. Together, the illustrations and text capture perfectly the joy with which Yoko celebrates her ability to read better with each book she tackles.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 4-6

     

    Adderson, Caroline. (2012). Middle of nowhere. Toronto: Groundwood Books. 

    Middle of NowhereAlthough Curtis is one hundred percent positive that his mother will come back soon from wherever she is, another part of him doubts that she will. After all, she's left him before, prompting an unhappy stay in a foster home. With each passing day, Curtis’s doubts increase. Curtis begins running errands for their elderly neighbor Mrs. Burt, and eventually the boys come to confide and trust in her. Eventually, she concocts a plan involving a road trip to a family cabin near a lake far from their home, certain that the distance and isolation will keep the police and social services from bothering them. The boys have the time of their lives at the cabin, and Artie faces many of his fears. Curtis, however, can't quit thinking about his mother, and wants to head back to town. The book has many unexpected twists and turns, and the kindly Mrs. Burt turns out not to have been as truthful as she might have been in her own desire to cobble together a family while also maintaining a level of independence. The author skillfully plays with many readers’ assumptions about family and maternal instincts, revealing that making one mistake doesn't make someone a bad mother. Any mother whose sole treasure is the first baby tooth lost by a child can't be all bad. 

    - Barbara A. Ward, Washington State University Pullman

     

    Atinuke. (2012). The No. 1 Car Spotter and the Firebird. New York: Walker & Company.

    The No. 1 Car Spotter and the FirebirdThis short chapter book featuring the No. 1 Car Spotter in the Village is just as delightful as the first one. Although No. 1's ideas often meet with resistance from his family members at first, eventually they turn out to be creative solutions to problems. For example, when a leopard preys on the villagers' goats, No. 1 is unable to use a slingshot skillfully enough to frighten the leopard away, but he coats a shirt with chili pepper soup and wraps it around the goat. When the leopard gets a taste of the hot stuff, he runs away with a burning taste in his mouth. One of the hilarious aspects of the story has to do with his suggestion that Mama Coca-Cola build a house made of cement with results that are totally unexpected. Every page in this title shows the affection family members have for one another even through life’s challenges.

    -  Barbara A. Ward, Washington State University Pullman

     

    Lean, Sarah. (2012). A dog called Homeless. New York: Katherine Tegen Books.

    A Dog Called HomelessFifth-grader Cally Fisher lost her mother a year ago. Her father and brother, Luke, are not handling their grief very well. Cally’s father has become closed off and withdrawn while Luke seems to have disappeared into the world of video games. Cally is yearning to talk with someone about her mother when she begins seeing her mother in various places – or is it a ghost? Her father tells her she is imagining things and will discuss it no further. In addition to her mother’s spirit, a strange and possibly homeless dog appears whenever her mother is around. As Cally continues to question what is really happening here, a charity fund-raiser at school requires the students to be silent for a day. Comfortable with the silence, Cally decides to continue not to speak. When the family has to move, Cally soon meets Sam, her downstairs apartment neighbor who is blind and nearly deaf. As a friendship blossoms, so does an understanding of surviving difficult situations. This first novel from Sarah Lean offers a tender and thoughtful story about life, loss and healing to middle grade readers. Readers may be interested in visiting the author’s website devoted to this book. It includes a variety of resources and extension activities.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 7-8

    Creech, Sharon. (2012). The great unexpected. New York: HarperCollins.

    The Great UnexpectedThere are two narrative strands at work in this novel that bears some resemblance to Charles Dickens' Great Expectations. Two orphans, Naomi Deane and Lizzie Scatterding, become best friends while living with families in the small town of Blackbird Tree, but their friendship is threatened when a boy named Finn literally falls through a tree. Naomi is strangely drawn to him and anxious that he might be attracted to her friend. Meanwhile, in Ireland, a wealthy woman named Mrs. Kavanaugh is busily concocting her revenge. Although there are references to murder and hints of revenge that may lead readers to assume the worst of Mrs. Kavanaugh, she turns out not to be the villain of the book. In fact, her revenge comes from giving gifts to those who don’t expect them. The notion that there are often unexpected, mysterious connections among individuals that somehow shape lives and change fortunes is a powerful idea that moves throughout the book, heightening readers’ enjoyment. As that Finn boy causes the same sort of problems between Naomi and Lizzie as he did in an earlier generation, the past and the present seem to collide improbably. In the end, unanticipated love, fortune, friendship, and forgiveness change the characters’ lives in unexpected ways.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 9-12

     

    Hartman, Brett. (2012). Cadillac chronicles. El Paso, TX: Cinco Puntos Press.

    Cadillac ChroniclesAlthough the road traveled in this novel by a debut YA author has been well-traveled by others, it's hard not to root for sixteen-year-old protagonist Alex Riley as he figures out where he belongs. Alex and his mother don't get along, and he knows next to nothing about his father who lives in Florida. Because it will make her look good and advance her political career, Alex's mother agrees to take in elderly Lester Bray but then changes her mind after he proves to be too troublesome. As Alex becomes increasingly annoyed with his mother, he and Lester set off on a road trip in Lester's Cadillac. Enroute from New York to the South, the two bond as Alex learns the truth about his father’s sexual identity and loses his own virginity while visiting Lester's hometown. Conversations with Lester and detours help Alex come to understand himself better and develop tolerance for those around him, including his own family members. Readers will certainly fall in love with Selma who deflowers Alex and shows him how to please her physically. While road trips may provide opportunities for growth and self-reflection, so can practicing a little patience and listening to others. Teen readers will look forward to the next title from this author who balances humor and pathos so skillfully.

    - 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.


     

     

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