Literacy Now

The Engaging Classroom
ILA Membership
ILA Next
ILA Journals
ILA Membership
ILA Next
ILA Journals
  • I NEED MY OWN COUNTRY! is a perfect opportunity for introducing citizenship and patriotism this month. The pictures are a large part of the story and must be seen to appreciate the simple text. A young girl is having issues with her family, especially a baby brother. She decides to make her own space through the creation of her own country.
    • Blog Posts
    • Putting Books to Work

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

    by Kathy Prater
     | Nov 06, 2012
    I NEED MY OWN COUNTRY! (Bloomsbury, 2012)
    Written by Rick Walton and illustrated by Wes Hargis
    Pre-K through Grade 8


    I NEED MY OWN COUNTRY! is a perfect opportunity for introducing citizenship and patriotism this month.

    The pictures are a large part of the story and must be seen to appreciate the simple text. A young girl is having issues with her family, especially a baby brother. She decides to make her own space through the creation of her own country. The story documents her ideas and needs in order to assert her independence. She chooses her location, creates a name, and a flag for her country. She then posts her name on her bedroom wall and decides that she needs a bit of company. She invites citizens, and then subjects them to her rules and punishments for breaking them.

    The remainder of the book follows her through the creation of national items, invasions, and visits from foreign dignitaries. Just like in the world today, what happens is often not what we were expecting and planning for. The pictures are MUST SEE to help build the interest and characters in the story. While this is a picture book designed for young readers, it can be used throughout upper elementary and middle school grades as well. This book works well as an outline of what students need to do to develop a country of their own.

    Cross-curricular connections: Social Studies, Art, Math, English

    Ideas for Classroom Use:

    Create a Country/Study an Established Country

    The purpose of this activity is to introduce the process of naming and establishing a country. After reading I NEED MY OWN COUNTRY!, have students in younger grades work in small groups. Students should decide on a name, location, and choose “national things” like a flag, flower, songs, etc. Students should be able to justify their choices with explanations as to why those items, names, and locations are important to them.

    Flag for DayZ Elektro country. Designed by Alex, 7th grade.
    Upper grades can work in groups to determine the same information about existing countries. The students will research their group’s choice of country and present the information in a way to capture the other students’ attention. Students can create posters, PowerPoints, or brochures to showcase their country’s important information.

    Students should be given an opportunity to showcase their work through a display or presentation to a group of parents, or other classes. A Veteran’s Day visit to the classroom would be a great opportunity to show their thoughts about their country.

    Laws

    The purpose of this activity is to introduce the students to the process of making laws. After reading, I NEED MY OWN COUNTRY!, study the pages that show the laws and punishments for the girl’s country. Discuss the process of making laws in the country you live in. Determine the process of how laws begin, are studied, are passed, and how punishments are assigned. This process should be tailored to the grade level and knowledge of the students. Students who are younger will need a much more simplified pathway for this process. As the students discuss the process of creating laws, encourage them to think about laws their country will need or want.

    Have students work in small groups, or independently, to create a set of laws and punishments for breaking the laws. Students should create a bill of rights, a list of rules, and a list of punishments to display in their country’s presentation. Students should be able to justify their reasoning for the laws and how the punishments will help to teach the citizens to do the right thing.

    Students should be allowed to present this information in a classroom presentation to other classmates and/or parents.

    Goods and Services

    The purpose of this activity is to simulate the process of currency and trade within a country for younger students. After reading I NEED MY OWN COUNTRY!, and creating the previous two activities, students should engage in a discussion of how people trade with one another. Have students create their own version of currency for their country. They will then need to discuss what their money can purchase and how much items are worth. Students should develop a list of items that their country can provide, as well as a list of items they will need from other places. Students in separate groups can work together to develop a system of trade between countries for different services. Will your money be worth the same amount in a foreign country?

    Upper grades could use this book to develop a system of foreign trade and goods to supply needs to all countries. Discuss the ability to find resources in certain areas and having to share it with others. How will each country fulfill all of its needs?

    Students should be allowed to present their own currency and list of trade goods to the classroom, and/or parents.

    Additional Resources and Activities:

    Rick Walton This website is a compilation of funny information about the author of I NEED MY OWN COUNTRY! The website includes information about Mr. Walton, his books, teaching ideas for some of his books, and links to “fun stuff,” including ways to play with words. An email link is included if the class wanted to find out more information about his newest book.

    Kids in the House: How Laws are Made
    This website provides background information about how a bill becomes a law in the House of Representatives. The page gives explanations of the steps taken to pass a law and further links for lesson plans for this process. The main website includes extensive information discussing the processes used in the House of Representatives. Links are available from young learners through high school-aged students.

    Social Studies for Kids: Economics
    This website provides an easy-to-understand look at the world or economics. The page includes links for what a budget is, what trade is, and how money has changed. The website also includes links to interactive pages to further teach economics. Many resources and explanations are available through links on this website.

    Countries of the World
    This website provides quick links to facts about several countries worldwide. The countries listed are shown with location, flag, history, current ruling information, economy, and several other areas. This link would provide a good starting point for choosing a country to research.

    Kathy Prater is a reading specialist who works with students with dyslexia, an adjunct professor at Mississippi University for Women in Columbus, Mississippi, and a full time pre-kindergarten teacher at Starkville Academy in Starkville, Mississippi. Her passions include reading, writing, tending her flock of 15 chickens, and helping students at all levels to find motivation for lifelong reading and learning. She believes that every child can become a successful reader if given the right tools and encouragement.

    © 2012 Kathy Prater. Please do not reproduce in any form, electronic or otherwise.


    5 Questions With... Laurie Calkhoven (I GREW UP TO BE PRESIDENT)

    Book Reviews: Elections & Presidents
    Read More
  • iPadsKimberly Kimbell-Lopez shares educational apps for poetry, journaling, sight word instruction, vocabulary, parts of speech, and more.
    • Blog Posts
    • Teaching Tips

    TILE-SIG Feature: Using Educational Apps to Supplement Literacy Instruction

     | Nov 02, 2012

    by Kimberly Kimbell-Lopez

    iPadsIf you want to begin using educational apps (short for applications) to supplement your classroom instruction, then the selection task can definitely be overwhelming. You need either an iPad, iPhone, iTouch, Droid, tablet, or other similar device. It is relatively easy to download apps to your device by accessing the Apple App Store in iTunes. When you sync your device with iTunes, then the new apps you selected are automatically downloaded. There are thousands of apps that can be downloaded using the Apple App store with the prices ranging from free up to five dollars or more. Many of the apps can also be used with multiple devices.

    If you are trying to make more books available for your students, then iBooks can be used to download classical works all the way to contemporary stories. The benefits of using iBooks or other eReader is that students can adjust the print size to make the text easier to read, they can click on words to get help with meaning, and they can add notes or highlights to emphasize key information. Do you want to access books at no cost? Free Books is an app that makes available 23,469 free books and documents from the public domain.

    Keynote and Pages are great apps to use for authoring journal entries, stories, poetry, and other texts. General storytelling apps that students will have fun exploring include Build a Story, Storyrobe, and Strip Design. Are you interested in apps to support sight word instruction? Popular programs include K-3 Sight Words, Play Sight Words, Sight Words, and Smiley Sight Words. Are you more interested in apps that develop vocabulary? Your students can try out Montessori Crosswords, Opposite Ocean, Same Meaning Magic, Same Sound SpellBound, The Opposites, and SAT Vocab Cards. Working on parts of speech? Try MadLibs and Word Sorts.

    Harmon (2012) states that “no other pedagogical tool or technique in my experience engages students in a way that makes learning fun and leaves students feeling like they are in control of their own learning” (p. 30). However, as the transition is made into using innovative technology resources, we have to carefully consider how a particular app can enhance or supplement instruction. We should not simply use apps as babysitters, but instead use the Apps with a specific plan in mind, (e.g., practice a skill, access information, or create a product) (Hertz, 2012).

    If you have something specific in mind you need for your classroom, then there really is probably an app for that. Get started today exploring the world of apps!

    References

    Harmon, J. (2012). Unlock literacy with iPads. Learning & Leading with Technology, 39, pp. 30-31.

    Hertz, 2012. Apps in the elementary classroom. Edutopia. Retrieved October 26, 2012 from http://www.edutopia.org/blog/apps-elementary-classroom-mary-beth-hertz.

    Kimberly Kimbell-Lopez, Ed.D., is the Hubberd H. & Velma Horton Boucher Endowed Professor in the Department of Curriculum, Instruction, and Leadership in the College of Education at Louisiana Tech University.

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




    Read More
  • Hoyte SnowAs we prepare to celebrate Veterans Day in November, we feature Hoyte Snow, a retired teacher and Korean War veteran from Nashville, Tennessee.
    • Blog Posts
    • Teaching Tips

    November Member of the Month: Hoyte Snow

     | Nov 01, 2012

    As we celebrate Veterans Day in November, Reading Today wanted to feature an International Reading Association (IRA) member who is also a veteran. We found this hero in our midst in Nashville, Tennessee, enjoying his retirement after 38 years in the education profession.

    Hoyte Snow served in the Korean War and has been a classroom teacher, elementary school principal, middle school principal, middle school director, and educational consultant. He has been an active member of the Tennessee Reading Association for over 45 years and still attends their meetings. He has also held leadership positions with the Middle Tennessee Reading Association. As well as being honored with the IRA Special Service Award in 2007, he has received the Walter Helms Service Award, the Middle School Administrator of the Year award, the National Association of Secondary School Principals (NASSP) Leadership Certificate of Merit, the Outstanding Community Service Award, among others. Our interview with Hoyte Snow reveals this accomplished man’s inspirational beginnings, his reading engagement secrets, and his encouraging advice to teachers practicing today.

    How did you decide you wanted to be a teacher?

    Hoyte SnowI grew up in a rural area of Tennessee. My father was a share cropper, and I realized I didn’t want to spend my life looking at the back end of a mule!

    In third grade Miss Grace went around the room asking the kids what they wanted to be, and without hesitation I said I wanted to be a teacher.

    At my high school graduation a school board member approached me and asked me to teach grades 5-8 in one room at a grades 1-10 school. I just had to take a six-week course at Middle Tennessee University over the summer.

    I started teaching at age 18 in August; I turned 19 in September.

    We hear that you are a Korean War veteran. Thank you for your service to America! How long did you serve in the military?

    I was drafted during the Korean War in March of 1953, during my third year teaching. I asked to finish school year, and they said I couldn’t. I spent two years in Tokyo, and when I came back I started teaching fifth and sixth grade in Nashville. I also finished college, thanks to the GI Bill. (I had completed one year of college credits by taking courses on nights and Saturdays while teaching.)

    Where did your career go from there?

    After five years of teaching, I got a promotion. In those days you didn’t ask for a promotion, you waited for someone to ask you! The area supervisor asked me to become principal of a local school. Then I became a middle school principal, and then director of middle schools, the job from which I retired.

    As a literacy educator, which classroom strategies did you use to motivate kids to read?

    When I worked in a one-room classroom my strategy was to get the other students involved. I would help the eighth-graders, but if a fifth-grader needed help I would ask an eighth-grader to help him.

    What did you learn during your military service that helped your teaching career?

    Punctuality! Also, serving in Tokyo was my first experience working with people from other parts of the country. I also learned how to get along with different people and how important it is to get along with others.

    How have you been involved in the International Reading Association?

    I am a strong believer in the International Reading Association. I was Tennessee Reading Association (TRA) president in 1984 and chaired a state conference. I still go to TRA meetings; many past presidents are still active with TRA. I’ve held board position on the state and local councils, chaired two IRA regional conferences, and served on several IRA committees.

    What do you consider to be the proudest moment in your teaching career? 

    I’d have to say it was when I was given the 2007 IRA Special Service Award. It meant a lot to be recognized by IRA.

    Can you offer any advice to teachers who are new to the profession?

    Teachers today are so overburdened. I would say: realize what your goal is. You are there to help children, and don’t let the regulations guide you away from your goal.

     

     

     

    Read More
  • I can clearly remember being in high school and dragging my inchworm-green, spotted-with-silver duct tape bean bag chair out the window of my bedroom and onto the roof of the front porch. Like a bird in a nest, I sat there, head tilted up to the stars, so full of yearning that I can still recall the sensation today.
    • Blog Posts
    • In Other Words

    In Other Words: It Was Written by Somebody

    by Kimberly Sabatini
     | Nov 01, 2012
    I can clearly remember being in high school and dragging my inchworm-green, spotted-with-silver duct tape bean bag chair out the window of my bedroom and onto the roof of the front porch. Like a bird in a nest, I sat there, head tilted up to the stars, so full of yearning that I can still recall the sensation today.

    What I longed for was far less specific than being an author—I simply wanted to be somebody. I wanted to matter in this world. I longed to make a difference. I ached to have an impact on others the same way my heroes had had on me. And I can still feel the sensation of running through a list in my head. What things might I be good at? What talents or traits did I have that would put me within shouting distance of my heroes—people like Anne Frank, Helen Keller, Annie Sullivan, Lois Lowry, Karen Carpenter, the POW's from Vietnam, Gandhi?

    Thoughts flew through my mind and when I was done with the self-analysis, I crumbled like a saltine cracker in the fist of a toddler. I had nothing to offer the world that would ever fill the yearning that I felt inside. Right then I knew that I would never be somebody and that revelation defined me for almost the next twenty years of my life.

    As you might suspect, two decades ago, I had only touched the surface of my own potential. But I didn't know that then.

    Delving deeper has been a journey. The need to stretch and venture outside of my box has mostly been forced upon me by circumstance, but since I'm a better me than I was at seventeen, I'm going to cut myself some slack and give myself a little credit for finally deciding to grow. And I've discovered some amazing things along the way. All of my heroes were ordinary people just like me. What made them exceptional was their heart, their tenacity, their need to defy adversity, their desire to grow. They were not people immune to fear; they were people who acted bravely in spite of it.

    It finally occurred to me that they did not wake up one morning, prepared to change the world, but rather they rose to their own occasion. In realizing this, a seed of hope was planted. Perhaps if I worked on myself hard enough—there really would be something inside of me to offer the world. Something amazing.

    It also occurred to me that the things we push away and hide, because they make us feel different, are likely to be our biggest gifts when we decide it's time to honor who we are. It was this revelation that made me realize I have a voice, and if I continue to grow, someday that voice might be big enough to fill the spaces of my yearning.

    I've discovered that two very powerful things happen when people speak their truth. Honest words have the ability to create amazingly intense connections between people, but they also have the power to illicit fear. Fortunately this is an exercise in intermittent reinforcement. Thank goodness for the highs that come with those wonderful connections—without them I don't know who would have the courage to keep putting their naked, vulnerable parts out in the world. I know that every time I run into someone who guts me with just a few sharp, well-placed words, it makes me want to curl up like an armadillo.

    But here's the thing—I've had a taste of what it feels like to be somebody. I've had a little bit of practice at rising to my own occasion. I no longer crumble as easily as I used to. And I have it in my mind that the people I write for are staring at the same stars that I did. They are filled with the same longing to be somebody. And more important than anything else, I write the words that the seventeen-year-old me needed to hear. Yes, it’s too late to change her journey—but it just might make a difference for the company she keeps.

    Kimberly Sabatini is a former Special Education Teacher who is now a stay-at-home mom and a part-time dance instructor for three and four year olds. She lives in New York’s Hudson Valley with her husband and three boys. Kimberly writes Young Adult fiction and is represented by Michelle Wolfson of Wolfson Literary Agency. Her debut novel, TOUCHING THE SURFACE (Simon Pulse, 2012), was released yesterday.

    © 2012 Kimberly Sabatini. Please do not reproduce in any form, electronic or otherwise.


    In Other Words: Sometimes, Reading Isn’t about Reading at All

    In Other Words: Emily Jenkins (Invisible Inkling series) Finds Her Protagonist
    Read More
  • HADES: LORD OF THE DEAD is the fourth graphic novel in George O’Connor’s Olympians series. The series will ultimately feature a graphic novel for all twelve of the major Greek gods and goddesses. The books featuring Zeus, Athena, and Hera have previously been published, and Poseidon is scheduled to arrive in 2013.
    • Blog Posts
    • Putting Books to Work

    Putting Books to Work: George O’Connor’s HADES: LORD OF THE DEAD

    by Aimee Rogers
     | Oct 31, 2012
    HADES: LORD OF THE DEAD. (First Second, 2012)
    Written and illustrated by George O’Connor
    Grades 5-12


    HADES: LORD OF THE DEAD is the fourth graphic novel in George O’Connor’s Olympians series. The series will ultimately feature a graphic novel for all twelve of the major Greek gods and goddesses. The books featuring Zeus, Athena, and Hera have previously been published, and Poseidon is scheduled to arrive in 2013. In each graphic novel, O’Connor seeks to share some of the origins of the featured god or goddess, provide a sense of the god or goddess’ personality and their role in the ancient world, and highlight one of the stories associated with the god or goddess. These goals are met through O’Connor’s sometimes modern text (Hermes refers to Zeus as “Pop,” etc.) as well as his superb illustrations.

    This story of Hades focuses on how he found/took a wife, Persephone, and features an extensive look into the underworld and some of its most famous inhabitants including Cerberus, Tantalos, Sisyphus, and the Kindly Ones. Hermes Psychopompos plays a major role in this graphic novel as well, as he is the messenger to the gods in addition to the one who transports or guides the dead to Hades. As Persephone’s mother, Demeter, goddess of agriculture and the seasons, also has a prominent role in this graphic novel. Unbeknownst to Demeter, Zeus had promised her daughter Kore (she changes her name to Persephone when she becomes queen of the underworld) to Hades as his wife.

    One day, surrounded by a storm of dark clouds and tremendous winds, Hades sweeps in and takes Kore. Demeter, not knowing what has become of her daughter, spends months searching for her, and during this time, she neglects her duties, which causes the earth to become barren and the crops to fail. Meanwhile, Kore/Persephone is adjusting to life in the underworld and is beginning to appreciate both Hades and her role as a queen. Eventually Demeter discovers who took her daughter and she confronts Zeus demanding the return of Kore/Persephone, but by this time Persephone has grown accustomed to her new home and to seal the deal she has eaten six pomegranate seeds, with the result that she must spend six months of each year in the underworld. The six months she spends with her mother on earth are indicated by the seasons of spring and summer, while the six months she spends with Hades are the fall and winter.

    The art and the text in each panel work together seamlessly to provide readers with the complete and intriguing story. O’Connor’s artistic style can be described as sketchy (meaning lots of somewhat rough lines) and realistic. The feelings and mindset of all the story’s players are obvious by the way O’Connor draws their faces and body stance. O’Connor is a master at using color to convey the different moods and settings. The underworld is conveyed in dark, but layered, hues, while vibrant colors indicate the world above when Demeter is happy and muted, washed-out colors when she is without her daughter.

    O’Connor’s graphic novel format and storytelling style will allow readers of all ages and abilities access to his retelling of some of the stories surrounding Hades. In author’s notes, notes on individual panels and a bibliography, O’Connor also provides information on his research and writing process, as well as further details about each of the primary characters.

    Cross-curricular Connections: History/Social Studies, Language Arts/English, Visual Literacy, Art and Science (in regards to the seasons and the gems and minerals of Hades’ realm)

    Ideas for Classroom Use:

    Supplemental Text (Grades 5-12)

    The easiest, and probably the most obvious, use of HADES: LORD OF THE DEAD would be as a supplemental text. I think that this graphic novel and the others in the series would help a textbook passage on ancient Greece come alive. There are many ways that this could be done without requiring class sets of books, such as reading it to the class using a document camera. Another option is to divide students into small groups with one copy per group. If this were done with the graphic novels for different gods and goddess, students could jigsaw about their findings in small groups.

    Greek God/Goddess Trading Cards (Grades 5-12)

    At the end of each graphic novel, O’Connor provides a page long rundown of each god or goddesses stats along with a picture. For example, on page 75, of HADES: LORD OF THE DEAD, is Demeter’s page. It includes: what she is goddess of, her Roman name, her symbols, her sacred animals, her plants and places, her month, her celestial body, and her modern legacy. Based on this idea, students could create their own trading cards for chosen gods or goddesses or other major players in Greek mythology. ReadWriteThink’s Trading Card Creator (now available as an iPad app) makes a perfect tool for this project.

    An Olympian Family Tree (Grades 5-12)

    On the back of the front cover of HADES: LORD OF THE DEAD, O’Connor provides a family tree of the major Greek gods and goddess, including the Titans and the Olympians. This provides a great jumping off point for the creation of a class-wide family tree. Groups could be assigned different branches or generations of the tree to research and create entries for on the tree. The required information could be varied depending on the grade of the students and the depth of the course, but could include an illustration of his/her symbol, powers or gifts and domains.

    Another interesting activity using the family tree would be to compare the Greek family tree to the Roman family tree as many of the same gods and goddess were maintained but their names and other characteristics were changed.

    A Modern Hell (Grades 5-12)

    Hades had appropriate ways of making the inhabitants of his realm atone for their earthly sins. One such example, in HADES: LORD OF THE DEAD, is Tantalos. He was once a favored mortal of the gods, but he murdered his son and then concealed his son’s body in food that he served to the Olympian gods and goddess. His punishment was to spend eternity hungry and thirsty even though he was surrounded by water and grape vines. Each time he bent to take a drink the water receded and each time he reached for the grape vines they would move beyond his grasp. Students could develop appropriate eternal punishments for modern crimes and/or for literary or historical evildoers. How would texting in class be punished in the underworld? What punishment would Voldemort face? How might Hitler atone for his crimes?

    Additional Resources and Activities:

    Titans, Gods, and Mortals—Your Source for All Things Olympian
    George O’Connor’s website for the Olympians series provides additional information about the Greek gods and goddesses, as well as his obsession with the topic, and related activities. One of the most interesting activities involves two different versions of the same panel; one version doesn’t include any text and the other doesn’t include any illustrations. Students would need to fill-in their own versions of what was missing. There are also several Readers’ Theater scripts and a matching game.

    The Online World of Rick Riordan
    The Percy Jackson and the Olympians novels of Rick Riordan are a perfect intertextual match to O’Connor’s graphic novels. Riordan’s books are set in the modern world, but the Greek gods and goddesses still exist and, to some extent, play a role in daily life. Riordan’s website provides more information on Greek mythology and further activities centered around the gods and goddesses. This would also be a good place to send students who have become taken with the topic of Greek mythology to find additional books to read.

    Theoi Greek Mythology: Exploring Mythology in Classical Literature and Art
    This website is an extensive collection of information on Greek mythology. Although it is massive, it is well-organized, which makes it is easy to find what you are looking for. The site does focus on more than just the Greek gods and goddesses, but a wealth of information is provided about each god or goddesses, including ancient images, links to myths, encyclopedia entries, offspring, cult status, and so on.

    Ancient Greek & Roman Gods for Kids
    Although this website is loaded with ads, it is worth surfing around because of all the resources it gathers in one place. There are links to lesson plans, games, craft activities, and more, all focused on Greek and Roman mythology.

    Aimee Rogers is a doctoral student at the University of Minnesota studying children’s and adolescent literature. Prior to her return to school, Aimee taught high school students with special needs, in a wide variety of settings, for ten years. She misses working with adolescents but is developing a passion for working with undergraduate pre-service teachers. She has a growing interest in graphic novels for children and young adults and is hoping to make them the topic of her upcoming dissertation.

    © 2012 Aimee Rogers. Please do not reproduce in any form, electronic or otherwise.


    Something Wicked This Way Comes: Scary Booooooooks!

    Get to Know the 2012 Annual Convention Authors: George O'Connor
    Read More
Back to Top

Categories

Recent Posts

Archives