Literacy Now

The following list of resources is a supplement to “Honoring Diversity,” an article in the September/October 2018 issue of Literacy Today, ILA’s member magazine.
It is provided by the article’s authors, Anna Osborn and Tricia Ebarvia.

Recommended middle and high school titles for your classroom

• Inside Out and Back Again and Listen, Slowly by Thanhhà Lại (HarperCollins)
• Blackbird Fly and Hello, Universe by Erin Entrada Kelly (Greenwillow)
• Fred Korematsu Speaks Up by Laura Atkins and Stan Yogi, and illustrated by Yutaka Houlette (Heyday)
• American Born Chinese by Gene Luen Yang (Macmillan)
• Flying Lessons & Other Stories by Ellen Oh (Crown)
• To All the Boys I’ve Loved Before by Jenny Han (Simon & Schuster)
• When Dimple Met Rishi by Sandhya Menon (Simon Pulse)
• When the Emperor Was Divine by Julie Otsuka (Anchor)
• You Bring the Distant Near by Mitali Perkins (Farrar, Straus and Giroux)
• Warcross by Marie Lu (Penguin)

Additional resources

• “Asian Americans: A Diverse and Growing Population,” a report from the Pew Research Center
• “The Myth of the Model Minority,” podcast episode by Teaching While White
• “Asian Americans Talk About Racism, and We Listen,” podcast episode by Still Processing
• “A Conversation With Asian-Americans on Race,” op-doc video from The New York Times
• “Are All Asians Rich?” MTV Decoded
• “8 Asian American Pacific Islander Creatives on the State of Representation,” “How to Have a Productive Conversation About Asian Beauty Standards,” and “Why the Trope of Rebellious Asian Women With Colorful Hair Is Problematic,” Teen Vogue
  
  

Tricia Ebarvia, a Heinemann Fellow, teaches English at Conestoga High School outside Philadelphia, PA. She is also a codirector for the Pennsylvania Writing and Literature Project and an Educator Collaborative literacy consultant.

Anna Osborn, an ILA member since 2008, is a reading specialist and National Board Certified teacher in Columbia, MO. As a member of her district’s equity team, certified by NCCJ-St. Louis as an equity facilitrainer, Osborn leads educators in difficult conversations about identity, systemic oppression, and strategies to achieve liberation. Currently, she is pursuing her PhD in literacy at the University of Missouri-Columbia.

I believe that literacy provides our youth with the soul of education and allows them to attain a deeper understanding of what makes us human—the joys, perils, and insights of our experience. I applaud and celebrate those who understand the importance of instilling a passion for literacy in our young people, and I am a firm believer that it can start with just a single spark.

Looking back to my childhood, which took place in Brooklyn in the 1920s, the memory of my mother’s reading habits takes root. When she finished her chores for the day and I returned home from school, she would be sitting and reading, waiting to serve the evening meal. She was a prodigious novel reader and I watched her read day after day, getting her books out of storefront lending libraries for what I think was 10 cents a day.

It has taken many years to discover this as the seed that grew my own obsession to read and write, but that image of my mother living in a parallel world of fictional characters has stuck with me throughout my entire life. It is almost as if I am writing my stories and novels for her, and I think that is my biggest tribute to her.

As a very young child, before I was able to read on my own, my parents read to me from storybooks. My parents’ gift to me one holiday when I was 6 years old meant more to me than they could know, and it was absolutely essential to my grounding in literature. They bought me a set of My Bookhouse by Olive Beaupré Miller, which was six volumes of stories and rhymes chosen from international literature for children. The offerings in these wonderful books began with nursery rhymes and progressed to material for children as they grew.

I loved those books. I read them over and over again. They were gorgeously illustrated, and I never grew tired of reading them. It was like crossing a moat from the reality of a world of struggle and strife, to a paradise of storytelling, which opened infinite possibilities and aspirations in a young boy confronting a strange and scary future.

When I had my own children, the set had been moved so many times that I had unfortunately lost track of it. But one day when my oldest child was about 5 years old, I found them in the book section of Marshall Field’s in Chicago during a business trip. Honestly, I had the feeling that I had struck gold and the discovery brought a rush of memory and stirred deep emotion and heartfelt tears. Of course, I immediately had a set shipped home for my children.

Literacy is a prize to be savored and a path to insight and wisdom. Lack of literacy is a creeping danger, and neglecting the teaching of literacy to children through indifference, impoverishment, and neglect is a travesty that can condemn them to a life of ignorance and enslavement. To truly appreciate the power of literacy is to understand its ability to empower.

My own love affair with reading inspired my dream to become a novelist by the time I was 15. After high school, I went to New York University and pursued a degree in English literature, where I was introduced to the roster of great American novelists, becoming bewitched by the works of Hemingway, Faulkner, and Fitzgerald. My freshman English professor, Dr. Don Wolfe, inspired me, and I later went on to study creative writing with him at the New School, along with Mario Puzo and William Styron.

As a writer of the imagination and a reader of works of the imagination, I believe reading and writing have given me the necessary insight, understanding, and greater comprehension of the human condition on all levels. It has taken me out of the living moment into the mind and motivation of others, both past and present, and showed me a path to empathy and potential wisdom.

No matter who it is that first sparks that flame, dedication to instilling the values and wisdom that come to us through literacy is sublime, offering a lifetime treasure trove for the soul, the most valuable gift that someone can provide a young person as he or she navigates life.

Watch his video, "For the Love of Reading: How Books Shaped My Destiny," here.

Warren Adler is the prolific author of over 50 works of fiction including his iconic The War of the Roses, Private Lies, and Random Hearts. You can read about his latest film/TV developments here. He recently launched Writers of the World, a campaign featuring aspiring and established writers. He has been featured in The New York Times, Entrepreneur, Publishers Weekly, and Pfizer and is a regular contributor to Lit Hub, Huffington Post, and The Daily Beast. With a growing fanbase of over 600,000 fans on Facebook, Adler regularly shares advice to aspiring writers and is considered a pioneer in the digital publishing world.

Student literacy centers for all learners? How? Why? Where do I begin?

As defined by Debbie Diller in her 2003 book, Literacy Work Stations: Making Centers Work (Stenhouse), “A literacy center work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy.” However, sometimes it is hard to fathom how our students will behave, collaborate, and engage in critical and higher order thinking without our affirmation and guided scaffolding. Nevertheless, sometimes change is positive, and students will thank us for the opportunity to engage in meaningful and student-centered work.

In my personal experience, my students engaged in daily authentic collaborative discussions; however, I knew there was something missing. As I reflected on my teaching, I noticed I was having trouble balancing my small group while the rest of my students worked on one activity. Meanwhile, our lower grade house was being recognized for its effective student centers, which our administration wanted to implement throughout the elementary school. I sat with clammy hands and a doubtful mindset because this was now an expectation, and they would see to it that we followed through with the plan.

I first sought out assistance to organize and plan out literacy centers with my academic coach. I planned. I set up. I was blown away as I watched as the students worked diligently. I was invisible, and the students relied on each other to accomplish their task at hand. I sat with my small group, targeting the Texas Essential Knowledge and Skills (TEKS) they struggled with, and the students were able to rotate and work on a variety of mastery literacy skills, such as writing, vocabulary, technology, poetry, etc., that would have usually taken them a week to accomplish. More importantly, I was able to set up centers that targeted my students’ needs, and they were able to work independently and collaboratively with their peers.

I quickly observed a positive engagement shift, student collaboration, discovery using available resources, and excitement of their learning being student-led, rather than direct teach. After witnessing the amazing results, I began to seek out research that describes literacy centers for upper elementary students, including what they look like in upper grade levels (considering centers are most common in lower primary grades). Unfortunately, there was not enough research that supported upper elementary literacy centers, therefore, I adapted existing ideas and evidence-based practices to fit my students’ needs.

The implication of literacy centers helped my students become more independent, accountable, and responsible. All my students reported that they enjoyed the literacy centers and agreed that their favorite part was seeing their reading skills improve. More importantly, my findings showed positive improvement in their literacy skills, engagement, and sense of independence.

Moving forward, I hope to make the literacy centers more engaging, effective, and efficient for the next school year, and I am content in knowing that my students will go into fifth grade with academic and social skills that will define a better future for them. I believe literacy centers helped drive my instruction more authentically, and my reflections helped me gain insight on how to differentiate my instruction so that all my students can assume responsibility in their learning.

Literacy centers for all learners

• Small group with teacher (TEKS mastery)
• Writing center/writer’s workshop
• Technology (inquiry/research, etc.)
• Word work/vocabulary center
• Comprehension skills (poetry, drama, expository, etc.)
• Read to self/partner/independently

Margaret Esquibel is a fourth-grade teacher at the Southwest Independent School District in Bexar County, Texas. 

The picture book read-aloud is one of the hallmarks of the early childhood and elementary classroom. As children gather on the rug around their teacher, they experience one of the most basic pleasures of being human: the love of a good story. Of course, they profit in other ways; their vocabulary, understanding of syntax, and grasp of story structure all expand with every new picture book.

Not every teacher loves reading aloud, however. In my work in schools, I often observe teachers reading to children with a lack of confidence and enthusiasm.

Fortunately, teachers and parents who wish to improve as dramatic readers now have an unprecedented array of resources to support them. So, whether you’re a teacher interested in improving your read-aloud skills or a teacher wishing to connect your students’ parents with great resources to support literacy acquisition, web-based read-alouds and audiobooks have you covered.

Mastering the art of dramatic reading

The first step in reading aloud well is genuinely liking the material. Think back to your own favorite picture books from childhood and be sure to include them in your curriculum. Then, go on a reading tour at your local library or bookseller. Librarians are outstanding—and underused—resources for recommendations of great read-alouds.

Once you have a bundle of picture books on your desk, read each one to yourself. Notice what delights you. If a picture book leaves you cold, set it aside. Align the picture books you like best with your curriculum. For example, the legendary picture book, Where the Wild Things Are by Maurice Sendak may be ideal for identifying character traits or for comparing and contrasting settings. Identifying the specific reading skills each picture book supports will allow you to match the best read-aloud to each unit of instruction.

When it comes to mastering the art of reading aloud, learn from the best. Thanks to Storyline Online, you can watch first-rate comedic and dramatic actors read aloud picture books. The service is free and available on YouTube.

The following read-alouds offer a great starting point. Each one lasts about five minutes.

• Harry the Dirty Dog read by Betty White
• Somebody Loves You, Mr. Hatch read by Héctor Elizondo
• Rent Party Jazz by Viola Davis

As you watch each read-aloud, notice the following characteristics of great dramatic readers:

• Enthusiasm: The reader is brimming with enthusiasm for the story.
• Wit and warmth: Just like a great conversationalist, a good dramatic reader is both friendly and fun.
• Story knowledge: The reader knows the story so well that she can help her audience notice any aspect of it, whether it be humorous, touching, or painful. And yet, the reader seems to be enjoying the story for the first time.
• Commitment: The actors on Storyline convince us that nothing is more important to them than the picture book in their hands.
• Pacing: Notice how the actors do not rush through their reading. They let the natural pace of the story dictate the speed at which they read.

When we mimic the enthusiasm, commitment, pacing, story knowledge, and wit and warmth displayed by these exemplary readers, we are on our way to learning how to delight young children with our own read-alouds. In doing so, we will enrich our entire ELA curriculum.

Although audiobooks lack the visual component of Storyline’s read-alouds, they still have much to offer to the ELA classroom. The lack of visual context forces children to rely entirely on their language processing skills to make sense of the story. Some of the greatest actors in history have narrated audiobooks of classic children’s literature. From fairy tales to fables to chapter books, there are audiobook masterpieces to enjoy with your young students.

Connecting parents to online resources

Just as not every teacher is an enthusiastic dramatic reader, many parents are reluctant to read aloud to their children. Sometimes this is because they were not read to as children. Other times it is because they are English language learners who lack confidence in their reading or pronunciation skills. Either way, both Storyline’s videos and audiobooks can help fill this gap. Provide links to the Storyline videos and audiobooks that you use in class and recommend that parents play them at home.

The best children’s literature only gets better with repeated listening, reading, and viewing. With each rereading, children benefit from increased exposures to diverse sentence structures, vocabularies, and plots. The best scenario is having parent and child actively watch or listen together and discuss afterward. However, when that is not possible, listening to an audiobook while drawing at the kitchen table or watching a Storyline video is a fantastic activity—and a more engaging alternative to TV or videogames. Over time, you’ll notice an improvement in your students’ love of stories and in their linguistic power to tell them.

Heather Miller, a member of ILA since 2018, is the author of Prime Time Parenting: The Two-Hour-a-Day Secret to Raising Great Kids (Hachette USA/ September 2018) and the director of LePage-Miller, Inc., an education and professional development firm in New York City.

Although emotional control may not be at the top of the list when describing the characteristics of effective readers, the impact of emotional self-regulation should not be underestimated. In fact, research has found that students who are better able to control their behavior pick up on early literacy skills more quickly than those who enter school with weak socio-emotional skills. Conversely, negative emotions have been found to affect processing speed, working memory, concentration, self-monitoring, and attention, all of which are cognitive skills connected to reading success.

Students who experience reading difficulty often have less frustration tolerance, increased anxiety, and lower self-esteem. Older remedial readers are particularly at risk for experiencing these negative emotions during reading, due to the discouragement and even embarrassment that can result from slow progress. This creates an unfortunate cycle, since negative emotions about reading can affect performance, just as negative performance on reading tasks can affect emotions about reading.

With this in mind, here are some practical tips that can be used to increase emotional self-regulation and positivity during reading instruction for students of all ages: 

• “Anchor” students in a positive reading memory. At the beginning of a guided reading or remediation session, individually anchor students in a recent positive reading memory in order to start instruction on an encouraging note. (e.g., “Michael, remember yesterday when you did such a great job remembering your vowel sounds? Let’s start from there.”)
• Guide positive self-affirmations. At the end of a guided reading or remediation session, guide students in reflecting on a positive event or result from that day’s work. This can be done by asking each student what they saw as a success during the lesson.
• Teach relaxation techniques. When students seem frustrated, take a “relaxation break.” The following tend to be particularly helpful: deep breathing, visualization, flowing gross motor exercises, and stretching. Then, encourage students to smile and straighten their posture before resuming instruction.
• Provide a clear, safe way for students to express their emotions about reading. This can be accomplished through a simple rating scale or informal survey. For younger students, they can be asked to color a happy face, neutral face, or frustrated face after a session, and then discuss why they feel that way. For older students, they can rate their feelings about a session on a scale of 1–5. This will help them to express their emotions and avoid build-up, while also providing the teacher with a litmus test reflecting how students feel about a lesson or skill.

With these activities, you can help to build emotional self-regulation skills in readers and support their overall literacy success. For additional positive reinforcement, it may be helpful to send a few of these suggestions home to parents as well.

Jenny Nordman is an associate professor of reading and literacy at Regis University in Denver, where she coordinates the Master of Education in Reading program.  Her areas of expertise include reading assessment and intervention, cognitive skills associated with reading success, neurocognition, and evidence-based best practices.