Literacy Now

Ours is a wondrously flexible language. Not only does it have more than a million words, with new ones added/created each day, but we don’t frown on such additions or creations. Consider by comparison Papiamento, the native tongue of Aruba. It has fewer than a thousand words. Or consider those countries with ministries that determine if certain “outside” words can be considered an official part of a given country’s language.

p: jovike via photopin

Perhaps American English speakers are so tolerant of outside words because our own government is creating new ones all the time. When federal employees, for example, want to put papers in a folder, they “folderize” them. And when they wish to assemble numbers in a column, they “columnize” them.

Vocabulary Expansion

After leaving the high school (English) classroom, I spent the next quarter-century teaching working adults. I discovered that when students heard certain words, they seemed confused. Though, in actuality, they knew these words, or at least the roots on which the cognates were based.

Moving among the various parts of speech should have been an easy transition. And yet, they stumbled. To illustrate, if I referred to “autumnal” treasures, many people didn’t make the easy leap from the noun “autumn” to its adjectival cognate. The same is true for “societal” and “society” or “tornadic” and “tornado.”

Teachers can help students expand their vocabulary and gain confidence in reading, listening, writing, and speaking by increasing their familiarity with the various forms of words.

Neologism or Dictionary-validated?

The following activity is designed with teams in mind. A soupçon of competition makes it all more fun, and as Alfred Mercier asserted, “What we learn with pleasure, we never forget.”

As students begin to discover linguistic pleasures and to love their self-created linguistic treasures, they will come to agree, if only in adulthood-reflection, that Einstein was right to regard love as the best teacher.

PREPARATION

Step 1: Begin collecting words that end in “ize.” Here are a few to get you started. Once you have 25, type the list in a column, using the noun form or adjective form as shown in the starter-list below.

Step 2: In the second column, the parts of speech for the 25 words will be listed by the teams.

The third and fourth columns will be used by teams to write the verb ending in “ize.” Next, they will decide if the “ize” word really exists or is newly created. They will write a “D” or an “N” in the last column. The finished worksheet will look like this:

ACTIVITY DIRECTIONS

Step 1: Allow five minutes (longer, for younger students) for teams to discuss the parts of speech for each word and to write the answer (“noun” or “adjective”) on the line. Once the teams have finished determining the parts of speech, provide the answers. The team(s) that has the highest number of correct identifications for the parts of speech is given a certificate commending them and a five-point bonus.

Step 2: Teams must next determine what the verb form is and if that verb-form is a legitimate word that can be found in the dictionary or if it is a neologism, a new word created in your class, at this time.

Allow ten minutes for team discussion and for the students to write the “ize” verb forms and the letter “D” to designate that this is a real word—one that can be found in the dictionary—or the letter “N,” meaning that it is a neologism or recent coinage. Then give the answers and five points to the team with the highest number of correct “D” or “N” answers.

If two or more teams have earned the same number of points, you can continue the exercise with these tie-breaking exercises:

1. Ask students to turn to a book that they are using in the classroom. Ask them to find and list as many “ize” words as they can find in the pages of that book within a five-minute period. This activity will increase their speed-reading and skimming abilities. It will also allow teams to earn an extra seven points if they have the longest list.
   
   
2. Tell the class that, working in the same teams, they can make a list of neologisms from the worlds of sports, celebrities, animals, movies, or superheroes.
   
   They should be prepared to define their newly created words, all of which should end in “ize.” Award eight points to the team that has the longest list of neologisms created in a five-minute period. (An example might be “to LeBronize,” meaning “to skip a step in the normal progression.” LeBron James, also known as King James, went directly from high school to the NBA.)
   
   
3. Spend a few minutes discussing the Greek origin of neologisms—“neo” meaning “new” and “logos” meaning “word” or “the study of.” Then give an example of another word with Greek origins—“biology,” the study of life; or “etymology,” the study of the origin of words themselves. Award nine points to the team that can come up with the longest list of such words. (Be prepared to offer definitions such as “psychology,” the study of the mind.)

If teams are still hopelessly tied, give the grand prize to the team that has the most syllables in their Correlative Activity #3.

by Timothy Shanahan
University of Illinois at Chicago
April 2, 2014

photo credit: Rubin 110 via photopin cc

I recently wrote a blog entry titled “Ten Things Good Writers Do” for a group of Chicago high school students, at their request. As such, this essay provides subjective advice from an experienced writer, reviewer, editor, and reader, but does not offer research or resources on how to teach someone to write more effectively. 

The following list provides teachers with some research-based resources on teaching writing:

• Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary students to be effective writers: A practice guide (NCEE 2012-4058). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute for Education Sciences, U.S. Department of Education.
  http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

• Graham, S., & Perrin, D. (2008). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York: Carnegie Corporation.
  http://carnegie.org/fileadmin/Media/Publications/PDF/writingnext.pdf

• Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve. New York:  Washington, DC: Alliance for Excellent Education, 2010.
  http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf

 

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Timothy Shanahan is a member of the International Reading Association’s Literacy Research Panel. Reader response is welcomed. E-mail your comments to LRP@reading.org.

You may have heard of Debbie Rickards, our April 2014 Member of the Month. This Louisiana teacher is the Local Arrangements Committee (LAC) Chair for the IRA 59th Annual Conference in New Orleans. She also wrote an article about Common Core-related sessions for the Conference Issue of Reading Today. In this interview, she shares inspirational stories of motivating students and following Donald Graves’ maxim: “The teacher is the most important learner in the classroom.”

When did you know you wanted to become a teacher?

I chose this career when I was seven years old. I’d sit my two younger sisters, plus a slew of neighborhood kids, on the floor of our garage, in front of the small chalkboard my dad had installed for me. I’d be the teacher and the younger ones my students. I’m not sure how much the other children enjoyed it, but I had a blast! I had a few other career wishes as a pre-teen—at one point I wanted to be a secretary and at another the U.S. President—but I always came back to teaching. And after 38 years, I haven’t regretted it for a second.

Which books influenced your decision to become an educator?

I don’t remember any books that impacted by decision, but I certainly can credit my mom and dad for instilling the reading habit in me. Voracious readers themselves, they bought books and magazines for my sisters and me, took us to the library, and developed the daily habit of reading for enjoyment. How could I not become a reading teacher?!

Which professional development books have you found influential in your education?

Perhaps the book that has had the biggest influence on my professional life was Writing: Teachers and Children at Work by Donald Graves. When the book was first released in 1983, I’d been teaching for eight years, I’d just finished my master’s degree, and I thought I knew pretty much all I needed to know about teaching young children. The book, however, revolutionized the way I taught writing. In turn, it changed the way I thought about learning, which, in turn, changed the way I thought about good instruction. My teaching became much more differentiated, student-directed, and project-based. I also realized then, and it holds true today, I still have a lot to learn!

How did you begin your career, and what led you to your current position?

I began my career in 1975 teaching first grade in a four-room schoolhouse in Kettle River, Minnesota. Since then, I have taught in several districts in Texas and Louisiana, and I have worked on graduate studies and leadership development along the way. I currently am an instructional coordinator at Shreve Island Elementary School in Shreveport, Louisiana, working with teachers on developing effective instruction and curriculum.

What can literacy educators do to motivate kids to want to read?

In the olden days when I was first teaching, it was not unusual for teachers to use worksheet after worksheet after worksheet to develop students’ reading skills. One day, my colleagues and I were complaining about this, and one of us said, “We should have our students just read the damn book!”  “Read the damn book!” became our mantra as we began making instructional decisions that would both teach and motivate our students to read. Though we certainly did more than simply place books in the hands of kids, we became much more thoughtful about the reading habits and motivation to read we were developing in our students. Reading great books aloud, having thoughtful discussions together, using well-crafted books as mentor texts, sharing my reading habits, offering a plethora of good book choices, and providing plenty of time to read are all important factors in ensuring that my students want to read avidly on their own.

How long have you been a member of IRA? How has membership influenced your career?

I’ve been a member of the International Reading Association and its state affiliates for over thirty years, and I couldn’t have become a good reading teacher or a good instructional leader without IRA. The Reading Teacheris my go-to guide for improving my instructional practices. My association with the Louisiana Reading Association, in particular, has had a profound influence on my motivation to become a leader. I was proud to serve as the state president in 2011-2012, and I will forever value the close relationships I have developed through LRA and IRA.

What are you looking forward to doing at the Annual Conference in New Orleans?

Learning is always number one on my list, so I can’t wait to attend sessions with presenters I admire and topics I need to study. The exhibit hall is awe-inspiring, with its size and wealth of materials. And who can resist four days of great New Orleans food? 

What do you consider to be your proudest career moment?

One proud moment occurred when I was tutoring Delaney, my second grade student struggling with literacy development. I had worked hard to help her become a strategic reader, and when she came to a line in the text we were reading—“Fox was on the phone”—she stopped at the word phone. I thought it would be an easy word for her, especially with the illustration of Fox making a phone call. I was crestfallen when seconds passed and she didn’t attempt the word. Making the most of wait time, I waited. When Delaney finally read the word correctly, I asked her how she had deciphered the word. Imagine my surprise and delight when she responded, “I thought of the word Philistines in the Bible and I knew the ph sound went f. So I tried it on phone and it worked.” Talk about metacognition!

What do you like to do when you’re not wearing your educator hat?

Is it a cliché to say “Reading?” If I have my Kindle app and plenty of books, I’m a happy camper. My five grandkids would be insulted if I didn’t mention them, and of course, “Grandmother” is the best job title in the world.

What’s the best advice you could offer someone new to the profession?

Again, I’m returning to Donald Graves and his most important words: “The teacher is the most important learner in the classroom.” Without a doubt!

Sara Long is a content manager/editor at the International Reading Association.

Bear and Bird (Sleeping Bear Press, 2014)
Written by James Skofield and illustrated by Jennifer Thermes
Pre-K through Grade 3 

Bear and Bird is the story of an unlikely friendship between a helpless bird and a helpful bear. The book begins with Bear finding a fledgling bird who has fallen from her nest. Bear must decide whether to help the bird or leave her alone, and she decides to help. She carries the bird to a nearby branch to recover and finish growing.

Over that summer, Bird and Bear grow into a friendship with Bear helping Bird to find places to eat berries. When it comes time for winter, Bird helps Bear by warning her that there are hunters on the prowl, and Bear should stay safe. As Bird readies herself to leave for the winter, the author conveys a feeling of sadness as the newfound friend prepares to leave for the winter. After winter’s end, Bird returns safely to find Bear and their friendship blossoms through another summer. This cycle continues over several summers until one spring, when Bear does not come out from hibernation.

Bird comes back as usual that spring and is flying through the area calling for Bear when she finds a much younger bear in her place. Bird asks about Bear and learns that she did not wake up that spring. The new bear that Bird encounters is the grandchild of Bird’s friend Bear. The young Bear begins a cautious friendship with Bird and finds a way to keep grandmother Bear’s memory alive. Bird feels sad at the loss of her old friend, yet hopeful in beginning a new friendship as well.

This book combines the theme of the circle of life with the death and new friendship while treasuring the memories of a lost friend. Children can be introduced to the topic of death through the gentle words in this story.

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

Ideas for Classroom Use: 

Unlikely Friends
The purpose of this activity is to discuss the friendship between Bear and Bird, and its unlikely development.

Prior to reading, discuss friendships and ask the children to think about why people are their friends. Encourage them to think about their friends as they listen to the story. While reading, direct children to focus on the pictures and the things the friends do for each. After reading, discuss why it was strange for Bird and Bear to be friends. Determine what the relationship should have been between them.

As a closing activity, discuss unlikely friendships in the children’s lives—perhaps share a story from your own life. Encourage children to talk about friends that they have that they may not have expected. Have students create a list together of what makes a good friend. Post the friendship thoughts in the classroom as a reminder of being a good friend.

Cycles in Life
The purpose of this activity is to expand on the circle of life in a science related way. Discuss the migration cycle for birds as well as the hibernation pattern for bears. Have students think of other animals or creatures that follow a cycle. Encourage them to talk about butterflies, frogs, etc. Have students work independently or in small groups to illustrate the life cycle of an animal of their choosing. Younger students may need help with research to show them that cycle. Have students illustrate each point in the cycle and then label, or dictate the label. A page folded into four parts may be helpful for them to process the life cycle.

Feelings
The purpose of this activity is to encourage students to think about the possibility of having more than one feeling at the same time. Discuss the fact that Bird was sad at the loss of her friend Bear but happy to find Bear’s grandchild to be a new friend. Talk about times that the students have felt more than one way at the same time. Use the example of summer (happy with school being out; sad to be away from school friends).

Ask students to illustrate through painting or drawing different ways they have felt. Look back at the illustrations in Bear and Bird and determine how they are feeling just by looking at the pictures.

You may also want students to illustrate different feelings they have through painting self portraits or using digital media, such as choosing pictures to represent different feelings. Display the artwork without labels and see if children can guess how the person is feeling by looking at the art.

Additional Resources and Activities:

Owen and Mzee
This site has a real life story of two unlikely friends and their relationship. Owen, a tortoise, and Mzee, a young hippopotamus, find comfort with each other in Haller Park in Africa. The hippo had been orphaned in the 2004 tsunami and bonded with the tortoise over the following months. The page has videos, a sing-along, a video maker, and interactive games for the children.

National Geographic: Butterflies
This video created by National Geographic gives students a look at many different varieties of butterfly and then follows one butterfly through the changes from egg to larvae, to caterpillar, to chrysalis, to butterfly. National Geographic also provides two additional links to find more information about Monarch butterflies and a hands-on explorer blog.

Jennifer Thermes, Illustrator
This page gives a portfolio of the illustrator’s work, a blog with thoughts from creating her books, and contact information for the Jennifer Thermes. The portfolio sections could be used to study feelings in art before the students complete that activity.

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 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. 

by Mariela Páez
Boston College
March 26, 2014

On October 2011, a group of scholars was brought together by Catherine S. Tamis-LeMonda for a Society for Research in Child Development (SRCD) Strategic Planning Conference entitled “Infants’ Learning of Multiple Languages: Development in Cultural Context.” The meeting was a success as presenters from all over the nation shared their research and insights regarding infant and children’s language development.

One of the themes across the conference presentations was the diverse experiences and multiple contexts that young children in the U.S. face in light of the demographic transformation of this country. We also discussed how the general public is not aware of many of the important findings from research regarding this diversity nor the implications of this research for language learning across different home, community, and school settings. This meeting was the impetus for the current SRCD Policy Report “Multilingual Children: Beyond Myths and Toward Best Practices.” Under the leadership of Allysa McCabe and Catherine S. Tamis-LeMonda, scholars in the field of early childhood and language development, the report addressed four important questions:

• What are the broad social and historical contexts of multilingual learners in the United States?
• What are the demographic characteristics of a multilingual family?
• Which, if any, language developmental processes and effective strategies for promoting monolingual children’s language can be applied to multilingual children?
• What home, education, and community contexts support learning multiple languages?

After reviewing the research evidence for these questions, the report presents implications and recommendations for policy and practice. The report highlights many essential messages that we need all professionals to understand when working with linguistically and culturally diverse families, including these:

• both the quality and quantify of input is important for language learning
• the need for parents to expose their children to rich linguistic environments—so they should speak the language in which they are proficient and that feel most comfortable speaking (also see “Should Families of English Language Learners Have an English-only Rule at Home?” by Nonie Lesaux)
• there is considerable evidence supporting maintaining the first language
• the positive effect of first language knowledge on, learning a second language
• the linguistic, cognitive, and cultural benefits that accrue from learning more than one language.

Perhaps as important and interesting as the report are the four commentaries included in the publication. Stephanie Curenton reminds, through an examination of rich cases of dialects in the Caribbean and African American populations, of the often forgotten fact that variation within any given language group may be as great as that between groups. In their own ways, both Lisa López and Michael López discuss issues of diversity and context, emphasizing the need for theoretically driven approaches to language policy and practice. In the last commentary, Diane August, reminds us that there is still much to be done with regards to research that can inform policy and practices that support multilingual children.

Read the full report here: http://www.srcd.org/sites/default/files/documents/E-News/spr_27_4.pdf.

This article is from the International Reading Association’s Literacy Research Panel. Reader response is welcomed. E-mail your comments to LRP@reading.org.