Literacy Now

by Amanda Lister

Just as modern technology has replaced paperback books with e-books, and checking out books from the library into surfing the web, ReadWriteThink.org has improved the traditional paper form of a Venn diagram to an online interactive tool.

Online Venn Diagram Tool for Many Grade Levels

The Venn Diagram interactive can be used by students in grades K–12, but is ideal for the elementary and middle school levels. This interactive tool is an excellent way to engage students in learning by integrating technology into the classroom. The tool allows students to create Venn diagrams that contain two or three overlapping circles while identifying and recording concepts learned in their lessons. Teachers can use this interactive tool across content areas, and students can demonstrate their comprehension of a topic and exhibit their ability to identify and compare information.

Also, the mobile app version of the Venn Diagram interactive is available for iOS and Adroid.

How to Use the Venn Diagram Interactive

The Venn Diagram interactive is easy for students to use and understand.

First, students are prompted to write their name in the first field. Underneath the name is a field for the project title, which allows up to 20 characters. If they’re unsure about what they want to title the project before they’ve created it, don’t worry; they can change the title at any time throughout the process.

Once student have filled out their name and a title for their Venn diagram, the interactive tool automatically creates the diagram starting with two circles. The two circles default to being labeled as “Circle 1” and “Circle 2.” Students can change the circle labels to anything they would like relating to their topic by double-clicking on the title or any part of the circle. In this example, the Venn diagram represents a comparison of characters from the ever-popular book series, The Hunger Games.

To start adding information inside of the Venn diagram, students can click the tab “+ New Item” in the top left corner of the screen. First they choose a label for their item, which can then be placed inside one or both of the circles, depending on how it applies to the two topics they are comparing. Underneath the label, students have the option of adding an item description. This additional text helps to provide a more explicit understanding of the item, and shows up as a footnote on a separate page of the completed diagram. On the bottom of this tab, they also have the option of choosing a size for the item, including small, medium, and large. Younger kids placing only a few items may choose large, while older students may choose medium or small to be able to fit more items on the diagram.

Easily Adding a Third Circle

Although some Venn diagrams may only need two circles to adequately represent their topic, more complex Venn diagrams may need three. Students can simply click the “+ New Circle” tab in the top left corner of the page to add another circle and use the same steps as listed above to customize it. Once the third circle is created, students may need to reposition or resize the two existing circles (by simply clicking on the circle and dragging it, or clicking the black tab with the arrows to resize) or repositioning or resizing items inside the circles. The interactivity of the tool makes all of these adjustments easy to do.

Save for Later, Share, or Print

Once they are satisfied with the diagram, students can click on the “Save” button in the top right corner of the page. If they are not finished or want to work on it in the future, one of the options is to save the file to a computer or storage device as a draft or “working version.” This functionality enables students to save their progress and reflect on their work, at times after discussing it with their teachers.

Students can also print and e-mail their draft version if saving to a device is not possible.

In addition, once students are finished working, they can similary save, print, or e-mail the final versions of their Venn Diagrams. The Venn diagram will print on page 1, with footnotes printing on page 2.

Lesson Plan Ideas

Venn Diagram is a highly customizable tool and can be as interactive as you want it to be. Students can work on their diagrams individually or in groups, and teachers can display the tool on their whiteboards for an in-class exercise. Students will not only learn from the Venn Diagram interactive, but they will have fun doing it.

With this interactive, students learn to identify specific concepts while organizing their information logically. ReadWriteThink.org—a website produced by the International Reading Association and the National Council of Teachers of English, with support from the Verizon Foundation—has dozens of lesson plan ideas that feature Venn diagrams.

For students in grades 3-4, try “Behind the Scenes with Cinderella” submitted byCarol L. Butterfield from Ellensburg, Washington. In her lesson plan, Students compare the classic tale of Cinderella with a version set in the pre-Civil War South, Moss Gown by William Hooks, noting the architecture, weather, time period, and culture as depicted in the text and illustrations.

Grade 6-8 teachers can try “The Big Bad Wolf: Analyzing Point of View in Texts” created by Laurie A. Henry, Ph.D., from Lexington, Kentucky. Students look at the author's purpose, examine multiple viewpoints, and also recognize gaps in the text by comparing different versions of the Big Bad Wolf story.

High school teachers can use “Critical Literacy: Women in 19th Century Literature” by Elizabeth Nolan Conners from Weston, Massachusetts. In this lesson, students compare authors’ purpose and voice from two types of literature from the mid-1800s depicting women.

Share Your Thoughts, Submit Your Ideas

We encourage teachers using ReadWriteThink’s Venn Diagram interactive to submit their feedback and lesson plan ideas to the ReadWriteThink staff.

Amanda Lister is a strategic communications intern at the International Reading Association.

IRA has released a letter of support for the position taken by the Learning First Alliance on the need for an extended transition to full implementation of the Common Core State Standards before CCSS-based assessments begin. The text of the letter is set out below. A PDF version is also available.

IRA SUPPORTS
COMMON CORE STATEMENT  
ISSUED BY LEARNING FIRST ALLIANCE

June 19, 2013--The International Reading Association (IRA) supports the Learning First Alliance’s recent statement about the Common Core State Standards. The Learning First Alliance is a partnership of national educational organizations. Its members include the American Federation of Teachers, the National Education Association, the National Association of Elementary School Principals, and the National Association of Secondary School Principals. The Learning First Alliance document in its entirety can be accessed at /learningfirst. Key points include the following:

• The Common Core State Standards have the potential to transform teaching and learning and provide all children with the knowledge and skills necessary for success in the global community.
• Teachers, administrators, parents and communities need to work together to align the standards with curriculum, instruction and assessment. This work will take time.
• Rushing to make high-stakes decisions such as student advancement or graduation, teacher evaluation, school performance designation, or state funding awards based on assessments of the Common Core standards before the standards have been fully and properlyimplemented is unwise. Delaying high-stakes consequences will ensure that educators have adequate time to adjust their instruction, that students will have time to focus their attention on new learning goals, and that parents and communities can provide the necessary supports for their children.
• States and districts should continue to hold educators and schools to a high standard as determined by the components of their accountability systems, which are not solely based on standardized tests, but include other evidence of student learning, peer evaluations, school climate data and more.
• There is a growing consensus that we are moving too quickly to implement new standards, new assessments, and new high-stakes decisions related to those assessments. It is fair to say that time is of the essence in school reform, and yet, moving too quickly runs the risk of undermining the Common Core – and losing the opportunity to improve educational outcomes for all students. Educators must take the necessary time to ensure success in this endeavor.

The International Reading Association is the leading professional organization for literacy development in the world. IRA members have strong expertise in all areas of the English Language Arts Standards (ELA Standards), and Association leaders strongly believe that this expertise should be leveraged to inform and support educators in understanding and implementing the Common Core State Standards. In 2012, IRA issued a document entitled “Literacy Implementation Guidance for the ELA Common Core State Standards” to support state and local leaders, teachers, university faculty, publishers, and planners and facilitators of teacher professional learning opportunities as they implement the Common Core. The text focuses on specific language in the Standards, including key terms, major shifts in instructional focus, and critical points on which the Standards are simply silent. In each instance, the Committee provides bulleted recommendations that address the identified challenge by offering practical strategies for moving forward.

This document, which was endorsed by the Council of Chief State School Officers (CCSSO), addresses specific literacy issues that have proven to be challenging in the implementation of the English Language Arts Standards.  These include: The use of challenging text, foundational skills, reading comprehension, vocabulary, writing, disciplinary literacy, and diverse learners. The Literacy Guidance document is based upon a consensus of thinking from literacy leaders in the field and widely known and adjudicated research. As noted in the document:

The Common Core State Standards for English Language Arts represent qualitatively different outcomes and their accomplishment will require significant shifts in educational practice involving teachers across the curriculum. Changes this significant are not likely to occur successfully without equally significant investments in the knowledge and skills of educators along with necessary material supports. There are many things that teachers must do to try to help students reach the expectations detailed in the CCSS—this guidance is provided to help with such implementation. States and schools will need to support such efforts with appropriate and timely professional development for teachers. (IRA, 2012, p.4)

(To obtain a copy of IRA’s “Literacy Implementation Guidance for the ELA Common Core State Standards,” please see: /ccssguidelines.)

Maureen McLaughlin, IRA President
Brenda Overturf, IRA CCSS Committee Co-Chair
Timothy Shanahan, IRA CCSS Committee Co-Chair

by Maureen McLaughlin

The following are not questions to be answered, but rather ideas to prompt thinking as readers create their literacy histories. Please note the list is not definitive, and that the prompts primarily address reading and writing. If your students are writing their Histories, they may reflect on the entire list or you may provide selected prompts. Please also note that many students enjoy using technology to create electronic memory books to represent their Literacy Histories. 

1. What are your earliest memories of reading and writing?

2. Before you were able to read, did you pretend to read books? Can you remember the first time you read a book? What was it?

3. Can you recall your early writing attempts (scribbling, labeling drawings, etc.)? How would you describe those experiences?

4. Do you read and/or write with your siblings or friends? Please detail a few examples.

5. Is a newspaper delivered to your home? Do you read it? Do you regularly read one through your computer/i-Pad/phone? If you have access to a newspaper, which sections do you read? Why do you choose to read those?

6. Do you subscribe to magazines (hard copy or electronic)? Do your parents/siblings have magazine subscriptions (hard copy or electronic)?

7. Do you belong to a library and/or book club? Do you maintain a personal library (hard copy or electronic)? Do you read for pleasure (hard copy or electronic)? Please provide examples.

8. Do you receive or send mail (hard copy or electronic) e.g., messages, birthday cards, thank-you notes?

9. Can you detail your first memories of reading and/or writing instruction? Materials used? Methods of teaching? Content?

10. What memories do you have of reading for pleasure in elementary school? Middle school? High school? College?

11. What are your memories of reading in disciplinary subjects, such as science, social studies, language, and mathematics in elementary school? Middle? High school? College?

12. Can you remember writing for pleasure in elementary school? Middle school? High school? College? Please provide an example.

13. What are your memories of writing in disciplinary subjects?

14. Who were your best teachers? What made them so great?

15. Can you recall the first book you chose to read? Why did you read it?

16. Can you recall your first writing assignment? Can you recall the first time you wrote creatively? Please provide examples.

17. Do you remember the purposes for your reading and writing in elementary, middle, and high school? Do you recall any particular type of instruction you received? Can you describe any instructional materials that were used? Please include the role of technology.

18. Can you recall the first book you loved (couldn’t put down)? Please provide an example.

19. Do you feel that you’ve ever read a book that has made a difference in your life? Please recount the details

20. Have you shared books with friends? Please provide example titles and explain why you read them.

21. Did you read a certain type of book (i.e., mysteries, biographies) at a particular age? Why do you think you made such choices? Do you still read those genres now?

22. How do you think technology has affected your reading and writing?

23. When did you first visit a bookstore? What was it like?

24. What is your all-time favorite book? Why is it your favorite?

25. Have you ever seen a book you’ve read turned into a film? Explain which you preferred and why.

26. How do you think your reading and writing abilities have contributed to your life?

27. Are you a reader now? What are you currently reading? Why are you reading it?

28. Are you a writer now? What are you currently writing? Why are you writing it?

Maureen McLaughlin is the president of the International Reading Association and the chair of the reading department and a professor at East Stroudsburg University of Pennsylvania, mmclaughlin@esu.edu. She is the author of Guided Comprehension in Grades 3–8 (with Mary Beth Allen), Guided Comprehension in the Primary Grades (2nd ed.), and Guided Comprehension for English Learners, as well as a series of professional development books on the Common Core with Brenda J. Overturf.

This piece was published online as an addendum to her "President's Message" column in the June/July 2013 issue of Reading Today. IRA members can read the interactive digital version of the magazine here. Nonmembers: join today!

The International Reading Association congratulates the following 2013 award winners, who were honored at our 58th Annual Convention in San Antonio.

IRA Arbuthnot Award

Nancy Roser, University of Texas at Austin

IRA Award for Technology and Reading

Grand Winner: Stephanie Thompson, Ontario, Canada

East Regional Winner: Lauren Bakian, New York

Southeast Regional Winner: Monica Prather, Florida

West Regional Winner: Peter Count, Australia

IRA Jerry Johns Outstanding Teacher Educator in Reading Award

Cheryl Dozier, University at Albany – State University of New York

IRA/Weekly Reader Eleanor M. Johnson

Doris Coffey, Murfreesboro, Tennessee

IRA William S. Gray Citation of Merit

Timothy Shanahan, University of Illinois at Chicago

IRA Regie Routman Teacher Recognition Grant

Maurna Rome, Ogilvie, MN

IRA Maryann Manning Outstanding Volunteer Service Award

Paul Haupt, Ysleta Independent School District

Barbara Klebanow, Rockland Reading Council

IRA Paul A. Witty Short Story Award

Katy Duffield, “Winds of Hope,” published in Cricket Magazine

IRA Lee Bennett Hopkins Promising Poet Award

Guadalupe Garcia McCall, Under the Mesquite, Lee and Low Books

IRA Children’s and Young Adults’ Book Award – Primary Fiction

Deborah Jo Larson, One Frozen Lake, Minnesota Historical Society

IRA Children’s and Young Adults’ Book Award – Primary Nonfiction

Linda McReynolds and Ryan O’Rourke, Eight Days Gone, Charlesbridge

IRA Children’s and Young Adults’ Book Award – Intermediate Fiction

Susan Verrico, Privateer’s Apprentice, Peachtree

IRA Children’s and Young Adults’ Book Award – Intermediate Nonfiction

James Doyle, A Young Scientist’s Guide to Defying Disasters with Skill and Daring, Gibbs Smith

IRA Children’s and Young Adults’ Book Award – Young Adult Fiction

Amy McNamara, Lovely, Dark and Deep, Simon and Schuster

IRA Children’s and Young Adults’ Book Award – Young Adult Nonfiction

Cynthia Levinson, We’ve Got a Job: The 1963 Birmingham Children’s March, Peachtree

Learn more about these and other award and grant opportunities on the IRA awards webpage.

The following talented researchers, some quite accomplished and some at the beginnings of their careers, were recognized at a ceremony in San Antonio on Saturday, April 20, 2013, at the International Reading Association's 58th Annual Convention.

2013 IRA Esther Zolt Academic Research Grants

Josephine Marsh, Lettice Pelotte, and David Krauter, Arizona State University, Phoenix, Arizona
“Inter-grad Digital Discussions: An E-Pal Project Using In2Books”

Elizabeth M. Hughes, Duquesne University, Pittsburgh, Pennsylvania
“Motivating Students to Achieve: The Impact of a Pen Pal Program on Students’ Achievement and Motivation” 

This award is sponsored by Nina Zolt and Miles Gilburne to honor the memory of Esther Zolt.

2013 IRA Dina Feitelson Research Award

Michael J. Kieffer, New York University, New York, New York
“Converging Trajectories: Reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8,” published in American Educational Research Journal, 48(5), 1187–1225, October 2011
This award is sponsored by Jehuda Feitelson to honor the memory of Dina Feitelson.

2013 IRA Jeanne S. Chall Research Fellowship

Susan Gray, The City University of New York, New York, New York
“Adult Literacy and Citizenship: Empowering Struggling Readers with Morphological Instruction and Civics”

2013 IRA Steven A. Stahl Research Grant

Angela Williams, Virginia Tech, Blacksburg, Virginia
“Using Students’ Perceptions and the MUSIC Model of Academic Motivation to Improve Reading Motivation and Achievement in an Elementary Classroom”
This grant is sponsored by Katherine A. Stahl to honor the memory and work of Steven A. Stahl.

2013 IRA Elva Knight Research Grants

Tanya Christ, Oakland University, Rochester, Michigan
X. Christine Wang, University at Buffalo, The State University of New York, Buffalo, New York
“How Emergent Readers Explore and Develop Skills and Strategies for Reading Digital Texts”

Amy Stornaiuolo, University of Pennsylvania, Philadelphia, Pennsylvania
“Exploring Social Reading: Adolescents’ Literacy Practices in an Interactive Reading Community”

2013 IRA Helen M. Robinson Research Grant 

Eric Claravall, San Francisco State University, San Francisco, California
“Examining the Potential of the Teacher as Researcher Model in Developing Morphological Awareness Among Struggling Readers”

2013 IRA Teacher as Researcher Grants

Rachael Cooper, Thurgood Marshall Academy Lower School, New York, New York

Jodene Morrell, Columbia University, New York, New York
“Using Multicultural Literature to Increase and Improve Diverse Urban Third Graders’ Socioemotional Wellness, Cultural Awareness, and Writing”

Peta Gresham, The King’s School, North Parramatta, Australia
“Pedagogy, Technology, and Creativity: Fostering Student Achievement in Senior English”

Michelle Gunderson, Nettelhorst Elementary School, Chicago, Illinois
“Teachers’ Approaches to Intervention Planning for Struggling Readers Using an RtI Framework”

Rawia Hayik, Eilaboun Elementary School, Eilaboun, Israel
“Through Their Eyes: Israeli-Arab Students Speak Up Through Participatory Documentary Photography Projects”

Danielle Kachorsky, Precision Academy, Phoenix, Arizona
“Young Adult Literature as a Bridge to the Canon”

2013 IRA Albert J. Harris Award

Lynn M. Gelzheiser, University of Albany, Albany, New York
Donna Scanlon, University of Albany, Albany, New York
Frank Vellutino, University of Albany, Albany, New York
Laura Hallgren-Flynn, University of Albany, Albany, New York
Christopher Schatschneider, Florida State University, Tallahassee, Florida
“Effects of the Interactive Strategies Approach— Extended: A Response and Comprehensive Intervention for Intermediate-Grade Struggling Readers,” published in The Elementary School Journal, 112(2), 280–306, December 2011

2013 IRA Outstanding Dissertation of the Year

Byeong-Young Cho, Iowa State University, Ames, Iowa; dissertation from the University of Maryland; chaired by Peter P. Afflerbach; dissertation title:
“Adolescents’ Constructively Responsive Reading Use in a Critical Internet Reading Task”
The IRA Outstanding Dissertation Award is sponsored by SchoolRise, LLC.

2013 IRA Outstanding Dissertation of the Year Finalists

Vicki S. Collet, dissertation from the University at Buffalo, State University of New York; chaired by Mary McVee; dissertation title:
“The Gradual Increase of Responsibility: Scaffolds for Change”

Rebecca S. Donaldson, dissertation from the Utah State University; chaired by D. Ray Reutzel; dissertation title:
“What Classroom Observations Reveal About Primary Grade Reading Comprehension Instruction Within High Poverty Schools Participating in the Federal Reading First Initiative”

Darcy Anne Fiano, dissertation from the University of Connecticut; chaired by Mary Anne Doyle; dissertation title:
“Primary Discourse and Expressive Oral Language in a Kindergarten Student”

Lindsay P. Grow, dissertation from the University of Kentucky; chaired by Janice F. Almasi; dissertation title:
“The Identity Development of Preservice Teachers of Literacy in Field Experiences Considering Their Prior Knowledge”

Andrew P. Huddleston, dissertation from the University of Georgia; chaired by Donna Alvermann; dissertation title:
“Making the Difficult Choice: Understanding Georgia’s Test- Based Grade Retention Policy in Reading”

Charlene Sue Huntley-Martin, dissertation from the University of Oklahoma; chaired by Priscilla Griffith; dissertation title:
“A Study of Factors that Contribute to Pre-Service Teachers’ Sense of Efficacy for Literacy Instruction”

Elizabeth L. Jaeger, dissertation from University of California, Berkeley; chaired by P. David Pearson; dissertation title:
“Understanding and Supporting Vulnerable Readers: An Ecological Systems Perspective”

Michael L. Manderin, dissertation from the University of Illinois at Chicago; chaired by Cynthia Shanahan; dissertation title:
“Reading Across Multiple Multimodal Texts in History”

Darcie D. Smith, dissertation from the University of Nevada, Reno; chaired by Shane Templeton; dissertation title:
“How Do 4th, 5th, and 6th Grade Students’ Categories of Cognitive Reflections in Interviews on Derivational Morphology Compare to Their Upper Level Spelling Inventory Orthographic Knowledge?”

Learn more about these awards and grants at /awards.