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    Book Reviews: Celebrating Families

     | May 16, 2012

    This week we are celebrating families, especially the relationships children have with their moms and dads. In each of these titles the influence of mothers and fathers is shown differently. These books reviewed by the International Reading Association’s Children’s Literature and Reading Special Interest Group (CL/R SIG) could be read aloud, book talked or displayed in our classrooms.


    GRADES K-3


    Allen, Kathryn Madeline. (2102). A kiss means I love you. Photos by Eric Futran. Chicago, IL: Albert Whitman & Company.

    kiss

    In appealing and colorful photographs a son kisses his mother and a daughter tugs her mother’s arm. The simple rhyming text says, “A kiss means I love you, a wave means hello, a smile means I’m happy, a tug means let’s go!” Other photographs depict emotions or actions such as: laughing, crying, pouting, shivering, clapping and hugging. Each action is accompanied with what they mean, sharing more feelings. During a read aloud teachers could pause and let students infer or predict what a kiss means or what a wave means to them. Students could also dramatize each action or emotion. Children could be invited to write and create their own I love you books discussing how they love their parents.

    - Deanna Day, Washington State University Vancouver

    Buzzeo, Toni. (2012). One cool friend. Illus. by David Small. New York: Dial. 

    one cool friend

    While visiting the aquarium with his father, the very proper Elliot falls in love with the elegant penguins, reveling in their antics and their physical appearance. In some ways they remind him of himself. When he politely asks his National Geographic-reading father if he can have a penguin, his father assumes that he wants a stuffed one, and provides the cash for it. Once Elliot and the kidnapped penguin he names Magellan have arrived home, Elliot does his best to make things comfortable for his new friend. Claiming that he has a social studies project on Magellan the explorer, he even heads to the library to find out more about penguins. This delightful title is reminiscent of the 1938 title, Mr. Popper's Penguins, but its slyness provides its own appeal. Created with pen and ink, ink wash, watercolor, and colored pencil, the illustrations are every bit as enjoyable as the story itself. The staring stand-off between Magellan the penguin and Ms. Stanbridge, a librarian who has likely seen sights much stranger than a penguin in her library, is priceless. There are misunderstandings aplenty in this appealing title.

    - Barbara A. Ward, Washington State University Pullman

    Kittinger, Jo. S. (2012). The house on Dirty-Third Street. Illus. by Thomas Gonzalez. Atlanta, GA: Peachtree.

    house on dirty-third streetBecause it’s all they can afford, a mother and daughter prepare to move into a run-down house in a neighborhood that has seen better days. Although both are disappointed by its appearance and how much work it will take to renovate their new place, they see its possibilities and dream of how it might look once it has been cleaned up. New friends from church and the neighborhood pitch in to refurbish the house, and the dirty place becomes a home. As the two reach out to others for help, and their neighbors respond with the assistance they need, their dreams begin to come true. The pastel, colored pencil, and airbrush illustrations capture perfectly the anticipation, hope and discouragement on the face of the mother as well as her joy in finally achieving her dreams--with a lot of help from kind neighbors. 

    - Barbara A. Ward, Washington State University Pullman

    Lyons, Kelly Starling. (2012). Ellen’s broom. Illus. by Daniel Minter. New York: Putnam. 

    Ellen's broom

    Ellen is fully aware of the importance of the broom that hangs on her family's wall since it signifies her parents' marriage. Prior to Reconstruction, slaves were not allowed to marry, and jumping the broom was how they honored their commitment to each other. Now that the laws have changed, her mother and father want to legalize their union. Ellen brings the broom on the family’s trip to the courthouse, and decorates it with flowers. Clearly, the family honors their past as well as looking toward a hopeful future for Ellen and the other children.  An author's note provides additional information about jumping the broom and the 1866 Cohabitation List of Henry County, Virginia, which inspired the story. The family’s love for one another is evident in the illustrations which consist of richly-hued linoleum block prints that were hand printed and painted. 

    - Barbara A. Ward, Washington State University Pullman

    Patterson, Rebecca. (2012). My no, no, no day! New York: Viking. 

    My no, no, no, day

    Today is not a very good day for Bella. It starts off with her being awakened by her little brother licking her jewelry and goes downhill from there. Breakfast is not to her taste, and her shoes annoy her. In fact, everything seems slightly off somehow, and Bella adds to the unpleasantness by misbehaving and saying no to everything. Still, her harried but ever-patient mother ends the day with a bedtime story and the promise her that tomorrow will be much better. And it is! Bella’s most unpleasant day may remind readers of Alexander and the Terrible, Horrible, No Good, Very Bad Day in Judith Viorst’s children's classic since most of us can relate to having a day during which very little goes according to plan. Through facial expressions and even the characters’ hair, the soft-colored illustrations show the inconvenience of a day that doesn't measure up to Bella’s expectations. 

    - Barbara A. Ward, Washington State University Pullman  

    Reichert, Amy. (2012). Take your mama to work today. Illus. by Alexandra Boiger. New York: Atheneum Books.

    take your mama to work today

    Violet is off to work with her mother. Sometimes it is a snow day or the baby-sitter is sick day but it also happens on Take Your Child to Work Day, and Violet is an office manager to contend with! Answering the phone, shredding paper that makes confetti, and helping the boss with his presentation that she comments is like show and tell, Violet enthusiastically offers her assistance to the entire office staff. Even her mother’s umbrella comes in handy to spear the doughnuts or shield her from the confetti fallout she made from the paper shredder. Boiger’s playful watercolor illustrations add to the childlike atmosphere that Violet creates during her day at the office with her mother. The illustrations reveal that the other office workers might be glad the day when the day is over and Violet can go back to school. This will be a great read aloud for those days when parents come to school.  

    - Karen Hildebrand, Ohio Library and Reading Consultant 

    Saudo, Coralie. (2012). My dad is big and strong, but…: A bedtime story. Illus. by Kris Di Giacomo. New York: Enchanted Lion Books. 

    my dad is big and strong

    Originally published in France, this picture book will captivate young children because father and son have switched roles. On the first page a big strong dad says, “I don’t want to go to bed!” The son tries reasoning with his father, explaining that it is late and he needs to be in good shape for tomorrow. The father springs to a handstand and yells, “No, no, no, I won’t go to sleep!” On the next page the father is hanging from a chandelier and the exasperated son offers to read a story. Children will chuckle when they notice the father sitting on top of the teeny tiny son as he reads aloud. Next, dad begs, “One more story pleeease, just one more!” The son has had enough and exclaims it is time for bed. Once dad is beneath the covers he requests that the lights stay on. Dad may be big and strong but he is afraid of the dark. Children will request multiple readings of this hilarious book and giggle with glee as dad tries to stall bedtime. 

    - Deanna Day, Washington State University Vancouver

    Ward, Lindsay. (2012). When blue met egg. New York: Dial. 

    When Blue Met Egg

    A snowball that lands in her nest brings out the maternal side of Blue who is surprised but also somewhat delighted at the early arrival of an egg. As she tries to find Egg’s mother, she takes readers up and down on a wonderful visual tour of New York City. Over the next months, Blue becomes increasingly attached to Egg as they play in the park and visit art museums and the opera. But April’s warmer weather spells death for snow, and despite Blue’s tender care, Egg shrinks and eventually disappears. In her place, though, is a beautiful flower, reminding readers that something beautiful can arise from almost nothing with enough tender loving care.  Readers will be touched by the affection that Blue lavishes on a handful of snow. The illustrations in the book show her affection for Egg as well as the author/illustrator's fondness for the city where Blue and Egg live. Memorable in its quirkiness, this picture book is likely to appeal to adults just as much as to children.  

    - Barbara A. Ward, Washington State University Pullman 

    GRADES 3-6

    Smith, Anne Warren. (2012). Bittersweet summer. New York: Albert Whitman.

    Bittersweet SummerAs readers head into summer, Bittersweet Summer will appear on many summer recommended lists. Nine-year old Katie ad her five-year old brother Tyler begin their summer in Oregon with their single dad announcing they may have to move. Katie’s mother has put career before family and left to pursue her country music singing stage dreams. With her best friend gone for the summer, Katie is left with the scheming next-door neighbor Claire, whose idea is to get their former fourth grade teacher to marry her widowed father, but Katie had hopes that Ms. Morgan might be interested in her own father and they would not have to move away. With a gentle touch, a bit of humor and a lot of reality, the author has dealt with the scenario of today’s divided families in a way that many children will relate to but can also find hope for new family relationships. Teachers’ guides are available for these books at the publisher’s website.

    - Karen Hildebrand, Ohio Library and Reading Consultant 

    GRADES 6-8


    Geithner, Carole. (2012). If only. New York: Scholastic. 

    If Only

    With the death of her mother from cancer before the start of her eighth grade year, everything in her life changes for thirteen-year-old Corinna Burdette. Even her best friend seems uncomfortable around her, and she finds commonalities with a classmate whose father died earlier. As her father tries to cope with tasks once handled by her mother such as grocery and clothes shopping, Corinna deals with school bullies and her fear that something bad will happen to her father as well. As her classmates grouse about their own mothers, Corinna simply wishes that she and her mother had had more time together. For solace, she even leaves voice messages on her mother's cell phone until her father cancels the phone. The book is filled with Corinna's raw emotions vacillating from anger, depression, and confusion to uncertainty and pleasure in remembering the good times the family shared. Amid the pain and loss, she somehow finds room in her heart for a crush on a classmate and reaches out to others in a school support group. Once Corinna asserts her own needs and even defends another classmate who is being called "Shamu" because of her size, she is on the right track. Although her mother is no longer with her, Corinna knows that a part of her is still around.

    - Barbara A. Ward, Washington State University Pullman

    Gennari, Jennifer. (2012). My mixed-up, berry blue summer. Boston: Houghton Mifflin Books.

    Mixed up SummerTwelve-year-old June and her mother have lived happily on Lake Champlain in Vermont all of their lives. But now that her mother and her significant other, Eva, plan to wed, everything seems to change. As the women's relationship becomes more open, many of the area citizens turn on them, and they find themselves at the center of an anti-gay firestorm with signs extolling Vermonters to "Take Back Vermont" and others advocating that citizens support the rights of gay couples to marry with signs saying to "Keep It Civil." Torn between loving her mother and resenting her relationship with Eva, June is wonderfully imperfect and real. When she behaves hatefully toward Eva, she sounds exactly the way many girls in her situation might sound. As June prepares to enter a pie baking contest at the fair and ponders the possibility of love blossoming between her and best friend Luke, the author describes an idyllic setting beset by division over same-sex marriage while also including mouth-watering descriptions of fruit pie ingredients that make readers' mouths water. The thoughtful juxtaposition of sweet and sour in the book’s pages leave much upon which to ruminate.

    - Barbara A. Ward, Washington State University Pullman
    Stone, Phoebe. (2012). The boy on cinnamon street. New York: Arthur A. Levine Books/Scholastic. 

    Boy on Cinnamon St.

    Seventh grader Louise Terrace gives up just about everything that matters after her mother’s suicide. In fact, she has buried so deeply all memories of the event and her mother that she barely remembers them. With little to hold onto, she succumbs to the efforts of some of her gymnastics teammates to isolate her and to make her quit the team. But when her best friend Reni convinces her that she has a secret admirer, her heart begins to warm again. The only problem is that the secret admirer is not the boy she thought it was. During her efforts to pursue her crush—she convinces herself that the crush is actually mutual—she relies on the support of her best friends, Reni and Henderson. One of the best parts of this novel is how the author clearly shows how hard it is to recover from the loss of a loved one. Sometimes, as in the case of Louise, the death of a parent makes a child lose her way for awhile. The romance itself is sweet and likely to appeal to many middle grade readers who will be gently reminded to love their mothers despite their flaws while keeping their hearts open to life’s possibilities. 

    - Barbara A. Ward, Washington State University Pullman

    GRADES 9-12

    Resau, Laura. (2012). The jade notebook. New York: Delacorte Press.

    The Jade NotebookZeeta and her globe-wandering mother, Layla, have settled in Mazunte, a small but beautiful town in coastal Mexico, where her mother has started a new job managing cabanas. Though Zeeta is hoping for a quiet new life that will satisfy her mother as well as herself, several mysteries come into play. She has come to this town in hopes of learning more about her father and his background. Zeeta’s boyfriend, Wendell, works as an intern at the local Turtle Center photographing rare sea turtles. As in the previous novels, Zeeta records observations of life around her and the reader begins to meet secondary characters that add to the suspense of the mysteries surrounding her father as well as the ecomystery in this seeming tropical paradise.

    - Karen Hildebrand, Ohio Library and Reading Consultant




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  • When I was in fourth grade, our teacher assigned an author’s study. We chose an author, read several books, and researched details about the author’s life. As the culmination of the project, we composed a letter to our chosen author, asking questions, and offering opinions about the author’s books.
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    A Reader's Guide to the Twitterverse

    by Donalyn Miller
     | May 15, 2012
    When I was in fourth grade, our teacher assigned an author’s study. We chose an author, read several books, and researched details about the author’s life. As the culmination of the project, we composed a letter to our chosen author, asking questions, and offering opinions about the author’s books.

    I remember Miss Porter helping each one of us locate the publisher’s information on the copyright page of our books and using a phone book-sized directory of publishers, find the address. I carefully composed my letter to Marguerite Henry (I was in my horse phase at the time), asking her about horses and sharing my secret wish to attend the annual Pony Penning roundup on Chincoteague Island, just like the Beebe children in MISTY OF CHINCOTEAGUE. I waited expectantly through the spring for my letter from Ms. Henry to arrive, but it never did. Crestfallen, I decided that authors probably never saw the hundreds of letters they received from the readers who love their books.

    Thirty years later, authors and the details of their lives and work still intrigue me. Gone are the days, though, of sending off letters to a publisher and hoping for a personal reply from my favorite writer. Many published authors host their own websites and blogs, and fans have greater access to authors than we dreamed possible.

    For the past few years, when I stumbled onto a blogsite by an admired author or reviewer, I usually tagged it or signed up for an RSS feed so that I didn’t miss a post. Not one for moderation, as far as reading goes, my RSS feeds ballooned to an unmanageable amount—more posts than I could reasonably read. What I needed was an efficient way to track reviews and author’s blogs without overloading my e-mail inbox or spending hours reading blogs.

    So, after noticing that many of the writers whose blogs I read post to Twitter, I jumped into the Twitterverse three years ago. My tweet ID is @donalynbooks.

    Twitter, the free social networking and micro-blogging service, allows its users to send and receive messages, known as tweets. Tweets are messages of up to 140 characters that appear on the user’s profile page and the user’s friends, known as followers.

    In addition to writing tweets, users resend (retweet, or “RT”) posts they enjoy, or send direct messages to each other. Users’ names, beginning with an @ symbol, appear in front of their posts. Users search for tweets about topics grouped under hashtags like #NWP and #IRA12. Users access Twitter through its website, Short Messaging Service (SMS), or cell phone applications like Tweetdeck.

    While Twitter became popular due to the Twitterati, celebrity Tweeters like Ashton Kutcher and Demi Moore, the service has moved beyond the navel-gazing posts of the rich and famous. During the corrupt Iranian Presidential elections, protestors used Twitter after the government shut down other modes of communication. Word of Osama Bin Laden’s death flooded Twitter before President Obama formally announced it. Astronaut Michael Massimino sent tweets about repairs to the Hubble Space Telescope from space. There is still a lot of narcissism on Twitter, but the site’s role as a communication force is without question.

    Instant access via Twitter to book reviews, author appearances, and links offers teachers and librarians opportunities for finding books, resources, and like-minded colleagues beyond the walls of our schools, and streamlines the unwieldy process of following blogs and bookmarking review and author websites. I discovered that Neil Gaiman (@neilhimself) raises honeybees and followed the announcement of his Hugo Award win live from his tweets. I scored an advanced reader copy of Kate Messner’s (@KateMessner) book, THE BRILLIANT FALL OF GIANNA Z, when she offered copies to her followers.

    Want to know about Libba Bray’s (@libbabray) next book, the newest Reading Is Fundamental initiative (@RIFWEB), or read reviews of new titles (@sljournal)? Just like the social networking sites Facebook and Goodreads, begin by following a favorite or two and then add other people you notice through your friends’ tweets.

    And yes, if you want the inside scoop on our favorite celebrities, children’s and young adults’ writers, you can do that, too. Follow the hilarious exchanges between Eoin Colfer (@eoincolfer) and Mo Willems (@The_Pigeon), laugh out loud when YA author Maureen Johnson (@maureenjohnson) mistakenly eats the Styrofoam packaging in a box of German wafer cookies, or celebrate when John Green’s (@realjohngreen) A FAULT IN OUR STARS hits THE NEW YORK TIMES (@nytimes). Peering into authors’ mundane moments reveals how magical their writing is when it springs from people whose lives are as ordinary as our own.

    In addition to the people mentioned already, add these outstanding literacy tweeps and children’s authors to your must-follow list:

     Tom Angleberger  @OrigamiYoda
     Laurie Halse Anderson  @halseanderson
     Katherine Applegate  @kaauthor
     Sharon Creech  @ciaobellacreech
     Jenni Holm  @jenniholm
     Travis Jonker  @100scopenotes
     Sara Kajder  @skajder
     Jarrett J. Krosoczka  @StudioJJK
     Kirby Larson  @kirbylarson
     Teri Lesesne  @professornana
     Anne Mazer  @Annemazer
     Barbara O’Connor  @barbaraoconnor
     Dan Santat  @dsantat
     John Schumacher  @mrschureads
     Colby Sharp  @colbysharp
     Franki Sibberson  @frankisibberson
     Laurel Snyder  @laurelsnyder
     R.L. Stine  @RL_Stine

    Donalyn Miller is a sixth grade language arts teacher in Keller, Texas. In her popular book, THE BOOK WHISPERER: AWAKENING THE INNER READER IN EVERY CHILD, Donalyn reflects on her journey to become a reading teacher and describes how she inspires and motivates her middle school students to read 40 or more books a year. Donalyn currently writes a blog, The Book Whisperer, for EDUCATION WEEK TEACHER and a monthly column for Scholastic Book Fairs’ PRINCIPAL TO PRINCIPAL e-newsletter. She co-hosts the monthly Twitter chat, #titletalk, and facilitates the biannual #bookaday event.

    © 2012 Donalyn Miller. Please do not reproduce in any form, electronic or otherwise.
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    Young Adult Book Review: The Storm Makers

     | May 15, 2012

    by Judith Hayn

    Smith, J. E.  (2012). The storm makers.  New York, NY: Little, Brown, and Co.

    The Storm MakersTwelve-year-old Ruby and Simon live in an old farmhouse in rural Wisconsin after their parents quit their jobs and moved the twins from suburban Chicago so the adults could pursue their dreams. Dad, a former science teacher, yearns to invent an energy-making machine while Mom, a florist, hopes to become an artist. Ruby would really like leave this boring existence and hopes the worst drought in 100 years will force the family to return.

    However, a glitch occurs when Simon begins to demonstrate the innate powers of a Storm Maker, someone who can stabilize the weather. As the youngest one ever, Simon has to choose which mentor to follow, the enigmatic Otis who suddenly appears at the farm, or the slick and polished Chairman of the Makers of Storms Society, Rupert London. Add to the mix their kindly neighbor Daisy, also a Storm Maker, and the race is on to help Simon harness his powers. Will the plucky and scientifically-gifted Ruby be able to sway her brother to ignore the wiles of London whose goal is to punish humanity for deliberately destroying the planet and follow Otis instead?

    Using part magic and part science, the plot intensifies until the ultimate climax on a train heading from Chicago back to the Wisconsin farm with enough twists and turns to keep tween readers mesmerized. 

    Dr. Judith A. Hayn is an Associate Professor at the University of Arkansas at Little Rock.

    This article is part of a series from the Special Interest Group Network on Adolescent Literature (SIGNAL).


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    TILE-SIG Feature: Exploring E-Readers in Literacy Acquisition and Instruction

     | May 11, 2012

    by Dr. Kristine Pytash & Dr. Richard E. Ferdig

    The PEW Internet & American Life Project recently produced a report entitled, “The Rise of E-Reading.” In the report, they surveyed 2,986 Americans, ages 16 and older, to investigate people’s e-reading habits and preferences. The report noted 21% of Americans have read an e-book in the past year. They also found the average reader of e-books reads more than average none e-book consumers. Finally, 30% of e-reader users spend more time reading than they previously did.

    Three key perspectives emerge from this report:  research, literacy, and technology. From a research perspective, the audience surveyed were adults ages 16 and older. Much can be gleaned from this report, as will be highlighted here. However, future research could consider replicating this important work with younger students and/or specifically focusing on e-reader use in elementary, secondary, or collegiate classrooms.  

    Some of this work has already been started. For instance, Larson (2010) found second grade students’ reading comprehension was supported by using e-readers because they could adjust the font size, access online dictionaries, and activate text-to-speech features. Literacy researchers can continue to explore this area by asking what other features of e-readers might aid students’ reading acquisition and development? 

    Specifically focusing on literacy, there are two key findings in the report that warrant attention. First, the survey indicates the number of people purchasing and using e-readers is increasing. This might signal an increase in the number of children and adolescents with access to e-readers at home. Literacy educators have argued for recognition of students’ personal literacy practices. Does using e-readers in the classroom help bridge students’ out-of-school reading and in-school reading practices? 

    Second, according to the report, people using e-readers stated they were more avid readers than previously. In fact, the longer they owned an e-reader, the more reading they did over time. Also, those using e-readers read more than people who read traditional print books. This has interesting implications for literacy teachers and researchers as they begin to explore students’ motivation and engagement when reading using e-readers. Are students more motivated to read using an e-reader versus a traditional text? Does students’ motivation stem from using the e-reader or would e-readers be a way to provide students with opportunities to have increased choice and access to a wider range of reading experiences?

    The technology itself is final important aspect to consider when viewing this report. Although studying e-readers is important given their ubiquity, defining an e-reader is more complex. Some hear the term and point to a Kindle or a Nook.  However, one must also consider iBooks on the iPad or Kindle software on a desktop. Researchers must ask if there is something specific about e-readers vs. technologies that allow e-reading.  As important is the notion of literacy in reading online materials, following the important work of Don Leu (for instance, see: Leu, Everett-Cacopardo, Zawilinski, McVerry, & O’Byrne, in press).  If students learn to read through e-readers, whether at home or in school, how do these literacy practices translate to non e-reader texts? Finally, some e-readers allow writing, such as annotation, peer review, or notes to their teacher. The PEW report provides findings with implications for the use of e-readers in the K-12 classroom. Future research should continue to explore ways in which changes in e-readers promote a reading/writing connection. 

    References

    Larson, L. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22. 

    Leu, D.J., Everett-Cacopardo, H., Zawilinski, L., McVerry, J.G., O’Byrne, W. I. (in press).  The new literacies of online reading comprehension. C.A.  Chapelle, (Ed.) The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.

     

    Dr. Kristine Pytash is an Assistant Professor of Adolescent Literacy Education, Kent State University, kpytash@kent.edu. Dr. Richard E. Ferdig is a professor of ITEC and the RCET Research Professor at the Research Center for Educational Technology, Kent State University, rferdig@gmail.com. 


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



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    Teacher Appreciation Week

     | May 09, 2012

    U. S. Department of Education Secretary Arne Duncan has been busy celebrating teachers during Teacher Appreciation Week, scheduled for the week of May 7 this year. 

    “Whatever we do to strengthen and elevate the teaching profession, we should bear in mind that reforms that fail to heed the voice of teachers are doomed,” Secretary Duncan said in a Huffington Post article to kick off Teacher Appreciation Week. 

    On Monday morning, Duncan welcomed more than 80 faculty and teaching fellows from the South Carolina Universities participating in the South Carolina Teaching Fellows program for a RESPECT conversation. The convening is one of 100 RESPECT conversations with more than 1,500 educators held by the Teaching Ambassador Fellows, a group of 16 active classroom teachers working temporarily for the U.S. Department of Education.

    On Tuesday, Duncan joined National Education Association (NEA) President Dennis Van Roekel for a Teacher Hall of Fame reception at the NEA headquarters. 

    This morning, Duncan surprised teachers and staff of Washington, DC’s Luke C. Moore High School with an unexpected visit during their Teacher Appreciation Week breakfast celebration. Luke C. Moore High School is a local School Improvement Grant recipient that serves over 300 students, ages 17 to 21, who have dropped out or who have had difficulties in traditional school settings. Nearly 80 percent of the students served qualify for free or reduced price lunch. 

    Also, over 30 U.S. Department of Education staff went “back to school” to shadow teachers in the DC area and across the country today. Duncan will also invite teachers being shadowed and their shadowers to a discussion later that day so the group can debrief and reflect on the experience.

    This evening, Duncan attends Teach for America's 2nd Annual Gala, which will highlight stories of inspiration and work underway to support students in low-income communities.

    Parents, students, principals, teachers, and the general public are invited to join the national conversation around Teacher Appreciation Week via the Twitter hashtag #thankateacher. 

    Throughout the week, the Department of Education highlights videos of people from around the country thanking teachers for making a difference in their lives. Bill Nye the Science Guy, Mayim Bialik, a PhD and actor on The Big Bang TheoryJamie Hyneman from TV’s MythBustersLeVar Burton, Mayor Michael Bloomberg, and astronaut Dottie Metcalf-Lindenburger have recorded teacher appreciation videos.

    As part of Teacher Appreciation Week, a vision document for reforming the teaching profession has been posted for public comment on the Department’s website, and will be available for comment until June 19.

    As part of its work to better support teachers, the administration has held two international conferences with labor leaders and education ministers from high-performing countries around the world. And, later this month, the administration, national teacher unions, school superintendents, school boards and labor mediators are convening for two days in Cincinnati to focus on reforming the teaching profession.

    “Teacher Appreciation Week is an opportunity to share the praise and appreciation that teachers deserve every day,” Duncan said. “But it is even more important to go one step further and use this week as a chance to learn more from teachers about how we can make teaching not only one of America’s most important professions but also one of America's most valued professions.”

    ReadWriteThink.org, a project of the International Reading Association, the National Council of Teachers of English, and Verizon Thinkfinity, offers a list of Teacher Appreciation Week activities and resources


    RESPECT Project

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    Advocacy at the International Reading Association

    Awards and Grants for Teachers and Literacy Researchers

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