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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

    Together for Tomorrow Initiative

    Advocacy at the International Reading Association

    Awards and Grants for Teachers and Literacy Researchers

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    Reviews of Fascinating Biographies

     | May 09, 2012

    Reading aloud picture book biographies enables teachers to help their students connect with history and the life and times of many fascinating people. Through these life stories, students learn about how others overcame various challenges to contribute to the world in ways both great and small. Most of the books being described this week by members of the International Reading Association's Children's Literature and Reading Special Interest Group can be read to a class in 20 to 30 minutes and are appropriate across the elementary and middle school grades. No matter how much adults may think they know about someone famous, each of these titles offers unique perspectives while humanizing sometimes iconic figures. 


    GRADES K-6


    Allegra, Mike. (2012). Sarah gives thanks. Illus. by David Gardner. Chicago: Albert Whitman.

    Sarah Gives ThanksSarah Josepha Hale loved learning but lived during a time women were denied the right to a college education. Yet, Sarah saw her chance when her brother Horatio was admitted to Dartmouth College. Anytime he came home, Sarah would read his textbooks and pepper him with questions so she was able to become “college educated” without leaving her home. After she became a widow, Sarah’s published poetry and stories enabled her to provide for her five children. Hale was determined to make Thanksgiving as much a national holiday as the Fourth of July. Eventually she became the editor of the popular Godey’s Lady’s Book, one of the most widely read magazines in the country. Each fall she described in the magazine how Thanksgiving promoted “family, friendship, gratitude, and religion” (unpaginated). Her efforts to make Thanksgiving a national holiday were not restricted to the Lady’s Book—she also began a letter-writing campaign to governors, businessmen, diplomats, and admirals seeking their support for creating a national holiday. Since only the nation’s president could make Thanksgiving a national holiday, each year she sent requests to Presidents Taylor, Fillmore, Pierce, and Buchanan, all of whom ignored her pleas. Finally, in 1863 President Abraham Lincoln issued a proclamation declaring a national day of thanksgiving to be celebrated on the last Thursday of November, making Sarah Hale’s dream a reality after 36 years of her tireless efforts.

    - Terrell A. Young, Brigham Young University


    Codell, Esmé Raji. (2012). Seed by seed: the legend and legacy of John “Appleseed” Chapman. Illus. by Lynne Rae Perkins. New York: Greenwillow.

    Seed by SeedIn beautiful lyrical language Esmé Codell introduces young children to the life and times of John Chapman. She carefully explains how what we know about the man who became known as Johnny Appleseed is “three parts legend, one part fact” (unpaginated). Chapman not only planted apples across the American frontier, but he also taught important lessons through the life he led. These lessons which are important to today’s children in our often loud and fast-paced world include “use what you have,” “share what you have,” “respect nature,” “try to make peace where there is war,” and “you can reach your destination by taking small steps” (unpaginated). Codell reminds us how, “Seed by seed, deed by deed, Johnny Appleseed changed the landscape of a nation,” and how his example serves as a challenge to us. “And now it’s your turn,” Codell writes. “One small, deed every day. What seed will you plant?” (unpaginated). The author includes an afterword with ideas for how Chapman’s birthday can be celebrated in homes and classrooms. Newbery medalist Lynne Rae Perkins created the stunning illustrations that celebrate Chapman’s life and legacy. The mixed media artwork includes watercolor, gouache, embroidery, woodcarvings, burlap, and secondhand book pages. Read more about Esmé Raji Codell in this interview.

    - Terrell A. Young, Brigham Young University


    Corey, Shana. (2012). Here come the Girl Scouts: The amazing all-true story of Juliette (Daisy) Gordon Low and her amazing adventure. Illus. by Hadley Hooper. New York: Scholastic. 

    Here Come the Girl ScoutsIn honor of this year’s centennial anniversary of the Girl Scouts comes this informative, inspiring, and interesting picture book biography of the organization's founder, Juliette (Daisy) Gordon Low. Innately curious and born into a service-oriented family prior to the Civil War, Daisy defied the social mores for girls and women in her Southern home. While others might have been satisfied with the adventurous life she led as an adult, this privileged woman longed to make a difference in the world. At the age of 51, she did just that, starting the first Girl Scout troop in 1912. Focusing on the leadership possibilities and physical activities that the Girl Scouts provided to girls, the author describes the inclusive nature of the organization that came to be associated with girl power and the environment long before those movements became fashionable. The appealing illustrations filled with the satisfied faces of busy girls were created with paint, ink, and printmaking techniques, then scanned and assembled in Photoshop. The illustrator has included pithy quotes about self-empowerment from the remarkable Daisy. This title is intended for a much younger audience than First Girl Scout by Ginger Wadsworth although reading the two of them together gives readers an opportunity to compare each book’s focus while marveling that revolution comes in different guises.

    - Barbara A. Ward, Washington State University Pullman 


    Hartland, Jessie. (2012) Bon appétit! The delicious life of Julia Child. New York: Random House.

    Bon ApetitJulia Child would have been 100 years old this August, making the release of this book an appropriate tribute to Julia’s contribution to better living through good food and her famous quote, “People who love to eat are always the best people.” This book is a fun-filled frolic in style and language through the life of Julia Child from her childhood years in Pasadena, California, through her career with the Office of Strategic Services intelligence agency that led to her marriage to Paul Child and their shared love of food. Her husband’s career in diplomatic service took them to many places, but France captured Julia’s heart. Determined to master the art of French cooking, Julia took cooking classes where she learned to makes sauces, soups, crêpes and sweets, eventually resulting in her own television show, The French Chef, and a hugely successful cookbook Mastering the Art of French Cooking.  Harland’s cartoon-like illustrations and speech bubbles and her use of a cursive font that winds in and around many of the illustrations enhance the playfulness of this “delicious” book. The Internet abounds with videos of Julia and many of her fabulous kitchen creations. Readers may want to listen to Julia’s own voice introduce her very own kitchen donated in 2001 and now housed at the Smithsonian Museum of American History at http://americanhistory.si.edu/juliachild/

    - Karen Hildebrand, Ohio Library and Reading Consultant


    Kalman, Maira. (2012). Looking at Lincoln. New York: Nancy Paulsen Books.

    Looking at LincolnFrom the endpapers containing the Gettysburg Address all the way through the book's concluding page at the Lincoln Memorial, this picture book is a textual and visual tribute to Abraham Lincoln, the nation's sixteenth president. Reminded of someone when she spies an exceptionally tall man, the narrator makes a connection after she uses a $5 bill with Lincoln's visage on it. A visit to the library provides her with additional information, starting with Abe’s birth in Kentucky in 1809. While covering some familiar territory, such as Abe's upbringing and study habits, she also provides lesser-known facts about Abe, such as his fondness for vanilla cake, and his meetings with Sojourner Truth and Frederick Douglass. The notes provided at the story's conclusion add even more detail to explain the gouache illustrations, all of which show the author/illustrator's great admiration for this man who led the nation during one of its most difficult periods. Interesting facts are provided in a simple fashion without overwhelming the reader, providing an excellent introduction to the life and times of Honest Abe. Readers will want to know even more about this fascinating man. 

    - Barbara A. Ward, Washington State University Pullman


    Kamkwamba, William, & Mealer, Bryan. (2012). The boy who harnessed the wind. Illus. by Elizabeth Zunon. New York: Dial. 

    The Boy Who Harnessed the WindNecessity—and determination—truly are the mothers of invention. When a severe drought in Malawi ruins the crops his family needs in order to survive, fourteen-year-old William Kamkwamba heads to the public library. With an English dictionary nearby, he combs through science books in search of ideas to solve the villagers' need for water and for electricity. A picture of a windmill inspires the mechanically-inclined young man to build a simple machine of his own. To the junk yard he goes, sifting through the trash for pieces that might be used in designing the windmill. With the help of friends, he fashions a windmill whose turning blades produce wind power, which he harnesses in the form of electricity to the astonishment of the villagers. Back matter includes information about the story behind the story with a photograph of the actual windmill William designed and built. The oil paint and paper collage illustrations are beautiful, filled with greens and blues that tout the usefulness of a sustainable resource such as the wind. Readers are likely to be impressed with William's ingenuity and persistence despite the ridicule of others. 

    - Barbara A. Ward, Washington State University Pullman


    Kerley, Barbara. (2012). Those rebels, John & Tom. Illus. by Edwin Fotheringham. New York: Scholastic. 

    Those Rebels, John & TomIn her usual engaging writing style, the author enumerates the many differences between two of the nation’s founding fathers, John Adams and Thomas Jefferson. They couldn’t have been more different in appearance and upbringing or in their ways of dealing with others. But those differences counted as nothing once they found common ground in their hatred of King George and their love for the American colonies. While Adams used his fiery oration to persuade delegates to the Continental Congress to declare the colonies' independence from England, Jefferson used his pen to poke jabs at the king and to create a draft of the Declaration of Independence. Of course, readers already know that the efforts of these two men succeeded, and a new nation was founded. What some may not realize, though, is how much of Jefferson's original draft was cut and edited or how the two men supported each other in their efforts. Back matter provides more information about the two men and their divisive disagreement about issues such as slavery. The digital media illustrations are appealing to the eye and allow the men's personalities to come to life. Clearly, John and Tom were every bit the rebels the book's cover purports them to be. 

    - Barbara A. Ward, Washington State University Pullman


    Lang, Heather. (2012) Queen of the track: Alice Coachman: Olympic high-jump champion. Illus. by Floyd Cooper. Honesdale, PA: Boyds Mills Press. 

    Queen of the TrackAt the 1948 Olympics in Wembley Stadium in England Alice Coachman became the first African-American woman to win an Olympic gold medal. Alice was born one of ten children in Albany, Georgia, in 1922 when Jim Crow laws ruled the South. Although she loved to run and jump, those physical activities were not considered “ladylike.” She was determined, however, and continued to run, usually beating all the boys at foot races and even devising her own high jump with sticks and rags. The coaches at Tuskegee Institute for high school and college discovered Alice and her talent for running and basketball. After waiting for years while war caused the Olympics to be cancelled, Alice finally represented Tuskegee in track and field in the high jump during the 1948 Olympics. As the day of her race arrived, her team members had had little success, leaving Alice as the last hope for the Americans. As onlookers filed out of the stadium, thinking any chance for a medal was unlikely, Alice made her jump, setting a record, and claiming the gold medal. Readers will want to see Alice in action in some of the videos at her website: http://www.alicecoachman.org/videos.html. They also may want to check out the author’s website at http://heatherlangbooks.com/Queen-Of-The-Track.html. A portion of the author's royalties will be donated to the Alice Coachman Foundation, which helps deserving and proven amateur athletes reach their full potential, according to Lang’s website. This title will be an excellent read aloud choice as the Olympics return to England this summer.

    - Karen Hildebrand, Ohio Library and Reading Consultant


    Malaspina, Ann. (2012). Heart on fire: Susan B. Anthony votes for President. Illus. by Steve James.

    Heart on FireSusan B. Anthony is well known for her efforts to give women the right to vote, but Ann Malaspina describes a little-known event in Anthony’s life. Susan B. Anthony actually went to the polls on November 5, 1872 and cast her vote for president. By casting her vote, she broke the law and was arrested. Anthony felt this law was unfair and believed strongly that the 14th amendment to the Constitution gave women as well as men the right to vote. Anthony used her upcoming trial as a platform to argue her case. “Is it a crime for a citizen of the United States to vote?” (unpaginated). “Many clapped for her./ Some weren’t so sure./ A few hissed and shook their heads./ It was a crime for a woman to vote” (unpaginated). She was found guilty and ordered to pay one hundred dollars plus court costs, which she never did. Women did not gain the right to vote until the 19th amendment was ratified in 1920. Malaspina’s stirring free verse and James’s stunning paintings are the perfect combination to convey the courage of one woman who helped change the world.

    - Terrell A. Young, Brigham Young University


    Nivola, Claire A. (2012). Life in the ocean: the story of oceanographer Sylvia Earle. New York: Farrar Straus Giroux. 

    Life in the OceanSylvia Earle’s life serves as an inspiration to girls and boys of all ages because she pursued her passions and defied conventional expectations. From a young age she “lost her heart to the water” (unpaginated) and explored the clear blue-green water off the Gulf of Mexico where she investigated tiny crabs, darting fish and sea horses. As an adult Sylvia joined an expedition where she was the only woman among 70 men on a research ship in the Indian Ocean. Another time she descended 3,000 feet in the Pacific Ocean in a spherical bubble. Sylvia also spent two weeks 50 feet below swimming among fish and coral. She noticed the same angelfish, squirrelfish, triggerfish and parrotfish each day, observing how they came and went in the same fashion as residents in the neighborhoods on land. Sylvia was the first to walk is a Jim suit 1,250 feet down and find bioluminescent creatures flashing their star lights. Back matter includes a bibliography and an author’s note where Nivola describes how the ocean is suffering at the hands of humans. She explains that oil spills, overfishing, pollutants, sound and fossil fuels are altering the sea world. Sylvia Earl wants all of us to delight in the underwater world and treat it responsibly, remembering that it gives us life. 

    - Deanna Day, Washington State University Vancouver


    Novesky, Amy.  (2012) Georgia in Hawaii: when Georgia O’Keefe painted what she pleased. Illus. by Yuyi Morales.  New York: Harcourt Children’s Books.

    Georgia in HawaiiIn 1939, Georgia O’Keefe was commissioned by the Hawaiian Pineapple Company (later Dole Pineapple) to create two paintings to promote and market pineapple juice. She spent nine weeks traveling around the islands to get a feel for the land. During that time, she decided she did not want to paint the way the pineapple company wanted her to paint, and they rejected some of the art she created. She discovered and fell in love with the lush greenery and flowers and waterfalls and all the beauty Hawaii had to offer, but she refused to paint a pineapple. As the title states, “… Georgia O’Keefe painted what she pleased.” Although this book describes a little known story within the artist’s career, it is also a tribute to the special and natural beauty of Hawaii that O’Keefe learned to love. After returning to the mainland, Georgia changed her mind about what she would paint. After the Hawaiian Pineapple Company airlifted a pineapple plant to her in New York, she agreed to paint what she would call “Pineapple Bud,” which became part of their advertising campaign. The jewel tones of Yuri Morales’ stunning paintings are the perfect complement to this story. Readers can learn more about the author, her research and Georgia’s trip to Hawaii at: http://jamarattigan.com/2012/03/12/author-chat-amy-novesky-on-georgia-in-hawaii/.

    - Karen Hildebrand, Ohio Library and Reading Consultant

    Vernick, Audrey. (2012). Brothers at bat: the true story of an amazing all-brother baseball team. IIllus. by Steven Salerno.  Boston: Clarion Books/Houghton Mifflin Harcourt. 

    Brothers at BatThe sixteen children (12 boys and 4 girls) who comprised the large Acerra family back in the 1920s and 1930s in New Jersey weren’t all that unusual when it came to size. What made them unique was the fact that the 12 brothers used their numbers to their advantage, easily fielding the entire roster of a baseball team with three left over to sit on the bench.  In 1938, for instance, when their ages ranged from seven to thirty-two, the oldest nine formed a semipro team coached by their father. There are many interesting facts about the brothers included in the story; for instance, an Acerra played on the high school team for 22 years in a row. This true story about the baseball-loving Acerras shows that there were other advantages to having large, supportive families. The siblings rallied around their brother, Alfred, when he lost an eye due to an accident during the game, but, not surprisingly, experienced difficulty when six of them left home to serve in the military during WWII. In the book’s opening pages, the author uses engaging language to describe the sound of the brothers leaving their house to play the sport they loved so much. Not only does she describe some of the fame that came their way as a team, the longest playing all-brother baseball team in history, but she does so in breathtaking style. Back matter includes notes from the author and artist and the jaw-dropping fact that there were 29 baseball teams made up entirely of brothers from the 1860s to the 1940s. The black crayon, gouache, watercolor, and pastel illustrations vividly illustrate the brothers’ shared love of the game and for their family members. Readers of this picture book biography will close its pages with a heightened appreciation of brotherly love and a time long gone. 

    - Barbara A. Ward, Washington State University Pullman

    Winter, Jonah. (2012). Just behave, Pablo Picasso! Illus. by Kevin Hawkes. New York: Scholastic/Arthur A. Levine Books. 

    Just Behave, Pablo Picasso!This partial picture book biography with just a hint of fantasy pays tribute to the larger-than-life personality of artist Pablo Picasso and his determination--some might say arrogance--in daring to defy artistic conventions and expectations. The author provides little information on the artist’s early years, allowing the story to burst out at readers in almost the same fashion that Picasso himself burst onto the art scene. The storyline and the open acrylics and sepia pencil illustrations highlight Picasso's impulsive and itinerant nature as his painting style evolved, influenced by his travels, his mood and his surroundings. Clearly, it took courage for this man who would be considered the first modern artist to stand his ground and follow his own inspiration while being urged to paint in the same style to which others were accustomed. The illustrations are particularly effective, showing Pablo surrounded by naysayers whose words come at him in a cartoon balloon shapes. Back matter includes additional information about Cubism and Picasso's friend, Georges Braque, considered the co-creator of Cubism. The cover is certainly noteworthy with Picasso depicted as a giant among men stepping across the roofs of Paris.

    - Barbara A. Ward, Washington State University Pullman


    Woelfle, Gretchen. (2012) Write on, Mercy! The secret life of Mercy Otis Warren.  Illus. by Alexandra Wallner.  Honesdale, PA: Calkins Creek.

    Write On, Mercy!Mercy Warren was born in Massachusetts in 1728 during the time that the American colonies were starting to stir for independence. Her childhood was shrouded in the clouds of revolution as Mercy formed her ideas and opinions about independence. Her father made sure that Mercy was educated along with her brothers, kindling her passion for the written word. Although she could not accompany her brother Jemmy as he went on to Harvard, she met and married his best friend James Warren. Once James became active in the Continental Congress, many meetings were held in the Warren home, giving Mercy an insider’s view on the revolution. When Jemmy was brutally beaten by a group of Loyalists, she took up his mission to promote the ideas of freedom and anonymously wrote poems and plays in support of the patriots. But she couldn’t sign her work since women were not allowed to be involved in political matters. When the war actually started, Mercy decided to write a history of the events. Over the next thirty years she persevered, eventually publishing her three-volume historical tome, History of the Rise, Progress and Termination of the American Revolution: Interspersed with Biographical, Political and Moral Observations under her own name in 1805. Woelfle’s book ends with an author’s note, a timeline, references and a beautiful reproduction of John Copley’s portrait of Mercy that hangs in the Museum of Fine Arts in Boston where it can be viewed today.

    - Karen Hildebrand, Ohio Library and Reading Consultant

    GRADES 7-12

    Wadsworth, Ginger. (2012). First Girl Scout: the life of Juliette Gordon Low. Boston: Clarion Books/Houghton Mifflin Harcourt. 

    First Girl ScoutBorn in 1860 into a well-connected family with ties to the North and the South during the Civil War, Juliette (Daisy) Gordon spent much of her free time outdoors, climbing trees, canoeing, swimming, and hiking although she also attended boarding school in Virginia and finishing school in New York. She was close to her family, often painting and performing plays. After her marriage to a wealthy British man close to the future King of England, Daisy became a socialite, spending much of her time at parties and social gatherings. Improper treatment of an ear infection prior to her marriage and an eardrum punctured by a grain of rice thrown during the wedding festivities left her deaf. After her marriage failed, she searched for purpose, finding inspiration in the Boy Scouts and Girl Guides of Robert Baden-Powell. Beginning with 18 girls in Savannah in 1912, Daisy created her own version of the organization to provide leadership opportunities for girls from various backgrounds. Not only did the girls in Daisy’s Girl Scouts engage in outdoor activities, but they also prepared for roles as professionals. The author brings this intriguing woman to life, describing her love for animals, her talents and personality, and including some of her dark moments as well as her character flaws; for instance, her proclivity for lateness and her difficulties with financial planning. Considering the times and social expectations for girls and women, Daisy was clearly foresighted since the organization to which she gave so much of her time and money recently marked its 100th anniversary. Filled with family anecdotes and period photographs and framed alongside interesting periods of history, the book's seventeen chapters provide insight into the personality and upbringing of a privileged woman in her fifties who decided it was not too late to make a difference in the world around her. 

    - Barbara A. Ward, Washington State University Pullman




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  • As an adult reader, I am allowed the luxury of reading at my own leisure. There is no one monitoring my progress or checking my fluency. There is no one to make corrections to my pronunciations or miscues, or interrupt my reading by asking me questions, especially when I’m immersed in the best part of the book.
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    • Teaching Tips

    Teaching Tips: Bringing Children, Dogs, and Books Together

    by Kathleen Hunter, MS
     | May 08, 2012
    As an adult reader, I am allowed the luxury of reading at my own leisure. There is no one monitoring my progress or checking my fluency. There is no one to make corrections to my pronunciations or miscues, or interrupt my reading by asking me questions, especially when I’m immersed in the best part of the book.

    Most kids, especially those in the first few years of learning how to read, are not allowed these reading pleasures. We as educators and parents hover over their little shoulders ever-ready to make corrections. We have our own goals to reach that are dependent on these young readers to excel. But what many children need most is a stress-free, friendly, and safe learning environment with a non-judgmental friend—“man’s best friend”, a dog.

    Welcome to Reading with Rover.

    Reading with Rover is a community-based literacy program that reaches out to young struggling readers all across the Northwest. The program trains dogs and their owners to become Reading with Rover D.R.E.A.M. Dog teams. After they have completed all of the training requirements, they are allowed to visit schools, bookstores, and libraries to listen to young boys and girls read books to them.

    The young readers are not judged on their reading level or skill. Instead, they are given the freedom to simply enjoy books of their choosing and at their comfort level with their new friend. The dogs are calm, responsive, and ever so attentive to the child and their chosen books!

    For younger siblings, there is a Coloring Corner where they can sit and color puppy pages with an adult supervisor. They are in the same space as the Reading with Rover dogs and their owners so they receive some of the same benefits, but at a short distance.

    Reading with Rover in the Classroom

    The beauty about Reading with Rover is that it is not only for young readers just learning how to read. I had an opportunity to visit a designated Reading with Rover location in Redmond, Washington. I spoke with a second grade teacher who has a group of four to seven Reading with Rover dogs and their owners that visit his classroom each week. The teacher said he also invites the older students from the EBD (Emotional Behavioral Disorder) classroom to join this group of readers. He shared with me how the interactions between the younger students, the dogs, and the older students benefit everyone. They all enjoy learning and especially learning how to read together. The younger students like having an older buddy to read with them and their dog. The EBD students are calm, open to learning, and act as mentors to the younger students. Everyone is at a different stage in their reading ability but at the same stage of reading enjoyment!

    This is a quilt that was made by the second grade students. The quilt was auctioned off at a school fundraiser. Unbeknownst to Mr. Daly, his parents were the winning bidders! They in turn gave the quilt back to his classroom.



    Community Service

    At the same location in Redmond I also met Gaby and her dog Ruby.

    Gaby is a high school senior who chose Reading with Rover as her community service senior project. Gaby and Ruby were acting as a Greeter Dog team. Their job was to greet the children and their parents as they joined other Reading with Rover dogs and their owners who had completed their required training. Acting as a Greeter Dog team is one of the requirements before becoming a full-fledged Reading with Rover D.R.E.A.M. Dog Team. Soon, Gaby and Ruby will be able to read with children in the main reading room.

    Reading with Rover provides a wonderful opportunity to capture the interest of teens and young adults and the importance of literacy and becoming life-long readers.

    Reading with Rover in Your Neighborhood

    If you are interested in learning more about Reading with Rover and all the fabulous benefits for children, dogs, and adults, I suggest you begin by visiting their website at http://www.readingwithrover.org.

    Live outside the Pacific Northwest? There are similar animal-assisted literacy programs in operation all over the globe! Try entering “reading to dogs program” and your geographic location into your favorite search engine to see what’s available near you.

    Kathleen A. Hunter, MS is a literacy tutor and aspiring children's book author. You can visit her online at www.KathleenHunterWrites.com.

    © 2012 Kathleen Hunter. Please do not reproduce in any form, electronic or otherwise.
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  • Last month I visited a classroom where a teacher was using Google Docs to conduct writing conferences with her students. We’re talking live G-chatting with the teacher, amazing evidence of the evolution of a piece in the form of highlights and rewrites, plus a record of the phenomenal dialogue between a student and her teacher held in the comments section alongside the student’s actual writing.
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    • Quiet! Teacher in Progress

    QUIET! Teacher in Progress: Embracing What Works

    by Mrs. Mimi
     | May 03, 2012
    Being a teacher means embracing constant change. Yet all too often, teachers are told when, how and why to change. In this monthly column, Mrs. Mimi takes on creating change for herself by rethinking old practices and redefining teaching on her own terms.

    Last month I visited a classroom where a teacher was using Google Docs to conduct writing conferences with her students. We’re talking live G-chatting with the teacher, amazing evidence of the evolution of a piece in the form of highlights and rewrites, plus a record of the phenomenal dialogue between a student and her teacher held in the comments section alongside the student’s actual writing.

    Are you blown away yet?

    Because you should be.

    Now I know many of you are out there reading this while shaking your heads and thinking, “Well, I couldn’t do that because we only have four computers in my classroom. Three of them work okay, I guess, but the other one? It seems to only work every other Tuesday when the moon is full, so that just isn’t an option.” And to you I say, “I hear you. Some schools really need to step up their technology game.”

    Maybe better technology in schools is similar to Kevin Costner’s FIELD OF DREAMS. “If you build it into our curricular plans, more reliable technology will come.” Or better yet (and perhaps more accurate because we teachers—including yours truly—have been known to get our complain on from time to time) “If you complain about it enough, more current technology will come…and you will have to use it!”

    So let’s release ourselves from the budgetary upgrading nightmare that is getting all of our schools equipped with current, reliable, and worthwhile technological tools and instead focus on how we might just use them to improve our practice.

    Let’s go back to the example of the rock star teacher who utilized Google Docs to transform her writing conferences with students. This teacher’s purpose was two-fold. First, she wanted a tangible record of her dialogue with students, something that went beyond your average conference notes. Second, she wanted to encourage her students to be more at ease with drafting and revising directly on the computer. So for this teacher, using Google Docs was purposeful—the result of a well thought out decision to integrate new technology into the classroom in meaningful ways.

    I’m going to be honest with you for a moment—brutally honest. I like shiny new things. A lot. So when someone wheels in a new computer, a new scanner, a new digital camera, a new digital recording device, a new video camera…essentially anything new and shiny and still in its original packaging…I must use it and I must use it now. This love of all things shiny has not only led me astray in the form of bad impulse purchases at the mall, it has also created situations in my classroom where I used the technology just to say I was using the technology and….well, it’s so shiny!

    While some technologies shaped my practice in exciting ways, others created headaches, confused my students, and added nothing substantial to my instruction.

    Last week, I visited a classroom where the teacher was using an anchor chart on plain old chart paper. We’re talking Magic Marker, amazing quick reminders in the form of silly drawings, and phenomenal evidence of an instructional artifact that grew from the students themselves in the form of kid-friendly language.

    This teacher’s purpose was two-fold. First, she wanted to create a resource for her students to refer to in meaningful ways as they worked independently. Second, she wanted this artifact to represent her students, their thinking and their process. So for this teacher, using Magic Markers and chart paper was purposeful—the result of a well thought out decision to integrate reliable teaching practices into the classroom in meaningful ways.

    Are you blown away yet?

    Because you should be.

    Now I know some of you are reading this while shaking your heads and thinking, “Charts are so outdated! Magic Marker is a thing of the past.” And to you, I say, “Some things never change and isn’t that wonderful?”

    Mrs. Mimi is a pseudonymous teacher who taught both first and second grades at a public elementary school in New York City. She's the author of IT'S NOT ALL FLOWERS AND SAUSAGES: MY ADVENTURES IN SECOND GRADE, which sprung from her popular blog of the same name. Mimi also has her doctorate in education from Teachers College, Columbia University.

    © 2012 Mrs. Mimi. Please do not reproduce in any form, electronic or otherwise.
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    TILE-SIG Feature about Students For Tomorrow: A Purposeful, Powerful Collaboration

     | Apr 27, 2012

    by Denise H. Stuart

    Collaboration is the pronounced theme of the classroom website Students for Tomorrow developed by Social Studies teachers Garth Holman of Beachwood Middle School and Michael Pennington of Chardon Middle School. Not only did they develop this multimedia site together but it has become a platform for their students, in two different school districts, to collaborate on projects integrating reading, writing and history content with web 2.0 and multimedia technology. Garth describes the work of blog buddies where “they are writing historical fiction stories in first person about the Middle Ages and then getting feedback on the blogs from the opposite school.” Parents are invited to be a part of the process with a link to a page that describes 21st Century Skills. Videos, podcasts and sample student work enrich the rationale for how and why social media is used in the classroom.

    Students for Tomorrow 

    A visit to this site will inspire one with the many student projects like the above tagxedo, developed from words submitted by all students, collected on a google doc. Garth and Mike put to action their expressed beliefs in constructivist learning by providing students with a wealth of resources to support deep learning. Embedded in the site are teacher made videos demonstrating use of web 2.0, social networking and other digital tools such as building a voki, using diigo saving an iMovie to quicktime, and tagging and taking screenshots on Google Earth. A group diigo develops social bookmarking between Chardon and Beachwood Middle Schools. Unit centered activities like the Middle Age Quest engage students to listen, view, blog, search, read and write comments through 10 quests to learn about the Middle Ages. The Wall encourages use of social media to text in ideas, described on Garth’s and Mike’s teacher-centered website Teachers for Tomorrow.

    This classroom website celebrates the possibilities of learners of the 21st Century. A powerful page was added in recent months that features student made videos, songs, writing, and drawing, as well as photos and YouTube videos from the world community when Chardon tragically experienced the loss and injury of students in a shooting at the High School. In Memory 2.27.12 shows the reach of the collaborating Beachwood class in sending thoughts of care to their partner school. This page became a place for many to express support for the losses of the Chardon community. 

    Students for Tomorrow 

    Denise Stuart is from The University of Akron, Ohio.

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


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