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  • Timothy Shanahan recently wrote a blog entry titled “Ten Things Good Writers Do” for a group of Chicago high school students, at their request.

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    Research-Based Resources on Teaching Writing

    by Timothy Shanahan
     | Apr 02, 2014

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

     

     

    Research on Teaching Writing
    photo credit: Rubin 110 via photopin cc

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

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

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

     


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

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  • This Louisiana teacher is passionate about literacy and is excited for IRA in NOLA.
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    April Member of the Month: Debbie Rickards

    by Sara Long
     | Apr 01, 2014

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

    Debbie RickardsWhen did you know you wanted to become a teacher?

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

    Which books influenced your decision to become an educator?

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

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

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

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

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

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

    Debbie Rickards

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

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

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

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

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

    What do you consider to be your proudest career moment?

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

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

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

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

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

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

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  • The Society for Research in Child Development Policy Report “Multilingual Children: Beyond Myths and Toward Best Practices” addresses important questions about multilingual learners in the United States.

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    Multilingual Children: Beyond Myths and Toward Best Practices

    by Mariela Páez
     | Mar 25, 2014

    Mariela Paez
    by Mariela Páez
    Boston College
    March 26, 2014

     

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

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

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

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

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

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

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

     


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

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  • Community forms in many different ways. The bond can be based on geographic location or shared interests, but at other times, community forms out of friendship, common interests, or even necessity.
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    A Caring Community: Books about Connections

    The CL/R SIG
     | Mar 24, 2014

    Community forms in many different ways. The bond can be based on geographic location or shared interests, but at other times, community forms out of friendship, common interests, or even necessity. There are even moments in which disaster strikes, and a temporary community forms with all members focused simply on survival. The ties that bind those temporary community members briefly may be just as strong as some lifelong connections.

    Building a caring community is an important part of teaching in today’s world. For this reason, members of the Children’s Literature and Reading Special Interest Group focus on multiple types of community for this week’s book reviews.

     

    Grades K-3

    Amado, Elisa. (2014). Why are you doing that? Illus. by Manuel Monroy. Toronto, ON: Groundwood Books.

    Why Are You Doing That | Reading Today OnlineThe ever-curious Chepito is sure to remind some readers of their own irrepressible children.  From the moment he awakens, the young boy questions everyone he encounters about the reasons for their actions. Each person, from his mother to a neighbor lying beneath a banana tree, takes the time to explain how his/her actions eventually lead to good food for Chepito to eat. As he observes the care with which each person treats the animals and crops, he is reminded of good stewardship.

    This simple title provides excellent information about how we get our meals, knowledge that is becoming more essential in a world filled with fast food. The lively digital illustrations originated as drawings created with color pencil and watercolor.                        
    -Barbara A. Ward, Washington State University Pullman

     

    Sadler, Marilyn. (2014). Alice from Dallas. Illus. by Ard Hoyt. New York, NY: Harry N. Abrams.

    Alice from Dallas| Reading Today OnlineAlice from Dallas prides herself on being a cowgirl. But she’s a tad insecure about her knowledge about the subject since she’s actually from Dallas, Pennsylvania. Maybe she isn’t the real deal, after all, since Pennsylvania is far from where cowgirls love to roam. When Lexis from Texas arrives at school, Alice realizes that she has some competition. All of their classmates hang on every word Lexis utters and enjoy doing what she does. After all, she's a real cowgirl. A showdown between the two girls has unexpected results, and Alice later learns the truth about her rival and her own origin.

    The text has a good message as Alice realizes that winning isn’t everything, and the illustrations, created with watercolor paints and finished in ink, are filled with action and show just how determined both girls are to stake their claims on the classroom territory. Can two rival cowgirls become friends? Readers will quickly find out.

    -Barbara A. Ward, Washington State University Pullman

     

    Smith, Alex T. (2014). Claude at the beach. Atlanta, GA: Peachtree Publishers.

    Claude at the Beach | Reading Today OnlineThis bizarre but hilarious series about an adventuresome dog and his sock sidekick just keeps getting better, even while the two of them form their own little community. In this installment, Claude decides that he and Sir Bobblysock deserve a vacation. After packing his suitcase with a most unlikely assortment of things Claude thinks they'll need, the two friends head to the beach where they soak up the sun, save someone's life, encounter pirates, and find treasure.

    Upon their return from a hard day's work, their human companions have quite a surprise as they ponder what in the world has been going on while they’ve been away from home. After all, there must be a good explanation for finding sand in one's underwear.                                                           

    -Barbara A. Ward, Washington State University Pullman

     

    Wallace, Chad. (2014). The mouse and the meadow. Nevada City, CA: Dawn Publications.

    The Mouse and the Meadow | Reading Today OnlineIn a story told through rhyming text, a young mouse ventures forth into the meadow where he encounters friends and foes, including a honeybee, a caterpillar, a box turtle, a snake, and a great horned owl. The luminous illustrations are large, often allowing the intrepid adventurer and the creatures he encounters to be seen up close or at other times focusing on one part of an animal such as the snake's fangs or the owl's talons.

    There is a lesson here about being ready for the challenges each day brings as well as an excellent introduction to the habitat and inhabitants of the meadow. Young readers will enjoy the book and the back matter that extends its content, making it a good choice for an elementary science class.                                                                                    

    -Barbara A. Ward, Washington State University Pullman

     

    Grades 4-6

    Cutler, Jane. (2014). Susan Marcus bends the rules. New York, NY: Holiday House.

    Susan Marcus Bends the Rules | Reading Today OnlineWhen WWII results in relocation from New York City to Clayton, Missouri for  ten year old Susan Marcus and her family, Susan is heartsick about leaving everything and everyone familiar behind her. Things are different in her new home, and it's almost as though no one remembers that the war is even being fought. There seems to be little community since her neighbors make condescending remarks about New Yorkers. When Susan becomes friends with Loretta, an African-American girl who secretly lives in the same apartment building, she encounters prejudice toward the girl and learns first-hand about the restrictive Jim Crow laws.

    By the end of the book, she has encountered all manner of prejudice—toward blacks, Jews, New Yorkers, and the Japanese. Eventually, she and her neighbor Marlene concoct a plan in which the girls can spend some time together in public. The trip is eye-opening in many ways. For instance, the hatred of others toward all Asians is evident in the destruction of a neighborhood Chinese restaurant and the provocative messages left on the building where food is served. By the time the girls return from their brief trip, having bent a few rules, they are a little wiser but no less determined to create a more equitable community.

    -Barbara A. Ward, Washington State University Pullman

     

    Harper, Charise Mericle. (2014). Just Grace and the super sleepover.  New York: Houghton Mifflin Harcourt Books for Young Readers.

    Just Grace and the Super Sleepover | Reading Today OnlineJust Grace loves birthday parties, but when she learns that her classmate has planned an outdoor overnight sleepover for her party, she grows surprisingly anxious about all the bugs and creepy crawlies that she may encounter. Through a series of events, she finds herself telling one lie after another, even to her best friend Mimi. As one lie begets another, several classmates are drawn into the mess she has inadvertently created, and Grace feels guilty and miserable.

    While the girls' teacher, Miss Lois, turns out to have some surprises up her sleeve as she shares her love for the good green earth with her students, Grace is preoccupied with figuring out how to fix things and stop having to tell even more lies. The book is filled with appealing illustrations and real-world dilemmas with which readers will relate.

    -Barbara A. Ward, Washington State University Pullman

     

    Kerley, Barbara. (2014). A home for Mr. Emerson. Illus. by Edwin Fotheringham. New York, NY: Scholastic.

    A Home for Mr. Emerson | Reading Today OnlineWith quotes from Ralph Waldo Emerson on the endpapers and sprinkled throughout the story, this partial picture book biography introduces young readers to the influential author and philosopher. His book-filled Concord, Massachusetts, home became his refuge, and it became the stopping place for many visitors interested in chatting with the great thinker. When a fire destroys his home, he truly finds out the meaning of community and how much he means to his neighbors. When he returns from a trip abroad, his neighbors find a way to surprise him by replacing everything he thought he had lost.

    A gentle reminder of the importance of friends and one's community, the book contains digital media illustrations that are brimming with color and philosophical surprises.                                                                                           

    -Barbara A. Ward, Washington State University Pullman

     

    Grades 7-8

    Angleberger, Tom. (2014). Princess Labelmaker to the rescue: An Origami Yoda book. New York, NY: Harry N. Abrams.

    Princess Labelmaker to the Rescue | Reading Today OnlineThe battle wages on at McQuarry Middle School as the students fight against FunTime, the decidedly unentertaining test preparation program the school district has purchased. The administrators have done away with all electives and replaced them with drill-and-kill exercises in order to raise the school’s scores on the end-of-the-year state tests.

    As is the case in the earlier titles in this series, the students draw their inspiration from origami puppets fashioned to resemble characters from Star Wars. In this installment, someone sends the crew's case file to Principal Rabbski to enlist her help. Up until this point, the students leading the rebellion against the tests and FunTime have considered her the enemy. Thus, the decision to share the case file with her is risky since it could result in her using the information against the Alliance. As is typical for this series, there are wonderful references to Star Wars characters, sayings, and plotlines.

    There are plenty of surprises in this story about a student community formed to make changes in the school’s procedures. Could it be that the kids and their origami puppets will take on Washington, DC when they go on their field trip? Teachers (and students) across the nation have their fingers crossed that it might be so. Clearly, the high-stakes movement did not begin at McQuarry Middle School.

    -Barbara A. Ward, Washington State University Pullman

    Brown, Skila. (2014). Caminar. Somerville, MA: Candlewick Press.

    Caminar | Reading Today OnlineGuatemala has been rocked by internal unrest for three decades. This eloquently told story thrusts readers right into the heart of the conflict and violence which comes from unexpected sources—the country’s soldiers.

    Carlos is an obedient young man who does what his mother says without thinking, which turns out to save his life. When the small village where he lives is visited by soldiers looking for recruits and a band of guerrillas looking for food, his mother unexpectedly sends Carlos into the woods for mushrooms. This action takes Carlos far from his village when the soldiers return. Although he clearly does not see what happened in the village, he knows the fate of his family and friends. The soldiers slaughter the villagers, and Carlos races up the mountain to warn those who live in his grandmother's village. Forced to become a man and rely on his instincts to save those around him, Carlos depends on nature and some guerillas he encounters to help him.

    The author’s novel in verse format insures that she captures the emotions and rapid events of the time period. It's unlikely that most students have any idea that 200,000 individuals like those in Carlos’s village disappeared from Guatemala between 1960 and 1996.                                                                                                                                     
    -Barbara A. Ward, Washington State University Pullman

     

    Burgan, Michael. (2014). Tank man: How a photograph defined China’s protest movement. Mankato, MN: Capstone/Compass Point Books.

    Tank Man | Reading Today OnlineFilled with large photographs of a pivotal moment in Chinese history, this book describes how a photograph showing one man’s bravery brought hope to others. In 1987 several students protested the lack of democracy in China by gathering in Tiananmen Square. As the government grew weary of the continued protests that continued for months, soldiers were ordered to clear the area of protesters in 1989. Photographer Jeff Widener shot a photograph of one man in a white shirt standing alone against a column of tanks. Although no one knows who that man was or even what happened to him later, clearly he—and the famous photograph—represented the hope for freedom amid almost hopeless odds and military might.

    Part of the Captured World History series, this title offers much food for thought about what is worth sacrificing one’s life for and one individual’s courage in confronting those tanks.                                                       

    -Barbara A. Ward, Washington State University Pullman

     

    Muten, Burleigh. (2014). Miss Emily. Illus. by Matt Phelan. Somerville, MA: Candlewick Press.

    Miss Emily | Reading Today OnlineYoungsters today often hear stories of the reclusive nature of Emily Dickinson, arguably the best known American female poet. But it only takes a little research to realize that while she might not have sought out society, she enjoyed adventures and the companionship of others. This slim volume describes an evening excursion in Amherst on which she led three neighborhood children. Since the circus was coming to town, she decided that they simply had to watch as its cars unloaded their exotic wares.

    In order to keep others from recognizing them during their adventure, Miss Emily and the children dress as gypsies and gain front-row seats on the action. The night’s adventure is told by Mac, the youngest child, who is also the son of the local minister. So strong is the bond among this small community that when Mac sprains his ankle, Miss Emily takes the blame. When Mac realizes that she relies on the youngsters to be her eyes and ears on new experiences, he and the others stage their very own version of what they saw at the circus just for her and her sister.

    The text and lovely illustrations capture perfectly the awe inspired by the circus animals and their exotic trainers, not to mention the ever-fascinating personality of this poet who somehow found literary inspiration in the slugs found in her family’s garden.                                           

    -Barbara A. Ward, Washington State University Pullman

    Philbrick, Rodman. (2014). Zane and the hurricane: A story of Katrina. New York, NY: Scholastic/The Blue Sky Press.

    Zane and the Hurricane | Reading Today OnlineTwelve-year-old Zane Dupree knows very little about his deceased father's family. When his mother makes contact with his great-grandmother and sends him to visit her in New Orleans, the timing couldn’t be worse. While he bonds quickly with Miss Trissy and tries to understand the ways of this strange city, things are about to get stranger still for Zane and his beloved dog Bandit.

    The author does an admirable job of describing the hectic days before Hurricane Katrina's arrival as well as the rain, the wind, and the fast-rising waters that filled the bowl-shaped city that lies beneath sea level. As Zane ends up back in the Ninth Ward while the flood waters rise and is rescued by a kindly musician in a boat, he learns about what really matters. The book gives readers some idea of the confusion and paranoia that suffused the area during the disaster. Kudos go to the author for not claiming to have told the definitive story of Katrina, but only one of many stories from that storm and the community it tore apart.            

    -Barbara A. Ward, Washington State University Pullman

     

    Grades 9-12

    Demetrios, Heather. (2014). Something real. New York, NY: Henry Holt and Company.

    Something Real | Reading Today Online“Reality” shows seem to have captured the attention of most television viewers today. But how much reality do those programs actually show and how much is staged or scripted?  Seventeen-year-old Bonnie Baker has spent almost her entire life being filmed as part of a reality show called Baker’s Dozen. The nation even watched when she was born and when she took an overdose of pills. After the show was cancelled four years ago, Bonnie changed her name to Chloe and tried to blend in with everyone else.

    Just when she is feeling normal, to her surprise, her mother decides to resurrect the show, ostensibly to pay the bills and support the financial needs of the three oldest siblings who are heading off to college. Despite Bonnie/Chloe's expressed disinterest in the project, she fears ruining the family financially if she doesn’t participate. She also tries to nip in the bud a growing romance with a great guy, Patrick, since she is sure he won’t be able to handle all the publicity dating her will bring.

    The author has created several likeable characters trying to survive almost unendurable attention and lack of privacy. The book raises quite a few questions about privacy and whether we become the images created for us or whether we create those images. Although the book is well written, it’s difficult to distinguish the younger siblings—maybe because they weren't important to the plot or maybe because there were just so many of them. When the entire nation thinks it’s a part of one’s community, that’s too much familiarity.                                                                                        

    -Barbara A. Ward, Washington State University Pullman

    These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online

    The CL/R SIG is accepting submissions to the fall 2014 edition of their journal, The Dragon Lode, through April 15, 2014. There is an open theme, and they invite manuscripts that explore contemporary issues and questions, genre study, literary theory, and research related to children's literature and reading. Manuscripts should be no longer than 20 double-spaced, typed pages. Use APA (6th edition) formatting. Author's name, affiliation, mailing address, telephone and fax numbers, and e-mail address should be on a separate cover page. Photos and illustrations should be sent as a separate jpeg file. Any reference to the author that would enable the reviewer to know the author's identity should not appear in the manuscript. Submit all manuscripts to: Dr. Ruth McKoy Lowery, Co-editor.

    CL/R SIG will host a special session entitled Children's Literature: The Perfect Teachable Moment on Saturday, May 10 at 3:00 p.m. at the International Reading Association 59th Annual Conference in New Orleans. The session celebrates award-winning children's and young adult books and authors. Author Nancy Bo Flood is the keynote session speaker. Her work encompasses more than a dozen books. Her recent historical fiction "Warriors in the Crossfire" is set in Saipan during WWII, and was selected on the 2011 Notable Books for a Global Society (NBGS) list. The NBGS list represents selections and authors from all genres K-12, with a focus on understanding of and appreciation for the world's full range of diverse cultures, ethnic, and racial groups. The session will also include presentation of the 2014 Notable Books for a Global Society (NBGS) list by members of the selection committee. Visit http://www.iraconference.org to learn more about IRA 2014 or to register. 

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  • Michael Henry gives advice on choosing conference sessions, with examples of his “don’t-miss” events.
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    Think Broadly—Plan Thoughtfully: Advice from an Experienced Conventioneer

    by Michael Henry
     | Mar 20, 2014

    Conference AttendeesAs a teacher, literacy coach, chair of the Advisory Committee of Teachers (ACT), and experienced conventioneer, I feel compelled to offer some helpful tips for attending this year’s 59th Annual Conference in New Orleans. If your plan was to scan the program for the words Common Core like a colleague told me, or to look at only the sessions and workshops as I used to, then this piece is definitely for you. If this doesn’t sound like you, I challenge you to think about your own plan for the conference because everyone needs a plan. My suggestion—whether it’s your first conference or twenty-first conference—is to engage a variety of ideas in a variety of formats. As Woodrow Wilson, our nation’s only president to earn a PhD, once said, “I not only use all the brains that I have, but all that I can borrow.” I hope you see this as your first step toward the exhaustive “brain borrowing” the conference can offer if you plan accordingly. 

    To plan your conference, I suggest that you go through the program and rank your top sessions in each even type. For me, it’s important to attend board sessions, poster sessions, sessions, and workshops. With this in mind, I thought I might offer you a glimpse at my thought process for the sessions in each category that I have labeled “DON’T MISS.”

    IRA Board Session:
    01267 - Coaching Toward the Common Core: Strategies to Enhance Teacher Practice and Improve Student Learning in Grades K–5
    Saturday, 1:00 p.m.

    My thought here is that if someone is good enough to make it to the IRA board, well then it’s a sure bet that the sessions will be fantastic. And this board session is sure to be great. Laurie-Elish Piper, who is in her second year as IRA board member, along with her colleague from Northern Illinois University Susan L’Allier, will be running this board session. Not only is Laurie a board member, but I have attended sessions with Susan and her in the past, and every session has been highly thought-provoking. I promise you this session will be no different.

    What’s my advice?
    My thought process here employed two strategies that are sure to work: attend relevant board sessions, and look for names you know. (1) Look at the IRA board sessions. As an ACT member, I have had the privilege to meet almost every board member, and they are all unbelievably intelligent and, perhaps more importantly, they are all highly engaging and approachable. And Laurie is no exception to this. (2) Look for names you know, presenters you have seen in the past. If you enjoyed one of their presentations, odds are you will enjoy their next. For me, Laurie Elish-Piper and Susan L’Allier’s sessions have always stretched my thinking in ways I never know possible, and I’m sure this session will be no different.

    Poster Session:
    2080 - Examining Multimodal Composition in Teacher Education
    Saturday, 1:00 p.m.

    Please, please, please don’t forget about the poster sessions. If you’ve been to them, you know what I mean. If you’ve never been to a poster session, you have to go this year. This particular session being offered by Donna Werderich and Michael Manderino seems to me to be cutting-edge research. Although their focus is on teacher education and you may be more concerned with classroom practice, I have no doubt there will be something in their research that is meaningful to you. As teachers it’s sometimes important step outside our classroom world and engage in research. And let’s face it; we live in a world of multimodal composition. So why not learn about how new teachers are experiencing it in their training?

    What’s my advice?
    Make sure you attend poster sessions. I would recommend starting with the one I listed here. My thought process here is that it can be easy to get lost in the immensity of the convention. A good poster session, and I believe this will be one of the better ones, can make you feel connected and grounded. The poster session format allows for intimate conversations with the researchers, allowing for you to have your individual questions answered—even if you have many. There is no more intimate, no more individualized, no better way to engage in thinking about education research than in poster sessions at the convention. If you are a classroom teacher, administrator, or coach, the poster session will allow you to shift your thinking from the classroom to the research that might ultimately inform what you do.

    Session:
    1908 - Creating Café Culture: One School's Effort to Engage Adolescent Readers
    Sunday, 11:00 a.m.

    In looking for sessions to attend, I have found the following criteria have been foolproof. Because sessions are not necessarily designed to be highly interactive, it’s good to look for a good story. To do so, read subtitles carefully because that’s where the story should be. This subtitle in particular uses a word that jumped out at me: efforts. The reason why this word popped for me is that the presenters are not claiming to have discovered a phenomenon the rest of us have not been lucky enough to find. Nor will these presenters preach to the audience as if they have some divine power. If you’ve been through these types of sessions, you know what I’m talking about. If you have not, you will know it when it happens. The phrase On School’s Effort though does not convey that message. Rather, it conveys that these presenters will be sharing the ups and downs and everything in between that they experienced. It will be your job as an audience member to take away from their story what you wish. And good stories make the best sessions.

    What’s my advice?
    When looking for a session to attend, my advice is this: look beyond the catchy title and read the sub-title with a critical eye. Read carefully for words that reveal the presenters intentions. Look for words that convey a range of experiences—good, bad, and everything in between. These sessions will be the most fruitful.  

    Workshop:
    1963 - Bridging the Gap Between Content-Area Literacy and Disciplinary Literacy
    Sunday, 11:00 a.m.

    I love workshops because they are active, but not all workshops are created equal. Because workshops should be meant to be interactive amongst groups of smart people, they should require addressing challenges that take a group of really smart people to solve. To change teachers’ thinking, as this title implies, from content area literacy to disciplinary literacy is no easy task—making this workshop one that will be worth your time.

    What’s my advice?
    When picking out workshops to attend, read carefully to see that the workshop is addressing a difficult topic that requires active participation and the power of the group. Look for workshops about changing, re-thinking, moving, or shifting as change is sure to be difficult. These workshops will require audience input because they address issues too difficult for individuals. As a workshop attendee, you should expect to be challenged. You should expect to have to rely on your fellow attendees to work through difficult problems. You should expect to provide input and to challenge the presenters as well as others in attendance. This can only happen if the workshop is designed around a highly challenging topic.

    Concluding Thoughts

    As you begin planning your journey to New Orleans this May, I ask you to plan your conference with an open mind, and to think outside your box to experience the full range of intellectual opportunities offered at the greatest of professional conventions. As you plan your convention, do your best to borrow from as many brains in as many different ways as you can. See the convention as more than an opportunity to grab some activities that you can use as soon as you get home. See the conference as a way to stretch your thinking in ways you never imagined by thinking broadly and planning thoughtfully.

    Michael HenryMichael Henry is a high school reading teacher and literacy coach at Reavis High School in Burbank, IL, and is a member of the International Reading Association's Advisory Committee of Teachers (ACT), MHenry@d220.org.

    Teaching in ACTion is a series from the Advisory Committee of Teachers (ACT), an International Reading Association committee comprised of exemplary reading and literacy teachers from around the world. Educators who best exemplify the mission of IRA are chosen from a pool of applicants to serve a three-year term. Among other responsibilities, the main charge of ACT is to be the conduit between IRA’s members and the board of directors. 

    ACT invites member to engage in the conversation by sending responses to us. ACT’s goal is to get a feel for how members feel about current hot topics, so that we may better serve members by sharing their concerns with the board of directors. 

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