Literacy Now

The world is filled with fascinating stories that keep youngsters intrigued. But often, what they think they know about a topic or even a famous person or event is not the whole story. It might be based on one person’s perspective or contain one author’s biases or there may even be parts of a story that have been forgotten or are only known by a few individuals. Once someone becomes interested in a topic, he/she may want to know more and start digging for the story behind the story. This week’s book reviews by members of the International Reading Association's Children’s Literature and Reading Special Interest Group highlight recent titles that provide insight into fascinating topics while providing the rest of the story.

 

GRADES K-2

 

Arnold, Tedd. (2013). Fly Guy presents: Sharks. New York: Scholastic.

Buzz and his pet fly, Fly Guy, use a field trip to the local aquarium to learn interesting facts about sharks and also put the lie to many myths about the ever-fascinating creatures. The book introduces some of the more than 400 types of sharks, and readers can view great photographs of sharks, their teeth, their denticles, and some of the food they eat. This is a fine introduction to sharks sure to have high reader appeal because of the sparce but engaging text, and the nifty photos. Also see the "Ferocious Fighting Fish: An Ocean Unit Exploring Beginning Word Sounds" lesson on ReadWriteThink.org.

- Barbara A. Ward, Washington State University

 

Chin, Jason. (2013). Island: A story of the Galápagos. New York: Macmillan Group/ Roaring Brook Press.

Starting as a volcanic island erupting over six million years ago, this special part of the world is introduced through a beautifully designed book that begins with end papers that are entitled “Species of the Galápagos” and contain thumbnail sketches for the very unusual plant and animal life that were spawned on these unique volcanic islands. In rather simple language with beautiful paintings, this narrative nonfiction book is divided into five sections describing the evolution of the island: Birth, Childhood, Adulthood, Old Age and an Epilogue. Interestingly, the epilogue is dated 1835, the year that Charles Darwin visited the islands and wrote about them for the world to know. The author has included detailed notes at the end of this biogeography to add further explanations for the appearance of the island and its strange inhabitants. This book has been named one of the Outstanding Science Trade Books for 2013. Teachers will want to check out the author’s website with award news and more reviews or visit the publisher’s website for more enlargements of the interior art.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Flat, Lizann. (2013). Sorting through spring.  Illus. by Ashley Barron. Toronto, ON: Owlkids Books, Inc.

From the Math in Nature series, this title introduces math concepts through inquiry. “Do you think that math matters to the animals and plants?/ What if nature knew numbers like you?/ Let’s look at the spring./ Imagine what patterns and sorting could do/” (p.1). With cut paper collage illustrations and poetic rhyming language, this math information book asks young readers to look for patterns and groups within the context of nature in spring. Question boxes accompany each double-page spread, making the book an interactive approach to the patterns observed. “Nature Notes” at the end of the book add even more facts for each of the scenarios throughout the story. Teachers will want to visit the publisher’s website for a detailed teacher’s guide for this book or visit the author’s website for more back matter information.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Gerber, Carole. (2013). Spring blossoms. Illus. by Leslie Evans. Watertown, MA: Charlesbridge Books.

Written in rhyming text, this book follows two children as they walk through the forest in spring and observe the flowers on the trees. Ten flowering trees are described as the author combines rhyme and factual information to describe the flowering cherry trees, the dogwoods, flowering crab apples, white oak, white pine, balsam fir, beech trees and more. Block-print and watercolor artwork adds to the beauty of spring through these flowering trees. This is the third book in the seasonal series that this author/artist team has produced for young readers and budding scientists. Teachers will want to visit the author’s website for more information about her writing and school visits.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Kelly, David A. (2013). Miracle mud: Lena Blackburne and the secret mud that changed baseball. Illus. by Oliver Dominguez. Brookfield, CN: Lerner/Milbrook Press.

Competent enough to play Major League Baseball for several teams, Lena Blackburne longed to be a great baseball player. Despite his ambitions, he was never talented enough to become famous through his athletic talents. Still, he earned a measure of fame and made a contribution to his sport in a most unlikely way. After a chance conversation with an umpire about soggy baseballs, he happened upon some mud near a New Jersey river that would make the balls less shiny. The mud made its way into the Baseball Hall of Fame, a fascinating footnote to baseball's history. The back matter includes more information on baseball mud and its supplier. Baseball fans and fans of the curious and strange in our world will be intrigued by the text and the colorful, movement-filled illustrations. After reading this story, it will be hard for anyone not to think about Blackburne whenever the umpire shouts the words, “Play ball!”

- Barbara A. Ward, Washington State University Pullman

 

Kelly, Susan and Deborah Lee Rose. (2013). Jimmy the joey: The true story of an amazing Koala rescue. Washington, D.C.: National Geographic Kids.

Jimmy is a koala joey that was rescued when his mother was killed trying to cross a highway in Australia. Found the next day, he was taken to the Koala Hospital. The volunteers there kept him warm and named him Jimmy. Only six months old, Jimmy was cared for like a real baby even though he was a marsupial. A volunteer named Barb took Jimmy home with her to care for him. He slept in a laundry basket and cuddled with Barb like a living teddy bear. Eventually, Jimmy started to munch on eucalyptus leaves like all koalas do. By the time he was a year old, Jimmy was placed in the hospital’s tree yard so he could be with other koalas and where he learned to climb trees and bonded with the other koalas. As Jimmy grew bigger, it was time to release him back into his natural habitat in the forest. The final pages of the book include a map, additional information, websites and places to visit to see koalas. Teachers will not want to miss the detailed teacher’s guide provided by the publisher with CCSS connections and also Jimmy’s own FaceBook page! They can visit the Koala Hospital page to see where Jimmy was given a second chance at life or the author’s page with early videos of Jimmy.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Miche, Mary. (2012). Nature’s patchwork quilt: Understanding habitats. Illus. by Consie Powell. Nevada City: Dawn Books.

Important natural science concepts such as habitats, biodiversity, and adaptation are covered in simple language in this intriguing book. Because the text and illustrations are linked to different patchwork quilt patterns with their own unique but interlocking designs, readers will quickly recognize how the effects of one species or habitat affects another and another. Particularly appealing is how the essential science fact being introduced is in the center of the page with the rest of the design and life forms surrounding it. This is an excellent reminder of how much is lost as humans intrude on the habitat of other species, and the consequences of the loss of even one species or habitat.

- Barbara A. Ward, Washington State University Pullman

 

Skead, Robert. (2013). Something to prove: The great Satchel Paige vs. rookie Joe DiMaggio. Illus. by Floyd Cooper. Brookfield, CN: Lerner/Carolrhoda Books.

Once again the fight for civil rights is played out on the infields of American’s game. Drawing on a little-known incident involving two men who have something to prove (Satchel Paige, the great pitcher, and Joe Dimaggio, the rookie looking to make a name for himself as a hitter), this picture book describes what happens when they meet on the field. Despite his prowess as a baseball player, Paige was not allowed to play in the major leagues due to the color of his skin. He accepts an invitation from the New York Yankees general manager to pitch against DiMaggio who is being given a try-out for the majors. DiMaggio is delighted when he eventually manages to get a hit off the great pitcher. The story highlights the men’s mutual respect, and the back matter poignantly describes how Paige has to wait 12 more years before he can join Major League Baseball. Poignantly, the Author's Note also provides information about the debate over whether Negro League players inducted into the Baseball Hall of Fame would have their plaques hung in the main wing or a separate wing. As always with the work of Floyd Cooper, the illustrations are memorable and filled with a zest for life and the love of the game. This title is a worthy addition to a text set on baseball and one on civil rights. For more about these two players, visit the official Satchel Paige website and the official Joe DiMaggio website.

- Barbara A. Ward, Washington State University Pullman

 

GRADES 3-5

 

Dyer, Hadley. (2012). Potatoes on rooftops: Farming in the city. Toronto, ON: Annick Press.

Where does food come from? The introduction to this book asks this question to prompt readers to think about how they get the food they eat every day. The author’s work with FoodShare’s Field to Table has given her experiences to prove that people do not think about their food, and the book answers that question including how to grow food in a city environment. The book is divided into four parts: Hungry Cities; Plant a Seed; Green Your City; and Your Green Thumb, and the author presents ideas for urban gardening. The layout of the book offers text features that include a plethora of sharp photographs, charts, diagrams, fact boxes artistically inserted with various formats, posters, graphics, a glossary, further resources and a detailed index. Teachers interested in urban farming or starting projects for their classrooms will find this a valuable guide to share with students. Teachers can use these downloadable inserts to use with the book or visit the author’s blog for information about vertical farming. They may want to watch this 4-minute video intro and talk with the author about this book.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Harness, Cheryl. (2013). Mary Walker wears the pants: The true story of the doctor, reformer, and Civil War hero. Illus. by Carlo Molinari. Albert Whitman & Company.

Although it's wonderful to have another picture book biography about an early feminist to add to the book shelves, readers will finish this one wanting to know even more about the stubborn and ground-breaking Mary Edwards Walker. The author's decision to focus on her choice of clothing shows how radical she was for her times, but in some ways it detracts from her other ground-breaking feats. Walker became a physician in 1855, one of the first females to do so. Once the conflict between the North and the South began, she volunteered her services as a surgeon during the Civil War. Although she was forced to work as a nurse, she also spied for the Union, and eventually was awarded a Medal of Honor. Readers will enjoy reading about the adventures of this outspoken, courageous woman, but they are sure to wonder what motivated her or compelled her to defy the social conventions of her times. Perhaps including some of her actual words would have added even more authenticity to the story. As it is, the back matter provides an ironic note about how Congress asked her to return her medal since the rules for receiving it had been changed. The colorful illustrations effectively create a vivid sense of time and place. Readers will want to know even more of the rest of her story.

- Barbara A. Ward, Washington State University Pullman

 

Krull, Kathleen. (2013). Louisa May’s battle: How the Civil War led to Little Women. Illus. by Carlyn Beccia. New York: Walker Children’s Books.

Even today, the books of Louisa May Alcott remain popular with the late elementary and early middle grade set who read Little Women and Little Men countless times. This picture book biography describes how the author spent time volunteering as a war nurse during the Civil War. Having led a quiet, sheltered life, the experience of navigating through an unfamiliar city and taking care of the injured soldiers transformed the aspiring young author in many ways. As she nursed the wounded men and wrote letters home for them, she also listened to their stories, and took notes about her experience. The work was demanding, and she became ill and almost died. Relying on the notes she took during her time near the battlefront, she created verbal sketches of hospital life that were later published and helped her find her authorial voice. Later, of course, she immortalized the March family in the wildly-popular Little Women. The digital oil illustrations show the determination of a woman who had to content herself with making a contribution to the world in whatever way she could—in her case, through her writing. For lesson ideas, see ReadWriteThink's Louisa May Alcott classroom resources. Also see author Kathleen Krull's post "The Common Core: Showing Nonfiction the Love" on the Engage blog.

- Barbara A. Ward, Washington State University Pullman

 

Robinson, Sharon. (2013). Jackie Robinson: American hero. New York: Scholastic.

Deservedly inducted into the Baseball Hall of Fame in 1962, Jackie Robinson’s life story is inextricably linked with the integration of baseball. This biography for young readers, written by his daughter, provides an insider's perspective on Robinson’s formative years, the challenges he faced once he joined the Brooklyn Dodgers, and his impressive batting, base stealing, and fielding statistics. But what runs through this story is the reminder of how much courage it took for him to endure the taunts and threats from baseball fans. Had he not been able to face those verbal assaults with grace, it might have taken much longer for his sport to be integrated. Containing several photographs, the book also explains how important his family was to Robinson and describes life after baseball for this heroic man. Readers may be interested in checking out the new movie, 42 (his baseball number), about Robinson’s playing days and look for even more information about him.

- Barbara A. Ward, Washington State University Pullman

 

Smith, Icy. (2013). Three years and eight months. Illus. by Jennifer Kindert. Manhattan Beach, CA: East West Discovery Press.

Based in part on the author’s own family's experiences during WWII, this book describes the atrocities committed by the Japanese during their occupation of Hong Kong. Food for civilians was severely rationed, and local currency no longer had any value. Many citizens were forced to do work for the Japanese. Choi, the ten-year-old narrator, and his friend, Taylor, become slave boys for the Japanese military, and run errands and deliver packages. Thanks to the attention of Watanabe-san, a kind Japanese soldier, they even learn some Japanese. They also secretly join the resistance movement. When the war finally ends, their benefactor returns home to an uncertain welcome, and the boys wait for news from their families. The author deftly describes the complexity of war, which featured great cruelty as well as small acts of kindness as well as the courage displayed by the two boys. Back matter includes archival photographs of the events described so movingly in the book. History fans will be surprised and delighted to have a book for children that deals with a part of history that seemingly has been forgotten or whitewashed in some cases. The softly-hued illustrations add even more depth to the story as readers can see that these are real men, women, and children, civilians, trying to endure harsh treatment with as much dignity as possible.

- Barbara A. Ward, Washington State University Pullman

 

Wilson, Janet. (2013). Our rights: How kids are changing the world. Toronto, ON: Second Story Press.

This companion to the author’s Our Earth: How Kids are Saving the Planet (2010) takes on issues of social justice and human rights. Profiling ten children from around the world, readers will see how kids can make a difference. Opening with the United Nations Convention on the Rights of the Child and using the short story “The Star Thrower” about throwing starfish back into the sea (p. 3), the theme of the book is launched. Using double-page spreads to introduce each child and his/her human rights work, stories from the United States, India, Philippines, Canada, Yemen, Congo, Brazil, South Korea, and other countries are represented. Sidebars with photographs offer additional short pieces about even more children and their activities dealing with human rights. Additional information and suggestions for “What YOUth can do” can be found at the end of the book. Teachers should visit the author’s website for more of the backstory on her work.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 6-8

 

Bowers, Rick. (2012). Superman versus the Ku Klux Klan: The true story of how the iconic superhero battled the men of hate. Washington, D.C.: National Geographic Press.

This highly-engaging story about the birth of Superman, a stalwart of the comic book industry, and the rise of the Ku Klux Klan after the Civil War, is fascinating because of all the personalities involved in both strands of the story. Most readers know about Superman’s battle against various evil villains, but few of them will be familiar with his campaign against prejudice. When the team behind Superman, including the advertisers who supported his radio program, decided to have him fight against a different form of evil—racial bigotry—in 1946, the response to his campaign and development of a social conscience is overwhelmingly positive. Middle grade and teen readers will be fascinated by the separate stories of Superman and the background of the Ku Klux Klan as well as how the two stories eventually intersect in such an unexpected way. They will also be intrigued to learn some of the reasons behind the popularity of this superhero and to note the evolution of his character. Teacher looking for a coordinating lesson plan can use "Fantastic Characters: Analyzing and Creating Superheroes and Villains" from ReadWriteThink.

- Barbara A. Ward, Washington State University Pullman

 

Flowers, Arthur. (2013). I see the promised land: A life of Martin Luther King Jr.  Illus. by Manu Chitrakar. Toronto, ON: Groundwood Books.

Using expressive and vibrant Patua scroll painting techniques and a rollicking, distinctive voice that unabashedly provides the author's unique perspective on the civil rights struggle, this graphic novel reveals the complexity of the movement as well as the inner struggles with which civil rights leader Martin Luther King contended. Although some readers may be disconcerted by the lack of correct grammar in some of the lines, it seems to work here and be an appropriate part of the spoken word that fills the book's pages. Readers will wonder anew at King's personal and professional journey and consider again the role fate plays in our lives. Although the book is sure to be provocative since it describes some of King's failings and his increasing concern that the movement and his part in it had become irrelevant, it is certainly useful for sparking conversations about the man and those who followed him. Although the back matter includes information about pertinent symbols or reference points in the narrative, the book is not an introductory text and assumes that readers have background on King and his times. Those with little awareness of the book’s historical context will need some support in understanding the events described in this revised edition of an earlier publication. Pair this book with Marching to the mountaintop: How poverty, labor rights, and civil rights set the stage for Martin Luther King, Jr.’s final hours (2012) by Ann Bausum. See the CL/R SIG's Civil Rights book reviews for more.

- Barbara A. Ward, Washington State University Pullman

 

MacLeod, Elizabeth. (2013). Bones never lie: How forensics helped solve history’s mysteries. Toronto, ON: Annick Press.

Forensics is certainly a hot topic these days, particularly for television audiences and movies. As young readers have become fascinated with this topic, the science behind solving mysteries has become a popular concept. Solving mysteries from history using 21st century scientific forensic methodology is even more fascinating as it unlocks a few of the secrets of the past, in some cases, changing the way we look at historical events today. Author Elizabeth Macleod has selected seven historical mysteries that proved fatal and presented them in her book that details the forensic investigations and conclusions. The mysteries include timelines, the suspects, the suspicions, the historical facts and violence for the deaths of the Mayan Royal Family (2600 BC); the poisoning of Napoleon Bonaparte (1821); revealing the identity of the Man in the Iron Mask (1703); how Thailand’s King Rama VIII really died (1946); did Anastasia of Russia survive the royal massacre (1918); how King Tut really died (1321 BCE); and what was the fate of Marie-Antoinette’s son, Louis XVII (1795)? With colorful photography, excellent graphic images, poignant questions and a fast-paced writing style, this intriguing book will fascinate young readers. Teachers can download this detailed teacher’s guide to use with the book.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Sheinkin, Steve. (2013). Lincoln’s grave robbers. New York: Scholastic Press.

Author Steve Sheinkin, award-winning author of Bomb (2012), brings another little-known piece of history to intermediate readers. He learned about the 1876 plot to steal President Abraham Lincoln’s body from his burial site in Springfield, Illinois. The facts unfold as a counterfeit ring under the leadership of James Kennally plan to steal Lincoln’s body and hold it for $200,000 ransom and the release of their partner in crime, skilled engraver Ben Boyd. Counterfeiting is big business after the Civil War, and Sheinkin’s research points out that half the money in circulation at the time was counterfeit. He also discusses how the Secret Service is created and becomes involved, more to capture the counterfeiters than the realization of the grave robbers’ plan. Written as a fast-paced crime thriller, Sheinkin has brought to life an interesting piece of criminal history. A very detailed index and source notes are found at the end of the book. Teachers will want to download this discussion guide from the Scholastic website. Read more about the author in "5 Questions With...Steve Sheinkin" on the Engage blog. 

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Wolfe, Mike and Lily Sprengelmeyer. (2013). Kid pickers: How to turn junk into treasure. Illus. by Mike Right. New York: Macmillan Group/ Feiwel and Friends.

“From the creator of American Pickers on the History Channel (cover statement),” Mike Wolfe, star of the hit show American Pickers, and writer Lily Sprengelmeyer share with young readers the idea of collecting. Mike started with all the junk in his bedroom as a kid and tells how he loved to collect all sorts of miscellany. From plastic soldiers to comic books, cigar boxes, model sets, he had ideas for creating collections. He is now offering this guide for kids today to become “pickers” or scroungers of junk to discover the value of old things, odds and ends, or just curious kids. Featured throughout the book are kids who have developed special collections, such as 11-year-old Hannah who collects jewelry, old pots and pewter items, old tools, Radio Flyer sleds, wind chimes, small glasses and her best pick yet: “old tires that were resold to a used-tire wholesaler.” (41) Colt, age 10, collects old cars, Lincoln Logs, and old toys. Suggestions for getting started, reasons why collecting is “green,” best places to pick, the stories behind the picks, unlocking the past, and developing your style for picking are just some of the topics covered in this fascinating look at the value of junk/treasure. Teachers will want to visit the Kid Pickers website for more background on the author and how to begin a collection and become a kid picker or watch this video of Mike talking about collecting at the Macmillan website.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

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 International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

 

 

p: tableatny via photopin cc

Many facets comprise the metaphoric crystal of reading excellence. One of the most important is the ability to correctly use words in either their connotative or denotative sense. Understanding the difference between the two will help readers be both better assimilators of information and better writers as well.

An easy tip to distinguish between the two types of words is the letter “D.” Denotative words can be found in a Dictionary. They are straightforward and literal; they do not require readers to make assumptions.

Connotative words, on the other hand, are symbolic, suggestive and subtle. They evoke emotions and lead us to make inferences and associations (not all of which are positive).

Teach the concepts of connotative and denotative words, providing many examples. Then, follow up with this activity, in which students stick a C-note on connotative words or a D-note on denotative words. Here’s how it works:

Divide the class into teams of equal numbers—at least five to a team. If there are “leftover” students, they can form their own team. Provide each of them with a dictionary and ask them to identify a set of connotative words and another set of denotative words for the next relay. Alternatively, you can ask them to take a given word, such as “flag,” and define both its denotative and its connotative meanings.

Place on the classroom wall a poster board you’ve prepared in advance for each team. The boards will be divided into squares. Each square will have either a connotative word and its symbolic meaning or a denotative one and its literal meaning. There should be an equal number of each. An example of the denotation for “flag” would be “a piece of cloth with colors/emblems that identify a group or a country.” The square specifying the connotation for “flag” might read “a symbol of patriotism, a source of national pride.” The poster board will be filled with similar examples.

Line up the teams. Give a D-note or a C-note (with a piece of masking tape affixed to the top) to the first person in line. Clap your hands to indicate “Start” and have the lead runner rush to the board and stick his or her card on the corresponding word. (C-notes should be placed on connotative words and D-notes on denotative or dictionary definitions)

The lead runner rushes back and, as he or she touches the hand of the second runner, you place another C- or D-note into it. Have a pile of alternating C- and D-notes for each team and hand them out as the runners return to the starting point. If the teams are small, the runners may have to do two or three runs, depending on the number of words you have on your boards. The process continues until one team has the board completely covered.

p: S Lozowick via photopin cc

At this point, you have to correct the C- and D-note placements. If the first-to-finish team has all the words correctly labeled with either a C-note or a D-note, declare that team the winning team.

Related activities: Members of the winning team receive a fake “C-note,” or hundred dollar bill, to be spent in ways you’ve charted. For example, they might receive ten, ten-point bonuses for various quizzes, or an excuse from one night’s homework, worth $40. Configure the spending possibilities in ways most enticing to your students.

A second vocabulary exercise could be to study the words derived from “centum,” the Latin word for 100. Note that “C” notes are the vernacular for $100-bills.

Marlene Caroselli, Ed.D. writes extensively about education topics. Among her books on the subject are 500 CREATIVE CLASSROOM CONCEPTS and THE CRITICAL THINKING TOOL KIT.



Teaching Tips: Dancing with the StarTs

Grammar Games to Deliver Fun and Confidence

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

Technology continues to change almost every aspect of our lives. As we adopt these new tools, we also adapt the development and delivery of future innovations. This great recursive relationship plays out like a well-timed dance. Take writing for example. The use of social media tools like Facebook and Twitter have shaped how and when people write. These new writing practices, in turn, beg new questions about what it means to be literate; they also drive questions about how people will use and need new tools in their writing. Leu, Kinzer, Coiro, Castek, and Henry (2013) summarize:

Thus, to have been literate yesterday, in a world defined primarily by relatively static book technologies, does not ensure that one is fully literate today where we encounter new technologies such as Google docs, Skype, iMovie, Contribute, Basecamp, Dropbox, Facebook, Google, foursquare, Chrome, educational video games, or thousands of mobile apps. To be literate tomorrow will be defined by even newer technologies that have yet to appear and even newer discourses and social practices that will be created to meet future needs. (p. 1150).

These changes obviously brings a multitude of new questions. In late summer of 2012, we put out a call for a research book on the relationship between technology and writing. Research articles on technology and literacy obviously existed, but most of the work focused on reading rather than writing. We thought we might receive five proposals; we received well over 105. After a thorough peer review process, selected chapters will soon appear in one of two volumes 1) Exploring Technology for Writing and Writing Instruction; and 2) Exploring Multimodal Composition and Digital Writing. 

The chapters, written by well-respected researchers across the globe, highlight topics ranging from writing practices in and out of school to online writing communities. They feature quantitative and qualitative research on technologies like collaborative writing tools and on concepts like disciplinary writing. And, they discuss the writing practices of various audiences, from young children to in-service teachers. Given this breadth and depth, there is no way we can easily summarize the findings of the books; each author masterfully constructed their own conclusions and implications. We celebrate their research and invite readers to do the same. However, we are often asked what we learned from working with the authors and collecting research on writing and technology. There are five "meta-outcomes" that we believe will influence research, policy, and practice on writing, writing instruction, and multimodal composition.

1. We need to spend time carefully constructing and sharing our definitions of words like writing and multimodal composition. Changes in technology not only impact how we write and how we teach writing, but also how we define such terms. To assume we begin with a shared understanding can be dangerous to building a strong research base.
2. New technologies will require new plans for design, implementation, and assessment of writing, writing instruction, and multimodal composition. Design here refers to a deep understanding of how various audiences use, create, and compose with such tools. It also refers to how we develop instruction, considering the audience as both consumer and producer. Finally, these new technologies bring both the need to reconsider assessment and the opportunity to assess in new ways given the capabilities of the innovations. 
3. Digital writing and multimodal composition can be successful in achieving desired outcomes when implemented properly. Much of the research across both books highlights important growth outcomes across multiple age groups. This did not happen simply by dropping the technology into the existing situation. These chapters detail a strong pedagogical foundation, followed by the training of students and the professional development of teachers, and ending with an innovative and solid assessment plan.
4. Students and teachers need practice in digital writing and multimodal composition. A person who has grown up with technology has been referred to as a "digital native." One of the most confusing aspects of this term is the assumption that because the person knows the technology, they then know how to use the technology for pedagogical purposes. Unfortunately, this is not always the case. Audiences need practice and articulate direction in the use and intended and unintended consequences of multimodal and digital writing tools.
5. In addition to redefining our terms, the field needs to draw more deeply across multiple domains to consider the technologies used in digital writing and multimodal composition. Digital writing and multimodal composition are not just about a word processor or a desktop publishing application. It includes writing platforms like blogs and wikis and soapbox delivery tools like Facebook posts and tweets. And, it includes technologies we might not typically consider but are ubiquitous in the lives of our students (e.g. video games, photo creation and sharing, and film-making).

Technology is changing how we write. Changes in how we write force us to reconsider our shared definitions, how we teach writing, how we assess writing, the theories that have driven our work thus far, and the technologies we use and we need for future writing and composition. Providing answers to these questions will not only change practice but will also guide conversations about curriculum and assessment.  The most positive outcome from this work is the recognition that there are scholars answering these important questions as well as inviting others to join in these critical efforts.

References

Ferdig, R.E. & Pytash, K.E. (Eds.). (2014). Exploring multimodal composition and digital writing.  Information Science Reference; Hershey, PA.

Leu, D.J., Kinzer, C.K., Coiro, J., Castek, J., & Henry, L.A. (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D.E. Alvermann, N.J. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150-1181). Newark, DE: International Reading Association.

Pytash, K.E. & Ferdig, R.E. (Eds.). (2014). Exploring technology for writing and writing instruction. Information Science Reference; Hershey, PA.

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

Teachers typically celebrate poetry during the month of April, but every month, week, and day can offer inspiration for poetry. It doesn’t have to be relegated to one month each year or a poetry unit taught during one grading period. With its wide variety of forms and subjects, poetry is for every day of the year, and teachers won’t find it hard to find poems that fit all their curricular needs. Whether through reading, writing or listening to others perform poetry, there are many ways that teachers can involve their students in its appreciation. ReadWriteThink offers a plethora of lesson ideas for poetry across the grade levels. Readers might be interested in checking out these poetry resources too: Poetry for Children Blog and the J. Patrick Lewis: Children’s Poet Laureate website as well as even more on this talented and prolific poet at www.jpatricklewis.com.

For this week’s review column, members of the Children's Literature and Reading Special Interest Group (CL/R SIG) identify several books of poetry that will add fun to the summer months and inspire teachers to make poetry an integral part of the curriculum.

 

PRESCHOOL/INFANTS

 

Yolen, Jane. (2013). Wee rhymes: Baby’s first poetry book. Illus. by Jane Dyer. New York: Simon & Schuster Publishing/ Paula Wiseman Books.

For preschools, shower gifts, or new families, this first book of poetry is just right to start young children on the path to appreciating beautiful language. The book’s author and illustrator have joined forces to create a lovely little volume of new poems, Mother Goose rhymes, songs and rhythms that fit into the everyday life of young children. Opening with the quote, “We both believe that literature begins in the cradle,” Yolen and Dyer have given a great start for anyone interested in sharing simple poems with a loved one with this marvelous lap book of poetry. Readers may be interested in some of the grandmotherly backstory at the blog, Randomly Reading. Read more about Jane Yolen and J. Patrick Lewis in this Engage blog 5 Questions interview.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES K-2

 

Brown, Calef. (2013). We go together! A curious selection of affectionate verse. Boston: Houghton Mifflin Books for Children.

With Brown’s signature whimsical acrylic illustrations and lively poetics, he has created a book of poetry about friendship and things that go together or as the subtitle suggests, “a curious selection of affectionate verse.” One of the opening poems, We Go Together, sets the tone for the 14 poems within the book: “We go together/ like fingers and thumbs./Basses and drums./ Pastries and crumbs/ We go together/ like apples and plums./ Molars and gums/ Genuine chums/ …" (p.1) This will be a great book to look at metaphor and simile or to celebrate the joy of friends. Readers can get to know this author/illustrator through the video filmed at the National Book Festival.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Fitch, Sheree. (2013). Night sky wheel ride. Illus. by Yayo. Vancouver, BC: Tradewind Books.

Finally old enough to ride the intriguing Ferris wheel at the carnival, Brother and Sister are off to the fairgrounds for the long-awaited ride on the wheel that seems to touch the sky. The ride at night is even more exciting as the children reach toward the stars. Lively free verse writing and cotton candy illustrations match the wordplay that makes the fascination of this ride on a giant wheel come to life. In fact, the poems begin to transform the Ferris wheel into many imaginary things as the children whirl around sounding like a giant pig that squeals “Wheeeeeeel, Wheeeeeeel,” or a spinning, spiraling washing machine or an apple tree that lets the riders plummet back to earth. The excitement and thrill of each poem will make this a delight to read aloud. Learn more about this Canadian author at her website and blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Fandel, Jennifer. (2012). You can write cool poems. North Mankato, MN: Capstone Press.

From the You Can Write series, this guidebook offers writing help for young readers and writers. Starting with ideas to tie in thoughts and feelings and turn them into words and phrases, the book offers these suggestions and then advice on how to practice some more for follow-up. Using bright colored photographs, Fast Fact boxes, writing tips and a question format, these suggestions will guide young writers and their ideas into writing poems of their own.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Gerber, Carole. (2013). Seeds, bees, butterflies and more!: Poems for two voices. Illus. by Eugene Yelchin. New York: Henry Holt and Co.

What is more fun than a poem? A poem that needs two voices! Using insects and plants for the backdrop, author Carole Gerber has created these 18 wonderful nature poems, full of facts, to be shared by two voices – perfect for classroom use and a bit of poetry performance. Gerber’s earlier book, Winter Trees (Charlesbridge, 2008), was named an Outstanding Science Trade Book, and she to blend science and poetry in her latest book with poems such as “Honey and Bumble,” which subtly voices the difference between the two types of bees: “ I like your black and yellow suit/ I love your tiny waist. Next to you,/ I’m awkward and I take up too much space./ Bumble, you’re a perfect bee/ Thanks, Honey, so are you/ Want to share my flower? There’s room enough for two!/” (unpaged). Visit the author’s website to learn about her school visits and free books.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, J. Patrick. (2013). World Rat Day: Poems about real holidays you’ve never heard of. Illus. by Anna Raff. Somerville, MA: Candlewick Press.

Acclaimed poet J. Patrick Lewis serves up 26 poems celebrating, of all things, strange holidays in honor of mules, rats, sloths, skunks, turtles, and even cephalopods. Readers can find a holiday celebrating just about anything worth celebrating, and Lewis pays tribute to all of these events in his usual slyly clever fashion. Sure to be a favorite of sweet lovers around the world, his poem "Chocolate-Covered Ants" honors Chocolate-Covered Anything Day, which makes the imagination go wild at all the chocolate possibilities. The poet includes couplets and concrete poetry as well as his typical word play in some of the lines. An unquestionable favorite one is the brief but apt "No one will ever forget Ewe" (p. 28). Yes, that's the title and the entire poem too. The poems and the illustrations, created from ink wash and drawings and then digitally assembled, speak for themselves. Young readers will enjoy these simple but effective lines and laugh at the strange types of holidays being highlighted. Back matter telling a bit more about these holidays would round this collection out nicely, but curious readers may be tempted to research them for themselves.

- Barbara A. Ward, Washington State University Pullman

 

Swinburne, Stephen R. (2010). Ocean soup: Tide-pool poems. Illus. by Mary Peterson. Watertown, MA: Charlesbridge.

Science and poetry have become new best friends as the poet proves with his tide pool poetry. A perfect companion for any study of the ocean or visit to the beach, poems include factual information about hermit crabs, lobsters, sea slugs, sea urchins, starfish, anemone, barnacles and more marine critters. Cartoon-like illustrations will appeal to young readers as they explore the shore with these lighthearted verses that are also filled with facts. This book has its own website that includes a short video with the author, videos about some of the other poems, and numerous facts about tide pools and oceans.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 3-5

 

Argueta, Jorge. (2013). Tamalitos: una poema de cocinar/A cooking poem. Trans. by Elisa Amado. Illus. by Domi. Toronto, ON: Groundwood Books.

Filled with delicious words and phrases ("The husk will be like/ a little sheet for the dough" (unpaged) and "...you have a little dough package./ The dough is like a little pillow/ in the middle of the husk" (unpaged), this poem celebrates the delights of cooking tamalitos. Part recipe and cookbook and part history lesson about corn and all parts deliciously delightful, the poem provides step by step directions that are guaranteed to send just about anyone to the family kitchen. What is most interesting about this author and his book-length poem celebrating food and cooking is just how involved in the process his two characters are. For the poet and his characters, cooking little tamales requires concentration and focusing all the senses on the process. The watercolor illustrations add immeasurably to the joy of cooking, and will leave readers licking their fingers and lips and saying, “Yummmmmmy!”

- Barbara A. Ward, Washington State University Pullman

 

Lesynski, Loris. (2012). Crazy about soccer! Illus. by Gerry Rasmussen. Toronto,ON: Annick Press.

With cartoon-like illustrations, this book of poetry about soccer is ideal for devoted fans, whether on the field or off. Fans will be engaged from the title poem, "Crazy About Soccer" with its description of "muscles deflated/legs like spaghetti/cleats full of mud/exhausted and sweaty/sometimes a good game/ sometimes the worst/ we're tired and grimy/ and dying of thirst/ but back here tomorrow?/ you bet/ and we'll play/ day after day after day/after day" (p. 5). The history of soccer from Shakespeare to World Cup soccer is covered through these rhymed verses. Young sports enthusiasts might even enjoy a romp with these poems and a soccer ball. Teachers might be interested in introducing some of the poems with this pdf. from the publisher or they can visit the illustrator's website for more enlarged versions of the poems.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, J. Patrick. (2013). Face bug: Poems. Photographs by Frederic B. Siskind. Illus. by Kelly Murphy. Honesdale, PA: Boyds Mills Press/Wordsong.

Poet J. Patrick Lewis, photographer Frederic B. Siskind and illustrator Kelly Murphy have combined talents to invite young readers to the Face Bug Museum that offers humorous verse coupled with black-and-white line illustrations and close-up photomicrographs of 14 different bugs. Enter the tree that houses the museum for a closer look at bugs like the Hickory Horned Devil, the Eastern Carpenter Bee, the Nursery Web Spider, the Pear Crescent Butterfly, the Dogday Harvestfly Cicada, the American Horse Fly, the Goldenrod Stowaway Moth, the Green Stinkbug and more. Once again, science meets poetry in an entertaining and informative way. Science poetry ideas can be found at the Growing with Science blog that features this book. Visit the author’s website for tips and tools for writing poetry.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, J. Patrick, editor. (2012). National Geographic book of animal poetry: With favorites from Robert Frost, Jack Prelutsky, Emily Dickinson, and more: 200 poems with photographs that squeak, soar and roar! Washington, D.C., National Geographic.

Even the most reluctant readers of poetry will find something appealing in this collection of 200 poems about animals by classic and contemporary writers. Selected by Children's Poet Laureate and recipient of the NCTE Excellence in Poetry for Children Award, J. Patrick Lewis, the book contains verses from Emily Dickinson, D. H. Lawrence, Ogden Nash, and Rudyard Kipling, among others, representing the past, and Paul Janeczko, Alice Schertle, Jack Prelutsky, and Janet Wong, representing the present and future of children's poetry. Lewis himself contributed a couple of delightful poems: "Polar Bear Rap" and "A Flamingo Is," attesting to his versatility. The poems have been grouped in ways that may surprise readers and prompt reflection about the animals’ commonalities in sections such as "Welcome to the World," "The Big Ones," "The Little Ones," "The Winged Ones," "The Water Ones," "The Strange Ones," "The Noisy Ones," "The Quiet Ones," and then "Final Thoughts." The poems have been placed across vivid one- and two-page photographic spreads depicting the animals being celebrated poetically. It’s hard to decide whether the poems or the images are more delightful. Teachers will appreciate the directions for writing animal poetry in the back matter as well as the resource list of books containing exemplary types of wordplay including anagrams, shaped poems, and tongue twisters. This is a book to savor and to read more than once. It's also a book that must be shared with others. Although the text credits indicate which poems were commissioned expressly for this collection and how many were previously published, it would be helpful to have that information more readily available. Still, this is a must-have for the classroom library.

- Barbara A. Ward, Washington State University Pullman

 

Medina, Tony. (2013). The President looks like me: & other poems. East Orange, NJ: Just Us Books.

The voices of urban children ring out in these 44 multicultural poems by award-winning poet and professor, Tony Medina. The poems speak to hopes and dreams of children for their futures but also to their everyday lives and experiences. Also included are poems about famous people like musicians John Coltrane and Celia Cruz. Being Black and Latino, author Tony Medina is able to write from a truly multicultural reference point, and his poems reflect his background. The afterword offers readers a look at some of the forms of poetry used in the book including blues poems, haiku, limericks, sonnets, odes, praise poems, list poems and more. Listen to the author discuss his new book and possibilities of a Skype visit on the BlogTalkRadio interview. See more multicultural texts for children in the CL/R SIG's multicultural book reviews from April 17.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Service, Robert. (2013). The Cremation of Sam McGee: The 20th anniversary edition. Illus. by Ted Harrison. Toronto, ON: Kids Can Press.

Kids Can Press has published a 20th anniversary edition of the classic poem and tale of the Yukon prospector, Sam McGee, based on their 1986 edition. Illustrator Ted Harrison has added notes on each page to add the historical background and understanding for this narrative poem. Teachers can use this video of country music great, Johnny Cash, reading The Cremation of Sam McGee or for more background information listen to this NPR discussion of the poem.  Teachers might also enjoy using this detailed teaching guide to the poem.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Singer, Marilyn. (2013). Follow, follow: A book of reverso poems. Illus. by Josee Masse. New York: Dial Books for Young Readers.

Following her successful and original Mirror, Mirror (Dutton, 2010), Marilyn Singer has written a second book based on fairy tales using the reverso format where the poems are presented forward and backward. For example, in this new edition from the tale of “The Emperor’s New Clothes,” comes Singer’s “The Birthday Suit” (p.5): “Behold his glorious majesty:/me,/Who dares say he drained the treasury/on/nothing?/Ha!/This emperor has/sublime taste in finery!/ Only a fool could fail to see./ Now read the verso poem of the same tale: “Only a fool could fail to see./Sublime taste in finery?/This emperor has-/ha!/nothing/on!/Who dares say he drained the treasury?/Me./Behold his glorious majesty!/ From “The Little Mermaid’s Choice” to “Your Wish is my Command” to “The Silly Goose,” Singer has cleverly created poems that beg to be read aloud with two voices, punctuation emphasis and perhaps a theatric or two for a truly enjoyable poetry experience. Teachers can visit Marilyn Singer’s website to learn more about her work.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Vardell, Sylvia, & Wong, Janet. (2013). The Poetry Friday anthology for middle school: Poems for the school year with connections to the Common Core: Middle School Edition. Princeton, NJ: Pomelo Books.

The end of school and approach of summer are perfect times for teachers to recharge their emotional and intellectual batteries and consider adding poetry to their daily instructional routine for the coming school year. Shaking a dash of poetry into the instructional mix makes any lesson far from mundane. Savvy teachers have learned they can trust Vardell and Wong, both former members of the NCTE Excellence in Poetry for Children Award Committee, to guide them as they choose poems to share with their students. As in their previous title, The Poetry Anthology K-5 Edition (2012), the compilers have selected 108 poems, 36 for each grade level, in order to provide teachers with a poem for each week. Each week has a theme that goes across all grade levels, enabling teachers to choose other poems or for students at various grade levels to enjoy poems on similar topics. Even the most reluctant performer will feel supported by the Take 5! box that accompanies every poem. These carefully chosen tips and strategies offer ways to present the poems through art, drama, and technology and describe curriculum connections. Since the tips follow a particular format, they are easy to follow and are likely to entice teachers (or their students) to try them. The first tip suggests ways to enliven the poem through props, gestures, and expressive reading. The second tip provides ways to involve the students by reading aloud repeated lines or chosen words. The third tip offers a simple but engaging open-ended discussion prompt about the poem. The fourth tip is essentially a poetry primer since the authors connect the poem for the week to a poetic concept or language arts skill. Finally, the fifth tip suggests additional poems or poetry books that relate to the provided poem and can extend the lesson even further. Considered separately, each tip scaffolds teachers’ approach to the poetry, but taken together, these tips provide abundant resources for building cross-curricular, poetry-based middle grade classrooms that take note of the social nature of learning. Teachers will be hard pressed to decide whether they love the poems, written expressly for this book by poets such as Leslie Bulion, Guadalupe Garcia McCall, Heidi Mordhorst, Laura Purdie Salas, Joyce Sidman, Allan Wolf, and Jane Yolen, among others, or the teaching tips the best. Whatever their preference may be, they will find this book to be THE essential resource for allowing poetry to assume its rightful, thoughtful place in today’s classroom. With Vardell and Wong and this resource by their sides, teachers will be compelled to perform poetry and share their newly-awakened passion for poetry with their own students.  It’s a sure bet that their middle graders will clamor to perform some of the poems in their own inimitable ways. Innovative teachers can count on this resource to enliven their classrooms. Write on, Sylvia and Janet, write on!

- Barbara A. Ward, Washington State University Pullman

 

Yolen, Jane, and Rebecca Kai Dotlich. (2013). Grumbles from the forest: Fairy-tale voices with a twist: Poems. Illus. by Matt Mahurin. Honesdale, PA: Boyds Mills Press/Wordsong.

Drawing inspiration from 15 familiar fairy tales familiar to the Western world, these two talented poets offer their different takes on each tale. Sometimes in the 30 poems shared here, they introduce new characters, and sometimes they simply create lines that provide a varied perspective on the story, for instance, that of the pea smashed under those mattresses and the long-suffering princess in "The Princess and the Pea." Readers may enjoy performing "Three Bears, Five Voices" and "Goldilocks Leaves a Letter Stuck in the Door," two poems inspired, of course, by "Goldilocks and the Three Bears." The illustrations contain dark colors and scenes of violence that fit the dark, pensive nature of many of these rhymes. Teachers will want to pair this one with Singer’s earlier Mirror Mirror (Dutton, 2010), and consider using it as fodder for writing inspiration for their own students.

- Barbara A. Ward, Washington State University Pullman

 

GRADES 9-12

 

Bush, Gail and Randy Meyer (Ed.). (2013). Indivisible: Poems for social justice. Illus. by Matthew Bush. Chicago: Norwood House Press.

This collection of 54 poems is devoted to “living in a more socially just America,” according to the co-editors of this anthology. Poets such as Billy Collins, Pat Mora, Matthew Thomas Bush, Langston Hughes, Amiri Baraka, Ishmael Reed and more 20th century writers make this volume relevant for today’s world. This work is divided into five sections beginning with “liberty was misquoted” and goes on from there to develop concepts of freedom and equality and how teens can be moved to make change and move to action. The foreword is written by Common, a hip-hop artist, whose involvement may draw teen readers to the book. For more in this theme, read the CL/R SIG's reviews of new children's books about social justice.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Kennedy, Caroline (Selected by). (2013). Poems to learn by heart. Paintings by Jon J Muth. New York: Disney/Hyperion Books.

This companion to Caroline Kennedy’s A Family of Poems (2005), brings over one hundred more poems to young readers and families who appreciate life through the beauty of words in poetry. Arranged in themes like nature, sports, monsters and fairies, and friendship and family readers will find poetry old and new. Caroline Kennedy is now emphasizing the importance and depth of feeling involved in actually memorizing favorite poems and the confidence it builds when one is empowered with a poem. Moth’s watercolor paintings add to the beauty of the poetry. Listen to the NPR discussion of this book by Caroline Kennedy and the merits of memorizing poetry or watch this video with kids and Caroline.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

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 International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

 

by Judith Hayn

Farrant, N. (2013). After Iris. New York, NY: Dial Books for Young Readers.

Bluebell Gadsby’s twin Iris died three years ago, and Blue feels responsible because she let her extrovert, daredevil sister leave the house without her; Iris never returned. Blue is withdrawn and creative, yet determined to record the family’s quirky day-to-day activities on her video camera. Dad escapes by teaching at a faraway university while Mom globetrots as a high-powered businesswoman leaving the children alone. Blue tries to understand her older sister, the drama queen Flora, along with the younger Babes, Jasmine, and Twig. Zoran, a Bosnian refugee, is hired as the nanny to ride herd on this neglected bunch. Charismatic Joss moves in next door and pays attention to Blue who is immediately smitten; unfortunately, he and Flora fall in love leaving Blue to her camcorder and diary. Grief is complicated, and no one in this family is coping with the loss of Iris, especially Blue who succeeds in being invisible at school and at home. Middlers will root for this sensitive heroine, who tells in first person narrative the story of  her chaotic, dysfunctional family as she struggles to find her way from the shadow where she is hiding to a place where healing can begin.

Natasha Farrant is a literary agent for children’s and young adult literature authors in the U.K.; this is her first foray into the genre. If you are interested in reviews of books like this for tweens and teens and also in articles that will help you use them in the classroom, consider joining SIGNAL, the Special Interest Network—Adolescent Literature by clicking on the link below.

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).