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  • denise stuartTechnology SIG member Denise Stuart lauds teacher Tricia Stohr-Hunt's nonfiction and poetry blog, The Miss Rumphius Effect.
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    TILE-SIG Featured Educational Blog: The Miss Rumphius Effect

     | May 10, 2013

    denise stuartby Denise H. Stuart

    Teachers today are revisiting instructional approaches and materials as they map and plan curriculum in response to the Common Core State Standards (2012) sweeping districts. Among areas of increased emphasis with these new standards are a focus on non-fiction text, higher level comprehension, and writing development (Calkins, Ehrenworth & Lehman, 2012). Blogs and resources are abundant online, and it is useful to have a guide to engage us in finding our way. Such is Tricia Stohr-Hunt, a blogger since 2006, inspired by young Alice in Barbara Cooney’s (1985) Miss Rumphius who travels the world and wants to make the world a more beautiful place. Stohr-Hunt offers background to this advertising-free blog and information about her own diverse life experiences from being a boat hand to middle school teacher. At her accessible, attractive, and well organized blog site, The Miss Rumphius Effect, this teacher educator discusses issues and ideas for teaching poetry, non-fiction and other literature for early to middle readers (Stohr-Hunt, 2013). She blogs on the value of writing to learn and offers engaging prompts to integrate writing throughout the curriculum. Engaging Educators, a professional development site that emphasizes “21st century students need 21st century teaching” notes The Miss Rumphius Effect as one of the “great literacy blogs to follow.”

    This blog is easy to navigate and focused in content and discussion. The home page features timely issues and ideas. For example, as the school year ends and Dr. Stohr-Hunt reflects on its wind down with grading and tests, she shares poems that recall the year’s schooling experiences—humorous, serious, and divers—in review of collections of poetry and in excerpts of individual poems. As part of her “Poetry A:Z” section she blogs about baseball and poetry, and before that birds and biography. She includes links to downloadable writing activities and audio files of authors reading poems. From her home page one can “Browse by Content” using popular tags related to teaching content areas, books and reviews, poetry and a trip she took to China with an extensive photo gallery to give a feel of time, place and culture. Featured in this list are “Non-fiction Monday” with topics like the science of snow and bugs by the numbers and “Poetry Friday” that links poems to teaching ideas, reviews, and more. She offers an extensive set of interviews with children’s poets in “Poetry Makers” giving background information and insight into their poetry process and product. Another major heading, “Thematic Book List,” offers a variety of topics in Math, Science and Social Studies. A section in “Teaching” features ways to encourage reluctant mathematicians at home and one on thinking about graphic novels, among others. The topics are endless and thoughtfully developed. Stohr-Hunt annotates and commentates on individual and collections of thematic texts as she takes us along on her adventure, for example, finding herself on the floor of her office pulling books she is “CRAZY” about related to measurement. 

     rumphius

    Not only does the visitor to her blog get an opportunity to read and discuss ideas presented but can travel with Stohr-Hunt as she purposefully links to other current sources of information. She shares “Blogs I Read” organized to focus on non-fiction, poetry, reading inclusively, on writing and publishing, “for and from the classroom” and more and she includes most recent posts. I.N.K. is one such link to a blog of “Interesting Non-fiction for Kids” and leads with a feature article on how to empower girls “with non-fiction, not t-shirts” (Salzman, 2013). The Non-Fiction Detectives is written by “two intrepid librarians [who] review the best nonfiction for children” (Potter & Capizzo, 2013). A list of popular labels helps to find relevant topics among the extensive reviews. The Miss Rumphius Effect blog proves to be a great place to start thinking and exploring to find additional ideas and materials as we continue to develop curriculum and bring high quality children’s literature into the lives of learners.

     rumphius I.N.K.   rumphius

     

    References:

    Calkins, L, Ehrenworth, M, & Lehman, C. (2012). Pathways to the Common Core: Accelerating Achievement. Heinemann.

    National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://www.corestandards.org/

    Potter, C. & Capizzo, L. (2013). The Nonfiction Detectives. Retrieved from http://www.nonfictiondetectives.com/

    Stohr-Hunt, P. (2013). The Miss Rumphius Effect. Retrieved from http://missrumphiuseffect.blogspot.com

    Salzman, L. (2013). I.N.K. Interesting Non-fiction for Kids. Retrieved from http://inkrethink.blogspot.com/

     

    Denise Stuart is from The University of Akron, Ohio. 

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

     

     

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  • Children's Book WeekThe CL/R SIG reviews a variety of new K-12 books in celebration of the 94th annual Children's Book Week, May 13 to 19, 2013.
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    Book Reviews to Celebrate Children's Book Week

     | May 08, 2013

    Children's Book WeekThe 94th annual celebration of Children's Book Week is May 13-19, 2013. Established in 1919, Children's Book Week is the longest-running national literacy initiative in the country. Children's Book Week is administered by Every Child A Reader. The International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) celebrates Children's Book Week with this list of lovely new books.

     

    GRADES K-2

     

    Delacre, Lulu. (2013). How far do you love me? Text translated from Spanish by Veronica Betancourt. New York: Lee & Low Books.

    Using soft pastels and free style poetic language, the author/illustrator has depicted the love of parent/adult and child using examples from all seven continents. Beginning with the question of “How far do you love me?” (p.1) and answering with “I love you to the top of the peaks/lit by the morning sun…” (p.2) from the Grand Canyon in Arizona, USA, and continuing with “To the depths of the cave/where a spring seeps sweet water …” from Cenote Dzitnup, Yucatán, México. Other geographic comparisons representing the depth of parental love include Machu Picchu, Peru; the Antarctic Peninsula; the Serengeti Plain, Tanzania; the Siani Peninsula, Egypt; Provence, France; the Alps in Switzerland; Ladakh in the Himalaya Mountains in India; the Mekong River, Vietnam; Kangaroo Island, Australia; the Great Barrier Reef in Australia; and Vieques, Puerto Rico. The book concludes with a map of the world with each location mentioned pinpointed and an invitation from the author to play this game with a favorite child.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Duval, Kathy. (2013). Take me to your BBQ. Illus. by Adam McCauley. New York: Disney/Hyperion Books.

    take me to your BBQ“Some colored lights from outer space/ Are lightin’ up the whole dang place!” (p. 5) says Willy from his Texas-style ranch while he watches little green men emerge from their space ship once they finish landing on his place. The aliens run around the ranch and get a feel for the garden and tractors and the food. Willy gets out his fiddle, and the aliens enjoy square dancing and the Texas two-step, and then the fun really begins. He fires up the grill, and the aliens commence to pour BBQ sauce on everything – beans, taters, greens, even Willy’s hat and shoes. McCauley’s watercolors and pastels add to the hilarity of the story in the depiction of the aliens and the havoc they create. A surprising twist at the end occurs when Willy and a few farm pets leave in the space vehicle UFO to fly to worlds beyond and open Willy’s BBQ, seen on an appropriate pull-out double page spread in the homeland of the aliens. Several wordless pictures end the book as readers see that a few green men have stayed behind and are taking care (or are they?) of the ranch. There is even a yummy BBQ sauce recipe included on the final pages. Enjoy McCauley’s website where he provides examples that trace how these final pictures evolved. The author has created a detailed teacher’s guide at her website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Houran, Lori Haskins. (2013). I will keep you safe and sound. Illus. by Petra Brown. New York: Scholastic Press.

    i will keep you safeThis beautifully illustrated and endearing rhymed story arrives just in time for Mother’s Day. The title comes from the three sections of the book that speak to parental love and keeping children safe and sound, beginning with “Brown bears in the den/ While the first buds peep/” (p.3), continuing with “Rabbits in the field/While the crickets cheep/” (p.5), and concluding with “Robins in the nest/ While the rain pours down/ I will keep you safe and sound.” (p.7). The spare rhyming pattern continues with examples of alligators and the sun, squirrels and hawks, dolphins and wild waves, beavers and strong winds, ponies and the setting sun, and a kitten lost in the moonlight. Pencil, watercolor and gouache artwork give the illustrations a soft and warm invitation to very young readers for a lap story safe within the arms of a loving adult. Listen to the illustrator read the book at her website with her delightful British accent.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Kleven, Elisa. (2013). Cozy light, cozy night. Berkeley, CA: Creston Books.

    cozy lightFilled with luminously colored and vividly detailed illustrations, this picture book in rhyming text celebrates that feeling of coziness so often associated with family and home. As the seasons change over the course of the year, all sorts of objects, including dreams, cocoa, birds, sweaters, and apples are described as being cozy. Although it’s wonderful to feel secure and cozy at any time of the year, youngsters experiencing tough times may find solace in this lovely, heartfelt book. There is little doubt that anyone reading this book won't relate to some of the different objects and relationships that spell coziness for the narrator.

    - Barbara A. Ward, Washington State University Pullman

     

    Levine, Arthur A. (2013). The very beary tooth fairy. Illus. by Sarah S. Brannen. New York: Scholastic Press.

    the very beary tooth fairyEvery child worries about losing his/her first tooth and wondering about the tooth fairy, and Zach the bear is no different. As he struggles with his loose tooth, it is finally when his sister Leah shares a bag of candy that the tooth comes out. Zach has been trying to figure out if the tooth fairy is a bear or if the fairy is human and whether he should be afraid or not. His mother assures him that all will be just fine because “A bear can be anyone/ And anyone can be a bear” (p.14). That night when Zach hides his tooth, two interesting events occur. Dressed in fairy clothing (it’s sister Leah, really) when Zach is mostly asleep, she slips into his room and leaves an apple for his prize. After Leah leaves and Zach nods off and falls asleep, the “real” tooth fairy complete with wings and wand and fairy dust arrives to find the real tooth and leave a dollar, spritz Zach’s human doll into a teddy bear, and his picture of baseball great Sandy Koufax into a bear baseball player. The magic of the tooth fairy remains a mystery!

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Reid, Barbara. (2013). Picture a tree. Park Ridge, IL: Albert Whitman & Company.

    picture a treeFilled with powerful language, this appealing picture book encourages readers to look at trees from many different perspectives. Once they have done so, the author writes, "You may see the end of one thing, or the start of something new" (unpaged). Young readers will appreciate the author's consideration of trees in so many creative, even playful ways while older readers may be reminded of A Tree Is Nice (1956) by Janice May Udry, which covers similar territory. Both books are filled with splashes of green that soothe the senses and make readers pause for a moment. Certainly visually attractive, the Plasticine illustrations are filled with colors and plenty of movement. The images and text in this book also gladden the heart and may prompt meandering journeys through the trees during which hikers may store up sensory images so that they can truly picture a tree when they return home.

    - Barbara A. Ward, Washington State University Pullman

     

    Moore, Eva. (2013). Lucky ducklings. Illus. by Nancy Carpenter. New York: Orchard Books.

    lucky ducklingsOf course this true story of the stranded ducklings in Montauk, New York, in 2000, begs to be used with Robert McCloskey’s Make Way for Ducklings. Carpenter’s wonderful illustrations give several perspectives from the ducklings’ point of view to add to the suspense. Mama Duck has decided to take her new little ducklings for a walk and as she quacks out orders to follow her, Pippin, Bippin, Tippin, Dippin, and Little Joe, do just that. They leave the park and nibble on things to eat while on their walk. As Mama Duck continues their walk she marches right over the storm drain, and all of the little ducklings fall through the grate! The little ducklings create quite a ruckus. Fortunately, someone sees what is happening, and although firemen are called to the rescue, they can’t get the grate off. “That could have been the end of the story. But it wasn’t, because ….” (p.16) a man named Perry attaches a cable from his truck and is able to pull the grate off. A wonderful perspective of the fireman crawling down into the storm drain as the little ducks are looking up from the dark is the centerpiece of this story. The ducks are rescued and placed in a bucket to be taken to the pond. But Mama Duck is not happy about that! “Fireman Dennis knows just was to do” (p.21). He removes the ducklings from the bucket and lets them line up with Mama, stops traffic, and allows the ducks to travel on their way. For more background on this author and this true story, read this Q&A interview from Publisher’s Weekly.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Scillian, Devin. (2013). Johnny Kaw: A tall tale. Illus. by Brad Sneed. Ann Arbor, MI: Sleeping Bear Press.

    johnny kawThe author has written a tall tale reminiscent of Paul Bunyan although this tale centers around life on the plains of Kansas. Told in rhyming lines, the story begins when Johnny is born, and as he turns five minutes old, he is already six foot two and gains a pound every hour. Very soon, his parents have to find a bigger place to live. As they leave their home, Johnny literally helps them carve out a new place to live by throwing the stones from the field, and in true tall tale fashion the stones become the Rocky Mountains. He spits out a seed of grass and fields of wheat grow. When a cyclone twister whips up, Johnny goes after that storm with his newly created scythe made from a cottonwood trunk and a windmill blade. Life is going well until Johnny’s mother passes away. To deal with his grief, “he cleared every tree and left Kansas bare/ So she could see the sunset from anywhere” (p.27) because watching the sunset was his mother’s favorite time of day. This is a tenderly told story that will add humor and perspective to any tall tale collection of stories. 

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Scillian, Devin. (2013). Memoirs of a hamster. Illus. by Tim Bowers. Ann Arbor, MI: Sleeping Bear Press.

    From the author of Memoirs of a Goldfish (2010) comes the “Question: Who’s the luckiest hamster in the world? Answer: ME!” (p.1). And so begins the writing pattern of this delightful story that must be read aloud for full enjoyment. Each page tells the story of Seymour’s arrival to his new home with Little Girl. Even though she likes to kiss him (Yuck!), he does enjoy his new water bottle, and his Fuzzy Boy 360 exercise wheel, and he really likes the yogurt drops that Little Girl feeds him. However, Pearl the cat questions Seymour’s enjoyment of his wheel since it doesn’t go anywhere, and tells him that the freedom of the sun room and the stairway made of sunflower seeds are a much more enjoyable way of living. As Seymour thinks Pearl might be right, he devises a plan to escape from his cage.  Pearl is anxiously waiting to attack on the night of Seymour’s escape, and as Seymour realizes what could be first but fatal mistake, he asks: “Question: Who’s in big trouble? Answer: ME!For any child who has had or wanted a hamster, this very funny story with a bit of suspense is just right for sharing with others. Read more about the author in "5 Questions With...Devin Scillian" on the Engage blog.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Sheth, Kashmira. (2013). Tiger in my soup. Illus. by Jeffrey Ebbeler. Atlanta: Peachtree Press.

    Perfect for Children’s Book Week, Right to Read Week, El Dia, or any day to commemorate literacy, this book celebrates reading. An older sister left in charge of her younger brother must get his lunch ready to eat. Busily occupied with her own book, she distractedly warms up soup for her brother’s lunch and ignores his pleas to read to him. When the soup is plopped on the table, steamy and too hot to start slurping it down, the young boy is startled as a tiger lunges out of the soup. At every turn, the boy is faced with the ferocious tiger, while his sister sees and hears nothing. The illustrations exaggerate the tiger’s size and fierceness as well as the fear on the young boy’s face, and prompt chuckles from readers. Much of the unspoken fun is in the pictures.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Van Lieshout, Maria. (2013). Flight 1-2-3. San Francisco: Chronicle Books.

    Young readers are always fascinated with transportation. “When taking a flight, what do you see?” is the author’s introductory statement when readers open the book and begin a journey to the airport. Designed as a counting book, the book’s text encourages readers to begin with the number 1 and a sign for an airplane.  The bold illustrations depict a young family getting out of their taxi as they arrive at the airport. Number 2 designates the sign for luggage carts, and the family uses two of them to move within the airport. Number 3 depicts the Check-In desks as the three passengers get their tickets. Number 4 shows the signs for elevators and escalators, number 5 depicts trash cans, Number 6 shows the security officers, Number 7 is for food and drinks, Number 8 and 9 show the restrooms, Number 10 represents the Gates. Large numbers are included at the end for seat belts signs, numbers representing miles and kilometers, feet and meters. This is a perfect travel companion to the author’s earlier book, Backseat A-B-See. Read more about her writing ideas for this book at the author’s blog.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Wyeth, Sharon Dennis. (2013). The granddaughter necklace. Illus. by Bagram Ibatoulline. New York: Arthur A. Levine Books/Scholastic Press.

    A perfect story for Mother’s Day, Sharon Dennis Wyeth shares a piece of her own family history. “Once there was a girl named Frances, who took a boat across the sea. Her mother gave her a glittering necklace that would belong to me someday. Handed down through the generations, it’s a necklace worn by the women and girls in my family” (p.1). Thus begins the mother to daughter story and tradition of handing down the granddaughter necklace to each female descendant. In writing the story Wyeth explored her own family history, tracing her roots back to Ireland, to her surprise. Each separate story is told with nostalgic warmth and describes the passing of the necklace given at special moments during the lives of each young girl along with the story of the necklace. The author has included extensive notes at the end explaining the search of her ancestry. On her website she writes, “My cherished family remembrances shine like jewels!”

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 3-5

     

    George, Jessica Day. (2013). Wednesdays in the tower. New York: Bloomsbury.

    The sequel to Tuesdays at the Castle (2011), in which Princess Celie and her brother Rolf learned in the first book that Castle Glower has a mind of its own, this title shows that even a castle can change its mind. Before, The Castle only added or removed rooms on Tuesdays but now Wednesdays seem to have been added to The Castle’s agenda. In this new adventure, The Castle has created a new and hidden room that contains a bright orange egg. Rolf challenges Celie to find the new room, and when she does, she also discovers the egg. Celie cares for the egg and waits to see what will happen. One day, it hatches out a griffin that she names Rufus. With the exception of Bran the Wizard and Pogue the blacksmith, Celie manages to keep the existence of Rufus a secret. Celie tries to learn about griffins and their history within the castle and enjoys the fun of riding on Rufus’s back while pursuing her investigation. The ending leaves the story “hanging” (literally) and wide open for the next installment.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Rylant, Cynthia. (2013). The steadfast tin soldier. Illus. by Jen Corace. New York: Abrams Books for Children.

    It's terrific for a modern audience to have another version of the classic Hans Christian Andersen story of love between a tin soldier with one leg and a beautiful ballerina who perches on one leg. In this version of the story, a jealous goblin pushes the soldier from the window sill where his owner has perched him. From there, he goes on quite an adventure, sailing into a stream, meeting a rat who demands his passport, and then swept along further until being swallowed by a fish. When he somehow survives his perilous journey, his ballerina love is thrilled, but the goblin has one more trick up his sleeve, a fiery ending planned for the would-be lovers. Nevertheless, despite his treachery, true love triumphs over its many obstacles in this version of the tale. The watercolor, gouache, acrylic and pen and ink illustrations complement perfectly this timeless story of an unlikely romance. Although there is quite a lot of text, the story and the illustrations will hold readers' attention.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 6-8

     

    Setterington, Ken. (2013). Branded by the pink triangle. Toronto, ON: Second Story Press.

    Much has been written about the atrocities of the Nazis during the Holocaust, but little has been written about the treatment of gay men during that time period. This book does an excellent job of describing the initial harassment of gay men by the Nazis as they tried to enforce Paragraph 175, a heretofore mostly ignored law passed in 1871 forbidding sexual contact between men. Eventually, anyone suspected as being homosexual was taken to a concentration camp and identified with a pink triangle worn on his clothing. The author describes the stories of some of the men who survived the horrible conditions in the death camps. Some young readers familiar with the play and movie Bent may be familiar with this aspect of the Holocaust, but most will have no idea of this form of discrimination. Young readers will now know this important piece of Holocaust history and understand the significance of the pink triangle, now the symbol of gay rights, once a mark of shame.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 9-12

     

    Lynch, Chris. (2013). Pieces. New York: Simon & Schuster.

    Returning to the characters created in Iceman (HarperCollins, 1994) the author returns readers to younger brother Eric, now 17, as he grieves the accidental death of his older brother, Duane, the previous year in a diving accident. Eric is lost without Duane who was not only his brother, but also his best friend. He mentally revisits that night in the hospital when Duane’s organs were harvested for other people in need. Now, a year later, as Eric contemplates his next steps in life including joining the Navy, he debates whether he wants to meet the recipients of Duane’s organs. He decides to attend a meeting where the recipients will be and is introduced to Phil, who is so grateful to have hearing now due to Duane’s inner-ear bones, to Barry who received the liver that he now seems driven to destroy through alcohol, and to Melinda who got a kidney that saved her life and allowed her to raise her child. Enter Martha, Duane’s former girlfriend and object of Eric’s teen crush, and these individuals become a sort of new family group for Eric. Complicated coming of age emotions make this a complex novel and study in characterization.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Lynch, Janet Nichols. (2013). My beautiful hippie. New York: Holiday House.

    It's 1967, the Summer of Love in San Francisco, and sixteen-year-old Joanne Donnelly lives right on the edge of the action in Haight-Ashbury. Her middle class upbringing leaves Joanne (Joni) feeling constrained and longing for more. She is drawn to Martin, a hippie panhandling on the street, and his particular lifestyle, even while fearing that he will be unfaithful to her and leave her. It’s clear almost from the start that this is a match not meant to be—despite the strong attraction between the two teens. Even as Martin introduces Joni to the counterculture, her older sister Denise has her own consciousness raised as the result of a disappointing early marriage. While capturing the sounds, sights, and feelings of this turbulent period in the nation's history, the author creates interesting characters that change over the course of the novel. Readers will be drawn to Joni and her determinately rebellious nature while noting that her searching didn't take her very far away from home. In many respects this is a quiet book, but it’s also the story of important life choices being made. Readers are certain to wonder what sort of adult Joni will become.

    - Barbara A. Ward, Washington State University Pullman

     

    McMann, Lisa. (2013).  Crash. New York: Simon Pulse/Simon and Schuster.

    From the author of the popular Wake trilogy, Crash is the first title in her new Visions series. This first volume introduces readers to Jules and the DeMarco family. They own an Italian restaurant, and Jules is resigned to the fact that if she wants to drive to school, she must take the double-meatball-shaped food truck. Jules is starting to have visions, and everywhere she turns she pictures a terrible crash with a snowplow hurtling toward a building and an explosion resulting in nine body bags. Finally, after one vision she recognizes the face on one of the bodies, Sawyer Angotti, someone she knows and cares about deeply. With a history of mental illness in her family, Jules is reluctant to tell anyone about her visions. Although the visions are appearing everywhere, billboards, road signs, and television, she has to figure out a way to prevent this horrible accident from happening. McMann adds a bit of levity throughout this suspense-filled action novel as Jules is always creating her lists of 5 things she needs to think about and maybe act upon. This supernatural thriller is a great way to begin a new series from this popular author.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Winters, Cat. (2013). In the shadow of blackbirds. New York: Abrams/Amulet Books.

    The cover of this book set in 1918 promises an enticing, independent, free-thinking protagonist with a plot revolving around spiritualism. Other black and white photographs, intriguing shots of mediums and possible visitors from the spirit world, soldiers in trenches during WWI, and images of citizens wearing masks to protect themselves from contagion, have been strategically placed within the narrative. Sixteen-year-old Mary Shelley Black has fled her Portland home for San Diego where her aunt lives. While her father is on trial for following his conscience, her aunt works hard to forget her own losses. Even as news of the war swirls around them, it is the flu that frightens everyone into staying home so they can avoid the contagion. Perhaps because there is so much death around them, many citizens are fascinated by the possibility of making connections with the spirits of their dearly departed. Mary Shelley scoffs at their gullibility, but when she feels the presence of Stephen, her childhood friend turned potential suitor, after his death, she decides she must figure out why his spirit refuses to rest. The original storyline and fascinating characters will keep even the choosiest reader engaged, and there are enough twists, turns, and bumps along the way to hold the attention of most readers. Effectively and hauntingly capturing the place and time in a surreal fashion, the author prompts reflection about the things we do to save face and whether the events described in the book could have happened. Readers will be unlikely to stop thinking about all those deaths as the result of the flu.

    - 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.

     

     

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  • Research is a huge part of the writing process, not only for authors of nonfiction but also for those of us who write fiction. Historical novels, for example, involve extensive study of the time period in which the novel is set so that authors can make sure every detail is accurate to that historical period.
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    Let’s Build a World Together

    by Kate Messner
     | May 07, 2013
    Research is a huge part of the writing process, not only for authors of nonfiction but also for those of us who write fiction. Historical novels, for example, involve extensive study of the time period in which the novel is set so that authors can make sure every detail is accurate to that historical period.

    p: loungeri via photopin cc
    But what about novels set in the future? How do you research something that hasn’t happened yet? Building the worlds of futuristic and fantasy novels involves a process called world building—the careful and detailed construction of a new world, with all the elements that a realistic world must include.

    My 2011 futuristic weather thriller, EYE OF THE STORM, is set in the year 2050, in a world where climate changes have led to severe and catastrophic global weather patterns—and where corporations that have mastered weather manipulation use technology to protect their friends and destroy their enemies. And before I wrote a word of the story, I spent many hours and many, many pages creating that fictional world. It has to be real for me before I can make it feel real to readers. To fully understand my fictional world—and the characters who live there—I need to know not only the details of that world but also how it got to be the world it is. How did it come to this?

    So when I’m working on a book like this, I spread my desk with colored markers and huge pieces of paper, and I map out my future world. Writing the future, for me, begins with a close, thoughtful look at the present. I started with the news of the day. What implications will these headlines have in ten years? Twenty years? Fifty years?

    I sketch out a timeline and try to include everything that affects a society—wars and shifts in international relations, breakthroughs in technology, cures for old diseases and the emergence of new ones. And I ask lots of questions. How might our current environmental policies evolve in a way that leads to a global climate crisis? What nations will rise as world superpowers, and what nations will fall? What kinds of leaders will these nations have?

    So I map out my world. I choose my future leaders, sketch out their policies, and then play the whole thing out like a movie. If this happens…what might be the backlash. If that happens…what would we expect as the result? And what might the unexpected consequences be?

    The answers to these questions help to drive the plot of futuristic novels like EYE OF THE STORM, THE HUNGER GAMES, AMONG THE HIDDEN, and DIVERGENT. Students can deconstruct these novels to get a great sense for how authors build worlds. Most dystopian and other futuristic novels grow out of a seed in our modern-day newspapers. THE HUNGER GAMES, for example, imagines our modern issues with class differences, reality TV, and insensitivity to violence, taken to a whole new level, while EYE OF THE STORM amplifies our current concerns about climate and resulting weather patterns to create a frightening future scenario in which the weather controls almost every move a person makes.

    When students are reading futuristic fiction in class or in their literature circles or book clubs, ask them to consider questions like these:

    • What modern-day issues do you think may have sparked the author’s idea for this novel?
    • What would have to happen for our current world to evolve in a way that makes this setting and its plot a real possibility by the time the novel takes place?
    • What do you think might be a more realistic scenario with the issue at stake, and what variables might affect how that issue plays out in real life?
    From here, students can go on to create their own worlds to use as possible settings in futuristic stories. One way to approach this activity is to start with a big pile of newspaper front pages. Ask students to choose an issue discussed in the headlines and journal about the possible futures that might be associated with it:

    • What do you see as the current concern regarding this modern day issue?
    • What’s your best guess about what this issue might look like in the year 2050?
    • What would a worst case scenario look like in the year 2050?
    • What events/developments/human choices could cause this worst case scenario to develop?
    • If that happened, what would the world look like as this issue got worse? What might happen within ten years? Twenty years?
    • What would a best possible scenario look like for this issue, if things were to improve?
    From here, students can create timelines outlining what happens between now and the future date they’ve targeted as the setting for their stories. Ask student writers to imagine not only the particular issue on which they’ve chosen to focus but also what other issues might look like in the future. Remember that our world includes many interconnected elements, both natural and manmade.

    I’ve created a world building guide for writers that has dozens of questions to prompt this kind of thinking. It’s long, and available online in three parts:

    http://www.katemessner.com/dystopian-world-building-worksheet-part-i/
    http://www.katemessner.com/dystopian-world-building-worksheet-part-ii/
    http://www.katemessner.com/dystopian-world-building-worksheet-part-iii/

    For more ideas and sites to share in the classroom, visit my EYE OF THE STORM RESOURCES board on Pinterest:

    http://pinterest.com/katemessner/eye-of-the-storm-resources/

    Once students have a solid world created, they should begin to have ideas for some of the problems that world might present for its characters, and that’s where the plots for their stories really begin to take off.

    And finally, an added bonus to all this study of futuristic darkness, talking about world building often leads students to the realization that we are engaged in this practice every single day—not when we’re writing, but when we’re making the day-to-day decisions that shape our current world.

    Often, studying worlds gone wrong prompts students to begin an even more important conversation. How can we best work together to build a world gone right?

    For more advice on using EYE OF THE STORM in your classroom, check out this Teacher's Guide.

    Kate Messner is a former middle-school English teacher and the author of E. B. White Read Aloud Award-winner THE BRILLIANT FALL OF GIANNA Z., SUGAR AND ICE, EYE OF THE STORM, CAPTURE THE FLAG, the Marty McGuire chapter book series, and two picture books, SEAMONSTER’S FIRST DAY and OVER AND UNDER THE SNOW. She lives on Lake Champlain with her husband and two kids. When she’s not reading or writing, she loves hiking, kayaking, biking, and watching thunderstorms over the lake. Visit her online at www.katemessner.com.

    © 2013 Kate Messner. Please do not reproduce in any form, electronic or otherwise.
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  • Marilyn MooreMarilyn Moore shares websites, software, online communities, and other technology resources that can help teachers both in and out of the classroom.
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    • Teaching Tips

    TILE-SIG Feature: Teacher Technology Tools

     | May 03, 2013

    marilyn mooreby Marilyn Moore

    Technology has created valuable tools for the reading and writing classroom teacher. This article will focus on four types of teacher technology tools.

    Sites for Teachers

    Hundreds of sites exist that present teachers with resources. One of the sites most often used by my college students is the ReadWriteThink site. This site offers lesson plans, games, graphic organizers, and activities. (The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org.)

    Software for Teachers

    Word-processing software is probably the most used software by teachers. Other software includes Inspiration which can be used by both teachers and students. It allows teachers to make their own graphic organizers. Software such as RubiStar allows teachers to create rubrics.

    Online Communities for Teachers

    Teacher Tube is an educator site for sharing content including educational videos, docs, audios, and photos for the classroom. The videos are organized into school subjects and different school levels – college, high school, middle school, and elementary. In a recent article, Kist (2013) points out that the Common Core Standard 6, Grade 8, states that in order to give students practice in collaborative writing, teachers need to use technology including the internet, blogs, or wikis to enable teachers to create lessons where students collaborate on projects such as persuasive writing tasks.

    Technology Resources for Teachers

    To design effective lessons and to meet literacy lesson objectives with deeper understanding, teachers are using iPads, websites, and SmartBoards. Moore (2012) reported that iPad activities that focus on reading and writing include discussion boards, research on websites, dictionary apps, note taking apps, peer editing, and group essays. We learn from Coiro and Fogleman (2011) that there are three types of websites: informational, interactive, and instructional. They contend that teachers need to use websites to design tasks that make learning meaningful and worthwhile.

    SmartBoard use is a very popular technology tool. SmartBoards consist of a touch screen connected to a computer or projector. Software from SmartBoard allows students and teachers to use their hands and fingers to manipulate the screen. While technology tools for teachers are very motivating, it doesn’t necessarily help teachers know how to use them or what these new forms of teaching literacy entail. To keep up with the latest technology tools for teachers, it is important to attend professional development seminars and join professional organizations such as the International Reading Association.

    References

    Coiro, J., & Fogleman, J. (2011).  Using websites wisely.  Educational Leadership, 68(5), 34-38.

    Kist, W. (2013).  New literacies and the Common Core.  Educational Leadership, 70(6), 38-43.

    Moore, M. (October, 2012). Integrating iPads into the high-school curriculum. Reading Today Online, 1-2.  Retrieved from /readingtodayPublications.


    Dr. Marilyn Moore (mmoore@nu.edu) is a Professor at National University in California and serves as the Faculty Reading Program Lead.


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



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  • kathy operhallThis retired Michigan teacher performs at Carnegie Hall with the University Musical Society Choral Union and the Detroit Symphony Orchestra this month.
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    May Member of the Month: Kathleen Operhall

     | May 01, 2013

    kathy operhallHow many IRA members do you know who have won a Grammy? Kathleen Operhall, May's Member of the Month, is a woman of many talents. As a University of Michigan University Musical Society Choral Union member, Kathy won a Grammy Award for Best Choral Group (Songs of Innocence and Experience recording with Leonard Slatkin) in 2006 and will perform at Carnegie Hall this month. As well as serving in several leadership positions in Michigan councils, she has won awards for literacy education (Michigan Reading Association Elementary Educator Award, Wayne County Reading Council Elementary Educator Award, Wayne County Excellence in Education Award awarded by Ford Motor Company, and George Washington Carver Outstanding Educator Award). She retired in June 2011 after working as an educational consultant for Houghton Harcourt Publishing Company, a state facilitator for the Michigan Department of Education (under the Reading First Grant), and an elementary teacher and reading specialist for Detroit Public Schools. But she is still active with IRA at the national, state, and local levels. This veteran teacher and arts-lover shares her story with Reading Today Online.

    When did you first know you wanted to be a teacher?

    My desire to become a member of the chalk and eraser brigade began in the third grade when I was encouraged to create classroom bulletin boards and tutor classmates. I loved having the opportunity to be creative and help others. I liked writing on the chalkboard, too – I think that is what sold me on the profession! I was (and still am) a book-a-holic. I loved to read, and I was one of those youngsters who figured out how to finish a chapter under the covers with a flashlight after “lights out” on a school night and not get caught. My early classroom hideaway was a converted attic bedroom that I shared with my younger sister; my Dad built a huge bookcase that was continually crammed with new chapter books that I had begged Santa for at Christmas. I read those tomes over and over again, amazed at how many new details surfaced during the rereads. I loved learning, and I wanted to be a part of the profession that made all other professions possible! I longed to share my love of reading and learning with others! So, I graduated from my attic classroom to the world of elementary education in Detroit Public Schools, where I spent 33.5 years teaching pretty amazing students!

    You also sing, and you're performing at Carnegie Hall later this month! What's the story behind that part of your life?

    kathy operhallMusic was an integral part of my life growing up. My parents were strong believers in the power of music. I took instrumental music lessons until I started college. Throughout high school, I was enveloped by the power and melodies of music. I sang in the school choirs and took music theory as a senior. I had an exceptional  vocal music teacher who encouraged me to develop musically – from singing in small Madrigal groups and performing as a soloist to composing. When I graduated from high school, I joined local community choruses that sang the classics of Bach, Beethoven, Handel, Mozart, and other well known composers. I was part of the Robert Page Summer Festival Chorus and the Archdiocesan Chorus of Detroit choir tours. In the course of 10 years, I was privileged to sing in European venues in Russia, Estonia, Finland, France, Spain, Germany, Austria, Hungary, Poland, the Czech Republic, and Italy. Singing under the direction of many accomplished conductors helped hone my vocal skills, and I was encouraged to try out for auditioned groups in the area. This led me to the Grammy award winning University Musical Society Choral Union, part of the University of Michigan, in Ann Arbor, Michigan. The UMS Choral Union developed a strong working relationship with the Detroit Symphony Orchestra, and whenever the orchestra required a large chorus to sing a masterwork, the Choral Union became part of that musical endeavor.

    In 2012, the DSO was invited to return to Carnegie Hall for the first time in 17 years, as the first orchestra ever to perform two programs in the groundbreaking Spring for Music Festival. Performing the four symphonies of Charles Ives, the DSO requested a 32 voice choir from the ranks of the Choral Union to accompany them and perform in the 4th symphony. Auditions were held last fall, and I was fortunate enough to become part of the group that will perform on the Carnegie stage on May 10, 2013. Our group is so excited to be a part of this musical experience; we are all on a Carnegie high!

    Do you see a connection between music and the arts and reading and writing?

    There is a definite connection between literacy and the arts. Language is music. It has a definite beat and it pulses with pitch, loudness, tempo, and rhythm in speech. Writing is an offspring of oral language; what you feel and express by word of mouth, you can convey symbolically. Studies have shown that music and the arts connect the right and left hemispheres of the brain, helping them to work together to create fluent readers and creative writers.

    Nursery rhymes, the poetry of Shel Silverstein, Robert Frost, and Maya Angelou are pulsed with the beat of alliteration and onomatopes. Ironically, so are the lyrics to songs and raps popular with young people. They help students learn the conventions of English, relating to the sounds they hear everyday on their mp3 players and iPods. What a connection to the word around them! Conversely, there is alliteration in the repetition of notes in a musical composition and onomatopoeia in the clash of cymbals, the blast of the trumpet  and the plucking of strings on a violin or bass. Composers have used the text of poets in their musical compositions. Ralph Vaughan Williams used the poetry of Walt Whitman as the libretto to his Sea Symphony, a powerful worklaced with melodies of sailors and the waters that controlled them. Handel usedscripture passages to convey the message of salvation in his composing of Messiah. Merging two disciplines becomes a powerful tool in helping us remember text through musical line.

    Music permeates our life whether we realize it or not. Radios and CDs blare, and cars thump to the beat of the bass at stop lights. Mothers sing to their infants, calming and pacifying them. TV theme songs lure captive audiences to the screen. Emotions surface during movies with melodies that cause us to cringe in fear, weep with sadness, or laugh hysterically. Even 4th of July firework displays are correlated with musical themes from the Broadway stage, the classics, and pop rock.

    Sometimes melodious and harmonic, sometimes a clashing cacophony of noise, there is a beat and rhythm to the world around us. From the language we hear and use, to the beat and pulse of everyday life, music and the arts are instrumental in developing strong reading and writing skills. 

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

    To motivate children to read, you have to demonstrate your own passion and love for reading. Invite students into the world of literacy.

    • Serve as a model for reading. Carry the current book you are involved with into your classroom and make sure your students see that you are an active reader. I would always lay my book on my desk and students never failed to ask me what the book was about. I always took the time to talk about it. They also saw me reading and reacting to text (facial expression, laughter, sometimes tears) at  lunch time.
    • Read aloud to your students every single day – no matter how young or old they are. Well read stories and chapter books can stimulates their imaginations and emotions, and transport them into worlds they could never imagine visiting or being a part of.  For challenged readers, you serve as a model for good reading and help overcome the barrier to reading text that might be too difficult for them. Read alouds also help develop good aural skills.
    • Find out what your students are interested in. Stock your classroom libraries with books and magazines that reflect these interests.
    • Form book study groups. Even young children, with guidance, can form book study groups on the chapter books they are reading in class.
    • Offer students choice in their reading material. If students don’t see value in what they are reading, they will be turned off.
    • Arouse curiosity in a book by previewing stories with students, activating their prior knowledge, connecting the book to their world and experiences and predicting outcomes.
    • Encourage the use of Kindles and Nooks if students have them. We want students to read – to expand their horizons; use technology to encourage this! This is the 21st century and a love of literature is not limited to hard covered novels and story books.

    You've been involved in several International Reading Association (IRA) councils and committees. What has IRA membership and involvement brought to your career?

    Membership in IRA was extremely valuable to me as an educator. From top-notch, high quality professional development to research and publications that kept me informed and on top of my game as a teacher, IRA never disappointed me! When I was elected IRA State coordinator for Michigan, I had the opportunity to work closely with IRA leadership development associates and board members who were knowledgeable, supportive and filled with passion for literacy. Leadership trainings, sponsored by IRA for state officers, were of the highest caliber. Well planned, chocked full of information, from legislative updates to support for local and state councils, the International Reading Association empowered it members to be a strong voice for literacy! As a retiree, I still maintain my membership in IRA, the Michigan Reading Association and my local council – the Wayne County Reading Council. You may retire from a job, but you never retire from literacy!

    What do you consider to be your proudest career moment?

    I had to really think this one over carefully, as there are so many special moments that touched my heart and soul throughout my over 40 years in education. I could list elections to state office, serving on IRA committees, receiving the Elementary Educator of the Year award from the Michigan Reading Association and the Wayne County Reading Association, winning a Grammy award for best performance as a chorus – yes, these honors are proud moments in my life. But, I did not become a teacher to win awards or to be singled out. These were just a by-product of doing what I loved to do best. The proudest moments attributed to a career that I truly loved were the many emails, facebook contacts, letters received and personal contacts with former students who are now adults and parents, who thanked me for caring,  listening to, and loving them. They thanked me for making school a happy place where they are allowed to explore, search and be challenged. Knowing that you have touched and influenced so many lives in a positive way has to the best feeling in the world! These moments are my proudest! No award in the word can compete with the love and appreciation shown by  former students.

    What’s the most valuable advice you can give to someone entering the education field?

    Teaching is all about “heart.” It’s not easy being an educator today, and your heart takes a beating every day. But teachers are given special gifts of the heart to help mend the bruises inflicted upon it those who truly do not understand what it means to be an educator in the 21st century. You have been given a heart of humility; keep it focused on your students. You have been given a heart filled with generosity; it gives more than the job pays. You have been given a heart filled with joy that makes learning fun and finds delight in teaching, creating and capturing teachable moments. You have been given a heart overflowing with passion that inspires greatness by lighting a fire within, empowering a child to go further than he can ever imagine. You have been given a patient heart that never gives up – always searching for better practices and solutions to help a child learn and grow. You have the HEART to make a difference! I wish you HEART.

     

     

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