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"content": "\u003cp>One of Rebecca Carey’s favorite exercises to do with the actors she coaches at the Oregon Shakespeare Festival is called “Cameraman.” Carey, who is the voice and text director of the renowned company, said “Cameraman” at first can make even actors feel a little silly, because in order to pretend they are filming the action of a Shakespearean scene, they have to hold an imaginary movie camera up to their eye.\u003c/p>\n\u003cp class=\"p1\">“Then as you read the text of the scene, or someone reads it to you, the Cameraman moves around the room and pretends that they are filming the thing that’s being talked about,” she said, “which is particularly useful for descriptive passages of text.” She used the example of the Prologue to \u003cem>Troilus and Cressida\u003c/em>:\u003c/p>\n\u003cp class=\"p1\">\u003ci>In Troy there lies the scene. From isles of Greece\u003cbr>\n\u003c/i>\u003ci>The princes orgulous, their high blood chaf’d,\u003cbr>\n\u003c/i>\u003ci>Have to the port of Athens sent their ships,\u003cbr>\n\u003c/i>\u003ci>Fraught with the ministers and instruments\u003cbr>\n\u003c/i>\u003ci>Of cruel war: sixty and nine, that wore \u003cspan class=\"Apple-converted-space\">\u003cbr>\n\u003c/span>\u003c/i>\u003ci>Their crownets regal, from the Athenian bay\u003cbr>\n\u003c/i>\u003ci>Put forth toward Phrygia; and their vow is made\u003cbr>\n\u003c/i>\u003ci style=\"line-height: 1.5\">To ransack Troy, within whose strong immured\u003cbr>\n\u003c/i>\u003ci>The ravish’d Helen, Menelaus’ queen,\u003cbr>\n\u003c/i>\u003ci>With wanton Paris sleeps; and that’s the quarrel.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">The “cameraman” would first imagine that she was filming Troy: she pans across the massive walls of Troy in front of her. Then, for the \u003ci>isles of Greece\u003c/i>, maybe she moves the camera up in the air and pretends to get a helicopter shot, panning over the islands. For the \u003ci>prince’s orgulous\u003c/i>, she zooms in for a close-up of the angry face of the prince.\u003c/p>\n\u003cp class=\"p1\">Carey said this kind of visualization of the complex 400-year-old text is a great exercise for all actors, but seems to work especially well for the dyslexic ones, which, when she was teaching in the United Kingdom, she estimates to be about 10-20 percent of all the actors she worked with. Here in the United States, she said, the percentages seem to be about the same, though it seems that a lot of younger actors have an official diagnosis, while some older actors never received anything official, though they have trouble reading and memorizing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">Another exercise Carey uses in workshops is called “Sandbox.” She places some random objects -- a water bottle, a pencil -- in front of a student. Then they take a piece of text -- in this example, Proteus’s funny speech in Act II, Scene 6 from \u003ci>Two Gentleman of Verona\u003c/i>: “In this particular speech, Proteus has a problem,” Carey said. “He has a girlfriend and made a promise to her, but now he’s in love with his best friend’s girlfriend. Now in the Sandbox game, if you are playing Proteus, every time you talk about your girlfriend, pick up the water bottle. And every time you talk about your friend, pick up the pencil.”\u003c/p>\n\u003cp class=\"p1\">Carey said that the name \"Sandbox\" comes from kids' imaginary sandbox games. “It’s like a little kid in a sandbox, like ‘First, Superman did this!’ And you pick up Superman and make him fly around in the air. ‘And then Batman came along and did this!’ So it’s a way to use your toys to act out Shakespeare.” These childlike games are far from pointless; visual and physical explorations can help an actor who has difficulty with Shakespearean text make it more concrete by grounding it in their reality, an idea Carey adapted while teaching in Great Britain from Petronilla Whitfield, associate professor and senior lecturer of voice and acting at the Arts University Bournemouth.\u003c/p>\n\u003cp class=\"p1\">After 20 years as a professional actress with prestigious companies like the \u003ca href=\"http://https://www.rsc.org.uk/\">Royal Shakespeare Company\u003c/a>, Whitfield went back to earn a Ph.D. in voice and acting, the focus of her work centering on how to help dyslexic actors read, understand and perform Shakespearean text with less difficulty -- not to mention the fear and anxiety she said often accompanies dyslexics' expectations that they will be forced to read aloud in front of their peers.\u003c/p>\n\u003cfigure id=\"attachment_46334\" class=\"wp-caption alignnone\" style=\"max-width: 742px\">\u003cimg class=\"wp-image-46334 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Shakespeare-story-board.png\" alt=\"Shakespeare story board\" width=\"742\" height=\"666\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board.png 742w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board-400x359.png 400w\" sizes=\"(max-width: 742px) 100vw, 742px\">\u003cfigcaption class=\"wp-caption-text\">Storyboard by a student of Psychological Gesture, courtesy of Petronilla Whitfield.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Whitfield said that imagery is often the key that unlocks the door of understanding and memory, and her research supports the idea. People with dyslexia often feel disassociated from the words and their meanings, and attaching imagery to the words makes them more concrete and three-dimensional, as well as easier to remember. Using a technique Whitfield calls “visual storyboarding,” she often asks her students to draw or find images that help prop up their understanding. Often, the images aren’t literal -- they can be colors to suggest an emotion, for example -- but sometimes they are.\u003c/p>\n\u003cp class=\"p1\">Carey said she has seen some of these strategies help people with dyslexia over the hump. “Petronilla really helped me become more aware of dyslexia, of the different ways that it manifests, that it’s kind of an umbrella term. Not every dyslexic reads or learns in the same way, which is not something I really had any awareness of at all.\" But Carey saw how specialized coaches who worked with the acting and voice and speech teachers helped to raise awareness of dyslexia among the teaching staff, and helped students learn strategies that made a huge difference both in comprehension and memorization.*\u003c/p>\n\u003cp class=\"p1\">“I have invented the term Interpretive Mnemonics to encapsulate the devising of images (both physical and visual) which capture a subjective representation of meaning and expression,” Whitfield \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/23268263.2016.1183918\">writes\u003c/a> in the journal \u003ci>Voice and Speech Review\u003c/i>. “Interpretive Mnemonics can aid the individual’s comprehension, utterances, memory and performance of Shakespeare.”\u003c/p>\n\u003cp class=\"p1\">Whitfield said that creating image-based PowerPoint storyboards is a way to help both dyslexic and nondyslexic students better understand the words and the underlying emotional meaning of Shakespearean texts. She described the work of one student, Sophia, who took Adrianna’s speech from Act II, Scene II from \u003ci>The Comedy of Errors, \u003c/i>and carefully created her own image slides that represented what each line, or in some cases each word, meant to her.\u003c/p>\n\u003cp class=\"p1\">Though it took a while to find the right images and make all the slides, Sophia \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/13569783.2016.1194191\">said \u003c/a>that making the PowerPoint helped a lot. “I was absorbing and teaching myself and making discoveries, thinking about the different meanings and looking up words I wasn’t sure of,” she told Whitfield. The PowerPoint “hooked the text into my brain as I had sectioned it out in manageable chunks and could play the slideshow while I was reciting the text.”\u003c/p>\n\u003cp class=\"p1\">Whitfield said that in classrooms, students might even be able to turn the slideshow into a kind of performance, playing the slides and reciting the text simultaneously.\u003c/p>\n\u003cp class=\"p1\">Carey was sure to emphasize that dyslexia in no way should prohibit a professional actor or student from understanding Shakespeare, and said that there are many successful dyslexic actors to prove her point. She recalled a particular dyslexic drama student she taught who had, up to a point, avoided doing anything with literature, and was scared of it. With the help of a coach with expertise in dyslexia, the student learned how to use visual cues for certain words or phrases by drawing them out on a piece of paper. After the coach showed him how to use visualization and physical techniques to understand the words in a Wordsworth poem, the student not only was able to make his way through poetry and Shakespeare — he eventually became a passionate poetry devotee.**\u003c/p>\n\u003cp class=\"p1\">“It was just really exciting how she helped the students break through that barrier,” Carey said.\u003c/p>\n\u003cfigure id=\"attachment_46335\" class=\"wp-caption alignnone\" style=\"max-width: 588px\">\u003cimg class=\"size-full wp-image-46335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Shakespeare-story-board-2.png\" alt='Section of a storyboard of Sonnet 147 illustrating \"My love is as a fever longing still for that which longer nurseth the disease.\" Courtesy of Petronilla Whitfield.' width=\"588\" height=\"637\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board-2.png 588w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board-2-400x433.png 400w\" sizes=\"(max-width: 588px) 100vw, 588px\">\u003cfigcaption class=\"wp-caption-text\">Section of a storyboard of Sonnet 147 illustrating \"My love is as a fever longing still for that which longer nurseth the disease.\" Courtesy of Petronilla Whitfield.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Whitfield, who said all her experience and expertise was in helping university drama school students, said that visual methods may also work well with high school students studying Shakespeare, with the understanding that each teacher must adapt the methods to her teaching style and her individual students. She found that dyslexic students were already often using their own version of visual aids without even realizing it -- intuitively using symbols, pictures or even doodles drawn onto the text, but that even students who don’t struggle with reading might find visual storyboarding helpful.\u003c/p>\n\u003cp class=\"p1\">“Shakespeare’s text is full of images, which is one of the techniques he uses to make his brilliant use of language so rich,” Whitfield said. “It’s what Caroline Spurgeon, in her book \u003ci>Shakespeare’s Imagery\u003c/i>, refers to as his ‘little word pictures.’ There is a paradox here in that those with dyslexia can be locked out of his text, but once they’ve found their way into the vivid images in the metaphors, double meanings and similes through recognizing and creating images, in my experience they begin to really love Shakespeare and respond to the writing and inherent images very strongly, originally and cleverly.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this article misstated that Petronilla Whitfield worked with staff and students directly.\u003cbr>\n**An earlier version misidentified the coach as Petronilla Whitfield. We regret these errors.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Techniques developed to help those with dyslexia are also being used with professional actors at the Oregon Shakespeare Festival. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of Rebecca Carey’s favorite exercises to do with the actors she coaches at the Oregon Shakespeare Festival is called “Cameraman.” Carey, who is the voice and text director of the renowned company, said “Cameraman” at first can make even actors feel a little silly, because in order to pretend they are filming the action of a Shakespearean scene, they have to hold an imaginary movie camera up to their eye.\u003c/p>\n\u003cp class=\"p1\">“Then as you read the text of the scene, or someone reads it to you, the Cameraman moves around the room and pretends that they are filming the thing that’s being talked about,” she said, “which is particularly useful for descriptive passages of text.” She used the example of the Prologue to \u003cem>Troilus and Cressida\u003c/em>:\u003c/p>\n\u003cp class=\"p1\">\u003ci>In Troy there lies the scene. From isles of Greece\u003cbr>\n\u003c/i>\u003ci>The princes orgulous, their high blood chaf’d,\u003cbr>\n\u003c/i>\u003ci>Have to the port of Athens sent their ships,\u003cbr>\n\u003c/i>\u003ci>Fraught with the ministers and instruments\u003cbr>\n\u003c/i>\u003ci>Of cruel war: sixty and nine, that wore \u003cspan class=\"Apple-converted-space\">\u003cbr>\n\u003c/span>\u003c/i>\u003ci>Their crownets regal, from the Athenian bay\u003cbr>\n\u003c/i>\u003ci>Put forth toward Phrygia; and their vow is made\u003cbr>\n\u003c/i>\u003ci style=\"line-height: 1.5\">To ransack Troy, within whose strong immured\u003cbr>\n\u003c/i>\u003ci>The ravish’d Helen, Menelaus’ queen,\u003cbr>\n\u003c/i>\u003ci>With wanton Paris sleeps; and that’s the quarrel.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">The “cameraman” would first imagine that she was filming Troy: she pans across the massive walls of Troy in front of her. Then, for the \u003ci>isles of Greece\u003c/i>, maybe she moves the camera up in the air and pretends to get a helicopter shot, panning over the islands. For the \u003ci>prince’s orgulous\u003c/i>, she zooms in for a close-up of the angry face of the prince.\u003c/p>\n\u003cp class=\"p1\">Carey said this kind of visualization of the complex 400-year-old text is a great exercise for all actors, but seems to work especially well for the dyslexic ones, which, when she was teaching in the United Kingdom, she estimates to be about 10-20 percent of all the actors she worked with. Here in the United States, she said, the percentages seem to be about the same, though it seems that a lot of younger actors have an official diagnosis, while some older actors never received anything official, though they have trouble reading and memorizing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Another exercise Carey uses in workshops is called “Sandbox.” She places some random objects -- a water bottle, a pencil -- in front of a student. Then they take a piece of text -- in this example, Proteus’s funny speech in Act II, Scene 6 from \u003ci>Two Gentleman of Verona\u003c/i>: “In this particular speech, Proteus has a problem,” Carey said. “He has a girlfriend and made a promise to her, but now he’s in love with his best friend’s girlfriend. Now in the Sandbox game, if you are playing Proteus, every time you talk about your girlfriend, pick up the water bottle. And every time you talk about your friend, pick up the pencil.”\u003c/p>\n\u003cp class=\"p1\">Carey said that the name \"Sandbox\" comes from kids' imaginary sandbox games. “It’s like a little kid in a sandbox, like ‘First, Superman did this!’ And you pick up Superman and make him fly around in the air. ‘And then Batman came along and did this!’ So it’s a way to use your toys to act out Shakespeare.” These childlike games are far from pointless; visual and physical explorations can help an actor who has difficulty with Shakespearean text make it more concrete by grounding it in their reality, an idea Carey adapted while teaching in Great Britain from Petronilla Whitfield, associate professor and senior lecturer of voice and acting at the Arts University Bournemouth.\u003c/p>\n\u003cp class=\"p1\">After 20 years as a professional actress with prestigious companies like the \u003ca href=\"http://https://www.rsc.org.uk/\">Royal Shakespeare Company\u003c/a>, Whitfield went back to earn a Ph.D. in voice and acting, the focus of her work centering on how to help dyslexic actors read, understand and perform Shakespearean text with less difficulty -- not to mention the fear and anxiety she said often accompanies dyslexics' expectations that they will be forced to read aloud in front of their peers.\u003c/p>\n\u003cfigure id=\"attachment_46334\" class=\"wp-caption alignnone\" style=\"max-width: 742px\">\u003cimg class=\"wp-image-46334 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Shakespeare-story-board.png\" alt=\"Shakespeare story board\" width=\"742\" height=\"666\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board.png 742w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board-400x359.png 400w\" sizes=\"(max-width: 742px) 100vw, 742px\">\u003cfigcaption class=\"wp-caption-text\">Storyboard by a student of Psychological Gesture, courtesy of Petronilla Whitfield.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Whitfield said that imagery is often the key that unlocks the door of understanding and memory, and her research supports the idea. People with dyslexia often feel disassociated from the words and their meanings, and attaching imagery to the words makes them more concrete and three-dimensional, as well as easier to remember. Using a technique Whitfield calls “visual storyboarding,” she often asks her students to draw or find images that help prop up their understanding. Often, the images aren’t literal -- they can be colors to suggest an emotion, for example -- but sometimes they are.\u003c/p>\n\u003cp class=\"p1\">Carey said she has seen some of these strategies help people with dyslexia over the hump. “Petronilla really helped me become more aware of dyslexia, of the different ways that it manifests, that it’s kind of an umbrella term. Not every dyslexic reads or learns in the same way, which is not something I really had any awareness of at all.\" But Carey saw how specialized coaches who worked with the acting and voice and speech teachers helped to raise awareness of dyslexia among the teaching staff, and helped students learn strategies that made a huge difference both in comprehension and memorization.*\u003c/p>\n\u003cp class=\"p1\">“I have invented the term Interpretive Mnemonics to encapsulate the devising of images (both physical and visual) which capture a subjective representation of meaning and expression,” Whitfield \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/23268263.2016.1183918\">writes\u003c/a> in the journal \u003ci>Voice and Speech Review\u003c/i>. “Interpretive Mnemonics can aid the individual’s comprehension, utterances, memory and performance of Shakespeare.”\u003c/p>\n\u003cp class=\"p1\">Whitfield said that creating image-based PowerPoint storyboards is a way to help both dyslexic and nondyslexic students better understand the words and the underlying emotional meaning of Shakespearean texts. She described the work of one student, Sophia, who took Adrianna’s speech from Act II, Scene II from \u003ci>The Comedy of Errors, \u003c/i>and carefully created her own image slides that represented what each line, or in some cases each word, meant to her.\u003c/p>\n\u003cp class=\"p1\">Though it took a while to find the right images and make all the slides, Sophia \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/13569783.2016.1194191\">said \u003c/a>that making the PowerPoint helped a lot. “I was absorbing and teaching myself and making discoveries, thinking about the different meanings and looking up words I wasn’t sure of,” she told Whitfield. The PowerPoint “hooked the text into my brain as I had sectioned it out in manageable chunks and could play the slideshow while I was reciting the text.”\u003c/p>\n\u003cp class=\"p1\">Whitfield said that in classrooms, students might even be able to turn the slideshow into a kind of performance, playing the slides and reciting the text simultaneously.\u003c/p>\n\u003cp class=\"p1\">Carey was sure to emphasize that dyslexia in no way should prohibit a professional actor or student from understanding Shakespeare, and said that there are many successful dyslexic actors to prove her point. She recalled a particular dyslexic drama student she taught who had, up to a point, avoided doing anything with literature, and was scared of it. With the help of a coach with expertise in dyslexia, the student learned how to use visual cues for certain words or phrases by drawing them out on a piece of paper. After the coach showed him how to use visualization and physical techniques to understand the words in a Wordsworth poem, the student not only was able to make his way through poetry and Shakespeare — he eventually became a passionate poetry devotee.**\u003c/p>\n\u003cp class=\"p1\">“It was just really exciting how she helped the students break through that barrier,” Carey said.\u003c/p>\n\u003cfigure id=\"attachment_46335\" class=\"wp-caption alignnone\" style=\"max-width: 588px\">\u003cimg class=\"size-full wp-image-46335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Shakespeare-story-board-2.png\" alt='Section of a storyboard of Sonnet 147 illustrating \"My love is as a fever longing still for that which longer nurseth the disease.\" Courtesy of Petronilla Whitfield.' width=\"588\" height=\"637\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board-2.png 588w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Shakespeare-story-board-2-400x433.png 400w\" sizes=\"(max-width: 588px) 100vw, 588px\">\u003cfigcaption class=\"wp-caption-text\">Section of a storyboard of Sonnet 147 illustrating \"My love is as a fever longing still for that which longer nurseth the disease.\" Courtesy of Petronilla Whitfield.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Whitfield, who said all her experience and expertise was in helping university drama school students, said that visual methods may also work well with high school students studying Shakespeare, with the understanding that each teacher must adapt the methods to her teaching style and her individual students. She found that dyslexic students were already often using their own version of visual aids without even realizing it -- intuitively using symbols, pictures or even doodles drawn onto the text, but that even students who don’t struggle with reading might find visual storyboarding helpful.\u003c/p>\n\u003cp class=\"p1\">“Shakespeare’s text is full of images, which is one of the techniques he uses to make his brilliant use of language so rich,” Whitfield said. “It’s what Caroline Spurgeon, in her book \u003ci>Shakespeare’s Imagery\u003c/i>, refers to as his ‘little word pictures.’ There is a paradox here in that those with dyslexia can be locked out of his text, but once they’ve found their way into the vivid images in the metaphors, double meanings and similes through recognizing and creating images, in my experience they begin to really love Shakespeare and respond to the writing and inherent images very strongly, originally and cleverly.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article misstated that Petronilla Whitfield worked with staff and students directly.\u003cbr>\n**An earlier version misidentified the coach as Petronilla Whitfield. We regret these errors.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "18 Digital Tools and Strategies That Support Students' Reading and Writing",
"title": "18 Digital Tools and Strategies That Support Students' Reading and Writing",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Above all, Levesque wants to build self-confidence in students and teachers around helpful tools. After that, it’s up to the individual to own what strategies are helpful and which can be ignored.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Above all, Levesque wants to build self-confidence in students and teachers around helpful tools. After that, it’s up to the individual to own what strategies are helpful and which can be ignored.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">Audio books have surged in popularity in recent years, enabled by their ease of use and advancements in smart phones. Gone are the days of numbered cassettes and bulky players. Technology has created more opportunities to listen to good books.\u003c/p>\n\u003cp class=\"p1\">But not everyone believes listening to books is a good thing -- biases in favor of reading run deep, and those who listen are often accused of \"cheating.\" There's a common perception that listening doesn't require the same amount of work to reach understanding as reading does.\u003c/p>\n\u003cp class=\"p1\">The debate can come to the fore of the classroom, where audio books can be a valuable tool for learning. Listening is a critical component of Common Core State \u003ca href=\"http://www.corestandards.org/ELA-Literacy/CCRA/SL/\">Standards\u003c/a> in English Language Arts, as is reading. To help teachers and students (and perhaps audio book listeners who get pulled into these debates), professor Daniel Willingham, author of \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read\u003c/a>, explains the difference in how the brain processes listening vs. reading. In his blog post, he answers the question he gets all the time, \u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/is-listening-to-an-audio-book-cheating\">is listening to audio books cheating?\u003c/a>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so. But if appreciating the language and the story is the point, it’s not. Comparing audio books to cheating is like meeting a friend at Disneyland and saying “you took a bus here? I drove myself, you big cheater.” The point is getting to and enjoying the destination. The point is not how you traveled. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p3\">Learning to read is certainly important, no one is saying that it isn't, but in some cases, listening to the story can\u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\"> encourage students to read more,\u003c/a> something high school English teacher Michael Godsey discovered using podcast audio with transcripts. And let's not forget the role of speaking in the writing of books. Numerous \u003ca href=\"http://www.wsj.com/articles/the-fastest-growing-format-in-publishing-audiobooks-1469139910\">classics\u003c/a>, including the \"Illiad,\" were based on the spoken word, and some authors \u003ca href=\"http://blogs.wsj.com/speakeasy/2015/05/01/how-i-got-through-henry-jamess-580-page-golden-bowl/\">dictated\u003c/a> their stories. In reading Henry James' \"The Golden Bowl,\" Henry James Scholar Greg Zacharias told the Wall Street Journal:\u003c/p>\n\u003cblockquote>\u003cp>“I was not really successful in reading James until I slowed down my reading speed to almost-speaking speed,” he says. That way, “we can sort of mimic the dictation.”\u003c/p>\u003c/blockquote>\n\u003cp class=\"p3\">To learn more about the differences between reading and listening, check out Daniel Willingham's post below:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/is-listening-to-an-audio-book-cheating\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Audio books have surged in popularity in recent years, enabled by their ease of use and advancements in smart phones. Gone are the days of numbered cassettes and bulky players. Technology has created more opportunities to listen to good books.\u003c/p>\n\u003cp class=\"p1\">But not everyone believes listening to books is a good thing -- biases in favor of reading run deep, and those who listen are often accused of \"cheating.\" There's a common perception that listening doesn't require the same amount of work to reach understanding as reading does.\u003c/p>\n\u003cp class=\"p1\">The debate can come to the fore of the classroom, where audio books can be a valuable tool for learning. Listening is a critical component of Common Core State \u003ca href=\"http://www.corestandards.org/ELA-Literacy/CCRA/SL/\">Standards\u003c/a> in English Language Arts, as is reading. To help teachers and students (and perhaps audio book listeners who get pulled into these debates), professor Daniel Willingham, author of \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read\u003c/a>, explains the difference in how the brain processes listening vs. reading. In his blog post, he answers the question he gets all the time, \u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/is-listening-to-an-audio-book-cheating\">is listening to audio books cheating?\u003c/a>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so. But if appreciating the language and the story is the point, it’s not. Comparing audio books to cheating is like meeting a friend at Disneyland and saying “you took a bus here? I drove myself, you big cheater.” The point is getting to and enjoying the destination. The point is not how you traveled. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p3\">Learning to read is certainly important, no one is saying that it isn't, but in some cases, listening to the story can\u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\"> encourage students to read more,\u003c/a> something high school English teacher Michael Godsey discovered using podcast audio with transcripts. And let's not forget the role of speaking in the writing of books. Numerous \u003ca href=\"http://www.wsj.com/articles/the-fastest-growing-format-in-publishing-audiobooks-1469139910\">classics\u003c/a>, including the \"Illiad,\" were based on the spoken word, and some authors \u003ca href=\"http://blogs.wsj.com/speakeasy/2015/05/01/how-i-got-through-henry-jamess-580-page-golden-bowl/\">dictated\u003c/a> their stories. In reading Henry James' \"The Golden Bowl,\" Henry James Scholar Greg Zacharias told the Wall Street Journal:\u003c/p>\n\u003cblockquote>\u003cp>“I was not really successful in reading James until I slowed down my reading speed to almost-speaking speed,” he says. That way, “we can sort of mimic the dictation.”\u003c/p>\u003c/blockquote>\n\u003cp class=\"p3\">To learn more about the differences between reading and listening, check out Daniel Willingham's post below:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "20 Books Featuring Diverse Characters to Inspire Connection and Empathy",
"title": "20 Books Featuring Diverse Characters to Inspire Connection and Empathy",
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"content": "\u003cp>Librarians often talk about stocking the shelves with books that offer both mirrors and windows for children. When one child picks up a book, he might see a character who looks like him and experiences life the way he does, but another child reading the same book could experience the story as a window into a new culture or life experience. The goal is for all children to read books that provide both mirrors and windows so they subconsciously build an image of who and what they could be, while building empathy and understanding for the lives of others.\u003c/p>\n\u003cp>Unfortunately in the children's book world, there are far too few stories \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/07/25-ideas-to-diversify-reading-lists-this-summer/\" target=\"_blank\">featuring diverse characters\u003c/a>. \"Diverse books are a tiny slice of what's published,\" said Elizabeth Perez, a children's librarian at the San Francisco Public Library. \"They've made some strides, but considering the diversity of the US, it's still very small.\"\u003c/p>\n\u003cp>Perez says many children won't notice the ethnicity of a character, until they do. When books feature children of color and diverse families, \"it's subconsciously broadening their horizons of what they can do and be,\" Perez said. Public librarians understand that many schools have small budgets to buy new titles, so they try to make their public offerings as rich with diverse titles as possible. Some books focus on diversity and culture as central themes, but others merely feature characters of color doing the same exploring, playing and adventuring as any other children's book character.\u003c/p>\n\u003cp>\"We want to make sure all the children and families in our diverse community can see themselves reflected in the books they borrow from the library,\" said Lyn Davidson, program manager for the main San Francisco Public Library's Children's Center. \"We also want to offer everyone in our community the chance to broaden and deepen their ability to empathize and identify with people from backgrounds very different from their own.\"\u003c/p>\n\u003cp>Perez and her colleagues shared their \u003ca href=\"https://sfpl.bibliocommons.com/list/share/381551987_sfpl_mainchildlibrarians/639630117_d\" target=\"_blank\">top 20 children's books published in t\u003c/a>\u003ca href=\"https://sfpl.bibliocommons.com/list/share/381551987_sfpl_mainchildlibrarians/639630117_d\">he last couple of years\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3013057093_happy_in_our_skin\">\u003cimg class=\"alignleft wp-image-45122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Books-Happy-in-our-skin.png\" alt=\"Books-Happy in our skin\" width=\"200\" height=\"217\">\u003c/a> \u003cstrong>Happy in Our Skin\u003c/strong>, by Fran Manushkin, illustrated by Lauren Tobia\u003cbr>\n\u003cem>Grades: Preschool – K\u003cbr>\nAges: 2-5 years\u003c/em>\u003c/p>\n\u003cp>This picture book for young children shows lots of different types of families hanging out in a park. Young children of different religions and ethnicities are enjoying a day in the park and while they may look different, each child eats, plays, and falls down. “It's a very simple representation of diversity,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2988297093_one_family\">\u003cimg class=\"alignleft wp-image-45530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/One-Family.jpg\" alt=\"One-Family\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>One Family\u003c/strong>, by George Shannon, illustrated by Blanca Gomez\u003cbr>\n\u003cem>Grades: Preschool – 2\u003cbr>\nAges: 4 - 8 years\u003c/em>\u003c/p>\n\u003cp>In a riff on the traditional counting book, One Family adds a different family member on each page, showing that families come in many forms and often include far more people than a mother and father. This books is a great way to start talking numbers with young kids, while also reflecting the increasing diversity in family structure kids experience. Perez especially enjoys the illustrations, which she calls \"retro\" and less cartoony than many books for young kids.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2971432093_junas_jar\">\u003cimg class=\"alignleft wp-image-45531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Junas-Jar.jpg\" alt=\"Juna's Jar\" width=\"200\" height=\"177\">\u003c/a>\u003cstrong>Juna's Jar\u003c/strong>, by Jane Bahk, illustrated by Felicia Hoshino\u003cbr>\n\u003cem>Grades: Preschool – 2\u003cbr>\nAges: 5-9 years\u003c/em>\u003c/p>\n\u003cp>Juna's Jar is as story of friendship and fantasy. When Juna's best friend Hector moves away without saying goodbye she is very sad. Her older brother helps her add items to the family's empty kimchi jar every night and when Juna falls asleep, the items she added come to life in her dreams, helping her search for Hector. Perez says the illustrations are endearing and the kimchi jar is a central image. \"It would be normal in a Korean family and it just sort of throws that in there,\" Perez said. \"It’s about dreams and hope and friendship.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3109047093_one_word_from_sophia\">\u003cimg class=\"alignleft wp-image-45535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/One-Word-From-Sophia.jpg\" alt=\"One Word From Sophia\" width=\"200\" height=\"158\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia.jpg 1768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-400x317.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-800x633.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-768x608.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-1440x1140.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-1180x934.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-960x760.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>One Word From Sophia\u003c/strong>, by Jim Averbeck, illustrated by Yasmeen Ismail\u003cbr>\n\u003cem>Grades: Preschool-3\u003cbr>\nAges: 4-8 years\u003c/em>\u003c/p>\n\u003cp>In this silly picture book about a young girl who wants nothing more than a pet giraffe, the author subtly demonstrates people of color in positive roles. The story is ostensibly about Sophia and the \"magic word\" she needs to use to get her way, but as she travels from one family member to another begging for a giraffe the reader sees an educated family. “It shows positive roles for families,\" Perez said. \"It represents that families can be different and diverse, but cultured and educated, which is lacking in other books.\" She often recommends this book to library patrons with good results.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2962320093_last_stop_on_market_street\">\u003cimg class=\"alignleft wp-image-45155\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-market-street-small.jpg\" alt=\"book-market street small\" width=\"200\" height=\"245\">\u003c/a>\u003cstrong>Last Stop on Market Street\u003c/strong>, by Matt de la Peña, illustrated by Christian Robinson\u003cbr>\n\u003cem>Grades: K-2\u003cbr>\nAges: 3-5 years\u003c/em>\u003c/p>\n\u003cp>This sweet picture book about a boy traveling across a city with his grandmother on a public bus holds many lessons of compassion. As they ride the bus, the grandmother points out different sites to her grandson and demonstrates kindness to everyone. The reader is lulled into making certain assumptions about the pair that are upset by a twist at the end.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2949955093_emmanuels_dream\">\u003cimg class=\"alignleft wp-image-45534\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Emmanuels-Dream.jpg\" alt=\"Emmanuel's Dream\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream.jpg 1201w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-400x500.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-800x999.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-768x959.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-1180x1474.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-960x1199.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Emmanuel's Dream: the True Story of Emmanuel Ofosu Yeboah\u003c/strong>, by Laurie Ann Thompson, illustrated by Sean Qualls\u003cbr>\n\u003cem>Grades: K-2\u003cbr>\nAges: 4-8 years\u003c/em>\u003c/p>\n\u003cp>This biography about a Ghanaian boy born with one leg less developed than the other is a testament to determination. Emmanuel works very hard to overcome people's judgments about him and ends up taking care of his family when his father disappears. He even goes on to become a professional athlete. “It’s very picture story style, but it’s biographical,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3013064093_im_new_here\">\u003cimg class=\"alignleft wp-image-45157\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-Im-new-here-small.png\" alt=\"book-Im-new-here-small\" width=\"200\" height=\"223\">\u003c/a>\u003cstrong>I'm New Here\u003c/strong>, by Anne Sibley O'Brien\u003cbr>\n\u003cem>Grades: K-3\u003cbr>\nAges: 5-8 years\u003c/em>\u003c/p>\n\u003cp>This is the story of three newcomer students starting school at the same time. One is from Guatemala, another from Somalia and the third from Korea. In the first weeks at their new school they feel very isolated and confused. They knew the language and how everything worked in their home countries, but at the new school everything is different. Slowly, they begin to connect with classmates in nonverbal ways and make their classroom a new home. \"This one could be a perfect window for a child seeing a new student coming in,\" Perez said. It could help children empathize with some of their classmates and understand what they might be feeling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3022150093_mango,_abuela,_and_me\">\u003cimg class=\"alignleft wp-image-45152\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/books-mango-abuela.jpg\" alt=\"books-mango abuela\" width=\"200\" height=\"235\">\u003c/a>\u003cstrong>Mango, Abuela, and Me\u003c/strong>, by Meg Medina, illustrated by Angela Dominguez\u003cbr>\n\u003cem>Grades: K-3\u003cbr>\nAges: 5-8 years\u003c/em>\u003c/p>\n\u003cp>This picture book features a Latina girl whose grandmother has just come to live with the family in the United States. The little girl does not speak Spanish and her grandmother doesn't speak English, so they struggle to communicate. The girl wants to help cheer up her grandma, who is having a hard time adjusting, so the family gets a parrot to remind the old woman of her island home. The parrot ends up being the go-between for the little girl and her grandmother.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3202651093_mamas_nighting\">\u003cimg class=\"alignleft wp-image-45158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-mammas-nightengale-small.png\" alt=\"book-mammas-nightengale-small\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small.png 230w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Mama's Nightingale : A Story of Immigration and Separation\u003c/strong>, by Edwidge Danticat, illustrations by Leslie Staub\u003cbr>\n\u003cem>Grades 2-5\u003cbr>\nAges: 5-8 years\u003c/em>\u003c/p>\n\u003cp>This children's book by well-known novelist Edwidge Danticat raises some sad and serious issues through story. A little girl is writing letters to her mother who is being held in a detention center. “She uses those letters and notes that she wrote to her mom to convince the judge to let her come home,\" Perez said. And, while the subject matter is serious, Perez says often children are much more capable of understanding and empathizing than adults think. Stories can be a great way to give kids a glimpse at a sad topic, but Perez always recommends parents or guardians read the book themselves first before deciding whether it's right for their child.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3011898093_funny_bones\">\u003cimg class=\"alignleft wp-image-45131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-funny-bones.png\" alt=\"book-funny bones\" width=\"200\" height=\"243\">\u003c/a>\u003cstrong>Funny Bones: Posada and His Day of the Dead Calaveras\u003c/strong>, by Duncan Tonatiuh, featuring images by José Guadalupe Posada\u003cbr>\n\u003cem>Grades: 1-5\u003cbr>\nAges: 6-10 years\u003c/em>\u003c/p>\n\u003cp>“I love this book because the author has a very particular illustrating style,\" Perez said. \"His images look like ancient Mexican art.\" This non-fiction book for slightly older readers focuses on the life story of José Guadalupe Posada, whose drawings of skeletons have become identified with the Mexican Day of the Dead iconography. The book incorporates both illustration styles for a beautiful result.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3020538093_the_jumbies\">\u003cimg class=\"alignleft wp-image-45159 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-jumbies-small.png\" alt=\"book-jumbies-small\" width=\"200\" height=\"303\">\u003c/a>\u003cstrong>The Jumbies\u003c/strong>, by Tracey Baptiste\u003cbr>\n\u003cem>Grades: 3-5\u003cbr>\nAges: 9-12 years\u003c/em>\u003c/p>\n\u003cp>This spooky fantasy book rooted in Caribbean folktales features a young girl trying to save her island from ghost-like entities called \"Jumbies.\" Perez says children this age love fantasy and this book is a slightly different take on a familiar genre. \"I love that she’s a great protagonist; a very awesome example of a strong female,” Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2976228093_gone_crazy_in_alabama\">\u003cimg class=\"alignleft size-full wp-image-45161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-gone-crazy-small.png\" alt=\"book-gone-crazy-small\" width=\"200\" height=\"305\">\u003c/a>\u003cstrong>Gone Crazy in Alabama\u003c/strong>, by Rita Williams-Garcia\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>This is the third and last book in Rita Williams-Garcia's series about three sisters living in Brooklyn. In the first book the sisters go visit their mother in the summer during the Civil Rights Movement. They learn why their mother left them, meet some famous Black Panthers and generally get a taste of Oakland in the 1960s. The second book focuses on how the sisters deal with the new woman their father marries. And the third book, Gone Crazy in Alabama, features the three girls visiting their grandmother in Alabama during the Civil Rights era. They learn about feuds in the family and just how strong family bonds can be.\u003c/p>\n\u003cp>“I have two sisters so I could relate to it,\" Perez said. \"It’s about how sisters fight and get along in the end.\" She loves the way Williams-Garcia captures characters' voices and layers family dynamics throughout the story.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3152665093_sitting_bull\">\u003cimg class=\"alignleft wp-image-45162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-sitting-bull-small.png\" alt=\"book-sitting-bull-small\" width=\"200\" height=\"198\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small.png 230w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Sitting Bull : Lakota Warrior and Defender of His People\u003c/strong>, by S. D. Nelson.\u003cbr>\n\u003cem>Grades 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>This book about the famous Lakota warrior seems like a perfect book report choice, but Perez says it goes far beyond educational content. The pages inside look like a notebook, as though someone is documenting Sitting Bull's story in real time. Perez says it reminds her of \u003ca href=\"http://collections.si.edu/search/results.htm?q=set_name:%22Hand+colored+photographs+of+drawings+from+Fort+Reno+Scout+ledger+1906%22\" target=\"_blank\">Native ledger art\u003c/a>. \"It’s a mixture of sketching, photographs and text that appeals to lots of different ages,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3012914093_george\">\u003cimg class=\"alignleft wp-image-45163 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-george-small.png\" alt=\"book-george-small\" width=\"200\" height=\"301\">\u003c/a>\u003cstrong>George\u003c/strong>, by Alex Gino\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>George is a timely book dealing with a different kind of diversity -- the experience of a transgender student in school. “It’s the perspective of soemone going through something we may not understand,\" Perez said. George identifies as a girl and refers to herself in the story with feminine pronouns, while everyone else refers to her as a boy. The written word is uniquely suited to spotlight the differences in pronouns and George's fight to be recognized for who she is.\u003c/p>\n\u003cp>“It’s just an introduction to compassion and empathy for people who are struggling with internal issues that we may not understand,” Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2977908093_the_way_home_looks\">\u003cimg class=\"alignleft size-full wp-image-45164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-the-way-home-looks-small.png\" alt=\"book-the-way-home-looks-small\" width=\"200\" height=\"297\">\u003c/a>\u003cstrong>The Way Home Looks Now\u003c/strong>, by Wendy Wan-Long Shang\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>Peter Lee's family used to be obsessed by baseball before tragedy struck. Now, his mother is depressed and no one seems to pay attention to baseball anymore. In an attempt to heal his family, Peter joins a team and his dad becomes the coach. This Chinese-American family has to navigate dynamics with mostly white players, including a girl disguised as a boy (the story takes place in 1972). While baseball doesn't solve all Peter's family's problems, it does help them see that there's hope after at tragedy. \"Baseball lovers will love it, but it’s not the only thing going on in there,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2947275093_listen,_slowly\">\u003cimg class=\"alignleft size-full wp-image-45165\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-listen-slowly-small.png\" alt=\"book-listen-slowly-small\" width=\"200\" height=\"268\">\u003c/a>\u003cstrong>Listen, Slowly\u003c/strong>, by Thanhhà Lai\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>A typical, spoiled American girl is forced to visit Vietnam with her father and grandmother over the summer. While she dreams of being on the beach with her friends, her father and grandmother are trying to figure out what happened to her grandfather during the Vietnam War. As she delves into the story of her grandfather she learns to accept the Vietnamese part of her identity alongside her American one. Perez loves this book because it demonstrates the insights teens can come to on their own. While it sounds serious, she says it's actually funny and lighthearted in many ways.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3026288093_full_cicada_%09moon\">\u003cimg class=\"alignleft wp-image-45533\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Full-Cicada-Moon.jpg\" alt=\"Full Cicada Moon\" width=\"200\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-400x607.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-800x1214.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-768x1165.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-1440x2185.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-1180x1790.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-960x1456.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Full Cicada Moon\u003c/strong>, by Marilyn Hilton\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>Set in Vermont in 1969, 12-year-old Mimi is obsessed with the Apollo 11 mission getting ready to launch. As a half black, half Japanese girl, Mimi identifies with space, often feeling like an alien in her mostly white town. She's also really into science at a time when girls aren't supposed to like science. \"What's really interesting is it’s written in lyrical verse,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2945377093_echo\">\u003cimg class=\"alignleft size-full wp-image-45166\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-echo-small.png\" alt=\"book-echo-small\" width=\"200\" height=\"298\">\u003c/a>\u003cstrong>Echo\u003c/strong>, by Pam Muñoz Ryan\u003cbr>\n\u003cem>Grades: 5-9\u003cbr>\nAges: 10-14 years\u003c/em>\u003c/p>\n\u003cp>“Echo is one of the craziest books I read this past year,\" Perez said. \"It’s an amazing story that just blows you away.\" Part fairytale, part historical fiction, Echo weaves together four or five different story lines, each connected by a harmonica. The stories are diverse, featuring a family in Nazi Germany during World War II, a Mexican-American family caring for the orchard of a Japanese-American family that has been sent to internment camps and adopted brothers whose fortunes change. The audiobook has also gotten rave reviews for featuring harmonica music throughout.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3104478093_in_the_footsteps_o\">\u003cimg class=\"alignleft wp-image-45532\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse.jpg\" alt=\"IN the Foosteps of Crazy Horse\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse.jpg 424w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>In the Footsteps of Crazy Horse\u003c/strong>, by Joseph Marshall III, illustrations by Jim Yellowhawk\u003cbr>\n\u003cem>Grades: 5-9\u003cbr>\nAges: 10-14 years\u003c/em>\u003c/p>\n\u003cp>This is a coming-of-age story about a boy who is half-Lakota, but doesn't look it. He learns about his heritage through his grandfather's tales. This story is written by a member of the Lakota tribe.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2952138093_x/\">\u003cimg class=\"alignleft wp-image-45529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/X-A-Novel.jpg\" alt=\"X A Novel\" width=\"200\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel.jpg 1695w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-400x602.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-800x1204.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-768x1155.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-1440x2166.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-1180x1775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-960x1444.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>X: A Novel\u003c/strong>, by Ilyasah Shabazz with Kekla Magoon\u003cbr>\n\u003cem>Grades: 8 and up\u003cbr>\nAges: 13 and up\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When Perez asked teen librarians for their recommendations from this year, X kept coming up. A fictionalized account of the early life of Malcolm Little, who grew up to become Malcolm X, this story is written by Malcolm X's daughter. “It’s been getting a lot of really cool buzz,\" Perez said. She cautions that because it is a book for teens, it has some heavier language and themes.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Librarians often talk about stocking the shelves with books that offer both mirrors and windows for children. When one child picks up a book, he might see a character who looks like him and experiences life the way he does, but another child reading the same book could experience the story as a window into a new culture or life experience. The goal is for all children to read books that provide both mirrors and windows so they subconsciously build an image of who and what they could be, while building empathy and understanding for the lives of others.\u003c/p>\n\u003cp>Unfortunately in the children's book world, there are far too few stories \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/07/25-ideas-to-diversify-reading-lists-this-summer/\" target=\"_blank\">featuring diverse characters\u003c/a>. \"Diverse books are a tiny slice of what's published,\" said Elizabeth Perez, a children's librarian at the San Francisco Public Library. \"They've made some strides, but considering the diversity of the US, it's still very small.\"\u003c/p>\n\u003cp>Perez says many children won't notice the ethnicity of a character, until they do. When books feature children of color and diverse families, \"it's subconsciously broadening their horizons of what they can do and be,\" Perez said. Public librarians understand that many schools have small budgets to buy new titles, so they try to make their public offerings as rich with diverse titles as possible. Some books focus on diversity and culture as central themes, but others merely feature characters of color doing the same exploring, playing and adventuring as any other children's book character.\u003c/p>\n\u003cp>\"We want to make sure all the children and families in our diverse community can see themselves reflected in the books they borrow from the library,\" said Lyn Davidson, program manager for the main San Francisco Public Library's Children's Center. \"We also want to offer everyone in our community the chance to broaden and deepen their ability to empathize and identify with people from backgrounds very different from their own.\"\u003c/p>\n\u003cp>Perez and her colleagues shared their \u003ca href=\"https://sfpl.bibliocommons.com/list/share/381551987_sfpl_mainchildlibrarians/639630117_d\" target=\"_blank\">top 20 children's books published in t\u003c/a>\u003ca href=\"https://sfpl.bibliocommons.com/list/share/381551987_sfpl_mainchildlibrarians/639630117_d\">he last couple of years\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3013057093_happy_in_our_skin\">\u003cimg class=\"alignleft wp-image-45122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Books-Happy-in-our-skin.png\" alt=\"Books-Happy in our skin\" width=\"200\" height=\"217\">\u003c/a> \u003cstrong>Happy in Our Skin\u003c/strong>, by Fran Manushkin, illustrated by Lauren Tobia\u003cbr>\n\u003cem>Grades: Preschool – K\u003cbr>\nAges: 2-5 years\u003c/em>\u003c/p>\n\u003cp>This picture book for young children shows lots of different types of families hanging out in a park. Young children of different religions and ethnicities are enjoying a day in the park and while they may look different, each child eats, plays, and falls down. “It's a very simple representation of diversity,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2988297093_one_family\">\u003cimg class=\"alignleft wp-image-45530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/One-Family.jpg\" alt=\"One-Family\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Family-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>One Family\u003c/strong>, by George Shannon, illustrated by Blanca Gomez\u003cbr>\n\u003cem>Grades: Preschool – 2\u003cbr>\nAges: 4 - 8 years\u003c/em>\u003c/p>\n\u003cp>In a riff on the traditional counting book, One Family adds a different family member on each page, showing that families come in many forms and often include far more people than a mother and father. This books is a great way to start talking numbers with young kids, while also reflecting the increasing diversity in family structure kids experience. Perez especially enjoys the illustrations, which she calls \"retro\" and less cartoony than many books for young kids.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2971432093_junas_jar\">\u003cimg class=\"alignleft wp-image-45531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Junas-Jar.jpg\" alt=\"Juna's Jar\" width=\"200\" height=\"177\">\u003c/a>\u003cstrong>Juna's Jar\u003c/strong>, by Jane Bahk, illustrated by Felicia Hoshino\u003cbr>\n\u003cem>Grades: Preschool – 2\u003cbr>\nAges: 5-9 years\u003c/em>\u003c/p>\n\u003cp>Juna's Jar is as story of friendship and fantasy. When Juna's best friend Hector moves away without saying goodbye she is very sad. Her older brother helps her add items to the family's empty kimchi jar every night and when Juna falls asleep, the items she added come to life in her dreams, helping her search for Hector. Perez says the illustrations are endearing and the kimchi jar is a central image. \"It would be normal in a Korean family and it just sort of throws that in there,\" Perez said. \"It’s about dreams and hope and friendship.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3109047093_one_word_from_sophia\">\u003cimg class=\"alignleft wp-image-45535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/One-Word-From-Sophia.jpg\" alt=\"One Word From Sophia\" width=\"200\" height=\"158\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia.jpg 1768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-400x317.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-800x633.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-768x608.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-1440x1140.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-1180x934.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/One-Word-From-Sophia-960x760.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>One Word From Sophia\u003c/strong>, by Jim Averbeck, illustrated by Yasmeen Ismail\u003cbr>\n\u003cem>Grades: Preschool-3\u003cbr>\nAges: 4-8 years\u003c/em>\u003c/p>\n\u003cp>In this silly picture book about a young girl who wants nothing more than a pet giraffe, the author subtly demonstrates people of color in positive roles. The story is ostensibly about Sophia and the \"magic word\" she needs to use to get her way, but as she travels from one family member to another begging for a giraffe the reader sees an educated family. “It shows positive roles for families,\" Perez said. \"It represents that families can be different and diverse, but cultured and educated, which is lacking in other books.\" She often recommends this book to library patrons with good results.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2962320093_last_stop_on_market_street\">\u003cimg class=\"alignleft wp-image-45155\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-market-street-small.jpg\" alt=\"book-market street small\" width=\"200\" height=\"245\">\u003c/a>\u003cstrong>Last Stop on Market Street\u003c/strong>, by Matt de la Peña, illustrated by Christian Robinson\u003cbr>\n\u003cem>Grades: K-2\u003cbr>\nAges: 3-5 years\u003c/em>\u003c/p>\n\u003cp>This sweet picture book about a boy traveling across a city with his grandmother on a public bus holds many lessons of compassion. As they ride the bus, the grandmother points out different sites to her grandson and demonstrates kindness to everyone. The reader is lulled into making certain assumptions about the pair that are upset by a twist at the end.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2949955093_emmanuels_dream\">\u003cimg class=\"alignleft wp-image-45534\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Emmanuels-Dream.jpg\" alt=\"Emmanuel's Dream\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream.jpg 1201w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-400x500.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-800x999.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-768x959.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-1180x1474.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Emmanuels-Dream-960x1199.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Emmanuel's Dream: the True Story of Emmanuel Ofosu Yeboah\u003c/strong>, by Laurie Ann Thompson, illustrated by Sean Qualls\u003cbr>\n\u003cem>Grades: K-2\u003cbr>\nAges: 4-8 years\u003c/em>\u003c/p>\n\u003cp>This biography about a Ghanaian boy born with one leg less developed than the other is a testament to determination. Emmanuel works very hard to overcome people's judgments about him and ends up taking care of his family when his father disappears. He even goes on to become a professional athlete. “It’s very picture story style, but it’s biographical,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3013064093_im_new_here\">\u003cimg class=\"alignleft wp-image-45157\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-Im-new-here-small.png\" alt=\"book-Im-new-here-small\" width=\"200\" height=\"223\">\u003c/a>\u003cstrong>I'm New Here\u003c/strong>, by Anne Sibley O'Brien\u003cbr>\n\u003cem>Grades: K-3\u003cbr>\nAges: 5-8 years\u003c/em>\u003c/p>\n\u003cp>This is the story of three newcomer students starting school at the same time. One is from Guatemala, another from Somalia and the third from Korea. In the first weeks at their new school they feel very isolated and confused. They knew the language and how everything worked in their home countries, but at the new school everything is different. Slowly, they begin to connect with classmates in nonverbal ways and make their classroom a new home. \"This one could be a perfect window for a child seeing a new student coming in,\" Perez said. It could help children empathize with some of their classmates and understand what they might be feeling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3022150093_mango,_abuela,_and_me\">\u003cimg class=\"alignleft wp-image-45152\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/books-mango-abuela.jpg\" alt=\"books-mango abuela\" width=\"200\" height=\"235\">\u003c/a>\u003cstrong>Mango, Abuela, and Me\u003c/strong>, by Meg Medina, illustrated by Angela Dominguez\u003cbr>\n\u003cem>Grades: K-3\u003cbr>\nAges: 5-8 years\u003c/em>\u003c/p>\n\u003cp>This picture book features a Latina girl whose grandmother has just come to live with the family in the United States. The little girl does not speak Spanish and her grandmother doesn't speak English, so they struggle to communicate. The girl wants to help cheer up her grandma, who is having a hard time adjusting, so the family gets a parrot to remind the old woman of her island home. The parrot ends up being the go-between for the little girl and her grandmother.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3202651093_mamas_nighting\">\u003cimg class=\"alignleft wp-image-45158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-mammas-nightengale-small.png\" alt=\"book-mammas-nightengale-small\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small.png 230w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-mammas-nightengale-small-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Mama's Nightingale : A Story of Immigration and Separation\u003c/strong>, by Edwidge Danticat, illustrations by Leslie Staub\u003cbr>\n\u003cem>Grades 2-5\u003cbr>\nAges: 5-8 years\u003c/em>\u003c/p>\n\u003cp>This children's book by well-known novelist Edwidge Danticat raises some sad and serious issues through story. A little girl is writing letters to her mother who is being held in a detention center. “She uses those letters and notes that she wrote to her mom to convince the judge to let her come home,\" Perez said. And, while the subject matter is serious, Perez says often children are much more capable of understanding and empathizing than adults think. Stories can be a great way to give kids a glimpse at a sad topic, but Perez always recommends parents or guardians read the book themselves first before deciding whether it's right for their child.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3011898093_funny_bones\">\u003cimg class=\"alignleft wp-image-45131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-funny-bones.png\" alt=\"book-funny bones\" width=\"200\" height=\"243\">\u003c/a>\u003cstrong>Funny Bones: Posada and His Day of the Dead Calaveras\u003c/strong>, by Duncan Tonatiuh, featuring images by José Guadalupe Posada\u003cbr>\n\u003cem>Grades: 1-5\u003cbr>\nAges: 6-10 years\u003c/em>\u003c/p>\n\u003cp>“I love this book because the author has a very particular illustrating style,\" Perez said. \"His images look like ancient Mexican art.\" This non-fiction book for slightly older readers focuses on the life story of José Guadalupe Posada, whose drawings of skeletons have become identified with the Mexican Day of the Dead iconography. The book incorporates both illustration styles for a beautiful result.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3020538093_the_jumbies\">\u003cimg class=\"alignleft wp-image-45159 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-jumbies-small.png\" alt=\"book-jumbies-small\" width=\"200\" height=\"303\">\u003c/a>\u003cstrong>The Jumbies\u003c/strong>, by Tracey Baptiste\u003cbr>\n\u003cem>Grades: 3-5\u003cbr>\nAges: 9-12 years\u003c/em>\u003c/p>\n\u003cp>This spooky fantasy book rooted in Caribbean folktales features a young girl trying to save her island from ghost-like entities called \"Jumbies.\" Perez says children this age love fantasy and this book is a slightly different take on a familiar genre. \"I love that she’s a great protagonist; a very awesome example of a strong female,” Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2976228093_gone_crazy_in_alabama\">\u003cimg class=\"alignleft size-full wp-image-45161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-gone-crazy-small.png\" alt=\"book-gone-crazy-small\" width=\"200\" height=\"305\">\u003c/a>\u003cstrong>Gone Crazy in Alabama\u003c/strong>, by Rita Williams-Garcia\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>This is the third and last book in Rita Williams-Garcia's series about three sisters living in Brooklyn. In the first book the sisters go visit their mother in the summer during the Civil Rights Movement. They learn why their mother left them, meet some famous Black Panthers and generally get a taste of Oakland in the 1960s. The second book focuses on how the sisters deal with the new woman their father marries. And the third book, Gone Crazy in Alabama, features the three girls visiting their grandmother in Alabama during the Civil Rights era. They learn about feuds in the family and just how strong family bonds can be.\u003c/p>\n\u003cp>“I have two sisters so I could relate to it,\" Perez said. \"It’s about how sisters fight and get along in the end.\" She loves the way Williams-Garcia captures characters' voices and layers family dynamics throughout the story.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3152665093_sitting_bull\">\u003cimg class=\"alignleft wp-image-45162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-sitting-bull-small.png\" alt=\"book-sitting-bull-small\" width=\"200\" height=\"198\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small.png 230w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/book-sitting-bull-small-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Sitting Bull : Lakota Warrior and Defender of His People\u003c/strong>, by S. D. Nelson.\u003cbr>\n\u003cem>Grades 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>This book about the famous Lakota warrior seems like a perfect book report choice, but Perez says it goes far beyond educational content. The pages inside look like a notebook, as though someone is documenting Sitting Bull's story in real time. Perez says it reminds her of \u003ca href=\"http://collections.si.edu/search/results.htm?q=set_name:%22Hand+colored+photographs+of+drawings+from+Fort+Reno+Scout+ledger+1906%22\" target=\"_blank\">Native ledger art\u003c/a>. \"It’s a mixture of sketching, photographs and text that appeals to lots of different ages,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3012914093_george\">\u003cimg class=\"alignleft wp-image-45163 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-george-small.png\" alt=\"book-george-small\" width=\"200\" height=\"301\">\u003c/a>\u003cstrong>George\u003c/strong>, by Alex Gino\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>George is a timely book dealing with a different kind of diversity -- the experience of a transgender student in school. “It’s the perspective of soemone going through something we may not understand,\" Perez said. George identifies as a girl and refers to herself in the story with feminine pronouns, while everyone else refers to her as a boy. The written word is uniquely suited to spotlight the differences in pronouns and George's fight to be recognized for who she is.\u003c/p>\n\u003cp>“It’s just an introduction to compassion and empathy for people who are struggling with internal issues that we may not understand,” Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2977908093_the_way_home_looks\">\u003cimg class=\"alignleft size-full wp-image-45164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-the-way-home-looks-small.png\" alt=\"book-the-way-home-looks-small\" width=\"200\" height=\"297\">\u003c/a>\u003cstrong>The Way Home Looks Now\u003c/strong>, by Wendy Wan-Long Shang\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>Peter Lee's family used to be obsessed by baseball before tragedy struck. Now, his mother is depressed and no one seems to pay attention to baseball anymore. In an attempt to heal his family, Peter joins a team and his dad becomes the coach. This Chinese-American family has to navigate dynamics with mostly white players, including a girl disguised as a boy (the story takes place in 1972). While baseball doesn't solve all Peter's family's problems, it does help them see that there's hope after at tragedy. \"Baseball lovers will love it, but it’s not the only thing going on in there,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2947275093_listen,_slowly\">\u003cimg class=\"alignleft size-full wp-image-45165\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-listen-slowly-small.png\" alt=\"book-listen-slowly-small\" width=\"200\" height=\"268\">\u003c/a>\u003cstrong>Listen, Slowly\u003c/strong>, by Thanhhà Lai\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>A typical, spoiled American girl is forced to visit Vietnam with her father and grandmother over the summer. While she dreams of being on the beach with her friends, her father and grandmother are trying to figure out what happened to her grandfather during the Vietnam War. As she delves into the story of her grandfather she learns to accept the Vietnamese part of her identity alongside her American one. Perez loves this book because it demonstrates the insights teens can come to on their own. While it sounds serious, she says it's actually funny and lighthearted in many ways.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3026288093_full_cicada_%09moon\">\u003cimg class=\"alignleft wp-image-45533\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Full-Cicada-Moon.jpg\" alt=\"Full Cicada Moon\" width=\"200\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-400x607.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-800x1214.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-768x1165.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-1440x2185.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-1180x1790.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Full-Cicada-Moon-960x1456.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>Full Cicada Moon\u003c/strong>, by Marilyn Hilton\u003cbr>\n\u003cem>Grades: 3-7\u003cbr>\nAges: 8-12 years\u003c/em>\u003c/p>\n\u003cp>Set in Vermont in 1969, 12-year-old Mimi is obsessed with the Apollo 11 mission getting ready to launch. As a half black, half Japanese girl, Mimi identifies with space, often feeling like an alien in her mostly white town. She's also really into science at a time when girls aren't supposed to like science. \"What's really interesting is it’s written in lyrical verse,\" Perez said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2945377093_echo\">\u003cimg class=\"alignleft size-full wp-image-45166\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/book-echo-small.png\" alt=\"book-echo-small\" width=\"200\" height=\"298\">\u003c/a>\u003cstrong>Echo\u003c/strong>, by Pam Muñoz Ryan\u003cbr>\n\u003cem>Grades: 5-9\u003cbr>\nAges: 10-14 years\u003c/em>\u003c/p>\n\u003cp>“Echo is one of the craziest books I read this past year,\" Perez said. \"It’s an amazing story that just blows you away.\" Part fairytale, part historical fiction, Echo weaves together four or five different story lines, each connected by a harmonica. The stories are diverse, featuring a family in Nazi Germany during World War II, a Mexican-American family caring for the orchard of a Japanese-American family that has been sent to internment camps and adopted brothers whose fortunes change. The audiobook has also gotten rave reviews for featuring harmonica music throughout.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"https://sfpl.bibliocommons.com/item/show/3104478093_in_the_footsteps_o\">\u003cimg class=\"alignleft wp-image-45532\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse.jpg\" alt=\"IN the Foosteps of Crazy Horse\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse.jpg 424w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/IN-the-Foosteps-of-Carzy-Horse-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>In the Footsteps of Crazy Horse\u003c/strong>, by Joseph Marshall III, illustrations by Jim Yellowhawk\u003cbr>\n\u003cem>Grades: 5-9\u003cbr>\nAges: 10-14 years\u003c/em>\u003c/p>\n\u003cp>This is a coming-of-age story about a boy who is half-Lakota, but doesn't look it. He learns about his heritage through his grandfather's tales. This story is written by a member of the Lakota tribe.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://sfpl.bibliocommons.com/item/show/2952138093_x/\">\u003cimg class=\"alignleft wp-image-45529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/X-A-Novel.jpg\" alt=\"X A Novel\" width=\"200\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel.jpg 1695w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-400x602.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-800x1204.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-768x1155.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-1440x2166.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-1180x1775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/X-A-Novel-960x1444.jpg 960w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>X: A Novel\u003c/strong>, by Ilyasah Shabazz with Kekla Magoon\u003cbr>\n\u003cem>Grades: 8 and up\u003cbr>\nAges: 13 and up\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Perez asked teen librarians for their recommendations from this year, X kept coming up. A fictionalized account of the early life of Malcolm Little, who grew up to become Malcolm X, this story is written by Malcolm X's daughter. “It’s been getting a lot of really cool buzz,\" Perez said. She cautions that because it is a book for teens, it has some heavier language and themes.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Sometimes English class can seem like an endless litany of literary devices and structured argumentative essays. But that's not why most English teachers love what they teach -- they love the way art reflects real life in all its confusion, pain and difficulty. In fact, some argue that the emotional side of literature should be explicitly taught as part of the curriculum.\u003c/p>\n\u003cp>English teacher Andrew Simmons describes both the opportunity to connect with teenagers through literary emotion and why many teachers shy away from it in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\" target=\"_blank\">his article\u003c/a> for \u003cem>The Atlantic\u003c/em>. He writes:\u003c/p>\n\u003cblockquote>\u003cp>It balloons into a broader discussion about the purpose of an English education. English teachers—at least the ones I know—want to churn out thinkers who wield power through language. We want them to love books, but also to survive. We want them to read a lease in 10 years and know what they’re getting into. We also want to turn out good citizens who practice in the streets and at the office what they identify as moral and good in class, people who do not cheat, manipulate, abuse, and unfairly judge others. English teachers, it seems, are in a unique position to impose some degree of emotional and moral rigor on the curriculum.\u003c/p>\n\u003cp>Yet this program of emotional and moral rigor is informal, if not imaginary, and entirely unstandardized. I don’t know many teachers who prefer not to have control over what and how they teach, but if one recognizes that literature helps people understand one another and can improve our individual and collective health, it’s a bit telling to see this prerogative unmentioned in the standards providing guidance to teachers.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes English class can seem like an endless litany of literary devices and structured argumentative essays. But that's not why most English teachers love what they teach -- they love the way art reflects real life in all its confusion, pain and difficulty. In fact, some argue that the emotional side of literature should be explicitly taught as part of the curriculum.\u003c/p>\n\u003cp>English teacher Andrew Simmons describes both the opportunity to connect with teenagers through literary emotion and why many teachers shy away from it in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\" target=\"_blank\">his article\u003c/a> for \u003cem>The Atlantic\u003c/em>. He writes:\u003c/p>\n\u003cblockquote>\u003cp>It balloons into a broader discussion about the purpose of an English education. English teachers—at least the ones I know—want to churn out thinkers who wield power through language. We want them to love books, but also to survive. We want them to read a lease in 10 years and know what they’re getting into. We also want to turn out good citizens who practice in the streets and at the office what they identify as moral and good in class, people who do not cheat, manipulate, abuse, and unfairly judge others. English teachers, it seems, are in a unique position to impose some degree of emotional and moral rigor on the curriculum.\u003c/p>\n\u003cp>Yet this program of emotional and moral rigor is informal, if not imaginary, and entirely unstandardized. I don’t know many teachers who prefer not to have control over what and how they teach, but if one recognizes that literature helps people understand one another and can improve our individual and collective health, it’s a bit telling to see this prerogative unmentioned in the standards providing guidance to teachers.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Dialogue Surrounding Dyslexia: Five Important Takeaways",
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"content": "\u003cp>Last fall, over the course of five stories, we attempted to piece together where dyslexia, also known as a failure to read words and sentences that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">affects anywhere between 5-20 percent of students\u003c/a>, stands in schools today. The results of our research, along with consultations with the country’s best experts as well as parent and teacher interviews, were by no means conclusive, but still informative.\u003c/p>\n\u003cp class=\"p2\">The takeaway: We have a long way to go in schools toward understanding, diagnosing and properly intervening for students with dyslexia.\u003c/p>\n\u003cp class=\"p2\">For many, just saying the word dyslexia is an issue, for only 30 states currently recognize dyslexia as an actual condition, instead listing\u003ci> failure to read \u003c/i>under a host of different diagnoses and terms, confusing parents and hindering many students from getting the early, intense intervention they desperately need from inside the system. Some families step outside their school system for private one-on-one testing, tutoring and assistance to aid their dyslexic children, nearly all of which comes at an exorbitant cost.\u003c/p>\n\u003cp class=\"p2\">Knowing that early intervention is key and eases reading difficulties, experts and school psychologists alike worried aloud that many teacher-training programs \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">don’t do enough\u003c/a> to help classroom teachers identify the markers of dyslexia. In addition, school programs intended to target and help those with reading deficiencies, like Response To Intervention (RTI), do not function efficiently in all schools. Supporting what we heard from parents,\u003ca href=\"http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html?cmp=SOC-EDIT-FB\"> a recent study\u003c/a> performed by the federally backed National Center for Education Evaluation and Regional Assistance on schools that used RTI for literacy, found that “first-graders who received reading interventions actually did worse than virtually identical peers who did not get the more targeted assistance,” according to Education Week.\u003c/p>\n\u003cp class=\"p2\">Even with all these negatives, there are also many positives contributing to improving the lives of those with reading and writing difficulties: Technology in many ways has changed life for those who struggle to read and write; some states are working hard to “say dyslexia,” and are attempting to bring awareness to schools around the issue; activists like the parents and teachers who created the #saydyslexia hashtag tirelessly raise awareness on social media and with school administrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Of course, at the heart of the matter are the students themselves who, with lots of tutoring, often gain enough fluency to get through school well enough. Many find success, academic or otherwise, in spite of reading difficulties.\u003c/p>\n\u003cp class=\"p2\">Here are five important takeaways to consider when thinking about how we help struggling readers in school and how we view dyslexics within society:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Dyslexia isn’t a disease, disorder or flipping letters backwards; it’s a different brain.\u003c/b> Experts agree that dyslexia isn’t a dysfunction of the brain, or lack of willpower in an unmotivated or lazy student, but a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">brain that’s wired in a different way\u003c/a>. Since there is no reading center of the brain or reading gene, Maryanne Wolf, dyslexia expert and author of \"Proust and the Squid,\" points out that each brain has to form its own “reading circuit” and learn to read on its own — and many things can happen along the way. When one piece of the reading circuit doesn’t connect properly due to the way the brain is constructed, which is the case in most dyslexics (some dyslexics may be hindered by two pieces), then reading fails to happen, or goes very slowly. For the majority of dyslexics, \u003ci>phoneme awareness\u003c/i>, or the ability to connect sounds to letters, is the missing piece.\u003c/p>\n\u003cp class=\"p2\">Failure to read is often in direct opposition to a student’s cognitive ability, and often dyslexia can be “compensated” for a time by a bright child who works hard to memorize words. As academic demands increase, however, a \"second wave\" of dyslexics are discovered in third, fourth and fifth grades as students struggle with harder words and more reading assignments, where faster comprehension is required.\u003c/p>\n\u003cp class=\"p2\">Many dyslexics need special one-on-one training in the Orton-Gillingham reading method or a similar program to help them learn to read — although for some, reading and writing will always be a struggle, because dyslexia, while often categorized under \"learning disorder,\" really isn’t.\u003c/p>\n\u003cp class=\"p2\">2. \u003cb>Technology has changed the game for many dyslexics, and should be used as an aid in schools. \u003c/b>For dyslexics, the voice-to-text apps and audiobook reading helpers developed in the last decade are not “cheating”: Instead, these \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\">life-changing tech tools\u003c/a> are a way for dyslexics to fully participate in classroom activities that were once unreachable. But to do so, schools must let go of the expectation that all students will get to the same place in the same way; as in Kyle Redford’s fifth-grade classroom, in which she handed a severely dyslexic student an iPad with voice-to-text, and soon realized that once he could move around the hurdle of spelling the words, he was a brilliant writer and had lots to say.\u003c/p>\n\u003cp class=\"p2\">With help from the Strategic Alternative Learning Technique (SALT) Center’s educational technology coordinator, Mary Beth Foster, we discovered that among the best tech tools for dyslexics are:\u003c/p>\n\u003cp class=\"p2\">* Kurzweil software, featuring Texthelp Read and Write\u003cbr>\n* Google Chrome’s VoiceNote and Read and Write\u003cbr>\n* Livescribe Smartpen\u003cbr>\n* Amazon’s Immersion Reading and Learning Ally’s VOICEText\u003c/p>\n\u003cp class=\"p2\">Our readers jumped in, too: Several commenters recommended Bookshare, an audiobook reading app with follow-along text that’s free for any student with an IEP. Another reader recommended \u003ca href=\"http://www.scilearn.com/products/fast-forword\">Fast For Word\u003c/a>, a software program that helps dyslexics and other struggling readers build foundational skills.\u003c/p>\n\u003cp class=\"p2\">3.\u003cb> Teacher-training programs should spend more time focusing on what do to with kids who can’t seem to catch up. \u003c/b>Experts agree that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">teacher-training programs\u003c/a> vary in the quality of what teachers-in-training learn about reading, and how to recognize the signs and signals of students who are struggling. We reported the story of Martha Youman, a New York City teaching fellow with a master’s degree who had no idea what to do with the struggling readers in her second-grade classroom. When she later became a Ph.D. expert in dyslexia, she realized that her training had prepared her well for how to plan and for how to teach -- but not for what to do when the lessons didn’t work.\u003c/p>\n\u003cp class=\"p2\">Even after graduating from teacher-training programs, said Dr. Laurie Cutting, faculty director of the Vanderbilt Kennedy Center Reading Clinic, many teachers operate under an assumption that the 50 percent of kids who didn’t magically learn how to read will eventually do so. But she said that’s mistaken -- it’s crucial that teachers recognize when reading isn’t coming together and that all students, even the ones who read well, get direct, intense instruction in decoding, or matching letter sounds to their printed counterparts.\u003c/p>\n\u003cp class=\"p2\">Most teachers, however, shouldn’t be solely responsible to help dyslexic students reach fluency — but just recognizing the signs of struggling readers, and being able to direct them to the services they need, is a huge step forward.\u003c/p>\n\u003cp class=\"p2\">4. \u003cb>While the link between dyslexia and special talents and abilities hasn’t been proved, often talents get overlooked because of the focus on reading deficiency. \u003c/b>While interesting that it seems so many talented people struggle with reading and writing — from artists like Pablo Picasso and Steven Spielberg to business giants like Richard Branson — scientists have yet to figure out the chicken-or-the-egg proposition: Do dyslexics compensate when they realize they can’t read? Or does a different brain structure allow \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\">different talents and gifts\u003c/a> to emerge?\u003c/p>\n\u003cp class=\"p2\">It doesn’t really matter what the answer is, say dyslexia experts in the field. What matters most is to focus on a child’s potential rather than deficiencies. And all too often, children in schools who are confronted with so much failure understandably fail to realize their strengths and talents. This doesn’t just apply to art and business either: As Dr. Sheryl Rimrodt at the Vanderbilt Kennedy Center Reading Clinic said, often beaten-down dyslexic students don’t realize that they can go to college and major in medicine, law or other subjects that may require lots of reading and writing. The key, said Rimrodt, is to realize that dyslexics have a different brain, and that brain will have different needs, and to proceed from that point. But students shouldn’t sell themselves short — and neither should their teachers or parents.\u003c/p>\n\u003cp class=\"p2\">5.\u003cb> The failure associated with dyslexia follows students into adulthood. \u003c/b>One of the most moving moments of posting the dyslexia articles on social media was reading the responses we received from adult dyslexics.\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Devon M.\u003c/i>: Professors in college often deny their [reading difficulties] existence, too. I actually had one professor tell me to, \"just exercise more and it will go away\" and then later, \"you SAY you have all these learning disabilities, but you're actually quite sharp!\"\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Pamela B.\u003c/i>: My math teacher laughed at me in front of the class when I explained that the numbers in the fractions kept moving around. Now I have a PhD. Check mate.\u003c/p>\n\u003cp class=\"p2\">\u003ci>\u003c/i>\u003ci>From Felix Q.\u003c/i>: I constantly get the \"but you're too smart!\" comment, which not only strips us of what we know to be true, but works under the assumption that people with learning disabilities cannot possibly be smart.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">This only highlights the need for more and better education on what dyslexia is and what it isn’t, and how recognizing the signs early, along with getting students the proper intervention they need, will help suffering students. While all the interventions in the world will not make dyslexia disappear, hopefully early intervention, along with positive reinforcement, will mitigate much of the difficulties students face when they’re born with a different brain.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last fall, over the course of five stories, we attempted to piece together where dyslexia, also known as a failure to read words and sentences that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">affects anywhere between 5-20 percent of students\u003c/a>, stands in schools today. The results of our research, along with consultations with the country’s best experts as well as parent and teacher interviews, were by no means conclusive, but still informative.\u003c/p>\n\u003cp class=\"p2\">The takeaway: We have a long way to go in schools toward understanding, diagnosing and properly intervening for students with dyslexia.\u003c/p>\n\u003cp class=\"p2\">For many, just saying the word dyslexia is an issue, for only 30 states currently recognize dyslexia as an actual condition, instead listing\u003ci> failure to read \u003c/i>under a host of different diagnoses and terms, confusing parents and hindering many students from getting the early, intense intervention they desperately need from inside the system. Some families step outside their school system for private one-on-one testing, tutoring and assistance to aid their dyslexic children, nearly all of which comes at an exorbitant cost.\u003c/p>\n\u003cp class=\"p2\">Knowing that early intervention is key and eases reading difficulties, experts and school psychologists alike worried aloud that many teacher-training programs \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">don’t do enough\u003c/a> to help classroom teachers identify the markers of dyslexia. In addition, school programs intended to target and help those with reading deficiencies, like Response To Intervention (RTI), do not function efficiently in all schools. Supporting what we heard from parents,\u003ca href=\"http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html?cmp=SOC-EDIT-FB\"> a recent study\u003c/a> performed by the federally backed National Center for Education Evaluation and Regional Assistance on schools that used RTI for literacy, found that “first-graders who received reading interventions actually did worse than virtually identical peers who did not get the more targeted assistance,” according to Education Week.\u003c/p>\n\u003cp class=\"p2\">Even with all these negatives, there are also many positives contributing to improving the lives of those with reading and writing difficulties: Technology in many ways has changed life for those who struggle to read and write; some states are working hard to “say dyslexia,” and are attempting to bring awareness to schools around the issue; activists like the parents and teachers who created the #saydyslexia hashtag tirelessly raise awareness on social media and with school administrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Of course, at the heart of the matter are the students themselves who, with lots of tutoring, often gain enough fluency to get through school well enough. Many find success, academic or otherwise, in spite of reading difficulties.\u003c/p>\n\u003cp class=\"p2\">Here are five important takeaways to consider when thinking about how we help struggling readers in school and how we view dyslexics within society:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Dyslexia isn’t a disease, disorder or flipping letters backwards; it’s a different brain.\u003c/b> Experts agree that dyslexia isn’t a dysfunction of the brain, or lack of willpower in an unmotivated or lazy student, but a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">brain that’s wired in a different way\u003c/a>. Since there is no reading center of the brain or reading gene, Maryanne Wolf, dyslexia expert and author of \"Proust and the Squid,\" points out that each brain has to form its own “reading circuit” and learn to read on its own — and many things can happen along the way. When one piece of the reading circuit doesn’t connect properly due to the way the brain is constructed, which is the case in most dyslexics (some dyslexics may be hindered by two pieces), then reading fails to happen, or goes very slowly. For the majority of dyslexics, \u003ci>phoneme awareness\u003c/i>, or the ability to connect sounds to letters, is the missing piece.\u003c/p>\n\u003cp class=\"p2\">Failure to read is often in direct opposition to a student’s cognitive ability, and often dyslexia can be “compensated” for a time by a bright child who works hard to memorize words. As academic demands increase, however, a \"second wave\" of dyslexics are discovered in third, fourth and fifth grades as students struggle with harder words and more reading assignments, where faster comprehension is required.\u003c/p>\n\u003cp class=\"p2\">Many dyslexics need special one-on-one training in the Orton-Gillingham reading method or a similar program to help them learn to read — although for some, reading and writing will always be a struggle, because dyslexia, while often categorized under \"learning disorder,\" really isn’t.\u003c/p>\n\u003cp class=\"p2\">2. \u003cb>Technology has changed the game for many dyslexics, and should be used as an aid in schools. \u003c/b>For dyslexics, the voice-to-text apps and audiobook reading helpers developed in the last decade are not “cheating”: Instead, these \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\">life-changing tech tools\u003c/a> are a way for dyslexics to fully participate in classroom activities that were once unreachable. But to do so, schools must let go of the expectation that all students will get to the same place in the same way; as in Kyle Redford’s fifth-grade classroom, in which she handed a severely dyslexic student an iPad with voice-to-text, and soon realized that once he could move around the hurdle of spelling the words, he was a brilliant writer and had lots to say.\u003c/p>\n\u003cp class=\"p2\">With help from the Strategic Alternative Learning Technique (SALT) Center’s educational technology coordinator, Mary Beth Foster, we discovered that among the best tech tools for dyslexics are:\u003c/p>\n\u003cp class=\"p2\">* Kurzweil software, featuring Texthelp Read and Write\u003cbr>\n* Google Chrome’s VoiceNote and Read and Write\u003cbr>\n* Livescribe Smartpen\u003cbr>\n* Amazon’s Immersion Reading and Learning Ally’s VOICEText\u003c/p>\n\u003cp class=\"p2\">Our readers jumped in, too: Several commenters recommended Bookshare, an audiobook reading app with follow-along text that’s free for any student with an IEP. Another reader recommended \u003ca href=\"http://www.scilearn.com/products/fast-forword\">Fast For Word\u003c/a>, a software program that helps dyslexics and other struggling readers build foundational skills.\u003c/p>\n\u003cp class=\"p2\">3.\u003cb> Teacher-training programs should spend more time focusing on what do to with kids who can’t seem to catch up. \u003c/b>Experts agree that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">teacher-training programs\u003c/a> vary in the quality of what teachers-in-training learn about reading, and how to recognize the signs and signals of students who are struggling. We reported the story of Martha Youman, a New York City teaching fellow with a master’s degree who had no idea what to do with the struggling readers in her second-grade classroom. When she later became a Ph.D. expert in dyslexia, she realized that her training had prepared her well for how to plan and for how to teach -- but not for what to do when the lessons didn’t work.\u003c/p>\n\u003cp class=\"p2\">Even after graduating from teacher-training programs, said Dr. Laurie Cutting, faculty director of the Vanderbilt Kennedy Center Reading Clinic, many teachers operate under an assumption that the 50 percent of kids who didn’t magically learn how to read will eventually do so. But she said that’s mistaken -- it’s crucial that teachers recognize when reading isn’t coming together and that all students, even the ones who read well, get direct, intense instruction in decoding, or matching letter sounds to their printed counterparts.\u003c/p>\n\u003cp class=\"p2\">Most teachers, however, shouldn’t be solely responsible to help dyslexic students reach fluency — but just recognizing the signs of struggling readers, and being able to direct them to the services they need, is a huge step forward.\u003c/p>\n\u003cp class=\"p2\">4. \u003cb>While the link between dyslexia and special talents and abilities hasn’t been proved, often talents get overlooked because of the focus on reading deficiency. \u003c/b>While interesting that it seems so many talented people struggle with reading and writing — from artists like Pablo Picasso and Steven Spielberg to business giants like Richard Branson — scientists have yet to figure out the chicken-or-the-egg proposition: Do dyslexics compensate when they realize they can’t read? Or does a different brain structure allow \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\">different talents and gifts\u003c/a> to emerge?\u003c/p>\n\u003cp class=\"p2\">It doesn’t really matter what the answer is, say dyslexia experts in the field. What matters most is to focus on a child’s potential rather than deficiencies. And all too often, children in schools who are confronted with so much failure understandably fail to realize their strengths and talents. This doesn’t just apply to art and business either: As Dr. Sheryl Rimrodt at the Vanderbilt Kennedy Center Reading Clinic said, often beaten-down dyslexic students don’t realize that they can go to college and major in medicine, law or other subjects that may require lots of reading and writing. The key, said Rimrodt, is to realize that dyslexics have a different brain, and that brain will have different needs, and to proceed from that point. But students shouldn’t sell themselves short — and neither should their teachers or parents.\u003c/p>\n\u003cp class=\"p2\">5.\u003cb> The failure associated with dyslexia follows students into adulthood. \u003c/b>One of the most moving moments of posting the dyslexia articles on social media was reading the responses we received from adult dyslexics.\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Devon M.\u003c/i>: Professors in college often deny their [reading difficulties] existence, too. I actually had one professor tell me to, \"just exercise more and it will go away\" and then later, \"you SAY you have all these learning disabilities, but you're actually quite sharp!\"\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Pamela B.\u003c/i>: My math teacher laughed at me in front of the class when I explained that the numbers in the fractions kept moving around. Now I have a PhD. Check mate.\u003c/p>\n\u003cp class=\"p2\">\u003ci>\u003c/i>\u003ci>From Felix Q.\u003c/i>: I constantly get the \"but you're too smart!\" comment, which not only strips us of what we know to be true, but works under the assumption that people with learning disabilities cannot possibly be smart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">This only highlights the need for more and better education on what dyslexia is and what it isn’t, and how recognizing the signs early, along with getting students the proper intervention they need, will help suffering students. While all the interventions in the world will not make dyslexia disappear, hopefully early intervention, along with positive reinforcement, will mitigate much of the difficulties students face when they’re born with a different brain.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Dyslexia and the Wider World of Creativity and Talent",
"title": "Dyslexia and the Wider World of Creativity and Talent",
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"content": "\u003cp>\u003ci>“The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.” Maryanne Wolf, \u003c/i>Proust and the Squid\u003c/p>\n\u003cp class=\"p1\">The act of reading is a relatively recent phenomenon that was developed over time by humans. Since there are no reading genes or reading center of the brain, humans must learn to read by themselves, training their brain to forge the connections of disparate parts to form the circuitry that allows us to read and write. Reading well can be a sign of intelligence, except when it isn’t, which is often the case for the 5-20 percent of students who have by far the most common form of learning disability, dyslexia.\u003c/p>\n\u003cp class=\"p1\">And yet often, special gifts and talents emerge from dyslexic brains. Whether this happens because of the setup of the dyslexic brain or in spite of it is still an ongoing subject of research. Thomas Edison, Henry Ford, F. Scott Fitzgerald and Pablo Picasso are all said to have struggled with reading and handwriting. Steven Spielberg \u003ca href=\"http://https://www.youtube.com/watch?v=-lGr840jE_0\">has spoken publicly\u003c/a> about how he wasn’t diagnosed with dyslexia until he was long into adulthood. Richard Branson, founder of the 400-company Virgin Group, said that when he was a child in school, everything on the board looked like “gobbledy-goop” to him. Presidential candidate Ben Carson, who was director of pediatric neurosurgery at Johns Hopkins, is listed, along with nearly 40 other household names, on the “Successful Dyslexics” page on the \u003ca href=\"http://eida.org/success-stories/\">International Dyslexia Association\u003c/a> website.\u003c/p>\n\u003cp class=\"p1\">Nashville third-grader \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\">Clara Thorsen\u003c/a> is what’s called twice exceptional, or 2E: She has a high IQ, yet it takes her hours to write one or two sentences. Brooklyn seventh-grader\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\"> Calliope Lissak\u003c/a> is dyslexic but has shown exceptional social skills, and can engage nearly any adult in adult-level conversation.\u003c/p>\n\u003cp class=\"p1\">In her book \"\u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid\u003c/a>,\" child development professor \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">Maryanne Wolf\u003c/a> describes how her own dyslexic son questioned what was happening inside his brain: Was it that the brain of the dyslexic, relying heavily on the right hemisphere, was more creative \u003ci>because\u003c/i> the right hemisphere was used more often? Or was the right hemisphere dominant to begin with? Wolf writes that, according to neurologist Al Galaburda, a little bit of both may be true: “Initially, circuits of the left-hemisphere type that do not form allow right hemisphere circuits to populate empty synapses. Later, since they do not read, they get better at other things, especially since they have a good machinery for it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,\" said research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health. \"We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know — and to date there is no real evidence of this — is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.\"\u003c/p>\n\u003cp class=\"p1\">McCardle goes on to call the dyslexia-talent connection “a popular idea,” and admits it’s hard to say to wait for solid evidence. “But if we are to consider redefining a diagnosis, or changing a practice, we must be careful to be sure we’re right. If your dyslexic child has some special abilities, that’s wonderful, and that means that there are areas where he or she can be successful, which could make him or her feel less discouraged about school and learning. But it’s also important to keep in mind that environment, advantages and opportunities can nurture talents or abilities.\"\u003c/p>\n\u003cp class=\"p1\">In poorer schools and families, dyslexic children may often have fewer opportunities to find and hone special abilities, making it even harder to tease out the connection.\u003c/p>\n\u003cp class=\"p1\">Brock and Fernette Eide, a general practitioner and a neurologist who are also husband and wife, are quite interested in connecting dyslexics to their abilities, focusing on what dyslexics can do instead of what they can’t. Soon after they opened a Seattle clinic for students with learning differences in the late '90s, they began to notice a pattern in dyslexic students and their families.\u003c/p>\n\u003cp class=\"p1\">“It became apparent that [in dyslexia] we were seeing kids with different patterns of optimization and specialization in cognitive function,” Dr. Brock Eide said. “When you start looking at those optimizations, you realize that building certain skills in certain areas usually entails a trade-off in function in some other cognitive set. So, what we were seeing with these kids is that they were optimized in ways that gave them difficulty in certain areas of function — which is why they ended up in our office. But when we looked closely, we were also seeing that those difficulties usually represented the flip side of other talent sets.”\u003c/p>\n\u003cp class=\"p1\">Those talents, report the Eides, might be anything from high levels of spatial reasoning and creativity to outstanding social skills. The Eides said that time and again, families of dyslexic students would compare their child to a relative who had similar issues. For instance, a father might say, \"Yes, my son is just like his grandfather, who struggled in school, but then went on to become a successful geophysicist.\" The Eides became “fascinated” with the pattern, which led them to begin their own search for research to support their data.\u003c/p>\n\u003cp class=\"p1\">Their book, \u003ca href=\"http://Valor\">\"The Dyslexic Advantage,\"\u003c/a> outlines the talents of dyslexics that may be due to different brain structure. As far as the research to support the correlation between dyslexia and talent, the Eides said there are currently about 25 papers from around the world addressing the topic, and numerous universities, many in Europe, continuing to explore the connection between dyslexia and certain talents and abilities. While most are small samples, and are published in some obscure journals, the Eides say what mattered more to them than the quality of the studies, standing alone, was the recurrent evidence found around the world of people who struggled with reading and writing simultaneously -- excelling in areas like engineering, arts and design, and entrepreneurship.\u003c/p>\n\u003cp class=\"p1\">Following their passion for the “upside” of dyslexia, the Eides were prompted to start a nonprofit, also called The Dyslexic Advantage, to promote the positive identities and achievements of dyslexics, which now boasts 15,000 registered members. They have set up connections with professional organizations and universities to identify groups with high incidence of dyslexia. They recently participated in a “neurodiversity in the workplace” conference at Microsoft, where they heard compelling stories of successful dyslexics in the tech force, and how they often compensated for their weaknesses by teaming up with those who had complementary strengths. And they are preparing to release a survey of more than 2,600 participants, called Dyslexia at School, in which those surveyed, mostly parents, give insights into how schools are handling dyslexia in the classroom, and ways in which schools can help support students with learning differences.\u003c/p>\n\u003cp class=\"p1\">According to the Eides, the real world is often a welcome and wonderful change from school for the learning disabled, because suddenly their skills and talents have an arena to flower. Typically dyslexic strengths, like incidental and experiential learning and big-picture thinking, don’t have as many applications at school, unless schools purposely create classes that can harness both. In their clinical work, the Eides often found students living with dyslexia who had been “so broken down and conditioned to think of themselves as being defective, that by the time the development and environment becomes more conducive to their success, they have lost believe in their ability to make something of themselves.”\u003c/p>\n\u003cp class=\"p1\">The researchers and clinicians at the Vanderbilt Kennedy Center Reading Clinic are more measured about promoting the upside of dyslexia — not because the upside can’t be real, but because the struggles to get through school for children with a learning disability are real. Dr. Sheryl Rimrodt, who runs the pediatric clinic, said, “Not every single kid with dyslexia is gifted. When these kids leave my clinic, my goal is to help them feel positive that they will go out and get what they need,” she said. “I will say things like, 'You have a dyslexic brain, like Walt Disney had a dyslexic brain. You are a smart kid.' ”\u003c/p>\n\u003cp class=\"p1\">Rimrodt also cautions saying too much about special talents that don’t seem academic in nature. “I don’t want kids to sell themselves short about going to college. So I will make sure that they know there are plenty of good people out there who have done plenty —academic work, who are in medical school, law school,” she said. “I want to give them the broad picture. I want them to understand that there’s a world of possibilities.”\u003c/p>\n\u003cp class=\"p1\">Brock Eide recalled a recent phone call he received from an award-winning pediatric surgeon, a pioneer of many kinds of life-saving surgical procedures. The surgeon had called because he wanted to attend a local conference for dyslexics. However, he was having trouble filling out the registration form.\u003c/p>\n\u003cp class=\"p1\">“This doctor can walk you through the experience of all the surgeries he performed over the years,” Eide said. “His memory is optimized for a different set of functions. And for all those kids who survived because he was their surgeon, thank goodness that he can’t remember his phone number, or his Zip code! He uses his mind for something better.”\u003c/p>\n\u003cp class=\"p1\">A recent popular Twitter hashtag called #SayDyslexia has spread one particularly useful idea: In order to be recognized as a gift or a curse or perhaps somewhere in between, dyslexia first must be recognized at all. According to the Eide’s Dyslexia in School survey, 86 percent of those surveyed received diagnoses from an outside source other than school, although school is where reading problems almost always begin.\u003c/p>\n\u003cp class=\"p1\">Through all the stories reported here, one thing remains consistent: While many children and families feel the often debilitating and humiliating effects of not understanding why they can’t read and write like everyone else, there is a lack of understanding about what dyslexia is and is not; how to identify dyslexic students and intervene early; and how to structure classrooms to accommodate an astonishing range of neurodiverse strengths and weaknesses.\u003c/p>\n\u003cp class=\"p1\">This misunderstanding is happening at the state and local level, in homes and in schools and in classrooms. It’s happening when children in the lowest reading group are told that it will all come together if they would just apply themselves. It’s happening when teachers unwittingly give prizes for reading contests based on number of pages read. It’s happening when states administer conflicting and confusing guidelines that leave families and schools struggling to put a name to the problem. For many kids with reading problems, the name is dyslexia.\u003c/p>\n\u003cp class=\"p1\">Experts agree that the earlier the diagnosis and intervention, the brighter the future for all those with dyslexia. For some, reading may never come easy. Dr. Brooke Soden, associate director at the Vanderbilt Kennedy Center Reading Clinic, said the reading person is only a piece of the whole person.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“I’ve tried to scrub the word 'treatment' from all the things coming out of our clinic,\" she said. \"It’s not treatment, because it’s not a disease. It’s a different brain. It’s who you are: It’s working with what you’ve got.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>“The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.” Maryanne Wolf, \u003c/i>Proust and the Squid\u003c/p>\n\u003cp class=\"p1\">The act of reading is a relatively recent phenomenon that was developed over time by humans. Since there are no reading genes or reading center of the brain, humans must learn to read by themselves, training their brain to forge the connections of disparate parts to form the circuitry that allows us to read and write. Reading well can be a sign of intelligence, except when it isn’t, which is often the case for the 5-20 percent of students who have by far the most common form of learning disability, dyslexia.\u003c/p>\n\u003cp class=\"p1\">And yet often, special gifts and talents emerge from dyslexic brains. Whether this happens because of the setup of the dyslexic brain or in spite of it is still an ongoing subject of research. Thomas Edison, Henry Ford, F. Scott Fitzgerald and Pablo Picasso are all said to have struggled with reading and handwriting. Steven Spielberg \u003ca href=\"http://https://www.youtube.com/watch?v=-lGr840jE_0\">has spoken publicly\u003c/a> about how he wasn’t diagnosed with dyslexia until he was long into adulthood. Richard Branson, founder of the 400-company Virgin Group, said that when he was a child in school, everything on the board looked like “gobbledy-goop” to him. Presidential candidate Ben Carson, who was director of pediatric neurosurgery at Johns Hopkins, is listed, along with nearly 40 other household names, on the “Successful Dyslexics” page on the \u003ca href=\"http://eida.org/success-stories/\">International Dyslexia Association\u003c/a> website.\u003c/p>\n\u003cp class=\"p1\">Nashville third-grader \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\">Clara Thorsen\u003c/a> is what’s called twice exceptional, or 2E: She has a high IQ, yet it takes her hours to write one or two sentences. Brooklyn seventh-grader\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\"> Calliope Lissak\u003c/a> is dyslexic but has shown exceptional social skills, and can engage nearly any adult in adult-level conversation.\u003c/p>\n\u003cp class=\"p1\">In her book \"\u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid\u003c/a>,\" child development professor \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">Maryanne Wolf\u003c/a> describes how her own dyslexic son questioned what was happening inside his brain: Was it that the brain of the dyslexic, relying heavily on the right hemisphere, was more creative \u003ci>because\u003c/i> the right hemisphere was used more often? Or was the right hemisphere dominant to begin with? Wolf writes that, according to neurologist Al Galaburda, a little bit of both may be true: “Initially, circuits of the left-hemisphere type that do not form allow right hemisphere circuits to populate empty synapses. Later, since they do not read, they get better at other things, especially since they have a good machinery for it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,\" said research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health. \"We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know — and to date there is no real evidence of this — is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.\"\u003c/p>\n\u003cp class=\"p1\">McCardle goes on to call the dyslexia-talent connection “a popular idea,” and admits it’s hard to say to wait for solid evidence. “But if we are to consider redefining a diagnosis, or changing a practice, we must be careful to be sure we’re right. If your dyslexic child has some special abilities, that’s wonderful, and that means that there are areas where he or she can be successful, which could make him or her feel less discouraged about school and learning. But it’s also important to keep in mind that environment, advantages and opportunities can nurture talents or abilities.\"\u003c/p>\n\u003cp class=\"p1\">In poorer schools and families, dyslexic children may often have fewer opportunities to find and hone special abilities, making it even harder to tease out the connection.\u003c/p>\n\u003cp class=\"p1\">Brock and Fernette Eide, a general practitioner and a neurologist who are also husband and wife, are quite interested in connecting dyslexics to their abilities, focusing on what dyslexics can do instead of what they can’t. Soon after they opened a Seattle clinic for students with learning differences in the late '90s, they began to notice a pattern in dyslexic students and their families.\u003c/p>\n\u003cp class=\"p1\">“It became apparent that [in dyslexia] we were seeing kids with different patterns of optimization and specialization in cognitive function,” Dr. Brock Eide said. “When you start looking at those optimizations, you realize that building certain skills in certain areas usually entails a trade-off in function in some other cognitive set. So, what we were seeing with these kids is that they were optimized in ways that gave them difficulty in certain areas of function — which is why they ended up in our office. But when we looked closely, we were also seeing that those difficulties usually represented the flip side of other talent sets.”\u003c/p>\n\u003cp class=\"p1\">Those talents, report the Eides, might be anything from high levels of spatial reasoning and creativity to outstanding social skills. The Eides said that time and again, families of dyslexic students would compare their child to a relative who had similar issues. For instance, a father might say, \"Yes, my son is just like his grandfather, who struggled in school, but then went on to become a successful geophysicist.\" The Eides became “fascinated” with the pattern, which led them to begin their own search for research to support their data.\u003c/p>\n\u003cp class=\"p1\">Their book, \u003ca href=\"http://Valor\">\"The Dyslexic Advantage,\"\u003c/a> outlines the talents of dyslexics that may be due to different brain structure. As far as the research to support the correlation between dyslexia and talent, the Eides said there are currently about 25 papers from around the world addressing the topic, and numerous universities, many in Europe, continuing to explore the connection between dyslexia and certain talents and abilities. While most are small samples, and are published in some obscure journals, the Eides say what mattered more to them than the quality of the studies, standing alone, was the recurrent evidence found around the world of people who struggled with reading and writing simultaneously -- excelling in areas like engineering, arts and design, and entrepreneurship.\u003c/p>\n\u003cp class=\"p1\">Following their passion for the “upside” of dyslexia, the Eides were prompted to start a nonprofit, also called The Dyslexic Advantage, to promote the positive identities and achievements of dyslexics, which now boasts 15,000 registered members. They have set up connections with professional organizations and universities to identify groups with high incidence of dyslexia. They recently participated in a “neurodiversity in the workplace” conference at Microsoft, where they heard compelling stories of successful dyslexics in the tech force, and how they often compensated for their weaknesses by teaming up with those who had complementary strengths. And they are preparing to release a survey of more than 2,600 participants, called Dyslexia at School, in which those surveyed, mostly parents, give insights into how schools are handling dyslexia in the classroom, and ways in which schools can help support students with learning differences.\u003c/p>\n\u003cp class=\"p1\">According to the Eides, the real world is often a welcome and wonderful change from school for the learning disabled, because suddenly their skills and talents have an arena to flower. Typically dyslexic strengths, like incidental and experiential learning and big-picture thinking, don’t have as many applications at school, unless schools purposely create classes that can harness both. In their clinical work, the Eides often found students living with dyslexia who had been “so broken down and conditioned to think of themselves as being defective, that by the time the development and environment becomes more conducive to their success, they have lost believe in their ability to make something of themselves.”\u003c/p>\n\u003cp class=\"p1\">The researchers and clinicians at the Vanderbilt Kennedy Center Reading Clinic are more measured about promoting the upside of dyslexia — not because the upside can’t be real, but because the struggles to get through school for children with a learning disability are real. Dr. Sheryl Rimrodt, who runs the pediatric clinic, said, “Not every single kid with dyslexia is gifted. When these kids leave my clinic, my goal is to help them feel positive that they will go out and get what they need,” she said. “I will say things like, 'You have a dyslexic brain, like Walt Disney had a dyslexic brain. You are a smart kid.' ”\u003c/p>\n\u003cp class=\"p1\">Rimrodt also cautions saying too much about special talents that don’t seem academic in nature. “I don’t want kids to sell themselves short about going to college. So I will make sure that they know there are plenty of good people out there who have done plenty —academic work, who are in medical school, law school,” she said. “I want to give them the broad picture. I want them to understand that there’s a world of possibilities.”\u003c/p>\n\u003cp class=\"p1\">Brock Eide recalled a recent phone call he received from an award-winning pediatric surgeon, a pioneer of many kinds of life-saving surgical procedures. The surgeon had called because he wanted to attend a local conference for dyslexics. However, he was having trouble filling out the registration form.\u003c/p>\n\u003cp class=\"p1\">“This doctor can walk you through the experience of all the surgeries he performed over the years,” Eide said. “His memory is optimized for a different set of functions. And for all those kids who survived because he was their surgeon, thank goodness that he can’t remember his phone number, or his Zip code! He uses his mind for something better.”\u003c/p>\n\u003cp class=\"p1\">A recent popular Twitter hashtag called #SayDyslexia has spread one particularly useful idea: In order to be recognized as a gift or a curse or perhaps somewhere in between, dyslexia first must be recognized at all. According to the Eide’s Dyslexia in School survey, 86 percent of those surveyed received diagnoses from an outside source other than school, although school is where reading problems almost always begin.\u003c/p>\n\u003cp class=\"p1\">Through all the stories reported here, one thing remains consistent: While many children and families feel the often debilitating and humiliating effects of not understanding why they can’t read and write like everyone else, there is a lack of understanding about what dyslexia is and is not; how to identify dyslexic students and intervene early; and how to structure classrooms to accommodate an astonishing range of neurodiverse strengths and weaknesses.\u003c/p>\n\u003cp class=\"p1\">This misunderstanding is happening at the state and local level, in homes and in schools and in classrooms. It’s happening when children in the lowest reading group are told that it will all come together if they would just apply themselves. It’s happening when teachers unwittingly give prizes for reading contests based on number of pages read. It’s happening when states administer conflicting and confusing guidelines that leave families and schools struggling to put a name to the problem. For many kids with reading problems, the name is dyslexia.\u003c/p>\n\u003cp class=\"p1\">Experts agree that the earlier the diagnosis and intervention, the brighter the future for all those with dyslexia. For some, reading may never come easy. Dr. Brooke Soden, associate director at the Vanderbilt Kennedy Center Reading Clinic, said the reading person is only a piece of the whole person.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“I’ve tried to scrub the word 'treatment' from all the things coming out of our clinic,\" she said. \"It’s not treatment, because it’s not a disease. It’s a different brain. It’s who you are: It’s working with what you’ve got.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Clever Ideas to Spark Independent Reading by Kids",
"title": "Five Clever Ideas to Spark Independent Reading by Kids",
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"content": "\u003cp>There are so many concepts, skills and standards to be covered in any given school day, week or year that it can be easy to forget about one simple activity that promotes autonomy and starts students down a path of lifelong learning -- independent reading.\u003c/p>\n\u003cp>Kids are increasingly immersed in their digital devices, leading some adults to worry that reading for pleasure is in danger of disappearing. But creative school librarians are proving there are plenty of great ways to get kids excited about reading on their own.\u003c/p>\n\u003cp>“Reading is so social,” said \u003ca href=\"http://mluhtala.blogspot.com/\" target=\"_blank\">Michelle Luhtala\u003c/a>, librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://edweb.net\" target=\"_blank\">edWeb webinar\u003c/a>. “The strongest reading programs have rules that you have to talk about what you’re reading.”\u003c/p>\n\u003cp>Luhtala is implementing plenty of innovative ideas to get kids reading in her school, but she also asked colleagues around the country to weigh in on great ideas to promote independent reading at every grade level.\u003c/p>\n\u003cp>\u003cstrong>1. Reading Clubs For Teachers\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Book clubs are nothing new, and some especially motivated teachers even participate in these kinds of discussions with Professional Learning Networks to push their practice forward. But many teachers have so much going on that book clubs slide to the back of the priority list, especially if they are expected to read kids books.\u003c/p>\n\u003cp>Tamara Cox knew time was her hurdle when she launched a book club for \u003ca href=\"http://www.anderson1.k12.sc.us/site/default.aspx?PageID=1\" target=\"_blank\">Anderson School District One \u003c/a>teachers in South Carolina. She lobbied the district to give continuing education units for participation, justifying her argument by linking a new tech tool to every book the group discussed.\u003c/p>\n\u003cp>With that incentive, a huge number of teachers wanted to participate in the program, so Cox broke them up into groups based on the age group they taught. Every month they read a book from a different genre or theme, casting a wide net with their choices.\u003c/p>\n\u003cp>“They were really adventurous; they opened it up to everything,” Luhtala said. Students were excited to see their teachers seriously discussing the graphic novels, manga and horror books that they might have chosen for themselves.\u003c/p>\n\u003cp>“What a great way to get your teachers to model reading for their students,” Luhtala said of the program. And, it had the added benefit of giving teachers and students common books to discuss. This might seem like a waste of time, but Cox found the program legitimized the kinds of books students love, introduced teachers to fun literature they might never have made time for, and sparked great conversations between the two groups.\u003c/p>\n\u003cp>“If you are confused about where to start, pick something that will surprise your teachers and jazzes your kids,” Luhtala recommended.\u003c/p>\n\u003cp>Along the way, Cox paired tech tools like Tellagami, iMovie, Puppet Pals, Venn Diagram, Trading Cards, Visual Poet and Chatter Pix (everyone’s favorite) with each genre. She encouraged kids to make book trailers for each title on the reading list, which involved students in the project, let them show their excitement about books and helped teachers understand how the various tech tools could be used in the classroom.\u003c/p>\n\u003cp>Crucially, Cox took a lot of feedback from teachers after the first teacher reading club. She’s working to tailor the experience even more to the needs of the classroom. The whole experience also helped build collaboration between teachers and their school librarian.\u003c/p>\n\u003cp>\u003cstrong>2. Genre-fy the Library\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"http://www.thelibraryfanatic.com/p/about.html\" target=\"_blank\">Sherry Gick\u003c/a> became the library and instructional technology specialist at \u003ca href=\"http://www.rcsd.k12.in.us/\" target=\"_blank\">Rossville Consolidated Schools\u003c/a> in Indiana, she was troubled that ever-younger students would tell her they hated reading. That promoted her big goal: make the district a place where independent reading thrived. After six years as a librarian, even substitute teachers tell her they notice how clear it is that kids love to read.\u003c/p>\n\u003cp>Gick worked to make the library a more student-centered place by moving the books into genre sections. This could be a librarian’s worst nightmare, but she let the kids help her decide which genres to use and where different books fit, emphasizing there was no right or wrong answer. Gick ended up classifying books into 10 genres: sports, history, realism, fantasy, supernatural, suspense (horror), mystery, classical, adventure and science fiction.\u003c/p>\n\u003cp>“The fact that she involved the kids in the discussion brings up that culture of reading,” Luhtala said. “They feel like they have ownership of this.” The middle school students did most of the classifying, which had the added benefit of emphasizing some Common Core standards like reading for information, scanning for the big idea and, of course, classifying. Many books fit in multiple genres, but since students got to decide, the library reflects their thinking.\u003c/p>\n\u003cp>When kids visit the library, Gick doesn’t ask them what they like to read. Instead, she asks them what movies, TV shows or video games they like in order to get them interacting with her in some way.\u003c/p>\n\u003cp>“Then you can steer them toward one section where they feel comfortable, so they have a space they can go,” Luhtala said. And often authors write books that fit into multiple genres. If a student discovers Rick Riordan through his famous \"Percy Jackson and the Olympians\" series, she may also read some of Riordan’s mysteries and discover a new genre.\u003c/p>\n\u003cp>Genre-fying the library meant that Gick had to split the Dewey system of ordering books. Rather than putting autobiographies of sports greats in one section and fiction about sports in another, she combined them. Taking this approach made location the highest priority and meant that she didn’t have to change all the spine labels.\u003c/p>\n\u003cp>Gick also worked with classroom teachers to bring K-8 classes into the library, where they got to choose their own books and read silently. High school classes did something similar, depending on the teacher. Gick makes sure the kids have lots of choices in terms of content, but also in format. She’s got paper books and ebooks, offers ways for kids to discuss books online and in person, and stays away from book quizzes.\u003c/p>\n\u003cp>All the librarians emphasized that conversations about books keep reading social, relevant and fun. For many students, personal interactions are becoming less common as life becomes more digitally focused.\u003c/p>\n\u003cp>“What’s being lost is the skill of conversation,” Luhtala said. “If we can use books to reintroduce that skill into our kids’ lives, that’s super powerful.”\u003c/p>\n\u003cp>\u003cstrong>3. Somewhat Virtual Book Clubs\u003c/strong>\u003c/p>\n\u003cp>Many librarians or English teachers have tried to start student book clubs to encourage independent reading and have seen them fall flat because of too little interest. Librarians across the country teamed up to make a more robust club that meets in person at individual schools and then online with peers across the country using Google Hangouts. They have a Goodreads page and Twitter hashtag (#SWVBC), calling themselves the \u003ca href=\"https://www.facebook.com/SomewhatVirtualBookClub\" target=\"_blank\">Somewhat Virtual Book Club\u003c/a>.\u003c/p>\n\u003cp>“It helps you to know what you believe in and maybe even question your own opinions about what’s happening in the world,” said Rosemary, a rising sophomore at New Caanan High School. She likes connecting with students on the other side of the country and discovering they’ve read the same Tumblr post she has or have really different ideas about a book they both read.\u003c/p>\n\u003cp>Other librarians and teachers are using the virtual world to connect students to the authors of books. The class will tweet at an author or invite her to Skype into the class for a few minutes. These real-world interactions can help reading feel more exciting for students.\u003c/p>\n\u003cp>\u003cstrong>4. Contests\u003c/strong>\u003c/p>\n\u003cp>In \u003ca href=\"http://www.pthsd.k12.nj.us/\" target=\"_blank\">Parsippany-Troy Hills\u003c/a>, New Jersey, \u003ca href=\"http://www.elissamalespina.com/\" target=\"_blank\">Elissa Malespina\u003c/a> has found a little friendly competition with a silly reward can go a long way to getting students reading. At the elementary level, she sets a goal for number of books each child should read. And when students reach the goal, a pre-determined silly-something happens: The principal might shave his head, or dye his hair red for a day, or participate in a dunk tank.\u003c/p>\n\u003cp>Meanwhile, at \u003ca href=\"http://www.whps.org/page.cfm?p=2309\" target=\"_blank\">Sedgwick Middle School\u003c/a> in Connecticut, Shannon McNeice has her students participating in \u003ca href=\"http://www.kidslitquiz.com/\" target=\"_blank\">Book Trivia Battles\u003c/a> at the local public library. Preparing for the battles means reading lots and lots of books. McNeice has found other ways to make reading social, too, launching an Instagram campaign called “What Are You Reading?” that has been fairly successful.\u003c/p>\n\u003cp>\u003cstrong>5. Book-A-Day Program\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://sanisloes.seattleschools.org/\" target=\"_blank\">Sanislo Elementary\u003c/a> in Seattle, Washington parent volunteers have started a book-a-day program where each student gets to borrow a new book every night. The books are tracked, and about 90 percent come back each day.\u003c/p>\n\u003cp>“It starts these conversations in the classroom,” Luhtala said. “Every day they’re having this rich dialogue about the book they got that day.”\u003c/p>\n\u003cp>All of these ideas get kids excited about reading, talking about what they’ve read, and developing the habit of reading. It’s an easy way to give students choice and broaden their horizons as standards require more specific kinds of reading in class. Many librarians have found that getting kids hooked on a series is a great way to extend reading into the summer, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, cultivating independent readers must be about helping students find the joy in reading. That requires lots of choice, little judgment, many formats in which to read and lots of online, analog and face-to-face opportunities to share thoughts about the book.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are so many concepts, skills and standards to be covered in any given school day, week or year that it can be easy to forget about one simple activity that promotes autonomy and starts students down a path of lifelong learning -- independent reading.\u003c/p>\n\u003cp>Kids are increasingly immersed in their digital devices, leading some adults to worry that reading for pleasure is in danger of disappearing. But creative school librarians are proving there are plenty of great ways to get kids excited about reading on their own.\u003c/p>\n\u003cp>“Reading is so social,” said \u003ca href=\"http://mluhtala.blogspot.com/\" target=\"_blank\">Michelle Luhtala\u003c/a>, librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://edweb.net\" target=\"_blank\">edWeb webinar\u003c/a>. “The strongest reading programs have rules that you have to talk about what you’re reading.”\u003c/p>\n\u003cp>Luhtala is implementing plenty of innovative ideas to get kids reading in her school, but she also asked colleagues around the country to weigh in on great ideas to promote independent reading at every grade level.\u003c/p>\n\u003cp>\u003cstrong>1. Reading Clubs For Teachers\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Book clubs are nothing new, and some especially motivated teachers even participate in these kinds of discussions with Professional Learning Networks to push their practice forward. But many teachers have so much going on that book clubs slide to the back of the priority list, especially if they are expected to read kids books.\u003c/p>\n\u003cp>Tamara Cox knew time was her hurdle when she launched a book club for \u003ca href=\"http://www.anderson1.k12.sc.us/site/default.aspx?PageID=1\" target=\"_blank\">Anderson School District One \u003c/a>teachers in South Carolina. She lobbied the district to give continuing education units for participation, justifying her argument by linking a new tech tool to every book the group discussed.\u003c/p>\n\u003cp>With that incentive, a huge number of teachers wanted to participate in the program, so Cox broke them up into groups based on the age group they taught. Every month they read a book from a different genre or theme, casting a wide net with their choices.\u003c/p>\n\u003cp>“They were really adventurous; they opened it up to everything,” Luhtala said. Students were excited to see their teachers seriously discussing the graphic novels, manga and horror books that they might have chosen for themselves.\u003c/p>\n\u003cp>“What a great way to get your teachers to model reading for their students,” Luhtala said of the program. And, it had the added benefit of giving teachers and students common books to discuss. This might seem like a waste of time, but Cox found the program legitimized the kinds of books students love, introduced teachers to fun literature they might never have made time for, and sparked great conversations between the two groups.\u003c/p>\n\u003cp>“If you are confused about where to start, pick something that will surprise your teachers and jazzes your kids,” Luhtala recommended.\u003c/p>\n\u003cp>Along the way, Cox paired tech tools like Tellagami, iMovie, Puppet Pals, Venn Diagram, Trading Cards, Visual Poet and Chatter Pix (everyone’s favorite) with each genre. She encouraged kids to make book trailers for each title on the reading list, which involved students in the project, let them show their excitement about books and helped teachers understand how the various tech tools could be used in the classroom.\u003c/p>\n\u003cp>Crucially, Cox took a lot of feedback from teachers after the first teacher reading club. She’s working to tailor the experience even more to the needs of the classroom. The whole experience also helped build collaboration between teachers and their school librarian.\u003c/p>\n\u003cp>\u003cstrong>2. Genre-fy the Library\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"http://www.thelibraryfanatic.com/p/about.html\" target=\"_blank\">Sherry Gick\u003c/a> became the library and instructional technology specialist at \u003ca href=\"http://www.rcsd.k12.in.us/\" target=\"_blank\">Rossville Consolidated Schools\u003c/a> in Indiana, she was troubled that ever-younger students would tell her they hated reading. That promoted her big goal: make the district a place where independent reading thrived. After six years as a librarian, even substitute teachers tell her they notice how clear it is that kids love to read.\u003c/p>\n\u003cp>Gick worked to make the library a more student-centered place by moving the books into genre sections. This could be a librarian’s worst nightmare, but she let the kids help her decide which genres to use and where different books fit, emphasizing there was no right or wrong answer. Gick ended up classifying books into 10 genres: sports, history, realism, fantasy, supernatural, suspense (horror), mystery, classical, adventure and science fiction.\u003c/p>\n\u003cp>“The fact that she involved the kids in the discussion brings up that culture of reading,” Luhtala said. “They feel like they have ownership of this.” The middle school students did most of the classifying, which had the added benefit of emphasizing some Common Core standards like reading for information, scanning for the big idea and, of course, classifying. Many books fit in multiple genres, but since students got to decide, the library reflects their thinking.\u003c/p>\n\u003cp>When kids visit the library, Gick doesn’t ask them what they like to read. Instead, she asks them what movies, TV shows or video games they like in order to get them interacting with her in some way.\u003c/p>\n\u003cp>“Then you can steer them toward one section where they feel comfortable, so they have a space they can go,” Luhtala said. And often authors write books that fit into multiple genres. If a student discovers Rick Riordan through his famous \"Percy Jackson and the Olympians\" series, she may also read some of Riordan’s mysteries and discover a new genre.\u003c/p>\n\u003cp>Genre-fying the library meant that Gick had to split the Dewey system of ordering books. Rather than putting autobiographies of sports greats in one section and fiction about sports in another, she combined them. Taking this approach made location the highest priority and meant that she didn’t have to change all the spine labels.\u003c/p>\n\u003cp>Gick also worked with classroom teachers to bring K-8 classes into the library, where they got to choose their own books and read silently. High school classes did something similar, depending on the teacher. Gick makes sure the kids have lots of choices in terms of content, but also in format. She’s got paper books and ebooks, offers ways for kids to discuss books online and in person, and stays away from book quizzes.\u003c/p>\n\u003cp>All the librarians emphasized that conversations about books keep reading social, relevant and fun. For many students, personal interactions are becoming less common as life becomes more digitally focused.\u003c/p>\n\u003cp>“What’s being lost is the skill of conversation,” Luhtala said. “If we can use books to reintroduce that skill into our kids’ lives, that’s super powerful.”\u003c/p>\n\u003cp>\u003cstrong>3. Somewhat Virtual Book Clubs\u003c/strong>\u003c/p>\n\u003cp>Many librarians or English teachers have tried to start student book clubs to encourage independent reading and have seen them fall flat because of too little interest. Librarians across the country teamed up to make a more robust club that meets in person at individual schools and then online with peers across the country using Google Hangouts. They have a Goodreads page and Twitter hashtag (#SWVBC), calling themselves the \u003ca href=\"https://www.facebook.com/SomewhatVirtualBookClub\" target=\"_blank\">Somewhat Virtual Book Club\u003c/a>.\u003c/p>\n\u003cp>“It helps you to know what you believe in and maybe even question your own opinions about what’s happening in the world,” said Rosemary, a rising sophomore at New Caanan High School. She likes connecting with students on the other side of the country and discovering they’ve read the same Tumblr post she has or have really different ideas about a book they both read.\u003c/p>\n\u003cp>Other librarians and teachers are using the virtual world to connect students to the authors of books. The class will tweet at an author or invite her to Skype into the class for a few minutes. These real-world interactions can help reading feel more exciting for students.\u003c/p>\n\u003cp>\u003cstrong>4. Contests\u003c/strong>\u003c/p>\n\u003cp>In \u003ca href=\"http://www.pthsd.k12.nj.us/\" target=\"_blank\">Parsippany-Troy Hills\u003c/a>, New Jersey, \u003ca href=\"http://www.elissamalespina.com/\" target=\"_blank\">Elissa Malespina\u003c/a> has found a little friendly competition with a silly reward can go a long way to getting students reading. At the elementary level, she sets a goal for number of books each child should read. And when students reach the goal, a pre-determined silly-something happens: The principal might shave his head, or dye his hair red for a day, or participate in a dunk tank.\u003c/p>\n\u003cp>Meanwhile, at \u003ca href=\"http://www.whps.org/page.cfm?p=2309\" target=\"_blank\">Sedgwick Middle School\u003c/a> in Connecticut, Shannon McNeice has her students participating in \u003ca href=\"http://www.kidslitquiz.com/\" target=\"_blank\">Book Trivia Battles\u003c/a> at the local public library. Preparing for the battles means reading lots and lots of books. McNeice has found other ways to make reading social, too, launching an Instagram campaign called “What Are You Reading?” that has been fairly successful.\u003c/p>\n\u003cp>\u003cstrong>5. Book-A-Day Program\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://sanisloes.seattleschools.org/\" target=\"_blank\">Sanislo Elementary\u003c/a> in Seattle, Washington parent volunteers have started a book-a-day program where each student gets to borrow a new book every night. The books are tracked, and about 90 percent come back each day.\u003c/p>\n\u003cp>“It starts these conversations in the classroom,” Luhtala said. “Every day they’re having this rich dialogue about the book they got that day.”\u003c/p>\n\u003cp>All of these ideas get kids excited about reading, talking about what they’ve read, and developing the habit of reading. It’s an easy way to give students choice and broaden their horizons as standards require more specific kinds of reading in class. Many librarians have found that getting kids hooked on a series is a great way to extend reading into the summer, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Many freshmen coming into one of Nashville’s top public high schools are competent and fluent readers, but have a hard time reading deeply, making ninth grade a challenging year.\u003c/p>\n\u003cp>In general, English teacher Emily Moore said, nearly all of the freshmen she teaches at Hume-Fogg Academic High School -- a magnet school in downtown Nashville a few blocks from Music City’s famed honky-tonks -- have no experience in text analysis.\u003c/p>\n\u003cp>“They’re all great readers,” she said, noting that nearly 90 percent are reading at grade level. “But I have a hard time getting them to engage with the text, read for understanding and deeper meaning. I have a hard time getting them to read and think and write critically about fiction and nonfiction alike.”\u003c/p>\n\u003cp>Because of the advanced academics at Hume-Fogg, Moore and the team of English teachers have created standards that go above and beyond end-of-course exams and Common Core standards, and instead prepare them to take AP English in their junior and senior years.\u003c/p>\n\u003cp>Their English standards are broken down into categories: analysis of fiction; analysis of nonfiction; writing and essay writing in general, covering almost exclusively analytical writing (a big shift from middle school); vocabulary acquisition (a schoolwide program); and universal concepts in reading composition, using major texts of the English canon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential.”\u003c/aside>\n\u003cp>While the team of teachers planned for text complexity to increase each year of high school, Moore said some backtracking is needed at the start of freshman year because many arrive in ninth grade unequipped -- not for the \u003ci>amount\u003c/i> of work, but for the specific kind of work that text analysis entails.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In middle school, their English homework typically consisted of 10-15 minutes of reading before they fell asleep,” Moore said. “Now we’re asking them to treat a piece of reading as homework -- annotate the text, make connections, take notes. It’s a foreign concept to many.”\u003c/p>\n\u003cp>She said for many students who have always been fluent readers, slowing down is their main obstacle: “We deal with this objection from students: ‘I like to read, why can’t I just read?' But it’s just one of those skills -- even as adults, we miss so much because we’re going too fast.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"sRp08GxEQq3J7gFrlPVSmLufqc1HbZ5W\"]\u003c/p>\n\u003cp>She said the struggle for students to think and write critically about what they’ve read branches out into two categories: students who are not as good at reading as they think they are, and basic comprehension is lacking (many times, Moore said, this student even reads a lot of young adult books in middle school, which were enjoyable but probably too easy); and students who are able to read and think at a more complex level, but don’t take time to slow down and do a thorough job.\u003c/p>\n\u003cp>The second type has probably been successful at school up to this point, reading text and answering multiple-choice questions like those featured on most standardized tests. But Moore said that in order to prepare for college, students need to be able to do more.\u003c/p>\n\u003cp>Text analysis -- along with its close cousin, writing -- is a foundation of the college-prep track, and an essential skill to college success. Yet a majority of high school students are unprepared: 38 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_g12_2013/#/\">twelfth graders\u003c/a> and 36 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_2013/#/gains-percentiles\">eighth graders \u003c/a>scored proficient or above in reading according to the 2013 National Assessment of Educational Progress report. Nearly one in four students who attend a four-year college take at least \u003ca href=\"http://nces.ed.gov/pubs2013/2013013.pdf\">one remedial course\u003c/a> (for community colleges, the numbers are much higher).\u003c/p>\n\u003cp>Those who work with college students see the need for better reading skills in high school students. “They aren’t as generally prepared as they were when I first began teaching as a grad student a mere 10 years ago,” said Christopher Wolff, associate professor of anthropology at SUNY Plattsburgh, who teaches freshmen in his human evolution general education course. “We have to pick up the slack more, especially in their writing skills and critical thinking skills.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Several teachers interviewed for this story, including Wolff, remarked that they believe testing culture is at least partly responsible for the decline. Yet critical reading and writing will be used in college no matter what students study, and is essential to being successful. “No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential,\" Moore said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many freshmen coming into one of Nashville’s top public high schools are competent and fluent readers, but have a hard time reading deeply, making ninth grade a challenging year.\u003c/p>\n\u003cp>In general, English teacher Emily Moore said, nearly all of the freshmen she teaches at Hume-Fogg Academic High School -- a magnet school in downtown Nashville a few blocks from Music City’s famed honky-tonks -- have no experience in text analysis.\u003c/p>\n\u003cp>“They’re all great readers,” she said, noting that nearly 90 percent are reading at grade level. “But I have a hard time getting them to engage with the text, read for understanding and deeper meaning. I have a hard time getting them to read and think and write critically about fiction and nonfiction alike.”\u003c/p>\n\u003cp>Because of the advanced academics at Hume-Fogg, Moore and the team of English teachers have created standards that go above and beyond end-of-course exams and Common Core standards, and instead prepare them to take AP English in their junior and senior years.\u003c/p>\n\u003cp>Their English standards are broken down into categories: analysis of fiction; analysis of nonfiction; writing and essay writing in general, covering almost exclusively analytical writing (a big shift from middle school); vocabulary acquisition (a schoolwide program); and universal concepts in reading composition, using major texts of the English canon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential.”\u003c/aside>\n\u003cp>While the team of teachers planned for text complexity to increase each year of high school, Moore said some backtracking is needed at the start of freshman year because many arrive in ninth grade unequipped -- not for the \u003ci>amount\u003c/i> of work, but for the specific kind of work that text analysis entails.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In middle school, their English homework typically consisted of 10-15 minutes of reading before they fell asleep,” Moore said. “Now we’re asking them to treat a piece of reading as homework -- annotate the text, make connections, take notes. It’s a foreign concept to many.”\u003c/p>\n\u003cp>She said for many students who have always been fluent readers, slowing down is their main obstacle: “We deal with this objection from students: ‘I like to read, why can’t I just read?' But it’s just one of those skills -- even as adults, we miss so much because we’re going too fast.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She said the struggle for students to think and write critically about what they’ve read branches out into two categories: students who are not as good at reading as they think they are, and basic comprehension is lacking (many times, Moore said, this student even reads a lot of young adult books in middle school, which were enjoyable but probably too easy); and students who are able to read and think at a more complex level, but don’t take time to slow down and do a thorough job.\u003c/p>\n\u003cp>The second type has probably been successful at school up to this point, reading text and answering multiple-choice questions like those featured on most standardized tests. But Moore said that in order to prepare for college, students need to be able to do more.\u003c/p>\n\u003cp>Text analysis -- along with its close cousin, writing -- is a foundation of the college-prep track, and an essential skill to college success. Yet a majority of high school students are unprepared: 38 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_g12_2013/#/\">twelfth graders\u003c/a> and 36 percent of \u003ca href=\"http://www.nationsreportcard.gov/reading_math_2013/#/gains-percentiles\">eighth graders \u003c/a>scored proficient or above in reading according to the 2013 National Assessment of Educational Progress report. Nearly one in four students who attend a four-year college take at least \u003ca href=\"http://nces.ed.gov/pubs2013/2013013.pdf\">one remedial course\u003c/a> (for community colleges, the numbers are much higher).\u003c/p>\n\u003cp>Those who work with college students see the need for better reading skills in high school students. “They aren’t as generally prepared as they were when I first began teaching as a grad student a mere 10 years ago,” said Christopher Wolff, associate professor of anthropology at SUNY Plattsburgh, who teaches freshmen in his human evolution general education course. “We have to pick up the slack more, especially in their writing skills and critical thinking skills.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Several teachers interviewed for this story, including Wolff, remarked that they believe testing culture is at least partly responsible for the decline. Yet critical reading and writing will be used in college no matter what students study, and is essential to being successful. “No matter your major -- accounting, business, marketing, history, you name it -- making connections between what you’ve read in the past, current events and what you’re reading for class is essential,\" Moore said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Does Common Core Ask Too Much of Kindergarten Readers?",
"title": "Does Common Core Ask Too Much of Kindergarten Readers?",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">Sandwiched between preschool and first grade, kindergarteners often start school at very different stages of development depending on their exposure to preschool, home environments and biology. For states adopting Common Core, the standards apply to kindergarten, laying out what students should be able to do by the end of the grade.* Kindergartners are expected to know basic phonics and word recognition as well as read beginner texts, skills some childhood development experts argue are developmentally inappropriate.\u003c/span>\u003c/p>\n\u003cp>“There’s a wide age range for learning to read,” said Nancy Carlsson-Paige on \u003ca href=\"http://www.kqed.org/a/forum/R201501300900\" target=\"_blank\">KQED’s Forum program\u003c/a>. Carlsson-Paige is professor emerita of education at Lesley University and co-author of the study \u003ca href=\"https://deyproject.files.wordpress.com/2015/01/readinginkindergarten_online-1.pdf\" target=\"_blank\">\"Reading Instruction in Kindergarten: Little to Gain and Much to Lose,”\u003c/a> which criticizes the Common Core standards for kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren't going to develop the confidence that they need to become successful readers later.\"\u003c/aside>\n\u003cp>“Most five-year-old children are not really ready to learn to read,” Carlsson-Paige said. “There are many experiences in the classroom that are beneficial for building the foundation for learning to read that will come later.” She favors a play-based classroom that gives students hands-on experiences, helping them to develop the symbolic thinking necessary to later recognize letters and numbers.\u003c/p>\n\u003cp>“Research shows on a national scale there’s less play and experiential based curriculum happening over all, and much more didactic instruction, even though we have research that shows long term there are greater gains from play-based programs than academically focused ones,” Carlsson-Paige said.\u003c/p>\n\u003cp>While Common Core aligned assessments don’t kick in until third grade, many teachers feel pressure to make sure kids are meeting the specified standards before they move on to first grade. That pressure can mean more focus on academics, at the sacrifice of play time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kindergarten teachers try to interpret the standards and translate them into developmentally appropriate activities. But they struggle when kids still don’t meet \u003ca href=\"http://www.pasd.k12.pa.us/cms/lib02/pa01001354/centricity/domain/34/dra_summary.pdf\" target=\"_blank\">Developmental Reading Assessment\u003c/a> benchmarks. “Teachers start to question themselves and waver even though they believe in doing what’s developmentally appropriate,” said Colleen Rau, a reading intervention specialist at \u003ca href=\"http://aspirepublicschools.org/schools/regions/california-schools/aspire-berkley-maynard-academy\" target=\"_blank\">Aspire Berkley Maynard Academy\u003c/a>. “So I think we really need to think about taking the pressure away and looking at student growth.”\u003c/p>\n\u003cp>Rau says under Common Core she’s seen positive shifts at her school towards more thematic units and more hands-on learning, but she agrees with Carlsson-Paige that pushing young children into skills they aren’t developmentally ready for can have poor results. Students can develop coping mechanisms that don’t serve them well later when they are confronted with more advanced texts.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9RIm9dlebcN7JP9Cfcd748shiL2HL99W\"]\u003c/p>\n\u003cp>“The lightbulb goes on for students at different times,” Rau said, “But if we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren’t going to develop the confidence that they need to become successful readers later.”\u003c/p>\n\u003cp>There are plenty of children who do learn to read in kindergarten or even before, so for many parents the argument that young children aren’t developmentally ready to read rings false. But not all learners are the same, and what’s true for one child won’t necessarily be true for the child sitting next to her. Young children learn differently from older children, adolescents and adults, Carlsson-Paige said. Early childhood educators have documented the progression of increasingly complex symbolic thinking that leads to understanding letters make sounds and sounds make words.\u003c/p>\n\u003cp>“If you present children with information that’s too disparate from what they know then they give up or feel confused, or cry, or get turned off,” Carlsson-Paige said. “Part of the art of teaching is to understand where a child is in developing concepts and then be able to present information in ways that are new and interesting, but will cause a little bit of struggle on the part of the child to try to understand them.”\u003c/p>\n\u003cp>\u003cstrong>AN IMPLEMENTATION PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Advocates for the kindergarten Common Core standards agree that kindergarteners should not be sitting still all day doing reading drills. But they are clear that the standards in no way require that sort of teaching and were written with help and input from early childhood educators around the country. They are meant to offer challenging opportunities to advanced learners while supporting learners who may be coming into kindergarten with very little literacy exposure.\u003c/p>\n\u003cp>“What we set out in the Common Core are those skills and concepts that will help students learn to read in first and second grade,\" said Susan Pimentel, lead writer of the English Language Arts Common Core standards. She says early childhood educators were adamant that the language \"with prompting and support\" be used throughout the kindergarten standards in recognition that young learners will be new to school and won't be left to answer dozens of questions on their own.\u003c/p>\n\u003cp>\"So much of the concern is about the implementation,\" Pimentel said. And while she agrees that educators need to be vigilant about pointing out poor implementation and working to fix it, the problem is not new. Education standards have always been implemented in a variety of ways. \"What we're talking about is teachers who have maybe not been trained and some attention on that would be important,\" she said.\u003c/p>\n\u003cp>Other advocates of the Common Core standards see them as an important step towards education equity. \"The strongest argument in favor of reading by the end of kindergarten and Common Core's vision for early literacy is simply to ensure that children—especially the disadvantaged among them—don't get sucked into the vortex of academic distress associated with early reading failure,\" \u003ca href=\"http://edexcellence.net/articles/is-common-core-too-hard-for-kindergarten\" target=\"_blank\">writes Robert Pondiscio\u003c/a>, senior fellow at the Thomas B. Fordham Institute.\u003c/p>\n\u003cp>Many children start kindergarten able to identify short words or aware of the difference between lowercase and uppercase letters, two of the kindergarten standards. Pondiscio and others believe it is completely appropriate to begin introducing these ideas in kindergarten, albeit in fun play-based ways.\u003c/p>\n\u003cp>“If teachers are turning their kindergarten classrooms into joyless grinding mills and claiming they are forced to do so under Common Core (as the report’s authors allege), something has clearly gone wrong,” Pondiscio writes. “Common Core demands no such thing, and research as well as good sense supports exposing children to early reading concepts through games and songs.”\u003c/p>\n\u003cp>Another literacy researcher says the critique that the standards are developmentally inappropriate may be a misinterpretation of what the standards require. For example, one standard says children should be able to read emergent texts with purpose and understanding.\u003c/p>\n\u003cp>“The emergent-reader text is first modeled by the teacher for the students, then joyfully read over and over with the students until eventually the easy book is independently read by the students with great joy and confidence,” \u003ca href=\"http://edexcellence.net/articles/an-ode-to-common-core-kindergarten-standards\" target=\"_blank\">writes J. Richard Gentry\u003c/a>, author of “Raising Confident Readers: How to Teach Your Child to Read and Write — From Baby to Age 7,” and a former professor and elementary school teacher. Gentry says this process emulates “lap reading” which some children get with their parents at home and which helps students gain confidence in their reading.\u003c/p>\n\u003cp>All of these educators agree that it can be difficult to teach the kindergarten standards in developmentally appropriate ways when teachers are worried about how kids will do on standardized tests. While Carlsson-Paige and others believe the standards are inappropriate and should be thrown out, Pondiscio, Gentry and Pimentel are among those who believe the standards are important to make sure reading gaps don't start young. They favor the idea that implementation is the real problem and that more energy should be put into helping early childhood educators interpret the standards and integrate them into class in fun, approachable and developmentally appropriate ways.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>*\u003cem>An earlier version of this story suggested that Common Core was the first time academic standards were set for kindergarteners. We regret any confusion.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Some early childhood educators worry that pushing young learners to read in kindergarten will jeopardize their fluency down the road. Others say setting expectations prevents disadvantaged children from developing a reading gap early.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">Sandwiched between preschool and first grade, kindergarteners often start school at very different stages of development depending on their exposure to preschool, home environments and biology. For states adopting Common Core, the standards apply to kindergarten, laying out what students should be able to do by the end of the grade.* Kindergartners are expected to know basic phonics and word recognition as well as read beginner texts, skills some childhood development experts argue are developmentally inappropriate.\u003c/span>\u003c/p>\n\u003cp>“There’s a wide age range for learning to read,” said Nancy Carlsson-Paige on \u003ca href=\"http://www.kqed.org/a/forum/R201501300900\" target=\"_blank\">KQED’s Forum program\u003c/a>. Carlsson-Paige is professor emerita of education at Lesley University and co-author of the study \u003ca href=\"https://deyproject.files.wordpress.com/2015/01/readinginkindergarten_online-1.pdf\" target=\"_blank\">\"Reading Instruction in Kindergarten: Little to Gain and Much to Lose,”\u003c/a> which criticizes the Common Core standards for kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren't going to develop the confidence that they need to become successful readers later.\"\u003c/aside>\n\u003cp>“Most five-year-old children are not really ready to learn to read,” Carlsson-Paige said. “There are many experiences in the classroom that are beneficial for building the foundation for learning to read that will come later.” She favors a play-based classroom that gives students hands-on experiences, helping them to develop the symbolic thinking necessary to later recognize letters and numbers.\u003c/p>\n\u003cp>“Research shows on a national scale there’s less play and experiential based curriculum happening over all, and much more didactic instruction, even though we have research that shows long term there are greater gains from play-based programs than academically focused ones,” Carlsson-Paige said.\u003c/p>\n\u003cp>While Common Core aligned assessments don’t kick in until third grade, many teachers feel pressure to make sure kids are meeting the specified standards before they move on to first grade. That pressure can mean more focus on academics, at the sacrifice of play time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kindergarten teachers try to interpret the standards and translate them into developmentally appropriate activities. But they struggle when kids still don’t meet \u003ca href=\"http://www.pasd.k12.pa.us/cms/lib02/pa01001354/centricity/domain/34/dra_summary.pdf\" target=\"_blank\">Developmental Reading Assessment\u003c/a> benchmarks. “Teachers start to question themselves and waver even though they believe in doing what’s developmentally appropriate,” said Colleen Rau, a reading intervention specialist at \u003ca href=\"http://aspirepublicschools.org/schools/regions/california-schools/aspire-berkley-maynard-academy\" target=\"_blank\">Aspire Berkley Maynard Academy\u003c/a>. “So I think we really need to think about taking the pressure away and looking at student growth.”\u003c/p>\n\u003cp>Rau says under Common Core she’s seen positive shifts at her school towards more thematic units and more hands-on learning, but she agrees with Carlsson-Paige that pushing young children into skills they aren’t developmentally ready for can have poor results. Students can develop coping mechanisms that don’t serve them well later when they are confronted with more advanced texts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The lightbulb goes on for students at different times,” Rau said, “But if we make students feel pressure so that they shut down, then that light bulb is not going to be as likely to come on and they aren’t going to develop the confidence that they need to become successful readers later.”\u003c/p>\n\u003cp>There are plenty of children who do learn to read in kindergarten or even before, so for many parents the argument that young children aren’t developmentally ready to read rings false. But not all learners are the same, and what’s true for one child won’t necessarily be true for the child sitting next to her. Young children learn differently from older children, adolescents and adults, Carlsson-Paige said. Early childhood educators have documented the progression of increasingly complex symbolic thinking that leads to understanding letters make sounds and sounds make words.\u003c/p>\n\u003cp>“If you present children with information that’s too disparate from what they know then they give up or feel confused, or cry, or get turned off,” Carlsson-Paige said. “Part of the art of teaching is to understand where a child is in developing concepts and then be able to present information in ways that are new and interesting, but will cause a little bit of struggle on the part of the child to try to understand them.”\u003c/p>\n\u003cp>\u003cstrong>AN IMPLEMENTATION PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Advocates for the kindergarten Common Core standards agree that kindergarteners should not be sitting still all day doing reading drills. But they are clear that the standards in no way require that sort of teaching and were written with help and input from early childhood educators around the country. They are meant to offer challenging opportunities to advanced learners while supporting learners who may be coming into kindergarten with very little literacy exposure.\u003c/p>\n\u003cp>“What we set out in the Common Core are those skills and concepts that will help students learn to read in first and second grade,\" said Susan Pimentel, lead writer of the English Language Arts Common Core standards. She says early childhood educators were adamant that the language \"with prompting and support\" be used throughout the kindergarten standards in recognition that young learners will be new to school and won't be left to answer dozens of questions on their own.\u003c/p>\n\u003cp>\"So much of the concern is about the implementation,\" Pimentel said. And while she agrees that educators need to be vigilant about pointing out poor implementation and working to fix it, the problem is not new. Education standards have always been implemented in a variety of ways. \"What we're talking about is teachers who have maybe not been trained and some attention on that would be important,\" she said.\u003c/p>\n\u003cp>Other advocates of the Common Core standards see them as an important step towards education equity. \"The strongest argument in favor of reading by the end of kindergarten and Common Core's vision for early literacy is simply to ensure that children—especially the disadvantaged among them—don't get sucked into the vortex of academic distress associated with early reading failure,\" \u003ca href=\"http://edexcellence.net/articles/is-common-core-too-hard-for-kindergarten\" target=\"_blank\">writes Robert Pondiscio\u003c/a>, senior fellow at the Thomas B. Fordham Institute.\u003c/p>\n\u003cp>Many children start kindergarten able to identify short words or aware of the difference between lowercase and uppercase letters, two of the kindergarten standards. Pondiscio and others believe it is completely appropriate to begin introducing these ideas in kindergarten, albeit in fun play-based ways.\u003c/p>\n\u003cp>“If teachers are turning their kindergarten classrooms into joyless grinding mills and claiming they are forced to do so under Common Core (as the report’s authors allege), something has clearly gone wrong,” Pondiscio writes. “Common Core demands no such thing, and research as well as good sense supports exposing children to early reading concepts through games and songs.”\u003c/p>\n\u003cp>Another literacy researcher says the critique that the standards are developmentally inappropriate may be a misinterpretation of what the standards require. For example, one standard says children should be able to read emergent texts with purpose and understanding.\u003c/p>\n\u003cp>“The emergent-reader text is first modeled by the teacher for the students, then joyfully read over and over with the students until eventually the easy book is independently read by the students with great joy and confidence,” \u003ca href=\"http://edexcellence.net/articles/an-ode-to-common-core-kindergarten-standards\" target=\"_blank\">writes J. Richard Gentry\u003c/a>, author of “Raising Confident Readers: How to Teach Your Child to Read and Write — From Baby to Age 7,” and a former professor and elementary school teacher. Gentry says this process emulates “lap reading” which some children get with their parents at home and which helps students gain confidence in their reading.\u003c/p>\n\u003cp>All of these educators agree that it can be difficult to teach the kindergarten standards in developmentally appropriate ways when teachers are worried about how kids will do on standardized tests. While Carlsson-Paige and others believe the standards are inappropriate and should be thrown out, Pondiscio, Gentry and Pimentel are among those who believe the standards are important to make sure reading gaps don't start young. They favor the idea that implementation is the real problem and that more energy should be put into helping early childhood educators interpret the standards and integrate them into class in fun, approachable and developmentally appropriate ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>*\u003cem>An earlier version of this story suggested that Common Core was the first time academic standards were set for kindergarteners. We regret any confusion.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Motivates A Student's Interest in Reading and Writing",
"title": "What Motivates A Student's Interest in Reading and Writing",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_39782\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-motivates-students-interest-in-reading-and-writing/reading-alex-ragone/\" rel=\"attachment wp-att-39782\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Reading-Alex-Ragone.jpg\" alt=\"Alex Ragone/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39782\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/alexragone/3756298136\">Alex Ragone/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.routledge.com/books/details/9780415746663/\">Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond\u003c/a>,\" by Larry Ferlazzo. This excerpt is from the chapter entitled “I Still Want to Know: How Can You Get Students More Interested in Reading and Writing?\"\u003c/em>\u003c/p>\n\u003cp>Let’s begin with a review of those essential qualities (needed to develop intrinsic motivation) in the context of reading and writing:\u003c/p>\n\u003cp>♦ Autonomy. A major Pew Research Center report (Lenhart et al., 2008) found that choice has an equally important role in teens feeling a desire to write (the story in Chapter 1 of my student who was energized by writing about football illustrates this point). Likewise, in reading, extensive research documents that teachers encouraging students to read books of their choice for pleasure is a major contribution towards students developing a positive attitude towards reading and a life-long interest in it (Leisure Reading Task Force, 20014, p. 2).\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-motivates-students-interest-in-reading-and-writing/ferlazzo-cover/\" rel=\"attachment wp-att-39778\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Ferlazzo-cover-300x434.png\" alt=\"Ferlazzo cover\" width=\"300\" height=\"434\" class=\"alignright size-medium wp-image-39778\">\u003c/a>♦ Competence. A scene from the HBO series The Leftovers (http:// www.hbo.com/the-leftovers) succinctly explains why this quality is so important for intrinsic motivation. In it, two FBI agents were sitting in an office, and one told the other that his child wanted to quit soccer and wanted to know if he should let him do it. The other agent asked him, “Is he any good at it?” The first agent responded, “Nobody quits what they’re good at,” and much research backs him up (Tsioulcas, 2013; Yuhas, 2012). Providing scaffolding like writing frames and strategies/tools such as graphic organizers (student- or teacher-created) for responding to prompts (Ferlazzo, 2013, p. 144) can assist students’ developing confidence as writers. The Progress Principle, which highlights that intrinsic motivation can be driven by people seeing meaningful progress in their work, was mentioned in the first chapter and in previous titles in this series (Ferlazzo, 2013, p. 10). Creating structured opportunities for students to see their progress in reading and writing by comparing work (preferably emphasizing tools like “improvement rubrics” that focus more on what they have successfully done and less on their deficits [Ferlazzo, 2011, p. 79]) done at the beginning of the school year with accomplishments later in the year can also support student feelings of competence. In fact, at our school English folders are passed up through the grades and students can see and reflect on their progress over the years!\u003c/p>\n\u003cp>♦ Relatedness. The Pew Research Center found that teens say the most important factor for them to feel motivated to write is using it as a way to connect with, and receive feedback from, teachers, family members, and friends (Lenhart et al., 2008). Opportunities for students to discuss what they are reading with their teachers and with their peers in low-or-no-stakes environments has been found to promote a greater interest in reading (Leisure Reading Task Force, 2014, p. 4).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>♦ The work is seen as interesting, and valuable for future goals. In other words, as mentioned in Chapter 1, students should see it as relevant to their present lives and/or hopes and dreams for the future.\u003c/p>\n\u003cp>[contextly_sidebar id=\"yHRrH0Pp9ZEjFPBrK3OoLGRXyVpNJHo6\"]\u003c/p>\n\u003cp>A slight “qualifier” should be attached to the second part of this last element— the one about it being seen as helpful to hopes and dreams for the future. As mentioned in Chapter 1, some researchers suggest that teachers explicitly pointing out how skills being taught in the classroom can be used in the future by students can be damaging to intrinsic motivation, particularly if they do not feel confident in their abilities or have little interest in the subject (Hulleman et al., 2010, p. 881). This issue is particularly relevant to a discussion on reading and writing since a significant percentage of students, particularly boys, often say that English is not a favorite subject (Wiggins, 2014) and multiple surveys have found that decreasing percentages of young people say they enjoy reading (Leisure Reading Task Force, 2014, p. 3). As a result of these negative attitudes, many of us teachers may tend to use a motivational strategy of emphasizing to students how important literacy will be to any of their future goals (Ferlazzo, 2013, p. 147).\u003c/p>\n\u003cp>Is this a bad strategy? The slightly “qualified” answer is yes, no, and possibly maybe . . . Other researchers also suggest that we need to be particularly careful when we focus on relevance towards a student’s goals, though they also see potential benefits. Motivation researchers Edward Deci and Richard Ryan call slightly different versions of it “regulation through identification” and “integrated regulation.” They believe the motive of wanting to do something less for the joy it brings and more for its instrumental value towards achieving a goal is a less harmful form of extrinsic motivation that—on a continuum—is as close as you can get to intrinsic motivation without being there (Ryan & Deci, 2000, p. 61). They also point out, however, that its promotion can still bring many benefits, including greater engagement and learning as well as increasing the potential that those tasks can be moved to the final step of intrinsically motivated, as long as the other three elements—autonomy, competence, and relatedness—are present (Ryan & Deci, 2000, pp. 63, 65). Indeed, organizers of the 2012 international PISA test in 2012 found that, over the previous ten years, countries where students reported an increase in intrinsic motivation also reported an increase in students reporting this kind of instrumental motivation (Organization for Economic Cooperation and Development [OECD], 2012, p. 74).\u003c/p>\n\u003cp>So, what does this “qualifier” mean practically for our classroom practice? Is it a group of academicians arguing about how many angels can dance on the head of a pin (What’s the historical origin, n.d.)? Or is it a meaningful nuance we should seriously consider?\u003c/p>\n\u003cfigure id=\"attachment_39777\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-motivates-students-interest-in-reading-and-writing/larry-ferlazzo-headshot/\" rel=\"attachment wp-att-39777\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot-140x140.png\" alt=\"Larry Ferlazzo\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39777\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>I would suggest that teachers explicitly connecting what is being taught in school to student goals—by pointing it out themselves or by drawing it out of students (which, as Chapter 1 pointed out, appears to have less damaging potential)—can have a place in class, but also has to be kept in its place. In my experience, we will get fewer “Why are we learning this?” questions in learning environments that promote autonomy, competence, relatedness, or are connected to student interest. But when we do, I don’t see anything wrong in helping students make those connections to their personal and professional goals or periodically having teacher- initiated lessons with that focus, such as several in this book and in previous ones (Ferlazzo, 2013, p. 147). On the other hand, constantly getting “Why are we learning this?” or “How are we going to use this?” questions might be an important indicator that we are not doing as good a job as we could be on implementing those other important conditions necessary for the development of intrinsic motivation.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> is an award-winning teacher at Luther Burbank High School in Sacramento, California. He writes a popular education blog and a teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. You can follow him on Twitter at @Larryferlazzo.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39782\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-motivates-students-interest-in-reading-and-writing/reading-alex-ragone/\" rel=\"attachment wp-att-39782\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Reading-Alex-Ragone.jpg\" alt=\"Alex Ragone/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39782\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/alexragone/3756298136\">Alex Ragone/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.routledge.com/books/details/9780415746663/\">Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond\u003c/a>,\" by Larry Ferlazzo. This excerpt is from the chapter entitled “I Still Want to Know: How Can You Get Students More Interested in Reading and Writing?\"\u003c/em>\u003c/p>\n\u003cp>Let’s begin with a review of those essential qualities (needed to develop intrinsic motivation) in the context of reading and writing:\u003c/p>\n\u003cp>♦ Autonomy. A major Pew Research Center report (Lenhart et al., 2008) found that choice has an equally important role in teens feeling a desire to write (the story in Chapter 1 of my student who was energized by writing about football illustrates this point). Likewise, in reading, extensive research documents that teachers encouraging students to read books of their choice for pleasure is a major contribution towards students developing a positive attitude towards reading and a life-long interest in it (Leisure Reading Task Force, 20014, p. 2).\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-motivates-students-interest-in-reading-and-writing/ferlazzo-cover/\" rel=\"attachment wp-att-39778\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Ferlazzo-cover-300x434.png\" alt=\"Ferlazzo cover\" width=\"300\" height=\"434\" class=\"alignright size-medium wp-image-39778\">\u003c/a>♦ Competence. A scene from the HBO series The Leftovers (http:// www.hbo.com/the-leftovers) succinctly explains why this quality is so important for intrinsic motivation. In it, two FBI agents were sitting in an office, and one told the other that his child wanted to quit soccer and wanted to know if he should let him do it. The other agent asked him, “Is he any good at it?” The first agent responded, “Nobody quits what they’re good at,” and much research backs him up (Tsioulcas, 2013; Yuhas, 2012). Providing scaffolding like writing frames and strategies/tools such as graphic organizers (student- or teacher-created) for responding to prompts (Ferlazzo, 2013, p. 144) can assist students’ developing confidence as writers. The Progress Principle, which highlights that intrinsic motivation can be driven by people seeing meaningful progress in their work, was mentioned in the first chapter and in previous titles in this series (Ferlazzo, 2013, p. 10). Creating structured opportunities for students to see their progress in reading and writing by comparing work (preferably emphasizing tools like “improvement rubrics” that focus more on what they have successfully done and less on their deficits [Ferlazzo, 2011, p. 79]) done at the beginning of the school year with accomplishments later in the year can also support student feelings of competence. In fact, at our school English folders are passed up through the grades and students can see and reflect on their progress over the years!\u003c/p>\n\u003cp>♦ Relatedness. The Pew Research Center found that teens say the most important factor for them to feel motivated to write is using it as a way to connect with, and receive feedback from, teachers, family members, and friends (Lenhart et al., 2008). Opportunities for students to discuss what they are reading with their teachers and with their peers in low-or-no-stakes environments has been found to promote a greater interest in reading (Leisure Reading Task Force, 2014, p. 4).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>♦ The work is seen as interesting, and valuable for future goals. In other words, as mentioned in Chapter 1, students should see it as relevant to their present lives and/or hopes and dreams for the future.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>A slight “qualifier” should be attached to the second part of this last element— the one about it being seen as helpful to hopes and dreams for the future. As mentioned in Chapter 1, some researchers suggest that teachers explicitly pointing out how skills being taught in the classroom can be used in the future by students can be damaging to intrinsic motivation, particularly if they do not feel confident in their abilities or have little interest in the subject (Hulleman et al., 2010, p. 881). This issue is particularly relevant to a discussion on reading and writing since a significant percentage of students, particularly boys, often say that English is not a favorite subject (Wiggins, 2014) and multiple surveys have found that decreasing percentages of young people say they enjoy reading (Leisure Reading Task Force, 2014, p. 3). As a result of these negative attitudes, many of us teachers may tend to use a motivational strategy of emphasizing to students how important literacy will be to any of their future goals (Ferlazzo, 2013, p. 147).\u003c/p>\n\u003cp>Is this a bad strategy? The slightly “qualified” answer is yes, no, and possibly maybe . . . Other researchers also suggest that we need to be particularly careful when we focus on relevance towards a student’s goals, though they also see potential benefits. Motivation researchers Edward Deci and Richard Ryan call slightly different versions of it “regulation through identification” and “integrated regulation.” They believe the motive of wanting to do something less for the joy it brings and more for its instrumental value towards achieving a goal is a less harmful form of extrinsic motivation that—on a continuum—is as close as you can get to intrinsic motivation without being there (Ryan & Deci, 2000, p. 61). They also point out, however, that its promotion can still bring many benefits, including greater engagement and learning as well as increasing the potential that those tasks can be moved to the final step of intrinsically motivated, as long as the other three elements—autonomy, competence, and relatedness—are present (Ryan & Deci, 2000, pp. 63, 65). Indeed, organizers of the 2012 international PISA test in 2012 found that, over the previous ten years, countries where students reported an increase in intrinsic motivation also reported an increase in students reporting this kind of instrumental motivation (Organization for Economic Cooperation and Development [OECD], 2012, p. 74).\u003c/p>\n\u003cp>So, what does this “qualifier” mean practically for our classroom practice? Is it a group of academicians arguing about how many angels can dance on the head of a pin (What’s the historical origin, n.d.)? Or is it a meaningful nuance we should seriously consider?\u003c/p>\n\u003cfigure id=\"attachment_39777\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-motivates-students-interest-in-reading-and-writing/larry-ferlazzo-headshot/\" rel=\"attachment wp-att-39777\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot-140x140.png\" alt=\"Larry Ferlazzo\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39777\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>I would suggest that teachers explicitly connecting what is being taught in school to student goals—by pointing it out themselves or by drawing it out of students (which, as Chapter 1 pointed out, appears to have less damaging potential)—can have a place in class, but also has to be kept in its place. In my experience, we will get fewer “Why are we learning this?” questions in learning environments that promote autonomy, competence, relatedness, or are connected to student interest. But when we do, I don’t see anything wrong in helping students make those connections to their personal and professional goals or periodically having teacher- initiated lessons with that focus, such as several in this book and in previous ones (Ferlazzo, 2013, p. 147). On the other hand, constantly getting “Why are we learning this?” or “How are we going to use this?” questions might be an important indicator that we are not doing as good a job as we could be on implementing those other important conditions necessary for the development of intrinsic motivation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> is an award-winning teacher at Luther Burbank High School in Sacramento, California. He writes a popular education blog and a teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. You can follow him on Twitter at @Larryferlazzo.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_39761\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-do-you-foster-a-love-of-reading-in-young-children/theres-a-big-difference-between-teaching-kids-to-read-and-teaching-them-to-love-reading/\" rel=\"attachment wp-att-39761\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/love-to-read_custom-faf624af7a3436de27c70e091f978694e351b9c2-e1426595524746.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"891\" class=\"size-full wp-image-39761\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Cory Turner, \u003ca href=\"http://www.npr.org/blogs/ed/2015/03/17/387774026/q-a-raising-kids-who-want-to-read\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In his new book, \u003cem>Raising Kids Who Read\u003c/em>, \u003ca href=\"http://www.danielwillingham.com/about.html\">Daniel Willingham\u003c/a> wants to be clear: There's a big difference between teaching kids to read and teaching them to love reading.\u003c/p>\n\u003cp>And Willingham, a parent himself, doesn't champion reading for the obvious reasons — not because research suggests that kids who read for pleasure do better in school and in life.\u003c/p>\n\u003cp>\"The standard things you'll hear about why kids should read I actually don't think are very strong arguments,\" he says. \"Because if the goal is to become a good citizen or the goal is to make a lot of money, I can think of more direct ways to reach those goals than to read during your leisure time.\"\u003c/p>\n\u003cp>Willingham wants his kids to love reading because, he says, \"for me it's a family value. It's something that I love, something that I find important. I think I gain experiences I wouldn't gain any other way by virtue of being a reader. And so naturally I want my children to experience that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The professor of psychology at the University of Virginia uses his new book to map out strategies for parents and teachers hoping to kindle that same passion for reading.\u003c/p>\n\u003cp>\u003cstrong>What are a few things we can do when kids are young to set them on a path to being passionate readers?\u003c/strong>\u003c/p>\n\u003cp>Before preschool, probably the most important thing you can do is to play games that help your child hear speech sounds: rhyming games, reading aloud books that have a lot of rhyme in them and other types of wordplay, like alliteration. That's helpful.\u003c/p>\n\u003cp>Once they get that basic idea, you can get a little fancier. And these are the games that kids really love — where you play around with speech sounds.\u003c/p>\n\u003cp>If you had a child named Billy. You could say, 'Daddy's name is Cory. What if we took the first sound in Billy's name, and my name is now Bory.' That kind of stuff is comic gold for kids. I talk with a lot of kindergarten teachers who say it's hard to get kids to stop doing stuff like that.\u003c/p>\n\u003cp>\u003cstrong>Banana-fana-fo-fana...\u003c/strong>\u003c/p>\n\u003cp>Exactly. You know, Dr. Seuss is full of that. Nursery rhymes are full of that. And it's been known for a while that kids who grow up in homes where they are exposed to nursery rhymes learn to read more readily than other kids.\u003c/p>\n\u003cp>\u003cstrong>But how do you foster a love of reading in young children?\u003c/strong>\u003c/p>\n\u003cp>The most obvious is to be a model of someone who loves reading. One of the things I hit hard in this book is the idea of creating a sense in the child that this is what we value in our family. I think a lot of parents don't appreciate what a powerful message that can be for kids — like the things that are on your wall, the rules you set in your household, who parents talk about as the people they respect.\u003c/p>\n\u003cp>[contextly_sidebar id=\"GEVPe4E5lxh7OmHFqnqHpgVjwI7U6u8D\"]\u003c/p>\n\u003cp>You should model reading, make reading pleasurable, read aloud to your kid in situations that are warm and create positive associations. But also setting a tone where our family is one where we like to learn new things. We like to learn about the world, and a big part of that is reading. Developing a sense in the child that I am in a family of readers before the child can even read.\u003c/p>\n\u003cp>The second big piece I would recommend is you have to make reading the most appealing thing a child can do. It's not enough that the child like reading. If they like reading but there's something else available that they like more, they're going to choose that. The easy way to start is to put books in places that your child would otherwise be bored. The most obvious one is in the car. Part of that is also making sure you're not providing other types of ready entertainment at every moment.\u003c/p>\n\u003cp>\u003cstrong>My wife put a basket in our bathroom, full of kids magazines. My 6-year-old reads them voraciously, and now his 3-year-old brother copies him.\u003c/strong>\u003c/p>\n\u003cp>My 9-year-old is a very passionate reader, and I think her younger sister is too. But I think it's in no small part that she grew up watching her older sister do this.\u003c/p>\n\u003cp>\u003cstrong>Do you think digital devices are a) keeping us from reading and b) keeping us from being able to focus?\u003c/strong>\u003c/p>\n\u003cp>There's no evidence they're keeping us from being able to focus. If you look at the way psychologists typically measure span of attention, there's no evidence that it's really declined in the last 50 years or so. The brain is plastic, but I think attention is so central to so much of what we do that it seems pretty improbable to me that attention span could shrink significantly. If it did, either we would all get really stupid or lots of other cognitive processes would have to adjust in some way.\u003c/p>\n\u003cp>I think there is something to what parents and teachers think they're seeing. They feel like kids are more distractible than they were 10 years ago, and they blame digital devices. What all these digital devices have in common is they provide instant entertainment. And the entertainment they provide requires very little effort from me. It's always available. There's pretty much endless variety. So the consequence may be that span of attention hasn't shrunk but rather what's changed is our attitudes and beliefs. And our attitudes and beliefs are, 'Bored is not a normal state of affairs. I really should never be bored.'\u003c/p>\n\u003cp>\u003cstrong>What's your point of view when it comes to rewarding kids for reading?\u003c/strong>\u003c/p>\n\u003cp>Rewards have the real potential to backfire. You communicate to your child, 'This is not something I expect you to do on your own.' You pay people to do things that you think are unpleasant and that they wouldn't do if you weren't paying them. So, by paying your child for reading, you're very clearly communicating to your child, 'This is not something that I expect to be pleasurable for you.' \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There is good empirical evidence that, when you pay people to do something, if you find the right reward they will do more of it. But once the reward stops, they will quite possibly do less of it. The reason being, they have a different attribution for why they were doing it in the first place. So the child who wasn't paid looks back and says, 'I've been reading this book because I'm the kind of kid who likes books.' But if, instead, the attribution is, 'I was reading this book because Dad paid me,' now, if Dad is no longer paying him, he has no reason to read this book. That said, my recommendation is that a reward not be the first thing you try. But, if it is the only way to get a kid to read, then I would certainly consider it. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Raising+Kids+Who+Want+To+Read&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39761\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-do-you-foster-a-love-of-reading-in-young-children/theres-a-big-difference-between-teaching-kids-to-read-and-teaching-them-to-love-reading/\" rel=\"attachment wp-att-39761\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/love-to-read_custom-faf624af7a3436de27c70e091f978694e351b9c2-e1426595524746.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"891\" class=\"size-full wp-image-39761\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Cory Turner, \u003ca href=\"http://www.npr.org/blogs/ed/2015/03/17/387774026/q-a-raising-kids-who-want-to-read\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In his new book, \u003cem>Raising Kids Who Read\u003c/em>, \u003ca href=\"http://www.danielwillingham.com/about.html\">Daniel Willingham\u003c/a> wants to be clear: There's a big difference between teaching kids to read and teaching them to love reading.\u003c/p>\n\u003cp>And Willingham, a parent himself, doesn't champion reading for the obvious reasons — not because research suggests that kids who read for pleasure do better in school and in life.\u003c/p>\n\u003cp>\"The standard things you'll hear about why kids should read I actually don't think are very strong arguments,\" he says. \"Because if the goal is to become a good citizen or the goal is to make a lot of money, I can think of more direct ways to reach those goals than to read during your leisure time.\"\u003c/p>\n\u003cp>Willingham wants his kids to love reading because, he says, \"for me it's a family value. It's something that I love, something that I find important. I think I gain experiences I wouldn't gain any other way by virtue of being a reader. And so naturally I want my children to experience that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The professor of psychology at the University of Virginia uses his new book to map out strategies for parents and teachers hoping to kindle that same passion for reading.\u003c/p>\n\u003cp>\u003cstrong>What are a few things we can do when kids are young to set them on a path to being passionate readers?\u003c/strong>\u003c/p>\n\u003cp>Before preschool, probably the most important thing you can do is to play games that help your child hear speech sounds: rhyming games, reading aloud books that have a lot of rhyme in them and other types of wordplay, like alliteration. That's helpful.\u003c/p>\n\u003cp>Once they get that basic idea, you can get a little fancier. And these are the games that kids really love — where you play around with speech sounds.\u003c/p>\n\u003cp>If you had a child named Billy. You could say, 'Daddy's name is Cory. What if we took the first sound in Billy's name, and my name is now Bory.' That kind of stuff is comic gold for kids. I talk with a lot of kindergarten teachers who say it's hard to get kids to stop doing stuff like that.\u003c/p>\n\u003cp>\u003cstrong>Banana-fana-fo-fana...\u003c/strong>\u003c/p>\n\u003cp>Exactly. You know, Dr. Seuss is full of that. Nursery rhymes are full of that. And it's been known for a while that kids who grow up in homes where they are exposed to nursery rhymes learn to read more readily than other kids.\u003c/p>\n\u003cp>\u003cstrong>But how do you foster a love of reading in young children?\u003c/strong>\u003c/p>\n\u003cp>The most obvious is to be a model of someone who loves reading. One of the things I hit hard in this book is the idea of creating a sense in the child that this is what we value in our family. I think a lot of parents don't appreciate what a powerful message that can be for kids — like the things that are on your wall, the rules you set in your household, who parents talk about as the people they respect.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>You should model reading, make reading pleasurable, read aloud to your kid in situations that are warm and create positive associations. But also setting a tone where our family is one where we like to learn new things. We like to learn about the world, and a big part of that is reading. Developing a sense in the child that I am in a family of readers before the child can even read.\u003c/p>\n\u003cp>The second big piece I would recommend is you have to make reading the most appealing thing a child can do. It's not enough that the child like reading. If they like reading but there's something else available that they like more, they're going to choose that. The easy way to start is to put books in places that your child would otherwise be bored. The most obvious one is in the car. Part of that is also making sure you're not providing other types of ready entertainment at every moment.\u003c/p>\n\u003cp>\u003cstrong>My wife put a basket in our bathroom, full of kids magazines. My 6-year-old reads them voraciously, and now his 3-year-old brother copies him.\u003c/strong>\u003c/p>\n\u003cp>My 9-year-old is a very passionate reader, and I think her younger sister is too. But I think it's in no small part that she grew up watching her older sister do this.\u003c/p>\n\u003cp>\u003cstrong>Do you think digital devices are a) keeping us from reading and b) keeping us from being able to focus?\u003c/strong>\u003c/p>\n\u003cp>There's no evidence they're keeping us from being able to focus. If you look at the way psychologists typically measure span of attention, there's no evidence that it's really declined in the last 50 years or so. The brain is plastic, but I think attention is so central to so much of what we do that it seems pretty improbable to me that attention span could shrink significantly. If it did, either we would all get really stupid or lots of other cognitive processes would have to adjust in some way.\u003c/p>\n\u003cp>I think there is something to what parents and teachers think they're seeing. They feel like kids are more distractible than they were 10 years ago, and they blame digital devices. What all these digital devices have in common is they provide instant entertainment. And the entertainment they provide requires very little effort from me. It's always available. There's pretty much endless variety. So the consequence may be that span of attention hasn't shrunk but rather what's changed is our attitudes and beliefs. And our attitudes and beliefs are, 'Bored is not a normal state of affairs. I really should never be bored.'\u003c/p>\n\u003cp>\u003cstrong>What's your point of view when it comes to rewarding kids for reading?\u003c/strong>\u003c/p>\n\u003cp>Rewards have the real potential to backfire. You communicate to your child, 'This is not something I expect you to do on your own.' You pay people to do things that you think are unpleasant and that they wouldn't do if you weren't paying them. So, by paying your child for reading, you're very clearly communicating to your child, 'This is not something that I expect to be pleasurable for you.' \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There is good empirical evidence that, when you pay people to do something, if you find the right reward they will do more of it. But once the reward stops, they will quite possibly do less of it. The reason being, they have a different attribution for why they were doing it in the first place. So the child who wasn't paid looks back and says, 'I've been reading this book because I'm the kind of kid who likes books.' But if, instead, the attribution is, 'I was reading this book because Dad paid me,' now, if Dad is no longer paying him, he has no reason to read this book. That said, my recommendation is that a reward not be the first thing you try. But, if it is the only way to get a kid to read, then I would certainly consider it. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Raising+Kids+Who+Want+To+Read&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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