The Reader/Author Connection - Part 2!

March 11, 2013 The Secret Language of Stories by Carolee Dean THE READER/AUTHOR CONNECTION - Part Two Last month I discussed a "Letter to the Author" project I conducted with freshman and sophomores at the high school where I work as a speech-language pathologist. Students read the graphic novel Tantalize and then wrote letters to the author, Cynthia Leitich Smith. My article included several tips on how to brainstorm content with students and incorporate goals and objectives into the letter writing process. A copy may be found here. The classroom teacher and I were delighted by the results. Even the most reluctant writers all completed a three paragraph letter. As a follow up to last months letter writing project, I will be discussing additional tips for connecting authors and readers.    1. Connect with authors through books and websites like  Dear Teen Me. While serving on a panel at the Montgomery Book Festival in February, I met co-panelist E. Kristin Anderson and fell in love with the book she edited with Miranda Kenneally entitled Dear Teen Me. The book contains letters by various authors to their teen selves and includes entries by Ellen Hopkins, Lauren Oliver, Carrie Jones and Cynthia Leitich Smith. The various authors cover a wide range of topics including finding true love, discovering the true meaning of friendship, as well as surviving physical abuse, body issues, and bullying. The stories are sometimes funny and sometimes sad, but always close to the heart. I highly recommend this book as well as the website Dear Teen Me for connecting readers and authors. While we anxiously awaited Cynthia's response to our letters, we read her excerpt from Dear Teen Me. Learning about Cynthia's experience of break up, heart break, and the girl bully who tormented, but ultimately admitted that she admired Cynthia, made it that much more meaningful when we received Cynthia's response to our student letters. She answered individual questions within a group letter and I made copies to hand out to all the students so they could follow along as I read the letter aloud in class. 2. Connect with authors through their personal websites and blogs. If you are interested in having students write letters to an author and want to know whether you should send the letters to an email or snail mail address, try finding the author contact information online. Most children's/young adult authors love connecting with young readers and provide a contact page on their website where you may generate an email directly to them. If you contact the author before you have students write the letters, you will also know the odds of the author writing back (before the end of the school year). Let the author know that you are hoping their response can be part of your classroom connection to their book. As an author, I have been in the awkward position of receiving a packet of letters in July that was mailed in March, but didn't reach me until mid-summer because it was sent to my editor who then sent it to my agent who then sent it to me. You might be able to avoid this type of time-lag by contacting the author directly. 3. Arrange a Skype or Classroom Visit. While you're at the author's website, see if they have a page with information about their availability for school visits. Talk to your school librarian to find out if you have the financial resources to invite an author visit your school. This can get expensive if you have to pay travel costs, but many authors are now conducting Skype visits at a greatly reduced price. Some are even free.  4. Give students extra credit for attending author events put on by local bookstores. You may be surprised to learn how many well-known authors are coming through your town. I live in Albuquerque, which is by no means a literary hub, but we are always having authors visit or local bookstores. This fall Lois Lowry gave a free one-hour talk at the University of New Mexico in promotion of her new novel, Son. It was right after the seventh graders at a local Charter School had finished reading The Giver. Unfortunately, the teacher didn't know about the event until after it was over. Imagine what an extraordinary opportunity it would have been to hear Lois Lowry speak! Don't let this happen to you. Get on the mailing lists for your local book stores and keep your students up on authors that might be of interest to them. We've also had such student favorites as Lemony Snicket, John Green, and Alyson Noel come through town. These authors talk about everything from the personal life experiences that inspire their stories to research and the writing process, and most of the events are completely free. 5. Connect with local authors through  organizations such as SCBWI. You may be surprised to discover that you have many local children's and young adult authors living just within miles of your school. Many of these authors offer reduced rates for local school visits and might be willing to come in for an hour or two as opposed to a whole day. You may find out the names of local authors are by talking to book sellers or by contacting your local chapter of the Society of  Children's Book Writers and Illustrators (scbwi.org). If you have an interest in writing for children or young adults, you may want to consider joining this organization yourself. Many chapters have monthly meetings that are open to the public where you could potentially meet some of your local authors. The most important thing to remember is that reading is about forming connections... to other cultures, other ideas, other times, and other people. Some of the most interesting characters you will ever meet, are the authors who created the fascinating worlds we all love to visit. Join Our Mailing List! Meet the Spellbinders Carolee Dean has made numerous appearances as a guest poet/author at schools, libraries, poetry events, and teacher/library conferences. She holds a master's degree in communicative disorders, and has spent over a decade working in the public schools as a speech-language pathologist. Her first novel, Comfort,was nominated as a Best Book for Young Adults, was named the Best YA Novel of 2002 by the Texas Institute of Letters, and was on the TAYSHAS (Texas Library Association) reading list. Take Me There is a YALSA Quick Pick for Reluctant Readers. Her paranormal verse novel, Forget Me Not, was published by Simon Pulse in October of 2012.    She conducts teacher trainings on inspiring reluctant writers including "The Secret Language of Stories" and "Random Act of Haiku."             Caroline Starr Rose spent her childhood in the deserts of Saudi Arabia and New Mexico, camping at the Red Sea in one and eating red chile in the other. She's taught English and social studies to upper elementary and middle-school students in New Mexico, Florida, Virginia, and Louisiana. Back in NewMexico, Caroline now writes middle-grade novels and picture books full time.      To find teacher's guides, writing activities, and information about author visits, go to my website.      Kimberley Griffiths Little has won the  Southwest Book Award, The Whitney Award for Best Youth Novel of 2010, and the author of the highly acclaimed, The Healing Spell and Circle of Secrets published by Scholastic Press. Look for her books at the Scholastic Book Fairs      She lives on a dirt road in a small town by the Rio Grande with her husband, a robotics engineer and their three sons. Kimberley is a favorite speaker at schools around the country, presenting "The Creative Diary", a highly successful writing workshop and has been a speaker at many conferences. Please visit her website to download free Teacher's Guides and Book Club Guides.       Upcoming Author Events  Caroline Starr Rose April 19 New Mexico Library Association Youth Luncheon Albuquerque, NM July 27 19th Annual Norfolk Public Library Literature Festival, Norfolk, NE

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Sadness and Happiness

Dear Friends,

 

I've returned once again from a trip out of state for the funeral for my uncle who died unexpectedly two days after our return from the Middle East. My mother and family are just reeling. I also got sick again - third cold in two months - lack of sleep, too much traveling, and too much grief after my brother's passing in December.

 

So, I haven't had a chance to write a blog post about my fabulous trip. (I did post my first album of pictures on Facebook about Petra, Jordan last week.) Go there and open up the pictures to read all my narrative comments. https://www.facebook.com/media/set/?set=a.10152588299840043.1073741825.698155042&type=3 

 

But! I am very happy to share Donalyn Miller's next post about Book Whispering! Read on for more fabulous-ness.

 

SPELLBINDERS rock!

 

Love,

Kimberley

March 4, 2013 An Interview with Donalyn Miller, author of THE BOOK WHISPERER Part II "Reading is both a cognitive and emotional journey." Can you speak to this idea? At one level, reading is a skill that can be taught and learned. How to locate information, analyze a plot, or decode vocabulary-these reading skills are necessary and can be learned. Everyone who is literate has these skills some to some degree. Beyond reading skills, we cannot overlook or discount reading's emotional, spiritual, and intellectual value-discovering things about ourselves and the world that we didn't know, learning from the accomplishments and failures of others, inspiring action, and expanding our knowledge. If children do not develop this aesthetic connection to reading, they won't see reading as anything but a skill. I believe that basic literacy is important, of course, but I think education should do more than teach workplace applicable skills. Education should teach students to question and provide them with the tools they need to find their own answers. How might a teacher with a heavily scheduled day find time to add in independent reading? I know that there is never enough time to teach what we are expected to teach under the time constraints given. I get it. If I cannot find evidence-based and research-proven reasons for using a particular activity or tool, I don't use it. I don't have time to waste on activities that don't benefit students' growth as readers, writers, and thinkers. I take the minimum number of grades my district requires. There is no busy work. We read. We write. We share and talk about reading and writing. That is it. It is very liberating, actually. I suggest that all teachers critically evaluate every activity they are doing to determine whether or not it moves students toward independence or just more school. Independent reading has more influence on students' long term reading achievement than any other activity. Why would we put it last?  I recommend that students read every day for a minimum of 15 minutes. Divide your class into thirds-1/3 for independent reading and conferences, 1/3 for mini-lesson and guided practice, and 1/3 for more reading and more writing. Catching the reading bug: I loved hearing about all the ways your kids bring reading into their everyday lives. Tell us about your student who once read in the shower! Ah, that was Molly. She was desperately trying to finish a book, but her mom kept calling down the hall for her to get in the shower. Realizing that she couldn't hold off her mom until she finished the book, Molly held the book out of the shower to keep it dry and kept reading it. You have an extensive classroom library largely run by your students. I'm curious if you find certain titles "have legs" -- seem to wander away more so than others. In my room my Shel Silverstein and Sara Holbrook poems had to be replaced often. What about you? When I taught middle school, the books that "walked" the most were: SMILE by Raina Telgemeier, the Skeleton Creek series, Bone graphic novels, CLIQUE by Lisi Harrison, HATCHET by Gary Paulsen, and innumerable copies of THE HUNGER GAMES and THE LIGHTNING THEIF. I imagine that many of these books are sitting on shelves in a former student's home. I hope they are. Every once in awhile, a younger sibling returns books that were discovered. I enjoy reading the apology notes attached. I think my books have more adventurous lives than I do. When I taught I hosted an annual Book Auction. Kids would donate books they no longer wanted. I gave all my students five "dollars," whether they donated or not, and those who donated got an extra dollar for each title they brought in. At the end of the day, everyone went home with a pile of new-to-them books.  What are some other creative ways a teacher might get books in kids' hands? I love your book auction idea. We held school-wide book swaps at my previous school. Students and families donated books and received coupons for each title. During the swap, kids could take home a book for every coupon. We gave away extra coupons, so that every child had one. Extra books were donated to charity book drives. As I read THE BOOK WHISPERER, I kept wondering if you'd read Daniel Pennac's THE RIGHTS OF THE READER. And you have! Which of these rights do you think are hardest for kids to embrace? For teachers?   For students, it's hard for them to see these rights as normal reading behaviors. They have been told by adults that skipping pages, abandoning books, rereading favorites, and not reading sometimes are negative behaviors. We spend a lot of time during the early weeks of school discussing these rights and sharing our experiences with them. For teachers, I think that accepting times when students just don't feel like reading is normal. When a student actively avoids reading all of the time, this is cause for concern, but some days are OK. I notice that my students don't want to start another book right away when they have recently finished a great one. I encourage students to spend their reading time writing a recommendation or reflection about the book instead, or researching the author's other work.  "Every lesson, conference, response, and assignment I taught must lead students away from me and toward their autonomy as literate people." Can you talk briefly about the ways you use reader's notebooks and one-on-one conferences in your room and how they build autonomy? John Dewey said, "We do not learn from experience. We learn from reflecting on experience." I think that notebooks and conferences provide a formal way for students to collect information about their reading and reflect on their experiences. In their notebooks, students record the books they read, notes from lessons and research, and their reading responses. When we confer, I usually begin the conversation with what the students are currently reading and move into looking through notebooks for trends in reading behavior, as well as strengths and goals. My students and I develop individual goals for their reading during these conferences.    Learn more about Donalyn and her book at www.thebookwhisperer.com. Join us next month for the third part of the interview.   Join Our Mailing List! Meet the Spellbinders Caroline Starr Rose spent her childhood in the deserts of Saudi Arabia and New Mexico, camping at the Red Sea in one and eating red chile in the other. She's taught English and social studies to upper elementary and middle-school students in New Mexico, Florida, Virginia, and Louisiana. Back in New Mexico, Caroline now writes middle-grade novels and picture books full time.  To find teacher's guides, writing activities, and information about author visits, go to her website, stop by her blog, or follow her on Twitter.    Carolee Dean has made numerous appearances as a guest poet/author at schools, libraries, poetry events, and teacher/library conferences. She holds a bachelor's degree in music therapy and a master's degree in communicative disorders, and she has spent over a decade working in the public schools as a speech-language pathologist. Her first novel, Comfort,was nominated as a Best Book for Young Adults, was named the Best YA Novel of 2002 by the Texas Institute of Letters, and was on the TAYSHAS (Texas Library Association) reading list. Take Me There is a YALSA Quick Pick for Reluctant Readers. She conducts teacher trainings on inspiring reluctant writers including "The Secret Language of Stories" and "Random Act of Haiku."             Kimberley Griffiths Little is the recipient of the Southwest Book Award, The Whitney Award for Best Youth Novel of 2010, and the author of the highly acclaimed, The Healing Spell and Circle of Secrets, published by Scholastic Press. Look for her books at the Scholastic Book Fairs, as well as two more forthcoming novels in 2012 and 2013.    She lives on a dirt road in a small town by the Rio Grande with her husband, a robotics engineer and their three sons. Kimberley is a favorite speaker at schools around the country, presenting "The Creative Diary", a highly successful writing workshop and has been a speaker at many conferences. Please visit her website to download free Teacher's Guides and Book Club Guides.       Upcoming Events Caroline Starr Rose April 19 New Mexico Library Association Youth Luncheon Albuquerque, NM July 27 19th Annual Norfolk Public Library Literature Festival, Norfolk, NE

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The Book Whisperer . . . Donalyn Miller. FAB interview - a must read!

February 4, 2013 An Interview with Donalyn Miller, author of THE BOOK WHISPERER Part I I'd describe your beautiful book, THE BOOK WHISPERER, as a reading teacher's manifesto for free-choice reading. You state "students in free-reading programs perform better than or equal to students in any other type of reading program" and that students' "motivation and interest in reading is higher when they get the opportunity to read in school." Could you briefly walk us through the changes you experienced as a teacher that led you to embracing this mindset? When I first began teaching, I followed the other teachers in my department. I passed out reading logs, taught whole class novel units, and assigned book reports. I didn't know any other way. I knew that there was a disconnect between what readers do away from school and what I asked my students to do, but I wasn't sure what I could do about it. School reading and the reading I did on my own never overlapped when I was a kid. When I began questioning why this was still true for my students, I began to read and study reading workshop and look for ways to make school reading mirror what readers do "in the wild" as I call it. I gut check everything we do against these questions:  Does this help my students become more independent readers?  Do readers actually do this (or something similar)?  If I can say, "No," then what's the point?  Students in your class are expected to read forty books from a variety of genres in their year with you. How do your students first respond when hearing this? How does this compare to what they feel about their reading at the end of the year? I am known as the teacher who expects students to read a lot, so I think my reputation precedes me now. In the past, my students (and their parents) were shocked and worried about my reading expectations. I urge my students to try reading more at school and home. In turn, I promise them that I will do everything I can to teach them how to read and enjoy it more. We start with these mutual commitments. After a few months, students are amazed at how much they have read and feel more confident. By the end of the year, most of them have read substantially more than 40 books. For the past four years, our class average is 56.  My students also discover that I don't really care about the number of books they read. I just want them to find books that mean something to them. I want them to enjoy reading and find personal value in it. The children who read 20 books matter just as much to our class reading community as those who read 100. One of the things I love about your classroom is the way you read alongside your students. In giving your students choice, you have shifted the power from the all-knowing teacher to a place where readers meet and learn together. While your young "apprentices hone a craft under the tutelage of a master, " you feel strongly that "meaning from a text should not flow from my perceptions... [but] from my students' own understandings, under my guidance." This is a huge shift for children. How do you teach them to take the reins and trust their ideas?  It takes time to build a classroom community where everyone feels valued. The children don't trust me at first because they think I don't mean it when I say they can choose their own books, writing topics, and methods for responding. I work hard to encourage every student. I try to listen to them as a person before I respond as a teacher. When a student tells me he cried reading LOVE THAT DOG, he deserves to get an authentic reaction to his emotions before I ask him to evaluate how Sharon Creech crafted the story. I cannot tell you how many students tell me that they think adults don't really listen to them or see them.  Through feedback during conferences and one-on-one conversations, I encourage students to set their own learning goals and evaluate their work against standards and class-developed rubrics. Teaching students to critically look at their own work before turning it in for my evaluation is hard for many of them who seek my approval as indication that they are successful.  I love how you play book matchmaker for your kids throughout the year. Can you explain how you learn of their interests and pair books with readers? I learn about my students because I talk to them constantly-about their life experiences as well as school assignments. I know who plays sports and who likes origami. I know who has a new baby brother and who is an only child. I also keep an endless database of books and authors in my head (and use Goodreads), and I read several books a week. If I see that a book is popular with my students and I haven't read it, I get a copy and read it immediately. When I can't find a book that matches to a student's specific interests, I fall back on titles that have wide appeal to most kids like HOLES or NUMBER THE STARS. I also ask students about the other books they have read and enjoyed.  I read a lot of book reviews, reading blogs, and book lists, too. Remaining current on the newer books helps me provide titles that are relevant to my students. I also talk to a lot of teachers and librarians on Twitter who recommend books to my students and me.  Knowing my students and knowing books-there's no shortcut. I often joke that I spend my life introducing my shelf children to my classroom children and facilitating friendships between them. Learn more about Donalyn and her book at www.thebookwhisperer.com. Join us next month for the second part of the interview.   Join Our Mailing List! Meet the Spellbinders Caroline Starr Rose spent her childhood in the deserts of Saudi Arabia and New Mexico, camping at the Red Sea in one and eating red chile in the other. She's taught English and social studies to upper elementary and middle-school students in New Mexico, Florida, Virginia, and Louisiana. Back in New Mexico, Caroline now writes middle-grade novels and picture books full time.  To find teacher's guides, writing activities, and information about author visits, go to her website, stop by her blog, or follow her on Twitter.    Carolee Dean has made numerous appearances as a guest poet/author at schools, libraries, poetry events, and teacher/library conferences. She holds a bachelor's degree in music therapy and a master's degree in communicative disorders, and she has spent over a decade working in the public schools as a speech-language pathologist. Her first novel, Comfort,was nominated as a Best Book for Young Adults, was named the Best YA Novel of 2002 by the Texas Institute of Letters, and was on the TAYSHAS (Texas Library Association) reading list. Take Me There is a YALSA Quick Pick for Reluctant Readers. She conducts teacher trainings on inspiring reluctant writers including "The Secret Language of Stories" and "Random Act of Haiku."             Kimberley Griffiths Little is the recipient of the Southwest Book Award, The Whitney Award for Best Youth Novel of 2010, and the author of the highly acclaimed, The Healing Spell and Circle of Secrets, published by Scholastic Press. Look for her books at the Scholastic Book Fairs, as well as two more forthcoming novels in 2012 and 2013.    She lives on a dirt road in a small town by the Rio Grande with her husband, a robotics engineer and their three sons. Kimberley is a favorite speaker at schools around the country, presenting "The Creative Diary", a highly successful writing workshop and has been a speaker at many conferences. Please visit her website to download free Teacher's Guides and Book Club Guides.       Upcoming Events Caroline Starr Rose April 19 New Mexico Library Association Youth Luncheon Albuquerque, NM July 27 19th Annual Norfolk Public Library Literature Festival, Norfolk, NE

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