Taking the Lead in the Library - Common Core Standards

 Common Core • Literacy • Author Visits
and How to Fund Author Visits

 

Literacy is at the core as the standards put forth by the National Governors Association Center for Best Practices and the Council of Chief State School Officers are coming into states across the nation.  Reading and literacy is emphasized across the entire curriculum: math, science and social studies.  Active engagement with the text is a goal of the standards.  A focus on fiction will stay but sharing that focus at least equally will be informational texts moving toward a ratio of 45% fiction to 55% informational texts at eight grade with the ratio shifting to 30% fiction to 70% informational texts by the time of high school graduation.  As readers move toward more interaction with text activities should move toward providing access to information background and overview, and with varied selections, readers must be exposed to multiple perspectives in order to assist the reader in interpretation of what is being read.

Common Core's overarching goal is literacy.

Author visits can provide the ultimate in literacy experiences.  Learning how an author utilizes research and primary source material emphasizes the role of informational text and primary sources.  Scheduling an author visit to your school is a sure-fire way to help put the focus on these common core standards.  Those authors who write, or illustrators who illustrate,  with a historical perspective or whose books emerge from another time period/setting can bring a focus on both literacy and social studies for example, the influence of setting on characters and plot; the concept of place in American (or world) history, changes in communication and transportation over time, and the economic and social consequences of personal decisions.

As with all activities in school any author visit should begin with a goal.  What are you trying to achieve/teach?  Authors might fit a specific goal (such as a diversity goal, writing, etc.)

While we can not list all the applicable standards for every grade level (www.corestandards.org) there are some notable examples.  For example each of the English Language arts standards include specifics in the "Craft and Structure" category.

(From the standards for third grade but similar for other grade levels) 

•  CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.  And author provides first hand analysis of a body of work that can provide a mentor text for readers future independent analysis. 
• CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
• CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

These are just three of the many standards that could be part of an author's focus.  The key is not just the author's visit but the preparation that leads up to the author's appearance:  reading of books, asking questions, working to determine the main idea of a text; recount the key details and explain how they support the main idea CCSS.ELA-Literacy.RI.3.2.  The day the author visits should be the culmination of a total literary focus.  The best author appearances come after thorough preparation -- reading, discovery, exploring, and thinking.

An author appearance can provide so much inspiration and boost the literacy component in any area of the curriculum, and at all levels.  Educators can use a pending author appearance as a stimulus for many activities leading up to the events and post appearance.  The practical conventions of preparing for an author visit are outlined in an online article, "Make the Most of An Author's Visit,"  at http://www.mcbookwords.com/authorvisits/resources/plans_authorvisit.html.  The article outlines everything from making the arrangements to follow-up activities.

The individual activities created to prepare for the author will depend on the specific goals educators identify for the author focus.  There are many resources that will assist in identifying sources and resources.  Check out McBookwords: Author Visit Resources at http://www.mcbookwords.com/authorvisits/resources/visitresources.html.

Funding an Author Visit

Schools never have enough funds for all the things they want to do.  But for those that wish to utilize the expertise of authors/illustrators to boost the literacy factor in their classroom/library can, with creative effort, find the resources.

Resources

•  SCBWI’s Amber Brown Fund Grant  Amber Brown Grant
• State /Regional  arts councils -- http://www.nea.gov/partner/state/SAA_RAO_list.html
• State and local humanities councils-- Fifty six councils - http://www.neh.gov/about/state-humanities-councils
• International Reading Association Grants and Awards - http://www.reading.org/Resources/AwardsandGrants.aspx
• Maureen Hayes Award (ALA-Association for Library Service to Children) http://www.ala.org/alsc/awardsgrants/profawards/hayesaward
• John Cotton Dana Library Award - information at http://www.ebscohost.com/academic/john-cotton-dana
• School Fundraising: School Donation: Grants for Teachers ... http://www.adoptaclassroom.org/index.aspx Adopt a Classroom.
• ING Unsung Heroes | ING Financial Services - http://ing.us/about-ing/responsibility/childrens-education/ing-unsung-heroes
• Target - Education Support, Programs, Activities - https://corporate.target.com/corporate-responsibility/education
• Poets and Writers - Funding for Literary Readings  & Writers Workshops | Poets & Writers http://www.pw.org/funding

Gateways to More Information / Fundraising ideas

• Literacy Grants - links provided by Lee & Low Books
  http://www.leeandlow.com/p/administrators_grants.mhtm
• Donors Choose - Teachers ask and donors choose  http://www.donorschoose.org/
• Research Grant Programs & Fundraising | Foundation Center - http://foundationcenter.org/
• Kick Starter:  http://www.kickstarter.com/
• Fund & Sustain Your Work | SparkAction - http://sparkaction.org/act/fund
• School Grants | Funding Opportunities | Find a Grant ... Grants for Schools and Teachers http://www.grantsalert.com/gsft.cfm?action=view&gsft=77
• Grant Wrangler -http://grantwrangler.com/
• Sponsorships / Charitable Donations from Barnes and Noble http://www.barnesandnobleinc.com/our_company/sponsorship/Sponsorship_main.html

Ideas for Cutting Costs - Not Cutting Corners

Briefly pairing library events with day long school visits, joining with local reading / library organizations, or with local literacy organizations such as local councils of the Society of Children's Writers and Illustrators to coordinate events, share travel expenses, negotiate a reduced rate.  Download a pdf list at http://www.scbwi.org/Resources/.../ArtsCouncilsDirectory_2010_Update.pdf‎

Reference Book

Reference book regarding author visits: ABCs of an Author Illustrator Visit by Sharron L. McElmeel, (Linworth Publishing) -- from the publisher:

Build excitement about reading with successful author/illustrator visits and "virtual visit" celebrations
Here's step-by-step help in organizing actual visits or "virtual" celebrations--including lively curricular activities. You'll find new models to help you gather community support, plus new ways to obtain funding and involve co-sponsors. All the necessary steps are covered: the choice of person, timing, place, equipment...getting the books, resource booklets, and videos...helping teachers publicize the event to students (including activities tied to various content areas)...and holding "proxy visits," events celebrating author/illustrator works, "Read-ins," or visits by e-mail. A number of reproducible forms help make any event flow smoothly--also aided by all the updated contact and related information in the resource section.
Expanded with more ideas, guides, and updated resource information, including websites and new books
Gives many examples of curriculum-related activities and ways to use the event to promote literacy
Presents alternatives to on-site visits, author-focused celebrations, and virtual visits
Promote enhanced literacy through an exciting celebration of books and the authors and illustrators who create them You'll build a love of reading, show connections between books (developing higher order thinking skills), and promote reading comprehension as young readers grow in authentic response to their reading.

This post is sponsored by McBookwords - Arrange author visits with a select group of authors and illustrators: Jim Aylesworth, Jacqueline Briggs Martin, Rebecca Davis, Colin Bootman, F.T. Bradley, Jeni Reeves, Sharelle Byars Moranville, Nicole Rubel, Barbara Santucci, and Carol Gorman.  Cost of an author visit depends on specifics for the visit but generally includes an honorarium and travel expenses.  There is no additional cost for booking author appearances through McBookwords.  In fact, schools and libraries always receive more value as the professionals at McBookwords will help with all arrangements, field questions, provide suggestions for logistics, and help to make sure every aspect of the visit goes smoothly and results in a rewarding experience for all involved.

Writing Begins at Home

Today I was fortunate to hear Dori Hillestad Butler, Jacqueline Briggs Martin, and Carol Gorman speak about experiences from their lives that they have managed to turn into stories for young readers.  Each of these three was a panelist in a forum at the Marion (Iowa) Public Library.  Writing Begins at Home: Turning Your Personal Experiences Into Stories was just one of four panels that was part of Celebrate Writing @ MPL -- the library's Author Fair was held February 16, 2013.  Hopefully this will become an annual event.

 Dori spoke about a concept Jerry Spinnelli shared with her while he was at her mentor during a week-long Highlights writing workshop.  He asked her to write 10 things she was passionate about (in sixty seconds).  She did and then he suggested that she never write about anything but one of those ten things.  Write what you are passionate about.

 Dori loves animals and during a time that one of her pets (an older dog) was nearing the end of his life, and her older son was about ready to begin his life away from home (and across the country), she began to think about what was to come.  Then she began to learn about therapy dogs, specifically those that read with children.  That seemed to the focus Dori wanted but she had to convince her husband that their household could go from a two pet household to a three pet household as she would need a dog that was young enough, and liked children enough to be trained as a therapy dog.  Eventually "Mouse" came to their house
That episode in her life is part of the seed that became the first book The Case of the Lost Boy that was the first in her Buddy Files series. The series, published by Albert A. Whitman is a best-selling series which is very popular with 2nd-4th grade readers.  Another series by Butler, is coming in 2014. The first book is now scheduled for release, by Grosset and Dunlap, during the summer of 2014. The Haunted Library series will feature a misfit ghost boy and a misfit human girl who come together to solve mysteries.

 Jacqueline Briggs Martin often draws on her connections and research when she writes books.  When her first grandchild was born, he lived in California and Jackie was in Iowa.  She wanted to visit him and especially was interested in his enjoyment of blue grass music.

So Jackie imagined that she stepped out of the door and with her own banjo case and a little magic that the granny in the story would have (but Jackie did not), she would manage to go over prairies, through the mountains and so forth until she reached her grandson.

 The book, Banjo Granny,  that resulted was co-authored by Sarah Martin Busse, Jackie's daughter and the grandson's mother.

She had brought a large photo of the grandson who was the inspiration for Banjo Granny.

 She had also brought a picture of one of her aunts who had The Finest Horse in Town.  This aunt along with another aunt owned a dry good store in a small town in Maine where Jackie grew up.  She researched the history of her aunts — and was able to talk to an old watchmaker in town who had known her aunts.  She augmented those facts with some stories that she imagined might have happened.  Combined with what "the old watchmaker told her" Jackie fashioned a story about the aunts and the finest horse in town.

Carol Gorman shared about her growing up in Iowa City and having a classmate who disappeared each day down a small sized door and into a maze of tunnels underneath the school in order to avoid going to class.

Later she was able to use that episode in a book and although in real life the door was locked shut after the administrators heard Carol and her classmate talking beneath the classrooms; in the book—since writers can change facts to fit their story, Carol was able to have the door locked but the protagonist managed to find an alternate way into the tunnels and was able to continue using the tunnel as an escape refuge.

Interesting tidbits from the lives of authors that made their way into the pages of the very popular books they write.

L-R: Dori Hillestad Butler, Jacqueline Briggs Martin,
Carol Gorman

During author visits each of these writers are able to share more background for how they use their own experiences, information gleaned (and researched) from many sources, and their imagination to construct books for young readers.

Anyone planning a major children's literature conference or just wanting to have an inspiring author/illustrator visit your school/community for a day with readers might wish to invite anyone of these three authors.
Each of them speak to many age groups with great success.  If you are interested in inviting Jackie, or Carol  to your school or library -- for an author appearance please contact us at McBookwords.

 

McBookwords has a dozen or more authors that speak with young readers.  If you would like to investigate having an author visit your school or library -- for an author appearance please contact us at McBookwords.  Each of these authors often speak  in schools with young readers, and at all types of groups that are interested in literacy and  books.

 smc

Starting the Discussion - Anti-Bullying

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This is my promised blog entry that includes anti-bullying curriculum components utilizing Carol Gorman's Games: The Tale of Two Bullies and Dori Hillestad Butler's The Truth About Truman School.  The ideas involve all school reads, author visits, and much discussion.  But first a little background.

Forty-seven states of the fifty states are reported to have passed school anti-bullying legislation requiring a plan to deal with bullying.  Curriculum components aimed at curbing bullying, in some form or another, are mandated in these states.  As of now there are no federal laws dealing directly with school bullying.  However, Health and Human Services (HHS) Secretary Kathleen Sebelius and Education Secretary Arne Duncan have unveiled a revitalized Stop Bullying website– www.stopbullying.gov, — “to encourage children, parents, educators, and communities to take action to stop and prevent bullying.”But it seems clear that this is a problem that can not be ignored.  Sadly sometimes adults do not deal with the situation in the most effective manner.  Here are cases -- you decide.

CASE #1: Several bullies harass an overweight female (high school) student in the classroom.  Instead of dealing directly with the harassment, the teacher moves the female student to the other side of the room to separate her from the bullies.  This does nothing to stop the bullying behavior in the hallways and tends to perpetuate the idea that it is the fault of the person being bullied rather than putting the blame where it should land – on the bullies.

CASE #2: An intermediate student does not deal well with loud unexpected noises.  They frighten and cause her great discomfort and she visibly reacts to loud unexpected noises.  Fellow classmates delight in coming up behind her and make loud noises.  The teacher’s efforts to curb this is to have the girl work with a mentor who will regularly surprise her with noises and thus, eventually “condition” her to the loud noises.  While this might be a compassionate conditioning for other situations; the students maliciously making the loud sounds were not dealt with.  That should be a FIRST step.  Meeting the situation head on should be the norm not the afterthought.

CASE #3:  A sixth grade class had two female students in the class.  One had a congenital eye deformity and the other had a very scarred face and arm caused by a kerosene fire when she was a toddler.  The student with the scarred face never smiled nor was she a pleasant student to have in class.  The girl with the eye deformity smiled a lot (but it seemed to be a "put on a brave face" defensive move) –  neither girl was treated well by their classmates.  They teased, ignored, did not include them in playground games, did not choose them for games, in general they mostly showed that each of them was a big bother and too insignificant to be part of their “circle.”   The teacher in this case arranged to send the girls to the library (with instructions that they not be allowed to return until the all clear signal was sent).  Then she proceed to “read the riot act” to the remaining students. Of course, the one girl was not pleasant to be around – would you be if no one was ever nice to you?  How would you feel if you were ignored and teased and shunned throughout every day?  Once it was clear, that future incidents of the negative behavior was NOT going to be tolerated the class settled down to create a list of actions that they could take to include the girls positively.  When the girls returned the classroom, the teacher explained forthrightly that the class had been discussing their collective bullying behavior and that collectively they wished to apologize and hoped each of them (the girls) would accept the apology and allow each of the members of the class to begin to show their friendship as the days went on.  This forthcoming approach embarrassed the girls for a moment but even that day other members of the class were quick to extend a new welcome to each of them.  Students vied for the girls to be in their group.  By the end of the semester both were smiling daily and by the end of the school year each of the girls had made some lasting friendships.  And new students and students in other classes took their cue from these girls’ immediate classmates.  There was no bullying, no exclusion, no ignoring — each was treated as a valued member of the class and the school community.

Case #3 exemplifies the type of progress we can make if we just discuss and talk about the effect bullying has on those that are being bullied and if the group as a whole shows that bullying will NOT be tolerated within their learning community.
As a teacher you may not be able to pinpoint the subject as clearly as in Case #3 – the bullying was so concentrated on these two girls that the discussion focus was pretty clear.  However, there are other successful methods of starting a conversation about bullying.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

A common experience can bring a discussion into focus.  Award winning authors have written books that deals with incidents of bullying.  These incidents, the personality of the bully, the vulnerability of those being bullied, the background of all of the incidents, and so forth can all play into the discussions that come about because of the focus on bullying.  

Several lists of books exist which contain ideas for starting discussions about bullying -- The Pirate Tree.  The blog is maintained by a collective of children's and young adult writers interested in children's literature and social justice issues.  Two posts by Ann Angel concentrate on bullying:

Annangel.  (5 April 2012) "We Can Learn About Ways to Stop Bullying from Teens in the Civil Rights Movement." The Pirate Tree. (WEB) http://www.thepiratetree.com/2012/04/05/we-can-learn-about-ways-to-stop-bullying-from-teens-in-the-civil-rights-movement/

Annangel.  (4 May 2012) "More Thoughts on Books, Bullying and Standing Up." The Pirate Tree.  (WEB).
http://www.thepiratetree.com/2012/05/04/more-thoughts-on-books-bullying-and-standing-up/ 

To find the other posts about bullying, use the search function on The Pirate Tree's blog.

Penguin Young Readers Group has published a booklet authored by Jerry Michel, titled Think Twice Play Nice.  The booklet is available from the Penguin Group teacher/librarians website at http://penguin.com/teachersandlibrarians or from this archival depository.
 
To start that process one successful method is to hold an “all school” read.  Each child would read, or have read to them--the same book as each of the other students in the school.  After the book has been read or throughout the reading discussions for the events in the book can be shared and solutions/ideas sought.  

One of the most effective culminations to an all school read is arrange for students to have the perspective of the author who wrote each book.  One author, Dori Hillestad Butler often uses a previsit bullying survey to elicit what is going on in their schools in regard to bullying.  These comments/facts are then incorporated into her presentation/discussions with those who have read her book.  Carol Gorman elicits discussion about the “games” that were being played in her book about two bullies.  Games played by all bullies as well as those who merely stand by and provide passive approval/encouragement to the bully are also discussed. 
An author appearance by either Carol Gorman or Dori Hillestad Butler is a powerful element in focusing on anti-bullying efforts.

Carol Gorman — Games: The Tale of Two Bullies
The story of Mick Sullivan and Boot Quinn is written from two perspectives in alternating chapters — From the publisher: "Mick Sullivan likes reading thrillers, daydreaming about Tabitha Slater, and teasing his archenemy, Boot Quinn.  Boot Quinn likes playing his guitar, daydreaming about Tabitha Slater, and punching his adversary, Mick Sullivan.  The two eighth graders are rivals in every way, and with two fights in the first week of school, they've set the stage for a yearlong showdown. That is, until a new principal arrives on the scene and forces Mick and Boot to spend an hour and a half each day playing games together. Two enemies, one small room, and no adult supervision--battle lines are bound to be crossed. As the wins and losses are tallied, the boys find themselves fighting for their classmates' attention, a cute girl's affection, and their own fathers' respect.  But how far are they willing to go to win? And who are they really fighting? There's only one way to find out.
Game on."

Carol Gorman is an exciting and accomplished author presenters who engages students in active and involved conversations.  Invite Carol to your school to be part of the anti-bullying discussions as part of your all-school reads and your anti-bullying curriculum.  Plan an all-school read, schedule a date for the author's appearance, and begin now to promote a no-bullying tolerance in your school community.

 

McBookwords has a dozen or more authors that speak with young readers.  If you would like to investigate having an author visit your school or library -- for an author appearance please contact us at McBookwords.  Each of these authors often speak  in schools with young readers, and at all types of groups that are interested in literacy and  books.

 smc