Wednesday, June 27, 2012
Tuesday, June 19, 2012
Book Review: Rebecca and the Changeling
Goblins, Fairies, and Changelings – Oh My! Eager young readers will eat up Rebecca and
the Changeling by Margaret Pearce. An
adventure story in which Dewdrop, the seventh daughter of the Fairy Queen, decries
the edict that “princesses and subjects are prideful of their position in fairyland,
and act accordingly.” This jaded rebel
princess disagrees – and acts accordingly as she rescues a thieved human baby
despite the perilous consequences. With
an unforgettable entourage of Golly – the common thieving Goblin and Lord Be
Thankful - her faithful guard and attendant, Dewdrop learns to blaze her own
trail but not without punishment of the evil queen (who puts Lord
Voldermort to shame!)
Spells, potions, and magic galore – Pearce pleases in the
first installment of The Wingless Fairy Series.
I question whether Rebecca and the Changeling is appropriately leveled
for emergent readers. The vocabulary and
character names might prove a bit confusing save the most determined fantasy
fanatics, but early to middle readers will sing its spells! Well-written with delightful humor sprinkled
throughout like glistening fairy dust, Rebecca and the Changeling
enchants.
Reviewed by Kimberly Dana for Readers Favorites
http://www.amazon.com/Wingless-Fairy-Series-Book-ebook/dp/B0083VPDTQ
http://www.amazon.com/Wingless-Fairy-Series-Book-ebook/dp/B0083VPDTQ
Thursday, June 7, 2012
Lucy and CeCee Snags Honorable Mention
San Francisco Festival of Books Honors Lucy and CeCee's How to Survive (and Thrive) in Middle School
Saturday, June 2, 2012
Hooking Reluctant Readers
No Child Left Behind states that by the year 2013, all
children will be proficient in reading.
No one would deny the worthiness of this target goal, but what about all
those reluctant readers?
I remember the reluctant readers in my third grade
class. They were three boys whom the
teacher dubbed the Reading Rockets.
Whether the teacher named them out of a sense of irony or simply thought
they were most likely to erupt, I couldn't say.
Regardless, they were three boys who didn’t like to read and the whole
class knew it. As such, each boy
acquired his own coping mechanism when asked to read aloud. One hummed, one banged his head on the desk,
and the other read in a staccato high-pitched voice to make the kids
laugh. And we did. The Reading Rockets became our
entertainment. Over the years I’ve often
wondered what became of the Reading Rockets and if they overcame their reading
difficulties. One thing I do know for
sure was the Reading Rockets believed three things. Reading wasn’t fun. Reading led to embarrassment. Reading was bad.
It’s no secret that most reluctant readers test lower than
proficient on standardized tests - many far below grade level. When this happens, we add to the
stigmatization of “the reluctant reader label” by placing them in remedial
classes where we saturate them with tedious, mundane “skills” books that only
manage to solidify their underlying belief: reading
is boring! Then we have the audacity
to question why all ninth graders cannot read Dickens’s Great Expectations with proficiency. The answer is clear. Discouraged by years of failure and apathy,
we have lost most of the Reading Rockets by the time they have reached high
school.
If the end goal is
for all children to acquire grade level proficiency in reading (and hopefully
acquire a love for the written word), I contend that reluctant readers are
highly capable of reaching their destination – they just take a vastly
different path. It reminds me of when I
teach Romeo and Juliet. When we finish the play, I do the
time-honored tradition of rewarding my class with the movie. Whereas most students love and appreciate the
beautiful Franco Zeffirelli adaptation, a handful (many of them reluctant
Shakespeareans) prefer the modern day gang-inspired Baz Luhrman’s version with
Leonardo DiCaprio. Either way, all the
students are exposed to Shakespeare’s magnificent words coming to life on the
screen. Different path – same
destination.
Enter the subgenre – Hi-Lo.
High Interest/Low Reading Level books are what reluctant readers are in
desperate need of to spark their untapped literacy success. Hi-Lo is for those teens and tweens who for
some reason do not test on grade level, but mentally and physically are right
there with their peers. In a nutshell,
they find the act of reading more tedious than fun. And while many reluctant readers are still
learning to read, most have never discovered the sheer joy of reading to
learn. It takes a special author to
write Hi-Lo, one who keeps this little fact in the forefront of their
storytelling.
So how does one write Hi-Lo?
The author must first adhere to the aesthetic formula, which is code for
providing the necessary supports. When
writing Hi-Lo, brevity is paramount without sacrificing content. Sentences are short (with the subject and
predicate close together); paragraphs are short (ideally three-four sentences);
chapters are short (better to have many short chapters than fewer long
chapters). Illustrations hold much sway
with reluctant readers, and it is no surprise that most are highly visually
literate. Consequently, the title and
cover should by mysterious and welcoming.
We’ve all heard the adage – don’t judge a book by its cover. Well reluctant readers do just that – and
with gusto!
Hi/Lo plot is all about engagement. It should be simple and fast-paced but age
appropriate. When we expect middle and
high schoolers to read about bunnies and turtles, there is thematic disconnect
that dishonors the tween/teen’s interests.
Making real-life connections to the subject matter is essential when
engaging reluctant readers. Topics of
interest include music, adventure, sports, horror, rebellion, and school. While the plot must pack a punch, it should
progress chronologically, avoiding confusing techniques like flashbacks, plot
twists, and point-of-view switches, etc.
Any challenging vocabulary words should be easily decoded using context
clues.
Characters must be strong and distinguishable, starting with
the names. Authors should avoid naming
characters names that sound alike or start with the same letter, which can lead
to confusion on behalf of the reluctant reader.
In lieu of complicated description, use voice to differentiate the
characters. Zany dialogue and an ear for
teen lingo is essential. It breaks up
text and is much easier for the reluctant reader to digest than meandering
description. Also, use humor whenever
possible.
To find a paragon of Hi-Lo, I look to the master himself –
R.L. Stine. Kids love R.L. Stine –
especially reluctant readers. And
although his books are often dismissed as lowbrow schlock for their violent
content, undemanding vocabulary, and opening lines like, “More blood,” – no one
writes Hi-Lo more adroitly as R.L. Stine.
His model is an action-packed thrill ride that puts Jerry Bruckheimer to
shame: a riveting hook, breakneck paced plot, ghoulish characters, roller
coaster twists, turns, and twirls. With
the turn of every page, the reader is reeling for more, and with titles like Welcome to Dead House, Monster Blood, Say
Cheese and Die, Welcome to Camp Nightmare who can blame them?
Writing Hi-Lo gives reluctant readers the opportunity to
master story with success (and hopefully a little bit of fun). Hi-Lo’s adolescent-friendly themes and
emotional appeal turn reluctant readers into avid bookworms. This does not mean we dumb down or reduce the
writing – we simply modify it to develop an attitude of “I can” within the
reader. The ultimate goal of writing
hi/lo is to hook, engage, and help readers evolve into their best selves. Even those Reading Rockets! Remember – different path, same destination –
as so eloquently stated by Robert Frost: “I took [the road] less traveled by,
And that has made all the difference.”
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