Click the cover to order the book!

FEATURED REVIEW

MAKING THE MATCH: THE RIGHT BOOK FOR THE RIGHT READER AT THE RIGHT TIME

By Teri S. Lesesne

Stenhouse Publishers

ISBN: 1571103813

Author Teri Lesesne uses voices of other authors as well as her own to reflect on youthful reading experiences, which include memories and enjoyments of the written word. Throughout this entertaining and useful text, Lesesne offers tips and strategies to assist young people in their selections of literature.  She uses examples from successful authors to illustrate why they themselves write for young people, the individuals that made a difference for these authors with literature, and why they enjoy reading books today.
 

Examples of reluctant readers and solutions for finding an interest in literature are given throughout the text. From elementary to high school, even college years, Making the Match will assist all educators when they are met with the task of assisting students and others with locating an excellent novel.

When confronted with the task of finding what qualities kids really want in a book, the author found these from a survey of middle school students.

• Kids want mysteries
• Kids want humor
• Kids want nonfiction
• Kids do judge a book by its cover 

Advice these students would give to educators would be the following.

• Accept our interests
• Let us keep the books as long as we want
• We want to meet the author
• We want to hear the book read aloud
• We want to hear more about good books 

This book offers a look at STOMP (Student Teacher Online Mentoring Program) where publishers and authors offer their contributions of books and tapes for at risk children and reluctant readers. The text’s appendices offer a plethora of titles to use with children as read alouds, booktalks, books on tape, website resources for booktalking, popular authors for young adult books, popular young adult books for teens, books to motivate reluctant readers, picture books for older readers, easy reading, humor, mysteries, short stories, science fiction and fantasy, nonfiction and informational books, poetry, young adult literature from laughter to tears, books for twenty-first century teens, tough books for tough times, multicultural literature for young adults, books to accompany developmental tasks, and twenty young adult books often challenged.

As and educator and avid reader, this book will have a prominent place on my desk where it will always be close at hand to help me assist my reluctant readers. Teri Lesesne has inspired me through her own experiences with young readers, but also by acquiring information from other authors as well.  I can’t wait for the next trip to the bookstore to purchase some of the titles for my classroom library.

Reviewed by Nancy W. Bleich

	THINKING THROUGH GENRE by Heather Lattimer

FEATURED REVIEW

THINKING THROUGH GENRE: UNITS OF STUDY IN READING AND WRITING WORKSHOPS
by Heather Lattimer
Stenhouse Publishers, 2003
290 pp/paper, ISBN: 1-57110-352-X
$22.50

Heather Lattimer presents a proactive way to really engage students in grades 4-12 in an authentic and relevant reading and writing workshop that focuses on genre. While limiting students to reading and writing within a genre, Lattimer also believes students must have personal choice within the genre irself. Many ideas for presentations are included for these reading and writing workshops. Beginning with the mini-lesson, continuing with the workshop that includes independent work and ends with the sharing of the method this new model is clearly designed and explained and can easily be adapted to many schedules in the schools.

The book is divided into chapters which address presentation, teaching the genre and ideas for reading and writing workshops. The genres included are: memoir, the feature article, editorial, short story, fairy tale and responses to literature. Excellent examples of each genre are presented and ideas for lessons are clearly given and include examples of student work that can be used as models in the classroom by the classroom teacher.

Examples and ideas for assessment and evaluation are also included and rubrics for assessment can be found in the appendix. Resources and other helpful books for genre studies are included in the text. This book is an excellent resource for teachers who are tired of the same old presentations of literature and should be considered for the professional bookshelf.

Reviewed by Sue Reichard

	A FIELD GUIDE TO THE CLASSROOM LIBRARY by Lucy Calkins and the Teachers College Reading and Writing Project Community

A FIELD GUIDE TO THE CLASSROOM LIBRARY

By Luck Calkins and the Teacher College Reading and Writing Project Community

Hieneman

A FIELD GUIDE TO THE CLASSROOM LIBRARY is the compilation of experience and ideas from hundreds of successful, creative teachers who wanted to share their knowledge of children’s books with…YOU!

If you are starting a classroom library, or looking for new books to enrich your existing library, then look no farther. A Field Guide to Classroom Library is a comprehensive listing with guides of almost 1,200 children’s trade books for kindergarten through grade six. It is available in seven different volumes: A (Kindergarten) to G (Grades Five-Six). These guides are designed to strengthen your teaching as they match young readers with books that spark their interests while developing their reading skills.

Each resource-packed guide provides a grade-appropriate list of books with a guide for each book that includes a book summary, basic book information, noteworthy features of the book, book connections, and teaching ideas. Everything you need to create a complete classroom library is at your fingertips as well as innovative teaching activities for every book. The books in this series of Field Guides were designed to aid teachers in creating libraries with categories of books that grab their students’ interests and propel them on their way to being powerful, knowledgeable readers.

A FIELD GUIDE TO THE CLASSROOM LIBRARY: A – Kindergarten features books to read independently and with a partner, books for shared reading, books to use during author studies, books intended to be read aloud, books that support the writing process, and more. Once you have your class library set up, you have the opportunity to choose from six modules that will expand the genres within your core library. The books included in this field guide are proven favorites for their levels of interest, teachable skills, and other noteworthy features.

There is a book within this series for each elementary teacher. Find yours and give your children the best gift possible…books.

Reviewed by:  Dana M. Griggs

Teacher, Headland Elementary School

	LITERACY FROM DAY ONE by Pat Barrett Dragan

Literacy from Day One

By Pat Barrett Dragan

Review by Nancy W. Bleich

Henry County School System

            While many teachers would find themselves in a rut or waiting on retirement following thirty years of teaching experience, Pat Dragan offers other teachers LITERACY FROM DAY ONE. Her book exudes ideas for first year teachers as well as those of us seasoned in our craft. Pat stresses literacy and writing from the first day of first grade. It is evident throughout the book, that Pat has kept current with teaching practices, new techniques, and is on top of what truly is the magic of learning with literacy as a foundation.

Her love of literature is well received by her students and her Overnight Book Program is a favorite of her first graders. In fact throughout the book, details are offered on how to create and maintain such an overnight book program from sample letters to parents to acquiring books from a variety of sources. Suggestions are given for continuing the program throughout the school year.

This book is ideal for lower level grades, but can instill ideas for displays and literature sharing in upper elementary grades as well. A variety of classroom management techniques are indicated, but as always, it is suggested that each teacher find the organizational style that suits them best. The book is filled with ideas for displaying shared literacy moments, and gives numerous opportunities for interactive reading and writing with school and home.

Pat Dragan has been successful with fostering literacy through various learning activities and situations. Some of them include playing games, poetry charts, code cracking, categories, sentence strips and illustrations, book circles, poetry cubes, creative dramatics, murals, problem solving, and pairing first graders with third graders to establish book buddies. Of particular interest is the section on using a weekly newsletter to stay current with school issues and to keep the parents informed of classroom happenings. The Braggin’ Dragan also includes student evaluations so parents know how their children are doing, what books they are reading, and if the overnight books are being returned in a timely manner.

Another interesting area in the book is the way Pat Dragan uses student photos as part of her creative bulletin board displays while involving students in all aspects of their learning. This book is a must for all elementary school professional libraries.  Be sure to check out the section on interactive writing with the class gorilla, Banana Breath. An extensive resource section is included as well as resources for book clubs and classroom materials. I can’t wait to share all of the unique ideas and valuable suggestions found in LITERACY FROM DAY ONE.

	COMPREHENSION RIGHT FROM THE START by Donna Marriott

COMPREHENSION RIGHT FROM THE START:
HOW TO ORGANIZE AND MANAGE BOOK CLUBS FOR YOUNG READERS
By Donna Marriott
Heineman
ISBN: 0-325-00429-3

Review by Nancy W. Bleich
Henry County School System
Headland, Alabama

 This is a must have for those looking for guidelines and suggestions for establishing, organizing, and managing book clubs for our youngest readers. This book by Donna Marriott is based on research and theory, but dependent on the learners each teacher has in his or her classroom.  The author suggests using small groups and instructing while in these small groups for comprehension to take place. This book would benefit instructors in kindergarten through second grade, but teachers in other grade levels could use many ideas as well.

Guidelines and suggestions are given for organizing the book clubs within the classroom. Suggested book lists can be found for each level, the use of poetry as support, and lesson plans and ideas for various books and literature are helpful. Extremely useful are the five-day organizational plans for various book clubs. Numerous ideas and plenty of activities are included. Guided reading, writing prompts, literature logs, skill/strategy/study, and infusing grammar and language into the reading and writing are techniques described within the book.  You can also find ideas for shared reading, theater, discussions and projects. Numerous examples of Venn diagrams and graphic organizers can be found throughout the book.

Many suggestions are given in Comprehension Right From the Start for assessment of reading and writing activities. Donna Marriott shows how this can be accomplished through book reviews, video studies, reading records, and response journals. Five-day extensive lesson plans are included for The Carrot Seed by Ruth Krauss and If You Give a Mouse a Cookie by Laura Numeroff. You will also find plans for The Three Billy Goats Gruff. These ideas and plans are easily adaptable to other literature being used in the primary classroom. 

A bibliography is included for suggested Children’s books as well as other Professional literature. If you are a primary teacher searching for ways to enhance or initiate book clubs for comprehension to be insured, take time to obtain some useful information and effective strategies to use within the classroom. COMPREHENSION RIGHT FROM THE START provides beneficial materials to teachers to use to organize literature enhancements at their school.

MISREADING MASCULINITY by Thomas Newkirk

MISREADING MASCULINITY:
BOYS, LITERACY AND POPULAR CULTURE
By Thomas Newkirk
Heineman
ISBN: 0-325-00445-5

When numerous states are receiving disaggregated information on SAT’s and wondering where a good source to target groups of males can be found, especially low income, single parent home situations, this is indeed a reference.  This book addresses gaps found in behavior, academics, culture, and self-esteem. Children’s social issues are approached with emphasis placed on acceptance of individual economic situations.  This book is research based, cited, and referenced for further information. It deals with boys as well as girls and their reluctance to read and write due to finding material presented at schools unrelated to material that truly matters to them.  Newkirk attempts to tap interests that exist and knock down the partition these students have placed between themselves and successful writing.

Chapter three of this book would be of specific interest to educators since it asks instructors and parents to have a respectful mediation on resistance to literacy learning. While interviewing fourth and fifth graders, Newkirk found many students found themselves to be physically “there” in their writing-actually in the stories they were creating. Mental involvement isn’t always enough, some students pretended to dream their plots, while others were characters of their own creations.

Chapter four deals with children’s taste and distaste as it pertains to written material.  Allowing children to write about their interests should be encouraged, but what about writing assignments or on demand writing prompts?  He found through further interviews with students themselves, that many prefer to write fictitious accounts where they can often place themselves as the main character without restrictions. Although Newkirk cites numerous research articles, he doesn’t always agree with what the research suggests.

Misreading Masculinity would be a welcome addition to professional school libraries and to those seeking further assistance in targeting males for academic encouragement and improvement.

	THE READING WORKSHOP by Frank Serafini

THE READING WORKSHOP:
CREATING SPACE FOR READERS

By Frank Serafini

Heineman

ISBN: 0-325-00330-0

 If you are a new teacher and it’s your first time setting up your classroom, or if you are a seasoned teacher looking for new innovative ways to design your class, look no further. Frank Serafini, in his book The Reading Workshop, challenges teachers to design a reading workshop as a creative framework that supports reading development and provides a consistent, predictable environment for reading success.

You will find reading strategies, how to actually create the physical space, designing and establishing the classroom library, and shares experiences that have been successful.  Serafini also shares lesson plans, multi genre examples, and daily schedules to insure reading success. 

Numerous visuals give teachers ideas as well as comparison charts for assistance. Have you been unsure of how to get those literary discussions started with your reading groups?  This book gives many ideas for discussions, explains reading workshops, details student responsibility, and elaborates on the benefits of reading aloud to students. (Book lists included). Students are encouraged to use reading contracts and reading logs to encourage daily reading.

Multicultural considerations are addressed and the role of the teacher is explained while digging deeper into literature through: study groups, writing poetry, literature studies, and the literature study circle. Reading, discussion, presentation, and celebration are designed with instruction through facilitation.

This book should be a guide for creating reading environments for children. A must have for the school professional library!

By Nancy W. Bleich

Reading Magic by Mem Fox

READING MAGIC: Why Reading Aloud to Our Children Will Change Their Lives Forever
by Mem FoxHarcourt $12.00 156 pp.
ISBN 0-15-601076-3

Mem Fox is known around the world for her children's books, including the perenially popular read-aloud bedtime book, Time for Bed, beautifully illustrated by Jane Dyer (a Gulliver book, also from Harcourt Brace), but she is also an expert on literacy strategies and she has written this book for parents and educators detailing the three secrets of literacy: Understand Print, Understanding Language, and Understanding the World, in which children use their skill with the first two secrets to pull everything together in the form of real reading comprehension.

This book is all about giving kids choices. Fox advocates empowering children by giving them as broad a world view as possible, taking them on excursions that increase their experience of the people and places that surround them, thereby increasing their knowledge base and improving their reading comprehension skills. She includes games and read-aloud strategies that make learning to read fun for kids and adults alike.

This book will enable teachers of children young and old help them to become readers in the truest sense of the word - not just sounding out phonetically, but giving them a real understanding of the words on the page, and when a child can read, really read, it opens up a world of opportunity for them, and that benefits us all.
~Roxyanne Young, 2002.

Resisting Reading Mandates: How to Triumph with the Truth by Elaine M. Garan

RESISTING READING MANDATES: HOW TO TRIUMPH WITH THE TRUTH
by Elaine M. Garan
California State University, Fresno
Heinemann
0-325-00445-32002, 144pp

I picked up Elaine Garan's newest book, Resisting Reading Mandates, while at NABE this past weekend and it is heady stuff. The book clearly outlines how the actual findings of the NRP have been mis-represented and in some cases misreported, both in the panel's widely-distributed Summary, as well as subsequent policy decisions stemming from the panel's findings.

The book is in an easy-to-read question and answer format. The questions are based on actual teacher inquiries as to what the NRP report says and how it is being interpreted in their own districts. For example, the NRP report states that teachers must NOT allow phonics to become the dominant component not only in the time devoted to it, but also in the significance attached. The NRP defines phonics in terms of it APPLICATION within real reading situations, not in terms of discreet, isolated skills..."Phonics instruction that focuses too much on the teaching of letter-sounds and not enough on putting them to use is unlikely to be effective." (p. 2-97). Evidently the panel defines phonics instruction in terms of authentic usage. Another critical issue brought up in the book, especially in terms of the current push to utilize unflexible reading programs.

The NRP noted that commercial phonics programs are inflexible and ignore children's individual developmental needs. Both Linnea Ehri and S.J. Samuels, from the NRP panel stated there is no one best method for teaching reading (pp. 12-13.). The NRP cautions against blanket, one-size-fits all phonics instruction: "At all grade levels, but particularly in kindergarten and the early grades, children are know to vary greatly in the skills they bring to school (Summary, p 11). However, it is common for many phonics programs to present a fixed sequency of lessons scheduled from the beginning to the end of the school year. (pp 2-97).

This book is a must-read for all teachers as a means to empower them to be able to answer statements or questions from administrators and policy makers. The book's format actually enables us to quote directly from the report in order to counter false claims being made. This one's a keeper...

Click here to order this book: http://www.heinemann.com/product/E00446.asp

Reviewed by: Priscilla Shannon Gutierrez
Director, Rocky Mountain Deaf School
March 2002

	RAISING A READER by Jennie Nash, St. Martin's Press 2003

FEATURED REVIEW

RAISING A READER: A Mother's Tale of Desperation and Delight
by Jennie Nash
St. Martin's Press 2003
ISBN: 0-312-31534-1
$19.95

From a chapter called Abundance:

"In order to become a reader, you've got to have access to books, and the more books you can hold and touch and page through, the better. Literacy programs that work to get books into the hands of kids who might not otherwise get ot own them understand this. So do the writers, editors, and librarians who calmly claim that electronic books will never replace the real thing; they know that nothing can beat the look of an illustration on paper, the feel and the sound of turning a page, the particular smell and heaft of a bound book."

AMEN! Nash's new book addresses her experience in teaching her children a love of reading with warmth and wit and an easy writing style that makes this a fast and funny read. I see a lot of myself in the mom in this book, and a lot of my own daughter in Nash's. The weekend trips to the library, the horror when a book page is torn in a fit of childhood rage, the sheer delight in hearing a child read a page on their own, and then a whole book. Nash is blessed with one child who embraced reading easily, and another who struggled with the process. This is the story of a family who worked together to raise a reader, to recognize their youngest's strengths (a gift for logic, among others), and use those to help her on a different path to learning than her older sister had taken.

There are great ideas for encouraging little ones to read, too - word games, journal ideas, sharing our personal history, and so on, and many, many recommendations for books to read for pleasure and books to read for information. What's not to love about this book? I highly recommend this one for parents and teachers alike, for anyone who loves books and love kids and wants to help them love books, too.

~ Roxyanne Young

HEADING IN THE "WRITE" DIRECTION
Nancy W. Bleich
5th Grade Teacher
Headland Elementary
Headland, Alabama

Nestled in the southeast corner of the state of Alabama, just north of the city of Dothan, exists the small rural community of Headland. Complete with a town square, cotton and peanut fields, this community exudes southern charm, hospitality, and a love for God, home and football. Educationally, what is changing in this locale? A love for writing and reading is being nurtured and established early in the Elementary School by a dedicated faculty of caring, motivated, and determined teachers. Mrs. Faye Shipes, the school principal states, “Our school’s Reading/Writing Connection is part of the Alabama Reading Initiative Program. Of course, greater emphasis is given in fifth grade on writing skills due to the 5th Grade State Writing Assessment.” Besides the fact test scores are improving in the writing area, students are developing writing skills to cover cross curriculum areas, provide expression through poetry, and write to different expectations in the areas of descriptive, expository, and narrative writing on different grade levels.

Establishing a school-wide reading and writing program in conjunction with the state’s Reading Initiative program has taken effect across all grades. Fourth grade teacher Natalie Wright tells of her grade level spending thirty minutes each day during their protected Language Arts devoted to the writing process. Natalie comments with pride, “I’ve seen growth since the start of the school year. At first I could give the students a prompt or an assignment that related to literature they were reading, and I might get a few sentences or one paragraph. Now it’s the third nine week grading period and the students are writing five to six paragraphs on one topic which are complete and meaningful.”

All grade levels are making the connection with Reading and Writing as a part of the school wide curriculum. In second grade, students are given daily opportunities to write. Dana Griggs comments, “For me, words have always been magical. Whether reading or writing, words have the power to change my world, if only for the time it takes to get to the end of the story. Words weave mystery and enchantment not only for the reader, but for the writer as well. As a second grade teacher, I try to share my passion for words and stories with my students. Writing is a form of self-discovery and expression. It is a facilitator of understanding about the past and present. In my class, students write to inform, entertain, ‘weave dreams’, and reflect. The tasks range from free share (nongraded) to a one topic, five-paragraph story. Standard expectations for any writing include vivid, descriptive words, strong sentences, and at least one simile. By identifying my expectations prior to the writing activity, my students know what to include and how to compose. In turn, I am never bored when grading their papers! Extraordinary adjectives……supernatural sentences…. the spell of a story, these are the enchantments with writing!”

Since fifth grade is when the students are assessed statewide on their writing skills, this grade level obviously is given greater emphasis in the writing area daily and weekly through their Language Arts Program. How does the fifth grade conduct their Writing Program? The answer is easy-dedicated teachers working together as a team to instill success in all students. Caldonia Moore is one of these inspiring fifth grade teachers. When asked about the aspect of writing, she eagerly responds, “I think giving students an opportunity to write and express themselves is a wonderful footstool for those students who have creative minds and abilities. Writing allows students to be themselves, thus exemplifying their personalities where teachers and peers may not observe these qualities in a regular classroom situation.” These teachers strongly believe that every student reads and every student writes. Professional workshops in the area of writing are attended regularly when available, and when not available, these teachers create their own. Each teacher has his or her own writing guide. What is this writing guide? A compiled collection of materials in the following areas that actually work with students! If it doesn’t click or work with the students, it’s not used again. The following are some of the categories found in these Writing Guides: Poetry, Descriptive, Expository, Narrative, Assistance with Sentence Structure, Strong Verbs and Adverbs, Prompts for Practice, and Rubrics for Grading. The teachers decided the students also needed a notebook/portfolio to organize their personal writings similar to the ones their teachers were maintaining. Daily instruction is given in the areas of writing and expectations are demonstrated to each class. Most of all, the students are given ample opportunity to write. Practice! Practice! Practice!“

The art of writing stimulates the broadening of knowledge, the expansion of creativity, and the development of an individual being,” reports Sandi Smith, a fourth grade teacher at Headland Elementary. Since the writing process and the Reading/Writing connection are being used at different grade levels prior to fifth, the foundation for this process to be successful is apparent. The regular school year in fifth grade begins with an entertaining experience with poetry. Teachers convey to students right away that poetry is not for sissies! This gives students practice with the flow of words and hopefully immersion into the writing process. Many situations are given for students to share their writings either orally or published regularly in the fifth grade hallway. Giving student models in their notebooks to hear and read gives them not only examples of teacher expectations, but also gives them an example from a fellow classmate. This way they can see that if another classmate can write well they, too, can express themselves through words. Teachers model the writing process in the classrooms on a regular basis. Group writing and individual writing takes place often, and stories are habitually shared.

As you walk into the fifth grade hall, a brilliant red display hangs from the ceiling titled, Banner Work. Here you will find eager students reading stories, brochures, poetry, and essays from fellow classmates. Changing this display frequently allows students the opportunity to frequently read material from others, but it also provides a model for children to experience.

As part of the Alabama Reading Initiative, the students are writing in all areas of the curriculum. For example in the area of math, one teacher may require the students to write word problems including themselves in the word problem. For example: John located 36 lazy football players. Two sixths of them were practicing. The others were taking a nap. How many will be ready for the game? How many are yawning in the morning sun? After reading a historical selection on Harriet Tubman, another teacher assigns her students to write a first person account of one of Harriet’s adventures taking individuals through the Underground Railroad. Science lends itself to numerous opportunities for expository essays and allows the students to explain the difference between rotation and revolution as it applies to our planets. How does this relate to day and night and to our changing seasons? After reading and studying another area of the world such as the Great Wall of China, students create travel brochures to share and display. Writing possibilities are endless, and these students enjoy and welcome the opportunity to express themselves in this manner. Mrs. Janet Richards, the fifth grade chairperson reports, “Seeing a student finally acquire the skills to finish a writing assignment is beneficial, but hearing them remark that it’s fun or they understand what to do then actually follow through is so rewarding.”

Exciting situations in education are happening at Headland Elementary School, but the faculty and staff are proud of the success the students are having in the Reading/Writing program. If you ask assistant principal, Lesa Granberry, what makes writing click at Headland Elementary she will quickly tell you, “Our students at Headland Elementary are now making the Reading/Writing connection across the curriculum and in all grade levels. We are seeing good quality writing that has meaning and purpose.”

	Click the image to purchase this book.

FEATURED REVIEW

THINKING THROUGH GENRE: UNITS OF STUDY IN READING AND WRITING WORKSHOPS
by Heather Lattimer
Stenhouse Publishers, 2003
290 pp/paper, ISBN: 1-57110-352-X
$22.50

Heather Lattimer presents a proactive way to really engage students in grades 4-12 in an authentic and relevant reading and writing workshop that focuses on genre. While limiting students to reading and writing within a genre, Lattimer also believes students must have personal choice within the genre irself. Many ideas for presentations are included for these reading and writing workshops. Beginning with the mini-lesson, continuing with the workshop that includes independent work and ends with the sharing of the method this new model is clearly designed and explained and can easily be adapted to many schedules in the schools.

The book is divided into chapters which address presentation, teaching the genre and ideas for reading and writing workshops. The genres included are: memoir, the feature article, editorial, short story, fairy tale and responses to literature. Excellent examples of each genre are presented and ideas for lessons are clearly given and include examples of student work that can be used as models in the classroom by the classroom teacher.

Examples and ideas for assessment and evaluation are also included and rubrics for assessment can be found in the appendix. Resources and other helpful books for genre studies are included in the text. This book is an excellent resource for teachers who are tired of the same old presentations of literature and should be considered for the professional bookshelf.

Reviewed by Sue Reichard

	Click the cover to order the book!

FEATURED REVIEW

MAKING THE MATCH: THE RIGHT BOOK FOR THE RIGHT READER AT THE RIGHT TIME

By Teri S. Lesesne

Stenhouse Publishers

ISBN: 1571103813

Author Teri Lesesne uses voices of other authors as well as her own to reflect on youthful reading experiences, which include memories and enjoyments of the written word. Throughout this entertaining and useful text, Lesesne offers tips and strategies to assist young people in their selections of literature.  She uses examples from successful authors to illustrate why they themselves write for young people, the individuals that made a difference for these authors with literature, and why they enjoy reading books today.
 

Examples of reluctant readers and solutions for finding an interest in literature are given throughout the text. From elementary to high school, even college years, Making the Match will assist all educators when they are met with the task of assisting students and others with locating an excellent novel.

When confronted with the task of finding what qualities kids really want in a book, the author found these from a survey of middle school students.

• Kids want mysteries
• Kids want humor
• Kids want nonfiction
• Kids do judge a book by its cover 

Advice these students would give to educators would be the following.

• Accept our interests
• Let us keep the books as long as we want
• We want to meet the author
• We want to hear the book read aloud
• We want to hear more about good books 

This book offers a look at STOMP (Student Teacher Online Mentoring Program) where publishers and authors offer their contributions of books and tapes for at risk children and reluctant readers. The text’s appendices offer a plethora of titles to use with children as read alouds, booktalks, books on tape, website resources for booktalking, popular authors for young adult books, popular young adult books for teens, books to motivate reluctant readers, picture books for older readers, easy reading, humor, mysteries, short stories, science fiction and fantasy, nonfiction and informational books, poetry, young adult literature from laughter to tears, books for twenty-first century teens, tough books for tough times, multicultural literature for young adults, books to accompany developmental tasks, and twenty young adult books often challenged.

As and educator and avid reader, this book will have a prominent place on my desk where it will always be close at hand to help me assist my reluctant readers. Teri Lesesne has inspired me through her own experiences with young readers, but also by acquiring information from other authors as well.  I can’t wait for the next trip to the bookstore to purchase some of the titles for my classroom library.

Reviewed by Nancy W. Bleich

FEATURED TEACHER'S REVIEW

DO I REALLY HAVE TO TEACH READING?:
CONTENT COMPREHENSION, GRADES 6-12
By Cris Tovani
Stenhouse Publishers 2004
ISBN: 1-57110-376-7
$19.95

Through humor and honest talk about the struggles she has faced as a teacher of reading, Ms. Tovani provides a useful resource for content area teachers of 6th – 12th graders. She persuasively states that to teach students new concepts in the various disciplines, every teacher must help their students become better readers. Sharing a colorful repertoire of experience, Ms. Tovani teaches the reader how to apply reading comprehension strategies in any content area.

This is an enlightening and empowering book that is easy to read and very difficult to put down. Upon completion, the reader has re-evaluated her own instructional approach and is ready to ‘tweak’ her teaching to help her students strengthen their reading skills through sharing their thinking and by writing.

Reading assessment is redefined in this book as the way to test what the learner has learned about himself as a reader, not as always giving credit for the correct answer. It is this kind of assessment that guides instruction at any level.

This book is for the teacher who is looking for new ways to learn and grow as an educator, and searching for better ways to teach her students.

Reviewed by: Dana M. Griggs
Henry County School System
Alabama

FEATURED TEACHER'S REVIEW

DO I REALLY HAVE TO TEACH READING?:
CONTENT COMPREHENSION, GRADES 6-12
By Cris Tovani
Stenhouse Publishers 2004
ISBN: 1-57110-376-7
$19.95

Through humor and honest talk about the struggles she has faced as a teacher of reading, Ms. Tovani provides a useful resource for content area teachers of 6th – 12th graders. She persuasively states that to teach students new concepts in the various disciplines, every teacher must help their students become better readers. Sharing a colorful repertoire of experience, Ms. Tovani teaches the reader how to apply reading comprehension strategies in any content area.

This is an enlightening and empowering book that is easy to read and very difficult to put down. Upon completion, the reader has re-evaluated her own instructional approach and is ready to ‘tweak’ her teaching to help her students strengthen their reading skills through sharing their thinking and by writing.

Reading assessment is redefined in this book as the way to test what the learner has learned about himself as a reader, not as always giving credit for the correct answer. It is this kind of assessment that guides instruction at any level.

This book is for the teacher who is looking for new ways to learn and grow as an educator, and searching for better ways to teach her students.

Reviewed by: Dana M. Griggs
Henry County School System
Alabama

Go With the Flo

Reviewed by Laurie Thurston

Flocabulary: The Hip-hop Approach to Vocabulary Building (Paperback)
by Blake Harrison, Alexander Rappaport, Ann Marie Mulready
ISBN: 0-9768292-0-7
Published by Flocabulary.com - get the workbook and audio CD's here

I love the English language,

it has so many words, myriad words, a

plethora of nouns and verbs.

Hip-hop is Shakespeare

and Shakespeare is hip-hop

These lyrics are from the funky new CD and workbook called A Dictionary and a Microphone. The talent behind this first edition of Flocabulary is a dynamic pair of young men – Alex Rappaport and Blake Harrison – who’ve bridged the worlds of rap and SAT preparation.

Let’s start with the book, not just because English teachers like books, but because this is a good one. The first two chapters include an introduction to the ‘why’ behind Flocabulary and tips for its use. Chapter three holds the fun stuff: the music. Before each of the twelve songs is a word bank; next are the lyrics, which are printed on the left-side of the page (with vocabulary in bold) with the parts of speech and definitions opposite for easy reference. After each song are application exercises including synonym matching, sentence completion and reading comprehension passages.  The final chapters of the book include a fabulous section on freestyles and metaphors, an answer key and an alphabetized reference dictionary. This workbook is uncluttered, accessible and engaging.

Now for the CD.  This music is smart. It’s funny. It’s creative. It’s not gangsta, homophobic or misogynistic. And these songs don’t just teach vocabulary; there are some nifty life-lessons tucked in as well. Your kids will talk about much more than music after hearing these tracks.

Visit www.flocabulary.com and check out what they have to offer. Their website is fantastic – from sample downloads to examples from the workbook to a teen-centered rappers forum. And teachers, download their terrific lesson plans and get started.

Since hip-hop is here to stay and SATs certainly aren’t going anywhere, let Flocabulary help you show your students the two don’t have to remain separate worlds.