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Why Read?

By on May 24, 2019   /   Articles, children's bookstores, For Librarians, For Teachers, independent bookstores, Teacher Tips  

For Those Who Grew up Reading, This May Surprise You

by Robyn Gioia

For many in the older generations, reading was a main source of knowledge and entertainment. We read in school, we got in trouble for reading under our desks, we read on vacation, during summer breaks, in the car, and whenever the time was right. We discussed stories, acted out scenes when we played, and let our imaginations go wild. Authors were revered, new release dates drew faithful readers, and the written word was part of life.

Fast forward to a society with never ending videos and video games.

Many of today’s students don’t read outside of school. The challenge for many educators is to teach their students the value of reading and to hone these skills into lifelong skills.

Over the years I have found a successful model for turning students into readers. At the beginning of the year, I tell them they must have a book to read at all times. If they are early finishers, they are to read. They are to read during independent reading, in the library, after lunch, in the morning before class begins, or anytime an opportunity arises. Their chosen book will travel back and forth between school and home.

Sometimes I assign a monthly genre so they are introduced to the different categories. October is great for mysteries. Genres can also be coordinated with other subjects. Biographies are great for social studies. Fantasy is great for creative writing. Some months I let them choose their own genre. When they are really excited about a book, I let them share snippets with the class, but they aren’t allowed to spoil it for the next reader. Books that are shared are generally snatched up by others.

I used to assign monthly projects, but in the last few years, I have replaced it with writing a daily summary in their journals. The focus may change depending on what we are studying. If we are discussing character development, I might assign identifying character traits. If we are studying imagery, they may search for a passage with rich description. If we are studying emotion, they might identify a scene where emotion was a driving factor.

This really hones their ability to pull out main ideas. Some grumble at first, but once they master the skill, they become pros. The skill to pull out main ideas and prove it with evidence strengthens their understanding in every academic area.

For fun, I decided to take an anonymous poll of my class to see what they really thought of reading. At the beginning of the year, I had kids who bragged about not reading. During our beginning of the year parent conferences, I had parents complain they never saw their kids hold a book.

Since then, reading lexiles have soared along with their abilities. And it’s no wonder. When a person reads everyday, the brain is constantly exposed to plot, proper writing, literary elements, sentence structure, problem solving, and vocabulary to name just a few.

When a guest speaker asked the class the other day who likes to read, every hand shot up. This teacher had to smile.

End of the Year Class Poll

How many minutes do you read each day?

10-20 min.     24%        20-40 min.  30%

40-60 min.     12%         60 min. or more   16%

60 min. to 2 hours or more  15%

What kind of books do you like for pleasure? (25 responses)

Fantasy  68%

Graphic Novels 56%

Realistic Fiction 48%

True Stories 44%

Fiction 40%

Biographies 20%

 

 

What do you like to see in a character? (25 responses)

Brave, adventurous, funny, a leader, kind, hero, helpful, hardworking, loyalty.

I like when he or she is very bold or a lead taker. I like when they are talking about themselves and stating their opinion. It’s like they are talking to you.

Smart, loyal, show leadership, curious, naive, athletic, sly, nerdy.

Does not accept bullying, cool, loving, determined, extroverted.

List some of your favorite reads: (25 responses)

Eragon, Wings of Fire, Zita the Spacegirl (graphic novels)

Moone Boy, Whatever After, Dr. Seuss

Harry Potter, Percy Jackson, The Tiles of Apollo

Infinity War Comics, Big Nate, Dog man

Geronimo Stilton and Pokémon

Harry Potter, Percy Jackson, and Rangers Apprentice

Who Was Books, American Girl, Diary of a Wimpy Kid

Harry Potter, Rangers Apprentice, Percy Jackson

Wings of Fire, Percy Jackson, and Last Kids on Earth

big Nate, Percy Jackson, Roman Legends

George’s Cosmic Adventure, The War that Saved My Life, War Horse

Last Kids on Earth, Amulet and Dog man

Percy Jackson, Chronicles of Narnia, The Ghost the Rat and Me

The Hero Two Doors Down, Amulet, and Captain Under Pants

BONE (yes it’s in all caps), Amulet, and the Unwanteds

Doll Bones, Blood on the River, Chains, Diary of a Wimpy Kid, Who Was, The Star Fisher, Finding Someplace.

Liesl and Po, Echo, Be Forever,

Harry Potter, Percy Jackson, and Spaced out

Goddess Girls, Big Nate, Seven Wonders

Diary of a Wimpy Kid and the books by Mike Lupica.

Roller Girl, Swing it Sunny, and Strega Nona

Warriors, Wings of Fire, 5 Worlds

Roller Girl, Swing it Sunny, Strega Nona.

I survived, The Boy who Painted the World

 

 

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Agent Spotlight with Alyssa Henkin, Senior Vice-President of Trident Media Group!

By on May 23, 2019   /   Articles  

Hello Mixed-Up Filers! Are we in for a treat today! We have with us, Alyssa Henkin, Senior Vice-President of Trident Media Group!

Hi Alyssa, thanks for joining us today!

JR: To start, could you tell us a little bit about your path to Trident Media?

AH: I began my publishing career at Simon & Schuster Books for Young Readers and I worked there from 1999-2006. I went from being an editorial assistant to Kevin Lewis to an editor who reported to Elizabeth Law. I was very happy and had the opportunity to work with many talented authors including Laurie Halse Anderson, Derek Anderson, Lauren Thompson, and Heather Vogel Frederick (with many thanks to Kevin Lewis)! However, around year six of my seven years at S&S I began to feel the “itch” to do something more entrepreneurial. My favorite part of the editing job was the acquisition stage, and more often than not I was giving authors ideas based on my own IP, but as an editor I couldn’t really share in the remuneration. In October of 2016 Trident posted a job for an agent that specialized in children’s books. I interviewed with several agents at the firm and realized that this was the entrepreneurial but still publishing environment that I was dreaming of. The rest is history!

JR: I understand that a lot of your tastes in fiction are now coming from your son, Nathan’s love of non-fiction and graphic novels. I love both. What about them do you love and how do they influence your tastes? Let’s start with non-fiction.

AH: Nathan was an early fan of the WHO, WAS, IS series. When he was in first grade, we read them together at bedtime, and now he’s finishing 3rd grade and inhales the few titles in the series he hasn’t yet read. I love the way that readers even at the earliest levels of proficiency can comprehend everything from Jacqueline Kennedy’s marital challenges to Vince Lombardi’s quest to win the Super Bowl; nothing is spoon-fed or dumbed down. Neither my husband nor I are big fantasy/Star Wars/super hero people, and even our younger son William, age 4.5, is more likely to pretend play an airline pilot than a super hero! Stories about reality, and especially history and science are great for our family’s interests. Now that Nathan has read much of WHO WAS IS and I SURVIVED, we’re hungry for more series of that type but for slightly older readers.

JR: I love the Who Was series! What about graphic novels?

AH: Again, back when Nathan was in his first grade, we spent a Barnes & Noble gift card on DOG MAN shortly before heading out to dinner as a family. Despite the fact we were eating at a sports bar broadcasting multiple games, Nathan never looked up from his book and a graphic/illustrated novel lover was born. He went onto read that entire series as well as BAD GUYS and then became more interested in more classically-defined novels like EL DEAFO and the NATHAN HALE’S HAZARDOUS TALES series. I’ve come to see just how funny they are and how smart, and he literally carries the NATHAN HALE books around the house and reads them OVER AND OVER AGAIN, which, I find frustrating, wanting to find more NEW books that he loves as much as these!

JR: As a kid, I read comics nonstop. I read other things as well, but I immersed myself in comics. Many teachers and others looked down at them as a form of literature, which annoyed me. I’m reading how readers who love graphic novels now are facing the same thing. What do you say to people who say that graphic novels aren’t “Real literature”?

AH: I do think its real reading and I hate to hear people say it’s not. However, as a parent who buys a lot of books, it is frustrating to have so many graphic books (which are not leaflet-like comic book prices!) devoured so quickly relative to non-graphic books, which, take longer. In addition, I know from talking to some elementary school teacher and librarians that the kids don’t always seem to comprehend them as fully as they might a fully-written book. I think we all need to fuel our kids with the books they love, and given that this generation is so technology-centric, it’s no wonder they are enjoying books with more visuals and fewer long blocks of only text. That said, I think we as a publishing community need to work to make sure the demand for graphic novels is met while still making sure we don’t drastically reduce the amount of non-graphic books that have always been our middle grade bread and butter.

JR: What does Nathan love reading?

AH: In addition to the above, Nathan loved THE ENTIRE A to Z mystery series, KID SPY by Mac Barnett, CROSSOVER by Kwame Alexander, WONDER by my client R.J. Palacio and the first four Harry Potters. We also do a lot of audio books as a family. He adored MANIAC MAGEE, THE SEVEN WONDERS OF SASSAFRASS COUNTY, SUPER FUDGE and others in that series, and PHANTOM TOLLBOOTH.

JR: What are some of your tastes and what do you look for in non-fiction?

AH: Like Nathan, I’m a huge history buff and I’m pleased to have signed a really wonderful and diverse array of historical biography picture books. In addition, I have two forthcoming narrative nonfiction works as well. What I don’t have at the moment is a great photographic book or series in the vein of ATLAS OBSCURA that I think kids in the elementary age really enjoy. And I think publishers are eager for things that are packaged with visual elements in this way. I would also love to represent a series like I SURVIVED that is rooted in nonfiction that does not involve time travel. Clearly there’s a strong interest in disasters, as evidenced by I SURVIVED which, are not published in chronological order and you don’t need to read one to enjoy another. I wonder what a chronological series of events that does perhaps build more cumulatively, for a slightly older readership, looks like?

JR: I love all the things you mentioned. I devour history books! How about graphic novels?

AH: I think the graphic novel market in middle grade is very strong. I think MANY people are seeking the next Dog Man, so it’s a great climate for authors who can also draw! On the older side, I think there’s absolutely a desire for standalones like EL DEAFO and ROLLER GIRL and the SMILE series that embody the same humor and empathy we find in middle grade novels. My client Lisa Greenwald has also experienced some really nice traction with the TBH series that is not graphic but is told predominantly in text format. It is so relatable to readers. Years ago, people used to talk about “reluctant readers” needing books like that. But I’ve noticed with Nathan, spending so much time using computers in school and playing Fortnite and checking sports scores on my phone, that he definitely enjoys books with less text that he can finish more quickly. This is not because he’s a reluctant reader (he does stay up late reading actual books every night), but he likes the instant gratification of finishing books more quickly than I did at the same age.

JR: My kids are the same. How’s the market for them in Middle Grade?

AH: The market for middle grade, both graphic and not, is still very robust. Librarians are hugely helpful in getting titles found and backlisting well for years to come and national programs like Reading Olympics and summer reading lists and state lists provide a lot of ongoing revenue that doesn’t exist in the adult book market. That said, I’ve noticed publishers are definitely trying to devise newer formats to attract today’s technology-obsessed kids. Nathan and I recently read ESCAPE THIS BOOK: TITANIC, which, is definitely a fun way for kids to draw along their Titanic adventure. I’ve also noticed on a local level that at Nathan’s K-5 elementary school library (at which I’m a regular volunteer), the librarians are very keen to stock novels that are not too mature for a precocious first or second grade reader to enjoy. This might mean the stocking of more animal books, fantasy books, and fewer starting middle school/coming of age books. My community library (Ludington in Bryn Mawr, PA) still loves middle school coming of age and has an incredible collection, which, enables me to keep up on the hot books. But since a lot of middle schools are doing away with libraries and replacing them with “media centers”, it’s important to consider the needs of the elementary school library.

JR: Very good point. What advice can you give to authors?

AH: Still write what you love. Don’t write to trends. Be knowledgeable of what kids like and what the various emerging trends and formats are, but don’t feel like you need to jump on every bandwagon. And I think for people who are not writing graphic novels, we can still learn a lot from them in terms of how brevity and clever dialogue can be our friend in writing!

JR: Good advice. I’m always amazed by people who tell me that they are writing a book based on what’s selling now. What was your favorite book as a child?

AH: My favorites were Betsy-Tacy, All of A Kind Family, Anastasia Krupnick, Ramona, Judy Blume, Babysitter’s Club, Frances Hodgson Burnett’s A LITLTE PRINCESS and SECRET GARDEN, Anne of Green Gables and anything by Karen Hurwitz. In school, I remember loving THE WITCH OF BLACKBIRD POND and MY BROTHER SAM IS DAD!

JR: My daughter loves The Baby-Sitter’s Club books now that they have been done as graphic novels! Before we go, is there anything else that you’d like us to know, that I might not have asked?

AH: I can’t emphasize enough how important it is not to write to trends, and write what you love!

JR: Where can we find you on Social Media?

AH: Twitter! @agenthenkin

 

JR: Well, that’s it for now, my Mixed-Up friends! I’d like to once again thank Alyysa Henkin for taking the time to speak to us today!

Until next time . . .

Jonathan

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Promoting Summer Creativity: The Historical Fiction Premise for Middle Graders

By on May 22, 2019   /   For Librarians  

Most middle grade readers will soon have a months-long opportunity to reboot their imaginations after a busy school year. Summer is a great time to offer up creative writing activities to MG readers: through summer programs at the local library, at camps or enrichment workshops, in the homeschool activity center on a rainy day, or as a mid-summer pick-me-up when boredom starts to creep in. Many kids pursue their own writing projects when on break from school, free of classroom guidelines and assessment rubrics… but others might need an idea or two to ignite the creative fire. This post details a writing activity for middle grade readers and writers that has worked well for students in my 5th through 8th grade classes—and it can be adapted for younger or older writers as well.

Your group might include middle graders for whom the task of writing a whole tale is too daunting, along with those who would happily write an entire novel if given the chance, as well as everyone in between. Here is a plan and suggestions for kids of varying interests and language skill levels: Creating historical fiction premises.

Just a cautious word before we proceed: Kids generally don’t want to hear assignment or work while on break from school, and even activity and writing can send up flags of alarm. So take care with the pitch (story crafting, authoring, and premise design are upbeat and interest-piquing descriptions) and the stakes (no grades…no deadlines…sharing aloud is completely optional).

Step One. Explain that a premise is the idea behind a story, without the details or the actual words of the tale. Premises can take lots of shapes, such as the blurb on a paperback, or the inside jacket copy on a hardback. In a short form, writers try to sum up the premise of their story in a logline or “elevator pitch.” A tagline on a movie poster or book trailer can serve as a hint of the story’s premise.

However, a good premise reveals attention-grabbing info about each part necessary for a well-developed story. These parts are the story elements: Plot (Conflict), Character, Setting, Theme, and Point of View. Middle grade readers will be very intrigued at the notion of dreaming up a story idea…without having to write the story itself. (Of course, there’s nothing to stop those interested in penning the actual tale from doing so; it’s summertime, after all!)

Step Two. Provide a quick rundown of the story elements:

Plot (Conflict): Remember, it’s just the idea of a story, so no need to get bogged down in plot details or structure! Just an explanation of the big conflict the main character faces: what’s the problem? How does it worsen?

Character: A brief character design is enough for a premise: age, gender, name, background, occupation or talents; any character traits that are important to the conflict.

Setting: Here’s where you get to add a bit of history! Have writers brainstorm historical events they recall from recent studies, movies, documentaries, or books. Then they can narrow their list, and choose a time, place, and historical event for their premise. This is a great chance to do a bit of searching or use library resources for research, depending on skill and interest level. Let your MG-aged writers know that a historical element can add to (and not limit) speculative genres like sci-fi, fantasy, and action/adventure (examples include The Inquisitor’s Tale by Adam Gidwitz, historical fantasy set in 1242; and several superhero blockbusters in recent years set during historical wartime).

Theme: In language arts classes, students learn about theme topics (“love,” “friendship,” “loyalty,” “pride”) and their more didactic accompanying theme statements (“True friendship can withstand tests over time.”) Simple, one-word theme topics work well for premise design.

Point of View: Remind middle graders that some stories are best told in the “I-voice” and others in 3rd person. As the premise designer, he or she gets to choose.

Step Three: How will your middle graders note their ideas and communicate their creative, original premise? This depends entirely on the size and abilities of your group. A handy activity sheet that you type up for distribution could list the story elements and allow lots of room for writers’ ideas, sketches, lists, and notes; this might be most efficient.  Some writers might prefer to design their premise on blank, oversized paper, sans “worksheet,” keeping in mind the story elements.

Don’t forget that middle graders can also communicate a story premise without writing a single word: they can cut and paste magazine images in a collage to represent each element. Drawings, iMovies, storyboards, and photo-journals all lend themselves to story premise design as well.

Step Four: Middle graders can share the premise aloud to the group, if they would like.

Writing JournalExtensions and adaptations:

  • Pose the premises of popular books or movies and have readers deduce the title. Or, have the readers tell a premise of a popular book or film (without character names or giveaway details) and see if others in the group can guess the work.
  • After a read-aloud session of famous opening lines–and the fun of guessing the book that is opened by it—have middle graders write the opening line of the story for which they have designed a premise.
  • Early finishers can dream up multiple premises while they wait for the group to finish. More methodical writers, ELLs, or anyone who finds the premise-design task too daunting might try focusing on just one or two story elements.
  • Story premises can easily drive drama exercises in the form of scene tableaus, character creation and development, monologue writing, or (if you provide plenty of guidelines) improv activities.

I hope you have fun adapting these ideas for your needs, whether that means a writing workshop of 25 student attendees at a library or camp, or your own child’s picnic blanket afternoons. Thanks for promoting inspiration and creativity in the sunshine of summer.

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