Week of February 23

Fiction Book:  

Gracefully Grayson by Ani Plonsky
Reading Lexile:  925-1185
Interest Level: 6-8

Summary:  Grayson is a sixth grader living in Chicago with his aunt, uncle and two cousins.  For most of his life he has struggled with feeling invisible, on the cusp of just disappearing.  He has a secret he needs to let out before it consumes him.  When he sees a chance to audition for the school play, Grayson sees this as his chance to become visible and tries out for the lead in the play, Persephone- a female role.  Against pressure from his aunt and the principal, Grayson takes the lead.  For his whole life Grayson has felt like a girl trapped in a boy's body and (I will change pronouns here) through the play she finally feels free.  

Why should a student read this?:  I was at a talk and the reviewer was discussing this book- he was a well known book reviewer for YA (young adult) books and his 74.  He got tears in his eyes when talking about this book because he said there were very few books that deal with transgender, much less for middle grades.  This would be a great book for a young person transitioning but almost better for those teens that want to be an ally.  We often talk about ally but what does one look like?  What do they do?  One of the fears of the adults is that teens can be mean to those who are different.  In the book, it shows that young people are often more understanding and quicker to accept differences.  The people that stand up for Grayson would be  great models  for our students.  






Other Books that are similar:  
* Beautiful Children for Ugly Children- This is more of a high school read and I loved it.  It is about a young person who was born a girl but identifies as a boy.  There is a list of resources in the back of the book and it normalizes what he calls "freakish" feelings.
* Luna
* I am J
* Parrotfish
* Freakboy


Nonfiction Book:

Lincoln's Grave Robbers by Steve Sheinkin
Reading Lexile:  925-1185
Interest Level:  5-8

Summary:  It is after the Civil War and the counterfeit money illegal business is rampant.  It was believed that half of all currency in circulation was fake.   When the leading counterfeit engraver is imprisoned, other gangsters decide to try to get him out.  The plan is to steal Lincoln's body to use as ransom for the jailed counterfeiter.  This true story reads like a narrative and is a quick read and very interesting.

Why should a student read this?:  Steve Sheinkin is my new favorite nonfiction author.  He writes engaging, well written stories in a narrative format.  He was once a textbook writer and was told not to put stories of moral ambiguity in the text.  To make up for his sins he decided to write these stories and they are wonderful.  This would be a gateway nonfiction book and open up the world of nonfiction to young people.  

Other great books by Steven Sheinkin:
* Bomb
* Port Chicago 50 
* Tale of Two Miserable Presidents 

An Introduction:  

We have many new books at the library.  n fact there are several hundred new books on shelves just waiting to be read.  


There is an abundance of information on the power of reading.  Yes, reading improves a young person's vocabulary, can help improve a student's test scores, and make them a better student overall.  Yet, I believe the two most important reasons are:

* To not feel alone in the world.  Young people often feel that they are the only ones in the world experiencing certain feelings or having a hard time.  When a teen reads a story that resonates with him/her it can alleviate the anxiety and hopelessness.  It is like hearing that song that just seems so perfect for the moment.  
* To learn to empathize.  Students can read about other people and experiences and enter their shoes, to see life through a different lense.  This can help young people relate better to their peers and others in their communities.  


This is from well-known educational researcher and philosopher Steven Krashen:

The Power of

Free Voluntary Reading

 Research says that FVR:

•

is effective in increasing and improving

reading

•

is pleasurable

•

results in superior general knowledge

•

improves spelling, writing, grammar

•

helps ELL learners dramatically

•

Improves scores on reading tests and other

subject matter tests

•

Results in better reading comprehension,

writing style, and increased vocabulary

•

Develops better thinkers

•

Works when students truly have choice, when

the program is consistent and continued, and

when teachers are also reading when students

are reading

* Vocabulary is best developed through

real encounters with the words in

context, over time, and in small doses

•

Acquiring a word requires acquiring all

of its subtle and complex qualities-hard

to teach with direct instruction

•

Time spent teaching vocabulary lists

better spent doing free voluntary

reading—more likely to result in word

acquisition. 

 

 

What we can do:

•

Individual classroom SSR

•

Have a variety of books available for low-level

readers—comics, series books, etc.

•

Publicize suggested reading lists

•

Survey kids about their reading interests

•

Librarian put out list of kids favorite books and their

interests

•

Establish a reading-as-reward system

•

Encourage reading aloud in class

•

Read aloud to Special Ed and ELL students

•

Talk about reading with colleagues and students 

 

 

What I am going to do is to review one nonfiction and one fiction book for the week and share that with you.  You can read the book and suggest the book to a student.  You can also encourage the student to go to the library and check out the book.  Let's all read together to get our kids reading.