MRA TODAY 2022
Adult Lessons from Children’s Books Volume 2 • July 2022 • www.massreading.org
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Adult Lessons from Children’s Books
TABLE OF CONTENTS Letter from the MRA President, Nancy Witherall...............................................................................................04 Letter from the Editors...............................................................................................................................................05
The Little Red Lighthouse and the Great Gray Bridge (MRA Today Editors)................................................07 The Day You Begin (Kathryn Bartholomew)........................................................................................................08 Gleam and Glow (Patricia Crain de Galarce)........................................................................................................09 We Are Water Protectors (Christina Tai).................................................................................................................10 My Shadow is Pink (Amanda Arnst).........................................................................................................................11 My Museum (Patricia Crain de Galarce).................................................................................................................13 Mike Mulligan and His Steam Shovel (Patricia Crist)...........................................................................................14 Freedom Summer (Patricia Crain de Galarce)....................................................................................................15 I Am Every Good Thing (Melinda Butler).................................................................................................................16 Remembering Lucy (Amanda Arnst)........................................................................................................................17 The Little Engine That Could (Martha Coakley)....................................................................................................18 All the Way to the Top (Linda Shandrick Lengyel)...............................................................................................19 Out of My Mind (Maria Paz Galarce Crain)..............................................................................................................22 Considerations for Classroom Libraries (Mary Shorey)....................................................................................23
The Gift of Story (Final insights from the editors)..............................................................................................25 The Outsiders (Sarah Fennelly)................................................................................................................................26
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LETTER FROM THE PRESIDENT OF MRA Dear Members, What a delightful issue of MRA Today where so many have shared how books have influenced or affected their lives in some way. I could not count the number of times I have laughed or cried when reading a book. I have hoped for characters (let the shard be enough); I’ve tried to advise characters (don’t marry that jerk); and, yes, I have fallen in love with characters (sometimes a child, but always with a duke). When I was young and hooked on The Boxcar Children series, I dreamed that I could be Jessie; it was that powerful pull of no adult supervision, and now that I’m an adult, well, sometimes I still dream to be Jessie… Thanks to our editors, Patricia Crain de Galarce and Valerie Shinas, their editorial team, and the authors who have shared how a book or character has impacted their lives; we have this interesting and uplifting issue! I am also delighted to share that MRA, along with our local councils, has been coming out of the tunnel of the pandemic and seeing the light that is leading us to great events and eventually back to normalcy. Your local councils (contacts found at www.massreading.org) are beginning to offer inperson presentations of speakers and authors, and a beacon of light (Pattie Kelley) is leading MRA to a fantastic Spring 2023 conference. It’s been a tough two years; we all want to get back to some kind of normal. Do plan on attending the conference next year; please watch your emails as sometimes MRA happenings end up in the spam folder--as I have discovered! As you know, we had a very successful online 2022 Spring Institute with great presenters and wonderful authors. MRA would like to thank the institute committee members for the time and effort they put into its success: Holly Banusiewicz, Marlene Correia, Nancy Meagher, Joan Tuttle, Valerie Shinas, and Nancy Verdolino. Some of you may remember that in the last issue of The Primer, I signed my president’s letter as “Interim President.” Well, lately, when signing “Interim President,” I have been feeling like the Velveteen Rabbit--not real. The good news is that when we have our official installation of officers during our Summer Leadership Workshop that MRA plans for its board and advisory group members, I will be installed as President until April 2023 and become real, once again. MRA is wishing all of you a calm ending to your school year and a peaceful, safe summer. Sincerely, Nancy Witherell, (Soon to be real) President, MRA
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Adult Lessons from Children’s Books
NOTE FROM THE EDITORS Dear Readers, In this 2022 edition of MRA Today, we have collected educators’ insights about the many wonderful children’s and young adult books that shaped them as readers and empathetic, caring humans. As editors, we are grateful for their generosity of spirit, and the insights they have shared, wisdom that allows us to learn from each other and embrace multiple perspectives. Their insights helped us think about personal viewpoints and our teaching in new and powerful ways. The adult lessons that emerged offer us a collaborative reflection on “the Something”.... “And when the other mice ran up one side and down the other, across the Something from end to end, they agreed. Now they saw, too” (Ed Young, Seven Blind Mice). “Real education comes in unexpected places” like picture books! In Robert Fulghum’s classic “All I Really Need to Know I Learned in Kindergarten”, we are reminded of important lessons learned around “ecology and politics and equality”. “Across the course of our lives, we wrestle with…” many complex issues. However, “the elemental notions about humanity were handed to us with great care when we were very young”. We are so fortunate to have children’s books to access sensitive topics, springboard brave conversations, and keep learning as adults. Every child has the right to see themselves in the books they read. Many times, adults have difficulty navigating the critical conversations children need to have with more experienced others. Fortunately for children - and for all of us - we can look to the rich array of children’s literature that teach the lessons we need. Lessons that include discussion of important and controversial perspectives such as Critical Race Theory, gender identity, banned books, global warming, loss, disability pride, inclusive education, and multiple perspectives. With divisive politics battling over what and how we teach, we suggest you look to children’s books to remind you of issues that you care deeply about. “It was an opportunity for me to learn and to grow. To be brave. To do something” (Kobi Yamada, What Do You Do With A Problem?). We hope that the lessons and literature shared within inspire conversation, courage, and action. Books can help us heal and grow as educators, as a community, and as a society. Thanks to the authors and illustrators of the selected books, thanks to the educators for sharing their reflections, and thank you all for reading! “The Rainbow Fish shared his scales left and right. And the more he gave away, the more delighted he became” (Marcus Pfister, The Rainbow Fish). We hope that this edition of MRA Today brings you joy, replenishment, and learning as we ease into a summer of reading. We hope your summer reading includes beautiful and inspiring books for all ages. Valerie and Patricia
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Celebrating Diversity Libraries and book collections that promote equity and inclusion
Windows, Mirrors, Sliding Glass Doors
Schoolwide’s mission is to: • Choose diverse books by diverse authors • Curate inclusive classroom libraries • Partner with publishers who focus on the intersection of identity Dr. Rudine Sims Bishop coined the phrase “Windows, Mirrors, and Sliding Glass Doors” to explain how children see themselves in books and how they can also learn about the lives of others through literature. Dr. Bishop makes the point that it’s crucial for children from marginalized groups to view themselves in the books they read.
Schoolwide’s Offerings • Culturally responsive and SEL classroom libraries • Diverse small-book collections • Culturally relevant mentor texts and Read-Alouds • Family Literacy • PD Supports
CONTACT SCHOOLWIDE TODAY TO RECEIVE A FREE CATALOG AND SPEAK WITH MARTHA COAKLEY (LITERACY ADVISOR)! Email: mcoakley@schoolwide.com | Telephone: 1.800.261.9964
SWIFT’S AND WARD’S THE LITTLE RED LIGHTHOUSE AND THE GREAT GRAY BRIDGE
By: MRA Today Editors
Sometimes I feel like the little red lighthouse in the shadow of the powerful large bridge. I picked up this 1942 classic children’s book at a used book shop for inspiration for our next MRA conference theme that includes lighthouses. Pattie Kelly chose this theme as she sees MRA as a beacon of light in the midst of uncertainty. Although Massachusetts is known for its lighthouses, this little red lighthouse is in NY on the Hudson River. The story is written from the voice of the little red lighthouse. It “felt big and useful and important” until the “big and powerful” George Washington bridge was built across the river. This made the light house feel small and no longer needed. As an educator of educators, I often feel small and defeated. Every day I hear more about states banning books, legislation restricting language, and politics policing teachers’ lessons. I teach developing teachers that they can make a difference in reaching all students and creating more equitable learning environments. But society and the news seem so big and powerful and are telling us a different story. Therefore, the focus for the next MRA in person conference brings me hope. MRA really is a beacon of light. I am inspired by the members and their work promoting literacy for all students. The classic story ends with the light house saving boats amid a big storm. This was a critical moment for finding its worth and a call to action. “Now the little red lighthouse knew that it was needed.” The lighthouse is still on the bank of the Hudson River today. Like the lighthouse, I “still have work to do” and this makes me “glad”.
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SELF LOVE WITH JACQUELINE WOODSON’S THE DAY YOU BEGIN By Kathryn Bartholomew “There will be times that the world feels like a place that you are standing all the way outside of - And all that stands beside you is your own brave self” – The Day You Begin
The Day You Begin is a book about belonging and selfacceptance. The picture book begins by describing moments during a typical school day that could make a child feel different or like an outsider. Experiences such as moving from another country, bringing a lunch with food that classmates might not recognize, or not being physically able to play on the climbing bars at recess. These moments are told from the perspective that the students’ differences feel othering – and touches on the fear a person would feel that the way they are different might be unacceptable to their peers. The book moves through multiple, relatable perspectives, each with its own unique difference. The picture book centers on Angelina, who spent her summer vacation having fun reading and taking care of her little sister. As her classmates tell tales of their exciting travels, she feels that her summer cannot compare to the other students’ vacations. Then the narrative shifts to children sharing their differences with their classmates. Angelina describes her summer to her classmates and sees the value in talking about her experience as it opens a dialogue with another boy in her class. The book shows us that when you share your differences with others, you form connections you wouldn’t otherwise have made. While the book is speaking to children, the message of not comparing yourself with others and the value of our differences can be applied to any person at any age. Angelina decides that she is proud of the summer that she had and then has the courage to share it. The lesson that celebrating the things that make you different is a courageous act of self-love and acceptance that is universally important to all ages.
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Adult Lessons from Children’s Books
BUNTING’S GLEAM AND GLOW, A HOPEFUL STORY FOR DIFFICULT TIMES By: Patricia Crain de Galarce All over the world are families torn apart by war and conflict. Currently, our hearts are with the people suffering in the Ukraine. We watch from afar as children and families leave behind their homes, books, and fish to escape war. This morning I was in a meeting listening to the needs of displaced children from amazing Ukrainian educators. My mind was racing with ideas of how I might share and create resources, but my heart was heavy. The translated stories of children, families, and teachers made the atrocities of war real. We often disconnect our minds and hearts to the evening news. We become complacent that the suffering of others is far away from our own reality. Children’s books allow for a window into the harsh reality of others that can open both our hearts and minds. I remembered and dug out a book from my children’s library. Eve Bunting wrote of war and refugees from a child’s perspective in the book Gleam and Glow. The book tells of a family’s journey through separation, trauma, and tragedy and their ability to find compassion and hope. The story brings the harsh reality of war right into our homes with such compassion that readers, of any age, will connect with their hearts and minds. As I read the story, rich with universal themes that humanizes the experience of war, I was able to release the tears I had been holding back. No one ever wins in war, especially the children! Gleam and Glow, however, shares messages of survival, hope, and love.
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TEACHING STUDENTS TO PROTECT THE ENVIRONMENT: LINDSTROM’S WE ARE WATER PROTECTORS By Christina Tai Water is sacred. The oceans, rivers, and lakes of our watery planet provide us with an abundant supply of fresh, clean water that preserves life and inspires song, poetry, and art. And yet, around the world, many people suffer from the lack of water. The black snake has poisoned the water and many people thirst. The beautiful picture book, We Are Water Protectors, written by Carole Lindstrom and Illustrated by Michaela Goade, offers its readers many adult lessons about our “first medicine”, water. Vital for all living things, water unites us. Alongside a call for environmental justice for the Earth and its creatures, We Are Water Protectors offers a vivid reminder that we are guests on this land. In Massachusetts, Native American and Indigenous Peoples have occupied the land for more than 12,000 years. The first stewards of the land, they were protectors of the Earth and all its natural resources and warned of the dangers we face. Carole Lindstrom teaches us that we must never forget the lessons shared by the Indigneous people of this land - we must stand alongside those whose ancestral lands have been taken and destroyed by uncontrolled development. We are inspired by this simple, beautiful call to action. As we grapple with the realities of our warming, polluted world, we acknowledge that access to water has become a global crisis. We Are Water Protectors invites readers young (and not so young) to become vigilant guardians of our precious resource, water, and to be stewards of the Earth as we stand with those who cannot advocate for themselves.
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Adult Lessons from Children’s Books
LEARNING FROM SCOTT STUART’S MY SHADOW IS PINK By Amanda Arnst Truth be told, I was completely unfamiliar with this book until it was mentioned to me by a colleague. It could not have come at a more perfect time. As a special education teacher with a student exploring gender identity, this book gave me the support I needed at just the right time.
My Shadow is Pink by Scott Stuart follows a young child who explores gender identity through the idea of a shadow. Instead of a blue or “male” shadow, this child views his shadow as pink or “feminine”. Although the child is very clear about their preferences, in thinking of their identity as a shadow, they are seemingly hiding who they really are. This is perpetuated by their view of family as either super feminine or masculine based on their outward presentation. It is only when their very “blue” shadowed, ultra-masculine father wears a dress in solidarity that they realize everyone’s shadow does not necessarily reflect what they are showing on the outside. As a teacher and adult exploring and learning about gender identity in a more open society, I took away a number of lessons from this book. Perhaps the most important is the idea that everyone potentially has a “shadow” or identity that they don’t outwardly present to the world. For many reasons, these identities remain hidden, but never should they be kept hidden because a person is scared to show who they really are. Within my classroom, I work hard to recognize and respect each student for who they are, but this book helped me to realize that there is more that I can do to allow everyone’s shadow to become a reality. To name a few, I can work harder to understand what each student likes and encourage them. I can explore gender pronouns with students and respect and utilize what they choose. I can work to present materials that include a variety of people, ideas, perspectives, and ways of life. Most importantly, I can encourage my students to embrace their “shadows” or the parts of themselves that they feel may need to be hidden. Instead of a shadow, I want my students to be able to stand up and say “this is me!”
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CALL FOR MANUSCRIPTS! We are pleased to announce the call for papers for the Fall 2022 edition of The MRA Primer. The theme, Lighting the Way for Inclusive Teaching and Learning, reflects our commitment at MRA to meeting the needs of all learners and provides an introduction to the theme of MRA’s 52nd Annual Conference: Be the Beacon that Lights the Way, to be held April 27 & 28, 2023. The deadlines for all submissions is Monday, August 15th. Author guidelines available upon request. If you have any questions, please reach out to the co-editors, Elaine Bukowiecki at ebukowiecki@bridgew.edu or Valerie Shinas at vshinasmra@gmail.com.
AN ARTIST INSPIRATION WITH JOANNE LIU’S MY MUSEUM By: Patricia Crain de Galarce This wordless book shows art appreciation from a young child’s perspective. The clever illustrations allow for the reader to interpret the artistic journey of Max at the art museum with his mom. Max discovers nature scenes out the window that give an impression of Van Gogh. Max discovers lines and textures juxtaposed to a Pollock mural. He gazes up at a beautiful maintenance worker that rivals the stature of a Greek goddess. He is intrigued by a tattooed arm that is as intricate as the glass-enclosed Chinese porcelain, painted vase. The movement of a snail mirrors the patterns of the art displayed. The young appreciator of art sees beauty by looking at the world upside down and drawing Calder shapes on a foggy window. Max sees how the sun creates patterns on the floor like the Dutch art of Mondrian. The ingenuity and creativity of young Max engages the reader to construct the story of this museum trip. The child’s perspectives, unusual noticings, and silly shadow figures imitate art. Looking to the masters can ignite brilliance but so can connecting with our imaginations. In sharing My Museum, I laughed out loud. I was reminded that I was once curious and creative. By simply seeing, we can find joy in shadows or patterns in nature. This clever book reminds me to tap into my own artistic energy and inventiveness. It reminds me that art and inspiration can be found everywhere. It reminds me to slow down and observe from a variety of angles, even outside of an art museum.
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MIKE MULLIGAN AND HIS STEAM SHOVEL: A GENERATIONAL INSPIRATION By: Patricia J. Crist When my son, Tim, was young, he fell in love with the story Mike Mulligan and His Steam Shovel by Virginia Lee Burton. His grandmother gave him a toy steam shovel, which he named Mary Ann. He dug “town hall cellars” in the sand pile in the backyard but always provided a way for Mary Ann to get out, unlike the story version where Mary Ann is converted into a boiler for the new town hall and Mike gets a new job as its janitor. Although my husband and I grew tired of reading this story, we did it anyway but were grateful when Tim could read it by himself. One year when I was still teaching, I had a student with reading and school adjustment difficulties, so I recommended Beverly Cleary’s Ramona the Pest. The girl asked me about the story Miss Binney was reading to her students – Mike Mulligan and His Steam Shovel - as she thought it was really funny that Ramona asked the teacher how Mike Mulligan went to the bathroom while digging the cellar. I brought in Tim’s old copy of the story, and she read that too, but informed me there was no mention of a bathroom for Mike. Later, when our grandson Steve was little, we read Mike Mulligan to him and bought him a toy steam shovel, which he did not name, but dug lots of holes in the sand during our beach trips. Tim, Steve’s Dad, is now 47, and we are downsizing for a move to a Senior Continuing Care Community. I asked him if he’d like any of his childhood things, and he, of course, chose Mike Mulligan.
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Adult Lessons from Children’s Books
CHALLENGING RACISM: WILES’ FREEDOM SUMMER By: Patricia Crain de Galarce This award-winning picture book by Debbie Wiles tells a story of two friends, Joe and John Henry, in 1964 when the Civil Rights Act was passed. I was alive in 1964, which makes this history of our Nation not so long ago and far away. This is a moment in U.S. history that I never learned in school. In fact, I found the fictional story so shocking that I decided to look it up as I could not believe that White leaders would fill their beloved swimming pool with tar rather than allow their Black neighbors to swim. After research, I learned that communities all across the country drained the water, filled pools with tar, and even poured acid and bleach in public swimming pools rather than allow for integration. It is important to share this history in order to not perpetuate the harms of racism today. Heather McGhee writes in The Sum of Us that “the impulse to exclude now manifest in a subtler fashion, more often reflected in a pool of resources than a literal one.” I learned an eye- opening lesson from both McGhee and Wiles. Racism, fear, and hatred have great costs for us all. The harms have lasting effects that impact our friendships, quality of life, and social fabric. There was great hope during the Civil Rights Movement of Freedom Summer. But the power of racist ideology underminded even our federal law. As a critical reader, I wonder how the story would compare if it were written in John Henry’s voice. As a mother, I wonder about the lasting trauma of John Henry’s big brother. As a White ally, I wonder about how their friendship lasts. As a friend, I wonder how often I try to “share a nickel”, assuming that will fix the unspoken pain of racism. As an educator, I wonder the best way to approach the subject of racism when sharing this book with children. I worry about retraumatizing children who receive confusing messages from the world around them. I know that through books we can explore challenging history and can help all children name complex feelings and concepts that they, at an early age, might have already internalized. I am grateful for the lessons of this beautifully written and illustrated book about the friendship of two boys who want to swim together.
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BARNES’ I AM EVERY GOOD THING: A BOOK FOR EVERY READER By: Melinda Butler Like many White educators, I have miles to go as I work on my goal of becoming an antiracist, abolitionist educator. I’ve read many excellent books, participated in book discussions, listened to podcasts, rewritten syllabi and lessons as I work toward this lifelong goal. Yet, with all these wonderful resources, never have I read anything as inspiring as I Am Every Good Thing by Derrick Barnes and Gordon C. James. I follow educators and authors on Twitter and love reading the recommendations of new children’s and Young Adult books. That is how I first discovered I Am Every Good Thing. This book is exceptional, honest, and powerful, and It is filled with simple, brilliant text and illustrations. On September 11, 2020, New York Times Books tweeted that the text was “a celebration of Black boyhood by Derrick Barnes and illustrated by Gordon C. James, is new this week on our children’s picture book best-seller list,” and on December 15, 2020, John Schu (mrschureads) tweeted, “Because it’s joy in print.” Barnes dedicates this work of art to Tamir Rice, Trayvon Martin, EJ Bradford, Jordan Edwards, Michael Brown, Jordan Davis, and Julian Mallory. The words leap off the page in joy, sadness, hope, and celebration. As a college professor who teaches inservice and preservice teachers, I model book blessings and read-alouds during face-to-face and synchronous classes, and I select diverse texts written by Own Voices authors. As I read this book for the first time, I was overwhelmed at the beauty and pathos of the narrator’s words and knew that this text deserved to be read aloud to as many people as possible. I have shared this book in many classes, and, in Fall of 2021, I read this book to my Peer Committee at my Reappointment Review, as a way to represent what I am working on as an antiracist educator. Barnes’ and James’ text is the most celebratory, sobering, and hopeful children’s book that I have ever read and belongs in every classroom, school, and home library.
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Adult Lessons from Children’s Books
REMEMBERING LUCY BY SARAH HELTON By: Amanda Arnst As a special education teacher, there are many children’s books that have influenced me on both a personal and professional level. Perhaps the most poignant are those that remind you that, regardless of physical, emotional or cognitive differences, all children and students have a voice and deserve to be heard and respected. This lesson is more than apparent in Remembering Lucy by Sarah Helton. Throughout my career, I have had the privilege of working with truly amazing students who work each and every day to beat the odds. Unfortunately, as many students have life-limiting or lifethreatening conditions, saying goodbye and grieving their death is a sobering reality. Unfortunately, while adults and “neurotypical” children are given the chance to grieve and remember, students with disabilities are often left out of the conversation. Through its simple and direct language, Remembering Lucy gives voice to Joe, a student with disabilities who is experiencing the death of his friend Lucy. Joe reflects upon how his teachers shared the news with the entire class and gave them the opportunity to process and remember their times with Lucy. He recalls how his classmates all had different emotions, and how it was ok to feel sad. Now when he remembers Lucy, Joe thinks of all the happy memories and the fun that they had. On the surface, while this book seemingly aims to discuss the death of a friend, the lessons to take away on the part of adults are much larger. First and foremost is the idea that you CAN talk to students about death. Although society as a whole still treats the idea of death as taboo, the fact of the matter is that it is part of life regardless of when it happens. Not only can you talk to students about the loss of a friend or peer, but you should! This is perhaps most important for students with disabilities who may process and come to understand death in alternate ways. Instead of treading lightly and attempting to avoid the topic, teachers across all specialties and subjects should talk to their students in an open and honest fashion. Within the educational field, there is a catchphrase that many adhere to that says “assume competency”. I want to go beyond that. Don’t assume anything! Instead, know that you students understand. Know that they have thoughts and feelings. Be willing to go outside your comfort zone and give students the opportunity to make sense of their world and the events around them. If it feels uncomfortable, that’s good. It is outside our comfort zone where real growth and learning begin. Footnote: Special Education Teacher, Cotting School
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THE LITTLE ENGINE THAT COULD: STANDING THE TEST OF TIME By: Martha Coakley Do books from my long-ago childhood stand the test of time? Are they still good stories? Is the humor still funny? Is the version of historical fiction still accurate? Do the characters and settings ring true? With so much emphasis on “Mirrors, Windows, and Sliding Glass Doors”, I have learned to reflect more on what books we choose for our children. I initially thought about The Little House on the Prairie series. I loved the sisters playing with things like pumpkins and corn husks as toys. Making butter looked like fun! Detailed descriptions such as Pa making a ball to play with from a pig bladder felt nostalgic and quaint even though I didn’t understand those emotions for what they were at the time. I reflect on those books now and realize that the Ingalls family were squatters on Native American land. Does that fact make them obsolete in today’s world? Should I tell the story of how I borrowed Are You There God? It’s Me, Margaret from our library? We had weekly library trips with our mom. I had read other Judy Blume books, so I thought I would like it as well. I became more and more embarrassed as I read it. That book lingered hidden under my bed for so long that the librarian eventually mentioned it to my mother. I had not wanted to go to the library and return the book because then the librarian would know that I was reading about periods. The horror! We are better now about being more open about such things, such as basic bodily functions. Should we use books with topics that some people find awkward to normalize such things? Perhaps I should write about The Little Engine That Could by Watty Piper. My younger brother often took this book home from the library. It made frequent appearances at bedtime cuddles and reading. Our dad would read to us any night he was home and not traveling for work. We were the last two in a family of six children, forever the little kids. My brother, dad, and I would climb into my brother’s bed, and dad would read the book. He loved the story probably because it appealed to his strong work ethic and tenacious personality. He really did “ham it up” with dramatics. My brother and I came to love the book too. I was cheering for the toys to make it to the children, and my brother simply liked the trains. Mom and Dad were known to say “I think I can, I think I can” to encourage us to try harder whatever the situation might be. The “I don’t think I can” was employed more often such as task avoidance for chores. Cleaning up dinner dishes, helping with the leaves or trash might be a place where my brother or I would play the “I am too small and too young game”. Such antics were greeted with “I think I can, I think I can”. Footnote: Schoolwide Consultant
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Adult Lessons from Children’s Books
ACTIVISM WITH PIMENTEL’S ALL THE WAY TO THE TOP: HOW ONE GIRL’S FIGHT FOR AMERICANS WITH DISABILITIES CHANGED EVERYTHING. By Linda Shandrick Lengyel All the Way to the Top is a book about inclusion and exclusion, determination, activism, and power and empowerment. This is the story of Jennifer Keelan-Chaffins, a disabled activist who attended her first protest at the age of six. Listed as Juvenile Nonfiction/Biography, All the Way to the Top chronicles the young life of Jennifer, beginning when she is ready to enter school and ending a few years later when she became “famous” for her activism. When asked to identify a book that had meaning to me, this book immediately came to mind. I am a faculty member at a university in a teacher preparation program; I also had the opportunity to teach young adults in a two-year university program for students with disabilities who typically do not attend degree programs in college. As I became more attuned to the need to support students with disabilities in their own self-determination and self-advocacy, I became acutely aware that disability history is absent from many of our curriculums. It is during that journey that I came across All the Way to the Top. The book begins with a forward written by Jennifer Keelan-Chaffins herself; then Pimentel and Ali tell Jennifer’s story through words and pictures. Empowerment and barriers are identified in the book by the simple words GO and STOP, which are written in large bold font. The illustrations beautifully show how Jennifer can participate in activities and some of the barriers to her meaningful participation with her family and peers. This is not a story about how a child with a disability needs help, nor is it a story that elicits pity because of what young Jennifer cannot do. This is a story about exclusion and inclusion. The story begins with Jennifer’s excitement to begin school and quickly shifts to her realizing the barriers to access such as no curb cuts or a ramp to get up to the school door. She then is told she cannot go to her school, although it is the school her sister attends. This is the beginning of her mother’s advocacy and consequently Jennifer’s activism. Throughout the book, the STOPs and GOs tell the story through the lens of a young girl who uses a wheelchair and simply wants to go to school with her sister. Jennifer attends her first protest at the age of six and continues to protest across the country.
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This is a story about activism and power. Jennifer is eight years old when the American with Disabilities Act (ADA) is proposed. As the story unfolds, it is clear to the reader the impact this law would have on people with disabilities; Jennifer would finally be able to eat in the cafeteria with everyone else. A protest at Washington D.C. was planned as activists became determined to impress on Congress the importance of the ADA. Of course, Jennifer and her mother marched down Pennsylvania Avenue shouting the protest chants. This protest has come to be known as the Capitol Crawl. This is a story about determination and empowerment. Throughout the book, Jennifer’s sense of empowerment is illustrated, and it is clear she is a determined young girl. While at the protest, people abandoned their wheelchairs and crawled up the steps; thus the name the Capitol Crawl. Jennifer was told she was too young, but that did not stop her. You can see and feel her energy and determination as she is crawling up the steps of the capitol, all the way to the top. This was a historical moment and photos of Jennifer, the little girl who wanted to be with everyone else in her school, hit the media; these now have become some of the most iconic photos of the protest. The story ends with the signing of the ADA, and the recognition that this is not the end. I appreciate how history is told in this book, how the reader is brought to understand from a very personal lens how this monumental law could impact people with disabilities. Also, that the disability rights activism was necessary to get the law passed, and it may not have happened without the determination of people like Jennifer. I believe that our perception of disability is a critical component of being an educator. One of the reasons I am drawn to this book is that it skillfully shows us the impact of exclusion and the necessity for policy. It also provides us, as educators, a way to tell the history and need for the disability rights movement in a way that is meaningful to even young children. At the end of the book are two additional sections. The first is The Road to the Top. in which a short description is written about key topics such as What is a disability?, Access for everyone, and “We will ride!” (This is the history of the beginning of ADAPT, the group that planned the Capitol Crawl and many other protests). I think one of the most important topics is Problem or Person? Here the author introduces the concepts of the social construction of disability and that the problem does not lie in the person – but does so in language that is accessible to children. The last section of the book is titled Life Before and After ADA. The ADA was passed in 1990, so this section of the book speaks to what has happened since then, what still needs to happen, and of the work Jennifer continues to do to “fight for what is right”.
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Adult Lessons from Children’s Books
This book can be used with children to teach about diversity, activism, disability, or simply to tell a story of a girl named Jennifer. It can also be used to teach the history of laws and the disability rights movement. I have used this and other not so wonderful books in activities with preservice teachers, where we analyze the perception of disability in children’s literature. As educators, we need to be judicial about what we have in our classrooms as we are shaping perceptions. This is the perception of disability I want my grandchildren to grow up with, which is why I have already bought several copies of the book, although I am waiting a few years, since my oldest grandchild is 14 months and my youngest is 11 weeks old.
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OUT OF MY MIND BY SHARON M. DRAPER By: Maria Paz Galarce Crain With Elizabeth Bonker’s valedictorian speech currently circulating in the news, now more than ever Out of My Mind by Sharon M. Draper serves as a poignant reminder of the power of voice - especially in those who fight so hard to share it.
Out of My Mind follows Melody, a young girl with cerebral palsy, and her journey to finding her voice. “I knew a lot of words, but I couldn’t read a book. I had a million thoughts in my head, but I couldn’t share them with anybody” (Draper, 2010, p. 46). Written in stream of consciousness prose, Out of My Mind gives a unique and salient insight into the frustration of not being able to freely communicate. Tasks we all take for granted like feeding ourselves or sitting up without falling over are impossible for Melody. But what is most impossible is going through life without being able to share a joke or tell her parents “I love you”. When she finally is given the correct tools to communicate and is able to share her genius, everyone around her is better for it. Just as Elizabeth Bonker described her mind as a “silent cage”, Draper’s protagonist Melody laments. “It’s like I live in a cage with no door and no key” (Draper, 2010, p. 40). Although Elizabeth has non-verbal autism and not cerebral palsy, both she and Melody share the common misfortune of having teachers that don’t believe in the value of their voice. When I first read Out of My Mind, my initial reaction was to send the title to every member of my teacher preparation cohort. I immediately thought that this Draper masterpiece should be required reading for not only special education teachers but all teachers. Every time I reread this book, I am struck by the lines, “How am I supposed to learn anything if I couldn’t talk? How was I supposed to answer questions? Or ask questions?” (Draper, 2010, p. 46). I hold these questions close in my role as a special education teacher but especially in my role as a classroom teacher. How am I setting all of my students up for success in asking and answering questions? How am I ensuring that all of my students are learning?
Out of My Mind reminds us all that students rise to the level of expectation that you set for them. It is our jobs as educators to create the doors and provide the keys to the cages of each of our students’ minds. Whether they have cerebral palsy or non-verbal autism, a label, or no label at all, each student deserves the chance to make their voice heard.
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Adult Lessons from Children’s Books
“WHAT SHOULD YOU CONSIDER WHEN SETTING UP YOUR CLASSROOM LIBRARY?” By: Mary Shorey For the last twenty-plus years, I’ve been asking my preservice teachers this question as part of their final exam in the “Reading Development for the Young Child” course. I’ve gotten many answers, but most reflect the basic areas – who, what, where, and how. During the semester, we discuss the purpose of a classroom library as a place to pique children’s interest in reading and encourage a love of reading, to allow children to make choices, and to give children a comfortable environment to explore new and familiar authors in a variety of genres. It isn’t a place to worry about reading levels, although age-appropriate books should be what is available on the shelves. Hopefully, the classroom library will be a place where children will discover that special book that will trigger an interest and be fondly remembered. Through the semester, the preservice teachers design author studies and introduce books to children while working in the elementary schools. Most know ‘who’ to include in their classroom libraries. The authors (the ‘who’) are award winners who have been recognized by professional organizations such as the American Library Association, National Council of Teachers of English, International Literacy Association, etc. They are popular authors with the grade level for children, and they are authors who are listed in Appendix A and B of the Massachusetts ELA Curriculum Framework. Appendix A and B not only present a list of authors but also suggestions in the ‘what’ area for inclusion. Anyone teaching PK-2 knows these: nursery rhymes, fairy tales, Aesop’s fables, poetry, etc., and suggested poets – A. A. Milne, Christina Rossetti, Rachel Field, David McCord, John Ciardi. This is a fine start, but ‘what’ is much more extensive than that which is listed in the Frameworks. Consulting review sources such as Hornbook, School Library Journal, or Booklist can also help teachers find high quality books by new and familiar authors. One of my students this semester stated that it would also be worthwhile to consult veteran teachers for suggestions of books and favorite authors. Good idea. In many cases, new teachers inherit classroom libraries from retiring teachers. This is what happened to me many years ago when I got a position as a 5th-grade teacher. It was a good start as I had a variety of genres in the collection, but many of the books were old and needed replacement. I tell students not to be afraid to cull out old books and replace them (eventually) with new ones. As new
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teachers are developing their classroom collections, they can turn to socialjusticebooks.org and weneeddiversebooks.org to find books with diverse characters by diverse authors. All the children in the classroom need to be represented in the books that are chosen for the classroom library. A wide variety of genre—realistic fiction, historical fiction, poetry, fantasy, nonfiction, biography, mysteries, etc. —should be available to the children in an area in your classroom that is situated to minimize distractions but could also be used for book discussions among the children. The area (‘where’) that is designated as the library is often a popular space for the children. I had a free-standing bookcase that partitioned off a corner of the classroom, while I still had a clear view from my desk to see what was going on in the space. Large pillows as well as a table and chairs were also in the area. At times, some of the children chose to read under the table. On the outside wall counter of the classroom library, my male students had decided to have an area for ‘fact’ books with several copies of The Guinness World Records. The books on the shelves were organized (‘how’) by colored labels, by categories, and by alphabetic order of authors’ last names. A card was in each book so the children could write their names on the card and put it in the checkout box when borrowing books. The ‘where’ and ‘how’ seem to be the biggest difference from one classroom library to the next. Some teachers like to have their books in book bins, and some like the idea of having the books on shelves similar to the organization of the public library so children can become familiar with the set-up for future use of libraries, in general. Some classroom libraries have the graphic novels separated from the traditional books. Whatever the ‘who’, ‘what’, ‘where’, and ‘how’, know that classroom libraries are valuable places for developing independence and, most important, encouraging a love of reading.
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Adult Lessons from Children’s Books
FINAL INSIGHTS FROM THE EDITORS: SHARING JOHN SCHU’S THE GIFT OF STORY, EXPLORING THE AFFECTIVE SIDE OF THE READING LIFE As we were preparing to send off the MRA Today for publishing, we were again horrified with the school shooting in Uvalde Texas. We wondered: What can we share with our colleagues to console our broken hearts? What can we share with educators to drive a movement for change? What can we suggest to teachers to read to our students and explain the unexplainable? Then arrives the Gift of Story, which beautifully presents so many important books along with guidance about how children’s and young adult books can heal, inspire, clarify, develop compassion, and connect. John Schu’s book is one that every educator and parent needs - it touches our hearts and inspires minds. In words and images, he presents the lessons we can draw from stories. For example: “Story as Healer: This helps our heart work through difficult experiences as well as internal and external conflicts. Think of the child who deals with the loss of a grandparent by reading Caron Levis’ and Charles Santoso’s (2016) Ida, Always everyday, or the middle schooler who, after reading Jen Petro Roy’s (2019) Good Enough, admits to himself and a family member that he has an eating disorder and “needs help” (p. 8). As you create your summer reading list and the lists for the young readers in your life, Schu’s The Gift of Story must be at the top of your list. You will be inspired as you consider the books that we can use to teach and help those precious young readers in our lives to grieve and heal.
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TIMELESS TALES: HINTON’S THE OUTSIDERS By: Sarah Fennelly As a literacy teacher for seventh graders, I try to find texts that students can connect to to motivate them to read. There are many great ones that reflect the current environment in which we live. But I always have one go-to book that I read as a student myself but didn’t appreciate until I became a teacher. That book is The Outsiders by S.E. Hinton. This book in my mind is a classic because of the message it delivers about life. The main character, Ponyboy Curtis, is part of a group known as the Greasers basically because they are poor. The other group in town is called the Socs or West Side Socials, the rich kids. Throughout the book Ponyboy and his friends and family go through a lot of trials students today may not face, although they might. Throughout these trials, Ponyboy, who is the main speaker in the story, does a lot of thinking about what it means to be on each side. He is a deep thinker who at the end of the story comes to realize that being a person is not about what side you are on, but rather what you believe. The author creates this beautifully by talking about how kids on both sides of the town can see the same sunset. The other point I always mention to the students is the fact that the author of this book, S.E. Hinton, was only 16 when she wrote it. She had a profound understanding of the characters because she witnessed similar situations in her own life. I always make it a point to say this in case there are budding writers in the room who are unsure about whether they can be a writer. Even though this book is dated, the message is so valuable that I have no problem doing some prereading activities to set the stage for what to expect. We talk about the popularity of smoking, hair gel, rumbles, and Greasers versus Socs. But once the students understand about the time the book takes place, the theme of the book becomes familiar. And it resonates with them. I consider this book a timeless classic for students who are trying to figure themselves out and navigate through life.
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Adult Lessons from Children’s Books
References Barnes, D., & James, G. C. (2020). I am every good thing. Penguin Young Readers Group. Bunting, E., & Sylvada, P. (2005). Gleam and glow. Harcourt. Burton, V. L., (2014). Mike Mulligan and his steam shovel. Houghton Mifflin Harcourt. Draper, S. M. (2017). Out of my mind. Simon & Schuster. Helton, S., & Novy, A. (2017). Remembering Lucy : A story about loss and grief in a school. Jessica Kingsley Publishers. Hinton, S. E. (2019). The outsiders. Penguin Books. Lindstrom, C., & Goade, M. (2020). We are water protectors. Roaring Brook Press. Liu, J., & Prestel Verlag. (2017). My museum. München Prestel. Pimentel, A. B.,Ali, N. H., & Keelan, J. (2020). All the way to the top. Advance reader’s copy : How one girl’s fight for Americans with disabilities changed everything. Sourcebooks Explore. Piper, W., Ferreri, M., & Findaway World, Llc. (2019). The little engine that could. Findaway World, Llc. Schu, J. (2022). The gift of story : Exploring the affective side of the reading life. Stenhouse Publishers. Stuart, S. (2021). My shadow is pink. Larrikin House. Swift, H. H., & Ward, L. (1942). The little red lighthouse and the great gray bridge (pbk). Voyager Books/Harcourt, Inc. Wiles, D., & Lagarrigue, J. (2014). Freedom summer : Celebrating the 50th Anniversary of the Freedom Summer. Atheneum Books For Young Readers. Woodson, J., & López, R. (2018). The day you begin. Nancy Paulsen Books.
CO-EDITORS Patricia Crain de Galarce Valerie Harlow Shinas DESIGNER Nadege D. Tessono Okotie EDITORIAL REVIEWER Dr. Elaine M. Bukowiecki MRA EXECUTIVE BOARD Nancy Witherell, President Patricia Kelley, President Elect Patricia Crain de Galarce, Vice President Adam Brieske-Ulenski, Vice President Elect Valerie Harlow Shinas , Immediate Past President JoAnn Thompson, Treasurer Shantel Schonour, Secretary Jennifer Lindsey & Sarah Fennelly, Local Council Liaisons
For information about MRA and how to become a part of the exciting work, we are doing to promote literacy, visit our website at https://massreading.org/.
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My Way to Advance Apply Now for Fall 2022 Are YOU interested in... Advancing your Initial License in Elementary, Early Childhood Education, or English to Professional? Furthering your knowledge of literacy instruction and assessment? Keeping current on research and trends in education? Becoming a licensed Reading Specialist?
Consider Framingham State University’s Master of Education with a concentration in Literacy and Language or Post-Master’s Certificate for the Reading Specialist License Nationally recognized by the International Literacy Association (ILA), this Master of Education with a concentration in Literacy and Language program, plus a supervised practicum, enables candidates to meet the requirements for Initial Licensure in Massachusetts as a Specialist Teacher: Reading. Licensure qualifies the recipient to work in the area of English language arts and literacy with students of all ages and grade levels.
Dr. Laura Hudock Coordinator and Advisor, Literacy and Language Program
Post-Master’s Certificate for the Reading Specialist License is designed for those who hold a master’s degree in education and want to earn the Initial License as a Specialist Teacher: Reading. This certificate program, plus a supervised Practicum, qualifies recipients to meet the same requirements as the Master of Education with a concentration in Literacy and Language. certificate program, plus a supervised Practicum, qualifies recipients to meet the same requirements as the Master of Education with a concentration in Literacy and Language.
To schedule a campus visit or to speak to a Graduate Admissions Representative, call 508.626.4501.
Most courses are offered online, except for the supervised practicum.
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Adult Lessons from Children’s Books
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