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Double Bubble Protocol - CMS MS S&L - December 2023

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Emails:

aprilstout@asmadrid.es

jenny@erinkentconsulting.com

Linked In: Jenny Killion

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"Donalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. The book includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read."

[ Starred review] Miller, a sixth-grade language arts and social studies teacher and blogger, has enabled students of many different backgrounds to enjoy reading and to be good at it; her students regularly score high on the Texas standardized tests. Her approach is simple yet provocative: affirm the reader in every student, allow students to choose their own books, carve out extra reading time, model authentic reading behaviors, discard timeworn reading assignments such as book reports and comprehension worksheets, and develop a classroom library filled with high-interest books. Her students regularly read more than 40 books in a school year and leave her classroom with an appreciation and love of books and reading. Miller provides many tips for teachers and parents and includes a useful list of ultimate reading suggestions picked by her students. This outstanding contribution to the literature is highly recommended for teachers, parents, and others serving young students.-Mark Bay, Univ. of the Cumberlands Lib., Williamsburg, KY ( Library Journal, March 15, 2009)

"Miller's new book, The Book Whisperer, is a breath of fresh air. Powerful and practical, this book will support you as you change your classroom for the better while helping you to understand how to overcome current classroom cultures where some children learn and many learn to hate reading."
- Richard L. Allington, Ph.D., University of Tennessee

"In The Book Whisperer, Donalyn Miller deftly describes the inherent need children have to engage with books, intellectually and emotionally. The book is a timely and rare gift for teachers."
- Ellin Oliver Keene, author and consultant

"This book reminds anyone-who is lucky enough to have loved a book-what classrooms and kids have lost in our frenzy to 'cover' content and standardize student performance in the name of reading. This is a primer of the heart on how to make reading magical again."
- Carol Ann Tomlinson, William Clay Parish, Jr. Professor of Education, University of Virginia

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"Donalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make...

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Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy

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Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy [Willingham Ph.D, Daniel T.] on Amazon.com. *FREE* shipping on qualifying offers. Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy

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From the author of Proust and the Squid, a lively, ambitious, and deeply informative epistolary book that considers the future of the reading brain and our capacity for critical thinking, empathy, and reflection as we become increasingly dependent on digital technologies.

This book comprises a series of letters Wolf writes to us-her beloved readers-to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums.

Wolf draws on neuroscience, literature, education, technology, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain. Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities-and what this could mean for our future.

Available today. Click here to buy.

New York Times Book Review, New & Noteworthy
"The author of "Proust and the Squid" returns to the subject of technology's effect on our brains and our reading habits. This is an even more direct plea and a lament for what we are losing, as Wolf brings in new research on the reading brain and examines how the digital realm has degraded her own concentration and focus."

Publishers Weekly, Starred Review 2018

A decade after the publication of Proust and the Squid, neuroscientist Wolf, director of the Center for Reading and Language at Tufts University, returns with an edifying examination of the effects of digital media on the way people read and think. A "researcher of the reading brain," Wolf draws on the perspectives of neuroscience, literature, and human development to chronicle the changes in the brain that occur when children and adults are immersed in digital media. When people process information quickly and in brief bursts, as is common today, they curtail the development of the "contemplative dimension" of the brain that provides humans with the capacity to form insight and empathy. In describing the wonders of the "deep reading circuit" of the brain, Wolf bemoans the loss of literary cultural touchstones in many readers' internal knowledge base, complex sentence structure, and cognitive patience, but she readily acknowledges the positive features of the digitally trained mind, like improved task switching. Wolf stays firmly grounded in reality when presenting suggestions-such as digital reading tools that engage deep thinking and connection to caregivers-for how to teach young children to be competent, curious, and contemplative in a world awash in digital stimulus. This is a clarion call for parents, educators, and technology developers to work to retain the benefits of reading independent of digital media.
Nature
"This rich study by cognitive scientist Maryanne Wolf tackles an urgent question: how do digital devices affect the reading brain? Wolf explores the "cognitive strata below the surface of words", the demotivation of children saturated in on-screen stimulation, and the power of 'deep reading' and challenging texts in building nous and ethical responses such as empathy. She advocates "biliteracy" - teaching children first to read physical books (reinforcing the brain's reading circuit through concrete experience), then to code and use screens effectively. An antidote for today's critical-thinking deficit."

A cognitive neuroscientist considers the effect of digital media on the brain. In this epistolary book, Wolf (Director, Center for Reading and Language Research/Tufts Univ.; Tales of Literacy for the 21st Century, 2016, etc.) draws on neuroscience, psychology, education, philosophy, physics, physiology, and literature to examine the differences between reading physical books and reading digitally. Access to written language, she asserts, is able "to change the course of an individual life" by offering encounters with worlds outside of one's experiences and generating "infinite possibilities" of thought. She is worried, however, that digital reading has altered "the quality of attention" from that required by focusing on the pages of a book. Researchers have found that "sequencing of information and memory for detail change for the worse when subjects read on a screen." Reading digitally, individuals skim through a text looking for key words, "to grasp the context, dart to the conclusions at the end, and, only if warranted, return to the body of the text to cherry-pick supporting details." This process, Wolf asserts, is unlike the deep reading of complex, dense prose that demands considerable effort but has aesthetic and cognitive rewards. Physicality, she writes, "proffers something both psychologically and tactilely tangible." The author cites Calvino, Rilke, Emily Dickinson, and T.S. Eliot, among other writers, to support her assertion that deep reading fosters empathy, imagination, critical thinking, and self-reflection. The development of "critical analytical powers and independent judgment," she argues convincingly, is vital for citizenship in a democracy, and she worries that digital reading is eroding these qualities. Borrowing a phrase from historian Robert Darnton, she calls the current challenge to reading a "hinge moment" in our culture, and she offers suggestions for raising children in a digital age: reading books, even to infants; limiting exposure to digital media for children younger than 5; and investing in teaching reading in school, including teacher training, to help children "develop habits of mind that can be used across various mediums and media." An accessible, well-researched analysis of the impact of literacy.
Library Journal (starred review)
"Wolf (Tufts, Proust and the Squid) provides a mix of reassurance and caution in this latest look at how we read today. . . . A hopeful look at the future of reading that will resonate with those who worry that we are losing our ability to think in the digital age. Accessible to general readers and experts alike."
San Francisco Chronicle
"Wolf is a lovely prose writer who draws not only on research but also on a broad range of literary references, historical examples, and personal anecdotes. The strongest parts of Reader, Come Home are her moving accounts of why reading matters, and her deeply detailed exploration of how the reading brain is being changed by screens.... Wolf makes a strong case for what we lose when we lose reading."
The Wall Street Journal
"The digital age is effectively reshaping the reading circuits in our brains, argues Ms. Wolf. But there's hope: Sustained, close reading is vital to redeveloping attention and maintaining critical thinking, empathy and myriad other skills in danger of extinction. Luckily, her book isn't difficult to pay attention to."

BLURBS
"In this profound and well-researched study of our changing reading patterns, Wolf presents lucid arguments for teaching our brain to become all-embracing in the age of electronic technology. If you call yourself a reader and want to keep on being one, this extraordinary book is for you". Alberto Manguel, Author of A History of Reading, The Library at Night, A Reader on Reading, Packing My Library: An Elegy and Ten Digressions

"This is a book for all of us who love reading and fear that what we love most about it seems to slip away in the distractions and interruptions of the digital world. Here we are challenged us to take the steps to ensure that what we cherish most about reading -the experience of reading deeply-is passed on to new generations. Wolf is sober, realistic, and hopeful, an impressive trifecta. Her core message: We can't take reading too seriously. And for us, today, how seriously we take it, will mark of the measure of our lives. " Sherry Turkle, Abby Rockefeller Mauzé Professor of the Social Studies of Science, MIT; author, Reclaiming Conversation: The Power of Talk in a Digital Age; Alone Together: Why We Expect More From Technology and Less From Each Other

" Our best research tells us that deep reading is an essential skill for the development of intellectual, social, and emotional intelligence in today's children. In our increasingly digital world - where many children spend more time on social media and gaming than just about any other activity - do children have any hope of becoming deep readers? In her must-read READER COME HOME, a game-changer for parents and educators, Maryanne Wolf teaches us about the complex workings of the brain and shows us when - and when not - to use technology." Catherine Steiner-Adair, Author of The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age

" Scholar, storyteller, and humanist, Wolf brings her laser sharp eye to the science of reading in a seminal book about what it means to be literate in our digital and global age. Informed by a review of research from neuroscience to Socratic philosophy, and wittily crafted with true affection for her audience, Reader Come Home charts a compelling case for a new approach to lifelong literacy that could truly affect the course of human history. From the science of reading to the threats and opportunities posed by ubiquitous technologies for the modern preschooler, Reader Come Home reminds us that deep literacy is essential for progress and the future of our democracy. Bolstered by her remarkably deft distillation of the scientific evidence and her fully accessible analysis of the road ahead, Wolf refuses to wring her hands. With rigor and humility she creates a brilliant blueprint for action that sparks fresh hope for humanity in the Information and Fake News Age. Reader Come Home is this generation's equivalent of Marshall McLuhan's The Medium is the Message. Maryanne Wolf has written a seminal book that will soon be considered a must read classic in the fields of literacy, learning and digital media." Michael Levine, Sesame Street, Joan Cooney Research Center, Co-Author of Tap, Click, and Read: Growing Readers in a World of Screens.

"A love song to the written word, a brilliant introduction to the science of the reading brain and a powerful call to action. With each page, Wolf brilliantly shows us why we must preserve deep reading for ourselves and sow desire for it within our kids. Otherwise we risk losing the critical benefits for humanity that come with reading deeply to understand our world."-Lisa Guernsey, Director, Director, Learning Technologies, New America, co-author of Tap, Click, Read: Growing Readers in A World of Screens

"Maryanne Wolf has done it again. She has written another seminal book destined to become a dog-eared, well-thumbed, often-referenced treasure on your bookshelf.... Reader Come Home conveys a cautionary message, but it also will rekindle your heart and help illuminate promising paths ahead." -International Dyslexia Association
"Wolf wields her pen with equal parts wisdom and wonder. The result is a joy to read and reread, a love letter to literature, literacy, and progress."-"Timely and important.... if you love reading and the ways it has enriched your life and our world, Reader, Come Homeis essential, arriving at a crucial juncture in history."-BookPage, Well Read: Are you reading this?, Robert Weibezahl Shelf Awareness, Reader, Come Home "The book is a rewarding read, not only because of the ideas Wolf presents us with but also because of her warm writing style and rich allusion to literary and philosophical thinkers, infused with such a breadth of authors that only a true lover of reading could have written this book. It is a necessary volume for everyone who wants to understand the current state of reading in America.""I've just finished reading this extraordinary new book... This book is essential reading for anyone who has the privilege of introducing young people to the wonders of language, and especially those who work with children under the age of 10." -Englewood Review of Books "How often do you read in a deep and sustained way fully immersed, even transformed, by entering another person's world? Maryanne Wolf cautions that the way our engagement with digital technologies alters our reading and cognitive processes could cause our empathic, critical thinking, and reflective abilities to atrophy. This in turn could undermine our democratic, civil society." - -Stanford Daily
"MaryAnne Wolf's Reader, Come Home: The Reading Brain in a Digital World (2018) returns after 10 years to map a cognitive landscape that was only beginning to take shape in her earlier book, Proust and the Squid: The Story and Science of the Reading Brain (2008). In Reader Come Home Wolf is looking to understand how our brains might be adapting to a new type of reading, and the implications for individuals and societies. The book is a combination of engaging synthesis of neuroscience and educational research, with reflection on literature and literary reading." -

"Wolf is a serious scholar genuinely trying to make the world a better place. Reader, Come Home is full of sound....advice for parents." -

"Reader, Come Home provides us with intimate details of brain function, vision, language, and neuroplasticity. Wolf has endeavoured to make something extremely complicated more accessible and for the most part she succeeds. The book is written as a series of letters to you, the reader. If you are a parent, it will probably be the most important book you read this year." -Bookshelf (Also published at guelphmercury.com )

PRAISE FOR READER, COME HOME FROM INDIA
" In her new book, Wolf...frames our growing incapacity for deep reading. She...explains how our ability to be "good readers" is intimately connected to our ability to reflect, weigh the credibility of information that we are bombarded with across platforms, form our own opinions, and ultimately strengthen democracy." -

"Wolf raises a clarion call for us to mend our ways before our digital forays colonise our minds completely." - Deccan Herald

PRAISE FOR READER, COME HOME FROM ITALY
"Maryanne Wolf goes to the heart of the problem: reading is a political act and the speed of information can decrease our critical thought." - Corriere della Sera, Pier Luigi Vercesi

"Neuroscience-based advice to parents of digital natives: the last book of Maryanne Wolf explains how to maintain focus and navigate a constant bombardment of information."- La Repubblica, Elena Dusi

"Are we able to truly read any longer? This is the question that Maryanne Wolf asks herself and our world."-Anderse, Germana Paraboschi

"This last beautiful book of Maryanne Wolf both suggests that we protect children from screen dependency and also that we.... need to give back the joy of the reading experience to our children!"-Corriere della Sera, Alessandro D'Avenia

"The heart of this book brings us to our own "deep reading" processes--- the ability to enter into the text, to feel that we are part of it." -Il Sole 24 Ore, Carlo Ossola

ADDITIONAL ANNOUNCEMENTS, REVIEWS, AND MENTIONS
The Guardian, Skim reading is the new normal. The effect on society is profound(chosen as one of the top stories of 2018)
San Francisco Chronicle, Weekend Booking, John McMurtrie San Francisco Chronicle, 'Reader, Come Home,' by Maryanne Wolf', Sophie Haigney National Post, I skim, you skim, we're all skimmers in a digital world. But it's altered our brains, Robert Fulford Chicago Tribune, One essential book for learning how to spot fake news and read anew in the digital era, The Biblioracle The Paducah Sun, Technology isn't making us dumber, we are, Sean Niestrath The Wichita Eagle, Turn the page or scroll down: Technology is reshaping reading lessons-and kids' brains, Suzanne Perez Tobias The Washington Post, What we lose by reading 100,000 words every day, Jennifer Howard

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From the author of Proust and the Squid, a lively, ambitious, and deeply informative epistolary book that considers the future of the reading brain and our capacity for critical thinking, empathy, and reflection as we become increasingly dependent on digital technologies.

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The more high school students read, the better they perform academically, but encouraging struggling readers is difficult. These research-based instructional approaches may help.
Encouraging America's students to read is becoming more and more of a hard sell. Analysis of national surveys over the past five decades indicates that the percentage of 12th graders who reported reading a book or magazine almost every day declined from 60% in the late 1970s to just 16% in 2016 (Twenge, Martin, & Spitzberg, 2019). The average number of books 12th graders reported reading per year decreased from just over 5.15 to 3.24 over the same period. By 2016, a third of students surveyed did not read a single book for pleasure in their final year of high school (Twenge et al., 2019). A 2018 national survey found a continued decline since 2010 in the percentages of students reporting that they read frequently and that reading was fun (Scholastic, 2019). The most pronounced decline occurs between the ages of eight and nine, when the percentage of students reporting they read five to seven days a week goes from 57% to 35%, and this decline carries into adolescence. Not surprisingly, students' time spent on social media, texting, and other internet use has grown dramatically over the same period.

The problem of low reading motivation and achievement is even more pronounced in neighborhoods of concentrated poverty. Many adolescents in those areas enter high school with underdeveloped reading skills that often lead to academic failure, motivational roadblocks, and pervasive disengagement in school. The achievement gap between students from high- and low-income groups remains, even as the gap in school readiness rates has narrowed somewhat (Reardon & Portillo, 2016). Lack of success in the past makes students less likely to want to read, which leads to a continued downward spiral. How do we reverse these trends?

Research has shown that motivation contributes significantly to reading achievement (Retelsdorf, Köller, & Möller, 2011; Schiefele et al., 2012) and that improvement in reading is hard to achieve when students lack motivation (Baker & Wigfield, 1999; Guthrie & Wigfield, 1999; Unrau & Schlackman, 2006). One of the five recommendations in the federal What Works Clearinghouse's guide for improving adolescent literacy focuses on the need to "increase student motivation and engagement in literacy learning" (Kamil et al., 2008, p. 26).

Motivating students to read more is a critical step for increasing their academic achievement and preparing them for adulthood. But finding ways to help struggling adolescent readers without sacrificing a standard high school English language arts (ELA) curriculum has proved challenging for most schools. Although students may flounder in a standard ELA course, excluding them from that curriculum hinders their ability to catch up to their peers. Fortunately, there are instructional practices that improve reading motivation and promising adolescent literacy interventions that could help increase student motivation to read.

Increasing reading motivation in the classroom

In secondary schools, reduction in reading instruction, lack of choice, weak personal connections with teachers, lack of real-world connections, and use of complex texts may explain why adolescents have lower levels of reading motivation compared to elementary school students (Guthrie & Davis, 2003). However, increasing reading motivation in high school students is not impossible. Research shows that there are several instructional practices that, when included in a reading program, could support the growth of reading self-efficacy, frequency, engagement, and motivation for reading. Not surprisingly, these instructional practices address students' needs for autonomy, belonging, and competence, sometimes described as the "ABCs of Motivation" (Anderman & Leake, 2005).

Autonomy

When students have opportunities to exercise their autonomy and make choices while learning, their intrinsic motivation increases (Guthrie et al., 2004). They take ownership and try harder than students who are not provided choices (Beymer & Thomson, 2015). Providing choice leads to outcomes such as increased effort, improved task performance, perceived competence, and preference for challenge (Patall et al., 2008). The opportunity to choose relates strongly to secondary students' reading behavior, engagement, and achievement (Davis et al., 2020).

When students have opportunities to exercise their autonomy and make choices while learning, their intrinsic motivation increases.

Belonging

Creating a sense of belonging in the classroom and encouraging student collaboration in learning also can increase students' reading motivation. Research shows that through discussion of comprehension questions with their peers, students can draw meaning from complex texts (McKinstery & Topping, 2003). Students are interacting with the text as they search for references or inferences to defend their answers during class discussion. They also gain a deeper meaning of the text when they hear others' reactions and make comparisons. On post-reading comprehension measures, students who participated in collaborative learning experiences outperformed those who worked individually (Klingner et al., 1998; McKinstery & Topping, 2003; Stevens et al., 1987). Adolescent students who rate themselves as pro-social during reading activities also report higher levels of reading behavior, frequency, and reading achievement (Davis et al., 2020).

Competence

Another way to encourage reading motivation and self-efficacy involves building students' reading competence by teaching them how to use reading strategies independently. When students become proficient and independent users of reading strategies, they become more confident in their reading skills (Schunk & Pajares, 2002; Schunk & Rice, 1992). Students with high confidence in reading will persist at difficult reading tasks and work to complete those tasks (Schunk, 1989, 2003); use a greater variety of cognitive strategies for processing information (Pintrich & DeGroot, 1990); place a higher value for tasks at which they succeed (Wigfield, 1994); and earn higher grades (Pintrich & DeGroot, 1990) than students with low confidence. Self-efficacy relates highly to reading behavior, engagement, and achievement for secondary students (Davis et al., 2020).

To make reading strategy learning interesting for students, instruction should use conceptual themes (Perkins & Unger, 1999) and driving questions (Blumenfeld et al., 1991) that "provide a natural context for teaching and understanding" (Guthrie & Cox, 2001, p. 290). Having deep interest in a topic helps motivate students to learn difficult skills, such as reading comprehension strategies (Filippatou & Kaldi, 2010; Kaldi et al., 2011). Research indicates that strategy instruction based within a content-rich approach, using deep discussion around specific content, is more effective than learning strategies through direct instruction alone (McKeown, Beck, & Blake, 2009).

We also support student motivation when we provide them with interesting texts on their reading level. As texts become more complex in secondary school, struggling adolescent readers disengage (Guthrie & Davis, 2003). Matching materials to reading levels brings students success and increases their self-efficacy (O'Connor et al., 2002).

Promising adolescent reading interventions

How do we translate this motivation research into practice in reading instruction? According to a recent research review (Baye et al., 2019), the most effective adolescent reading interventions emphasize student motivation and relationships in the classroom. These researchers found that programs with the largest positive effects on student reading involved one-on-one tutoring, individualized learning, or cooperative learning. Effective adolescent literacy interventions highlighted in both this review and the What Works Clearinghouse (WWC) include Achieve 3000, Read 180, and Strategic Adolescent Reading Intervention (STARI).

The most effective adolescent reading interventions emphasize student motivation and relationships in the classroom.

Achieve 3000

McGraw Hill's Achieve 3000 is a supplemental online reading program that engages students individually in nonfiction texts at their reading level and provides opportunities for them to respond to the text in different ways. Teachers receive professional development that equips them to use Achieve3000 data on student progress to respond to individual student weaknesses in literacy, including vocabulary and comprehension skills. Studies have shown potentially promising effects on reading comprehension (WWC, 2018). The program is available through the Achieve 3000 website.

READ 180

Houghton Mifflin Harcourt's READ 180 is a widely used year-long intervention, delivered in a 90-minute block period, designed to supplement regular ELA instruction (WWC, 2016). It involves a combination of whole-group and small-group instruction and individualized computer-assisted instruction and practice in grammar, writing, vocabulary, and comprehension skills. The intervention includes professional development and a learning management system for teachers. Several studies have found significant positive effects on reading achievement, while other studies showed indeterminate effects (WWC, 2016).

STARI

The Strategic Adolescent Reading Initiative (STARI) seeks to address reading motivation through engaging and relevant texts and instructional strategies that meet students at their reading level, encourage student voice, and emphasize collaboration (Kim et al., 2017; Vaughn et al., 2022). The full-year course serves as supplemental reading instruction to the regular ELA course. The impact study demonstrated that the intervention's effect on reading outcomes was impacted by student engagement in the instructional activities, and it had a significantly positive effect on several reading outcomes. STARI is available from the Strategic Education Research Partnership (SERP) Institute website.

ALFA

ALFA (Accelerating Literacy for Adolescents) Lab, developed by our team at Johns Hopkins University School of Education, is a recently evaluated one-semester elective designed to boost reading achievement, motivation, and frequency among struggling 9th-grade readers taking a regular grade-level English course (Schoeneberger et al., 2023). ALFA's multicultural curriculum includes high-interest readings and associated activities for three units (Feisty Felines, Heroes, and Galaxy). Similar in some ways to READ 180 and STARI, ALFA involves both whole-class instruction and rotation of small groups of students to four stations during each 90-minute lesson. ALFA's small-group components include:

Main Station, where teachers lead guided reading activities.

Collaboration Station, where students collaborate to construct and apply knowledge from a text.

Wordology, where students master key vocabulary and use it in writing.

Media Madness, which uses media to research unit-related information and produce a capstone project.

Professional development includes summer training for teachers and assistants and monthly coaching and implementation supports.

The external evaluation found positive (though not statistically significant) overall impacts of ALFA on reading achievement, motivation, and reading frequency (Schoeneberger et al., 2023). However, the impact of ALFA on reading frequency for male and Hispanic students - groups that may struggle more than others with reading motivation - was large and statistically significant. There is some evidence that the positive effects of ALFA on reading achievement were at least partially boosted through its impact on reading motivation and frequency. Given that the evaluation's promising results occurred during the pandemic, continued attempts to assess ALFA's effectiveness appear to be warranted. Curriculum materials (teacher manual, lesson plans, and student materials and activities) are available at no cost online ( https://alfa.every1graduates.org/).

Literacy is a top priority

Motivating today's adolescents to read is a challenge. Literacy interventions designed to engage and motivate adolescent readers can potentially address this challenge and lead to improvements in academic outcomes. We encourage school leaders to try out evidence-based literacy programs such as those we have highlighted above. And as the cultural milieu continues to evolve for adolescents, developing additional relevant and engaging literacy programs remains a top national priority if we are to raise up a new generation of readers.

Note: The development and external evaluation of ALFA was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A180154 to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education.
References
Anderman, L.H. & Leake, V.S. (2005). The ABCs of motivation: An alternative framework for teaching preservice teachers about motivation. The Clearing House, 75 (5), 192-196.

Baker, L. & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34 (4), 452-477.

Baye, A., Inns, A., Lake, C., & Slavin, R.E. (2019). A synthesis of quantitative research on reading programs for secondary students. Reading Research Quarterly, 54 (2), 133-166.

Beymer, P.N. & Thomson, M.M. (2015). The effects of choice in the classroom: Is there too little or too much choice? Support for Learning, 30 (2), 105-120.

Davis, M.H., Wang, W., Kingston, N.M., Hock, M., Tonks, S.M. & Tiemann, G. (2020). A computer adaptive measure of reading motivation. Journal of Research in Reading, 43 (4), 434-453.

Filippatou, D. & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work, and motivation. International Journal of Special Education, 25 (1), 17-26.

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Guthrie, J.T. & Davis, M.H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 59-85.

Guthrie, J.T. & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3 (3), 199-205.

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Kim, J.S., Hemphill, L., Troyer, M., Thomson, J.M., Jones, S.M., LaRusso, M.D., & Donovan, S. (2017). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly, 52 (3), 357-382.

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Reardon, S.F. & Portilla, X.A. (2016). Recent trends in income, racial, and ethnic school readiness gaps at kindergarten entry. AERA Open, 2 (3), 1-18.

Retelsdorf, J., Köller, O., & Möller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21 (4), 550-559.

Schiefele, U., Schaffner, E., Moller, J. & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47 (4), 427-463.

Scholastic, Inc. (2019). Finding their story: Kids and family reading report (7th ed.)

Schoeneberger, J., Zhang, X., Spinney, S., Sun, J., Kennedy, L., & Syal, S.R. (2023). ALFA Lab study final report. ICF.

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This article appears in the February 2024 issue of Kappan, Vol. 105, No. 5, pp. 37-41.

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Motivating adolescents to read - kappanonline.org

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The more high school students read, the better they perform academically, but encouraging struggling readers is difficult.

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Essay. Poetry. Book Clubs. Digital Composition. Penny Kittle and Kelly Gallagher extend their work in 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents by taking a deep dive into four essential studies. Their aim is to move beyond compliance and formula, and to develop students' agency, independence, and decision-making skills. These four practices, they argue, have the power to transform students' relationship with literacy-and truly prepare them for the more demanding work of college.

A central belief underlies each of the four studies-that composing involves choosing, picking among options. It is not following a pre-set pattern. But if students are to make these choices, they need to be aware of the moves and possibilities open to them. That's what this book does-it shows how teacher demonstrations, the skillful use of mentor texts, effective feedback (and many other tools) can make choices possible.

By reimagining how we teach essay, poetry, book clubs, and digital composition, we can open the door to more engaged, connected, and challenging learning.

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Penny Kittle and Kelly Gallagher extend their work in the bestselling 180 Days by exploring their beliefs and strategies for teaching four essential literacy

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Personal Reflection Tool_ Debrief and Planning Forward_

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Chapter 6 minilesson architecture and principles.pdf

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Research on what adolescent readers need

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Research on what adolescent readers need

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Chapter 3 What Does Research Say Adolescent Readers Need?.pdf

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Chapter 3 Essentials of Writing Instruction.pdf

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Chapter 13 Practical Help with Book Clubs.pdf

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Video Option 2

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Year at a Glance- Scope for R/W Units of Study by Grade Level 

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This short video was made as part of a project against violence

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The Present - CGI Awarded short film (2014)

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CMS MS Progression Session - December 2023

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Artificial intelligence image tools have a tendency to spin up disturbing clichés: Asian women are hypersexual. Africans are primitive. Europeans are worldly. Leaders are men. Prisoners are Black.

These stereotypes don't reflect the real world; they stem from the data that trains the technology. Grabbed from the internet, these troves can be toxic - rife with pornography, misogyny, violence and bigotry.

Every image in this story shows something that doesn't exist in the physical world and was generated using Stable Diffusion, a text-to-image artificial intelligence model.

Stability AI, maker of the popular image generator Stable Diffusion XL, told The Washington Post it had made a significant investment in reducing bias in its latest model, which was released in July. But these efforts haven't stoppedit from defaulting to cartoonish tropes. The Post found that despite improvements,the tool amplifies outdated Western stereotypes, transferring sometimes bizarre clichés to basic objects, such as toys or homes.

"They're sort of playing whack-a-mole and responding to what people draw the most attention to," said Pratyusha Kalluri, an AI researcher at Stanford University.

Christoph Schuhmann, co-founder of LAION, a nonprofit behind Stable Diffusion's data, argues that image generators naturallyreflect the world of White people because the nonprofit that provides data to many companies, including LAION, doesn't focus on China and India, the largest population of web users.

[ Inside the secret list of websites that make AI like ChatGPT sound smart]

When we asked Stable Diffusion XL to produce a house in various countries, it returned clichéd concepts for each location: classical curved roof homes for China, rather than Shanghai's high-rise apartments; idealized American houses with trim lawns and ample porches; dusty clay structures on dirt roads in India, home to more than 160 billionaires, as well as Mumbai, the world's 15th richest city.

United States

"This will give you the average stereotype of what an average person from North America or Europe thinks," Schuhmann said. "You don't need a data science degree to infer this."

Stable Diffusion is not alone in this orientation. In recently released documents, OpenAI said its latest image generator, DALL-E 3, displays "a tendency toward a Western point-of-view" with images that "disproportionately represent individuals who appear White, female, and youthful."

As synthetic images spread across the web, they could give new life to outdated and offensive stereotypes, encoding abandoned ideals around body type, gender and race into the future of image-making.

Predicting the next pixel

Like ChatGPT, AI image tools learn about the world through gargantuan amounts of training data. Instead of billions of words, they are fed billions of pairs of images and their captions, also scraped from the web.

Tech companies have grown increasingly secretive about the contents of these data sets, partially because the text and images included often contain copyrighted, inaccurate or even obscene material. In contrast, Stable Diffusion and LAION, are open source projects, enabling outsiders to inspect details of the model.

Stability AI chief executive Emad Mostaque said his company views transparency as key to scrutinizing and eliminating bias. "Stability AI believes fundamentally that open source models are necessary for extending the highest standards in safety, fairness, and representation," he said in a statement.

Images in LAION, like many data sets, were selected because they contain code called "alt-text," which helps software describe images to blind people. Though alt-text is cheaper and easier than adding captions, it's notoriously unreliable - filled with offensive descriptions and unrelated terms intended to help images rank high in search.

[ AI can now create images out of thin air. See how it works. ]

Image generators spin up pictures based on the most likely pixel, drawing connections between words in the captions and the images associated with them. These probabilistic pairings help explain some of the bizarre mashups churned out by Stable Diffusion XL, such as Iraqi toys that look like U.S. tankers and troops. That's not a stereotype: it reflects America's inextricable association between Iraq and war.

Misses biases

Despite the improvements in SD XL, The Post was able to generate tropes about race, class, gender, wealth, intelligence, religion and other cultures by requesting depictions of routine activities, common personality traits or the name of another country. In many instances, the racial disparities depicted in these images are more extreme than in the real world.

For example, in 2020, 63 percent of food stamp recipients were White and 27 percent were Black, according to the latest data from the Census Bureau's Survey of Income and Program Participation. Yet, when we prompted the technology to generate a photo of a person receiving social services, it generated only non-White and primarily darker-skinned people. Results for a "productive person," meanwhile, were uniformly male, majority White, and dressed in suits for corporate jobs.

a person at social services

a productive person

Last fall, Kalluri and her colleagues also discovered that the tools defaulted to stereotypes. Asked to provide an image of "an attractive person," the tool generated light-skinned, light-eyed, thin people with European features. A request for a "a happy family" produced images of mostly smiling, White, heterosexual couples with kids posing on manicured lawns.

Kalluri and the others also found the tools distorted real world statistics. Jobs with higher incomes like "software developer" produced representations that skewed more White and male than data from the Bureau of Labor Statistics would suggest. White-appearing people also appear in the majority of images for "chef," a more prestigious food preparation role, while non-White people appear in most images of "cooks" - though the Labor Bureau's statistics show that a higher percentage of "cooks" self-identify as White than "chefs."

Cleaner data, cleaner results

Companies have long known about issues with the data behind this technology. ImageNet, a pivotal 2009 training set of 14 million images, was in use for more than a decade before researchers found disturbing content, including nonconsensual sexual images, in which women were sometimes easily identifiable. Some images were sorted into categories labeled with slurs such as "Closet Queen," "Failure," "mulatto," "nonperson," "pervert," and "Schizophrenic."

ImageNet's authors eliminated most of the categories, but many contemporary data sets are built the same way, using images obtained without consent and categorizing people like objects.

Efforts to detoxify AI image tools have focused on a few seemingly fruitful interventions: filtering data sets, finessing the final stages of development, and encoding rules to address issues that earned the company bad PR.

For example, Stable Diffusion drew negative attention when requests for a "Latina" produced images of women in suggestive poses wearing little to no clothing. A more recent system (version 2.1) generated more innocuous images.

a Latina (version 1.5)

a Latina (version 2.1)

Why the difference? A Post analysis found the training data for the first version contained a lot more pornography.

Of the training images captioned "Latina," 20 percent of captions or URLs also included a pornographic term. More than 30 percent were marked as almost certain to be "unsafe" by a LAION detector for not-safe-for-work content. In subsequent Stable Diffusion models, the training data excluded images marked as possibly "unsafe," producing images that appear markedly less sexual.

The Post's findings track with prior research that found images of sexual abuse and rape in the data set used for Stable Diffusion 1, as well as images that sexualized Black women and fetishized Asian women. In addition to removing "unsafe" images, Ben Brooks, Stability AI's head of public policy, said the company was also careful to block child sexual abuse material (CSAM) and other high-risk imagery for SD2.

Filtering the "bad" stuff out of a data set isn't an easy fix-all for bias, said Sasha Luccioni, a research scientist at Hugging Face, an open source repository for AI and one of LAION's corporate sponsors. Filtering for problematic content using keywords in English, for example, may remove a lot of porn and CSAM, but it may also result in more content overall from the global north, where platforms have a longer history of generating high-quality content and stronger restrictions on posting porn, she said.

"All of these little decisions can actually make cultural bias worse," Luccioni said.

Even prompts to generate photos of everyday activities slipped into tropes. Stable Diffusion XL defaulted to mostly darker-skinned male athletes when we prompted the system to produce images for "soccer," while depicting only women when asked to show people in the act of "cleaning." Many of the women were smiling, happily completing their feminine household chores.

playing soccer

Stability AI argues each country should have its own national image generator, one that reflects national values, with data sets provided by the government and public institutions.

Reflecting the diversity of the web has recently become "an area of active interest" for Common Crawl, a 16-year-old nonprofit that has long provided text scraped from the web for Google, LAION, and many other tech firms, executive director Rich Skrenta told The Post. Its crawler scrapes content based on the organization's internal ranking of what's central to the internet, but is not instructed to focus on a specific language or country.

"If there is some kind of bias in the crawl and if it's not probing as deeply into, say, Indian websites," that is something Common Crawl would like to measure and fix, he said.

The endless task of eradicating bias

The AI field is divided on how to address bias.

For Kalluri, mitigating bias in images is fundamentally different than in text. Any prompt to create a realistic image of a person has to make decisions about age, body, race, hair, background and other visual characteristics, she said. Few of these complications lend themselves to computational solutions, Kalluri said.

Kalluri believes it's important for anyone who interacts with the technology to understand how it operates. "They're just predictive models," she said,portraying things based on the snapshot of the internet in their data set.

[ See why AI like ChatGPT has gotten so good, so fast]

Even using detailed prompts didn't mitigate this bias. When we asked for a photo of a wealthy person in different countries, Stable Diffusion XL still produced a mishmash of stereotypes: African men in Western coats standing in front of thatched huts, Middle Eastern men posed in front of ancient mosques, while European men in slim-fitting suits wandered quaint cobblestone streets.

the Middle East

Abeba Birhane, senior advisor for AI accountability at the Mozilla Foundation, contends that the tools can be improved if companies work hard to improve the data - an outcome she considers unlikely. In the meantime, the impact of these stereotypes will fall most heavily on the same communities harmed during the social media era, she said, adding: "People at the margins of society are continually excluded."

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These fake images reveal how AI amplifies our worst stereotypes

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AI image generators like Stable Diffusion and DALL-E amplify bias in gender, race and beyond, despite efforts to detoxify the data fueling these results.

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Weekly Workshop Planner (Small Groups & Conferences)

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CMS HS Sunflower Time - December 2023 (1)

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CMS HS Book Club Debrief - April 2024 (1)

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Example of Shared Text Small Group with Toro Toro

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Secondary Comprehension Notebook Page Examples

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Labsite Lesson from Patterns of Power, Grades 9-12

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Labsite Lesson from Patterns of Power, Grades 9-12

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7.2 Parallel Structure Lesson from Patterns of Power

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Traditional grammar instruction often focuses too much on what's right or what's wrong, hiding the true power of conventions-the creation of meaning, purpose, and effect. Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of author's purpose and craft. In Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing, they invite you to create an environment in which writers thrive while studying and appreciating the beauty, effects, and meaning of grammar. Inside this book, teachers will find a comprehensive explanation of the brain-based Patterns of Power invitational process, as well as:

35 standards-aligned lesson sets built around practical, engaging, inquiry-based methods that take deeper dives into grammar and craft than any worksheet, quiz, or editing exercise ever could A variety of high-interest model texts from authentic and diverse sources, including excerpts from classic and current novels, memoirs, plays, graphic novels, poems, and media Real-life classroom examples and tips with suggestions for scaffolding new learning and ideas for how to use the lessons in AP courses Templates for extended application, easy to locate printables, and ready-to-go visuals Additional Models for Further Study for extension opportunities in every lesson set An entire chapter devoted to helping high school writers master citations in research
With hundreds of teach-tomorrow resources and implementation supports such as quick-reference guides, specific applications to reading instruction, and soundtrack suggestions to infuse the joy of music into grammar instruction, Patterns of Power, Grades 9-12 gives you everything you need to inspire your high school writers to move beyond limitation and into the endless possibilities of what they can do as writers. The Patterns of Power series also includes Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language; Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language; and Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish.

Acknowledgments

Introduction: Looking Closely at the World Through Grammar

How to Use This Book
Part 1: Getting Started with the Patterns of Power Process
1. Into PLANNING: A Step-by-Step Guide to Preparing Engaging Grammar Lessons

2. Into the CLASSROOM: How to Teach Grammar with the Patterns of Power Process

3. Into APPLICATION: Guiding Writers to USE the Patterns of Power
Part 2: Into the Lessons with the Patterns of Power Process
4. The Purpose and Craft of PUNCTUATION

5. The Purpose and Craft of CLAUSES

6. The Purpose and Craft of PHRASES

7. The Purpose and Craft of PARALLEL STRUCTURE

8. The Purpose of CITATIONS

9. The Purpose and Craft of CREATIVE PATTERNS

Conclusion: Investigating Meaning and Effect

Appendix A: The Patterns of Power, Grades 9-12 Soundtrack

Appendix B: Patterns of Power Instruction in Remote Learning Environments

Bibliography of Professional Resources

Bibliography of Literature

Credits

Index

Biography

For over thirty-three years, Jeff Anderson has inspired writers and teachers of grades K-8 with the power and joy of writing and grammar. He has written ten books for Stenhouse Publishers. He lives near downtown San Antonio with Terry and their rescue pup.

Travis Leech is a middle school instructional coach in Northside Independent School District in San Antonio, TX. He has fourteen years of experience in education, including teaching middle school English Language Arts and as a gifted and talented specialist.

Holly Durham is currently a Professional Learning Coordinator in Houston, TX. She has twenty-eight years of experience in education, including teaching middle and high school English, instructional coaching, and director-level roles in the Humanities and District Strategic Planning. She has presented literacy practices and technology integration at district, regional, state, and national levels.

I can't wait to put Patterns of Power, 9-12 in the hands of every high school English teacher in my district! This practical approach to teaching writing through the beauty and power of mentor texts supports our instructional philosophy by inspiring teachers to finally retire ineffective, prescriptive grammar instruction. Teaching with the Invitations to Notice, Compare and Contrast, Imitate, Celebrate, Apply, and Edit will help students understand the why of grammar and punctuation while motivating them to explore possibilities rather than avoid errors."

- Tracy Winstead, District Coordinator, High School English Curriculum and Instruction

"If high school teachers are looking for a way to teach grammar and conventions that is meaningful and transfers to student writing, they should look no further than Patterns of Power: Teaching Grammar Through Reading and Writing, Grades 9-12. By starting with a mentor sentence, students are invited to take an inquiry stance as they think through the writer's moves and the impact on the reader. Patterns of Power, 9-12 helps students gain the confidence and agency they need to try new grammar and convention moves in their own writing."

- Erica Bissel, Coordinator of Reading and Language Arts

"Jeff's books have been pivotal to the success of our writing program since Everyday Editing. His invitational approach to noticing author's purpose and craft is non-threatening and engaging to students. We are excited to dive into this new book with Travis Leech and Holly Durham and continue inspiring our students to 'sharpen their ideas.'"

- Dr. Susan Diaz, Executive Director of Secondary Curriculum and Instruction

"Up early one morning, I thought I'd skim this book while sipping that first cup of coffee. The skimming stopped almost immediately as I began reading slowly to catch every idea, to understand each teaching move, to jot my own notes in my journal. My coffee grew cold and was forgotten. I was watching master teachers Jeff, Travis, and Holly make things such as colons and commas, apostrophes and appositives, phrases and fragments become more than things to be learned; instead, they were turning conventions of language into conversations I wanted to have with kids. Filled with the well-designed lessons that show you how to move kids from noticing to naming to using, this is a book that won't sit on your bookshelf. It will stay beside you as it guides you through lessons that actually help kids think about how they write."

- Kylene Beers, coauthor of Notice and Note: Strategies for Close Reading and Forged by Reading: The Power of a Literate Life

"The Patterns of Power series epitomizes our philosophical approach to grammar: that it should arise from authentic literature and be presented when it would make sense to students based on their writing. Students need not be numbed by grammar instruction that follows a rigid textbook. Rather, a flexible approach of presenting examples which help readers to discover patterns, understand the conventions of language, appreciate great writing, and become enthusiastic writers is the most effective and enjoyable one."

- Michael R. Bowman, Supervisor of Curriculum & Instruction

"Jeff Anderson has done it again! We know our secondary students need practice understanding and applying the conventions of English. Patterns of Power, 9-12 provides lessons that engage high school students in learning what is often missing in a world of quick text messages and limited face to face interactions. Students will use a variety of engaging texts to hook them into learning, practicing, and becoming proficient readers and writers of the English language."

- Heather Anderson, Educator, Author, and Consultant

"I found just about every line in Jeff, Travis, and Holly's Patterns of Power both immediately applicable and incredibly useful in my ninth and tenth-grade ELA classes. But hands down, my favorite aspect is how the authors center student inquiry in their approach to teaching grammar. Students are driven toward 'discovery of grammatical concepts and deep consideration of their purpose.' Being encouraged to consider-and even debate-the why of grammar as they are learning the how has changed the game for my students. In truth, this book has shored up a huge gap in my pedagogy, and I am very grateful."

- Matthew Kay, author of Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom

"These authors love language . . . and the voice of the text sings, celebrates, and rings with truth. This book is both wise and a pleasure to read. Patterns of Power, Grades 9-12 will give you new ways to think and plan for regular practice with conventions."

- Penny Kittle, Plymouth State University Writing Teacher

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Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing

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Traditional grammar instruction often focuses too much on what's right or what's wrong, hiding the true power of conventions-the creation of meaning, purpose, and effect. Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of author's purpose and craft.

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Considerations for Building a Vertically-Aligned Literacy Scope & Sequence in 9-12

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Year at a Glance- Scope for R/W Units of Study by Grade Level 

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from TCRWP "Deep Study of Character" Unit

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from TCRWP "Deep Study of Character" Unit

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4:32-6:30ish

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Stranger Things | The First 8 Minutes - Series Opener | Netflix