Update
WSRA
NEWSLETTER OF THE WISCONSIN STATE READING ASSOCIATION
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A Letter from the President
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State Superintendent Adopts Revised Standards for English Language Arts
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We Got This: Becoming the Teachers Our Students Need Us to Be, Webinar Institute Presented by Cornelius Minor
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The Professional Book Corner
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Book Recommendations May’s Theme: Celebrating Black Lives
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WSRA UPDATE Miss an Issue?
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WSRA’s Academy: Live and Recorded Sessions!
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WSRA Membership Application
WHAT’S INSIDE
VOLUME 33 • NUMBER 2 • JULY 2020
A Letter from the President
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Submitted by La Tasha Fields, WSRA President 2020-2022
ear Literacy Leaders, This year I am reminded of the founding of WSRA almost 65 years ago. 65 years ago, Rosa Parks refused to give up her seat on a bus to a white person. That same year, 14-year old Emmitt Till was murdered by white men who were later acquitted of any charges. In 1957, the first schools were officially desegregated in Little Rock, Arkansas. These events, along with other significant events that occurred during that period, sparked a Civil Rights Movement that changed the direction of the United States forever. Today, we find ourselves in La Tasha Fields similar times of racial protest evoked by the senseless killings of George Floyd, Ahmaud Arbery, Breonna Taylor, and other Black Americans. Further, this period of social change is taking place during a global pandemic that is changing how we protect our families and navigate our daily lives. As we celebrate 65 years, this organization will continue its commitment to literacy leadership, advocacy, and expertise in the midst of racism and COVID-19 – a dual pandemic that forces us to grapple with the importance of social change. As educators, this social change can be traumatizing and unsettling as we face its known and unknown impacts on the children we serve: Will school be held virtually, or will it be a combination of in-person and virtual instruction? Will it be safe for students and staff to return to school? How can we use our work as literacy educators to address the social inequities that affect the children we serve? These are some of the many questions that we cannot yet fully answer. What we do know, however, is that the work we do as literacy leaders remains essential during these times. In the current context of social change, I encourage each of us to consider WSRA’s goal of Literacy Excellence and the three tools needed to achieve it: equity, engagement, and empowerment. Equity is the lens that educators use to ensure that all students have
…continued on page 6
Update The Wisconsin State Reading Association provides leadership, advocacy, and professional learning for the implementation of effective literacy practices, recognizing the complex nature of literacy and engaging students to apply their literacies in meaningful ways in a changing world.
WSRA Update
Editor . . . . . . . . . . . . . . . . Kelly Luedeke President . . . . . . . . . . . . . . La Tasha Fields President Elect . . . . . . . . . . Colleen Pennell 1st Vice President . . . . . . . Michelle Mullen 2nd Vice President . . . . . . . . . Gayle Luebke 3rd Vice President . . . . . . Ryanne Deschane Past President . . . . . . . . . . Deborah Cromer Treasurer . . . . . . . . . . . . . . Amber Bartlein Recording Secretary . . . . . . Jennifer Metzer Coordinating Secretary . . . . . Terri Schneider Committee Coordinator . . . . . . . Sue Boquist State Council Coordinator . . . . . . Gale Gerharz Central Zone Coordinator . . . . Brian Perrodin NE Zone Coordinator . . . . . Amy Roggenbauer NW Zone Coordinator . . . . . . . . . Teri Lassig SE Zone Coordinator . . . . . . . . . Tanya Evans SW Zone Coordinator . . . . . Amanda DeVries Membership Director . . . . . . . . Sabrina Rolli Public Relations Liaison . . . . . Norm Andrews Legislative Committee Chair . Kathy Champeau DPI Liaison . . . . . . . . . . . . . . . Laura Adams DPI Liaison . . . . . . . . . . . . . . . Barb Novak Special Events Coordinator . . Denise Engstrom ADMINISTRATIVE ASSISTANT Joyce Uglow 909 Rock Ridge Road Burlington, WI 53105-7230 (262) 514-1450 wsra@wsra.org UPDATE DEADLINES The newsletter will be published in September, November, January, March, May and July. Submission for each issue must be received by the 15th of the month preceding publication. Articles that are not time-sensitive are accepted by the editor at any time.
Kelly Luedeke, Editor WSRA Update luedeke.wsra@gmail.com WSRA WEBSITE wsra.org
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State Superintendent Adopts Revised Standards for English Language Arts
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Submitted by Barb Novak and Laura Adams, DPI Liaisons to WSRA
n May 27, 2020, State Superintendent Carolyn Stanford Taylor formally adopted Wisconsin’s Standards for English Language Arts. These standards, created with public input and by Wisconsin educators (including involvement by WSRA leaders and members), replace a set of standards for English language arts (ELA) adopted by Wisconsin in 2010. The standards, which are unique to Wisconsin, are available at www.dpi.wi.gov/ela. This link also includes ready-to-use professional learning modules about the standards and a document that compares the 2010 standards to the 2020 standards. The standards continue to include end-of-grade expectations for students in 5K through grade 12 in the areas of reading, writing, speaking and listening, and language. There are standards for 5K through grade 5 related to reading foundational skills (concepts of print, phonemic awareness, phonics, and fluency). The 2020 standards apply only to the discipline of English language arts. (Wisconsin’s Standards for Literacy in All Subjects will be revised within the next few years, as will Wisconsin’s Essential Elements for English Language Arts.) Laura Adams
Barb Novak
DPI is supporting schools and districts in a phase-by-phase implementation of the 2020 standards. This year (2020 - 21) is a year to understand the standards and begin analyzing how instruction will need to change. Year two (2021 - 22) is for beginning to make changes to materials, instruction, and assessment. DPI sees year three (2022 - 23) as a year for full implementation, an ambitious goal. It will take approximately three to four years to align Wisconsin’s state assessments (Forward and the ACT suite) to the revised standards. Public input about priorities for standards revision, collected through a Summer 2019 online survey, emphasized the importance of creating standards that could advance educational equity. The standards writing committee embraced this challenge. Equity is emphasized in Wisconsin’s 2020 Shifts for ELA (explained in Appendix 1), which suggest areas of emphasis when making local curriculum decisions. Overarching statements that apply to each strand aim to create flexible users of language who see literacy as a way to explore their own identities and identities of others. Equity is present in the intentional use of the phrase “standardized English” to reflect the ways in which language is associated with power. Learn more about the standards by visiting www.dpi.wi.gov/ela. Watch emails from WSRA to learn how to participate in online learning opportunities about the standards especially for WSRA and local council members.
WSRA Update
We Got This: Becoming the Teachers Our Students Need Us to Be
DATE: August 6, 2020 TIMES: 8: -PH JO 8:30 8&#*/"3 Institute presented by Cornelius Minor LOCATION: 0/-*/&
WSRA...providing leadership, advocacy ĂŶĚ ĞdžƉĞƌƟƐĞ 909 Rock Ridge Road Burlington, WI 53105 Phone: 262-514-1450 Email: wsra@wsra.org Website: www.wsra.org Twitter @WSRAliteracy &RVJUZ wsra.org
The day will start with an exploration of anti-oppressive methodologies, including universal design for learning and culturally sustaining pedagogies. We will explore the relationship that listening to children and to their communities plays in fostering growth and ensuring achievement. All of this work will rest on a foundation of strong literacy practice. No matter the discipline or the curriculum, we all teach children to read. That they read fiction, informational texts, media, lab reports, social situations, or primary sources is secondary to the reality that they must read powerfully, think critically, write expressively, and speak convincingly.
Presenter: Cornelius Minor • Learn and apply classroom-based research that supports student learning and sustainable teaching while still reaching your kids where they are • Practice the in-classroom moves to connect your teaching to children’s socialemotional needs • Reflect on the role that identity plays in your pedagogy and on student learning plans, lessons, activities, and ongoing classroom practices that support deep comprehension and powerful creation across all disciplines • Identify the daily challenges of our work to develop a sense of active hope, possibility, and institutional bravery dŚĞ ůŝǀĞ t /E Z ǁŝůů ďĞ ƌĞĐŽƌĚĞĚ ĨŽƌ ƌĞŐŝƐƚƌĂŶƚƐ ƚŽ ǀŝĞǁ͘ dŚĞ ƌĞĐŽƌĚŝŶŐ ǁŝůů ďĞ ĂĐĐĞƐƐŝďůĞ ĨŽƌ ϯϬ ĚĂLJƐ͘ ; ƵŐƵƐƚ ϳ ƚŽ ^ĞƉƚĞŵďĞƌ ϳ͕ ϮϬϮϬͿ
REGISTRATION CLOSES ON AUGUST 3, 2020 FEES: • $10 2020-2021 Leadership Group member • $ WSRA members • $ Nonmembers
• $ 5 • $0
Full-Time Undergraduate Student WSRA Past President
WWW.WSRA.ORG/2020-AUG-INSTITUTE
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The Professional Book Corner
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Submitted by WSRA Elementary Reading Committee
he WSRA Elementary Reading Committee would like to recommend some good reads for K-grade 5 educators working with accelerateing striving readers and all educators 4K-grade 5 regarding classroom management.
Topic: Accelerating Striving Readers Title: From Striving to Thriving: How to Grow Confident, Capable Readers by Stephanie Harvey and Annie Ward
Grade Level and Target Audience: K-Grade 5 Educators Focus: This text helps teachers support the needs of the
wide variety of learners in their classrooms. Although it focuses on students reading below benchmark, the practices outlined will help create a rich, literate environment and provide intentional teaching for all students.
Questions this book can answer: • How can I support my striving readers? • What does the research say students reading below benchmark need in order to succeed? • How can I assess my students effectively and how do I use that data to inform my teaching decisions?
Synopsis: Harvey and Ward believe that, “The best
intervention is a good book.” In this text, Harvey and Ward work to shift the labels used to discuss our striving readers, while also working to shift the mindset and beliefs educators have about these learners. Harvey and Ward lean on an asset-based framework and believe that the most effective strategies we can use to support students reading below benchmark are to cultivate their curiosity, ensure access and choice in books by working relentlessly to match readers to books to increase their reading volume, teach deeper comprehension in response to thoughtful assessment, and advocate for our students tirelessly. They also discuss practices to utilize to support our learners and include a few lessons that we can enact to begin this work and get our students into the reading zone.
• How can I make the most of my conferences with my readers? • How can I match students to books that are right for them?
Topic: Classroom Management- Joy and Purpose Title: Start With Joy: Designing Literacy Learning for Student Happiness by Katie Egan Cunningham
Grade Level and Target Audience: Educators that work with students in 4K-Grade 5
Focus: This book focuses on organizing your philosophy
and daily structures around planning for student happiness through building intentional connections and teaching towards agency, independence and joy.
Questions this book can answer: • How can I make learning feel more joyful and authentic for students? • How can I incorporate more play, storytelling, movement, and discovery into the learning we do? • How can I support students’ social emotional growth and address the stress my students bring to school? • How do I build more choice and agency into my context?
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Synopsis: Start With Joy outlines seven core pillars that
educators can rely upon in order to inspire more joyful, purposeful, and engaged learning in their classrooms as they offer students invitations into the intentional learning work that they have planned using the tools and resources described in the book. Author Katie Egan Cunningham opens the book with an argument (backed with a solid foundation of research) that happiness should be our core concern in the classroom and then goes on in subsequent chapters to guide us into designing classrooms and learning experiences that keep that happiness firmly rooted in the center of all we do. She delves into building empathy through literature, choice and agency, storytelling, movement, perspective taking, partnerships and deepening conversations, daily gratitude and affirmation, and designing for connection. This text also includes a cache of learning invitations/lesson plans to launch this work with your students.
WSRA Update
BOOK RECOMMENDATIONS
July’s Theme: Celebrating Black Lives
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Submitted by WSRA’s Children’s Literature Committee
ducators are watching the news and social media feeds wondering what we can do to fight racism. One simple and important way is reading and sharing books with our students about Black people and communities. Books that delve into historical topics of enslavement and civil rights are essential, but showcasing Black joy, celebration, agency, and everyday experiences within modern contexts is just as crucial. No matter the makeup of our classrooms, highlighting books that provide mirrors & windows (Dr. Rudine Sims Bishop, 1990) and show that Black Lives Matter is vital for students' understanding of our world. These books have all been recognized for their quality, kid appeal, and potential for classroom use on the Children's Literature Committee's annual recommendation lists.
Picture This recommendations for families:
Bonus Book
• Saturday by Oge Mora • Hair Love by Matthew E. Cherry, illustrated by Vashti Harrison
• Hands Up! by Breanna J. McDaniel, illustrated by Shane W. Evans
• M is for Melanin: A Celebration of the Black Child by Tiffany Rose
• Not Quite Snow White by Ashley Franklin, illustrated Ebony Gleen
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• The King of Kindergarten by Derrick Barnes, illustrated by Vanessa Brantley-Newton
• I am Every Good Thing by Derrick Barnes and illustrated by Gordon C. James comes out September 1, 2020!
• The Undefeated by Kwame Alexander, illustrated by Kadir Nelson
• Young, Gifted and Black: Meet 52 Heroes From Past and Present by Jamia Wilson
Just One More Page recommendations for families:
• Good Kind of Trouble by Lisa Moore Ramée • Not My Idea: A Book About Whiteness by Anastasia Higginbotham
• Just Mercy: Adapted for Young Adults: A True Story of the Fight for Justice by Bryan Stevenson
• It's Trevor Noah: Born A Crime - Stories from a South African Childhood (A Young Reader's Adaptation) by Trevor Noah
• Black Enough: Stories of Being Young & Black in America Edited by: Ibi Zoboi Bonus Book
• Something to Say by Lisa Moore Ramee • We Rise, We Resist, We Raise Our Voices • Look Both Ways: A Tale Edited by Wade Told in Ten Blocks by Hudson & Cheryl Jason Reynolds Willis Hudson Additional recommendations can be found on this list created by our committee chair, Jillian Heise, highlighting 100 picture books from Black authors and/or illustrators you can use with children of any age right now. http://www.heisereads.com/2020/05/100-pictur • New Kid by Jerry Kraft e-books-including-black.html
WSRA Update
Letter from the President continued from page 1 access to effective, quality literacy instruction. Engagement, a priority during this global pandemic, now requires us to use technology to communicate with students, families, and other educators in ways that we have not in the past. Empowerment means that we, as educators, serve as facilitators of learning and foster agency in students. In connection with our 2021 WSRA Conference theme, created by First Vice President Michelle Mullen, Raising Our Voices: Empowering All Learners Today to Change the World Tomorrow, we must not only consider how students’ voices are empowered but we must also lift up the voices of educators and colleagues.
I want to personally thank each of you for the patience and flexibility you’ve demonstrated as we transition to virtual meetings for the upcoming board, institute, and leadership meetings. As you may know, the in-person WSRA meetings that we look forward to each year will occur virtually in 2020-21. In response to the changes in our world, as leaders of an organization that was founded during a period of significant social change, we must remain committed to providing leadership, advocacy, and expertise in literacy in 2020. I am confident that collectively we will continue to be the organization that leads the charge for Literacy Excellence in Wisconsin for all educators and students. I look forward to seeing each of you virtually in August. In excellence, La Tasha Fields
WSRA UPDATE
Miss an Issue?
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Submitted by Kelly Luedeke, WSRA Update Editor
id you know that you can read past WSRA Updates? Just log onto your WSRA account at wsra.org. Then click on “resources” to find past Update issues. Here’s a link to the May 2020 Issue.
Update
WSRA
Update
WSRA
NEWSLETTER
OF THE WISCO
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ties to Reading Difficul s Sport All Learner WSRA 2020 : Conference Update ” The “Unconference Sessions for Save the Dates WSRA’s 2021 Conference rship WSRA Membe Application
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Submitted by Deborah
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each as I have done this letter. Just tion I want to 2019 as I write Year’s Resolu ing It is December about what New weight or exercis been thinking ions about losing December, I’ve e my work life. I’ve made resolut myself to balanc make. In the past, my family and arrives. more time for before spring ion resolut more or taking my I seem to break ing different after And each year d to try someth Best That the decide s I year What’ This book, Miller’s newest Readers. In reading Debbie for Teachers and rd New Possibilities ’s Read It Forwa Could Happen?: is one of WSRA discusses that book, which ship Group, she 2019-20 Leader us to books for the n that causes beautiful questio our students. the idea of a ourselves and than possibilities for new rather er n consid questio ul, meaningful a much Asking a beautif honor seems won’t I that ion and Deborah Cromer making a resolut is open-ended Year, a way that t, a way that begin the New rather than produc a better way to s on process n-making as way that focuse se for wise decisio sustainable, a building my experti could lead to ion to as a human being. making a resolut professional and the change from the weekly Pause, about making g The d thinkin I receive I was Maria ul question when quote from Rainer asking a beautif Project, with a this path is the the On Being me to think that newsletter from that prompted to a Young Poet Letters Rilke’s Year: the me in the New and try to love right one for ed in your heart now all that is unsolv books that are rooms and like “Be patient toward lves, like locked the answers, which the seek themse ns now questio . Do not them. And foreign tongue be able to live written in a very you would not then, you because now. Perhaps cannot be given g it, live the questions t even noticin everything. Live withou live lly, to is, point will gradua the future, you 6 someday far in …continued on page the answer.” your way into all! appy 2020 to
Update NEWSLETTER
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A Letter from the President Congratulations are in Order! Deborah Cromer: President’s Message — 2020 Conference Welcome Call for Proposals Cornelius Minor: Belief, Choices and the Challenge to Do What’s Right Monique Gray Smith: Keynote: Weaving Love and Joy into Learning Donalyn Miller: Empowering Readers Through Meaning, Access and Choice 2020 Recipients of WSRA’s Awards and Honors 2020 Conference Wrap-up Word on the Street What You Need to Know: Dyslexia Legislation in Wisconsin Save the Date For Young Authors Workshops Door County Reading Council’s Author’s Festival The Professional Book Corner WSRA’s 2021 Conference Research Worth Knowing Sharing the Joy of Literacy Book Recommendations March’s Theme: Inspiring Books about Inspiring Women We Got This: Becoming the teachers Our Students Need Us to Be Families and Literacy Committee Resources Using Digital Tools within the Workshop Model WSRA Membership Application
WHAT’S INSIDE
A Letter from the President
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Submitted by Deborah Cromer, WSRA President 2018-2020
I’ve been wrestling with how to craft a meaningful message for these times in which we find ourselves. Schools are closed, and learning is disrupted. Families are struggling. Restaurants are restricted to take-out or delivery service only. Businesses may fold. Workers are being laid off. Borders have become barriers that cannot be crossed. The world has changed dramatically in a week’s time.
Deborah Cromer
What does this crisis mean for WSRA? What does it mean for the educational settings in which we work? What does it mean for our families and colleagues? What does it mean for the communities in which we live? What does it mean for our students and their families? I certainly don’t know what will happen tomorrow, much less in the long term.
I do know this, though. In these days of social distancing and self-imposed isolation, relationships and literacy are more important than ever. Each of the last few days, one of my students has written me to ask how I’m doing. She understands at a deep level that the way to cope as human beings is to use language to connect with other human beings. I’ve seen tweets by teachers who are making sure that their students realize that authentic reading and writing will help us survive and thrive in these troubled times, that human connection can keep people emotionally healthy, that teachers and their students are extricably linked, even when we are not in each other’s physical presence. The last part of WSRA’s mission statement says, “to engage students to apply their literacies in meaningful ways in a changing world”. Our world has changed and is continuing to change. May we continue to engage our students, advocate for them, check in with them to see how they’re doing. Be well.
OF THE WISCO
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ear WSRA Leaders,
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A Letter from the President Essential Learnin gs from WSRA’s Institute: “Deepe ning Understandin g and Expertise About Reading Difficu lties to Support All Learne rs” Expertise Matter s: New WSRA Journa l Editor Sough t as Easley Steps Down Published by WSRA Memb ers! Thank You Video
4 6 Igniting a Passion 7 for Reading The Professional 8 Book Corner Book 9 Recom menda 10 11 12 20
May’s Theme : Comfort
tions
Conference Testimonials WSRA 2021 Conference
Read the Way WSRA 2020-2021 WSRA Memb ership Application
WHAT’S INSIDE
Deborah Cromer
WHAT’S INSIDE
wsra.org
WSRA
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continued from
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ter at past idea. Vicki, a presen ed ences, describ WSRA confer a word to use as picking one little Vicki’s the new year. guide during HE, one that word was BREAT good guide word a make would considering for me. I’m also or CIATE PAUSE or APPRE words that could CONSIDER, all wiser decisions help me make coming year. throughout the colleagues, I SRA friends and
build that will help one little word for wise our expertise and ing during 2020 decision-mak can tweet your beyond. You words to questions or your share to cy @WSRAlitera literacy ideas with fellow professionals. for the New With best wishes Year,
A Letter from the Pres
Submitted by Deborah
ident
Cromer, WSRA ear Members President 2018-20 of WSRA, 20 It’s hard to believ gathered in Milwae that it was only three month s ago that ukee for the 2020 WSRA Conference. we world has chang How our ed conditions under since then. How different the which educa tors are engag students to apply ing schools in Wisco their literacies in the world. With nsin closed for expertise matte the year, our rs as much or even more than as we work to find new ways before to connect with students and continue our all our profes make sure we Deborah Cromer serve their needs sional learning to extraordinary under these circumstance While preparing s. to some professional tutor some new students online recent books that I knew ly, I reread done on eleme would remind ntary me of research resources I turned children in intermediate grades. One of to was Comp Grades 3-8: Foster the rehensive Readin g Intervention Motivation. Donnaing Word Learning, Comp in rehension, and Scanlon, one WSRA’s institu te this past March of the authors, was a presen about her presen ter at , so I had been tation when I thinking deeply came upon this … our belief that passage: teachers may middle grade best readers with divers assist intermediate and expertise related e to the complexity needs if they have greater how a compr of the reading ehensive array process and of instructional to foster readin tactics g helpful if teache growth. We also take the positio can be used rs instructing n that it is intermediate readers start and middle grade with a workin g hypothesis still needs to about what each learn to promo reader te hypothesis to comprehension, design instruc tion that is respon and use that reader’s specifi c needs, while sive to each respecting the reader may have. strengths that As they interac the about how to t with studen best respond ts, teachers’ ideas may develop and/or chang e. …continued on page
Letter from the
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WSRA Update
wsra.org
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Update
WSRA’s Mission Statement
909 Rock Ridge Road Burlington, WI 53105-7230 262-514-1450
WSRA's Mission Statement
The State WisconsinReading State ReadingAssociation Association The Wisconsin provides provides leadership, advocacy, and professional leadership,learning advocacy, and professional for the implementation of effective learning literacy practices, recognizing the naturepractices, for the implementation of effectivecomplex literacy of literacy and engaging students to apply their in meaningful ways in a changing world. and recognizingliteracies the complex nature of literacy engaging students to apply their literacies in meaningful ways in a changing world. WSRA Beliefs Expertise Matters! Research Grounds Us! Literacy is a complex process requiring a comprehensive approach and a mindset shift.
WSRA’s Belief Statement WWW
Expertise Matters!
wsra.org
Research Grounds Us!
tŝƐĐŽŶƐŝŶ ^ƚĂƚĞ ZĞĂĚŝŶŐ ƐƐŽĐŝĂƟŽŶ
wsra@wsra.org
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Literacy is a complex process requiring a comprehensive approach and a mindset shift.
facebook.com/WSRAread @WSRAliteracy
www.wsra.org
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