Winter/Spring Newsletter 2018
New Jersey Literacy Association
We Are #literacystrong !
Our mission is to empower, support, and inspire literacy role models in New Jersey who are making a difference in the lives of
readers and writers.
PRESIDENT'S MESSAGE
Greetings to my fellow literacy leaders! It is with great excitement that we can celebrate the New Jersey Literacy Association’s energized new beginning, as we recently received our official charter through the International Literacy Association. Our mission has not changed. We seek to empower, support, and inspire literacy role models in New Jersey making a difference in the lives of readers and writers. Members like you are a crucial cornerstone to this mission, so continue to look for information shared through our email list-serv, a new website (being launched), our newsletter, and upcoming events.
NEWSLETTER CONTENTS
Best Practice Check-In : Leveled Texts Only? by Dr. Sheila Cooper
Book Recommendations
  1. The Warmth and Wonder of Jan Brett by Debora Reca
  2. Must Read Books for Middle School Students by Dr. Carmen Gordillo
Focus on Instructional Practice
  1. Mediating Challenging Texts by Dr. Susan Dougherty, Dr. Evelyn Ford-Connors, and Dr. Dana Robertson
  2. RTI as a Best Practice in Kindergarten through Third Grade
By Janet Higgins
Tech Talk : Text to Speech Applications by Dr. Peggy OReilly
Classroom Vignettes
  1. The Heart of the Elementary Classroom by Gina Molinari-Schiano 
  2. Reflecting on My Middle School Classroom Literacy Environment by Dr. Carmen Gordillo
Community Action: BookSmiles
Celebrating 2018 NJ Literacy Leaders
2018 Professional Development Opportunities
Keep in Touch with NJLA
BEST PRACTICE CHECK-IN
Leveled Text Only? By Dr. Sheila Cooper
To read or not to read leveled text only, that is the question teachers are asking these days (thanks, Mr. Shakespeare, for the idea). Unfortunately, the answer is not as clear as expected. With publishing companies offering text sets leveled for all topics and websites creating eBooks that adjust to the student’s levels based on the questions answered correctly, it is a challenge for a teacher to decide when to use leveled and non-leveled text for their students . READ MORE

We invite our readers to comment on this article or others in this issue. Write to us at NJliteracy@gmail.com. Please include your name, district and role.
BOOK RECOMMENDATIONS
Under the Sea with Jan Brett by Debbie Reca
Jan Brett has put a little spin on the favorite age-old tale: Goldilocks. Jan Brett’s new book The Mermaid replaces the bears with an octopus family and takes place underwater. Brett’s beautiful illustrations depict that “underwater look” so amazingly that you feel like you are beneath the sea with the characters. During the author's visit, she described how she comes up with ideas for her books . READ MORE
Must Read Books for Middle School Students by Dr. Carmen Gordillo
T eachers often ask me how can they encourage students to read more independently. By reading research, being active on social media, and attending literacy conferences I have learned the importance of “teachers as readers.” It is crucial for teachers to read and keep abreast of current books in order to recommend them to students (and other educators too). Penny Kittle @pennykittle, Donalyn Miller @donalynbooks, Teri Lesesne @ProfessorNana, and other educators emphasize the importance of teachers reading alongside their students. Teachers need to recommend books to students every day. It is suggested that teachers conduct at least one “booktalk” per day. Therefore, one of my professional goals is to read more, especially children’s and YA books so I can increase my knowledge of books and help other educators add good books to their classroom libraries.   READ MORE
FOCUS ON INSTRUCTIONAL PRACTICE
Supporting Upper Elementary And Middle Grade Students As They Read Challenging Texts by Dr. Susan Dougherty, Dr. Evelyn Ford-Connors, and Dr. Dana Robertson

There are distinct advantages to engaging students with grade level texts, even if some students don’t currently read on grade level without high levels of support. Engagement with grade level texts allows all students the opportunity to learn the sophisticated vocabulary, academic concepts, and linguistic structures required for understanding grade level concepts (Stahl & Nagy, 2006). It is essential, however, that students not be placed in reading situations that result in high levels of frustration; that is, teachers must take care to establish conditions for successful interactions with these texts. What tools and techniques are available, then, to help students learn from complex, grade-appropriate texts without prompting frustration, embarrassment, and boredom or limiting the amount of text exposure? In this article, we describe how text-to-speech software, repeated reading, scaffolded reading, and partner reading can be used to support students working with challenging texts . READ MORE
RTI as a Best Practice in Kindergarten
Through Third Grade by Janet Higgins, M.A., Language Arts/Literacy Specialist, East Amwell Township School
             Although Response to Intervention (RTI) programs have come under critical scrutiny recently, students benefit from a program that is developed with quality, integrity and uses researched-based approaches for instruction and monitoring. Effective RTI programs center on student needs and student growth. East Amwell School, where I serve as a language arts/literacy specialist, has built a successful RTI program by establishing a school-wide clear and consistent screening process and progress monitoring review. READ MORE
TECH TALK
Text-to-Speech Applications by Dr. Peggy O’Reilly
Navigating grade level or advanced text can be a daunting task for struggling readers who have difficulties with decoding, syntax and/or unfamiliar vocabulary. While direct, explicit instruction should be provided to increase independent reading abilities, text-to-speech technology can be a beneficial support to aide comprehension and facilitate students’ meaningful access to grade level content.
Text- to-speech applications vary by features, cost, ease of use and portability. Access to some technology may also involve meeting eligibility requirements for individuals with print disability (e.g. dyslexia, visual impairment). A few applications that may be helpful to your students include: READ MORE
CLASSROOM VIGNETTES
The Heart of the Elementary Classroom by Gina Molinari-Schiano, Literacy Coach  
Creating a literacy rich environment by highlighting classroom libraries has been the coaching focus at Dr. Horton Elementary School in Newark, NJ. Our primary goal is to create cozy, home-like spaces, filled with books reflecting the cultures, needs and interests of the students. 

Let’s visit Ms Romero and Ms Sanchez’s 1st grade class at the Dr. William H. Horton School in Newark, N.J.
The Classroom Library:

Ms. Romero and Ms Sanchez are co-teachers in a 1 st grade classroom. We spent a great amount of our coaching time together organizing, leveling and getting to know the books in their classroom library. As we worked together in the classroom, the initial transformation sparked the children’s excitement about their new library. Before the grand opening of our library, we created some browsing boxes for each classroom table consisting of a variety of books that students could read
Reflecting on My Middle School Classroom Literacy Environment by Dr. Carmen Gordillo
Does my classroom reflect where I would like to work? Would someone feel comfortable working here? What do I have in my classroom that is conducive to learning?
These are questions I reflect on when I set up my middle school classroom at the beginning of each school year. I also think back to when I completed my most challenging academic work throughout my dissertation writing journey. My favorite places to work were at a café (either Barnes & Noble or Starbucks), my dining room table, and my bed. What was it about these places that I liked? I enjoyed the comfort of my
COMMUNITY ACTION
BOOKSMILES : Making a Difference in Children's Literacy Lives
by Dr. Peggy O'Reilly
Larry Abrams, an English teacher at Lindenwold High School, is passionate about instilling the love of books among children, beginning during infancy and throughout their early childhood years. He knows that children who are read to before kindergarten come to school ready to learn, excited by the joy and knowledge that books bring. Unfortunately, many young children do not own or have access to books in their homes. Recognizing this need, he started the BookSmiles organization in 2016 to reach young children and families in southern New Jersey. Through the assistance of high school students and volunteers, his organization has collected, sorted and disseminated over 19,000 books to young children and families in his region. His organization continues to expand their efforts and welcomes donations to light up the smiles of more children. To learn more about his inspiring efforts, visit his website a t http://www.booksmiles.org.
CELEBRATING 2018 NJ LITERACY LEADERS
We are pleased to celebrate three New Jersey educators nominated and selected by fellow NJLA members as literacy leaders in our state. These individuals are being honored for their tireless work promoting best practices in literacy instruction and inspiring other teachers and students in the joys of literacy learning.
These three finalists are:
Debbie Reca, Literacy Coach, Voorhees Township Public Schools, Regie Routman Award nominee
Lisa Rosenfeld, Literacy Coach, Edison Public Schools
Janice Alvarez, Literacy Coach, Jersey City Public Schools

From these finalists, the NJLA board selected Debbie Reca to be nominated for the International Literacy Association’s Regie Routman Teacher Recognition Grant Award competition. This award provides a grant of $2,500 to implement a creative activity that will positively impact readers and writers within the nominated teacher’s school. 
Please join us in extending our congratulations to these three outstanding educators and our best wishes to Debbie Reca in the grant competition!!
Debbie Reca
Lisa Rosenfeld
Janice Alvarez
UPCOMING PD OPPORTUNITIES
FEBRUARY TO JULY 2018
Interested in professional development opportunities focused on literacy instruction?
Check out these offerings: READ MORE
KEEP IN TOUCH WITH NJLA
@NJLiteracy
@DrKennethKunz

Check out our website for news and membership information: www.njliteracy.org
Email us at: NJLiteracy@gmail.com
GET INVOLVED WITH NJLA
SUBMIT AN ARTICLE describing how you are implementing a best practice in your school or classroom. Include brief research support and pictures. Length - up to 500 words. Must be received by July 15th for our back-to-school issue Acceptance decisions will be sent by July 30th.
MEET THE NJLA BOARD