Young Authors Project
I would also like to thank our YA co-chair, Denise Owens, who has helped this process run smoothly this year and fielded many questions and queries as we worked to ensure everyone had what they needed to participate in this project. Denise has been an outstanding leader in our organization, and I appreciate everything she has done.
Having said that, I am also excited and thankful to welcome our new Young Authors Project Chair, Christine Leo, to the board! She has been serving as an Area Director, and has graciously agreed to step into this role and allow Denise the time and space to focus on her amazing new job with NCDPI. We are so proud of the work Denise is doing, and I know that the foundation she laid is going to be a huge help to Christine as she learns the ropes.
The Little Old Lady Who Broke All the Rules (The League of Pensioners #1)
By: Catharina Ingelman-Sundberg
Translated by: Rod Bradbury
Publisher: Harper Paperbacks
Published: July 12, 2016
Pages: 400
Audio: 12 hours, 16 minutes
Reviewer: Emily Golightly
For me, this book feels like if the cast of Ocean's Eleven were to age and end up in a nursing home, and I mean that in the best possible way! Imagine a band of aging friends who begin to feel that the level of care and service in their retirement home is sub-standard, and they one day see a program on TV highlighting how nice prison life is for inmates. Queue main character Martha Andersson...a spunky lady of 79 who is committed to helping her friends enjoy the good life in their twilight years, whatever it takes. Hijinx ensue as they commit crimes in the hopes of landing themselves in prison so their quality of life will improve.
I found this to be clever and funny, and the characters were endearing, but I also thought it was an interesting social commentary on how society treats aging members of the population. It was striking to hear the comparisons of life in prison versus life in a nursing home, and yet it highlighted that without being overly didactic. If you are looking for a fun summer read that you will absolutely breeze through, I highly recommend this one!
The Soul of an Octopus: A Surprising Exploration into the Wonder of Consciousness
By: Sy Montgomery
Publisher: Harper Paperbacks
Published: April 5, 2016
Pages: 272
Audio: 9 hours, 15 minutes (narrated by author)
Reviewer: Emily Golightly
This National Book Award Finalist is entrancing. Having recently read a fictional account of humans interacting with an octopus, Remarkably Bright Creatures by Shelby Van Pelt, I was interested in digging into this nonfiction book that makes an excellent companion to it. With "Secrets of the Octopus", narrated by Paul Rudd, coming out just in time for summer vacation, interest in this mysterious creature continues to soar, and I believe this book provides a wonderful opportunity to explore the real connections between humans and the ocean, comparing our own lives and experiences to the way that sea life interacts with the world around them.
I learned so many interesting facts, and it gave me a greater curiosity for the unexplored mysteries of the ocean. I have always felt a little like octopuses are more similar to alien visitors than their fishy roommates in the ocean, and this book really digs into their intelligence, their sensory perception, and so much more. If you love science and are looking for some fascinating nonfiction this summer, I strongly recommend checking out The Soul of An Octopus.
How does Teaching Reading Across the Day speak to the moment – the ideas that are shaping education today?
There are several big ideas shaping education right now – relying on research-backed reading instructional materials, making sure instruction is explicit, incorporating knowledge- and vocabulary-building, and supporting foundational skills. All are important, but today I’m going to speak to two that I think are particularly relevant to educators in North Carolina.
Jen on explicit instruction...
Explicit instruction is a big buzzword in education right now. But what does it mean to teach explicitly? Based on the research and teachings of other experts in this area, I have articulated a list of nine different qualities of explicit, engaging instruction that support all the practices and lesson structures I recommend in Teaching Reading Across the Day.
You’ll notice that I added the word “engaging.” Duke and Cartwright’s Active View of Reading (2021), which unlike earlier reader models, includes motivation and engagement as an essential, foundational component to develop in readers. Their research confirms what teachers have long known – students must be actively engaged to truly learn.
While all the lessons in Teaching Reading Across the Day align to elements of engaging, explicit, instruction, each has unique characteristics and purposes. Some will help you target one focused strategy, reducing cognitive load and supporting mastery learning (Peng et al., 2023; Schnotz & Kurschner, 2007; Sweller, 1988). Others will help you show readers how to do the necessary work of orchestrating and integrating many strategies (Barron et al., 1998; Duke & Cartwright, 2021; Kim, 2020, 2023). Some structures offer readers a lot of support with new learning, while others provide ongoing guided practice—different amounts of scaffolding are important at different points of learning as you gradually release to independence (Pearson & Gallagher, 1983).
Jen on knowledge- and vocabulary-building...
Knowledge- and vocabulary-building are hot topics for researchers and educators alike. One of the key elements of Teaching Reading Across the Day is how to incorporate content studies in our reading classes and how to bring reading skill and strategy instruction to the content areas. I think we are always learning how to read more proficiently even as adults and hopefully all our reading builds our knowledge base. One of the ways I support readers with this crucial planning consideration is to discuss specific ways to build both knowledge and vocabulary particularly suited to each lesson structure. For example, below I’ve shared the guidance I provide in the chapter on reader’s theater lessons.
In addition to sharing advice for incorporating vocabulary building into the different lesson types, I also have a complete chapter on Vocabulary Lessons. Research shows that vocabulary learning happens primarily in context, as we are studying a topic in science or as we are exploring a different culture or as we are learning what a Dodecahedron is in math class. However, there is also research that shows that explicit vocabulary lessons can also help expand kids’ vocabulary. That means engaging students in a study of how words work through morphology, etymology, semantics and semantic connections, and conceptual connections. I show teachers how to focus on words students have learned in other lessons and help kinds unpack and extend the focus word(s) to learn a whole network of words.
North Carolina has passed “science of reading” legislation. What exactly is the science of reading?
The science of reading refers to a multidisciplinary body of research we can look to better understand how kids learn to read and identifies what works in literacy instruction. However, there isn’t a central repository for the research and no list of which studies are and aren’t included. And of course, researchers continue to add to the body of research as new studies uncover new findings.
So, when organizations or programs state that they “follow the science of reading,” what they really mean is that they’re doing their best to look at the research and base their recommendations on their interpretation of the findings. I’m not going to weigh in on specific programs except to say that those that take a more comprehensive approach to reviewing the literature and base their recommendations on the wide range and scope of studies are in my view more aligned than those who cherry-pick.
I’m a strong believer in research, and I think we need to look at all the research, not just those studies that support a certain perspective. My books and resources have always been grounded in research, and Teaching Reading Across the Day alone cites more than 300 studies, meta-analyses, and papers. The research shows that phonics and knowledge-building are essential. The research also shows that fluency, comprehension, verbal reasoning, executive function skills, language structure, engagement and motivation, and theory of mind are also key to developing proficient readers. We need to make sure that the evidence-based classroom practices we recommend take into account all the applicable research.
There are nine lesson types I recommend in Teaching Reading Across the Day, and each has a corresponding chapter. For each of the nine lesson structures I have compiled and synthesized the most compelling research about that lesson type which you’ll find in a one- or two-page summary. I’ve included below an example page from the read-aloud lessons chapter. You’ll also find citations to additional research throughout the chapter to support other claims and suggestions.
And of course there is an art to teaching as well. The hundreds of decisions that teachers make daily to address the needs of the students in front of them often make the difference as to whether a student learns or not. We need to honor the collective experience of teachers as well as the research. There truly is not a program or curriculum that can take the place of a responsive teacher. That’s why there are such varying results between classes using the same curriculum or program. It’s all the in-the-moment moves based on what a teacher is seeing and hearing that lead to learning breakthroughs.
Why should teachers have a small repertoire of lesson structures to teach reading?
In Teaching Reading Across the Day, I recommend nine predictable, research-backed lesson structures – read aloud, phonics and spelling, vocabulary, focus, shared reading, close reading, guided inquiry, reader’s theater, and conversation – that help teachers cover all the skills students need to become proficient readers. Relying on a handful of predictable, generalizable lesson structures helps teachers save planning and preparation time and deliver tight, focused, intentional instruction.
We all know that teachers have a lot of material to cover with limited time. Lesson structures help teachers streamline planning and preparation saving time which can be better spent on content rather than process. Each of the nine lesson structures follows specific steps and processes which remain the same no matter what text you use, or what age student or subject you teach. And since the structures are program-agnostic, they can be used with any core program or curriculum. With a small set of structures, you know the procedures, what activities to use, how much time to spend, and most important, how exactly you plan to conduct your lesson. As you master each lesson structure, you will turn to it again and again to address different learning objectives and reading goals with a wide range of texts. Soon, the structures will become so familiar you will easily decide which structure best meets your goals and move quickly through planning and preparation.
With the time you save on planning, you can concentrate on content – on what you want to teach rather than how you teach it. And when you deliver the lesson, the structure helps you stick to a clear pace, introduce strategies and concepts as planned, and actively engage students. Students will also quickly pick up on the repeated processes and understand what their role is and what is expected of them, so their focus is on content as well. Research into cognitive load shows that working memory has limited space and capacity. Using familiar processes lightens students’ cognitive load, allowing them to actively engage with content, knowledge, and skills.
Finally, the best lesson structures—the ones that reach students and help them make progress—leave room for in-the-moment responsiveness. This responsiveness can be anything from ditching a part of the lesson because you realize kids are losing steam, to backing up to re-explain a concept you thought they’d understand but actually need more support with, to saying just the right thing in the moment to encourage, prompt, question, or redirect students to understanding. Having a clear structure helps keep the lesson moving forward while you innovate flexibly within it, watching and responding to students and adjusting as needed. Every lesson structure in Teaching Reading Across the Day includes responsive teaching strategies and tips, such as those for read-aloud lessons shown below.
What are some of your favorite features of the book?
One of the features of the book I think will be super helpful is that all the lesson structures follow a similar process. Each of the nine lesson structure chapters:
Start with an annotated classroom vignette and its lesson plan,
Provide an overview of the lesson type,
Synthesize the most important research aligned to the lesson type,
Offer advice on how best to incorporate knowledge- and vocabulary building,
Present planning guidelines,
Detail the lesson structure and timing,
Include suggestions for being responsive to students,
Include videos (almost 4 hours of classroom coverage overall) of lessons in action in real classrooms with annotated lesson plans, and
Offer key takeaways for the classroom.
Provide blank lesson templates (see below for conversations lesson template)
I believe we learn from everything we read, even at the start. So, in addition to having a literacy goal for every lesson, I also recommend specific ways to build knowledge and vocabulary for each of the various lesson structures. It may be more readily apparent with certain lesson structures – such as guided inquiry, close-reading lessons, or focus lessons – how to layer in knowledge and focus on key vocabulary words. But all the lesson types present an opportunity to incorporate goals for knowledge and vocabulary building. During phonics and spelling lessons, students learn that there are predictable relationships between spoken sounds and written letters. While reading and re-reading a text for reader’s theater, students might learn about stage cues, explore scientific concepts, and explore the meanings of words. From a read-aloud lesson, students might learn about a new culture, have a window into a character’s thinking, explore different time periods, and encounter new words.
I think seeing how real lessons play out in actual classrooms is just so helpful. So, in each chapter I provide plenty of written explanation, include call outs that highlight key information, offer charts that simplify complex material, feature lots of classroom examples, and show me teaching 22 lessons taught in K–6 English language arts, social studies, and science classrooms.
Each video is accompanied by an annotated lesson plan, so teachers can see how I address the literacy goals as well as I how layer in key knowledge and vocabulary learning. They can see the structure and pacing of the lesson, where it went according to plan, and when I deviated from the plan to respond to student needs. Teachers will notice that I spend a lot of time observing and listening to students. Although purposeful planning is key to delivering an effective lesson, it’s even more important to respond to the students in front of us. So, I look for and listen to clues – are students restless, am I looking at a class of puzzled faces, are students hitting on key points during a turn and talk, are students using a variety of strategies, etc.
The videos of me teaching aren’t perfect. They were shot in real time. They are not scripted. Some were very minimally edited; most were not edited at all. They were shot in classrooms where students are reading at different levels. Essentially, they show the kind of experiences teachers have every day.
You’re talking a lot about reading skills, strategies, knowledge building, and vocabulary. Do you think it’s also important that kids like to read?
It’s essential that as we teach reading strategies and skills to students that we also pay attention to ensuring that kids like to read. Reading is a critical part of daily life. From the moment they get up students are interacting with a variety of text, from looking at social feeds to studying textbooks, to looking at signs, to following written directions, and hopefully, to reading for pleasure.
I’ve seen memes on social media that say something like, “I don’t care if students like to read. I only care that they can.” I couldn’t disagree more. If we don’t teach reading in a way that actively encourages kids to like reading, they are simply not going to read except when texts are assigned. Think about all the missed opportunities when kids choose not to read daily. Reading opens new worlds, allows you to meet people who are different, and to see yourself on the pages of a book. Reading continuously expands our knowledge, improves our vocabulary, and helps us become better writers. Not to mention the sheer joy of losing yourself in a book.
Teaching Reading Across the Day is filled with suggestions and concrete examples that will help you teach children to learn to read well, and also enjoy reading whether you plan to teach a strategy for selecting books they’ll love during a focus lesson, supporting them in goal-setting during a guided inquiry lesson, finding joy in sharing a text through shared reading or read-aloud lessons, meeting with friends to discuss books using conversation lessons, or coaching their preparation and performance of a script during reader’s theater lessons.
Thanks, Jen, for answering our questions. As a special offer for members of the North Carolina Reading Association, Corwin is offering a 25% discount and free shipping for Teaching Reading Across the Day. Simply use the code SERRAVALLO at check out. CLICK HERE to order your copy. (You can view a few excerpts from her book below, shared with permission from the author.)
Selfie Sundays--Meet Our Members!
Emily Golightly, President
I received my bachelor's degree from East Carolina University in Elementary Education, and I also have my reading certification in grades K-12 and my TESL certification in grades K-12. I completed my master's degree in Teaching English as a Second Language through UNCW, and obtained a second master's degree in Media and Library Sciences (MLS) through Appalachian State University. This is my twentieth year teaching, and I have taught kindergarten, first, second, and third grades, reading and math intervention, and English to speakers of other languages (ESL), before becoming a school librarian.
I have served on the board of my local reading council, the Crystal Coast Reading Council, for many years, and I am also a member of the International Literacy Association, the American Library Association (ALA), the American Association of School Librarians (AASL), the NC School Library and Media Association (NCSLMA)--where I serve as the committee chair for the Conference Authors and Speakers Committee, ISTE, NCTiES, Carolina TESOL, the North Carolina Association of Educators, and a member of Alpha Delta Kappa, a teacher service organization. I am also a member of the 2023-2024 class of NCSLMA's Leadership Cohort, working to develop librarian leaders and provide professional learning opportunities across the state of NC.
In my spare time, I have created a podcast called "Sorry, I'm All Booked" to discuss books and current issues facing librarians and others in the education field. I also play the flute in our community's Sunshine Band. I'm so excited to be a part of NCRA, and I look forward to working with each of you to promote literacy across the state!
Email: emily.golightly@carteretk12.org
Website: bit.ly/golightlyreads
Facebook: facebook.com/emilyg143
Twitter: @EmilyGolightly3
Lisa Llewellyn McIntosh, President-Elect
Hello! I'm Lisa, and I am the current President Elect of NCRA. I
served as Vice-President for the 2022-2023 year and was previously the NCDPI
Liaison on the Board from 2011-2020. I hold a Bachelor of Arts degree in Early Childhood Education K-6, a Masters in School Administration / Curriculum & Instruction and an Academically Gifted Certification K-12 in NC and Virginia. I served as a classroom teacher, teacher of gifted, and curriculum coach. I recently retired from the NC Department of Public Instruction where I served as a K-5 English Language Arts Consultant for 13 years. I have been in education for 42 years.
Currently, I am an adjunct professor at William Peace University for the School of Professional Studies. I teach Literacy courses, Children’s Literature, and
I coach teachers in residency. I am the recipient of the 2023 William Peace
University Excellence in Teaching Award for the School of Professional Studies.
I enjoy playing the piano, walking, reading, calligraphy, and spending time with
my husband, family, and friends. I also love lattes and cappuccinos!!
Email: Lllewellyn1@gmail.com
Heidi Perez, Vice President
Email: heidi_perez@dpsnc.net
Margaret Cuthbertson, Past President
Hi, I'm Margaret Cuthbertson, Past President for NCRA and active member of the Greater Cabarrus Reading Association. I am in my 21st year in education. I am a media coordinator at a K-2 school in Cabarrus County, NC and I am also the District Coordinator for Read to Achieve. My husband and our two sons enjoy going to sporting events and particularly like cheering on the Tarheels. I enjoy scrapbooking, cooking, and watching movies.
Email: readingmrc@gmail.com
Facebook: Margaret Cuthbertson
Twitter: @PrimarilyMedia
Amanda McCall, Director of Membership
My name is Amanda McCall and I am going into my 20th year in education. I am the Membership Director for NCRA. This is my first leadership role for NCRA so I know that I have a lot to learn about the process this year. Currently, I am a Media Coordinator at Morehead City Primary School in Carteret County, NC. In the past, however, I have been a second grade, third grade, and Academically/Intellectually Gifted (AIG) teacher. This past year, I have spent a lot of time converting an old school bus to a book mobile- Title Wave. This has been a passion project of mine and just had its maiden voyage in June of 2023.
I am a mother of two- a rising senior and freshman- so this year promises to be full of business and lots of "firsts" and "lasts". I have been married for 19 years to my husband, Rick. I love traveling and would do so much more of it if I had the money. One of the ways I travel for lower costs is by signing on with teacher groups to learn and travel at the same time. I try to stay active and am a runner. While not a competitive runner, I enjoy doing team relays such as the "Blue Ridge Relay" in September with a group of fellow runner friends who are also gluttons for punishment. I play beach volleyball during the summer. I enjoy reading, going to concerts and plays, and spending time with family and friends when I can!
Facebook: Amanda Ruffin McCall
Email: amanda.mccall@carteretk12.org
Twitter: @amccalleducates
Website: Coming soon!
Lauren Johnson, Secretary
My name is Lauren Johnson and I am the NCRA Secretary but also Past President of NCRA (2018). This is my19th year in education and I currently serve as Assistant Principal at Chocowinity Middle School in Beaufort County. I spent the bulk of my career specializing in literacy instruction as a Literacy Specialist at Chocowinity Primary School before stepping into administration. I thrive on new learning, networking, and collaborating with others to achieve success and do what is best for children. I am a native of Chocowinity and feel blessed to work and live in the community with my husband and two boys, William (5) and Brian (14). In my spare time, I enjoy time on the Pamlico River, at the beach, serving in my church, and exercising at the local gym.
Email: laurenfieldsjohnson@gmail.com
Twitter: @laurenfjohnson1
Shannon Lawrence, Treasurer
Email: ncrainc.treasurer@gmail.com
Jean House, Executive Assistant
I've been involved in the NC Reading Association since the mid 1980s, first with the Raleigh/Wake Council, and then as an officer in the state association. I served as NCRA president from 2006-07 and have been working as the Executive Assistant since 2007. In that role, I am responsible for planning the yearly conference. I spend my spare time reading, gardening, watching my grandsons' baseball games, and traveling.
Talia Cotton, Digital Media Director
My name is Talia R. Cotton. I am an educator with 16 years of experience with a focus on English and Secondary Education. I am the Digital Marketing Director for North Carolina Reading Association and a Teaching and Learning Coach in Durham Public Schools. I was born and raised in Tallahassee, Florida. My hobbies are reading, traveling, and new technology!!
Facebook: Talia Cotton
Email: talia1.cotton@gmail.com
Twitter: @taliacotton
Website: https://www.taliarcotton.com
Denise Owens, Young Authors Project Chair
Hello! My name is Denise Owens. I have previously served as Vice President, President-Elect and President of NCRA. During my second term as President, I also served as the Young Author’s co-chair and loved not only determining the theme of the writing contest, but reviewing the hundreds of entries from students and Forever Young authors across the state. I am honored to serve as the co-chair for YA again this year!
This is my third year serving as an Instructional Coach at Eastern Elementary School in Beaufort County and my twenty-third year in education. Some of my favorite hobbies include reading, exercising (not to be confused with running lol) and playing with my sweet beagle, Charlie.
I look forward to working with all of the local councils this year. I can be reached via email at deniseowensncra@gmail.com if you have questions or want to reach out.
Area 1: Mountains--Tonya Bailey
Hi! I'm Tonya Bailey, and I am the Area Director for the Mountains Region, as well as the Blue Ridge Reading Council Past President. I am a retired teacher as of 2022, with 31 years of experience. I have been married for 32 years to my husband, Tony, and we have a wonderful daughter, Allison, who is 19 years old.
We have three pets: am American Bulldog, a Netherland Dwarf bunny, and a Leopard Gecko. My hobbies are reading and shopping. My new business after retirement is Bailey's Bag Boutique on Facebook. I have also been a Mary Kay Consultant for 24 years.
Email: tbailey@burke.k12.nc.us
Area 2: Piedmont West--Barb Falkenbury
Hello! I'm Barb, and I am originally from Buffalo- GO Bills! I have degrees in Criminal Justice, Elementary Education and Reading Specialist. I've married an Army officer 41 years ago in Baumholder, Germany. We have two children. My son works for the NC Superintendent of Public Instruction and my daughter is a history teacher in Salisbury. I have three beautiful granddaughters. I taught in 15 different schools in Buffalo, Germany, Ft. Knox, KY, Charleston, Alexandria, VA, Ft. Hood, TX, and Mechanicsburg, PA. We moved to Concord, NC in 1999 when my husband retired from the Army and I taught first grade and then became the first reading specialist at Cannon School for 20 years. I left Cannon in 2020 and moved to Charleston after 40 years of teaching.
I have been a member of NCRA and GCRA since 1999, and I've been membership chair, treasurer, president and YA chair for GCRA. I have been an Area Director three separate times ( total of 9 years) and was the NCRA state coordinator for 6 years. My hobbies (besides reading) include sewing and crafting. I have run an American Girl camp for the last 20 years which allows me use my interests.
Email: barbgcra@gmail.com
Facebook: Barbara Falkenbury
Instagram: @barb_book_reader
Area 3: Piedmont Central--Christine Leo
Hi! I'm Christine Leo. I am originally from Pittsburgh, PA; married for 46 years with two married daughters - one is an architect and one is a NICU nurse - and 2 granddaughters (3 1/2 years old and 3 months old). I have spent the past 46 years in education, with an elementary education degree from Bethany College and a masters degree in special ed from West Virginia University. This is my fourth year as an area director. My part time job is selling Partylite candles and home decor. I also read and have a collection of over 800 picture books which I use with my students (yes, I'm still teaching!).
Email: cbleo114@aol.com
Facebook: https://www.facebook.com/christine.leo.5477
Partylite Site: www.Partylite.com/christineleo All candle lovers please join!
Area 4: Southeast--Shane Fletcher
Hi! I'm Shane, the Area Director for the Southeast Region, and I have been married for 34 years to Tonnye Williams Fletcher. I've been teaching for twenty-two years, and I am currently at Central Middle School in Whiteville, NC (7th Grade ELA). I have my PhD in Curriculum & Instruction -Literacy from NC State and my MAEd - Reading Specialist from UNCP. We live/work on Country Corners Farm in Chadbourn, NC (Home of NC’s only Sugarcane Maze!). We have 2 cats (Sparkles and Dusty) and 1 Turtle (Blinky). I have been an NCRA Area Director for 12 years. I am also the current Vice President of Columbus Council of NCRA
Email: mfletcher@whiteville.k12.nc.us
Twitter: @docfletch2016
Facebook: Shane Fletcher
Instagram: @shaeginarrowmaker
Area 5: Coast--Vicki Abbott-Stain
Hi! My name is Vicki Abbott-Stain. I am the current NCRA Area Director for the Coastal Region and have held this position for the past five years. I retired from Craven County Schools in 2017 after thirty one years as an elementary teacher. I have taught Kindergarten through Fourth grade and several years as a Title 1 Reading teacher. Since retirement, I have been a full-time substitute teacher in Craven County.
I am one of the original charter members of Twin Rivers Reading Council founded in 1987. I am also a past president of the Council and have held many positions on the board. I have been the chairman for Reading Fun Day at the mall project for the past ten years.
I look forward to working with you all this year. You may contact me at (252)-349-4510 or email me at poohbear13@suddenlink.net.