What s New in Young Adult Literature? Edition

What’s New in Young Adult Literature? - 2015 Edition A Conference Presentation The National Association for Gifted Children 62nd Annual Conference Pho...
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What’s New in Young Adult Literature? - 2015 Edition A Conference Presentation The National Association for Gifted Children 62nd Annual Conference Phoenix, Arizona November 12-15, 2015 By Dr. Bob Seney Professor Emeritus/Gifted Studies Mississippi University for Women Lakewood, Colorado [email protected]

Everything Gifted Under the Sun. What could be a better introduction to reading and literature? Books make everything under the sun readily available to us wherever we are! But what to read? What books do we recommend to gifted middle school readers? How do we guide them into positive reading experiences? These are the questions that we will address in this session. Many of our gifted use reading as a coping strategy in dealing with a world that is often hostile to the gifted. These learners are often competent and capable readers, but just like any other learning area, they still need instruction and guidance in their reading. We must be aware of their reading needs. In addition, we are finding more and more gifted readers are not reading. How do we hook them back into reading? It is important to match the reader with the appropriate novel. This requires a sound knowledge of both students and novels. YA lit is a rich literary resource for gifted learners, since it speaks to who they are and to their world. Goals/Objectives: 1. To review my rational for using Young Adult Literature with gifted middle grades learners; 2. To introduce Steven L. Layne’s emphasis on the affective component of reading; 3. To review current young adult novels: The Focus of this Presentation For those of you, who have been with me in the past, you are well aware that I attempt to cover too much in the little time allotted and too often I have not been able to review many of the latest books on The List. This year I am limiting my “instructional time” and moving to the reviews as quickly as possible. I am doing this by providing a longer handout that is available on the Conference web site or by emailing me. My focus is still on three basic concepts: 1. Know your reader! 2. Know your literature! 3. Make the Match!

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The primary intent of this presentation is to review current young adult novels that meet the criteria for the most appropriate literature for gifted readers. I stand by my basic precept, which one of my graduate students once called: Seney’s Stand: My basic premise is that when you compare the characteristics of the gifted adolescent, especially the verbal characteristics, the characteristics of books most suited for gifted learners, and the characteristics of young adult literature, you have an almost perfect match. This leads me to the conclusion that young adult literature is highly appropriate for gifted learners.

These three sets of characteristics are included in this Handout as Part 2: The Classic Handout and they provide the rationale for using young adult literature in the classroom. Last year, I shared with you Nancie Atwell’s concept of “The Personal Art of Reading.” I commend her book, The Reading Zone (2007), to you. I have attached those notes at the end of the Handout. This year, keeping in mind that our goal is to guide every single reader, especially gifted readers in becoming skilled, passionate, habitual, and critical readers, I am sharing notes based on Steven Layne’s Igniting a Passion for Reading (2009).

Background Concepts o o o o o

Most gifted readers are still highly motivated readers; There is a growing competition that is pulling them away from reading; We must equip ourselves to keep our readers motivated and engaged; Our goal is to encourage our readers to new heights and depths. Layne’s emphasis on the affective component of reading is an important and effective strategy;

 Precepts of Igniting a Passion for Reading by Steven L. Layne o There is an emphasis on the affective side of reading, o Characterized by the phrase: A reader is one who has both the skill to read and the will to read. o This is especially important for gifted readers who have the skill but may be lacking in the will. o Layne’s Complete Reader Model:  Depicted as a circle with a vertical line down the middle;  Listed on the left side:  Phonetics  Fluency  Comprehension  Semantics  Syntax  Listed on the right side:  Interest  Attitude 2

 Motivation  Engagement o Layne suggests that we should focus on the right side to ignite a passion for reading. o This affective component of reading is neglected or not even addressed! Layne then suggests the following strategies to ignite a passion for reading in our students:  Know you students: Chapter 2: Coaches Who Know Their Players Win More Games: igniting a Passion by Knowing Your Students o Use interest inventories; o Use self–assessments: Initial and Final; o Have students set reading goals; o Have students explore how they have become a “changed” reader; o Have students set Reading Goals. o See Chapter 2 for some great examples of forms of all of these strategies.  Do Book Chats [Talks]: Chapter 3: I Didn’t Know They Still Wrote Books for Adults. o “Read books written for the age group you teach and then tell the kids about the books.” o Keep a Book Chat Binder of the books you have shared. o Use “hooks’ to get their attention:  Questions  Props, costumes  Character identifiers such as accents or drawls – make sure students know you are not making fun of that characteristic or group of people. o Reading excerpts may not be for every book.  Make sure the excerpt has the background for understanding.  The opening of a chapter is often very good.  You have to make a decision if an excerpt is appropriate or not. o Narrative Voice;  Third Person is most common and is good.  First Person may be more effective.  Examples of the Three Persons:  My name is…  Your name is…  His name is…  Commit to regular Read Alouds: Chapter 4: Don’t Bother Me, I’m Busy Changing Lives: Igniting a Passion Through Effective Reading Aloud o This is my favorite chapter. More Notes on this Chapter are at the end of the Handout. o Please buy, steal, read Steven Layne’s In Defense of Read-Aloud: Sustaining Best Practice.(2015) o Important: Reading Aloud is instructional time!

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Provide reaction and interaction after reading aloud, especially when you finish a piece.  Layne’s Genre Chart is great: Pages 56 & 57. Students select and discuss what genre is the piece that has just been read to them.  Defining RAL as instructional time is one of the best arguments to support regular read alouds. o Layne provides great support, rational, and research for the Importance and Benefits of reading aloud. o A major emphasis: Reading aloud promotes love of reading and may be the most effective way to hood reluctant readers into becoming “engaged” or even “insatiable” readers.  Read with your students: Chapter 5: My Modeling Career: Igniting a Passion by Reading with Students o Do your students know that you love reading? o Do your students see you as a reader? o If they were being interviewed about you, would they use the words: reader and /or books quickly? o Strategies:  Tell stories of your own reading as a younger student;  Display your latest “Hot Read” – a book that is appropriate for the age that you are teaching;  Plan a regular time in which all read – this means you too!  Post a list of books that you have read (with author listed) and give a one to five start rating.  Post a Someday Book List that you hope to read.  Encourage Book Discussions: Chapter 6: Can We Talk?” Igniting a Passion Through Book Discussions o This is not about books for literature circle discussions or novels for whole class instruction and discussion. o This is a focus on students’ self-selected, independent reading selections. o Layne calls this: Buzz About Books.  At first of the year assign groups of four;  Meeting time is three times a week for 15 minutes;  A focus item for discussion is provided, but discussions may spiral off in other directions. Pages 88 & 89 provide a list of these focus items.  Each student begins by showing the book cover; stating the title and author; providing the page number on which s/he is currently reading; and giving it a one-to-five start rating so far. Then the student addresses the focus item.  At the first of the year, the teacher circulates to monitor, then later s/he joins a group as a participant, usually beginning the group discussion (modeling the “what and how”). S/he moves to the next group the next time they meet.  On the other two days of the week, Layne has Status of the Class in which each student shows the book, gives title and author and the page currently on and a one- to-five start rating so far (same). 4

Class mates see what each student is reading which often prompts them to read the same book. o What about student delivered book chats?  Only if they have been taught how to do them effectively.  A rubric is provided on Pages 95 & 96.  Create a reading lounge: Chapter 7: Nothing’s More Dangerous Than a Teacher with a Good Idea: Igniting a Passion by Opening a Reading Lounge. o The important thing is to get students out of desks “to have a comfortable space to be with text.” o A reading lounge is more than your “reading corner” and it is not a library. o We have technology labs, science labs – why not reading lounges? o A comfortable, attractive, and appropriately furnished room for reading connected to or near the library is ideal. o Layne provides a list of “Roadblocks” that you will probably encounter in establishing a reading lounge and helpful hint around those roadblocks. o He also provides suggestions for monitoring, use and decorating the reading lounge.  Celebrate Books: Chapter 8: There’s a Party Goin’ on Right Here: Igniting a Passion by Celebrating Books. o Remember there is not much about school that is enjoyable for kids who aren’t in the “reading thing.” o The goal is to engage students with text that generate excitement about reading. o These strategies are short, fast-moving, set in a party atmosphere, and not graded.  Golden Recommendation Shelf: Place nine (or so) of your favorite books for your grade level on the shelf with a personal note of why it is one of your favorites. If there is a personal connection with the author, be sure and note that.  First Read Club: With the librarian invite a few students to select and read the new books that come to the library. After students have read their books, they report in to you or the librarian: how they liked it; other students who might like it as well, etc. THEN place a sticker in/on the book that states: This book was first read by_________.  Read Arounds: Hardback books with book covers are placed on students’ desks before they arrive. Students preview the book for 1 ½ minutes, then at your command [Pass] they pass it on to the next student. This allows students to find books that they might want to add to their “Books I want to Read” list. More details for this strategy are on Pages 119-120.  Elementary/YA Café: Once a month before school students meet to hear a staff member or teacher share a favorite book (appropriate for grade level). Requires some buy-in and specific guidelines are offered on Pages 121-122.

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Poetry, Comic, and Magazine Breaks: A break is described here is for the purpose of allowing kids to explore a specific genre for a short amount of time. [Page 124]  A break in routine announced at unexpected times usually lasting about 15 minutes;  Teacher suddenly announces: Poetry Break! (Or whatever genre). Students may go anywhere to read – individually, in pairs, or triads.  Must have a good supply of the genre called out, placed in a specific location for quick retrieval.  The teacher reads too!  Newspaper Day: Use copies of The Elementary School Writer, The Junior High School Writer and The High School Writer from Writer Publications. Features kids’ writing in a newspaper format.  Six times a year for about 45 minutes (a period);  PTA and/or mothers provided refreshments’  Refreshments, a break from routine, reading other kids’ writing – can be very motivational.  Club Read [Bags from ALA]  Bags are filled with the same assortment of books related to the content being taught.  Names of students were drawn to see who would take a bag home for a week or so.  No pressure to read anything in the bag, but most did.  Picture Book of the Month  For all grade levels!  Selected picture book was displayed with a sign: Picture Book of the Month.  On the last school day of the month, teacher reads it aloud and explains why it was selected.  In Layne s use for elementary students, students who had chosen to the read the book met with him to discuss it at lunch – they brought their lunches – he provided brownies.  Celebrate Authors and work for Author Visits. Chapter 9: Oh, Author, Where Art Thou? Igniting a Passion Through Author Visits. o Visits from authors expose students to the wonders of reading and writing in a unique way. o “…an author visit, bringing the voice behind the print to life, is the way you connect kids with authors—not through a letter-writing assignment that is likely to disappoint everyone involved.” [Page 131] o Chapter 9 provides helpful and detailed guidelines for planning and hosting an author visit. Check it out! o A selection of his “rules”:  Know the author!  Do your research on the author. Is he a good speaker? How does he relate to kids? Check references. 6



“Visiting authors agree that the most important way to ensure a successful author visit is to make sure the students have read the author’s’ books. [Page 137]

These note are based on Steven Layne’s Igniting a Passion for Reading (2009) In Chapter 10, Layne provides a Quarterly Plan to guide the teacher in incorporating these strategies into the classroom and instructional time. A Valuable Resource! References Layne, Steven L. (2009). Igniting a Passion for Reading: Successful strategies for Building Lifetime Readers. Portland Maine: Stenhouse Publishers. Layne, Steven L. (2015). In Defense of Read-Aloud: Sustaining Best Practice. Portland Maine: Stenhouse Publishers.

All of this underlies and supports my approach that we must understand our readers; understand a wide range of literature; be familiar with appropriate literature; and Make the Match!

Now let’s look at Books!

The 2015 Book List The list in this handout is not the complete 2015 list but was submitted early to meet the NAGC deadline for inclusion in the on-line conference web site. Email me for the final list which will be closed out on November 1, the “traditional” day for closing each current list.

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What’s New in Young Adult Literature: 2015 Edition Dr. Bob Seney Professor Emeritus/Gifted Studies Lakewood, Colorado [email protected]

The Underlined Books are candidates for my personal Top Ten Reads of 2015. Final selection will be made around Nov. 1. All books listed meet the Halsted & Seney criteria for books most appropriate for gifted readers. Alexander, Kwame

The Crossover (ms/e) 2015 Newbery Medal, 2015 NCTE Charlotte Huck Honor (ALA)

2014

Anderson, Laurie H.

The Impossible Knife of Memory# (hs/ms) Heavy. Also deals with PTSD

2014

Armstrong, Kelly

Sea of Shadows: Age of Legends (ms)

2014

Avi

The Book Without Words (e) Whoops!

2005

Bell, Cece

El Deafo (e) 2014 2015 Newbery Honor, 2015 NCTE Charlotte Huck Honor. Yes, a graphic novel (not my favorite genre) has made it to my list, but this theme and content is so appropriately presented via the graphic novel format. Author’s End Note is most important. This is a significant novel.

Berry, Julie

The Scandalous Sisterhood of Prickwillow Place (ms/e) Fun, a bit like Lemony Snicket for older readers

Brown, Pierce

Red Rising: The Red Rising Trilogy, Book 1* (hs/ms) 2014 Begins as Sci-Fi but becomes a more violent Hunger Games without the social/political themes – more of a “power corrupts” theme. But will I read Book 2? You bet! Golden Son: The Red Rising Trilogy, Book 2*# (hs/ms) 2015 Brown is into his story – more tightly written, plot more intricate with many unexpected twists and turns. Thematically more philosophic about personal identify and society. Definitely a step up from Book 1. Book 3 in Jan. 2016.

Buyea, Rob

Because of Mr. Terupt (e/ms) TR & Whoops! Every teacher should read! Deals with it all! Same impact as the Wonder Stories!

2010

Card, Orson Scott

The Lost Gate: Mither Mages Book 1* (ms) TR Sci-Fi? Fantasy? Mythology ala Percy Jackson? You choose! OS Card has done it again! Love Ender’s series. The Gate Thief: Mither Mages Book 2* (ms) The Afterword is a rich lesson in creating and writing story. Could easily provide the “rigor” for writing and literature analysis. Gatefather: Book 3 will be released on Oct. 20, 2015.

2010

Carson, Rae

The Shadow Cats: A Girl of Fire and Thorn Story (ms) I really like this Trilogy. This is a prequel.

2012

Clare, Cassandra

City of Bones: The Mortal Instruments – Book 1# (ms/hs)

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2014

SR

2013

2007

Cronn-Mills, Kirstin

Beautiful Music for Ugly Children#*(hs) Significant. Deals with Teen Transgender

2012

Crutcher, Chris

Period 8 # (hs/ms)

2013

Diener, Michelle

The Silver Pear: The Dark Forest Book 2* (hs/ms)

2014

Ee, Susan

Angel Fall: Book One – Penryn & The End of Days (ms) Really unusual sci-fi. Modern day – an invasion of “angels.” Looking forward to reading Book 2

2012

Erskine, Kathryn

The Absolute Value of Mike (ms/e) TR & Whoops!

2011

Flanagan, John

Brotherband: Slaves of Socorro, Book 4 (ms/e) Brotherband: Scorpion Mountain, Book 5 (ms/e) Ranger’s Apprentice: Death of a Hero (ms/e) [The story of Will’s identity.]

2014 2014 2011

Fry, Erin

Secrets of the Book (e)

2014

Hale, Shannon

Princess Academy: Castle of Stone – Book 2 (ms/e) Princess Academy: The Forgotten Sisters – Book 3 (ms/e)

2012 2015

Henke Sheala

IDEA33-A Revolution: Book 2 (e/ms) A Colorado teacher and author. Sci-Fi with a positive spin

2015

Hunt, Lynda M.

Fish in a Tree (e/ms) 2015 Another must for teachers. Fifth grade Ally has undiagnosed dyslexia. Chapter 29 is amazing – as is the whole book!

Hobb, Robin

Fool’s Assassin - Book One: Fritz and the Fool Trilogy (ms) 2014 For the special reader who will stick to it: A multi-layered, complex plot that moves slowly. Note: This is a continuation of the early Farseer Trilogy.

Hofmeyr, David

Stone Rider (ms/hs) 2015 A First Novel: Hunger Games genre. Adam races in a deadly race to earn a ticket to escape an environmentally devastated Earth. Violence. Great for a reluctant male reader. Well written. Manuel and interview at end are great!

Holm, Jennifer L.

The Fourteenth Goldfish (e/ms) Fun! Science Theme. Good philosophical thought.

2014

Knowles, Jo

Read Between the Lines (hs)# Could easily prompt some real existential discussions – if you read “between the lines.”

2015

Krys, Michelle

Hexed: Book 1 # (ms) Charmed: Book 2 # *(ms/hs) An interesting twist on witches, scorers, and teens. Contemporary setting.

2014 2015

Lamana, Julie T.

Upside Down in the Middle of Nowhere (ms/e) Very intense – not for the reader with emotional over-sensitivities. Surviving Katrina. A first novel.

2014

Lasky, Kathryn

Star Rise Book: 2 of The Horses of the Dawn (e) Book 3: Wild Blood will be available Jan. 6, 2016

2014

Lockhart, E.

We Were Liars (ms/hs)

2014

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Martin, Anne M.

Rain, Reign (e) 2015 Newbery Honor, 2015 NCTE Charlotte Huck Award, 2015 Schneider Family Book Award (ALA)

Maguire, Gregory

The Egg and The Spoon (ms/e) 2014 Most interesting! Probably not for everyone. [Author of Wicked series] Refers to Russian mythology

Nix, Garth

Clariel (ms/hs) Prequel to the Abhorsen Series (Old Kingdom) (ms)

2014

Palacio, R. J.

Pluto (e/ms) A Wonder Story – Enough Said! Shingaling: A Wonder Story (e/ms) “Every person’s story weaves in and out of someone else’s story.” Also a different take on middle school bullying – a must read.

2015

2014

2015

Priest, Cherie

I am Princess X (ms/e) 2015 Mystery: Find the lost “princess.” Combination of narrative and graphic novel! Spell binder with lots of tech stuff.

Rowell, Rainbow

eleanor & park (hs)#* 2014 Printz Honor – Wow!

Smale, Holly

Geek Girl: Geek Drama (ms) 2015 Light reading for girls but fun – A debut novel with more to come. English Author set in England. Some “good” observations about life.

Smith, Andrew

The Alex Crow (hs)##* 2015 Really unusual: several seemingly unrelated stories are woven into a single story that poses ethical and moral questions. Not for the light-hearted.

Stewart, Elizabeth

The Lynching of Louie Sam (ms/e) TR Historical Fiction – Wow!

2012

Yancey, Rick

The Fifth Wave (hs/ms)# Real ScFi: Survival, relationships and moral dilemmas.

2013

Wood, Maryrose

The Incorrigible Children of Ashton Place: The Mysterious Howling - 2010 Book 1. (e) Fun – a bit in the style of Lemony Snicket The Incorrigible Children: The Hidden Gallery – Book 2 (e) 2011 “Instructions” at first of each chapter are great!

Woodson, Jacqueline

Brown Girl Dreaming (e/ms) 2014 2014 National Book Award, 2015 Newbery Honor, 2015 Robert F. Sibert Honor, Coretta Scott King (Author) Book Award

2013

Special List Graham, Kenneth

The Wind in the Willows (illustrated) (e/ms) 1908 I read the 2014 Kindle Edition with illustrations by Robert Ingpen in preparation for reading Return to the Willows. This I think is my fourth reading – I had forgotten the beautiful, lyric nature of Graham’s prose. I still don’t like Toad!

Kelly, Jacqueline Return to the Willows (e/ms) Really Well Done! (Author of The Evolution of Calpurnia Tate) [Late in reading since I found it after moving.]

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2012

Lee, Harper

Go Set a Watchman: A Novel (hs/ms) 2015 Stick with it – slow beginning but Chapter 13 is Wow! Scout is grown up. We find out why Atticus Finch is knocked off his pillar.

Underlined Books are My Ten Personal Best Reads for this Year. Codes: # Language Alert * Situation Alert e = elementary school ms = middle school/junior high hs = high school SR Student Recommended TR Teacher Recommended Whoops Books! = Books that got by me that are really great!

Part 2: The “Classic” Handout What’s New in Young Adult Literature? - 2015 Edition The National Association for Gifted Children 62nd Annual Conference Phoenix, Arizona November 12 -15, 2014 By Dr. Bob Seney Professor Emeritus/Gifted Studies Mississippi University for Women Lakewood, Colorado [email protected]

What better way to enjoy Everything Under the Sun than to involve and guide gifted readers into Young Adult Literature! YA Lit is a rich, literary resource for gifted learners. This genre of literature readily “hooks” students into positive reading experiences, since it speaks to who they are and to their situations. It is important for us to engage and guide gifted students into creative reading. This session addresses the gifted reader and builds a rationale for using YA Lit with gifted learners. The focus, however, is to review new YA novels. The 2015 Book List will be provided. What’s New, a Middle Grades tradition, is one road to reading achievement and reading involvement. Let’s talk and share new books.

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This Session Addresses Three Concepts: 1. Know your reader! 2. Know your literature! 3. Make the Match!

However: The Focus of this Presentation is to review current young adult novels:

First Some Observations In conversations with gifted readers, I am hearing:      

The books that we are assigned to read do not match my interests; The books that we read do not relate to me or my life; The books that we read are not challenging; I have often read the books before, sometimes several years ago; Nobody seems to know what are the new and good books to read; I don’t know where to go to find out about new books.

I see this as a call to action!

The Concepts Know Your Reader! What are the Characteristics of the Gifted Most Related to Reading? Verbal Characteristics and Needs of Gifted Students

     

They possess a large vocabulary and use advanced terminology correctly. They often read early; may be self-taught; read enthusiastically and widely, often above grade level. They select their reading materials purposefully. They understand language subtleties and they use language for humor. They write words and sentences early and produce superior creative writing. They display verbal ability in self-expression, choice of colorful and descriptive phrasing, and easily learn a second language.

To challenge verbal abilities gifted students need to:

   

Use their full vocabulary and develop it further with intellectual peers. Read books at an appropriate intellectual and emotional level. Be introduced to books that present a variety of literary conventions and styles that use language gracefully. Express ideas verbally and in-depth by writing or speaking with others who challenge their ideas. Adapted from Halsted (2009)

What are the Characteristics of the Gifted Reader?   

They have a passion for reading; They learn to read earlier often spontaneously in preschool; They learn to read independently soon after classroom instruction begins;

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        

They read better (advanced reading abilities) and at a faster rate; They read materials beyond the norm for their age; They have an advanced and large vocabulary; They require less drill – if any – to master techniques of the reading process; They read longer; They read a greater variety of literature; Their reading interests differ considerably from their age group; They are more likely to branch out from realistic fiction to fantasy, historical, fiction, and biography. They continue to be voracious readers into senior high and adulthood;

From my “Quick” Review of the Literature: Halsted: 2009; Gross: 1994; Hawkins: 1983; Whitehead: 1984

Know Your Literature! What are the Characteristics of Young Adult Literature? A Recently Located List of Characteristics of Young Adult Literature: Young adult and adult fiction often overlap boundaries. Part of the difficulty, historically, with getting publishers and literary critics to acknowledge this literary genre lay in actually defining the genre. In fact, even today, well after young adult fiction has been recognized by many critics, there are many works of fiction which continue to vacillate between the two categories. However, there are certain characteristics that continue to appear and define the young adult genre; the following are some of the most significant. 1. 2. 3. 4. 5. 6.

Stories are told from the viewpoint of young people. Young adult stories often get rid of all adult figures. Young adult literature is fast-paced. Young adult literature includes a variety of genres and subjects. Young adult books are optimistic and characters make worthy accomplishments. Young Adult novels deal with real emotions. Lonica Rowley (2009)

Rowley acknowledges her dependence upon Donnelson and Nilsen in creating this list.

Donnelson and Nilsen’s Characteristics of the Best YA Literature 1. 2. 3. 4. 5.

Authors write from the view point of young people. Adults often don’t play an important role in the development of the plot. Young adult literature is fast-paced. Young adult literature includes a variety of genres and subjects. The body of work includes stories about characters from different ethnic and cultural groups. 6. Young adult books are basically optimistic with characters making worthy accomplishments. 7. Successful young adult novels deal with emotions that are important to young adults. Chapter 1: Donnelson and Nilsen (2005)

However, I still favor Monseau and Salver’s List:

Characteristics of Young Adult Literature Young adult novels have come of age because they have demonstrated the same skillful craftsmanship employed in all good literature and because they have translated to the world of the young adult the same conflicts and issues with which all humans struggle.

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Elements Displayed by YA Lit Today: 1. Complex characters that seek to resolve conflicts of tremendous consequence to themselves and the world; 2. Vividly drawn minor characters that not only create texture but also advance the actions of the stories and serve as meaningful foils and allies for protagonists; 3. Vivid settings - both real and imaginary; 4. Plots that hold the reader through deft pacing, skillful use of suspense, and the use of flashbacks and other manipulations of time sequence; 5. Experimentation with various points of view from which the stories are told; 6. Treatment of thematic issues that matter not only to teens but to all of us: the quest for justice, the savagery of war and hatred and the struggles for love acceptance, and understanding.

“The same elements of all masterfully crafted works of fiction.” Monseau & Salvner, 1992

Recently, I found this interesting take on Young Adult Literature: Young Adult Literature Defined by Margo Lanagan 2009 Printz Honor for Tender Morsels I’m not sure what defines young adult literature. Its’ usually about young adults; it often deals with issues associated with coming of age and establishing one’s place in the world. It can usually be relied on to have an interesting plot, which is not always the case with adult literature, which is allowed to be just internal musings. Beyond that, I wouldn’t want to confine it any further; young adult literature is the literature that parents, librarians, and schools offer to young adults, thinking they might find it rewarding – whether it is graphic novels, literary classics, or targeted stores about teens. From A Conversation with Margo Lanagan found in the Feb. 2010 paperback edition of Tender Morsels

Making the Match! In making the match between a gifted reader and an appropriate book, I am convinced that we must match the characteristics of gifted readers, the characteristics of books most suited for gifted learners, and the characteristics of young adult literature, that we are way ahead of the game. This, of course, presupposes that we have knowledge of a broad spectrum of literature. This has been called “Seney’s Stand!” Seney’s “Stand!” My basic premise is that when you compare the characteristics of the gifted adolescent, especially the verbal characteristics, the characteristics of books most suited for gifted learners, and the characteristics of young adult literature, you have an almost perfect match. This leads me to the conclusion that young adult literature is highly appropriate for gifted learners. Halsted’s Characteristics of Books for the Gifted:      

Books that use a high level of language and vocabulary; Books that have pronunciation guides, maps, and glossaries (“notes” at the end); Books that utilize the full array of literary devices; Books that use descriptive words that stimulate strong visual images; Books that are written by authors who delight in the use of language and the expression of nuances; Books that provide language patterns and vocabularies from other times and places; 14

  

Books whose structure puts the mind to work; Books whose settings evoke an experience of other lifestyles; Books that present unresolved problems and the reader must make some conclusions. Halsted (2009)

Halsted’s Characteristics suggest literature of a high standard:      

Our first response might be to turn to the classics; But the classics do not deal with contemporary issues and interests of our learners; Our readers have not had the life experiences to appreciate and interpret these literary treasures fully; Remember when and for whom many of the classics were written: highly educated adults at the turn of the 19th Century 9for the most part); Remember that children’s classics were often written for moral teaching purposes and that much of so-called children’s classics were originally intended for older audiences; Research has shown that too early an introduction to the classics can easily turn off readers and kill their joy of reading.

Why Young Adult Literature? Young adult literature in the classroom is important because it “…strikes at issues that matter to the students, issues with which they are grappling in their own private lives. It has the power to stimulate the kind of creative involved reading [emphasis added] that transforms text into literature. Because it deals with events, situations, and emotions that they may share or understand. It vests them with authority as reader – authority that they may lack when they confront more complex texts [i.e. classics Seney’s note] – and thus encourages them to assume the responsibility of making sense for themselves, of texts, and therefore of their own conceptions of the world.” Robert Probst

My Suggestion for Selecting Literature for Gifted Readers: Always remember that we must first read all literature and remember the interests of the students for whom we are selecting books [Basic criteria: appropriateness and challenge] is to look at Young Adult Literature. We must also recognize that some YA Lit will be inappropriate for younger gifted readers and that typically YA Lit ranges from about 8th grade through high school.

Books I Recommend: Atwell, Nancie. (2007). The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic. Donnelson, Kenneth. & Alleen Pace Nilsen. (2008). Literature for Today’s Young Adults, 8th Ed. Boston: Pearson Education, Inc. [Note: 9th edition 2012] Halsted, Judith. (2009). Some of My Best Friends Are Books: Guiding Gifted Readers From PreSchool to High School, 3rd Ed. Scottsdale, AZ: Great Potential Press. Johnsen, Susan & James Kendrick, eds. (2005). Language Arts for Gifted Students. Waco, TX: Prufrock Press, Inc. Lesesne, Teri. (2003). Making the Match. Portland, MN: Stenhouse Publishers. Monseau, Virginia & Salvner, Gary. (2000). Reading Their World: The Young Adult Novel in the Classroom, 2nd ed. Portsmouth, NH: Boynton/Cook Publishers. Monseau, Virginia. (1996). Responding to Young Adult Literature. Portsmouth, NH: Boynton/Cook Publishers. Probst, Robert. (2004). Response and Analysis: Teaching Literature in the Secondary School, 2nd ed. Portsmouth, NH: Boynton/Cook Publishers.

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References Mertz, M. & England, D. (1983). The legitimacy of American adolescent fiction. School Library Journal, 30. 119-123. Rowley, Lonica (2009). “Young adult fiction addiction.” Retrieved from http://blogfor literacy.blogspot.com/2009/03/characteristics–of-young-adult.html

My Top Ten List of “All Time Favorites” [This list was last reviewed on November 1, 2013.] Caroline Cooney

WHAT CHILD IS THIS

Robert Cormier

FADE

Lois Lowery

GATHERING BLUE*

Gary Paulsen

DOGSONG [Endangered: See note below]

Katherine Patterson

BRIDGE TO TERABITHIA

Cynthia Rylant

THE VAN GOGH CAFE

Brian Selznick

THE INVENTIONS OF HUGO CABRET**

William Sleator

INTERSTELLAR PIG

Stephanie Tolan

WELCOME TO THE ARK

Cynthia Voight

A SOLITARY BLUE

*Painfully removed to make room for Gathering Blue: Anne McCaffrey’s DOLPHINS OF PERN in 2002. I love the whole Pern Series. Dropping Dolphins was the first change in several years. There have been no changes since 2010, before that it was 2002, but I admit to some real challenges to novels on this list. At this point (Oct. 1, 2013) I am considering removing Gary Paulsen’s Dogsong and replacing it with John Flanagan’s The Ranger’s Apprentice: Book 7 – Erak’s Ransom (2007) to represent this whole wonderful series. **2010: I love the Redwall Abbey series, but I had to cut Brian Jacques’ SALAMANDASTRON to make room for Selznick’s CABRET. Most painful!

Another Book Under Consideration [2013]: Selznick, Brian: Wonder Struck: A Novel in Words and Pictures (2011) [Double Wow!]

Original Top Ten: Circa 1986 M. E. Kerr

GENTLE HANDS

Cynthia Voigt

A SOLITARY BLUE

Anne McCaffrey

THE WHITE DRAGON

Bill Talbert

DEAD BIRDS SINGING

William Sleator

INTERSTELLAR PIG

Katherine Patterson

BRIDGE TO TERABITHIA

Nancy Bond

A STRING IN THE HARP

Robin McKillip

HARPIST IN THE WIND

Paula Fox

ONE EYED CAT

Robert Cormier

EIGHT PLUS ONE

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Part 3: Notes from 2014 Handout on Nancie Atwell. Last year (2014), I shared with you Nancie Atwell’s concept of “The Personal Art of Reading.” I commend her book, The Reading Zone, to you. 

I think that we can agree that our goal is to help every single reader, especially gifted readers, to become skilled, passionate, habitual, and critical readers.



Nancie Atwell calls this stance “The Personal Art of Reading.” 

This involves helping readers to choose books, develop and refine their literary criteria, and carve out identities for themselves as readers.



The goal is that every reader is able to say: “These are my favorite authors, genres, books, and characters this year, and this is why.”



Personal preference and choice make up the foundation for reading to become a personal art.



This begins early in the life of the reader and continues through high school.



If reading comprehension – the making of meaning – is your concern, then be aware that the only delivery system for reading comprehension is reading. o Most so called strategies for reading comprehension are actually study skills [finding main ideas, supporting details, causes and effects, plot events, settings character motivation] and research shows they don’t always transfer to reading. o These skills are highly appropriate for non-fiction in which we want our readers to “carry away” information but they intrude upon the life of the story and they may hamper the love of literature.



Nancie Atwell’s extensive research and work with readers have produced this list of “conditions” to motivate readers and to help them move into their “reading zones”: o Book talks and mini-lessons o A large, diverse classroom library o Quiet, daily in-class time to read o Readers’ free choice of books, authors, and genres o Recommendations of books from friend and teachers o Comfort during in-class reading time o Student’s letters to the teacher and friends (in lieu of book reports, essays, etc.) o Individuals’ conversations/conferences with the teacher about their reading o Individuals’ lists of books they want to read someday o Homework reading of at least 30 minutes every night.



Observation: Notice that reading as a personal art doesn’t contort or clutter the landscape with reading activities…. (Atwell, 2007: page 17)

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Reference: Atwell, Nancie (2007). The Reading Zone: How to Help Kids Become Passionate, Habitual Cortical Readers. New York: Scholastic, Inc.

All of this underlies and supports my approach that we must understand our readers; understand a wide range of literature; be familiar with appropriate literature; and Make the Match! Additional Notes on Layne’s Chapter 4: Read Alouds 1. I especially like Layne’s emphasis that Reading-Aloud is instructional time. 2. The Importance of Read-Aloud: a. Becoming a Nation of Readers: The Report of the Commission on Reading (1985) identified reading-aloud as “the single most important activity for building the knowledge required for eventual success in reading.” b. “A practice that should continue throughout the grades” (The Report). c. Yet, it doesn’t! So much for those who say their practices are “research based.” d. Why isn’t this practice more wide spread? i. Administrators don’t support reading-aloud as a valuable use of instructional time; ii. “There’s too much to cover already.” The “Time” Crunch. iii. Many practitioners are simply unaware of the benefit of reading-aloud and the power of this practice to promoting a lifetime love of reading. 3. Benefits of Read-Aloud a. Increases reading comprehension b. Improves listening skills c. Broadens vocabulary d. Engages “disengaged” readers e. Broadens students’ interests and tastes f. Reading-aloud from a broad array of genres introduces different types of reading material g. The final and perhaps most important, benefit that comes from reading aloud to kids is that lifelong readers can be developed. [Page 86] 4. Notes from In Defense of Read-Aloud (2015) a. The Research – All showing positive results:: Layne’s Review in mid 1990s [Page 6-7) i. Comprehension: 7 studies ii. Listening skills:1 study iii. Enhancement of early reading skills: 3 studies iv. Speaking skills: 2 studies v. Vocabulary acquisition: 8 studies vi. Parental involvement: 2 studies vii. Student motivation: 5 studies b. Layne’s Current Research Review – Again all showing positive results: [Pages 810]. i. Syntactic development: 2 studies ii. Vocabulary acquisition:6 studies iii. Comprehension: 8 studies iv. Fluency: 3 studies: v. Reading skills such as pronunciation and inflection: 3 studies vi. Improving student writing:1 study vii. Student engagement: 2 studies viii. Student attitudes: 3 studies ix. Understanding of text types: 1 study 18

x. Broadens thinking and imagination: 1 study xi. Students become more culturally sensitive: 4 studies xii. Creates a bibliotherapeutic environment that promotes a deepening emotional intelligences: 4 studies xiii. Finally, the intimacy of the read-aloud experience builds rapport between a teacher and his or her students [Page 9] c. The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. [Page 9] 5. Seven Practical Read-Aloud Guidelines: a. Become familiar with the book before reading it. b. Launch the book successfully. c. Provide a purpose for listening. d. Work out an advantageous seating arrangement. e. Plan stopping points: Every stopping point is a secret reading-skill-reinforcement. lesson just waiting to happen [Page 34]. f. Teach reading skills such as visualization, inferring, and sequencing. g. Plan strategically for the end of the read-aloud. h. Work out a positive solution for those students who get the book and read ahead. i. Choose and balance the books and genres we read aloud. 6. In Defense of Read-Aloud is a valuable resource and guide for anyone who wants to effectively use this strong strategy in his/her classroom.

References Layne, Steven L. (2009). Igniting a Passion for Reading: Successful strategies for Building Lifetime Readers. Portland Maine: Stenhouse Publishers. Layne, Steven L. (2015). In Defense of Read-Aloud: Sustaining Best Practice. Portland Maine: Stenhouse Publishers.

These notes are provided by Dr. Bob Seney and are referred to in his 2015 NAGC presentation: What’s New in young Adult Literature: 2015 Edition.

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