Merriam-Webster Reveals Word of the Year

Last week, Merriam-Webster revealed its 2009 Word of the Year! And the winner is . . . "admonish."

Following Rep. Joe Wilson's "You lie" outburst during a health care address the president delivered to Congress, the House of Representatives passed a resolution to admonish Wilson. Merriam-Webster reported a spike in searches for the centuries-old verb following that event, and it quickly took over the No. 1 spot.

Runners up for the Word of the Year:

emaciated
empathy
furlough
inaugurate
nugatory
pandemic
philanderer
repose
rogue

Most of Merriam-Webster's top-ten list have political connotations, but the Oxford Dictionary's 2009 Word of the Year is clearly pop-culture related: "unfriend."

If it were your choice, what Word of the Year would you have chosen for 2009?

WatchKnow

WatchKnow is a free educational video service that collects and organizes videos from various sources like TeacherTube, Google Video, National Geographic, and eHow into one convenient site for students, teachers, librarians, and parents. Videos and other media are rated and sorted into easy-to-search categories. Go watch for yourself!

Should teachers sell lessons online?

A New York Times article raises some interesting questions about teachers selling lessons they created online:

• Does profiting from these materials undermine the free exchange of ideas so popular in the education community, or are teachers finally just getting the recognition (and some extra financial compensation) they deserve?
  
• Should schools share in some of those profits, or are the lessons solely the property of the teacher who created them?
  
• Since many teachers pay out of pocket for resources, classroom supplies, and other materials for their students, should they be able to fund some of these expenses by selling lessons they created?
• If buying lessons online saves teachers some valuable time and prevents them from having to "reinvent the wheel," is that justification enough for the sales? Don't students also benefit from this greater variety of material?
  

As always, we'd love to hear your thoughts on this topic, so please leave your comments on the blog.

Edutopia's top 10 ideas for teaching with new media

For some great tips on integrating new media into your classroom, fill out the form here to be emailed Edutopia's article. While you're at it, browse their website and learn more about this great educational resource.

The revolution begins

Everyone with a young child in their life is bombarded with tons of "quick fix" ideas for helping children get ready to read. From the latest-greatest programs for teaching little ones (18 months or younger) to pressure tactics based on the myth that easier is always better, parents and teachers alike are faced with difficult choices. In this world of so many "ultimate solutions", we certainly need a guide. What is the best way?

Focus on three basics, according to literacy expert, Cathy Puett Miller, author of Maupin's new titles Anytime Reading Readiness and Before They Read. Rather than relying on "latest-greatest" programs, the answer lies in turning to science AND building partnerships to promote reading as a tool for life. Miller has seen in her years of literacy consulting with teachers and with families "that a focus on often overlooked basics can have a tremendous impact on the number of children who come to school ready to read".

WHAT ARE THESE THREE BIG IDEAS?

Researchers such as Dr. Catherine Snow, Dr. John Guthrie, Dr. Marilyn Adams, Dr. Michael Pressley, and a host of others all tell us that it starts with oral language development. Without that foundation of being able to use and understand the language orally on a rich level, children come to the reading table with few tools. The process of learning to read doesn't start at kindergarten; it begins much earlier as children learn how out language works in speech.

Along with oral language, exposure to print and how it works in our world is also essential. That's why the simple act of having reading materials available and exploring books and print from our world (signs, labels, menus and maps, etc.) with young children is another essential part of the three big ideas behind getting ready to read. But that too is only a piece of the puzzle.

The final big idea, one that has been studied extensively as we have learned how most children acquire reading skills, is phonological awareness (PA). Many first became aware of this set of early literacy skills through the release of the National Reading Panel's 2000 mega-analysis. Scientists and researchers have determined that between 70-80% of our children learn to read best through a phonics method (one used in virtually all U.S. schools today so a phonological foundation is key. The good news is that PA doesn't have to be developed through route drilling or strict lessons in order for children acquire this sense of how the sounds and patterns in our language work. With consistent exposure through games and fun activities, most children move into this more abstract level of thinking about language quite easily.

This week Maupin and Miller have partnered to bring educators and families a wide variety of "take and use tomorrow" ideas for supporting these key areas in Anytime Reading Readiness (for families) and Before They Read (for educators). Included in Maupin's free downloads are book club guides for both titles and a sample activity to complement use of these titles. "When we build partnerships between both preschool and kindergarten educators, and between families and teachers, using these three big ideas, we can guarantee that more children will come to the reading table with enthusiasm, excitement and core foundational skills. For more on building such partnerships, visit Mrs. Miller's columns on Educationworld.com.

And just read what others are saying about this dynamic duo approach:

This book [Before They Read] is chock full of great suggestions for helping children learn how to read. It includes all you need to put together a wonderful research-based program—a must-read.”
—Susan B. Neuman, former U.S. Assistant Secretary for Elementary and Secondary Education

“If you want to turn your preschooler into a lifelong reader, you need Anytime Reading Readiness. It skillfully guides parents as they create a pressure-free love of language and learning in their child.”
—Susan Newman, Ph.D., social psychologist and author of Little Things Long Remembered: Making Your Children Feel Special Every Day

Teaching Copyright: Learning from the Google Books Settlement

About the Google Books Settlement:

For those of us in the book business, the Google Book Settlement is a hot topic. And the issues surrounding the Google Books project have riled up more than a few authors and publishers. Here's some background information on the settlement and an explanation of the latest developments surrounding the proposed agreement as explained by Ashby Jones in the Wall Street Journal Law Blog article, "The Google-Books Settlement: A Lawsuit Ripe for...Congress?":

The Authors Guild and the Association of American Publishers sued Google 2005, claiming the company’s Google Books project — an effort to digitize huge volumes of books and ultimately make them publicly available — violated their copyrights.

The parties then spent two years negotiating a sweeping digital-books settlement. (Click here, here and here for earlier posts about the settlement.)

But the Justice Department raised concerns about the settlement, echoing voices of others who charged the deal was inconsistent with copyright law. Others raised objections on antitrust grounds, alleging it could allow publishers to charge higher prices for their works.

The modification to the settlement, unveiled on Friday, creates an “independent fiduciary” that would oversee the unclaimed works. That fiduciary would be allowed to license the books to third parties, “to the extent permitted by law.”

Though the settlement is far too complex to be explained fully in a few sentences, teachers should understand what the settlement means in terms of access, copyright, and the future of books.

Visit the Google Books Settlement FAQ page to learn more about the proposed agreement.

Recognize this as teachable issue...

Though many controversies surrounding the settlement terms exist, educators can use the issues surrounding this groundbreaking agreement to teach students about copyright, licensing, fair use, public domain, and the future of digital books. TeachingCopyright.org is an organization dedicated to educating students about copyright, plagiarism, fair use and digital rights, and provides educators with free curriculum guides and teachable handouts. After teaching your students about copyright, ask them to form their own opinions about the Google Books project and have them write an essay defending their position.

Do your students think about their digital footprints?

Tech facilitator and author Steve Johnson "created this video after reading information released in June, 2009 by Harris Interactive about employers' use of social networking sites to screen candidates. More info here: http://oregonbusinessreport.com/2009/..."

Ready to show your students about their digital footprints?

Paying for grades?

According to an Education Week article, a school in North Carolina replaced ineffectual bake sales and candy bar fundraisers with paying for grades (two ten-point additions on two different tests). Is this sending the wrong message to students, or is it merely an attempt by strapped schools to secure the funds they need? Please share your thoughts by commenting on our blog.

LEARN Act Aligns with CraftPlus® Writing Program

About the LEARN Act:

Last week, the The Literacy Education for All, Results for the Nation (LEARN) Act was introduced into the House and Senate. The comprehensive literacy bill was designed to enhance the federal government's role in promoting literacy across the K-12 levels and in all disciplines.

NCTE provides an excellent summary of the LEARN Act legislation and discusses the importance of literacy education:

Research demonstrates that a high-quality, literacy-rich environment is an important prerequisite for academic success. To be successful, students must develop oral language, reading, and writing abilities. The Literacy Education for All, Results for the Nation (LEARN) Act will ensure that all students receive high quality literacy instruction beginning in early childhood and continuing through high school graduation. The LEARN Act responds to the clear need for literacy instruction and high quality support for students at all age, development, and grade levels.

The LEARN Act provides for a strong federal investment in high quality literacy instruction that will help states improve programs to strengthen the literacy skills of all students. The Act supports comprehensive state and local literacy programs to ensure that children from birth to grade twelve have the reading and writing skills necessary for success in school and beyond. Specifically, the bill would:

• Provide federal support for literacy programs (authorizing $2.35 billion for comprehensive literacy programs)
  
• Enhance each state’s role in improving literacy instruction
• Support the creation of local high-quality literacy programs in schools

Read NCTE's complete summary of the LEARN Act here.

The LEARN Act and CraftPlus®:

Not only does Maupin House support this legislation, but we join in our nation's commitment of spreading unified literacy and professional development programs in elementary and secondary classrooms. Maupin House proudly offers the K-8 CraftPlus® Writing Program--the nation's first craft-based writing curriculum. CraftPlus® aligns flawlessly with the LEARN Act's criteria of supporting the creation of local, high-quality literacy programs in schools by providing:

• Daily support for your teachers
• A school-wide differentiated approach to writing workshops
• An easy and economical solution that meets state writing standards

The CraftPlus® Approach:

CraftPlus® teachers explicitly teach and allow children to practice clearly modeled Target Skills that divide skills into organizational, composing, and conventions, taught within the writing workshop that uses the writing process. These Target Skills represent the same techniques that all good writers use. CraftPlus® systematically teaches these skills and promotes lots of student practice to master and internalize them.

Besides providing a spiraling K-8 writing curriculum, CraftPlus includes many instructional techniques for effective writing workshop. These include several types of modeling, writers’ and teacher’s notebooks, effective student response, and ways to maximize all stages of the writing process. CraftPlus

• Creates informed teachers of writing who understand how to teach writing and assess it objectively, just as they teach and assess any other subject.
• Focuses on informational writing genres because, as developer Marcia S. Freeman says, “Informational writing comprises 99 percent of what 99 percent of us will do during our lifetimes.”
• Emphasizes an 80-20 split between practice of skills and assessment. It focuses on formative assessments for the practice and periodic summative assessments after a unit is completed.

To learn more about CraftPlus®, visit Maupin House's website.

For more information on the LEARN Act, visit NCTE's website.

The LEARN Act was written by a collaborative coalition of seven literacy organizations, including the National Council for Teachers of English (NCTE), the Alliance for Excellent Education, the International Reading Association, the National Association of Elementary School Principals, the National Association of Secondary School Principals, and the National Middle School Association.

From the Association of Education Publishers:

Support the Federal Teacher Tax Deduction for Instructional Materials Purchases

Oct. 27, 2009—Under the Internal Revenue Service Federal Tax Code of 1986 there is a provision entitled, the EDUCATOR EXPENSE DEDUCTION, known informally as the "Teacher Tax Deduction." It allows kindergarten, elementary and secondary school teachers an opportunity to take a tax deduction annually of up to $250 on their federal income tax, if they have spent their own out-of-pocket personal funds to purchase school supplies for their classrooms, receive no reimbursement for this expenditure, and if the teachers have worked in their schools at least 900 hours in a one-year period.

This federal tax law provision will expire on December 31, 2009, unless Congress takes action to extend, expand, modify or continue this provision. If you want teachers to continue to have a tax deduction for purchasing educational materials, then you need to contact Congress now.

• The House Ways and Means Committee wants to move a Tax Extenders Bill, a bill that packages together a multitude of federal tax provisions that are expiring at the end of 2009. The Teachers Tax Deduction provision is expected to be a part of that package.
  
• Contact your Representatives and members of the House Ways and Means Committee, to remind them that when they do turn to develop a Tax Extenders Bill, the Teacher Tax Deduction should be included, extended into the future, and contain more generous or expanded provisions that would increase the dollar value of the deduction and expand its coverage to other categories of educators.
  

More information

• Latest advocacy information on Teacher Tax Deduction
• Details on proposed Teacher Tax Deduction Legislation (Aug. 13)

Professional development scholarship from NCTE

Edwyna Wheadon Postgraduate Training
Scholarship Fund

2009 Edwyna Wheadon Scholarship Fund Recipient: Melanie Masterton, Tujunga, CA

Scholarship Guidelines

About Edwyna Wheadon
Edwyna Wheadon was a long-time member of the National Council of Teachers of English (NCTE) and was active in the Houston Council of Teachers of English affiliate. Ms. Wheadon, during her lifetime, established a scholarship program for teachers in the Houston area who desired to continue their professional development. Upon her passing in 2002, Ms. Wheadon’s family established the Edwyna Wheadon Postgraduate Training Scholarship Fund at headquarters to honor her enduring passion for supporting the career-long education of classroom teachers. The Scholarship Fund is a memorial to her vision, ideas, and work.

Scholarship Overview
Edwyna Wheadon Postgraduate Training Scholarship funds will provide funding for professional development experiences for English/Language Arts teachers in public educational institutions. The purpose of the scholarship is to support postgraduate training to enhance teaching skills and/or career development in teaching.

The scholarship shall consist of $500 (or more, depending upon interest generated, rounded to the nearest $100) and shall be made once annually. Scholarship payments will be issued directly to any of the following—accredited, degree-granting public and private two-year junior and community colleges, four-year colleges and universities, and graduate and professional schools—on behalf of the recipient and may be used toward degree or non-degree courses.

Deadlines
Applications should be submitted no later than January 31st of each year. Applicants will be informed of decisions by March 15th so that awardees can benefit from proposed activities and/or materials during the following semesters.

Qualifications
Applicants shall be teachers of English/Language Arts in a publicly funded institution.

For more information
For questions or comments relating to this scholarship competition, please contact:

Mail: National Council of Teachers of English
Attn: Edwyna Wheadon Postgraduate Training Scholarship Fund
Felisa Mann
1111 W. Kenyon Road
Urbana, IL 61801

Fax: 217-328-0977 - Attention Felisa Mann

Email: fmann@ncte.org

To apply for the 2010 Edwyna Wheadon Postgraduate Training Scholarship Fund, Download a copy of the guidelines and application
(PDF Format)
and submit before the January 31st deadline

Carol Baldwin and Margriet Ruurs at AASL

Author Carol Baldwin (Teaching the Story) and author/poet Margriet Ruurs (The Power of Poems and Virtual Maniac) presented at the American Association of School Librarians conference in Charlotte this past week. Here are some fun photos courtesy of Carol.

Teach Web 2.0

Where do we begin to praise this treasure trove of online resources for educators? Teach Web 2.0 is "a group of curious teachers who explore and brainstorm ways to integrate Web 2.0 technologies into our teaching," and their mission is to "safely steer our students through Web 2.0 tools and technologies."

Through practical SWOT (strengths, weaknesses, opportunities, and threats) analysis, Teach Web 2.0 researches different Web 2.0 tools and social-networking sites to come up with educational applications. This site is not to be missed!

Rubrics Made Easy

Rubrics help teachers maintain organized and consistent grading scales, but they can often be time consuming to create. Next time you need to create a rubric, try using RubiStar.com.

RubiStar is a helpful teacher tool that lets teachers create customized rubrics without starting from scratch. Using the site's convenient template, teachers can create their own rubrics with individual categories and grading criteria. Just register on RubiStar for free and save your rubrics to the site, where you can return to update and edit your rubrics anytime. You can also choose from a variety of saved rubrics, or browse the lists of project rubrics to find ones that fit in with your curriculum.

LiveBinder

LiveBinder.com is a site that allows you to create virtual three-ring binders for free (up to 100 MB of storage).

There are many ways you can use LiveBinder in the classroom:

• School Computer Labs
• Class Presentations
• Class Assignments
• Learning at Home
• School Team Sports
• Class Projects and Research

Still not convinced? See what one teacher did here. So how is this like a binder? LiveBinder lets you:

• View links like pages in a book instead of URLs on a page
• Combine PDFs and Word docs with the links you collect
• Organize your links and documents into tabs and subtabs

• Conveniently update information without having to resend links
• Avoid the hassle of finding links in old emails and long bookmark lists
• Update LiveBinders from one place

• Build a library of livebinders
• Allow others to view your public and private binders
• Embed livebinders on blogs, web pages and desktops

• Add the "LiveBinder It" Bookmark Tool to your browser toolbar, find a link you want to save, and then click on"LiveBinder It" to automatically add the link to a new Live Binder