Meet Our New Young Adult Program Manager, Marisol Vasquez !

We are so excited to announce a new addition to the Words Alive team: our new Young Adult Program Manager, Marisol Vasquez! Read on to learn more about Marisol and their drive to join the Words Alive team!

Marisol (they/them & she/her) is an activist and educator with a career centered around the critical relationship between K-12 education and reproductive justice. She graduated from San Diego State University in 2018 with a degree in Political Science and minor in Chicana/o Studies. Marisol comes to Words Alive with ten years of social justice and community organizing experience. Marisol has been recognized for her contributions by the Human Rights Campaign in 2014 for the Outstanding Youth Award and again in 2018 by SDSU for the Ned Joy Award for Excellence in Scholarship, Leadership & Community. A self-described lifelong-learner, Marisol is excited to share her enthusiasm for literary empowerment with students and volunteers alike.

Now a few words from Marisol!

What intrigued you about Words Alive? Why did you want to join the team?

I was determined to join the team before I had even finished reading the job description for the position. My personal values are incredibly linked to the mission and values of Words Alive. I became a student advocate quickly and haven’t stopped working to support others and foster a love of learning. My career is dedicated to supporting and empowering marginalized youth through education, and Words Alive has amazing partners who support families experiencing extraordinary circumstances—this is very much a dream job to me, and I am ecstatic to be a part of such a talented team.

What are you most excited about in your new position?

I am probably most excited for the incredible people I am partnered with through the Adolescent Book Group. Not only do I get to work with the communities I am most passionate about, I get to work with educators and volunteers who are just as passionate about these communities.

What is your relationship with literacy and learning?

My relationship to literacy and learning is incredibly political and personal. By the time I left kindergarten, I had watched my mom earn her master’s degree while I was learning how to read. Conversely, when my grandma was in kindergarten, she wasn’t allowed to read the books in her classroom because she is Mexican. My family raised me to understand clearly that the passion to learn and read is an economic advantage and the key to personal empowerment. I am grateful to my family that my love of reading and writing has always been encouraged and I look forward to sharing that encouragement with others.

What are you currently reading?

I am currently reading Wake: The Hidden History of Women-Led Slave Revolts by Rebecca Hall. It’s a fantastic graphic novel telling the story of the historian writing the book and the women she learns about along the way. It combines my two favorite genres of historical nonfiction and biographies

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We are so excited to have Marisol on our team! Are you interested in working with Words Alive? You can find open internship and employment opportunities here or click here to learn about how to volunteer with us!

Introducing our 2022-2023 Theme: Authentic Voices

Written by: Melinda Cooper, Words Alive Program Director

Student in summer programming connecting themes from a story and their authentic voice in a writing exercise.

When you hear the phrase “true, authentic voice,” what comes to mind? Maybe you thought of speaking the truth, keeping it real, or being the genuine article. Maybe you thought of being worthy of acceptance, or, simply, of being good.

Authenticity is universally valued across groups, cultures, and societies. People of all backgrounds understand the importance and power of being authentic. After all, authenticity build trust amongst individuals and communities, who themselves have the power to ensure that healthy systems are nurtured and sustained to support current and future generations.

Self-expression comes naturally to children, as all caregivers and teachers know, and at Words Alive, we believe in the ability of families and communities to co-create self-expression with their children and we are committed to nurturing the resiliency of children and teens through the transformative power of reading and storytelling using authentic voices.

When young learners hear and resonate with the stories of others, they learn more about themselves. Through exposure to consistent, responsible role models enthusiastic around reading, as well as access to high quality curriculum and materials, young learners in our programs are able to draw and explore connections with the texts, which supports their healthy self-expression, brain development, social-emotional skills, and future successes. 

Author, Marcie Colleen, with a family who just received their new copy of Penguinaut!

This year, 5,000 students from across our programs and the region will participate in a series of volunteer-led, dynamic sessions including discussions, creative writing, books to keep, and art! Our anchor texts will feature characters navigating challenges and friendships on their journey to discover and celebrate their authentic selves.

In our Family Literacy and Read Aloud programs, which collectively serve kids from preschool to third grade, you’ll find us reading such books as:

•  The Legend of Rock, Paper, Scissors by Drew Daywait

• Penguinat! by Marcie Colleen

• Ruby Finds a Worry by Tom Percival

 Youth participating in our Adolescent Book Group program will be reading texts throughout the school year that represent a range of intersectional identities, family structures, and socially relevant issues. Titles include:

•  Hello, Universe by Erin Entrada Kelly

• The Poet X by Elizabeth Acevedo

• Not So Pure and Simple by Lamar Giles

In addition to carefully developed reading guides, discussion questions, and instructions for families in their home language(s), young scholars will also receive learning kits to keep and take home. Our learning kits are thoughtfully equipped with the tools young readers can use to help bring the stories alive and draw connections between the text, themselves, and the world.

As students read fresh and relevant texts about characters who face challenges with resilience, courage, and kindness, these young scholars will develop the ability to reflect on their own tribulations and sharpen their coping skills. Talking to each other about the texts and reading aloud to one another builds their confidence and emotional awareness while also developing their vocabulary and critical thinking.

Teens in our Adolescent Book Group program reading Hey Kiddo!

As they connect to the topics and themes of the texts through curriculum-backed crafts and creative writing activities, the young scholars in our programs are motivated to engage with their own authentic voices in a way that is fun, impactful, and sustainable for a lifetime.

Plot Twist: 2022 Rookie of the Year Brian Fidler

Welcome to our blog series, Plot Twist! Here, we'll be sharing the stories of people in the Words Alive community — stories of change, growth, and maybe a few surprising twists! We hope that through these stories, you'll get to know our community a little better and see the power of literacy come to life. This article is part of a special edition of this series as it spotlights our incredible volunteers who have been nominated for Words Alive’s 13th Annual Volunteer Appreciation Celebration!

Image of Brian Fidler.

Our Rookie of the Year, Brian Fidler already made a big impact during his short amount of time with Words Alive! His volunteer work is grounded in his vocations as a chaplain and educator. A retired Episcopal priest, he taught and spent his chaplaincy for 38 years in Independent Day and boarding schools around the country. After coming to a school in San Diego for his last position, Brian has since resided there with his wife in retirement for 11 years. 

Brian got started as an Adolescent Book Group (ABG) facilitator through his good friend and longtime Words Alive volunteer, who notified him of Words Alive’s need for volunteers to staff the program. After a quick training session in December, he began volunteering with 9th grade and 12th grade students participating in ABG at the Monarch School this past January.

In discussing his reasons for volunteering, Brain shared his belief and enjoyment in cultivating the minds and potential of young people. Missing their energy and the experience of supporting their growth after three years in retirement, he found it motivating to engage with students in the ABG program and encourage them to tackle “big ideas” through the reading and discussing books together. He explains, “Reading award-winning adolescent literature about timely social issues makes for some lively and meaningful conversation!” 

Brian often finds that the impact of working with ABG student participants comes about in supporting them in the long haul. While he has witnessed a handful of ‘aha’ moments occur during group discussions, he discerned that the whole process of meeting his students’ quiet skepticism, working alongside them to find resonating themes or characters, and inviting them to draw and open up about their story-to-life connections through asking questions is what brings about meaning and change in their mindsets. He recalled a recent discussion in which one student was moved to cheer for one character’s small victory while acknowledging that another character whom she disliked at the beginning of the book had redeemed himself, even if it was only a little bit! 

“Hands down, the two biggest takeaways are how worthwhile it is to invest time and patience in young people, and how reading literature that engages them can help stimulate thinking about ‘big ideas’ in their own lives!”

— Brian Fidler

Brian, thank you for your service helping young people to learn and grow through reading together with Words Alive!

Book recommendations: Anger is a Gift by Mark Oshiro and Dear Martin by Nic Stone, books read by the Monarch School’s 9th grade and 12th grade students in the Adolescent Book Group program

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This post was created by Gabby Villadolid, Words Alive’s Storytelling Intern! Do you love writing and have an interest in helping Words Alive create this type of content? We'd love to have you on the team! Email to learn more.

Meet Our New Young Adult Program Manager, Jenn Belgarde!

We are so excited to announce a new addition to the Words Alive team: our new Young Adult Program Manager, Jenn Belgarde!

Read on to learn more about Jenn and her drive to join the Words Alive team!

Jenn Belgarde began her professional journey as a tutor for under-served youth in Los Angeles. She grew up in a community where there was a severe economic and cultural divide in the education system. Seeing the inequities first-hand led her to fully invest in leveling the playing field for all young people, ensuring everyone has a chance to succeed. She became the Assistant Director to the founder at The Study Institute, the same program where she first tutored. There, Jenn developed and implemented educational and recreational activities to prepare students for life-long study skills and improve their standardized test scores.

Jenn’s passion for service resulted in her attaining a degree in Program in Leadership and Community Service from Mercer University. While at Mercer, Jenn had the opportunity to do mission work in Haiti, where she provided supportive guidance to earthquake victims and hosted several book and resource drives for Haitian children. Subsequently, Jenn co-founded the Belgarde Mission House, a non-profit community resource organization that helps Haitian residents re-build their communities from the ground up. Her organization gives children, many who are orphaned, opportunities to continue learning after they finish school, which in Haiti is usually around middle school. Many of these children have been able to attend college and trade schools and some have found success in the United States. Jenn has witnessed how literacy can change lives and give voice to the voiceless. At Words Alive, she hopes that through her work in the San Diego community, she can continue to empower youth and young adults through reading.

And now, a few words from Jenn!

What intrigued you about Words Alive? Why did you want to join the team?

My passion has always been to ensure that young people get equitable opportunities in this life no matter where they come from. When I first learned about Words Alive, it was very clear to me that I found an organization whose missions and values align with my own. There are so many families with limited exposure to a world beyond their experience. Words Alive boldly addresses social disparities in the education system and provides relevant books, resources, and a community of people that meet youth where they are. It took me a very short time to know that I wanted to serve on this team.

What are you most excited about in your new position?

I am most excited about liaising with our community partners, school administrators, teachers, and volunteers. In my experience, students and young adults tend to thrive in environments where they are fully surrounded and supported by a diverse group of caring adults. The idea that I can play just a small role in serving as a conduit to connect all the key people that empower our students and enhance their lives, brings me so much joy!

What is your relationship with literacy and learning?

I faced many health challenges in my adolescent years, which led to me to learn independently and in an unorthodox school setting. There were sometimes entire months I would have to take off from school and I was still responsible for maintaining excellent grades. For me, reading was my source of comfort during times of stress and anxiety, my teacher when I could not learn from the adults in my life, and an opportunity for me to discover my voice in a very loud world. Reading and journaling allowed me to create opportunities for myself in an environment where innovation and alternative thinking was frowned upon. Though I have not been through many of the circumstances Words Alive students endure daily, I can honestly speak to the major impact reading and writing has had and still has on my life.

What are you currently reading?

I am a lover of all things science- fiction and fantasy, but I am currently delving into books that promote healing in mind, body, and spirit. The main book I am reading is Feeding the Soul (Because It’s My Business) by Tabitha Brown. I will also begin reading The Heart of a Woman by Maya Angelou.

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We are so excited to have Jenn on our team! Are you interested in working with Words Alive? You can find open internship and employment opportunities here or click here to learn about how to volunteer with us!

Introducing Plot Twist: Stories From the Words Alive Community

Welcome to our new blog series, Plot Twist! Here, we'll be sharing the stories of people in the Words Alive community — stories of change, growth, and maybe a few surprising twists! We hope that through these stories, you'll get to know our community a little better and see the power of literacy come to life.

Meet Andrea Vazquez! She is one of our second-year Westreich Scholars and recently transferred to George Fox University in Oregon, where she studies sociology. We wanted to talk to Andrea about her educational journey so far and learn what it’s been like to start at a new school during the pandemic!

Andrea in her new dorm at George Fox University!

Andrea is 19 and first got involved with Words Alive through the Adolescent Book Group at Monarch School in her freshman year. Before she graduated, she applied for and received the Westreich Scholarship!

For her, the most rewarding part of being a Westreich Scholar was her mentor, Sonya. “We got along very well, and even though our lives were a little different, there was one common thing that we had, and it was that our parents just expected a lot more of us than we can give. It was really nice to be able to vent to someone who could completely understand me.” Sonya’s experience working in a school was valuable as Andrea explored options for her future: “We would go out to eat, and try to figure out what my major could be, what I could do with school, if I needed help with any of my essays.”

Andrea and her mentor Sonya in 2019.

Andrea began her college journey at a local school as a biology major, but over time, found that it wasn’t the path she wanted to pursue. “I realized that it’s not that I hate biology, but I was just doing it because my family wanted me to do it.” When she took a sociology class about the problems of society, she discovered a new passion. “It was just amazing. With the way I grew up, I feel like I could give back in a way with this degree.” 

“I was working and taking care of my family and going to school full time so that really took a toll on me.”

Back in her senior year of high school, Andrea was accepted to George Fox University but ended up turning the offer down. “I said no, because I needed to help my mom out. I felt bad leaving,” she says. But focusing on her schoolwork was difficult that first year. “I was working and taking care of my family and going to school full time so that really took a toll on me and I didn’t do so well in a lot of my classes.” When she received a letter from George Fox saying that she was still welcome on campus, she decided to take the opportunity to transfer. As she planned her move to Oregon, she told herself, “I guess we’ll see if it’s just me not being good in school, or if it’s my environment.” 

“It was my environment,” she concludes firmly, five weeks into the new school year. With more time and space to dedicate to her education, she is happy to report that her grades have improved. She pointed to a recent test as an example: “I just took a math test, and I’m not the best at math, and it really showed last year. But I actually got a B+ and I was really proud of myself! It made me realize that this year will be a lot easier than before.”

Still, it’s no small feat to change schools and move to a different state in the midst of a global pandemic. Many aspects of the quintessential college experience are missing, replaced by COVID restrictions. “I can’t leave my room to go shower without a mask on!” Andrea says, laughing. “I just expected to get sent home. I was really scared at first, because I thought it was just going to be taken away again, and my freshman year got taken away already.”

But she has no regrets about moving. “Obviously it gets stressful, but I can take all day and just focus on myself instead of focusing on other people and only having half an hour to myself to do homework, which is really, really awesome.” She loves the kind professors and the small class sizes at George Fox and is excited about the opportunity to reconnect with her faith at a Christian school.

A screenshot of Andrea from our Zoom call.

Andrea appreciates being able to keep in touch with Words Alive throughout this transition. “When I first moved in, [Jess, our Teen Services Program Director] was like, ‘How is it?’ and I was like, ‘You remembered!’ It’s been really nice to hear from people, and actually know that they’re listening to what I’m doing.”

Reflecting on what she’s learned about herself through this journey, Andrea spoke about the importance of self-care and prioritizing her education. “Putting myself first matters sometimes. In situations like this, this is my education that’s going to determine the rest of my life, so it’s important. It’s okay to be selfish.”

“Putting myself first matters sometimes. In situations like this, this is my education that’s going to determine the rest of my life, so it’s important. It’s okay to be selfish.”

In the future, she says, “I really want to help people and be able to give back to my community. Our world is really crappy right now, so I want to be able to help be the change for that.” One of her biggest goals is to be able to give back to Monarch School because of the difference caring, understanding teachers and adults made in her life as a student there.

Andrea, we’re so proud of you for taking this step towards reaching your goals. Congratulations on your transfer, and we can’t wait to see how you change the world in the future!

Volunteer of the Month: Sarah Archibald

An image of Sarah with her WAWS Mentee, Brittany, when she graduated from UC Santa Cruz.

Words Alive spotlights the amazing accomplishments and service of volunteers each month with our Volunteer of the Month award. This is an important way for us to thank you, and to honor just a few of the many great moments in time you have given to the organization.

Our November Volunteer of the Month is Sarah Archibald. Sarah is the Lead Volunteer in two Adolescent Book Group middle school classes this year. As we expand the program to 6th and 7th graders for the first time, Sarah has been flexible and creative in trying new strategies to engage this new age group. Sarah has also stepped up as a leader, filling in for her teammates in times of need. She has been volunteering since 2011 and has supported the Adolescent Book Group, Words Alive Westreich Scholarship, Curriculum, and the Author’s Luncheon during her time with us.

Now let’s hear from Sarah!

Q: So, tell us a little about yourself. 

A: I am a research scientist (brains!) and lifelong book lover.  I love to travel, read, and hang out with my book loving friends.  I have a big dog, two cats and a couple of vegetable gardens.

Q: How long have you been volunteering for Words Alive?

A: I have been volunteering for Words Alive for 9 or 10 years.  I have reviewed books, done ABG in several locations, been on the scholarship committee and mentored a couple of scholars. Domminiece Willis and Brittany Jackson speak for themselves as successful scholars and my reason for volunteering.

Q: What brought you to Words Alive? How did you first get involved with Words Alive?

A: I was attending a volunteer event and heard I could review books and more.

Q: What do you enjoy most about your volunteer roles? What is the most rewarding aspect of your roles?

A: I love talking to young people about books and hearing what they think. 

Q: What is the most rewarding aspect of your roles?  

A: Mentoring is amazing.

Q: What is your favorite memory of volunteering with Words Alive?

A: Two things: Attending my mentee Brittany’s graduation from UC Santa Cruz and once when I was at a store and heard “Hey book lady!”  from a student in my Adolescent Book Group. I happily claim the “book lady” moniker.

Q: And by the way, what are you reading lately?

A: I am reading Ann Patchett’s new book “The Dutch House” and then will start “Girl, Woman, Other” by Bernardine Evaristo.

Reading To Evolve, To Connect, and To Share

By Dawn Miller, Head Teacher at Lindsay Community School

An image of Dawn with her students as they hold up copies of the book, Pride.

Twenty years ago, I was approached by my then principal Tracy Thompson and Leslye Lyons about launching a book club for my students at Lindsay Community School. Books and reading had played an integral role in my own survival as a child and young adult, and this fundamental understanding of the undeniable power of words naturally translated into my classroom at Lindsay, where we try to provide any and every opportunity for our students to latch onto a book and fly. 

So of course, when I met Leslye, we jumped at the chance to work with her and her new Words Alive project. And for any of you who have ever met Leslye, you know that she has that twinkle of the eye when she’s talking about books -- the one that tells you she doesn’t just read for leisure or entertainment, Leslye reads to evolve,  to connect, to unlock and share the secrets of our own humanity.  This rare and discerning awareness provided the foundation for Words Alive, and has guided the powerful work that has continued to come out of this project for the last 20 years. I recognized that twinkle the moment I met her, like when pain sees pain, or struggle sees struggle, with no words spoken -- and we couldn’t wait to begin the work.  

For the past 20 years, Words Alive volunteers have come into our school space, each month, to engage in the sparring of book talk. If I could give a quick shout out to our current volunteers - Mona, Geri, Sally and Jean - these extraordinary women also go around flashing that eye-twinkle-thingy and they share so much of their hearts with our students — we are deeply indebted. 

I’m assuming that most of the folks in attendance here today, also have a passion for reading, and you all might think that conveying that passion to and with a group of young folks might be challenging, but ultimately doable because you just know they’re gonna love that right book so much because your own love of books - it’s just a matter of getting that right book in the right hands . . .   But with our students, both at Lindsay and JCCS-wide, sharing this love requires you to put in work - real work - sometimes uncomfortable, often gut-wrenching and always formidable, work. Because as you may or may not know, the students of Lindsay are young mothers, and this already exiled status is compounded by homelessness, physical and sexual abuse, abandonment, family separation, system brutalities and endless other traumas and tragedies that the very best of us here, could not withstand.  BUT they make their way, each day - and I share their struggles with you now, not for sympathy (for sympathy does not empower), but to highlight their extraordinary resilience and undeniable courage in a world that works daily to smother them.

So when our Words Alive volunteers come monthly to spar - they come armed with books, of course, but more importantly, they come armed with compassion and understanding, without judgement or verdict, ready to learn and listen to one another in endless acts of patience and love. The girls also come packing - with sharp and quick-witted tongues, astute analyses, profound reflections, and grand criticisms. And somewhere in the middle of this motley crew, a million magical moments of hope are born. Books and reading are already mighty in their own right, but in the right context and wielded in a righteous way, they are also transformative.

What is borne of those monthly book circles is hard to describe, but what I witness can most aptly be called a political act. Sometimes the students are emboldened by stories of rebellion and insurrection, led by stronger-than-life women characters, real and unreal. Other times they are enthralled by collections of poetry that rip their already broken hearts out, but also remind them that through their pain comes strength. Often, they are so moved by a story or character battling similar Sisyphean struggles to their own, they become immediately resolved to pen their own stories of inequity, but this time, and in real life, with endings of justice and liberation.

Regardless of the book, it is in these moments that reading becomes an emancipatory act - a momentary vision of what is possible and how to get there. These students, who have been systematically stripped of their dignity, are suddenly circled in a space where they find themselves, their dreams and their words, ALIVE.  

Words Alive 2019-2020 Sneak Peek!

By Omar Jawdat, Blog Intern

The new school year has begun, which means  Words Alive’s Adolescent Book Group and Read Aloud Program are back! We are excited to have our volunteers engage with students in the classrooms while reading books out loud and talking about them together. In both programs, our curriculum focuses on a diverse range of popular stories that students can see themselves in and connect with. Here is a sneak peek of just a few of the books that we’ll be reading in the program this year! 

Read Aloud Program: Our Upcoming Curriculum

An image of three of our RAP books: Trick-or-Treat: A Happy Hunter’s Halloween, Dinosaur Bones, and The Boy Who Harnessed the Wind.

Although children’s books are usually shorter, we want to make sure that each student gets the opportunity to absorb the values of these books, so they can learn from the text and dedicate themselves to truly appreciating all the different books that are brought to them. Rather than merely reading through one book and moving onto the next, our volunteers bring the books to life by asking questions before, during, and after reading aloud to encourage students to participate. This will also help students gain an interest in reading in and outside the classroom. The enjoyment of reading a good book is a valuable aspect in a student’s life, and will help their reading skills in the future. It will also help children develop cognitive language and social-emotional skills. 

October is Halloween month! Which means we will be reading the book titled Trick-or-Treat: A Happy Hunter’s Halloween. The book will introduce students to the creativity of poetry, as it is composed of 15 poems, each with unique Halloween celebrations with bright and colorful illustrations. During reading, our volunteers help students point out words that give the poems that scary Halloween feeling, as well as which lines have rhyming words, how each poem is different, and the emotions behind them. This allows children to learn about alliteration and rhyming patterns. Students are also given the chance to create their own silly alliterations and share their Halloween costumes with their peers.

Volunteers will also be introducing and reading the book Dinosaur Bones. This book will bring the dinosaurs back to life, with Bob Barner’s lively rhyming text and curiosity induced information about dinosaurs. Through paper collages, the book also contains vibrant illustrations of dinosaur bones that can be found in museums. Students will engage with several questions about the variety of dinosaurs, identifying and differentiating them by name, size, weight, and appearance. This will also help children develop an understanding of history (time periods and timelines), and they will learn new terms, as well as other interesting facts! Dinosaur Bones will spark a child’s inner scientist, and make enthusiasts roar with delight.

The Boy Who Harnessed the Wind is the story of a boy named William Kamkwamba, who’s village has been struck by a terrible drought, causing his family and his village to lose all their crops, resulting in having nothing to eat. Through exploring the science books in his village, William found the solution, which was to build a windmill that would bring electricity back to the village, and helps his family pump water to farm the land again. This book inspires children, as well as evokes perseverance, and teaches kids new terms/words, such as “drought” or “windmill”, for example. Students will also be able to learn about the different environments that other kids live in, showing how their lives are different than ours.

Adolescent Book Group Program 

An image of three of our ABG books: A Very Large Expanse of Sea, The Poet X, and Hey, Kiddo.

Our ABG program serves teenagers from alternative schools who have gone through adversity such as violence, teen pregnancy, and homelessness. Our Words Alive volunteers provide teens with engaging book discussions, writing workshops, and projects that help bring books alive. 

Hey, Kiddo by Jarret J. Krosoczka is one of the books that will be introduced to the classroom for the first time this year! Expressing the unfortunate circumstances of troubled families, Hey Kiddo tells the story of a young man, Krosoczka, who lives with his grandparents, due to his mother being an incarcerated heroin addict. Not knowing who his father is, Krosoczka seeks to find him, while also facing problems with his mother, his daily livelihood, and making it to become an artist. This book depicts the impact of change in one’s life, as many teens struggle to find themselves in identifying who they truly are. This book also explores themes of addiction, abuse, and growing up in a non-traditional environment. The struggling relationships between families and the overwhelming path that leads to achieving success are also impacting aspects of the book. Art is an inspiring theme in the novel, as it is the aspiring focus and profession that Krosoczka wishes to pursue.

Another story that will be presented to the classroom will be The Poet X by Elizabeth Acevedo. This fictional novel surrounds itself on the basis of racial identity, stereotypes, and the bonds between communities. The main character, Xiomara Batista feels neglected and unable to truly speak her mind in her Harlem neighborhood. All her heartfelt thoughts and inner emotions pour out into her notebook, where she writes and recites her words like poetic prayers. Xiomara lives in a religious environment, and falls into a deep crush on a boy named Aman. Students will be able to learn how to break free and have their own voice in life as well. The power of words is also emphasized with this reading, and will also encourage students to participate more in classes, extracurricular events/activities, and develop positive hobbies that they find interesting, or are passionate about.

Last but certainly not least, volunteers will be introduced to A Very Large Expanse of Sea by Tahereh Mafi. Another fiction novel, taking place in 2002. A year after 9/11, the story focuses on race, xenophobia, romance, relationships, and assumptions. Politically, it is an extremely sensitive time, especially for sixteen-year-old Shirin, a Muslim girl living in America. Shirin has to endure prejudice from people demeaning her as an outcast in society because of her religious and racial identity. She is also attacked for the hijab that she wears everyday, which even results in physical violence. Because of her circumstances, she must build protective walls, until she meets Ocean James, who really seems like he wants to get to know her. However, it will be difficult for Shirin to bring her guard down and develop a friendship. The aim of this story is to teach students to respect other cultures and backgrounds different from their own. Students will also learn about stereotypes and unfair treatment, as well as how to form friendships with different types of people, regardless of their religion, sex, or race.  

These books are only a few that we have previewed for a sneak peak into what we’ll be reading with students this year. These engaging themes, topics, diverse stories, characters, and texts are sure to get all of our students excited and interested in reading, as they learn and discover new things this school year!      

A New Perspective on ABG

By Tait Longhi, Blog Intern

An image of an ABG student working on a writing prompt.

As I walked into Monarch School in downtown San Diego, I wasn’t entirely sure what to expect. I knew that I would be sitting in on an Adolescent Book Group to get a sense of what Words Alive volunteers do and see how it affects the teens. When Jeffery Goldman, Words Alive volunteer and former Board Chair,walked into the lobby and took me to the classroom, he gave me more details about the school, specifically how every child who walks through the doors has been affected by homelessness.  

What struck me immediately was the excitement from the students to partake in the warm up activities. Jeffery tasked the kids with writing as many words ending with “r”, then “t”, then “e” in a minute. While all the kids focused on their own task at hand, however, there was still a level of collaboration with one another. The desire for each student to help their classmate was evident, giving the exercise a new depth. While it was a friendly competition, they wanted each other to succeed.

Next, Jeffery gave them their writing assignment for the session that would be turned in via Google Docs before the next time he meets with them. Since they were reading Night by Elie Wiesel, the writing topic was “when was there a time when you felt as if you lost hope, but overcame it.” This question obviously can get quite personal, but many of the students took it head on, while others pondered on what they might write about. Watching the natural writing process in these young students was inspiring and really brought me back to when I was young, first experiencing writer's block or nerves of starting to put words on paper. All that being said, the support from Jeffery, their teacher and fellow classmates got the ball rolling for most and those who didn’t finish their work knew that they could thaw out their ideas in time and share it with Jeffery when they were ready.

One student shared her piece with the class, about when her father fell and hit his head and had to go to the hospital. I was taken aback by how eloquent her story was and how much bravery it took to share her story, especially at her age. Upon leaving, Jeffery and I talked about the program. He explained that that the stories they kids tell are truly incredible and can even move him (or many) to tears.

As I got in my car and looked over my notes before leaving, I was particularly moved by how these kids threw themselves onto the page, or at least made the effort to. It reminded me of my own time in middle school a decade ago, and how vulnerable that can be but how important that process is. Self expression through writing can be one of the best ways to release or understand your own emotions or thoughts, in my personal opinion. The fact that Words Alive not only sees that, but promotes it to young children makes me particularly happy to be working (and writing) for this organization.  

Words Alive Curriculum Sneak Peek!

By Jennifer Van Pelt

Words Alive’s Adolescent Book Group and Read Aloud Program have started back up for the school year! We are excited for our volunteers to get back into the classroom and engage with students while reading and talking about books together. In our curriculum for both programs, we focus on new, diverse, and relevant texts so that students can see themselves represented in popular stories.

In 1965, The Saturday Review published “The All-White World of Children’s Books” showing that only 6.7% of children’s books published in the past three years had included black characters. By 2013, the numbers had only risen slightly to 10%. More than a third of people in the United States are non-white and they deserve to see themselves represented in literature as much as anyone else. Providing students with diverse representation in books is so important in our programs and allows students to make connections between the books they read and their own lives.

Here is a sneak peek of a few of the books we’ll be reading in each program this year!

Upcoming Curriculum for our Read Aloud Program

Although children’s books are generally shorter, we want to ensure that students get the most value out of each book we bring into the classroom. Rather than reading through each book and moving quickly on to the next, our volunteers bring the book to life by asking questions before, during, and after reading aloud to encourage the students to participate. The goal is to bring enjoyment to the classroom through reading while helping children develop cognitive, language, and social-emotional skills.

For the month of October, we have a Halloween themed book titled Trick-or-Treat: A Happy Hunter’s Halloween. The book includes 15 different poems describing youngster’s Halloween celebrations, accompanied by bright illustrations. While reading, our volunteers help students focus on rhyming, rhythm, and emotion. Students are also given the chance to learn about and create their own silly alliterations and share their own Halloween costumes with their peers.

An image of Giraffes Can’t Dance surrounded by children’s toys! Photo credit: phenom_llama

Another book our volunteers are looking forward to reading is Giraffes Can’t Dance. This book follows Gerald the Giraffe’s journey from a self-conscious to graceful dancer, including all of the animals and friends he meets along the way. As with most books at this level, our volunteers talk a lot about the book before reading it -- what do the students think the story will be about? Where do they think the book is set? After reading the book, some topics of discussion will be idioms included in the story as well as what lessons were learned.

Who Says Women Can’t be Doctors? describes Elizabeth Blackwell’s decision in the 1830s to become a doctor instead of a mother or housewife. A big focus of this book is relating it to the students own lives: what do the students want to be when they grow up? Does it remind them of any other people they know who have worked to achieve equal rights? Relating a book to our reality helps bring the book to life and can make it a more memorable activity for students.

Upcoming Curriculum for our Adolescent Book Group Program

Our ABG program serves teenagers in alternative schools who have faced extraordinary circumstances such as violence, pregnancy, and homelessness. Our trained Words Alive volunteers facilitate book discussions, writing workshops, and projects to help bring the books alive.

An image of Turtles All the Way Down surrounded by flowers! Photo credit: courtneyandherbooks

Among the new and diverse texts we’re bring into the classroom this year is Turtles All the Way Down by John Green. Positive and accurate mental health representation is still so rare in our media and this book can be highly impactful for students with any type of mental health problems. This book explores topics of friendship, mental health, and mystery as 16-year-old Aza investigates the disappearance of a billionaire The discussions around this book include some of the unique writing techniques John Green employs, as well as how mental health plays a part in the story and in real life.

An image of Aristotle and Dante Discover the Secrets of the Universe! Photo credit: sarachico

We’re also excited to introduce students to the wonderful YA coming-of-age novel, Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Saenz. This book follows two high school aged boys, Aristotle and Dante, as they struggle and come to terms with their racial and sexual identities and feelings of loneliness and anger. This book tackles a wide range of topics for students and volunteers to discuss together, and while reading students will be able to enjoy Saenz’s poetic and beautiful writing style.

Finally, a brand-new book we’ll be diving into this year is Anger is a Gift by Mark Oshiro. This book details Moss Jefferies’ life after his father was murdered by an Oakland police officer and how he continues to be treated like a criminal in his own school. This book touches on themes of racism, oppression, police brutality, and activism. Discussions around this book focus on problem solving, activism, and how different upbringings can affect perspective.

This sneak peek represents just a few of the books we’ll be reading and discussing with students this year. These engaging, diverse texts and topics are sure to get all of our students excited about reading and learning!