Celebrating Hispanic Heritage Month!

By Omar Jawdat, Blog Intern

At Words Alive, we’re celebrating National Hispanic Heritage Month by taking a look at the history of this month and highlighting lively, cultural books on our curriculum list that connect with Hispanic history and culture! During this month, we recognize the significant contributions and the native heritage of Latin Americans that has existed in the United States since before its colonization. Hispanic Heritage Month began in 1968, beginning from September 15, which is the anniversary of the independence of five Latin countries, including Mexico, Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua. Today, 18% of the American population are of Hispanic/Latino origin. The term “Hispanic” or “Latino” refers to cultural and ethnic roots from the Carribean, South & Central America, or Spain. 

It is important to incorporate Hispanic authors/characters in both children and young adult novels. It is also vital for students to be introduced to new and different cultures in order to raise awareness of what is happening around the world, as well as in our own country. Many students can also see themselves represented in these books, as it explores empathetic topics and other relatable themes of Hispanic heritage, culture, and language. Hispanic novels enrich and enhance multiculturalism in the classroom, as some students can relate to the characters and plots in these books, which are based off  existing culture that is present today. 

Here is a sample of books exploring Hispanic themes on our Read Aloud and Adolescent Book Group curriculum lists!

Read Aloud Program

An image of a page from Tortillas Are Round. The image features and adult cooking a stew while two young children help. The text says: “Round are tortillas and tacos, too. Round is a pot of abuela’s stew. I can name more round things. Can you?” Sour…

An image of a page from Tortillas Are Round. The image features and adult cooking a stew while two young children help. The text says: “Round are tortillas and tacos, too. Round is a pot of abuela’s stew. I can name more round things. Can you?”

Source: teachinglatinamericathroughliterature.wordpress.com/2014/11/24/mira-look-round-is-a-tortilla-a-book-of-shapes/

Tortillas Are Round by Roseanne Greenfield Thong is a book that focuses on teaching children about shapes, as well as comparing and identifying common objects with those shapes. The story is written in both English and Spanish, allowing the opportunity for students to learn new Spanish words. 

Another book we’re proud to have on our list is Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull. This story introduces students to one of the greatest civil rights leaders, Cesar Chavez, who led a 340-mile peaceful protest march in California, supporting workers’ rights for migrant farmers. The story also explores Cesar Chavez’s background of growing up in poverty with parents who slaved in the fields, having barely enough money to survive.   

Adolescent Book Group

The Adolescent Book Group Program is proud to introduce students to Enrique’s Journey by Sonia Nazario. This is a true story of a brave Honduran boy who faces unimaginable hardships, as he journeys to reunite with his mother in the United States. At age 5, Enrique’s mother left Honduras to work in the U.S. to support her children. At age 16, Enrique ventures out alone from Tegucigalpa with nothing but a slip of his mother’s telephone number from North Carolina. Sonia Nazario is an award-winning journalist whose stories pertain to real world problems. This book, particularly, raises issues of immigration, explores perseverance, and depicts the danger and difficulties of travelling to the U.S. from Central America through Mexico.  

An image of the book Like Water For Chocolate. Source: @fictionmatters on Instagram.

An image of the book Like Water For Chocolate. Source: @fictionmatters on Instagram.

Like Water for Chocolate by Laura Esquivel is a fictional novel, which tells the story of a young girl named Tita who yearns to marry the love of her life, Pedro. However, according to her mother, Tita must follow the family tradition of the youngest daughter not marrying, but taking care of her mother until the day she dies. Pedro ends up marrying Tita’s older sister, Rosaura, instead. This causes Tita’s imense emotions to be infused with her cooking. Anyone who eats her food will feel intense sadness, happiness, longing, or anger. This story brings about themes of magical realism, love, happiness, lust, grief, and rebirth. 

Sources:

  • ideas.demco.com/blog/hispanic-heritage-month/

  • www.hispanicheritagemonth.org/hispanic-heritage-month/70-national-hispanic-heritage-month-2019

  • www.wearelatinlive.com/article/3332/why-do-we-celebrate-hispanic-heritage-month

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.

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.

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!      


Remembering Carol Goodman

Words Alive is deeply saddened by the passing of one of our founding volunteers and donors, Carol Goodman.

Carol was a board member for Words Alive from 2001-2009. She was instrumental in expanding our Adolescent Book Group into new classrooms, specifically Choice School which at the time was located in City Heights. We continue to serve students in Juvenile Court and Community classrooms today. Carol was a member of the Words Alive Legacy Circle and over the past 20 years, has continued to support Words Alive by celebrating each year with us at the Author’s Luncheon & Fundraiser.

“Carol was a source of endless support to those around her and we all benefited from her energy and glow.”

- Leslye Lyons, Words Alive Founder

 If you would like to read more about the legacy that Carol left, please click HERE


Executive Skills in Reading and Learning!

By Omar Jawdat, Blog Intern

An image of two children exploring a book with their parent in our Family Literacy Program.

An image of two children exploring a book with their parent in our Family Literacy Program.

Executive skills are a set of skills and “brain tools” used to manage tasks, behaviors, and one’s own thoughts in order to achieve and accomplish goals. From an early age, executive skills play an important role in cognitive functions, such as reading comprehension and overall learning. According to Kelly Cartwright, (author of Executive Skills and Reading Comprehension: A Guide for Educators [2015, Guilford Press]), students who have difficulties with reading comprehension, ‘despite having age-appropriate word reading skills, have lower levels of executive skills than their peers with higher comprehension’. In addition, students may not be able to fully understand or gain sufficient knowledge from information taken from vital core subjects in school, which include science, math, or social studies, especially if they cannot comprehend what they read.

The key components of executive skills for reading comprehension can be broken down into three main categories: Cognitive Flexibility, Working Memory, and Inhibition.

Cognitive Flexibility is the ability to shift from one activity to another, or back and forth between important components of a task. It relies on how you think about a situation, as well as what you think about it. Other skill sets that pertain to Cognitive Flexibility include:

  • Open-mindedness in terms of different opinions and perspectives. 

  • Willingness to accept and risk mistakes.

  • Considering different methods for problem solving.

  • Engaging in learning, discovery, and innovative creativity.

When reading, all these factors included with cognitive flexibility allow for a student to actively shift focus between many important parts of reading, such as word and text meanings, letter-sound information, and sentence grammar. 

Working Memory is the capacity to hold information in mind for a period of time and use that information for the particular work/task to achieve goals. In reading, working memory is necessary to comprehend the meaning of a text by keeping in mind what you have already read. As you read, you update your understanding of the written text. Children use working memory to sound out words in order to memorize and remember different letter sounds, then put them together to figure out what the word is. Working memory also helps with: 

  • Following instructions.

  • Reading an unknown word.

  • Paraphrasing/Summarizing written information. 

  • Answering questions, as well as asking them.

  • Organizing words or sentences. 

Inhibition refers to one’s control of stopping automatic and impulsive responses, while at the same time, ignoring irrelevant distractions that would otherwise interfere with one’s main focus for a certain goal. To be a good inhibitionist, one must think before acting. This skill is also necessary when trying to comprehend reading. People who are good at comprehension will leave out the irrelevant words or text that do not connect with the main themes, ideas, messages, or instructions being brought out by the reading. Inhibitionists will be able to point out and locate the most effective sources of the text, while leaving out the irrelevant ones.

Teach Them at an Early Age 

According to research, children with better executive function skills perform better on literacy exams. Children who begin to learn how to read and write acquire their executive skills through pre-literacy training, such as recognizing and sounding out letters. Once they are able to master pre-literacy skills, their executive skills will increasingly continue into reading comprehension and other more complex abilities. 

Cognitive flexibility, working memory, and inhibition are also obtained from an early age when children are learning to read and write. For children, working memory has to do with helping a child keep a main topic or a goal on paper while writing, as well as helping them with remembering the spelling and grammar rules. 

Cognitive flexibility helps children think of different ways to say things, especially in writing. It encourages kids to think more about what is being read, by putting what is written into different sentences, or explaining it in different ways. 

Inhibition control is the process of brainstorming: to gather thoughts and ideas for planning before the writing process. ‘It is needed when encountering words with multiple meanings, by choosing the correct meaning in the context of the story and ignoring its other meanings’. An example of this could be when differentiating between words that have different meanings, such as “bat”, which could be used to either describe a baseball bat or the animal.

Long Term Benefits for Building Executive Skills 

These three skills (cognitive flexibility, working memory, & inhibition) for executive function are crucial for academic performance. It helps students organize their work more efficiently, and engage with learning through a wider variety of options, rather than just glueing one’s eyes to a book and reading through the text just once. These skills and methods help young students absorb the actual information given by the text, and helps their minds process it in a more successful manner.

In addition, students will not only have better reading comprehension, but it will allow them to effectively manage and control their own behavior, regulate overall thinking and learning, regulate emotional processes, impulses, and develop peer relations through friendship and strong communication.  

Sources: 

  • https://keystoliteracy.com/blog/executive-skills-and-reading-comprehension/

  • https://npjscilearncommunity.nature.com/users/20252-judy-willis/posts/19380-building-students-cognitive-flexibility

  • https://reflectionsciences.com/literacy-executive-function/

  • https://childdevelopment.com.au/areas-of-concern/working-memory/

Thank You to Our 2019 Author's Luncheon & Fundraiser Sponsors!

By Omar Jawdat, Blog Intern

Celebrating its 16th year, the Author’s Luncheon & Fundraiser is Words Alive’s signature event, which features renowned authors such as Salman Rushdie, Jodi Picoult, and Isabelle Allende! This unique event introduces patrons to to their most beloved authors, while witnessing an intimate conversation about the author’s life, writing, and featured novel, all while supporting the learning development of children, teens, and families in our community. Integrating both style and intellect, the Author’s Luncheon also offers something for everyone in our marketplace, silent auction, and opportunity drawing for a chance to win prizes! Each fall, over 600 patrons attend with the aim of supporting Words Alive.

The 16th Annual Author’s Luncheon & Fundraiser will feature novelist, playwright, screenwriter, and literary historian, Emma Donoghue! The event will take place on Tuesday, September 10 (10:00am - 2:00pm)  at the Marriott Marquis San Diego Marina. 

Sponsorship Opportunities  

This event would not be possible without our incredible sponsors. These organizations and individuals have gone above and beyond in their support of Words Alive and our mission. All sponsors receive recognition on our website, blog, e-newsletters, social media, and annual reports. Frequency and placement is based upon level of sponsorship. Sponsors and their guests are also invited to a special post-event VIP reception and toast!

 For more details and questions, visit this website or contact Words Alive.

We Would Like to Thank All of Our Following Sponsors for Being Part of This Special Event!

Impact Sponsors

Gurtin NEW_logo 2019.png
  • Gurtin Municipal Bond Management

    • Becoming a PIMCO company in January 2019, Gurtin Municipal Bond Management is an investment management firm focused on maximizing tax-free income. Through their focused expertise in investment-grade bonds, innovative research, technology, and investment strategies, Gurtin Municipal Bond Management is committed to providing tailored municipal investment experiences, including seeking to maximize risk-adjusted returns. In the midst of a financial crisis, Bill Gurtin founded Gurtin Municipal Bond Management in the hopes of building the premier tax-exempt municipal bond management firm in the industry and making a commitment to the loyal clients that have made it possible.    

carleton_logo 2019.png
  • Carleton Management, Inc. 

    • Carleton Management, Inc. is a real estate investment company with strong roots in San Diego, California. Carleton Management’s philosophy is to invest for the long-term, hold diversified properties in its portfolio, rarely sell its investments, and periodically enter into strategic development relationships. Carleton Management, Inc.’s San Diego roots date back to the 1920s, when Isaac Ratner, a cap manufacturer, moved his wife and family of six children from New York City. The company had originally started as a clothing business, particularly for naval uniforms and officers’ caps during World War II. Soon after, the company became the largest manufacturing company of clothing in the 1960’s and 1970s. Since the 1980s, working his way up, Abe Ratner’s son-in-law, Stanely Foster evolved the business into what it has become today, a real estate investment company.

Ballroom Wine Sponsor

Partners in Thought.PNG
  • Partners in Thought

    • Partners in Thought, “A Science-based Coaching for High Achievers”, provides tools to help facilitate deeper thinking, developing different effective strategies, self-discovery, and change to achieve goals, growth, and celebrate accomplishments. They have successfully been doing so for individuals and organizations extending to five continents! Partners in Thought’s nonprofit and public agency services help nonprofit and governmental boards and executives develop the most effective and sustainable organizations and leaders. We thank you for your sponsorship!

Champagne Reception Sponsor

MossAdams_Logo_Logotype_PMS7722.png
  • Moss Adams

    • Since 1913, when the firm first opened, Moss Adams has been dedicated and responsible for growth and sustainability amongst their clients, people, and neighborhoods. The firm expanded its services to Portland in 1922. The firm then opened in Northern and Southern California in the 1960’s and 70’s, offering clients the value-added services that compliment their core assurance and tax solutions. Today, working with more than 3,200 professionals across more than 25 locations in the West and beyond, Moss Adams has worked with the most innovative companies and leaders, helping them conquer challenges as they plan for what’s next. Moss Adams was recognized among the 100 Best Companies for the programs, benefits, and career support that mothers and other women at the firm receives.

Print Sponsor

GEP_Knockout_Logo_Half_3x2.jpg
  • Geppetto’s 

    • We would like to thank Geppeto’s Toys for their sponsorship, and all the joy they have brought to children through their magical world of classic toys, which inspire creativity and fun play time for the entire family! For over 40 years, Gepetto’s has been a San Diego Tradition, locally owned and operated by the Miller family. Originally located in the Old Town area of San Diego, Gepetto’s stores have expanded significantly from Carlsbad to Downtown, and many other neighborhoods in between. Gepetto’s offers exceptional service, with complimentary gift wrapping everyday and special product orders.

Media Sponsor

VOSD_logo_stacked_RGB.png
  • Voice of San Diego

    • Founded in 2005 by Union Tribune columnist Neil Morgan and entrepreneur Buzz Wooley, the Voice of San Diego is a nonprofit news organization that reaches out to the region of San Diego, exposing the true facts that people might not want out there. They are committed to revealing why things are the way they are. The Voice of San Diego takes the time to explain complex local public policy issues in the efforts that the people of San Diego become more engaged and make good decisions.

PR Sponsor

berkman-logo-retina.png
  • Berkman Strategic Communications

    • Berkman Strategic Communications are communication strategists at the highest level. As a strategic communications and public relations firm, they have become mentors and guides who provide strong insights and counsel to extraordinary clients to exceed their goals and objectives. Berkman also delivers high value, result driven marketing programs to clients of various industries and across a variety of disciplines. They continue to engage in positive impacts through the power of all communication channels (digital and traditional), while elevating their clients from the competition.

Community Supporter

filice agency san diego.jpg
  • Filice Insurance

    • As a full service consulting firm for more than 25 years, Filice Insurance has been providing insurance solutions for over 2,000 companies throughout California. Since their inception in 1989, Filice has grown to become one of the largest independent employee benefits and insurance consulting firms in California. Their credit to this growth is based upon their focus on service and their investment in the tools and technology necessary to support a client base.

Belly Up (002).jpg


  • Belly Up

    • Thank you, Belly Up, for your community support! Belly Up provides the best in new, up-and-coming artists, as well as established legends in genres ranging from alternative rock, indie rock, rock, reggae, and hip-hop to blues, folk, jazz, Latin & more! 

Pacific Coast Grill Logo.jpg
  • Pacific Coast Grill

    • We would like to thank Pacific Coast Grill for their support! Pacific Coast Grill’s oceanfront venues provide a variety of unique “Pacific Coast” cuisines, an oyster bar, select sushi rolls, black mussels, baked oysters, and a surfeit of more seafood choices! Since 1995, PCG has used fresh, local, free range ingredients to produce delicious food at friendly prices.

Chris Weil and Co Inc 2019.png
  • Christopher Weil & Co, Inc.

    • Christopher Weil & Co, Inc. provides exceptional investment management, deploying various aspects of management expertise in different fields of business. The Weil Company was formed in 1989 by Chris Weil, in the aims to advise and manage wealth for others. Since the 1970s, they have sponsored and managed over seventy private equity funds which are formed to invest in residential and commercial real estate, as well as small businesses. Their services include comprehensive financial reviews, estate and insurance planning, installation of and advice to retirement plans, and consultation on philanthropy and philanthropic vehicles. The Christopher Weil & Co, Inc. also works to help clients put a plan in place to create a match between resources and goals.

It’s Not Too Late to Become a Sponsor! 


Details on how to become a sponsor, including sponsorship opportunities, package details, tables, and tickets can be found here.

August is Get Ready for Kindergarten Month! 

By Omar Jawdat, Blog Intern

An image of a child in our Family Literacy Program looking excited while sitting in front of an open book.

An image of a child in our Family Literacy Program looking excited while sitting in front of an open book.

Kindergarten is one of the most important years of a child’s life. It is a time in life where they are developing more physical, social, language, and mathematical skills. Parents often presume that Kindergarten is the place where their children will learn everything they need to know. However, pre-kindergarten preparation can also make a lasting difference. So, what can you do to prepare your child for school?

Before entering the classroom on their first day, ‘one of the most important things you can do with your tot, according to teachers, is read together.’ According to Anna Elia Kontostergios, teacher at Vaughan, Ontario, it is recommended that parents create storybooks with their child. This can include snapshots of them doing day-to-day activities, and creating sentences to match what is happening in the pictures, such as “‘I am eating. I am playing.'” “Pointing to each word while reading it introduces one-to-one matching, high-frequency words they’ll be learning and punctuating.” 

You’ll also want to familiarize your future scholar with numbers through counting games, such as counting objects outside, for example: (making groups using toys around the house, going out for walks and counting different things they see at the park, the number of cars they see, or pointing at numbers in a calendar.) Whatever kind of creative game you make up for your child will be an effective preparation for them!

What Are Some Things Kindergarten Teachers Might Expect?

  • Identifying their name: Teaching your child how to write their name in any form will be helpful! 

  • Recognizing letters 

  • Pointing out certain words and sounding them out 

  • Identifying numbers (1 to 10), and representing the numbers using objects. 

Family Literacy Program

At Words Alive, we know that young readers grow up on the laps of their parents and caregivers. We know that it’s extremely important that parents have a working knowledge of literacy development and the skills that promote positive reading habits at home. For this reason, we dedicate ourselves to helping children by bringing the Family Literacy Program to the community, inspiring parents to make exploring books a robust family habit!

Our Family Literacy Programs aims to empower parents as agents of change and advocates for their families by meeting parents where they are and giving them the "ah-ha!" moments that lead to deeper engagement with their children.

How Parents Can Get Involved

In the Family Literacy Program, parents will attend seven workshops, receiving approximately ten hours of parent education that covers early literacy development topics specific to preschool age children. Each workshop will include a tailored information session, as well as skill-building exercises for parents. There will also be a group story time and guided activities for parents and children! 

To learn more about our Family Literacy Program, click here!

Sources:

  • www.todaysparent.com/family/ready-for-kindergarten-checklist/

  • www.parents.com/parenting/kindergarten-readiness-skills-a-checklist-for-parents/

  • www.wordsalive.org/familyliteracy




Meet Our New Executive Director: Rachael Orose!

We are so excited to announce that Rachael Orose is joining the Words Alive team as our new Executive Director!

An image of Rachael looking at the camera and smiling while she holds a stack of books!

An image of Rachael looking at the camera and smiling while she holds a stack of books!

Rachael Orose is an entrepreneurial social sector leader passionate about creating engaged and life-long learners.  She has spent more than 20 years in the nonprofit sector working with national, regional, and local organizations committed to providing resources and opportunities for children and families in low-income communities.

Rachael will join Words Alive in September 2019 from The Molina Foundation, based in Orange County, where as Vice President she focused on operations, community partnerships, and fundraising. Rachael, who has spent the bulk of her life working in the nonprofit sector, was previously the Manager of Corporate Strategy for the American Red Cross (Washington D.C.), and the Senior Director for First Book (Washington D.C.). She has also held numerous positions for a variety of community-based organizations in both New York and Michigan.

Originally from Michigan, Rachael holds a graduate degree in public and nonprofit administration from the Maxwell School at Syracuse University and an undergraduate degree in the same field from Grand Valley State University.

“I’m excited to lead an outstanding team of dedicated volunteers and professionals who are invested in helping children and families make connections between books, themselves, and the world around them,” said Rachael. “Words Alive is making reading matter – truly matter – for young people and families in every community in San Diego, and beyond. I look forward to growing our distinguished, and proven, model that is inspiring future generations of lifelong learners.”

Now, let’s hear more from Rachael!

What intrigued you about Words Alive?

Have you ever seen the “aha!” moment on the face of a child?  That moment when a child – my daughter – connects a story we read with her life, her family, and her environment, her eyes just light up and the world seemingly comes into focus. Now, imagine a toddler or a teenager who has never, ever had an “aha!” moment like that, who has never experienced the delight that comes from getting lost in a book while the world spins around them.  I have found a community – the Words Alive community – who believes, as I do, that it is our moral obligation to ensure that all children are excited about reading and that we do everything we can to empower them with the “aha!” moments that we have found and love. 

What are you most excited about in your new position?

Introducing and welcoming new friends, supporters, donors, and volunteers to the Words Alive community. The more people who learn about Words Alive and are willing to invest their time and resources into our work, the more we’ll be able to help children and teens change the stories of their lives.

What is your relationship with reading and learning?

Growing up my family lived with my grandfather.  At least once a day, he would say to my brother and I, “If you can read, you can…” and end the sentence with something seemingly magical: cook, garden, fix a bicycle, drive, vote. So, we would read on his lap – often the same story over and over –  because we knew that being able to read would unlock the wonders of the ‘grown up’ world. As I grew up, I saw that my childhood reality was foreign to so many children who had no books at home, no laps in which to read, and knew nothing about the magic beyond the letters on a page. This inequity has fueled my career ensuring that no one lives in a world trapped behind the bars of illiteracy.  

What are you currently reading?

On my second day of working at Words Alive I’m going to have the honor of meeting Emma Donoghue at our Author’s Luncheon and Fundraiser. I just checked out her novel Frog Music from the library!  

We are so excited to have Rachael on our team! To learn more about our volunteer opportunites, click here!

The 30-Million Word Gap

By Omar Jawdat, Blog Intern

An image of a child and parent reading together in our Family Literacy Program.

An image of a child and parent reading together in our Family Literacy Program.

The 30-Million Word Gap? 

Does poverty affect a child’s vocabulary and grammatical skills? According to studies conducted by education researchers Betty Hart and Todd Risley, “the average welfare child had 1/2 as much experience per hour (616 words per hour) as the average working class child (1,251 words per hour.), and less than 1/3 as much experience as the average professional class child (2,153 per hour).” From their study, they also concluded that the word-gap between children in upper income households and those in low-income households was 30 million words. In addition, the qualitative aspects of these children’s language environments were also measured. Nonetheless, the 30 million words became a popluar statistic in literacy and education circles, but in recent years has been questioned more and more.

In 2017, another study was conducted by Senior Director of Research and Evaluation, Dr. Jill Gilkerson. Her method involved using technology, rather than Hart and Risley’s method of intrusive observers. The study collected 49,765 hours of recording from 329 families by using the LENA (Language Environment Analysis) system, which automatically generates an estimate of the “number of adult words in the child's environment, the amount of caregiver–child interaction, and the frequency of child vocal output”’: (pubs.asha.org/doi/10.1044/2016_AJSLP-15-0169

The results seemed to be more effective, and it concluded that the word gap was much smaller than 30 million words. According Gilkerson, only a ‘4-million word gap was present between those highly educated, high socioeconomic status (SES) parents and those with a lower SES.  

How Did This Idea Begin?

One of the first studies that introduced the notion of the ‘word-gap’ began in the 1980’s with Hart and Risley. The study was mentioned in their book, Meaningful Differences in the Everyday Experience of Young American Children, which wasn’t published until 1992. The study was composed of 42 families at four levels of income and education, from low income to “professional class” families. From infants to toddlers up to age 3, the number of words spoken by these children, which included engaged communication activities with their parents (such as questions and commands), and the growth in words produced by the children were recorded.

Their hopes and aims were to help improve student outcomes of academic progress later on in school by catching onto the problem of the ‘word-gap’ from an early age. However, the word-gap study is not as simple as it may seem.  

Ethnic Considerations 

Another reason for speculations regarding this statistic is due to the fact that many children come from different ethnic backgrounds. This means that the study must also include data based on early development of different languages spoken (children who become bilingual), and whether or not children are being taught more than one language as they grow. This abstracts the number of words spoken in a household. Anya Kamenetz says that “Sperry (Lead author of Child Development) and his co-authors fall into a camp that criticizes the ‘word gap’ concept as racially and culturally loaded in a way that ultimately hurts the children whom early intervention programs are ostensibly trying to help.”  

Around the 1980’s, 10.68% of the U.S. population was bilingual. Since 2016, the percentage has risen to 20%. Today, it is estimated that 22% of the nation is bilingual. Some children grow up learning the native language of their parents, then English, or vice versa. Professor of Education at the University of California, Los Angeles, Marjorie Faulstich Orellana, mentions the idea of learning a second language as ‘word wealth’. Children who grow up learning a different language or even a different dialect other than English, (the dominant/most common language spoken in school), actually shows more experience in children at an early age. “This would describe not only recent immigrants, but also anyone whose background isn't white, educated and middle or upper class. When they get to school, they must learn to ‘code switch’ between two ways of speaking”.

The Truth Behind the Matter

While it is important to keep a steady statistic or well-formulated theory about the ‘word-gap’ amongst children, it is also important to realize that a child’s environment and socioeconomic status may not always be the main reason for a child’s vocabulary skills. There are several other factors at play. 

These factors include how effective parents, preschools, and other related learning programs are in helping children develop their language from an early stage of their adolescence. Children who are prone to hearing and witnessing verbal abuse, a lack of communication, and distracting language from their parents, siblings, and other relatives could also interfere with a child’s normal appropriate learning speech. Roberta Golinkoff calls this type of language ‘ambient’, which may also have an impact on early language development. Other ambients could include television, radio, and adult conversations where kids are not directly spoken to, but are in the midst of the environment where the child could hear. 

Other Speculations

Hirsh-Pasek adds, “the sheer volume of conversation directed at children, not just spoken in their presence, is fundamental to language learning and later success in school.” While this may be an important asset in early language development, Douglas Sperry points out that in other cultures, such as the Mayan Culture in Central America, for example, it is uncommon for adults to address children directly, and yet these children still learn to speak adequately. 

Orellana also disagrees that there is a “variation of speech” depending on how much adults speak to children. Instead, she believes that “other values, like using language to entertain or connect, rather than just have children perform their knowledge” can be effective with the process of speech and language development.   

Although the word-gap study may not be necessarily accurate, the key intention is to investigate and understand what is beneficial for students in order to achieve greater success in school. Learning how to communicate effectively in the household is the first step to learn how to engage with the outside world. 

Sources:

  • https://shanahanonliteracy.com/blog/is-there-really-a-30-million-word-gap

  • https://www.npr.org/sections/ed/2018/06/01/615188051/lets-stop-talking-about-the-30-million-word-gap

  • https://www.leadersproject.org/2013/03/17/meaningful-differences-in-the-everyday-experience-of-young-american-children/

  • https://pubs.asha.org/doi/10.1044/2016_AJSLP-15-0169

  • https://www.lena.org/advisors/jill-gilkerson-phd

  • https://www.psychologytoday.com/us/blog/life-bilingual/201809/the-amazing-rise-bilingualism-in-the-united-states

Introducing Emma Donoghue: Featured Author of the 16th Annual Author’s Luncheon & Fundraiser!

An image of Emma Donoghue.

An image of Emma Donoghue.

We recently announced that our 16th Annual Author’s Luncheon & Fundraiser will feature novelist, playwright, screenwriter, and literary historian, Emma Donoghue! The event will take place on Tuesday, September 10 at the Marriott Marquis San Diego Marina. 

Emma Donoghue is renowned and celebrated for several of her amazing novels such as Room (2010), Frog Music (2014), The Wonder (2016), The Sealed Letter (2008, 2009, 2011), Landing (2007), Life Mask (2004), and many others. 

A signed copy of her latest published novel, Akin (2019), will be available at the Author’s Luncheon! 

Akin, by Emma Donoghue

An image of Emma’s new book, Akin. Image credit: @bibliotaph_bean on Instagram

An image of Emma’s new book, Akin. Image credit: @bibliotaph_bean on Instagram

Little, Brown, and Company says that Emma Donoghue’s upcoming novel, Akin, is a “funny, heart-wrenching tale of an old man and a boy, born two generations apart, who unpick their painful story and start to write a new one together.” 

“Noah Selvaggio is a retired chemistry professor and widower living on the Upper West Side, but born in the South of France. He is days away from his first visit back to Nice since he was a child, bringing with him a handful of puzzling photos he’s discovered from his mother’s wartime years. But he receives a call from social services: Noah is the closest available relative of an eleven-year-old great-nephew he’s never met, who urgently needs someone to look after him. Out of a feeling of obligation, Noah agrees to take Michael along on his trip.

Much has changed in this famously charming seaside mecca, still haunted by memories of the Nazi occupation. The unlikely duo, suffering from jet lag and culture shock, bicker about everything from steak frites to screen time. But Noah gradually comes to appreciate the boy’s truculent wit, and Michael’s ease with tech and sharp eye help Noah unearth troubling details about their family’s past. Both come to grasp the risks people in all eras have run for their loved ones, and find they are more akin than they knew.” - Little Brown and Company 

Image of Emma, along with the cast of Room.

Image of Emma, along with the cast of Room.

Who is Emma Donoghue?

Emma Donoghue was born in Dublin, Ireland in October 1969; the youngest of eight children. In Dublin, Donoghue attended Catholic convent schools. She earned a first-class honours BA in English and French from University College Dublin in 1990. After moving to England, In 1997, Emma received her PhD from the University of Cambridge. Through her fiction, she wrote and analyzed the concept of friendship between men and women in 18th century English fiction.       

Emma Donoghue’s fiction has also been translated into over forty languages. She began her career with her first published book, Passions Between Woman: British Lesbian Culture 1668-1801 in 1993. Since then, several of her fiction-genre novels consist of mid-16th to late 17th century European society.

As a mother of two, currently living in London, Ontario, Emma Donoghue continues earning her living as a writer.  

Screenplay, Movie & Theatre Adaptations

Winner of the Hughes & Hughes Irish Novel of the year, the Salon Book Award for Fiction and many other awards, the prestigious and distinct contemporary novel, Room, was also written as a screenplay by Emma Donoghue, and adapted onto the big screen! It won the “Best Actress Academy Award and Golden Globe Best Dramatic Actress (for Brie Larson), the Canadian Screen Award for Best Film, the Irish Film and Television Academy Award for Best Film.” 

According to Emma Donoghue, the novel and film adaptation was inspired by having children. The idea of a “locked room” is a metaphor for the “claustrophobic, tender bond of parenthood.” The story is centered around a five-year-old boy named Jack who lives in a single room with his mother. His mother deprives Jack from the outside world, and keeps him inside a room, isolated from the real world until the age of five, when Jack begins to ask questions. 

The New Yorker says it is “astounding, terrifying, and a testament to Donoghue’s imagination that she is able to fashion radiance from such horror.” In addition, The New York Times claims that Room is “rich in psychological, sociological and political meaning — Donoghue reveals how joy and terror often dwell side by side.”  

What is the Author’s Luncheon & Fundraiser?

The Author’s Luncheon & Fundraiser is an annual fundraising event that features renowned authors such as Mary Kubica, Salman Rushdie, and Isabelle Alende. It allows attendees the chance to learn more about the author’s work of creative writing, as well as learn about the lives of authors outside of their work. This event is also an opportunity to support the work of Words Alive. Each year, the fundraiser raises over $200,000 in the aim of supporting the thousands of students and families we serve each year.

Integrating both style and intellect, the Author’s Luncheon also offers something for everyone in our marketplace, silent auction, and opportunity drawing for a chance to win prizes! Each fall, over 600 patrons attend with the aim of supporting Words Alive.

How Can I Participate in this Event?

There are multiple ways to participate in this event! This includes sponsoring the event, sponsoring a table, or donating to our silent auction. Enjoy premier seating by becoming a table sponsor, which includes seating for 10 to 12 guests! More information on the Author’s Luncheon, as well as package details on sponsorship opportunities, details about tickets, tables, and contact information can be found on our website: http://www.wordsalive.org/authorsluncheon/ 

Welcome to Words Alive, Robyn!

We are so excited to announce our newest team member, Robyn Grand! Robyn is joining the Words Alive family as our new Volunteer Coordinator!

An image of Robyn standing in front of a large body of water.

An image of Robyn standing in front of a large body of water.

Robyn Grand joins the Words Alive family after three years of working for AVID Center. Prior to his time at AVID Center, he attended the University of California San Diego where he earned Bachelor of Arts degrees in Sociology and Political Science. Robyn considers himself a life-long learner with a passion for reading and is excited to serve as the Volunteer Coordinator for the Words Alive family. In his free time, Robyn enjoys running, yoga, and video games.

Now, let’s hear more from Robyn!

What intrigued you about Words Alive?

I am a very passionate reader and my father would brag that I am a third-generation book collector. I grew up surrounded by books and fell in love with the stories and knowledge they held at a very young age. I’m excited to join Words Alive so that I can share that love and joy with students across San Diego.

What are you most excited about in your new position?

I’m excited to work with and support the volunteers who make such vital contributions to the work we do here at Words Alive. I can’t wait for opportunities to meet our amazing volunteers!

What is your relationship with reading and learning?

My relationship with reading and learning is never ending. I’m always looking for a new book to read or podcast to listen to. I enjoy hearing different perspectives on topics I am unfamiliar with because there is always so much more to learn about the world and the issues people face.

What are you currently reading?

I am currently reading Real Queer America: LGBT Stories from Red States by Samantha Allen and Vanish by Tess Gerritsen.

We are so excited to have Robyn on our team! To learn more about our volunteer opportunites, click here!