The California

Reader
A PUBLICATION OF THE CALIFORNIA READING ASSOCIATION
Volume 51 Number 1 Fall 2017

TABLE OF CONTENTS
COMMENTARY
3 From the Editor, Paul Boyd-Batstone
4 Presidents Message, Cheri Benafield
5 Preliminary Program for theCRA Professional Development Institute,
October 20-21, 2017 in Los Angeles
8 Registration Form for the Professional Development Institute,
October 20-21, 2017 in Los Angeles
9 College Credit for the CRA PDI

FEATURES
10 Paul Boyd-Batstone
An Interview with CRA PDI Keynote Speaker, Joanne Billingsley

14 An excerpt from Joanne Billingsley latest book, Making Words REAL (Routledge, 2016)

17 Joan Fingon and Cecelia Jimenez

Cat Got Your Tongue? Using English idioms to boost vocabulary development

30 Paul Boyd-Batstone
An Interview with CRA PDI Keynote Speaker, Danny Brassell

COLUMNS
36 Virginia Loh-Hagan
Book Nook

38 Betina Hsieh
Book review of Brozo, W. G. (2017). Disciplinary and content literacy for today's
adolescents. New York, The Guilford Press.

40 CRARegional Map of California

 About
The California
Reader
The California Reader is published by the California Reading Association (CRA) and is a peer-reviewed journal for members of
the California Reading Association. It provides a forum for the exchange of information and opinions on current theory,
research, and classroom applications, as well as news of interest to Californias teachers, parents, and legislators. Articles by
teachers as action-researchers are encouraged in our publication. Because The California Reader serves as an open forum,
its contents do not necessarily reflect or imply endorsement by CRA, it officers, or its members. Visit us on the Internet:
Home page: http://www.californiareads.org/california_reader.htm

On Facebook: http://www.facebook.com/pages/The-California-Reader/175062596821
ISSN: 0892-6964

Editor: Dr. Paul Boyd-Batstone calreader.editor@gmail.com

Cover Editor: Dr. Virginia Loh-Hagan Design and Layout Editor: Regina Roland

Book Review Editor: Dr. Stacy Griffin Book Nook: Dr. Virginia Loh-Hagan

Editorial Advisory Board:
Paula Dreyfuss, Bonita Unified School District
Jill Castek, Portland State University
Ward Cockrum, Northern Arizona University
Anne Cunningham, University of California, Berkeley
Glenn DeVoogd, California State University, Fresno
Douglas Fisher, San Diego State University
Debbie Hancock, California State Fullerton, Emeritus
Betina Hsieh, California State University, Long Beach
Laura Keisler, California State University, Fullerton
Diane Lapp, San Diego State University
Porfirio Loeza, California State University, Sacramento
Shira Lubliner, California State University, East Bay
Kay Moore, California State University, Sacramento, Emeritus
Danny Brassell, California State University, Dominguez Hills
Barbara Moss, San Diego State University
Margaret Moustafa, California State University, Los Angeles
Anne Nagel, San Diego State University, Emeritus
Patience Nwadugbo, Oakland Unified School District
Darah G. Odelson, California School for the Deaf
Cheryl Pham, San Diego Unified School District
Linda Smetana, California State University, East Bay
Lynne Thrope, The Reading Room, La Mesa, CA
Janet Towell, Florida Atlantic University

Information for authors:

Submissions information is available online at:
www.californiareads.org/tcr/tcr_submit.htm
Letters to the editor are welcome. Please be brief. Letters may be edited for length, clarity or libelous content. Letter
should be typed, double-spaced and include full name, address, telephone number and email address. Only your name will
be published. Letters will be printed on the timeliness of the issues and relevance to the California Reading Association.
Address letter to: Editor of The California Reader, 638 Camino De Los Mares, Suite H130/476, San Clemente, CA 92673.

Advertising information is available by contacting the California Reading Association or the editor
Phone 714-435-1983 * Fax 949-481-8163

2 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

 From the
Editor
In the preface to her book, Making Words Real
(Routledge, 2016), Joanne Billingsley, CRA Professional
Development Institute Keynote Speaker, quoted the
philosopher Ludwig Wittgenstein,
The limits to your language are the limits
to your world.
We can experience the world viscerally just like any
other creature; but what makes us uniquely human is
that we reflect on and define our experience with
language. We can hear music playing, but a musician
knows the key signature, the rhythm, the chord
structure, and the musical style. The musician can
read the music. We can experience nature; but the
botanist knows the taxonomy of plant class, order, or
genus, and the growth cycle of each plant. We can
marvel at patterns in the universe; but the
mathematician recognizes a Fibonacci sequence in
nature and in abstract number sequences, calculates
the speed of objects moving through space and time,
and measures organic and inorganic shapes and
forms. It takes language and disciplinary literacy to
expand the limits of our world. As literacy
professionals, we have the opportunity to be a great
resource to our discipline specific educational
colleagues, who know the content, but may need help
in how to teach disciplinary literacy in accessible ways
to meet the needs of all students. Lets collaborate
with our colleagues who teach in content areas to
expand the world for all learners.
THE CALIFORNIA READER
Paul Boyd-Batstone, Ph.D.
As we get ready for the Annual CRA Professional
Development Institute, October 20-21, 2017 in Los
Angeles, I wanted to give you insight into the keynote
speakers, Joanne Billingsley, a science educator who
became a literacy expert, and Danny Brassell,
Americas Leading Ambassador of Reading. You can
read their interviews in the Feature Articles section
along with a reprinted excerpt from Joannes book
mentioned above. In addition, Joan Fingon and
Cecelia Jimenez demonstrate how to use idiomatic
expressions to enhance English language
development for all learners in their article, Cat Got
Your Tongue? Using English idioms to boost
vocabulary development.
Cover Editor, Virginia Loh-Hagan, shows us the
work of author/illustrator Andrea Zuill, with her book,
Wolf Camp (Swartz & Wade Books, 2016). Her Book
Nook column demonstrates how to maximize
instruction with this quality book in your classroom. I
also invited guest book reviewer, Betina Hsieh to
review William Brozos book, Disciplinary and content
literacy for today's adolescents. New York, The Guilford
Press, 2017).
Take advantage of this great opportunity to attend
the CRA PDI. Did you know that lunch was provided in
your registration fee? See the list of expert presenters
and register now with the form provided in this issue.
Read wisely, my friends.
SPRING 2017 VOL. 50, NO. 3 3
From the
President Dear CRA Members,
Cheri Benafield

As I reflect on the past year as your CRA President, I have worked hard to have a
growth mindset during this transformational time in our organization. I know when I
write this letter for The California Reader, I am speaking to a growth mindset
audience. Continuing your membership in our professional organization is evidence
of your commitment to ongoing learning and development as an educator. For this
I applaud each and every one of you!

Carol Dweck, author of Mindset found in her research, How we view our personality is about our mindset. A fixed
mindset assumes that our character, intelligence, and creative ability are static givens which we cant change in any
meaningful way, and success is the affirmation of that inherent intelligence. Striving for success and avoiding failure
at all costs becomes a way of maintaining the sense of being smart or skilled. A growth mindset, on the other hand,
thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and
for stretching our existing abilities.

I know you would be proud of your CRA Board of Directors who practice a growth mindset as we dedicate many
of our Saturdays throughout the year to discuss how we can best serve you, our treasured members. During these
times of change and transformation, we continue to persevere and dedicate ourselves to innovation, collaboration
and growth for our organization.

To continue your important journey of growth and development, please join us join us at CRAs 50th Anniversary
PDI on October 20-21, 2017 at the Pacific Palms Resort, City of Industry. Give yourself the gift of collaboration and new
learning with all of us who are passionate about Advancing Literacy for ALL. Many high quality speakers will provide
valuable and relevant information on topics related to improving literacy achievement. Joanne Billingsley will be
discussing mindset and her groundbreaking book, Aim to Grow Your Brain, the Secret Mindset of Underachieving
Students. We also offer an opportunity for college credit that can be applied to your salary scale. There will be sessions
focused on the CRA transformation process, so come prepared to take part in these important conversations about
what we will become in the years ahead.

As we plan for the future of the California Reading Association, I am reminded of one of my favorite quotes from
Margaret Mead, Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it is the
only thing that ever has. I thank you for your never-ending support and dedication to our organization, and know you
join me in welcoming Terry Rogers, Incoming President who will continue to lead all of us in a thoughtful and
committed way. Looking forward to seeing you soon at our Professional Development Institute!

Best to all of you, Cheri Benafield

4 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

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6 FALL 2017 VOL. 51, NO. 1 THE CALIFORNIA READER
THE CALIFORNIA READER FALL 2017 VOL. 51, NO. 1 7
8 FALL 2017 VOL. 51, NO. 1 THE CALIFORNIA READER
 Professional Development Credit for Attendees!
University of the Pacific is offering professional development credit for attendees of the
California Reading Associations 50th Annual PDI. Participants receive 1 semester credit for attending
the entire 2 day event, for a cost of $70 payable to the University of the Pacific.
Participants must attend the full conference, signing in on Friday and out on Saturday to verify attendance.
Registrations forms are available on the CRA website,
www.californiareads.org
You may pre-register by completing the attached form and mailing 2 copies to:
Jerry Kjeldgaard
University of the Pacific, 981 Sierra Madre Dr., Salinas, CA 93901
or
you may register on-site.
For more information contact:
Jerry Kjeldgaard, Coordinator
Day (831) 783-1937 Evening (831) 758-1306
or
Lorenza Arengo-Yarnes at larengo@msmu.edu

Registration form
a
#

THE CALIFORNIA READER FALL 2017 VOL. 51, NO. 1 9

 Interview with CRA Professional
Development Institute Keynote
Speaker, Joanne Billingsley
By Paul Boyd-Batstone, Ph.D., Editor of The California Reader

Editor: Joanne please tell our readership what
brought you into education.
Joanne: When I entered college, I was a biology
major. I had a passion for science since the time I was
really young. I was one of six kids in the family and the
only one that made friends with earthworms and all
things living. My parents were good about nurturing
science. My dad was retired AirForce from Upstate New
York. My mother, in particular, came from a long history
of educators. When I went away to school, she had a
requirement. She would say, You can study anything of
your choice, but if you want your tuition paid, you have to
graduate with a teaching endorsement.
I like to say that I became an accidental teacher. I
studied at Texas A&M, College Station. Most of my
brothers and sisters attended Texas A&M. I was in the
middle of the pack. I never really intended to teach. I
earned my teaching endorsement, sort of upon my
mothers request. But I loaded up on science courses. I
discovered that through the College of Education, I could
pick and choose my science courses more liberally. So I
ended up with a good, solid general science background.
When I graduated, the only job available for someone
with a Bachelors of Science was a teaching job.
My first job was teaching biology and physical
sciences in a high school in Denver, Colorado. I never
looked back. Teaching was a perfect fit for me. It allowed
me to continue to explore science. I had to really
understand science because I had to turn around and
teach it. Ultimately, I taught middle school science. Here
in Texas, middle school science is integrated science, so it
involves teaching chemistry, physics, earth science, and
biology; which forces you to become a well-rounded
science educator.
That was my initial path. Im a scientist at heart. I look
at teaching as a giant experiment. It gives me the
opportunity to observe kids to see how they learnto
see what works and what doesnt, what kids are receptive
to and that changes over time.
Editor: Often times prior to Common Core,
subject areas such as Math and Science didnt
venture into literacy development. What created
that bridge for you?
Joanne: Exactly, that bridge came the last 7 years I
was in the classroom. I retired from a classroom job in
2009; but here in South Texas, the number of English
learners in schools accelerated dramatically particularly

10 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

at the middle school where I taught. We also were
challenged by the Hurricane Katrina event that brought
a large number of displaced students into the school
population from the New Orleans and Mississippi areas.
The displaced students had unique learning deficits that
turned my life upside-down. I recognized that literacy
was more the issue than the content. I could teach
science content, but the students had such significant
literacy issues that it couldnt allow them to access the
information on their own. It certainly did not allow them
to navigate difficult state assessments, which by the way
are all language assessments. Whether it is science or
math, it really doesnt matter; they are all literacy tests.
I became focused in my attempts to support the
English learners and kids that had significant language
gaps. Although I loved hands on science and doing
science, I recognized the literacy piece that kids had to
first be able to learn the language of a content area to be
able to truly explore it. My focused shifted. I had to re-
educate myself, having never really reading and not
really having a background in literacy. It became my
quest to ensure that my students learned the content
that I was teaching.
Editor: I thought it was interesting that the book
excerpt that you provided for reprint in The
California Reader, that you began with a philosopher,
Ludwig Wittgenstein. It says, The limits to your
language are the limits to your world. Would you
talk about that?
Joanne: Yes, one of the first literacy pieces that I
began to recognize was kids core beliefs. When I started
to explore students beliefs about why they are or are not
successful in school. I looked at the biology of learning
THE CALIFORNIA READER
and remembering. What I recognized and what
resonated with me was Carol Dwecks (2006, Mindset:
The new psychology of success. New York: Random
House)theory about kids core beliefs about their ability
to navigate and be successful in school. Some students
held a belief that they just werent cut out for school that
they didnt have the innate skills to be successful in
school. They would say, Im not a good reader. Im not
the school type. Im not book smart. What I wanted my
students to understand was that those are not genetic
components that they inherit.
Life experiences can really nurture positive skill sets
and as a result, they flourish and develop. So its your
environment and what you do in the environment that
really sculpts your ability to be successful in school. The
hat trick was to convince my students that if I could
create the right environment and they would put forth
significant effort, then those were things that were
malleable and changeable. For example with fourth
graders, I would query them, How many of you like to
read? And how many of you can read, but dont
particularly enjoy it? Then we would explore why some
children enjoyed reading and others didnt. And we
would then address, what could we do to change that.
One of our missions based upon talking with kids was
that if we could make reading more visual; as kids said,
more like watching a movie, theyd probably do
more of it, enjoy it more, and get better at it. Our
experiences really do shape us. Kids dont realize that
they have core beliefs until you really sit down with them
and talk with them.
Editor: Joanne, you made the bridge between
science content and the need for literacy instruction,
SPRING 2017 VOL. 50, NO. 3 11
but then you began to explore brain research and
learning. Can you tell us about that?
Joanne: The core belief that I try to convey is that we
all have the capacity to learn and to improve our neural
networks. The important component to learning is what
is the best way to accomplish this. For example, if a
student has difficulty comprehending text or cant pass
an assessment because they cant understand the
content of the questions, its not about are you smart
enough. Its about what can we do to help you improve
comprehension and what strategies best fit your needs.
The question is not, Can I accomplish this? But rather,
How can I accomplish this? But in order for students to
understand or believe that they have to believe in the
malleability of intelligence. I cant just say, Well, Im just
not book smart. It thats their core belief, they wont
embrace a strategy that might yield progress.
The inspirational stories we share in Aim to Grow
Your Brain (Billingsley, DogEar Publishing, 2009) show
how malleable intelligence really is, how you can improve
neural networks, how you can become a better learning
if you apply powerful strategies. Its true for literacy. Its
also true for people who think they are not good at
solving math problems.
We really want kids to be the end users and
understand how their own brain works. Thats the
bottom line. We teach students first by sharing neural
science with them. How does the brain work? What
makes things easy to learn and remember? What do you
need to do to make those neural connections? So
understanding the operating system that they need to
use, which is the brain, is an important first step.
12 SPRING 2017 VOL. 50, NO. 3
Editor: Im struck by how you talk about the
brain being very dynamic and malleable.
Joanne: Oh yes, it is influenced by experience,
influenced by environment. The brain is in a constant
state of morphing and changing, minute-by-minute, day-
by-day. What we do matters with regard to changing
how our brain operates.
Editor: So what can do teachers do that matters?
Joanne: One of the things in particular with
language instruction, is that if you dont understand the
biology of learning then reading becomes strictly about
mechanics. So when Im working with kids with language
deficits, first I have to instill a love for language. In order
learn language, you first have to be motivated to learn it
and then have a safe environment to practice it. Those
two elements are key. So having fun with language
means that teachers have to create really language rich
environments. Teachers have to have fun with words,
they have to enjoy language, and have a passion for it.
And then, they have to create an environment in which
kids are safe to explore and practice it. We learn through
useyou have to use it.
The six step process that we call Vocabulary Magic
is designed to make language engaging with lots of
visuals and lots of opportunities for small group practice.
The process is based on a tool. And the tool is a card
sort. Lets say that a teacher has reading passage that
they want students to enjoy reading and comprehend.
So we ask them to scan the passage and isolate key
academic terms that would be problematic for
comprehension. These would be like tier three words,
textbook words. Then we very carefully select images as
THE CALIFORNIA READER
companions for the words. And we select pictures that
are engaging for kids to look at, something that would
give kids a lot to talk about. They might be atypical
images, something that may not come to mind
immediately. So we pair pictures with words and then
we write descriptors for those words. They are not
academic definitions; but they are a student friendly
explanation of what the word would mean. Then we
build these little card sorts, nine words at a time.
The six steps are how to use those cards to generate
engagement in conversation. First the teacher gives
them a little context for the wordswhat are they all
related to, what is the topic involved here; then the kids
look at the words and practice saying them. Then the
kids, in small groups, analyze these pictures and talk at
length about them. They ask themselves, What do we
see? What is going on in the picture? Based on what
they know, they decide what word that picture might be
a match for. There is lots of talking, self-reflection, and
activating prior knowledge. Then they just guess with no
penalty for being wrong. Whats amazing is that all that
conversation and guessing leads to a lot of clarity. They
begin to see that they actually know a lot more than they
realized. There is also a lot of self-correction that takes
place in the process. They look at the pictures and make
guesses and decisions to what picture matches the
words; then they tackle the descriptions and follow the
same process. When they are done, they end up with 27
cards (images/key words/descriptions) that are all
matched up.
THE CALIFORNIA READER
Once theyve done that, they have a real high interest
in knowing, What do you think? And the you is the
content area expert, which generally is the teacher, who
created the sort. So we give a real quick feedback and
share what we were thinking. We analyze where our
thinking matches theirs. Then they go back and talk
about it some more and make adjustments. Theyll say,
Oh I get your point. I see how that might be a better
match for that
So all of these conversations about this pictorial
information are really super brain friendly. Its based on
how the brain likes to learn. It likes to learn from
imagery. It learns best when we talk, it gives clarity. It
doesnt like to be judgedthe kids are free to make their
own corrections. Theres no right/wrong polarization.
Its whats better or best, based on our thinking. And
they get quick feedback, which allows them to make all of
these small adjustments. The cards can be used for
repeated practice. There are 24 different games that
they can play with the cards. What kids tell us all the time
is, This doesnt feel like work. But it imprints memory in
really significant ways. So when they interface this work
with the text, guess what happens? When they read it,
they visualize the pictures; they also recall all of those
conversations. One fourth grader said, Oh my gosh,
reading can be more like watching a movie when you do
this! And thats exactly right! Good readers see images
and small movies play in their mind as they read.
SPRING 2017 VOL. 50, NO. 3 13
Excerpt from Making Words Real

14 FALL 2017 VOL. 51, NO. 1 THE CALIFORNIA READER

Excerpt from Making Words Real

THE CALIFORNIA READER FALL 2017 VOL. 51, NO. 1 15

Excerpt from Making Words Real

16 FALL 2017 VOL. 51, NO. 1 THE CALIFORNIA READER

 Cat Got Your Tongue? Using
English idioms to boost
vocabulary development
By Joan Fingon, Ed.D. and Cecelia Jimenez, Ed.D.

Abstract
English idioms are intertwined into the American culture. Expressions such as off the beaten path, between a
rock and a hard place, and once in a blue moon when heard in conversation when taken literally, usually mean
something else. While idioms exist in day-to-day conversations and in the media at large there are limited or
insufficient materials for teaching them (Irujo, 1986). One way to enrich students language experiences is to help
them comprehend and apply English idioms in their learning because these phrases often can be misinterpreted. This
article acts as a comprehensive resource for teachers to support, encourage, and enrich students vocabulary
development, critical thinking skills, and communication skills using English idioms. It offers the benefits of teaching
idioms, ideas and activities, websites, childrens books highlighting idioms, and a lesson plan for classroom use.
Further, the article promotes the value of teaching English idioms particularly for emerging bilinguals and English
language learners who encounter idiomatic expressions in their daily lives and schooling.

Key words: English idioms, vocabulary development, English language learners, emerging bilinguals

INTRODUCTION
In todays world English idioms occur everywhere. They happen in daily conversations can be found in books for
all ages, newspapers and magazines, and on television, radio, and videos. Remarkably, there are estimated to be
about twenty-five thousand idiomatic expressions in the English language (Jackendoff, 1997). Idioms such as costs an
arm and a leg and raining cats and dogs are mainly phrases or expressions that are figurative; they cannot be
predicted or assumed from word meanings yet they represent rich sources of language (Su-Yueh Wu, 2008). For many
students English idioms can be confusing. For non-native English speakers, English Language Learners (ELLs) and
emerging bilinguals (Cooper, 1999; Buchwald, 2000) idioms can be increasingly baffling because they tend to take
everything Americans say literally (Buchwald, 2000, p. 104). Since idioms are commonly used they are about taking
words in print or text and bringing them into the context of the real world.

THE CALIFORNIA READER SPRING 2017 VOL. 50, NO. 3 17

 This article aims to describe the value and structure considered to be inaccurate in its meaning.
importance of teaching idioms used in the English Verbs and verb tense, pronouns, and adverbs can also
language. It describes benefits of and effective activities be changed or added to an idiomatic phrase (Irujo,
for all students including ELLs and emerging bilinguals to 1986). For instance, to break a leg symbolically means
enhance vocabulary skills and English oral language offering best wishes or good luck to someone, and
discourse. Examples of English idioms highlighted in hitting the nail on the head means to have the correct
childrens books, written and oral language activities for or right idea, and dont beat a dead horse refers to
partners, small group, and whole class collaboration, stopping or not repeating something over and over
books for read alouds, a lesson plan of idioms focusing again in the figural sense.
on action verbs, and examples of
Adding to the complexity of
student work are presented. The
Broadly speaking, idioms they can also contain
article is intended as a resource
some of the same words in
and means for classroom
there are literal phrases to create a different
teachers to bolster vocabulary
idiomatic expression (Irujo, 1986).
development and enhance
(or concrete) In this example, consider the use
students appreciation and
of the word dog in the following
background knowledge for
and figurative (or idiomatic phrases; these dogs
learning and applying English
are barking figuratively means
idioms.
abstract) components ones feet are tired, and the
phrase, Hot dog! could mean
STRUCTURE OF
ENGLISH IDIOMS that are taken into awesome or terrific, and the
expression, I am in the
Idioms tend to be unique,
account with doghouse refers to someone
complex, and fixed in their
who is in trouble.
grammatical structure (Su-Yueh
using idioms.
Wu, 2008). They are regarded or On the other hand, some
defined as, an expression whose idioms can have similar meanings
meaning cannot be derived from its constituent parts but worded differently. For example, to be all in the
(Stein & Su, 1980, p. 444). Broadly speaking, there are same boat or all on the same page figuratively means
literal (or concrete) and figurative (or abstract) agreeing to the same idea, event, or situation. Yet, both
components that are taken into account with using expressions have no reference about a boat or a page in
idioms. For example, the idiomatic expression, hold the literal translation. Therefore, while English idioms
your horses infers to stop doing something rather than are used often, they can be problematic to interpret
the literal connotation having any reference to holding correctly because both figurative and literal translations
ones horses resulting in a change in the grammatical differ in different contexts and instances.

18 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

Since idioms are fairly common and not rare occurrences
it is important to know what types of idioms are best to
teach particularly if students are to understand and
apply them in their own reading and writing.

BENEFITS OF IDIOMS expression (i.e. similes, metaphors, onomatopoeia, etc.)

There are many advantages to students learning rather than highlighted or taught separately in lessons.

English idioms. Firstly, they represent a rich source of This approach using a combination of other forms of

expressions that can enhance students understanding English can lead to a misunderstanding or confusion in

often used in American society (Cooper, 1999). Secondly, learning idioms for some students including ELLs.

teachers who plan literature-based activities that include Further, there are idioms that translate close into other

idioms to help facilitate needs and challenge students' languages to help students transfer from their native

learning processes. Thirdly, a strong knowledge of idioms language to another language but may not have the

can assist students to become better oral language same interpretation (Irujo, 1986). Therefore, teachers

speakers. Additionally, the high number of idioms and must be mindful in determining what idioms to

their high frequency in discourse make them an introduce in their lessons to get best results. To be most

important aspect of vocabulary (Irujo, 1986). Idioms can effective, teachers should focus on relevant idiomatic

also act as a way to increase students motivation and expressions students most frequently hear in

involvement in learning English idioms (Cooper). Lastly, conversation and encounter in texts for all students

Nippold and Martin (1989) point out that when students including English language learners.

who are unable to comprehend the meanings of idioms,

can impinge upon an individuals understanding of
IDIOMS TYPES
Since idioms are fairly common and not rare
language in social, academic, and vocational settings (p.
occurrences it is important to know what types of idioms
59). Therefore, teaching idiomatic expressions that
are best to teach particularly if students are to
students most frequently encounter, both spoken and
understand and apply them in their own reading and
written discourse can help students improve their
writing. Irujo (1986) offers six criteria or
communicative skills (Su-Yueh Wu, 2008, p.125).
recommendations when teaching idioms for the
Conversely, idioms typically are taught in
classroom:
combination or along with other English forms of

THE CALIFORNIA READER SPRING 2017 VOL. 50, NO. 3 19

 The teacher begins the lesson by asking students
to make some predictions about the story and b
riefly describes some examples of idioms they
will encounter in the story.
Frequency of use: idioms most often used during
reading and in conversations (there is no official
list of idioms so judgements are subjective)
Transparency: idioms relatively easy to
comprehend (e.g. the coast is clear)
Appropriateness: idioms relevant to students age
or grade level and most likely to encounter by
readers who struggle and /or ELLs, (no slang
phrases e.g. dont sweat it).
Simplicity of form and vocabulary: idioms that
follow simple grammatical patterns, with high
frequency vocabulary (e.g. jumped the gun).
Similarity to first language idioms: phrases very
similar to students first language making it easier
to compare and transfer knowledge, (e.g. break
the ice/romper el hielo).
Student-generated: idioms students encounter
through reading or daily conversations, television,
etc. and want to learn.
INTRODUCING IDIOMS
In thinking more about idiom structures and their
benefits consider this following scenario highlighting the
20 SPRING 2017 VOL. 50, NO. 3
concept of idioms usage in childrens literature during a
reading lesson with a second grade class. The teacher is
reading Amelia Bedelia Goes Camping by Peggy Parish
(1985), a story about a young woman named Amelia. In
the story Mr. and Mrs. Rogers are going on a camping
trip and packing their car with the help of Amelia their
hired housekeeper. The teacher begins the lesson by
asking students to make some predictions about the
story and briefly describes some examples of idioms
they will encounter in the story. After the teacher
discusses their ideas she reads the title and a few pages
of the book aloud to the class and the teacher pauses
after reading this section:
Did you get everything? Mr. Rogers said.
I would say so, said Amelia Bedelia.
Good, said Mr. Rogers. Its time to hit the road.
Hit the road? Asked Amelia Bedelia.
And Amelia Bedelia began to hit the road (illustration
of her hitting the road with a stick).
After sharing the picture in the book with the class
the teacher asks if anyone knows what Mr. Rogers meant
when he said, hit the road.
THE CALIFORNIA READER
 Jamal: The lady wants to hit the road with a piece of
wood?

Teacher: Yes, Amelia is using a stick to hit the

One effective way of
road, but does that make sense? (The
teacher pauses). What else could it mean?
teaching idioms is
Where are they going?

Marissa: Oh wait, see the car (pointing to the luggage through employing
on top of the car). They are supposed to get
in the car and get goingnot hitting the childrens books
stick on the road, right? Thats silly!
specifically using a
This brief encounter demonstrates and reinforces
that when students take words literally it creates a
read aloud approach.
different and often inadvertent meaning. Idioms usually
represent a language that carries a different meaning
altogether. However, sometimes contextual cues
surrounding a particular word (and visuals) can help
One effective way of teaching idioms is through
students gain meaning (Su-Yueh Wu, 2008).
employing childrens books specifically using a read aloud
CHILDRENS LITERATURE approach. Fortunately, there are many childrens books

Students vocabulary can be enhanced and that incorporate idioms that teachers can read aloud in

supplemented through childrens literature. Teachers can their classrooms. Childrens books that are appealing,

pinpoint idioms found in resources such as picture books, high quality, relevant with colorful photographs or

short stories, and chapter books in preparing instruction illustrations with commonly used English idioms are best.

to augment students vocabulary development. Childrens However, any text that captures students interest in

books with idioms range from primary to secondary levels learning about idioms can be introduced. As a read

and can be read for humor and enjoyment as well as aloud, teachers can read an entire book, a few pages or

inform and enlighten students about actual word selections of idioms, or focus on certain idioms that arise

meanings. Depending on the level of the non-native in chapter books or passages in texts (i.e. Amelia Bedelia)

speaker, ELL, or emerging bilingual student, these books to augment or reinforce learning. To better assist

can be used to build vocabulary development, critical teachers, a sampling of childrens books elementary to

thinking skills, and communication skills. middles school grades are highlighted specifically as a
read aloud for classroom use:
Many students of all ages enjoy listening to stories.

THE CALIFORNIA READER SPRING 2017 VOL. 50, NO. 3 21

 Another way to increase student awareness of idioms
is reading the popular childrens book series that
highlights multiple idiom phrases
Butterflies in My Stomach and Other School
Hazards by Serge Bloch (2008), offers
sympathetic perspective about the feelings of a
young boys first day of school. Many colorfully
illustrated butterflies flutter in his stomach and a
cloud rains on him when he feels under the
weather. Suggested grade level 1st 4th grade.
The World is Your Oyster by Tamara James (2010) is
a delightful book full of illustrations describing
answers to questions such as what should
children do when their world is raining cats and
dogs or when to bury their head in the sand?
This whimsical book full of animal idioms will help
children learn new ways to express themselves.
Suggested grade level 1st grade and up.
Monkey Business by Wallace Edwards (2008) contains
idioms used in a sentence on every page that is
splendidly illustrated with hidden monkeys whereby
some monkeys may be more easily spotted than
others. Meanings of each idiom are explained at the
end of the book. Suggested grade level 3rd -7th grade.
Im Not Hanging Noodles on Your Ears by Jag Bhalla
(2009) provides a unique perspective on how
different cultures perceive and describe the world
through the use of idioms and their origins. The
book is organized by themes: food, love, romance,
22 SPRING 2017 VOL. 50, NO. 3
etc. that embody cultural traditions and attitudes,
a capturing linguistic nuances. Suggested grade level
6th grade and up.
Another way to increase student awareness of idioms
is reading the popular childrens book series that
highlights multiple idiom phrases, Amelia Bedelia
referenced earlier in this article. These books were
originally written by Peggy Parish, illustrated by Lynn Sweat
and continue to be written and published by Herman
Parish, her nephew after Parish passed way in 1988.
Throughout the series, Amelia Bedelia is characterized as
a very sweet but literal minded young lady who finds
herself in different predicaments and situations based on
her misinterpretation of wording in idioms. Some
examples of the Parishs work include Amelia Bedelia and
the Baby (2004), Amelia Bedelia Bakes Off (2010), Amelia
Bedelia, Book Worm (2005), Amelia Bedelia and the Cat,
(2009) and Calling Doctor Amelia Bedelia (2004). Teachers
can read the series to the class or provide these books as
a choice during independent reading.
Along with the Amelia Bedelia books and books for
read aloud as described above there are other high
quality childrens books that can be used for general
lesson planning for various grade levels. For
convenience, a table with a list of recommended
childrens books by author, title, overview, and suggested
grade levels reinforcing English idioms is provided.
THE CALIFORNIA READER
 This first idiom website is straightforward, easy to access,
contains no illustrations, and includes lists of common idioms
briefly defined and arranged in alphabetical order. An
assortment of idioms and definitions are listed for each letter
of the alphabet. Some examples for the letter A include a dime
a dozen, and a chip off the old block or shoulder and for the
letter M make no bones about it and Mums the word. The
website uses drop down menus for easy access for each letter
of the alphabet. Suggested for 3-8 grades or higher.

http://www.idiomconnection.com/whatis.html#42

The Idiom Connection is a great resource for older

students that offers multiple examples of basic definitions
and sentences using idioms, phrasal verbs (two or three
part verb), and proverbs. The information from the
website is free and easy to convert and download as a pdf.

http://browardedfoundation.org/wp-
content/uploads/2015/01/Idioms-Cake.pdf

This last website entitled, Using idioms as a piece of

cake developed by an elementary teacher includes K-12
Language Arts Common Core and vocabulary acquisition
use standards for idioms. It also has a wide array of

IDIOM WEBSITES practical and useful activities, worksheets, and other

material to teach idioms and other forms of speech.
In addition to childrens books there are helpful
resources such as websites that can enrich and extend
idiom lessons. Websites that are appealing, preferably
ACTIVITIES FOR THE CLASSROOM
There are countless activities for using idioms that
free, and easily accessible are most suitable. For
can be taught one-on-one, small groups, or a whole
practicality purposes a few websites are highlighted to
class. Students can read, write, draw, and/or act out
assist teachers in exploring other common idiom
English idioms to reinforce and develop a deeper and
definitions, grammatical structures, and activities of
richer understanding about idiom phrases. In this
idioms for all grade levels.
section several ideas about teaching idioms are
http://www.idiomsite.com/ described along with some examples of student work.

THE CALIFORNIA READER SPRING 2017 VOL. 50, NO. 3 23

 read by students during reading instruction. For example,
phrases such as eat like a horse or piece of cake can
be discussed and shared with students and the teacher
One technique teachers could write these idioms on a whiteboard, big chart, or
word wall. Using this approach, students can refer to
can introduce idioms these idioms and learn about literal and figurative
language taken from their reading texts, during
to gain students interest independent reading, and informal conversations.

is when the teacher Another approach related to teaching idioms is to

allow students choice to find their own idioms by taking

purposely selects on the role of an Idiom Detective. Once students have

already been introduced to idioms students become

examples of appropriate responsible for finding idioms on their own through their
independent reading, daily conversations, and seen on
and relevant idioms television, video, YouTube, etc. Teachers could also ask
students to discuss their favorite idioms with a partner
commonly heard or in small groups and/or share with the class. As a way
to reinforce writing, the teacher can require students to
in students daily generate an idiom journal or booklet of idioms they have
collected. That way, students have opportunities to write
conversations and idioms they encounter (as a detective) on their own as
well as to use and supplement in their own writing.
found in texts read by
Some idioms lend themselves to better
understanding with students when expressed through
students during
drawing. Using these strategies the teacher asks students
to sketch or draw idioms containing the literal or figurative
reading instruction.
language translation or both. For example, walk in
someone elses shoes students could draw the outline of
their shoe on a piece of paper and write words that
One technique teachers can introduce idioms to gain describe themselves inside the shoe. In another example
students interest is when the teacher purposely selects for the idiom, breaking the ice students could illustrate
examples of appropriate and relevant idioms commonly both the literal and figurative interpretations on a big chart
heard in students daily conversations and found in texts or poster. Additionally, students could write a sentence

24 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

 Although idioms can be taught at any grade level, one
activity recommended for older elementary grades
includes emphasizing historical word origins.
using the idiom to accompany their drawing. As an option,
students could be arranged in small groups and sketch or
draw idioms on colorful posters including both meanings
that they have selected and share with class.
This next activity involves the teacher writing a series
of idioms on small strips of paper (folded, any color) and
asking students to pick one idiom from a small container
(shoebox, plastic bowl, basket, etc.) and read the idiom
aloud (i.e. at the drop of a hat). One student can be
selected daily or weekly to read an idiom to the whole
class or the idiom can be acted out or drawn on the
board including literal and figurative interpretations. To
extend the idea, students can write their own idioms on
strips of paper they encounter and place them in the
THE CALIFORNIA READER
box. As another choice, teachers can pair students (an
ELL student with a more proficient or native English
language speaking partner) and have them write and act
out actions together represented in idioms containing
verbs. For example, hitting the books or getting the
ball rolling or using idioms that students can easily
illustrate such as raining cats and dogs, and shot in the
arm are good choices.
Although idioms can be taught at any grade level, one
activity recommended for older elementary grades
includes emphasizing historical word origins. For
example, if someone says read the riot act students
could search for and learn about the idioms origin. For
instance, according to Andrews (2013), during 18th-
century England, the Riot Act, a real document, was often
SPRING 2017 VOL. 50, NO. 3 25
read aloud to angry crowds in order to get them to thumb, getting the red carpet treatment) can be highly
depart and leave peacefully. Hence, students would learn effective. In this activity students could select a color and
about the origin of the phrase. Teachers can also plan a identify idioms having adjectives or words containing
unit or a series of lessons introducing idioms including color and describe and illustrate their definitions.
word origins and/or heritages and cultures to enrich
Another theme could be based on sports and idioms
students background knowledge and interest in learning.
comprised of mainly action verbs (i.e. beating the clock,
Further, students can research and locate other idiom
hitting it out of the ball park etc.). For convenience a
historical facts on their own to share or write about.
lesson plan (including CCSS standards) is provided
containing action verbs based on a theme for the sport
USING THEMES AND LESSON PLANNING
boxing/wrestling to bolster vocabulary development.
As students are introduced and encounter more
During this lesson students select their own idioms from
idioms in the English language another approach is
a list of idioms and definitions from a website. (See
teaching idioms based on a central theme. This idea not
website in lesson plan). The purpose of the lesson is for
only promotes students interest and understanding it
students to write a passage about idioms using real
can also deepen their connections about idiom concepts.
world scenarios to develop further understanding and
For example, in a reading and language arts lesson,
nuances in word meanings for world application. See
idioms that focus on words with color (i.e. having a green
Figure 1 boxing/wrestling idiom lesson plan

Figure 1 Example of a Boxing/Wrestling Idiom Lesson Plan

Subject: Reading/Language Arts

Grade Level: Upper elementary, middle grade

Time: 50 to 60 minutes

Objective: Students will be able to select a boxing/wrestling scenario idiom and apply it by writing a paragraph or
passage about a real world scenario using the same idiom.

Materials: List of boxing idioms and definitions retrieved from https://voxy.com/blog/2012/06/boxing-idioms-english/

Common Core State Standards:

LITERACY.L.5.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

LITERACY.L.6.5/7.5.A Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

LITERACY.L.8.4.A Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.

26 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

Procedures:

1. Students will briefly brainstorm in small groups and review what they know about idioms and share with the
class.

2. Students will then be given a list of common idioms related to boxing/wrestling (e.g. beat someone to the
punch, tossing ones hat into the ring, etc.). Distribute boxing-wrestling list of idioms to small
groups/partners. See website to download the list.

3. Teacher will promote students creative and analysis thinking by reviewing and discussing action verbs and
sharing some examples of idioms from the list.

4. Teacher will discuss and model by writing an example on the board or whiteboard, etc. and explain how the
idiom can be applied in a real world scenario.

5. For example, the idiom, down and out for the count, means defeated or overcome (as a wrestler or boxer who has
run out of time to stand up after being knocked down, meaning the athlete lost and the match is over). Real world
scenario If a sneaker business is doing poorly or badly and their sales are very slow but are making every effort to
stay open, it is down but not out. However, if the sneaker company cannot figure out a better way to sell their sports
shoes and merchandize and has to close its doors, it is forced to go out of business, or bankrupt, and is down for the
count. Therefore, in real life, any company can struggle or could improve but if sales decline it is down and out for the
count.

6. Students will be placed with a partner and will choose an idiom of their choice from the list and write a paragraph or
passage of a real world scenario. To provide support for ELLs they can be paired with a more proficient English language
speaker. Students writing can also be shared with the class. For writing support the teacher can provide a template or
sentence frames as necessary. As an extension to the lesson students can submit their idioms to be used as writing
prompts for the whole class. Students may also draw, sketch, or act out their idiom if appropriate in small groups.

Assessment:

The teacher will circulate around the room to observe, guide, and assist students/partners who have any questions or
difficulties with the assignment.

Partners will share and explain to the class how and why they chose a specific boxing idiom from the list they chose
and read aloud their real world scenario.

THE CALIFORNIA READER SPRING 2017 VOL. 50, NO. 3 27

 FINAL THOUGHTS
The English language includes a deluge of idioms
that tend to largely resist logical and grammatical rules.
They are informative, humorous, and interesting. Idioms
are also a part of speech that can be specific to a group
of people, area, or region. Without idioms there would
be less variety of English phrases and word choice in oral
language and writing. In addition, Common Core State
Standards (CCSS, 2010) include expectations that all
students will be prepared for 21st century learning and
success and many standards can be addressed when
teaching idioms. Moreover, students who learn English
idioms have more opportunities to demonstrate critical
thinking skills and learn the nuances about the language.
Idioms are found in childrens books, in the media, and
heard in everyday conversations that have found their
way into the English language. ELLs and emerging
bilinguals would also benefit from learning idioms by
being placed in small groups and/or paired with a well-
suited partner for support. Additionally, the shear high
numbers of idioms combined with their high frequency
in discourse make them a critical feature of vocabulary
development. More importantly, idiomatic expressions
are so natural in American culture both spoken and
written discourse, that teachers should teach them to
heighten students vocabulary and communication skills
for application in the real world.
REFERENCES
Andrews, E. (2013). 10 Common Sayings With Historical
Origin. Retrieved from http://www.history.com/
news/history-lists/10-common-sayings-with-
historical-origins
28 SPRING 2017 VOL. 50, NO. 3
Buchwald, A. (2000). Dont say Lets Get Together to a
foreigner. In S. K. Cohen (Ed.), Building reading
fluency: Words in focus 104-105. Singapore:
Thomas Learning.
Cooper, T. C. (1999). Processing of idioms by L2 learners
of English. TESOL Quarterly, 33(1), 233-262.
Irujo, S. (1986). A piece of cake: Learning and teaching
idioms. ELT Journal, 40(3). 236-242.
Jackendoff, R. (1997). The architecture of the language
faculty. Cambridge, MA: MIT Press. National
Governors Association Center for best practices &
Council of Chief State School Officers. (2010).
Common Core State Standards for English
Language Arts and literacy in history/social
studies, science, and technical subjects: Key shifts
in English Language Arts.
Nippold, M. A., & Martin, S. T. (1989). Idiom
interpretation in isolation versus context: A
developmental study with adolescents. Journal of
Speech and Hearing Research, 32, 59-66.
Stein, J., & Su, P.Y. (Eds.) (1980). The Random House
Dictionary. New York, NY: Ballantine.
Su-Yueh Wu, (2008). Effective Activities for Teaching
English Idioms to EFL Learners. The Internet TESL
Journal, XIV (3).
CHILDRENS BOOKS REFERENCES
Bhalla, J. (2009). Im Not Hanging Noodles on Your Ears.
Washington D.C.: National Geographic.
Block, S. (2011). Butterflies in My Stomach and Other
School Hazards. New York, NY: Sterling.
Edwards, W., (2008). Monkey Business. Toronto, Canada:
Kids Can Press.
THE CALIFORNIA READER
Edwards, W. (2010). The Cats Pajamas. Toronto, Canada:
Kids Can Press.
James, T. (2010). The World is Your Oyster. Vancouver,
B.C.: Simply Read Books.
Leedy, L., & Street, P. (2003). Theres a Frog in My Throat.
New York, NY: Holiday House Inc.
Nelson, D. (2007). My Grandma Likes to Say. Chelsea, MI:
Sleeping Bear Press.
Parish, H. (2010). Amelia Bedelia Bakes Off. New York, NY:
Greenwillow (2008). Amelia Bedelia and the Cat.
New York, NY: Greenwillow. (2004). Calling Doctor
Amelia Bedelia. HarperCollins, New York,: NY.
Parish, P. (2004). Amelia Bedelia and the Baby. New York,
NY: HarperCollins. (1985). Amelia Bedelia Goes
Camping. New York, NY: HarperCollins.
THE CALIFORNIA READER
Snodgrass, C. (2004). Super Silly Saying that are Over Your
Head. Higganum, CT: Starfish Press.
Terban, M. (1983). In a Pickle and Other Funny Idioms.
New York, NY: Houghton Mifflin.
Terban, M. (1990). Punching the Clock Funny Action
Idioms. New York, NY: Clarion Books.
ABOUT THE AUTHORS
Joan C. Fingon, Ed.D. < jfingon@calstatela.edu> is Professor
of Literacy and Education at California State University
Los Angeles.
Cecelia Jimenez, Ed.D. < cecelia.b.jimenez@gmail.com> is a
Student Teaching Supervisor at California State University
Los Angeles.
SPRING 2017 VOL. 50, NO. 3 29
 An Interview with CRA PDI
Keynote Speaker,
Danny Brassell, Ph.D.
By Paul Boyd-Batstone, Ph.D., Editor of The California Reader
Editor: Can you tell us about the title that you
use, Americas Leading Ambassador of Reading?
Danny: I got the idea from Muhammad Ali. An
interviewer asked him how he was the Worlds Greatest
Boxer of All Time. He laughed and explained, How can I
be the worlds greatest boxer of all time? You have
different weight classes and different eras. The reason Im
the Worlds Greatest Boxer of All Time was because I told
people I was. So I said, Okay, Im Americas Leading
Reading Ambassador because I say so.
However, in practical terms, Im on the road over 100
days a year, speaking at school districts and PTAs from
coast-to-to-coast, as well as to professional associations
for educators. I speak about the importance of reading
and impart practical strategies that are actually benefiting
practitioners in the field, including teachers, librarians,
specialists, and administrators. And my latest venture is
working with parents because when you get all those
players (teachers, administrators and parents) on the
same page, you start to move mountains.
Editor: What works to get all those players on
the same page?
Danny: Currently, I provide two-day seminars with
30 SPRING 2017 VOL. 50, NO. 3
school districts. On Day 1, I work with the teachers; on
Day 2, I work with the administrators. On the evening of
Day 1, I will work with parents. I love getting the families
involved. It was either Socrates or Keanu Reeves who
once said, You need a license to fish, a license to drive a
car; but any idiot could become a parent. Well, now that
Im a parent, that has been proven true. But in defense of
parents, nobody gives them a manual in the hospital
when a child is born. I think it is imperative as educators
to provide parents with practical training tips on how they
can work with children. As a teacher, Ive worked with
incarcerated parents, Ive worked with intoxicated
parents; but Ive actually never worked parents that didnt
love hearing great things about their kid. Ive never
worked with a parent that didnt want the best for his kid.
So what I love about parent training is that things that all
of us as educators take for granted might not be so
visible to many parents. So when Im engaged in parent
seminars, I dont teach them rocket science. I teach them
some basic tips.
Two of my mentors were Dr. Steve Krashen at USC
and Jim Trelease (author of The Read Aloud Handbook).
Those two men provided the cornerstones of what I try to
teach people practical tips guided by research. If you
THE CALIFORNIA READER
really want kids to be better students, better citizens, in only takes 21 days to change a habit. I have a real
better readers - youve got to get them to read a lot for problem with authors throwing out a line like that
fun, and youve got to read aloud to those kids. because what happens is that inevitably after 21 days -
when their habit hasnt changed they blame
Editor: Tell us more about being a student of Dr.
themselves. And thats wrong because it is not based on
Stephen Krashen at USC and what you learned from
research.
him.
Now I refer people to a study conducted in 2009 with
Danny: Everything. He cracks me up. Hes one of the
98 people who were given different habits to change.
rare professors in academia who can take mundane
And the study found that it took anywhere from 18-254
research and make it interesting in his presentation
days to change a habit, and the average was 66 days. I
style. He did a huge service for people. He was the one
dont like the number 66, so I changed it to 67. Youve
who opened up my eyes to that if you want kids to be
heard the phrase, Dont sweat the small stuff; but I
great readers, youve got to make sure that they have
completely disagree with that assertion. What I say is
plenty of access to great reading materials, plenty of
that the small stuff is the stuff to sweat. You dont have
choices for what they read, and youve got to give them
to worry about the big stuff if you sweat the small stuff.
time to read. And thats what the new video series that I
Theres that great study by Anderson & Fielding (1988)
developed for parents called 67 Steps. What I do is send
from the University of Illinois, where they study reading
parents every day for 67 consecutive days a 5-7 minute
habits. They found that kids that tested below the 20th
video about how to turn their struggling or reluctant
percentile spent less than 1 minute a day reading at
reader into a passionate and proficient reader. You and
home. In contrast, kids that tested above the 70th
I know that when we say the words, struggling and
percentile averaged only 9.6 minutes a day of reading at
reluctant reader, what that means is code for boys. Boys
home. So I say, Wait a minute! I can get my kid from an
are always a lot tougher to become readers than girls.
F to a C just by reading 10 minutes a day?! Well, the
I call it 67 Steps because you always hear a lot of average time spent reading outside of school for kids
numbers thrown out, and it turns out that most of these who tested above the 90th percentile was just over 20
numbers are false. If you hear them enough, you start to minutes a day. Its something that I emphasize with
believe them. I heard people say that it only takes 21 parents. I ask them, Can you find 20 minutes at home to
days to change a habit. Well, its completely untrue. Its get your child reading, if you want to get them from an F
based on a line from the introduction of the book, to an A?
Psycho-Cybernetics (1960) by Maxwell Maltz. Maltz was a
In 67 Steps, I share with parents ideas like the
plastic surgeon and he reported his observations that it
following: turn on the closed captioning on the television
generally took people about 21 days to get used to their
set so that kids have to read what they are watching, play
new faces after plastic surgery. Many of the self-help
audio books in the car so that kids are listening to books
authors out there, even those that I admire, still say that

THE CALIFORNIA READER SPRING 2017 VOL. 50, NO. 3 31

while driving to and from school, make sure that there
are books in different places in the house like the
breakfast table and the bathroom next to the toilet,
make sure that you read aloud to kids before they go to
bed, and things like that. You dont need to have a Ph.D.
to be a really good parent. These are basic things that I
try to teach people.
I grew up in a home where I absolutely hated reading
as a kid. I never read anything as a kid; I hated it. But I
grew up in a home where my parents were avid readers,
and there were tons of reading materials in my house,
and my parents read to me. A lot of kids dont have that
in the environments they are growing up in.
What prompted my passion about reading more
than anything was when I was teaching in Compton,
seeing that there were so many kids that didnt have
access to the things that I had access to. It really ticked
me off. Every kid deserves to have an opportunity. What
you do with your opportunities is your choice, but you
need to have that opportunity.
Editor: Lets switch gears to Jim Trelease. He
represents a less academic side to reading. What did
you learn from him?
Danny: Jim retired from public speaking about 10
years ago. And its a shame because he is the best
education speaker Ive ever heard. He was insightful,
captivating and very, very funny. Jim and I have a
common characteristic: before we entered education,
we were both journalists. Jim is a fantastic writer. He
wrote The Read-Aloud Handbook (Penguin Books, 2013).
It is amazing the number of people who have not heard
of this book. I think every parent and teacher in America
32 SPRING 2017 VOL. 50, NO. 3
should be issued a copy. Jim had a tremendous influence
on me on showing how to provide practical tips to
parents and educators. He provides tips that are not
intimidating but are also research-based. I feel very
blessed to have a wonderful mentor in Jim.
Editor: Could you talk about The Lazy Readers
Club?
Danny: As a professor at a university, my students
asked me for book recommendations, so I created
www.lazyreaders.com to give them some of my favorite
books. It basically evolved into a monthly book club that
is free for anybody whos interested to subscribe. Once a
month, I update it with 10 new recommendations,
including 3 or 4 adult level books, 3 or 4 young adult
level, and 3 or 4 childrens level books. Each book is less
than 250 pages in length for people who dont have time
to read. I started it in 2003 and within five months, it
became the number one book club online according to
Google. I went over the Google analytics with my
Webmaster to figure out why it was so popular. We
determined that middle-school boys were going to the
site to find short books to do their book reports. So Ive
tried to make it as kid-friendly as possible. Im developing
videos for really lazy readers, who dont have time to
read. Its a website of love and passion. Im always excited
to talk about books with people. I love being around
people who just tell me what they are reading and give
me all kinds of ideas for whats going on my lists. There
will also be a feature that I havent put up there yet: for
years, people have been asking me for customized
recommendation lists. I will be making those accessible
to everybody. Some examples include, 10 great books
for a 3rd grade boy who likes trucks, 10 great books for
THE CALIFORNIA READER
a 7th grade girl who likes southern cooking, 10 great
books for a housewife who likes reading mysteries on
the beach. Its a labor of love to do my part to get more
people excited about reading.
Editor: What is your favorite book?
Danny: Oh gosh, what is my favorite book? There
are so many books I love. There are books that have
made a huge difference in my life. To Kill a Mockingbird
(Lee, 1960, L.B. Lippincott & Co.) is one of the greatest
books Ive ever read. I love the book; it is beautifully
written. Im saddened that I never got to meet Harper
Lee because that book really touched me. When I was in
high school, even when I didnt like to read, Catcher in the
Rye (Salinger, 1951, Little Brown) was the first book to get
me to laugh out loud. Another book that I loved was
Douglas Adams Hitchhikers Guide to the Galaxy (1979,
Pan Books). It was one of the best written books Ive ever
read. Im sure that I had to put the book down at every
other page because I was laughing so hard. Obviously
the Bible. Probably my favorite author right now that I
would love to meet is Richard Peck who wrote A Long
Way from Chicago (1998, Dial Press).
Editor: You are going to be a keynote speaker at
the CRA Professional Development Institute in
October 20-21st, in Los Angeles. The title of your
keynote is Reading Make Over: Bringing Joy Back
into Education. Where did the joy go?
Danny: Thats a great question. Krashen will agree
with me on this one. If I were U.S. Secretary of Education,
I would get rid of mandatory testing - and with all that
money wed be saving on testing, I would reinvest back
into school libraries, P.E. programs, music, art,
THE CALIFORNIA READER
counselors, field trips, the things that weve taken out of
the curriculum that have a major impact on kids
development. The title, The Reading Makeover, came
from a TEDx talk (https://youtu.be/ll7Va0V4mJQ) that I
gave in San Diego in 2014. Because of that video, I met a
great guy by the name of Mike McQueen, who was a
school librarian in Colorado. He had written some things
about getting boys to read that I loved, so I proposed
that we write a book together, The Reading Makeover
(Brassell & McQueen, 2016, Shell Publications). Its a fun
book. It includes anecdotes of his experiences as a
librarian and my experiences as a teacher. Both of us
share a passion that the way you get kids to be better
readers is that you make reading fun.
The National Reading Panel (2000) came up with
what they called the five reading essentials: Phonemic
Awareness, Phonics, Vocabulary Development, Fluency,
and Comprehension. Dont get me wrong; I think all five
of those are important, but they ignored the sixth critical
component, which I think overrides all five of those. And
thats motivation. The question I always ask parents and
teachers is, What good is it teaching kids how to read, if
they never want to read? So the premise of the book,
The Reading Makeover, is how do we get kids to want to
read. It really goes back to everything Ive been talking
about. There are basic things: for example, making sure
reading is based around a kids interests. If all a kid wants
to read is The Adventures of Captain Underpants by David
Pilkey (1997, Scholastic), I encourage that kid to read
Captain Underpants because the kid that reads Captain
Underpants is much more likely to read Shakespeare
than the kid who is not reading Captain Underpants.
SPRING 2017 VOL. 50, NO. 3 33
 Editor: If you had one or two things to tell CRA
Members, what would it be?
Danny: Well, first off theyve got to come to the
Professional Development Institute in October. Its a
wonderful opportunity to meet all those great
practitioners in classrooms and school librarians across
California. And they get to meet some of the cutting-edge
top experts at the university level and authors of their
favorite books. Unfortunately, too many educators have
to fund themselves nowadays; but a smart school
administrator knows how to budget appropriately and
make sure that professional development is an important
element of a healthy school. To me, going to any
professional reading association is like returning home.
You are around people who are talking about books.
If I were the President of the United States, Id give
the Presidential Medal of Freedom to Oprah Winfrey or
to Dolly Parton because these are two women who have
given a lot of time to encouraging people to read.
Everybody knows that Oprahs Book Club is a great way
to read. Ive never seen her on her TV show say, Oh, I just
read this great book, Their Eyes Were Watching God
(Hurston, 1937, J.B. Lippencott, Co.). Heres what I want
you to do at home. I want you to get a piece of paper and
a pen. I want you to write the copyright date, the three
main characters, the theme. I always tell teachers,
please remember these three words: Book reports
stink! They get kids to hate reading. Oprah talks about
books the way people talk about their favorite sports
team or their favorite TV shows. She gets people excited
about reading. The more excited you are about reading,
the more likely you are to read. The more you read, the
better you get at reading.
34 SPRING 2017 VOL. 50, NO. 3
Dolly Parton has a wonderful foundation that a lot of
people dont know about. Dolly Partons Foundation,
Imagination Library USA (http://usa.imaginationlibrary.com)
has provided around 25 million books to children in the
Appalachian Region from birth and upwards.
Editor: Id like to add that one of our CRA
members, Dr. Susan Neufeld, a professor of reading
and literacy at CSU Stanislaus works with the Dolly
Parton Imagination Library USA Foundation to
provide thousands of books to children in Central
California. Shes been doing it for years. And its a
labor of love on her part.
Danny: Thats wonderful. I didnt know that they had
expanded that far west.
Editor: This is similar to my last question, but I
really want you to target that classroom teacher
working with students from a range of ethnicities
and socio-economic status. What word would you
have for that teacher?
Danny: You are not alone. There is help out there.
The great thing about the CRA PDI is that people there
are generous givers. Im a giver. Im going to make sure
that everyone at the PDI gets a free electronic version of
my book, Read, Lead & Succeed (Brassell, 2014, Success
Press, Inc.), which is a book I wrote for a principal who
didnt know how to engage his faculty. The book is
designed to provide a weekly topic, an inspirational
quote, a short inspirational anecdote, a
recommendation for a book that everybody should read.
Because were adults, were too lazy to read long books,
so I also give a childrens picture book recommendation
for those who dont think they have time to read. I also
THE CALIFORNIA READER
provide electronic notes based on my presentations
along with tons of reading strategies. Whats pure gold if
you come to this conference is the numerous seminars
from expert teachers or university professors who are so
generous with providing instructional solutions. I think all
of us are primarily concerned with that person who
everyday is in the trenches in the classroom. The
seminars address how to work with a homeless Latino
student, how to work with an African American student
whose mother has been incarcerated and the father is a
crack addict. Theyll help that rural teacher find other
teachers to bond with, or help that teacher in an affluent
neighborhood where all the parents in the classroom
think that their kid is going to Harvard, but the childs
behavior creates havoc for himself and others, or how
do we get a skateboarder interested in reading. That is
why you go to Professional Development Institute.
THE CALIFORNIA READER
I want to find out what works. If I were a heart doctor,
Id want to hang out with as many quality doctors as
possible to find out what the best procedures are. What
you learn might not work for all of your students, but I
think it is really important to arm ourselves with lots of
weapons of mass instruction. You might find that what
worked for one child doesnt work for another, but you
may have picked up an new strategy at the CRA PDI in
October that worked for a teacher in Kern Valley and just
might work for my student in Lynwood. So anyone who
is on the fence about attending the Professional
Development Institute needs to act now. Its going to be
a great event. Its two days around your peeps. Youre
around a group of people who are all about helping kids
love reading
SPRING 2017 VOL. 50, NO. 3 35

This issues Book Nook column is all about Andrea
Zuill. Zuills books are funny. She incorporates heart and
humor in her stories. In WOLF CAMP, she sends a dog to
wolf camp. In DANCE IS FOR EVERYONE, she sends an
alligator to dance class. Putting things where they don't
seem to belong can lead to some humorous adventures
and perspectives.
Task: Finding the Funny
Read her books out loud to your students.
Mark all the funny spots. Use post-it notes.
Ask students, Why is this funny? Have them explain
the humor.
Encourage students to write their own funny stories.
Have them think of an animal and put that animal in
an unlikely context.
(This tasks meets CCRA.R.5 and CCRA.W.3.)
Many of your students may have experiences with
camps. They may also have experiences with dance
classes, or other types of classes. In this next task, have
students share their experiences.
36 SPRING 2017 VOL. 50, NO. 3
BOOK NOOK
By Dr. Virginia Loh-Hagan
Task: New Experiences
Tell students to think about the first time they went
to camp or took a new class.
Have students write narratives describing their
experiences.
Have students edit and revise their writing.
Have students illustrate their work.
(This task meets CCRA.W.3, CCRA.W.4, and CCRA.W.5.)
The last task can be integrated into a unit about
habitats. In both stories, the animals are taken out of
their natural habitats and put into a new habitat. Homer
the dog leaves the comforts of his domesticated life.
Tanya the alligator leaves her swamp. Zuill uses her
creativity and imagination to share what would happen to
them in new habitats, wolf camp for Homer and a dance
class for Tanya.
Task: Animal Reports
Have students select an animal.
Have students research this animal and write a
report describing the animals physical
characteristics, behavior traits, and habitats.
(This task meets CCRA.W.2 and CCRA.W.7.)
THE CALIFORNIA READER
 WOLF CAMP is a fictional picture book about dogs
and wolves. Encourage your students to read these
EUREKA! award-winning books about dogs or wolves:
A Friend for Lakota: The Incredible True Story of a
Wolf Who Braved Bullying by Jim and Jamie Dutcher
(National Geographic Kids, 2015): Lakota is a shy
wolf pup who was always getting picked on by the
bigger, stronger members of his pack. That
changed when he found a friend. Learn about the
trials and tribulations of wolf-life via this sweet
story. The authors studied this wolf pack in their
natural reserve for years.
Mogie: The Heart of the House by Kathi Appelt and
illustrated by Marc Rosenthal (Atheneum Books
THE CALIFORNIA READER
for Young Readers, 2014) - Even though Mogie
failed his service dog tests, he did not fail in life! He
successfully and faithfully served by helping Gage,
a sick boy, get his mojo back. Readers will fall in
love with Mogie, the dog with a big heart.
Stubby the War Dog: The True Story of World War
Is Bravest Dog by Ann Bausum (National
Geographic Childrens Books, 2014) - From stray
dog to stowaway to war hero, Sergeant Stubby, the
stump-tailed terrier, worked behind enemy lines
and helped us win the war while winning our
hearts. Perfecting a right paw salute, Stubby is a
true American soldier.
SPRING 2017 VOL. 50, NO. 3 37
 Helping teachers to unpack the complexity
of adolescent literacy instruction: A review
of Brozo, W. G. (2017). Disciplinary and
content literacy for today's adolescents.
New York, The Guilford Press.
Reviewed by Betina Hsieh, Ph.D.

What it means to teach reading and literacy at the

secondary level has shifted greatly over the last two
decades. Reading in secondary schools has traditionally
focused on content area literacy strategies, general
reading strategies designed to help students gain a
general understanding of texts across content areas, often
by using text features and structures for clues to unlock
meaning. While content area literacy strategies are still
relevant practices many adolescent readers can benefit
from when approaching texts, the field of secondary
literacy has moved towards an increasing emphasis on
adolescent literacies, including a focus on disciplinary and
21st century literacies as central to all secondary
classrooms (Moje, 2008; Moje, Young, Readence, & Moore,
2000; Shanahan & Shanahan, 2014). This shift has been
reflected in the national standards and by literacy-based
teaching organizations (National Council of Teachers of
English, 2013; National Governors Association Center for
Best Practices & CCSSO, 2010).

William G. Brozos Disciplinary and Content Literacy

for Todays Adolescents, 6th edition, reflects this shift.
Previously entitled Content Literacy for Todays Adolescents,
Brozos revised title indicates his attention to disciplinary

38 SPRING 2017 VOL. 50, NO. 3 THE CALIFORNIA READER

ways of understanding that can support secondary
students to engage more deeply in specific disciplinary
classes (e.g. Social Studies, Music, Economics,
Mathematics, Biology). Brozo not only discusses reading,
writing, literacy-based assessments and vocabulary
development in several disciplines, but gives examples of
how literacy can be used to extend and support
disciplinary knowledge. Applicable content area literacy
strategies are also present throughout the book, using
texts from various disciplines. Brozos disciplinary
framing helps the examples he uses to be more
authentic than many other texts that try to integrate
content area literacy strategies with disciplinary texts
outside of English.
In addition to striking an admirable balance between
content area and disciplinary literacies, the text also
recognizes that adolescent literacies are constantly in
flux. Before launching into strategies, the text begins
with an examination of youth culture and the
importance of literacies to adolescent identities in and
outside of school. This chapter is followed by a chapter
that focuses on building literacies with culturally and
linguistically diverse learners. These two opening
chapters are critical to establishing a context for
secondary literacy that is supported by the various
disciplinary and content area literacy examples.
In a text meant to address secondary literacy
learning in multiple contexts, it is difficult to discuss in
depth the disciplinary habits of mind necessary to
promote disciplinary literacy practices. However, Brozo
provides a strong introduction to core literacy guidelines
which can inform strong instruction across content
areas, balanced with disciplinary examples and
THE CALIFORNIA READER
strategies that lend credibility to these principles. His
text is one from which teachers in all secondary
classrooms can benefit when looking to promote their
students literacy growth and content understanding.
Brozo, W. G. (2017). Disciplinary and content literacy for
today's adolescents. New York, The Guilford Press.
Moje, E. B. (2008). Foregrounding the disciplines in
secondary literacy teaching & learning: A call for
change. Journal of Adolescent & Adult Literacy, 52(2),
96-107.
Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W.
(2000). Reinventing adolescent literacy for new
times: Perennial and millennial issues. Journal of
Adolescent & Adult Literacy, 43(5), 400-410.
National Council of Teachers of English. (2013,
February). The NCTE definition of 21st century
literacies. Retrieved from http://www.ncte.org/
positions/statements/21stcentdefinition
National Governors Association Center for Best
Practices & CCSSO. (2010). Common Core State
Standards. Washington, DC.: Authors.
Shanahan, T., & Shanahan, C. (2014). The implications of
disciplinary literacy. Journal of Adolescent & Adult
Literacy, 57(8), 628-631.
ABOUT THE AUTHOR
Betina Hsieh, Ph.D., betina.hsieh@csulb.edu is an Assistant
Professor in the Department of Teacher Education at
California State University, Long Beach. Follow her on
Twitter: @ProfHsieh
SPRING 2017 VOL. 50, NO. 3 39
 LOCAL COUNCILS BY AREAS
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