Highlights of the Letters and Lines Conference for Children's Book Writers and Illustrators

Earlier this month I attended my first Letters and Lines Conference for Children's Writers and Illustrators. It is put on every year in Colorado by the Rocky Mountain Chapter of the Society of Children's Book Writers and Illustrators. I have attended many similar conferences while living in New Mexico, but this was my first Colorado conference. It was held at the Denver West Marriott in Golden.

One of the best perks of being a member of SCBWI is getting to know so many talented children's authors and illustrators. It is a pure delight when I already love a book and then get to meet the author or illustrator behind that book at an SCBWI event. That happened a few years ago when I ran into Dow Phumirik at Second Star to the Right Bookstore. I already loved her masterfully illustrated Counting on Katherine: How: Katherine Johnson Saved Apollo Thirteen written by Helaine Becker. I was in the process of highlighting it as one of the titles I explored in my book, Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling, so it was great fun to meet the illustrator. Since then I have become a big fan of anything illustrated by Dow, so I was thrilled to see another book of hers that I already loved at the Letters and Lines Conference Bookstore - Hello, Tree. Even more special, the author, Ana Crespo, was a conference presenter. She is an agent as well as an author and had wonderful insights to share during a pitch panel and a picture book critique seminar. In the photo below, Dow is pictured on the right and Ana is on the left.

Hello, Tree fits perfectly with my blog theme for the year on stories about resilience. Although it is a work of fiction, it was inspired by the 2013 Black Forest fire in Colorado. Watch a video of Ana talking about the book HERE. What I love most about this book is that it is written from the perspective of the tree which makes it a wonderful selection to use with any age group to explore point of view. I suggest comparing it to Almost to Freedom written by Vaunda Micheaux Nelson (a friend from SCBWI New Mexico) and illustrated by Colin Bootman. Vaunda's book is a story about the Underground Railroad written from the perspective of a doll. Because they are short, using picture books for POV discussions provides the opportunity to discuss two or more complete works in a limited time frame.

I also got to catch up with Beth Anderson and Jolene Gutierrez. We presented an author/educator panel on "Using Narratives as a Bridge to Informational Text" at Reading in the City in Denver last April and will be presenting the same panel in Copper Mountain at Reading in the Rockies on September 30. Please attend if you happen to be at that conference sponsored by the Rocky Mountain Branch of the International Dyslexia Association. 

Last but surely not least, Andrea Wang, author of Watercress, was the keynote speaker. We all loved Andrea and her work before her book won the Caldecott, the Asian/Pacific American Award for Literature, and a Newbery Honor, so it has been especially exciting to watch her popularity as an author grow and expand. See the author panel below on promoting storytelling that Beth, Dow, and I did with Andrea before she and Watercress were so famous. 

Check out these blog posts:

Interview with Beth Anderson on The Resilience of English Language Learners.

Interview with Jolene Gutierrez on The Resilience of Bionic Beasts

Children's Author Panel on Promoting Storytelling with Dow, Beth, and Andrea.

Watch for upcoming blog posts where I will share more book titles from Letters and Lines.

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Resilience and English Language Learners

Recently I've been sharing stories of resilience. With that topic in mind, today I’m interviewing author, Beth Anderson, about her experiences as a teacher for English Language Learners. Beth and I will be serving on an author/educator panel along with Jolene Gutierrez for the annual Reading in the City Conference on April 15, 2023, in Denver, CO. The topic is “Using Narratives as a Bridge to Informational Text.”  See last week's interview with Jolene.

Carolee: You have written several narrative non-fiction picture books about real-life characters overcoming adversity. I’m sure that many of your students who were English Language Learners faced extreme adversity in their early lives. Did you find that certain stories resonated with them more than others?

Beth: Some of my students had dealt with things unimaginable to most Americans, but stories of real people facing challenges rang across culture, time, and place. True stories always opened up thinking as they inspired questions and connections. Most were stories of struggles, survival, life-changing choices, and trying to claim one’s place in the world. I think many immigrants and refugees have a stronger connection to these stories than many of us as they’ve lived these kinds of challenges.  Not only do those stories connect to students, but they also have potential to contribute to the classroom community with shared understanding. 

Carolee: Did you ever use picture books with teens? If so, what tips do you have for teachers who may want to use picture books with older readers?

Beth: I used picture books ALL THE TIME! Before we had an ESL curriculum, they were the springboard for content units that built language skills. Using the term “illustrated texts” can help with older kids who may be offended by “picture books.” I used them with high school English language learners and all the time with middle school kids. They were perfect for so many reasons: length, illustration support, rich language, embedded content, text/page, and more. I could teach all the language arts skills and also sneak in content support and academic vocabulary. Narrative nonfiction is dignified and inspiring for any age. Nothing “childish,” nothing that talks down. That’s the key. So my advice is to choose books that kids can relate to, that contain themes and characters suitable for maturing minds, and use high-quality art.

Carolee: In your book, Tad Lincoln’s Restless Wriggle, Tad had difficulty with reading as well as speaking. When a student is struggling to learn English as a second language, it may be difficult to tease out which ones may have speaking or reading challenges in their original language. Do you have any tips for identifying or working with these students?

Beth: Identifying learning issues and challenges is always extremely difficult for English language learners. While we don’t want to make hasty assumptions, we do want to get a student the support they need to be successful. It requires observing and taking notes as you try different approaches over an extended period of time. Learning as much as possible about their schooling history and past academic challenges through family interviews and any records you can obtain is helpful. Knowledge about their first language can shed light, too. The ability to test in the first language can be the only way to surmount some of the barriers, but not all school systems have that ability for every student. 

Carolee: One of the topics that you are planning to discuss during our panel is the Affective Filter. Can you tell us more about that topic and its implications for struggling learners?

Beth: The Affective Filter is a metaphor for how attitudes affect language acquisition. When cognitive overload and the inability to connect and create meaning from input result in frustration and failure, learning shuts down. The goal with ELLs is to scaffold and design instruction to make the classroom a learner-friendly environment where students can be successful. If you can lower the filter, learning happens. I think the affective filter is real for all students facing learning challenges. We all know how stress affects us—not only physically, but mentally and emotionally, too. The more support educators can provide to relieve classroom stresses and support struggling learners, the better chance they'll have to achieve and find their way in the world.

Carolee: Thanks for your insights. I look forward to our panel next week!

Find out more about our upcoming author/educator panel on "Using Narratives As a Bridge to Informational Text" HERE. Read the interview with co-panelist, Jolene Gutierrez, HERE. 

Learn about Beth's latest book, Cloaked in Courage and explore last year's Q&A with Beth about Tad Lincoln's Restless Wriggle. Download the free activity guide.

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Using Narratives As a Bridge to Informational Text

I'm thrilled to announce that I will be presenting on an author panel with Beth Anderson and Jolene Gutierrez at Denver Academy for the annual Reading in the City Conference on April 15, 2023. The subject is "Using Narratives As a Bridge to Informational Text." 

Many students struggle with understanding story structure. Even those who do have a good understanding of narrative text still have difficulty making the leap to understanding informational text.

Narratives and Informational Texts actually have a lot in common, especially when those narratives are based on the type of real-life heroes and celebrities that Beth and Jolene write about in their books. Some of those characters are even animals! Narrative non-fiction picture books, biographies, personal interest stories, and scientific innovations told from the perspective of the characters who experience them can all be used to help students form a bridge between narratives and non-fiction. 

Watch my blog in April for Q&As with these two amazing authors and learn more about their books. I will also be sharing tips for comparing narratives and informational pieces from my book, Story Frames for Teaching Literacy.

These women are not just successful authors. They are also educators. Beth is a retired ELL teacher who spent many years teaching English Language Learners. Jolene works with students with learning challenges as both a teacher and librarian. 

The regular registration price for the conference is in effect through March 30. Find out more information at https://idarmb.org/ritc-speakers/. 

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Cloaked in Courage - Q&A with Author, Beth Anderson

Beth Anderson is joining me today for a Q&A on her latest book, Cloaked in Courage: Uncovering Deborah Sampson, Patriot Soldier. Beth is a former educator and author whose well-researched books make history come alive for young people. I also appreciate how she discovers little-known characters and shares their fascinating adventures with her readers. I frequently use narrative non-fiction picture books with struggling readers. Her books are some of my favorites and theirs. I featured one of her titles, An Inconvenient Alphabet: Ben Franklin and Noah Webster's Spelling Revolution, in my resource for educators - Story Frames for Teaching Literacy (Brookes Publishing, 2021). An Inconvenient Alphabet takes place in the years after the Revolutionary War and would be a good title to explore alongside Cloaked in Courage which will be available on November 15, 2022. Scroll to the bottom of this post to find out how to pre-order Beth's new book and get some fun book swag in the process.  

LINKS TO THE COMMON CORE

I was excited for the opportunity to preview Cloaked in Courage and to ask Beth some questions about the story. Because of its historical context, Beth's book is appropriate for students of all ages. Teachers of older students may be interested to know how the story may be linked to the Common Core State Standards:

Grade 3 - CCSS.ELA-LITERACY.RL.3.9 requires students compare stories written by the same author. Ask students to Compare and Contrast Cloaked in Courage with another book by Beth Anderson. I suggest Revolutionary Prudence Wright: Leading the Minute Women in the Fight for Independence. Both stories are about real women who were instrumental in helping America in the fight for freedom.

Grade 4 - CCSS.ELA-LITERACY.RL.4.6 requires students to compare and contrast the point of view from which stories are narrated, including the difference between first- and third-person narrations. Cloaked in Courage is written in the third person as are most biographical stories. Compare it to Almost to Freedom told from the perspective of a doll that belongs to a family escaping to freedom through the Underground Railroad. It is written by Vaunda Micheaux Nelson and illustrated by Colin Bootman who won a Caldecott Honor for his masterful artwork.

Grade 5 - CCSS.ELA-LITERACY.RL.5.9 requires students to be able to compare stories in the same genre specifically in regard to looking at how different authors handle similar subjects. Comparing Cloaked in Courage to Gingerbread for Liberty! How a German Baker Helped Win the American Revolution by Mara Rockliff would be a fun fit for addressing this standard. You could also compare An Inconvenient Alphabet to another book by Mara Rockliff, Mesmerized: How Ben Franklin Solved a Mystery that Baffled All of France. Both of those books share little-known stories about a well-known historical figure, Benjamin Franklin.  Both of Mara Rockliff's books are featured in Story Frames.

Grade 6 - CCSS.ELA-LITERACY.RL.6.9 requires students to be able to compare similar subjects explored across different genres. Comparing Beth’s picture book to any sixth-grade book on the subject of the Revolutionary War would be a great way to show how the same subject can be handled in very different ways. The Newbery Medal winner, Johnny Tremain: A Story of Boston in Revolt, would be an excellent choice. Although Johnny Tremain is a fictional character, the author, Esther Hoskins Forbes, conducted extensive research to write the story about life during and just before the start of the Revolutionary War. Comparing a narrative non-ficiton picture book such as Cloaked In Courage to a fictional novel on the same subject would be a good way to explore this standard.

If you are interested in using narrative non-fiction picture books like Beth’s with older students, see the piece I wrote for Beth's blog on Not Just for Little Kids: Five Reasons to Use Picture Books with Older Students. And now... I’m delighted that Beth Anderson is joining us today for a Q&A about her new book, Cloaked in Courage.

INTERVIEW

Carolee: There are many similarities between Cloaked in Courage and Revolutionary Prudence Wright. Both books feature strong female characters, both dressing as men, to further the cause of the American rebels in the Revolutionary War. Those are ways they are similar. How would you characterize the main differences between these women?

Beth: I’m always fascinated with how people become who they are. And that’s really what Deborah Sampson’s story is about. The major difference I see between the two women is in their experiences growing up. Prudence was raised by forward-thinking parents. They sent her to school, encouraged her to participate in family “debate,” and allowed her to gain “male” skills like fishing and hunting. She was raised to see herself as a capable being. On the other hand, Deborah was “put out” at age 5 when her mother was unable to care for her children. She basically raised herself while working as an indentured servant in several households. She had to discover her capableness, sneak her education, and find her place in the world on her own. She had to dig deep for perseverance, not only to push back against the traditions that set her up for a limited life as a servant, but also the traditions that defined her future and restricted the path of women.

Carolee: I knew that parents in financial distress often hired out their children to work for other people, but I had no idea anyone would “hire” a child as young as five as was the case with Deborah. How widespread was the practice of hiring such young children? Did the parents receive money or were they just looking for room and board for children they could not afford?

Beth: I hadn’t heard of this tradition to “put out” or “bind out” children either. It offered a tremendous window into the times and her childhood as I dug into the research. Her father deserted the family, and her mother was unable to feed and clothe all her children. The restrictions placed on girls and women didn’t prepare them to make a living, so this was a heart-wrenching choice some had to make. This was basically the foster care system of the times and involved certain obligations. It was how a community cared for its members. They would place a child in the service of someone they owed a debt. As far as I know, the act of binding a child out served two purposes; it paid debts and also provided care for the child. This way, infants remaining with the mother and the children put out had a better option than starvation. Deborah was probably fortunate to first be placed in the home of an elderly aunt who cared for her and likely was the one who taught her to read and write. While this was emotionally extremely difficult, perhaps we can think of her mother’s act as generous and selfless, giving her daughter a chance in life. I could see how Deborah doing “male” chores as she grew up made her strong inside and out and prepared her for the path she was to choose later. 

Carolee: Deborah survived the war but almost died of disease. What disease was it? And how often do you think the outcome of wars was affected by diseases? 

Beth: Historians can’t verify which disease Deborah had, and different sources offer varied possibilities. This is why I left the disease unnamed. At the time, there were many diseases and illnesses that could be deadly: typhoid, typhus, measles, scarlet fever, smallpox, dysentery, putrid fever, malaria, yellow fever, and more. The question of what she likely had was one I put to the expert I consulted when Anne Lambelet was working on illustrations. She would need to show it. Based on the date and location, summer/fall in Philadelphia in 1783, the expert said measles. There was no vaccine for measles and many died from it. Medical staff weren’t aware of germs or viruses or what caused infection. Many practices did more harm than good. Sanitation and hygiene were lacking. And when you put troops closely together with others from different areas, contagion runs wild. Diseases affect the readiness of troops, strategies, logistics, and pose a constant danger. There’s no question that disease affects every aspect of our lives, including wars.

Carolee: You often write about little-known historical figures. How do you find out about them?

Beth:  I’m always on the lookout for people and events that make us think a little differently about history. I run across these people from history in all sorts of ways - from newsfeeds of all sorts to articles or researching one thing that leads to something else. Deborah Sampson was on my radar for a while but at first, her story didn’t grab me. I had only seen very limited information on her, and nothing about her childhood. A few years later - in 2020 I think - there was an article about her being mentioned in an old diary that the Museum of the American Revolution had just acquired. It referred to her first attempt to enlist - something new to me. When I looked at that incident, it revealed more character. So I tried again. The diary turned out not to be helpful, but in digging past the surface (as with Tad Lincoln’s story), I found the person. I got a peek into motivation and experiences that made her who she was. Suddenly she inspired respect and amazement. As I researched, I found that a lot of what’s out there about her is fiction—that's been repeated as fact—and she’s sort of been appropriated for various causes. My goal was to try to tell her story as close to verifiable truth as possible, to let her be her and let that be enough. As with all things history - it’s complicated. There’s a lot of joy in digging out a piece of history that opens your eyes, but, with limited resources, these little-known figures are definitely a challenge. 

Carolee: Students often read a book like yours and want to learn more about a topic. If the subject is broad, such as the Revolutionary War, it may be hard to narrow down all the possible choices. On the other hand, if they are interested in finding out about a little-known person like Deborah Sampson, there may not be many resources. Do you have any tips for young people who want to explore a topic from one of your books?

Beth: One of my goals with all my books is to spark interest in history. In my author’s notes, I share what grabbed me about a person or topic as an example for kids. I also try to offer more information about the times so there are many potential “sparks” to ignite curiosity to look further. My bibliographies list the sources I used. So many primary source documents are accessible digitally online. To see Deborah Sampson’s enlistment paper, or muster roll, or pension application is exciting! But then, take those facts and try to understand the person, their motivation, their risks, their challenges. Use critical thinking, as well as introspection, and connect as humans. That’s what makes digging into history meaningful. The back matter of this book shares some of the challenges of research, including many of the potential pitfalls. When kids start asking the WHY questions, it’s time to dig into the time and place. History becomes real and fascinating. Ask questions! And let your questions guide you. 

Carolee: Thanks so much for joining us today. Are there any parting thoughts you would like to leave us about Deborah Sampson?

Beth: Thank you for sharing Cloaked in Courage and encouraging using it in classrooms! When kids understand the human side of history, they can connect. They’ll see that we, too, are impacted by our time and place and are also a part of history.

ADDITIONAL INFORMATION, LINKS, AND PREORDERS

To pre-order signed copies of Cloaked in Courage and special swag go to https://shop.twjbookshop.com/products/cloaked-in-courage-signed-copy-preorder-out-11-15-22. 

For Colorado Front-Range residents, you may pre-order books from The Wandering Jellyfish Book Store and receive a signed copy, button, bookmark, and journal at https://shop.twjbookshop.com/products/cloaked-in-courage-signed-copy-preorder-out-11-15-22. You may also order the book from any local bookstore.

Watch a conversation between Beth and the illustrator, Anne Lambelet, on November 15, 2022, on Facebook -  https://www.facebook.com/events/3347028345565090

And here’s the educator guide: https://bethandersonwriter.files.wordpress.com/2022/10/cloaked-in-courage_educatordiscussion-guide.pdf.

HAPPY READING!!  

WATERCRESS WINS BIG AT ALA

Caldecott Medal Winner
Newbery Honor Book
APALA Award Winner 

I'm so excited to share the news that Watercress, written by Andrea Wang and illustrated by Jason Chin, received three major book awards this week at the American Library Association 2022 Midwinter Meeting. Hopefully, you've heard of the Caldecott and Newbery Awards, but you may not be familiar with the APALA award from the Asian Pacific American Librarians Association. Its mission is to address the needs of Asian/Pacific American Librarians and the communities they serve.

In early summer of 2021, Andrea appeared on a panel with me, author Beth Anderson, and author/illustrator Dow Phumiruk. The topic was on Promoting Storytelling With Your Kids. The discussion and video are available on my blog with a link to the FREE PDF of the handout - Picture Books For Reminiscing. The handout includes questions for each of the picture books we discuss during the panel including Watercress. These questions may be used at home or in the classroom for any age group to stimulate discussing and writing about about personal experiences. The panel event was hosted by a local Denver bookstore, Second Star to the Right. If you are in the Denver area, check and see if they still have signed copies of Watercress available. I'm sure they are going fast!

I was not surprised that Watercress won the Caldecott given to "... the artist of the most distinguished American Picture Book for Children." Jason Chin's masterful watercolor illustrations are the perfect accompaniment to Andrea's story - an account of a personal childhood experience picking watercress from the side of the road with her Chinese immigrant parents. I was surprised and delighted, however, to learn that this quiet yet powerful picture book also won a Newbery Honor. Newbery books are typically for older students. Take for example, the recent Newbery Medal winner, The Last Cuentista, by Donna Barba Higuera. This novel for ages 10-14 is a bit more typical of the age range of books that usually win a Newbery. Read more about all of the 2022 Newbery and Caldecott Medal and Honor winners at ala.org 

What excites me most about Watercress winning a Newbery Honor, is that it demonstrates that narrative non-fiction picture books are not just for little kids. I have long been an advocate for promoting the use of picture books with older students. I hope that this award will encourage librarians and other educators to share Watercress, Unspeakable: The Tulsa Race Massacre (A Caldecott Honor Book), and other compelling and important picture book titles with older elementary school students and teens.

For specific tips on sharing these and other narrative non-fiction picture books with teens, see my article - Not Just for Little Kids: Five Reasons to Use Picture Books with Older Students over at Beth Anderson's blog. She was another author on the panel with Andrea Wang. Watch for Beth's new book, Revolutionary Prudence Wright: Leading the Minute Women in the Fight for Independence illustrated by Susan Reagan available February 1. Preorder now! Read the blog article by Sandy Brehl to learn more about the book.

The book giveaway on Beth's blog ended in November, but the tips are still invaluable. The winner of that giving away was Lillie Pardo, an intervention specialist teacher in California. Congratulations, Lillie!

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Educator's Guide for TAD LINCOLN'S RESTLESS WRIGGLE

Last week's blog post featured an Interview with Beth Anderson, author of the picture book, Tad Lincoln's Restless Wriggle: Pandemonium and Patience in the President's House. This week I'm providing an analysis of the plot that teachers and SLPs can use with students to talk about the story after reading the book. The analysis is based on the approach found in my resource, Story Frames for Teaching Literacy. Find out more about Story Frames HERE. This blog post is also available as a downloadable Educator's Guide.

This narrative non-fiction picture book is an excellent resource to use with students of all ages for the following objectives:

1. Improve Understanding of Text Structure. Talk to students about the plot structure found below. Then ask them to retell the story to a peer or write a summary. 

2. Connect to the Social Studies Curriculum. The narrative explores what it was like living in the White House during the Civil War and contains an extensive Author's Note that will appeal to older readers. Ask students to find other books about the Civil War appropriate for their grade level.

3. Build Grit, Resilience, and Disability Awareness. The story features a child with both speech/language and learning challenges and can be used to talk about resilience, determination, and acceptance of self and others as well as additional topics related to social-emotional development. Ask students to list their strengths and weaknesses.

4. Improve Vocabulary. The author uses many action verbs to portray Tad's exuberant nature. Have students go through the book looking for action words like careen, launch, scurry, trot, scramble. Have them find definitions for each word and practice conjugating the verb for various tenses (scurry, scurries, scurried, scurrying). Then use the verbs in a story or summary.

5. Promote Ideas for Writing Personal Narratives. The book can be used to inspire students to write their own stories. After reading the book, ask students this question: Have you or someone you know ever tried to find a small way that you could help impact a big problem?  Examples might include homelessness, hunger, poverty, or protecting the environment. 

For more suggestions on how to use picture books to encourage students to write personal narratives, see my AUTHOR PANEL video with Beth Anderson and other children's authors and download the free PDFs from my website below:

PDF for Parents: Picture Books for Reminiscing

PDF for Teachers: Writing Personal Narratives: Using Narrative Nonfiction Picture Books as Inspiration for Telling Your Story

PLOT ANALYSIS

ORDINARY WORLD- Tad lived at the White House with this father, Abraham Lincoln, during the Civil War. He was a restless child who ran from his tutors and interrupted his father's meetings, but he also brought joy and comfort to the president during a very difficult time.

CALL TO ADVENTURE- His father invited him along on official business. 

MENTORS, GUIDES, & GIFTS- Tad learned much from watching his father. He preferred learning from his father to learning from his tutor.

CROSSING- When Tad was 10, his parents took him to visit an army camp.

NEW WORLD- Tad slept in a tent and visited the troops. He was greatly affected by the experience and when he returned home, he listened to the problems of the people who came to visit his father.

PROBLEMS, PRIZES, & PLANS- There were many problems related to the war, but the one that seemed to affect Lincoln the most was that the generals didn't have enough bandages and medicine for their soldiers. Tad planned to raise money to help the war effort.

MIDPOINT ATTEMPT- Tad charged a fee to people who wanted to visit his father at the White House until his father shut down his efforts. He also tried selling food, broken toys, and his parent's clothing until his father brought that to an end as well.

DOWNTIME- He finally settled for keeping his father company in his office. Late each night, his father carried him to bed.

CHASE & ESCAPE- Tad tried to find other ways to help. He gave coins to the homeless and freed a turkey that arrived shortly before the holidays.

DEATH & TRANSFORMATION- When Tad realized that the cook had recaptured the turkey was going to cook it for Christmas dinner, he begged his father to intervene. Lincoln wrote a note saving the turkey's life.

CLIMAX/THE FINAL TEST- For Christmas, Tad received many books as presents. That's when he got his best idea yet. He packed up the books along with warm clothing and food and took a large box to the soldiers recovering in the army hospital.

REWARD- The soldiers are the ones who received the gifts in the end, though we can be certain that Tad benefitted as much as they did and that his generosity brought joy to his father as well.

To get the most out of this narrative analysis and to find additional supports for writing, vocabulary development, and comprehension, check out my book, Story Frames for Teaching Literacy.

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Interview with Beth Anderson, the Author of TAD LINCOLN'S RESTLESS WRIGGLE

I’m excited to be interviewing author, Beth Anderson, for a Q&A about her new book, Tad Lincoln’s Restless Wriggle: Pandemonium and Patience in the President’s House. The book is illustrated by S.D. Schindler and due to be released on October 5, 2021, but I was very lucky to get a sneak preview. Speech-language pathologists and classroom teachers are going to love this unique look into Abraham Lincoln’s special relationship with his most unique son, especially as we approach Dyslexia Awareness Month coming up in October.

Carolee: As a speech-language pathologist, what excites me the most about your new book is that you feature a main character with a speech difference which your sources indicate may have been a partial cleft palate. Could you give us more details about what evidence points to that conclusion?

Beth: Thank you for inviting me to share some of the research, Carolee. It was fascinating to see what experts learned from the historical record. But, before I share their work, it’s important to know that they used limited details reported by non-professionals at a time when there was no generally accepted terminology for speech disorders. I found one in-depth analysis and a few other articles that explore possibilities while noting the limits of available information and the complicated nature of diagnosis.

Definitive evidence for cleft lip shows up in photographs, while strong evidence for cleft palate or partial cleft palate comes through other sources. Considering the hereditary aspect of cleft palates, a picture of Tad’s grandfather appears to have the same notching on the upper lip.

A reference to an orthodontic device of the time signals a dental abnormality. Also, Tad’s need for specially prepared food indicates problems chewing/swallowing. Some of Tad’s speech patterns are associated with cleft palate, as well as some of his reported social emotional and learning challenges that young people with cleft palate sometimes face. 

Carolee: Because I work with so many students with dyslexia, I’m also interested in learning more about Tad’s language-based learning disability. Were there interesting details about his learning style and/or differences you would like to share that didn’t make it into the book?

Beth: This area lacks specifics. The most detailed research addresses his speech rather than learning disabilities. The evidence for LD tends to be that of association with other issues of his. There’s a strong indication of language delay and possibly dyslexia. Tad was called a slow learner, impulsive, and hyperactive. And he was also described as quick-minded and wise beyond his years. I’ll share some of his documented language issues here.

There are multiple examples from first-hand accounts of Tad’s pronunciation issues. Many are consistent with immature speech patterns. Tad called Elizabeth Keckley “Yib” (probably for “Lib”), Crook was “Took”, Papa dear was “Papa-day,” and Mrs. Sprigg was “Mith Spwigg.” There seems to be a consensus that Tad had an articulation disorder, perhaps a severe one.

As far as his "gushing" speech, it’s possible he had a cluttering disorder as he also exhibited a few of the issues that go with it like distractibility, hyperactivity, certain social/vocational problems (such as delayed ability to dress himself), and language difficulties. Experts are cautious due to the difficulty in diagnosing cluttering.

Tad’s behavior also had signs of ADHD. Though this is supported by association with some of his other difficulties, a diagnosis would require more information.

He insisted (at age 12) that a-p-e spelled monkey when presented a picture and the word. It appears to be more than a substitution as the anecdote notes the interaction had an intentional focus on the letters. Some see that as evidence of dyslexia.

As a former educator, when a child runs away from his tutor and does anything he can to avoid lessons, I tend to think he’s frustrated by his failure and learning differences—even more disheartening when your older brother is a whiz kid. And when you consider all the stress he was dealing with from his personal challenges, as well as living life in the White House (age 8 to just after his 12^th birthday), it adds another layer. When Willie died in 1862, Tad lost a brother, playmate, and the person who “translated” his speech for others. In school, he was mocked for his garbled speech and called a stutterer. There’s no real evidence he was actually stuttering, and it’s likely that people used the term for a speech impediment. Many reported a lisp and said his speech was unintelligible due to both his pronunciation and his words flooding out and being jumbled. So you can imagine how people reacted to him, rejected him, and discredited him. Learning about what Tad struggled with and all he faced helped me try to understand the world from his point of view.

Carolee: As an adolescent, Tad did learn to read and write and to speak clearly. Is there any more information available about how he overcame his challenges?

Beth: Tad was a joyful rambunctious child. I would bet he got away with a lot and pushed his limits because he was the son of the President. The President’s House, as the White House was called at the time, was an exciting place. An attic full of treasures. A bell system to call servants. A rooftop perfect for play cannons. A stable with all sorts of animals. A soldiers’ camp on the property. All pretty irresistible for a child! I think there are a number of factors contributing to Tad’s rejection of schooling, and there are a few hints that one of those was that he wasn’t giving lessons his all. After the loss of his father, he realized that he would have to take life more seriously, be more responsible, and grow up.

There is little information about how he overcame his challenges. At age 14, in Chicago, his brother Robert hired an “elocution” tutor. At 15, Mary took him to Germany where he boarded at Dr. Johann Heinrich Hohagen’s Institute and received special instruction. Tad didn’t learn to read, write, and speak clearly until he was sixteen. I didn’t find any information about his instruction.

Carolee: You portray a very unique relationship between Abraham Lincoln and his son, Tad. The president was quite understanding and accepting of his son’s differences at a time when most adults had little patience with children. When you consider that the story is set during the Civil War, Lincoln’s relationship with Tad is even more impressive. How do you think this relationship affected Tad’s development as a person? As a parent and an educator, do you have any personal suggestions for building self-esteem in students with learning challenges?
 
Beth: Abraham and Mary Lincoln were considered permissive parents and criticized for their lack of discipline. The quote that opens the back matter gives us a window into Abraham’s thinking:

“Love is the chain whereby to bind a child to its parents.”

Other quotes from Lincoln showed he understood the challenges Tad faced, the pressure of life in the public eye, and a child’s need to play. There was plenty of time for Tad to learn his letters. After Willie died, Tad and his father had a special bond that sustained both of them. Lincoln said, “I laugh because I must not weep.”

The more I learn about Abraham Lincoln, the more I see his extraordinary ability to see goodness in people, whether the “enemy” or an unruly child. And I think that’s the secret—being able to see past the inappropriate behaviors to find the goodness. Not always easy, right? When I look at father guiding son, I see the familiar “I do, we do, you do” pattern. I saw the father’s behaviors come through in the son. If you look at Tad’s actions, especially the turkey pardon, he’s seeing goodness, too, and speaking for those who can’t. Papa modeled, then guided, then gave Tad opportunities to be successful and use his energy in deeds that allowed others to recognize his goodness. Patience is hard, but I have to imagine that the child is feeling frustration too, and trying to be patient with the rest of the world. I think it’s about mutual trust and respect, and offering a scaffolded path that provides comfort and encouragement for each child to see their own goodness. 

Thanks so much for your questions and the opportunity to share the fascinating research!

Carolee: Thank you, Beth, for taking time out of your busy writing schedule to talk about your book.

Earlier this summer, Beth joined me and two other Colorado authors for a discussion with Second Star Books about writing memoirs and personal stories. Watch the video and read the Q&A HERE. Pre-order your copy of Tad Lincoln’s Restless Wriggle today from a local bookstore or from AMAZON.

Watch for next week's post where I will share an Educator's Guide for Beth's new book.

Beth has another book that is featured in my recent educational resource Story Frames for Teaching Literacy: Enhancing Student Learning through the Power of Storytelling. That title is An Inconvenient Alphabet: Benjamin Franklin and Noah Webster’s Spelling Revolution. Beth is a former ESL teacher and conducts intensive research for her books about the lives of popular historical figures. I always learn something new from reading her work. Narrative non-fiction picture books make great therapy tools for SLPs working in the area of narrative intervention which is the subject of Story Frames.

Children's Author Panel on Promoting Storytelling

 

Watch the video HERE. 

Thanks to everyone who joined me on June 1 along with Lauren Casey from Second Star to the Right Bookstore and Colorado authors Andrea Wang, Beth Anderson, and Dow Phumiruk for our author panel on Promoting Storytelling with Your Kids. It was a wonderful event. If you missed it the recording is now available above. 

In the first half of the video, we talk about tips for writing personal narratives including using picture books as a conversation starter between caregivers and children. You may download a FREE PDF of my handout - Picture Books For Reminiscing. It includes questions for each of the picture books we discuss. These questions may be used at home or in the classroom to stimulate a discussion about personal experiences. Specifically for teachers, download the PDF: Writing Personal Narratives: Using Narrative Nonfiction Picture Books as Inspiration for Telling Your Story.

I've included an excerpt below of our Q&A at the end of the video which Lauren moderated. It starts about 25 minutes into the recording.

Lauren: How do you find the courage to share what you have created.

Carolee: This is a very good question, especially for kids. I remember being a kid and not wanting to stand out, not even in a good way. We don't want to be too dull, but we don't want to be too bright either. We don't want to be too tall and we don't want to be too short. One of the things that helps us to share our work is finding people we can take that risk with - sharing a little bit of ourselves and our story with people we can trust. When we are back in school it would be wonderful if we were writing more personal stories and sharing them in the classroom Validating our experiences and celebrating how different we all are helps us create connections. Today we've been talking about very different stories about people who lived before us or lived in very different places, but we each relate to each of these stories because of that connection. We need to get to the place where that connection is more important to us than our fear of rejection. Our part is that when we hear someone else's story, we let them know that is safe. We give them that acceptance. Hopefully, when it comes back around to us, someone will give us that courtesy as well.

Beth: Can I add something to that? The most significant experience I had as a teacher in writing with my students was when we were writing personal memoirs and I wrote with the kids. This applies across the board whether it's with family or in the classroom, whether it's written or whether it's oral. We all just wrote. And when I shared my memoir piece and my voice cracked at the end, and they saw me vulnerable, sharing a piece of my life and how it had an emotional impact on me, it opened up that safe place and they all shared miraculous stories of their lives. These were all immigrants and refugees. People who had very different kinds of experiences that they were not willing to share usually. I think that as adults, if we open up that space, we not only share family stories that are personal to our families that can be passed along, we create that safe space to connect at a deeper level and let kids share those emotional experiences. 

Andrea: I think it is also important to remember that being brave does not mean that you aren't scared. I was always an incredibly shy kid and wouldn't show my writing to anybody except the teacher because you have to do that. Then the teacher in my third-grade class decided that she was sending all of our poems to the town newspaper, and they were all printed. That was a defining moment in my life because I thought, "Wow, my name is in the paper. I've made it." From then on it wasn't so bad because people were complimenting all of us. It was a safe place. It was a very lovely town. With Watercress and it being such a personal story, I've been afraid since the moment that I sent it to my agent. I was essentially revealing my heart to everyone. But you really do have to embrace that vulnerability that we've been talking about. That allows other people a turn to be brave and share their own stories. That's what I really hope that Watercress does, is to encourage everybody: parents, caregivers, and kids, to share their stories. 

Dow: I love everything that everyone has said. I was going to add that you can be scared, and maybe the time isn't right to share your story, and that's okay, but when you meet that favorite teacher or that good friend, or a family member that you really connect with, that's a time to test it out. Go ahead and share things. You might be surprised. You might think that it's awful or it's embarrassing but when you share it with someone you trust and who is supportive of you, you might get a response that encourages you to keep going and keep writing. They may share their stories back with you. So give it a try. For me, I didn't feel like I wrote any stories that I wanted to share except maybe in fourth grade. Then there was a big gap until I was well into my forties before I really shared it as an adult because I didn't feel like I had anybody who really connected with me and who I was until I joined a bunch of creative people in the Society of Children's Book Writers and Illustrators. But it doesn't have to take that long. Take your chances. Find people you trust who will support you and show them what you are up to. You will be surprised. I'll bet they're going to encourage you.

Lauren: Those are such great answers. I love this so much especially because I know that we reach so many educators and so many parents who had to educate unexpectedly this school year. These are all such important messages. Something else that we get asked a lot that I would like everyone to share briefly is who inspires you? If you get stuck writing, what book do you grab or what author do you reach for to help those creative juices.

Dow: I illustrate more than I write so I look at art. I look at work from past Caldecott winners. The beautiful pieces that get me motivated are just so beautiful to look at. I imagine how I could create something similar. It never matches, but I imagine how I can attempt to portray that feeling for people who are viewing my work. That's what I try to do.

Carolee: On the heels of what Dow said, I like to read poetry. Just like a picture is a snapshot, a poem is a snapshot. Sometimes it's hard to get inspiration from an entire book. It takes so long to read it. I'm a speech-language pathologist and with my own students, I may only see them once a week. I look for something short to share with them. I'm going to pick something short like one of these picture books we've discussed today from my book, Story Frames for Teaching Literacy. A picture book is short, it's crisp, it's to the point, and yet it's so beautifully written and touches on something meaningful in a very short bit of time. Poetry is the same way. There is so much metaphor and symbolism in poetry. You can read one poem and have the main idea. I like to read something short and then just meditate on it or read something and take a walk, be out in nature where the world is full of metaphors that symbolize so much of our experience. 

Andrea: Right now I'm most interested in writing more about culture and identity, so what I've been doing is I've been reading non-fiction books about the history of Asian America and Asian American Experiences so I turn to those books that discuss the making of Asian America. I will even watch documentaries. PBS has an excellent documentary about Asian Americans. I also listen to podcasts. There is one called Asian Enough that I really love. They interview Asian Americans from all walks of life. I will try to listen and take notes at the same time. It could be something completely unrelated, but it jogs something in my brain and I get an idea. Lots of different kinds of media. Not just books. 

Lauren: I love that, bringing it in from all over. So you just keep a notebook with you then?

Andrea: Or my phone.

Lauren: Right. It's not 1992. 

Beth: Sometimes I get stuck because I don't know enough. I'm too limited in my thinking. So I try to look at the wider picture, to get into the setting. I write a lot of history so I do a lot of research to try and understand the time and the place and the traditions and the beliefs, all of the things that are at work in that person and understanding their life. If it's an idea that is theme-related, I read other articles about that topic and it exposes me to different viewpoints and makes me jog my thinking a little bit. So that's usually what I do. Or take a walk.

Lauren: I love the walks, yes! To end, I know that you all gave really great advice when you were speaking about different tips that you have for parents, but I wonder if we could speak to educators specifically. We love our educators. We work with so many schools and we love them all. What advice do you have for educators, especially after this hard year? Virtual school was rough. People may not be feeling like they want to share their stories. I think a lot of people are shut down. Do you have any advice for the classrooms or for home learners? How can they open that back up? How can we break out of the pandemic blues?

Andrea: I have a writing exercise that I give out when I do school visits and educators can use this too. Taking a cue from Watercress, write about a memory, but choose one where your feelings change from before the activity to afterward and that's really where your story lies. For example, in Watercress, the girl in the story feels very embarrassed and confused about why her parents are making her pick watercress. By the end, when her mother shares her own story from her past about her relationship to watercress growing up during the Great Famine in China, the girl then gains a new understanding and awareness and her feelings have really changed by the end. She's much more connected to and proud of her heritage. Remind kids that they can be proud of who they are and where they are from.

Beth: I think that the best writing comes from writing you really care about that really fires you up whether it's anger or passion or love. If it is hooked in emotionally it goes much deeper and it's not just for the teacher. It's more for you. Teachers know that the best way to get kids to learn is to connect with them and to reach them on an emotional level. If you can make assignments touch on the emotional level like - Why does this matter? Why do you care about this? Whether it's science or social studies or whatever it is. One of the things I've talked with kids about during my visits with Lizzie Demands a Seat is about how your time and place affect who you are. Interpreting a fact, like she's a teacher, became very different. When you look at the times and the place, she actually was an activist as a teacher. It totally changes motivation and everything about the story. I say that if you don't think that your time and place affect you, think about your life now with the pandemic. You will never think the same. You will always see things differently. This will forever affect your view of the world and this will be something you tell your kids about. That's how you become you. Get it on the page or in your speech or in whatever you're doing. Let that emotion connect you.

Carolee: I love the books that we've talked about today. These are what I use when I work with students and I tend to work with students who have pretty significant learning challenges. As a speech-language pathologist, I specialize in working with students with dyslexia, so when I read a book it's not just to find the main idea or answer detail questions, I tell my students, "I have something so special to share with you today. It's a book about a woman who saves the Apollo 13 mission." I only share books I love and it just to happens that they are usually narrative non-fiction picture books that are absolutely full of vocabulary, main idea, with all of those things we want kids to learn without it being drill and kill and now let's have a test over the book. You can't help but learn from the story because it's so exciting. Sometimes we'll just analyze an illustration. We will talk about who is the subject of the picture. What are they doing? Where is it happening? When? Why? That is basically the construct of a complex sentence. We use that conversation to build how complex sentences are made from either looking at the pictures or reading the book. I would challenge teachers to find books you love that you cannot wait to share with your students. That enthusiasm is contagious. If our students learn nothing more from us than a love for stories, then we will have done a great thing because the stories do the work. Kids learn so many life lessons from those stories, and if we can encourage that love of stories by loving stories ourselves, and sharing that love and sharing that enthusiasm, then we will have done a great thing. 

(Side Note: Obviously, there is much more work that we need to do besides simply fostering a love of books, especially for kids who struggle with learning to read, but sharing our enthusiasm will help remind our students of why all of that hard work is important.)  

Lauren: I'm so glad we are recording this my friends. This is amazing advice.

Dow: I love that you can encourage yourself to bring your own enthusiasm for books to the classroom. I think that is great advice. Just in case you hadn't heard anybody else on this soapbox yet - let children choose their own books to read. Let them pick what they are interested in be it a picture book or a graphic novel or YA books that are banned in a few states. These are safe ways for children to learn as they make that discovery on their own with a book of their choice. It's going to stick with them and they're going to become lifelong readers and learn about the world that way. Picture books are my favorite and I think that adults and children alike need picture books. I think the world would be a kinder, gentler place if we all embraced picture books. Let children pick as well what they prefer. 

Lauren: I love that, and I think I know a store where these children can go to pick their own books. We might just have a place on South Pearl Street. Thank you all so much for being here today and for sharing such amazing advice. Carolee, thanks for orchestrating this and putting us all together and getting us out in front of our audience. Thank you!

Carolee: I could not have done it without the great material and the great authors that are here with us today sharing their amazing talent.

Lauren: Once again friends, my name is Lauren from Second Star to the Right. Thank you so much for joining us here today. Happy reading and we'll see you next time. You can find these books on our website:

Check out books from our Story Frames Panel at Second Star to the Right Books:

Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling by Carolee Dean 

Watercress by Andrea Wang

Magic Ramen: The Story of Momofuko Ando by Andrea Wang

An Inconvenient Alphabet: Ben Franklin and Noah Websters Spelling Revolution by Beth Anderson 

Lizzie Demands a Seat: Elizabeth Jennings Fights for Streetcar Rights by Beth Anderson

Counting on Katherine: How Katherine Johnson Saved Apollo 13 written by Helaine Becker and illustrated by Dow Phumiruk

Titan and the Wild Boars: The True Cave Rescue of the Thai Soccer Team written by Susan Hood and Pathana Sornhiran and illustrated by Dow Phumiruk.

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To watch the video on Tips for Leisure Reading by New Mexico authors, go HERE.