Speaking of ReadingFALL 2016

PRESIDENT ’S MESSAGE

Fall, 2016Another year, an-other conference;and what a year ithas been! We cele-brated 40 amazingyears of Reading forthe Love of It with allof you. We appreci-

ated all the kind words and ac-knowledgement of the work that wehave done to support teachers’ pro-fessional learning in the field of lit-eracy over those 40 years. We areexcited about the prospect of thenext 40 and to begin we are hostingan amazing line-up of speakers atthe 2017 conference.Before I focus on next year’s con-ference though, I want to let youknow about this year’s theme for ournewsletter and how important it isfor students and teachers to thinkabout math and literacy.We have often treated the two as aseparate set of skills, however, thereis, today, a renewed interest in find-ing connections between the two

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INSIDE THIS ISSUE3 Numbers ARE Everywhere

4 Thinking – the Missing Link toLiteracy and Numeracy

5 Outreach

6 Literacy and Numeracy:Making Connections

7 Learning Mathematics withEngaging Text

8 Wanted – New ExecutiveMembers

8 Great Holiday Readscontinued on page 2...

ath may be the worry right now, but love of books can boostkids’achievement in all subjects.Declining math scores may be on educators’ minds rightnow, but reading is still considered key to student achievement

in all subjects. Now, a cross-Canada coalition is trying to promote a love ofbooks, worried about the growing number of students who say they don’t liketo read for pleasure.“There’s been a recent trend toward STEM programs (science/technology/engineering/math), and from our perspective … if you can’t read well, youare not doing well in math or science,”said Mohamed Huque, associate di-rector of the National Reading Campaign, anot-for-profit that is urging governments andschool boards to make the issue a priority.“The positive effect of reading transcendsmarks for English or language arts; it reallydoes translate beyond academic achievement.There are tons of studies showing the posi-tive effects of reading on mental health (and)building empathy,”among other benefits, he added. At a symposium earlierthis year, the campaign crafted a statement saying it’s time for“ministries ofeducation, school boards and principals (to)… adopt policies that make read-ing for pleasure possible, and that they should be accountable for reportingon the provision of such programs.In Ontario alone, the percentage of Grade 3 students who say they like toread“most of the time”sat at less than half — 47 per cent in 2013-14, downfrom 49 per cent the year prior.Among Grade 6 students, that figure dropped to 47 per cent in 2013-14 from48 per cent in 2012-13, according to the most up-to-date statistics from theprovince’s Education Quality andAccountability Office, which has also foundthat kids who read for pleasure perform better on standardized tests overtime.The campaign is also urging faculties of education to“equip future teacherswith the ability to be effective reading promoters, which includes familiaritywith children’s — and especially Canadian children’s — literature,”and callson boards to ensure schools have fully functioning libraries staffed by teach-ers who have additional training as librarians.The move in recent years — theToronto Catholic board in particular, whichcontroversially phased out all of its teacher-librarians— has been to cut libraryhours, or staff them with lesser-trained, and lower paid, technicians.

LINKING THE “RENEWED MATHEMATICS STRATEGY”TO LITERACY

Make reading fun again,national coalition urges

M

codes. How can literacy skills serveto support the learning and develop-ment of numeracy skills, knowledgeand understandings? As an emerg-ing field of research, there are oftenmore questions than answers. Fornow,we have to be comfortable withthe ambiguity. In this edition of ournewsletter, educators and expertsfrom Ontario share their thinking,experiences and questions aroundthe math/language connection. Ihope that these articles will inspireyou and your colleagues to think dif-ferently about math and its connec-tions to literacy.Back to the conference! Once againthe programme committee has linedup an amazing array of speakers andworkshops for you to attend. Please

join us for our Thursday morningopening presentation (which wassuch a hit last year, we’re doing itagain!) with the Awesome Neil Pas-richa and the awesomely talentedEtobicoke School of the Arts. Debo-rah Ellis,Marie-Louise Gay and StevePaikin are going to speakwith us dur-ing our daytime meal sessions. Thehighlight of ourThursday dinner ban-quet, where we celebrate our LiteracyAward winners, will be MargaretTrudeau. And this does not evenbegin to address the wonderfully tal-ented returning speakers, as well asour new presenters that are gettingprepared to share their expertise andknowledge with all of you.We encourage you to use our Mo-bile Conference Guide App, and allof our other social media outlets:

Facebook, Twitter and Instagram, tonavigate, promote and share yourconference experience. Links are allavailable on our website reading-fortheloveofit.comHave a wonderful fall and we’ll seeyou in the depths of winter! Febru-ary 22nd, 23rd and 24th will be herebefore you know it and our executiveis looking forward to seeing all ofyou in Toronto at the Sheraton.

Marguerite CampbellPresident, EYSRA

...President’s Message continued from page 1

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PatriciaMinnan-Wong,president of theToronto Elemen-tary CatholicTeachers’union, said the advantage of teacher-librarians is “they are certified teachers and curriculumexperts— there’s the ability to team-teach, and they are ex-perts in the area of literature and information literacy”andcan collaboratewith other teachers on the best resources, allof which can help foster a love of reading.Wayne Parker, a long-time teacher-librarian at Bramp-ton’s North Park Secondary School, said circulation isdown at the library, and“few people would disagree thelikely cause for that is they have all these smartphones— they have this thing they are paying all their attentionto and spending time with, and when it comes time …they go online”to read.He said he wonders whether this is conditioning kids,from a young age,“to read a screen page but not so oftentwo or three hundred pages”and said he does his best tobring in materials that will appeal to teens.

“My position is that if we don’t show them, they won’tknow,”he said.“There’s definitely big importance for li-brary advocacy.”He’s discovered students don’t like e-readers —“Theythink: My grandma has one of those”— and that he muststay on top of the genres students are interested in.“Twilight was huge and now it has passed,”he said, re-ferring to the hit series about vampires.“There are thosewho are very keen on their manga (comic books), butthat’s a select group,”as are those interested in teen ro-mance or non-fiction reads.“A lot of people don’t read in my generation,”said Juli-enne Ahipatela, a Grade 12 student at North Park whospends a lot of her free time immersed in a book.“Peopleare more on their electronics; they just spend time onTwitter and Facebook. I’m not really social and only goon Instagram if I have to or if I have nothing to do.”Alexia Brown, who is in Grade 11, thinks some teensmay be deterred by the cost — something the campaignhas also warned of.“I think sometimes they want to get a book of theirown, but can’t afford it,”said the 16-year-old.“There aresome books that are really expensive, or their parentscan’t take them to the public library.”Parker said that when students read novels for Englishassignments,“sometimes that will trigger them to readmore novels. But some will just read what they are as-signed, and they are done … occasionally I’ll have thewonderful experience of a student who has not readmuch at all, and I introduce him or her to something, andthey love it.“It doesn’t happen a lot, though.”

By Kristin Rushowy, Education Reporter,TheToronto Star, Monday, Sept. 12, 2016Reprinted with permission

... Make Reading Fun Again cont. from page 1CARLOSOSORIO/TORONTO

STAR.REPRINTEDWITHPERM

ISSION

YourRFTLOI2017MobileConferenceGuide App

Studentswho love to read and teacher-librarianWayne Parker gather in thelibrary at North Park Secondary School in Brampton.

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any years ago, a mathematics teacher whoregularly visited my bookstore asked meto show her books with numeracy con-tent. On any given day my store is filled

with the very best of children’s literature with stories andinspiring illustrations, but other than the usual countingbooks, I was challenged. She patiently said,“Numbers areeverywhere in children’s literature”, and proceeded toshow me numeracy concepts in many of the books al-ready on our book shelves, and I was then able to showher more books that worked for her next lessons.Since then, finding the number concepts in children’sfiction and non-fiction is a joy, since stories and real sit-uations can bring numbers to life. Many children (andadults ) have a difficult time translating little black markson white paper and applying them to the real world.Most people are surprised at the number of children’sbooks that, when read aloud, can elicit that“a-ha mo-ment”, (when the light bulb clicks on). Here are threenew books that help listeners and readers identify num-bers in daily life:Hurry Up Henry by JenniferLanthier (Puffin Canada), JKto Grade 3. This is a new pic-ture book about managingtime. Henry's mother and fa-ther and sister are alwaystelling him to hurry up, andhis best friend, Simon, neverslows down. Henry doesn'tlike to be late; but he doesn'twant to hurry, either. He likesto take his time and often sees things that his family miss,in the rush.New this fall is the third collaboration by Andrea Beatyand David Roberts – Ada Twist, Scientist (Harry N.Abrams), Grades 1 to 4. It’s a brilliant read aloud withrhyme and pattern in language, with illustrations that in-

clude diversity and drawingsthat are icons of ideas.Touch-ing on themes of never givingup and problem solving, Adacomes to learn that her ques-tions might not always leadto answers, but rather tomore questions.This is a nec-essary picture book to add toyour Science,Technology, En-gineering and Mathematics(STEM) collection.

A fascinating new non-fiction book is Kakuma Girls byClare Morneau (Barlow books), Grade 6 to 12, is perfectas a study of the world economy and financial literacy.Originally a self-publishedstory by a grade eleven stu-dent, it recounts the author’slong distance relationship-building with refugee girlsher own age, half-wayaround the world at a girls’school in Kenya and locatedamongst refugee camps.Withpen-pal style letters, andSkype calls, two schools con-nect in many surprising ways.A fundraiser, the book's proceeds go toward the highereducation of the girls at Kakuma, since their prospects ofaffording university are slim and the return to a life ofpoverty in the camps and early marriage are inevitable.Mabel’s Fables has many more numeracy titles to in-clude in your school’s library on our bookstore shelves.Plus, many more are available to order from our Numer-acy Booklists. Please contact our Books for Schoolsmanager, Erin Grittani: erin@mabelsfables.com for se-lection services.By Eleanor LeFave, Owner, Mabel’s Fables Bookstore

MNumbers ARE Everywhere

CONFERENCE REGISTRATION opened on September 1st, 2016.Plan to attend the 2017 conference! Visit our web site for details at

www.readingfortheloveofit.comHosted by the EAST YORK- SCARBOROUGH READING ASSOCIATION

hinking is an integral andcritical component of theOntario curriculum andcentral to learning and

teaching. It is what links literacy tonumeracy! The thinking processsupports a deeper understanding ofconcepts with a focus on studentsbeing able to make sense of theknowledge and skills outlined in thecurriculum.This process includes an-alyzing, inferring and building inter-pretations, making connections toextend understanding, reflecting,reasoning with evidence, evaluatingto form conclusions and proving.Thinking is also what connects the

learning and teaching of mathemat-ics to other curricular areas and,through this interdisciplinary lens,students can develop attitudes andapply skills that support modernlearning competencies. Mathemat-ics and numeracy share an inherent

relationship. Mathematics, like lan-guage, is the basis for thinking, com-municating, and understanding.But, having only knowledge ofmathematical concepts and skillsdoes not ensure numeracy. Numer-acy involves using mathematicalknowledge to develop an under-standing of the role mathematicsplays in everyday life.Adapted from the Four Roles of the

Literate Learner (Freebody & Luke,2004), the Four Roles of a NumerateLearner is a thinking framework thatprovides multiple entry points topurposeful mathematics instruction.This conceptual framework is in-tended to be a new way of thinkingabout mathematics and a new wayof doing mathematics. To becomenumerate, students must learn tomake sense of the mathematics, usemathematical skills effectively,thoughtfully communicate mathemat-

ical thinking, and critically interpretmathematical knowledge and skills.Numerate students apply mathe-matical skills and concepts to exploreand solve real-life problems. Learn-ing and teaching, in the context of21st century teaching and modernlearning, is about empoweringteachers and students to adapt to aglobal world that is changing at anexponential rate (pun intended).Students need to problem solve,think critically, use higher levelthinking skills, and communicate ef-fectively if they are to participate asreflective global citizens in a world ofdynamic change.They need to adoptthe missing link – thinking!ByMaria Luisa Lebar and Mary FioreInstructional Coordinators, K-12Peel District School Board2017 Presenters at Reading for theLove of It

TThinking – the Missing Link to

Literacy and Numeracy

SenseMaker

MeaningMaker

CodeUser

SkillUser

TextUser

ThoughtCommunicator

TextAnalyzer

CriticalInterpreter

Four Roles ofthe Literate

Learner

Four Roles ofthe Numerate

Learner

Freebody & Luke, 2004

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Please support the East York-Scarborough Reading Association Outreach efforts.Plan to make a purchase at one of the Outreach Tables at the Reading for the Love of Itconference on February 23rd or 24th, 2017.

Reading Blanket$20.00

Tote Bag $10.00

Pin $2.00

Lanyard Pen $2.00

Pencils 3 for $1.00

Water Bottle $10.00

Notebook & Pen $5.00

OutreachEvery year, the Outreach Committee of The East York-Scarborough Reading Association supports individualsand organizations who strive to make a difference in thelives of others through literacy-focused initiatives. Byreaching out to local, national and international groupswe help children and adults to develop and strengthentheir literacy skills.Through the support of our readingconference delegates we have brought the love of read-ing to many, both close to home and abroad.

In 2015-2016, funds were directed towards many organi-zations including:

• The Children’s Book Bank• National Reading Campaign• Book Clubs for Inmates• Friends of Six Nations Public Library FoundationProgram – Supporting Aboriginal Libraries Today(SALT)• Canadian Organization for Development throughEducation (CODE) Ghana

In addition to these wonderful causes,our Outreach Com-mittee contributed to the Fort McMurray Book DonationProgram on International Literacy Day 2016 in order tohelp children purchase a book of their choice.For a com-plete list of the organizations we support please visit ourwebsite at www.readingfortheloveofit.com.We are ex-cited to continue our work and are actively exploringother projects and opportunities for 2016-2017.

All revenue generated at our Outreach table at the con-ference is put towards these yearly projects. Please stopby and check out our popular book bags, heart pins,notebooks and more.Don’t forget to enter our draw atthe conference for a chance to win one of our beautifulred blankets.We are looking forward to seeing you atour 41st Reading for the Love of It Conference on Febru-ary 23rd and 24th.

Liz Blake,3rdVice President andOutreachChair,EYSRA

OutreachFeature: InMyShoes…SupportingRefugeeChildren inGreeceThe East-York Scarborough Association has responded tothe Syrian refugee crisis abroad, by providing books andclassroommaterials to a refugee camp in NorthernGreece.

By Vangie Kalanderopoulos, EYSRADirector

Arlee and I wanted to thank-you again for all of the do-nations from the East York-Scarborough Reading Associ-ation.We gave the books to the Inspiration Centre todayand they were thrilled! They especially love the LittleCanada book you picked!We passed on your email ad-dress to our physiotherapy supervisor, Sister Beverly, sothat she could also thankyou.But meanwhile wewanted to send somephotos of us at the centre.

Best wishes and thankyou again,

Kayla Hildebrand andArlee Stern

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Recently, I had an opportunity tovisit the Katsikas camp and had theheartwarming experience of sharingthematerials with the children andtheir parents.

Approximately 300 children underthe age of 15 are living with theirfamilies in amilitary camp in thevillage of Katsikas,which is locatedon the outskirts of the city ofIoannina.*

The parents andchildren weremostexcited about receivingdual language books.Parents wereencouraged to use thebooks and to read totheir children in theirfirst language,which formost was Arabic.

An informal school setting in one ofthe tents was all that was neededfor children to become engaged inthe writing process.Usingnotebooks,whiteboards andlimited communication skills, thechildren were encouraged to drawandwrite stories on topics theywanted to share.Donald Grave’steachings were easily applied hereas amost effective way to teachbeginning reading and writingskills.

In addition tovolunteering inthe Katsikas camp,I was able toparticipate in aForum at theUniversity ofPatras, at whichinterculturaleducation wasdiscussed.Educators from around the world sharedtheir expertise and ideas about thechallenges of integrating children (who arein a relocation limbo) into schools in Greece.

*Recent reports from thecamp state that manyfamilies from Katsikas havebeen relocated to a hotelin Ioannina.

his year marks the begin-ning of the Ontario Min-istry of Education’sRenewed Math Strategy;

“...a renewed vision for educationwith its focus on achieving excel-lence in math.”1

With this focus and goal in mind,now is the time for educators to ex-plore and dialogue, collaborate andinquire.So where can this begin with liter-acy and numeracy?That's the way things come clear. All

of a sudden. And then you realize howobvious they've been all along.

Madeleine L’Engle

Research tells us that when engag-ing with text good readers constantlyuse comprehension strategies tomakemeaning.Throughout the read-ing process, good readers are predict-ing or anticipating what may comenext, visualizing to better understandwhat the author is saying, askingquestions to clarify the information orsearch for more, and relying on priorexperience or knowledge of similartexts/situations all in an effort to fullycomprehend what they read.In the math context, students mustunderstand the question or problemin order to determine the plan forsolving it, and in order to do this,they must engage in exactly thesame meaning-making process. Itmay seem simple and yet as thequote suggests, perhaps this connec-tion has been too obvious. Perhapsthe universal understanding that alllearning comes through languagehas made us overlook the obvious;that the attention and focus of thetransferrable skills between lan-guage and math have been a given,but not an actuality.We must recognize and name theliteracy and numeracy connectionsfirst and then create the optimallearning conditions in which ourstudents can see them too.Arthur Hyde, in his book Compre-

hending Math: Adapting ReadingStrategies to Teach Mathematics, K - 6describes in detail how the “work”students do when deconstructinglanguage can be applied to the“work” needed to deconstruct amath problem.For children to understand mathe-

matical concepts, they must use lan-guage, the quintessential characteristicof human cognition.2

The challenge is to explore the bestways to deliberately use what weknow as “literacy” strategies in themath context.So how do we do this?How can we get students to talkabout what they are reading, seeingor hearing inmath?How canwe besthelp students to employ comprehen-sion strategies (asking questions, pre-dicting, visualizing and activatingprior knowledge) so that they canbetter understand the math text andsolve the mathematical problem?How canwe use accountable talk andcooperative/collaborative learningstructures to help students developtheir numeracy thinking and applica-tion skills? And, how can we helpstudents develop and improve theirmetacognitive skills so that they canchoosewhich strategywould best suittheir purposes given the task/prob-lem that needs to be solved?One talk activity that can be usedwith students in a variety ofgrades is a Think/Talk AloudCube.This cooperative, small groupactivity helps students to artic-ulate their understanding, de-termine what they know, listento the ideas/thinking of others,and pose questions that willrequire further exploration,while moving towards adeeper understanding of theproblem, so they are betterequipped to solve it.Teachers can leave the net as2D and students can choosestrategies for themselves.

Or, once formed into a 3D cube,the students can roll it like a die, andlet the cube decide. Students work insmall groups of no more than 4, andtake turns rolling the cube. Using theprompts, the group is able to have adiscussion about the problem athand.Depending on the students, certainstrategies and talk structures maywork better than others. It is impor-tant for teachers to recognize this,and for students to experience a va-riety of strategies/structures so thatthey can eventually choose thosethat work best for them. Also, withyounger students, we may not offerall the prompts at one time, insteadchoosing two or three.Although the prompts on theThink/Talk Aloud Cube may seemsimple, we cannot expect students tojust know how to do it, and do it wellenough to actually get somethingout of the discussion.It is crucial that students see goodmodels and examples of the strate-gies at work, and are given time anda variety of contexts in which topractice using them.Good readers often use the com-prehension strategy of visualization– creating images in their minds asthey read to help them“see” it – tobetter understand what they arereading.

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1 Ontario Ministry of Education Renewed Math Strategy, April 2016; edu.gov.on.ca2 Arthur Hyde; Comprehending Math Adapting Reading Strategies to Teach Mathematics, K-6; Heinemann; 2006; p. 7.

Literacy and Numeracy: Making Connections

Think outloud

What do youknow?

What did youhear?

Did a groupmember inform your thinking?

ConnectHave you seen

this before?

Ask aQuestion

What are youwondering

about?

Adapted from: Differentiated InstructionHandbook; Edugains; 2010.

Paraphrase

Restate theproblem in your

own words.

Predict

To solve this problem we need to…

continued on page 7...

athematics and literacy are linked natu-rally, especially in the area of problemsolving. This is because math masteryrequires a certain level of language and

reading comprehension skill. Research in recent yearshas proven the connection between mathematicsachievement and reading ability. The link betweenachievement in math and reading skills has been foundfor all populations, including English Language Learn-ers, special education students, and students from allsocioeconomic backgrounds.Mathematics Readers is a mathematics-based readingprogram combining effective instruction in nonfictionreading comprehension strategies with mathematicalcontent in a collection of engaging readers. Each readeris written around real-life situations that are applica-ble to many students and includes captivating photo-graphs and illustrations, interesting facts and captions,mathematical exploration questions, problem-solvingscenarios, and levelled text.The students learn about mathematics through the en-gaging text and the meaningful supporting photographsand illustrations. Problem-solving activities and explo-ration questions help students solidify the mathematicalconcepts and build reading comprehension skills.The Teacher Resource provides teachers with detailedlesson plans that support the teaching of specific nonfic-tion reading and writing skills in addition to instructionfor mathematical concepts. The lesson plans include be-

fore, during, and after reading activities to strengthenoverall reading comprehension of nonfiction text.Nonfiction writing assignments are also provided, as anextension to what is being taught in the math and read-ing lessons. Nonfiction features, such as tables of con-tents, glossaries, and indices, are also included. As well,an answer key for all questions in the readers is provided.All of the readers are organized by mathematical contentstrands to give the students a net of vocabulary and abreadth of understanding on which to build more com-prehension.Article by Nelson Education Ltd

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MLearning Mathematics with Engaging Text

Increasingly, educational researchis showing that when engaged witha mathematical problem the brainrelies on different areas, and visuali-zation is a powerful strategy that al-lows students to think about mathdifferently.3

Jo Boaler, Professor of MathematicsEducation at Stanford GraduateSchool of Education states:

The problem of mathematics inschools is that it has been presented, fordecades, as a subject of numbers andsymbols, ignoring the potential of vi-sual mathematics for transforming stu-dents’ mathematical experiences anddeveloping important brain pathways.4There are many ways that teacherscan engage students in activities thatmay help them in visualizing (see-ing) the math.

• Draw it5 – Draw the math prob-lem using objects, symbols andwords.Just like those students who mayneed to talk it out, there aremany who can benefit from cre-ating a representation of theproblem using pictures. The stu-dents can use their visuals to re-state the problem, determinewhat they know, what they stillneed to find out, and create aplan to solve it.• Re-Compose6 – Represent theinformation in a different form.Challenge students to summa-rize the information in the mathproblem by representing it in adifferent way - e.g. a graph, table,or graphic organizer. Again, thekey is to have students talk aboutthe form that would best serve

their goal of understanding andsolving the problem.When teachers make deliberateconnections between strategies andstructures from the literacy contextto the math context, they are em-powering students with the knowl-edge that there is a wide and variedrepertoire of possible actions fromwhich to choose to attack and solvea math problem.There is still much more work todo, and many more questions to askand answer.But at the start of it all, it’s time tomake the obvious, obvious.By Toni McCann,Literacy Resource Teacher, TorontoCatholic District School Board2017 Presenter at Reading for theLove of It

...Making Connections continued from page 6

3 Jo Boaler;YouCubed at Stanford University;Visual Math Paper; Seeing As Understanding: The Importance of Visual Mathematics for our Brain and Learning; 2016.4 Jo Boaler;YouCubed at Stanford University;Visual Math Paper; Seeing As Understanding: The Importance of Visual Mathematics for our Brain and Learning; 2016.5 Adapted from: http://www.share2learn.com/asilomar2010goularte.pdf6 Adapted from: http://www.share2learn.com/asilomar2010goularte.pdf

The EastYork-Scarborough Read-ing Association currently has anopening for two new executivemembers.Our executive ismade upof volunteers (educators) from ourtwo founding boards: TDSB andTCDSB. The current openings arefor one educator from each schoolboard to serve on our executive.Executive members are volun-teers who contribute to the overallvision and goals of the association.All members of the executive areexpected to:• attend monthly executive meet-ings and contribute to discussion

and decision making• participate and contribute to atleast one of our working com-mittees (Outreach, ConferenceProgram, or Communication)• actively contribute to our annualconference by taking on specificduties during Reading for the Loveof ItInterested applicants can go towww.readingfortheloveofit.comand print an application for sub-mission no later than Monday,January 16th, 2017.Only successful candidates willbe contacted.

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Wanted – New Executive Members

40811617

EastYork-Scarborough Reading Association1315 Lawrence Ave. East, Unit 309Toronto,Ontario M3A 3R3Tel: 416-444-7473Fax: 416-444-9282E-mail: eys@readingfortheloveofit.comWeb:www.readingfortheloveofit.com

We are committed to improving thequality of literacy instruction andencouraging the development of alifelong interest in reading.

BOARD OF DIRECTORS 2016-2017Toronto Catholic District School BoardMichael Francone,Marisa Liscio,Teresa Paoli, Brenda Stewart

Toronto District School BoardLiz Blake,Marguerite Campbell,Lise Hawkins,Vangie Kalanderopoulos,Kathy Lazarovits

Executive (2016 - 2017): Front row (left toright):Margaret Talbot, Jill Eason,Natasha Serba,JaneMilligan,Mike Francone,Marisa Liscio,Marguerite Campbell, Liz Blake,Kathy Lazarovits;Middle row (left to right):Teresa Paoli, KellyManning,Stephanie Shore,Rebecca Toombs,LiseHawkins, Jose Molina,Brenda Stewart,TonyPetitti, Joan Barrett, Joyce Dolmer;Top row (leftto right): Judith Laskin,Nora Lovgren,BrianSvenningsen,Erica Townson,Denise Canning,ValCollins,Vangie Kalanderopoulos,DorisWukasch,Tanya Reilly-Primaylon.

Visit us online and see what people aresaying about Reading for the Love of It.

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Plan to Attend41st ANNIVERSARY CONFERENCE

We look forward to seeing you on Thursday,February 23rd and Friday,February 24th,2017at the Sheraton Centre Hotel,downtownToronto.Registration opened September 1st, 2016 atwww.readingfortheloveofit.comWe recommend that you register early!

Great Holiday ReadsNutshell by Ian McEwan

Yiddish for Pirates by Gary Barwin

Commonwealth by Ann Patchett

Here I Am by Jonathan Safran Foer

Do Not SayWe Have Nothing by Madeline Thien

Great Holiday Reads list compiled by Jose Molina, EYSRA