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Pixabay photo

By Leah S. Dunaief

Leah Dunaief

“I’m bored!” exclaimed my cousin, when we were about 10 and sitting in the backyard of my grandfather’s former dairy farm in the Catskills one summer afternoon.

I thought about that for a few seconds. “What does bored mean?” I asked, genuinely puzzled.

“It means I have nothing to do,” she railed. 

“Oh. I’ve never been bored,” I replied unhelpfully.

“What do you do when you have nothing to do?” she demanded.

Again it took a few seconds. “I think,” I offered lamely.

My aunt, her mother, who was sitting nearby, burst out laughing.

Looking disgusted, my cousin got up and walked away.

I thought of that exchange, so many years ago, when I saw the headline in last Tuesday’s New York Times: “Let Children Get Bored. It’s Good for Them.” The article went on to advise that “in moderate doses, boredom can offer a valuable learning opportunity, spurring creativity and problem solving and motivating children to seek out activities that feel meaningful to them.”

How, exactly, did I spend my summertime hours when a visit from my cousin was a rarity and there was nothing structured amid the grassy cow pastures?

By the beginning of July, during my elementary school years, I had my books already signed out from the neighborhood library. There was a rule limiting the number that could be withdrawn at one time, but the librarians knew me, knew that I would be taking them away for the summer, that I would take good care of them and return them in September, so they let me exceed the number. Often they would make recommendations that added to my pile. So reading made up a large part of my waking hours.

I also remember picking blueberries from the bushes that grew in the pasture behind the house. They were wild berries. I don’t think anyone planted them there. They were sweet and delicious, and when I had my fill, I would bring back a small amount for my mother and sister, who were with me during the week. My dad would come up by Shoreline Bus on the weekends, and then I would roam with him across many pastures, marked by low stone walls, collecting blueberries in greater quantities.

I would invent games, like selecting a large rock as a target, then throwing small rocks at it from increasing distances, keeping score from one day to the next. If it rained, I would empty the glass jar in which my mother kept loose coins, place a pot against the far wall of the kitchen, then try to pitch the coins into the pot. To this day, I have pretty good aim when I toss something.

As an offshoot from reading, I guess, I would write sometimes. One of my favorite stories was about the antics of the Bobbsey Twins, by Laura Lee Hope, and I would try to dream up adventures for them when I had finished their books. I also loved horses, read the whole series about the Black Stallion by Walter Farley, then tried to extend it with my own amateurish episodes.

Sitting in the shade of a tree, I know I did a lot of daydreaming. I don’t remember any of those thoughts, but I do recall that I loved the smell of the nearby evergreens when the breeze blew and the warmth of the sun on my skin as it dipped down below the level of the tree limbs. In the evening, we could hear the frogs croaking and see fireflies momentarily lighting up the night sky. There were stars, millions of stars that were not visible in the city. And there was The Lone Ranger on the radio at 7:30.

My sister was two years younger, and I would make up scenarios in which I would be Miss Brown, and she would be my secretary. I would send her on all kinds of made-up errands, like mailing a letter at a pretend postal box a block away, and she would gladly run to oblige.

There was an innocence and a peacefulness in those loosey-goosey days that I think today’s youth, with their cell phones and video games, never know.

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By Stephanie Giunta

Author Claire N. Rubman, PhD

March is designated as National Reading Month, in honor of Dr. Seuss’s birthday. It’s a month where Americans of all ages are encouraged to read every day and recognize the enjoyment and fun derived from one of life’s greatest pastimes. Most importantly, it’s a great time to reinforce the beauty and adventure associated with reading to young children. And that’s exactly what Claire N. Rubman is conveying to parents in her new book, This May Be Difficult to Read: But You Really Should (For Your Child’s Sake). 

Rubman, a cognitive developmental psychologist, teacher, and Three Village resident for 30+ years, has seen the first-hand struggle of chronic reading problems that impact children and can follow into young adulthood. Credentials aside, as a mother of three children, she truly believes that the key to eliciting meaning behind reading and creating a comprehensive relationship with text can be achieved by taking a rather simplistic approach: make reading fun — for both parents and children.

In the hustle and bustle of everyday life, especially in the post-pandemic world that we live in, reading has become less of a priority. Most families live in dual-income homes, race the clock to complete work, start the nighttime routine, and relax. But Rubman notes that reading should be integrated into the daily structure of the home, so that it is as relaxed as a dinner table conversation.

When reading is so closely-intertwined into everyday life and isn’t viewed as a structured event, the mysteries and adventures through print and text become constant fixtures in the family setting, promoting stimulation and critical thinking in children’s minds. Rubman suggests replacing decoding with imagination; letting children explore pictures and words, bringing character development to life. And you, as the parent, are there to cheer them on through the process — regardless of their literary independence.

To create the need to read, we need to better understand how children process information. “Children are not little adults.  They process information much differently than we do. They are taught how to spell, what words are, but not to put the entire process together,” says Rubman. This level of research is what prompted the creation of her book — to demystify the differences between reading and reading comprehension in young children.  Children need the proper background information and context to truly understand what they are reading. They have phenomenal memories and rote repetition can yield positive levels of reading comprehension, but to Rubman’s point, that doesn’t mean they understand or appreciate the context. 

So, this is where parents have to step in.

Reading is the linchpin of all future learning, and though it is taught in the classroom, it needs to be celebrated within the home. Dedicating 1:1 interaction with children from a young age can show how beautiful reading is: a much more stimulating activity than passively watching TV as a family. To do this, we need to engage in a ‘reading renaissance’ and move our relationship with it into the 21st century. 

Moreover, Rubman notes that we need to slow down and enjoy the journey as parents, which ties directly into a healthy relationship with reading. Parents must focus on the big picture — the adventure and enjoyment associated with reading — as opposed to the narrow, nitty gritty of cognitive development. All children learn at different paces and will achieve educational milestones at different times. That being said, parents need to take a breath and appreciate parent/child bonding for what it is, and how reading can further enhance that bond. 

This May Be Difficult to Read is aimed to be a hopeful catalyst for parents to make positive changes at home; to meet their children at their level and learn how reading can be made enjoyable again; to create a child-centered family, embrace mistakes and celebrate differences in trajectory. Parents should learn to think as their children think, and process as they process. They should let their children lead, and learn to follow them throughout every step on their journey. 

The greatest drop in reading has occurred in the last 50 years, and Rubman is trying to turn it around by reinstating emotional value as a key ingredient in the educational recipe; by rewarding the effort and not the outcome; by helping parents help themselves; by making a trip to the library just as fun and important as going to get ice cream or a new toy. 

In our interview, Rubman left me with an insightful nugget: “Play soccer because it’s fun to play soccer — not to get on the travel team, not for college.” Parents need to set the bar to make reading into the recreational activity that it is — not a chore or step towards a greater goal. It’s an adventure, an escape from reality … a chance to learn something new … because childhood hobbies typically turn into adulthood passions; and the love of reading is a true, generational gift that we need to keep giving.

—————————————–

This May Be Difficult to Read: But You Really Should (For Your Child’s Sake) is the recipient of a Kirkus star, a 2023 National Parenting Product Award, Mom’s Choice Gold Award, earned “Recommended” status from U.S. Review of Books, and a received a 2023 Independent Press Award as “Distinguished Favorite” in Education. The book is available at Amazon.com and BarnesandNoble.com.

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Edna Louise Spear Elementary School students in Port Jefferson joined thousands of schools nationwide to celebrate Read Across America Week. School librarian Meg Hoon reimagined and reignited a love of books with Drop Everything and Read, which featured five days of fun and festivities.

The hallway leading to the library showcased student reviews of favorite books. Each student created a flag with title, author, illustrator, favorite character and reasons why they liked the story. The first day featured fifth grade guest readers in younger classes. On day two, students wore pajamas and brought favorite books from home. The third day, students were encouraged to read with a buddy and day four was a time to dress like a favorite character. On day five, Hoon and students took the challenge to Read Across America in a literal sense.

Drop Everything and Read was a motivating and inspiring activity throughout the building. Together, students read for 2,913 minutes. This is the distance from New York to California via Interstate 80. Hoon marked the milestone on a map of the U.S. so that students could see the progress and celebrate their achievement.

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When asked to name my favorite activity, I have to narrow the selection down to perhaps five. One of them is certainly reading. I have always loved to read and begged my mother to teach me to read well before I started elementary school. One of my favorite destinations, as soon as I was old enough to cross the New York City streets, was the neighborhood public library. The librarians knew me by name and regularly recommended books. They sometimes even bent the rules and let me take out more books than the normal limit at any one visit, and I devoured them all.

This revelation is probably not so surprising considering the job I hold. My guess is there are many millions more like me. So it is no wonder that the PBS series started last spring, “The Great American Read,” in which viewers rank their favorite novels, has drawn such an enthusiastic response. This week the winners on the list of 100 favorites were announced. The finalists were: “Pride and Prejudice,” “The Lord of the Rings,” the “Harry Potter” and “Outlander” series and “To Kill a Mockingbird.”

“To Kill a Mockingbird” by Harper Lee won.

“One of the best-loved stories of all time, ‘To Kill a Mockingbird’ has been translated into more than 40 languages, sold more than 40 million copies worldwide, served as the basis for an enormously popular motion picture and was voted one of the best novels of the 20th century by librarians across the country,” according to “The Great American Read” website. “A gripping, heart-wrenching and wholly remarkable tale of coming-of-age in a South poisoned by virulent prejudice, it views a world of great beauty and savage inequities through the eyes of a young girl, as her father, a crusading local lawyer, risks everything to defend a black man unjustly accused of a terrible crime.”

The PBS website continued, “‘To Kill a Mockingbird’ led ‘The Great American Read’ voting from the first week, and kept the lead for the entire five months of voting, despite strong competition from the rest of our five finalists. It also topped the list of votes in every state except North Carolina (who went for ‘Outlander’) and Wyoming (who preferred ‘Lord of the Rings’). Such widespread support from readers across the country make ‘To Kill a Mockingbird’ a worthy winner of ‘The Great American Read.’”

Lee was born Nelle Harper Lee in Monroeville, Alabama, 1926, and died in her sleep at her hometown in an adult care residence in 2016. She was named after her grandmother, the name turned backward, and the family pediatrician, Dr. William W. Harper. She used the name Nelle but took Harper Lee as a pen name.

Her father was a former newspaper editor who then practiced law and was a member of the Alabama State Legislature for 13 years. He once defended two black men, a father and son who were accused of killing a white storekeeper. Both men were hanged. This clearly influenced the plot of “Mockingbird.”

Lee studied law for years at the University of Alabama, where she also wrote for the university newspaper, but she did not earn a degree. In 1949, she moved to New York City and found a job as an airline reservation agent, writing fiction in her spare time. Then, in November of 1956, she received a gift from friends. It was a year’s wages with a note that read, “You have one year off from your job to write whatever you please. Merry Christmas.”

The following spring she brought a manuscript to an agent, and it wound up with a J.B. Lippincott Company editor named Therese von Hohoff Torrey. Tay Hohoff, as she was called, worked with Lee for two years, turning what she called “a series of anecdotes” into the finished book. During that intense time, Lee once threw the pages out the window into the snow, then called her editor in tears. She was told to go out and pick up the manuscript immediately. Fortunately for all of us, she did.

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Members of the Carol Putahl Literacy Foundation have access to the Dolly Parton Imagination Library, which is a collection of classic childhood books. Photo from Carol Pufahl Literacy Foundation

Students in the Middle Country Central School District’s Universal Pre-K program are receiving the gift of literacy from the Long Island-based Carol Pufahl Literacy Foundation. 

Thanks to state funding secured by the office of State Sen. John Flanagan (R), the foundation is providing free, age-appropriate books each month to the children, in keeping with the foundation’s mission to increase early childhood literacy. The grant will help offset the cost of the program.

The literacy foundation delivers what’s known as the Dolly Parton Imagination Library to each child enrolled in the UPK program as part of a system that includes access to books and family literacy. Founded by the country singer in 1996, the Dolly Parton Imagination Library is a set of books beginning with the children’s
classic “The Little Engine That Could.” Each month, a new carefully selected book is mailed directly to the home of children enrolled in the program. Registration is free, with no cost or obligation to the family.

“Studies clearly demonstrate that early literacy is the key to academic and lifelong success.”

— Roberta Senzer

The Middle Country UPK is the largest program on Long Island, serving more than 400 youngsters from Centereach, Selden, Lake Grove, Lake Ronkonkoma, Port Jefferson Station and Farmingville. Participating family members have been overwhelmingly positive about the program’s impact on their children since it was first introduced last month.

“My son gets so excited to open the mailbox to look for and get his monthly book,” said mother Jennifer Capinigro. “Thank you.”

Flanagan is a long-standing education advocate, having previously served as the chairman of the New York State Committee on Education.

“It is my pleasure to be able to assist the Carol Pufahl Literacy Foundation in its mission of providing children in our community with a strong educational base,” he said. “By delivering books directly to young children in the Middle Country school district, the foundation helps ensure that these children enter school already acquainted with reading. This will help them reach their full potential and allow them to succeed in the coming years.”

Research has shown that children raised in homes that promote family literacy grow up to be better readers and do better in school than children raised in homes where literacy is not promoted. This is also supported through the Carol Pufahl Literacy Foundation’s Family Literacy workshops, which teach families how a child can be an active participant, rather than a passive one while reading with parents.

“Studies clearly demonstrate that early literacy is the key to academic and lifelong success,” foundation CEO Roberta Senzer said. “The Imagination Library is one way our foundation is working to foster a child’s love of
reading and to put books in the hands of all Long Island children to ensure they have the advantage they need when starting kindergarten.”

To learn more about the foundation or to make a tax-deductible donation visit www.cpliteracyfoundation.org.

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Comsewogue Library Director Debbie Engelhardt, third from left, and Port Jefferson Free Library Director Tom Donlon, second left, with others, cut the ribbon on a Free Little Library in Miller Place. Photo by Kevin Redding

Steering a community institution as it crosses the half-century mark in its existence is an enormous responsibility. But when the institution has the inherent added degree of difficulty associated with morphing to meet the needs of a rapidly changing world, fulfilling that responsibility likely feels like threading a needle. As the third director in Comsewogue Public Library’s 50-year history, Debbie Engelhardt has gracefully and masterfully threaded that needle.

Engelhardt got her start in the library world as the director of Rogers Memorial Library in Southampton in the early 2000s. She was also the director of the Huntington Public Library from 2009 to 2012, before being selected as just the third director in the history of the Comsewogue Public Library.

The Comsewogue Public Library’s only three directors — Richard Lusak, Debra Engelhardt and Brandon Pantorno — in front of the newly dedicated Richard Lusak Community Room. Photo by Alex Petroski

In October 2017, Engelhardt played a vital role in planning, organizing and conducting a 50th anniversary celebration for the Port Jefferson Station/Terryville community staple. The day, according to many of her colleagues, had fingerprints of her enthusiasm, one-track community mindedness, and passion all over it, though that can be said about every day she’s spent at Comsewogue’s helm.

“Very rarely do you find anybody as dedicated to her profession and to her community like Debbie,” said Richard Lusak, Comsewogue Public Library’s first director from 1966 through 2002. The Oct. 14 anniversary celebration included the dedication of the building’s community room in Lusak’s honor, an initiative Engelhardt unsurprisingly also had a hand in.

“Those who come to know her quickly value her leadership ability and her insight into things,” he said. “She never says ‘no,’ she says, ‘Let me figure out how to do it.’”

The director tried to sum up her feelings about the anniversary as it was still ongoing.

“The program says ‘celebrating our past, present and future,’ so that’s what we’re doing all in one day with the community,” she said in October.

The event featured games, a bounce house, farm animals, crafts, giveaways, snacks, face painting, balloon animals, music, a historical society photo gallery and tour, and a new gallery exhibit.

“We thought of it as a community thank you for the ongoing support that we’ve had since day one, across all three administrations,” the library director said.

Engelhardt’s vision has been a valuable resource in efforts to modernize the library and keep it vibrant, as Amazon Kindles and other similar technologies have infringed on what libraries used to be about for generations. As the times have changed, Engelhardt has shown a propensity to keep Comsewogue firmly positioned as a community hub.

“I think she’s done a superb job with respect to coordinating all of the interests of input from the community as to what services are being requested by the public, whether it’s the children’s section, the adult reference and the senior citizens, including all of the activities we offer and the different programs,” said Edward Wendol, vice president of the library’s board of trustees who has been on the board for about 40 years. He was the board’s president when Engelhardt was selected as director.

Wendol credited Engelhardt with spearheading efforts to obtain a Free Little Library not only for Comsewogue, but for several other area libraries. The program features a small, outdoor drop box where readers can take a book to read or leave a book for future visitors.

“Anybody can use it as much as they want and it’s always a mystery when you open that box — you never know what you’ll find,” Engelhardt said during its dedication over the summer. “There are no late fees, no guilt, no stress. If you want to keep a book, you can … we are pleased to partner with the historical society to bring this gem. The books inside will move you and teach you. We say that libraries change lives and, well, little free libraries can too.”

The Little Free Library, a free book exchange, is located near the playground, alongside the shack at Heritage Park in Mount Sinai. Photo by Fred Drewes

Wendol said she also played a huge role in reorganizing the interior structure of the library. Engelhardt has created reading areas on all levels, placed popular selections near the entrance of the building, and taken an overall hands-on approach to the look and feel of the library. He also lauded her role working together with the Suffolk Cooperative Library System, an organization dedicated to serving the 56 public libraries in the county and assisting them in sharing services, website designs, group purchases and other modernization efforts.

“She’s great at what she does and seems to be having a great amount of fun while she’s doing it, and it’s kind of infectious,” said Kevin Verbesey, director of the Suffolk Cooperative Library System and a friend of Engelhardt’s for more than 20 years. “She is one of the leaders in the county, not just in Port Jeff Station and Comsewogue, but somebody who other library directors turn to for advice and for leadership.”

Her community leadership efforts cannot be contained by Comsewogue Public Library’s four walls however. Engelhardt is a member and past president of the Port Jefferson Rotary Club; a member of the board of trustees at John T. Mather Memorial Hospital; and vice president of Decision Women in Commerce and Professions, a networking organization dedicated to fostering career aid and support, and generating beneficial community projects.

When she finds time in the day, she participates in events like the cleanup of Camp Pa-Qua-Tuck in Center Moriches, a facility for children with special needs. This past November she helped, among many others, clean up the camp with  husband, John, and son, Scott.

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Photo by Kevin Redding

By Kevin Redding

With the yearly rise in the number of Mount Sinai students who refuse to take standardized tests — in relation to a statewide movement against Common Core — district administrators have rolled out new ways to assess and strengthen learning skills. So far, three months into the school year, school leaders believe students are reaping the benefits.

“We’re doing things differently than we’ve ever done before,” said Mount Sinai Superintendent Gordon Brosdal during a Nov. 15 board of education meeting.

Brosdal said the district has implemented new literacy-based assessment programs to fill a great need to measure the academic abilities of elementary and middle school students. Since the 2012-13 school year, more and more students have opted out of the state’s English Language Arts and Math standardized exams, which are administered to evaluate those in grades three through eight, Brosdal said.

“I don’t necessarily agree with Common Core … but it’s important for kids to take the test because you get information out of them. What do we do to inform us about the kids who don’t take it? Or get more information on those that do?”

— Gordon Brosdal

“We went from a participation rate of 97 percent down to 40 percent,” he said, pointing to the uproar among members of the community over the adoption of Common Core as the main cause. Those against the tests criticize the pressures it places on students and teachers. “I don’t necessarily agree with Common Core … but it’s important for kids to take the test because you get information out of them. What do we do to inform us about the kids who don’t take it? Or get more information on those that do?”

Joined by district principals — Peter Pramataris of the middle school and Rob Catlin of the elementary school — Brosdal showcased the growth of students at both schools as a result of the newly implemented programs. Fountas & Pinnell, which started in September, gauges the reading and comprehension level of individual
students by having them read a book with their teacher three times a year. It’s a more relaxed form of testing that serves to measure a student’s progression throughout the year while also encouraging them to find the fun in reading.

When the student demonstrates overall reading ability and understanding of the text, he or she graduates to more challenging books. Books are organized into letter-based levels, “A” books being Dr. Suess and “Z” books being “Harry Potter and the Goblet of Fire.”

In a demonstration of the district’s Columbia Writing Program, which was put in place three years ago as a
result of weakness in the subject across the elementary and middle schools, Pramataris compared a middle school student’s writing assignment from the second day of school to a writing assignment in October. As he pointed out, the second assignment was lengthier, and the student’s narrative skills were punchier.

Academic Intervention Services — help offered by the state at schools to help  students achieve the learning standards, monitors and helps those falling behind.

“We see weaknesses and we want to make them stronger and really work at it,” Brosdal said. “I believe our students have become better writers and readers and they will only get stronger. We’re going to see a lot of good things.”

Catlin, who was hired as principal of the elementary school over the summer, came to the district already well versed in the new programs and was determined to help initiate them.

“We’ve really developed a district wide action plan this year,” Catlin said. “The absence of meaningful assessment results required us to have meaningful in-house assessments. We can’t be in the dark about how a majority of our kids, who don’t take the state tests, are doing.”

“The absence of meaningful assessment results required us to have meaningful in-house assessments. We can’t be in the dark about how a majority of our kids, who don’t take the state tests, are doing.”

— Rob Catlin

Catlin said in the first Fountas & Pinnell session performed by the district, teachers observed that 45 percent of students in lower elementary grades (first and second) performed at or above grade level. In the upper elementary grades (third and fourth) 22 percent of students performed at or above grade level.

“There are many reasons for this,” Catlin said. “As they say, data doesn’t answer questions, it just opens up questions and makes you think more about why things are happening.”

He explained that while students at these grade levels may have understood the books they were reading, they aren’t used to answering the high level of questions about it, and aren’t engaging in enough independent reading to practice these skills.

Now that teachers have that information about the student, they will be able to directly address their needs before the second session, which takes place in January. In the meantime, the elementary school librarian has started leveling books in the library and Scholastic money from the PTO, totaling $4,000, is being used to purchase more leveled books, Catlin said.

“Now we can use resources to really target their needs,” Catlin said. “And we’re able to see progress quickly, which is nice, and not have to wait until April when the state tests are taken.”

Deena Timo, executive director of educational services and another integral player in bringing the programs to the school, said of the state tests: “We’ve always viewed them as just a little snapshot in time and not the be all, end all to assess a child. It’s that, taken with a lot of things done in the classroom throughout the year that give you a good picture of a student.”

While Brosdal said he wishes more students took the Common Core tests in order to prepare for Regents exams once they reach the high school, he agreed.

“When you have to push the state stuff aside you ask, ‘Now what do we have to measure our kids?’” Brosdal said. “In the classroom, are we seeing growth? Are they engaged now where they weren’t earlier in the year? We are reacting to what we’re seeing, trying to put better things in place. I believe we’re heading in the right direction.”

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New Mount Sinai Elementary School Principal Rob Catlin, Mount Sinai Superintendent Gordon Brosdal and Executive Director of Educational Services Deena Timo discuss how to incorporate new reading programs into the school district. Photo by Kevin Redding

By Kevin Redding

It’s not as easy as A-B-C for some. That’s why the Mount Sinai school district recently rolled out new reading programs that will help K-8 students who struggle with the subject find success.

Last fall, Superintendent Gordon Brosdal was concerned the elementary school’s standard reading program did not accommodate for the fact that all students learn at different levels. So those challenged by reading tended to fall behind while their classmates soared, he said.

A closer examination of the district’s overall reading results, through assessment programs such as aimsweb, showed plenty of room for improvement to meet the school’s academic standards.

So this year, three widely used and proven effective programs designed to sharpen literacy skills  — the Fountas & Pinnell Leveled Literacy Intervention System, the Sonday System and the Wilson Reading System — were implemented in the elementary and middle school reading and writing curriculum. Training sessions on the ins-and-outs of each program took place over the summer for district educators, including English as a second language and special education teachers.

“We focused on how we could do more to target those students who are not making progress and are stuck at a level or falling behind as they get older, and the work gets more difficult.”

—Deena Timo

Throughout the year, new elementary school reading teacher Lindsey Mozes, who has extensive experience with the three programs, will work with students and train teachers to use them.

“We’re increasing our teachers’ toolboxes so they can handle the individual needs of each student better,” Brosdal said. “Kids have more challenges today — the population’s more diverse, some don’t speak English, some speak very little English and some can’t read. We have to address those individual challenges.”

By starting it at the elementary school, Brosdal said the district is building a solid foundation, especially if it wants to maintain its Reward School status, which is given to schools that demonstrate either high academic achievement or most progress with minimal gaps in student achievement between certain populations of students, according to the New York State Education Department.

“We want to remain a Reward School, but we’re not going to have that if kids aren’t being more challenged in reading and writing early on,” Brosdal said.

Deena Timo, Mount Sinai executive director of educational services, worked alongside the superintendent to bring the reading programs to the district.

“We focused on how we could do more to target those students who are not making progress and are stuck at a level or falling behind as they get older, and the work gets more difficult,” Timo said. “We’re looking at the individual student’s needs and adjusting to meet those particular needs.”

She explained the Wilson and Sonday systems are based on the Orton-Gillingham instructional approach, which commonly consists of a one-on-one teacher-student setting and is targeted for those with more severe reading issues, such as students with learning disabilities. The programs focus mostly on word pronunciation and expression, Timo said, while Fountas & Pinnell is more comprehension based.

“As a parent, you don’t want your kid reading books that are too hard or too easy, you want them reading books that are just right, and this makes it really clear.”

—Rob Catlin

During a Fountas & Pinnell session, a student simply reads a book with his or her teacher. As he or she reads, the teacher takes note of overall reading ability and then asks questions about the book to gauge understanding of the text, whether it’s a “Clifford the Big Red Dog” or “Harry Potter and the Prisoner of Azkaban” book. If the student understands the book well, that student graduates, moving on to a book with a more challenging reading and comprehension level.

Beyond expanding the student’s literacy understanding, the program allows for teachers to grasp exactly what learning level a students is at — which can then be easily communicated to parents.

“As a parent, you don’t want your kid reading books that are too hard or too easy, you want them reading books that are just right and this makes it really clear,” said Rob Catlin, the district’s new elementary school principal. “It’s helping parents and teachers become a team to help that kid.”

Catlin taught Fountas & Pinnell for years as an educator in New York City before arriving at his new position. He is also well versed in the Columbia Writing Program, which enters its third year in the Mount Sinai school district and has aided in strengthening students’ writing scores on English Language Arts exams.

As a principal, he said his goal is to see students progress throughout the year and believes these reading programs will help with that.

“I want to see that no matter where you were in September, you’re at a different point in June,” Catlin said. “Each kid is getting differentiated instruction based on what they need and we’ll find the right program for them. Maybe they do need Wilson, maybe they don’t. Regardless, we’ll figure out the best approach.”

He said he doesn’t want to see kids continue to fall through the cracks.

“Good instruction is never one-size-fits-all,” he said. “We’re equipping our teachers with options when a student is struggling and making sure they have the skills to address the individual needs of every kid in their room. I feel like this district was on the precipice of doing really great things and I happened to just come in at the perfect time.”

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More to come as next location is planned for Rocketship Park in Port Jefferson

Miller Place-Mount Sinai Historical Society Vice President Antoinette Donato unveils the new Little Free Library in front of the William Miller house in Miller Place. Photo by Kevin Redding

Outside the oldest house in Miller Place sits the newest public library on the North Shore.

What might initially appear to be a newly installed, red-and-white mailbox in front of the William Miller House at 75 North Country Road is actually a Little Free Library, where residents of all ages are encouraged to pick up or drop off a book while on the go.

The mini library, which is shaped like a tiny schoolhouse and currently holds between 15 and 20 books ranging from “The Girl with the Dragon Tattoo” to “Goodnight Moon,” stands as the most recent free book exchange program to sprout up on Long Island, with others installed at West Meadow Beach and Heritage Park in Mount Sinai last year.

Books inside the new Little Free Library in front of the WIlliam Miller House in Miller Place were donated by the Port Jefferson and Comsewogue libraries. Photo by Kevin Redding

The idea for the book-sharing movement, which has spanned more than 70 countries around the world since the first little library was built by Todd Bol of Wisconsin in tribute to his mother in 2009, is that with a quick turn of a wooden latch, it can increase book access for readers of all ages and backgrounds and to inspire a love of reading and community connection.

Members of the Miller Place-Mount Sinai Historical Society unveiled their new addition Aug. 9 to a large crowd of smiling faces, which included residents, elected officials and representatives from Port Jefferson Free Library and Comsewogue Public Library. The two libraries partnered with the historical society to buy and sponsor it.

“I woke up this morning and I had the Mister Roger’s song in my head, ‘Oh what a beautiful day in the neighborhood,’” said Antoinette Donato, vice president of the historical society, during the ceremony. “This little library is symbolic of how our community comes together … and a community is strengthened when all the different organizations work well together. So when you reach into that box to put something in or take something out, please remember that you’re also reaching into your community. I hope it’s a very active library.”

Tom Donlon, director of Port Jefferson Free Library, said when he and Debbie Engelhardt, director of Comsewogue Public Library, decided to partner up to bring the program to the Miller Place community, they immediately knew the perfect place for it.

Jack Soldano, who has been selling his comic book collection this summer to raise money to help fix the historic William Miller House, was the first to add to the new Little Free Library’s collection. Photo by Kevin Redding

“Right away we thought of the historical society,” Donlon said. “The society really meshes with our libraries’ goals of education, entertainment, enlightenment and lifelong learning and investigation. We love that it’s here, it’s a great spot and I think it’s certainly going to serve the community very well.”

Engelhardt called little free libraries a beautiful concept.

“Anybody can use it as much as they want and it’s always a mystery when you open that box — you never know what you’ll find,” Engelhardt said. “There are no late fees, no guilt, no stress. If you want to keep a book, you can … we are pleased to partner with the historical society to bring this gem. The books inside will move you and teach you. We say that libraries change lives and, well, little free libraries can too.”

She added that these mini libraries have also proven to energize the spot they’re put in. For the historical society, whose William Miller House is nearly 300 years old and needs between $18,000 and $28,000 to renovate a collapsing roof and a total $100,000 for a full-house repair, any amount of attention to their cause is welcomed.

“What this does for us is it puts us in the limelight again, so that people are aware of us, they come and visit us and are sensitive to our needs,” Donato said.

Fittingly, although the box was stocked with books already donated by the libraries, the first batch of reading material from the public came from 12-year-old Jack Soldano, who spent the summer raising more than $1,000 for the historical society with his very own comic book stand.

Soldano contributed issues of Captain America, Star Wars and Power Rangers comics to join such titles as “Leaving Time” by Jodi Picoult, “Gone Girl” by Gillian Flynn, “The Stranger” by Harlan Coben and the Grimm fairy tale “Snow White and the Seven Dwarfs.”

Over at Heritage Park, next to the Shack concession stand by the playground, the red-painted little free library currently contains more youth-oriented reads. Several books within “The Babysitters Club” series and Walt Disney’s “Fun-To-Learn Library” collection, as well as “Sable” by Karen Hesse, are available for the taking.

Manorville resident Megan Murray, who was at the park with her young daughter, said she’s been a fan of the initiative since a few popped up in her area.

“The concept is great because it’s for everybody, rich or poor,” Murray said. “It’s really sad that so many kids don’t have access to books and I think it’s wonderful.”

Currently there are plans for a little free library to be installed at Rocketship Park in Port Jefferson next month.

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I have hundreds of new friends I’ve never met, and a profound appreciation for the people who created them or shared their lives.

I recently attended my first BookExpo at the Javits Center in New York City, where I was surrounded by booksellers, librarians, agents, book publishers and authors including Stephen King, James Patterson and John Grisham, with numerous budding luminaries in the mix.

A highlight for me was a panel of children’s book authors, which included actress Isla Fisher, who has starred in movies including “Wedding Crashers” and “Definitely, Maybe.” While I was intrigued to see Ms. Fisher in person, the other authors owned the stage, as Fisher readily admitted that she wasn’t a writing peer to her fellow panelists.

Jason Reynolds, an African-American writer for middle-grade and young adult novels, electrified the audience.

He talked about how he used to visit his great Aunt Blanche in South Carolina, where the sun was so scorching it burned his neck. His aunt, who was 85, sat on her hot porch, smoking cigarettes and watching the children.

Aunt Blanche planted a pecan tree — as he said, a “pea can” — when she was 4. The tree had become enormous by the time Reynolds was a child, providing shade for the younger crowd.

Reynolds, a 2016 National Book Award Finalist for Young People’s Literature with “Ghost,” suggested that books offered the kind of shade he desperately needed, providing relief from the heat.

Reynolds asked himself, “What if I get to be the pecan tree?”

Jennifer Weiner, meanwhile, has ventured from the world of adult fiction and “Good in Bed” to writing for a younger audience, which includes her recent book, “The Littlest Bigfoot.”

Weiner said she does much of her writing in the equivalent of a large closet in her home, although she completed “half of a book waiting in a carpool line.”

Dutch author Marieke Nijkamp shared some insights into her latest book “Before I Let Go,” which is about a girl named Corey who loses her best friend Kyra.

Nijkamp, with fans waiting in a long line for the blue-haired author’s signature, said she “definitely goes for a walk right after I kill a character.”

While circling the Javits Center exhibits, I bumped into Owen King. He is the son of acclaimed author Stephen King, and is promoting a book he wrote with his father called “Sleeping Beauties,” in which all the women but one in a small Appalachian town become wrapped in a cocoon when they go to sleep. If someone awakens them, they become violent. That leaves the men without the civilizing and calming influence of women. It sounded to me like an adult version of William Golding’s classic “Lord of the Flies.”

In describing the novel, Owen King said he enjoyed the time writing and editing the book with his father. He described how a King dinner time activity includes coming up with story ideas, many of which never see the light of day.

I asked Owen, who was clad in an untucked plaid shirt and looks remarkably like his father, what caught his eye at the Expo. He highlighted a book by Steve Steinberg about a Yankees pitcher named Urban Shocker. King said he loved the name and found the story compelling, about a pitcher who went 18-6 in the Yankees’ famous 1927 season despite battling heart disease. I picked up a copy, which was autographed for my son, and I look forward to learning about Shocker’s world.

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