Meet Our New Executive Director: Rachael Orose!

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

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

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

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

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

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

Now, let’s hear more from Rachael!

What intrigued you about Words Alive?

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

What are you most excited about in your new position?

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

What is your relationship with reading and learning?

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

What are you currently reading?

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

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

The 30-Million Word Gap

By Omar Jawdat, Blog Intern

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

The 30-Million Word Gap? 

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

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

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

How Did This Idea Begin?

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

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

Ethnic Considerations 

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

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

The Truth Behind the Matter

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

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

Other Speculations

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

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

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

Sources:

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

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

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

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

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

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

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

An image of Emma Donoghue.

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

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

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

Akin, by Emma Donoghue

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

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

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

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

Image of Emma, along with the cast of Room.

Who is Emma Donoghue?

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

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

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

Screenplay, Movie & Theatre Adaptations

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

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

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

What is the Author’s Luncheon & Fundraiser?

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

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

How Can I Participate in this Event?

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

Sources:

https://www.emmadonoghue.com/emma-donoghue.html

https://www.emmadonoghue.com/books/novels/room-the-novel.html

https://www.littlebrown.com/titles/emma-donoghue/akin/9780316491990/

Welcome to Words Alive, Robyn!

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

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

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

Now, let’s hear more from Robyn!

What intrigued you about Words Alive?

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

What are you most excited about in your new position?

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

What is your relationship with reading and learning?

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

What are you currently reading?

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

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

Change the Story of Your Life: Vichittra Chaleune

This post is part of our series in celebration of Words Alive’s 20th anniversary and our new brand promise: Change the Story of Your Life. Whether you are a donor, volunteer, participant, or all the above, Words Alive has a meaningful impact on your life story. Follow this link to get involved in the next 20 years of Words Alive.

An image of Vichittra faciliting suring a Family Literacy Program session. She is wearing a dinosaur costume and holding up a book.

How has Words Alive changed the story of your life?

Words Alive changed the story of my life at a young age. When I was in 1st grade I had a volunteer reader in my class and she helped me find the joy in reading. I was not confident in my reading skills and did not think I would ever like reading but my reader made stories so fun and engaging. As an adult, I now consider myself a reader and enjoy reading during my free time!

When did you first get involved with Words Alive? Why have you continued to support Words Alive?

 I’ve been at Words Alive for about 4 years now. I started off as a part-time Associate Program Manager where I assisted with the Read Aloud and Family Literacy Programs. During this time I was also a reader in a 2nd grade class at Golden Hill K-8. It was so much fun and just amazing to see our impact in the classroom first-hand. The experience was different from being in the office and hoping that what we do makes a difference. To be able to witness the impact we were having first-hand was such a joy. A few impactful experiences:

• I read a story titled Rapunzel by Rachel Isadora and a little boy said, “That Rapunzel looks like my mom! She has long dreadlocks like my mom and I have dreadlocks too!” It was a wonderful feeling to see him so excited to read a book because he could connect with it in such a personal way.

• I remember reading a story by an author named Brian and a little boy said his name is Brian so he said to the group, “I wrote this book!” We all kept the conversation going by asking Brian questions as if he were the author and we all had great fun with he story. It was a great way to get all the students engaged in the book in a different way and they were all so excited to discuss the story.

• We read a story titled, Who Says Women Can’t Be Doctors? And one little girl said, “That’s what I want to be when I grow up. I don’t care what people say I’ll still follow my dreams!”

It’s stories like these that encourage me to continue my work at Words Alive. Sometimes it’s hard to see past the nitty gritty of the work we do day in and day out but it’s reassuring and inspiring to know that we provide quality programs that will impact our next generation of readers and learners.

How are you currently involved with Words Alive?

I’m currently responsible for developing, implementing and coordinating the Words Alive Read Aloud Program!

What is your favorite Words Alive moment?

One of my favorite moments is when I was working with parents as a FLP facilitator and one mama said her son always wants to sing the parts of the book song and will always ask to read at home as a result of our program. She said before our program he never wanted to read and would get easily distracted but now he loves books and will hug the book after they read together just like we do during the FLP reading sessions.

What are you currently reading? 

We’re currently in high gear prepping for the next school year so I’m reading new curriculum books for the 4th grade reading list: The Unwanteds by Lisa McMann. It’s The Hunger Games meets Harry Potter meets The Giver!

WAWS Spotlight: Domminiece Willis

An image of Domminiece Willis standing at the 2018 WAWS Award Ceremony.

“Words Alive is a home away from home to me. My experience with Words Alive has affected me in so many positive ways. I have transitioned more gracefully into adulthood and have found myself stepping more outside my comfort zone and experiences new things.”

The Words Alive Westreich Scholarship Program awards scholarships to participants in the Words Alive Adolescent Book Group to support them in their pursuit of higher education at the college or vocational level. Unlike other scholarship programs, which typically fund only tuition, books and educational supplies, each recipient is eligible to receive funds to cover the cost of rent, food, childcare, clothing, travel and other living expenses. Additionally, the program matches each recipient with a mentor. Student and mentor meet regularly throughout the school year, and the mentors provide guidance, direction, and often, a shoulder to lean on.

Let’s hear more from Domminiece!

Name: Domminiece Willis

Age: 27

College: San Diego State University

Degree (with area of study): Child Development

High School: Monarch School

Mentor: Karen Ladner

How did you first get involved with Words Alive?

I first got involved with Words Alive through the book club when I was going to Monarch school back when it was at the Little Italy campus.

How has your experience with Words Alive affected you?

Words Alive became more than just a scholarship to me. It became therapy, a resource center, a study hall, an adventure, a place where I know that everyone has my best interest at heart and will go above and beyond to make sure my every need was met. Words Alive is a home away from home to me. My experience with Words Alive has affected me in so many positive ways. I have transitioned more gracefully into adulthood and have found myself stepping more outside my comfort zone and experiences new things.

What have you accomplished this year that you are most proud of?

I would have to say that this year I am most proud of finishing up the Spring Semester at State with A’s and B’s. It was difficult, but I told myself that I did not want anything lower than a B and I made it happen. Shooting for all A’s in the Fall!

Tell us about your favorite college memory.

My favorite college memory I would have to say was my orientation day at SDSU. I remember sitting in the Child and Family Development section and just thinking “Wow, I really did it. I’m here”.

What are you currently reading?

Girls Like Me - by Lola Stvil.

Why Did We Expand to Serve Early Readers?

An image of five of our Read Aloud participants excitedly holding up their new books!

As Words Alive is celebrating its 20th year of serving San Diego, we’re taking a look back to reflect on how we’ve grown as an organization and adapted to the needs of our community.

Words Alive was founded in 1999 by Leslye Lyons on the belief that if you value reading and understand its fundamental connection to all aspects of your life, then you will be better equipped to thrive as a lifelong learner and productive member of your community! Words Alive started out first and foremost by working with teens. Leslye and a team of volunteers had the idea to create a book club program for teenagers who were facing extraordinary circumstances such as homelessness, teen parenting, and impact by the justice system. This idea would eventually become our Adolescent Book Group (ABG), which still runs today.

Eventually, Words Alive moved to work with Pre K - 3rd graders by developing an integrated read-aloud program for preschoolers! Why did we decide to expand our programming to include early readers? Amanda Bonds, Program Director, explains:

“Taking a cue from the educators among the early members of our Board of Directors, we recognized that expanding our programs to serve Preschool through 3rd grade was an important way to support young minds during a critical window of reading development. After all, we wouldn’t need to close a gap in reading engagement and achievement, if we did our part to help ensure that one never opened.”

It is important for young children to be exposed to reading and to experience being read aloud to. According to the Child’s Bureau, “Reading to young children is proven to improve and help along the process of cognitive development… Reading daily to young children, starting in infancy, can help with language acquisition and literacy skills. This is because reading to your children in the earliest months stimulates the part of the brain that allows them to understand the meaning of language and helps build key language, literacy and social skills.”

Here at Words Alive, our Read Aloud program has trained volunteers to read aloud each week to thousands of children from underserved communities at early childhood education and Title 1 - eligible elementary school sites across San Diego!

Sources:

https://www.all4kids.org/2017/03/03/importance-reading-children/

WAWS Spotlight: Antonise Stewart

An image of Antonise Stewart standing at the podium at the 2018 WAWS Award Ceremony.

“My name is Antonise Stewart, I'm 22 years old and my dream is to be a veterinarian.”

The Words Alive Westreich Scholarship Program awards scholarships to participants in the Words Alive Adolescent Book Group to support them in their pursuit of higher education at the college or vocational level. Unlike other scholarship programs, which typically fund only tuition, books and educational supplies, each recipient is eligible to receive funds to cover the cost of rent, food, childcare, clothing, travel and other living expenses. Additionally, the program matches each recipient with a mentor. Student and mentor meet regularly throughout the school year, and the mentors provide guidance, direction, and often, a shoulder to lean on.

Let’s hear more from Antonise!

Name: Antonise Stewart

Age: 22

College: San Diego City College

Degree (with area of study): Biology

High School: Portland High School

Mentor: Brittany Jackson

How did you first get involved with Words Alive?

I first got involved with Words Alive when I first heard about it from my sister, who is an alumna from Words Alive.

How has your experience with Words Alive affected you?

So far it's a little overwhelming because it's my first time being involved and I'm still learning about Words Alive.

What have you accomplished this year that you are most proud of?

What I accomplished this year that I'm most proud of is finally deciding my major of being a veterinarian.

Tell us about your favorite college memory.

My favorite college memory was from my Biology class, when we went to the zoo as part of the class we had a self-guided scavenger hunt.

What are you currently reading?

What I'm reading right now is a book called The Slave Community about how the slaves lived and interacted in slavery.

Spotlight on Sue Britt: The Artist Behind "The Radius of All of Us"

An image of Sue Britt smiling into the camera.

At Words Alive, we strive to inspire young people to read by showing them how words on a page can relate to their own lives and even transform into something new. Once a year, we welcome our Adolescent Book Group (ABG) students to participate in our Art & Lit Exhibit, a program-wide project that enhances the reading experience and encourages them to think critically about themes in the book and their own environment.

This year’s project, called "The Radius of All of Us," is a response to The Radius of Us by Marie Marquardt. This unique exhibition is designed by community artist Sue Britt, facilitated by Words Alive, and created by students attending alternative schools from North County to the border!

Sue Britt is a San Diego paper artist who has developed a technique she calls Paper Tapestry. Her highly textured work is a result of layering, carving, and weaving substraights wrapped in paper to create highly textured landscapes. Her landscapes are full of motion, which is inspired by hiking and influenced by reading and thinking about change in the landscape over seasons, years, or millennia. She works and shows her art in Studio 34A in the Spanish Village Art Center, and in festivals throughout California.

Sue is delighted to take part in the Words Alive Art & Lit Exhibit, tying together her loves of reading and creating. A project like this allows her to step outside her usual medium and approach the project with the experience of the students in mind, giving them a way to express themselves both individually and as part of a group. Art, both in book and visual forms, can be a powerful way to examine a life, an experience, and an idea, and give the public a window into those conversations.

Sue heard about Words Alive through friends who sit on the board and by attending the Author’s Luncheon & Fundraiser for multiple years. She fell in love with our mission and truly believes that reading opens doors for people. She was excited to work with Words Alive because she knew that art would be a new way for these students to think about what they were reading. “Visual art allows for the same finding of meaning as words do in a book.”

An image of Sue Britt talking with students from Lindsay Community School as they work on their art.

“The Radius of All of Us” is about perception. The characters in The Radius of Us perceive and are perceived in ways that evolve as their stories and personalities are better known to others. Perceptions and the words we use to describe other people and ourselves create the radius of each of us, which each word forming a boundary of limitations.

Sue said that her own perceptions were challenged in an interaction with one particular student at the Monarch School. With this one particular student, Sue went over to her and poured the “proper” amount of alcohol ink on her piece, intending to help her complete the art correctly. The student perceived this act as her vision being interrupted. She told Sue, “Now this art is yours.”

For Sue, this was a moment of learning that really stood out to her throughout this process. She realized that although she had a vision for this piece and was thinking about it as a process for the students to follow and execute, for the students this was all about personal expression. They aren’t often allowed to express themselves through art, and this was a real chance for them to pour themselves onto the page. Sue apologized to the student and got her a new piece of paper to start over with.

We were so thankful to work with Sue on this art project and to see her vision come to life through the creativity of our students. To see the final pieces of artwork in person, join us from 6 to 8 p.m. on Wednesday, June 5th, at the San Diego Art Institute, 1439 El Prado in San Diego. RSVP for the event here. Learn more about Sue Britt here.

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In conjunction with this project, and in partnership with Jewish Family Service, we are collecting donations of new socks and underwear for Jewish Family Service’s new shelter for asylum seekers. Please donate new socks and underwear for children in all sizes and for adults in size small. Bring items to the Words Alive office through June 5 or to the exhibition at San Diego Art Institute.

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WAWS Spotlight: Daimeon Rodriguez

An image of Daimeon Rodriguez with his award at the 2018 Words Alive Westreich Scholarship Ceremony.

Daimeon is a third time WAWS recipient currently studying Computer Engineering at San Diego City College with hopes of working at Google. Daimeon works with Phi Theta Kappa.

The Words Alive Westreich Scholarship Program awards scholarships to participants in the Words Alive Adolescent Book Group to support them in their pursuit of higher education at the college or vocational level. Unlike other scholarship programs, which typically fund only tuition, books and educational supplies, each recipient is eligible to receive funds to cover the cost of rent, food, childcare, clothing, travel and other living expenses. Additionally, the program matches each recipient with a mentor. Student and mentor meet regularly throughout the school year, and the mentors provide guidance, direction, and often, a shoulder to lean on.

Let’s hear more from Daimeon!

Name: Daimeon Rodriguez

Age: 20

College: San Diego City College

Degree (with area of study): Computer Engineering

High School: La Mesa Summit

Mentor: David Gimbel

How did you first get involved with Words Alive?

Through La Mesa blended as a participant in the Adolescent Book Group.

How has your experience with Words Alive affected you?

It has affected me by allowing more opportunities for me to take; allowing more achievements.

What have you accomplished this year that you are most proud of?

I'm most proud of my recent semester of getting an overall GPA of 3.66, also getting scholarships from Words Alive and the Mahatma Gandhi scholarship.

Tell us about your favorite college memory.

My favorite college memory was when I received my first GPA above a 2.5, now it's a 3.66.

What are you currently reading?

The Clouds of Glory.