Tag Archives: Jim Burke

NCTE11

Rita Williams-Garcia, Angela Johnson, Jacqueline Woodson, Nikki Grimes, Sharon Flake

NCTE, November 2011

Friday: November 18, 2011

Reading Old Stories and Writing New Stories: Ideas for the Classroom (Deborah Hopkinson, Kirby Larsen, Jim Murphy)

  • The past is a foreign country; they do things differently there. ~L.P. Hartley
  • Deborah Hopkinson: Use primary photos and encourage students to ask questions. Use clues in the images to figure out what is going on. Good for visual learners.
  • Writing to a Person From the Past – write a letter, begin by introducing yourself, What is familiar or the same about your life (you and I both…We both… Like you, I also…) what is unfamiliar, different about his or her life? (Nowadays, It might seem odd to you. In my day, we no longer…) End letter tell about some the person could never have seen (cell phone, computer, car, etc.) You never saw _______in your time. Let me tell you about it. If you came to visit me in my time we would… A cell phone is a ____ that _____. Let me explain what ______ is.
  • Kirby Larsen: Creating New Stories of Old – mining family history-using primary sources to create new stories. Censored letters – show and have students put back in the missing pieces. Library of Congress (loc.gov), Genealogy sites (USGenWeb.com) can buy letters on eBay.
  • www.merkki.com/letters_from_home.htm – use the letters to ask questions and look for items, which may not have changed (towns, businesses, etc.) Historical parks, sites have diaries of not so famous. Use websites with “memories, family stories, etc. to understand a particular time periods or events.) Locate post cards from the past, copy and have students write what would have been on them. Kirby@kirbylarson.com
  • Jim Murphy: can find artifacts to encourage writing at auctions.
  • Deanna Day: Quick write on a personal memory and then change it to fit a particular time period. What would change? Language, Food, Clothing, Transportation? Use life experiences and put in a different time period.

Narrating Lives: Using Graphic Novels The Power and Possibilities of Literature (Sid Jacobson, Josh Neufeld, G.B. Tran)

  • Resource: Scott McLeod – Understanding Comics

Learning With Nonfiction, Writing It, Reading It, Loving It (David L. Harrison, Peggy Harkins, Mary Jo Fresch)

  • Peggy Harkins: Reasons why children do not choose nonfiction: Nonfiction is not traditionally used for pleasure reading, Children associate nonfiction with school assignments, Many people think nonfiction is boring. (Tunnel, M.O. and Jacobs, J.S., 2008)
  • Most people do not read or use fiction at their work (real life).
  • Types of Biographies: Authentic, Fictionalized, Biographical Fiction
  • Advantages of using Biographies: role models, historical insights, solutions to problems, writing models, fit across the curriculum
  • Use a selection of biographies: to create a readers theater script, as storytelling in first person, or eyewitness third person, internal/external – use outline of body of a person and write things you observe on the outside of the body, inferences on the inside of the body. Templates can be found at http://www.harkinsbooks.com
  • Mary Jo Fresch: Leveling the Playing Field, Using Nonfiction Picture Books: they explore complex topics suited for older readers, extend and enhance the content through the images, provide more accurate information due to their expertise, engage reluctant, resistant, or ELL reader.
  • Middle School Physical Science Resource Center: reviewed middle school science textbooks and noted numerous errors in facts and none were scientifically accurate. http://www.science-house.org/middleschool/reviews/index.html.
  • Support readers with an anticipation guide (might include statements of misconceptions), Vocabulary match-up game- divide students into three groups and give one group a word, one the definition, and the last one the origin. Then they have to find their partners and match up. Need to see a word 3-17 times to own it (use in your writing.) Text sets that appeal to multi-leveled readers to do further research.

 

Writing With Mentor Texts to Imagine the Possibilities (Lynne Dorfman, Rose Cappelli, Mark Overmeyer)

  • Lynne Dorfman: Establishing a Writing Identify: The Personal Dimension, Writing, like life itself, is a voyage of discovery. ~Henry Miller
  • Important to know who we are as writers.
  • Begin with the topics you want to write about, i.e. Heart Map, Fingerprint the Author -color code the items that are in the writing, i.e. yellow alliteration, blue proper nouns. Hand Map – put emotions/character traits on the fingers of an outline of a hand and then add one line that goes with that emotion.
  • Need a target audience to find your voice.
  • Rose Cappelli – Using a Mentor Text to Move Students Forward in Narrative Writing: Use of Mentor Texts – pieces of literature that you can return to and reread for different purposes, are to be studies and imitated, help students make powerful connections to own lives, help students take risks and try to new strategies, should be books that students can relate to and can read independently or with support.
  • When students are taught to see how writing is done, this way opens up to them the possibilities for how to make their writing good writing ~Katy Wood Ray, Wondrous Words.
  • Mark Overmeyer: Using Mentor Texts to Move Students Forward as Writers of Informational Texts – Expert books – students write on a subject in which, they believe they are experts, no research needed. Personal narratives are driven by ideas not events (i.e. Rollercoasters made me brave not the day I rode a roller coaster.) Good mentor text for Middle School – Charles R. Smith (multiple genre in the book.)

Saturday, November 19, 2011

Getting Reluctant Readers to Turn the Page (Liz Carr)

  • Liz Carr: I ___ solemnly promise, when reading a book for fun that it will be for fun. If I read the first page and don’t like it, I will put the book down and walk away. If I read the first paragraph and don’t like it, I will put the book down and walk away. If I read half the book and don’t like it, I will put the book down and walk away. Life is too short for books I don’t like.
  • When I ___ HAVE to read a book for class, I will look for what my brain can do with it. I will look for flaws. I will look for connections, I will look for stuff that is just plain weird, I will get out of my own way! I like it and I hate it are equally insulting if I can’t show why. I will back up my opinions.
  • As teachers, read, read, read, have books talks/recommendations, connections, introduce students to authors.
  • Places for book recommendations: Daria Plumb-http://www.getmereading.com, ALAN, YALSA, VOYA
  • Book Talks: Make connections to known books/author, leave them hanging, 2-3 minutes MAX, Shelfari or Goodreads
  • Connection Questions: What is the last book that wasn’t painful for you? What do you do when you’re not in school? What is your favorite thing in the world? What’s your biggest pet peeve?
  • Tell anecdotes about the authors of the books, you have in your class.
  • John Coy: writer of the 4 for 4 series aimed toward intermediate/middle school boys, “reluctant readers is a synonym for boys,” boys today are reading more than ever before because of social networking, gaming, etc. Don’t relate this to reading. Don’t like to read what adults say they should be reading. Jane Yolen: “We don’t have enough books that represent the genuine interest of boys.” Men need to step up and serve as leaders of readers, so perception of read changes. 5th Grade students helped revise “Eyes on the Goal” by helping author with what was authentic for kids. Students won’t choose books; need an adult to recommend or steer them toward books they might like. “ATV Racing”
  • Tommy Greenwald: author, “Charlie Joe Jackson” Have students create a title and the first sentence of a book they would like to read.
  • Janet Tashjian: author, “My Life as a Book,” “My Life as a Stuntboy,”  “The Gospel According to Larry,” Recommends “Calvin and Hobbes” for reluctant readers, After reading a book, have reader pitch it as a movie project and cast the characters defending why. “Visualizing and Verbalizing for Language Comprehension and Thinking”


Teaching The Hero’s Journey: Understanding Our Past (Dana Huff, Glenda Funk, Ami Szerencse)

  • Dana Huff: “A hero is someone who has given his or her life to something bigger than oneself.” “The Power of Myth” by Joseph Campbell, an interview with Bill Moyers
  • How is the pattern of the monomyth demonstrated by various cultures around the world in various time periods? How do archetypes inform our understanding of literature and the world? How are the hero, his/her quest, and his/her ideals still valid and useful in today’s world? How has the monomyth been influential in shaping subsequent literature and film?
  • Goals: Students will become well versed in literary theories of the monomyth and the heroic quest, Students will interpret and apply the monomyth to the various works of literature and film.
  • Student activities: http://www.huffenglish.com/webquests/campbell.html – scavenger hunt, do presentations on Departure/Separation, Initiation, Return, Video with types/examples of the Hero’s Journey on website and Slideshare, (Use clips from Star Wars, The Hobbit, The Hunger Games/The Theseus Myth, The Matrix), Create your own monomyth as a picture book, Analyze a new text that has not been studied, Create a game
  • Glenda Funk and Ami Szerencse: Class Lines: Writing Beyond the Borders (Prezi) Collaborated on a Hero’s Journey project through Ning, “Story of Stuff: How Things Work” –Youtube (http://classlines.ning.com) http://www.evolvingenglishteacher.blogspot.com

Beyond Race: The Universality of Story (Sharon Draper, Sharon Flake, Nikki Grimes, Angela Johnson, Rita Williams-Garcia, Jacqueline Woodson)

  • Sharon Draper: Books are for all children not just a particular subgroup; her audience is the students who “show up” in your classroom. It’s the issues that make the difference, color of the character not important. Being different means many things (new student in the classroom, only one who wears glasses, mother in jail, etc.) unsure in your world, which is particular to adolescence. Don’t limit yourself, open door for all of us
  • Sharon Flake: Bang and Red Badge of Courage have similar themes: marching into manhood, death, and dialect despite different races, time periods, and conflicts. Accept the character’s way of speaking as it represents who they are rather than be concerned about “proper English.”
  • Nikki Grimes: Planet Middle School – new book, writers write about human topics NOT a black, white or Latino topic. Shouldn’t worry about students not relating to a character because they are of a different race. Students connect to a book because they like to read, like poetry, like to laugh, like drama, love a good read, and are all kinds of kids. May look different on the outside but we are all pretty much the same on the inside.
  • Angela Johnson: Transcendence – began with her grandmother (an 80lb farm woman who threw a horse down and read Shakespeare) represented beyond the perceptions of what a grandmother should be, writes for people v. specific groups,
  • Rita Williams-Garcia: “Make me no boxes.” ~George Balanchine, When I am myself, I am my natural self not an “other.” Characters are whoever they might be. Self and identify not limited to race.
  • Jacqueline Woodson: Whiteness is assumed unless otherwise qualified. Barrier needs to be broken. We are trying to make the world safe for all kids. Literature shares “the other stories, a place for all of us.”

 

Let’s Read: Literacy Approaches in These Early Days of Common Core Standards (Lindsay Oakes, Hilleary Drake, Liz Hollingsworth)

  • Any assessment can be criterion based or norm referenced as well as formal or summative.
  • Pizza parties and pep rallies don’t raise test scores, student reading scores go up when students KNOW how to read, don’t need luck when you’ve got skill.
  • Teaching testing as a genre, rather than teaching to a test (how to take, read, manage time)
  • Great Genre Race – use ten genres in different colors, challenged students to read 1000 books in a year. Make a paper chain. Encourage book discussion and served as tangible evidence of the student as a reader.

 

Practicing What We Preach, Improving Student Writing by Modeling Our Own (Jim Burke, Kelly Gallagher, Penny Kittle)

  • Penny Kittle: need a place to collect thinking (notebooks, index cards, etc.), gather ideas and images – place to discover ideas, try things and sometimes fails, and place to show students where thinking begins. Tom Romano – the Rude Truth, A Relationship With Literature (English Journal), the writing process is filled with distractions, write and then go back and reread to find places to work with (highlighting/colored markers)
  • Kelly Gallagher: need teachers to model the writing process, no such things a writing process – these are steps in writing that change from writer to writer. Students need two kinds of models: 1) a teacher who revises (write, allow students to ask questions, write down and then revise in a different color to highlight the revisions. 2) Mentor texts: look at how it is said not what is said. “NPR: This I Believe” as a source of mentor texts, Move past the “one and done” writing mentality. What you do when you revise: replace, add, delete and reorder. (RADAR) Read, analyze, emulate.
  • Jim Burke: writing is the most public performance of our intelligence, “If there are not tears for the writer, then there will be none for the reader.” ~Robert Frost Focus line – kind of like a thesis statement (Donald Murray) Give students lists of words to choose for their writing increases the quality of vocabulary use, Use different colors for parts of the writing.

 

Sunday, November 20, 2011

Who Would Ever Think An Ant Could Be So Important? Teaching for Social Responsibility Through Literature and Inquiry (Leslie Rector, Steven Wolk)

  • Shared texts that are inaccessible accessible (can do books above children’s reading level, models fluency, releases students from focusing on decoding, teachers can model think-alouds, helps get through texts faster)
  • Need an inquiry question to guide the anchor book. What is my responsibility to the environment around me? (City of Ember) Supporting book, One Well, How Much Water is Around Us – Rochelle Strauss – students recorded how much water they used. “Did Your Shopping List Kill a Songbird” op ed NY Times
  • Hey, Little Ant by Phillip and Hannah Hoose – allegory on abuse of power

 

Inquiry Circles: Combining Comprehension, Collaboration, and Inquiry (Debbie King, Michele Timble, Sara Ahmed Katie Muhtaris, Kristin Ziemke)

  • Debbie King: Principles of Inquiry Circles: choice of topics, digging deeply, heterogeneous/interest based groups, student led, use of comprehension/research strategies, multiple resources, active use of knowledge- sharing, publication, products, or taking action.
  • Types of Inquiry: mini-inquiries, curricular inquiries, literature circle inquiries, open inquiries
  • Stages of Inquiry: Immerse – invites curiosity, Investigate-searching for info, Coalesce- synthesize info, Go Public -share learning
  • Types of Lessons: Comprehension – read with a question in mind, Collaboration – using a work plan, Inquiry – choosing topics
  • Michele Timble: Leading a Curious Life: live like a researcher, ask questions, capture and track questions, seek answers
  • Modeling our inquiry – i.e.What happened to the workers in Japan’s nuclear power plant? Researchable questions – Now. Later. A Lifetime of Wondering.Research Notebooks: a borrowed tool from writer’s workshop, a place to jot questions and make plans, kids leave tracks from the mini lessons, validation for all questions big and small.
  • Sara Ahmed: Choosing materials – print materials, web materials, videos, and images -New York Times Up Front, Brainpo
  • Interviewing as a resource: home to school connection – builds accountable talk, lets them in the loop about what is going on at school, builds a culturally responsible classwork, builds active listening skills, authentic reliable research
  • Modeling: grab a colleague or expert, show students you’re prepared, and simulate an interview.
  • Interviewer – listens carefully and ask if they can record the interview, uses prepped question list, take jots, ask follow up questions for digging deeper, thanks the interviewee before or after when it over, writes as much as they can
  • Interviewee – agrees to the interview and understand the topic, feels safe and comfortable, does most of the talking, has a comfort item like drink, candy, or food
  • Kristin Ziemke: Strategies for active reading – monitor comprehension, activate and connect background knowledge, ask questions, infer and visualize meaning, determine importance, comprehension continuum – http://stephanieharvey.com/content/comprehension-continuum
  • Modeling/Think-alouds/Coding – Leave tracks of your thinking
  • Katie Muhtaris: Literature Circle Inquiry – generate questions, enhance/extend experience, inquire topics of choice, research with an authentic purpose, explore artistic and technological tools, build foundations that last

 

 

 

 

NCTE10

Listening to Carole Boston Weatherford

Listening to Carole Boston Weatherford

My first NCTE conference took place at Walt Disney World in Orlando. Somewhat dreading the “magical” atmosphere filled with children run amok, I was surprised when Disney worked its magic on me. The conference was a delight. I listened to and met many of my “idols’ in the field of literacy. What follows is my notes.

Friday, November 19, 2010

Inquiry Circles: Kids Want to Know – Stephanie Harvey and Anne Gouldvis

  • Despite all of the technological changes, children need to think and be curious.
  • Eric Schmidt (Google) “Teachers will be learning how to ask the right questions. Teach people to be curious.”
  • Teachers need to model what they are curious about
  • Einstein – “I have no special talent, I am only passionately curious.”
  • Passion and wonder are contagious!
  • “Curiosity Coma” Loman
  • Need to explicitly teach thinking (comprehension).
  • We get in the habit of living before acquiring the habit of thinking.” Camus
  • Learning is the consequence thinking.
  • David Perkins – Smart Schools
  • Comprehension Continuum – Stephanieharvey.com
  • Students need to read metacognitively
  • Facts, Questions, Response form – helps to work out thinking – Interactive reading process
  • Read with a question in mind to synthesize information
  • Turning a heading into a question called the definition question
  • Consequence question – why does it matter? What different does it make? So what…
  • The action question – what can we do about it? How do you think you can help? Can you think of a plan?;
  • The questions a student asks after reading a text are a better assessment than the questions that a student can answer about that text. – P. David Pearson
  • Adopt and adapt our teaching language/instructional moves as their learning language/instructional moves.
  • Sara Holbrook – great poet
  • Lies My Teacher Told Me – Loewen
  • Docs Teach
  • Locate materials, construct focus questions, create mind maps, draw conclusions, explore and compare sources to understand different perspectives, synthesize information across sources, read critically to evaluate information and ideas – who is the author, what is the author’s purpose, perspective, bias
  • Cheyenne Again – Eve Bunting, Irving Toddy
  • Every effort must be made in childhood to teach the young to use their own minds. For one thing is sure, if they don’t make up their own minds, someone will do it for them. Eleanor Roosevelt
  • Writing Circles, Jim Vopat

Keep on Writing in the Real World

  • Endless Mountain Writing Project – part of National Writing Project
  • Authentic writing experiences – interesting, meaningful, useful product, engages, higher level thinking
  • Scribe Notes – a record of what occurred in class on the previous day – a list, a performance, a song, and more, narrative form, students take turn and all participate, post today’s scribe, make a writers chair, give points for doing, “Ransom Note generator” – postcard, letter, ransom note, slide show,
  • Code of Chivalry Project – Make the school chivalrous, discuss the Arthurian Code of Chivalry, Read Sir Gawain and Green Night, Develop a modern code, use modern codes to lead discussion that is bad in school, Gave surveys and disaggregated, made public service announcement after watching PSA already made, premiered project with admin and popcorn,
  • Engagement and Inquiry phase – what issues does the community have? What do we have to say about it? Write a narrative that has an impact like The Lorax, Gathered primary source info by doing interviews, found a documentary on the subject, did collaborative writing, Story maps – Readwritethink, 6 Trait – letting students choose trait to work on

Teaching the Holocaust in Middle School

  • Unit is based on critical literacy. Real content that allows students to deconstruct, interrogate, and be an agent of social change.
  • Help students understand the geography of the time to understand why this is important
  • Refer to Handout for Intro, Prejudice as Oppression, Children of the Holocaust, Resistance, and Action.
  • Bring in picture of loved one and scan, Write about picture that was brought in and share with the class, and then look at archives at USHMM, to find pictures like the one they brought in, and make a comparison,
  • Define prejudice, perpetrator, victim, and bystanders, relating to bullying. So far from the Sea by Eve Bunting
  • Kids – read poetry by the children I Never Thought I’d See Another Butterfly, Create a counter narrative of propaganda – anti-bully for example, Bullet point bio – most important information about person, look at other issues of genocide
  • What did you learn and how are you going to use it in your life now? Answer the question anyway they want as long as it is answered
  • Compare first chapter of Night with the students’ belief system
  • Teachingtheholocaustsocialjustice.wikispaces.com
Pam Munoz Ryan and Lois Lowry

Pam Munoz Ryan and Lois Lowry

Saturday, November 20, 2010

Google Lit Trips

  • Go on the trip with the characters; then students do it themselves
  • Jerome Burg – founder of Google Lit Trips
  • Bring Literature to life, taking students on the same journey with the characters, using technology
  • Engages students in the journey as well as introduce geography concepts, activates background knowledge,
  • Combines digital literacy skill, research, literary study, content skills, reading and writing
  • Need Google Earth 5 – download has flight simulator
  • Go to Google Lit Trips site, download .kmz file
  • Make a folder in Google Earth called Google Lit Trip and drag file there
  • Deselect all layers – click box next to the primary database
  • Check the Terrain and 3D building layers
  • To use with students file must be on all computers
  • Use organizational tools on GLT site
  • Outline expectations such as number of placemarks, pictures, websites, etc
  • Trip enhances not retells the book
  • Email Google to tell them of places not on the software
  • Keepvid.com – save a video to this and then show.
  • Creating paths may be difficult
  • Choose book, plan with a storyboard (image, websites, information)
  • Add new folder to “My Places” in Google Earth
  • Can edit field trips that are already made Right click properties or highlight slide – Get info on Mac
  • Save often or will lose.
  • Can change placemarks

21st Century Literature Circles

  • 21st Century Fluencies – information, solution, creativity, media, collaboration = digital citizens
  • Do three circles three times a year – mini lessons, reading
  • Themes – booklists with various reading levels, brochures, articles of the week – Kelly Gallegher, poem of the week, project ideas
  • Lesson plans – choice, time to read/write, group discussions w/feedback, projects w/21st century skills, norms-essential part
  • Formative assessment: pre- anecdotal notes, surveys, during – article of the week rubric, self-reflection, exit slips, literature circle rubrics, literature circle group assessments, anecdotal notes, Post: literature circle rubrics, literature circle group assessments, literature circle project assessments, summative assessments on indicators
  • Share rubrics before project so students know exactly what is expected. Students choose their project, planning sheets before beginning technology,
  • Google – Education Facebook style websites
  • Told story on Voicethread as the character’s point of view
  • Soundtracks – real world occupations, song categories to support discussion – choose songs that fit main and minor characters, and theme and explanation of why this song fits (written support) and cover art
  • Write a summary of the book, copy and past summary into Wordle.net, create profile for gallery

Jeff Wilhelm and Jim Burke

  • Jeff Wilhelm
  • Little transfer of knowledge taking place.
  • Literary Elements Books have to discuss the “how” and “why” to get to the “what”
  • Think about what expert readers/writers do and then have the students do it.
  • Capitalize on the power of sequencing – where are students (activate background) and build on it.
  • Use inquiry contexts, visual aids, practice with simulated texts, think-alouds, model, mentor, monitor strategic reading
  • Use list that students construct as to ways authors construct characters, setting, etc.
  • Character – What makes a good parent, teacher, or friend, What makes a hero, what is bravery, How to refrain a unit to include inquiry????
  • Setting – How does culture shaper who we are, what do we need to know to live in a certain culture, to what extent to time and place contribute to our understanding of self, To what extent is the American dream accessible to all, refrain a unit based on setting???? Levels of setting, microculture – class, mesoculuture – school community, macroculture politics/culture of the USA, place, time duration as well as the current time, Show pictures of same location in three time periods make inferences at setting, heuristic???? “Whoever’s doing the work is doing the learning.” Literature – you have to create the meaning, Setting is social and psychological – mood Passage, sensory details, Setting is rule setting – use prior experience to figure out the rules. How does setting affects characters, plot and theme
  • Alan Sitomer – What is role of new literaries? How much time to spend on them. Access and keep of with speed of how technology evolves. The Era of the Blend”
  • Move beyond the either/or in the world of technology. Digital reading/writing is going to coexist with traditional reading/writing. Soup of coexistance, teacher will be blenders, Students create compositions that include a spectrum input of technology and ideas
  • Jim Burke – What’s the BigIdea – What does the world expect of me? Look at your resume 25 years in the future. What would happen if they google you name. What would you find in Linked In and Facebook? Interview rotarians, Got interview questions from the net and prepared for an interview, Made a collaborative paragraph.
Watching a Presentation from David Weisner

Watching a Presentation from David Weisner

Sunday, November 21, 2010

Carol Jago

  • Imagination the neglected stepchild of American Education – Eisner
  • Make time for questions during instruction
  • Reading literature feeds the minds for imagination
  • 7 1/2 hours spent by teen on media based technology
  • Blissful productivity – sells video games
  • Need to find a way to feel this way from school related activities
  • Find one poem that’s easy, hard, and one that’s just right – and then analyze why its just right for you, present the just right poem for class
  • School is the place where young people come to watch old people work. – Jago
  • Mass exodus from real world to virtual world.
  • Annie Dillard – on reading

Modeling and Mentoring Literate Lives:: Trusting the Reading Workshop

  • The Life Cycle – Mary Lee Hahn, Teacher needs to be a reader, who belongs to a community of readers, flexibility, student-centered, in the moment, structured, mini-lesson, literature circles, focused instruction, MUST – read aloud, assessment-driven instruction, Choice of independent reading, conversation
  • Reflect and refine Blog – Kathy Meers??
  • Possible Phases of RW – Babymouse, Transition, Self-Challenge, Good Choice
  • Reader’s Notebook – Aimee Buckner – think tracks, Use notebook to jot notes, think deeply, talk with peers to articulate thinking, go back and add thinking, “Reading is Thinking” as well as talking, writing about your thinking, and discovering
  • Self-selecting the next book – Donalyn Miller “forever readers” finding time to read, anticipating book emergencies, book selection, reading list can show trends, look for choosing too easy or too hard, (genre, date finished, difficulty)  Reading List – Fountas  and Pinnell, are they comprehending the book? Book commercial – spontaneous time to promote a book they are reading, In the notebook – books to read list, book passes – janet allen (like speed dating) preview stacks of 5/6 of a genre, write plans for reading (reading resolutions) Notecards or reading notebook habits before and now, think about what they have read,
  • Tools of 21st Century – Franki Sibberson – Abbey loves books video, Melbourne Library, Bill Gaskins, Look for Previews and Podcasts for book previews, Tales2Go. Storytime Anytime app, Duck, Duck, Moose app, Cat in the Hat app, Toy Story iPad app, Consume or produce the media forms today = literacy, Reading in Action – bookcast, book trailer, Book Reviews McKillup Elementary School, Many websites that go with book, The Exquisite Corpse, Toon Book Reader, Spaceheadz, The Search for Wondlad, Skeleton Creek, Hallmark recordable books, Scaredy Squirrel on Facebook, The Pigeon on Twitter, Possum Magic on Google Earth, Twitter TV, Skype an author, QR codes, The Global Read Aloud Program, Laura’s Life Blog, Shelfari – social network for readers – can put together private groups, Voicethread as Book Talk, Judi Morellian Skimming gives a false sense of comprehension

Engagement A Critical Component of Helping Struggling Readers and Writers

  • Kylene Beers – Drive by Daniel Pink – Motivation, RSA Animate Drive, (Turn and talk) Autonomy, Mastery – working to continually get better, Self-directed
  • Linda Rief – middle school teacher, have students read their writing to you, Put best piece of writing on a Portfolio Wall, “lead a writerly life” Donald Graves, Write what matters to them, Have students fill in own report cards, 22 Frames animation software, Sam animation,
  • Kylene Beers/Robert Probst (Response and Analysis) important, students may be read on through students, All roads lead to theme. We read to identify theme. Developing nine lessons – Nice Notice and Note Lessons – helps to look for clues that authors leave in the text, generalizing principle/statement.
  • Lesson of the Elder – that moment in YA novels when, an older, wiser person offers a life lesson or advice to the main characters. What was the advice given to the main character. Often is the theme.
  • Lesson of Contrasts and Contradictions – moment in a story when there is a sharp contrast between what you would expect and what you would see. Why did the character act this way? What does it show me about character development?
  • Think-aloud – not effective, filled with text specific information and is difficult for transfer, unless it has a generalizing statement.
  • The Aha Lesson – point in which a character realizes something and things change – What has he learned and what do you think it will mean?