Georgia Book Awards Reading Promotion Program for Sawnee Elementary - PowerPoint PPT Presentation

1 / 22
About This Presentation
Title:

Georgia Book Awards Reading Promotion Program for Sawnee Elementary

Description:

Georgia Book Awards Reading Promotion Program for Sawnee Elementary – PowerPoint PPT presentation

Number of Views:98
Avg rating:3.0/5.0
Slides: 23
Provided by: Aim756
Category:

less

Transcript and Presenter's Notes

Title: Georgia Book Awards Reading Promotion Program for Sawnee Elementary


1
Georgia Book AwardsReading Promotion Programfor
Sawnee Elementary
  • Presented by
  • Jennifer Canavan
  • Diane Gornell
  • Aimee Janusz

2
Sawnee Elementary School Description
  • Located 30 miles north of Atlanta
  • 1,046 students, K through 5th grades
  • Demographics
  • 91 white, 6 Hispanic, 1 Asian, 1 African
    American.
  • 16 eligible for free/reduced lunch
  • 24 are students with disabilities (autism,
    physical disabilities, etc.)
  • 4 have limited English proficiency
  • Met AYP in 2005-2006 and is non-Title I school

3
Sawnee Elementary School Description (contd)
  • Schools focus is on preparing students for life
    in the 21st century
  • Learning is the chief goal
  • Media centers goal is to help students become
    lifelong learners and effective users of ideas
    and information they acquire
  • Media Center operations
  • Flexible schedule, allowing students to come as a
    class, small group, or individually for research
    and book check-out
  • Staff includes 1 media specialist and 1 media
    clerk
  • Media Specialist teaches lessons to classes, upon
    teachers request
  • Space for several classes to be in the media
    center at once
  • 9 computers for students to do research or locate
    books

4
Our Goal
  • Implement a reading promotion program based
  • on the Georgia Childrens Book Awards (GCBA)
  • that
  • Encourages learning and growth in literary and
    literacy development
  • Boosts reading proficiency and achievement
  • Instills a sense of enjoyment in reading that
    leads to lifelong reading habits

5
Relevant Curricular Objectives
  • Reading GPS Standards
  • The student demonstrates comprehension and shows
    evidence of a warranted and responsible
    explanation of a variety of literary and
    informational texts. (ELA4R1)
  • The student consistently reads at least
    twenty-five books or book equivalents
    (approximately 1,000,000 words) each year. The
    materials should include traditional and
    contemporary literature (both fiction and
    non-fiction) as well as magazines, newspapers,
    textbooks, and electronic material. Such reading
    should represent a diverse collection of material
    from at least three different literary forms and
    from at least five different writers. (ELA4R2)
  • The student understands and acquires new
    vocabulary and uses it correctly in reading and
    writing. (ELA4R3)
  • The student reads aloud, accurately (in the range
    of 95), familiar material in a variety of
    genres, in a way that makes meaning clear to
    listeners. (ELA4R4)

6
Relevant Curricular Objectives(contd)
  • Listening/Speaking/Viewing GPS Standards
  • The student participates in student-to-teacher,
    student-to-student, and group verbal
    interactions. (ELA4LSV1)
  • The student listens to and views various forms of
    text and media in order to gather and share
    information, persuade others, and express and
    understand ideas. (ELA4LSV2)
  • Information Literacy Standard 5
  • The student who is an independent learner is
    information literate and appreciates literature
    and other creative expressions of information.

7
Research Synthesis
  • Research of the literature encompassed three
    broad areas
  • Motivation (Authors Casey Chamberlain,
    Fitzgibbons, Gardiner, Prince)
  • Comprehension (Authors Keller, Lloyd, Moen,
    Trinkle)
  • Subpopulations needing remediation (Authors
    Graham, Truckey)
  • Examined Reading components of
  • Fluency
  • Vocabulary
  • Prosody (prosodic cues of intonation, stress
    duration)

8
Research Synthesis (contd)
  • Utilizing pedagogical strategies of
  • Read-alouds model prosody and vocabulary and
    provide reading role models (Casey Chamberlain,
    Fitzgibbons, Keller, Prince, Trinkle)
  • Literature circles (with or without assigned
    roles such as Discussion Director, Scene Setter,
    Vocabulary Master) and book discussions provide
    students with opportunities to enjoy, analyze and
    interpret text, and participate in authentic
    conversations around a shared text and improve
    comprehension (Fitzgibbons, Lloyd, Moen)
  • Formulating written and oral questions, and being
    taught this skill, improves comprehension and
    motivation (Lloyd, Moen)
  • Connecting to students prior experiences impacts
    comprehension and motivation (Keller, Lloyd)

9
Research Synthesis (contd)
  • Pedagogical strategies (contd)
  • Before, during and after (BDA) strategies aid
    comprehension and the development of higher level
    thinking skills (Keller, Trinkle)
  • Sustained Silent Reading (SSR) increases
    vocabulary, fluency and decoding skills
    (Gardiner, Fitzgibbons)
  • Readers Theater (supported by skill specific
    mini-lessons) provides opportunities for multiple
    re-readings of scripted stories in anticipation
    of a performance increases fluency, prosody and
    motivation (Casey Chamberlain)
  • Reluctant readers can be motivated by all the
    above strategies (Fitzgibbons)

10
Georgia Childrens Book Awards
  • Established in 1968 by UGA professor, Sheldon
    Root
  • Purpose
  • Foster a love of reading in the children of
    Georgia
  • Introduce children to books of literary
    excellence
  • Two categories picture books (K-4) and chapter
    books (4-8)
  • Committee of Georgia teachers and media
    specialists select final list of nominees from
    submitted recommendations
  • Childrens votes determine award winners, one in
    each category

11
Why use the Georgia Childrens Book Awards?
  • Students are active participants in the statewide
    reading community
  • Nominated books are current (published within the
    past 5 years)
  • Wealth of resources are readily available at
  • http//www.coe.uga.edu/gcba/award/teaching.html

12
Our PlanAvailability of Books
  • Use funds from book fair, PTA, and community
    sponsors to purchase a minimum of 3 sets of
    picture book nominees and 2 sets of chapter book
    nominees
  • Purchase paperback, if available, to keep costs
    down
  • May not include some chapter books that are above
    the reading level or interest level of our
    students
  • One complete set of nominated titles housed in
    the Media Center for student check-out.
    Establish a schedule for rotating the rest of the
    sets through each classroom.
  • Partner with the Public Library and bookstores to
    display these books so that they are easy to find

13
Our PlanPromoting the Program
  • Program will run from September to February, with
    voting in March
  • Work with administrators and lead teachers to
    promote teacher participation, support,
    enthusiasm, and collaboration with media
    specialist
  • Use GCBA websites PowerPoint presentation about
    the titles for
  • Teacher orientation
  • Parent orientation, offered in Media Center on
    curriculum night
  • Bulletin board display
  • Send letter to parents with list of titles and
    program info use school newsletter for periodic
    updates. Also post info and helpful links on
    school website.

14
Our PlanPromoting the Program (contd)
  • Hold a kick-off week for students with
    theme-related activities, providing information
    on program and introducing the books
  • Showcase students work to encourage
    participation
  • Students giving booktalks during the morning news
  • Bulletin board with students artwork depicting
    book covers along with booktalks
  • Students writing book reviews for the school
    newsletter or website
  • Hold voting activities towards the conclusion of
    the program, such as students campaigning for
    their favorites

15
Our PlanTheme Tracking
  • Develop a theme in which specific destinations
    can be reached as students read more books.
    Possible themes are traveling across Georgia, the
    solar system, or a visit to the zoo. This theme
    will change each school year.
  • Distribute theme-decorated bookmarks to students,
    where titles will be listed with checkboxes so
    students can track progress and note favorites
  • Display chart in each classroom to track which
    students have read which titles. Seeing what
    others have read will promote casual book
    discussions and recommendations between students.

16
Our PlanTheme Tracking (contd)
  • Create a prominently located display related to
    the theme to visually track progress, motivate
    students, and encourage class teamwork.
  • Use theme appropriate icons, color-coded by grade
    level, to represent each participating class.
  • Icons move through the map as specified levels
    are reached, based on number of books read by the
    class. There will be a different scale used for
    picture books vs. chapter books.
  • Teachers will submit counts (based on classrooms
    chart) to the Media Center every 2 weeks to
    update school display.

17
Our PlanRewards
  • Rewards may be given based on existing school
    incentive programs (Accelerated Reader, Six Flags
    Six Hour Reading Club, Pizza Hut Book It!, etc.)
  • Students that have read at least 10 picture books
    or 3 chapter books win the ability to vote on the
    awards
  • Party will be thrown for the class with most
    books read per grade
  • At the completion of voting, books used in the
    rotating classroom collection will be rewarded to
    the highest individual student achievers

18
Our PlanMedia Specialist Responsibilities
  • Put together activity packets for teacher
    check-out that includes articles related to the
    stories, author, maps, photos, etc.
  • Create a Word Wall display utilizing words or
    phrases from nominated books
  • Promote comprehension and discussion of books
    through student participation in a literature
    circle/book club, book recommendation database or
    online message board/blog (may be more
    appropriate for grades 4-5)
  • Perform booktalks, read-alouds and related
    activities, especially during special class or
    a lunch reading program

19
Our PlanMedia Specialist Responsibilities
(contd)
  • Expand activities to include and encourage
    students to choose other materials and genres
    found in the Media Center, for example
  • Other books written by the same author or with
    similar theme
  • Non-fiction material that expands on the subject
    matter or setting
  • Biographical information on nominated authors
    (may be online)
  • Recruit other reading role models (parents,
    student peers, administrators, volunteers,
    community members, celebrities, etc.)
  • Prepare a cheat sheet for guest readers so they
    can easily prompt the class using before, during,
    and after (BDA) strategies

20
Our Plan Teacher Responsibilities
  • Collaborate with Media Specialist to create
    lesson plans and activities
  • Take advantage of the online resources provided
    on the GCBA website (noted earlier)
  • Find connections between the literature and the
    curriculum
  • Stress links between literature and lives of
    students, using questions to activate prior
    knowledge
  • Identify vocabulary words drawn from the books
    that are appropriate for students grade level
  • Perform read-alouds and related activities, or
    schedule Media Center time
  • Encourage Sustained Silent Reading (SSR) and
    Readers Theater activities
  • Ensure that students have read at least the
    required amount in order to vote

21
Our PlanAccommodating for Sub-Groups
  • Students with disabilities or resistant/at-risk
    readers
  • Evaluate most effective activities and
    appropriate titles
  • Purchase or create audio books to help with
    reading skills
  • ESOL students
  • Purchase or create books in other languages,
    especially Spanish in our school
  • Purchase or create audio books to help students
    with their English and reading skills
  • Gifted students
  • Work with Gifted teachers to sponsor and coach a
    Helen Ruffin Reading Bowl team
  • Develop fish bowl model for gifted students to
    demonstrate a literature circle meeting to
    various classes. Gifted teachers and Media
    Specialist can help teachers develop literature
    circles in their classrooms.

22
Our PlanGather and Evaluate Results
  • Use teacher, student, and parent surveys to
    evaluate program and identify future improvements
  • Gather statistics on circulation (adding in the
    number of GCBA books read from rotating classroom
    collection) and compare to previous years
  • Evaluate any effects on test scores
  • Communicate results through reports, press
    releases, school newsletter and website
  • Encourage faculty to nominate books for future
    GCBA nominees online at the GCBA website
Write a Comment
User Comments (0)
About PowerShow.com