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Linking to Literacy @ your library TM

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Love, Cat in the Hat. have older students respond to children's letters. Wordless Books ... 2 or more copies for circulation to friends. Discussion Starters ... – PowerPoint PPT presentation

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Title: Linking to Literacy @ your library TM


1
Linking to Literacy _at_ your library TM
  • Presented by
  • Dr. Barbara Erdman, UW-Eau Claire
  • Martha Rugotzke, Augusta School District
  • Jan Adams, CESA 10
  • WEMA Conference 2006

2
Grant Description
  • Improving Literacy Through School Libraries
  • Who
  • 3 districts 138,139
  • What
  • collection development
  • improved access through technology and
    TumbleBooks
  • professional development

3
Professional Development
  • Support districts balanced literacy programs
  • attend workshops to build an understanding

4
Why the Focus on Literacy?
  • Professional literature

5
  • Standards
  • Information and Technology Literacy Standards
    correlated to Reading and Literature Standards
  • Assessment
  • Wisconsin Knowledge and Concepts Examination for
    reading

6
Supporting Reading Instruction in the IMC
  • Augusta Elementary School

7
Components of Balanced Literacy
  • Reading instruction which incorporates many
    reading strategies in order to meet the varying
    needs of all students,including
  • literacy centers for independent practice
  • reading aloud to children
  • shared reading
  • independent reading
  • guided reading
  • phonics instruction
  • Reggie Routman, Conversations Strategies for
    Teaching, Learning, and Evaluating

8
How Can We Support Literacy Centers
  • Areas where students work alone with peers to
    explore language arts

9
Literature Centers
  • Overhead projector with transparencies on floor
  • Listening center
  • Poetry center
  • Computer center
  • Word game center
  • Rewrite center take a story change an element
  • Storytelling / puppet theater center

10
  • Reading is life collection
  • class lists (kids like seeing their names)
  • environmental reading (cereal boxes, bags, menus)
  • magazine pages
  • songs / raps
  • wordless books
  • charts/graphs tied to curriculum
  • picture dictionaries
  • Pledge of Allegiance
  • Source Guided Reading Management, Assignments
    and Instruction, Grades 1-3 workshop with Pat
    Pavelka

11
Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse
12
Active Literacy Library
  • Seating in clusters to facilitate discussion 
  • Every available space is used for learning and
    teaching
  • display student work which honors thinking
  • charts on walls and tripods keep track of class
    activities
  • Students work with clipboards to be close to
    instructor

13
Literary Friends
  • Display a character in your IMC
  • Dear Friend,
  • I enjoyed visiting your class. If you write me I
    will write you back.
  • Love,
  • Cat in the Hat
  • have older students respond to childrens letters

14
Wordless Books
  • Beginning Middle - End
  • take a wordless book apart
  • laminate pages
  • reassemble
  • allow children to fill in the story / narrative
    with overhead marker

Pavelka, P. (2005). Guided Reading Management
Structure and organization for the classroom.
Peterborough NH Crystal Springs Books.
15
How Can We Support Read-Alouds
  • Interactive THINK-alouds
  • extend childrens knowledge of their world
  • active participation by students
  • reread familiar text to reinforce knowledge
  • model independent reading
  • great opportunity to collaborate with colleagues

Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse
16
Think Alouds
  • Strategies
  • one or two sentence summary to set the context
  • discuss students prior knowledge
  • make connections
  • set a purpose for reading
  • invite predictions and revisit them while reading
    and after reading
  • introduce new vocabulary

17
Alphaboxes The book and author____________________
_________________________________________________
Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse
18
Comprehension Strategies
  • Making connections
  • text-to-self
  • how does the text relate to my experiences
  • text-to-text
  • how does this text relate to something else I
    have read
  • text-to-world
  • how does the text relate to something going on in
    the world or occurred in another time or perhaps
    will occur in the future

19
Questioning
  • Literal questions the answer is in text
  • students are reading the lines
  • Interpretive questions students search and
    think about the answer
  • students are reading between the lines
  • Applied questions students answer by using
    their experiences
  • students are reading beyond the lines

Guided reading workshop with Pat Pavelka
20
The Mitten By Jan Brett
Pavelka, P. (1997). Making the connection
learning skills through literature (3-6).
Peterborough, NH Crystal Springs Books.
21
Summarizing
  • Make a distinction between summarizing and
    retelling
  • the tests do
  • use familiar stories
  • have students retell
  • combine statements to make a more general
    statement

Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse
22
Summarizing Activity
James and the Giant Peach
  • Students generate a list
  • James parents got killed by a rhinoceros.
  • James went to live with Aunt Sponge and Aunt
    Spiker.
  • The aunts were mean and nasty.
  • They always made James work.
  • The aunts were ugly.
  • became
  • Jamess parents got killed by a rhinoceros, and
    so he went to live with two mean, nasty, ugly
    aunts.

Pavelka, P. (1997). Making the connection
learning skills through literature (3-6).
Peterborough, NH Crystal Springs Books.
23
Retelling Strategy
  • Story souvenirs
  • give students a simple story memento to remind
    students to retell the story to their parents or
    siblings
  • parents are informed that this activity will help
    comprehension

24
(No Transcript)
25
Retelling Form Title and authors
name_________________________________Your
name____________________
Pavelka, P. (1997). Making the connection
learning skills through literature (3-6).
Peterborough, NH Crystal Springs Books.
26
Retelling / Reporting Vests
  • young children decorate brown paper bag
  • wear vest to retell or report topic

Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse.
27
If You Give a Mouse a Cookie By Laura Joffe
Numeroff
Pavelka, P. (2005). Guided Reading Management
Structure and organization for the classroom.
Peterborough NH Crystal Springs Books.
28
rog
29
Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse
30
Pavelka, P. (1997). Making the connection
learning skills through literature (3-6).
Peterborough, NH Crystal Springs Books.
31
How Can We Support Shared Reading
  • Learning to read by reading
  • teacher demonstrates with large size text
  • (questioning, referring to charts, captions,
    etc.)
  • active participation by students
  • use a wide variety of text
  • students read chorally as they become familiar
    with text

Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse.
32
Book Discussions
  • Support your students by purchasing similar
    content books at different reading levels
  • Turn to talk
  • turn knee to knee to talk the book and listen
    politely
  • shoulder to shoulder (boys like better)
  • Package buddy readers
  • 2 or more copies for circulation to friends

33
Discussion Starters
  • something you liked
  • your favorite part
  • something about the character
  • something about the setting
  • remind you of anything
  • this doesnt make sense
  • agree / disagree with author
  • what is this book really about
  • what would you have done

Pavelka, P. (2005). Guided Reading Management
Structure and organization for the classroom.
Peterborough NH Crystal Springs Books.
34
How Can We Support Independent Reading
  • Select own text
  • Practice strategies
  • Develop fluency and stamina
  • testing demands that students interact with text
    for _at_40 minutes, reading and answering questions
  • Build life-long reading habits

35
Independent Reading
  • Teach the 5-finger rule for selecting text
  • Use reading logs
  • record thoughts, feelings, questions,
    illustrations and ideas about what they read, and
    relate the text to their own lives

From Guided Reading Basics by Lori Jamison Rog
36
Creating Reflective Readers
  • Instead of book drop - STOP
  • which books do they want to keep, why?
  • model thoughtful reading and reader

37
Vocabulary
  • Group is reading same text or content
  • students write down unfamiliar words on post it
    notes
  • categorize the words (many will be similar) and
    work on vocabulary

38
Vocabulary Bookmarks
Title/Author_________________________

39
Building Fluency
  • Choral reading students and teacher read
    together
  • Echo reading teacher reads students repeat

Rog, J. (2003). Guided reading basics
Organizing, managing, and implementing a balanced
literacy program in K-3. Portland, ME Stenhouse
40
(No Transcript)
41
Character Traits
Evidence from Story
What a Character!
Characters Name and Trait
Characters Name and Trait
Pavelka, Patricia . Making the connection
learning skills through literature (3-6).
Peterborough Crystal Springs Books, 1997.
42
Haack, P. (1999) Using guided reading to help
your students become better readers (grades 3-6).
Bellevue, WA Bureau of Education Research.
Source
43
Double Entry Journal Idea/Text from Story
My Connection
McLaughlin, M. Allen, M. (2002). Guided
comprehension A teaching model for grades 3-8.
Newark, DE International Reading Association.
44
QuIP Research Grid
Topic_____________________________________________
____________________
Questions
Answers
Source
Source
McLaughlin, M. (2003). Guided comprehension in
the primary grades. Newark, DE International
Reading Association.
45
Main Idea Table
Main idea
Supporting details
McLaughlin, M. (2003). Guided comprehension in
the primary grades. Newark, DE International
Reading Association.
46
Bio-Pyramid ____ Persons Name _____ _____ Two
words describing the person _____ _____
_____ Three words describing the persons
childhood _____ _____ _____ _____ Four words
indicating a problem the person had to
overcome _____ _____ _____ _____ _____ Five words
stating one of his or her accomplishments _____
_____ _____ ______ _____ _____ Six words stating
a second accomplishment ______ _____ _____ _____
______ _____ ______ Seven words stating a third
accomplishment ______ ______ ______ ______ ______
______ ______ ______ Eight words stating how
mankind benefited from his or her
accomplishments McLaughlin, M. Allen, M.
(2002). Guided comprehension A teaching model
for grades 3-8. Newark, DE International Reading
Association.
47
K-W-L Topic_______________________________
Could add a 4th column S- What I still want to
know
McLaughlin, M. Allen, M. (2002). Guided
comprehension A teaching model for grades 3-8.
Newark, DE International Reading Association.
48
Flipbooks
  • Fold and cut paper
  • sequencing (first, then, next, last)
  • summary
  • story elements
  • question words (who, what, where, why, when how)
  • main idea and supporting details
  • Pavelka, P. (2005). Guided Reading Management
    Structure and organization for the classroom.
    Peterborough NH Crystal Springs Books.

49
Summary Cube
  • Who, what, where, when, why, how
  • Title, characters, setting, problem, solution,
    theme
  • Topic, 3 subtopics with details, summary,
    illustration
  • Many other options


McLaughlin, M. (2003). Guided comprehension in
the primary grades. Newark, DE International
Reading Association.
50
Miscellaneous
  • Citing sources for very young children
  • make available sheet of labels for students to
    give credit to their neighbors for an idea
  • model the concept of giving credit
  • I got this idea
  • from___________

Source Guided reading workshop with Pat Pavelka
51
Model Being a Reflective Reader
  • Make your learning transparent model
  • Show not just tell how good readers read
  • This is what a reader does / researcher does
  • Talk about a reading life

52
(No Transcript)
53
Thank you.
54
(No Transcript)
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