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No subject of study is more important than readingall other intellectual powers depend on it

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How To Lose All of Your Friends. The Essential 55. Integrating PBIS ... The Freedom Writers Diary. Warriors Don't Cry. Ben Franklin's Almanac: Being a True ... – PowerPoint PPT presentation

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Title: No subject of study is more important than readingall other intellectual powers depend on it


1
  • No subject of study is more important than
    readingall other intellectual powers depend on
    it
  • Jacques Barzun

2
Utilizing Literature to Integrate PBIS SEL
Throughout the Curriculum
  • Margaret White, LCSW
  • Illinois PBIS Network
  • Brenda Lindsey, LCSW
  • UIUC School of Social Work
  • Marcy Nicoson, School Social Worker Rantoul City
    Schools

3
Objectives
  • To learn methods of incorporating literature to
    teach PBIS expectations and social and emotional
    learning standards.
  • To identify resources for locating and evaluating
    quality literature.
  • Explore strategies to engage students to make the
    connection between literature and their world.

4
SEL Goals
  • Develop self awareness and self management skills
    to achieve school and life success
  • 2. Use social awareness and interpersonal skills
    to establish and maintain positive relationships
  • 3. Demonstrate decision making skills and
    responsible behaviors in personal, school and
    community context

5
Brief Framework
  • Literature is a good starting point for reading,
    understanding, and discussing social and
    emotional learning.
  • As readers respond to text, they make
    connections.
  • Discussion allows students to explore issues and
    relate to their own lives.
  • Connecting to emotions and senses enhances
    comprehension skills

Ketch (2005), Spiegel (1998)
6
How do you make those connections?
  • Text to self
  • Text to text
  • Text to world

Harvey and Goudvis (2000), Keene and Zimmerman
(1997), Schmoker (2006), Shallenberger 2007
7
Connecting to Text helps readers
  • Understand how characters feel and motivations
    for their actions
  • Prevent boredom
  • Sets a purpose for reading keeping them focused
  • Stay actively involved
  • Remember what they have read

Tovani (2000)
8
Text to self
  • Easiest connection to teach
  • Key phrase this reminds me of
  • Easily integrated with SEL performance
    indicators

9
Text to self
  • What does this remind me of in my own life?
  • What is similar in my life?
  • How is this different from my life?
  • Has something like this ever happened to me?
  • How does this relate to my life?
  • What were my feelings when I read this?

http//forpd.ucf.edu/strategies/stratText.html
10
Text to text
  • What does this remind me of in another
    book/materials I have read?
  • How is the text similar to other things I have
    read?
  • How is this different from other books Ive read?
  • Have I read about something like this before?

http//forpd.ucf.edu/strategies/stratText.html
11
Text to text connectionUsing the matrix
  • Respect yourself
  • Respect others
  • Respect property

12
Text to World
  • What does this remind me of in the real world?
  • How is this similar to what is currently
    happening in the real world ?
  • How is this different from things I have read
    about in the real world?
  • How did that part relate to the world around me?

http//forpd.ucf.edu/strategies/stratText.html
13
Practice Connecting to Text
  • Text to Self
  • Text to Text
  • Text to World
  • Materials
  • Book Have You Filled A Bucket Today A Guide to
    Daily Happiness For Kids

14
Book Activity
15
Tips for reading the story
  • During preselected points you may wish to stop
    and use some think aloud questions or comments
    relating to the matrix.
  • Stopping too often may disrupt the flow

16
Sample Activities
  • Have students with a partner (eye to eye, knee to
    knee) brainstorm
  • actions that fit into the PBIS matrix
  • Thumbs up thumbs down list under respect your
    self, respect others, respect property
  • Journal time

SEL Goal 3 Demonstrate decision making skills
and responsible behavior
17
Framework for text to self connection
  • How is this book similar to my own life What does
    this remind me of in my life?
  • How is this similar to how I follow the 3 Rs?
  • respect yourself, respect others,
    responsibility?

18
Dont tell people how to live their lives just
tell them stories and they will figure out how to
live their lives Randy Pauch
19
Instructional Books to Teach the Expectations
Respect and Take Care of Things Howard B
Wigglebottom Learns To Listen Dont Squeal Unless
Its a Big Deal How to Be A Friend A Guide to
Making Friends Know and Follow the Rules A Bad
Case of Tattle Tongue My Mouth is a
Volcano Sorry How To Lose All of Your Friends The
Essential 55
20
Integrating PBIS SEL into History
Rosa Vinnie and Abraham If You Sailed on the
Mayflower in 1620 If You Grew Up With Abraham
Lincoln Older Students The Freedom Writers
Diary Warriors Dont Cry Ben Franklin's Almanac
Being a True Account of the Good
Gentleman's Life
21
Integrating with Health Science
You are Healthy Dr. Strong and Sweet Potatoes Why
Do I Run? Why Do I Wash My Hands
22
Integrating with Writing Literature
Great Books for High School Kids A Teachers
Guide for Changing
Kids Letters to Kegan 30 Truths for Lifes
Journey Thank You Mr. Faulkner Tuesdays With
Morrie The 6 Most Important Decisions Youll Ever
Make Rewind When Zachary Beaver Came to Town
23
Warriors Dont Cry by Melba Pattillo
Beals
Discussion Example
  • I did it, I shouted with excitement as I raced
    in the front door where Grandma was standing in
    her usual place to welcome me home after school.
  • Did what? she asked.
  • I tried to do some of the things Gandhi talks
    aboutyou know, keeping calm in your own mind no
    matter whats going on outside.
  • p. 262
  • Can you remember a time when you kept calm when
    everyone else was not?

24
Using Literature in Small Group Activities
  • Marcy Nicoson, School Social Worker
  • Eater Junior High School
  • Rantoul Illinois

25
  • Junior High Girls Book Club
  • How students became a member
  • Self referral to SW regarding friendship issues
  • Bringing neighborhood issues to school.
  • Minor referrals
  • Invitation

26
  • Group Set Expectations Based on EJHS
  • Bulldog Expectations
  • Be Ready
  • Come Prepared to discuss the book
  • Be Respectful
  • Allow everyone a chance speak
  • No putdowns
  • Be Responsible

27
Book Club Weekly Format
  • Review Group Expectations
  • Review key points from previous week
  • Everyone in group had copy of book. I read out
    loud in order to not embarrass
  • Incorporated Gretchen Courtney reading
    strategies focusing on prediction
  • After around 4 weeks students asked if they could
    read

28
Meeting Weekly
  • One class period 45 minutes
  • Study Hall

29
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30
Afterthoughts
  • Looking back kids tertiary
  • Neighborhood issues
  • Data
  • Positives
  • Excited about reading
  • Found ways to relate to characters in book
  • Connect the text to world

31
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32
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33
Other Junior High Books
34
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35
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36
Resources
37
Committee for Children Booklists
  • http//www.cfchildren.org/support/recommended-
    books/

38
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39
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40
ReadWriteThink http//www.readwritethink.org
41
Ready made lesson plans
42
UIUC Graduate School of Library and Information
Science Center for Childrens Books
  • http//ccb.lis.uiuc.edu/

43
  • http//www2.scholastic.com/browse/lessonplans.jsp

44
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45
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46
Contact Information
  • Margaret White,
  • Technical Assistance Coordinator
  • Illinois PBIS Network margaret.white_at_pbisillino
    is.org
  • Brenda Lindsey
  • University of Illinois-Urbana Champaign School
    of Social Work
  • blindsey_at_uiuc.edu
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