Transcript Linking to Literacy @ your library TM

Linking to Literacy @
your library
TM
Presented by:
Dr. Barbara Erdman, UW-Eau Claire
Martha Rugotzke, Augusta School District
Jan Adams, CESA 10
WEMA Conference 2006
Grant Description
Improving Literacy Through School Libraries
Who
• 3 districts = $138,139
What
• collection development
• improved access through technology and TumbleBooks
• professional development
Professional Development
Support districts’ balanced literacy
programs
attend workshops to build an understanding
Why the Focus on Literacy?
Professional literature
Standards
Information and Technology Literacy
Standards correlated to Reading and Literature
Standards
Assessment
Wisconsin Knowledge and Concepts
Examination for reading
Supporting Reading Instruction
in the IMC
Augusta Elementary School
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
How Can We Support Literacy
Centers
Areas where students work alone with peers
to explore language arts
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
“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
Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland,
ME: Stenhouse
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
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 children’s letters
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.
How Can We Support ReadAlouds
Interactive THINK-alouds
extend children’s 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
Think Alouds
Strategies
one or two sentence summary to set the context
discuss student’s prior knowledge
make connections
set a purpose for reading
invite predictions and revisit them while
reading and after reading
introduce new vocabulary
Alphaboxes
The book and author_____________________________________________________________________
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
XYZ
Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse
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
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
The Mitten
By Jan Brett
Pavelka, P. (1997). Making the
connection: learning skills through
literature (3-6). Peterborough, NH:
Crystal Springs Books.
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
Summarizing Activity
James and the
Giant Peach
Student’s 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:
James’s 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.
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
Retelling Form
Title and author’s name_________________________________Your name____________________
Beginning
Ending
Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH: Crystal Springs Books.
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.
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.
rog
Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse
Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH: Crystal
Springs Books.
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.
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
Discussion Starters
something you liked
your favorite part
something about the character
something about the setting
remind you of anything
this doesn’t 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.
How Can We Support
Independent Reading
Select own text
Practice strategies
Develop fluency and stamina
testing demands that students interact with text for @40
minutes, reading and answering questions
Build life-long reading habits
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
Creating Reflective Readers
Instead of book drop - STOP
which books do they want to keep, why?
model thoughtful reading and reader
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
Vocabulary Bookmarks
Title/Author_________________________
Word (pg)
Definition
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
Character Traits
What a Character!
Evidence from Story
Character’s Name and Trait
Character’s Name and Trait
Character’s Name and Trait
Pavelka, Patricia . Making the connection: learning skills through literature (3-6). Peterborough: Crystal Springs Books, 1997.
Haack, P. (1999) Using guided reading to help your students become better readers (grades 3-6). Bellevue, WA: Bureau of Education & Research. Source:
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.
QuIP Research Grid
Topic________________________________________________________________
_
Questions
Answers
Source
Source
1.
2.
3.
McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, DE: International Reading Association.
Main Idea Table
Main idea
Supporting details
McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, DE: International Reading Association.
Bio-Pyramid
____
Person’s Name
_____ _____
Two words describing the person
_____ _____ _____
Three words describing the person’s 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.
K-W-L
Topic_______________________________
K - What I know W – What I want L – What I learned
or think I know
to know
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.
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.
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.
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
Source: Guided reading workshop with Pat Pavelka
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…
Thank you.