annual assembly

Read-talk-repeat

Working together

Teri Lesesne

(rhymes with insane)

doctorL@shsu.edu

@professornanawww.Professornana.livejournal.com

AndListen

Congratulations!

AND, i have served on selection committeesQuick Picks for Reluctant Readers, 3 years

Margaret Edwards Award

Printz Award

Odyssey Award, one as member and once as chair

YALSA Award for Excellence in Nonfiction

Morris Debut Novel Committee, chair

Amelia Elizabeth Walden Award, 4 years

Teachers’ Choices, ILA

YA Choices and Children’s Choices, ILA

What i have learnedSometimes folks know more than I do at the outset, but each

committee service has been a learning experience.

Sometimes there are processes in place for reading, annotating, and discussing.

Sometimes the committee arrives at these processes autonomously.

Sometimes people need a refresher in what to include in their observations and discussion.

ALWAYS there need to be guidelines for discussion.

So, what are your questions and concerns?

Eleven by sandra cisneros

https://www.youtube.com/watch?v=o4k8pPgQJoQ

https://www.youtube.com/watch?v=2QktGitdU3Q

Where to beginBack to class

Literary Elements

● Antagonist● Character● Conflict● Mood And Tone● Plot● Protagonist● Setting● Themes

Literary Devices● Allegory● Allusion● Archetype● Deus ex machina● Hyperbole● Imagery● Metaphor● Motif● Point of view● Simile● Symbolism

Resources for Definitions and Examples

http://literary-devices.comhttp://literarydevices.nethttp://www.ode.state.or.us/teachlearn/subjects/elarts/reading/resources/readingglossary.pdfhttp://www.uncp.edu/home/canada/work/allam/general/glossary.html

Set paramete

rsThere is no such thing as a perfect book.

Questions to consider

What if you read something in ARC and find errors?

How much “fact-checking” are you responsible for?

What are your OWN “line in the sand” criteria?

What can and should disqualify a book?

How do you “verify” cultural authenticity?

What does “balance” mean to YOU?

How biases do you bring to the work?

Proceed with

CautionDetermining

appropriate audience

Mental and emotional “levels”

Not lexiles and levels

Read books across a range of difficulty.

●Graphic Novels and Illustrated Novels

●Picture Books

●Poetry and Novels in Verse

●Informational Books with Text Features

Lexile Accuracy Concerns

Eyes on the prizeManaging the reading load

What was the load in the past?

What time frame is set for reading?

How will you schedule the reading?

What plans do you need to have for “push” time?

Keeping up with the reading

Set daily goals

Alternate book selections

Short and slim vs. voluminous

Favorite genres vs. outside of comfort zone

Keep books at hand for those edge or fringe times

Put aside a book that is moving slowly for you. Come back to it later

Set up stacks

Let the reading beginKeeping track

Methods for your madnessTracking books received

Noting books read

Keeping comments organized

Inside or outside?

Criteria covered

Personal vs. Professional

Color coding?

Communication during the reading process?

Keeping it civil

Discussion guidelines

Set guidelines for the committee.

Talk about the guidelines, offer examples.

Try them out and adjust as necessary.

Some tipsKeep it professional

Focus on the criteria

Listen

Listen

Listen

Respond with a reread, reconsideration

Ask for examples

Stay on point

What makes a

book “Good?”Advice from

Dr. ted hipple

The book beats others at the common games: vocabulary, character development, moral concern.

The book has classroom (or classroom library) usefulness.

The book reflects real life and has artistry in detail.

questions?

For your considera

tonOptions may vary

Is there a set process for your committee?

Has your committee chair established a process?

Will a process be determined by the committee?