linking to literacy @ your library tm presented by: dr. barbara erdman, uw-eau claire martha...
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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
AssessmentWisconsin 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 childrenshared readingindependent reading
guided readingphonics 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” collectionclass lists (kids like seeing their names)environmental reading (cereal boxes, bags, menus)magazine pagessongs / rapswordless bookscharts/graphs tied to curriculumpicture dictionariesPledge 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 - Endtake 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 Read-Alouds
Interactive THINK-aloudsextend 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
Strategiesone 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
AlphaboxesThe 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 StrategiesMaking 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 textstudents 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
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.
James and the Giant Peach
Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH: Crystal Springs Books.
Retelling Strategy
Story souvenirsgive 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 FormTitle 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 readingteacher 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 levelsTurn to talk
turn knee to knee to talk the book and listen politelyshoulder to shoulder (boys like better)
Package buddy readers2 or more copies for circulation to friends
Discussion Starterssomething 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 staminatesting 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 logsrecord 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 - STOPwhich books do they want to keep, why?
model thoughtful reading and reader
Vocabulary
Group is reading same text or contentstudents write down unfamiliar words on post it notes
categorize the words (many will be similar) and work on vocabulary
Vocabulary Bookmarks
Word (pg) Definition
Title/Author_________________________
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’s Name and Trait
Character’s Name and Trait
Character’s Name and Trait
Evidence from StoryWhat a Character!
Pavelka, Patricia . Making the connection: learning skills through literature (3-6). Peterborough: Crystal Springs Books, 1997.
Character Traits
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.
Topic_________________________________________________________________Questions Answers
Source Source
QuIP Research Grid
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 - What I know or think I know
W – What I want to know
L – What I learned
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.
FlipbooksFold 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 childrenmake 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
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.
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