judson u 2011
DESCRIPTION
Here is the updated power point from Monday's presentation by Teri Lesesne at the Literacy in Motion Conference at Judon UniversityTRANSCRIPT
AIM-ing at Tweens and Young Teens
Teri S. Lesesne
(rhymes with insane)
Twitter: @ProfessorNana
www.slideshare.net/professornana
Where is the Power Point?
4
Close your eyes (yes… close your eyes)
and take a moment to think back on…
• a happy memory from when you were 10 years old
• a sad memory from when you were 11 years old
• an embarrassing memory from when you were 12 years old
• a great memory from when you were 13 years old
• a “traumatic” memory from when you were 14 years old
5
Now take a moment to share one of those memories with the person to your
right and left….
How different were your memories from the person next to you? They may have been very different or there may have been
some similarities.
6
There are no cookie-cutter adolescent experiences. Some of
these things will apply to the tweens and early teens you know
and some of them won’t.
7
Defining Tweens
Tweens is a fluid definition meaning that different development happen at different rates in different tweens. Some 10 year olds may have begun physically developing while others may not see these changes until they are 13 or even older.
Anderson, 2007
8
What’s going on physically?
9
Some Physical Basics
Tweens and early teens are being bombarded by hormones and begin to develop reproductively (i.e. breasts, pubic hair, etc.)*
Many experience a growth surge. Guys get taller, and girls get rounder.
Many experience a hormonal rollercoaster – becoming moody and seemingly different over night.
Pruitt, 1999
10
What’s going on psychologically?
11
Some Psychological Basics
Their reasoning capabilities rise to new levels of complexity.
The adolescent is learning how to handle adult responsibilities.
Moral development is shifting from reward-punishment to good girl, good boy behavior.
Pruitt, 1999
12
What’s going on socially?
13
Social Development Basics
Expected increase in freedom Move away from family toward peers Likely to have best friends of the similar
social and ethnic backgrounds. In 7th grade, the above holds true PLUS
they want friends with similar attitudes and values.
Peer approval and acceptance grows more important.
Pruitt, 1999
14
So when I began to write a book about tweens and teens and reading….
A title
Some research
A late night inspiration
15
The title
The Naked Reader
17
The research?
Vickey Giles
Karen Sue Gibson
Replicated study from 20 years earlier
The questions?
18
What could someone do to make you WANT to read BEFORE/AFTER you
read?
The converse: what could someone do to make you HATE to read BEFORE/AFTER you read?
19
What could someone do to make you want to read BEFORE you read?
K-12
Being allowed to choose any book you want to read
Nonfiction, perhaps?
Biography
22
What could someone do to make you want to read BEFORE you
read?K-5
Reading in a comfortable place like on the floor, in a bean bag chair, or in a rocking chair
Adventure and Survival
Historical settings
25
What could someone do to make you want to read
BEFORE you read?K-5
Being allowed to buy your own book through a book fair
Most Popular Selling Titles
Book Trailers
http://www.youtube.com/watch?v=x4BK_2VULCU
http://www.youtube.com/watch?v=nqB-Jue1oeA
Popular Series
29
What could someone do to make you want to
read BEFORE you read?K-5
Reading books for a contest
30
What could someone do to make you want to
read BEFORE you read?K-12
Having a classroom library
Classrooms in Books, Too!
Classrooms in Books, Two!
33
What could someone do to make you want to read
BEFORE you read?K-12
Having the teacher read a book or chapter a day
Chapter Read Alouds
35
What could someone do to make you want to read
BEFORE you read?K-12
Having the teacher take you to the library
Good Book Box Titles
Amulet of Samarkand Bone Every Bone Tells a Story Flat Broke Fourth Stall Ghost in the Machine Great Wall of Lucy Wu How to Grow Up and Rule the World
GN version of series
1991 GN in serial form
YALSA Nonfiction Award
Liar Liar is companion book
Note cover
Interactive with web site
Asian main characters
He tweets!
45
What could someone do to make you want to
read BEFORE you read?6-12
Having the author come to the school
Author Madness
Crutcher, Grace Lin
48
What could someone do to make you want to read BEFORE you read?
6-12
Seeing the movie or television production of a book.
Movie Adaptations
The final film?
51
What could someone do to make you want to read BEFORE you
read?6-12
Being allowed to read books with lots of pictures in them.
Pictures Galore!
Graphic Novels
Not just for older readers any more
Complex but accessible
Search for self
Classic GN
GN Reading Ladder
Growing more complex
59
Different covers US, Brit
64
The late night inspiration
T-A-R-G-E-T
65
T A R G E T
66
T is for TRUST
We Know the Good Books!Because We Read Them, Too!
Strictly Guy Stuff (not)
69
A is for ACCESS
Accessibility X 2
71
R is for RESPONSE
73
G is for GUIDANCE
74
Reading ladders
Begin with where they are
Build reading experiences slowly
Move readers “up” with assistance
Provide bridges between books
75
for instance…
Humor Reading Ladder
Developmental
physical
character
situation
language
There are many ways to describe Ms. Underdorf. She was brilliant and joyous, and she believed-probably correctly-
that libraries contain the answers to everything, and that if you can’t find the information you seek in the library, then such information probably does not exist in this or any other parallel universe now or ever to be known.
She was thoughtful and kind and always believed the best of
everybody. She was, above all else, a master librarian and knew where to find any book on any subject in the shortest possible time.
And she was wonderfully unhinged… And so the Amazing Armadillo.
79
84
E is for ENTHUSIASM
You have to like them first
86
T is for TWEEN and TEEN APPEAL
87
Established namesAuthors to trust
Trusted Authors
89
Familiar Stories
Settings
themes
Sound Familiar?
91
IssuesDevelopmentally appropriate
Finally, Assessment
We have them reading now. Assessment is important but assessment needs to be carefully done so as not to make kids hate reading all over again.
Accelerated Reader
BOYS GIRLS OVERALL 4TH GRADE
DIARY WIMPY KID DWK DWK
DWK 2 DWK 2 DWK2
DWK 3 DWK 3 DWK 3
CAPTAIN UNDERPANTS
BECAUSE OF WINN DIXIE
BECAUSE OF WINN DIXIE
CAPTAIN UNDERPANTS
SARAH PLAIN AND TALL
SARAH PLAIN AND TALL
FIFTH GRADEBOYS GIRLS OVERALL
DIARY OF A WIMPY KIDS
DWK DWK
DWK 2 DWK 2 DWK 2
DWK 3 DWK 3 DWK 3
HATCHET NUMBER THE STARS
NUMBER THE STARS
FRINDLE TWILIGHT SIGN OF THE BEAVER
BOYS GIRLS OVERALL 6TH GRADE
DIARY OF WIMPY KID
TWILIGHT DWK
DWK 2 NEW MOON DWK 2
DWK 3 ECLIPSE DWK 3
HATCHET BREAKING DAWN NUMBER THE STARS
HOLES HATCHET ECLIPSE
BOYS GIRLS OVERALL 7TH GRADE
OUTSIDERS TWILIGHT TWILIGHT
DWK NEW MOON NEW MOON
DWK 2 ECLIPSE ECLIPSE
THE GIVER BREAKING DAWN BREAKING DAWN
TWILIGHT OUTSIDERS OUTSIDERS
BOYS GIRLS OVERALL 8TH GRADE
OUTSIDERS TWILIGHT TWILIGHT
THE GIVER NEW MOON NEW MOON
TWILIGHT ECLIPSE ECLIPSE
NEW MOON BREAKING DAWN BREAKING DAWN
DIARY OF WIMPY KID
OUTSIDERS OUTSIDERS
Some reading levels to further illustrate:
Everything Is Fine 3.0 460 lexile Kingdom on the Waves 8.4 1060 lexile Marcelo in the Real World 4.6 700 lexile Absolutely True Diary of a Part Time Indian 4.0 Punkzilla 6.2 Graceling 5.3 Wintergirls 4.1 Living Dead Girl 4.8
So, what are the alternatives?
Twitter (summary skills)
Facebook: post as a character and create a page
Dragon Dictation: response while reading: annotating text
Ugly Book Contest
R U N RR?(are you a
reluctant reader?)
Take this quiz and see…
Select A for book on left and B for book on right of slide…
A B
A B
A B
A B
A B
A B
A B
A B
A B
A B
Reluctant readers are:
Male and female
Young and old
Able and struggling
Overscheduled and overwhelmed
But these FIVE factors play an important role:
Titles that grab
Catchy covers
Authors they come to trust
Opening paragraphs that hook
Plus a book they cannot put down
Titles that grab
titles
Covers that demand attention
covers
Trusted authors
Opening paragraphs that lure
Grand openings
Keep them reading books
What else can help us motivate readers?
Research
Research
Research
Factors that influence choices in books:
School variables Classroom variables Teacher and librarian variables Kid variables Book variables
School variables
Administration that supports reading financially and philosophically (they read) Author visits Professional development (conferences)
Certified librarian with adequate collection
Time set aside each day at school to read
Access to the library
Classroom variables
Books in the classroom Teacher who reads Teacher who reads aloud Teacher who booktalks Places to curl up with books Time set aside for reading regularly
Teacher and Librarian variables
Teachers and librarians are readers Teachers work with librarians to schedule visits
to the library Librarians work with teachers to develop
reading lists and other resources for instruction Librarians know the curriculum of the
classrooms
Kid variables
Age Gender Reader status
Avid Dormant Reluctant Struggling
What else?
Book variables that are NOT a factor: Reading level
Lexiles, etc.
Length
Book variables that ARE a factor: Genre Style Form and format
Book variables that matter
Genre
Style
Format
Genres they love
Funny books
Mysteries
Nonfiction
Nonfiction Reading Ladder
Historical
Horizontal
132
133
138
141
142
6 word memoirs
FIVE ELEMENTARY SCHOOLS AND TWO OBITUARIES.
YOU'RE THE PARENT. ACT LIKE ONE.
EXAGGERATION IS THE SPICE OF LIFE.
GOD ABANDONED ME, SO I RECIPROCATED.
I NEVER GOT MY HOGWARTS LETTER. (could be Hank Green's memoir?)
WOULD BE SLUT GIVEN THE CHANCE.
YOU MADE ME STRONGER. THANKS, RAPIST.
MEASURED OUT MY LIFE IN LITERATURE.
LIFE IS FULL OF "AWKWARD TURTLE" MOMENTS.
INSERT MELODRAMATIC CLICHE-TEEN ICK HERE.
Assessment= Accountability-Annoyance
What annoys students? Write a new ending Write a letter to a friend Write a traditional book report Write a news story Write anything
So what do they LIKE to do?
Some new ideas
Tweet! Tweet!
Using Twitter as a format for telling about the book
140 characters Can use txtspk
Summarize chapters Describe a character Indicate the climax Use other strategies such as SAY SOMETHING or
SWBST
“Watching from the outside, Twitter is like the dumbest thing you’ve heard of: “Why would anyone want to tell others what they are doing in 140 characters?”
And yet to dismiss Twitter is a mistake because it’s an incredibly powerful tool for your personal learning and connecting with others.” (Sue Waters, http://suewaters.wikispaces.com/twitter, @suewaters Original quote: Alan Levine)
To Connect
I Dream in Twitter
(listen to the podcast http://www.box.net/shared/static/gqkaej08ww.mp3)
I dream in Twitter in 140 characters that cut off my thoughts before they are complete and then I wonder, why 140? Ten more letters would serve me right as I write about what I am doing at that moment in time, connecting across the world with so many others shackled by 140 characters, too, and I remain amazed at how deep the brevity can be.
I find it unsettling to eavesdrop on conversations between two when you can only read one and it startles me to think that someone else out there has put their ear to my words and wondered the same about me. Whose eyes are watching?
Twitter is both an expanding universe of tentacles and hyperlinks that draw you in with knowledge and experience and a shrinking neighborhood of similar voices, echoing out your name in comfortable silence.
I dream in Twitter in 140 characters, and that is what I am doing right at this moment
by Kevin - @dogtrax
Blog all about it
Make a video
Animoto
Post to YouTube
Tweet it
Blog it
podcasts
Audacity
Headphone and microphone combo
Post to Switchpod or iTunes or elsewhere
Dragon Dictation-annotating text
An Experiment:
Using Dragon Dictation while Reading
A Monster Calls
Note I am not changing how the app recorded my observations. There are some errors, of course, but I do think it captured the heart of what I was attempting to do. You will notice that punctuation is not a strong suit of this app. However, think of the lesson waiting when kids do this.
This is an annotation of my reading of Patrick Nessus (Ness’) a monster calls (A Monster Calls). I decided to use Dragon Dictation to show how simple it can be to have students annotate as they're reading without having to really pause to write down anything to reflect you really won't interrupt their reading nearly as much as they use an app such as Dragon dictation.
Patrick Ness wrote this book based on an idea of Shavon Dowd who sadly past way too soon in her career. This would've been her fifth book a monster calls what Patrick did was take the idea and go with it run with it. Make it his own and that is what he asks readers to do in the forward go run with it. Make it your own.
And so we come to chapter 1 of the monster calls a monster showed up just after midnight as they do certainly an auspicious beginning what kind of monster will this be what will it do to change the life of our main character is name is Connor. The black and white illustrations by illustrator Jim K certainly do a great deal to enhance knowing the mystery but the threat that seems inherent in the story.
There's almost a paradox in the language at least in the opening chapter as Connors observing the monster as he comes together from the Yew tree in his backyard you have references to words like mighty but not terrifying or scary and we learn that month that Connor has seen worse monsters or at least envisioned worse.
I'm going to shift now on my annotation from annotating as I'm reading the chapter to annotating as I finish reading the chapter. By the way it's probably important as your annotating text in teaching kids to annotate text to pay attention to chapter titles when authors go beyond Chapter 1 Chapter 2 to give you a title chances are there something significant about the words that they selected to have those chapters.
For chapter 3 we could start annotations by examining the title of the chapter which is simply school and asking students to provide some guesses or conclusions some implication some generalizations and inferences about what they think might happen as Connor goes to school are considering what has happened the night before his bedroom with the monster calling is real or what's happening in his life with his mother suffering from cancer. So what do we learn and chapter 3 and how does that create more of an air of mystery or perhaps define a little bit more the monster with him Connor is wrestling. we do learn the Connors being bullied at school that there's a student who picks on him almost as if he knows the Connors more vulnerable could just be part of the monster that Connor is seeing at night.
Annotating as a Teacher Now
An interesting activity for a monster calls might be to take the double page spread illustrations project them for the kids and let them kind of give a summary of what they think the entire book will be about would be interesting to see how much the pictures tell the students and of course you can also my students to do a summary by simply reading the titles of the different chapters to see if they can somehow put together a summary of the book is well
Scaffolding-Brainstorming
From dragon dictation. It would be a simple step then to create voice threats for students for example I could either use one of my phrases during imitation and use that as the beginning of the voice text for students or to put students in grapes each one of them would conduct their own voice thread and the others in the group would contribute to it and lots of different ways to use it. I'll try to figure some examples.
Application for Classroom
I wonder if as we read aloud a book like a monster calls we could have students with Dragon dictation on their phones on their desks some iPad on the computer wherever we want half and they can quietly asked questions make predictions do this kinds of things that that are not necessarily annotating but nonetheless responding to the text as we're reading out loud. I wonder if we can do that without creating mayhem
UGLY BOOK CONTEST
Select ugly books
Have students work alone or in groups to create new covers
Apply covers and display
Need new covers
More Ugly Covers
Peck’s Questions
What would the story be like if the main character were of the opposite sex?
Why is the story set where it is? Would you film this book in black and white or
color? What one thing in the story has happened to
you? What does the title tell you about the book?
Does it tell the truth?
Opposite Sex?
Setting?
B & W or Color?
Significance of Title?
The possibilities are endless!
Unshelved.com