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Florida, Library Media Instructional model for Literary AnalysisTRANSCRIPT
FINDS Takes a Partner: READS!
If you didn’t want them to think, you shouldn’t have given them library
cards. –Getting Straight, 1970 film
Shouldn’t
• Range of essential services– Guiding readers– Support classroom instruction– Planning and collaboration– Direct teaching
• Lesson plans
– Collection development– Advocacy elements
New AASL Resources
• Position Statement on the School Librarian's Role in Reading– Reading is a foundational skill for 21st-century learners.– Reading skills involve thinking skills. – 21st-century learners must become adept at determining
authority and accuracy of information, and analyzing and evaluating that information to synthesize new knowledge from multiple resources.
• School Library Media Specialist’s Role in Reading Toolkit
– http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/roleinreading.cfm
Essential Question READS
How do LMSs contribute to students’ development as lifelong readers and learners?
• Teaching and reinforcing literacy skills
• Promoting reading and developing a “literate” community
• Providing access to a wide range of resources
http://readsresources.wikispaces.com
Statewide reading motivational and instructional scope and sequence• Transferable – Common language/curriculum
– From district to district– Within feeder patterns– With other educational partners
• Formalizes instructional role – Educators– Curriculum development
» Structured approach– Lesson plans– Student skills/activities
• Merges reading agendas– Sunshine State Reading/Language Arts standards– Common Core Standards– AASL Student Guidelines– FINDS Research Process Model
Advantages:• Scope and sequence• Supports the reading
initiative of school and district
• Value-added services that lead to improved student achievement
Why READS?
READS Correlation
READS Component
Learning configuration: Individuals, small groups, entire class
LMS strengths: Knowledge of collection and student learning styles, collection development, expertise in using technology
LMS Support activities: Displays, bookmarks, brochures
LMS Instructional activities:Technology integration: Webliographies, ebooksScenario:Teachers send individuals and/or small groups of students to check out appropriate resources for independent reading.
• Additional information– Ideas– Teaching strategies
• Photos and clipart
1.1-2 Read as a personal activity – Students select resources
Learning configuration: Individual reading guidance
LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests
LMS Support activities: Displays, bookmarks, brochures
Technology integration: Webliographies, ebooks
Scenario:Teachers send individuals and/or small groups of students to check out appropriate resources for independent reading.
1.1-2 Read as a personal activity – Students select resources
Learning configuration: Small groups and entire classes reading guidance
LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests, collaborates with teachers, knowledgeable about curriculum
LMS Support activities: Displays, bookmarks, brochures, book talks, reading aloudLMS Instructional activities: Book talks, reading aloud
Technology integration: Webliographies, ebooks, book trailers, website posters or displays, shelfari
Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.
1.1-2 Read as a personal activity – Students select resources
Learning configuration: Small groups and entire classes reading guidance
LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests, collaborates with teachers, knowledgeable about curriculum
LMS Support activities: Displays, bookmarks, brochuresLMS Instructional activities: Book talks, reading aloud
Technology integration: Webliographies, ebooks, book trailers, digital book talks, website posters or displays, shelfari
Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.
1.1-2 Read as a personal activity – Students select resources
Learning configuration: Small groups and entire classes reading aloud
LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests, collaborates with teachers, knowledgeable about curriculum
LMS Support activities: Displays, bookmarks, brochuresLMS Instructional activities: Reading aloud
Technology integration: Webliographies, ebooks, book trailers, digital book talks, website posters or displays, shelfari, book lists on wiki
Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.
• Suggestions:– Reading forums– One Book – One School– Audio book collection
• Audio books– Appeals to teens– Adaptable for learning
styles or needs• Visually impaired students• ESL students• Reluctant readers• Commuting/car pooling
1.3 Read as a personal activity – Use community resources
Learning configuration: Small groups and entire classes
LMS strengths: Works collaboratively with public and academic librarians and other local resource personnel, collaborates with teachers, knowledgeable about curriculum
LMS Support activities: Brochures, field tripsLMS Instructional activities: Lessons on public and academic library usage and/or other community resources
Technology integration: LMC website links to public libraries or other local community resources, webquests, virtual fieldtrips
Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.
2.1 Explore characteristics, history, and awards – Analyze
literary and media themes and genres
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boardsLMS Instructional activities: Lessons on genres
Technology integration: LMC website links to public libraries or other local community resources, webquests, virtual fieldtrips
Scenario:Teachers bring classes into the LMC for instruction that supports classroom curriculum and standards.
• Genre suggestions:– Booktalks
• State reading programs• Curriculum-related
– Science fiction or nonfiction– Historical fiction or biographies
– Student involvement• Group promotions• Genre sorts
2.1 Explore characteristics, history, and awards – Analyze literary and media themes and genres
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on genres, including all formats
Technology integration: Digital booktalks
Scenario:Teachers bring classes into the LMC for lessons and/or activities on genres.
Genre: Reading Ladder
The Absolute True Diary of a Part-time Indian
Salty Pie
Woods Runner
Bear Walker
The Birchbark House
The Sign of the Beaver
• Genre suggestions:– Explore informational text formats
• Documentaries• YouTube or TeacherTube informational
segments• Books• Internet sites• Picture books• Short stories• Magazines
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on genres – critiquing, strengths/weaknesses
Technology integration: Documentaries, short digital segments, ebooks, e-resources
Scenario:Teachers bring classes into the LMC for lessons and/or activities on genres.
2.1 Explore characteristics, history, and awards – Analyze literary and media themes and genres
• Theme suggestions:– Short text selections
• Short stories• Songs• Poetry• Picture books
– Visual/Media-based selections• Posters• Advertisements• “Memory” images• Documentaries
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on themes – small groups reaching consensus using short text selections or visual images (supports visual literacy skills)
Technology integration: Documentaries, short digital segments, ebooks, e-resources
Scenario:Teachers bring classes into the LMC for lessons and/or activities on literary themes.
2.1 Explore characteristics, history, and awards – Analyze literary and media themes and genres
• Cultural/historical context suggestions:– Finding self in stories– Student-centered
• Value of other cultures• Background knowledge
– Literary works focus• Types (folktales)• Classic novels• Documents
2.2 Explore characteristics, history, and awards – Recognize social, cultural, political, and historical influences
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on making connections to students’ heritages; lessons on culturally and/or historically significant works
Technology integration: Documentaries, short digital segments, ebooks, e-resources
Scenario:Teachers bring classes into the LMC for lessons and/or activities on culturally and historically significant works.
Critical Thinking about Society • Social Issues
– Fairness– Gender– Race– Class– Power
• Class– Are characters treated differently
because of their class?
– What are the characters’ reactions to the class inequities?
– Are certain classes of people portrayed more negatively than others in the book?
– What stereotypes or prejudices do you notice regarding the social classes of the characters in the book?
2.3 Explore characteristics, history, and awards – Appreciate literary and artistic excellence
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on literary or creative awards
Technology integration: LMC website links to award sites, digital recordings of acceptance speeches
Scenario:Teachers bring classes into the LMC for lessons and/or activities on literary or creative awards.
• Intellectual freedom suggestions:– Banned Book Week activities and
lessons– Current issues – NPR segments– Equal access to resources
2.3 Explore characteristics, history, and awards – Appreciate literary and artistic excellence
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on banned or challenged books and intellectual property rights
Technology integration: LMC website links to Banned Books authors and intellectual freedom organizations
Scenario:Teachers bring classes into the LMC for lessons and/or activities on intellectual property rights.
3.1 Analyze structure and aesthetic features – Analyze creator’s purpose and style
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays, bulletin boards, bookmarksLMS Instructional activities: Lessons on making inferences and predictions about a work (supports visual literacy skills)
Technology integration: Book covers, recorded first paragraphs of works, Google docs, wikis
Scenario:Teachers bring classes into the LMC for lessons and/or activities on making predictions and inferences from visuals and text.
Book jacket art
•Picture books•Novels
- First lines- First paragraphs
First Lines or Paragraphs
• “One minute the teacher was talking about the Civil War. And the next minute he was gone. There. Gone. No ‘poof.’ No flash of light. No explosion.” (Gone by Michael Grant)
• The early summer sky was the color of cat vomit. (Uglies by Scott Westerfield)
• I am fifteen years old and I’m driving a stolen car. (Stolen Car by Patrick Jones
• Those who can, do. Those who can’t, deejay. (Revolution by Jennifer Donnelly)
3.1 Analyze structure and aesthetic features – Analyze creator’s purpose and style
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Word walls or displaysLMS Instructional activities: Lessons on use of descriptive language (types and influence on author’s style)
Technology integration: Google docs, wikis, vocabulary websites, word of day on LMC website or on in-house newscast
Scenario:Teachers bring classes into the LMC for lessons and/or activities that highlight vocabulary and descriptive language as it relates to author’s style.
3.1 Analyze structure and aesthetic features – Analyze creator’s purpose and style
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays of author studies projects, lists of titlesLMS Instructional activities: Lessons on researching an author and constructing an original project
Technology integration: Digital author study projects, digital pathfinder with links to author sites and related sites
Scenario:Teachers bring classes into the LMC for lessons and/or activities focused on studying selected authors.
• Author studies ideas– Provide access to variety of
resources• Graphic organizers• Digital pathfinders with links to
author’s sites and related sites• Bibliographies or links to book
lists
3.2 Analyze structure and aesthetic features – Understand literary techniques and complexities
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans
LMS Support activities: Displays of books with similar settings, characters, etc., bibliographiesLMS Instructional activities: Lessons on story elements; reader’s theater segments; literature circles
Technology integration: Digital images , ebooks
Scenario:Teachers bring classes into the LMC for lessons and/or activities on story elements (e.g., historical fiction for social studies classes).
• Student production suggestions:– Book trailers– Podcasts– Posters– Blogs– Comics – Bookmarks– Original books– Flip camera essays or
book PSAs
4.1 Develop a literary-based product – Create and share original product using appropriate format
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology
LMS Support activities: Displays of student productsLMS Instructional activities: Lessons on producing products using various techniques and media
Technology integration: Technology presentation and production tools
Scenario:Teachers bring classes into the LMC for lessons and/or activities on student-produced products.
• Learning “libratories”– Space repurposed
• Project space• Design studio• Presentation and meeting space• Research development lab
– Instruction ideas• Copyright ethics and legal issues
– Scenarios, role playing, examination of copyright law
• Bibliographic format• Copyright checklists• Production checklists
4.1 Develop a literary-based product – Knowledge of legal and ethical usage
Learning configuration: Entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology
LMS Support activities: Displays of student productsLMS Instructional activities: Lessons on fair use of media resources
Technology integration: Technology presentation and production tools
Scenario:Teachers bring classes into the LMC for lessons and/or activities on ethical and legal uses of copyrighted materials.
5.1 Score reading progress – Participation in reading motivation programs
Learning configuration: Individual students, small groups, entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology, proponent for intellectual freedom issues
LMS Support activities: Displays, brochures, flyers, booktalksLMS Instructional activities: Lessons on reading celebrations and independent reading programs.
Technology integration: LMC Internet site with links, webliographies, student blogs, podcasts, online voting
Scenario:Teachers bring classes into the LMC for lessons and/or activities on reading celebrations and related events.
Fiction discussion starters:• Books I loved as a child.• People who read to me when I was little.• Books I loved reading in school.• Books I hated reading in school.• Literary characters I connect to.• Books and/or writers I am interested in,
but haven’t read yet.
Real world reading discussion starters:• How would I use this
resource in the future?• Would this resource help me
on the job (in college)?• What reading material should
I know about that will help me in everyday situations?
5.2 Score reading progress – Monitor individual reading progress – lifelong reading
Learning configuration: Individual students, small groups, entire classes
LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology, proponent for intellectual freedom issues
LMS Support activities: Displays, brochures, flyers, booktalksLMS Instructional activities: Lessons on reading celebrations and independent reading programs.
Technology integration: Technology presentation and production tools
Scenario:Teachers bring classes into the LMC for discussions on real world applications for reading.
Questions