Making the Match
Teri S. Lesesne
(rhymes with insane)
Offering choice in reading material
What are some of our best
The Research Base
Becoming a Nation of Readers
NCTE and IRA Joint Statement on what adolescent
Community in the Classroom
Beyond book reports and dioramas
Student as Leader of Discussion: DIR (Terry Ley)
Finding the Time
Edge time (Donalyn
Miller) Fringe Time (me)
Reading on the fringes
Purse or bookbag
eBooks and audiobooks
If it is not a priority for us, how can we
expect it to be a priority for them?
Take a moment to jot down one time you will
set aside daily (just 5 minutes) to read.
Make this commitment real by adding it to
Finding Time to Read
Average person can
read 300 words per
In one week, that is
In one year, it is
Average book is
Can read +20 books
a year with only 15
minutes a day
More than 1000
extra books in a
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
2. Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal English when indicated or appropriate.
How does community assist
us with CCSS?
This read aloud brought to you by Mo Willems
“Once upon a time there were three dinosaurs: Papa Dinosaur,
Mama Dinosaur, and some other Dinosaur who happened to be
visiting from Norway.”
What does the opening
sentence tell readers?
And…it’s going to be
Plus it addresses this
CCSS (anchor standard):
Write narratives to
develop real or imagined
experiences or events
using effective technique,
and well-structured event
Brought to you by Charles Benoit
You’re surprised at all the blood.
He looks at you, eyes wide, mouth dropping
Open, his face almost as white as his shirt.
He’s surprised, too.
There’s not a lot of broken glass, though, just some
tiny slivers around his feet and one big piece
busted into sharp peaks like a spiking line graph,
the blood washing down it like rain on a
In two paragraphs, what do
Simile and metaphor
Use of second person
How details contribute
to overall effect
CCSS Anchor Standards for
4. Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including
how specific sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
6. Assess how point of view or purpose
shapes the content and style of a text.
Closes achievement gap since students can generally
listen above their reading comprehension level.
Offers model of fluency and prosody.
Serves to assist with listening and speaking elements
Motivates K-12 to read and read more. (research)
Why read aloud?
Ensuring that choices reflect developmental
needs of kids
Books as mirrors
Books as windows
Widening the curriculum
to narrow the gap
Extensive vs. Intensive
Shorter selections to
accompany central text
Different genres, forms,
CCSS calls this model
(not to be confused with
Focus on one text
Kids read more
Kids performed as well on tests at the end of the unit
Kids’ attitudes toward books and reading was
Research covers 1940s forward
Add to Core Text
Advances in cancer
Cancer in teens
Side effects of cancer
Self help groups
Biographies of reclusive
Catcher in the Rye
“Death Be not Proud”
Other Printz award
Short story collections
with YA authors
And now the MOVIE!
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
How this aligns to CCSS
Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft
and thought whose range extends across genres, cultures, and centuries. Such works offer
profound insights into the human condition and serve as models for students’ own thinking
Through wide and deep reading of literature and literary nonfiction of steadily increasing
sophistication, students gain a reservoir of literary and cultural knowledge, references,
and images; the ability to evaluate intricate arguments; and the capacity to surmount the
challenges posed by complex texts.
Levels of Meaning
Language Conventionality and Clarity
What qualities are essential?
All of these rate only how students perform on tests
Problems with Quantitative
Analysis of Books
Shifts in time (flashback and foreshadowing)
Point of view (multiple narrators, unreliable narrator)
What is your gut reaction to the text?
If you were one of the characters, what would you
have done differently?
How does the author demonstrate her or his craft?
What makes this a “good” or “bad” book?
Levels of Response
Using the resources we have at our fingertips
Not all these formulaic means
Where do we go to get ideas about what to read?
How can we narrow it down from the 7500+ books
How can we determine which books for which kids?
How do we then provide proof of rigor?
Starred Review lists
Teens Top Ten
Where to get
YALSA Excellence in Nonfiction
Great Graphic Novels for Teens
Simple vs. complex
Explicit vs. implicit
Chronological vs. non-linear