Judson U 2011


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Here is the updated power point from Monday's presentation by Teri Lesesne at the Literacy in Motion Conference at Judon University

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Judson U 2011

  1. 1. AIM-ing at Tweens and Young Teens<br />Teri S. Lesesne<br />(rhymes with insane)<br />Twitter: @ProfessorNana<br />
  2. 2.
  3. 3. Where is the Power Point?<br />www.slideshare.net/professornana<br />
  4. 4. Close your eyes (yes… close your eyes) and take a moment to think back on… <br /><ul><li>a happy memory from when you were 10 years old
  5. 5. a sad memory from when you were 11 years old
  6. 6. an embarrassing memory from when you were 12 years old
  7. 7. a great memory from when you were 13 years old
  8. 8. a “traumatic” memory from when you were 14 years old</li></ul>4<br />
  9. 9. Now take a moment to share one of those memories with the person to your right and left….<br />5<br />How different were your memories from the person next to you? They may have been very different or there may have been some similarities.<br />
  10. 10. 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.<br />6<br />
  11. 11. Defining Tweens<br />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. <br />7<br />Anderson, 2007<br />
  12. 12. What’s going on physically?<br />8<br />
  13. 13. Some Physical Basics<br />Tweens and early teens are being bombarded by hormones and begin to develop reproductively (i.e. breasts, pubic hair, etc.)*<br />Many experience a growth surge. Guys get taller, and girls get rounder.<br />Many experience a hormonal rollercoaster – becoming moody and seemingly different over night.<br />9<br />Pruitt, 1999<br />
  14. 14. What’s going on psychologically?<br />10<br />
  15. 15. Some Psychological Basics<br />Their reasoning capabilities rise to new levels of complexity.<br />The adolescent is learning how to handle adult responsibilities.<br />Moral development is shifting from reward-punishment to good girl, good boy behavior.<br />11<br />Pruitt, 1999<br />
  16. 16. What’s going on socially?<br />12<br />
  17. 17. Social Development Basics<br />Expected increase in freedom<br />Move away from family toward peers<br />Likely to have best friends of the similar social and ethnic backgrounds.<br />In 7th grade, the above holds true PLUS they want friends with similar attitudes and values.<br />Peer approval and acceptance grows more important.<br />13<br />Pruitt, 1999<br />
  18. 18. So when I began to write a book about tweens and teens and reading….<br />A title<br />Some research<br />A late night inspiration<br />14<br />
  19. 19. 15<br />The title<br />
  20. 20. The Naked Reader<br />
  21. 21. The research?<br />Vickey Giles<br />Karen Sue Gibson<br />Replicated study from 20 years earlier<br />The questions?<br />17<br />
  22. 22. What could someone do to make you WANTto read BEFORE/AFTER you read?<br />The converse: what could someone do to make you HATE to read BEFORE/AFTER you read?<br />18<br />
  23. 23. What could someone do to make you want to read BEFORE you read?K-12<br />Being allowed to choose any book you want to read<br />19<br />
  24. 24. Nonfiction, perhaps?<br />
  25. 25. Biography<br />
  26. 26. What could someone do to make you want to read BEFORE you read?K-5<br />Reading in a comfortable place like on the floor, in a bean bag chair, or in a rocking chair<br />22<br />
  27. 27. Adventure and Survival<br />
  28. 28. Historical settings<br />
  29. 29. What could someone do to make you want to read BEFORE you read?K-5<br />Being allowed to buy your own book through a book fair<br />25<br />
  30. 30. Most Popular Selling Titles<br />
  31. 31. Book Trailers<br />http://www.youtube.com/watch?v=x4BK_2VULCU<br />http://www.youtube.com/watch?v=nqB-Jue1oeA<br />
  32. 32. Popular Series <br />
  33. 33. What could someone do to make you want to read BEFORE you read?K-5<br />Reading books for a contest<br />29<br />
  34. 34. What could someone do to make you want to read BEFORE you read?K-12<br />Having a classroom library<br />30<br />
  35. 35. Classrooms in Books, Too!<br />
  36. 36. Classrooms in Books, Two!<br />
  37. 37. What could someone do to make you want to read BEFORE you read?K-12<br />Having the teacher read a book or chapter a day<br />33<br />
  38. 38. Chapter Read Alouds<br />
  39. 39. What could someone do to make you want to read BEFORE you read?K-12<br />Having the teacher take you to the library<br />35<br />
  40. 40. Good Book Box Titles<br />Amulet of Samarkand<br />Bone<br />Every Bone Tells a Story<br />Flat Broke<br />Fourth Stall<br />Ghost in the Machine<br />Great Wall of Lucy Wu<br />How to Grow Up and Rule the World<br />
  41. 41. GN version of series<br />
  42. 42. 1991 GN in serial form<br />
  43. 43. YALSA Nonfiction Award<br />
  44. 44. Liar Liar is companion book<br />
  45. 45. Note cover<br />
  46. 46. Interactive with web site<br />
  47. 47. Asian main characters<br />
  48. 48. He tweets!<br />
  49. 49. What could someone do to make you want to read BEFORE you read?6-12<br />Having the author come to the school<br />45<br />
  50. 50. Author Madness<br />
  51. 51. Crutcher, Grace Lin<br />
  52. 52. What could someone do to make you want to read BEFORE you read?6-12<br />Seeing the movie or television production of a book.<br />48<br />
  53. 53. Movie Adaptations<br />
  54. 54. The final film?<br />
  55. 55. What could someone do to make you want to read BEFORE you read?6-12<br />Being allowed to read books with lots of pictures in them.<br />51<br />
  56. 56. Pictures Galore!<br />
  57. 57. Graphic Novels<br />Not just for older readers any more<br />
  58. 58. Complex but accessible<br />
  59. 59. Search for self<br />
  60. 60. Classic GN<br />
  61. 61.
  62. 62. GN Reading Ladder<br />Growing more complex<br />
  63. 63. 59<br />
  64. 64. Different covers US, Brit<br />
  65. 65.
  66. 66.
  67. 67.
  68. 68. The late night inspiration<br />T-A-R-G-E-T<br />64<br />
  69. 69. T ARGET<br />65<br />
  70. 70. T is for TRUST<br />66<br />
  71. 71. We Know the Good Books!Because We Read Them, Too!<br />
  72. 72. Strictly Guy Stuff (not)<br />
  73. 73. A is for ACCESS<br />69<br />
  74. 74. Accessibility X 2<br />
  75. 75. R is for RESPONSE<br />71<br />
  76. 76.
  77. 77. G is for GUIDANCE<br />73<br />
  78. 78. Reading ladders<br />Begin with where they are<br />Build reading experiences slowly<br />Move readers “up” with assistance<br />Provide bridges between books<br />74<br />
  79. 79. for instance…<br />75<br />
  80. 80. Humor Reading Ladder<br />Developmental<br /> physical<br /> character<br /> situation<br /> language<br />
  81. 81.
  82. 82.
  83. 83. 79<br />There are many ways to describe Ms. Underdorf.<br /> <br />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.<br /> <br />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.<br /> <br />And she was wonderfully unhinged…<br /> <br />And so the Amazing Armadillo.<br />
  84. 84.
  85. 85.
  86. 86.
  87. 87.
  88. 88. E is for ENTHUSIASM<br />84<br />
  89. 89. You have to like them first<br />
  90. 90. T is for TWEEN and TEEN APPEAL<br />86<br />
  91. 91. Established names<br />Authors to trust<br />87<br />
  92. 92. Trusted Authors<br />
  93. 93. Familiar <br />Stories<br />Settings<br />themes<br />89<br />
  94. 94. Sound Familiar?<br />
  95. 95. Issues<br />Developmentally appropriate<br />91<br />
  96. 96.
  97. 97. Finally, Assessment<br />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.<br />
  98. 98. Accelerated Reader<br />
  99. 99. FIFTH GRADE<br />
  100. 100.
  101. 101.
  102. 102.
  103. 103. Some reading levels to further illustrate:<br />Everything Is Fine 3.0 460 lexile<br />Kingdom on the Waves 8.4 1060 lexile<br />Marcelo in the Real World 4.6 700 lexile<br />Absolutely True Diary of a Part Time Indian 4.0<br />Punkzilla 6.2<br />Graceling 5.3<br />Wintergirls 4.1<br />Living Dead Girl 4.8<br />
  104. 104. So, what are the alternatives?<br />Twitter (summary skills)<br />Facebook: post as a character and create a page<br />Dragon Dictation: response while reading: annotating text<br />Ugly Book Contest<br />
  105. 105. R U N RR?(are you a reluctant reader?)<br />Take this quiz and see…<br />Select A for book on left and B for book on right of slide…<br />
  106. 106. A B<br />
  107. 107. A B<br />
  108. 108. A B<br />
  109. 109. A B<br />
  110. 110. A B<br />
  111. 111. A B<br />
  112. 112. A B<br />
  113. 113. A B<br />
  114. 114. A B<br />
  115. 115. A B<br />
  116. 116. Reluctant readers are:<br />Male and female<br />Young and old<br />Able and struggling<br />Overscheduled and overwhelmed<br />
  117. 117. But these FIVE factors play an important role:<br />Titles that grab<br />Catchy covers<br />Authors they come to trust<br />Opening paragraphs that hook<br />Plus a book they cannot put down<br />
  118. 118. Titles that grab<br />
  119. 119. titles<br />
  120. 120. Covers that demand attention<br />
  121. 121. covers<br />
  122. 122. Trusted authors<br />
  123. 123. Opening paragraphs that lure<br />
  124. 124. Grand openings<br />
  125. 125. Keep them reading books<br />
  126. 126. What else can help us motivate readers?<br />Research<br />Research<br />Research<br />
  127. 127. Factors that influence choices in books:<br />School variables<br />Classroom variables<br />Teacher and librarian variables<br />Kid variables<br />Book variables<br />
  128. 128. School variables<br />Administration that supports reading financially and philosophically (they read)<br />Author visits<br />Professional development (conferences)<br />Certified librarian with adequate collection<br />Time set aside each day at school to read<br />Access to the library<br />
  129. 129. Classroom variables<br />Books in the classroom<br />Teacher who reads<br />Teacher who reads aloud<br />Teacher who booktalks<br />Places to curl up with books<br />Time set aside for reading regularly<br />
  130. 130. Teacher and Librarian variables<br />Teachers and librarians are readers<br />Teachers work with librarians to schedule visits to the library<br />Librarians work with teachers to develop reading lists and other resources for instruction<br />Librarians know the curriculum of the classrooms<br />
  131. 131. Kid variables<br />Age<br />Gender<br />Reader status<br />Avid<br />Dormant<br />Reluctant<br />Struggling<br />
  132. 132. What else?<br />Book variables that are NOT a factor:<br />Reading level<br />Lexiles, etc.<br />Length<br />Book variables that ARE a factor:<br />Genre<br />Style<br />Form and format<br />
  133. 133. Book variables that matter<br />Genre<br />Style<br />Format<br />
  134. 134. Genres they love<br />Funny books<br />Mysteries<br />Nonfiction<br />
  135. 135. Nonfiction Reading Ladder<br />Historical<br />Horizontal<br />
  136. 136. 132<br />
  137. 137. 133<br />
  138. 138.
  139. 139.
  140. 140.
  141. 141.
  142. 142. 138<br />
  143. 143.
  144. 144.
  145. 145. 141<br />
  146. 146. 142<br />
  148. 148. Assessment= Accountability-Annoyance<br />What annoys students?<br />Write a new ending<br />Write a letter to a friend<br />Write a traditional book report<br />Write a news story<br />Write anything<br />
  149. 149. So what do they LIKE to do?<br />Some new ideas<br />
  150. 150. Tweet! Tweet!<br />Using Twitter as a format for telling about the book<br />140 characters<br />Can use txtspk<br />Summarize chapters<br />Describe a character<br />Indicate the climax<br />Use other strategies such as SAY SOMETHING or SWBST<br />
  151. 151. “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?” <br />And yet to dismiss Twitter is a mistake because it’s an incredibly powerful tool for your personal learning and connecting with others.”<br />(Sue Waters, http://suewaters.wikispaces.com/twitter, @suewaters Original quote: Alan Levine)<br />
  152. 152. To Connect<br />
  153. 153. 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.<br />
  154. 154. 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.<br />
  155. 155. I dream in Twitter in 140 characters, and that is what I am doing right at<br /> this <br /> moment<br />by Kevin - @dogtrax<br />
  156. 156. Blog all about it<br />
  157. 157. Make a video<br />Animoto<br />Post to YouTube<br />Tweet it<br />Blog it<br />
  158. 158. podcasts<br />Audacity<br />Headphone and microphone combo<br />Post to Switchpod or iTunes or elsewhere<br />
  159. 159. Dragon Dictation-annotating text<br />
  160. 160. An Experiment: <br />Using Dragon Dictation while Reading <br />A Monster Calls<br /> <br /> <br />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.<br /> <br />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.<br />
  161. 161. 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. <br /> <br />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.<br />
  162. 162. 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.<br /> <br />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.<br />
  163. 163. 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.<br />
  164. 164. Annotating as a Teacher Now<br />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<br />
  165. 165. Scaffolding-Brainstorming<br />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.<br />
  166. 166. Application for Classroom<br />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<br />
  167. 167. UGLY BOOK CONTEST<br />Select ugly books<br />Have students work alone or in groups to create new covers<br />Apply covers and display<br />
  168. 168. Need new covers <br />
  169. 169. More Ugly Covers<br />
  170. 170. Peck’s Questions<br />What would the story be like if the main character were of the opposite sex?<br />Why is the story set where it is?<br />Would you film this book in black and white or color?<br />What one thing in the story has happened to you?<br />What does the title tell you about the book? Does it tell the truth?<br />
  171. 171. Opposite Sex?<br />
  172. 172. Setting?<br />
  173. 173. B & W or Color?<br />
  174. 174. Significance of Title?<br />
  175. 175. The possibilities are endless!<br />
  176. 176. Unshelved.com<br />