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

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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  • 1. AIM-ing at Tweens and Young Teens
    Teri S. Lesesne
    (rhymes with insane)
    Twitter: @ProfessorNana
  • 2.
  • 3. Where is the Power Point?
    www.slideshare.net/professornana
  • 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
    • 5. a sad memory from when you were 11 years old
    • 6. an embarrassing memory from when you were 12 years old
    • 7. a great memory from when you were 13 years old
    • 8. a “traumatic” memory from when you were 14 years old
    4
  • 9. Now take a moment to share one of those memories with the person to your right and left….
    5
    How different were your memories from the person next to you? They may have been very different or there may have been some similarities.
  • 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.
    6
  • 11. 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.
    7
    Anderson, 2007
  • 12. What’s going on physically?
    8
  • 13. 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.
    9
    Pruitt, 1999
  • 14. What’s going on psychologically?
    10
  • 15. 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.
    11
    Pruitt, 1999
  • 16. What’s going on socially?
    12
  • 17. 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.
    13
    Pruitt, 1999
  • 18. So when I began to write a book about tweens and teens and reading….
    A title
    Some research
    A late night inspiration
    14
  • 19. 15
    The title
  • 20. The Naked Reader
  • 21. The research?
    Vickey Giles
    Karen Sue Gibson
    Replicated study from 20 years earlier
    The questions?
    17
  • 22. What could someone do to make you WANTto read BEFORE/AFTER you read?
    The converse: what could someone do to make you HATE to read BEFORE/AFTER you read?
    18
  • 23. 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
    19
  • 24. Nonfiction, perhaps?
  • 25. Biography
  • 26. 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
    22
  • 27. Adventure and Survival
  • 28. Historical settings
  • 29. 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
    25
  • 30. Most Popular Selling Titles
  • 31. Book Trailers
    http://www.youtube.com/watch?v=x4BK_2VULCU
    http://www.youtube.com/watch?v=nqB-Jue1oeA
  • 32. Popular Series
  • 33. What could someone do to make you want to read BEFORE you read?K-5
    Reading books for a contest
    29
  • 34. What could someone do to make you want to read BEFORE you read?K-12
    Having a classroom library
    30
  • 35. Classrooms in Books, Too!
  • 36. Classrooms in Books, Two!
  • 37. 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
    33
  • 38. Chapter Read Alouds
  • 39. What could someone do to make you want to read BEFORE you read?K-12
    Having the teacher take you to the library
    35
  • 40. 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
  • 41. GN version of series
  • 42. 1991 GN in serial form
  • 43. YALSA Nonfiction Award
  • 44. Liar Liar is companion book
  • 45. Note cover
  • 46. Interactive with web site
  • 47. Asian main characters
  • 48. He tweets!
  • 49. What could someone do to make you want to read BEFORE you read?6-12
    Having the author come to the school
    45
  • 50. Author Madness
  • 51. Crutcher, Grace Lin
  • 52. What could someone do to make you want to read BEFORE you read?6-12
    Seeing the movie or television production of a book.
    48
  • 53. Movie Adaptations
  • 54. The final film?
  • 55. 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.
    51
  • 56. Pictures Galore!
  • 57. Graphic Novels
    Not just for older readers any more
  • 58. Complex but accessible
  • 59. Search for self
  • 60. Classic GN
  • 61.
  • 62. GN Reading Ladder
    Growing more complex
  • 63. 59
  • 64. Different covers US, Brit
  • 65.
  • 66.
  • 67.
  • 68. The late night inspiration
    T-A-R-G-E-T
    64
  • 69. T ARGET
    65
  • 70. T is for TRUST
    66
  • 71. We Know the Good Books!Because We Read Them, Too!
  • 72. Strictly Guy Stuff (not)
  • 73. A is for ACCESS
    69
  • 74. Accessibility X 2
  • 75. R is for RESPONSE
    71
  • 76.
  • 77. G is for GUIDANCE
    73
  • 78. Reading ladders
    Begin with where they are
    Build reading experiences slowly
    Move readers “up” with assistance
    Provide bridges between books
    74
  • 79. for instance…
    75
  • 80. Humor Reading Ladder
    Developmental
    physical
    character
    situation
    language
  • 81.
  • 82.
  • 83. 79
    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.
  • 84.
  • 85.
  • 86.
  • 87.
  • 88. E is for ENTHUSIASM
    84
  • 89. You have to like them first
  • 90. T is for TWEEN and TEEN APPEAL
    86
  • 91. Established names
    Authors to trust
    87
  • 92. Trusted Authors
  • 93. Familiar
    Stories
    Settings
    themes
    89
  • 94. Sound Familiar?
  • 95. Issues
    Developmentally appropriate
    91
  • 96.
  • 97. 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.
  • 98. Accelerated Reader
  • 99. FIFTH GRADE
  • 100.
  • 101.
  • 102.
  • 103. 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
  • 104. 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
  • 105. 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…
  • 106. A B
  • 107. A B
  • 108. A B
  • 109. A B
  • 110. A B
  • 111. A B
  • 112. A B
  • 113. A B
  • 114. A B
  • 115. A B
  • 116. Reluctant readers are:
    Male and female
    Young and old
    Able and struggling
    Overscheduled and overwhelmed
  • 117. 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
  • 118. Titles that grab
  • 119. titles
  • 120. Covers that demand attention
  • 121. covers
  • 122. Trusted authors
  • 123. Opening paragraphs that lure
  • 124. Grand openings
  • 125. Keep them reading books
  • 126. What else can help us motivate readers?
    Research
    Research
    Research
  • 127. Factors that influence choices in books:
    School variables
    Classroom variables
    Teacher and librarian variables
    Kid variables
    Book variables
  • 128. 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
  • 129. 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
  • 130. 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
  • 131. Kid variables
    Age
    Gender
    Reader status
    Avid
    Dormant
    Reluctant
    Struggling
  • 132. 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
  • 133. Book variables that matter
    Genre
    Style
    Format
  • 134. Genres they love
    Funny books
    Mysteries
    Nonfiction
  • 135. Nonfiction Reading Ladder
    Historical
    Horizontal
  • 136. 132
  • 137. 133
  • 138.
  • 139.
  • 140.
  • 141.
  • 142. 138
  • 143.
  • 144.
  • 145. 141
  • 146. 142
  • 147. 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.
    6 word memoirs
  • 148. 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
  • 149. So what do they LIKE to do?
    Some new ideas
  • 150. 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
  • 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?”
    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)
  • 152. To Connect
  • 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.
  • 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.
  • 155. I dream in Twitter in 140 characters, and that is what I am doing right at
    this
    moment
    by Kevin - @dogtrax
  • 156. Blog all about it
  • 157. Make a video
    Animoto
    Post to YouTube
    Tweet it
    Blog it
  • 158. podcasts
    Audacity
    Headphone and microphone combo
    Post to Switchpod or iTunes or elsewhere
  • 159. Dragon Dictation-annotating text
  • 160. 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.
  • 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.
     
    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.
  • 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.
     
    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.
  • 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.
  • 164. 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
  • 165. 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.
  • 166. 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
  • 167. UGLY BOOK CONTEST
    Select ugly books
    Have students work alone or in groups to create new covers
    Apply covers and display
  • 168. Need new covers
  • 169. More Ugly Covers
  • 170. 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?
  • 171. Opposite Sex?
  • 172. Setting?
  • 173. B & W or Color?
  • 174. Significance of Title?
  • 175. The possibilities are endless!
  • 176. Unshelved.com