San Angelo Power Point

404 views
367 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
404
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • This photo seems blurry. Retake it with the original post-it or reconsider the others on file.
  • San Angelo Power Point

    1. 1. Reading for Real Dr. Teri Lesesne @professornana Donalyn Miller @donalynbooks Page 1
    2. 2. Today’s Meet:http://www.todaysmeet.com/SanA ngelo
    3. 3. Slidesharewww.slideshare.net/professornana www.slideshare.net/donalynm
    4. 4. Workshop Topics• Reading Aloud• Motivating Readers• Finding the Right Books• Creating Reading Communities• Resources Online and Off• New Books: Trends, Topics, Treats
    5. 5. Revving Up Read Alouds Donalyn Miller Page 6
    6. 6. ―Reading aloud with children is known to be the single most important activity forbuilding the knowledge and skills they will eventually require for learning to read.‖ — Marilyn Jager Adams
    7. 7. What are your read aloud memories? Page 8
    8. 8. When do we stop readingaloud to children? Why? Page 9
    9. 9. Benefits of Read Alouds Page 10
    10. 10. Reading aloud builds community. Page 11
    11. 11. Reading aloud models fluency. Page 15
    12. 12. Reading aloud reveals how writers write. Page 18
    13. 13. Reading aloud exposes students tobooks, genres, and authors. Page 21
    14. 14. Reading aloud enhances the curriculum. Page 24
    15. 15. Reading aloud supports developing readers. Page 27
    16. 16. Reading aloud sends a pleasuremessage about reading. Page 30
    17. 17. Selecting Read Alouds Page 33
    18. 18. Dedicate regular time for read alouds. Page 34
    19. 19. Choose books from authors who willlead your students to more books. Page 35
    20. 20. Five authors every child ingrade ___ should know are… Page 36
    21. 21. Share a variety of texts includingnonfiction, poetry, and drama. Page 37
    22. 22. Wonderopolis
    23. 23. 6 Things You Should Know
    24. 24. Consider time constraints and book length. Page 40
    25. 25. Decide how students will view illustrations. Page 44
    26. 26. Read books that you enjoy. Page 47
    27. 27. Abandon a read aloud if it is not working with your students. Page 48
    28. 28. Reading Community Suggestions Page 49
    29. 29. Invite students to share their favorite read alouds. Page 50
    30. 30. Skype with an author.
    31. 31. Leave a different read aloudwhen you have a substitute teacher. Page 52
    32. 32. World Read Aloud Day
    33. 33. Ask students to select your next read aloud. Page 55
    34. 34. Post a list of the texts you have shared. Page 56
    35. 35. Ask students to sign one ofyour read aloud selections for the year. Page 58
    36. 36. Spine Poetry Page 62
    37. 37. Lemmings
    38. 38. Spine Poem Haiku
    39. 39. Writing
    40. 40. Issa’s Poem
    41. 41. Lauren’s Poem
    42. 42. Jewl’s Poem
    43. 43. We asked kids and some teachers. Here are their answers.
    44. 44. What teachers think 
    45. 45. What does NOT work? 
    46. 46. Workshop Conditions and Activities 
    47. 47. Rigor, Complexity, Common Sense
    48. 48. Determining Complexity  Common Core Standards Process
    49. 49. Quantative Quantitative measures stand as proxiesfor semantic and syntactic complexity:Word difficulty (frequency, length)Sentence length and syntaxSome newer measures also measure text cohesion and other features of vocabulary
    50. 50. Translation  ATOS - ATOS® (Renaissance Learning) DRP - Degrees of Reading Power ®(Questar) FK - Flesch Kincaid ® Lexile - Lexile Framework® (MetaMetrics) SR - Source Rater ©(Educational Testing Service) RM- Pearson Reading Maturity Metric© (Pearson Education)
    51. 51. Problems with Quantitative Analysis of Books   Reading levels  Syllables  Sentences  Lexile Levels  Syllables  Sentences  Semantics  Syntax  All of these rate only how students perform on tests
    52. 52. Higher or Lower? 
    53. 53. Guess Again! 4.8 790 4.0 680
    54. 54. Higher or Lower? 
    55. 55. Hmmm…. 5.7 920 5.7 960
    56. 56. Higher or Lower? 
    57. 57. Guess again! 5.7 990 5.9 850
    58. 58. Higher or Lower 
    59. 59. Guess again! n/a 620 4.1 630
    60. 60. One More Time 
    61. 61. Huh? 4.2 5.0
    62. 62. Qualitative Measures Qualitative measures complementquantitative measures: Purpose Language conventionality and clarity Text structures Knowledge demands
    63. 63. Translation Narrative structure   Shifts in time (flashback and foreshadowing)  Point of view (multiple narrators, unreliable narrator) Language  Figurative devices  Irony  Parody Knowledge Demands  Cultural  intertextuality
    64. 64. Consider the qualitative elements now
    65. 65. Higher or Lower? 
    66. 66. Higher or Lower? 
    67. 67. Higher or Lower? 
    68. 68. Higher or Lower 
    69. 69. One More Time 
    70. 70. Finally Grade Levels RL Lexiles2-3 2.7-5.1 420-8204-5 4.9-7.1 740-10106-8 7.0-10.0 925-11859-10 9.7-12 1050-133511-12 11.0-14.0 1185-1385
    71. 71. Here are recommendations from lexile.com   Grades 2-3 Fiction  Alabama Moon  Cleopatra’s Moon  Under the Baseball Moon  NEW MOON  Grades 4-5 Humor  Jake Reinvented  I Want to Grow Hair  Hero by Perry Moore
    72. 72. Here are recommendations from lexile.com   Grades 6-8 Graphic Novels  Sparky  11 other titles, none familiar  Grades 9-10 Mystery  Koontz, Poe, Bunting  Grades 11-12 Biography  Pocohantas, Shakespeare, Joan of Arc, Zane Grey
    73. 73. Using the resources we have at our fingertips & Not all these formulaic means
    74. 74. Conventional Wisdom  Where do we go to get ideas about what to read? How can we narrow it down from the 7500+ books published annually? How can we determine which books for which kids? How do we then provide proof of rigor?
    75. 75. Where to get recommendations?  Lists  Awards lists  Newbery  Printz  State reading lists  Bluebonnet  Lone Star  TAYSHAS  Maverick  Starred Review lists  Teens Top Ten
    76. 76. Awards 
    77. 77. But also…  BFYA QP Notables Orbis Pictus Sibert YALSA Excellence in Nonfiction Morris Great Graphic Novels for Teens Stonewall
    78. 78. State Lists 
    79. 79. State Lists 
    80. 80. State Lists 
    81. 81. State Lists 
    82. 82. Starred Reviews  SIX STARS  Code Name Verity. Elizabeth Wein.  Fault in Our Stars, The. John Green.  Z Is for Moose. Kelly Bingham, illus. by Paul O. Zelinsky. FIVE STARS  Green. Laura Vaccaro Seeger.
    83. 83. Seeing Stars  FOUR STARS  Black Hole Is NOT a Hole, A. Carolyn Cinami DeCristofano, illus. by Michael Carroll  Grave Mercy. Robin LaFevers THREE STARS  Curveball: The Year I Lost My Grip. Jordan Sonnenblick  Lions of Little Rock, The. Kristin Levine  Wonder. R.J. Palacio
    84. 84. Teens Top Ten 
    85. 85. Why Reading Communities Matter
    86. 86. Who is in your readingcommunity ?
    87. 87. Increase how much you read.
    88. 88. Foster connections with other readers.
    89. 89. Challenge you to branch out.
    90. 90. 40 Book RequirementPoetry (anthologies): 4 Informational: 4Traditional Literature: 3 Biographies,Realistic Fiction: 5 Autobiographies,Historical Fiction: 4 Memoirs: 2Fantasy: 4 Graphic Novels: 1Science Fiction: 2 Chapter Book Free Choice: 11
    91. 91. Improve your enjoyment andappreciation of what you read.
    92. 92. Suggest titles for additional reading.
    93. 93. Encourage mindfulness about what you read and share.
    94. 94. Inspire you to write.
    95. 95. Participate in personal reading communities.
    96. 96. ―Students should have guidanceand frequent opportunities to workwith teachers and other students asa community of learners, observing their teachers as readers and writers. —NCTE Position on the Teaching of English
    97. 97. ―Reading Teacher (RT) ateacher who reads and a reader who teaches.‖–Commeytas, Bisplinghoff, and Olson (2003)
    98. 98. 56% of unenthusiastic readers did nothave a teacher who shared a love of reading, while 64% of enthusiastic readers did have such a teacher. -- Nathanson, Pruslow and Levitt (2008)
    99. 99. Find reading mentors.
    100. 100. Commit toreading more.
    101. 101. Bring yourreading life into the classroom.
    102. 102. online, offline, beyond the line
    103. 103. Resources  Titletalk Blogs Twitter Facebook Web sites
    104. 104. Titletalk  Last Sunday of the month 7-8 PM CST
    105. 105. How to Join  Use hashtag: #titletalk Use an app like HootSuite or Tweetdeck Select "search" option using Titletalk Post using #titletalk Visit the archives (thanks Cindy!)
    106. 106.  Blogs Great Resources for Finding Books
    107. 107. Best Blogs (IMHO)  Reading Rants Richies Picks SLJ Nerdy Book Club
    108. 108. Reading Rants  http://www.readingrants.org/
    109. 109. Richies Picks  http://www.richiespicks.com
    110. 110. Fuse 8: SLJ Blog  http://blog.schoollibraryjournal.com/afuse8product ion/
    111. 111. Nerdy Book Club  http://nerdybookclub.wordpress.com/
    112. 112. Twitter  Are you one of our tweeps?
    113. 113.  @donalynbooks @professornana @catagator @colbysharp @mrschureads @paulwhankins @judyblume @kylenebeers @mindi_r @skajder
    114. 114. How to Build Your PLN  start following one person see who they are including in tweets #FF
    115. 115. Facebook  forums, pages
    116. 116. web sites and listservs  treasure trove
    117. 117. The Hub  http://www.yalsa.ala.org/thehub
    118. 118. Adbooks  http://www.groups.yahoo.com.group/adbooks/
    119. 119. Middle School Lit  http://www.groups.yahoo.com/group/middle_sch ool_lit
    120. 120. Trends, Topics, Treats
    121. 121. Teri’s Picks
    122. 122. Nonfiction and Gory 
    123. 123. Illustrated Chapter Books 
    124. 124. More GNs 
    125. 125. Intensity Racheted Up 
    126. 126. Refuse Classification 
    127. 127. Revisiting 
    128. 128. Bilingual Texts 
    129. 129. Series 
    130. 130. Silly Parodies 
    131. 131. Kleenex Books 
    132. 132. Poetry Parody 
    133. 133. Adult Authors Reach Down 
    134. 134. Revisiting 
    135. 135. Series 
    136. 136. Redefining format 
    137. 137. Changing Genres 
    138. 138. More History 
    139. 139. Middle Grades 
    140. 140. More in the middle 
    141. 141. Novels in Verse 
    142. 142. Retellings 
    143. 143. GNs 
    144. 144. GNs 
    145. 145. Humor 
    146. 146. Retellings 
    147. 147. Novels in Verse 
    148. 148. Picture Books and Graphic novels Page 201
    149. 149. poetry Page 215
    150. 150. fiction Page 219
    151. 151. Nonfiction Page 234
    152. 152. “I have long been convincedthat the central and mostimportant goal of reading instruction is to foster a love of reading.”–Linda Gambrell, “Creating Classroom Cultures that Foster Reading Motivation”

    ×