Edge time (Donalyn Miller) Priority time Class time
Reading on the fringes o Appointments o Bathroom books o Car o Purse or bookbag o Phone books • eBooks and audiobooks (more later about these)
Ifit 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 your calendar.
Picture books Graphic novels Quick reads Poem or story a day
“Once upon a time there were three dinosaurs: PapaDinosaur, Mama Dinosaur, and some other Dinosaur whohappened to be visiting from Norway.”
– Setting Plus it addresses this CCSS (anchor standard): Main characters Write narratives to develop Motif real or imagined experiences or events Archetype using effective technique, well-chosen details, And…it’s going to be and well-structured event funny! sequences
infer the implicit theme of a work of fiction, distinguishing theme from the topic; analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; write imaginative stories that include: o (i) a clearly defined focus, plot, and point of view; o (ii) a specific, believable setting created through the use of sensory details; and o (iii) dialogue that develops the story (mentor texts)
create multi-paragraph essays to convey information about a topic that: (i) present effective introductions and concluding paragraphs; (ii) guide and inform the readers understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs;
Students understand, make inferences and draw conclusions about how an authors sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
(A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (B) explain whether facts included in an argument are used for or against an issue; (C) explain how different organizational patterns (e.g., proposition-and-support, problem- and-solution) develop the main idea and the authors viewpoint; and (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
How could this collection of poems be used in a lesson on informational text? How could it be used as a Mentor Text? What other use might it have?
(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; (B) analyze how the central characters qualities influence the theme of a fictional work and resolution of the central conflict; and (C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective.
New Books Oldies but Goodies Banned Books Abandoned Books
Mind the Gap Crossing bridges Challenging comfort zones
What HOLES are in your reading range? What will you do to address them? How can you help kids do the same? Identify ONE genre, form, format you will read in the next 60 days.
Titletalk o Last Sunday of the month from 7-8 pm Central Time o Hosted by @donalynbooks and @colbysharp o Talk is archived as well Centurions of 2013 o Resolved to read 113 books in 2013 Nerdbery Challenge Caldecott Challenge
Divergent Survey 1. Ad 2. Amazon 3. Browsing See if you can rank 4. Friend order these 8 as kids 5. Goodreads did. And then rank 6. Librarian order them as YOU 7. Teacher would find them useful. 8. Trailer
Kids YOU1. Teacher And are there other2. Friend considerations for YOU?3. Librarian o Twitter4. Browsing o Facebook5. Ad o Book clubs6. Amazon o ???7. Goodreads8. Trailer
Front List Back List The Mark of Athena (Heroes of Catching Fire. Suzanne Collins. Scholastic Press, 2009 (4,431,869) Olympus #3). Rick Riordan. Disney- Hyperion (1,425,754). Mockingjay. Suzanne Collins. Scholastic Press, 2010 (3,427,354) The Third Wheel (Diary of a Wimpy Kid). Jeff Kinney. Abrams/Amulet The Hunger Games. Suzanne Collins. Scholastic Press, 2008 (903,457) (1,401,799). Green Eggs and Ham. Dr Seuss. The Serpent’s Shadow (Kane Random House, 1960 Chronicles #3). Rick Riordan. Disney- One Fish Two Fish Red Fish Blue Fish. Hyperion (783,180) Dr. Seuss. Random House, 1960 Tales From a Not-So-Graceful Ice Goodnight Moon (board book). Margaret Princess (Dork Diaries #4). Rachel Wise Brown, illus. by Clement Hurd. Renée Russell. S&S/Aladdin (727,660) HarperFestival, 1991 (605,779) Insurgent. Veronica Roth. Cabin Fever. (Diary of a Wimpy Kid). Jeff HarperCollins/Tegen (615,411) Kinney. Abrams/Amulet, 2011 (584,234) Tales From a Not So Smart Miss The Lorax. Dr. Seuss. Random Know-It-All (Dork Diaries #5). Rachel House, 1971 Renée Russell. S&S/Aladdin (607,929) The Cat in the Hat. Dr. Seuss. Random House, 1957
Front Back Middle School: Get Me Out of Here! James Patterson and Chris Oh, the Places You’ll Go! Dr. Seuss. Random Tebbetts. Little, Brown/Patterson Young Readers (498,894) House, 1990 Junie B., First Grader: Turkeys We Have Loved and Eaten (and The Wimpy Kid Do-It-Yourself Book. Jeff Kinney. Other Thankful Stuff.) (Junie B., First Grader #28). Barbara Abrams/Amulet, 2011 (446,123) Park, illus. by Denise Brunkus. Random House Dr. Seuss’s ABC (board book). Dr. Seuss. Random Hidden. P.C. Cast and Kristin Cast. St. Martin’s Griffin (428,469) House, 1996 “Who Could That Be at This Hour?” (All the Wrong Questions Guess How Much I Love You (board book). Sam McBratney, illus. by Anita Jeram. Candlewick, 1995 #1). Lemony Snicket, illus. by Seth. Little, Brown (383,274) (414,455) Big Nate Goes for Broke. Lincoln Peirce. HarperCollins Brown Bear, Brown Bear, What Do You See? (board (382,984) book). Bill Martin Jr., illus. by Eric Carle. Holt, 1996 Justin Bieber: Just Getting Started. Justin Bieber. HarperCollins (385,126) (340,088) Little Blue Truck (board book). Alice Schertle, illus. by Jill McElmurry. HMH, 2008 (381,808) I Funny. James Patterson and Chris Grabenstein. Little, Brown/Patterson Young Readers (327,315) The Very Hungry Caterpillar (board book). Eric Carle. Philomel, 1994 (369,560) A Perfect Time for Pandas (Magic Tree House #48). Mary Pope 5-Minute Princess Stories. Disney Press, 2011 Osborne, illus. by Sal Murdocca. Random House (354,797) Lincoln’s Last Days. Bill O’Reilly and Dwight Jon Zimmerman. Mr. Brown Can Moo! Can You? (board book). Dr. Holt (316,696) Seuss. Random House, 1996 Disney Bedtime Favorites. Disney Press (310,838) Princess Bedtime Stories. Disney Press, 2010 Nancy Clancy, Super Sleuth. Jane O’Connor, illus. by Robin (314,104) Preiss Glasser. HarperCollins (308,566) Pete the Cat and His Four Groovy Buttons. Eric Litwin, illus. by James Dean. HarperCollins (308,065)
1. Someone with the heart of a reader is already a reader, enjoys reading, and turns to reading on a regular basis as an activity they prefer. 2. Someone with the heart of a reader does not need extrinsic motivation. No points, pizza, or other incentives are needed. 3. Someone with the heart of a reader tends to have friends who have reader hearts, too. They enjoy taking about books they have read, comparing notes. 4. Someone with the heart of a reader reads up and down and sideways. Sometimes they turn to books that are easy reads, and occasionally they challenge themselves, too. While they have comfort books, they read widely as well. 5. Someone with the heart of a reader recognizes that books entertain, inform, provoke, and touch them deep in those hearts. They know books can elicit laughter, tears, rage, and the full range of emotions.