Transcript of "Not Your Everyday Book Of The Month"
Pamela Duncan Edwards Henry Cole KK Cherney Susan Phillips
It is a leadership strategy in which the principal selects an authentic piece of children’s literature for all classes in the school with the purpose of creating a common literacy conversation between students and teachers. In addition, this strategy can be used to connect children’s literature and an adult professional text to drive professional development.
Select and Purchase a common book for all classrooms Teach and Present the book to the faculty Showcase the Book of the Month
Culture Building <ul><li>As we deal with these lessons in change, you may get a “headache from too much noise”, “feel sick from bad smells,” experience “a smarting tongue”, or have to “nurse a throbbing tail” or maybe even wipe your “stinging eyes” filled with tears of frustration. While many of these growth experiences are unavoidable, they will be made bearable by daily perseverance and support of our colleagues as we pursue the ever moving “cheese!” </li></ul>
Culture Building <ul><li>The Worrywarts is a story of life. It is characteristic of how fear of the unknown can paralyze us and prevent us from taking risks and fully experiencing life. I chose this book during this challenging period of state assessment to help reinforce that worry and fear are a natural part of preparation. The key is to overcome our fears with skill, teamwork and effective problem solving skills so that we might experience the thrill of success . </li></ul>
Faculty Studies <ul><li>When Kids Can’t Read: </li></ul><ul><li>What Teachers Can Do – Kylene Beers </li></ul><ul><li>Bringing Words to Life </li></ul><ul><li>– Isabel Beck, Margaret McKeown, Linda Kucan </li></ul><ul><li>America’s Choice </li></ul><ul><li>Monographs </li></ul>
Before Reading Strategy - Tea Party <ul><li>1) First choose several phrases, sentences or single words to pull from the text that are indicators of the setting, characters or problems. </li></ul><ul><li>2) Have students move from one to the other, share their text selection and begin brief discussions about what the text might be about. Tell students they should share their selections with as many others as possible and to listen carefully to others as they share. </li></ul><ul><li>3) Next have students return to small groups to discuss what selections they heard, how they might be related and what they presume is happening in the text. </li></ul><ul><li>4) Have students record their presumptions by writing a gist statement beginning with, “We think that this story is about.......”., </li></ul><ul><li>5) Have groups share their gist statements, be sure to ask for an explanation as to why they came to those conclusions. </li></ul><ul><li>6) Read the story aloud or have students read independently. </li></ul>
During Reading Strategy - Bookmark <ul><li>Mark My Words – Use this template to record interesting or unusual words. These words can be reviewed and placed on a classroom chart for discussion or word study. </li></ul><ul><li>Marking Time - Use this one to mark setting changes. It would also be good for recording a timeline in social studies content literature. </li></ul><ul><li>Question Mark – Use this template for students to record questions that arise while reading that require clarification, further investigation, rereading or discussion. </li></ul><ul><li>Mark Who? – Use this template to record interesting facts or traits about the story’s characters. </li></ul><ul><li>Mark the Bold – Use this template for recording the bold text in content area reading. On the back of this bookmark students can record the meaning of the word for discussion (Talk the Bold) or later use. </li></ul>
Vocabulary Strategy Place the Word <ul><li>Select a book or passage from which to read select sentences aloud. </li></ul><ul><li>Delete some of the more difficult vocabulary words from the sentences as you read. </li></ul><ul><li>Have students insert words they think might fit in the sentence. </li></ul><ul><li>Read the author’s version of the sentence. </li></ul><ul><li>Compare versions and discuss similarities and differences between the words, how they affect the meaning of the sentence or story, or why the author chose the word that was actually used. </li></ul>
The Leprechaun’s Gold by Pamela Duncan Edwards and Henry Cole <ul><li>Many a wedding was made ________ by Old Pat’s harp. </li></ul>
The Leprechaun’s Gold by Pamela Duncan Edwards and Henry Cole <ul><li>Many a wedding was made merrier by Old Pat’s harp. </li></ul>