Edge time (Donalyn
Reading on the fringes
o Bathroom books
o Purse or bookbag
o Phone books
• eBooks and audiobooks (more later about these)
If it 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
Poem or story a day
“Once upon a time there were three dinosaurs: Papa Dinosaur,
Mama Dinosaur, and some other Dinosaur who happened to be
visiting from Norway.”
And…it’s going to be
Plus it addresses this
CCSS (anchor standard):
Write narratives to develop
real or imagined
experiences or events
using effective technique,
and well-structured event
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
(i) present effective
introductions and concluding
(ii) guide and inform the
reader's understanding of key
ideas and evidence;
(iii) include specific facts,
details, and examples in an
(iv) use a variety of sentence
structures and transitions to
Students understand, make
inferences and draw
conclusions about how an
author's sensory language
creates imagery in literary
text and provide evidence
from text to support their
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
(B) explain whether facts included
in an argument are used for or
against an issue;
(C) explain how different
organizational patterns (e.g.,
and-solution) develop the main
idea and the author's viewpoint;
(D) synthesize and make logical
connections between ideas within
a text and across two or three
texts representing similar or
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
(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.
Oldies but Goodies
Mind the Gap
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
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
See if you can rank
order these 8 as kids
did. And then rank
order them as YOU
would find them useful.
And are there other
considerations for YOU?
o Book clubs
The Mark of Athena (Heroes of
Olympus #3). Rick Riordan. Disney-
The Third Wheel (Diary of a Wimpy
Kid). Jeff Kinney. Abrams/Amulet
The Serpent’s Shadow (Kane
Chronicles #3). Rick Riordan. Disney-
Tales From a Not-So-Graceful Ice
Princess (Dork Diaries #4). Rachel
Renée Russell. S&S/Aladdin (727,660)
Insurgent. Veronica Roth.
Tales From a Not So Smart Miss
Know-It-All (Dork Diaries #5). Rachel
Renée Russell. S&S/Aladdin (607,929)
Catching Fire. Suzanne Collins.
Scholastic Press, 2009 (4,431,869)
Mockingjay. Suzanne Collins. Scholastic
Press, 2010 (3,427,354)
The Hunger Games. Suzanne Collins.
Scholastic Press, 2008 (903,457)
Green Eggs and Ham. Dr Seuss.
Random House, 1960
One Fish Two Fish Red Fish Blue Fish.
Dr. Seuss. Random House, 1960
Goodnight Moon (board book). Margaret
Wise Brown, illus. by Clement Hurd.
HarperFestival, 1991 (605,779)
Cabin Fever. (Diary of a Wimpy Kid). Jeff
Kinney. Abrams/Amulet, 2011 (584,234)
The Lorax. Dr. Seuss. Random House,
The Cat in the Hat. Dr. Seuss. Random
Middle School: Get Me Out of Here! James Patterson and Chris
Tebbetts. Little, Brown/Patterson Young Readers (498,894)
Junie B., First Grader: Turkeys We Have Loved and Eaten (and
Other Thankful Stuff.) (Junie B., First Grader #28). Barbara
Park, illus. by Denise Brunkus. Random House
Hidden. P.C. Cast and Kristin Cast. St. Martin’s Griffin (428,469)
“Who Could That Be at This Hour?” (All the Wrong Questions
#1). Lemony Snicket, illus. by Seth. Little, Brown (383,274)
Big Nate Goes for Broke. Lincoln Peirce. HarperCollins
Justin Bieber: Just Getting Started. Justin Bieber. HarperCollins
I Funny. James Patterson and Chris Grabenstein. Little,
Brown/Patterson Young Readers (327,315)
A Perfect Time for Pandas (Magic Tree House #48). Mary Pope
Osborne, illus. by Sal Murdocca. Random House
Lincoln’s Last Days. Bill O’Reilly and Dwight Jon Zimmerman.
Disney Bedtime Favorites. Disney Press (310,838)
Nancy Clancy, Super Sleuth. Jane O’Connor, illus. by Robin
Preiss Glasser. HarperCollins (308,566)
Pete the Cat and His Four Groovy Buttons. Eric Litwin, illus. by
James Dean. HarperCollins (308,065)
Oh, the Places You’ll Go! Dr. Seuss. Random
The Wimpy Kid Do-It-Yourself Book. Jeff Kinney.
Abrams/Amulet, 2011 (446,123)
Dr. Seuss’s ABC (board book). Dr. Seuss. Random
Guess How Much I Love You (board book). Sam
McBratney, illus. by Anita Jeram. Candlewick, 1995
Brown Bear, Brown Bear, What Do You See? (board
book). Bill Martin Jr., illus. by Eric Carle. Holt, 1996
Little Blue Truck (board book). Alice Schertle, illus.
by Jill McElmurry. HMH, 2008 (381,808)
The Very Hungry Caterpillar (board book). Eric
Carle. Philomel, 1994 (369,560)
5-Minute Princess Stories. Disney Press, 2011
Mr. Brown Can Moo! Can You? (board book). Dr.
Seuss. Random House, 1996
Princess Bedtime Stories. Disney Press, 2010
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,
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.