Young Adult Literature

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Young Adult Literature

  1. 1. Agenda for Monday, Sept. 20 <ul><li>“ To the Woman . . . on the 2 Train” (poem in Naked Reading by Teri Lesesne) </li></ul><ul><li>Fishbowl Discussion: Why Do We Teach? </li></ul><ul><li>Creating Lifelong Readers - Statistics Quiz (PollEverywhere) </li></ul><ul><li>Mini-lesson demonstration </li></ul><ul><li>Teri Lesesne video podcast </li></ul>
  2. 2. Why Do We Teach? <ul><li>Would you rather your students read the newspaper every day OR a novel once a month? </li></ul><ul><li>Would you rather your students read lots of series like Animorphs OR a very occasional Newberry winner? </li></ul><ul><li>Would you rather your students always did their homework but rarely read for enjoyment OR that they often read for enjoyment but often did not do their homework? </li></ul><ul><li>~Smith and Wilhelm, “ Reading Don’t Fix No Chevys” </li></ul><ul><li>Literacy in the Lives of Young Men , p. 185 </li></ul>
  3. 3. Creating Lifelong Readers <ul><li>90% of all the books purchased in the U.S. each year are purchased by of the population. </li></ul><ul><li>90% of all the books purchased in the U.S. each year are purchased by 10% of the population. </li></ul>
  4. 4. Creating Lifelong Readers <ul><li>The average American adult reads fewer than </li></ul><ul><li> books per year for pleasure. </li></ul><ul><li>The average American adult reads fewer than three books per year for pleasure. </li></ul>
  5. 5. Creating Lifelong Readers <ul><li>More than of teens graduating from high school indicate that they will never read another book again. </li></ul><ul><li>More than 75% of teens graduating from high school indicate that they will never read another book again. </li></ul>
  6. 6. From NAEP, the National Assessment of Educational Progress <ul><li>Achievement Amount of Outside Word Gain </li></ul><ul><li>Percentile Reading in Min./Day per Year </li></ul><ul><li>90 th %ile 40+ min./day 2.3 million </li></ul><ul><li>50 th %ile <13 min./day 600,000 </li></ul><ul><li>10 th %ile <2 min./day 51,000 </li></ul>
  7. 7. Why Young Adult Literature? <ul><li>Relevant </li></ul><ul><li>Accessible </li></ul><ul><li>Independent Reading Level </li></ul><ul><li>Addresses affective aspect of reading </li></ul><ul><li>Improves confidence </li></ul><ul><li>Choice = Differentiation and Motivation </li></ul>
  8. 8. Building Community in the Classroom <ul><li>Make the classroom a place where students trust the teacher and believe it’s safe to take risks. </li></ul><ul><li>Provide students with choices and opportunities to take responsibility in the classroom. </li></ul><ul><li>Connect learning with students’ lives and the larger issues around them. </li></ul><ul><li>Organize learning so that students work together and help one another. </li></ul><ul><li>Read aloud from engaging and powerful writing in their fields. </li></ul><ul><li>~Daniels and Zemelman, Subject Matter , p. 170 </li></ul>
  9. 9. Creating the Confidence to Respond <ul><li>Keep your expectations high </li></ul><ul><li>Create a classroom that encourages risk </li></ul><ul><li>Provide various ways for engagement </li></ul><ul><li>Encourage an aesthetic response* </li></ul><ul><li>Recognize the stages of literary appreciation </li></ul><ul><li>Use appropriate literature* </li></ul><ul><li>Give students the smart words </li></ul><ul><li>Provide time for sustained silent reading </li></ul><ul><li>~ Kylene Beers, When Kids Can’t Read, What Teachers Can Do , chapter 13 </li></ul>
  10. 10. “ Reading Don’t Fix No Chevys” by Michael Smith & Jeff Wilhelm <ul><li>Flow: “the state in which people are so involved in an activity that nothing else seems to matter” </li></ul><ul><li>A sense of control and competence </li></ul><ul><li>A challenge that requires an appropriate level of skill </li></ul><ul><li>Clear goals and feedback </li></ul><ul><li>A focus on the immediate experience </li></ul>
  11. 11. Stages of literary appreciation <ul><li>First stage: unconscious delight </li></ul><ul><li>Second stage: vicarious experience </li></ul><ul><li>Third stage: reading autobiographically </li></ul><ul><li>Fourth stage: philosophical speculation </li></ul><ul><li>Fifth stage: aesthetic experience </li></ul><ul><li>(grades 3-7) </li></ul><ul><li>(grades 7-9) </li></ul><ul><li>(ages 14-15) </li></ul><ul><li>(approx. grade 11) </li></ul><ul><li>(college years) </li></ul>
  12. 12. Finding the Right Book <ul><li>Text Features (see Teri Lesesne’s column in Voices from the Middle and Don Gallo’s column in English Journal ) </li></ul><ul><li>Selling the Books to Students </li></ul><ul><li>#1 Read Aloud </li></ul><ul><li>#2 Read and Tease </li></ul><ul><li>#3 Create book jacket bulletin boards </li></ul><ul><li>#4 Take students to your school library </li></ul><ul><li>#5 Create a good books box </li></ul><ul><li>#6 Know your students’ interests (Interest Inventories and Reading Surveys) </li></ul><ul><li>#7 Talk about the authors (Book Talks) </li></ul>
  13. 13. How to Choose a Good Book <ul><li>Read the back of the book to see if it’s interesting </li></ul><ul><li>Find the subject I like to read </li></ul><ul><li>Ask a friend </li></ul><ul><li>Look for an author you like </li></ul><ul><li>Skim through the book—read a few pages </li></ul><ul><li>Find a book that relates to you </li></ul><ul><li>~ Reading for Understanding , p. 64 </li></ul>
  14. 15. <ul><li>Books like friends should be well chosen. </li></ul><ul><li>~Samuel Paterson </li></ul><ul><li>Choose an author as you choose a friend. </li></ul><ul><li>~Wentworth Dillon </li></ul><ul><li>I have always imagined that Paradise will be a kind of library. </li></ul><ul><li>~Jorge Luis Borges </li></ul>

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